Part 1. The skills of intensive reading

↑

▷ Содержание

Стр 1 из 56Следующая ⇒

MODULE 1-1. ENGLISH AS A CONTACT LANGUAGE OF

INTERNATIONAL COMMUNICATION

Unit 1-1. Global demography and languages

Unit 1-2. English for global economy

Unit 1-3. English as a universal linguage

Unit 1-4. Receptive multilingualism

Unit 1-5. Language and diversity

Unit 1-6. English in European integration

Unit 1-6. English in European integration

MODULE 1-2. THE SKILLS OF CROSS-CULTURAL

COMMUNICATION

Unit 1-7. Cross-cultural communication – the new norm

Unit 1-8. Culture’s components

Unit 1-9. Communication and culture

Unit 1-10. How to teach multicultural communication

Unit 1-11. Beyond cultural identity

Unit 1-12. Total quality diversity

MODULE 1-3. ESP IN TRANSNATIONAL EDUCATION

Unit 1-13. The use of English in Europe

Unit 1-14. Teaching and learning Euro-English in Switzerland

Unit 1-15. Euro-English accents

Unit 1-16. Content and language integrated learning

Unit 1-17. CLIL teachers’ target language competence

Unit 1-18. English in Finland

MODULE 1-4. ENGLISH AS A LINGUA FRANCA IN EVERYDAY INTERNATIONAL INTERACTION

Unit 1-19. The use of English in international business

Unit 1-20. The use of ESP for the workplace

Unit 1-21. The use of ESP in business oral presentations

Unit 1-22. The use of ESP in European business

Unit 1-23. Interpretation of meaning in successful linguafranca interaction

Unit 1-24. Reality and paradox of Europe's lingua franca

PART 2. THE SKILLS OF EXTENSIVE READING

MODULE 2-1. ENGLISH AS A CONTACT LANGUAGE OF

INTERNATIONAL COMMUNICATION

Unit 2-1. People on the move

Unit 2-2. The communications revolution

Unit 2-3. English as a universl linguage

Unit 2-4.Multilingualism

Unit 2-5. Languages beyond boundaries

Unit 2-6. English in European integration

MODULE 2-2. THE SKILLS OF CROSS-CULTURAL

COMMUNICATION

Unit 2-7. Cross-cultural communication – the new norm

Unit 2-8. Approaches to intercultural communication

Unit 2-9. A new approach to a theory of culture

Unit 2-10. Cultural identity in the globalized world

Unit 2-11. The concept of cultural identity

Unit 2-12. The multicultural person

MODULE 2-3. ESP IN TRANSNATIONAL EDUCATION

Unit 2-13. English as the lingua franca of engineering education

Unit 2-14. Teaching and learning Euro-English in Switzerland

Unit 2-15. Teaching and learning Euro-English in Sweden

Unit 2-16. Content and language integrated learning

Unit 2-17. The iceberg model

Unit 2-18. A deeper understanding of ESP

MODULE 2-4. ENGLISH AS A LINGUA FRANCA IN EVERYDAY INTERNATIONAL INTERACTION

Unit 2-19. The use of English in international business

Unit 2-20. English lingua franca in business communication

Unit 2-21. New technologies in teaching and learning ESP

Unit 2-22. Formulaic language in English lingua franca

Unit 2-23. Non-native/non-native lingua franca interaction

Unit 2-24. The use of English in Europe

INTRODUCTION

This Manual is a guide to the graduate instruction in English for Specific Purposes (ESP). Step-by-step procedures are outlined for assessing students’ needs, setting achievable goals, and selecting appropriate materials and activities for the classroom. Out of the four language skills the Manual describes three – reading, writing, and speaking, and provides suggestions for employing these skills as well as grammar and analysis skills.

The Manual does focus on the special case in teaching English as a tool of transnational communication: teaching English for Specific Purposes, and the particular ways by which professional objectives should be structured for the mastering of ESP.

Being a graduate student of English you have had a four-year long previous experience learning English as a second language (ESL) or English as a foreign language (EFL), and your first question on receiving your current assignment to learn ESP may be: "How is ESP different from ESL?"

Познавательные статьи:



Техника прыжка в длину с разбега

Организация работы процедурного кабинета

Области применения синхронных машин

Оптимизация по Винеру и Калману