ESP COURSE(English for Specific Purposes)

for Class Teachers(7-8, 9-10)

Vera Savic, MA Lecturer in English

2010/2011Faculty of Education in Jagodina

University of Kragujevac

vera.savic@pefja.kg.ac.rs

Teaching Methods Savic, V. (2009): English for Specific Purposes for Students of

Education, pp. 3-4- teaching method- a set of principles, procedures or

strategies- to be implemented- to achieve- to determine- subject matter- to be taught

- entirely- teacher-directed instruction- instruction = teaching- instructor = teacher- a heavy use- textbooks / course books- drills- practice- to practise

- focus- clearly = obviously- mastery = skill- to give little thought to- to facilitate = to help- lesson- tend to- to lecture- to set- related- deskwork- to encourage- to mark students’ work- to grade- approach- subjects- curriculum- whether

Teaching Methods (cont.)- to engage- to resist- modest- innovative- activity-based methods- medium- media- motivation- interest- to vary- to be varied- sudden- growth- research- to explore- simultaneously- field- psychology- to continue- Investigations- humans- to acquire knowledge

- to process information- to reason- gradually- evidence- separate- to coalesce- appropriateness- efficacy- particular- to be considered- in relation to- debates- to arise from- to impact upon- to occupy- journal = magazine- average- to access- remain- a gap between- awareness- a step towards- current- to bring into the hands

Reading skills for academic study: Writing a Summary

• A summary is condensed version of a larger reading

• Writing a summary is the process of - reading a text- identifying the main ideas- writing the important ideas in many fewer

words (only important ideas or information from the text; no examples or repetitions)

Guidelines for Writing a Summary

While reading the original work, take note of what or who is the focus and ask the usual questions that reporters use:

• Who? • What? • When? • Where? • Why? • How? 

Using these questions to examine what you are reading can help you to write the summary.

Westwood, Peter (2008). Teaching Methods, in What Teachers Need to Know About Teaching Methods.

• Peter Westwood• Teaching Methods• 2008• What Teachers Need to Know

About Teaching Methods• .....• .....

Guidelines for Writing a Summary (cont.)

• Do not include unimportant or minor details. • Do not repeat information. • Avoid analysis and personal statements (put

your own opinion in a paragraph separate from the summary).

• Write the summary in your own words - do not copy information directly from the text.

• Keep it short - one paragraph is best. • Edit to ensure the accuracy and correctness of

your summary.

Guidelines for Writing a Summary (cont.)

• Find the most important information that tells what the paragraph or group of paragraphs is about.

• Use this information to write a topic sentence.

• Find 2 - 3 main ideas and important details that support your topic sentence and show how they are related.

• Keep the ideas and facts in a logical order that expands on your topic sentence.

• Combine several main ideas into a single sentence.

Guidelines for Writing a Summary (cont.)

Write, revise and edit1. Start with a sentence naming the writer and article title

and stating its main idea2. Write a draft – be concise3. Conclude with a final statement4. Revise your summary – does it make the same point

as the article?5. If it is too long (no more than one-fourth of the

original), cut out words or non-essential information6. Edit. Correct grammar, spelling, and punctuation

errors

Body of the Summary

In [name of article], published in [date, source], the author [name and major descriptors for author] defines/describes/ claims/explains/says [active verb describing the author’s purpose in writing the article] that [statement of the author’s thesis]. [Name of author] offers [active verb], the following arguments: ---, ---, and --- [list of major ideas covered in the article].

Reporting: Summary Teaching Methods

Westwood, Peter (2008). Teaching Methods, in What Teachers Need to Know About Teaching Methods.

• In , • published in in , • the author • defines/describes/

claims/explains/says • that • and offers the following

arguments: • ---, ---, and ---

Classes of verbs

PRINCIPAL VERBS AUXILIARY VERBS

Did you write it yesterday?

PRINCIPAL VERBS: to write/see/study/work/go …• used in 12 active tenses and 9 passive tenses(I’m writing an email to a friend; I’ve written dozens of

emails today; One email hasn’t been sent yet; ...)• have infinitives and participles(I want to write an email to her; Writing emails can be tiring;

The written emails are just being sent; ...)

AUXILIARY VERBS

Principal Auxiliaries – to be (am, are, is, was, were) to have (have, has, had) to do (do, does, did)

• can function as principal verbs• have infinitives and participles• combine with infinitives and participles• make interrogative form by inversion, and negative by

adding “not”

AUXILIARY VERBS (cont.)

Modal Auxiliaries - can – could may – might must shall – should will – would ought • have neither infinitives nor participles• combine with infinitives• make interrogative by inversion and negative form by adding “not”

Semi-Modals - (to) need (to) dare used to • can function both as auxiliary and principal verbs• the first two have infinitives and participles

Active tensesPresent simple he works

continuous he is workingperfect he has workedperfect continuous he has been working

Past simple he workedcontinuous he was workingperfect he had workedperfect continuous he had been working

Future simple he will workcontinuous he will be workingperfect he will have workedperfect continuous he will have been working

Affirmative contractionsam …… ‘m have …... ‘ve will ……. ‘llis …….. ‘s has ……. ‘s would …. ‘dare …… ‘re had …… ‘d

Grammatical Structures- arrangements of words into patterns which have

meaning (forms and use)

Verb tenses (form and use/meaning)Some teachers resisted these changes.

Research into methods is continuing.

Verb voice (active/passive)More imaginative teachers encouraged a little discussion.

Teachers were encouraged to use a ‘project approach’.

The non-finitesSee unit 3 for teaching grammatical structures.

Passive tenses

Present simple it is writtencontinuous it is being writtenperfect it has been written

Past simple it was writtencontinuous it was being writtenperfect it had been written

Future simple it will be writtencontinuous it will be being writtenperfect it will have been written

Passive non-finite forms

Gerund

Present being written

Perfect having been written

Infinitive

Present simple (to) be written

Past simple (to) have been written

Question forms

Yes/no Questions

Auxiliary Verb Subject Main Verb Object

Wh- Questions: Subject or Object

Wh- word(Subject) Main Verb Object

Wh- word(Object) Auxiliary Verb Subject Verb

Who Whom Whose Which WhatWhy When Where How How many/much/often

Does she know it?Are the students graded on their

results?

Who knows it? What was the dominant form of

pedagogy in the first half of the 20th c?

What is graded here?

Who did you see?What were the students graded

on?

What did teachers resist?What did teachers notice?How much have teaching

methods changed?