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Choose a semiskilled or informative text to work in the classroom. Present the objectives and content of communication that can work

Choose a semiskilled or informative text to work in the classroom. Present the objectives and content of communication that can work with him. Develop a minimum of 4 activities that exploit the resources of the lexical text.
Text:

goiter.
an enlarged thyroid gland, and not cancer.
Causes and risk factors.
There are different kinds of goiters. A simple goiter usually occurs when the thyroid gland is unable to produce enough thyroid hormone to meet the body. The thyroid gland enlarges to compensate for this situation, which usually overcomes mild deficiencies of the hormone thyroid.
A simple goiter may be classified as either endemic goiter (colloid) goiter or a sporadic (nontoxic). The first occurs in groups of people living in geographical areas with iodine-depleted soil, usually regions away from the sea coast. It is possible that people from these communities do not get enough iodine in their diet, which is vital for the formation of thyroid hormone. The modern use of iodized table salt in the United States helps prevent this deficiency, however, it is still common in the central part of Asia and Africa.
In most cases of sporadic goiter the cause is unknown, but occasionally, certain medications as lithium or aminoglutethimide can cause it.
Hereditary factors may cause goiters and between risk factors for development include: being female, having more than 40 years of age, have an inadequate dietary intake of iodine, living in an endemic area and a family history of goiter . Symptoms

• thyroid enlargement ranging from a single small nodule to massive enlargement (neck tumor)
• Difficulty breathing, coughing or wheezing due to compression of the trachea
Difficulty swallowing • Esophageal compression
• Strained neck veins and dizziness when the arms are raised above the head

Signs and tests • Measurement of thyroid-stimulating hormone and thyroxine (T4) free in the blood
• Recruitment and
Thyroid scan • Thyroid ultrasound and, if nodules, to do a biopsy to evaluate the possibility of thyroid cancer. Treatment

goiter only needs to be treated if causing symptoms. An enlarged thyroid can be treated with radioactive iodine to shrink the gland or with surgical removal of part or the entire gland (thyroidectomy). Small doses of iodine (solution potassium iodine or iodine) may help when the goiter is due to a deficiency.
Expectations (prognosis)
A goiter is a benign (harmless). Simple goiters may disappear spontaneously or larger. Over time, you can develop hypothyroidism (insufficient thyroid hormone) due to the destruction of normal thyroid tissue, but this can be treated with medications to replace thyroid hormone.
Occasionally, a goiter may progress to a toxic nodular type, when a nodule is producing its own thyroid hormone. This can cause hyperthyroidism (too much thyroid hormone) that can be treated with radioactive iodine to destroy the nodule. Complications

• A progressive enlargement of the thyroid or the development of hardened nodules may indicate thyroid malignancy. Biopsies should be made of all thyroid nodules for cancer.
• A simple goiter may progress to toxic nodular goiter.
• Hypothyroidism may occur after treatment of a large goiter with radioactive iodine or surgery. Call
medical
Seek medical attention if you experience any swelling or enlargement in the front of the neck, increased resting pulse rate, rapid heartbeat, diarrhea, nausea, vomiting, sweating without exercise or increased room temperature, tremors, restlessness, difficulty breathing or signs of hypothyroidism such as fatigue, constipation or dry skin. Prevention

The use of iodized table salt prevents endemic goiter.

Fte: http://www.nlm.nih.gov/medlineplus/spanish/ency/article/001178.htm

- Objectives
1 - Understanding the origin and meaning of some Latin and Greek prefixes commonly used in technical language. Integrate these learnings in the analysis of other words in which these prefixes and suffixes are present.
2 - Recognize the etymological origin of words.
3 - Recognize and expand semantic fields related to anatomy and medical technology.
4 - Use proper and spontaneous contexts nouns and adjectives (and occasionally their antonyms) related to specific technical language.
5 - correctly interpret a text with some technical complexity, deducing the meaning of certain words and expressions used by the context or by comparing with other phrases which are present.

- Content
- Some Latin and Greek prefixes: amino-, hypo-, hyper-, radio-, gamma-, node-etc.
- etymological origin and / or meaning of some words as malignant, benign, toxic thyroid removal, potassium, etc.
- words and semantic fields of technical, gland, sporadic, hunch, surgically / a, tumor, hormone, diet, esophagus, etc.
- Activities
The 4 activities are aimed at providing a learning experience, as far as possible, independent and functional by the learner, creating the conditions under which by itself or in the course of communicative situations, draw, internalize and put them to use words and phrases representative of large semantic fields.
from the use of a classroom with Internet access (for one of our goals is to show automated and free resources and search strategies linguistic information on-line)
1 ª - Search the Web for phrases containing the words with the following prefixes: amino-, hypo-, hyper-, radio-, thyroid-, nod-etc.
then asks students, after hearing and explain these phrases including being the teacher's role to correct the errors, but intervening as little as possible, explain the meaning of the words hypothyroidism, hyperthyroidism, nodules, radioactive , amino acid, etc., in the context in which they appear in the article provided. It also requests to construct sentences in which these words appear, rightly or wrongly used, shall peer correct if the error.
2 ª - Building on the use of an on-line etymological dictionary (eg http://www.grupo-sm.com/ or http://www.rae.es/), we propose the students search for meaning one of the following words: gland, sporadic, hunch, removed, surgically / a, potassium, tumor, hormone, diet, esophagus, etc. Next, we cycle, each student explains the word that has returned. The teacher takes note of all the meanings expressed, and performs a definition given: read a definition which, in his words, has provided each student, and they must record the sequential order in the words of the text (ie to read the significance of surgery, the student must locate the word in the text, and put beside it the number 1, and do the same with the successive definitions listed)
3 ª - "fishy": the teacher takes dictation part of the text on which we are working, but introducing voluntary errors in some of the words studied. The student, in pairs, should detect such errors, and write the next word to be written erroneously, "the true word. Also, look for words that are part of the same semantic field or words to share code with which we have studied, freely choosing some
4 ª - Simulation Activity. Previously, students have reviewed the vocabulary studied. They perform a role-playing, simulating a medical consultation conducted by two doctors to a patient with some symptoms of goiter. In this particular patient should ask questions, explain the origins, problems, solutions and other details of his alleged illness, and respond to their questions. The roles will be drawn, and groups of three students will take turns. The remaining students and the teacher write down the errors committed in the course of the conversation.
5 ª - Group work. Students look for a text of a similar level of difficulty, at any rate, semi-skilled or informative, which is sufficiently rich in technical terms, use of prefixes, etc. In this case, are the students that highlight the words under consideration, seeking its meaning and derived words, antonyms, synonyms, etc .-, explaining to their peers.

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USE OF A WEB PAGE

USE OF A WEB RESOURCE WEBSITE
: MEDICAL SIMULATOR (in http://www.mediteca.com/casos/indice.html)

I-OBJECTIVES:
- arguably be able to justify opinions, judgments, assessments
- Use properly subordinate clauses and impersonal. Properly employ the use of conditional and imperative, and applied to contexts of justification for their professional opinion.
- Organize with matching elements and parts of his own speech
- Perform practices simulation and development / resolution of hypotheses using on-line tool automation cases.
II-CONTENTS:
A-FUNCTIONAL:
Reviews:
or justification and reasoning of an opinion. Expression
or judgments and assessments. Expression
or agree or disagree with what he said next.
Organization of discourse
o Coordinate and organize elements and parts of speech
B-GRAMMAR:
morphology and use of conditional and imperative.
impersonal sentences.
Subordinate clauses.
C-Speech:
Preparation of written reports and oral presentations justifying their forecasts
professional level analysis discursive contributions from their colleagues related to estimates or judgments.
III-TARGET: medical students in target practice in a English hospital.
LEVEL: B2
IV-MATERIALS: Internet, web page http://www.mediteca.com/casos/indice.html, and an online dictionary of medical terms.
TYPE OF ASSOCIATION: individual, couples, groups and large groups.
ESTIMATED TIME: three sessions of 60 minutes.

1. On the left side of the first page is a box that lists the steps that are made in a sheet on emergency admission:
- complaints.
- background.
- exploration.
- tests.
- diagnosis.
Each of these sections is divided into the following pages. In pairs or groups depending on the number should work in one of these pages.
- Group 1: Medical history. Indicate what information may be significant in each of the entries.
Example: in ancient history, illnesses, operations, etc.
- Group 2: PHYSICAL EXAMINATION. They should explain what it is, what is its purpose or what may indicate
- Group 3: TESTING. They should know what they are, what they are or what information can bring.
- Group 4: HEART PHYSIOLOGY. Should indicate what these tests, which provide information.
- Groups 5. Imaging tests. Should indicate what they are, information provided, and so on.
2 - SPECIAL CLINICAL CASE STUDY:
On the first page displayed each specific clinical cases.
one is assigned to each pair. Work on a case that has returned. You can consult the online dictionary. It is important that we also pay attention to some of the linguistic structures found in the reports that are not used in common language.
Organize information using the following scheme: patient, reasons for consultation, medical history, symptoms, examination, diagnostic test, diagnosis and treatment.
then orally, exhibited his teammates a case. The remaining partners may ask, make objections and suggestions. You can even ask the rest of the group to bring forward its own diagnosis.
is important that the resulting documentation is distributed to other peers.
3-USE OF THE SIMULATOR. Highlight your hypertext
"simulator."
receive a brief history of the patient. Together, we try to reach a diagnosis of each step, one at a time will indicate which of paragraphs and why would puncture. Others may make objections, should always argue them. The whole group will discuss what is the diagnosis. And we find the right or wrong in their prognosis

4-compile, on the board and in outline form, the information needed to perform the clinical report Individually and in writing must write the report. Later he also presented orally.

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ELE Proposal exercise with a final task

final task: writing a brief tutorial of a prospectus to an analgesic.
Audience: a group of nine foreign students from Eastern European countries, who works in the development and marketing departments of a chemical laboratory dedicated to the pharmaceutical industry. They have very advanced skills (medical laboratory, chemistry, pharmacology, Masters in commercial implementation, etc.). They B2 level of fluency in English, but no previous experience in product development using English. They are doing an intensive course of EFE promoted by his company, which claims that the development of English is conducted in contexts of use as close to what will be the work of professionals, and implementing strategies of cooperative work and team work conveyed in English.

I-OBJECTIVES:
I.1-objective:
- Designing a brochure in English of a new analgesic forthcoming I.2
market-specific objectives:
- Use properly English translation of the nomenclature of words and technical specifications, and conventions of the genre of pharmaceutical leaflets.
- Analyze reasonably prospects of a different nature, and communicate in writing and orally the findings of the analysis in English.
- Work together and cooperatively, speaking in English. Adequately justify their views, and structure their interventions correctly and fluently.
- Conduct public exhibition practices in English.
II-CONTENTS:
A-FUNCTIONAL:
Reviews: Rationale and argument
or a technical opinion and expression
agree / disagree with one / several speakers.
Organization of discourse
o Coordinate and organize elements and parts of speech
or public communication strategies: An expression of reasoning.
schema or knowledge available to prospective drug.
B-GRAMMAR:
Expression of instructions.
expression of probability.
morphology and use of conditional and imperative.
impersonal sentences appropriate to the context of production of a leaflet
Conditional sentences appropriate to the context of production of a prospectus.
Lexicon: Vocabulary
or drug and its relevance to the prospects
pharmacological or Using the conventions of the genre of drug leads.
C-Speech: Developing
texts appropriate to the workplace developed, with lexical and grammatical correction.
Preparation of written reports and oral presentations justifying their proposals, with specific support for teachers.
Efficient use of linking words to signal clearly the relationships between ideas. Analysis
discursive level contributions from their colleagues related judgments.

III-TARGET: A group of skilled foreign workers in technical development drug and product marketing, recently joined a English pharmaceutical company. Made intensive English course, which should be linked to professional practice.
LEVEL: B2 or advanced.
IV-MATERIALS: pharmacological prospects of similar products, and medical Vademecum consumer legislation (listed below).
V-TYPE OF ASSOCIATION: individual, couples, groups and large groups.
VI-ESTIMATED TIME: three sessions of 120 minutes, plus preparation tasks outside of class.
VII-PROPOSED: Development
microtareas:
1 - In groups, learners analyze a prospective drug in specifying the technical characteristics of various analogues and equivalents (other analgesic, anti-inflammatory and antipyretic effects, etc.). This phase includes a working vocabulary, reviewing the nomenclature most frequently used in prospectuses. After a technical brainstorming and discussion to select the most correct, the trainees agree together on global schema should have their information leaflet.
2 - Working in two groups: a.
the group of "technology experts" consisting of those most directly linked to the implementation pharmacologically an analysis and proposed specification features drug product. Publicly exposes the large group and the teacher, in English, through a PowerPoint presentation, everyone has to intervene. The preparation of this exhibition is work by the group and individually tuned previously brokered by the professor / a. After the intervention there is a linguistic analysis of the "jury" consisting of the teachers and learners who have not formed part of the exhibition. B.
commercial implementation group examines the laws regarding existing drug prospects in Spain, and makes a work of identification of requirements and points of reference required. In addition, A report presented to the group by detecting if the first proposed structure of the prospectus complies with that law, and, where appropriate, identify gaps. Also made a presentation to a large group using the same technique and conditions outlined in a.
3 - First sketch: for groups of 3, students write two to three paragraphs of the final prospectus. At this stage they have no help from the teacher. Finished writing, we proceed to a public reading of each item. Each group is responsible for examining the oral and written text analysis of the interventions in each of the other groups. The teacher acts as a "corrective braces." In this case, we propose the microtarea as a game: for every decision made 5 points are scored negative, and for each fault detected is scoring 15 points positive.
4 - Now we propose a simulation exercise and improvisation, the type SG. Previously, each learner is assigned a number of sub-sections made by peers. Must find "weaknesses", presenting an imaginary presentation of a health visitor to clinicians, or a pharmacist serving a customer. Shift, there are dialogues that simulate the oral and written in that situation, and the response-on the fly, obviously. The rest of the attendees, including the teacher, does a judge. In addition, all learners must be in writing, for the next meeting, interesting and usable ideas that have emerged.
5 - With the information gathered, and after working in small groups using the technique Philip 6-6, we proceed to develop a first draft of prospectus.
6 - collective final analysis and writing the final document, every user makes Rapporteur of one of the sections of the prospectus, proceeding from the validation group. This activity will have the technical supervision of the company speaking English, coadyudará to the task of identifying potential errors or deficiencies.

necessary materials provided by the teacher, are medical prospects of analgesics. Moreover, the Handbook is available in English at:
http://www.vademecum.medicom.es/ specified in it are technical, dosage, side effects and medical interactions, presentation, consumer information , etc. of all approved drugs.

Bibliography:
Estaire, Shelia: "The programming of teaching units through tasks" in Redel, n º 1, July 2004. Digital broadcasting http://www.sgci.mec.es/redele/revista1/estaire.shtml
Long, M.: "The design ofclassroom second language acquisition. Towards task-based language teaching." In K. Hyltenstam & M. Pienemann (eds.). Modelling and Asessing Second Language Acquisition. London, 1985, Multilingual Matters.
Olga Juan Lázaro: "The approach tasks and Business English: integration of skills." In http://cvc.cervantes.es/obref/ciefe/pdf/02/cvc_ciefe_02_0019.pdf
Alba, José Manuel and Zanon, Javier: "teaching units for teaching English / LE Cervantes institutes" in Zanon , J. (Ed.), Teaching English through tasks, Madrid, Edinumen, 1999. Martin
Peris, Ernesto: What is working in class with communicative tasks? In http://www.sgci.mec.es/redele/revista/martin.shtml

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What do we teach when we teach a specialized language (as a second language or foreign language)?

What do we teach when we teach a specialized language (as a second language or foreign language)?
Overall, the concept of foreign language teaching has been producing a change towards a more operational focus on teaching-learning process, so as to meet the real communication needs of learners. On the other hand, has also changed the concept of communicative competence in the line designated by Hymes: what constitutes a speaker as such is the communicative competence, which involved a series of strategies, complex negotiations and re-update-meaning about using language in a particular communicative situation. From this finding, the language teaching focuses on the communicative situation, the interest in the principles and rules of use and the development of the study of the difficulties that arise when a communicative interaction, that is, in the pragmatic rules of politeness in communication.
This general statement is particularly relevant in teaching languages \u200b\u200bfor business communication: it is based on communication and leading to the attainment of a specific communication skills that enhance the capabilities of understanding, or mediation appropriate expression to function smoothly in a particular field of employment. This claim involves the mastery of language resources on the one hand, and the application of communication techniques, of course taking into account the conventions required by the community and professional contexts in which they have to interact. We could conclude that, therefore, the language teaching specialization is focused on the goal situation in which, depending on the position and responsibilities, are required to unfold the speaker: all didactic approach and planning of the teaching-learning English for business communication needs to focus on the establishment of appropriate conditions for students to acquire and develop skills, communication skills and techniques to be applied in each context.
are part of this goal, for example, aspects such as skills and techniques for understanding and writing technical and professional writing, the ability to make presentations (company, product or project), to participate in meetings formal contexts labor, to operate with ease in acts institutional, being able to hold telephone conversations or other interactions in which they used various means of communication (email, chat, etc..).
Given the above, we give the learner the knowledge of the language, knowledge of the context of use and knowledge of the characteristics and processes of communication, verbal and nonverbal, the use of information technologies and communication as well as aspects of corporate communication (communicative interaction in the service of the relations of production and service relations with the social environment) and organizational culture (shared knowledge by all members of an organization in relation to identity and ways of thinking and acting).
Thus, in the professor's work also decisively involved ELE contributions from other disciplines such as Communication Theory, the Theory of Organization and Business Administration, IT and intercultural communication studies.
Another aspect that should not be overlooked in an increasingly globalized world, is the need for the learner to know and empathize with the cultural differences as to the customs prevailing in other countries, and even behavioral patterns that are closely related to the culture of other societies. Knowledge that can be grouped into three knowledge: knowing how to be (cultivated qualities that provide image and self confidence), poise (set of attitudes, social customs and practices that facilitate coexistence) and know-how (the ability to develop rigor, accuracy and timeliness of business features).
We must consider the fact that communication can not be understood apart from culture, are part of the same phenomenon. The communication process occurs within a culture-dependent and therefore becomes a process strictly cultural. Therefore, the teaching-learning process must interpenetrate ELE that linguistic-cultural dimension: learning of language should not be conceived as a technical learning and aseptic, but will provide the student with a gradual penetration in key mental characteristics of that culture, their implicit and explicit rules, his platitudes, his ideals and ideologies, etc. In
.- ELE teaching starts from the functional-pragmatic conception of the nature of language, ie the use made of language speakers in their linguistic performance: we consider the language and social activity whose function is to meet the communication needs that arise in the process of interaction. You can not interpret a linguistic code outside the convention contextual use.
From the point of view of the communicative approach, teaching must consider multiple aspects EFE fundamental as intrapersonal communication, interpersonal communication, team or group communication, public communication, communication in organizations, communication in interviews, Mass Communication , intercultural communication, nonverbal communication, etc. F. Poyatos proposed that teaching and learning of language is considered what he calls the Triple Basic Structure of the Communication-verbal paralinguistic continuous-kinetics. These three areas differ considerably, needless to say-even if we refer to countries of similar cultural-ie Western European countries.
In the practice of teaching a specialized language, and consistent with the functional purpose we have set, we must consider that in the professional field is becoming increasingly frequent vehicular communication using telematic media and computer support (presentations to support graphic and audiovisual, etc.).. EFE in teaching have an influence on the learner's familiarity with these vehicles, equipped with their own unwritten rules "that students should know-their own routines of interaction, to which we must pay attention (eg capital letters in a forum, chat or e-mail to the speaker means shouting.)
In short, the planning and organization of a teaching-learning English for professional communication should begin with the analysis of requirements arising from the situations of communication in which students must cope. This analysis of the goal, together with the results of analysis of the state of knowledge of students (current situation), will design the program: objectives, content (language, communicative, intercultural and professional procedures), methodology, resources and criteria evaluation. This program
address situations of oral, written and mixed or mediation. In any case, professional communication will require knowledge of communication processes, language skills (common language and specialty), content knowledge discourse, sociolinguistic and sociocultural. Maria Teresa Cabré indicate
and Josefa Gómez Enterria in teaching specialized languages \u200b\u200b(op. cit., P. 76):
"Consequently, it is to find a way to present, practice, optimize and boost employment of the target language by students, so that the professional language learning as profitable and productive for them, whilst encouraging their motivation and involvement with the use of an effective methodology and the material and human resources most appropriate. "
reference

Bibliography Aguirre Beltran, B. (1998): "Approach, methodology and didactic orientations for teaching English for specific purposes." Carabela (44), 5-29, Madrid, SGEL.
Austin, JL (1962): How to do Things with Words. London, Clarendon Press. Brown, H., Yule, G. (1983): Discourse Analysis. Cambridge, Cambridge University Press.
Poyatos, F. (1994): Nonverbal Communication, 3 vols. Madrid, Istmo.
Scheflen, AE (1984): Human Communication Systems. Barcelona, \u200b\u200bKairos.
Searle, JR (1969): Speech Acts. Cambridge, Cambridge University Press.

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What are the benefits of the global simulation in the teaching / learning a language for specific purposes?

What are the benefits of the global simulation in the teaching / learning a language for specific purposes?
global simulation (SG) is an excellent methodological exercise can acquire language skills required to produce functional and streamlined communications in specific professional contexts. The advantages of the SG model are:
- Allows integration of activity in language skills and socio-cultural type communication, while language skills is supported by specific.
- promotes the participatory nature, producing peer-learning situations, cooperative learning, peer learning and learner-teacher learning: the organization facilitates communication networks of various kinds, horizontal and vertical. It is motivating, as they play situations characterized by probability, the adjustment to actual working conditions or socio-professional, etc..
- Exercise both oral and written expression.
- Encourages the functional autonomy of the learner, the spontaneous use of language by students, since, although there is some preparation inevitably arise unforeseen situations or conversations, both in the linguistic and professional. The student feels a fundamental part of the learning process, not a passive recipient, while the method to detect and take advantage of errors in the context of spontaneity, commits the speaker.
- About the classroom to real professional contexts, in an interdisciplinary way, breaking the boundaries of the classroom, promoting empathy with functional communication situations and motivating to the learner.
- The student participates in the planning of activities, tasks and even evaluation.
- Allows the relationship between teacher and students in terms of information / feedback.
- Some real documentation (texts of a technical or professional), creating a simulation that does not lose touch with reality training. Possible to use materials of high technical value in many cases accessible through the Internet, selecting texts, dictionaries and glossaries appropriate to the functional needs of students who enroll in situations similar to those it faces in the future and practice their communication skills related to their actual needs.
- The SG anticipated future professional situations, in situations of exchange among professionals in related branches, or in the context of simulations extrapolated to social or professional practice. Thus, permitting the implementation of the knowledge possessed by their field of expertise and qualifications.
- The SG exceeds the limits of the simple simulation, breaking with his character often broken and sometimes inconsistent: inserts the activities in a context of globalization in which actants interact to achieve the objectives previously agreed-flowing around a predetermined theme.
- The SG is part of the language as an essential factor of verbal communication, and symbolic and instrumental aspects are implicit in any process of socio-professional communication.

Bibliography:
• M. Teresa Cabré: Language Resources in the teaching of specialized languages, "in http://cvc.cervantes.es/obref/aeter/conferencias/cabre.htm
• Cabré, MT; Enterría Gomez, J.: Languages \u200b\u200band language teaching specialty. The global simulation. Madrid, Gredos, 2006. Enterría
• Gomez, Josefa: Manual teaching English as a second language. English for specific purposes. Madrid, UNED, s / a.

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What is the profile of a good teacher of Spanish for specific purposes or professional? Movies

Angela Mozo Llorente

What is the profile of a good teacher of English for specific or professional?
I will structure my answer in different sections, for the sake of greater brevity and clarity:
1 - Regarding the overall approach to teaching.
We assume that the EFE is not totally different from the "English general." That is not to ignore the fact that they consider has characteristics typical of a context, and that your domain will require a particular use of language, but the good teacher of EFE not forget that this variety belongs to a much wider area, not may be waived (some studies-referral, however, the study of English for specific purposes, "concluded that it does not follow a direct relationship between particular grammatical forms and the specialized language) We must, however, raise the EFE as a record that, at least in specialized texts, adopting a more formal speech such that the very non-specific text, but, and this is My conclusion, body language is the same.
2 - On the importance given to specific vocabulary. EFE
The teacher should work on vocabulary, and attach great importance to lexical aspect and vocabulary. But that does not mean that this aspect should monopolize education. A contrary approach is reductive and ineffectual. We assume a nodal question: what needs the learner to know the specific record of your professional field, eg medical language, legal language, etc .-? Obviously the good professor will EFE approach this response: that the learner is able to develop properly the tasks of his professional life as a communication tool using English. Teaching technical word lists does not guarantee that purpose, the performance of nuclear EFE good teacher, the teacher will opt for a functional approach to learning English, obviously adjusted to the actual context where it is used.
3 - Regarding the methodology applied
Good practice in teaching the EFE does not imply a different methodology was applied to the teaching of language with broader purposes. Obviously, whether for teaching language for general purposes is to teach EFE, the teacher should always keep in mind that the learner finds it functional, taking strategies such as simulation contexts of use similar to the real, based on the specific needs that are presented to the student, and offering learning that are meaningful (ie: social learning of high functionality, in that it gives the term A. Bandura)
4 - Regarding the proposed activities.
Hutchinson & Waters proposed, among the ten principles, methodological principles that should underlie language teaching both General and specific language, one that is often considered not compatible with EFE learning: implementing fun learning processes. Fun does not, in the profile of good practices EFE we propose a "loosely structured" or low-profile effort. EFE good teacher should be able to combine the formal context proper to record the specific language to which I referred earlier to a learning environment that is felt by the learner as useful, related to professional practice, of course, in contexts simulation ", original, intriguing exercise, resolution of dilemmas, manipulation of lexical conceptual error detection, use of specific techniques of creative work, such as Synectics (technique proposed by Gordon), role-playing, scenarios (a technique proposed by Osborn, etc.).
5 - With regard to specific knowledge of the field of EFE. EFE
professor no input has been prepared for this specific function. It has, therefore, be oriented in an unknown environment, what causes insecurity. For example, some studies show how a scientific text is not interpreted in the same way by a language teacher or specialist. However, it is imperative that the teacher EFE have a significant level of specialized knowledge: it is more important that the teacher has an attitude of real interest in the areas and situations faced by learners, understanding the contexts in which to get along professionally. But obviously, it must, for this premise is possible, a basic knowledge about the specific topic in which to focus the professional activities of their students, always being aware that their work will not be teaching aspects of the profession professionals, but to enable them to value their expertise in English speaking and interacting with other speakers of English, receive or complete information, and self-education and retraining, in English, and network with colleagues and users of their services seamlessly and efficiently. EFE
professor must be concerned with the real needs of their students in carrying out their professional role, learning-in a smooth and mutually productive contact with his students the basics you need to know of such an environment of language use, for your guidance the learner is adequate. Obviously, in the heart of this proposal is the need for teacher-student clearly the respective roles: EFE professor should not assume the role of a specialist in the field, but to provide contexts that enable student learning.
6 - With regard to programming EFE
professor should start from when making a teaching schedule, the student's real needs, motivations, contexts in which learning is verified, etc. The detection of these real needs becomes, in the case of Professor of EFE, an essential requirement, and probably more complex than English learning processes generally about the possible lack of context of use of the language to be learned " . The success or failure of learning lies in a very high percentage of empathy in this operation must be pre-programming content and methods.
7 - With regard to materials and teaching resources.
Obviously, it is unlikely to have a specific bibliographic production to implement the learning process designed. Therefore, the EFE teacher should be able to obtain specialist materials, semi-skilled and informative, from which learning activity design, taking into account the real context in which it is expected to unfold at the time the learner .
8 - Regarding the conditions under which it carries out its work.
Sometimes the context in which it develops the practice of teaching EFE presents an unusual profile that requires a great capacity for flexibility and adaptation by the teacher. Often, it is concentrated classes, aimed at a collective is not always enough information on the level of skills in English general, or with respect to the needs of the group, should design courses tailored to fit (with accumulation of workload, sometimes moved to different times to work, etc..). In this situation, the learner must make a constant "feedback" or feedback to see if its program and materials meet the needs of students, using texts and relevant simulations that fit the reality of his life professional and the expertise of students to create situations of peer learning, cooperative learning, etc.

Bibliography:
- Sabater, Maria Lluïsa: "Aspects of English teacher training for specific purposes," in Proceedings of First International Conference on English for Specific Purposes. Cvc.cervantes.es/obref/ciefe/pdf/01/cvc_ciefe_01_0024.pdf Cf.
- Enterría Gomez, Josefa: Manual for teaching English as a second language. English for specific purposes. Madrid, UNED, s / a.
- Proceedings of the First International Congress of English for Specific Purposes: In www.cuadernoscervantes.com/varios_31_ciefe.html

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microtarea propose an example in which the writing of a document is the final task.

microtarea propose an example in which the writing of a document is the final task.

final task: writing a brief tutorial of a prospectus to an analgesic.
Audience: a group of foreign students from Eastern European countries, who works in the development and marketing departments of a chemical laboratory dedicated to the pharmaceutical industry. They have very advanced skills (medical laboratory, chemical, pharmacology, masters in commercial implementation, etc.). They B2 level of fluency in English, but no previous experience in product development using English. They are doing an intensive course of EFE promoted by his company, which claims that the development of English is conducted in contexts of use as close to what will be the work of professionals, and implementing strategies of cooperative work and team work conveyed in English.

I-OBJECTIVES:
I.1-objective:
- Designing a brochure in English of a new analgesic forthcoming I.2
market-specific objectives:
- Use proper nomenclature in English words and technical specifications, and the conventions of the genre of pharmaceutical leaflets.
- Use appropriate language forms in this type of discourse.
- Analyze reasonably prospects of a different nature, and communicate in writing and orally the findings of the analysis in English.
- Work together and cooperatively, speaking in English. Adequately justify their views, and structure their interventions correctly and fluently.
- Conduct public exhibition practices in English.
II-CONTENTS:
A-FUNCTIONAL:
Reviews:
argument or justification and a technical opinion and expression
agree / disagree with one / several speakers.
Organization of discourse
o Coordinate and organize elements and parts of speech
or public communication strategies: An expression of reasoning.
schema or knowledge available to prospective drug.
B-GRAMMAR:
Expression of instructions or orders.
expression of probability.
morphology and use of conditional and imperative.
impersonal sentences appropriate to the context of production of a leaflet
Conditional sentences appropriate to the context of production of a prospectus. Prayers
temporary.
Lexicon: Vocabulary
or its suitability for pharmacological and pharmacological prospects
or Using the conventions of the genre of drug leads.
C-Speech: Developing
texts appropriate to the workplace developed, with lexical and grammatical correction.
Preparation of written reports and oral presentations justifying their proposals, with specific support for teachers.
Efficient use of linking words to signal clearly the relationships between ideas. Analysis
discursive level interventions related colleagues with professional judgments.

III-TARGET: A group of skilled foreign workers in technical development and marketing of pharmaceutical products, recently joined a English pharmaceutical company. Made intensive English course, which should be linked to professional practice.
LEVEL: B2 or advanced.
IV-MATERIALS: pharmacological prospects of similar products, and medical Vademecum consumer legislation (listed below).
V-TYPE OF ASSOCIATION: individual, couples, groups and large groups.
SKILLS USED: listening, writing, speaking and writing.
VI-ESTIMATED TIME: three sessions of 120 minutes, plus preparation tasks outside of class.
VII-PROPOSED: Development
microtareas:
1 - In groups, learners analyze a prospective drug in specifying the technical characteristics of various analogues and equivalents (other analgesic, anti-inflammatory and antipyretic effects, etc.). This phase includes a working vocabulary, reviewing the nomenclature most frequently used in the brochure ..
then proceed to a small systematization of linguistic forms more frequent in this type of text, for example:
- used the subjunctive and infinitive to give orders and instructions.
- Temporary conditional subordinate clauses
- reflects passive
- verbal periphrasis of obligation and possibility
- forms of treatment technique
After brainstorming and discussion to select the most correct, the trainees agree together on global scheme should have their information leaflet
elaborate a conceptual framework with learning.
2 - Working in two groups: a.
the group of "technology experts" consisting of those most directly linked to the implementation pharmacologically an analysis and proposed specification of the pharmacological characteristics Product. Publicly exposes the large group and the teacher, in English, through a PowerPoint presentation, the group of developers: everyone has to intervene. The preparation of this exhibition is work by the group and individually tuned prior to the mediation of the teacher. After the intervention there is a linguistic analysis of the "jury" consisting of the teachers and learners who have not formed part of the exhibition. B.
commercial implementation group examines the laws regarding existing drug prospects in Spain, and makes a work of identification of requirements and points of reference required. In addition, the group presented a report by detecting if the first proposed structure of the prospectus complies with that law, and, where appropriate, identify gaps. Also made a presentation to a large group using the same technique and conditions outlined in a.
3 - First sketch: for groups of 3, students write two to three paragraphs of the final prospectus. At this stage they have no help from the teacher. Finished writing, it comes to public presentation of each item. Each group is responsible for examining the oral and written text analysis of the interventions in each of the other groups. The teacher acts as a "corrective braces." In this case, we set the activity as a game for every decision made 5 points are scored negative, and for each fault detected is scoring 15 points positive.
4 - Now we propose a simulation exercise. Previously, each learner is assigned a number of sub-sections made by peers. Must find "weaknesses", presenting an imaginary presentation of a health visitor to clinicians, or a pharmacist serving a customer. Shift, there are dialogues that simulate the oral and written in that situation, and the response-on the fly, obviously. The rest of the attendees, including the teacher, does a judge. In addition, all learners must be in writing, for the next meeting, interesting and usable ideas that have emerged.
5 - With the information gathered, and after working in small groups using the technique Philips 6-6, we proceed to develop a first draft of prospectus.
6 - collective final analysis and writing the final document, every student makes "speaker" of any of the paragraphs of the prospectus, proceeding from the validation group. This activity will have the technical supervision of the company speaking English, which will contribute to the task of detecting errors or deficiencies.
7 - peer assessment activity, through an analysis of the evaluation criteria, and based on a rating scale.

necessary materials provided by the teacher, are medical prospects of analgesics. Moreover, the Handbook is available in English at:
http://www.vademecum.medicom.es/ specified in it are technical, dosage, side effects and medical interactions, presentation, consumer information , etc. of all approved drugs.

Bibliography:
Estaire, Shelia: "The programming of teaching units through tasks "in Redel, n º 1, July 2004. Digital broadcasting
http://www.sgci.mec.es/redele/revista1/estaire.shtml Long, M.: "The design ofclassroom second language acquisition. Towards task-based language teaching." In K. Hyltenstam & M. Pienemann (eds.): Modelling and Asessing Second Language Acquisition. London, 1985, Multilingual Matters.
Olga Juan Lázaro: "The approach tasks and Business English: integration of skills." In http://cvc.cervantes.es/obref/ciefe/pdf/02/cvc_ciefe_02_0019.pdf
Alba, José Manuel and Zanon, Javier: "teaching units for teaching English / LE Cervantes institutes, in Zanoni, J. (Ed.), Teaching English through tasks, Madrid, Edinumen, 1999.
Martin Peris, Ernesto: What is working in class with communicative tasks? In http://www.sgci.mec.es/redele/revista/martin.shtml
Enterría Gomez, Josefa: Handbook of teaching English as second language. English for specific purposes. Madrid, UNED, s / a.
Cabré, MT; Enterría Gomez, J.: Languages \u200b\u200band language teaching specialty. The global simulation. Madrid, Gredos, 2006.

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ELE Microtarea propose an example of where the writing of a document is the final task. Activity

microtarea propose an example in which writing a document is the final task.
final task: writing a brief instruction manual operation of a white goods (a blender next marketing)
Audience: a group of nine students foreigners from various countries in Eastern Europe, working in the development and marketing departments of a company producing household appliances. Highly advanced technical knowledge (engineering, microelectronics, masters in commercial implementation, etc.). They B2 level of fluency in English, but no previous experience in product development using English. They are doing an intensive course of EFE promoted by his company, which claims that the development of English is conducted in contexts of use as close to what will be the work of professionals, and implementing strategies of cooperative work and teamwork conveyed in English.
microtareas Development (each designed for two hours, coincident with a lecture sessions, as well as work done outside the classroom by the students):
1 - In groups, learners analyze different brochures in specifying the technical characteristics of various analogues and equivalents (other blenders of competition). After a technical brainstorming and discussion to select the most correct, the trainees agree together on global scheme should have its prospectus.
2 - Working in two groups: a.
the group of "technology experts"-shaped by the people most directly related to technology implementation, an analysis and proposal for the technical specification. Publicly expose him to a large group and the teacher, in English, through a PowerPoint presentation, the group of developers: everyone has to intervene. The preparation of this exhibition is work by the group and individually tuned prior to the mediation of the teacher. After the intervention there is a linguistic analysis of the "jury" consisting of the teachers and learners who have not formed part of the exhibition. B.
commercial implementation group analyzed consumer laws regarding existing product in Spain, and makes a work of identification of requirements and points of reference required. In addition, the group presented a report by detecting if the first proposed structure of the prospectus complies with that law, and, where appropriate, identify gaps. Also made a presentation to a large group using the same technique and conditions outlined in a.
3 - First sketch: for groups of 3, students write two to three paragraphs of the final prospectus. At this stage they have no help from the teacher. Finished writing, we proceed to a public reading of each item. Each group is to consider exposure oral and written text analysis of the interventions in each of the other groups. The teacher acts as a "corrective braces." In this case, we propose the microtarea as a game: for every decision made 5 points are scored negative, and for each fault detected is scoring 15 points positive.
4 - "Devil's Advocate." So far, activity has been primarily linguistic development after a previous development. We now propose a simulation exercise and improvisation, the type SG. Previously, each learner is assigned a number of sub-sections made by peers. Must find "weaknesses", presenting an imaginary complaint a consumer dissatisfaction with the directions of the leaflet. Shift, there are dialogues that simulate the oral and written notice of such claim and the reply "on the fly, obviously, by one of the authors of that subsection of the prospectus. The rest of the attendees, including the teacher, the judge makes at issue. In addition, all learners must be in writing, for the next meeting, interesting and usable ideas that have emerged
5 - With the information gathered, and after working in small groups using the technique Philip 6-6, we proceed to preparing a first draft manual.
6 - Final Analysis collective drafting the final document, every user makes Rapporteur of one of the sections of the guide, proceeding from the validation group. This activity will have the technical supervision of the company speaking English, which will contribute to the task of detecting errors or deficiencies.

necessary materials provided by the teacher, are: appliance manuals in English dossier of technical specifications; dossiers of specific consumer legislation regarding the product under review, an appliance-white range, models of claims made by consumers about analogues.

Horse Themed Birthday Invitation Wording

ALMODOVAR:
"Volver"
"All About My Mother"
"Talk to Her"
"Women on the Verge of a Nervous Breakdown."
"Bad Education"
David Trueba:
"Soldados de Salamina"
"Belle Epoque" very good dialogue, but they speak very fast

TRICICLE
"Hotel"

Fernando Colomo:
"Years barbarians" to place the society in the Franco era

SHORT: "Short of English cinema:
" Neither you nor without you ":
http://www.fnac.es
" My lady "It's about the compliments, link: As the protagonist
http://www.undereyes.net/humor/flash/mi_se
PACO MARTINEZ SORIA (sample many prototypes like the old green, family ..)
"The city is not for me"
"It is dangerous to marry at 60 "

AMENABAR:
" Mar Adentro "

SANTIAGO SEGURA:
" Torrente "Jose Luis Cuerda


" The Butterfly's Tongue "based on some stories by Manuel Rivas
http://www.ub .com / filhis / Culturele / luning.html
http://www.sgci.mec.es/redele/revista/rojas.shtml

CRUZ AND JUAN J.
Corvacho Tapas

MARTIN CUE:
"Hard Times"

Bollain
"Hello, are you alone?"
"Flowers from another world": Pilar didactic, message 1613. Fernando Trueba


"Lágrimas negras"

Fernando Leon de Aranoa very useful to present society "Barrio"
"Family"
"Moscow Gold"
"7 Virgins" much higher levels
"Mondays in the Sun "
" The Wolf "to enter the terrorism in Spain

BERLANGA:
" The Executioner "
" All the prison "

FRANCISCO ELIAS
"The Mystery of the Gate of the Sun" (1928)

BUÑUEL
"Un Chien Andalou" (1929)

F. KING.
"The village of the damned" (1930) Alejandro Amenabar


"Open your eyes."
"Tesis"

JOSE LUIS GARCIA:
"Grandpa"
"Carousel"
"You're the one"
"Lullaby"
"Ninette"


CARLOS IGLESIAS "A Franco, 14 pesetas"
Imanol Uribe
:
"Apocalypse" also to introduce the subject of terrorism.

Ladislao Vajda
"Marcelino bread and wine that shows very well the English society of that time can be fun


Alex de la Iglesia "Perfect Crime"
"The Day of the Beast" JUAN JOSÉ CAMPANELLA

(VARIETY)
"Son of the bride "
" Luna de Avellaneda "...

Fabian Bielinsky (VARIETY)
"Nine Queens" Jaime Chavarri


"Bicycles are for summer" Emilio Martinez Lazaro


"the other side of the bed"

MONCHO ARMENDÁRIZ
"Historias del Kronen"
"Secrets of the Heart"
"Broken Silence"
"Obaba"
"Letters from Alou"

CHUS GUTIÉRREZ
"Gypsy Soul",


Achero Manas "El Bola"
ANTONIO DEL REAL

"Alone at Last" to work and family life, starring Alfredo Landa. PEDRO

LAZAGA
"Come to Germany, Pepe." Fernando Colomo


"Sky Line" which is very useful to see the culture clash between Spain and the U.S..
ON CID: CLAUDIO
GOVERNMENT BOYD
"Ruy, the small Cid"

Melchor E ISMAEL MIGUEL PALACIO
"The route of the Cid" (20 minute documentary) JESUS \u200b\u200bFRANCO


"The banishment of the Cid" (1960 .) 15-minute documentary based on texts
Poema de Mio Cid

MIGUEL IGLESIAS "The daughters of the Cid", 1963 (film)


JOSÉ POZO "El Cid: The Legend" in 2003 (animated feature)
SAURA

"The city without limits." to introduce our music. 2006
SIGNIFICANT CHARACTERS:

Julie Taymor Frida

MICHAEL RADFORD
"The Postman, and Pablo Neruda" JULIAN SCHNABEL


"Before Night Falls" MILOS FORMAN


"Goya's Ghosts"


Adolfo Aristarain
"Martín Hache"
"The Son of the Bride"
"No sos vos, soy yo"
"Common Places"

BENITO ZAMBRANO.
"Solas" CESC GAY


"In the City" Daniel Sánchez Arévalo


"Azuloscurocasinegro" A. GONZÁLEZ SINDE


"Sleeping Luck."
"Camarón"
Montoya and Tarantos

CHUS GUTIÉRREZ
"Gypsy Soul" JORGE IGLESIAS



"Fish People" (for teens) Jorge Coira


"The Year of the tick" (for teens)

ANTONIO Mercer
"Manolito bespectacled" (for teens)
"Planta 4 °" MARCO FERRARI


"The Little Flat"
BERLANGA

"Candide"
+
BARDE
"Calle Mayor"

Rafael Azcona:
"Mary dear"
"The Girl of Your Dreams"
"Tram Malvarrosa" ..

Eduard Cortés.
"La vida de nadie"
CHUS GUTIÉRREZ

"Poniente"
URIBE

"Bwana"
"The Death of Mikel"
"Days numbered"

HELENA
"Yoyes" BOSCH


"Arian's Journey"

MEDEM.
"Skin Against Stone"

PATRICIA FERREIRA.
"Be who you are"

COURTOIS
MIGUEL "Lobo" CESC GAY


"In the City"

Luis Miguel Albaladejo:
"The first night of my life"
"verbal attack"
"Grudge"
" The open skies "

VENTURA PONS:
" Pats "
" friend / loved "
" Anita does not lose the train "
ANTONIO DEL REAL

" And say something stupid, like, for example, I love you "(for teens )


TV SERIES AND DOCUMENTARIES:
"Santa Teresa", "San Juan de la Cruz" "Picasso," "Requiem for Granada", "Cervantes", "Goya", "Ramón y Cajal", "The Forging of a Rebel", "Federico García Lorca", "Miguel Hernández", "Blasco Ibáñez," The hut "and" Cañas y barro "," Pedro the Cruel "," The Regent "," Tell me, "There is no one alive" "pharmacy on duty," "Los Serrano" Winds of water "

MATERIALS .
Edinumen has a DVD "I thought this only happened in movies that works with fragments and several films in VO, teaching guides.
SGEL has a book "In film" in which English film clips exploited relatively new.
page of El Pais, in a section called EP3, given the short films have been selected for the Goya or other festivals (on "search" you put "short" or "short")
Edinumen has a collection entitled "English with Subtitles "and within it is" Letters to Alou "with a good focused teaching farm-level students. There is also "Family", both are subtitled in English. Magazine
frames.

Web Address:
http://www.elenet.org/cine/
http://www.sgci.mec.es/redele/revista4/mena.shtml Http://www.imdb.com/

Carlos F, Crown, article on films that reflect English society English society http://www.mcu.es/jsp/plantilla_wai.jsp?id=8306&area=cine&contenido = / cine/film/dore/dore_notas/2006/febrero/dore_democracia.html

http://www.sgci.mec.es/redele/revista1/alvarez_gomez.shtml