ENGLISH FOR SPECIAL PURPOSES: ECOLOGY – B1
Curriculum Specifications
1. The target
group
The purpose is to
create a program for a prospective group of six Ecology and Environment professionals
working for the Ministry of Environment, which requires that their specialists
be prepared to do research in this subject matter, interact with international
environmental organizations, attend international conferences and lectures, and
be set to transfer their knowledge into the Ministry’s policies and regulations.
All of them are
adults, their ages range between 30 and 45 years, and all of them share English
level A2, acquired across their academic lives. Their level of proficiency has been
determined by the Oxford Online Placement Test. All of them need to learn to communicate
with the global community of environment professionals in English, as well as
write a wide range of texts, from simple emails to essays, articles, and
reports.
2. Needs
analysis
Procedures:
a. The Ministry of Environment has
been contacted to make an interview with the official responsible for the group
of learners, so as to state the initial objectives of the prospective course.
From the interview, the first
goals were established, as the students must:
·
be prepared to
do research in this field of study;
·
interact with
international environmental organizations, attend international conferences and
lectures;
·
to communicate
with the global community;
·
write a wide
range of texts, from simple emails to essays, articles, and reports;
·
and be prepared
to share findings with other professionals and transfer their knowledge into
the Ministry’s policies and regulations.
·
The learners
should attend classes 10 hours per week.
The means to achieve these goals are:
1. intensive and extensive reading and
vocabulary activities in this field;
2. intensive listening and speaking
activities and note taking in the field and in general situations;
3. intensive writing of different
types of texts related to their field of study and other general matters;
b. A group of three ESL professors have
been contacted for ideas to establish the topics to be taught across the course
and the materials needed. Each one
provided ideas, which have been taken into account.
c. The six professionals were
interviewed to establish their goals and needs, and a survey was prepared for
them as well. Appendix 1 contains the
questionnaire given to the group (adapted from Richards, 2001)1, p.
10.
With the results of the
interviews made with Ministry’s officials and prospective learners and the conversations
and deliberations with other ESL instructors, a program is proposed in the next
section.
3. The
program
Subject Name: English for Special Purposes: ECOLOGY – B1
Level of Instruction is prescribed
from the Common European Framework of Reference for Languages; COE Webpage (2011)2.
Hourly Course Load: 2-hour sessions five times a week, for a total of 10
hours per week plus independent work. 200
hours, 20 weeks.
Prerequisites: English level A2
General expected outcomes:
At the end of the course, learners will be able to:
· have a better understanding of texts related to their
field of study and other general topics;
· speak more fluently and accurately about ecology and
other general topics;
· apply strategic listening skills to interactions
related to ecology and other general topics;
· make use of extended professional vocabulary;
· write small articles and other texts in their field of
study and other general topics;
· find resources to become independent language learners;
Specific objectives
Some of the following objectives are derived from the
descriptions expressed in the online resources of the University of Cambridge.
Speaking objectives
— to learn enough language to get by, with sufficient
vocabulary to express themselves with some hesitation on topics such as family,
hobbies and interests, work, travel and current events;
— to use reasonably accurately a repertoire of
frequently used patterns associated with more predictable situations;
— to keep going comprehensively, even though pausing for
grammatical and lexical planning, being repair evident, especially in longer
stretches of free production;
— to initiate, maintain and close simple face-to-face
conversation on topics that are familiar or ones that are common in their field
of study;
— to repeat back part of what someone has said to
confirm mutual understanding;
— to sustain straightforward descriptions of subjects
within their field of study, presenting them in linear sequence;
— to relate a straightforward narratives about their
field of study or other general topics, in linear sequence;
— to give detailed accounts of experiences, describing
feelings and reactions;
— to relate details of unpredictable occurrences in
their field of study or other general topics, e.g. an accident, a volcano
eruption, or a flood;
— to relate the plot of a book or film about their field
of study or other general topics and describe his/her reactions;
— to describe dreams, hopes and ambitions;
— to describe events, real or imagined;
— to briefly give reasons and explanations for opinions,
plans and actions;
— to deliver short rehearsed announcements on a topic
pertinent to everyday occurrences in their field of study which, despite
possibly very foreign stress and intonation, are nevertheless clearly
intelligible;
— to give a prepared straightforward presentation on a
familiar topic within their field of study which is clear enough to be followed
without difficulty most of the time, and in which the main points are explained
with reasonable precision;
— to make follow up questions, and to ask for repetition
if the speech is rapid;
Writing objectives
To write
straightforward texts on a range of familiar subjects within their field of
study or other general subjects, in linear sequence, like:
@ simple essays on topics of interest or in their field
of study;
@ brief reports to a standard conventionalized format,
which pass on routine, factual information and state reasons for actions;
@ formal and informal letters;
@ interviews;
@ biographies;
@ narratives.
Many of these objectives have been adapted from Evans
and Dooley (2004)3, and others created according to the situation
requirements.
Listening
objectives:
² to understand straightforward factual information
about common everyday or field related topics, identifying both general
messages and specific details in a generally familiar accent;
² to understand the main points of clear speech on
familiar matters regularly encountered in their field of study and other
general matters, including short narratives;
² to follow a lecture or talk within their field of
study, provided the subject matter is familiar and the presentation
straightforward and clearly structured;
² to follow straightforward short talks on familiar
topics;
² to understand simple technical information, such as
operating instructions for everyday equipment, and to follow detailed
directions;
² understand the information of some recorded or
broadcast audio material on topics of interest delivered in clear standard
speech;
² to understand the main points of radio news bulletins
and simpler recorded material about familiar subjects delivered relatively
slowly and clearly;
² to understand TV programs on topics of their field of
study such as interviews, short lectures, and news reports, when the delivery
is relatively slow and clear;
² to follow documentaries in which visuals and actions
carry much of the content, and which are delivered clearly in uncomplicated
language.
Reading objectives
to read straightforward factual texts on subjects
related to their field of study with a satisfactory level of comprehension; to understand the description of events, feelings and
wishes in personal letters well enough to correspond regularly with a pen
friend; to scan longer texts in order to locate desired
information, and gather information from different parts of a text, or from
different texts in order to fulfill a specific task; to find and understand relevant information, in
everyday material, such as letters, brochures and short official documents; to identify the main conclusions in argumentative
texts; to recognize the line of argument in the treatment of an
issue presented; to recognize significant points in straightforward
newspaper articles on their field of study and other familiar topics; to understand clearly written, straightforward
instructions for a piece of equipment.
Sociolinguistic appropriateness
Students will learn:
þ to become aware of the salient politeness conventions
and act appropriately;
þ to become aware of the most significant differences
between the customs, usages, attitudes, values and beliefs prevalent in the
community concerned and those of their own.
4.
Course contents and materials
It is really
difficult, if not impossible to find a text course designed to fulfill the
requirements of such specific population.
Nevertheless, a solution has been found by taking a basis text course,
which will lead the pathway in grammar terms.
This text course will be combined with internet web pages, other
textbooks, and teacher-generated materials, which will give the accent and
emphasis on ecology and environmental matters.
The course
books (Student’s book, Workbook, and recordings) by Evans and Dooley (2004)3
will be used for the classes and for the learners’ independent work; this B1
course conveys Communicative Language Teaching, promotes the four skills and
works the language systems.
Complementary
printed materials have been chosen either to make an emphasis in the area of
interest --the environment and ecology--, to give additional support in grammar
and vocabulary practice, or to provide further recorded and reading materials
about this specific topic of interest, which are insufficient across the base
course book, and which will be used in the classroom. Selections from Acklam and Crace (2005)4
and Soars (2001)5 will be used to complement this course.
On the
purpose to facilitate speaking activity, vocabulary practice, or make reviews
before formal assessments, the program will use pictures and other teacher-designed
resources, as well as videos and other authentic material downloaded from the
web to promote learner independence.
Appendix 2,
p.12, contains the course contents and a complete reference of materials to be
used; 2.1, contains a sample lesson from Evans and Dooley (2004), p.15.
Appendix 3, pp.16-23, contains samples of instructor-designed tasks of grammar,
speaking, and vocabulary.
5.
Assessment
The course
will be divided into five terms, corresponding to the five modules of the main course
book. Each term will consist of 40 hours
including the oral and paper examinations.
Each module
will be assessed taking into account the contents taught, the class procedures,
the objectives stated, and the proficiency level requirements. Each assessment will evaluate six components
–the four skills, vocabulary and grammar use –with communicative tasks. The paper exam is designed for the learners
to develop within an estimated time of two hours and the oral test to be
developed in pair work for ten to fifteen minutes. A value has been given to each of the components:
a. Speaking, 20 marks; b. Reading, 20 marks; c. Listening,
20 marks; d. Writing, 20 marks; e.
Vocabulary, 10 marks; and f.
Grammar use, 10 marks. The oral exam
will evaluate fluency, pronunciation, course content, and interaction capacity,
each achievement indicator has a value of 4 marks
to complete the 20 prescribed for the evaluation of this skill.
Also, each term
marks will represent former instruction and learning, and therefore more value is
added to each of the terms across the course, according to the following table:
Term values
|
|||
Term
|
Exam
|
Classwork*
|
Percentage
|
1
|
7
|
3
|
10
|
2
|
10
|
5
|
15
|
3
|
15
|
5
|
20
|
4
|
20
|
5
|
25
|
5
|
25
|
5
|
30
|
Total
|
77
|
23
|
100
|
*Periodical
quizzes, evaluated classroom activities, and homework.
Appendix 4,
pp.24-29, contains the sample test for the first term; 4.1 Sample paper test and 4.2 Sample oral
test.
6.
Course evaluation
Santiago
Castillo (2002)6 says that,
Evaluation is a systematic, reflexive
and rigorous process of investigation for decision making about the reality,
which considers implicit and explicit context and its second effects, and is
governed by the principles of usefulness, participation and ethics.
Curricular evaluation spans over a great variety of activities
and describes a large amount of processes.
It is a permanent process of investigation that allows analysis of its
different components in relation to the reality of the needs, objectives and
multi-factor expectations. Evaluation must
establish the relevance, scope, duration and efficiency of the curriculum,
according to innovations that the educational and social process currently
demands. Stuffelbeam and Shinkfield (2007)7
describe evaluation as: Integrated to all the process
of programming and development; formative, promoting curriculum enrichment and
improvement in reference to its results;
continuous, permanent and stable; recurrent so as to generate feedback; clear, with definite criteria to guide
activities and decisions; determined to
commitment and accountability; open to participation of those who are involved
in the different processes.
The
evaluation process of the program referred to in this paper will take into
account the following components:
a. The process followed by
instructor, materials and learners:
·
Instructor’s opinions
about materials and program.
Regular interviews can be made by
the program director and the instructor to find out about adjustments to be
made on materials in use, and detours taken along each of periods of program
development. Decisions made about
changes during the course should be written down and annotated to enrich the
global evaluation at the end.
·
Classroom procedures
and techniques.
Class visits should be made by
program authorities in order to check classroom behavior and atmosphere. Appendix 5 - Class Visit, p.30, shows a
possible instrument which attempts to describe all the different aspects to be
considered in successful classes.
·
Relevance of
materials in use.
Two other possible instruments
can be implemented to check the instructor and learners’ level of approval of
materials; Appendix 6 - Materials
Evaluation, p.33, shows a form which can
be filled out by instructor as well as by learners.
·
Learners’ level
of satisfaction and suggestions.
Students’ suggestions can be received
and attended by the instructor, who can also collect them in a journal to be
taken into account and which will nurture global evaluation at the end of the
course. Nevertheless, a box of
suggestions can be placed at the reception room for the learners’ to feel free
to fill out a form, which is shown in Appendix 7 – Suggestion Box, p.34.
b. The effect it will have over the
users’ opinion and satisfaction.
Twice during the
course, a survey consulting the learners’ points of view about different
aspects of the course can be held; the first time, in order to correct not
satisfactorily perceived attributes of the program; and the second time, at the
end of the process, to establish user satisfaction outcome and determine steps
for improvement. Appendix 8, p.35,
contains the Students’ exit survey.
Also, an interview or a format about fulfillment can be made with
learners and their authorities to analyze their better professional
performance, which will contribute to confirm or discard course aspects and
practices.
c. The analysis of the learning
achievements, skill development, and knowledge increase.
The final paper and oral tests
and their results will provide the information this part of the evaluation
requires.
d. The behavioral changes made by
users at their work places as a consequence of the instruction received.
The Students’ exit survey asks
for that level of satisfaction, as well as the Materials evaluation and the
Suggestion box formats.
e. And the global conclusions and
changes proposed for further program application.
References
1. Richards, J. (2001) Curriculum development in language
teaching. Cambridge. P.80.
2.
COE (2011) “Common European
framework of reference for Languages”
Online: retrieved from http://www.coe.int/t/DG4/Portfolio/documents/Framework_EN.pdf.
Chapter 3.
3. Evans, V. and Dooley, J.
(2004) Upstream Pre-Intermediate. Express Publishing.
4.
Acklam, R. and
Crace, A. (2005) Total English
Pre-Intermediate. Pearson Longman.
5.
Soars, J and
Soars, L. (2001) New Headway English
Course Pre-Intermediate. Oxford
University Press.
6.
Castillo, S. (N.d.) “Nuevas tecnologías aplicadas a la educación”. Online: retrieved from: http://www.crid.or.cr/digitalizacion/pdf/spa/doc14717/doc14717-f.pdf.
7.
Stufflebeam, D.
et al. (2007) Evaluation Theory, Models,
and Applications. Jossey-Bass.
----
APPENDIX 1 –
Needs survey
ESP – ECOLOGY B1
1. How often are you expected to
use the following skills? Please tick
(a)
|
|||||||
Very
often
|
Often
|
Sometimes
|
Rarely
|
Never
|
|||
Reading
|
|||||||
Writing
|
|||||||
Speaking
|
|||||||
Listening
|
|||||||
2. How often do you have
difficulty with each of these skills? Please tick (a)
|
|||||||
Very
often
|
Often
|
Sometimes
|
Rarely
|
Never
|
|||
Reading
|
|||||||
Writing
|
|||||||
Speaking
|
|||||||
Listening
|
|||||||
3. How important to success in
your job are the following abilities? Please tick (a)
|
|||||||
High
|
Moderate
|
Low
|
|||||
Listening to English
|
|||||||
Speaking English
|
|||||||
Writing English
|
|||||||
Reading English
|
|||||||
Please
tick (a) the skills you would like to
improve:
|
|||||||
High
|
Moderate
|
Low
|
|||||
4.
Listening to pronunciation/
intonation/stress
patterns
|
|||||||
5.
Lecture note taking
|
|||||||
6.
General listening comprehension
|
|||||||
7.
Listening for details.
|
|||||||
8.
Giving formal presentations.
|
|||||||
9.
Participating effectively in
discussions.
|
|||||||
10.
Communicating effectively with
peers in collaborative projects.
|
|||||||
11.
Communicating effectively with
other type of professionals or other staff.
|
|||||||
12.
Speaking fluently.
|
|||||||
13.
Using idiomatic expressions.
|
|||||||
14.
Understanding documentaries and
general tv shows better.
|
|||||||
15.
Writing of essays, reports, letters,
emails.
|
|||||||
16.
Creative writing
|
|||||||
17.
Describing objects, places, or
procedures
|
|||||||
18.
Writing introductions and
conclusions.
|
|||||||
19.
Summarizing factual
information.
|
|||||||
20.
Knowledge of vocabulary
|
|||||||
21.
General reading comprehension
and reading for details.
|
|||||||
22.
Read and understand formal
writing, as newspapers and journals better.
|
|||||||
23.
Would you like to learn about
other matters different from Ecology?
Which?
(Write your answers below)*
|
|||||||
24.
How much time will you devote
to study English?
|
2hrs a day
|
5hrs a week
|
Class only
|
||||
25.
How many hours per week will
you be available for classes?
|
4____
|
6____
|
10____
|
||||
*23________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
APPENDIX 2 –
Course contents
ESP – ECOLOGY B1
MODULES
|
VOCABULARY
|
READING
|
Module 1 Man and Nature
people description,
personal qualities, relaxation, outdoor activities, jobs and occupations,
city life, describing places, parts of a town, cardinal points
|
Appearance and
character adjectives, personal qualities. Antonyms;
adjectives with prepositions.City/country life, jobs, parts of a town. Adjectives, antonyms, adjectives with
prepositions.
|
-Marie is a very beautiful girl[1]
- Wallace’s pucker[2]
- -City slicker and Country lover[3]
- -How to get that job![4]-The
perfect body[5]
- -Are you a party animal?[6]
- -The Mozart effect[7]
- -A tale of two millionaires[8]
- -Job posts from[9]-Living
in Stockholm[10]
- Multiple choice, guessing meaning
from context, reading comprehension, true and false, discursive reading,
independent reader.
|
Module 2 Travel stories
the weather, climate
change, transportation, air pollution, types of holidays, eco-travel, space
travel, countries and nationalities, the four seasons, sports and accidents,
a visit to the doctor’s,
|
Sites,
resorts, weather, climate change, holiday equipment, transport, countries,
nationalities, sports and accidents. Prepositional phrases, antonyms.
|
|
Module
3 World in danger
endangered
species, animals, the zoo, game reserves, energy resources, environmental
issues, natural disasters, surviving in a rainforest, common causes and
solutions for environmental problems
|
Environmental problems, animals, the zoo,
energy resources, endangered species, natural disasters, causes and solutions
to environmental problems. Verbs with
prepositions
|
-The Earth in our hands[21]
- -Going to extremes[22]
- -No ordinary zoo[23]
- -RRS Ernest Shackleton[24]
- -Pollution is a dirty word[25]
- -Don’t look down[26]
- -Into the wild[27]
- -Raised by animals[28]
- Zoos: for or against? - -The curious
incident[29]
- Multiple choice, guessing meaning from
context, true and false, discursive reading, text completion.
|
Module 4 Happy earth day!
celebrations, shops and
gifts, second-hand objects, prices, greeting cards, restaurants, cooking,
recycling garbage, hobbies
|
Events and festivals, traditional customs, feelings. Restaurant-related words, the supermarket,
recipes and cooking methods, tastes, kitchen implements. Quantifiers,
verbs with prepositions.
|
-What we can do to make a difference[30]
- -Bizarre annual events in the UK[31]
- -February is Mardi Gras Month[32]
- -The best shopping street in the world: Nowy
Swiat, in Poland[33]
- -A taste of Toronto[34]
- -Were school dinners really so bad?[35]
- -Garden of freedom[36]
- -Checking out second-hand city[37]
- -Green gifts for every occasion[38]
- -Restaurant food waste recycling[39]
- Multiple choice, guessing meaning
from context, true and false, discursive reading, text completion,
independent reader.
|
Module 5 Modern living
entertainment, the
arts, technology, factories, gadgets, damaged appliances, computer problems,
phone conversations,
new technologies, education for the future
|
Types of entertainment, technology,
gadgets, means of communication, computer problems, clean power resources,
education for the future. Prepositional
phrases, compound nouns, antonyms.
|
-People, the great communicators[40]
- -Fast world[41]
- -The Olympic Anthem[42]
- -Pick of the week[43]
- -Channel 4 Tv guide[44]
- -Three plants that changed the world[45]
- -Graffiti – Is it Art?[46]
- -Comic relief[47]
- -The education system of the UK and the USA[48]
- -Too much, too soon?[49]
- -Clean power resources[50]
- -How to fix a crashed computer[51]
- Multiple choice, guessing meaning
from context, true and false, discursive reading, text completion,
independent reader.
|
[1] Smalley et al.
(1990). Refining composition
skills. Heinle and Heinle. 127
[2] Ibid, 428
[3] Evans, V. and
Dooley, J. (2004). Upstream Pre-Intermediate B1. Express Publishing, 16.
[4] Acklam, R., et
al. (2005) Total English Pre-Intermediate. Pearson Longman, 87
[5] Ibid., 36.
[6] Acklam et al.
(2005), 7
[7] Ibid, 18
[8] Soars et al., J. et al. (2001). New Headway English Course Pre-Intermediate,
Oxford University Press, 50
[11] Evans et al. (2004), 41
[12] Ibid, 49
[13] Soars et al. (2001).
New Headway English Course Pre-Intermediate, Oxford University Press,
14, 18.
[14] Acklam et al.
(2005), 106
[17] Evans et al
(2004), 89
[19] Online, retrieved on Sep.23, 2011at http://earth911.com/news/2010/01/11/top-winter-eco-destinations/
[21]Evans et al.
(2004), 30
[22] Acklam and Crace (2005), 36.
[23] Evans et al.
(2004), 33
[24] Ibid, 39
[25] Lugton, R.
(1978). American Topics. Prentice Hall, 156
[26] Soars et al. (2001), 78
[27] Ibid, 82
[29] Acklam et al.
(2005), 80
[30] Online, retrieved on Sep.23, 2011 at http://www.earthday.org/blog/2011/09/19/p2-what-we-do-can-make-difference
[31] Evans et al.
(2004), 73
[33] Soars et al. (2001), 34
[34] Evans et al. (2004), 79
[35] Acklam et al. (2005), 30
[37] Evans et al.
(2004), 55
[39] Online, retrieved on Sep.23, 2011 at http://www.lacitysan.org/solid_resources/pdfs/FoodWaste.pdf
[40] Soars et al. (2001), 10
[41] Acklam et al. (2005), 76
[42] Evans et al. (2004), 97
[43] Evans et al. (2004), 102
[44] Evans et al. (2004), 105
[45] Soars et al. (2001), 91
[46] Evans et al. (2004), 107
[47] Evans et al. (2004), 111
[48] Evans et al. (2004), 121
MODULES
|
GRAMAR
|
LISTENING
|
Module 1 Man and Nature
people description,
personal qualities, relaxation, outdoor activities, jobs and occupations,
city life, describing places, parts of a town, cardinal points
|
Present simple-continuous, stative verbs,
adverbs of frequency, and questions in simple and continuous present. Comparatives and superlatives, verb
patterns, definite /indefinite articles, expressing preferences.[1]
|
- Tell me what’s it like[2]
- -Making an impression[3]
- -A dream job[4]
- -Who is who?[5]
- -What are the people doing?[6]
- -What’s a good leader like?[7]
- -The angry neighbor[8]
- -Quiz Time: Britain’s capital[9]
- - comparing places[10]
- -Job interview[11]
- -Summer camp[12]
- -A hiking family[13]
- Multiple choice, matching, listening
for general and specific information, completing, intonation, note taking,
independent learning.
|
Module 2 Travel stories
the weather, climate
change, transportation, air pollution, types of holidays, eco-travel, space
travel, countries and nationalities, the four seasons, sports and accidents, at
the doctor’s,
|
-When I was young[16]
- - - Frontier house[17]
- -Where do we go?[18]
- -Holidays in January[19]
- -Table manners in Russia[20]
- -At the doctor’s[21]
- -Cape Farewell Climate change documentary[22]
- -Smarter traffic[23]
- -Preventing sports injuries[24]-
-The appointment[25]
Multiple choice,
matching, listening for general and specific information, completing,
intonation, note taking, independent learning.
|
|
Module
3 World in danger
endangered
species, animals, the zoo, game reserves, energy resources, environmental
issues, natural disasters, surviving in a rainforest, causes/solutions
|
Present perfect simple-continuous, clauses
of purpose, verb patterns.[26]
Further recycling of: - past simple- continuous,
- present-past
participles, - linkers, - past habits, - will-going to, -
too/enough, - order of
adjectives, - making assumptions and
requests.[27]
|
-Survival school[28]
- -Survival choices[29]
- -The truth about ageing[30]
- -Pet Tv[31]
- -Serengeti National Park/ Ngorongoro Conservation Area[32] -
-We can make a difference[33]
- -Protecting animals[34]
- -Illegal imports[35]
- -Living in another country[36]
- -New Zealand tour guide[37]
- -The story of stuff[38]
- -The future of space travel[39]
- Multiple choice, matching, listening
for general and specific information, completing, intonation, note taking,
independent learning.
|
Module 4 Happy earth day!
celebrations, shops and
gifts, second-hand objects, prices, greeting cards, restaurants, cooking, recycling
garbage, hobbies
|
-Doctor, doctor[43]
- -Crime doesn’t pay[44]
- -Life in 2050[45]
--A traditional Irish wedding[46]
- -Feelings[47]
- -Taking a penguin to the zoo[48]
- -Making arrangements[49]
- -Giving gifts[50]
- -Inviting[51]
- -Hobbies[52]
--The naked scientists (plenty of podcasts)[53]
- -Choosing a gift[54]
- -Buying things[55]
- -Supermarket shopping[56]
- -Prices[57]
- -Ordering a meal[58]
-Multiple choice, matching, listening
for general and specific information, completing, intonation, note taking,
independent learning.
|
|
Module 5 Modern living
entertainment, the
arts, technology, factories, gadgets, damaged appliances, computer problems,
phone conversations,
new technologies, education for the future
|
The passive, conditionals, wishes, relative
clauses, clauses of concession, reported speech, indirect questions,
causative form.[59]
Further recycling of: Future forms,
question tags, countables, uncountables, quantifiers, indefinite
pronouns, past perfect simple-continuous.[60] Review of: Passive forms - Conditional
sentences and wishes - Relative clauses - Clauses of concession - Reported
speech - Indirect questions - Causative form[61]
|
-A real classic[62]
- -Big night[63]
- -Computers and the internet[64] - -Computer sales and repairs[65]
- -World of computers[66]
- -How to stop your computer from crashing[67]
- -The story of chewing gum[68]
- -Tv related professions[69]
- -Going to the theatre[70]
- -Pros and cons of internet cafés[71]
- -Requesting repair for a camera[72]
- -Three phone conversations[73]
- -Sustainable energy choices[74]
- -Pushing green technology[75]
-Computer repair fraud[76]
- Multiple choice, matching, listening
for general and specific information, completing, intonation, note taking,
independent learning.
|
[1] Evans et al. (2004), ii
[2] Soars et al., J. and L.(2001), 46-47
[3] Acklam et al. (2005), 86
[4] Acklam et al. (2005), 110
[5] Evans et al. (2005), 9
[6] Evans et al. (2005), 10
[7] Evans et al. (2005), 12
[8] Evans et al. (2005), 13
[9] Evans et al. (2005), 20
[11] Evans et al.
(2005), 23
[14] Evans et al. (2004), ii
[15] Teacher-ellaborated materials, Appendix 3.1
[16] Soars et al. (2001), 80
[17] Acklam et al. (2005), 58
[18] Acklam et al. (2005), 62
[19] Soars et al. (2001), 65
[20] Evans et al. (2004), 84
[26] Evans et al. (2004), ii
[27] Teacher-ellaborated material.
[28] Acklam et al. (2005), 38
[29] Acklam et al. (2005), 42
[30] Acklam et al. (2005), 50
[33] Evans et al. (2004), 32
[34] Evans et al. (2004), 36
[35] Evans et al. (2004), 37
[37] Acklam et al.
(2005), 56
[40] Evans et al.
(2004), ii
[41]
Teacher-ellaborated material.
[42]
Teacher-ellaborated materials.
[43] Acklam et al. (2005), 70
[44] Acklam et al. (2005), 90
[45] Soars et al. (2001), 73
[46] Evans et al. (2004), 65
[47] Evans et al. (2004), 66
[48] Evans et al. (2004), 68
[49] Evans et al. (2004), 70
[51] Evans et al.
(2004), 71
[53] Online, retrieved on Sep.23, 2011 at http://www.thenakedscientists.com/HTML/podcasts/show/2006.03.05/
[54] Evans et al. (2004), 61
[55] Soars et al. (2001), 36
[56] Evans et al. (2004), 82
[57] Soars et al. (2001), 37
[58] Evans et al. (2004), 85
[60]
Teacher-ellaborated materials.
[61]
Teacher-ellaborated materials
[62] Acklam et al. (2005), 16
[68] Soars et al. (2001), 92
[69] Evans et al. (2004), 105
[70] Evans et al. (2004), 108
[71] Evans et al. (2004), 118
[72] Evans et al. (2004), 119
[73] Soars et al., (2001), 109
MODULES
|
SPEAKING
|
WRITING
|
Module 1 Man and Nature
people description,
personal qualities, relaxation, outdoor activities, jobs and occupations,
city life, describing places, parts of a town, cardinal points
|
-Stress? What stress?[1]
-talking about best friend - -expressing likes and - dislikes - -making questions about
preferred spare time activities - -speaking about job qualities - -asking
for/giving directions - -job interviews - -describing pictures[2]
- -practicing intonation-surprise, concern - -talking about neighborhood -
-ideal occupation or job - -finding the differences in a drawing[3]
- -living in another city - -Presentation:
The most beautiful village in your country
|
-a letter giving advice - -an
informal essay describing a person - -a want ad
-a letter of application - -an email to a friend - -an informal
article about your neighborhood - -a questionnaire for a quiz about a country
- -an informal essay comparing two cities - -an email to a friend in response
to an invitation, expressing preferences - -an informal article about an
outdoor activity as a way for relaxation
|
Module 2 Travel stories
the weather, climate
change, transportation, air pollution, types of holidays, eco-travel, space
travel, countries and nationalities, the four seasons, sports and accidents,
a visit to the doctor’s,
|
-Customs worldwide[4]
- - favorite places for vacation - - a place you would like to go - back - -a place you would like to visit
some day - -planning an adventure trip to the woods - -buying tickets at a
travel agency - -talking about celebrities - -asking for/giving directions -
-talking about traffic in big cities - -favorite sports activities -
-doctor’s visit - -giving advice about a health problem - -speaking about an
accident you had - -Describing pictures[5]
- -Presentation: a tourist destination
|
-a holiday advertisement - -a
- weather forecast - -a factfile about a country - -a news story about
a natural disaster - -an interview with a sports person - -an informal report
about a - holiday resort - -an
informal article about first aid - -an email to a friend giving him/her a
remedy for illness - -a story about the worst holiday - -a small report
assessing the good and bad points of the mass transport system in your city
|
Module
3 World in danger
endangered
species, animals, the zoo, game reserves, energy resources, environmental
issues, natural disasters, surviving in a rainforest, common causes and
solutions for environmental problems
|
-improving one’s town/city - -giving a
short talk about an - environmental problem - -speaking about university
habits - -planning a clean-up campaign - -talking about land, water and air
pollution, causes, effects, and solutions - -speaking about endangered
species, causes and solutions - -talking about natural disasters - -safe and
clean energy resources - -illegal and insecure mining - -describing pictures[6]
|
-an informal article about a zoo - -a poster about endangered animals
- -an informal article about green power systems - -an informal report about
the cleanliness and general condition of a river in your city - -a survey for
your commModuley about recycling - -a news story about water scarcity in
Latin America - -an informal report about a game reserve in Africa - -an
informal article comparing past and present study habits - -a small article
about housing in the future
|
Module 4
Happy earth day!
celebrations, shops and
gifts, second-hand objects, prices, greeting cards, restaurants, cooking,
recycling garbage, hobbies
|
-shopping
for clothes and other articles[7]
- -imagining life in the future - - an unforgettable/disastrous celebration -
-Christmas and New Year - -preparing a party - -negotiating price at a garage
sale - -favorite food - -congratulating - -giving gifts and responding -
-inviting and accepting/refusing - -talking about good/bad experiences at
restaurants - -future space travelers - -describing objects - -reporting lost
property - -talking about shopping habits - -choosing a restaurant --what can
be done about kitchen garbage - -hobbies - -shopping for food[8]
- -role-plays at shops - -Presentation: “A shop of good taste”
|
-a
typical celebration in your country - -a restaurant review
-an
informal report about the cost of food in your city - -a recipe of a dish -
-a small article about the ideal gifts for a wedding - -an informal essay
about second-hand shopping - -an informal essay about - shopping styles - -a
shopping list - -green gifts - -a formal invitation to a graduation - -an
informal invitation to a farewell party - -an informal essay about electronic
books and the future of publishing
|
Module 5 Modern living
entertainment, the
arts, technology, factories, gadgets, damaged appliances, computer problems,
phone conversations,
new technologies, education for the future
|
-discussing sports - -inviting and accepting/refusing - -expressing
opinions - -asking about/describing health
- -conditions, - sympathizing
and giving advice - -discussing technology - -a short talk about a new gadget
in the market - -talking about pros and cons - -describing pictures[9]
- -requesting repair, - -exchange or
refund at an appliance shop - -describing damage - -talking about favorite
shows - -talking about films on the screen - - celebrities - -teenagers and
technology - -technological advances to repair or prevent environmental
problems - -short talk about a personal invention to favor the environment -
-inventions that have changed man’s history[10]
- -Presentation: Education for an
environmentally sustainable future[11]
|
-a film review - -a TV guide
-an interview questionnaire for your favorite artist - -an informal
essay about the pros and cons of social media - -an informal article about a
popular past invention - -an informal report about technology - -discarded
items and solutions - -a letter of complaint - -an informal essay about a
personal invention favoring the environment - -an informal report about a TV
show - -an informal article about one of the topics of a film
|
[1] Acklam et al.
(2005), 72
[2]
Teacher-ellaborated material. Appendix
3.2
[3]
Teacher-ellaborated material.
[4] Acklam et al.
(2005), 108
[5]
Teacher-ellaborated material. Appendix
3.3
[6]
Teacher-ellaborated material. Appendix
3.4
[7]
Teacher-ellaborated material. Appendix
3.5
[8]
Teacher-ellaborated material. Appendix
3.6
[9]
Teacher-ellaborated material. Appendix
3.7
[10]
Teacher-ellaborated material. Appendix
3.8
[11] Online, retrieved on Sep.23, 2011 at http://www.adb.org/documents/reports/consultant/tonle-sap-sustainable-future.pdf--
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