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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