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Presentation on our Materials Development Task for the Industrial Design Field
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Presentation on our Materials Development Task for the Industrial Design Field

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This is the Powerpoint presentation a classmate and I prepared for the oral presentation on the materials we had developed for a reading-only comprehension course for students of the Industrial Design ...

This is the Powerpoint presentation a classmate and I prepared for the oral presentation on the materials we had developed for a reading-only comprehension course for students of the Industrial Design program in Argentina

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Presentation on our Materials Development Task for the Industrial Design Field Presentation on our Materials Development Task for the Industrial Design Field Presentation Transcript

  • First Congress onMaterials Developmentfor ESP contexts Organized and hosted by the Chairs Didáctica Especial II Observación y Práctica de la Enseñanza II (English Teaching Program) Facultad de Lenguas UNIVERSIDAD NACIONAL DE CÓRDOBA
  • An ESP Reading task sheet for IndustrialDesign students of the School of Design, UrbanDevelopment and Architecture of the NationalUniversity of Córdoba. Matías Argüello Pitt Melisa Tisera
  • Presentation Outline 1- Context and Objectives of the Task 2- Introduction of the Field of Study: “Industrial Design” 3- Research on Industrial Design Programs 4- Text Selection Process 5- Tasks Design Process 6- Conclusions
  • 1- Context and Objectives of the Task ESP Materials Development: TASK 10 CONTEXT: Type of course: reading comprehension Field: Industrial Design Knowledge of L2 : basic English Prior knowledge of the field: students are in 4th and 5th year of their studies. They’re proficient L1 readers. TASK OBJECTIVES: Presentation and practice of a reading strategy: Identification of main idea and secondary ideas in a text in order to summarize it. Presentation and practice of a verb tense/ form for recognition /interpretation. Presentation and practice of one or two logical connectors.
  • 2- Introduction to the Field of Study: “Industrial Design” Industrial Design, the design of mass-produced consumer products. Industrial designers, often trained as architects or other visual arts professionals, are usually part of a larger creative team. Their primary responsibility is to help produce manufactured items that not only work well but please the eye and, therefore, have a competitive advantage over similar products. The work of an industrial designer often relates to or includes graphic design, such as advertising and packaging, corporate imagery and branding, and interior design (also called interior architecture or environmental design), the arrangement of man-made spaces. Encyclopaedia Britannica Online
  • 3- Research on Industrial Design Programs
  • Legislation WIPO World Intellectual Property Organization“the United Nations agency dedicated to the use of intellectual property (patents, copyright, trademarks,designs, etc.) as a means of stimulating innovation and creativity.” http://www.wipo.int/about-wipo/en/
  • 4- Text Selection Process A- Approaches to ESP Course Design B- Framework for Text Selection C- Other Important Aspects D- Analysis and Evaluation of Texts
  • A- Approaches to ESP Course DesignSkills-centered Approach General Objective Specific Objective Hutchinson and Waters (1987)
  • B- Framework for Text Selection John and Davies 1983 Text As a Vehicle for Information approach (henceforth "TAVI"), as characterized in Dudley Evans & St. Johns (1998). Carrier and Real Content Students’ needs and interests Applying Techniques (vs focus on language) Authenticity  Elaborated texts
  • C- Other Important Aspects Motivation (Dudley Evans et al, 98; our experience). The texts selected are: relevant to (prospective) Industrial Designers; familiar to them; "novel", since WIPO, for example, is something probably not that known by them at this stage.
  • D- Analysis and Evaluation of Texts Analysis Stage: complex vocabulary various structures cases of subordination detailed information as to specific aspects of the topics
  • D- Analysis and Evaluation of Texts Evaluation Stage: the texts were to difficult.. Elaboration (Long 2007). Strategies: - redundancy (in the form of repetitions, paraphrase and synonyms), - regularity (achieved through parallel structures and use of general word order Subject + Verb + Object / Adverbials / Complements), and - explicit/transparent logical relations between the different parts of the text.
  • Compare (original version in light-blue)The World Intellectual Property Organization (WIPO) is theUnited Nations agency dedicated to the use of intellectualproperty (patents, copyright, trademarks, designs, etc.) as ameans of stimulating innovation and creativity.The World Intellectual Property Organization (WIPO) is aUnited Nations agency. It concentrates on the use ofintellectual property (patents, copyright, trademarks, designs,etc.) to stimulate innovation and creativity.
  • 5- Tasks Design Process A- Purposes of the Reading Tasks B- Models of Reading C- Pre-reading Tasks D- While-reading Tasks E- Post-reading Tasks
  • A- Purposes of the Reading TasksAccording to Grabe and Stoller (2002), “reading to search” -------- Skimming “reading to learn” -----------to identify and remember main and secondary ideas in the texts to establish links between the text and their prior knowledge of the subject.
  • B- Models of ReadingAs proposed by Grabe and Stoller: the interactive model, which involves bottom-up and top-down processing so that students can “take useful ideas from a bottom-up perspective and combine them with key ideas from a top- down view.”
  • Tasks
  • E- Post-reading TasksTAVI approach (Hutchinson and Waters, 1987) we designed the questions in a way that students can use the information in the texts for “transfer, application or extension” . In our case, by answering the questions students can reflect upon the importance and usefulness of the World Intellectual Property Organization (WIPO).
  • C- Pre-reading Tasks predicting the possible content on the text by reacting to three symbols and drawing on the students’ background knowledge of the world. © ® ™
  • D- While-reading Tasks to recognize main from secondary ideas, what they should understand when they read verbs in the Simple Present tense, and recognition of connectors for exemplification.
  • The Patent Cooperation Treaty (PCT) system, for example,allows inventors and applicants to seek patent protection in alarge number of countries by filing a single internationalapplication with a single patent office.
  • 6- Conclusions Challenging experience Enriching experience Framework for identifying our strengths and weakenesses as ESP practicioners A good close-up for the subjects Didáctica Especial II and Observación y Práctica de la Enseñanza II
  • Questions