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Buyuseo] aBen8ue] jo sojdiourd 2Iseq awos aupno pue 2rapistioa aaey 2m s[apout [eoisos00"p op puar*d sn 29{ DAIMOY “SIL "woorsseyp ax 20 seapr osoup Jo suone>y|durt jeonead atp arensnytt OF ‘suossoy [apour aos audsoud |[eys 9 sade yp styp uy “Buquse>] Jo [ppo% poauasoid pue Suruze9] Jo sorootp snowrea we paxoo] om F xondey> UL (qposeud seoun99) -pueasropun | pur op | -Faqurausad | Pue 39s | “3o810j | pue 3e34 | ABo}opouZeI LLAppiication ng else. The problems to be solved ave to be language problem: s see eg. Krashen, 1981) ring is not systematic. We leacn by systematising If is not systematic. Laying out infor- jot guarantee learning. Ihe learner system may help, but that In the model lessons that follow we shall show how these principles can be realised in the ESP classcoom Model lesson 1 Materials Worksheet 1: Strip cartoon with bubbles blanked out Worksheet 2: Bubble texts, Tape of conversation. Apaperclipand aneedle. WORKSHEET1 TOCETH pac thes Bee 900 or as, 11809 9° 850 depracy 130 Fine 45d 08 tg $0 oie low end'te ICE steal it fractured War dad quenching halon Welly the shiny seco) Won't bend anymore, Noy He apine £0 fects of these two bars £2 at Of ahi as what tempers Figure 33: Model lesson x: Worksheets x and a bar of Righ carbon steel or ai Steel. The carbon content ie approx a the mild steel hat only heated ene bar ‘hed te, bare ig ofl. ou ua ene", ou how nany Slope the Tow carbon seeey eftect has heating these pieces of heat the other Bakery red, Can you ature that will bet ut- > > ° ° . > . “ ° - - > ° - ° > > ° - ° " “ . > > . ° ° - > - er 4 saps ape aye 8 woes 2 BunpeD SoreNe Woy 30 Autpusaroope Ur as ive mou or s1uep4 ‘pue|Ou3 "weYyBuNiE WOH, 0 eueyy s1uem opOBICS AN us ys A0)M 40} 3004 04 '0}SUIBKD 104, (AvEuL MOH ¢pavoRUOU SUD} AUD Oxy — _2ueur uaddey jm 20 pouscdey eu ,pouonueW serep Aue oxy — {yn pouonuous s9aeyd Aue ony — _2inoge Uoneatunuwos aun sey ~ oe hou yun nokop oun cpouonuew dood Aue ony z 4 t ° e e c z t t rwaysHONA —_dn09 ‘6;9dnos6 yoee o1siseySHOM auI}O U0BND Z ‘a8 {9/6 '7 | aquinu 8 dnos6 yore aN pur samy yosdnos6 owuisseD oop 1 NOUYWHOINIONRBHIYS W esnpeooig aaa] peouexpe//aqeipauo sedan siuepmisjeueies99G 20 ssaUNsNA souerpay ‘Goeys yon x2eqp2e4 Jo Ho} s0108fo1d peousono) Teays209A 709004 ‘EPUEZLS0OySHOM, sree sZ UOsse] |EPOIN, J0.sesn ay) sensi — pesn Aen son 1eyy “v8 84108 AOU MOY WE}dXe SIUBPMIS — ‘Boiovostour xf “a8enb ue} 42 30 stuawyedxe jo wonted esinoosp tp ssnosig — sayqqng au 10} s1x8IGI8809 189608 sn015 OF ‘jqqng yore ut o8 1s uoqyeo YBN, SuONUBUI ay sozNotd esa) ato Aue ap ary Buymeup ouput oye yoois yo soatd ous: ‘o8e ore 50 sod © Buipioys umd puoaos 1 Jo soaid ety, 28405 0H "dnouB yo0o 01 Ado 19 'y10.¢Josdno165 0 was ¥ eunpesorgApplication WoRKSHEET 1 Me Salgado: Maria? Macia: Yes, Me Salgado? Mr Salgado: Could you phone the shipping agents and Find ot when an order for some typewriters ie due to arrives They shou! behere soon. per Maria: Yes, sir. what number is the order? Mr Salgado: It's order qunber B/123/45/B, It's for sone typevrivers from Olivetit in Bimminghen, England. Maria: Ah yes, I renomber it. It's being handled by Lanka shipping Services, ien't it? Mr Salgado: Yes, that's right. Maria: ‘And you want to know when the consignment will arrive in Colombo? e Mr Salgado: Well, I really vant to know vhen the consignment will be here et cur warehouse. They'1! nave to unload the Ship and clear the things through Euston, before ve can Collect them, Maria: Very vell, Mr Salgado. I'21 chase it up. WoRKSHEET 2 15S clerk: Good afternoon, 155 Lea. LSS Clerk: USS Clerk: Miss Jayweera USS Clerk: 188 Clerk: ISS Clerk: Miss Jayveera: Miss Jayweera: Miss Jayyeera: Mice Jayveera: Good afternoon. This is Miss Jayvegra from Metropoliéan Agencies heres I'd ike to know when an order you are handiing for us will areiver It's our reforence 8/123/43/8 and ie was placed on Soe Haran. Just @ minute, Ah yes. The consignment Left Liverpool two weeks ago. So when will it arrive in Coloubo? Let me see. It's Monday 18th July today, and'ir Left on the sth, So it should be here at the end of this week. Friday? Say Saturday, to be safe. And when can we collect the order? Give us a ring on Tuesday morning. Tt should be ready by thens Thank you. Goodbye. Goodbye. 14 mnewvuvwgy WORKSHEET 3 Polytechnical Institute, Waidya Road, Dehiwala. 12th Mareh 1984 Metropolitan Agencies Ltdy” 12 Sea View Road, Colombo 7 Dear Sir, We should like to place an order with you for the following item from your catalogue: 42 x Olivetti Omega typewriters (cat. no. TW/ 952/01i) ‘The price quoted in your catalogue is Rs 2800 per item. In view of the size of the order, ve feel that a reasonable discount could be offered on this price. Please contact me so that we can discuss the matter before you place the order with your suppliers. ‘The typewriters will be needed for courses beginning in September and it is therefore imperative that they should arrive in good time for this. ‘Thank you for your attention. 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Different does not mean wrong, (Stevick, x982) 30 Atmosphere. For all that we might tcy to analyse and systematise teaching, we must that effective learning depends heavily on such as the re teacher and ation of a cooperat is very important. Thi for ESP, where there are often other factors militating against a good atmosphere ~a teacher, who is unsure of the materials or who actively dislikes che subject area; learners who resent the time they have to devote to English ete. Conclusion is impossible with methodology in a book. Ie has 10 be experienced in the classroom. We have tried in this chapter to show some techniques which can help to make the ESP classroom a livelier, more enjoyable and thus more effective environment for both learner and teacher. Before we conclude the chapter, however, to repeat two very important points. a) There is noth z sound ELT methodology in general. Similarly, at the level Of techniques the ESP teacher can learn a lot from General English practice. The teacher who has come to ESP from General English need t think that a whole new methodology must be learnt. The classroom skills and techniques acquired in General English teaching can be usefully employed in the ESP classroom. b) What happens in the classroom is not just an afterthought to be ‘grafted on to ready-made materials and syllabuses. The activities in the classroom should feed back to all the other stages in the course design. As we saw with the Blood Cell in chapter 9, if you can create a useful activity by changing a text, change it. It is the activity counts: ‘Ido and [undesstand.” Tasks x Look at the analysis section (p. 139). Find specific examples of the points made in the model lessons. 2A good lesson classroom, pat lesson. What 42 these lessons jc knowledge, 3 What knowledge is required of learners and teacher (specialist knowledge, general knowledge, lingu knowledge of communication)? 4 Take a sample of ESP materials that you use. Adapt them to incorporate ‘gaps’. 143