1. English for Specific Purposes 4 th Semester Introduction to the nature of the module and its structure

2. English for Specific Purposes for the Dept of Pre-School Education What is ESP? According to Dudley-Evans (2001) the absolute characteristics of ESP are: ESP is designed to meet the specific needs of the learners. ESP makes use of the underlying methodology and activities of the specialism it serves. It is centred not only on the language (grammar, lexis, register), but also the skills, discourses and genres appropriate to those activities.

3. ESP for the Dept of Pre-School Education –Needs analysis For Dudley-Evans (2001) the defining characteristic of ESP is that teaching and materials are based on the results of a needs analysis. The key questions are: What do students need to do with English? Which of the skills do they need to master and how well? Which genres do they need to master either for comprehension or production purposes?

4. Examples of disciplines that are most popular in ESP English for : Banking, Business, Economics, Management, Law, Social Studies, Psychology, Tourism, ICT, Medicine, Public Relations, Engineering and others

5. ESP for the Dept of Pre-school Education The English Course in this Dept during the first three semesters concentrates on some intermediate easy to handle texts designed so as students with lower proficiency in Language come in contact with the language of their discipline. During the fourth Semester content becomes slightly more complex.

6. ESP for the Dept of Pre-school Education Fairy Tales, The Project Approach, Early Childhood Socialisation, Emotional Intelligence, Bullying, Play and the Learning environment, The role of the Teachers in an Early childhood classroom, Dyslexia, ADHD& ADD and other. This classroom is always open to new themes…

7. ESP- Dept of Pre-school Education During the lectures we are going to work on text analysis comprehension questions special terminology, exercises linked with this specialised vocabulary for the improvement of speaking and writing skills. At the same time lessons are flourished with an addition of a very specialised video course built on the needs of future pre- school teachers that enhance students listening skills with a lot of pedagogic ideas to gain from.

8. ESP- Dept of Pre-school Education The Project approach is used as a method used for the curriculum of the course. A parenthesis here: students have to form groups of 2 to 4 and work together on a ESP theme of their choice. Project work counts for 50% of the final mark.

9. ESP and Project approach joined… The project-work instructional approach is a student- centered rather than teacher-directed teaching method (Haines, 1989). It is particularly effective in the ESP teaching settings, because it easily lends itself to (1) learner centeredness (2) authentic language use, (3) authentic tasks, and (4) a focus on language at the discourse rather than the sentence level (Robinson, 1991). From the beginning of the project, learners themselves have to decide what they will do and how they will do it (Sheppard & Stoller, 1995). They also conclude that “though project work may not be the easiest instructional approach to implement, the potential pay-offs are many” (p.15). There is a wide gap between the language the students are taught and the language they in fact require. It is this gap that project work can help to bridge (Fried-Booth, 1986). Any project work should give the ESP learners opportunities for language use and development,

10. Purpose of the project and the end product Project approach is used so that students come in touch with a lot of academic written materials and start to realise and understand the genre of their discipline. As far as the end product is concerned it may look like that…..but the form is not confined to a specific form other materials used video posters an in depth investigation of specific voabulary

11. Thank you for your attention Wish you a nice, lively, fun but also productive spring semester!