Group 2 (1)

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Group 2 (1)

  1. 1. • The aim of this research is to have an overview of the needsand thereby design English for Special Purposes (ESP)writing course outline.• The questionnaires were distributed between the targetedgroup (engineers) and authentic data analysis was takenfrom engineers working place.
  2. 2. a.b. (4)c. (96)
  3. 3. a (74)b (24)c (2)
  4. 4. a (10)b (3)c (1)d (80)e (6)
  5. 5. a (89)b (11)
  6. 6. a (86)b (4)c (3)d (7)
  7. 7. a (50)b (20)c (20)d (10)
  8. 8. a (53)b (2)c (7)d (20)e (7)f (6)g (3)h (2)
  9. 9. a (4)b (96)c
  10. 10. a (50)b (4)c (36)
  11. 11. a (1)b (40)c (59)
  12. 12. a (82)b (8)c (10)
  13. 13. a (10)b (50)c (40)
  14. 14. a (10)b (20)c (42)d (28)
  15. 15. Collecting the authenticdocuments
  16. 16. In fact report writing is considered to be one of themost common activities engaged in byengineers, especially given that there are manydifferent types of reports for instance: inspection ortrip reports, laboratory report, and progress report(Beer,and McMurrey 1997).According to Beer, and McMurrey, all reportsare similar in that all start with a prologue and endwith a conclusion. In fact, this is not always the case,as the reports in this study will show.Report writing
  17. 17. Summary offindings fromthe authenticdata documents
  18. 18. Limitation of the Study
  19. 19. Process Genre Approach
  20. 20. Components:
  21. 21. •Planning:The instructor presents students with a language task and explains therationale behind it. Students are then asked to plan their ownapproaches to the task; choosing strategies that they think will facilitateits completion.•Monitoring:During the task, students are asked to ‘self-monitor’ their performanceby paying attention to their strategy use and checking comprehension.•Problem-solving:As they encounter difficulties, learners are expected to find their ownsolutions.•Evaluation:After the task has been completed, students are then given time to‘debrief’ the activity, e.g. evaluate the effectiveness of the strategiesthey used during the task.O’Malley and Chamot (1990):
  22. 22. Learning level Associated action verbsKnowledge define, describe, state, list, name, write, recall, recognize, label, underline, select, reproduce, outline, matchComprehension identify, justify, select, indicate, illustrate, represent, name, formulate, explain, judge, contrast, classifyApplication predict, select, assess, explain, choose, find, show, demonstrate, construct, compute, use, performAnalysis analyze, identify, conclude, differentiate, select, separate, compare, contrast, justify, resolve, break down,criticizeSynthesis combine, restate, summarize, precise, argue, discuss, organize, derive, select, relate, generalize, concludeEvaluation judge, evaluate, determine, recognize, support, defend, attack, criticize, identify, avoid, select, chooseObjectivesWriting Objectives for Lesson Plans UsingBloom’s Taxonomy and Associated Action orPerformance Verbs
  23. 23. The who. "The student will be able to…"What a learner is expected to be able todo or the product or result of the doing. The behavioror product should be observable.The important conditions under whichthe performance is to occur.The criterion of acceptable performance.How well the learner must perform in order for theperformance to be considered acceptable.
  24. 24. 1.HOW DO YOU LEARN BEST

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