ESP SYLLABUS English and focus: (English for Doctor)

ESP SYLLABUS
English and focus: (English for Doctor)
https://co.pinterest.com/
Tutor:
Clara Esperanza Bilbao Cortés
Presented by: Vivian Daniela Tapiero Rojas
UNAD

English in focus: ENGLISH FOR DOCTOR
I. COURSE DESCRIPTION.
This work plan focuses on learning the different skills of a new language such as
English; in addition, the main objective is to teach the necessary skills for language
learning to a doctor. Likewise, the professional must be prepared with their specific
area of work so that they can have a greater profitability in their work and a better
performance, using the appropriate vocabulary to the situations that arise. The levels of
competencies are developed in the learning that the person requires so they must have
different levels of skills such as reading, writing, listening and speaking.
II. COURSE OBJETIVE.
The importance of the increase of strategies and methodologies that will be carried out
for the teaching of a new language to a health professional will be developed, with this
it is important to know that the most used and most learned vocabulary will be related
to the job you have, In order to have more profitability in future opportunities, in such a
way determinations will be carried out for learning in each of the corresponding skills.
III. SPECIFIC OBJETIVES
-Help the doctor learn and improve speaking and listening skills.
-Create more vocabulary related to his profession, and increase this in conversations.
-Increase confidence in the health professional, creating strategies that help them
improve.
- Increase in learning several strategies that help the student to learn in a more creative
way and in a short time.
-Develop activities that involve ICTs for the teaching of the student in their
improvement of speaking and listening skills.
IV. LEANING STRATEGY:
The method that should be used to learn listening and speaking skills is to be able to
interact a lot with the person who is learning a new language, likewise you will be able

to achieve fluency and be able to communicate better, as there are many videos and
audios that help To educate the hatred of the person, likewise it would focus more on
the vocabularies that the person needs in this case for their job interview, their
vocabulary would be more personal aspects and their professional aspects. For the
given time it is important to be in good communication because I hope every day have a
conversation, ask corresponding questions as if you were in the interview. Correcting is
a stage that the student must pass, and if he is confused or performs the wrong
activities, that is what the teacher is for to help him correct.
Task 1. Conversational process
Task 2. Talk about your experiences as a doctor
Task 3. Write a writing and read.
Task 4. Simulate a job interview (conversational)
Task 5. Watch various pronunciation help videos
Task 6. With the vocabulary learned, create a story and tell it.
Task 7. Verify the conventional level, trying to dialogue (Final).
V. COURSE NECESSARY RESOURCES
The resources that are handled today for teaching and learning are made up of technological
tools, which for education is called TICS, these help us as teachers to make didactic and
practical resources for our students. It is there where you can have an interaction with the
students virtually and remotely, this would help the student not have to move to a learning
site, it can be favored in time, so using these resources, conversational classes can be held
Through a video call, right there, present videos, audios and many more tools that favor
their learning. It is also important to know how to guide our student since it is not simply
that he watches the videos but also puts comprehension activities on him to know if he has
managed to learn or if he has to reinforce them more.

VI. COURSE CONTENT
TOPIC ACTIVITIES/STATEGIES
Chapter I: English conversation
Lesson I: Participatory interaction
Lesson II: Talking about work experience
Lesson III: Creating New Vocabulary and
Grammar
Lesson IV: Simulating an Interview
- Reading books to participate in
answering questions about that book,
likewise vocabulary will be learned.
- Through video calls, interact and make
the student talk every day about what
happens to him at work, that is, his
experience of the day.
- Present a series of new and coherent
vocabulary that you can use for your
interview as well as to help you in your
work.
- Carry out mock interviews, which help to
feel confident and likewise correct what
needs to be improved.
Capter II: Educate the ear
Lesson I: Listen to Conversations
Lesson II: Hear Experiences of Other
Doctors
Lesson III: Check Pronunciation
Lesson IV: Teaching Activities
(Conversations)
- Through a link, listen to audios that help
the student listen to other people's
conversations, then create a summary
series or talk about what the conversation
is about
- - Listen to audios that help the student to
listen to the experiences of other doctors,
in this case, they will have to select the
answer according to the question that is
asked through the audio.
- - Watch the interactive video with
vocabulary to help your learning process,
and check the pronunciation
- - Presentations and games, which help to
create more vocabulary and help the
grammar of the English language, as well
as review what are sentences verb tobe,
present simple, past continuous, among
others.

Reference
Dudley-Evans, T. (2001). English for specific purposes. In R. Carter & D. Nunan (Eds.),
The Cambridge Guide to Teaching English to Speakers of Other Languages (The
Cambridge Guides, pp. 131-136). Cambridge: Cambridge University Press.
doi:10.1017/CBO9780511667206.020. https://www-cambridge-
org.bibliotecavirtual.unad.edu.co/core/books/cambridge-guide-to-teaching-english-to-
speakers-of-other-languages/english-for-specific-
purposes/D4F4CD1BB2EB4C8FAD01A497924E4039
Hutchinson, T., & Waters, A. (1987). The origins of ESP. In English for Specific Purposes
(Cambridge Language Teaching Library, pp. 6-8). Cambridge: Cambridge University
Press. doi:10.1017/CBO9780511733031.004. https://doi-
org.bibliotecavirtual.unad.edu.co/10.1017/CBO9780511733031.004
Hutchinson, T., & Waters, A. (1987). The development of ESP. In English for Specific
Purposes (Cambridge Language Teaching Library, pp. 9-15). Cambridge: Cambridge
University Press. doi:10.1017/CBO9780511733031.005. https://doi-
Hutchinson, T., & Waters, A. (1987). Language descriptions. In English for Specific
Hutchinson, T., & Waters, A. (1987). Theories of learning. In English for Specific
Hutchinson, T., & Waters, A. (1987). Needs analysis. In English for Specific Purposes
(Cambridge Language Teaching Library, pp. 53-64). Cambridge: Cambridge University
Press. doi:10.1017/CBO9780511733031.010. https://doi-

ESP SYLLABUS English and focus: (English for Doctor)

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