The tree can symbolize a person. When we are young, we feel the need to socialize and communicate with others. Therefore, we learn and are taught the language. One can either learn English as their mother tongue, or as a second or foreign language. By this point there are 2 paths where the tree branches out: general English, and ESP. Moreover, the more it branches out, the more specific the purpose is.

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

EOP is for people who need specific language skills for specific tasks at work for instance.

EAP is generally for people who aim towards higher education, which requires academic language skills.

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

It is an approach inasmuch as people want or need to use it. It's different from GE, and the relationship between the teacher and learner is too.

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

Learning to communicate is at the roots of the tree, as it is a fundamental human need that originates since the moment people are babies.  From then on, one learns English, and as one grows up, the needs branch out as people choose different paths regarding their context.

It is important because that way people can enrich their knowledge with regards to a specific topic resulting in effective communication worldwide.

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?

As they have to manage certain keywords related to instruments of their occupations, paperwork or actions in order to avoid this communication breach to have a balance.

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?

We believe that any of these fields can align with our professional goals (more than the academic goals) inasmuch as English is a very global language. The point is that this language is very flexible. On the other hand, when one learns ESP, the contents learned will lean more towards the context in which one is.

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 graduated from a vocational school with a degree in business administration and human resources. While I wasn’t really interested in the topic nor career, I did learn some vocabulary and specific chunks used in the workplace. Personally, the only problem I had is that I was used to casual English, and due to the fact I had no interest in administration, the register seemed alien to me.

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

In the case of Nursing, I think reading and speaking would be fundamental, as there is very specific language and terms that one uses in the workplace. Moreover, nurses treat other people, thus, their manner of speaking has to change. A patient will not understand everything a nurse says if they use a bunch of complex and technical terms.

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?

Just thinking about the evolution of technology itself, I can say that many new jobs have emerged from it. Moreover, because of globalization and digitalization, second/foreign languages – including English – become more and more essential to learn in order to be able to communicate and work with other people worldwide.

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?

English is one of the most spoken languages worldwide, therefore it’s often a requirement to know it to some degree when applying for jobs locally or internationally. While General English courses are taken in order to be proficient in the language, ESP courses are designed for the learners’ specific needs; if a person travels and shares with people in the Nursing field since that’s where they want to be or work, GE won’t be as useful for them.

The process of needs analysis for each of them influences the effectiveness of language instruction because while they provide language skills according to the learner’s context, “they differ in their focus, audience, and application.”  “EOP is primarily concerned with the language of the workplace,” for instance technicians, secretaries, and teachers. “While EVP is closely linked to vocational training, preparing learners for specific trades or professions,” such as carpentry, administration or cooking.

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?

First of all, I’d investigate about the field and work locally to have contextual information in order to identify possible needs. Automotive mechanics might and might not mean that the learner will talk to customers, but I’d still add specific language related to customer service. Additionally, and most importantly, there would be a lot of lexis related to the field, thus there would probably be manual readings and interpretation during the course and roleplays.

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?

If one focuses briefly on vocational language skills, the learner will have difficulty interpreting text, and communicating with others in their field and customers. Communication is key to any job, therefore, if a learner lacks communication skills specialized in their field, they will not succeed. To address this challenge, one must identify their needs. If a learner is not performing well, it’s due to a gap. So, one has to find the gap, give support to the learner, and apply certain strategies and activities that has them put skills into practice.

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?

Like I mentioned previously, learners in the healthcare field are required to learn lexis specific to that field, but they also treat patients. Therefore they should also be able to simplify their language in order to communicate with patients. Moreover, having non-native English-speaking patients is not that rare, but the learners might have some degree of difficulty understanding them, thus, during the EOP course they should practice listening with speakers who have different accents.

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?

REFLECTIVE ACTIVITY - Connect your vocational training with the language skills you’re acquiring. Answer the following questions: What do you think is the purpose of this course? Name at least 4 benefits this course brings to your future career as a professional, 1 for each language skill. Answers will be shared with the class.

*For this activity, learners have to think and become aware of the ways each skill will become useful when they begin working. Moreover, this can be a short activity shared with the class where no answer will be the same, or it can even become an essay in order to develop thoroughly explained arguments and conclusions.

It feels like it goes from general to more specific content: the first book has essential stuff someone should understand or know how to explain such as different means of travel; the second one is more airport specific; and the last one is regarding customer service and finding a job. In my opinion, some units can be a little bit redundant and can become boring for the person studying with this syllabus. Furthermore, there are some that could be fused instead of being covered 1 year after again.

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

1.15 - Avoiding illness abroad: sickness, symptom, cough, flu, sneeze, ache, fever, temperature, wash hands, hand sanitizer, disinfect.

2.5 - Talking about the weather: It’s/’ll be, degrees Celsius/Fahrenheit, mildly/extremely, hot, warm, cold, freezing, humid, dry, sunny, rainy, windy, snowy, cloudy

First they warm up, then they read and listen to a text with vocabulary related to parts of a cruise ship and others. There is practice in the middle, next is more listening, speaking for a roleplay, and finally writing regarding the roleplay.

I mostly agree with the approach. There is plenty of practice, vocabulary related to the unit, useful chunks, and, seemingly, pictures/activities one would see on a cruise ship. However, it feels like it’s intended for people who have basic English skills.

Gauge the engine bolt head and torque with a wrench.

□ 8 diver information system

□ 1 engine oil temperature gauge

□ 3 hazard warning / indicator lights

□ 5 fuel gauge

□ 2 rev counter

□ 6 speedometer

□ 7 voltmeter

2I  Find two rocks or large pieces of wood and put them in front of and behind the opposite wheel.

3J  Loosen the wheel nuts slightly.

4G  Use the jack to raise the vehicle.

5K  Loosen the wheel nuts more and remove them.

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

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

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

9D  Check again to make sure the wheel nuts are tight.

10B  Remove the old tyre from under the vehicle and lower the vehicle.

Even though there are differences between LSP and GL in terms of terminology, oftentimes, there occur transfers between words used in one another, “which may result either in greater precision of a communicative event or even cause a communicative barrier.” Moreover, as GL provides LSP with the basis for terminology, it gives it flexibility. In short, the GL meaning of words does not allow precise definitions in a technical sense; therefore when those are used in LSP they are newly defined in the specific context used. Furthermore, there are grammatical, phonetic and graphemic features that distinguish the 2. For instance, regarding grammar, there is the "use of passive constructions, nominalisations and (complex) nominal groups, which seem to be ‘universal’ features of LSPs across languages."

"LSP enters the general language in different ways, but mostly via the mass media, popular scientific literature and advertisements. The vocabulary of the general language has grown immensely, due to new developments and inventions, especially in the fields of science, technology, engineering, politics and economics (e.g. DNA, franchise, global player, as well as terms from the new technologies, such as Internet, e-mail, download or @). This development influences the vocabulary used at work, in vocational and academic training and even in leisure activities."

CENTRAL PROBLEMS: “Central problems of LSP obviously derive from the specific purpose the language is learned and taught for, e.g. whether the focus is on spoken or written communication, the degree of abstractness required by the learners.” In short, what to focus on and teach. Moreover, students are expected to have a certain level of proficiency, and there are many other variables regarding their goals. Finally, all learners are different, therefore have different proficiency levels and different goals when taking these courses; teachers must take this diversity into consideration.

“Functional styles are classified according to their communicative function. Distinctions are made between: 1. Official communication, 2. science, 3. journalism, 4. conversation, 5. literature.” “Functional analysis of scientific texts is (rhetorical) discourse analysis: scientific texts are analysed to show how sentences are used to perform communicative acts.” This gives way to the basis for syllabi and teaching resources.

CENTRAL CONCEPTS & APPROACHES: 

CLIL (content and language integrated learning) is an interdisciplinary approach to bilingual education, and it is usually taught at school. “What is most characteristic of CLIL is that the acquisition of subject knowledge and of language proficiency are interconnected.”

English for academic purposes: “sub-branch of ESP which is concerned with the identification of students’ (special) communication needs and study skills in (pre-)tertiary education as well as with the analysis of linguistic and discoursal structures used in academic texts.” While English for general academic purposes “focuses on skills essential to academic activities,” English for specific academic purposes focuses on “ the particular academic subject, including the language and discourse structure, terminology, the subject-specific skills and the individual academic conventions.” However, ”the first problem is that these students may already possess advanced academic skills in their L1 and need help to transfer these skills into English.” And the second one is that the education system differs from those of anglo speaking countries.

TEACHING LSP: Course takers often have a degree of understanding of the L2 but need “special knowledge and proficiency to cope with challenges arising from communicative needs in a certain discipline or working environment.” “The learners’ individual aims are usually considered to serve as the basis for the planning of LSP courses;” but, again, oftentimes, learners do not know for certain what their goals are. Therefore student-teacher collaboration is required along with ongoing needs analysis.

Regarding the contents, LSP exhibits “a high frequency of occurrence such as passive constructions, nominalisations and nominal groups.” 

Methods: “Since methods are chosen according to the specific necessities of the learners and the contents of the course, teachers ought to be familiar with a variety of methods in order to apply the most appropriate.”

Materials: “texts and materials employed in class involve the use of suitable scientific and technical texts commensurate with the participants’ abilities at the time.”

Assessment: “ Tests designed for the assessment of LSP classes have varying degrees of specificity, depending on the contents and the aims of the class. Two characteristics are usually mentioned which distinguish LSP tests from those for general language classes: authenticity of task and interaction between language knowledge and specific purpose content knowledge.”

While learners are responsible for defining their goals when taking the course in order to feel motivation, Teachers must know their goals in order to design material and syllabi.

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.  

PROVISION FOR LATE CHARGES UNDER LEASE/LIT

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.

b) He was shot for breaking the (4) curfew in the morning when it was to be lifted at twelve o’clock sharp.

c) Adam was caught (17) pilfering sweets from the shop nearby, yet it wasn’t a (11) heinous crime.

d) In their official (15) probe (thorough investigation) into malpractice, federal officials have found evidence of corruption within the company.

e) They were (1) banished from Libano for treason, which has become (12) rampant for the general distrust on the dictator.

f) A dozen gangs of thugs coexisted living in squalor and being overseen by authorities for their (5) misdemeanour.

g) Gorbachev survived an abortive (13) coup attempt, only to be dethroned a few months later by the breakup of the USSR.

h) They (18) swindled thousands of pounds from local businesses last term.

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

j) Tougher fines are to be imposed on 14miscreants who ignore health and safety regulations.

k) 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.

l) They demanded a huge (16) ransom for the return of the little girl whom they had kidnapped.

m) Although regularly pilloried by the press as an obnoxious loudmouth, he is an effective politician.

n) Despite the councilor was impeached for joyriding, his sentence was (8) reprieved for the mayor convened a meeting to () foil prisoners’ attempts to escape from prison.

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 for 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 (hostility) 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 was required to wear an ankle monitor. Though police expected him to immediately partake in disorderly conducts, Wattson would not visit any bar for a full month. Chris deprived himself of enjoying multiple pleasures. However, one particular night and a day before being freed from the monitor, he engaged in debauchery with the hooligans he had for friends.

At 9 he arrived at REDACTED’s home, where the group of 5 friends drank and did mushrooms for the occasion. Later, the group decided to go to a burlesque. There, the group stayed for about 3 hours. According to witnesses, the group separated, leaving Chris Wattson on his own in the VIP room. There, he mostly talked to one of the workers about his post as a known politician. It is said that during those circumstances, he got senselessly infuriated and attacked the worker, leaving them to bleed out on the couch. He found himself at a juncture; leaving the bills unpaid, he attempted to withdraw himself from the place. However, one of the security personnel tried to retain him. The CCTV cameras captured him escaping, and getting into his car. The guard tried to get in front of the car. Nevertheless, the politician did not seem to think twice and ran him over with the car

As of now, the ruthless murderer has been jailed awaiting trial.

SIC –  thus (used after a word to indicate the original, usually incorrect, spelling or grammar in a text)

EXEMPLI GRATIA or e.g. –  for example (used before one or more examples given)

AD HOC – for this purpose (often used as an adjective before a noun)

VERSUS or vs. – against (versus is abbreviated “v.” in case citations, but to “vs” in all other instances.

ET ALLI or et al. – and others (usually used to shorten a list of people, often a list of authors, appellants or defendants)

ET CETERA or etc. – and other things of the same kind (used to shorten a list of similar items)

PER SE – by itself (often used after a noun to indicate the thing itself)

ID EST or i.e. — that is (used to signal an explanation or paraphrase of a word preceding it)

INTER ALIA – among other things

PER ANNUM – per year

QUORUM – number of shareholder or directors who have to be present at a board meeting so that I can be validly conducted

DE FACTO –  in fact

SUI JURIS – of one’s own right; able to exercise one’s own legal rights

PRO RATA – proportionally 

IPSO FACTO by that very fact itself

PRO FORMA – as a matter of form

VIDELICET or viz.– as follows

ULTRA VIRES –  beyond the legal powers of a person or a body

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) affidavit 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.

On the grounds of a violation of the bylaws

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

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

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

They do not address the issue involved.

4. What does the writer conclude?

It is dubious that the shareholders will prevail.

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

1 on the grounds that  - b on the basis of the fact that

2 at the discretion of  - a according to the decision of 

3 the ensuing year  - c the next year 

4 statutes give wide leeway  - b statutes allow considerable freedom 

5 alleging - a stating without proof 

6 to act in good faith  - b to do something with honest intention 

6. 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 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.”

2. What do the shareholders claim was the reason why the annual shareholders’ meeting was held early?: “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.” “The purpose in calling an early meeting was to improperly keep themselves in office.”

3. What role might the concept of “good faith” play in the court’s decision?: “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.” Acting in good faith means “to do something with honest intention” that should also be in the best interest of both parties. Therefore, to breach one's duty to act in good faith means to be dishonest and purposefully fraudulent in order to obstruct the other party’s goals or intentions.

4. What is your opinion of the case? Do you think the shareholders’ claim is justified?: I believe that the claim could be justified, but in general I don’t think that’s the case. Like the writer said, “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.” Moreover, since bylaws don’t state nor interpret a case like this, the case will come down to nothing.

I, Paloma Savareses Alarcón, of 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 art pieces, bed, bed frame, pillows, collection of pig stuffed animals and other Technoblade memorabilia, 2 cicada plushies and favorite Sakeena Lattafa perfume, and anything else contained in my room, 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 Michelle Salazar Arriagada, of 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 Ángel Villegas, of 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 Valentina Savareses Alarcón, of 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 Paz Fuentes, of Coyhaique, 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 Osito Osito, of Punta Arenas, Chile, and if he or she does not survive me by thirty (30) days, then to Vicente Farfán, of 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 Chile. 

1. I nominate Valentina Savareses Alarcón who shall be represented by Punta Arenas, Chile, as Executor of this Will, to serve without bond. If he or she shall for any reason fail to qualify as Executor, I nominate Michelle Salazar Arriagada who shall be represented by Punta Arenas, Chile, 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 31st day of August, 2025. 

On the date written below, Paloma Savareses Alarcón 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 31st day of August, 2025 at Punta Arenas, Chile. 

Michelle Salazar Arriagada Somewhere #111

Ángel Villegas Elsewhere #222

Valentina Savareses A. Nowhere #333

1. The man is not going on the course because

a. of work pressure

2. The woman is looking forward to…

b. going to lectures.

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…

c. not based on any real evidence.

2. The man believes that the big supermarkets…

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…

b. the Oxford college is the only place to offer certain courses.

2. How has the course benefited the man?

b. He has a lot of useful contacts.

The growth of English as a world-wide lingua franca

English grew as the one true lingua franca as did the business world. After WW2 finished, the anglo speaking countries stayed intact in terms of economy and infrastructure. Therefore, they had the opportunity to export things such as new technologies which came with their very own user manual in English. Moreover, with the later emergence of the computer industry which was mostly developed in the US, brought the language even further into what it is today.

ESP in today's globalized economy

English is one of the key factors in the global success of a company as it had a central role in the development of new technologies back in the times, which led to a “strong need for language instructors who can understand and implement ESP programs in companies.” While many major companies are located in non-anglo speaking countries, a lot of times their official language is English, as the mere fact that that is the company language makes it so businesses grow into global presences. This prompts people to work abroad and use the language at their jobs not just to communicate with others.

ESP in today’s globalized world of academia – English for Academic Purposes

Since the 2000s, the population of overseas students has increased steadily, especially in English speaking countries. This creates the need for ESP courses that reinforce academy related skills such as writing, presenting and, additionally, thesis support courses. However, at the same time, it seems that a number of overseas students have pivoted to other non-English speaking countries due to programs that promote “student mobility among neighboring European countries.”  A second reason for this is the fact that they have the possibility to study postgraduate degrees in English in Europe. The same is true for Latin America and Africa; however, the purpose is to “improve the job opportunities of their graduates.” One of the biggest impacts globalization has had on research is the “proliferation of high-impact English-based journals and journal articles, particularly in the areas of science and technology” (Open-access science). “ …Academic institutions in non-English speaking countries now have a responsibility to not only provide their students with a solid understanding of their chosen discipline, but also the skills needed to take that knowledge, apply it in new and exciting areas of research that involve interdisciplinary, multinational groups of researchers, and eventually publish it in high-ranked journals.”

Positioning of ESP in occupational settings

“In occupational settings, most companies will offer their workers training opportunities that are not specifically limited to language training:” “workers will usually undergo training when they first enter the company and learn about the key parts of the company structure, the knowledge and skills needed to complete particular jobs and tasks, and the handling and operation of specialized hardware and software tools.” Depending on the industry, effective language skills may or may not be one of the “ primary factors that determine the success of a worker’s performance;” for instance the call-center industry compared to manufacturing companies. When a company does not have the resources to train their employees, they can give them material to use when needed.

Positioning of ESP in academic settings

“ESP courses and programs in academia are usually positioned in one of three locations:” academic units (English departments, TEFL/TESL, or applied linguistics), support centers (collaboration between ESP staff and colleagues), and specialist departments (uncatered needs identified by the specialist).

Challenges in the workplace

• “Companies may choose to cut costs by hiring overseas workers who are used to widely different salaries and standards of living than those of local residents.”

• “English-only policies in the workplace can potentially be discriminatory against some worker groups.“

Challenges in academia

• “Courses taught within an English-only framework are likely to be discriminatory toward local students, who can be expected to require longer times than their native-speaker counterparts to read the course materials, process the taught information, and produce the required reports.”

• “English-only courses cover less material and at a shallower level than courses delivered in the students’ native language,” and can be more costly.

• “The growth of English at a company or academic institution almost always goes together with a decrease in the importance of the local language.”

To sum up, I already knew about the specific and technical language used in ESP courses; however, after reading the text, it seems as if it’s much more complicated regarding for instance the existence of different genres studied.

2. How important is research on the ESP field?

I believe that it is quite important, as there are so many different fields with different methodologies that need to be studied. Moreover, each ESP field cannot be taught the same as others.

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

At first, there was research and coursebooks related to science and technology. Then researchers shifted from grammar and rhetorical devices to genre and needs assessment. During the modern period the research was about corpus linguistics and genre in order to help learners develop genre awareness for communication in the real world. In short, research aligned with pedagogy as it evolved through time, once very grammar based, and now learner focused.

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

I think it went through a mix of both, because of the periods of time. In the past, just like in pedagogy, ESP began with theories, with grammar and such.

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

One of the topics it introduced me further into was rhetorical devices. I had an idea of what they were (e.g. metaphors, similes, etc), but it seems like I was wrong about that. In ESP “rhetorical devices are linguistic techniques used in specialized fields, like science or law, to persuade or communicate effectively within a particular audience and context.”

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

See number 3.

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

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

2. The language under study gets more centralized to the area of concern, i.e. moving from grammar to functions. Vroman 1978 

3. ESP seeks to improve the teaching practice by focusing on training and vocational matters. 1981– 1990

4. Needs assessment constitutes a major concern in ESP research.(1984)

5. Striking research on ESP learning strategies is carried out. 2006

ROTA: List of things that have to be done and of the people who will do them - The company designed a rota in order for the company to work more efficiently.

STOCK: Total amount of goods available - The dairy aisle is almost out of stock on almond milk.

STAKE: Financial involvement in a business - Berkshire Hathaway owns half of stakes in CocaCola.

AUDIT: An official examination of the accounts - CocaCola carried out an audit to identify areas of improvement.

SHARES: Part of a larger amount that is divided among a number of business people - There are many people who own shares of CocaCola.

FEE: Amount of money that you pay to join an organization or to do something - When going to Calafate, in order to visit the Perito Moreno glacier, people pay a different fee depending on nationality.

ASSETS: Something valuable belonging to a person or organization which can be used for the payment of debts - Among the assets the company has lies equipment and money.

2. The Middleham Film Festival, held in July, significantly boosted the towns tourist industry.

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

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

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

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

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

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

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

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

11. Outsourcing the assembly process has given us a margin of approximately 20%.

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

2. Bankruptcy

3.  Engineer

4. Mail order

5.  Features

6. loan

7. Stock

8. 12 months

9. Dealers

10. Brand

11. Core competencies

12. Optical components

2. The sales expanded to some extent from the 1st to 2nd quarter. From then, the sales held firm towards the 3rd quarter. Finally, they slumped well under the 1st quarter’s sales.

3. The sales seem to have trebled from 500 to 825 during the second quarter; however, during the third quarter they plummeted down to 600. Towards the fourth quarter, the sales rose slightly.

Probably 30-40 year olds. Although old sports car interested people exist too.

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

Shareholders are investors in companies; thus, if a company announces a record in profits, it means that their investment brings them profits too.

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

All people should have some sort of objective, and it may depend of that their overall life goal is. For instance: students learning, buying a house or car, or simply being able to get by the end of the month.

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

Accountants, marketing and HR.

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

The most observable ways can be sponsoring or sending products to influencers to give ostentatious reviews.

2016: The earnings reached a plateau in the first 2 quarters of around 30 billions. Then, during the second quarter, it shoots up to about 51 million. Nevertheless, by the last quarter, the earnings slump down to about 33 billions.

2017: This year begins with a revenue that is a leap from the end of 2016. There is then a drop in the second quarter, followed by a pickup and then a significant surge in the last quarter, reaching a new boom.

2018: The year starts with a rocket in revenue, reaching the highest point on the chart. After this peak, the revenue takes a significant nosedive in the second quarter. Then a pickup in the third quarter, followed by another sharp drop in the final quarter. The revenue seems to fluctuate  dramatically.

2019: The first quarter shows a slump from the end of 2018.  second quarter shows a slight pickup, followed by a plateau in the third quarter as the revenue holds steady. The year ends with a strong surge in the final quarter.

ESP TEACHER AS A SKILLFUL COUNSELOR - It’s “actually a restricted pedagogical therapeutic role;” “a counseling teacher is a good, intelligent, creative, sincere, and 

energetic person, who is warm towards learners and responsible for sound judgment (Wheeler, 2002). The counseling teacher should act in the way that seems attractive, trustworthy, and skillful.” Moreover, they should create rapport with the students and create an accepting atmosphere that promotes learning.

THE COOPERATION BETWEEN AN ESP TEACHER AND A CONTENT TEACHER - ESP teachers should also build rapport and negotiate with content teachers to develop effective ESP materials. Studies say that ESP courses and language-teaching programs share methodologies and teacher interdisciplinary activities such as cooperation, collaboration and team-teaching.

ESP TEACHERS AS ACTIVE PRACTITIONERS - “ESP teachers should involve themselves in self-training programs based on the detailed needs analysis of ESP learners (Master, 1997)” to properly design curricula. Moreover, teachers can develop action-research and reflect upon their practices to improve their teaching of the language in ESP. “ESP teachers can get useful insights from their innovative teaching activities, which can theorize and validate later through practice.”

IMPLICATION FOR PRACTICE - ESP courses and syllabi should cater to the learners’ needs and context. When learners are not performing well, the blame is placed on the ESP teacher, which puts pressure on them and enhances feelings of inferiority and lack of self-confidence. In turn, they are unable to cooperate with other colleagues. ESP teachers should network with other teachers. Teacher-training programs and workshops are essential.

ESP TEACHERS - “ESP teachers are considered a key mechanism to establish a nexus between students’ needs (both academic and professional) and course requirements aligned with the real-world professional needs.” “As such, ESP teachers are considered specialists who are “often needs analysts, first and foremost, then designers and implementers of specialised curricula” (Belcher, 2006, p. 135)” ESP teachers must be knowledgeable on  “needs analysis, course design and development, and specialised teaching innovation implementation within their own context;” “disciplinary culture and values, knowledge of the epistemological basis of disciplines, and knowledge of genres and discourse.”

Teachers can collaborate and negotiate with learners to know their needs and achieve their goals, and with other teachers to improve their practices and syllabus design. Moreover, researchers can assist ESP teachers by informing them on setting objectives, designing materials and syllabi, and how to analyze needs and genres. ESP teachers “can bridge gaps between mandatory policy and classroom practices, and between the students’ expectations and real-world professional and linguistic needs.” Lines of research include: “ linguistic inquiries conducted to explore linguistic needs for learners, and curriculum development and ESP pedagogy.”

ESP TEACHERS’ PERCEPTIONS AND BELIEFS - Resilience helps persistence in difficult encounters, stress and burnout, which is influenced by teaching experience and gender. Teachers’ perception of EAP course implementation is positive despite challenges such as absence of training, online learning and teaching facilities, low digital literacy of instructors and students, and necessary infrastructures for online instruction. They also perceive “themselves as digital immigrants transferring their synchronous class into an asynchronous environment.” In spite of all these challenges and perceptions, they proved to be self-efficient agents. Furthermore, the perception of active learning in ESP classes seems to be positive as well, which in turn raised their awareness of the shift from traditional lecturer to a learning facilitator.

ESP TEACHERS’ IDENTITY AND AGENCY - “Early-career ESP teachers and ESP educators should foster these identities for potential challenges in the changing and localised ESP instruction.” (SEE ROLES). Studies demonstrate that while ESP teachers’ identity is influenced by their intrinsic fulfillment in assisting learners, it can be undermined by insufficient institutional support. Additionally, competence, professional knowledge, and work experience is considered to impact professional identity awareness development. Finally, it is suggested that agency can turn into unwillingness or resistance to implement beneficial ESP policies for students.

ESP TEACHERS’ PERCEIVED CHALLENGES - “The main challenges of ESP instruction revolved around the specific content knowledge, lack of ESP training, interdisciplinary collaboration, and contextual and managerial issues.” “ (1) “developing new subject matter knowledge”, (2) “knowing needs and students”, (3) developing new pedagogical content knowledge”, and (4) mapping existing communication skills in new curriculum context.” AND NEEDS - “teacher-and-faculty collaboration, higher-order thinking skill promotion, appropriate textbooks and teaching materials, and knowledge of ESP-pedagogy.”

COLLABORATIVE PRACTICES TO ESP INSTRUCTION - “The first aspect was that ESP teachers were identified as a “content-language support” who were responsible for conducting a needs analysis, utilising appropriate instruments and frameworks to design a course for language skills improvement. The second aspect was named “ESP teachers in CLIL” and this was where the collaboration occurred. In this part, ESP teachers helped the content teachers practically integrate English language into their areas of studies. This included the help in pedagogical strategies, contents to be delivered through English, material selection and design, target linguistic identification, assessment, and occasional team-teaching.”

ESP TEACHING AND INNOVATION - Localized genre based pedagogy: ““inductive and discovery-based genre analysis”, developing pedagogical tasks from the available local resources, and integrating a linguistic approach into a genre approach. The study also suggested that genre-based written papers in students’ disciplines contributed to the establishment of common ground for ESP learning, teaching, and sharing”

How teachers make pedagogical decisions: “significantly influenced by the emotional labour, resulting from the students’ engagement.”

From teacher-centered to student-centered pedagogical shift: “ESP teachers perceived active learning as a student-centred approach, and they were aware that their roles had changed while implementing active learning.”

Stakeholders in esp – includes everyone at school or institutes who take part in the community.

Ethos –  school values and beliefs that engineers the pathway.

TECHNOLOGY IN ESP INSTRUCTION - “the use of technology could facilitate ESP teachers’ tasks concerning course design and development, teaching, material selection and development, course evaluation, and research.” Further research of technology usage is needed. Online “learning as an approach in their differentiated teaching.”

CASH DRAFT or COW

CALENDAR YEAR or TAX CALENDAR

STOCK EXCHANGE

ANGEL INVESTOR

TANGIBLE ASSETS

TIME VALUE/EFFECT

DEFERRED TAX

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.

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

PUT: Option granting the right to sell the underlying futures contract.

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

2. Timescale

3. Customer

4. Teamwork

5. Recordkeeping

6. Progress

7. Speed up

8. Share information

9. Requirements

10. Competitiveness

11. Diversify

12. Transferred

B8-5

C3

D7

E4

10 g

11 d

12 f

13 a

14 e

The first pie chart illustrates the percentage of independent consultants in 3 different age groups, and the second pie chart shows the percentage of people present in 4 different business fields. The 3rd chart displays the percentage of marketing tools used by the independent consultants to share or advertise their services, of which they could have chosen multiple ones.

On the whole, a great many independent consultants pertain to the youngest generation aged 21-40 years old. Furthermore, 38% of them are between the ages of 41-60, and only about 10% of the participants are more than 60 years old.

Overall, 40% of the participants claim to provide marketing services, while 22% of them provide training, 24% financial advice, and only 14% supply creative and design services. Moreover, the most ubiquitous marketing tool utilized is advertising at 90%, followed by word-of-mouth advertising at 78%, and website at 57%. Finally, the least commonly used tools were PR (public relations) at 36%, exhibitions at 25% and direct mail at 18%.

All in all, while younger consultants seem to dominate the independent business fields, marketing services make up for a substantial portion of the fields, along with typical advertising, websites and word-of-mouth advertising. People over 60 years old appear to be rather unconventional as independent consultants, as well as independent creative and design service providers, and marketing tool usage such as mail and exhibitions.

Teachers must practice different activities that enhance learning in order to be professionally competent, which depends on their experience and interaction with colleagues. Moreover, teachers must be up to date with the field’s evolution and further train themselves, and be autonomous and engage in pedagogical reflection to become aware of their practices and improve them. Additionally, they must be able to motivate and engage their students with innovative, stimulating and adequate language learning environments to develop flexibility, assess them and their personal learning needs. Finally, ESP teachers must be flexible to face classroom changes.

BARRIERS THAT ESP TEACHERS EXPERIENCE DURING TEACHING

EXTERNAL BARRIERS: “getting the students to speak English, motivating them in addition to the indiscipline, inadequate materials and keeping the teacher motivated.” Another challenge is undertaking pedagogical reflection to figure out what can be improved (SEE ATTACHED IMAGE). Presenting ESP courses as serious and important.

ESP TEACHERS AND THEIR KNOWLEDGE ABOUT THEIR STUDENT’S SPECIALIZATION - Teachers must know about their students context, specialization and previous knowledge on the matter; they have to conduct needs analysis before teaching the ESP course. ESP teachers’ roles can go from "authoritative person who has the knowledge to a facilitator who shares their knowledge of English with the specialist’s knowledge of his students,” which consequently turns the students and teachers into equals. Moreover, language teachers should be the ones to teach ESP courses and train themselves on the specialized subject.

SKILLS NEEDED TO BE A QUALIFIED ESP TEACHER - Teachers should: have a relevant background related to the field and ask for the help of specialists; train, develop and improve college classroom skills; be confident, aware, sensitive, and flexible; interact with other ESP colleagues; research and continuously read and study the field and student needs; and be flexible, show interest and listen to their students, and “accustom themself to their new role as a practitioner.”

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

a. What causes or factors (e.g., supply, demand, speculation, global events) are mentioned as influencing the spot price in this genre? 

While reading Apple Inc. 2024 annual report, spot price was not mentioned itself; however, there were mentioned macro-economic and industry risks. The factors that influence the company’s operations and performance (depending on global and regional economic conditions) are as follows: slow growth or recession, high unemployment, inflation, tighter credit, higher interest rates, and currency fluctuations. The Company’s business can be impacted by political events, trade and other international disputes, geopolitical tensions, conflict, terrorism, natural disasters, public health issues, industrial accidents and other business interruptions.

b. How is the idea of a cash cow represented in the text — as a profitable product, division, or investment? The idea of a cash cow is represented as a profitable product. See E. iPHONES seem to be the cash cow as profit has surpassed the 200.000M mark for 3 years

If the Company fails to meet expectations related to future growth, profitability, dividends, share repurchases or other market expectations, the price of the Company’s stock may decline significantly, which could have a material adverse impact on investor confidence and employee retention.

E.g Common Stock, $0.00001 par value per share

8) Inclination to flexible evaluation with real-world tasks.

9) Creativity in materials selection and development

2) In-depth knowledge in research and its successful conduction.

3) Attention to detail in syllabus design.

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

7) Openness and frankness with the students.

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

6) Ability to identify language levels and set coherent learning objectives.

10) Experience in academic fields.

Derya - They studied EFL teaching and work at a university with  English-delivered instruction. Although students prepare with an intensive English course, which Derya themself has taught, they lack reading and writing skills for engineering research reports. Derya has to set up an engineering ESP course; their brother is finishing his studies and can help them with the course design.

Albert - He grew up in the UK, was taught French at home and university, along with business. He does not have any English teaching degree, but has taught ESOL. At work, he studies some key employees' English communication work practices and supports them in order to help them become independent English for workplace needs users. How can he effectively track and at the same time assist these employees?

Cathy and Louis - The main challenge is developing material and activities that are engaging to each of their students who are also from different countries and areas.

Estelle’s teaching experience would be with groups of students who had never worked as office managers

English for Occupational Purposes

A teacher can adapt the material, adapt the instructions or even the way in which the reading activity is developed in order to appeal to the students interests and needs. 

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

It depends on the field, and sometimes specific work practices. People may need to communicate with others exclusively by email. Therefore, for that specific work purpose, students will need to be proficient at reading and writing emails or documents.

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

In this case it is pivotal to fully master the vocabulary and enable students to freely choose how to redirect the use of the language when necessary with the help of the ESP practitioner. This could be easier when implementing student centre methodologies and allowing them with enough time for them to produce independently.

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

Teachers must identify the learners’ needs in order to develop activities and material to learn the language that will actually be useful for the learners.

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

ESP teachers can make connections with colleagues in order to be able to consult and be guided. Moreover, the teacher can look for guidance on the internet, and talk to the students to ask them for authentic material that they have encountered so far.

6. Lack of specialist knowledge in an ESP course.

ESP teachers can consult with colleagues and learn what they have to teach in a course. Teachers can do the research on the specialty and read books regarding the field focus on collocations and vocabulary.

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

ESP teachers should build rapport with the students in order to assure them that mistakes are allowed. Additionally, the teacher should identify their needs and gaps that might be present in order to fill it with support. When they have a level high enough, and have proved to themselves that they are capable of understanding and producing, confidence will increase gradually, and will lead to increased motivation and participation.

8. Lesson planning is twofold daunting than in GE.

Although lesson planning might seem daunting, it shouldn’t be too difficult if the teacher has experience with planning lessons. The teacher should conduct needs analysis in order to plan accordingly, ask the students for authentic material they could have in order to lessen the teacher’s load, negotiate with students, consult with other teachers who have experience to receive advice.

Having a plan B could also help in case the teacher has to redirect or change activities

I   b   u   ‘ p   r   o   p   h   e   n

O  ‘  m   e   p   r   a   z   o   l   e

D   i   ‘ c   l   o   f   e   n   a   c

P   e   n   i   ‘ c   i   l   l   i   n    

S   u   p  ‘  p   o   s   i   t   o   r   y

P   a   r   a   ‘ 'c   e   t   a   m   o   l   

A   n   t   i   b   i   ‘ o   t   i   c    s

2. LEARNERS’ SPECIALIST KNOWLEDGE

2.1 LATENT COMMUNICATION KNOWLEDGE - ESP learners hold communication knowledge on their area of expertise into language learning which can be used consciously, or can be latent (not yet developed).

2.2 CONTENT KNOWLEDGE - ESP teachers don’t generally have all the specific content knowledge the students need. Nevertheless, students expect teachers to help them learn how to appropriately use the language in context. Teachers give advice on how to use the language.

2.3 THE IMPACT OF LEARNERS’ KNOWLEDGE

• Roles and relationships: ESP teachers and learners have a horizontal relationship; teachers analyze their needs, give suggestions, and negotiate with their students.

• Teaching and learning materials: Teachers should provide materials which are or will often be used by the learners at their jobs or in their areas. Teachers can acquire this from the students in order to not spend too much time looking for authentic materials.

• Methodological approaches: The PPP model (present, practice, perform) is often used with beginners and intermediates, or when “the language and communicative event are new to the learner. The learners use their existing L2 competence, discovering where it is adequate and where it fails them.” The deep-end strategy involves giving time before performing; learners will use the knowledge they have of their L1 communicative events. The input comes after the performance and feedback of teacher and students.

2.4 HARNESSING LEARNERS’ COGNITIVE AND LEARNING STRATEGIES - Some learners can be analytical, verbal, linear, logical and temporal, while others can be more global, visual, spatial, intuitive and relational. Every learner has different learning preferences that help them acquire language skills. Teachers can develop and extend their own preferences according to their student group.

2.5 INTEGRATING THE METHODOLOGIES OF OTHER DISCIPLINES - “ESP is ought logically to be integrally linked with areas of activity which represent the learners’ aspirations.”

3.2 CHALLENGES OF LARGE CLASSES - limited materials; learning names; control of noise and behavior; assessment and feedback; individual attention; mixed abilities; and use of mother tongue.

3.3 ADDRESS THE CHALLENGE - Find a way to modify the number of students per class; or change the approach: peer consultation and assessment, pair and group work, use different feedback procedures, and have core and alternative/additional activities. Implement involvement, interaction, individualization and independence.

3.6 MEETING THE CHALLENGES IN 1-TO-1 - Teachers must give the learner breaks to relieve pressure, like bartenders. Teachers can vary the pace and type of activities. They must also build rapport by sharing information and decision making with the student.

3.7 1-TO-1 IN EAP - Teachers usually give supporting tutorials to their students for written work, assignments or dissertations, correcting grammar, wording, citing and referencing.

4. BEYOND THE CLASSROOM - With technology, students can access course materials without interacting with a teacher; they have control over their learning and choices.

4.1 FIVE MODES OF TECHNOLOGY used in ESP teaching - Video discs and CD-Roms, the internet, , E-mail, CALL (computer aided language learning), computer-based corpora

Balanced diet

Bedside manner

biological clock

bone marrow

Brain death

Clinical trial 

Digestive system

General practitioner

General aesthetic

Stem cells

malignant tumor

plastic surgery

Primary tooth

Surgical intervention

2. Admission - admit

3. bandage - bandage

4. blood - bleed

5. breath - breathe

6. coagulation - coagulate

7. consultation - consult

8. convalescence - convalesce

9. fertilisation - fertilize

10. identification - identify

11. immunisation - immunize

12. Implant - implant

13. maceration - macerate

14. management - manage

15. Occurrence - occur

16. Perspiration - perspire

17. Referral - refer

18. Provision - provide

19. Reabsorption - reabsorb

20. Regeneration - regenerate

21. Registration - register or registrate

22. Regurgitation -regurgitate

23. Rehabilitation - rehabilitate

24. Reproduction - reproduce

25. Resuscitation - resuscitate

26. Sedation - sedate

27. Stammer - stammer

28. Stitch - stitch

29. Suppression - suppress

30. Sweat - sweat

2. Her lips were cracked from the cold.

3. The boy's little toe was crushed by the door.

4. The tissue was examined under the microscope.

5. It is important that needles used at injections be sterilised.

6. He is recovering from a bout of flu.

7. She was given a pain-killing injection.  

8. Some types of wool can irritate the skin. 

9. This report quotes the number of cases of cervical cancer from thousands of tested patients. 

10. The doctor put the patient to sleep with a strong narcotic. 

11. She burnt her hand with the hot frying pan.

12. We have no spare beds in the hospital at the moment.

13. He will have an operation to remove an ingrowing toenail.

14. Please ensure that the patient takes his medicine.

PAZ: Good morning, miss Savareses, how are you feeling?

PALOMA: I am feeling a little dizzy at the moment. Where am I?

PAZ: You are currently staying at the ICU. A neighbor of yours called the ambulance and stated they found you laying on the floor right outside the door.

VISHO: Good morning, miss savareses. Stay still for a moment, I am going to change and insert a new IV in your arm since it seems you removed it during your sleep.

PAZ: I have been studying your case and as the symptoms were quite unusual it was difficult to find the root of the problem. This is why I have contacted one of the best gastroenterologists of the region and we have come up with the conclusion that the ailment you are experiencing is an advanced cirrhosis.

VISHO: Saying all that, there are some cautions you may take into account from now on if you want to get better.

PALOMA: Break the news doc… Can I have a little drink…?

VISHO: Quite the opposite.

PAZ: From now on, you have to avoid alcohol, raw or undercooked shellfish, fish, and meat, and high-salt foods like processed meats and canned goods.

PALOMA: NO MORE ALCOHOL?!!

PAZ: That’s right…

VISHO: Good afternoon, Paz. Hi, Paloma. Please, sit down. I’m afraid the results from your Magnetic Resonance Imaging were not what we were hoping for.

PAZ: (worried) What do you mean, doctor? What did you find?

VISHO: The scan shows a brain tumor… and it’s in a very deep area of your brain. Unfortunately, it cannot be removed with surgery.

PALOMA: (shocked) Wait,  there’s nothing we can do?

VISHO: We can’t cure it, but we can treat the symptoms and make sure Paz is comfortable. There are therapies to slow it down and control the pain.

PAZ: (trying to stay calm) So… How much time do I have left?

VISHO: Uh… (looks at wrist) It’s hard to say exactly, but what matters now is focusing on quality of life and spending time with the people you love.

PALOMA: (teary) We’ll be together through this, Paz. I promise.

PAZ: (softly) Thank you… I just need a little time to accept it.

VISHO: Take all the time you need. I’ll be here to support both of you, every step of the way.

ESP METHODOLOGY: HOW “SPECIFIC” IS IT? - There is such a thing as an ESP methodology, because it is basically the teaching/learning of a language through a specific content related to the learner’s goal. Therefore, ESP courses are taught using the same methodologies as one would use when teaching GE. Nevertheless, authors suggest teachers to use a variety of methods suitable for the learners’ needs, as there is no best methodology. Moreover, it is stated that there are “more controlled activities focused on specific language, functions or skills.”

METHODOLOGICAL PRINCIPLES FOR TEACHING ESP

• BELIEFS ABOUT THE NATURE OF LANGUAGE: “ESP implements the principles of the communicative approach in the domain of learning ESP rather than general purposes.” During the 70s, people realized that “structural accounts of language do not provide an adequate basis for language teaching," in as much as there are a plethora of communicative functions as there are situations.

• BELIEFS ABOUT THE NATURE OF LANGUAGE LEARNING: PPP - presentation, practice, performance sequence was and is still used nowadays as a form of skill learning. Nevertheless, by adding a functional-communicative element learners become “more aware of the functional and social aspects of the language they are practicing.” Additionally, when students interact through communication, they consolidate and extend their knowledge by performing (see Swain's output hypothesis).

TEACHER’S SENSE OF PLAUSIBILITY - “Teacher-generted theory of classroom practice” approaches:

1. Focusing on inductive learning

2. using process syllabi

3. promoting learner autonomy

4. using authentic materials and tasks

5. integrating technology in teaching

6. using team teaching
   

PRINCIPLES OF INSTRUCTED LANGUGE LEARNING

1 Instruction needs to ensure that learners develop both a rich repertoire of formulaic expressions and a rule-based competence 

2 Instruction needs to ensure that learners focus predominantly on meaning 

3 Instruction needs to ensure that learners also focus on form 

4 Instruction needs to be predominantly directed at developing implicit knowledge of the L2 while not neglecting explicit knowledge 

5 Instruction needs to take into account the learner’s ‘built-in syllabus’ 

6 Successful instructed language learning requires extensive L2 input 

7 Successful instructed language learning also requires opportunities for output 

8 The opportunity to interact in the L2 is central to developing L2 proficiency 

9 Instruction needs to take account of individual di erences in learners 

10 In assessing learners’ L2 proficiency it is important to examine free as well as controlled production

ACCUMULATED PROFESSIONAL EXPERIENCE ILLUMINATED BY LANGUAGE TEACHING THEORY 

Provide the maximum possible number of learning opportunities 

Facilitate classroom interaction with a communicative purpose 

Minimise perceptual misunderstandings 

Activate students’ intuitive capacity for independent discovery 

Foster conscious awareness of aspects of language 

Contextualise the linguistic input 

Integrate the language skills

Promote learner autonomy 

Raise students’ cultural consciousness 

Ensure social relevance.

“if we analyse methodology at the level of universal principle: ESP provides just one set of specific contexts for the ‘context-specific pedagogy’ that all teachers are urged to design.”

2. AIDS - acquired immunodeficiency syndrome

3. BMR - basal metabolic rate

4. CAT - computerized axial tomography

5. CHD - coronary heart disease

6. QOD - quaque altera die: every other day

7. DOA - dead on arrival

8. PR - per rectum or pulse rate (PR 75 bpm) or patient records

9. HAV - hepatitis A virus

10. HIV - human immunodeficiency virus

11. MND - motor neuron disease

12. OTC - over-the-counter

13. PM - precision medicine

14. meQ - milliequivalent 

15. gtt - Gamma-Glutamyl Transferase

16. RQ - respiratory quotient - ratio of carbon dioxide produced to oxygen consumed during respiration

17. RSI - Rapid Sequence Intubation or Repetitive Strain Injury

18. SAD - Seasonal Affective Disorder

19. SIDS - Sudden Infant Death Syndrome

20. MRI - Magnetic Resonance Imaging

21. HTN - hypertension (high blood pressure)

22. CPR - cardiopulmonary resuscitation

2. Placing your phalanges together touch the back of your head.

3. Place your hands with outer palms at your lower back intertwining your fingers

4. Raise both arms straight up with your palms facing forward and your elbows straight.

5. Move your head forward and backwards slowly, touching your chest with your chin.

6. Move your head to your right and left slowly, touching your shoulder with your ear.

7. Rotate your head to your right first and then to your left slowly 

8. Gently lean your upper body backward, opening the chest and looking slightly up, without forcing the lower back. 

9. Slowly bend forward from the hips, letting your upper body and arms hang down toward your feet

10. Stand with your feet together. Gently shift your weight so you roll forward onto the balls of your feet, then back toward your heels, keeping your body upright.

11. Lie on your back. Bend one knee, sliding your heel toward your hips, then slowly straighten the leg again along the floor. Repeat with the other leg.

12. Stand with feet together and arms by your sides. Slide one hand down the side of your leg as you bend your upper body to that side, then return to the center and repeat to the other side.

13. Sit or lie with one leg extended. Pull your toes up toward your head (flex the ankle), then point your toes away from you. Repeat rhythmically, then change legs if needed.

I’ve been feeling off-colour for two days. - The person does not feel as good as they normally do.

I’ve been out of sorts all day. - The person feels a little bit sick.

My appetite is very poor - The person has little appetite.

I’ve been off my food for days. - The person has lost their appetite due to stress

I’ve put on eight kilos in the last year. - The person has gained 8kg during a year

My motions are very hard. - The person finds it difficult to poop.

I’m not very regular. - The person’s period does not happen on a regular basis.

My periods are heavy. - The person bleeds a lot when on their period.

I have some troubles with my waterworks. - This person probably does not produce tears or produce too many.

HAY FEVER: Also called Allergic Rhinitis is an allergic reaction to tiny particles in the air called allergens and the body reacts by releasing a natural chemical called histamine. Its treatment consists of taking antihistamine medication such as: loratadine, levocetirizine, cetirizine, among others. Corticosteroid nasal sprays are also prescribed as an SOS.

GALLSTONES: Are hardened concentrated pieces of bile that are formed in the gallbladder or bile ducts. The treatment for this prescription of ursidol and chenodiol to dissolve small stones. However, when these stones are bigger it is necessary to perform a laparoscopic surgery removal.

WHIPLASH INJURY: It is an injury that happens when sudden force or movement strains the cervical and upper spine, damaging bones, muscles, ligaments, and nerves. It is pivotal to mention that there are different grades from 0 (no injury) up to 4 be it severe pain and/or dangerous neurological effects. Its treatment consist of immobilization (using a c-collar), medications (painkillers, anti-inflammatory drugs, muscle relaxers and nerve blocks), applying cold and heat (during the first 7 to 10 days), exercise or physical therapy, transcutaneous electrical nerve stimulation therapy (to ease the pain), radiofrequency nerve ablation (to stop nerves from sending pain signals), and spine surgery (to stabilize the affected areas).

STROKE: It is a medical emergency that prevents the brain from getting enough blood flow usually because of the allocation of blood clots in the blood vessels. The treatment will depend on how fast the first aid is provided and the nature of the stroke. If it is an ischemic one, the treatment consists of thrombolytic medications and/or surgery (usually a mechanical thrombectomy). On the contrary, if it is a hemorrhagic one, the providers will control the bleeding, medications to stop the bleeding in your brain and manage the blood pressure will be administered, and the person might need surgery to reduce the increased intracranial pressure around the brain. As per the rehabilitation, the treatment consists of cognitive rehab, occupational therapy, physical therapy, and speech therapy.

JAUNDICE: Also called hyperbilirubinemia is a condition where your skin, sclera and mucous membranes turn yellow. It occurs when the liver is unable to process bilirubin. The treatment will depend on whether this is related to red blood cell breakdown or liver injury, and it will consist of treating the underlying problem.

A strain is related to a ligament injury that connects bones at a joint, while a strain is a muscle or tendon injury.

2. What do both wryneck and goitre have in common?

Both conditions may cause neck pain, wry neck is torticollis and goitre is caused by an enlarged thyroid gland

3. If a person is limping, would you recommend using a zimmer frame or crutches?

Crutches because they need to support their leg with their arm.

4. What are stretchers for?

Stretchers are used for transporting patients.

5. What is the difference between a miscarriage and a stillborn?

The pregnancy timing. A miscarriage occurs before the 20th week, while a stillborn after that number of weeks.

6. What is the meaning of “labor” in a medical context?

It's the process of delivery a baby.

7. Why do women take smear tests?

These tests are taken to prevent cervical cancer, and maybe check hormones.

CHECK: wax in ears.

Organization: groupwork

language /material: Authentic adapted
Task/exercise: Role play
Technique: information transfer

The role of the teacher in this case would be as a teacher, due to the content presentation. The materials to be implemented throughout the class will be authentic and taken from the Medicine department of the university, promoting real-life scenarios; therefore, long-lasting learning experiences.  As for the task, they will carry out a role play presentation in groups of 4 students, encouraging them to think critically, to work collaboratively, allowing them to know one another, through the underlying implementation of CLT. Lastly, the technique chosen is information transfer. Due to the knowledge within the field in their L1, the students will be able to recognize the words in English while transferring the information from L1 to L2.

My favorite artifacts were the small case studies because we can apply what we learned during the theory lessons.

I have a couple of personal suggestions. I think the amount of work, specially regarding the evaluations, went overboard if you think about how many lessons were lost. I understand you scheduled a number of evaluations, and we could have probably done all of them. But jamming everything that is left in a single week is not fair. Even less so to say we must prioritize some things in order to protect our mental health. I cannot stop thinking of that one comment you made.

Again, regarding assessments, I know you tweak them in order to not let anything slip. I think it is great that you revise your guidelines from time to time. However, after the business conference, you said there were words we used from the tasks that we could have known. And I asked, how would you know that? And now I think, how can you measure that? If I went to a vocational school with business courses and I know everything, am I supposed to not use any word because it will not count as I supposedly know everything? You get my point.

I know we are supposed to achieve C1 level, but if people did not know what asset means, and you tell them it simply does not count because they should know it already, what is the point of truly learning anything and pushing it?

My last suggestion: tell more jokes.

GOALS:

• Complete all artefacts ✅

• Hopefully touch on English for Tourism❌

• Learn a lot of specific language regarding English for Medicine ✅❌ not very in context

• Learn methods to teach ESP, inasmuch as in Punta Arenas there are lots of vocational schools✅

• Apply what I'll learn✅