1. ESP COURSE ( English for Specific Purposes) for Class Teachers (7-8, 9-10) Vera Savic, MA Lecturer in English 2010/2011 Faculty of Education in Jagodina University of Kragujevac vera.savic@pefja.kg.ac.rs

2. Teaching Methods Savic, V. (2009): English for Specific Purposes for Students of Education, pp. 3-4 -teaching method -a set of principles, procedures or strategies -to be implemented -to achieve -to determine -subject matter -to be taught -entirely -teacher-directed instruction -instruction = teaching -instructor = teacher -a heavy use -textbooks / course books -drills -practice -to practise -focus -clearly = obviously -mastery = skill -to give little thought to -to facilitate = to help -lesson -tend to -to lecture -to set -related -deskwork -to encourage -to mark students’ work -to grade -approach -subjects -curriculum -whether

3. Teaching Methods (cont.) -to engage -to resist -modest -innovative -activity-based methods -medium -media -motivation -interest -to vary -to be varied -sudden -growth -research -to explore -simultaneously -field -psychology -to continue -Investigations -humans -to acquire knowledge -to process information -to reason -gradually -evidence -separate -to coalesce -appropriateness -efficacy -particular -to be considered -in relation to -debates -to arise from -to impact upon -to occupy -journal = magazine -average -to access -remain -a gap between -awareness -a step towards -current -to bring into the hands

4. Reading skills for academic study: Writing a Summary A summary is condensed version of a larger reading Writing a summary is the process of -reading a text -identifying the main ideas -writing the important ideas in many fewer words (only important ideas or information from the text; no examples or repetitions)

5. Guidelines for Writing a Summary While reading the original work, take note of what or who is the focus and ask the usual questions that reporters use: Who? What? When? Where? Why? How? Using these questions to examine what you are reading can help you to write the summary. Westwood, Peter (2008). Teaching Methods, in What Teachers Need to Know About Teaching Methods. Peter Westwood Teaching Methods 2008 What Teachers Need to Know About Teaching Methods.....

6. Guidelines for Writing a Summary (cont.) Do not include unimportant or minor details. Do not repeat information. Avoid analysis and personal statements (put your own opinion in a paragraph separate from the summary). Write the summary in your own words - do not copy information directly from the text. Keep it short - one paragraph is best. Edit to ensure the accuracy and correctness of your summary.

7. Guidelines for Writing a Summary (cont.) Find the most important information that tells what the paragraph or group of paragraphs is about. Use this information to write a topic sentence. Find 2 - 3 main ideas and important details that support your topic sentence and show how they are related. Keep the ideas and facts in a logical order that expands on your topic sentence. Combine several main ideas into a single sentence.

8. Guidelines for Writing a Summary (cont.) Write, revise and edit 1.Start with a sentence naming the writer and article title and stating its main idea 2.Write a draft – be concise 3.Conclude with a final statement 4.Revise your summary – does it make the same point as the article? 5.If it is too long (no more than one-fourth of the original), cut out words or non-essential information 6.Edit. Correct grammar, spelling, and punctuation errors

9. Body of the Summary In [ name of article ], published in [ date, source ], the author [ name and major descriptors for author ] defines/describes/ claims/explains/says [ active verb describing the author’s purpose in writing the article ] that [ statement of the author’s thesis]. [Name of author ] offers [ active verb ], the following arguments: ---, ---, and --- [list of major ideas covered in the article].

10. Reporting: Summary Teaching Methods Westwood, Peter (2008). Teaching Methods, in What Teachers Need to Know About Teaching Methods. In, published in in, the author defines/describes/ claims/explains/says that and offers the following arguments: ---, ---, and ---

11. Classes of verbs PRINCIPAL VERBS AUXILIARY VERBS Did you write it yesterday? PRINCIPAL VERBS: to write/see/study/work/go … used in 12 active tenses and 9 passive tenses (I’m writing an email to a friend; I’ve written dozens of emails today; One email hasn’t been sent yet;...) have infinitives and participles (I want to write an email to her; Writing emails can be tiring; The written emails are just being sent;...)

12. AUXILIARY VERBS Principal Auxiliaries – to be (am, are, is, was, were) to have (have, has, had) to do (do, does, did) can function as principal verbs have infinitives and participles combine with infinitives and participles make interrogative form by inversion, and negative by adding “not”

13. AUXILIARY VERBS (cont.) Modal Auxiliaries - can – could may – might must shall – should will – would ought have neither infinitives nor participles combine with infinitives make interrogative by inversion and negative form by adding “not” Semi-Modals - (to) need (to) dare used to can function both as auxiliary and principal verbs the first two have infinitives and participles

14. Active tenses Presentsimplehe works continuoushe is working perfecthe has worked perfect continuous he has been working Pastsimplehe worked continuoushe was working perfecthe had worked perfect continuous he had been working Futuresimplehe will work continuoushe will be working perfecthe will have worked perfect continuous he will have been working Affirmative contractions am …… ‘mhave …... ‘vewill ……. ‘ll is …….. ‘shas ……. ‘swould …. ‘d are …… ‘rehad …… ‘d

15. Grammatical Structures -arrangements of words into patterns which have meaning (forms and use) Verb tenses (form and use/meaning) Some teachers resisted these changes. Research into methods is continuing. Verb voice (active/passive) More imaginative teachers encouraged a little discussion. Teachers were encouraged to use a ‘project approach’. The non-finites See unit 3 for teaching grammatical structures.

16. Passive tenses Present simpleit is written continuousit is being written perfectit has been written Pastsimple it was written continuousit was being written perfectit had been written Future simpleit will be written continuousit will be being written perfectit will have been written

17. Passive non-finite forms Gerund Present being written Perfecthaving been written Infinitive Present simple (to) be written Past simple(to) have been written

18. Question forms Yes/no Questions Auxiliary Verb Subject Main Verb Object Wh- Questions: Subject or Object Wh- word(Subject) Main Verb Object Wh- word(Object) Auxiliary Verb Subject Verb Who Whom Whose Which What Why When Where How How many/much/often Does she know it? Are the students graded on their results? Who knows it? What was the dominant form of pedagogy in the first half of the 20th c? What is graded here? Who did you see? What were the students graded on? What did teachers resist? What did teachers notice? How much have teaching methods changed?