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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