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

1. First Congress on
Materials Development
for 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

2. An ESP Reading task sheet for Industrial
Design students of the School of Design, Urban
Development and Architecture of the National
University of Córdoba.
Matías Argüello Pitt
Melisa Tisera

3. 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

4. 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.

5. 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

6. 3- Research on Industrial Design
Programs

9. 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/

10. 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

11. A- Approaches to ESP Course
Design
Skills-centered Approach
 General Objective
 Specific Objective
Hutchinson and Waters (1987)

12. 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

13. 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.

14. D- Analysis and Evaluation of Texts
 Analysis Stage:
 complex vocabulary
 various structures
 cases of subordination
 detailed information as to specific aspects of the topics

15. 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.

16. Compare
(original version in light-blue)
The World Intellectual Property Organization (WIPO) is the
United Nations agency dedicated to the use of intellectual
property (patents, copyright, trademarks, designs, etc.) as a
means of stimulating innovation and creativity.
The World Intellectual Property Organization (WIPO) is a
United Nations agency. It concentrates on the use of
intellectual property (patents, copyright, trademarks, designs,
etc.) to stimulate innovation and creativity.

17. 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

18. A- Purposes of the Reading
Tasks
According 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.

19. B- Models of Reading
As 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.”

20. Tasks

21. E- Post-reading Tasks
TAVI 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).

23. 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.
© ® ™

24. 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.

29. The Patent Cooperation Treaty (PCT) system, for example,
allows inventors and applicants to seek patent protection in a
large number of countries by filing a single international
application with a single patent office.

33. 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

34. Questions