This stimulating and informative teacher training course provides a learner- centred approach to Teaching English for Specific Purposes (ESP), with a focus on developing communicative competence in a specific business or professional area, such as finance, management, engineering and human resources. Starting with key fundamentals such as how to conduct a needs analysis and establish SMART objectives, the course also looks at designing and organising a programme and creating relevant and meaningful materials. The course is fast-moving, highly interactive and full of practical and user-friendly tips, techniques and materials from experienced ESP professionals.
After registration, participants on this course programme will receive:
At the end of the course, you will:
The course ends with an evaluation session, in which you will be asked to reflect upon the knowledge you have gained during the course.
You will also be encouraged in this session to create a Personal Development Action Plan, and select activities that you would like to try out in your own classes.
You will also be invited to join the York Associates Community, which allows networking and contact with the trainers and fellow participants from the programme, as well as learners from York Associates’ other courses.
There is also the opportunity for follow-up online training sessions to further consolidate your learning and reflect on how you are implementing what you learnt on the course into your own contexts.
Please note that these trainers might not be the actual trainers delivering your course.
|TIME||Session One||Session Two||Session Three|
Introduction to the course: objectives and methodology
|Key principles of ESP|
Combining subject matter and language learning
Language in context
|Having a clear direction:
purpose for learning
setting SMART objectives
learner as a resource
creating the right environment
the ‘need to know’ approach
combining professional skills with language
identifying which language skills
|EQ in intensive training
Responsibility of teacher in guiding directing / supporting
Work pressures The ‘older’ learner
|WEDNESDAY||Selecting, designing and organising relevant and meaningful course materials|
Managing longer programmes
|Contextualised language training|
Generic business situations: socialising, presentations, meetings, telephoning and correspondence
Importance of functional language
|Dealing with specialised content
Combining learner/trainer knowledge and competencies
being strategic and selecting what to learn
gap analysis through output
|Providing the right output:|
with stated objectives
|Feedback and correction – what, why, when, how .....?
|FRIDAY||Equipping the learner:|
strategies for learning
|Professional skills practice||Conclusion and