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Item 1: Write meaningful sentences with the following legal words.

1. LOOPHOLE: A way of avoiding or escaping a cost or legal burden that would otherwise apply by means of an omission or ambiguity in the wording of a contract or law.

My client just took advantage of a loophole in the contract to reduce his payments.

2. WARRANT: Legal document which authorizes the search or seizure of property, arrest of a person, or the execution of a legal judgment.

Without a warrant, the police cannot enter your property.

3. OATH: A solemn, formal declaration or promise to fulfill a pledge (promise).

All witnesses must take an oath, before giving a testimony.

4. PAROLE: The freeing of a prisoner before his or her sentence has expired, on the condition that he or she is of good behaviour

The prisoner was released on parole after serving half of his sentence.

5. ADJOURN: To postpone; suspend a meeting to a future time: adjourn the court.

The trial was adjourned until next Monday.

6. PROVISO: A clause in a document imposing a qualification, condition, or restriction.

I agreed to the deal, with the proviso that he will not bother me again.

7. WAIVE: Relinquish a right voluntarily: waive his right to a jury trial.

He waived his right to remain silent and answered the officer questions.

8. PLEDGE: Delivery of goods or personal property as security for a debt or obligation: a loan requiring a pledge of property.

My client gave the bank a pledge of his property as security for the loan.

9. SLANDER: A false and malicious statement or report about someone.

The defendant was accused of robbery based on a slender testimony.

10. ALIBI: A form of defense whereby a defendant attempts to prove that he or she was elsewhere when the crime in question was committed.

His alibi was confirmed by the waitress of the restaurant.

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I would like to…

1. Expand my vocabulary, to be able to discuss about different aspects of specific areas, in formal and informal contexts.

2. Acquire different skills and strategies to teach English in a variety of establishments or institutions.

3. Discover how to apply different methodologies in the technical English teaching process.

4. Learn about different manners to evaluate or assign English in specific technical contexts.

5. Acquire knowledge of the culture and teaching processes of specific technical areas in English-speaking countries.

6. Learn and discover a variety of technological tools and apps that are useful to teach English in those specific contexts, and also learn how to use them.

7. Understand not only isolated concepts and vocabulary, but also understand what is the purpose and functions of those concepts.

8. Know and understand the functioning of several elements that are related to those technical areas, hopefully with the use of concrete material.

9. Practice and in consequence improve my level of English, simulating real situations related to the specific areas of the subject program.

10. Learn how to solve specific problematic situations, related to the specific technical areas and then be able to teach strategies to do it.

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Item 1

Look at the diagram and answer the questions:

1. How does the diagram illustrate the role of learning context in determining the type of English language instrucción provided?

It demonstrates that depending on the context of the learning environment, that could be academic, occupational, vocational, among others; the language is not taught as something generic or in a basic and traditional manner, but as a personalized and specific manner, depending on the students’ needs.

2. How does English for Occupational Purposes (EOP) differ from English for Academic Purposes (EAP)?

The main difference between those concepts is the context in which it will be applied, because EOP is taught and applied in an approach of performing in a specific job, such as a hotel receptionist or an engineer, but the EAP, is more focused on the academic field, including aspects such as writing essays, comprehending papers or developing an investigation.

3. According to the diagram, why is ESP considered an approach rather than a product?

ESP is considered as an approach, rather than a product because it is not a specific course or book to help students in a specific area, but an adaptable methodology that can change or suited depending on the needs of the students, creating a program perfect for them.

4. How does the diagram suggest that English Language Teaching (ELT) as a whole is connected to broader educational goals like learning and communication?

The diagram not only shows a connection between ELT,  communication and learning, it shows these last two concepts as the root of this tree. The learning of English in every of these contexts (ESP, EAP, EOP, etc.) is presented as a tool to achieve bigger objectives or goals, such as contributing to the society, communicating in a global manner, and having access to a broader range of information, whatever the context is.

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Item 2

Based on the image you provided, which showcases a variety of textbooks or resources related to English for Specific Purposes (ESP) across different fields, discuss the following questions:

1. Looking at the range of fields represented in these textbooks (e.g., Tourism, Engineering, Nursing, Finance), why do you think it is important for English language learning to be tailored to specific industries or professions?

It is fundamental to adapt English Learning  to every industry because the vocabulary, the expressions and the communicational situations vary significantly. For example, on one hand, an engineer needs to manage technical terms and make some reports, and on the other hand, in the tourism area, it is key to manage common expressions and vocabulary, related to the customer service and description of different services, we need English for both cases, but they differ among themselves.

2. What common language skills do you think are necessary across these different fields? What might be some key differences in the language needs for professions like Nursing versus Engineering, for instance?

There are some common language skills that are necessary for every field, related to oral and written production, basic technical vocabulary, teamwork, professional courtesy, etc. But obviously as it was previously mentioned, there are some specifications depending on the area that is being developed. For example in nursing, students will probably need to learn about language to describe some symptoms, medical instructions, and some of empathic treatment for the patients. Different from engineering, where students will need more technical terminology, comprehension of manuals, and practice to write some reports.

3. Do any of these fields align with your own professional or academic goals? How do you think learning English tailored to your specific field will help you in your future career?

In my case as a future English teacher, ESP can be useful to teach in  different establishments, such as technical schools or evening schools. It can also help me to teach English to adults, who usually need some specific aspects to develop themselves in a better manner in their jobs. I think it will be useful to learn some new vocabulary in contexts of other areas, and to design more meaningful lessons in the contexts I mentioned above.

4. Have any of you ever used English in a professional or academic context related to these fields? How did you find the experience? Were there any specific challenges related to the use of technical language?

I have never been in a context where any of the fields of the textbooks picture were developed, but I was doing my practicum at a technical school, called ¨Liceo Politécnico¨ in which I took a course of gastronomy students, and I noticed that the major difficulty was the terminology and to plan lessons without the general MINEDUC program, but I think I managed the lessons really well and students were able to learn new cooking methods in English, so they will be able to read some recipes in English with more facility.

5. Imagine you are working in one of these fields (e.g., Finance, Law, or Nursing). What specific English language skills do you think would be most crucial in your daily tasks? How would you apply what you’ve learned in a real-world scenario?

For example in nursing, I think the most crucial aspects at the moment of facing a patient, are giving clear medical instructions, read the medical record and make the patient feel calmer, I really do not know anything of technical vocabulary of this area, but I think I will manage to talk with the patient to express her/him tranquility and look for help of someone who really know what to do.

6. As industries evolve, how might the language needs in these fields change? For example, how do you think digitalization or globalization might affect the English language requirements in fields like Logistics or Information Technology?

I think that with the digitalization and globalization, the need of learning a new language, specifically English will increase, because everything will be online, and that allows to have contact with people from all over the world, that can provide valuable information of every field, also for investigators that belong to each field, it is important to reach as much information as possible, and that is not only in one language, so probably the necessity of learning a language such global as English it is, it will increase in a noticeable way.

7. In a globalized world, how important is it to learn English specific to your profession, especially if you plan to work internationally? How might ESP prepare you better for global communication compared to general English courses?

In my specific area, which is English pedagogy, I think that learning a specific language means to manage terminology and own expressions of the teaching practices, such as scaffolding, formative and summative assessment, different approaches to teach and learn, and also develop skills to plan lessons, communicate with my colleagues, among others. In a different manner to learn general English, the specific English for my area, allows me and prepares me to perform in an effective manner in educational contexts, participate in conferences and meetings with teachers from other countries and learn new strategies to teach in a meaningful manner.

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Item 3

According to the reading, discuss the questions below:

1. How does the process of needs analysis in ESP, EOP, and EVP influence the effectiveness of language instruction? Compare the approaches taken in each context and evaluate their impact on learners' language acquisition.

The needs analysis allows us to teach the language in a meaningful and motivating context, which enhances the retention and the possibility of applying the contents in real scenarios. We could say that ESP focuses more on a broad analysis to determine the context and the goals. EOP focuses more on real occupational situations and EVP is related to the practical training for a job. In conclusion, the three of them help students to acquire the language in a more practical, realistic and applicable manner, which increases their interests and their motivation to learn it.

2. Imagine you are designing a course for learners in a vocational training program for automotive mechanics. How would you integrate elements of ESP, EOP, and EVP into your course design to ensure that the language instruction is relevant and effective?

For an automotive mechanics study program, I will divide the three domains or subfields. For ESP in a more general manner, I would include the introduction of technical vocabulary and some theory of the practices they could face in the future. Regarding EOP, I would include some typical expressions for talking with clients, talking about safety, developing and discussing some procedures. And finally for EVP, I would include some language integrated to real mechanical practices, like repairing an engine, and describe the process, as an example.

3. Critically assess the potential challenges of implementing an ESP course in a vocational training environment. What are the possible limitations of focusing too narrowly on vocational language skills, and how might these be addressed?

Maybe when we focus too much on technical language, that can limit the global comprehension of the language, and in consequence that factor can affect the social skills of the students, but I think that can be balanced incorporating some transferable skills and some general vocabulary, also including small natural talks before or after the lessons.

4. How would you apply the principles of EOP to develop a training program for healthcare professionals who need to communicate with non-native English-speaking patients? What specific language skills would you prioritize, and why?

Applying the principles of EOP, about immediate relevance and needs analysis, the lessons should be based in authentic scenarios, like E.R admission, giving medical instructions and treatment follow-up. But also as teachers, must focus on key skills to communicate with patients of all levels of English, providing students the capability to make all the necessary actions, and communicate whatever the circumstances are, with empathy and clarity, adapting the technical vocabulary to guarantee safety and confidence at that moment.

5. Design a reflective activity for learners in an EVP course that helps them connect their vocational training with the language skills they are acquiring. How would this activity enhance their understanding of the practical application of language in their future professions?

The activity would be a role-play, where in peers or trios, they will perform a real situation related to their occupation, for example they could diagnose a mechanical problem, or provide some medical instructions, etc. Students will have to apply technical vocabulary and common useful expressions. Besides that, the student who plays the customer, will receive a card with a specific “condition” that pushes to the “professional” to adapt his/her communication in a real time. When they finish, both will answer some reflective questions, to analyze useful strategies in those circumstances, also to check which areas they should reinforce, etc. In that manner, they will practice specific English skills, adaptation strategies and critical thinking in an authentic and dynamic context.

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Item 4

Look at the following units in a course book for Tourism and Hospitality.

1. How is the syllabus organized? Discuss pros and cons.

Looking at the syllabus provided, the contents are distributed according to real and common communicative situations of the field, such as: assisting customers, providing touristic information, managing reservations, etc. This aspect benefits students in their motivation and relevance of the contents, because they are already practicing familiar situations and they are applying instantly the things they have recently learned. The cons of this aspect, is that this approach can limit the exposition to broader contexts if it is not balanced, also the structures can be really similar among the units, because there are some of those situations that can repeat grammatical structures and vocabulary. I would include some general aspects of life in the middle of the lessons, and I would implement some activities to make some natural talk and have real non-contextualized conversations.

2. Select two units and create a vocabulary box from each specialty.

Unit 9: Renting a Car

Rental Agreement, Driver’s licence, Insurance coverage, Fuel type, Drop-off location, GPS navigation, Damage report, Contract policies.

Unit 5: At the Airport

Check-in, Boarding Pass, Baggage Claim, Departure Gate, Flights connection, Flight Attendant, Delayed flight.

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Item 5

How are skills intended to be developed in this unit (Unit 6: Cruise Ships)? Do you agree with the approaches adopted by the ESP practitioner? Why?

I agree with the approach of this unit, because it connects the four main skills of language, but in an authentic context of the maritime tourism sector: Through the reading, the students can comprehend a cruise brochure, identifying different services and activities; Through the listening, they can interpret some announces from a cruise’s director, to inform about some schedules and instructions; Also, regarding speaking, they have to perform role-plays as passengers and directors, using useful expressions; And finally, for writing, they have to complete an activity program or schedule. This approach also includes technical vocabulary like: Embarkation, Upper Deck, Tender, etc. It enhances the realistic communication and develops some intercultural competences, which are fundamental to perform in an international job environment as the cruiser is.

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Item 6

A glance to ESP: "Mechanics".

1. The task is to reorder the words to form a correct phrase:

a head torque bolt the gauge and wrench engine with the

↓

“Torque the head bolt of the engine with the gauge and wrench”.

2. Match the number with the name of the instruments:

1. Coolant Temperature Gauge

2. Rev Counter

3. Hazard warning / Indicator lights

4. Engine Oil Temperature Gauge

5. Fuel Gauge

6. Speedometer

7. Voltmeter

8. Diver Information System

3. Put these steps for changing a tyre in the right order.

1. Find two rocks or large pieces of wood and put them in front of and behind the opposite wheel.

2. Put the vehicle into gear or park

3. Loosen the wheel nuts slightly.

4. Use the jack to raise the vehicle.

5. Loosen the wheel nuts more and remove them.

6. Remove the tyre and put it under the vehicle, next to the jack.

7. Take the spare tyre out of the boot and make sure it is in good condition.

8. Fit the spare tyre and tighten the wheel nuts.

9. Remove the old tyre from under the vehicle and lower the vehicle.

10. Check again to make sure the wheel nuts are tight.

11. Put the vehicle into gear (manual transmission) or park (automatic).

4. Speaking Simulation (In classes)

5. Discuss about the solutions to the following problems:

1. Symptom: The lights don't work and the engine is silent.

Possible Solutions:

The battery could be dead or disconnected. (Check the battery connections or recharge the battery)

There could be a blown main fuse. (Check the fuse panel)

2. Symptom: The lights work. The engine makes a clicking noise but it doesn't turn over.

Possible Solutions:

The battery could be weak, not completely dead (Recharge the battery)

Maybe the car starter is not working (if that is the case, it should be repair or replace).

3. Symptom: The lights work but the engine is silent.

Possible Solutions:

Maybe the car starter is not working (if that is the case, it should be repair or replace).

Could be an electrical problem (The car should be taken to an electrician or mechanic)

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Situation 2:

Student A: You are a new mechanic. Talk to student B about:

What you think caused the engine to fail.

What parts you check.

Why you think one is the cause.

Student B: You are an experienced mechanic. Talk to student A about why each part is not the problem and which one is.

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The concepts were:

For Legal English

The concept “Tort” legally speaking, refers to the situation in which a person who was affected by another one, asks for compensation (money) from the court.

The concept “Outsourcing” in business parlance, refers to the situation of one company hiring another one or a group of people outside, to do a certain task or job.

The concept “Inflammation”, in medical parlance is the body’s reaction to an injury or infection. Usually the inflamed or swollen part gets red and hot.

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Different meanings of words in General and Cooking English.

Beat

Fold

Roast

Gravy

Sear

Reduce

Season

Batter

Dressing

Strain

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Item 2:  Mark the best alternative A-D which fits best each context from 1-12.

Text 1: Incapacity in General

Even though individuals differ markedly in their ability to represent their own interests in the bargaining process, a person is generally (0) liable to have full power to bind himself contractually. Only in extreme (1) circumstances is one’s power regarded as impaired because of an inability to participate meaningfully in the bargaining process. One whose power is so impaired is said to lack capacity to contract and is (2) subject to special rules that allow him to avoid the contracts that he makes in order to protect him from his own improvident acts. Two principal kinds of defects are today (3) recognized as impairing the power to contract: immaturity and mental infirmity. In the past, the common law regarded a woman’s marriage as (4) depriving her of her separate legal identity, including the capacity to contract, during the life of her husband. (5) However, this disability was largely removed by statutes (6) enacted in the nineteenth century.

Text 2: Provision for Late Charges Under Lease.

Tenant acknowledges that late payment of rent will cause Landlord to (7) incur costs not contemplated by this Lease, the exact amount of which will be extremely difficult to (8) ascertain. These costs include, but are not (9) limited to, processing and accounting charges, and late charges which may be (10) imposed on Landlord by the terms of any Superior Leases and Mortgages. Accordingly, if any installment of Monthly Rent or payment of additional rent is not received by Landlord or Landlord’s designee within fourteen days after the amount is (11) due, Tenant shall pay to Landlord a late charge equal to ten per cent of said amount. Acceptance of late charges by Landlord shall not constitute a waiver of Tenant’s default with respect to said amount, nor prevent Landlord from (12) exercising any of the other rights and remedies granted hereunder or at law or in equity.

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Item 3: Formal Words. Look at the following extracts from the contract clauses. In each, a formal word has been underlined. Link the underlined word to its meaning.

1. Now it is hereby agreed - by means of this document or declaration

2. Subject as hereinafter provided - later in this document

3. You will find in the documents herewith attached - with this document

4. The first instalment becoming due one month from the date hereof - of this event

5. The failure of either party to exercise any right or remedy to which its is entitled hereunder -by the terms of this agreement

6. By referring to the points mentioned therein - in that matter

7. As thereby stated - by means of or because of that

8. And for a period of 12 months thereafter - after that event

9. The failure of either party to exercise any right or remedy shall not constitute a waiver thereof - of or about that

10. All statutory instruments or orders made pursuant thereto - to that thing just mentioned

11. The initial Fee together with any VAT thereon - on that item

12. The cost of the product, and the monthly payment therefore - for that item

13. The aforementioned terms shall prevail over… - previously stated

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Item 4: Crime and Punishment. Complete the chart with the right words requested.

1. CRIME: Pickpocketing

VERB: Pickpocket

CRIMINAL: Pickpocket

2. CRIME: Arson

VERB: Set fire on

CRIMINAL: Arsonist

3. CRIME: Murder

VERB: Murder

CRIMINAL: Murderer

4. CRIME: Assault

VERB: Assault

CRIMINAL: Assaultant

5. CRIME: Burglary

VERB: Burgle

CRIMINAL: Burglar

6. CRIME: Theft

VERB: Thieve

CRIMINAL: Thief

7. CRIME: Assassination

VERB: Assassinate

CRIMINAL: Assassin

8. CRIME: Assailment

VERB: Assail

CRIMINAL: Assailant

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Item 5: Circle the corresponding word to expand the collocation and fill in the gaps to complete.

1. The mugger was eventually prosecuted for a (light/little/lesser) crime when was caught red handed.

2. (Adolescent/Juvenile / Teenager) delinquency has become a/an  (mounting /expanding/raising) offence today.

3. A stiff fine was (administered /handed in / provided) to the hoodlum who did a runner in the middle of the night to avoid paying his hotel bill.

4. A few years ago, my brother was (harshly/seriously/hardly) punished for trespassing so he was doing time for three years altogether.

5. The jury finally (reached/concluded/took) its verdict when the ruffian blew the whistle about his money laundry incursions.

6. When the accomplice (joined/appeared/arrived) in court he tried to grease the barrister’s palm.

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Item 6: Insert the following words on the proper context. There are three extra words.

(banish – consort – pillory – curfew –misdemeanour – foil – recidivist – reprieve –culprit – breach – heinous – rampant – coup – miscreant – probe – ransom – pilfer – swindle - stowaway - withdraw)

1. She claims that the Chilean prison system seems to create recidivists rather than discouraging criminals from reoffending.

2. He was shot for breaking the curfew in the morning when it was to be lifted at twelve o’clock sharp.

3. Adam was caught pilfering sweets from the shop nearby, yet it wasn’t a heinous crime.

4. In their official probe into malpractice, federal officials have found evidence of corruption within the company.

5. They were banished from Libano for treason, which has become rampant for the general distrust of the dictator.

6. A dozen gangs of thugs coexisted living in squalor and being overseen by authorities for their misdemeanours.

7. Gorbachev survived an abortive coup attempt, only to be dethroned a few months later by the breakup of the USSR.

8. They swindled thousands of pounds from local businesses last term.

9. The police hope the public will help them to spot the culprit of last week’s manslaughter cases.

10. Tougher fines are to be imposed on miscreants who ignore health and safety regulations.

11. Peter the Great knouted his son Alexis to death on the grounds that this latter consorted with conspirators in order to mount a putsch against his father’s tsardom.

12. They demanded a huge ransom for the return of the little girl whom they had kidnapped.

13. Although regularly pillory by the press as an obnoxious loudmouth, he is an effective politician.

14. Despite the councilor was impeached for joyriding, his sentence was reprieved for the mayor convened a meeting to foil prisoners’ attempts to escape from prison.

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Item 7: Read the extract of the story below and write a 200-word ending using as much vocabulary related to law as possible.

CHRIS WATTSON: THE STORY OF A RUTHLESS MURDERER

Chris Wattson was a young fussy man who always complied with the law no matter where he stood. Nevertheless, once he travelled to Newcastle he changed this attitude. He started consorting with hardened rascals with whom he knew the dark side of life.

At first, Chris was accused of joyriding when he held up a Volkswagen as he went on a binge, but was released from punishment at being a petty crime. With apparent impunity and deterred by his fears, he decided to cleanse his faulty life and become a politician. It was during this incumbency when he turned into a real felon.

Due to a clear enmity with the governor of the county he one day managed to impeach him for wrongful use of state money, leading the authority to be eventually charged with embezzlement.  Despite this miscarriage of justice he escaped punishment. Several trumped up charges ensued, but Chris was still at large.

After weeks, he was convicted with drunken driving but the case was tried in Cornwall where the crime he was indicted with was not a serious breach of law. Released on bail, he swore under oath that he would change his life, but he stayed moving in the same direction. Very soon, a probe was open regarding his contracts with the state, and even when he tried to foil the investigation, a journalist blew the whistle and revealed a swindle that directly compromised him.

Chris tried to look for a credible alibi, but he was caught red handed trying to pilfer some incriminatory documents from a statal office. During his trial, his barrister asked for the session to be adjourned, under the proviso of checking new important evidence, even when everything pointed him as guilty. Besides, some new allegations of slander against his opponents emerged and it was crystal clear that he tried to grease someone’s palm to free himself from the sentence.

The case exploded when he was also accused of a heinous crime of arson in a gubernamental building, which even opened some new suspects of a possible political assassination. Finally, the jury reached the verdict, which stated that Chris had to be harshly punished, also pay a strong fine and also serve a prison sentence without access to reprieve.

At the end, he was banished from Newcastle and ended up doing time in a northern jail, accompanied by the same miscreants that a little time ago led him to that catastrophic final. Ironically, that young fussy man, who avoided and rejected any lesser crime, ended as a recidivist, in a kind of vicious circle.

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LSP (Language for Specific Purposes)

The users and uses as well as to the linguistic characteristics of LSP, which serve as a platform for its pedagogical implementation.

Employed by specialists

It is used in written and spoken communication within one professional field and across professional fields.

Special languages are semi-autonomous and complex systems based on general language and derived from it. Their use requires special training and is limited to communication between specialists in the same field or closely related fields.

Characteristics of ESP

Absolute Characteristics

1. The specific needs of the learners determine the design of the ESP course.

2. The specific purpose for which the language is taught is reflected in the use of fundamental methodology and activities related to the discipline.

3. The course focuses on the language (grammar, lexis, register), skills, discourse and genres which are appropriate to these specific activities of the field.

Variable Characteristics

1. ESP may be connected to specific disciplines or designed for them.

2. The teaching methodology may differ from that applied in general language teaching.

3. ESP courses are usually intended for adult learners or may also be designed for learners at secondary school level.

4. For most ESP courses basic knowledge of the language is required and so the courses are generally planned for intermediate or advanced students.

Main Differences between ESP and GE

The ESP vocabulary is obviously connected and derived from the general language words, but they are learned and then applied within a specific context.

Also the ESP words can be transferred to the general language, and can enrich the performance of it or cause communicative barriers.

Terms derived from the general language need to be (re)defined according to the context and their specific meaning in LSP.

In grammar Structures in ESP, are included, for example, the use of passive constructions, nominalisations and (complex) nominal groups, which seem to be ‘universal’ features of LSPs across languages.

Also we can found constructions beginning with introductory it

The frequent use of modals such as could, may, might, would and verbs such as appear, seem, tend, as well as verbs like suggest

Thus, the use of different hedging devices allows a writer to signal strong commitment, neutrality, detachment, scepticism or even refusal of what she/he reports in an article.

Central Problems of ESP

Even when it is assumed that ESP students have an intermediate or advanced level of English, the focus of the lesson would change depending on their needs, because they can vary depending on the context they will need to use it, for example oral exposure or advanced academic redaction.

This demand makes the preparation of ESP teachers for the great deal of requirements, a difficult and obstacle process.

Origins and Developments of ESP

The modern approach to LSP has shifted from a lexical/terminological focus to a communicative and functional approach applied to teaching.

Register analysis: identifies lexical and grammatical structures (passive voice, present simple, nominal groups) to design ESP syllabi.

Needs/Target situation analysis: essential in ESP, as it defines content and methods based on the learner's actual needs.

There are comparisons between languages to identify cultural and textual differences relevant to ESP teaching.

Central Concepts and Approaches

CLIL (Content and Language Integrated Learning)

Combines learning subject content and a foreign language, especially in secondary school.

Focuses on content, while language skills are acquired in an integrated way.

The mother tongue is not completely excluded → it is also important to master the terminology in L1.

EAP (English for Academic Purposes)

A branch of ESP focused on the communicative and academic needs of students.

It is geared more toward general academic skills (reading, writing, note-taking, listening to lectures) than disciplinary terminology.

It distinguishes between:

EGAP → general academic skills (essays, summaries, critical reading).

ESAP → discipline-specific skills and discourse (terminology, academic conventions).

Requirements depend on the context, for example, studying in an English-speaking country or in one's own country.

Teaching ESP vs GE

Contents and objectives

LSP learners already have a foundation in the language, but require specific skills.

The focus should not only be on terminology, but also on recurring structures.

Methods

Active learning with student participation in planning.

Principles: authenticity, problem solving, task-based learning, projects.

Examples: analysis of texts, graphs, and diagrams; techniques for deducing meaning.

Materials should be authentic and relevant, but adapted to the students' level.

Assessment

Focuses on the authenticity of tasks and the interaction between linguistic knowledge and specific knowledge.

Assess communicative performance in real contexts, not just linguistic knowledge. It is ideal to design tests together with specialists in the discipline.

The teacher-student relationship is more collaborative than in general language classes, with the teacher contributing the linguistic aspect and the student often contributing disciplinary knowledge.

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Item 1: Legal Documents. Match these documents 1-9 with their definitions A-I.

1. Affidavit: A written statement that somebody makes after they have sworn officially to tell the truth, which might be used as proof in court.

2. Answer: The principal pleading by the defendant in response to a complaint.

3. Brief: A document or set of documents containing the details about a court case.

4. Complaint: In civil law, the first pleading filed on behalf of a plaintiff, which initiates a lawsuit, setting forth the fact on which the claim is based.

5. Injunction: An official order from a court for a person to stop doing something.

6. Motion: An application to a court to obtain an order, ruling or decision.

7. Notice: A document providing a notification of a fact, claim or proceeding.

8. Pleading: In civil law, the first pleading filed on behalf of a plaintiff, which initiates a lawsuit, setting forth the fact on which the claim is based. A formal written statement setting forth the cause of faction or the defence in a case.

9. Writ: A document informing someone that they will be involved in a legal process and instructing them what they must do.

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Item 2: Latin Terms. Match these documents 1-9 with their definitions A-I.

1. Ad hoc: for this purpose (often used as an adjective before a noun).

2. Et alli (et al.): and others (usually used to shorten a list of people, often a list of authors, appellants or defendants).

3. Et cetera (etc.): and other things of the same kind (used to shorten a list of similar items).

4. Exempli gratia (e.g.): for example (used before one or more examples given).

5. Id est (i.e): that is (used to signal an explanation or paraphrase of a word preceding it).

6. Per se: by itself (often used after a noun to indicate the thing itself).

7. Sic: thus (used after a word to indicate the original, usually incorrect, spelling or grammar in a text).

8. Versus (vs. or v.): against (versus is abbreviated “v.” in case citations, but to “vs” in all other instances.

9. De facto: in fact.

10. Ipso facto: by that very fact itself.

11. Inter alia: among other things.

12. Per annum: per year.

13. Pro forma: as a matter of form.

14. Pro rata: proportionally.

15. Quorum: number of shareholder or directors who have to be present at a board meeting so that I can be validly conducted.

16. Sui juris: of one’s own right; able to exercise one’s own legal rights.

17. Ultra vires: beyond the legal powers of a person or a body.

18. Videlicet (viz.): as follows

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Item 3: Reading Comprehension. Read the extracts below and choose the correct term for each gap from the options (A-D). Write the letter of your answer, using the context of the sentence to guide your choice.

Case No. 12345: State vs. John Doe

The defendant, John Doe, was brought before the court for his (1) indictment on charges of fraud and embezzlement. During the (2) hearing, the prosecution presented a (3) subpoena to compel the production of financial records from the defendant’s former employer. Additionally, the prosecution requested that the defendant be held without (4) bail due to the seriousness of the charges and the risk of flight. The defense argued that the evidence was (5) hearsay and inadmissible, but the judge ruled that the matter would be addressed during (6) cross-examination at trial.

Case No. 67890: Jane Smith vs. XYZ Corporation

In the civil lawsuit filed by Jane Smith against XYZ Corporation, the plaintiff claimed damages based on a (7) tort of negligence. During the (8) discovery phase, both parties exchanged pertinent documents, including emails and internal reports, to build their cases. The defense filed a motion to (9) dismiss the case to a lower court, arguing that the initial (10) complaint of the plaintiff lacked sufficient evidence to support the claims. However, the parties reached a (11) settlement agreement, avoiding the need for a protracted trial, with XYZ Corporation agreeing to compensate the plaintiff for her losses.

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Item 4: Read the following letter and choose the best answer to each of these questions.

Re: Special shareholders’ meeting of Longfellow Inc.

I have now had an opportunity to research the law on this point and I can provide you with the following advice.

Firstly, to summarise the facts of the case, a group of shareholders of Longfellow Inc. has filed an action in the district court, seeking to set aside the election of the board of directors on the grounds that the shareholders’ meeting at which they were elected was held less than a year after the last such meeting.

The bylaws of the company state that the annual shareholders’ meeting for the election of directors, be held at such time each year as the board of directors determines, but not later than the fourth Wednesday in July. In 2001, the meeting was held on July 18th. At the discretion of the board, in 2002 the meeting was held on March 20th. The issue in this case is whether the bylaws provide that no election of directors for the ensuing year can be held unless a full year has passed since the previous annual election meeting.

The law in this jurisdiction requires an “annual” election of the directors for the ensuing year. However, we have not found any cases or interpretation of this law which determine the issue of whether the law precludes the holding of an election until a full year has passed. The statues give wide leeway to the board of directors in conducting the affairs of the company. I believe that it is unlikely that a court will create such a restriction where the legislature has not specifically done so.

However, this matter is complicates somewhat by the fact that there is currently a proxy fight underway in the company. The shareholders who filed suit are also alleging that the early meeting was part of a strategy on the part of the directors to obstruct the anticipated proxy contest and to keep these shareholders from gaining representation on the board of directors. It is possible that the court will take this into consideration and hold that the purpose in calling an early meeting was to improperly keep themselves in office. The court might then hold that, despite the fact that no stature or bylaw was violated, the election is invalid on a general legal theory that the directors have an obligation to act in good faith. Nevertheless, courts are usually reluctant to second-guess the actions of boards of directors or to play the role of an appellate body for shareholders unhappy with the business decision of the board.

Only where there is a clear and serious breach of the directors’ duty to act in good faith will a court step in and overturn the decision. The facts in this case simply do not justify such court action and I therefore conclude that it is unlikely that the shareholders will prevail.

Questions

1. On which grounds did the shareholders file the action?

A) On the grounds of their rights as shareholders

B) On the grounds of a violation of the bylaws

C)On the grounds of an ongoing proxy fight

D) On the grounds of their lack of faith in the board of directors

2. What does the writer identify as the issue in the case?

A) Whether the annual shareholders’ meeting determines the term of the board of directors.

B) Whether the election of the board directors requires a quorum

C) Whether the annual shareholders’ meeting must be held a full year after the last one.

D) Whether the bylaws define the term “full year”

3. What does the writer say regarding earlier cases related to this one?

A) They provide for an analysis in favour of the shareholders.

B) They give the board of directors the freedom to run the company as they see fit.

C) They have merely provided an interpretation of the legislative intent.

D) They do not address the issue involved.

4.  What does the writer conclude?

A) It is dubious that the shareholders will prevail.

B) The facts of the case do not support judicial intervention.

C) A court of appeal will only look at the facts of the case.

D) The board of directors has a duty to act in good faith.

Choose the best explanation for each of these words or phrases.

1. On the grounds that

A) in the area of

B) on the basis of the fact that

C) despite the fact that

2. At the discretion of

A) according to the decision of

B) through the tact of

C) due to the secrecy of

3. The ensuing year

A) the past year

B) the present year

C) the next year

4. Statutes give wide leeway

A) statutes can easily be avoided

B) statutes allow considerable freedom

C) statutes restrict extensively

5. Alleging

A) stating without proof

B) making reference to

C) proposing

6. To act in good faith

A) to act from a religious belief

B) to do something with honest intention

C) to plan for the future carefully

Answer these questions.

1. What do the bylaws of the company stipulate concerning the date of the election of company directors?

The bylaws of the company states that it has to be an annual election of company directors, but there is no any part that states that the full year must have passed to conceive a new election process, actually the statutes give wide leeway to the directors to make decisions of the company.

2. What do the shareholders claim was the reason why the annual shareholders’ meeting was held early?

As there is a proxy fight in process in the company, the shareholders lacking faith in the board directors, stated that this anticipated election is part of a strategy on their part, to impede the proxy contest and to keep these shareholders from having representation on the board.

3. What role might the concept of “good faith” play in the court’s decision?

I think that it is mentioned in the text, as it is something expected from the board of directors entities, but the suspects of lack of “good faith” for part of the shareholders, could be dismissed from the court, as it is not something that can be used as evidence.

4. What is your opinion of the case? Do you think the shareholders’ claim is justified?

I think if I were them, probably I would feel the same frustration and concern of the legitimacy of the decisions. As in previous years, the situation was different and a full year had passed before a new election process, and also in the present year, having the special situation of a proxy fight, it is strangely convenient for the board to anticipate the process. But, as the writer indicated, there is not enough evidence to proceed with the motion, so nothing can be done, unfortunately.

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Item 5: Writing. Read and complete the sample of the will provided.

WILL LAST WILL AND TESTAMENT OF: FERNANDA PINEDA MOFFETT

I, Fernanda Paz Pineda Moffett, of Suiza 01574, Punta Arenas, Chile, being of sound mind and body do hereby declare that this document is my last will and testament. In executing such document, I hereby declare that:

1. I revoke all wills and codicils that I have previously made.

2. I am not currently married. I have no children now living, nor have I any deceased children who died and left issue.

3. I give all my personal property including my car,  jewels, personal saving accounts and properties, or my interest in any such property not otherwise disposed of by this will or in any other manner together with any insurance on said property, to Amanda Jesús Pineda Moffett, of Suiza 01574, Punta Arenas, Chile, if said beneficiary survives me by thirty (30) days.

3a. If said beneficiary does not so survive me, then I give said property to Javiera Belén Pineda Moffett, of Suiza 01574, Punta Arenas, Chile.

3b. If the beneficiary named in 3.A. does not survive me by thirty (30) days, then said property shall go to Paula Alejandra Moffett Guzmán, of General del Salvo 1111, Punta Arenas, Chile, to pass with the residue of my estate.

3c. If the beneficiary named in 3.B. does not survive me by thirty (30) days, then such property shall pass with the residue of my estate.

4. I give the residue of my estate as follows:

I. To Rodrigo Andrés Pineda Muñoz, of Pasaje 1 proyectado, Terrazas del Estrecho, Punta Arenas, Chile, should such person survive me by thirty (30) days.

II. If the beneficiary named in 4.I does not survive me by thirty (30) days, I give said beneficiary’s interest to Luna Pineda Moffett, of Suiza 01574, Punta Arenas, Chile,  and if he or she does not survive me by thirty (30) days, then to Mila Pineda Moffett, of Suiza 01574, Punta Arenas, Chile, should he or she survive me by thirty (30) days, and if he or she should not so survive me, then I give the rest and residue of my estate to those persons who would have taken said property under the interstate laws of the State of Punta Arenas.

5. I nominate Amanda Jesús Pineda Moffett who shall be represented by Pancracio Rigoberto López López as Executor of this Will, to serve without bond. If he or she shall for any reason fail to qualify as Executor, I nominate Javiera Belén Pineda Moffett who shall be represented by Pancracia Rigoberta López López as Executor to serve without bond. The term "my Executor" as used in this Will shall include any personal representative of my estate.

5a. I authorize my Executor to sell, with or without notice, at either public or private sale, and to lease any property belonging to my estate, subject only to such confirmation of court as may be required by law.

5b. I authorize my Executor to invest and reinvest any surplus money in the Executor's hands in every kind of property, real, personal, or mixed and every kind of investment, specifically including but not limited to interest bearing accounts, corporate obligations of every kind, preferred or common stocks, shares of investment trusts, investment companies, mutual funds, or common trust funds, including funds administered by the Executor, and mortgage participation’s, that men of prudence, discretion, and intelligence acquire for their own account.

6. I direct that all inheritance, estate, or other death taxes (excluding any additional tax imposed under Internal Revenue Code Section 2032A or any generation skipping transfer tax) that may be reason of my death, be attributable to my probate estate or any portion of it, or to any property or transfers of property outside my probate estate, shall be paid by my Executor out of the residue of my estate disposed of by this Will, without adjustment among the residuary beneficiaries, and shall not be charged against or collected from any beneficiary of my probate estate, or from any transferee or beneficiary of any property outside my probate estate.

7. If any beneficiary under this Will in any manner, directly or indirectly, contests or attacks this Will or any of its provisions, any share or interest in my estate given to the contesting beneficiary under this Will is revoked and shall be disposed of in the same manner provided herein as if that contesting beneficiary had predeceased me without issue.

I have hereto set my hand this 24th day of August, 2025.

On the date written below, Fernanda Paz Pineda Moffett declared to us, the undersigned, that this instrument, consisting of these few pages including the page signed by us as witnesses, was his or her Will and requested us to act as witnesses to it. He or she thereupon signed this Will in our presence, all of us being present at the same time.

We now, at his or her request, in his or her presence and in the presence of each other, subscribe our names as witnesses. Each states that the testator is not a minor and appears to be of sound mind and that we have no knowledge or any facts indicating that the foregoing instrument, or any part of it, was procured by duress, menace, fraud or undue influence. We, each for himself or herself, declare that each of us is at least the age of majority, and that each of us is, and the others appear to be of sound mind. We, each for himself or herself, declare under penalty of perjury that the foregoing is true and correct and that this attestation and this declaration are executed on the 24th day of August, 2025 at Suiza 01574, Punta Arenas, Chile.

Name: Pancracio Rigoberto López López   Address: España Avenue 222, Punta Arenas, Chile.

Name: Pancracia Rigoberta López López   Address: España Avenue 222, Punta Arenas, Chile.

Name: Patricia Estrella Pérez Pérez  Address: Bulnes Avenue 444, Punta Arenas, Chile.

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Item 6: Follow-Up. Identify four new lexical items and write your own meaningful sentences in the lines given.

1. Due to the gravity of the crime, the judge decided to keep the defendant without bail.

2. The defense tried to include hearsay as evidence, but the judge rejected it.

3. The lawyer explained that the agreement was ad hoc, created specifically for this case.

4. I named my sister as executor of my Last Will and Testament to be responsible for distributing the residue of my estate.

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Item 1: Listen to a conversation about being a mediator and decide whether these statements are true or false.

1. T / Hannah hasn’t met John before.

2. F / John has been working in employment law for a very long time.

3. F / John knows a lot about mediating

4. T / A mediator should not favour one party.

5. F / John’s client continues to work with her boss.

6. F / Mediation should take place away from the employee’s environment.

7. T / Parties in  a mediation must tell the truth.

8. F / Mediating is similar to what lawyers do.

9. T / John admires Hannah’s work.

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Item 2: You will hear three different extracts. Choose the answer A,B or C which fits best, according to what you hear. There are two questions for each questions.

Extract 1

You will hear two lawyers discussing a training programme.

1. The man is not going on the course because

A) of work pressure

B) the course is expensive

C) he has already been on several courses this year.

2. The woman is looking forward to…

A) meeting different people.

B) going to lectures.

C) participating in certain activities.

Extract 2

You will hear two lawyers discussing an inquiry by the Office of Fair Trading (OFT).

1. In both lawyers’ opinion, the OFT inquiry is…

A) justified

B) a waste of money.

C) not based on any real evidence.

2. The man believes that the big supermarkets…

A) cheat their customers

B) often over price their dairy products.

C) need watching.

Extract 3

You will hear a lawyer talking to a colleague about his studies in competition law.

1. According to the man…

A) studying at the Oxford college is preferable to studying in Paris.

B) the Oxford college is the only place to offer certain courses.

C) the Oxford college only runs competition-law programmes.

2. How has the course benefited the man?

A) He now uses English all the time.

B) He has a lot of useful contacts.

C) He has a lot of academic respect.

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Item 3: Audios not available.

Item 4: Listen to a phone conversation between Mrs Grant and her lawyer Mr Hockney. Complete these notes.

Mrs Grant wants Mr Hockney to give her (1) Preliminary Advice and to negotiate commercial leases.

After the conversation, she will send him the (2) Agent Details.

Mrs Grant must decide the amount she wishes to give as a (3) Security Deposit.

Utilities can be paid for in two ways: (4) Shared or included (5) in the rent.

In the lease, there must be:

- Provision for ending (6) the lease early.

If their businesses expand:

- Provision for (7) subletting if they have financial problems.

- Correct (8) wording of the lease to allow one to sublet to the other if necessary.

Mr Hockney is going to:

- (9) Draft a letter to send to the agent.

- Write to Mrs Grant (10) to confirm what has been discussed.

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Item 5: You are going to hear a conversation between Brigitte Trant, a helpline advisor, and Thomas Maine, who is planning to set up a business abroad. Choose A, B or C.

1. Thomas needs advice on ...

A) Which aspects of the transaction he needs a lawyer for.

B) Finding a suitable lawyer to represent him.

C) How to protect his interests once the business is operating.

2. According to the advisor, how many lawyers does he need?

A) She doesn't give a definite answer.

B) Several specialist lawyer

C) One good lawyer with a range of experience

3. How can some societies help him?

A) They can recommend the best lawyers.

B) They can research the lawyers for him.

C) They can give some information about suitable lawyers.

4. What should Thomas consider when choosing a lawyer?

A) They look knowledgeable.

B) They've been in the country for a long time.

C) They communicate well with people.

5. The advisor says that he shouldn't use a lawyer...

A) Who doesn't reveal his/her fees.

B) Who advertises in property sale magazines

C) Recommended by someone involved in the transaction.

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Oral Report "Unsolved Case Files: Buddy Edmunds."

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Oral Report "Unsolved Case Files: Buddy Edmunds."

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ESP in the World

ESP is a branch of English language teaching focused on academic and professional contexts.

English is currently the most widely used language in these fields.

Understanding this importance helps teachers motivate students and explain how English connects to their future studies and careers.

Although it is not the language with the most native speakers, English is the most widely used language in the world, with nearly 1.5 billion users.

Historical reasons for its expansion:

Trade and business since the 16th century.

After World War II, English-speaking countries (the US, Canada, and the UK) led the economic and technological reconstruction.

Growth of the computer and Internet industry (many programs, manuals, and technical standards are in English).

Today, English dominates in: books, airports, conferences, science, technology, business, music, and advertising.

EOP: English for Occupational Purposes

Global companies require their employees to be proficient in English

Examples:

- Several major brands have adopted “English only” policies to grow internationally.

- Others hire global talent using English as a requirement.

- In Europe, several companies use English as their management language.

Key sectors:

- Some call centers (India and the Philippines) have grown thanks to English, but with negative effects such as the loss of local jobs.

- Tourism and hospitality (growth of ESP courses).

EAP: English for Academic Purposes

More and more universities are offering programs in English to attract international students.

Very common:

- In Europe, thousands of master's degrees are taught in English.

- In Latin America and Africa, English courses are required for graduation.

- In Asia, some universities offer degrees in English.

- Scientific research is also dominated by publications in English (more than 80% of major journals).

Challenges of EAP:

- Non-native students and teachers may feel at a disadvantage.

- Courses in English often cover less content and are more expensive.

- Proficiency in English displaces local languages in specialized academic contexts.

ESP in Institutions

It can take place in internal training centers, using the company's own resources, or in external courses with ESP consultants.

In universities:

- It can be offered in an academic department (English, Linguistics).

- In supporting centers.

- In specialized departments (e.g., Medicine, Engineering), where ESP experts are hired as consultants.

Pros and Cons of the Globalization of English

Advantages:

- Global communication in work and education.

- Facilitates international collaboration between experts.

- Avoids translation problems in technical documents.

Disadvantages:

- Loss of local jobs due to outsourcing.

- Discrimination in “English only” policies.

- Reduced confidence in non-native workers/students.

- Less relevance of local languages in technical or academic fields.

ESP (EOP and EAP) responds to specific needs, but also brings social, cultural, and economic challenges.

ESP teachers and experts are key to helping students and workers face these realities.

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Timeline

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Infografía Cronológica Línea de Tiempo con Fechas Garabatos Dibujados a Mano Negro y Amarillo

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Item 1: Order 1-13 the most salient historical facts of ESP according to the text read in classes.

1. WWII gives rise to genuine concern to expand the English language learning to the field of science and technology.

2. EST is introduced with a strong emphasis on the grammatical structures within general sentences.

3. The attention shifts from general sentences to more specified lexical, discursive and grammatical items.

4. The language under study gets more centralized to the area of concern, i.e. moving from grammar to functions.

5. Specialised individuals are consulted to enhance research and narrow the scope in ESP.

6. ESP seeks to improve the teaching practice by focusing on training and vocational matters.

7. Needs assessment constitutes a major concern in ESP research.

8. The focus on competences is introduced.

9. Computing assists in ESP work for the first time.

10. Genre analysis is introduced.

11. Striking research on ESP learning strategies is carried out.

12. Two fundamental journals are published to strengthen the ESP methodology.

13. Writing ESP journals is on the rise around the world.

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Item 2: Develop the following questions.

1. How does the text contribute to your initial views about ESP methodology?

The text shows how methodologies of ESP were changing and evolving through time. At first it was really basic, focused too much on grammatical structures, but later it turned more complex and deep, focusing on functions, purposes of ESP and different genres. This demonstrates that ESP has been evolving and adapting according to real students' needs.

2. How important is research on the ESP field?

Research is essential, because it helps to discover the real students’ needs and more useful methods are created. Without research, ESP evolution could not be so significant and relevant for modern education.

3. How have research and pedagogy aligned each other with one primary goal throughout time?

They have always been aligned with the same objective, to improve the teaching of ESP. Research analyzes text, contexts and students’ needs and pedagogy applies those findings in real classrooms.

4. To your mind, did the ESP go through a deductive or inductive process? Why?

I think it was more inductive, because it started observing concrete examples, like texts, articles and others and later they came up with general conclusions. Therefore, the real practice was studied and from that theories and models were created.

5. What other subtopics on ESP does the text introduce you to? What are your rough assumptions about them?

The text introduces topics like: needs analysis, learning strategies, genre analysis, intercultural rhetoric, and corpus studies. Some of them are not really new for me, however, these subtopics show that ESP is understanding how English can be used in real and diverse contexts.

6. How does the teaching evolution from the 60’s onwards go hand in hand with the development of ESP?

From the 60s, the teaching process evolved on focusing not only in grammatical structures, but also on communicative purposes and real contexts. Always looking for English to be useful for science, technology, business, legal aspects, and other fields.

7. Rank 1-5 the major developments in ESP as far as you are concerned.

In my opinion, the 5 most important developments were:

* Needs analysis.

* Genre analysis.

* Corpus Studies

* Creation of international journals.

* Incorporation of multimodality and technology.

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Item 3: Find prominent researchers and contributors to the discipline of ESP using the hints below 1-7.

Hints

1. Introduces the topic of Genre Analysis - John Swales.

2. Suggests splitting every ESP field to online subfields. - Santiago Posteguillo.

3. Gives prominence to writing skills within ESP - Charles Bazerman.

4. Contributes to ESP in Africa - Mohamed Daoud.

5. Focuses on ELP - Vijay Bhatia.

6. Has conducted international research on ESP - Brian Paltridge.

7. Intends to give unfettered access to the understanding of ESP among teachers - Diane Belcher.

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Item 1: Answer the questions below altogether as a group.

1. Have you ever requested a loan?

No, I haven´t.

2. What is the difference between cash inflows and outflows?

The cash inflows are the amounts of money that comes into the companies, and outflows are the amounts of money that a company spends.

3. What’s a SWOT analysis?

It is a business tool that analyzes strengths, weaknesses, opportunities and threats for a company.

4. What’s the name of someone who accumulates debts?

A debtor

5. Do you know how to calculate the VAT?

The Value Added Tax is a tax added to the price of some products or services. You multiply the price of a product by the VAT percentage, which in Chile is around 19%.

6. What’s the difference between shareholders and stakeholders?

Shareholders own shares of a company and stakeholders are anyone affected or interested in the company, like clients or employees.

7. Have you paid shipping costs?

Yes, I have, when I have bought things online.

8. What do you understand by buying in bulk?

When you buy a large quantity of certain products, at a lower price per unit.

9. What word is a synonym for “take money out”?

Withdraw.

10. Why  is rapport important  in business?

Rapport in this context means to build a positive relationship based on trust, respect and good communication when negotiating. It is useful for business and negotiations go better.

11. When are you given a refund in your region?

When I return a product to a store and this is faulty or when a service doesn't meet previous arrangements.

12. Do you have a current account?

Yes, I have a personal bank account.

13. Have you ever haggled over a price?

Yes, I have haggled in street markets or fairs to get a better price.

14. What’s an adequate income like in Chile?

Probably one that covers basic needs, like food, housing, transportation, and maybe that also allows some savings.

15. What does an entrepreneur do for a living?

Manages their own business, and invests to make it grow.

16. Do you pay outright when you purchase items?

Yes, always.

17. Have you ever had an overdraft?

No, I have not.

18. Do you purchase household commodities?

Yes, I usually purchase them, but not with my money, fortunately, my dad provides me and my sister with these commodities.

19. Why are sponsors important in business?

Sponsors are important because they provide financial support, and also help companies reach more people.

20. What is an endorsement?

When a relevant person supports or promotes in a public manner a certain company.

21. When sellers or companies are granted a franchise?

When they are allowed to operate a business using a brand or its products.

22. When does an enterprise go bankrupt?

When it exceeds its assets. In other words it cannot pay its obligations or debts anymore.

23. When do shops issue an invoice?

When people make formal purchases, they need some kind of register.

24. Would you rather be in the red or in the black?

In black, because that means that there exists a profit.

25. Have you met a mogul?

No, I haven´t.

26. What are your overhead expenses?

Transportation and some food.

27. Have you shopped in a retail outlet lately?

Yes, I have bought some clothes in an outlet in Santiago.

28. What should be the government revenue in education?

Enough to all have a quality education, hopefully free.

29. When do companies reach a stalemate?

When they are in a kind of death point in a negotiation.

30. What would you like to buy now but it’s beyond your budget?

A house and a car.

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Item 2: Match vocabulary and its definitions. Write sentences with each word in the template given.

1. Assets: Something valuable belonging to a person or organisation which can be used for the payment of debts.

Sentence: The company has several assets such as computers, office equipment, among others, to pay its debts.

2. Bottom Line: Final line in the accounts of a company or organisation, which states the total profit or loss that has been made.

Sentence: The last year bottom line of the company, shows that there was a profit of $5m.

3. Rota: List of things that have to be done and of the people who will do them.

Sentence: Our boss prepared a rota to organize who must attend the clients every day.

4. Stock: Total amount of goods available.

Sentence: The store has enough stock of this product for the next two weeks.

5. Stake: Financial involvement in a business.

Sentence: Jake has a stake in the company, because bought part of the shares.

6. Audit: An official examination of the accounts.

Sentence: The bank will conduct an audit of the company accounts next week.

7. Shares: Part of a larger amount that is divided among a number of business people.

Sentence: Each member received a number of shares proportional to their investments on the business.

8. Fee: Amount of money that you pay to join an organisation or to do something.

Sentence: To participate in the project, we have to pay a fee of $200.

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Item 3: Mark the correct collocation A-D according to the context given below.

1. The contractors were commended for completing the new sports stadium o time and _________ budget.

A) within

B) underneath

C) through

D) during

2. The Middleham Film Festivl, held in July, significantly __________ the towns tourist industry.

A) pushed

B) inflated

C) heightened

D) boosted

3. Following a $2 million deal, Johnson now holds _________ soft-drinks advertising rights at the tournament.

A) private

B) exclusive

C) selected

D) restraned

4. Shares in Ronson Chemicals ___________ a dramatic recovery this morning.

A) presented

B) displayed

C) acted

D) staged

5. This book stresses that a management training programme has its greatest ____________ when directly linked to business strategy.

A) connection

B) impression

C) mark

D) impact

6. The Signet Group is one of the regios leading industrial service groups, with ___________ firms operating right across the area.

A) auxiliar

B) subsidiary

C) ancillary

D) supplementary

7. Troubled Covar plc is __________ off hostile bids from more than one direction.

A) struggling

B) attacking

C) fighting

D) resisting

8. Shares in WXD have _____________ from favourable reviews of their new model.

A) benefited

B) helped

C) supported

D) aided

9. Unfortunately, there is a serious ____________ of interest with our normal agency.

A) opposite

B) contrast

C) difference

D) conflict

10. We were surprised to see that our main competitor has __________ their whole production site up for sale this week.

A) done

B) made

C) put

D) had

11. Outsourcing the assembly rocess has given us a ___________ of approximately 20%.

A) margin

B) saving

C) refun

D) gap

12. The best way to motivate staff is __________ them that their hard work is noticed and appreciated.

A) seeing

B) displaying

C) showing

D) demonstrating

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Item 4: Listen to Jack Lester, founder of a corporation, giving a talk about the development of his company. As you listen, for questions 1-12.

Hinde Instrument Corporation

1. Hinde Instruments headquarters are in California.

2. Hinde Instruments faced the risk of bankruptcy in 1991.

Founding the company

3. Jack Lester worked for WAC as an engineer.

4. At first, Hinde Instruments' telescopes were available through mail orders.

5. The features of Hinde Instruments' telescopes made them popular with amateur astronomers.

The problem years

6. In February 1991, Hinde Instruments faced demands for repayment of its loans.

7. Amtex sold Hinde Instruments' entire stock of telescopes and its liabilities for $1,000.

Progress being made

8. It took only 12 months to clear Hinde Instruments' debts.

9. Hinde Instruments talks to dealers about its products.

10. The major strength of Hinde Instruments' product line is its advanced telescopes.

11. Hinde Instruments aims to use its core competencies to expand into new markets.

12. HNT Networks buys optical components from Hinde Instruments.

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Item 1: Complete the bubbles with words for each subfield.

Finance

1. Amortisation: The process of offsetting assets such as goodwill and intellectual property over a period of time.

Example: The company uses amortisation to pay off the cost of resources slowly over time.

2. Retention of title: A clause in contracts where a buyer receives property but doesn’t take legal ownership until the full price is paid.

Example: The shop keeps the retention of title, so the customer owns the product only after full payment.

3. Hire purchase: A type of contract to purchase an item. You pay an initial deposit, then rent the item and pay it off in instalments (plus interest). When you make the final payment, you own the item.

Example: I bought a computer by hire purchase, paying a small deposit and the rest in monthly payments.

4. Overdraft facility: A finance arrangement where a lender lets a business withdraw more than the balance of an account.

Example: The company used the overdraft facility to take extra money from the bank account.

Commerce

1. Disbursements: Money that a business spends.

Example: The company keeps track of all disbursements.

2. Inventory: A list of goods or materials a business holds for sale.

Example: We need to check the inventory to know how many products are available.

3. Scarce: Deficient in quantity or number compared with the demand.

Example: This resource is scarce, so the company must use it carefully.

4. Horse-trading: Negotiation accompanied by shrewd bargaining and reciprocal concessions.

Example: The managers did some horse-trading to agree on the new terms.

Marketing

1. Advertising agency: An advertising agency is a company that a marketing team can hire to produce advertising efforts across a variety of channels, like TV, radio, and print.

Example: Our company hired an advertising agency to create a new TV commercial for our product launch.

2. Brand marketing: Brand marketing entails developing marketing strategies and campaigns that earn a brand more attention. Instead of focusing on sales, brand marketing is about fostering a relationship with potential and existing customers.

Example: The company uses brand marketing to build emotional connections with customers.

3. CTR (clickthrough rate): Is a marketing metric that tells you what percentage of people perform an action after seeing an advertisement or webpage. It’s usually measured in relation to impressions, which refers to the total number of people who see an advertisement.

Example: The new social media campaign increased our CTR by 15%, showing that more users were engaging with our ads.

4. Direct marketing: Direct marketing is a way to reach customers by sending them messages directly through channels such as mail, e-mail, or text messages.

Example: The shop sends emails and messages to customers using direct marketing.

Management

1. Liquidation: The process of winding up an insolvent company. An appointed administrator will do this by stopping business operations, selling assets, and paying creditors and shareholders.

Example: The company went into liquidation and sold its assets to pay debts.

2. Compliance: Ensuring that the company and its employees adhere to laws and regulations.

Example: The manager checks compliance to make sure the workers follow the law.

3. Spearhead: A progressive and productive element that figuratively refers to a dynamic individual or concept as a key motivator.

Example: Maria will spearhead the new project, because she is really excited with it.

4. Whistleblower: An individual who uncovers a company wrongdoing.

Example: The whistleblower reported that the company was hiding money from taxes.

Accounting

1. Revenue: The amount earned before expenses, tax and other deductions. Also known as turnover.

Example: The company’s revenue is all the money it gets from selling products.

2. Depreciation: Expense allowance made for wear and tear on an asset over its estimated useful life.

Example: The office computer loses value every year because of depreciation.

3. Ledger: Any book of accounts containing the summaries of debit and credit entries.

Example: The accountant writes all the money movements in the ledger.

4. OPEB: All post-retirement benefits other than pensions, provided by employers to employees.

Example: The company gives employees health insurance after retirement as OPEB.

Banking

1. Overdrawn account: A credit account that has exceeded its credit limit or a bank account that has had more than its balance withdrawn.

Example: I cannot pay because my account is overdrawn.

2. Account Agreement: The contract governing your open-end credit account, it provides information on changes that may occur to the account.

Example: Before opening the account, I read the account agreement.

3. Amortization: The process of reducing debt through regular installment payments of principal and interest that will result in the payoff of a loan at its maturity.

Example: I pay a little money each month for my loan through amortization.

4. Banking Day: A business day during which an office of a bank is open to the public for substantially all of its banking functions.

Example: I went to the bank on a banking day to make a deposit.

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Item 2:  Analyse the sale performances provided using the words from the box.

TREBLE

PLUMMET

ESCALATE

DWINDLE

ROCKET

SLUMP

SHRINK

SOAR

DROP

RISE

EXPAND

DECREASE

SLOW DOWN

RETAIN POSITIN

HOLD FIRM

SINK

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Item 3: Write meaningful sentences with the following phrasal verbs within a business context.

1. UPKEEP (The cost or process of keeping something, such as a building, in good condition)

Sentence: The upkeep of the building is expensive because of repairs and cleaning.

2. UPSWING (An increase or improvement)

Sentence:There is an upswing in sales after that campaign.

3. SHAKE-UP (A large change in the way something is organized)

Sentence: The company had a shake-up and hired new employees to improve work.

4. RIP-OFF (Something that is not worth what you pay for it.)

Sentence: This hotel was a rip-off, it was too little for its price.

5. TOT UP (to add up or calculate numbers or amounts of something)

Sentence: I need to tot up all the bills before paying them.

6. SETUP (the process of starting a business, project, service, etc.)

Sentence: If we want this project to go well, we need to leave time for the set-up.

7. TAKEOVER (a situation in which a company gets control of another company by buying enough of its shares)

Sentence: The company did a takeover of a smaller competitor.

8. SELL UP (to sell your company or house in order to go somewhere else or do something else)

Sentence: We are negotiating to sell up for around $60m.

9. BUY-IN (a situation in which a person or group buys enough shares in a company to get control of it)

Sentence: She led a buy-in of the group and is now its director.

10. HIVE OFF (to separate one part of a company, usually by selling it)

Sentence: The company decided to hive off its software department to another company.

11. DEAL IN (to buy and sell a particular product or service)

Sentence: The company deals in electronics and sells them online.

12. FIRM UP (to make something more definite or less likely to change)

Sentence: We need to firm up the meeting time, before letting the employees know.

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Item 4: Respond to the following questions and circle the collocations that you can distinguish.

1. What are the differences among….?

Account: An arrangement with a bank to keep your money there and to allow you to take it out when you need to.

Accounts: The set of official records that show the financial situation of a company and what it has spent, received, borrowed, etc. in a particular period.

Accountant: A person or company whose job is preparing the financial records of people, companies, or organizations.

Accounting: The work of preparing the financial records of people, companies, or organizations.

Accountancy: The job of being an accountant.

2. What kind of age group is a sports car company likely to have as its target market?

They mainly have as a target market young adults or mid age people with a high income, because they can pay for that.

3. Why would shareholders be pleased if their company announced record profits?

They will be pleased because record profits mean an increase in the value of  their shares.

4. In what situations other than business do people set themselves objectives?

People set objectives in a lot of contexts, sports, studies, their personal lives, it can be in any context.

5. Name three things that a business would have to allocate part of its budget to.

Employees salaries, marketing and advertising, and money for maintenance.

6. How might a company try to stimulate growth in demand for its products?

If I am not mistaken, a lot of companies use advertising to let their customers know that there are just a few of their products left to make the customers buy those products. Also leaving some items on sale.

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Group: Lorena Treuquil, Daniela Gazzo and Fernanda Pineda.

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Item 1: Write meaningful sentences with the verbs provided below. Relate them to an economic context.

1. AMORTISE (to reduce a debt or cost by paying small regular amounts)

Sentence: The company will amortise the cost of new machines over five years.

2. STREAMLINE (to make a business, process, activity, etc. simpler and more effective by reducing costs, the number of people involved in it, etc.)

Sentence: They need to streamline the process to save time and money.

3. BENCHMARK (a level of quality that can be used as a standard against which to compare other things)

Sentence: They used last year’s results as a benchmark for improvement.

4. AXE (to get rid of large numbers of employees, especially in order to reduce costs)

Sentence: The company decided to axe several jobs to reduce costs.

5. DOWNSIZE (to make a company or organization smaller by reducing the number of people working for it)

Sentence: Because of low sales, they had to downsize the company.

6. OFFSET (to balance one effect against an opposing effect, so that there is no great difference as a result)

Sentence: The higher sales will offset the losses from last month.

7. STOCKPILE (to collect a large amount of something to use later)

Sentence: They decided to stockpile those products, before their prices go up.

8. SEESAW (to oscillate from one state to another)

Sentence: The company’s profits seesaw between gain and loss every month

9. SCALP (to buy things, such as theatre tickets, at the usual price and then sell them when they are difficult to get at much higher prices)

Sentence: Some people try to scalp tickets online and sell them at higher prices.

10. ACCRUE (to increase in amount over a period of time)

Sentence: Interest will accrue on your savings account every month.

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Item 2: Match compound words used in business.

SPOT PRICE: the price of a product that is being sold in a spot market.

CASH COW: a product or service that makes a lot of money over a long period of time for the company that sells it.

CALENDAR EFFECT: refers to the supposed tendency of a market to perform in a certain manner in relation to a particular part of the year.

STOCK EXCHANGE: a place where shares in companies are bought and sold.

ANGEL INVESTOR: a person who invests money in a new business to help it get started.

TANGIBLE ASSETS: a physical asset whose value can be easily measured, such as cash, property, goods, or machinery.

TIME DRAFT: is a financial instrument used in international trade and banking to facilitate payment between an exporter and an importer at a specified future date, often tied to the maturity date of the transaction.

DEFERRED TAXES: money that a company owes in tax on income already earned, but that it will not pay until a future date.

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Item 3: Match ordinary words and their definitions in the field of business.

TROUGH: The transition point between economic recession and recovery.

BOND: Debt issued for a period of more than one year.

BOOK: A banker or trader's positions.

WASH: Gains equal losses.

TAKE: Dealer or customer who agrees to buy at another dealer's offered price is said to take that offer.

STRADDLE: Purchase or sale of an equal number of puts and calls with the same terms at the same time.

PUT: Option that gives the right to sell the underlying futures contract.

CALL: Option that gives the right to buy the underlying futures contract.

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Item 4: You are an unemployed EFL teacher who intends to go freelance and apply for a project to make money. Map out a business project design by creating a SWOT analysis.

Make use of the following phrasal verbs:

ACCOUNT FOR

CHURN OUT

CUT BACK

LAY OFF

BOTTOM OUT

Description of your business

I am a freelance EFL teacher who offers personalized online lessons for young learners, teenagers and adults. My business will account for students’ different learning needs and it will help them to gain confidence when interacting in different activities and situations. In addition, I will churn out creative digital material with the objective of transforming lessons into something dynamic and useful for real communication.

Aims of your business (vision and mission)

Vision: To become a trusted and recognized English teacher that helps students to achieve their objectives and some important skills for communicating in the language, through innovative and ludic online lessons.

Mission: To offer affordable, motivating and high quality English lessons, adapting them for each of my students’ specific objectives.

SWOT Analysis

Strengths:

I have experience as an EFL teacher and I am acquainted with several methodologies.

I am capable of churning out good material and digital activities in an efficient manner.

I have a good knowledge of technological tools and I have good communication skills for online classes.

Weaknesses:

At the beginning, I will have a limited budget, therefore I will need to cut back some unnecessary expenses.

I do not have so much experience in digital marketing, so promoting my classes could be difficult.

Working alone can be difficult at the beginning.

Opportunities:

There exists a high demand for online English courses after the pandemic.

The possibility of collaborating with schools or companies that need English training is wide.

If the business goes well, in the future I can expand it by creating digital courses or e-books.

Threats:

If the market bottoms out, the demand for private classes could drop.

A number of freelance teachers exist, so I need to account for strong competition.

If big platforms lay off teachers, the market could become even more saturated.

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The Most Prominent Roles of an ESP Teacher/Practitioner

ESP courses differ from EGP courses, mainly because of the adult learners’ presence and a student centered approach.

ESP teachers, to adapt the teaching practices to real-changing needs, should accomplish three prominent roles:

Apply an adulthood-oriented approach. (Acting like a teacher-counselor).

Cooperating with “content-teachers”

Acting like an action-researcher/theorizer.

Adulthood-oriented approach

ESP lessons mainly consist of primary workers/secondary learners, therefore planifications and methodologies should follow the Adult Education (AE) characteristics, such as autonomy, motivation, self-directed learning, previous experiences as a source of knowledge, etc.

Practical Elements:

Detailed needs analysis

Encourage learners autonomy

Prevent/Take action on anxiety and loss of confidence.

Create a learning “contract” that clarifies objectives and expectations.

ESP teachers acting like a skillful counselor

In this context, teachers adopt a pedagogical-therapeutical role, showing warmth, positive regard, non-judgmental attitude and prioritizing a humanistic approach that facilitates the voluntary participation of students. Diminishing barriers like shame or anxiety.

Cooperation-Collaboration with Content Teachers

Cooperation (Consulting)

Collaboration (Designing together)

Team-teaching (teaching simultaneously)

Close collaboration is necessary, because neither language teachers, nor content teachers achieve optimal results.

ESP teachers as Active Practitioners / Action-Researchers

Some deficiencies in ESP formation are present, that is why it is recommended that teachers act like action-research practitioners, developing typical cycles of this field: theory - practice - reflection - retheory. Constant research allows adapting material, methodologies and pedagogical innovations based on the proper context.

A Systematic Review on ESP Teachers: Current Focus, Collaboration, and Sustainability

Teachers’ Perceptions and Beliefs

Some studies about perception of success/effectiveness in ESP teaching are aligned with teachers’ resilience, tasks, meaningful feedback, discipline, technology literacy, etc.

Teachers’ Identity Development and Agency

EGP > ESP transition requires a reconstruction of professional identity where teachers become learners, communicators, collaborators, multi-taskers, problem solvers, evaluators, and managers of the contents.

Perceived Challenges and Needs

Some perceived challenges are: lack of specific knowledge, not enough ESP formation, big classrooms and heterogeneity, limited resources, and problems to integrate formative assessments. Also institutional support is considered insufficient.

Collaborative Practices

There are two types of collaboration:

Language Teacher - Content teacher. (CLIL)

ESP teacher - domain experts.

Collective reflection is considered necessary to share knowledge and develop teacher agency.

Teaching and Innovation

To achieve practical changes in classrooms: Localised genre-based pedagogy, shifts to active learning, pedagogical decisions could be influenced by teacher emotions, and should be a relationship between teaching styles and self-efficacy.

Teachers’ Knowledge

The knowledge required for ESP is broad: disciplinary culture and values, epistemological bases of disciplines, genres and discourse, and the ability to conduct needs analysis, design courses, and select materials. The boundary between the knowledge of the language teacher and the content specialist is “fuzzy.”

Technology Literacy in ESP

Technology literacy emerges as a key component of ESP teaching knowledge (use of WebQuests, online materials, adaptation to hybrid/asynchronous environments). Incorporating technological skills allows instruction to be personalized and brought closer to real employability tasks.

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Item 1:  Listen to a speaker giving a  managers advice on how to run a project. For questions 1-12, complete the notes using up to three words or a number.

1. It is important to allow sufficient time for the selection process.

2. Make sure that you establish a time-scale that is both sensible and manageable.

3. Always focus on the customer situation.

4. Persuade your staff of the value of teamwork to the project.

5. Competent record-keeping is important for monitoring the project.

6. Keeping staff informed will enable them to understand the progress they have made.

7. Meetings with staff from different departments may speed-up the project.

8. Ensure that you share information when things go wrong.

9. You need to be ready to adapt if your client’s ultimate requirements are modified.

10. Encourage as much competitiveness as possible.

11. Be prepared to diversify as the market shifts.

12. Hire people who can be easily transferred if necessary.

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This is an activity to practice vocabulary from the “Business English II & III” by completing sentences. Collaborative work by Fernanda Pineda and Camila Vergara.

https://dashboard.blooket.com/set/68e54dfd8e65fb50011951e5

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Link for the document with the analysis

https://docs.google.com/document/d/1au68qhsBUL9-Z-Ne489m6dlxX-SylpPu/edit?usp=sharing&ouid=114129106993132328562&rtpof=true&sd=true

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Summary Reading: The ESP Practitioner II (The Important Skills ESP Teachers Need to be Qualified to Teach ESP Courses).

Many teachers face difficulties because they do not master the technical content or because there are problems in the classroom (lack of materials, low motivation, etc.).

Teaching ESP requires specific skills that are different from those needed for teaching General English.

Required Skills

ESP teachers must have three main types of competence:

1. English language knowledge → mastery of the language.

2. Course design → ability to plan courses tailored to specific needs.

3. Expert knowledge of the related field → understanding of the discipline or area in which they teach English (e.g., medicine, engineering, law).

A good ESP teacher must be flexible and able to switch from teaching general English to teaching English for specific purposes.

Other key skills:

Evaluate, adapt, and design materials (create or modify materials according to context).

Evaluate and check learning outcomes (assess progress).

Use modern methods and techniques ( role-playing, group work, debates).

Encourage learning strategies in students.

Understand the discursive characteristics of specialized texts (reports, proposals, memos, etc.).

Professional Competence

Being an ESP teacher involves more than just knowing English: it requires professional competence. This is achieved by reflecting on one's own practice, and sharing experiences with colleagues.

A competent teacher:

Plans their classes appropriately.

Motivates their students.

Chooses relevant materials.

Recognizes their own strengths and weaknesses.

Keeps up to date and seeks constant self-development.

Classroom Competences

The teacher must effectively manage teaching techniques and classroom management.

They must choose suitable materials (textbooks, software, authentic content).

They must understand the function of the text (purpose, audience, structure).

They do not need to be technical experts, but they must operate effectively within their students' professional environment.

Barriers in ESP Teaching

External Barriers (Factors beyond the teacher's control):

Lack of adequate textbooks or materials.

Curricula or assessments that are not adapted to the ESP approach.

Institutional culture that prioritizes exams over communication.

Lack of support from colleagues or the educational environment.

Teachers must be patient, justify their methods, and seek creative solutions.

Internal Barriers (Related to the teacher):

Beliefs about teaching (what they believe they should do in class).

Teaching style.

Previous experience.

Motivation.

Pedagogical Training.

Misguided beliefs, routine, or lack of motivation can limit innovation.

Motivated teachers tend to create more interesting and effective activities.

Knowledge about Students’ Specialization

It is not necessary to be an expert in technical content, but it is necessary to have a sufficient foundation to understand the context and communicate with specialists.

The ESP teacher goes from being a “knowledge transmitter” to a “facilitator,” sharing learning with students.

Important traits:

Curiosity → interest in learning about the student's field.

Collaboration → working alongside specialists.

Confidence → accepting that you can ask for help and adapt.

The language teacher is still the most qualified to teach ESP because they teach English through content (not just technical content).

Important aspects:

Teachers must have a basic background in the subject they teach.

There is an urgent need to offer ESP teacher training programs and specific certificates.

Encourage teamwork between English teachers and subject matter experts.

Promote continuous professional development.

Conduct regular needs analyses to adapt the course.

Maintain flexibility and an open attitude to change.

Remember that the ESP teacher is a specialist in teaching English, not in the technical field.

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Explaining the concept "PUT" in Business English

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Instructions: In groups of 3–6 students, select one of the following business genres and find a real example on the Internet:

1. Business report
2. Business article
3. Financial statement
4. Investor briefing

Using your selected genre, analyse the content by answering the following questions:

Nintendo 2024: Key Finantial Insights

A. What causes or factors (e.g., supply, demand, speculation, global events) are mentioned as influencing the spot price in this genre?
In Nintendo’s financial results presentation, the “spot price” is not explicitly mentioned, but several factors influencing its stock or revenue are discussed.

Product demand can be seen through the strong sales of The Legend of Zelda: Tears of the Kingdom and Nintendo Switch consoles. On the other hand, global events and market conditions appear through post-COVID recovery effects, chip shortages for consoles, and fluctuations in regional markets such as Japan, the U.S., and Europe. Supply chain factors are also visible in hardware production delays and increased component costs affecting sales timing.

Interpretation: The demand for successful products such as Zelda and the Switch console, along with global events (post-COVID, chip shortages) and supply chain issues, influence Nintendo’s revenue.

B. How is the idea of a cash cow represented in the text — as a profitable product, division, or investment?
In the document, Nintendo identifies the Nintendo Switch console and its main titles such as Zelda and Mario Kart as constant revenue generators. They are considered “cash cows” because they provide stable profits and allow investment in new hardware and game development.

Interpretation: Nintendo identifies the Switch console and its main games as its “cash cows,” since they generate steady and continuous income.

C. What evidence of a calendar effect (seasonal or date-based variation) appears in the document?
Sales are considered seasonal, as peaks in console and game sales occur during the holiday season. Additionally, new game launches often coincide with school vacations or the end of the year. Likewise, financial graphs show revenue spikes in certain months.

Interpretation: The company strategically plans its product launches to coincide with festive seasons in order to maximize revenue.

D. How does the genre emphasize trust, innovation, or personal vision in describing angel investment?
The document does not directly address angel investment, but in its business context, innovation can be seen through the focus on unique game design and new hardware features such as the Switch OLED and improved controllers. Trust and vision are reflected in the company’s long-term planning, maintaining intellectual property value, and delivering high-quality experiences.

Interpretation: Although Nintendo does not mention angel investment, it demonstrates innovation and long-term vision. Its focus on quality and reliability reflects the principles of angel investment, where trust attracts investors.

E. Which tangible assets are highlighted, and how are they linked to the company’s stability or value?
Nintendo’s tangible assets include Nintendo Switch consoles (hardware inventory), office buildings and production facilities, and physical assets related to intellectual property such as merchandise and patents.
There is also a clear link to stability, as these assets support ongoing operations, income generation, and long-term valuation.

Interpretation: Nintendo’s tangible assets support its operations and revenue. These elements ensure stability and strengthen the company’s long-term financial value.

F. How is the concept of a time draft used to describe trade, credit, or payment practices?
Nintendo describes its accounts receivable and payment terms with retailers, where payments are made after delivery, reflecting short-term credit extended by the company. This can be compared to a time draft, where payment is deferred but guaranteed through a commercial agreement.

Interpretation: Nintendo offers short-term credit to retailers who pay after delivery, similar to a time draft. This ensures smooth and secure trade operations.

G. How does the text refer to deferred taxes — as a liability, an asset, or part of strategic tax planning?
In Nintendo’s financial statements, deferred taxes appear as liabilities or assets depending on timing differences between accounting income and tax regulations.

Nintendo presents them as follows:

Deferred tax liabilities arising from revenue recognition or depreciation differences.

Deferred tax assets resulting from loss carryforwards or tax credits.

Interpretation: The text shows that deferred taxes can be either assets or liabilities depending on the differences between accounting income and tax laws. It also highlights that Nintendo uses them as part of a tax strategy to improve management and cash flow.

H. How is the stock exchange shown in the text — as a market system, an organization, or a reflection of how investors feel about the market?
Nintendo’s report refers to its listing on the Tokyo Stock Exchange (TSE), presenting stock price trends, market capitalization, dividends, and investor sentiment. This is seen in two ways: first, as a reflection of investor perception and confidence in Nintendo’s performance; and second, as a market feedback system.

Interpretation: The stock exchange reflects investor confidence and perception of Nintendo. It also functions as a feedback system that highlights trends to evaluate the company’s financial situation.

https://www.nintendo.co.jp/ir/pQ&A Summary (English Translation of Japanese Original)df/2024/240508e.pdf

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Item 2: Listen to two managers, Peter and Sarah, who are taking an MBA course, discussing their experiences and views of business. For each question mark the correct answer A-C.

1. Peter and Sarah agree that the purpose of their current assignment is to...

B. Evaluate existing strategies.

2. What aspect of the course is Peter impressed by?

A. The balance of theory and practice.

3. What feature of the course does Sarah find unsatisfactory?

A. Group Discussions

4. What does Sarah enjoy about her current job?

C. Running a variety of projects.

5. In the future, Peter would like to be involved in…

A. Improving the quality of branded products.

6. Sarah says the good thing about recruitment consultants is that they…

A. Facilitate understanding of the jobs market.

7. Peter believes that working from home would…

B. Increase productivity.

8. Peter and Sarah agree that business will be increasingly affected by…

B. Changes in customer expectations.

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Item 3: Listen to five different people talking about the companies they work for. For each extract, there are two tasks. For Task One, choose the recent change in the company the person mentions from the list A-H. For Task Two, choose the strength of the company the person mentions from the list A-H.

TASK ONE – Recent change in the company.

For question 1-5, match the extracts with the recent change, listed A-H. For each extract, choose the change in the company the person mentions. Write a letter A-H next to the number of the extract.

1. F - Some technology was updated.

2. A - A new section was established.

3. H - Employees were given input into a company system.

4. C - A new manager was appointed.

5. B - Existing premises were re-designed.

TASK TWO – Strength of the company.

For question 6-10, match the extracts with the strengths of the company, listed A-H. For each extract, choose the strength of the company the person mentions. Write a letter A-H next to the number of the extract.

6. B - Product Innovation.

7. H - Recruitment and induction.

8. F - Customer relations.

9. C - Publicity techniques.

10. E - Pricing policies.

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Item 4: Look at the sentences below and at the five newspaper items about companies. Which company does each sentence refer to? For each sentence 1-8 mark A-E.

1. This company’s strategy has not yet led to the expected increase in turnover.

D. CROFTS

2. This company is seeking external funding to meet its present needs.

A.  HABGOOD

3. This company’s name will continue to be used despite a change in the company structure.

E. DOWNING ENERGY

4. The price of shares in this company has begun to rise.

E. DOWNING ENERGY

5. This company claims that its sales have been affected by external factors.

B. KK LEYTON

6. This company is thought likely to lose its independence to a competitor.

A. HABGOOD

7. Analysts disagree with this company’s predictions regarding its share price.

D. CROFTS

8. This company is taking steps to reduce its expenditure.

B. KK LEYTON

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Item 5: Read the text about from an article about company culture. Choose the best sentences A-H  to fill each of the gaps 9-14. Do not use more than once.

Thinking of moving to another company?

First check its corporate culture...

Finding the right cultural ‘fit’ is vital to a successful career move. (0) H. If you join a company with a corporate culture that you find uncomfortable, you could find yourself demotivated and dissatisfied. And once you fall into this state, it may be difficult to get yourself out of it. Hence the importance of taking the time to find out as much as possible about what the organisation is like – before committing yourself to a move.

The trouble is that organisational culture is hard to assess – especially from only a brief meeting. (9) D. That is why it can be helpful to adopt a fairly structured approach in the interview. Don’t make the common mistake of many candidates and rely solely on your intuition, as you might easily miss important clues.

The best results come from researching the company beforehand, consciously observing the environment and people’s behaviour. (10) G. Then in the interview you can ask specific questions about aspects of the culture that are important to you. Planning them in advance reduces the risk of forgetting to mention something significant.

For instance, in the interview, ask to see the company’s mission statement. It can be illuminating, setting out the organisation’s long-term direction and goals, its underpinning beliefs and values. However, mission statements are frequently aspirational. (11) B. The reality may be quite different. Ask to what extent the organisation feels that it achieves its mission statement.

Ask to see the organisation and departmental chart. A steep hierarchy or highly centralised structure is often bureaucratic and inflexible. (12) F. People who value autonomy may be stifled. Conversely, those who like clear career paths and lines of decision-making are unlikely to feel comfortable in a flat or decentralised structure.

The degree to which an organisation has systems for managing its staff is indicative of the value placed on developing and nurturing its people. (13) A. Find out how performance is appraised, and what opportunities exist for training and development. If these are limited, staff are unlikely to count for much in the company, and joining the organisation could lead you nowhere in the long term.

Staff are your best source of information about the corporate culture. (14) E. If you have the opportunity to talk informally, ask what they most like or dislike about the company. After all, personal impressions based on experience will give you greater insight into the reality of working there than anything else.

Corporate cultures do not change overnight, so it is worth trying to find a culture that will suit you from the outset. If you join a company that encourages and rewards behaviour you do not personally value, it could be a career move you live to regret.

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Item 6: The charts show responses to questions  in a recent survey of 100 independent  consultants, about their age, type of business activity and marketing tools. Using information from the graphs, write a short report describing the situation for independent consultants.

Independent Consultants Situation Report

The report presents the results of a survey of 100 independent consultants, about their age, business type and marketing tools that they use.

About their age, the majority of consultants (52%) is in the range of 21-40 years old, while the 38% belongs to the 41-60 years old. Only 10% are over 60 years old. This demonstrates that most of the consultants are young adults or mid-age.

About the business type, the most common area is marketing services, with 40% of the respondents. Followed by a 24% on financial advice, 22% on training and later creative and design services with 14%. This shows a major concentration of professionals in marketing and finance related services.

In relation to the marketing tools implemented, advertising is the most popular, used by 90% of the consultants. Word-of-mouth is also important with a 78% of implementation, followed by 57% on websites. On the other hand, tools like PR (36%), exhibitions (25%) and direct mail (18%) are less frequented and popular. This suggests that consultants prefer more modern and direct methods to promote their services.

In conclusion, independent consultants tend to be young-adults, they mainly work in marketing services and frequently prefer the usage of advertising and word-of-mouth as their main promotion means.

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Item I: Ranking - From 1-10, mark the major features that an ESP teacher should have.

1. Motivation to collaborate and negotiate with students and consult experts.

2. Comprehensiveness when choosing methodologies and dealing with students’ needs and context.

3. Ability to identify language levels and set coherent learning objectives.

4. Attention to detail in syllabus design.

5. Creativity in materials selection and development.

6. Inclination to flexible evaluation with real-world tasks.

7. In-depth knowledge in research and its successful conduction.

8. Openness and frankness with the students.

9. Solid knowledge of the language system in terms of skills, functions, structures, and vocabulary.

10. Experience in academic fields.

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ESP Methodology

The methodology of ESP teaching distinguishes from common EFL teaching mainly for the following factors related with students:

1. Students contribute conscious knowledge and latent communication knowledge. A key mission for the ESP practitioner is to develop conscious awareness of her/his students about language and rhetorical structures.

2. Students use cognitive and learning processes that they have already developed in their specialist field.

3. The number of learners significantly varies from one-to-one until big classrooms.

Roles and Materials

The ESP practitioner’s role is to be a consultant or facilitator more than a teller or a source of all wisdom. He/She should recognize and use the student knowledge on the current content.

Framework materials are used, and specially owned authentic materials from the specific field.

Methodologies

Deep-end strategy is usually considered more appropriate than the present-practice-perform strategy, even more for intermediate plus students.

The deep-end strategy takes the performance as a starting point, and the principal input stage or feedback can come after students use their existing L2 competences.

Integration of other disciplines

To activate the student learning strategies, several methodologies from external disciplines are integrated in the classroom.

Case Studies: Are common in professional courses, like business, law, engineering, etc. The approach is activity-based and multi-skilled, focusing more on the task's attention than the language itself. In ESP, mini case studies can be used to avoid data overload.

Project work: This implies that students find and assimilate the information, to create a personal brief. This proportionates a high level of involvement and ownership.

Large Classrooms Challenges

A large class requires a conscious and substantial alteration to approach:

Implies a change of attitudes and the enhancement of cooperative strategies among students.

The approaches are focused on the four ‘I’s (Involvement, Interaction, Individualisation and Independence) that allow students to contribute and learn in their own manner.

In the case of one-to-one teaching, it can be more intensive or extensive, but it is necessary to establish an interpersonal learning dialogue. The teacher must advance in student pace and instead of focusing on teacher talking time, the lesson should go towards student centered learning and also respect the student's silent space to ensure a proper period to process the information.

Technology and Autonomy

The technological developments have widened the options for learning, promoting students autonomy and giving them increased choices. The five modes of technology used in ESP are:

1. Video Discs and CD-Roms: Allow checking basic skills or enhance a course and are useful to compare the pronunciation and zooming in and out of sounds, to comprehend the rapid speech.

2. Internet: Can be used for long distance courses or as a source of authentic material. The practitioner acts as a moderator in interactive courses.

3. E-mail: Used for feedback of written products of students.

4. CALL (Computer Aided Language Learning): Self-access materials.

5. Computer-based corpora: Provide a resource to verify collocations and lexico-grammar patterns.

The success of technology is achieved when it is integrated with teaching and the methodologies are consistent.

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Item 1: Parts of the Body - Label the different parts of the human body.

Picture 1

1. Ear

2. Cheek

3. Jaw

4. Neck

5. Shoulder

6. Armpit

7. Bicep

8. Elbow

9. Hip bone

10. Forearm

11. Glutes

12. Wrist

13. Hand

14. Thumb

15. Finger

16. Thigh

17. Calf

18. Shin

19. Foot

20. Toes

21. Skull

22. Forehead

23. Nose

24. Chin

25. Adam`s apple

26. Chest

27. Nipple

28. Breast

29. Abdomen

30. Navel

31. Hip

32. Palm

33. Pelvis

34. Penis

35. Knee

36. Shin

37. Ankle

38. Toe

39. Sole

40. Heel

Picture 2

1. Back

2. Buttock

Picture 3

1. Trachea

2. Right lung

3. Bronchioles

4. Diaphragm

5. Larynx

6. Heart

7. Left lung

Picture 4

1. Uterus

2. Ovary

3. Cervix

4. Fallopian tube

5. Vagina

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Item 1: Abbreviations - Spell out the abbreviations below.

1. BP: Blood Pressure.

2. AIDS: Acquired Immune Deficiency Syndrome

3. BMR:  Basal Metabolic Rate

4. CAT Computerized Axial Tomography

5. CHD: Coronary Heart Disease

6. QOD: every other day

7. DOA: Dead on Arrival

8. PR: Pulse Rate

9. HAV: Hepatitis A Virus

10. HIV: Human Immunodeficiency Virus

11. MND: Motor Neuron Disease

12. OTC: Otitis Media

13. PM: Post Meridiem

14. meQ: Milliequivalents

15. Gtt: Drops or Glucose Tolerance Test (Less common)

16. RQ: respiratory quotient (ratio of carbon dioxide produced to oxygen consumed)

17. RSI: repetitive strain (or stress) injury

18. SAD: Seasonal Affective Disorder (type of depression linked to changes in seasons)

19. SIDS: Sudden Infant Death Syndrome

20. MRI: Magnetic resonance imaging

21. HTN: hypertension.

22. CPR: cardiopulmonary resuscitation

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ESP Methodology II

ESP is not different from any other form of language teaching regarding learning principles.

In general, investigation in ESP journals had been centered in a text/discourse analytic perspective (what it needs to be taught), putting less attention on the methodology (how it needs to be taught).

ESP Methodology on Literature

Commonly limits to describe or recommend techniques without offering a higher level methodological framework that guides teachers.

Robinson (1991) states the use of tasks including role plays, case studies, projects and oral presentations, without a superior theoretical framework that explains their functions.

Ellis and Jhonson (1994) recommend the use of ‘framework materials’ and authentic materials. They advise that there is no one best methodology and approaches that put the learners at the centre of the learning process are more effective when teaching professionals.

Dudley-Evans and St John (1998) are the ones who believe that there is a distinguishable ESP methodology due to the specialist knowledge and the different cognitive and learning processes that students have. They suggest that the “deep-en strategy” is probably the most appropriate, instead of PPP.

Basturkmen (2006) points out the lack of discussion about theory and ideas about learning and teaching in ESP literature. She suggests a methodological framework based on the distinction between input-based strategies and output-based strategies.

How specific is ESP Methodology?

It depends on the level of analysis.

1. Concrete level: (Classroom implementation) In this level it is possible to distinguish activities such as, case studies, role plays, project work, problem-based learning, genre-based learning, among others, usually implementing deep-end strategy.

2. Abstract level (General Principles): In this level, methodology is defined as a set of general principles that in one way or another inform the variety of local practices. In this matter, methodology transcends the specific worl of ESP and is the same as in EFL.

Methodological Principles for ESP teaching

It should be based on an understanding of the processes of language learning and it is influenced by the evolution of beliefs about the language and learning.

The development of ESP is related to the communicative approach. The focus has been on expansion from the registers analysis (structures and lexicon) and the teaching of communicative functions and coherent discourse.

The framework of communicative competence includes:

Linguistic competence (vocabulary, grammar and phonology).

Sociolinguistic competence (appropriate use in social situations).

Discourse competence (structure information in longer texts).

Pragmatic competence (interpret meanings in real situations).

Sociocultural competence (cultural knowledge).

There exist two principal perspectives:

Analytic approach:

The focus is on learning language as discrete items.

The activities tend to be teacher-centred.

Emphasises the accuracy and conscious learning and practice.

Increasing automaticity of correct language.

Experiential approach

The focus is on using language for communication.

Activities tend to be student-centred.

Emphasises fluency and subconscious learning and integration.

Increasing correctness of spontaneous language.

The skill-learning model (based on PPP) it is complemented with a perspective of learning as holistic development, that occurs when students use the language for communication (experiential perspective).

Postmethod Era

The objective of this era is not to find the “single” best method, but clarify the principles to the context.

Todd (2003) identifies six general approaches in ESP, (1) focusing on inductive learning, (2) using process syllabus, (3) promoting learner autonomy, (4) using authentic materials and tasks, (5) integrating technology in teaching and (6) using team teaching.

Widdowson (1978) proposes a framework that emphasises the need to go from usage (awareness of rules) to use (achieve a communicative purpose.)

A framework for the development of communicative competence proposes three stages:

1. Activities for language awareness and appropriation (grammar and vocabulary).

2. Activities for communicative awareness (key genres and language use).

3. Activities for communicative experience (language use in contexts).

The main challenge is to find effective ways to help teachers to bridge the gap between the ideal world of classroom and the real world of professional practice.

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Evaluate your performance. Think what mistakes you made or what you can improve. Write about your favourite artefacts and why. Include suggestions for the class for next semester. Analyse the goals you met from artefact 1.

Probably my major mistake was when interpreting the role-plays, as it was not natural at all, there was no improvisation, and it felt really not prepared. I will make my best on the ones that could came the next semester. In that way, I will probably learn more and I will be really putting on practice some new concepts and expressions.

My favorite artefact was the number 5, as we could noticed that many words that are commonly used, are also implemented in fields like cooking, and acquire a total different meaning. It was also fun to look up for recipes when we were looking specific concepts.

My suggestion for next semester, is to organize in a better manner the evaluations, as it was difficult for us to manage the stress of having even 3 evaluations in a week, however I could say that I learned a lot! But probably you could take some evaluations and transform them into a formative assessment, as we would be learning, and you would be able to check our understanding, but without having us with the stress of a summative one.

My goals at the beginning of the semester were:

1. Expand my vocabulary, to be able to discuss about different aspects of specific areas, in formal and informal contexts.

I would say I achieved this one in certain manner, as I learned a lot of new concepts and expressions, specially from legal English, but I don't know if I could discuss in an extensive manner in any context, probably I would struggle a bit.

2. Acquire different skills and strategies to teach English in a variety of establishments or institutions.

Yeees! This one was achieved, as we learned several techniques and strategies that can be delivered when teaching ESP, I could not say I acquire them as I haven't put them in practice yet, but I trust I would be able to do it.

3. Discover how to apply different methodologies in the technical English teaching process.

I would repeat my previous answer.

4. Learn about different manners to evaluate or assign English in specific technical contexts.

This part was not so covered this semester, I would like to learn about this. Sadly not achieved.

5. Acquire knowledge of the culture and teaching processes of specific technical areas in English-speaking countries.

Regarding this goal, I was probably thinking the subject would be different, as I thought we will be learn how to teach some specific fields, not to really know about them.

6. Learn and discover a variety of technological tools and apps that are useful to teach English in those specific contexts, and also learn how to use them.

Yes, I discover how useful and fun could be blooket and padlet.

7. Understand not only isolated concepts and vocabulary, but also understand what is the purpose and functions of those concepts.

I think I achieved this one, as we really learned the vocabulary in context, not only in an isolated manner. It was fun:)

8. Know and understand the functioning of several elements that are related to those technical areas, hopefully with the use of concrete material.

This one was a bit ambiscious, I was thinking for example, in learning how a engine or a car work, and that it is kind of impossible in an ESP class hahaha.

9. Practice and in consequence improve my level of English, simulating real situations related to the specific areas of the subject program.

I do not know if I improve my level of English, but probably I expanded my range of words and expressions, and I think my best perform was the mock trial one, I really enjoy it and I learned a lot.

10. Learn how to solve specific problematic situations, related to the specific technical areas and then be able to teach strategies to do it.

I would say we covered this in some point, but probably I would not know how to teach them, as the level of practicing and learning this was not so deep.

In general, I am proud of my progress in this subject, but undoubtedly my performance and my effort could be better, probably if there hadn't been so many assessments, I probably could have concentrated much more on the ones that were there and done better, but we'll never know. Anyway, I enjoyed the course and the activities.

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Item 1: Complete the collocation matrices with the words below. Note that they can be used more than once.

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Item 2: Analysis - Go over the teaching scenarios and discuss the challenges posed in their roles as practitioners. Find similarities and differences to be reported in a class discussion set.

Challenges

1. Alison - English for Medical Doctors (EPP, post-experience)

She must teach English in a highly specialized field (medicine) without prior medical knowledge. Needs to design a new course and understand professional registration requirements.

2. Derya - English for Engineering Doctoral Students (EAP → ESAP, pre/during-experience)

Must develop discipline-specific academic literacy (research writing & reading). Needs to collaborate with the Engineering faculty to ensure relevant terminology and genre awareness.

3. Albert - Workplace-based English support for company professionals (EPP, during-experience).

Works one-on-one in a dynamic, real-time workplace. Must analyze authentic communication practices and offer situated language support, not traditional lessons.

4. Cathy & Louis - English for Military Pilots (EPP, during-experience).

Students care more about technical aviation content than English itself. They must integrate content-based instruction, maintaining motivation while ensuring language learning outcomes.

5. John - English for Law Students (EAP, pre-experience).

Needs to teach legal discourse genres and academic writing. Must draw on his law background while adapting complex legal concepts for second-language contexts.

6. Estelle - English for Office Management (EOP, pre-experience).

Course materials are incomplete, so she must create new instructional materials. Students are young and inexperienced, so she must simulate professional communication and workplace situations.

Similarities

All require adaptation to learners’ professional or academic contexts, not just general English teaching.

Each teacher must understand the target discourse or workplace practices, sometimes outside their own field.

All involve needs analysis to determine what language skills are actually required for success.

Most teachers design or modify materials, as existing resources rarely match the exact needs of their learners.

Differences

1. Type of ESP

EAP (Derya, John)

EPP (Alison, Albert, Cathy & Louis)

EOP (Estelle).

2. Learner Experience Level

Pre-experience learners (Estelle’s students).

Post-experience (Alison's doctors).

During-experience (Albert, Cathy & Louis).

3. Context of Instruction

Classroom-based (Derya, John, Estelle, Cathy & Louis)

Workplace-based (Albert).

4. Material Availability

Materials from scratch (Estelle, Alison).

Adapt existing institutional programs (John, Derya).

All teachers should decrease the gap between language pedagogy and specialized disciplinary knowledge. This requires: collaboration with subject experts, ongoing learning about learners’ fields and flexible, learner-centered course planning.

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Item 3: Problem-Solving - Sort out the following pitfalls which may arise in an ESP scenario by writing the solution in the lines given.

1. Demotivation from the learners to read texts unrelated to their specialisms in a heterogonous class.

A good solution could be selecting and adapting the material, hopefully an authentic one related to their field and interests. The practitioner could ask for advice to a specialist of the field and/or to their students, and then maybe implement group activities in which each student brings examples or common situations of their practices in that way everyone contributes to the learning process.

2. Not all skills should be developed to the same extent.

It is necessary to conduct a needs analysis and identify which skills are more relevant to focus on, depending on each group of students. However, it is important to balance and keep a subtle integration of the other skills.

3. The language taught may be used differently in the learners’ specific fields of interest.

The practitioner should expose students to different authentic texts of their field and to productive tasks related to communication. It is also fundamental to put emphasis on functional and technical language that can be adapted to professional contexts.

4. Time is ill invested in studying features of the language that are not necessary for their use among students.

Prioritizing relevance by selecting only linguistic forms and functions that serve the specific purposes of the students, by conducting a needs analysis, and setting clear learning outcomes can help the practitioner rule out unnecessary content. Regular feedback from students and practitioners in the field can also help to make sure the curriculum stays focused and practical.

5. Lack of ESP guidelines, materials, and sources for consultation.

In this case, the practitioner can search for authentic materials, such as manuals, reports, articles, or interviews from the field, and adapt them to the students' level. It may also be useful to collaborate with specialists and consult ESP communities online.

6. Lack of specialist knowledge in an ESP course.

It would be a good idea to collaborate with a professional or expert in the field, at least for some lessons or projects, or they could also do their own research or study to familiarize themselves with the main concepts and communicative situations related to the subject.

7. Faulty background knowledge of the target language makes students have low confidence.

Practitioners can plan motivating and supportive lessons in which mistakes are treated naturally, like step-by-step activities, pair work, and opportunities for further practice that can help students feel more confident.

8. Lesson planning is twofold daunting than in GE.

The professional can use small or task-based units, creating small projects that relate directly to real-life situations that students may face in their professions, such as writing an email to a client, explaining a medical procedure, or describing a technical process.

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Item 2: Instruments and Equipment - Match each of the following instruments and items of equipment with its correct description below. The first one has been done for you as an example

1. WHEELCHAIR=  a chair with wheels in which someone can sit and move around

2. SCALPEL=  a small, sharp-pointed knife used in surgery

3. PROBE=  an instrument used to explore inside a cavity or wound

4. FORCEPS=  a surgical instrument with handles like a pair of scissors, made in different sizes and with differently shaped ends, used for holding and pulling

5. CURETTE=  a surgical instrument, like a long, thin spoon, used for scraping the inside of an organ

6.  PIPETTE=  a thin glass tube used for taking and measuring samples of liquid

7. TOURNIQUETE=  an instrument or tight bandage wrapped around a limb to constrict an artery, so reducing the flow of blood and stopping bleeding from a wound

8. HOOK=  a surgical instrument with a bent end used for holding structures apart in operations

9. DRAIN=  a tube used to remove liquid from the body

10. GAG=  an instrument placed between the teeth to stop the mouth from closing

11. SYRINGE=  a medical instrument made of a tube with a plunger that either slides down inside the tube, forcing the contents out through a needle as in an injection, or slides up the tube, allowing a liquid to be sucked into it

12. CATHETER=  a tube passed into the body along one of the passages in the body

13. BANDAGE=  a piece of cloth that is wrapped around a wound or an injured limb

14. SLING /CAST=  a triangular bandage attached around the neck, used to support an injured arm and prevent it from moving

15. STRETCHER=  a folding bed, with handles, on which an injured person can be carried by two people

16. SPLINT=  a stiff support attached to a limb to prevent a broken bone from moving

17. STETHOSCOPE=  two earpieces connected to a tube and a metal disc, used to listen to sounds made inside the body

18. THERMOMETER=  an instrument for measuring temperature

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Item 3: Medicine - Add the stress on the following medicine words.

1. Aspirin   /ˈæs.prɪn/

2. Ibuprophen  /ˌaɪ.bjuːˈprəʊ.fen/

3. Omeprazole   /əʊˈmep.rə.zəʊl/

4. Diclofenac  /daɪˈkloʊ.fəˌnæk/

5. Penicillin    /ˌpen.əˈsɪl.ɪn/

6. Suppository /səˈpɒz.ɪ.tər.i/

7. Paracetamol   /ˌpær.əˈsiː.tə.mɒl/

8. Antibiotics  /ˌæn.ti.baɪˈɒt.ɪks/

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Item 4: Types of Medication - Label the pictures given.

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Item 5: Diagnosis - Read the eleven descriptions which follow, using your dictionary when necessary. What is the disease or illness being described in each case?

1. Epilepsy: A disorder of the nervous system in which there are convulsions and loss of consciousness due to disordered discharge of cerebral neurons.

2. Gangrene: A condition where tissues die and decay, as a result of bacterial action, because the blood supply has been lost through injury or disease of the artery.

3. Cataract: A condition where the lens of the eye gradually becomes hard and opaque.

4. Parkinson Disease: A progressive nervous disorder without a known cause which is a type of Parkinsonism, the main symptoms of which are trembling hands, a slow shuffling walk and difficulty in speaking.

5. Tuberculosis: An infectious disease in which infected lumps form in the tissue. Its commonest form is infection of the lungs, causing patients to lose weight, cough blood and have a fever. It is caught by breathing in germs or by eating contaminated food, especially unpasteurised milk.

6. Cystic Fibrosis: A hereditary disease in which there is malfunction of the exocrine glands such as the pancreas, in particular those which secrete mucus, causing respiratory difficulties, male infertility and malabsorption of food from the gastrointestinal tract.

7. Cirrhosis: A progressive disease of the liver, often associated with alcoholism, in which healthy cells are replaced by scar tissue.

8. Diphtheria: A serious, infectious disease of children. Its first symptoms are a sore throat, followed by a slight fever, rapid pulse and swelling of the glands in the neck. A fibrous growth like a membrane forms in the throat and can close the air passages. The disease is often fatal, either because the patient is asphyxiated or because the heart becomes fatally weakened.

9. Cerebral Palsy: A disorder of the brain, mainly due to brain damage occurring before birth, or due to lack of oxygen during birth. The patient may have bad coordination of muscular movements, impaired speech, hearing and sight, and sometimes mental retardation.

10. Gastroenteritis: Inflammation of the membrane lining the intestines and the stomach, caused by a viral infection, and resulting in diarrhoea and vomiting.

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Item 6: Compound Words - Make 15 two-word expressions connected with medicine by combining words from the two lists: A and B. Match each expression with the appropriate phrase. Use each word once. The first one has been done for you as an example.

1. Blood vessel.

2. Balanced diet.

3. Bedside manner.

4. Biological clock.

5. Bone marrow.

6. Brain death.

7. Clinical trial.

8. Digestive system.

9. General practitioner.

10. Stem cells.

11. Malignant tumour.

12. Plastic surgery.

13. Primary intervention.

14. Surgical aesthetic.

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Item 7: Word Formation - The words listed in the table below are nouns. What are the verb forms of these nouns?

1. Noun: Abuse / Verb: Abuse

2. Noun: Admission / Verb: Admit

3. Noun: bandage / Verb: bandage

4. Noun: Blood / Verb: Bleed

5. Noun: Breath / Verb: Breathe

6. Noun: Coagulation / Verb: Coagulate

7. Noun: Consultation / Verb: Consult

8. Noun: Convalescence / Verb: Convalesce.

9. Noun: Fertilisation / Verb: Fertilise

10. Noun: Identification / Verb: Identify

11. Noun: Immunisation / Verb: Immunise

12. Noun: Implant / Verb: Implant

13. Noun: Maceration / Verb: Macerate

14. Noun: Management / Verb: Manage

15. Noun: Occurrence / Verb: Occur

16. Noun: Perspiration / Verb: Perspire

17. Noun: Referral / Verb: Refer

18. Noun: Provision / Verb: Provide

19. Noun: Reabsorption / Verb: Reabsorb

20. Noun: Regeneration / Verb: Regenerate

21. Noun: Registration / Verb: Register

22. Noun: Regurgitation / Verb: Regurgitate

23. Noun: Rehabilitation / Verb: Rehabilitate

24. Noun: Reproduction / Verb: Reproduce

25. Noun: Resuscitation / Verb: Resuscitate

26. Noun: Sedation / Verb: Sedate

27. Noun: Stammer / Verb: Stammer

28. Noun: Stitch / Verb: Stitch

29. Noun: Suppression / Verb: Suppress

30. Noun: Sweat / Verb: Sweat

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Item 8: Correction - Find the mistakes and correct them.

1. The hospital has installed new apparatus in the physiotherapy department.

2. Her lips were cracked from the cold.

3. The boy's little toe was crushed by door.

4. The tissue was examined under the microscope.

5. It is important that needles used for injections should be sterilised.

6. He is recovering from a bout of flu.

7. She was given to a pain-killing injection.

8. Some types of wool can irritate to the skin.

9. This report quotes the number of cases of cervical cancer from a thousand patients tested.

10. The doctor put the patient to sleep with a strong narcotic.

11. She burnt her hand on the hot frying pan.

12. We have no spare beds in the hospital at the moment.

13. He will have an operation to remove of an ingrowing toenail.

14. Please ensure that the patient takes of his medicine.

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Item 9: Simulation - Role-play the following communicative functions.

1. Advising patients to avoid something

2. Giving bad news

3. Explaining diagnosis

4. Examining mental state

5. Taking a history

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Item 2: Write the corresponding instruction which each picture suggests.

1. Arm Circles

2. Neck Stretch / Scalpular Retraction

3. Reverse Shoulder Stretch

4. Arm Raises

5. Back and Forward Neck Bend

6. Cervical Sidebend

7. Neck Rotation

8. Backbend

9. Standing Forward Bend

10. Ankle Rotation

11. Supine Marching

12. Standing Side Bend

13. Point and Flex (Plantar Flexion)

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Item 3: Layman Language - Explain with your language the following sentences.

1. I feel completely worn out → I feel really tired.

2. I’ve been feeling off-colour for two days. → I’ve been feeling a bit sick for two days.

3. I’ve been out of sorts all day. → I’ve been feeling a bit off all day.

4. My appetite is very poor → I don’t feel like eating.

5. I’ve been off my food for days. → I haven’t had an appetite for days.

6. I’ve put on eight kilos in the last year. → I´ve gained eight kilos this past year.

7. My motions are very hard. → I’m constipated. / I’m having trouble going to the bathroom.

8. I’m not very regular. → My period is kind of unpredictable.

9. My periods are heavy. → I bleed a lot during my period.

10. I have some troubles with my waterworks. → I’m having some urinary problems.

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Item 4: Complete the following chart with the medical and lay term.

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Item 5: Symptoms - Describe the following symptoms and name the parts of the body they affect.

1. Slurred speech: Difficulty pronouncing some words and phrases, or to articulate them well, can be caused for a brain damage that affects some mouth and speech muscles.

2. Lassitude: Extreme tiredness and fatigue that affects the entire body.

3. Malaise: General feeling of illness or uncomfortableness that affects the entire body.

4. Constipation: When motions are very hard, and it is difficult to go to the toilet, affecting the intestines/ digestive system.

5. Pallor: Unusual pale color of skin.

6. Hot flushes: Sudden feeling of heat and sweating, normally affects the upper part of the body (neck, head, face, and torso).

7. Loose stools: Defecation more liquid than usual, as the intestines are affected.

8. Tingles: Abnormal sensations of punctures that can occur anywhere in your body, but they are often felt in your fingers, hands, feet, arms, or legs.

9. Heartburn: burning pain in the chest, just behind the breastbone. It's sometimes accompanied by a bitter or acidic taste in the mouth.

10. Delusions: Strong beliefs that are not based on reality, even when there is clear evidence that they are false. A person may firmly believe in something that others consider obviously false or impossible. It affects the mind and mental processes (brain/nervous system).

11. Hesitancy: Difficulty starting to urinate, even when you feel the need to do so. It affects the urinary tract and bladder.

12. Seizure: A sudden burst of abnormal electrical activity in the brain that can cause tremors, episodes of staring, confusion, or loss of consciousness. It can last from a few seconds to several minutes. It affects the brain and nervous system.

13. Blackout: Temporary loss of consciousness or vision, or fainting. It can last only a few seconds and can happen because of low blood pressure, dehydration, pain, or standing up too quickly. It affects the brain and nervous system.

14. Abnormal gait: Unusual or unsteady walking: limping, dragging a foot, staggering, or having difficulty maintaining balance. This is often due to muscle weakness, pain, or problems with nerves. It affects the legs, muscles, joints, and nervous system.

15. Hoarseness: A rough, hoarse, or weak voice that makes speaking difficult. It can occur after shouting, due to a sore throat, or irritation of the vocal cords. It affects the throat and vocal cords.

16. Wheeze: A whistling or squeaking noise when breathing, caused by inflamed airways. Affects the lungs and airways.

17. Belching: Letting out gas from the stomach through the mouth, often with a loud burp. It happens when air builds up in the stomach and needs to be released. Affects the stomach and upper digestive tract.

18. Bloating: A swollen, tight, or uncomfortable feeling in the abdomen, usually caused by gas, indigestion, or certain foods. Affects the abdomen/stomach area.

19. Cramps: Sudden, painful tightening or spasms of a muscle. They can come and go in waves and can be quite sharp or uncomfortable. Affects the muscles commonly legs, stomach, or uterus.

20. Numbness: A loss or reduction of sensation, making an area feel asleep. It happens when the nerves aren’t working properly. Affects hands, feet, arms, or legs.

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Item 6: Illnessess - Write a description of each disease and its treatment.

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Item 7: Questions - Discuss the following questions with the class.

1. What is the difference between strain and sprain?

A strain is an injury to a muscle or tendon. A sprain is an injury to a ligament.

2. What do both wryneck and goitre have in common?

Both are medical conditions that affect the neck.

3. If a person is limping, would you recommend using a zimmer frame or crutches?

Crutches. (Crutches are for keeping weight off one leg. A zimmer frame (walker) is for balance and general stability.)

4. What are stretchers for?

They are used to transport patients who cannot or should not walk.

5. What is the difference between a miscarriage and a stillborn?

A miscarriage is a sudden loss of a pregnancy before the 20th week. A stillborn is a baby born deceased.

6. What is the meaning of “labour” in a medical context?

This refers to the process of childbirth.

7. Why do women take smear tests?

They are done to detect abnormal cells on the cervix to prevent cervical cancer.

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Discussion based on questions (Camila, Lorena and Fernanda)

Only my parts of the discussion are present on this video.

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Item 8: Pretend you are a doctor and record a problem in a hospital using the words from the box. Present the situation to the class to find the solution.

SHIFT – ADMIT – WARD – DISCHARGE – MIDWIFE – INPATIENT – OUTPATIENT - REFER – SHARPS – PERCUSS -  HOSPICES – WING - BEDPANS

Problem:

I am a doctor that is in charge of supervising the morning shift. But, we have a situation in the maternity ward, in the south wing. I need your help to solve this problem.

The midwife urgently needs an temporally isolation area (a physical space, like an empty room) for a baby with a possible virus.

At the same time, we have an emergency room admission in process: a new serious inpatient is on his way from the emergency room and his bed needs to be ready now.

The obstacle is that the only manner of creating a space is to process a discharge of a stable outpatient, that should be transferred to an hospice in that way his bed could be free. However, his relative, necessary to sign his discharge document, it’s late.

A cart that contains critical supplies, such as sharps and bedpans is completely stuck in the main hallway, the only way to take out the outpatient’ stretcher.

The  hospital attendant in charge refuses to move the cart to liberate the hallway, because the supplies he is carrying are very fragile and are stacked unsteadily. If he tries to move the cart toward the wall, there is a high risk that these containers fall and break, creating a biological risk that can cause a total closure of the hallway.

Besides, a doctor is in the ward ready to percuss the patient that waits the discharge. And he is in a dilemma, as he does not know who to refer first to solve this issue. Should he try to manage the attendant, knowing that the risk of breaking the containers is real? Or should he wait for the family to sign the discharge form, even though this will not free up the physical space in the hallway?

To resolve the triple blockage (space, immovable cart, paperwork) in a single management action that satisfies the midwife and clears the hallway route without creating a biological risk: What is the priority action that the doctor must order to unblock the ward and ensure the immediate admit of the new inpatient?

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Cooking ESP Class Outline

ESP: for Cooking.

Material: Authentic/ Adapted.

Organization: Individual / Group work.

Teacher’s role: Teacher as organizer and advisor.

Task / exercise: Competition - game - quiz/ Problem solving / Case study.

Technique: Information gap / Describe and draw / Reformulation.

Context: Unit 2, Semester 1.

Content: Kitchen Management / Assign roles / Built menus / Team work.

1. Lead-in (5 min): Quick “Kitchen Problems” Competition Quiz

Teams guess the best solution to common kitchen issues in one sentence:

“Your line cook didn’t show up, what do you do?”

“The fish delivery is late.”

“Two cooks argue about seasoning.”

“You have a vegan customer but no tofu.”

2. Pre-task (15 min): Information Gap

Students receive incomplete role descriptions (head chef, sous-chef, pastry chef, expediter, etc.) including responsibilities during high-stress moments.

What is the biggest conflict you’ve seen in a kitchen?

How do you usually solve disagreements in your team?

3. While-task (45 min): Case Study

Students work in groups of 3–4. Each group receives a complex kitchen problem scenario, such as:

1. One cook calls in sick, someone else is late, and reservations just doubled.

2. Two chefs disagree on cooking methods: plating is inconsistent.

Groups must:

Identify the main problems.

Assign roles in the kitchen to handle the crisis.

Propose 2–3 realistic solutions (problem-solving).

Create a short “action plan” for the service.

Optional mini task: describe the plating of a dish so a partner draws it (describe & draw).

4.  Closure (5 min): Quick oral exit round:

“Mention one expression or phrase today that you could use in a stressful kitchen situation”. The teacher summarizes key takeaways about teamwork and crisis management.

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Item 2: Select eight collocations from the item above and write genuine sentences.

1. Make Recovery: Doctors expected him to make recovery within a few days after the surgery.

2. Raging Headache: I woke up with a raging headache that made it impossible to concentrate.

3. Raging Fever: The child had a raging fever so his parents took him to the hospital immediately.

4. Ease Headache: Drinking water and resting helped ease my headache.

5. Dull Pain: He felt a dull pain in his lower back after lifting heavy boxes.

6. Mild Illness: It was just a mild illness, so she recovered quickly without medication.

7. Sharp Pain: She felt a sharp pain in her knee when she tried to stand up.

8. Soothe Cough: This syrup can help you soothe cough during the night.

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Item 3: Listening - You will hear an extract from an interview between a doctor and his patient. As you listen, complete the Present Complaint section of the case notes below.

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Item 4: Listen to this telephone call from a haematology lab to a doctor's surgery. As you listen, record the results of the investigations in the correct spaces on the form below.

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Item 5: Listen to this letter from a GP to a consultant. The hospital consultant made these notes of her interview with Mr Green. Complete as many of the gaps as you can with the help of the letter. Then listen to the recording and complete the remaining gaps.

1. Surname: Green

2. First names: Peter

3. Occupation: —

4. Present complaint: Six-month history of chest pain radiating to L arm.

5. Pain lasted: 10 minutes

6. RS: Chest clear

7. CVS: Pulse 70/min

8. BP: 130/80

9. Heart sounds: Normal

10. Immediate Past History: No significant past history.

11. Points of Note: Pain occurs on exertion
Investigations: ECG + blood tests requested.

12. Diagnosis: Angina / Suspected angina pectoris.

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Item 6: Look these case notes. What questions might the doctor have asked to obtain the information they contain?

Picture 1:

Possible Questions:

How long have you had the headache?

Where exactly is the pain located?

Is the headache constant or does it come and go?

Does anything make the headache worse?

Do you feel feverish or generally unwell?

Have you taken anything for the pain? Did it help?

Picture 2:

Possible Questions:

How long have you been experiencing these headaches?

How often do they occur?

Where exactly do you feel the pain?

Can you describe the type of pain? Is it tightness, pressure, throbbing?

Do these headaches affect your daily activities or your work?

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Item 7: You will hear a discussion between a general practitioner and a consultant. Complete the case notes below.

Surname: Jameson

First Names: Alan

Age: 53 years old

Sex: Male

Marital Status: Not mention

Occupation: Carpenter

Present Complaint: Pain in his right leg and back.

Immediate Past History: Started about six weeks ago. Has become gradually more severe over the past couple of weeks. Pain is poorly localized. Initially thought he had pulled a muscle. Pain is so bad it is waking him up at night. Noticed some tingling in his right foot. Having difficulty carrying on with his work. Has lost 3 kg and has become quite depressed.