Diapositivas role of esp teacher
•Download as PPTX, PDF•
1 like•427 views
The document discusses the role and responsibilities of an ESP (English for Specific Purposes) teacher. An ESP teacher must gather information about their students' strengths and weaknesses. They must also be able to adapt teaching materials to suit their students' specific needs and the requirements of their institution. An effective ESP teacher should have the ability to teach different professional fields without extensive preparation time. They must remain up-to-date on the latest research in ESP fields and select appropriate teaching methodologies that involve a variety of classroom activities.
Report
Share
Report
Share
Recommended
Role of the teacher
The document discusses the role of the teacher in language acquisition. The teacher is the primary source of comprehensible input for students and creates a low-stress environment where students feel comfortable practicing the language. Errors are not corrected during speech, but may be on homework, and students are exposed to meaningful language before being required to speak. The teacher is responsible for choosing enriching activities and materials to facilitate language learning.
English for Specific Purposes Lecture 7
The document discusses the role of the ESP (English for Specific Purposes) teacher. It identifies five key roles for ESP practitioners: teacher, collaborator who works with subject specialists, course designer and provider of suitable materials, researcher to evaluate materials, and evaluator who provides feedback to students. It also notes three main problems ESP teachers face: a lack of established orthodoxy to guide them, needing expertise in new subject matter domains, and navigating changes in the status of English teaching from a subject to a service industry for other specialisms.
EAP - Approaches to Course Design and Methodology
This presentation is part of a Business Talk Milan course for the Cambridge ESOL Delta Modules. For details, contact us at www.business-talk.it
The essentials of esp methodology
This document discusses English for Specific Purposes (ESP). It defines ESP as an approach focused on meeting the specific language needs of learners for their disciplines or occupations. ESP has absolute characteristics like being designed for specific skills and not following one methodology. It also has variable characteristics like the type focusing on academics, occupations, or fields like science or medicine. The document outlines features of ESP courses like using authentic materials and being oriented to the purpose and needs of learners. It discusses concepts like the research base, language and text analysis, identifying learners' needs, and using a learner-centered methodology. In conclusion, it provides information about the author and course team.
The role of the Esp teacher Jorge Chuva learning activity 1.2 item b.ok
The document discusses the role of the ESP (English for Specific Purposes) teacher. It notes that there is no single orthodoxy in ESP, requiring teachers to have theoretical and practical knowledge of ELT as well as understanding of subject matter. It emphasizes comprehending authenticity, motivating learners, and applying language to real world contexts. ESP teachers need adaptability and flexibility as their role evolves, making methodology more interactive and enjoyable while maintaining face validity and familiarity with subjects.
Esp syllabus
English for Specific Purpose.
Contact:
e-mail: asifalirazzza@yahoo.com
Call or send sms: +92-300-4626234
Approaches to course design
English for Specific Purpose.
Contact:
e-mail: asifalirazzza@yahoo.com
Call or send sms: +92-300-4626234
Direct Teaching Method
Direct teaching is a systematic instructional method where the teacher must have a strong command of the subject matter being taught. The teacher ensures the content is logically organized and that students have the necessary prerequisites. It is effective for teaching specific facts and basic skills but may not be as effective for higher-order thinking. Direct instruction is based on behavioral learning principles and helps increase academic learning time by keeping students engaged in the lesson. The main purpose of direct teaching was to help disadvantaged public schools.
Recommended
Role of the teacher
The document discusses the role of the teacher in language acquisition. The teacher is the primary source of comprehensible input for students and creates a low-stress environment where students feel comfortable practicing the language. Errors are not corrected during speech, but may be on homework, and students are exposed to meaningful language before being required to speak. The teacher is responsible for choosing enriching activities and materials to facilitate language learning.
English for Specific Purposes Lecture 7
The document discusses the role of the ESP (English for Specific Purposes) teacher. It identifies five key roles for ESP practitioners: teacher, collaborator who works with subject specialists, course designer and provider of suitable materials, researcher to evaluate materials, and evaluator who provides feedback to students. It also notes three main problems ESP teachers face: a lack of established orthodoxy to guide them, needing expertise in new subject matter domains, and navigating changes in the status of English teaching from a subject to a service industry for other specialisms.
EAP - Approaches to Course Design and Methodology
This presentation is part of a Business Talk Milan course for the Cambridge ESOL Delta Modules. For details, contact us at www.business-talk.it
The essentials of esp methodology
This document discusses English for Specific Purposes (ESP). It defines ESP as an approach focused on meeting the specific language needs of learners for their disciplines or occupations. ESP has absolute characteristics like being designed for specific skills and not following one methodology. It also has variable characteristics like the type focusing on academics, occupations, or fields like science or medicine. The document outlines features of ESP courses like using authentic materials and being oriented to the purpose and needs of learners. It discusses concepts like the research base, language and text analysis, identifying learners' needs, and using a learner-centered methodology. In conclusion, it provides information about the author and course team.
The role of the Esp teacher Jorge Chuva learning activity 1.2 item b.ok
The document discusses the role of the ESP (English for Specific Purposes) teacher. It notes that there is no single orthodoxy in ESP, requiring teachers to have theoretical and practical knowledge of ELT as well as understanding of subject matter. It emphasizes comprehending authenticity, motivating learners, and applying language to real world contexts. ESP teachers need adaptability and flexibility as their role evolves, making methodology more interactive and enjoyable while maintaining face validity and familiarity with subjects.
Esp syllabus
English for Specific Purpose.
Contact:
e-mail: asifalirazzza@yahoo.com
Call or send sms: +92-300-4626234
Approaches to course design
English for Specific Purpose.
Contact:
e-mail: asifalirazzza@yahoo.com
Call or send sms: +92-300-4626234
Direct Teaching Method
Direct teaching is a systematic instructional method where the teacher must have a strong command of the subject matter being taught. The teacher ensures the content is logically organized and that students have the necessary prerequisites. It is effective for teaching specific facts and basic skills but may not be as effective for higher-order thinking. Direct instruction is based on behavioral learning principles and helps increase academic learning time by keeping students engaged in the lesson. The main purpose of direct teaching was to help disadvantaged public schools.
The process of designing an esp writing course for engineers in a pakistan (a...
This document presents the process of designing an English for Specific Purposes (ESP) writing course for engineers in Pakistan. It begins with an abstract summarizing the aims and key stages of the research project, which included conducting a needs analysis through questionnaires and authentic data analysis to determine the specific needs of engineers. It then provides a literature review on ESP and approaches to needs analysis. The document outlines the needs analysis process, including discussing sociolinguistic, systemic, learning-centered, and task-based approaches. The needs analysis was used to inform the design of the ESP course outline to meet the identified needs of the target engineers.
Approaches to Syllabus Design
This document discusses different approaches to syllabus design for language learning. It identifies six types of syllabi: content-based, which teaches content using the target language; structural/formal, which focuses on grammatical forms and structures; notional/functional, which focuses on language functions and notions; situational, which uses real or imaginary situations; skill-based, which focuses on specific abilities; and task-based, which uses a series of complex, purposeful tasks. The document examines concepts like needs analysis and goal-setting in designing effective syllabi to guide both teachers and learners.
The role of the esp teacher
The document discusses the various roles of an ESP (English for Specific Purposes) teacher. An ESP teacher must first conduct a needs analysis to determine student needs and organize course material accordingly. As a material writer, the teacher should create original content tailored to students rather than relying rigidly on textbooks. An ESP teacher is also responsible for analyzing students' strengths and weaknesses, motivating students who may feel tense due to technical course content, adapting existing materials to make them more suitable, and negotiating collaboration between teachers and students.
Lesson 9 citing benefits and beneficiaries of research study
This study on the effects of task-based language teaching on second language acquisition in college freshman students has several potential benefits and beneficiaries. The study could make language teachers more aware of task-based language teaching and how tasks can be used as pedagogical tools. It may also help students recognize the usefulness of English for communication and understanding course content. Additionally, the administration may be encouraged to include faculty development on improving teaching competence. Textbook writers and curriculum developers could also benefit by incorporating task-based approaches.
Coursebook analysis
This document analyzes an English language coursebook published in 2000 by Oxford University Press. The coursebook follows a mixed/multi-strand syllabus combining topics, tasks, grammar, vocabulary and functions in each unit. Each unit includes a starter, topic, grammar spot, practice exercises and integrated skills activities to enhance communicative skills. The materials include 50% authentic and 50% unreal texts, with a traditional sequencing of presentation, practice, production activities.
English for specific purpose
This document discusses materials design for English for Specific Purposes (ESP). It presents two models for materials design: a predictive model that provides a framework for creativity, and an evaluative model that acts as feedback. A case study example is also provided on how to use the models in a 10-stage process, beginning with defining objectives and ending with revising materials based on classroom use. Key aspects of materials design addressed include input, content focus, language focus, and tasks.
English for specific purpose : Approach Not Product
1. The document lists the names of 7 students in Group 3 and their student IDs.
2. It discusses the linguistic aspects of English for Specific Purposes (ESP) and identifies two main types differentiated by whether English is needed for academic or occupational purposes.
3. ESP courses can also be defined based on the general nature of the learners' specialisms, which include engineering, science and technology, business English, and English for social sciences.
Approaches to course design
This document discusses different approaches to course design for teaching English for specific purposes. It describes language-centered course design, which directly connects the analysis of the target language situation to course content. It also covers skills-centered design, which focuses on the underlying skills and strategies used by learners. Additionally, it discusses learning-centered design, which views learning as determined by learners' use of prior knowledge to make sense of new information.
Choosing coursebooks
This document discusses choosing and evaluating English language coursebooks. It provides criteria for assessing coursebooks such as price, layout, methodology, and cultural acceptability. Benefits of using coursebooks include having a coherent syllabus and extra resources, while restrictions include imposing content and learning styles. The document recommends that teachers use coursebooks critically and employ strategies like omitting, replacing, or reordering activities.
Developing the criteria for textbook evaluation 1
The document outlines a scheme for evaluating English as a Second Language (ESL) textbooks based on 4 assumptions: that the textbook uses up-to-date teaching methods, provides guidance for non-native English speaking teachers, meets the needs of language learners, and considers the socio-cultural environment. It then provides more details on each assumption and proposes a checklist for evaluating textbook items like grammar, vocabulary, reading, writing, and technical elements. The document emphasizes that the evaluation criteria can be adapted based on the educational level and curriculum objectives.
Task based instruction method
This document outlines the theory and techniques of task-based language instruction. It discusses the roles of the teacher and students, types of tasks, task cycles, modes of interaction, language areas addressed, error correction approaches, advantages and disadvantages. The key aspects are that tasks provide opportunities for meaningful communication and language use, the teacher facilitates while students actively work together to complete tasks using their linguistic resources.
Textbook analysis
This document analyzes an English textbook for Indonesian senior high school students. It provides details on the textbook such as the title, publisher, intended grade level, and chapters analyzed. It then evaluates the textbook based on 9 criteria including goals of the course, student background, language skills, content, practice materials, sequencing, vocabulary, and accompanying materials. Overall, the analysis finds the textbook is appropriate for the course goals and encourages student activity and familiar contexts. However, it also notes some weaknesses such as unclear instructions and lack of integrated language skills.
Esp course design for teachers
The document discusses English for Specific Purposes (ESP) and general English programs (EGP). It notes that ESP focuses on teaching language skills specific to a career or purpose, while EGP focuses more broadly on education with unpredictable future needs. An ESP program is built based on an assessment of learner purposes and language functions. The document then outlines a needs analysis conducted for designing an ESP course for elementary school teachers to improve their English skills, particularly speaking ability, grammar, and vocabulary. Questionnaire results found teachers wanted to learn for job demands and promotion. A 10-week course was designed addressing writing, speaking, reading and listening skills through various activities.
Efl materials preparation context and syllabus
This document discusses factors to consider when preparing language teaching materials. It outlines a framework with three main factors: learners, teaching context, and syllabus type. The goals of the language program should be based on an analysis of the learners and context. This will inform the selection of an appropriate syllabus type, which then impacts the materials and classroom methods chosen. Several syllabus types are described, and it is noted that the best approach is often eclectic, combining aspects of different types. Careful consideration of learners, context and goals is important for developing effective teaching materials.
Reasons why we should have esp in the
Swales (1980) discusses the need for flexibility in ESP program design and implementation in developing countries due to institutional and socio-cultural constraints. Among these is that ESP programs have low status since they are non-degree programs, resulting in inadequate representation and administrative constraints. To minimize these issues, Swales proposes collaborative efforts between ESP teachers, subject teachers, and administrators to modify programs towards desired goals. He also stresses the importance of understanding students' study habits and learning strategies within their educational environment.
Classroom Assessment - Unit A2
This document discusses the differences between large-scale educational assessments and classroom assessments. Large-scale tests are developed for national or international use and must ensure validity and reliability through independent test items. Classroom assessments have a different context, focusing on learners' knowledge, skills, and interactions over time rather than isolated test performance. While large-scale tests aim to measure constructs through many independent items in a single short session, classroom assessments observe learners' development through interrelated learning activities and tasks undertaken gradually over an extended period.
Types of syllabus design
Product Syllabus : product syllabuses are those in which the focus is on the knowledge and skills which learners should gain as a result of instruction.
4.2. process syllabuses are those which focus on the learning experiences themselves.
. Synthetic syllabus: segment the target language into discrete linguistic items.
Different parts of language are taught separately.
4.4 . Analytic Syllabi: focus on the learner and his needs and on the kinds of linguistic
performance necessary to achieve those goals .
4.5. Type A: This type deals with what should be learned in a second language classroom.
4.6. Type B : Consider the question of how a second language should be learned.
Lg 546 week 4 esp & eap
This document discusses evaluating materials for English for Specific Purposes (ESP) and English for Academic Purposes (EAP). It notes that ESP materials emphasize specialized content and assume English proficiency, focusing on language aspects relevant to the subject. EAP materials may be for students aged 15+ preparing for exams and include published and custom materials. Key criteria for evaluating EAP materials include appropriateness of level and content, quality of audio/video, teaching listening and note-taking strategies, providing model notes and transcripts, and developing academic writing skills. Checklists are proposed to evaluate if materials are based on needs analysis and teach subject-specific language and professional strategies.
Language course design
Presentation for the first class of the course "Language Course Design" at the Advanced Graduate Deploma in Teaching English as a Foreign Language at Universidad Simon Bolivar, Caracas, Venezuela.
Types of Syllabus- ESP (English for Specific Purposes)
This document discusses different types of syllabuses that can be designed for language courses. It describes linear and spiral syllabuses, with linear being where new points are completely covered before moving on and spiral revisiting language items multiple times. It also outlines several types of syllabuses including external/internal, uninterpreted/interpreted, evaluation, organizational, materials, teacher, classroom, and learner syllabuses. The importance of designing an effective syllabus for organizing language learning is emphasized.
Pals strategy powerpoint
PALS (Peer Assisted Learning Strategies) is an instructional method that pairs students together to work on reading and math skills. Teachers identify specific skills individual students need help with and pair students so partners can help each other, taking turns as the "coach" and "player." PALS creates opportunities for differentiated instruction as students work simultaneously on different activities tailored to their individual needs. Research shows PALS improves student achievement in reading and math when implemented for 90 minutes per week with pairs consisting of students with differing abilities.
Teaching foreign language for specific purposes (1)
This document discusses English for Specific Purposes (ESP) and the training of ESP teachers. ESP has developed its own methodology based on meeting the specific language needs of learners for their professions or academic studies. ESP courses are goal-directed and constrained by time. ESP teachers play various roles including teacher, course designer, researcher, collaborator, and evaluator. Training for ESP teachers includes selection, continuing personal education, general professional training, and special training in teaching a foreign language with an emphasis on skills, information, and theory.
More Related Content
What's hot
The process of designing an esp writing course for engineers in a pakistan (a...
This document presents the process of designing an English for Specific Purposes (ESP) writing course for engineers in Pakistan. It begins with an abstract summarizing the aims and key stages of the research project, which included conducting a needs analysis through questionnaires and authentic data analysis to determine the specific needs of engineers. It then provides a literature review on ESP and approaches to needs analysis. The document outlines the needs analysis process, including discussing sociolinguistic, systemic, learning-centered, and task-based approaches. The needs analysis was used to inform the design of the ESP course outline to meet the identified needs of the target engineers.
Approaches to Syllabus Design
This document discusses different approaches to syllabus design for language learning. It identifies six types of syllabi: content-based, which teaches content using the target language; structural/formal, which focuses on grammatical forms and structures; notional/functional, which focuses on language functions and notions; situational, which uses real or imaginary situations; skill-based, which focuses on specific abilities; and task-based, which uses a series of complex, purposeful tasks. The document examines concepts like needs analysis and goal-setting in designing effective syllabi to guide both teachers and learners.
The role of the esp teacher
The document discusses the various roles of an ESP (English for Specific Purposes) teacher. An ESP teacher must first conduct a needs analysis to determine student needs and organize course material accordingly. As a material writer, the teacher should create original content tailored to students rather than relying rigidly on textbooks. An ESP teacher is also responsible for analyzing students' strengths and weaknesses, motivating students who may feel tense due to technical course content, adapting existing materials to make them more suitable, and negotiating collaboration between teachers and students.
Lesson 9 citing benefits and beneficiaries of research study
This study on the effects of task-based language teaching on second language acquisition in college freshman students has several potential benefits and beneficiaries. The study could make language teachers more aware of task-based language teaching and how tasks can be used as pedagogical tools. It may also help students recognize the usefulness of English for communication and understanding course content. Additionally, the administration may be encouraged to include faculty development on improving teaching competence. Textbook writers and curriculum developers could also benefit by incorporating task-based approaches.
Coursebook analysis
This document analyzes an English language coursebook published in 2000 by Oxford University Press. The coursebook follows a mixed/multi-strand syllabus combining topics, tasks, grammar, vocabulary and functions in each unit. Each unit includes a starter, topic, grammar spot, practice exercises and integrated skills activities to enhance communicative skills. The materials include 50% authentic and 50% unreal texts, with a traditional sequencing of presentation, practice, production activities.
English for specific purpose
This document discusses materials design for English for Specific Purposes (ESP). It presents two models for materials design: a predictive model that provides a framework for creativity, and an evaluative model that acts as feedback. A case study example is also provided on how to use the models in a 10-stage process, beginning with defining objectives and ending with revising materials based on classroom use. Key aspects of materials design addressed include input, content focus, language focus, and tasks.
English for specific purpose : Approach Not Product
1. The document lists the names of 7 students in Group 3 and their student IDs.
2. It discusses the linguistic aspects of English for Specific Purposes (ESP) and identifies two main types differentiated by whether English is needed for academic or occupational purposes.
3. ESP courses can also be defined based on the general nature of the learners' specialisms, which include engineering, science and technology, business English, and English for social sciences.
Approaches to course design
This document discusses different approaches to course design for teaching English for specific purposes. It describes language-centered course design, which directly connects the analysis of the target language situation to course content. It also covers skills-centered design, which focuses on the underlying skills and strategies used by learners. Additionally, it discusses learning-centered design, which views learning as determined by learners' use of prior knowledge to make sense of new information.
Choosing coursebooks
This document discusses choosing and evaluating English language coursebooks. It provides criteria for assessing coursebooks such as price, layout, methodology, and cultural acceptability. Benefits of using coursebooks include having a coherent syllabus and extra resources, while restrictions include imposing content and learning styles. The document recommends that teachers use coursebooks critically and employ strategies like omitting, replacing, or reordering activities.
Developing the criteria for textbook evaluation 1
The document outlines a scheme for evaluating English as a Second Language (ESL) textbooks based on 4 assumptions: that the textbook uses up-to-date teaching methods, provides guidance for non-native English speaking teachers, meets the needs of language learners, and considers the socio-cultural environment. It then provides more details on each assumption and proposes a checklist for evaluating textbook items like grammar, vocabulary, reading, writing, and technical elements. The document emphasizes that the evaluation criteria can be adapted based on the educational level and curriculum objectives.
Task based instruction method
This document outlines the theory and techniques of task-based language instruction. It discusses the roles of the teacher and students, types of tasks, task cycles, modes of interaction, language areas addressed, error correction approaches, advantages and disadvantages. The key aspects are that tasks provide opportunities for meaningful communication and language use, the teacher facilitates while students actively work together to complete tasks using their linguistic resources.
Textbook analysis
This document analyzes an English textbook for Indonesian senior high school students. It provides details on the textbook such as the title, publisher, intended grade level, and chapters analyzed. It then evaluates the textbook based on 9 criteria including goals of the course, student background, language skills, content, practice materials, sequencing, vocabulary, and accompanying materials. Overall, the analysis finds the textbook is appropriate for the course goals and encourages student activity and familiar contexts. However, it also notes some weaknesses such as unclear instructions and lack of integrated language skills.
Esp course design for teachers
The document discusses English for Specific Purposes (ESP) and general English programs (EGP). It notes that ESP focuses on teaching language skills specific to a career or purpose, while EGP focuses more broadly on education with unpredictable future needs. An ESP program is built based on an assessment of learner purposes and language functions. The document then outlines a needs analysis conducted for designing an ESP course for elementary school teachers to improve their English skills, particularly speaking ability, grammar, and vocabulary. Questionnaire results found teachers wanted to learn for job demands and promotion. A 10-week course was designed addressing writing, speaking, reading and listening skills through various activities.
Efl materials preparation context and syllabus
This document discusses factors to consider when preparing language teaching materials. It outlines a framework with three main factors: learners, teaching context, and syllabus type. The goals of the language program should be based on an analysis of the learners and context. This will inform the selection of an appropriate syllabus type, which then impacts the materials and classroom methods chosen. Several syllabus types are described, and it is noted that the best approach is often eclectic, combining aspects of different types. Careful consideration of learners, context and goals is important for developing effective teaching materials.
Reasons why we should have esp in the
Swales (1980) discusses the need for flexibility in ESP program design and implementation in developing countries due to institutional and socio-cultural constraints. Among these is that ESP programs have low status since they are non-degree programs, resulting in inadequate representation and administrative constraints. To minimize these issues, Swales proposes collaborative efforts between ESP teachers, subject teachers, and administrators to modify programs towards desired goals. He also stresses the importance of understanding students' study habits and learning strategies within their educational environment.
Classroom Assessment - Unit A2
This document discusses the differences between large-scale educational assessments and classroom assessments. Large-scale tests are developed for national or international use and must ensure validity and reliability through independent test items. Classroom assessments have a different context, focusing on learners' knowledge, skills, and interactions over time rather than isolated test performance. While large-scale tests aim to measure constructs through many independent items in a single short session, classroom assessments observe learners' development through interrelated learning activities and tasks undertaken gradually over an extended period.
Types of syllabus design
Product Syllabus : product syllabuses are those in which the focus is on the knowledge and skills which learners should gain as a result of instruction.
4.2. process syllabuses are those which focus on the learning experiences themselves.
. Synthetic syllabus: segment the target language into discrete linguistic items.
Different parts of language are taught separately.
4.4 . Analytic Syllabi: focus on the learner and his needs and on the kinds of linguistic
performance necessary to achieve those goals .
4.5. Type A: This type deals with what should be learned in a second language classroom.
4.6. Type B : Consider the question of how a second language should be learned.
Lg 546 week 4 esp & eap
This document discusses evaluating materials for English for Specific Purposes (ESP) and English for Academic Purposes (EAP). It notes that ESP materials emphasize specialized content and assume English proficiency, focusing on language aspects relevant to the subject. EAP materials may be for students aged 15+ preparing for exams and include published and custom materials. Key criteria for evaluating EAP materials include appropriateness of level and content, quality of audio/video, teaching listening and note-taking strategies, providing model notes and transcripts, and developing academic writing skills. Checklists are proposed to evaluate if materials are based on needs analysis and teach subject-specific language and professional strategies.
Language course design
Presentation for the first class of the course "Language Course Design" at the Advanced Graduate Deploma in Teaching English as a Foreign Language at Universidad Simon Bolivar, Caracas, Venezuela.
Types of Syllabus- ESP (English for Specific Purposes)
This document discusses different types of syllabuses that can be designed for language courses. It describes linear and spiral syllabuses, with linear being where new points are completely covered before moving on and spiral revisiting language items multiple times. It also outlines several types of syllabuses including external/internal, uninterpreted/interpreted, evaluation, organizational, materials, teacher, classroom, and learner syllabuses. The importance of designing an effective syllabus for organizing language learning is emphasized.
What's hot (20)
The process of designing an esp writing course for engineers in a pakistan (a...
The process of designing an esp writing course for engineers in a pakistan (a...
Lesson 9 citing benefits and beneficiaries of research study
Lesson 9 citing benefits and beneficiaries of research study
English for specific purpose : Approach Not Product
English for specific purpose : Approach Not Product
Types of Syllabus- ESP (English for Specific Purposes)
Types of Syllabus- ESP (English for Specific Purposes)
Similar to Diapositivas role of esp teacher
Pals strategy powerpoint
PALS (Peer Assisted Learning Strategies) is an instructional method that pairs students together to work on reading and math skills. Teachers identify specific skills individual students need help with and pair students so partners can help each other, taking turns as the "coach" and "player." PALS creates opportunities for differentiated instruction as students work simultaneously on different activities tailored to their individual needs. Research shows PALS improves student achievement in reading and math when implemented for 90 minutes per week with pairs consisting of students with differing abilities.
Teaching foreign language for specific purposes (1)
This document discusses English for Specific Purposes (ESP) and the training of ESP teachers. ESP has developed its own methodology based on meeting the specific language needs of learners for their professions or academic studies. ESP courses are goal-directed and constrained by time. ESP teachers play various roles including teacher, course designer, researcher, collaborator, and evaluator. Training for ESP teachers includes selection, continuing personal education, general professional training, and special training in teaching a foreign language with an emphasis on skills, information, and theory.
Teaching foreign language for specific purposes
This document discusses English for Specific Purposes (ESP) and the training of ESP teachers. ESP has developed its own methodology based on meeting the specific language needs of learners for their professions or academic studies. ESP courses are goal-directed and constrained by time. ESP teachers play various roles including teacher, course designer, researcher, collaborator, and evaluator. Training for ESP teachers includes selection, continuing personal education, general professional training, and special training in teaching a foreign language with an emphasis on skills, information, and theory.
Classroom practice & beyond chapter 10
This document discusses features that influence ESP classroom practice and methodology. It explores how ESP teaching differs from EFL due to learners' specialized knowledge and cognitive processes. ESP teachers must acknowledge learners' existing knowledge and adapt their methodology to suit learners' needs. The document also examines how technology, class size, one-on-one tutorials, and integrating other disciplinary methodologies like case studies and projects can be leveraged in ESP. Overall, the document advocates for ESP teachers to act as consultants who harness learners' knowledge and adapt their teaching approach to each unique learning situation.
TO DESIGN AND CREATE EFFECTIVE MATERIALS FOR SEVENTH GRADES WITH CURRICULAR A...
TO DESIGN AND CREATE EFFECTIVE MATERIALS FOR SEVENTH GRADES WITH CURRICULAR A...UNIVERSIDAD MAGISTER (Sitio Oficial)
This document summarizes a final project to design effective materials for seventh grade students with curricular accommodations at Limón Technical Professional High School in Costa Rica. The project was created by Erika Grant Edwards and Karen Levell Moody in 2013. It outlines the objectives to identify accommodations, improve vocabulary, language skills, and provide engaging materials. Methodologies like Total Physical Response and Communicative Language Approach are discussed. The document also addresses variables, definitions, instruments, limitations, and presents data on the population, sample, and results of the study.instructional accomplishment report
This document discusses the importance of instructional materials for teachers. It states that instructional materials are essential for teachers in all aspects of teaching, including lesson planning, background knowledge on subjects, and assessing students. Young and inexperienced teachers especially rely on these materials. The document explains that instructional materials help teachers supplement their knowledge and provide suggestions for lesson plans and assessment methods. It argues that it is difficult for teachers to teach effectively without instructional materials.
Teaching vocabulary to advanced students Reflection
This document discusses effective approaches for teaching vocabulary to advanced English language students. It emphasizes that while students often learn many new words, they rarely learn how to use these words in context. To address this, the author recommends that teachers select vocabulary that is authentic and can be used in real contexts, and provide opportunities for independent and group work where students can practice using their new vocabulary. The document also stresses the importance of dictionaries for intermediate and higher-level students and encourages teachers to promote active use of language in class in order to motivate students to produce the target vocabulary and structures.
Teaching vocabulary to advanced students
This document discusses teaching vocabulary to advanced English language students. It notes that while students can learn many words, they must also be able to use them appropriately in terms of style, register, dialect and other factors. When teaching new vocabulary, teachers should consider items that are meaningful to students and limit the number of chunks to around seven items, as larger amounts can be difficult to learn. Teachers should also foster student independence by having them use dictionaries and context clues as well as work together to understand unknown words. Preparing lessons that consider students' skills and environment is important for future teachers to meet their students' needs.
Input-based, output-based and task-based in teaching ESP
1. Output-based teaching focuses on giving students practice using specific grammatical structures in meaningful contexts to develop automatic control. Input-based teaching draws students' attention to target features and asks them to discover usage inductively, contextualizing lessons in real-life situations. Task-based teaching uses real-life tasks selected based on student needs analysis, with the teacher taking on roles like facilitator, task selector, and motivator.
Journal review
This document discusses challenges that English Language Learner (ELL) students with learning disabilities face in the classroom. It is important to properly assess whether a student struggling is due to second language acquisition or an actual learning disability. Assessment should be conducted in the student's strongest language. Effective teaching strategies for ELL students with learning disabilities include collaboration between teachers, research-based practices, parental involvement, and addressing the student's sociocultural, linguistic, academic and cognitive needs. More research is still needed to improve assessment and support for teachers working with this student population.
Changing Role of the ESL Teacher
How has ESL education changed during the past 10 years? What impact has NCLB and RTTT had on your teaching?
ESP and general programs
1. ESP and GE programs differ in their purpose and content. ESP focuses on teaching language in specific contexts and developing professional skills for job situations, while GE focuses on language itself and developing overall competence.
2. In content, GE exposes learners to universal topics while ESP combines subject matter with English teaching tailored to a particular domain.
3. An ESP practitioner wears multiple hats as a teacher, collaborator, course designer, materials provider, and researcher due to the specialized nature of ESP compared to a GE teacher.
Effective Teaching Skills And Abilities
This document discusses the skills and abilities of effective teachers. It begins by stating that there is no single best way to teach, but effective teachers can provide instruction to diverse students while incorporating learning objectives and assessment. Key skills discussed include strong communication, classroom management, subject expertise, student engagement, observation skills, planning, and time management. The document emphasizes that effective teachers explain topics clearly, are well-prepared, help make difficult concepts easy to understand, and establish clear objectives and context for their lessons.
Final+apu+copy+michelle
This document provides an overview of a student's field experiences related to special education placements and services. It describes 4 field experiences, including interviewing a district supervisor about services offered and the process for determining student placements. Other experiences included observing a treatment center classroom for students with behavioral issues, a resource room, and a full inclusion 6th grade classroom. The student found that the district uses different models for different grade levels, including co-teaching for 7th/8th grade math and a "one teach, one drift" approach in most resource rooms. The experiences helped the student better understand special education services and placement considerations.
How to present a new piece of language
This document discusses how to effectively present new language to English learners. It recommends grading language by complexity and difficulty, and establishing context through a topic that naturally reflects the language. The Presentation-Practice-Production model is introduced. Effective presentation involves ensuring learners understand context, limiting unexpected language, connecting new language to prior knowledge, maintaining positive relationships, personalizing to student interests, and using lively methods. Presentation can be done through explanation, elicitation from students, or discovery learning. Controlled and free practice should follow presentation before moving to production.
Appendix-3A-COT-RPMS-for-T-I-III-SY-2021-2022-in-the-time-of-COVID-19.pdf
The document discusses rubrics for evaluating teachers during the COVID-19 pandemic. It provides a 7-level rubric for rating teachers from organizing to integrating for different indicators of teaching proficiency. The rubric includes descriptors for what teachers should demonstrate at each level for indicators such as applying content knowledge, using language to facilitate learning, engaging students, and demonstrating 21st century skills. Features of practice and clarifications are also provided for each indicator to explain what they entail.
[Appendix 3A] COT-RPMS for T I-III SY 2021-2022 in the time of COVID-19.pdf
The document provides a rubric for evaluating teachers based on their level of proficiency across several indicators. The rubric includes 7 levels ranging from organizing to integrating. Each level includes descriptions of teacher performance for that indicator. The document also provides features of practice and clarifications for each indicator. The indicators cover topics such as applying content knowledge, communication skills, establishing safe learning environments, and maintaining respect in teacher-learner interactions.
What language teaching is.
Good teaching happens when competent teachers with non-discouraging personalities use non-defensive approaches to language teaching and learning, and cherish their students. Author: Dr. James E. Alatis
Dean Emeritus, School of Languages and Linguistics, Georgetown University.
What makes an english teacher to stand out among others
This document discusses what makes an effective English language teacher stand out. It identifies 7 key factors:
1. Making knowledge accessible to all learners by understanding how students learn and developing students' cognitive abilities.
2. Having strong knowledge of the subject matter and how to convey it to students.
3. Continually monitoring students' learning to assess progress and adapt teaching accordingly.
4. Recognizing and accounting for individual differences among students.
5. Developing students' cognitive capacities and respect for learning.
6. Having pedagogical content knowledge about how to effectively present subject matter to students.
7. Employing a variety of teaching methods to meet learning goals and
Similar to Diapositivas role of esp teacher (20)
Teaching foreign language for specific purposes (1)
Teaching foreign language for specific purposes (1)
TO DESIGN AND CREATE EFFECTIVE MATERIALS FOR SEVENTH GRADES WITH CURRICULAR A...
TO DESIGN AND CREATE EFFECTIVE MATERIALS FOR SEVENTH GRADES WITH CURRICULAR A...
Teaching vocabulary to advanced students Reflection
Teaching vocabulary to advanced students Reflection
esp-teacher’s-rolesokkkkkkkkkkkkkkkkkkkkkkkkkk.pdf
esp-teacher’s-rolesokkkkkkkkkkkkkkkkkkkkkkkkkk.pdf
Input-based, output-based and task-based in teaching ESP
Input-based, output-based and task-based in teaching ESP
Appendix-3A-COT-RPMS-for-T-I-III-SY-2021-2022-in-the-time-of-COVID-19.pdf
Appendix-3A-COT-RPMS-for-T-I-III-SY-2021-2022-in-the-time-of-COVID-19.pdf
[Appendix 3A] COT-RPMS for T I-III SY 2021-2022 in the time of COVID-19.pdf
[Appendix 3A] COT-RPMS for T I-III SY 2021-2022 in the time of COVID-19.pdf
What makes an english teacher to stand out among others
What makes an english teacher to stand out among others
More from Lorena Tapia
Teaching mixed ability classes
This document discusses teaching mixed ability classes. It notes that mixed ability classes can present problems for teachers as students have differing levels. Some challenges include providing learning for all students, managing pacing, and designing assessments. However, there are also advantages such as developing tolerance and cooperation. The document recommends strategies for teaching mixed ability classes like differentiated instruction, grouping students by ability, and allowing peer learning. The conclusion states that mixed ability classes challenge teachers to understand diverse student needs, but various grouping strategies and open discussion can help address difficulties.
Foro #1 integrative project lll
The document discusses planning time and determining the schedule for an integrative project. It provides information on:
1) How to illustrate a work plan using a network diagram by defining its elements such as activities, milestones, and durations.
2) How analyzing a network diagram can help plan the project schedule and identify potential issues.
3) Steps for developing a project's schedule including identifying predecessors, estimating durations, and drawing the network diagram.
4) Techniques for determining resource needs such as using a skills matrix to identify team members' proficiencies and a resource loading chart to estimate work efforts.
Foro english socioeducational project #2
Este manual proporciona orientación para la implementación y evaluación de los estándares de calidad educativa en Ecuador. Explica que los estándares describen los logros esperados de los actores e instituciones educativas y cómo están estructurados en dimensiones, componentes, estándares e indicadores. Además, guía a la comunidad educativa en la realización de autoevaluaciones institucionales para identificar áreas de mejora basadas en el cumplimiento de los estándares.
Total quality management english socioeducational project
This document provides an overview of 16 lessons on quality management. It discusses key concepts like quality definitions, competitive advantage, quality philosophies from Deming, Juran and Crosby. It also covers topics like ISO 9000 standards, total quality management principles and evolution, contributions to TQM, Just-in-Time manufacturing, seven quality tools and techniques, measurement and analytical tools, improvement tools like quality circles, and control tools like Gantt charts. The document serves as a guide for teaching quality management concepts across multiple lessons.
Proyecto diceño-y-evaluacion
Este documento describe un proyecto llamado "El Festival del Reciclaje" que tiene como objetivo enseñar a los niños en edad preescolar sobre la importancia del reciclaje y la conservación del medio ambiente. El proyecto utilizará actividades lúdicas y manualidades con materiales reciclados para crear conciencia ambiental en los estudiantes y la comunidad educativa. El resultado final será una exhibición del trabajo de los niños con materiales reciclados llamada "El Festival del Reciclaje".
Las fases-de-un-proyecto-y-sus-relaciones (1)
Este documento describe las fases de un proyecto, sus relaciones y tipos de ciclos de vida. Explica que un proyecto puede dividirse en fases, cada una enfocada en un entregable específico. Las fases pueden tener relaciones secuenciales o de superposición. También describe los ciclos de vida predictivos, iterativos e incrementales, y adaptativos.
Learning activity 1.4 english teaching practicum
This document summarizes theories of how humans learn languages. It discusses behaviorist theories from Pavlov and Skinner, cognitive theories from Ausubel about meaningful vs rote learning, and constructivist theories from Rogers about empowering learners. It also outlines eight types of language learning, including signal, stimulus-response, and concept learning. Factors like transfer, interference, overgeneralization, inductive/deductive reasoning, aptitude, intelligence and methods like audiolingualism and total physical response are summarized in relation to second language acquisition. The conclusion states that comprehensible input at the right level is key to language learning.
Learning activity 2.3 theory and practice of translation
This document discusses different types of neologisms, or new words, and considerations for their translation. It identifies several categories of neologisms including derived words formed from ancient Greek and Latin morphemes, abbreviations, collocations, eponyms derived from proper names, phrasal words in English, transferred words common across languages, acronyms, and pseudoneologisms where a generic word stands in for a specific one. For each type of neologism, issues relevant to their translation are outlined, such as whether an equivalent word already exists in the target language or if a descriptive term would be better.
Forum theory and practice of translation
This document discusses the role of culture in translation. It notes that language and culture are deeply intertwined, as language expresses the culture of its speakers. When translating between languages, the cultures of both languages influence the translation process. Culture is manifested in vocabulary items that are specific to a given culture, as well as concepts expressed in culture-specific ways. The document defines translation and culture, examines culture-specific items that pose challenges in translation, and reviews strategies for translating these items such as repetition, synonymy, universalization, deletion, and creation of new terms.
Presentacion.sobre exponga el perfil personal y profesional de un docente de ...
Un docente de educación ambiental es un profesional de las ciencias de la educación especializado en la conservación del medio ambiente. Debe poseer características de liderazgo, facilidad de comunicación y amor por la naturaleza, además de sensibilidad hacia los problemas ambientales. Profesionalmente, se requiere preparación en temas ambientales, habilidad para guiar a los estudiantes hacia la conservación del medio ambiente, y dominio de los principios relacionados con el medio ambiente.
Presentacion del perfil del estudiante
El perfil del estudiante destaca su capacidad para analizar e interpretar problemas ambientales, ser sensible a dichos problemas, tener la predisposición de cambiar la realidad ambiental a través de sus acciones, y participar de manera entusiasta en actividades relacionadas con la conservación.
Eurofrrizacion presentacion
La eutrofización es una forma de contaminación química de aguas causada por un exceso de nutrientes como fósforo y nitrógeno en un ecosistema acuático. Puede ocurrir de forma natural pero la eutrofización antropogénica, causada por vertidos industriales, agrícolas y urbanos, fertilizantes y aguas residuales, es la más preocupante. Los nutrientes que más contribuyen son los fosfatos y nitratos, siendo el fósforo el factor limitante más común en lagos de agua
Forum#2 integrative project ii
This document summarizes and compares two approaches to school improvement: the external research and development (R&D) approach and the school-based, faculty-centered approach. It outlines the key characteristics of each, including that the R&D approach involves experts designing programs that are field tested, while the school-based approach involves shared decision making at the school level. Both approaches can be effective if they focus on student benefits, use an inquiry process, involve staff and the community, and provide support for implementation. Common mistakes occur when advocates believe a single strategy will surely work without ongoing modification based on evaluation data.
Colaborative work entrepreneur development
This document outlines the marketing plan for a business that trains stray dogs to assist people with disabilities. It discusses developing a marketing plan, producing advertising materials, preparing a sales approach, and describing the advantages of the business location. The marketing plan targets people with disabilities and aims to promote the services of providing trained dogs through advertising and an empathetic sales approach. The business is located in a central, safe area near a hospital with lots of foot traffic.
Activity 2.3 language adquisition
This document discusses key aspects of second language acquisition from linguistic, psychological, and social perspectives. It addresses what L2 learners come to know, including patterns of language as well as pragmatic competence. The document also discusses how L2 knowledge is acquired through innate capacity, interaction, and automatization. Finally, it examines why some learners are more successful based on factors like social context, age, aptitude, and motivation, and provides implications for L2 learning and teaching.
Como crear-una-empresa-de-seguridad
Este documento describe un proyecto para estudiar la creación de una empresa de seguridad en la ciudad de Latacunga, Ecuador. El proyecto busca conocer los requisitos para establecer una empresa de seguridad, incluyendo la legislación aplicable y los recursos necesarios. El estudio recolectará información sobre los pasos para crear legalmente una empresa de seguridad y evaluará qué tan difícil es este proceso en Ecuador.
Language acquisition activity 1.3
This document discusses the psychology of second language acquisition. It covers topics like how the brain processes language, learning theories, individual differences in learners, and the effects of multilingualism. Key points include:
- The left brain hemisphere processes logic/speech while the right processes creativity. Areas like Broca's, Wernicke's, and the visual/auditory cortices are involved in language.
- Learning theories include information processing, connectionism, and theories on the order of acquisition.
- Individual differences that impact success include age, sex, aptitude, motivation, cognitive style, personality, and learning strategies.
- Multilingualism has benefits like enhanced cognitive functions and allows people to experience the world
English methodology.activity2.1 lorena pruna tapia
This document discusses analyzing patterns of classroom interaction in EFL classrooms. It aims to provide a detailed linguistic description of the patterns of interaction between teachers and students in Iranian EFL classrooms. Specifically, it will examine whether interactions are teacher-dominated or student-dominated, and how patterns are affected by the gender of teachers and students. The method involves collecting classroom interaction data and analyzing it using a discourse analysis approach to identify different types of talk between teachers and students.
Semantics.lorena.pruna.tapia.learning activity 2.1
This document discusses semantics and vocabulary teaching. It presents a three-stage model of adult second language vocabulary acquisition: 1) a word association stage where learners recognize words through their native language translation, 2) a native language mediation stage where words are integrated with some native language influence, and 3) a full integration stage where words are autonomous from the native language. The document reports on a study that investigated the effect of semantic mapping as an instructional strategy and found that reaction times in semantic judgments were affected by the degree of semantic overlap between words. It concludes that vocabulary acquisition requires active participation from students and teaching words in context rather than in isolation.
More from Lorena Tapia (19)
Total quality management english socioeducational project
Total quality management english socioeducational project
Learning activity 2.3 theory and practice of translation
Learning activity 2.3 theory and practice of translation
Presentacion.sobre exponga el perfil personal y profesional de un docente de ...
Presentacion.sobre exponga el perfil personal y profesional de un docente de ...
English methodology.activity2.1 lorena pruna tapia
English methodology.activity2.1 lorena pruna tapia
Semantics.lorena.pruna.tapia.learning activity 2.1
Semantics.lorena.pruna.tapia.learning activity 2.1
Recently uploaded
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar KanvariaHow to Make a Field Mandatory in Odoo 17
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS Template 2023-2024 by: Irene S. Rueco
How to Add Chatter in the odoo 17 ERP Module
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Walmart Business+ and Spark Good for Nonprofits.pdf
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Build a Module in Odoo 17 Using the Scaffold Method
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama UniversityAkanksha trivedi rama nursing college kanpur.
Natural birth techniques are various type such as/ water birth , alexender method, hypnosis, bradley method, lamaze method etcISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Recently uploaded (20)
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
Walmart Business+ and Spark Good for Nonprofits.pdf
Walmart Business+ and Spark Good for Nonprofits.pdf
Pride Month Slides 2024 David Douglas School District
Pride Month Slides 2024 David Douglas School District
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Build a Module in Odoo 17 Using the Scaffold Method
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Diapositivas role of esp teacher
- 1. role of the ESP teacher SUBJECT: English For Specific Purposes NAME: Lorena Pruna TEACHER: Dr. Luis Villa
- 2. esp teacher should gather information of the weak and strong points his or her students possess. once the process mentioned above is done, the esp teacher will have good support for writing materials. Teachers play a pivotal role in facilitating the learning process and their success mainly depends on those behaviors that help them achieve the aspired learning.
- 3. The esp teacher must adapt materials , esp teachers must be skillful not only in writing materials that suit their students 'needs but also be able to adapt materials that is given by the institution they are working in. it will be necessary for you to adapt so both you and the learners will have more fluent classes.
- 4. A professional ESP teacher should have this ability to get ready to teach the students from one professional field to another without spending months.
- 5. The needs of ESP learners are specific and ready-made teaching materials do not suit their learning.
- 6. Challenging nature of ESP teaching calls for an extremely professional behavior on part of ESP teachers who need to update their knowledge by remaining constantly in touch with the research in the various fields of ESP.
- 7. Selection of appropriate methodology or methodologies is another integral component of ESP teaching process. The teacher must choose and orchestrate rich mix of class-room activities, the most effective materials involving variety of group sizes, content, and contexts.