| Objectives :
– To help students understand basic vocabulary of science and technology. – To help students use essential vocabulary of science and technology. – To consolidate/ reinforce grammar rules. – To write meaningful sentences. – To write coherent paragraphs. – To answer written examination questions correctly. – To read to grasp the general idea of a text. – To read in order to find the main ideas within a text. – To listen and comprehend basic functional scientific English. – To communicate using concepts and terminology taught in classroom. |
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Unit one : Diagrams and description of objects and devices (11h25)
1. Topic one: Diagrams and description of objects 2. Topic two: Diagrams and description of devices |
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Discovering language (language outcomes)
a) Grammar – pronunciation (03h30) – Present simple ° Pronouncing of final –s – Punctuation – The use of the –ing form – Expressing purpose – Link words
b) Vocabulary (03h25) – Strategies for checking a monolingual dictionary – Study of a dictionary entry – Vocabulary used to express relationship between a whole and its parts or between a set and its members. (including, making up) ≠ (excluding, not being part of) – Language of measurements ° Basic metric units ° Derived metric units ° Compound metric units – Describing shapes and dimensions
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Developing skills (skills and strategies outcomes)
a) Functions: – Describing component shapes and features – Describing the function of a device – Composition of a diagram based on a description – Making statements about diagrams – Illustrating a text with diagrams – Expressing measurement – Expressing purpose
b) Listening & speaking (01h30) – Listening to a presentation of a device ° Listening for specific information, general ideas ° Making inferences – Talking about a given device ° Making a presentation of a device
c) Reading & writing (03h00) – Reading ° Reading for specific information, general ideas ° Identifying referents of reference words ° Guessing the meaning of words through context ° Recognizing types of discourse ° Discussing the organizational pattern of the text ° Making logical links between sentences and paragraphs ° Summarizing – Writing the description of a device |
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Unit two : Diagrams and description of processes (11h25)
1. Topic one: How technology works 2. Topic two: How energy is produced |
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Discovering language (language outcomes)
a) Grammar – pronunciation (05h25) – Present simple vs. continuous – Passive voice ° Pronunciation of final –ed / –ch – Sequencers (first, next…) ° Short-form time clauses – Relative pronouns ° Short-form relative clauses
b) Vocabulary (01h30) – Vocabulary related to processes – Definitions – Generalizations
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Developing skills (skills and strategies outcomes)
a) Functions: – Drawing and labeling a diagram of a process, using drawings and terms provided. – Providing descriptions for processes illustrated by diagrams – Transformation of directions etc. into descriptions. – Changing descriptions into sets of directions and statements of results. – Describing a process (using sequencers)
b) Listening & speaking (01h30) – Listening to a presentation of a process ° Listening for specific information ° Listening for general ideas ° Recognizing and showing a sequence of events ° Predicting the sequencing of ideas – Talking about a given process ° Managing through a long conversation by asking for clarifications, giving examples… – Making an oral summary of a process
c) Reading & writing (03h00) – Reading ° Skimming ° Scanning ° Contextual reference ° Rephrasing ° Guessing the meaning of words through context ° Analysis of paragraph organization ° Making logical links between sentences and paragraphs ° Summarizing – Writing a descriptive essay (process) |
| Bibliographic references:
– The scientist speaks: the English of Science and Technology, The British Broadcasting Corporation, 1967 – English in focus: English in physical science, J.P.B. Allen, H.G. Widdowson, Oxford University Press, 1974 – English for science and technology: Engineering, Tony Dudley-Evans, Tim Smart, John Wall, Longman, 1979 – Ecrire l’anglais scientifique et technique, Sally Bosworth-Gerome, Robert Marret, ellipses, 1994 – Comprendre l’anglais scientifique et technique, Sally Bosworth-Gerome, C. Ingrand, Robert Marret, ellipses, 1992 – Minimum competence in scientific English, Sue Blattes, Véronique Jans, Jonathan Upjohn, EDP Sciences – La communication scientifique en anglais, Alain Souillard, Françoise Souillard, BMS/ Langues pour tous, 2003 – Communiquer en anglais : guide pratique à l’usage des scientifiques, Dorothée Baud, Lauriane Hillion, ellipses, 2008 – Professional English in Use Engineering with Answers: Technical English for Professionals, Mark Ibbotson, Cambridge University Press, 2009 – English in Focus: English in mechanical engineering, ed.: Eric H. Glendinning, Cambridge University Press, 1974 – Flash on English for Mechanics, Electronics and Technical Assistance (Flash on English ESP), Sabrina Sopranzi, 2012 – Longman Photo Dictionary, Longman, 2012 – Everyday Technical English, Valerie Lambert, Elaine Murray, Longman, 2003 – English grammar in use, Raymond Murphy, Cambridge University Press, 2003 |
| Modalités d’évaluation :
Interrogation, Devoir surveillé, Examen final |
