O’zbekiston respublikasi oliy ta’lim, fan va innovatsiyalar vazirligi andijon davlat chet tillari instituti ingliz tili o’qitishning integrallashgan kursi kafedrasi chet tillarni o’qitishning integrallashgan kursi

Descriptions of learners
1. The learner really needs to learn English well to succeed in her job.
2. The learner learns best through working alone.
3. The learner has an extremely busy job and can only learn English in the evenings.
4. The learner has serious pronunciation problems which prevent him passing an oral exam.
5. The learner is used to learning lots of grammar.
6. The learner finds the English classes boring.
7. The learner needs to learn how to learn English by herself, as she can't afford to go to classes.
Answers: 1H 2D 3G 4E 5C 6A 7B
Lesson 13-14. Setting goals for teaching a foreign language in a specific field. Part 1-2

Module: Topic: Time: Aim: Materials: Aids:

Foreign language teaching in special directions (fields) Setting goals for teaching a foreign language in a specific field. Part 1-2 80 minutes To analyse setting objectives for an ESP 1. Harding, K. (2007) English for Specific Purposes (Resource books for teachers). 2. Jordan, R. R. (2005) English for Academic Purposes: A Guide and Resource Book for Teachers. 3. Dudley-Evans, T. & M-J. St John (1998) Developments in English for Specific Purposes.Cambridge: Cambridge University Press. Charts, laptop with speakers, handouts, white board

Procedure :
Warm up: Teacher invites students to review the previous lesson
While activity: Read the text and discuss as a whole class. Find the solution why there is a need for restricting objectives in ESP
ESP is a recognizable activity of English Language Teaching (ELT) with somespecific characteristics. Dudley-Evans and St. Johns‟ tried (1998) to apply a series of
characteristics, some absolute and some variable, to outline the major features of ESP.
Absolute Characteristics:
1. ESP is defined to meet specific needs of the learners;
2. ESP makes use of underlying methodology and activities of the discipline it serves;
3. ESP is centred on the language (grammar, lexis, register), skills, discourse and genre
appropriate to these activities.
Variable Characteristics:
1. ESP may be related to or designed for specific disciplines;
2. ESP may use, in specific teaching situations, a different methodology from that of
General English;
3. ESP is likely to be designed for adult learners, either at a tertiary level institution or in a
professional work situation. It could, however, be for learners at secondary school level;
4. ESP is generally designed for intermediate or advanced students. Most ESP coursesassume some basic knowledge of the language systems, but it can be used with beginners.
(Dudley-Evans & St. John, 1998:4)
It is obvious that the absolute characteristics are specific to ESP because learners‟needs are of central importance when designing language activities. Concerning the variable
features, ESP courses can be designed for a specific group using definite teachingmethodology, nevertheless, all learners‟ categories and disciplines can be concerned withESP. For that reason ESP should be seen simply as an 'approach' to teaching, or whatDudley-Evans and St. John illustrate as an 'attitude of mind'. Similarly, Hutchinson andwaters‟ (1987:19) stated that, "ESP should properly be seen not as any particular languageproduct but as an approach to language teaching in which all decisions as to content andmethod are based on the learner's reason for learning".
In the course of the statements suggested below great similitude is noticed between
ESP and General English Purposes (EGP) as teaching approaches knowing that eachmethodology is set up to fulfil specific social requirements, So in what terms are theydifferent?