What does ESP stand for?, English for Specific Purposes, English for Standardised Practice, According to the textbook, what should a teacher do if they know nothing about the students' specialist field (e.g., nuclear engineering)?, Spend weeks learning nuclear physics first, the teacher knows English, students know the topic, Only teach general English and ignore the topic, What is the first and most essential step when starting an ESP course?, A needs analysis, Testing the students' general English, Which of the following is typically included in an ESP needs analysis?, What the client uses English for, Background information, English level, What is a "pre-experience" Business English course?, A course for students still at school or college, before they begin work, A course about business travel only, A course that focuses only on grammar, Which of the following is typically included in a basic Business English course?, Making presentations, Studying classic literature, What is the main advantage of an in-service Business English course?, It is always free for students, It can become much more tightly focused onto real and immediate needs, It never requires homework, Which method brings real work content into an in-service Business English classroom?, Memorising the dictionary, Getting students to prepare and give presentations about their daily work, What is a common problem with in-company courses?, Students are too motivated, Late arrival and absenteeism, Too much homework, According to the textbook, who must take the course seriously first for it to succeed?, The company (training manager), The teacher, What is the most crucial factor for a successful one-to-one business course?, Rapport (the relationship between teacher and student), A large classroom, How should a teacher plan a one-to-one business course?, Create the course lesson by lesson rather than entirely in advance, Plan the entire course in advance on day one, What does "reformulate as a correction strategy" mean?, Ignore all student errors, The teacher does the same task in their own way; the student takes notes and tries again, Write down every error and give a grammar test, Why should teachers not worry about silences in one-to-one lessons?, Silence means the student is bored, Silence is thinking time and adjusting time, The teacher should fill every silence with talking, What does EAP stand for?, English for Academic Purposes, English for All Purposes, What is the typical age range of most EAP students?, 16–20 years old, 30–40 years old, 50–65 years old, What is "common knowledge" in academic writing?, Information that only the teacher knows, Information that is widely known and found in many sources, Any fact from the internet, What should a student do if they are unsure whether something is common knowledge?, Add a citation – it is safer to cite than to risk plagiarism, Ignore it, In some educational cultures, how is plagiarism often handled when discovered?, Students are immediately expelled, Students deny it and the matter is swept under the carpet, What is the key message EAP teachers must communicate to students about plagiarism?, What worked in their previous education may lead to failure or expulsion in a new academic culture, Copying from the internet is always safe, What is the key principle for teaching very young learners (pre-school and lower primary)?, Reflect the kind of work done in the rest of their school day – but in English, Use the same methods as for adults, Which activity is suitable for very young learners?, Reading a chapter from a novel, Singing action songs like The Wheels on the Bus, Completing a grammar worksheet, Should teachers worry too much about children's accurate production at the middle primary level?, No – aim initially for listening and understanding, Yes – accuracy is everything, What should teachers do instead of just talking to middle and higher primary learners?, Use pictures, models, videos, board drawings, and toys, Talk louder

Teaching different classes

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