0194425754EnglishSpecB

Titles in the Resource Books for Teachers series Beginners Peter Grundy Classroom Dynamics JillHadfield Conversation RobNolasco and Lois Arthur Creative Poetry Writing Jane Spiro Cultural Awareness BarryTomalin and SusanStempleski Dictionaries Jon Wright Drama Charlyn Wessels ExamClasses Peter May Film Susan Stempl eski and Barry Tomal in Global Issues Ricardo Sampedro and SusanHillyard Primary ResourceBooks Art andCrafts wi thChildren Andrew Wright Assessing YoungLearners Sophie Ioannou-Georgiou and Pavlos Pavlou CreatingChants andSongs Carolyn Graham Creating Stories with Children AndrewWri ght Drama with Children Sarah Phillips Games for Children GordonLewis with Gunther Bedson The Internet and YoungLearners Gordon Lewis Grammar Scott Thornbury Grammar Dictation Ruth Wajnryb Homework Lesley Painter TheInternet Scott Windeatt, Davi d Hardisty, andD.Eastment Learner-based Teaching ColinCampbell and HannaKryszewska Letters Nicky Burbidge, PetaGray,Shei la Levy, andMario Rinvolucri Li stening Goodith Whi te Literature AlanDuff and AlanMal ey Music andSong TImMurphey Projects with YoungLearners Diane Phi ll ips,Sarah Burwood, and Helen Dunford Storytelling with Children Andrew Wright Very Young Learners VanessaReilly and Sheil a M. Ward Writing with Children Jackie Reilly and Vanessa Reilly YoungLearners SarahPhillips Newspapers Peter Grundy Project Work2nd edition DianaL.Fri ed-Booth Pronunciation Clement Laroy Role Play Gillian Porter Ladousse Storybuilding Jane Spiro TeachingOther Subjects Through English Sheelagh Deller and Chris Price Teenagers GordonLewis Vocabulary 2nd edition JohnMorgan and Mario Rinvolucri Writing 2nd edition TriciaHedge Resource Books for Teachers series editorAlanMaley English for Specific Purposes KeithHarding OXFORD UNIVERSI TYPRESS OXFORD UNIVERSITYPRESS Great Clarendon Street, Oxford OX2 60p Oxford University Press is a department of the University of Oxford. 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Individual purchasers may make copies for their own use or for use by classes that they teach.School purchasers may make copies for use by staff and students, but this permission does not extend to additional schools or branches Under no circumstances may any part of this book be photocopied for resale Any websites referred to in this publication are in the public domain and their addresses are provided by Oxford University Press for information only. Oxford University Press disclaims any responsibility for the content ISBN: 978 019 442575 9 Printed in China Acknowledgements The authors and publisher are grateful to those who have given permission to reproduce the following extracts and adaptations of copyright material: Skills for Life: Materials for Embedded Learning, Trowel occupations: example of construction company organogram; sample programme of work for the building trade; safety instructions for herbicide Based on DFESSkills for Life Materials for Embedded Learning: Horticulture. Crown Copyright 2006, published by the Department for Education and Skills. Reproduced under terms ofthe Click-Use licence. British National Corpus - Variations in English Words and Phrases www.natcorp.ox.ac.uk. Reproduced by kind permission. Extracts from International Express by Liz Taylor and Keith Harding Oxford University Press 2005 and extract from Going International by Keith Harding Oxford University Press 1998, reproduced by permission from Oxford University Press. 'Zap! Go to the top of the class' by Tania Branigan, copyright Guardian News and Media Limited 200l. Specification of British Airways Fleet reproduced by kind permission of British Airways Press Office. Illustrations by:Stefan Chabluk pp. 4, 84,102; Martin Cottam p. 94; Dylan Gibson pp. 127, 147;Ann Johns p. 77. Safety notices on pages 142 and 147 by kind permission of Signs and Labels Limited. AcknowledgementsI v Contents The author and series editor Foreword3 Introduction5 ActivityLevelTimeAims (minutes) 1Needs analysis and course design 1.1Knowing the subjectAll levels20-40Tofamiliarize yourself with the subject of18 the specialism of your students at the start of a course,so asto more easily identify their needs; to show the students that you are interested inand knowledgeable about their subject. 1.2What do you need?Elementary45Todiscover thestudents' needs for t/1e19 to advanced+ 20course andto involve theminthe creation of their ownneeds analysis. 1.3Function cardsElementary20-30Toidentify the functionallanguage that22 to advancedstudents will needin their specialism; to diagnose levelof language needs. 1.4What do you wear? What doElementary30Tointroduce the vocabulary of job-specific24 you use?to intermediateclothing and equipment; to establish the idea of thinking in cross-sectoral terms. 1.5What do you need to read?Elementary30Toidentify the texts usedinthe specialism25 to advancedand the particular readingskills needed, whichwill then help youto select appro-priate texts and write appropriate tasks. 1.6The authentic materials bankAll levels20-30Toestablish an awareness of students'27 needs based onauthentic materi als to actively involve the students in course design and materials gathering. 1.7The A to Z of job skillsPre-intermediate50+Toidentify specific skills and needs30 to advanced20 asof different jobs andvocations; to practise home- the language of talking about job ski lls. work ContentsI vii ActivityLevel 1.8Identifyi ng workplace cultureIntermediate to advanced 1.9The classroom as workplaceElementary to advanced 1.10Identifying target eventsAll levels :zOrganizational structures 2.1OrganogramsEl ementary to advanced 2.2Job descriptionsPre-intermediate and interviewsto advanced 2.3The photocopierPrtf-i ntermediate to advanced 2.4Instruction dictationElementary to advanced 2.5'To do' listsElementary to advanced 2.6Organizing a trade fairIntermediate and conferenceto advanced 2.7Job swapIntermediate to advanced 3Vocabulary 3.1Personal learning dictionariesAlil eveis 3.2Word stew 3.3Abbreviation and acronym Scrabble viiiI Contents Alllevels All levels TimeAims (minutes) 40Toidentify the internal culture of a company or workplace. 30Torelate thelanguage learning experience to the working experience. 45-50Todesign a detailed frame for the whole ESPcourse; to involve students in the ordering andorganizationof the course. 30-40Tolook at organization charts (organograms)indifferent special ismsand compare withstudents' own specialism and place of work. 50-60Tolook at the language of job descriptions. 30-40Toexamine organizationalstrudures and instrudions by focusingona key piece of equipment andhow it isusedinthe organization. 30-40Todevelop fluency, note-taking, andpeer-listening skills whenbriefing a colleague. 30Topradise making andprioritizing lists of tasks. 60Toencourage students to think about the organization, structure, and lines of responsibility and communicationof their specialism. 50Topractiselanguage of instruction in relation to routines and tasks (at work and at home) and to encourage active listening skills and note-taking. 4(}-50Toestablish a learning strategy for storing andretrievingspecialist vocabulary, which students canadapt to their personal style andneeds. 5-30Toprovideanongoingresource for vocabulary revisionandpractice. 20-30Topradise typicalabbreviations and acronyms of the specialism. 32 34 35 40 43 44 46 48 49 51 54 56 57 ActivityLevelTimeAims (minutes) 3.4Word stepsIntermediate30Topractise word-building, in particular58 to advancedprefixes and suffixes. 3.5Job cardsAlllevels15- 30To practise jobs vocabulary of particular60 specialisms. 3.6The tool-boxPre-intermediate40-50Topractise vocabulary of equipment for63 to advanceddifferent specialisms, and thelexical chunks indescribing their useandimportance; to practise speaking skills to explainuseof equipment and justify its importance. 3.7Genre switchPre-intermediate50-60Toidentify the lexical features of different65 to advancedregisters and genres. 3.8CorporaIntermediate30+Tointroduce students to usingreference and67 to advanced50-60research sources for vocabulary work-such ascorpora, dictionaries, internet search engines, and subject reference books; to present in which corpora canbeexploited by the learners. 4Processes, procedures, and operating systems 4.1Get in orderPre-intermediate10-15Toestablish theconcepts of process74 to advanced+40-50andprocedure. 4.2What does it do?Pre-intermediate30-40Toexplain the function of equipment and77 to advancedsi mple processes. 4.3Procedures brainstormElementary15-20Todiscuss procedures; to improve fluency79 to advancedby working within set time limits. 4.4Circulation and flowIntermediate30-40Topractise language of describing technical80 to advancedprocesses; to identify language similariti es between two different processes. 4.5Building a bridgePre-i ntermediate40-50Toexaminehow different systems,83 to advancedprocessesand procedures are used to achieve similar results. 4.6living without itElementary15-20Toanalyze the function of a piece of85 to advancedequipment and the process or procedure by whichit isused. 4.7Routed callsIntermediate50-60To practise telephone serviceprocedures86 to advancedthrough analysis of call- routing systems. 4.8Improving work proceduresPre-intermediate30-40Topromote discussion of job activities and89 and time managementto advancedprocedures,including their frustrations and ways of improving time management, delegation, andother relatedskill s. ContentsI ix ActivityLevelTimeAims (minutes) 4.9Keeping to schedulePre-intermediate40-50Tolook at longer term processes and91 to advancedprocedures through 'Programmes of work'; to adapt suchprogrammes according to changing events. 4.10Designing a flying machineIntermediate50+Toget students thinking about design and93 to advanced50function;to get students working together ona practical material project that will involve them allocating roles and tasks and deciding onprocedures and schedules of work. 5Using numbers and figures 5.1Number warmersElementary10-15Tobreak the iceand introduce idea98 to advancedof numbers. 5.2Important numbersElementary30-40Tobreak the ice to contextualize numbers99 to advancedand figures. 5.3Predicting numbersElementary30Todevelop awareness of different number100 to advancedtypesin context of a reading activity. 5.4Graphs and statisticsPre-intermediate40-50To practise the language of graphs, charts,102 to advancedandstatistics; to discuss the best way of presenting different types of information anddata. 5.5Specification bingoElementary30Topractise figures and numbers from the104 to advancedspecialism, with particular emphasis on listening skills. 5.6Silly dimensionsPre-intermediate50To practise language of dimensions106 to advancedand calculations. 5.7Insurance claim dictationIntermediate30-40To practise describing and understanding108 to advanceda range of number-based information, inan insurance claim/telephoning context. 5.8Renovation projectPre-intermediate30-40To practise numbers, dimensions,109 to advanced + measurements and calculations in the context of a broader project. 5.9Are you paid whatPre-intermediate40-50Topractise figures,numbers, and111 you're worth?to advancedcalculations inthe context of rates of pay, tax, anddeductions. xI Contents ActivityLevelTimeAims (minutes) 6Customer care and quality assurance 6.1Best practice: personalPre-intermediate5()-60Tointroduce the idea of customer care and114 experiences and customerto advanced'best practice' inrelation to the students' identityown personal experiences; to establishthe identity of customersand clients within a speci ali sm, andrelate best practice ideas to specific situations. 6.2The customer journeyIntermediate5()-60Toanalyze andpracti se customer service at116 to advancedeachstep of the interaction between customer and provi der;to introduce quality controland quality assurancetechniques. 6.3Smiling on the phoneAll levels15- 20Toestablish the fundamental customer118 service technique of smi li ng when you' re talkingto someone,evenwhen on the phone. 6.4Statement discussionIntermediate5()-60Todiscuss issuesinvolvedincustomer care119 to advancedand quality assurance. 6.5Dream FulfilmentIntermediate30-40To discuss ways of meeting customer needs121 Incorporatedto advancedand wishes, and preparing practical steps to achieving them. 6.6Softening languageIntermediate40To identify and practise language used to123 to advanced'soften' difficult situations. 6.7Dealing with complaints,Intermediate40--50Topractise the language of handling125 anger and crisisto advancedcomplaints andcrises. 6.8Customer care orPre-intermediate5()-60To practi selanguage of controlling or126 customer control?to advancedhandling customers in situations which are potentially difficult or dangerous. 6.9Questionnaires and surveysPre-intermediate50Toanalyze anddesign ways of di scerning130 to advancedcustomer satisfaction. 6.10Flight attendant role-playIntermediate60Topractise professionallanguage ski ll s132 to advancedwhen under pressure and dealing with awkward customers. 7Health and safety 7.1Health and safetyIntermediate40--50Toexplore the concept of health andsafety137 questionnaireto advancedby putting it in the general context of lifestyle; to practise writing and answering surveys andquestionnaires. 7.2Don't panicPre-i ntermediate30-40Toset the scene for dangerous situations138 to advancedandhow to cope with them. ContentsI xi ActivityLevelTimeAims (minutes) 7.3Read the labelIntermediate40-50Tounderstand safety instructions and140 to advancedhealth warnings; to write safety instructions and health warnings. 7.4Warning signsPre-i ntermediate30-40Tounderstand international warning142 to advancedsymbols; to identify hazards specifi c to students'specialism. 7.5First aidIntermediate30-40Todiscuss emergency first aid.144 to advanced 7.6The accident bookIntermediate50-60Tolook at the language of accidents, their145 to advancedcauses, andhow they are logged in the workplace; report writing. 7.7Spot the danger- Pre-intermediate30-40Toraiseawareness of health andsafety147 risk assessmentto advanced+30issues through a look at hazards and risk assessment. 7.8The dangerousIntermediate30-40Topractise language of dealing with149 workplace gameto advancedhazards and dangers; to develop fluency skills. 7.9Disability awarenessIntermediate30-40Tolook at the practicalities of adapting152 to advancedone's workplace to people with disabilities; to understand the work situation from the perspective of a disabledperson. 8Evaluation and review 8.1Give yourself a starElementary20-30Toreview recent achievements; to raise155 to advancedself-awareness and a sense of pride. 8.2Appraisal and targetsPre-intermediate40-50Toreview past achievements; to set targets156 to advancedfor future achievements anddiscuss ways of reaching them. 8.3Car boot salePre-i ntermediate40-50Toset targets and work towards achieving158 to advancedthem, accepting compromise; to evaluate a task. 8.4Design a testIntermediate40-50Tointroduce the concept of quality tests;159 to advancedto design a quality test relevant to the specialism. 8.5Theory and practice testsPre-intermediate50-60Tolook indetail at a proficiency test161 to advanced(driving) and transfer the same approach to designing a proficiency test for the specialism. 8.6Ten question testElementary10+Toreviselanguage andsubject areas164 to advanced30-40coveredinthe course;to involve students in the production of a quick test. xiiI Contents ActivityLevelTimeAims (minutes) 8.7How did you do?15 + 15Toevaluate your own performance as a165 teacher,and to set goals and targets for improving. Index167 ContentsI xiii The author and series editor Keith Harding was born in London and educated at St Albans School and at King's College, Cambridge. He completed a PhD in History at the University of Sussex in 1983, before beginning his career in EFL. He worked in language schools in Brighton and International House, London, before joining St Giles International where he has worked as a teacher, teacher trainer (CELTA),Director of Studies, and, since 1994, as Principal. He has worked at both the London Highgate and San Francisco centres. He completed his RSA Diploma in 1985, and has taught all levels and aspects ofEFL. For Oxford University Press he has written Going International (1998) , and co-authored High Season (1994) and International Express Intennediate (New edition, 2005). He is currently involved in the Oxford English for Careers series. Alan Maley worked for The British Council from 1962 to 1988, serving as English Language Officer in Yugoslavia, Ghana, Italy, France, and China, and as Regional Representative in South India (Madras). From 1988 to 1993 he was Director-General of the Bell Educational Trust, Cambridge. From 1993 to 1998 he was Senior Fellow in the Department of English Language and Literature of the National University of Singapore, and from 1998 to 2002 he was Director of the graduate programme at Assumption University, Bangkok. He is currently a freelance consultant and Visiting Professor at Leeds Metropolitan University. Among his publications are Literature, in this series, Beyond Words , Sounds Interesting, Sounds Intriguing, Words, Variations on a Theme,and Drama Techniques in Language Learning (all with Alan Duff), The Mind's Eye (with Fran