Lesson 1 Evaluating Materials  Teach note-taking techniques

 Completeness (I.e takes student from no

A. Choice of books - No text book is likely note-taking ability re lectures, to
to be perfect of course and practical performative competence in one course)
considerations such as cost, may have to  Quality of text production
be precedence over pedagogic merit. It is  Pedagogic accuracy ( does not teach
clear that coursebook assessment is what is not true)
fundamentally a subjective, rule- of thumb  Presence of answer key is a minimum
activity, and that no neat formula, grid or  Teacher’s book is a definite plus
system will ever provide a definitive  Model notes ( pref. Several alternatives)
yardstick.  Transcript
 Rationale for the course and method
B. Integrated study skills books: used
comparative contents  Suggestions for classroom activities
 Student’s book or worksheets
The books are integrated in the sense that  Pre/post tests
a number of study skills areas are  Sufficient practical material- this is
included in each: they do not focus on partly a question of the number of
one or two skills only. lessons and partly a question of tape
length
C. Factors to compare  Reasonable price

Assessment ( * poor ** fair *** good E. Writing

**** excellent) Standards of textuality
Factor Rating And Comments
Rationale Standard Definition of Possible
Availability Scope Realization
User Definition as Syllabus
Layout /Graphics Items
Accessibility Text based
Linkage Cohesion components tense,
Selection/Grading of the text aspect and
Physical Characteristics are junction;
Appropriacy connected ellipsis,
Authenticity within a recurrence,
Sufficiency sequence lexical
substitution
Cultural Bias
coherence configuration Rhetorical
Educational Validity
of concepts facts (e.g.
Stimulus/Practice/Revision
and relations defining,
Flexibility
which classifying,
Guidance
underlie the exemplifying
Overall Value For Money surface text etc.)
are
D. Listening and Note-taking accessible
The following list of criteria are important in and relevant
pre-judging an advance course in listening Discourse- based
and note-taking for possible adoption:
Intentionali manipulation Normal
ty of cohesion ordering
 Appropriate level
and strategies
 Quality of tape production
coherence (e.g. natural
 Approximation of real lectures in the
features to time order,
delivery
provide a etc.);
 Relevance of content of the lectures to
text which relevance,
students’ needs
can fulfill the brevity,
 Appropriacy of materials ( esp.
writer’s clarity
Culturally)
intentions
 Course should teach, not only practice,
acceptabilit Awareness Conventiona
skills
y of reader’s l textual pronunciation system, ease of use,
expectation features definitions, grammatical assistance,
that the text ( e.g. illustrations, number of appendices,
will possess instructions comments
certain in recipes)
features and aspects of G. Evaluations: sthe first poses questions
will be of use text as the usefulness of the materials
and grammar (aims, content, requirements of learners
relevance ( e.g. use of and teacher, function) the second suggests
passives, criteria for the choice and use of the
articles) materials (covering learners’ needs,
Informativit The extent Marked/ interests and approaches to language
y to which the unmarked learning; and the teaching/learning process
elements in sequences; used)
the text are given / new
expected/ information; On the procedures for working with tasks
unexpected topic/comme and activities in the classroom
or nt; - what do you find are the most useful
known/unkn maintaining ways to learn a language?
own/ breaking - what are the best kinds of language
uncertain text learning tasks and activities? What are
conventions the reasons for your choice?
Situationali The ways in Topic - what can a teacher do which would help
ty which a text selection you most when you are learning a new
is relevant to and language?
the situation developmen - what can other learners in the class do
in which it t; situational which would help you most when you
occurs constraints ( are learning a new language? What are
e.g. formal the reasons for your choice?
letters, - what are the good things and the bad
technical things about learning a language in a
reports etc0; classroom?
exam - what can materials best provide you
questions with to help you learn a new language?
Intersexuali The factors Use of - what are the best kinds of language
ty which make source learning materials?
the material; - What do they look like? Why do you
accessibility quotes; in- think they’re best?
of one text text - what is good and not so good about the
for a reader references materials you are working with now?
dependent to other What do you think is missing from
upon texts; them? What changes would you to make
knowledge bibliographie to them?
of, or access s
to, other Some criteria by which an ESP book should
texts be judged; they include the following:
1. Is it specific?
2. Is it appropriate?
F. Dictionaries- a workshop was done to 3. Is it valid?
look at the ever increasing range of 4. Is it flexible
dictionaries that are available to English 5. Is the approach suitable?
language learners and to select criteria by
which comparisons could be made, then H. Criteria: checklists
applying these criteria to the dictionaries
on the market. Such criteria: price, date Checklist is not an automatic
and format, number of pages, procedure… (as) there are too many
level/coverage, workbook available/quality, variables involved…. Professional
judgement, founded on understanding of expressed. Both aspects involve
the rationale of language teaching and comprehension, though of different kinds.
learning and backed up by practical
experiences, lies at the base of the Strategies and skills
evaluation procedure.
Some of the main strategies, skills and sub-
External evaluation - a brief ‘ overview’ skills utilized in reading are as follows:
of the materials from the outside-cover,  prediction
introduction, contents page  skimming (reading quickly for the
main idea or gist)
Internal evaluation - a closer and more  scanning (reading quickly for a
detailed appraisal) Their overall evaluation specific piece of information)
incorporates the following parameters:  distinguishing between:
1. The usability factor o factual and nonfactual
2. The generalizability factor information
3. The adaptability o important and less important
4. The flexibility factor items
o relevant and irrelevant
Material evaluation is one part of a information
complex process and that material o ideas and examples and
once selected can only be judged opinions
successful after classroom  drawing inferences and conclusions
implementation and feedback.  deducing unknown words
 understanding graphic presentations
Professional judgement of teachers - at the (data, diagrams)
root of evaluation ,
- understanding text organisation and
Lesson 2 Study skills and practice
linguistic/ semantic aspect.
A. Academic reading. Reading as a skill is
Categorising reading courses
normally linked with writing. This is a
fundamental characteristic of the target
academic situations in which students are 1. Psychological- this focuses on ‘ what
typically reading books and journals, takes place in the mind of the individual
noting, summarizing, paraphrasing and reader. Such courses endeavor to practise
then writing essays. In practice material for the processes involved in reading. , by
reading, the link with writing is normally means of exercises, often at two levels: the
included. Although the focus may be on simple word recognition and interpretation.
various reading strategies and 2. Linguistic - this focuses on the words
comprehension practice, the resultant and sentences of the text.
exercises usually involve writing (apart 3. Content-oriented - this approach is
from some of multiple-choice questions based on the view that if readers have
and yes/no , true/false formats). or are given a specific purpose for
their reading, efficiency will be
improved.
When students read, it is for a purpose;
4. Pedagogically-oriented- this
these will include
approach is exemplified by those courses
- to obtain information (facts, data,
where learning theories are the prime
etc.)
motivation for the design of individual
- to understand ideas or theories , etc.
exercises.
- to discover authors viewpoints
- to seek evidence for their own point of
view all of which may be needed for B. VOCABULARY DEVELOPMENT
writing their essay.
- single most important area of
The process of reading, students will be second language competence’
concerned with the subject content of what regarding academic achievement.
they read and the language in which it is - concern to all four language skills
- link between reading and writing.
Vocabulary learning and teaching relate to Whichever approach to academic writing is
both reading, with its receptive adopted. It is useful to involve students in
understanding of language, and writing, initial awareness-raising activities. For
with its productive. example, they can be provided with a list of
academic writing skills and discuss their
Comprehension of vocabulary relies on relative importance and their own needs
strategies that permit one to understand and difficulties e. g making an outline,
words and store them, to commit them to describing tables and charts , being
memory , that is , while production concise, summarising etc.
concerns strategies that activate to one’s
storage by retrieving these words from D. Lecture and Note Taking
memory, and by using them in appropriate
situations. The priority this distinction When student go to a lecture, the
assigns to comprehension is one of the following are expected to be done:
many reasons why a growing number of
researchers believe that comprehension 1. Decoding - recognizing what has been
should precede production in language done
teaching. 2. Comprehending - understanding the
main and subsidiary points
For a student to know a word, it may mean 3. Taking notes - writing down quickly,
the ability to : briefly and clearly the important points for
A. Recognize the appropriate object or future use.
concept
B. Recall it at will The lecture genre itself brings its own
C. Relate it to an appropriate object or particular and potential areas of difficulty.
concept Especially problematic is:
D. Use it in the appropriate grammatical
form The requirement to be able to concentrate
E. In speech, pronounce it in a recognizable on an understanding stretches of talk
way, without the opportunity of engaging in the
F. In writing, spell it correctly, facilitating functions of interactive
G. Use it with the words it correctly goes discourse, such as asking for a repetition,
with, i.e/ in the correct collocation negotiating meaning.
H. Use it at the appropriate level of
formality Micro-skills Academic listening
I. Be aware of its connotations and (listening to lectures)
associations - ability to identify purpose and scope of
lecture.
C. Academic Writing - ability to identify topic of lecture and
Product approach - it is concerned with follow topic development
the product - the text, a model is provided - ability to identify relationships among
and various exercises undertaken to draw units within discourse
attention to its important features. - ability to identify role of discourse
Students are then required to produce markers in signaling structure of a
similar or parallel text. lecture
- ability to infer relationships
Process approach - this approach - ability to recognize key lexical items
emphasizes the composing processes related to subjects/topic
which writers utilize thus puts meaning to - ability to deduce meanings of words
the fore rather than form. It accords with from context
the principles of learner-centeredness - ability to recognize markers of cohesion
encouraging individuals to take more - -ability to recognize function of
responsibility for their own learning. By intonation to signal information
means of discussion, tasks, drafting , structure
feedback , revisions and informed choices, - ability to detect attitude of speaker
students can make clearer decisions about toward subject matter
the directions of their writing.
- ability to follow different modes of 1. Sequencing Cuing- listing topics in
lecturing: spoken, audio, audio-visual order, numbering
- ability to follow lectures despite 2. Hierarchy cuing - labelling notes as
differences in accent and speed main point
- familiarity with different styles of 3. Relation ordering - left- to- right
lecturing: formal, conversational, read, indenting, using arrows, dashes, semi-
unplanned circles or= signs to indicate relations
- familiarity with different registers: among topics.
written versus colloquial
- ability to recognize irrelevant matter: Focusing Notes
jokes, digressions, meanderings 1. Highlighting - underlining, placing a dot
- ability to recognize function of non- or arrow in front of a topic, circling a topic
verbal cues as markers of emphasis and word
attitude 2. De-highlighting - writing in small
- knowledge of classroom conventions letters or placing topic inside parentheses
- ability to recognize instructions, learner
tasks Revising notes:
1. Inserting - drawing arrow back to
Lecturing styles and lecture structure earlier note, inserting with caret
1. Reading style: the lecturer reads from 2. Erasing - crossing out old note.
notes (or sounds as if he is so doing);
characterized by short tone-groups, and There is a need to raise lecturers’
narrowness of intonational range; a falling awareness of the benefits of allowing input
tone predominates. from the students , in the form of clarifying
2. Conversational style: the lecturer questions support for this approach: in
speaks informally, with or without lecture -type settings, it is important to
notes; characterized by longer tone groups create opportunities for clarification and
and key-sequences from high to low. questioning in order to assure that learners
3. Rhetorical style: the lecturer as are indeed actively engaged in listening.
performer; characterized by intonational
range, often exploiting high key; frequent E. Speaking for academic purposes
asides and digressions
Speaking for academic purposes is an
Taking notes overall term to describe spoken language
NOTE-TAKING - straightforward writing in various academic settings. In addition, it
down of whatever is said or written on a suggests that the language used is
board, etc. normally formal or neutral and obeys the
conventions associated with the genre or
NOTE-MAKING - creation of your own activity. Typically, the situations or
notes, which may involve summarizing, activities are covered are
paraphrasing, putting question marks, - asking questions in lectures
against some items and making important - participation in seminars/ discussions;
elements stand out by visual means. - making oral presentations; answering
ensuing questions/points
Topic relation notes: - verbalizing data and giving oral
1. Topicalizing - writing down a word or instructions, in
phrase to represent a section of the text. seminars/workshops/laboratories
2. Translating - writing down L1
equivalent of topic E.1 Lectures - one of the biggest
3. Copying - writing down verbatim what difficulties for students for
the lecture has written on the blackboard expressing themselves in speech.
4. Transcribing - writing down verbatim
what the lecturer has said. E.2 Seminars - opportunities to ask
5. Schematizing - inserting graphics questions and to give new information.
The lecturer’s chief role is to guide the
Concept ordering notes discussion, which is seen to be the most
important student role, followed by situations would need to be analyzed and
listening and note taking. the students informed of the structure of
the event. General advice can be given to a
4 main types of seminar group, but practice would need to be given
A. Student group work - problem-solving on a one-to-one basis, in some kind of
exercise question and answer format. Pair work
B. The lesson - nominated students go activities could form part of the practice, as
over prepared answers to case studies could interviews by pairs of students
C. Discussion - e. g of material previously
read by the whole group
D. Presentation - e.g class members Lesson 3 English for Specific Academic
reporting on reading they had done or Purposes
research students presenting research to Academic discourse and style
date.
1. REGISTER ANALYSIS
- a necessary first step in an analysis of
the linguistic needs of students in ESP
Courses.
- can guide teachers in the selection and
E3 oral presentation preparation of materials that should by
Oral Presentation .Price (1977) proposed their content validity motivate students
teaching the language appropriate for to learn.
ordering and sequencing ideas and - helps ensure appropriateness of
information. She identified five possible content.
stages in the presentation of a topic.
a) general introduction
b) statement of intention
c) information in detail
d) conclusion invitation to discuss 2. DISCOURSE ANALYSIS
- describing the language and its
structure that is used in speech or
E.4 Verbalizing data
text that is longer than the sentence
- An area of difficulty for many students
e.g conversations, paragraphs,
complete text.
E. Reference/research skills
- examines the communicative contexts
- umbrella term that comprises a range of
that affect language use, for example in
sub-skills relating to various types of
social transactions, the relationship
reference materials.
between the discourse and the speakers
- include the efficient use of dictionaries
and listeners.
and books, and academic reference
skills which include library use and
3. GENRE ANALYSIS
giving references in dissertations and
- it has the characteristic features of style
theses.
and form that are recognized, either
- ‘research skills’ is used instead of
overtly or covertly, by those who use
‘academic reference skills’ it might also
the genre. Claims to be able to say
include the keeping of record cards on
something about individual texts.
which to note books, journals and
articles referred to , and to the layout of
Subject - specific language
research papers.
Students study ESP to equip themselves
with the necessary tools fo study
Study Skills - used to refer to some of the
specific academic subject.
more mechanical aspects of the above
EGAP and ESAP
F. Examination skills The differences between the skills and
conventions needed in academia maybe
Some students may have to take oral greater than the similarities; for discipline,
exams or some kind of interview as part of audience and context significantly influence
the assessment procedure. These
the language required. Students must - opportunities for learners to use existing
therefore readjust somewhat to each knowledge and skills
academic discipline they encounter. - content which both the learner and
teacher can cope with.
ESAP English for specific academic
purposes- ( discipline specific: motivation TEAM WRITING
and relevance for students - the magnitude of the task and the
shortage of time. Materials are checked
EGAP English for General Academic by the whole team who are a mixture of
Purposes (generalizable skills, applicable to talents, skills and different points of
most students; economical of effort and view that are thought to bear on the
time of the tutor) inevitable variety of tasks that need to
be undertaken.
Suggestions for teaching
1. Asking questions - ability to ask An ideal writing team include:
intelligent questions. The ESP teacher - members should complement each
should not become a teacher of the subject other, i.e each should have a
matter, but rather an interested student of specialization to offer (including: ideas,
the subject matter. flair, imagination) –
- an organizer should be responsible for
2. Team teaching - there should be allocating tasks and keeping to
cooperation on varying degrees: the deadlines.
provision of information including - an agreed procedure should exist from
description of target situation, and making final decisions.
identification of problem areas; providing
reading list, recommended journals,
timetables etc.; assistance with writing or
vetting teaching materials, recording of The need
short talks for teaching and self access - more likely to be for the material that
purposes. is directly related to the students’
immediate or predicted needs. If the
3. Discipline-specific topics/texts students can see a close connection
If a class consists of students from one between the content of the material and
disciplen , appropriate texts, topics may be their study needs/wants, then there will
used as part of the teaching process be a strong motivating force language
learning. Such material is most likely to
4. Individualization/self-access be subject- specific
Even if there are not enough students of a
subject to justify the setting up of a special The following questions can act as prompts
group, it may still be possible to practice in and help to focus or clarify considerations
the language specific subject in several or aspects of the materials to be devised
ways. and produced:
 why are the materials needed?;
Materials design and production  who are the students?;
Consider the desirability and feasibility of  what materials are needed?;
teachers producing their own ESP material  where will the materials be used?;
for teaching. This may be done because  when will the course be held?;
there are no suitable books, or supplement  How are the materials to be
existing books, there may also be other produced?
reasons
Variables
Good materials contain: In any material writing, there are a number
- interesting texts; of variables to consider. These have been
subsumed under the questions that were
Enjoyable activities which engage the posed:
learners thinking capacities 1. Students- their needs and learning
objectives.
 2. Teachers - their abilities, proficiency
and self confidence
3. Syllabus - the approach
4. Methodology - its implementation
5. Resources - their availability
6. Time - availability
7. Finance - amount

Possible problems in material writing

A. Shortage of time - for preparation and
piloting of materials.
B. Insufficient money to finance additional
teachers to help with teaching/writing
C. Difficulty of obtaining access to subject-
specific information data, and the
appropriate academic conventions of the
target discourse community
D. Lack of co-operation from staff in
specialist department
E. Lack of self-confidence, experience,
imagination, creativity
F. Fear of lack of credibility with students.