day_jeremy_krzanowski_mark_teaching_english_for_specific_pur
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A sample lesson plan from
Infotech Fourth edition Teacher’s Book
Unit 1 Living in a digital age
Topics
Different uses of computers The magic of computers
Learning objectives
To talk and write about computer applications in everyday life
Language
Grammar: Verb-noun collocations
Vocabulary: Computers in education, banks, offices, airports, libraries, entertainment, Formula 1 cars, factories, etc.
Basic terms: digital, data, word processor, monitor, online, download, store
Skills
Listening: Listening for specific information in short descriptions
Speaking: Discussing what computers can do in particular areas
Reading: Matching texts to pictures
Deciding where removed sentences should go in a text
Writing: Summarizing a discussion
Plan
Teacher’s activities |
Students’ activities |
Comments |
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Module page |
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You may want to point out the |
SS familiarize themselves with the |
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learning objectives for your SS. |
topics and objectives of the Module. |
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1 The digital age |
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A Draw SS attention to the |
A SS match the captions to the |
This first unit is deliberately less |
pictures. Then ask them to |
pictures. |
technical than the others. It is meant |
match each picture to a caption. |
B and C |
to be a gentle introduction to the |
B and C |
In pairs, SS discuss how computers |
book. |
Ask SS to discuss how |
are used in the situations |
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computers are used in the |
illustrated by the pictures. They |
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situations illustrated by the |
then read the text to check their |
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pictures. Then tell them to read |
answers. |
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the text to find out if they are |
D SS guess the meaning of the |
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correct. |
words from context; they decide |
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D and E |
whether the words are nouns, |
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Encourage SS to guess the |
verbs or adjectives. |
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meaning of unknown words |
E SS match the words with the |
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from the context. |
correct meanings. |
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F You may like to write some |
F SS discuss the questions, in pairs or |
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key language on the board: |
as a whole class. |
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Computers are used to … |
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They can help us store/make |
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calculations. You can also write |
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SS’ answers on the board. |
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From Infotech: English for computer users Fourth edition ©
Cambridge University Press 2008
Teaching English for Specific Purposes: An Introduction |
20 |
So what are the differences in planning for an ESP class? ESP lesson plans can have the following additional features as well:
The first part of the lesson plan (the background) can include:
•The balance of, and emphasis on, various skills (e.g. in English for Aviation the focus would normally be on listening and speaking)
•The choice of and rationale for any specific vocabulary to be taught in the lesson
•What aspects of specific ESP register and genres (that is, particular forms of the language used in particular professional activities) to cover (e.g. features of report writing in English for Engineers)
•A justification of the teaching methods and approaches used. In some ESP contexts a mixture of methodologies may be more appropriate than adherence to a single approach e.g. CLT (Communicative Language Teaching) but with some ‘touches’ of GrammarTranslation (two methodologies normally considered to be in opposition to each other). Some ESP classes may even require a higher-than-normal amount of T-T-T (Teacher- Talking-Time).
Occasionally you may find yourself in a situation when you need to teach an ‘expensive’ ESP course which has been commissioned by an important organisation (‘the client’) with highpowered participants (‘the customers’). It may well be that the client and the customers in such a context would expect a teacher to deliver quite a lot of input in the classes, in which case the amount of T-T-T would substantially increase.
The second part (the grid showing the what, how and when of the lesson) will be basically the same for both General English and ESP classes.
21 |
Teaching English for Specific Purposes: An Introduction |
UNIT 4 RUNWAY INCURSIONS
DVD Unit 4
When attention is diverted |
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25a |
Watch the Eurocontrol clip When |
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attention is diverted (0.00–0.00) |
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Communication |
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and answer the questions. |
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1 How many aircraft are involved? |
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practice and |
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2 In what flight phases are the |
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aircraft? |
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specific language |
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Watch the clip again and take |
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focus |
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notes about the errors which lead |
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to the runway incursion. |
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cWork in pairs. Compare your notes
with your partner. Do you agree about the errors?
26Report this incident either as a pilot, in the form of a debrie-ng, or as a controller, in the form of a report to your supervisor.
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Watch the Eurocontrol clip Fog and poor procedures (0.00–0.00) and answer the questions. |
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1 Where are the men working? |
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2 What do they decide to do? |
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3 What happens as a result? |
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Discuss with a partner the contributing factors to this incident. How could it have been avoided? |
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28a Watch the Eurocontrol clip 40 seconds (0.00–0.00) In pairs, describe what happens in your own words |
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and discuss what you think is the cause of the incident. |
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Number these transmissions in the correct order with your partner. |
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C-Jet 333, wind 170 degrees, 7 knots, runway |
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15L, cleared to land. |
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Continue approach Runway 15L, C-Jet 333. |
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C-Jet 333, continue approach, Runway 15L, Number 1.UNIT 1 LANGUAGE AND COMMUNICATION IN AVIATION |
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Behind landing Runway 15L, lining up and wait behind, B-Jet 110. |
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Holding at intersection A 3 for Runway 15L, B-Jet 110. |
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Checklist completed. Cleared to land, Runway 15L, C-Jet 333. |
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Listen to eight ATCO instructions, |
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A-Jet 234, Runway 15L, cleared for take-off. |
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ICAO FOCUS |
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and approvals. For each transmission, read |
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B-Jet 110, taxi to and hold at intersection A 3 for Runway 15L. |
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respond appropriately. Pay attention to |
Lack of a readback or an incorrect |
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Cleared for take-off, Runway 15L, A-Jet 234. |
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pronunciation, clarity and delivery. |
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What’s that? Right! Go right! |
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ATCO |
Descend to Flight Level 130 |
readback, not challenged by the air traffic |
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controller, resulted in confusion events |
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B-Jet 110, behind landing 15L, line up and wait behind. |
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A (Pilot) Descending to Flight Level 130* |
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and runway incursions. |
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OK, that’s our landing. Lining up. |
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*NOTE: Some States have preferred to omit to |
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Michel Trémaud, Runway Confusion in Flight |
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OK, thank you. Checklist completed. |
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in such clearances to avoid confusion with two |
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Safety Foundation AeroSafety World, May |
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and too but ICAO has not supported this |
2010 |
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Watch the clip again and check your answers. |
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Pilots p000 |
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ATCOs p000 |
Take turns |
In what ways does good readback discipline |
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Identify the different errors which were made. |
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to give instructions and information or make |
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requests. Request clarification if necessary. |
reinforce aviation safety and avoid confusion? |
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29 Make a list of all the errors which were made in these three clips. Have Ayou(ATCO)encounteredAir France similar475, report ready for |
In your experience, do pilots and controllers |
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errors? |
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pushback |
always monitor readback? |
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B (Pilot) Ready for pushback, Air France 475 |
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B (Pilot) Malaysian 261, request ILS approach |
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A (ATCO) Malaysian 261, cleared ILS approach |
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Communication errors: Omitted or |
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Listen to eight controller-pilot |
ICAO FOCUS |
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communications in which there is either no |
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readback or an incorrect readback. For each |
Omitting the call sign or using |
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communication, give a correct readback. |
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ATCO |
Aeroflot 238, cleared to land Runway |
an incorrect call sign jeopardises an |
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effective readback/hearback. |
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26 Right, Wind 220 degrees, 6 knots |
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A (Pilot) Cleared Runway 26 Right, 6 knots, |
Flight Safety Foundation ALAR Briefing Note |
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Aeroflot 238 |
2.3 – Pilot-Controller Communication |
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ATCO |
Gulfair 4752, turn left heading 290, |
What outcomes could an omitted or |
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intercept ILS 26 Left |
incorrect call sign have? Give examples. |
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Turn left heading 250, intercept ILS |
What is the difference between readback |
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Left, Gulfair 4572 |
and hearback? |
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A (ATCO) Gulfair 4752, I say again 4752, |
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negative. Turn left heading 290, I say |
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10
flightpath.indb 10 |
25/01/2011 14:40 |
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From Flightpath © |
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Cambridge University Press 2011 |
Teaching English for Specific Purposes: An Introduction |
22 |
4.2 How can I teach professional communication skills?
Modern workplace communication expects well-rounded professionals who not only have an excellent command of their subject area, but who can also communicate well both with colleagues and the general public. The focus needs to be on communication, and consider both accuracy and fluency (with fluency being possibly more important than accuracy ‘at all costs’). This ability to go beyond the subject specialism and be able to communicate well in professional (and by extension ESP) contexts is called ‘soft skills’ (cf: http://en.wikipedia.org/ wiki/Soft_skills).
A set of further answers to the question ‘How can I teach professional communication skills?’ would be:
•by creating an atmosphere in the classroom which is
conducive to learning and teaching (in other words, applying the humanistic principle of ‘caring and sharing’, promoted so effectively in CLT)
•by setting a memorable context, with meaningful activities and authentic activities to enhance learning
•by applying a judicious mix of activities and techniques (depending on the level of the learners), e.g. information gap, opinion gap, role play, drilling, ‘find someone who’, pair work, group work, project work – to mention but a few
•by providing learners with meaningful models of good practice to emulate (e.g. TV or radio footage, workplace written correspondence and archived documentation)
•by identifying and reinforcing aspects of communication most relevant for a particular profession (e.g. identifying the kind of language used in professional communication internationally among pilots and air traffic controllers).
23 |
Teaching English for Specific Purposes: An Introduction |
7 sections with a variety of topics organised according to IMO SMCP (International Maritime Organisation’s Standard Marine Communication Phrases) and followed by a test
From Safe Sailing ©
Cambridge University Press 2009
Complete word list |
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Listening activity with voice recording |
plus translations in |
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functionality for pronunciation practice |
6 languages |
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Teaching English for Specific Purposes: An Introduction |
24 |
4.3 How do I deal with a low-level of English in the ESP classroom?
In the past it used to be assumed that ESP should not be attempted with low-level learners of English (say, pre-intermediate or below) as the view was that they should normally go through the basics of General English first.
At present there seems to be more flexibility exercised in the classroom in this respect, and many ESP books are aimed already at pre-intermediate or intermediate (approximately A2–B1 in the Common European Framework) learners.
In addition, given that English is a global international language, it is relatively easy for an ESP teacher to encourage low-level ESP learners to communicate in English (this could be more difficult if a ‘rare(r)’ language was taught, e.g. Farsi or Xhosa). While normally each and every class is a mixed ability one, the chances are high that at least 30–40% of learners in a given group might be expected to speak or write English better than the others. A skilled teacher may well use these more proficient learners to help the other less confident students in communicative activities such as pair work or group work. A lot depends on the culture and the context where ESP classes are held, and the willingness of students to communicate. For example, in the Middle East, most learners genuinely want to talk and communicate – the most important issue is to get them to do so in English. In other cultures, low-level ESP learners and their ability to communicate may present some problems due to the cultural norms affecting the conventions related to communication in the classroom.
Ready-made solutions to perceived problems with low-level ESP learners may not exist, but sample activities which may work include short presentations (e.g. ‘Who I want to be in the future and why’), games (‘Find someone who ...’) and simple guided questionnaires.
One solution is to use good classroom speaking practice from a General English coursebook (such as English Unlimited Elementary) and try to transfer the format into specific ESP context (the topical Teaching Speaking by the British Council: http://www.teachingenglish.org.uk/train/training-object/teaching-speaking-video-series might be helpful here).
25 |
Teaching English for Specific Purposes: An Introduction |
ESP is already the subject of curricula in post-16 education (e.g. the ESP books published by the Ministries of Vocational and Technical Education in the Middle East). In many cases, speaking (and listening) is not included in these books. If so, local and international teachers are advised to look at how this is approached in successful ESP publications and transfer the frameworks into other ESP contexts.
Returning a patient to the ward
2 a Label the pictures (1–8) below using the words in the box.
blanket |
dressing |
ice pack |
IV cannula |
light |
pain relief |
pillow |
vomit bowl |
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b 2.2 Rachel, the Ward Nurse, is checking Mr Brodzik back on the ward. Listen to the conversation and tick the items below that you hear.
blanket |
IV cannula |
dressing |
pain relief |
drink of water |
pillow |
ice pack |
vomit bowl |
c 2.2 Some of the information below is incorrect. Listen again and correct any mistakes in the following sentences.
1Mr Brodzik’s knee hurts.
2Rachel is going to get Mr Brodzik some pain relief.
3The dressing is comfortable.
IV cannula feels OK.
Rachel gets Mr Brodzik a pillow.
the following words in the correct order to make Rachel’s questions.
are/feeling/you/how/?
still/hip/does/hurt/your/?
dressing/how’s/the/hip/your/on/?
cannula/arm/how/the/does/in/feel/your/?
Caring for patients after an operation
From Cambridge English for Nursing Pre-intermediate ©
Cambridge University Press 2010
Language and listening activities for lower level English learners.
Teaching English for Specific Purposes: An Introduction |
26 |
Assessment
5.1 How do I evaluate students on an ESP course?
This all depends on your aims for the course, which in turn goes back to your original needs analysis. With some ESP courses, the aims are subjective and learner-led, so in many ways the assessment is related to their performance in the workplace: Do they feel better able to perform in the situations that they identified at the start of the course as their needs? Have
they learnt useful skills and language that they can use in their work? Are they more confident or sophisticated in their use of English at work?
If you need to provide an assessment of progress, or if you feel it would motivate your learners to study harder, here are some ideas which can be used to test how much they have learnt, either as an end-of-course assessment or throughout the course as continuous assessment:
•choose some of the situations identified as priorities in the needs analysis, and ask learners to perform a role play or simulation of that situation (in a role play, learners play a ‘character’, in a simulation, learners are themselves in an imaginary situation). Examples would include a nurse admitting a patient to hospital or a lawyer advising a client. Make sure all learners have a chance to play their own part (e.g. a nurse in the role of the nurse, not the patient or a lawyer in that role, not the client), and only assess them on that part of their performance.
•set regular writing assignments during the course, designed to simulate the type of writing the learners will have to do in their jobs, and assess them on such criteria as professionalism, successful communication and impact on the target reader.
•keep a note of vocabulary covered during the course, and come back to it at the end with a matching task (words to definitions), gap-fill (fill in the blanks) or sorting exercise.
•keep a note also of other important language topics covered during the course, including grammar structures, dependent prepositions, writing techniques and useful phrases.
If you need a more objective assessment of their end-of-course level of English, you could use a past paper from a General or Business English exam such as IELTS or BEC. The advantage of this approach is that you can measure their reading and listening skills very accurately as well as their deeper knowledge of the structure of English. The disadvantage, of course, is that the exam will have little relation to the course you have completed. However, if an aim of your course is to raise the learners’ general level, such exams may be a good way of assessing their progress.
27 |
Teaching English for Specific Purposes: An Introduction |
Vocabulary resource books such as the Professional English in Use series provide explorations and exercises for all the key terms professional learners need.
Teaching English for Specific Purposes: An Introduction |
28 |
5.2 Are there any exams for ESP?
It is important to distinguish between exams of subject knowledge, such as university course exams, and exams focused solely on candidate’s level of English in the context of their professional needs. Exams which try to measure both subject knowledge and English level at the same time may fail to measure either.
Two of the best-known ESP exams are the International Legal English Certificate (ILEC) and the International Certificate in Financial English (ICFE). Both of these exams are organised by Cambridge English (previously Cambridge ESOL) (www.cambridgeesol.org), part of Cambridge Assessment. These exams are objective, reliable and internationally recognised. Cambridge English has created the exams with highly respected and experienced professional partners to ensure that the exams really meet the needs of the professionals involved: TransLegal, the world’s largest firm of lawyer linguists, and ACCA (the Association of Chartered Certified Accountants), the global body for professional accountants.
Both ILEC and ICFE are aligned with the Common European Framework for Language (CEF), reflected in the three passing grades (B2 pass, C1 pass and C1 pass with merit). This allows them to be compared directly with thousands of exams for English and other
languages. See www.LegalEnglishTest.org for more on ILEC and www.financialenglish.org for more on ICFE.
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Teaching English for Specific Purposes: An Introduction |