English for Specific Purposes (059) by Derria Malliana-Louis

Contoh Course Design - ESP Hospitality & Tourism

derriamlouis — 2024-09-26 09:15:02 UTC

Assignment: Analysing Course Design

derriamlouis — 2024-09-26 09:18:12 UTC

In groups, you will need to find a course design of a specific English area and analyse the contents.

Discuss with your group members:

What's in it? Does it have the basic elements of a course design?
How would you rate the course design/outline? Is it good? Is it not good enough? Provide your reasons (and recommendation, if you have any)
Add 2 more materials that you think would be suitable for the course

Members of Group 5 :

2024-09-26 09:26:10 UTC

Annisa Rahayu
Ciptati Handayani
Elvi Zulhaini

Members

2024-09-26 09:26:56 UTC

Apriliani Wulandari
Aulia Rifqotul Farras
Aldi Ranto
Elgibran Fanji Hazzano

2024-09-26 09:27:13 UTC

group member names :

Abid Alfurqan
Adrian Rama Putra
Ahmad Eka Putra Guci Tanjung
Dhia Awra

2024-09-26 09:27:18 UTC

Anggia Febrilina Zani
Dinda Hayati Herman
Daniel Parasian Pasaribu

2024-09-26 09:27:28 UTC

Group 6 :

Aldava midli koto
Alya desyaiful zahra
Arina mazda

Members Of Groups 4

2024-09-26 09:27:39 UTC

Febrian Wizar Pratama
Audia Rahma Aisyah
Dian Fhadlaini

2024-09-28 16:02:45 UTC

2024-09-28 16:14:39 UTC

Contoh Course Design ESP Science and Technology

aldava0404 — 2024-09-29 02:03:32 UTC

2024-09-29 03:25:24 UTC

2024-09-29 07:02:38 UTC

2024-09-29 07:44:35 UTC

This is a course design of English for Business Communication. And yes, it does have the basic elements of a course design, including the learning outcomes, the description, and the materials.
I would rate the course design 8 out of 10. The course design is quite good, as the content is interesting and provides an intensive learning process, helping students understand the material without confusion. It also includes a clear learning description, so students can prepare for upcoming lessons. The meetings are well-organized to ensure students stay comfortable and don't get bored during long sessions.
We will add two meetings to replace the 9th meeting, which is public speaking.
In the first meeting, we will focus on Building Confidence and Structuring Speeches.
Below are the learning outcomes and their indicators :
Learning Outcomes:
1. Being able to speak in front of an audience without fear or anxiety.
2. Being able to articulate the purpose of public speaking.
3. Being able to control stage fright through breathing and relaxation techniques.
4. Being able to create well-structured speeches with clear introductions, bodies, and conclusions.
5. Being able to deliver speeches that are concise and audience-focused.
6. Being able to maintain a logical flow of ideas throughout a speech.
7. Being able to use appropriate tone and language for different audiences.
8. Being able to project confidence through clear voice and strong posture.
9. Being able to manage nervous gestures and expressions during public speaking.
10. Being able to rehearse effectively to improve speech delivery.
Indicators:
1. Ability to identify the purpose of public speaking and demonstrate techniques to control stage fright.
2. Ability to outline a well-structured speech with a clear introduction, body, and conclusion.
3. Ability to demonstrate message clarity and focus on the audience's needs.
4. Ability to consistently maintain eye contact and appropriate gestures.
5. Ability to project voice clearly and control volume, pitch, and tone.
6. Ability to display control over nervous movements and maintain confident body language.

In the second meeting, we will focus on Enhancing Delivery and Interaction with the Audience.
Below are the learning outcomes and their indicators :
Learning Outcomes:
1. Being able to skillfully use voice and body language to engage the audience.
2. Being able to adjust speeches on the fly based on audience feedback or reactions.
3. Being able to effectively use pauses and changes in pace to emphasize key points.
4. Being able to engage the audience through consistent eye contact and expressive gestures.
5. Being able to deliver persuasive and impactful messages.
6. Being able to respond confidently to audience questions and feedback.
7. Being able to use rhetorical techniques to influence or motivate an audience.
8. Being able to adapt a speech to different audience demographics or expectations.
9. Being able to recognize and respond to audience cues such as nodding or laughter.
10. Being able to build rapport and maintain audience attention throughout a presentation.
Indicators:
1. Ability to demonstrate control over volume, pitch, and speed during speeches.
2. Ability to effectively use body language, gestures, and facial expressions to enhance delivery.
3. Ability to recognize positive audience reactions (nodding, applause, laughter, etc.).
4. Ability to adjust speech content and delivery based on audience feedback.
5. Ability to respond effectively and confidently to audience questions and comments.
6. Ability to demonstrate persuasive speech elements (logic, emotion, credibility) and adapt the message to influence the audience’s perspective.

2024-09-29 09:19:45 UTC

This course design is about English for Hotel and Tourism. Yes, it does, It has complete basic element of course design. Such as, learning outcomes, course description and materials/topics.
The course design is good because it has clear elements that a course design should have. The learning outcomes are very detailed and also have learning outcomes for each meeting. The course description is clear so it is easy to understand. And the materials/topics include a variety of relevant topics that support the mastery of the material.
Two suitable materials to add are sustainable tourism practices and customer service in hospitality. sustainable tourism practices are understanding concepts and practices related to sustainable tourism, including resource management, environmental impact, and social responsibility. while customer service in hospitality focuses on customer service skills, effective communication, and complaint management in the hospitality and tourism industry.

1. This is a course design for English for Aviation, and it includes the basic elements of course design, such as language focus, goals, description, and learning outcomes.

2024-09-29 13:22:55 UTC

2.This course design is well structured because it clearly outlines the topics to be covered, the objectives to be achieved, and the learning outcomes. It also includes tasks and activities, which ensure the learning process is well-defined. Additionally, there is an evaluation at the end of each session, providing a comprehensive approach to assessing student progress. However, I would suggest adding an estimated time for each session so that we can better calibrate the time available.

3. We would like to adding two additional topics, first Aviation Safety and Emergency Procedures, to provide essential knowledge for handling real life situations, and Cultural Sensitivity and Communication, to help students navigate cross-cultural interactions in a global aviation environment, enhancing both technical and interpersonal communication skills.

Assignment: Analysing Course Design

derriamlouis — 2024-10-10 09:07:17 UTC

In groups, you will need to find a course design of a specific English area and analyse the contents.

Discuss with your group members:

What's in it? Does it have the basic elements of a course design?
How would you rate the course design/outline? Is it good? Is it not good enough? Provide your reasons (and recommendation, if you have any)
Add 2 more materials that you think would be suitable for the course

Question

2024-11-04 03:22:30 UTC

1. What the necessity that we need for medical purpose?

What medical vocabulary and terminology must medical professionals master to perform their tasks effectively in English?
Which language skills are most necessary for medical professionals to communicate effectively with patients and colleagues? Is it more focused on speaking, listening, reading, or writing?

3 common questions about necessies in esp for business communication

2024-11-04 03:27:16 UTC

1.) What is your purpose in choosing this class/subject?

2.) What are your hopes after completing this course?

3.) How does a business communication class improve professional effectiveness

Here are three questions to answer the Students Necessities:

2024-11-04 03:27:21 UTC

What are the most important legal terms or vocabulary for learners to master in English for Specific Purposes in Law, and how do they apply in different legal contexts?

Why is an understanding of complex sentence structures and the use of formal sentences necessary in writing English legal documents?

How do effective oral communication skills play a role in legal interactions, such as client consultations or negotiations, and what are the key elements to be aware of in using English in these situations?

Needs Analysis

derriamlouis — 2024-11-04 03:28:17 UTC

1. What resources (such as books, online materials,or hands on experiments) do you find most helpful in understanding science and technology concepts?

2. How do you prefer to learn about scientific topics: though hands on experiments, visual presentations, group discussions, or independent research? Why?

3. What challenges do you face when learning science and technology, and what support do you think would help you overcome these challenges?

The Needs: Necessities

2024-11-07 08:28:26 UTC

What are the demands of the target tasks/jobs?

1. Speaking skill

2. Specific Vocabulary and Phraseology on aviation

3. Listening Skill

4. Grammar

What kinds of language skill sets are needed to complete the tasks?

1. Proficiency in spoken English, including clear pronunciation an fluency.

2. Vocabulary knowledge relevant to the specific industry or job role.

3. Listening comprehension to follow instructions or understand client needs.

4. Grammatical accuracy to convey ideas clearly and professionally.

What are expected from the target learners (employee) when completing the tasks? (from employer)

1. Employees are expected to communicate effectively and confidently in English.

2. They should be able to engage in conversations, answer questions, and handle customer inquiries in English.

3. They are expected to use polite and professional language suited to the workplace.

4. Adaptability in understanding accents and adjusting their language style as needed for different clients or colleagues.

What are the necessary requirements/qualities they need to have (as stated in the vacancy forms)?

1. A minimum level of English proficiency, such as upper-intermediate or advanced.

2. Strong interpersonal communication skills.

3. Confidence in public speaking or group interactions.

4. Cultural awareness and sensitivity in communication.

5. Previous experience or training in customer service or related fields, where English-speaking skills were utilized.

Necessities

2024-11-07 08:48:59 UTC

What are the demands of the target tasks/job?
Answer: They demand to achieve a good communication skills, costumer service skills, and problem solving skills.
What kinds of language skillsets are needed to complete the tasks?
Answer: Speaking and listening skills, Grammar skills, politeness and formality language.
What are expected from the target learners (employee) when completing the tasks? (from employer)
Answer: Friendly and professional costumer service, effective communication, problem solving skills, confidentiality, and time management and organizational skills.
What are the necessary requirement/qualities they need to have (as stated in the vacancy forms)?
Answer: Good English spoken and written communication skills, Professional attitude and appearance, verbal communication skills, excellent organizational skills, multitasking skills, and time management skills.

The Needs analysis

2024-11-14 09:25:59 UTC

1. Listening to Professional Talks (such as meetings, training sessions, or medical conferences).

2. Listen to recordings of professional talks or discussions in the medical field, where healthcare professionals discuss patient conditions, medical procedures, or recent research findings.

3. ⁠medical vocabulary, Listening Comprehension, Note-Taking and Summarization

Material to support Receptive skill(Aviation)

2024-11-14 09:26:06 UTC

Listening (Listening to Video How Used of english language at Aviation area)

Firstly we explain common communication skills at aviation

After that we tell the students to listening to a video about english radio at aviation

https://youtu.be/9Vkqw1mxmHY?si=iVYMerSBmRpoU82L

https://youtu.be/4M1hB7wdwyg?si=HJFHPfuef3ii6Hpv

After that we will explain about the conversation at the video and what happened at the video.

Then tell them to do some exercise

1. Find topic and details Information From the Video

2. Write Vocabulary that used at aviation area and what is the vocabulary means?

3. Exercise How to pronunciation the Vocabulary used at the aviation area.

4. Expression ( How expression of aviation staff speaking or listening to passengers or to each other

Receptive skills ESP for Science and technology

aldava0404 — 2024-11-14 09:26:58 UTC

1. Warming Up

- Ask students about their experiences learning English and its relevance in the fields of science and technology.

2. Introduction to the Material

- Explain what ESP (English for Specific Purposes) is and its importance in science and technology. Provide examples of applications in their future professions.

3. First Reading Activity

- Ask students to read an article individually and take note of key points.

4. Group Discussion

- Have students discuss the points they noted, as well as their opinions on the importance of ESP courses.

5. Critical Analysis

- Each group chooses one key point from their discussion to share with the class.

- Discuss their opinions and the reasoning behind their selections.

6. Q&A Session

- Invite students to ask questions about the article or related experiences with ESP. Provide additional explanations if needed.

7. Closure

- Ask students to summarize the article they read.

Receptive skills

2024-11-14 09:32:40 UTC

How to Use the Material:

1. Before Reading:

Vocabulary Preview: Introduce key business words from the article (example, "revenue," "market share").

2. While Reading:

Skimming: Have students quickly skim the article to find the main idea.

Scanning: Ask students to scan for specific information, like names of companies or financial figures.

3. After Reading:

Comprehension Questions: Use simple questions about the article (example, "What is the article about?" "What happened to the company?").

Summary: Encourage students to summarize the article in 2-3 sentences.

Language Areas Enhanced:

Reading Skills: Identifying main ideas and key details.

Vocabulary: Learning common business terms.

Comprehension: Improving understanding of written business content.

This method is straightforward and helps learners practice essential reading skills needed for understanding business-related texts.

Receptive skills

aprilianiwlndr1804 — 2024-11-14 09:40:11 UTC

Receptive skill that will be used is Listening skill by giving material to watching Law or court documenters or animation videos in YouTube, for example ( https://youtu.be/p-NjcKzLD6w?si=gm_m8_Qy4eoA3M81 )

from that material we want all students to knowing:

1. Related vocabulary in law

activity: finding new vocabulary from the material

2. Detail Analysis

activity: making mind mapping

3. How to use expression and gesture

activity: searching and analyzing the gesture and expression that is used in law documentary video in YouTube and other media.

Receptive Skill

2024-11-14 09:49:40 UTC

Expression and Phrases for Customer Service

Before watching the video
- Introduce common customer service phrases used in hotels.
- Ask students: "What phrases do you think are used when checking into a hotel?"
While watching the video
- Ask student to find some phrases and expressions they hear from the video
After Watching the Video
- Role-play practice: Divide students into pairs, one as a guest and the other as a receptionist.
  - Example scenarios:
    1. Guest checks in, receptionist greets them ("How can I help you?").
    2. Guest has an issue with their room, receptionist offers a solution ("Let me pull up your reservation").
Reviewing the material
- Ask students to recall some key customer service phrases from the lesson.

Receptive skill

2024-11-17 10:45:54 UTC

Receptive skill that will be used is Listening skill by giving material to watching conversation at hospital.

from the material, all students should know the following :

Medical Vocabulary: Key terms related to hospital visits, such as “physical examination,” “viral infection,” and “blood work” to enhance understanding during medical conversations.
Conversation Skills: How to engage in dialogues with healthcare professionals, including asking questions and describing symptoms effectively.
Understanding Procedures: Familiarity with common medical procedures and tests, enabling students to comprehend their significance and implications during a hospital visit.

Receptive skills (Repair)

2024-11-18 12:43:05 UTC

Material: Business Communication Methods

Use case studies or real-life business scenarios about effective and ineffective communication practices in companies.

How to Use the Material:

1. Before Reading:

Introduce Key Terms: Explain important terms like "internal communication," "external communication," "formal," and "informal communication."

2. While Reading:

Skimming: Students can skim through the case study to identify different communication methods used.

Highlighting Examples: Ask students to highlight examples of both effective and ineffective communication.

3. After Reading:

Discussion: Engage students in discussing what communication methods worked best and why.

Summary Exercise: Have students summarize the main communication challenges and solutions presented.

Language Areas Enhanced:

Reading Comprehension: Understanding different communication methods and their effectiveness.

Vocabulary: Learning business-specific communication terms.

Critical Thinking: Analyzing the impact of good vs. poor communication in a business setting.

This approach is straightforward and helps students grasp the significance of communication skills in a business environment.

Group 1 - English for Business Purposes Report

2024-11-18 14:09:38 UTC

Group 1 - English for Business Purposes

Abid Alfurqan (23019085)

Adrian Rama Putra (23019001)

Ahmad Eka Putra Guci Tanjung (23019035)

Dhia Awra (23019006)