Task 4 ESP Syllabus

Teacher Clara Esperanza Bilbao Cortés

Students

Cristian Alexander Villarraga Laserna

Johanna Marcela Beltrán Farfán

Juan Carlos Agudelo 17341691

Juan Pablo Tinjacá Huertas

Group: 55

Universidad Nacional Abierta y a Distancia UNAD

Escuela de Ciencias de la Educación

Licenciatura en Lenguas Extranjeras con Énfasis en Inglés

Course: Teaching English for Specific Purposes 551038

Bogotá, May, 2023

Tabla 1

Syllabus Cristian Villarraga L.

This syllabus is part of the academic unit 3 of ESP – task 4

Academic Level: Intermediate to
upper-intermediate, specifically B2 Training field: English for Specific
level of the Common European Purposes (ESP), specifically focused
Framework of Reference for on the flight attendant profession.
Languages (CEFR
Course Type: One-to-one,
personalized course, tailored to the Course Designed by:
specific needs and goals of the flight Cristian Alexander Villarraga Laserna
attendant student.
Date of design: Wednesday, May 3, 2023.

1. Course Information
Course Description:
This course is designed to help flight attendants prepare for a job interview in
an international airline. The focus of the course will be on developing fluency
and confidence in speaking and listening skills.

2. Course Learning Purpose

The learning purpose of this course is to help the flight attendant improve
their English language skills, specifically their speaking and listening skills, in
order to prepare for a job interview in an international airline. The course aims
to build the student's fluency and confidence when speaking English, and to
enhance their ability to understand and respond appropriately to interview
questions. The course also focuses on the use of appropriate vocabulary and
expressions related to the flight attendant profession, and on developing
effective communication skills in a professional setting.
3. Learning Outcomes
By the end of the course, the student will be able to:

● Speak fluently and confidently in English during a job interview

● Understand and respond appropriately to interview questions

● Use appropriate vocabulary and expressions related to the flight

attendant profession

● Demonstrate effective communication skills in a professional setting

4. Learning Strategy

● Role-playing: The student will participate in simulated interview

scenarios, in which they will be able to practice and apply interview
techniques, vocabulary, grammar, and pronunciation.

● Pair and group work: The student will work with classmates in pairs or
small groups to practice speaking and listening skills, to exchange
feedback, and to help each other improve.

● Feedback and correction: The teacher will provide feedback and

correction on the student's performance, in order to help them improve
their accuracy, fluency, and confidence.

● Multimedia resources: The course will make use of multimedia

resources such as audio recordings, videos, and online exercises, in
order to provide the student with a variety of input and practice
opportunities.

● Reflection and self-assessment: The student will be encouraged to

reflect on their own learning and to self-assess their progress, in order
to identify areas that need improvement and to set goals for further
development.
5. Course Contents and Bibliographic References
Unit 1: Introduction and Interview Techniques

● Introducing oneself in English

● Types of interview questions

● Common interview techniques

● Role-playing interview scenarios

Unit 2: Vocabulary Building

● Key vocabulary related to the airline industry and flight attendant

profession

● Expressions for answering interview questions

● Practice exercises
Unit 3: Grammar and Pronunciation

● Grammar structures commonly used in job interviews

● Pronunciation practice of key interview vocabulary and expressions

● Practice exercises
Unit 4: Listening Comprehension

● Strategies for improving listening comprehension skills

● Listening to and responding to interview questions

● Role-playing interview scenarios with a focus on listening skills

Unit 5: Professional Communication Skills

● Dealing with difficult situations and questions

● Effective communication strategies for a professional setting

● Role-playing scenarios to practice professional communication

skills
Unit 6: Mock Interview

● Preparation for a mock interview

● Performing in a mock interview with feedback and correction

 ● Self-assessment and reflection
Bibliographic References:
- English for Cabin Crew: Teacher's Book, Oxford University Press,
2011. Job Interview Success: Be Your Own Coach, Jenny Rogers,
Open University Press, 2008.
- English for Job Interviews: Power Vocabulary, Anthony Kelleher,
CreateSpace Independent Publishing Platform, 2016.
- Effective Business Communication, Herta A. Murphy, McGraw-Hill
Education, 2014.
- How to Pass Verbal Reasoning Tests: Tests Involving Missing Words,
Word Swaps, Word Link, Hidden Sentences and Verbal Logical
Reasoning, Harry Tolley and Ken Thomas, Kogan Page Publishers,
2016.

6. Course Content:
Week 1: Introduction to Interview Techniques

● Introduction to common interview questions

● Strategies for answering questions effectively

● Role-play practice of interview scenarios

Week 2: Vocabulary Building

● Vocabulary related to the airline industry and the flight attendant

profession

● Using vocabulary effectively in speaking and listening

Week 3: Grammar and Pronunciation

● Review of grammar and pronunciation rules

● Practice exercises to improve grammar and pronunciation

Week 4: Listening Comprehension

● Practice exercises to improve listening comprehension skills

● Listening to recordings of interviews and answering questions

 Week 5: Role-play Scenarios

● Role-playing common interview scenarios

● Feedback and analysis of performance

Week 6: Professional Communication Skills

● Practice of effective communication skills in a professional setting

● Discussion of communication strategies for dealing with difficult

situations
Week 7: Mock Interview

● Mock interview practice with a focus on fluency and confidence

● Feedback and analysis of performance

Week 8: Final Preparation

● Final review of interview techniques and skills

● Discussion of strategies for managing nerves and anxiety during an

interview
Assessment:

● In-class participation and attendance

● Completion of assignments and exercises

● Performance in role-play scenarios and mock interviews

7. Teacher’s Support
:

● Initial assessment

● Individualized learning plan

● Regular feedback and correction

● Additional resources

● Availability for questions and support

 Table 2
Syllabus Johanna Marcela Beltrán Farfán.

Course Title: English Language Exam Preparation Course

English Language Exam Preparation Course

Academic degree level: C1 Training field: Specific knowledge

Number of weeks: 6 Course type: Practical

Course designed by: Johanna Beltrán Date of design: May 12th, 2023

Course Overview:
This course is designed to prepare students for a C1 English language exam,
with a focus on improving listening and writing skills. The course will cover
essential grammar rules, vocabulary, and test-taking strategies to enhance the
student's chances of success in the exam.

Learning purpose:

1. To improve the student's writing skills to meet the level required for the
C1 exam.

2. To enhance the student's listening skills to comprehend complex

passages and conversations.

3. To develop a deeper understanding of grammar and vocabulary to

improve the student's language proficiency.

4. To provide test-taking strategies and practice exams to help the

student feel confident and prepared for the C1 exam.

Learning outcomes:
1. Improve writing skills to meet the level required for the C1 exam.
 2. Enhance listening skills to comprehend complex passages and
conversations.

3. Improve language proficiency.

4. Understand and use complex grammar structures, sentence types,

and vocabulary appropriate to the C1 level.

5. Communicate clearly and effectively in English, both verbally and in

writing, at the C1 level.

6. Increase confidence in the student's language ability, leading to

greater success in future job interviews, academic pursuits, and personal
relationships.

Learning strategies
These strategies will help the student learn effectively and efficiently by
providing a variety of approaches to learning, focusing on the most important
areas to improve, and giving the student ample opportunity to practice their
skills.

1. Active Listening: Encouraging students to listen actively to native speakers in

real-life situations to improve their listening skills.

2. Vocabulary Building: Teaching students how to expand their

vocabulary by using context clues, word roots, and associations.

3. Grammar Drills: Providing grammar exercises and drills to help

students master essential grammar rules required for the C1 level.

4. Writing Practice: Providing students with writing prompts and

exercises to develop their writing skills and encourage them to apply grammar
rules correctly.

5. Test-Taking Strategies: Offering tips and tricks to help students

manage their time effectively and answer different types of exam questions
confidently.
 6. Peer Feedback: Providing opportunities for students to share their
work with classmates and receive constructive feedback on their writing,
speaking, and listening skills.

7. Self-Assessment: Encouraging students to self-assess their language

proficiency and identify areas that need improvement.

Content:

Week 1: Introduction to the C1 Exam and Test-Taking Strategies

- Overview of the C1 Exam

- Types of Exam Questions and Format.

- Test-Taking Strategies for Success

Week 2: Grammar Review

- Review of Key Grammar Concepts for the C1 Exam

- Noun and Verb Forms

- Adjectives and Adverbs

- Prepositions and Conjunctions

- Sentence Structure

Week 3: Vocabulary Building

- Strategies for Vocabulary Acquisition

- Context Clues

- Word Roots and Affixes

- Synonyms, Antonyms, and Homophones

- Idioms and Expressions

 Week 4: Writing Skills

- Formal and Informal Writing Styles

- Essay Writing Techniques

- Paragraph Structure and Transitions

- Editing and Revision Strategies

Week 5: Listening Skills

- Techniques for Active Listening

- Listening for Specific Information

- Inferring Meaning from Context

- Note-Taking Strategies

Week 6: Exam Practice

- Full-Length Practice Exams

- Time Management Strategies

- Test Anxiety Management Techniques

- Exam Review and Feedback

Assessment:

- Weekly assignments to assess progress

- Full-length practice exams with feedback and review

- Final exam practice with feedback

Bibliographic References:

- Foley, M. (2019). Advanced grammar in use: a self-study reference and

practice book for advanced learners of English. Cambridge University Press.
 - McCarthy, M., & O'Dell, F. (2018). English vocabulary in use:
Advanced. Cambridge University Press.

- Oshima, A., & Hogue, A. (2006). Writing academic English (Vol. 4).
Pearson Longman.

- J. Harmer. (2001). The practice of English language teaching. Pearson

Longman.

- Brown, H. D. (2007). Teaching by principles: An interactive approach to

language pedagogy. Pearson Education.

These references provide a comprehensive and practical overview of the

topics covered in the course, with a focus on the specific skills required for the
C1 exam. They are widely recognized as authoritative sources in the field of
English language teaching and learning.

Organization on weekly activities and course evaluation:

Initial Moment:

The initial moment of the course will focus on introducing the student to
the C1 exam and the required language skills to pass the exam. The tutor will
conduct an assessment to determine the student's current level of English
proficiency and identify areas that need improvement. During this phase, the
tutor will establish clear learning objectives and provide the student with an
overview of the course materials, learning strategies, and evaluation methods.
The tutor will also discuss the student's goals and expectations for the course.

Intermediate Moment:

The intermediate moment of the course will focus on developing the

student's language skills in the areas of writing and listening. The tutor will
provide the student with targeted writing prompts and listening exercises to
improve their skills in these areas. The tutor will also conduct regular grammar
and vocabulary drills to ensure that the student is prepared for the language
components of the C1 exam. During this phase, the tutor will also provide the
student with tips and strategies for test-taking, including time management and
effective exam preparation.

Final Moment:

The final moment of the course will focus on reviewing and consolidating
the student's learning to ensure that they are fully prepared for the C1 exam.
The tutor will provide the student with full-length practice exams to simulate the
real exam experience and evaluate the student's language proficiency. The
tutor will also provide feedback on the student's writing and listening skills,
grammar, and vocabulary, and work with the student to address any areas that
need improvement. The final moment of the course will conclude with a
comprehensive review of the course materials and evaluation methods to
ensure that the student is fully prepared to take the C1 exam.

Note: The course duration is six weeks. However, the course can be
adjusted according to the student's needs. Additional classes or course
modules can be added if necessary.

Teacher support: To develop the course activities, you will have the
support of a teacher or tutor. The options for this academic support are:

- Skype.
- WhatsApp group.
- Web conferences.
 Table 3

Syllabus Juan Carlos Agudelo

1. Course Information

This syllabus is part of Task 4.

Academic degree level: B2 Training field: Specific knowledge

Number of weeks: 12 Course type: Practical

Course designed by: Juan Carlos Date of design: May 01, 2023
Agudelo

Course Description:

This course has been specifically designed to meet the student's

requirement: master all the language, vocabulary, expressions, and so on about
an interactive park since the student is interested in being accepted for a job
opportunity in that company.

1. Course Learning Purpose

The purpose of this course is to provide the student with the best
methods so that he can express himself easily and quickly in all matters
concerning the future job he wants to obtain.

2. Learning Outcomes

At the end of the course, the student will be able to:

1. Talk spontaneously about interactive parks.

2. Hold a conversation with their peers or superiors regarding the

technology of interactive parks.

3. Give instructions to visitors and also co-workers about the company.

4. Make a presentation of the company, its daily work, and any topic
related to interactive parks.
 3. Learning Strategy

The strategy is basically about achieving absolute confidence in the

student so that he can communicate all the terminology about interactive parks.

1. Vocabulary

2. Most used expressions

3. Technology of the company

4. Face-to-face/experiential visit to the site

4. Course Contents and Bibliographic References

Month 1: Vocabulary and Expressions

-What is an interactive park?

-Which roles are in the interactive park?

Bibliographic References

Interactive Park Maps – Attractions Marketing

https://attractionsmarketing.com/web-solutions/interactive-park-maps/

Lakeway Parks & Recreation https://www.lakeway-tx.gov/1526/Parks-

Interactive-Map

Month 2: Technology terms

-Artificial Intelligence

Bibliographic References

The Theme park Technologies Transforming Guest Experience.

https://www.localmeasure.com/post/theme-park-technologies-transforming-
guest-experience

Month 3: Visit the site

-Visit the interactive park where the student wants to work.

-Recognize sites, signs, symbols, and other employees.

 Organization of Monthly Academic Activities and Course Evaluation
Plan

Initial Moment

In the first month of learning, the following will be taken into account:

-The suggested readings,

-Tutor-student interaction,

-Deep into the position that the student wants to perform.

Initial moment evaluation

There is no precise evaluation of the performance of this activity.

Achievement will be measured by the student's ease of expression.

Intermediate Moment

In the second month of learning, the following will be taken into account:

-Terminology about technology in interactive parks,

-Artificial intelligence and its importance in an interactive park.

Final Moment

At the end of the course, the following will be taken into account:

-Visit the interactive park,

-Relationship with the environment,

6. Teacher`s Support

The student will have all the support of the teacher and the different
channels of interaction, such as:

- WhatsApp

- Web Conferences

- Accompaniment to fieldwork.
 Table 4

Syllabus Juan Pablo Tinjacá Huertas

1. Course Information:

The Syllabus is part of the task 4

Academic level: Intermediate level Training field: English for Specific

B1 of the Common European Purposes or ESP, focused on
Framework of Reference for Language architectural field.
(CEFR)

Course type: One to One, course Course design by: Juan Pablo
adapted according to the learner's Tinjaca Huertas
needs in relation to what is to be
learned in the target language.

Date of design: May 1st, 2023

2. Course Description:

The course is designed in such a way as to learn about the target language
within the field of architecture in order to improve writing and reading skills
within the above-named field taking into account the vocabulary and grammar
of the language.

3. Course Learning Purpose:

The learning purpose of the course focuses on improving writing and reading
skills within the field of architecture using the target language, which in this case
is English, where the improvement of skills will be sought by improving reading
comprehension, grammatical skills, and a greater knowledge of vocabulary
related to the field of study that is sought to learn in a specific language.
4. Learning Outcomes:

By the end of this course, the student will have the ability to:
- Clearly understand readings related to the field of architecture with the target
language.
- Demonstrate reading skills with good pronunciation and fluency.
- Demonstrate good knowledge of the vocabulary and grammar of the target
language within the field of architectural study.
- Write both sentences and texts using the vocabulary and grammatical rules
learned using the target language in relation to the field of study.

5. Learning Strategy:

The learning strategy focuses on using the target language as a base due to
the level that the student handles, which will help the student to have a better
adaptability when developing reading and writing skills, in addition to this
strategy will have readings and writings both in the native language and in the
target language to make a comparison in terms of grammar and pronunciation
which are the most important aspects of the skills that are sought to develop in
a specific field of study. The strategies are divided as follows:
- Activities based on the grammar translation method, developing reading
comprehension exercises such as open and multiple-choice questions, as well
as sentences related to the field of study using the same methodology.
- Use multimedia resources as a means to explain in a more creative and eye-
catching way in order to complement the explanatory speech and/or feedback
in case of doubts.
- Use of exercises to complement texts and sentences with the vocabulary
learned about the target language within the field of study to develop the
learner's writing and reading skills.
Unit 1: Introduction
- Student's personal introduction
- Demonstration of prior knowledge regarding the field of study with the target
language.
- Spaces for demonstration of reading and writing skills with the native and
target language.
- Introduction of the educational process on teaching, activities and evaluations.
- Introduction to the use of writing and reading skills within the field of study.
Unit 2: Vocabulary in the field of study
- Introduction about the vocabulary used in the field of study.
- Use of explanatory videos with the target language on vocabulary related to
the field of study.
- Comparison between native language and target language on architecture-
related vocabulary.
- Translation and understanding activities through images.
Unit 3: Grammar in readings and sentences
- Explanation of the importance of grammar and reading comprehension, and
its difference between the native language and the target language.
- Activities on grammar and reading comprehension using the vocabulary
learned related to the field of architecture.
Unit 4: Reading comprehension and writing
- Development of reading and writing exercises focused on reading
comprehension and sentence completions.
- Reading comprehension practice and text development through sentences
with good use of grammatical rules.
Unit 5: Text development and comprehension assessments
- Text development activity with grammatical rules using vocabulary related to
architecture.
- Development of reading comprehension exercises with open and multiple-
choice questions.
References:
· Stouhi, Dima. "45 términos y conceptos de construcción en inglés
que todo arquitecto debería conocer" [45 Construction Terms &
Concepts All Architects Should Know] 26 jul 2018. ArchDaily México.
(Trad. Dejtiar, Fabian) Accedido el 13 May 2023.
https://www.archdaily.mx/mx/898911/45-terminos-y-conceptos-de-
construccion-en-ingles-que-todo-arquitecto-deberia-conocer ISSN
0719-8914
· ARQcoaching. (30 de julio de 2019). Inglés para arquitectos. [Archivo
de video]. Youtube.
https://www.youtube.com/watch?v=_sshDu67C8Q
· Como digo. (1 de julio de 2019). Vocabulario de Arquitectos en
inglés. [Archivo de video]. Youtube.
https://www.youtube.com/watch?v=ybW06Hnom8k
 6. Course Contents and Bibliographic References
7. Grading and Assessments

The course will be graded as follows:

Unit 2: Translation and 75 points

understanding activities through
images.

Unit 3: Activities on grammar using 75 points

the vocabulary learned related to
the field of architecture.

Unit 4: Reading comprehension 150 points

practice and text development
through sentences with good use of
grammatical rules.

Unit 5 (Assessment): Text 200 points

development activity with
grammatical rules using vocabulary
related to architecture and
development of reading
comprehension exercises with open
and multiple-choice questions.

Total 500 points

 8. Course Calendar

Class #1 (July 7th, 2023): In this class, the student's personal

Introduction presentation will be made, as well
as the knowledge related to the field
of study.

Class #2 (July 9th, 2023): In this session, the student will be

Introduction of the learning process introduced to how the teaching
process will be carried out, as well
as how writing and reading skills
will be developed within the field of
study.

Class #3 (July 14th, 2023): Vocabulary will be introduced

Vocabulary introduction through multimedia resources
where the vocabulary will be
compared between the native and
target language.

Class #4 (July 16th, 2023): In this class we will perform the first
Translation and understanding activity of the course where the
activities student will perform physical
activities on translating words
already learned through multimedia
resources and images related to the
field of study.

Class #5: (July 21th, 2023): This class focuses on the theory
Explanation of the grammar and where the student will pay attention
reading comprehension importance to the explanation of the
importance of grammar and reading
comprehension taking into account
the vocabulary related to
architecture.
Class #6: (July 23th, 2023): Activity This class will focus on the
about grammar and reading development activity where the
comprehension student will complete and develop
sentences and answer questions
about readings in both the
student's native language and the
target language.

Class #7: (July 28th, 2023): Taking into account the previous
Development of reading activities, the student will proceed
comprehension and writing to develop reading comprehension
activities with only the target and writing activities only with the
language. target language so that she can
adapt to exercises of this type that
will appear in the final exam of the
course.

Class #8: (July 30th, 2023): Reading The class will focus on practice
comprehension practice and text where exercises will focus on
development through sentences answering open and closed
questions according to the
vocabulary and reading
comprehension skills learned, as
well as writing exercises where
texts will be developed from the
beginning with the vocabulary
learned.
Class #9: (August 5th, 2023): The first test that will be developed
First assessment in the session focuses on writing
skills where the student must
develop a text using the
grammatical rules and vocabulary
learned and according to this the
two texts to be developed will be
evaluated.

Class #10: (August 9th, 2023): The second exam focuses on

Second assessment reading comprehension of
architectural texts in the target
language where the student must
answer 5 open-ended questions
and 5 multiple choice questions.
Standard format outline, for the design of a syllabus for teaching English
for specific purposes.

Item Explanation

Course Description The course description provides a brief overview of

the course, including the target learners, the duration
of the course, and the specific purpose of the
course. It sets the context and general expectations
for the course.

Course Learning The learning purpose describes the overall goal or

Purpose objective of the course. It explains what the course
aims to achieve in terms of language skills,
knowledge, or competencies. It identifies the specific
area of English for specific purposes that the course
will focus on.

Learning Outcomes Learning outcomes specify what learners will be able

to do or demonstrate by the end of the course. They
are concrete and measurable statements that
describe the skills, knowledge, or abilities that
learners will have acquired. Learning outcomes are
student-centered and provide a clear target for both
the learners and the teacher.

Learning Strategy
A learning strategy is a specific approach or method
that learners use to enhance their learning and
improve their ability to acquire and retain new
knowledge or skills. These strategies can include a
variety of techniques and behaviors that learners
use to help them better understand and remember
new information, such as note-taking, summarizing,
outlining, visualization, repetition, and elaboration.
 Effective learning strategies can help learners to:

Focus their attention on important information

Organize and structure new information in a

meaningful way

Make connections between new and existing

knowledge

Monitor their own learning progress and adjust their

strategies as needed

Practice and reinforce newly acquired skills or

concepts

Engage in reflective thinking to deepen their

understanding of the material

Learning strategies are not one-size-fits-all and can

vary depending on the learner's goals, preferences,
and learning style. Therefore, it is important for
learners to experiment with different strategies and
identify which ones work best for them.

Course Contents and

Course contents refer to the specific topics,
Bibliographic
concepts, and skills that will be covered in a
References
particular course. These contents are typically
outlined in a syllabus to provide learners with a clear
understanding of what they will be learning over the
duration of the course.

Bibliographic references, on the other hand, refer to

the list of sources that have been consulted or
recommended for further reading in the course.
 These references may include textbooks, journal
articles, or other scholarly sources that provide
additional information or support for the course
contents.

The purpose of including course contents and

bibliographic references in a syllabus is to provide
learners with a clear roadmap of what they can
expect to learn and to help them to identify additional
resources that may be helpful in their learning
journey. By outlining the course contents, learners
can better prepare themselves for the course and
develop a clearer understanding of the goals and
objectives. Additionally, providing bibliographic
references can help learners to deepen their
understanding of the course material and to explore
related topics in greater depth.

Course Content
Course content refers to the specific topics,
concepts, and skills that will be covered in a
particular course. It is a detailed list of what learners
can expect to learn and what topics they will be
studying throughout the course. The purpose of
including course content in a syllabus is to give
learners a clear overview of the course and to help
them understand what they will be learning.

The course content typically includes a brief

description of each topic or concept, as well as the
expected learning outcomes or objectives
associated with each one. This allows learners to
develop an understanding of the scope and
sequence of the course and helps them to identify
 how each topic or concept relates to the overall
learning goals of the course.

Course content can be organized in various ways,

depending on the course and the instructor's
preference. Some courses may organize the content
by week or module, while others may use a thematic
or chronological approach. Regardless of the
specific organization, the purpose of the course
content is to provide learners with a clear
understanding of what they will be learning and what
they need to do to succeed in the course.

Teacher’s Support
Teacher's support is an essential component of a
syllabus, as it outlines the ways in which the teacher
will assist and support learners throughout the
course. The purpose of including teacher's support
in a syllabus is to provide learners with a clear
understanding of what they can expect from their
teacher in terms of guidance, feedback, and
assistance.
 Bibliographic References

Breen, M. (2001). Syllabus design. In R. Carter & D. Nunan (Eds.), The

Cambridge Guide to Teaching English to Speakers of Other Languages (The
Cambridge Guides, pp. 151-159). Cambridge: Cambridge University
Pressdoi:10.1017/CBO9780511667206.023. https://www-cambridge-
org.bibliotecavirtual.unad.edu.co/core/services/aop-
cambridgecore/content/view/FDA01C10F279E7D6C90B3BA5D0F98B7E/97805
1166720 6c22_p151-159_CBO.pdf/syllabus-design.pdf

Hutchinson, T., & Waters, A. (1987). The syllabus. In English for Specific
Purposes (Cambridge Language Teaching Library, pp. 80-95). Cambridge:
Cambridge University Press. doi:10.1017/CBO9780511733031.013.
https://doiorg.bibliotecavirtual.unad.edu.co/10.1017/CBO9780511733031.013

Syllabus of the Course Teaching English for Specific Purposes – UNAD

https://campus115.unad.edu.co/ecedu55/pluginfile.php/8638/mod_hvp/intro/Co
urse%20Syllabus%20Teaching%20English%20for%20Specific%20Purposes.pd
f? time=1659487794649