Introduction

Vocabulary represents a crucial component in teaching English syllabus; that’s why, it

should be taught in a well-planned and organized method. A good mastery of words

knowledge is essential for English learners to produce and communicate effectively,

especially for those who learn for specific purposes. Thanks to the emergence of new

approaches that highlight the learner’s needs and autonomy in the process of acquiring

English language in relation with their field of study, ESP has gradually developed to

facilitate vocabulary learning in each targeted field. “It is wise to direct vocabulary learning to

more specialized areas when learners have mastered the 2000-3000 words of general

usefulness in English” ( Nation….citation needed. Accordingly, language acquisition would

be most effectively mastered if it were embedded with the learners’ field of study. To help

ESL improve their comprehension, it is very essential to teach these primary specialized

vocabularies and their meanings in a way that allows them to retain them for a long time.

Accordingly, the students’ poor comprehension of their English test is due to the lack of

specialized vocabulary knowledge. It is the reason why teaching vocabulary especially in ESP

courses is becoming a challenge for both English Language Teachers and learners. Though

ESP has known a great launch in English teaching sphere, nowadays teachers still encounter

some difficulties in teaching vocabulary to high school students in conformity with their

specific fields of study. That’s the case with the most of English learners in the Algerian high

school who know very little about many core words which are frequent and very important in

their discipline. The Algerian high schools ‘curriculum lacks diversity in topics that may

activate their knowledge linking it with vocabulary acquisition especially in scientific stream

classes. Most of the texts involved in the English textbooks are limited with certain topics that

do not meet all learners’ needs, preferences and learning styles. Likewise, they find

themselves limited to certain subjects such as history economy and education in a way that
makes them less enthusiastic and active in classroom when acquiring the same general words.

This deficiency of technical vocabulary in the texts provided by the textbooks makes the

learners unable to grasp the new items from a specific context related to their major. The

purpose of this research work is to highlight the importance of implementing ESP

terminology in Algerian high school textbooks in accordance with the students’ mainstreams

and areas of interests so as to pave the way for future studies in their chosen technical major.

In addition, this study aims to give a prompt to curriculum specialists and stakeholders to

design suitable instructional materials, learning strategies and appropriate techniques to

facilitate the acquisition of ESP vocabulary. To achieve our aim form carrying out this study,

I put forward the following research questions:

What is the importance of using ESP vocabulary to teach English in high schools according

to the students’ mainstreams?

How ESP vocabulary benefits the students in their English classes and their future studies

in university where they will have a definite major?

How can English teachers implement ESP vocabulary in their courses, lesson plans and

activities?
 Chapter One:

This chapter presents the literature review of the importance ESP vocabulary teaching in

high schools. We will first define ESP, state its importance and history and explain how it

comes to be considered as one the main fields in nowadays courses, then talk about both

vocabulary as a skill and teaching vocabulary to ESP learners as well. The shift in teaching

English from the traditional trends and methods to the modern ones like CLT (communicative

language teaching) led to the emergence of ESP. Accordingly, ESP has become one of the

substantial areas of English teaching, and has received increasing attention during these years.

Almost all educational institutions all over the world have ESP courses with the aim of

teaching the kind of English vocabulary that the students may confront in their field of study..

In the literature of ESP, many scholars have pointed out the importance of vocabularies for

ESP learners and suggested the ESP teacher to use different strategies to handle this issue. For

instance, Akbari & Tahririan (2009) have asserted that students in an ESP context frequently

encounter unknown words in text material and they urgently need to adopt some deliberate

strategies to facilitate long-term retention of word meaning.

Definition of ESP:

Defining ESP has proven to be problematic to most of the researchers and “producing a

simple definition of ESP is not an easy task”(Strevens,1987:109). It is the reason why many

definitions of ESP were provided by many scholars. According to Mackay and Mountford

(1978: 2) “ESP is generally used to refer the teaching of English for a clearly utilitarian

purpose.” That is to say, English language is being taught in real situations so as to give the

learners a chance to link what they acquired with their needs in their profession by helping

them to acquire new specific skills in language. Anthony (1997: 9-10) argued that “some
people described ESP as simply being the teaching of English for any purpose that could be

specified. Others, however, were more precise describing it as the teaching of English used in

academic studies or the teaching of English for vocational or professional purposes”. This

indicates that, ESP main goal is to help EL to build up and promote the necessary skills and

capacities related to their field of inquiry, profession, occupation and workplace. Hence in

ESP, “language is learnt not for its own sake or for the sake of gaining a general education,

but to smooth the path to entry or greater linguistic efficiency in academic, professional or

workplace environments” Basturkmen (2006: 18).

ESP Movement Origin:

According to Hutchinson and Waters, there were three reasons that led to the emergence of

ESP movement. After the WW1 an enormous expansion of technology, economical progress

and commerce necessitated people around the world to acquire English language for the sake

of getting access to technology products in commerce fields especially. (Hutchinson & Waters

1987,p 06).Later on , after the outburst of the economy and technology, a shift emerged from

describing language usage including grammar and simple rules to exploring the context in

which language is being used to communicate. As a result, new characteristics of English use

evolve among various group of learners that started using English for specific needs that

differ from one situation to another (Widdownson, 1978).Besides, a great emphasis on

learners needs came into light causing English for specific purposes courses to develop in

relevance with learners ‘interests and preferences so as to motivate them and facilitate

learning English. (Rodgers,1969). To sum up, the combination of those three paramount

factors led to the emergence of ESP in order to cope with the late progress in economy,

linguistics and psychological education.

ESP Characteristics:

Stevens (1988) identified ESP characteristics as follows:

It is related in content to particular disciplines, occupations and activities. It is not taught

according to any preordained method.

Evans and John (1998) modified Strevens’ characteristics to form their own, they offered a

modified definition as follows:-

1. ESP is defined to meet specific needs of the learner.

2. ESP is centered on the language, skills, discourse and genres appropriate to these activities.

3. ESP may be related to or designed for specific disciplines.

4. ESP may use a different methodology from that of general English.

5. ESP is likely to be designed for adult learners either at a tertiary level institution or in a

professional work situation. It could, however, be for learners at secondary school level.

6. ESP is generally designed for intermediate or advanced students.

Types of ESP:

According to Carter (1983), there are three types of ESP:

1. English as a restricted language: The language used by air traffic controllers or by waiters

are examples of English as a restricted language.

2. English for academic and occupational purposes: English for science and technology(EST),

English for Business and Economics(EBE), English for social studies(ESS), English for

academic purposes(EAP), and English for occupational purposes (EOP).

3. English with specific topics: This type concerned with anticipated future English needs of,

for example, scientists requiring English for postgraduate reading studies, attending

conferences or working in foreign institutions.

“The difficulties which the students encounter arise not so much from a defective knowledge

of the system of English, but from unfamiliarity with English use, and that consequently their

needs cannot be met by a course which simply provides further practice in the composition of

sentences, but only by one which develops a knowledge of how sentences are used in the

performance of different communicative acts.”(Allen and Widdowson,1974). From this

passage we deduce that ESP main concern is not only language use description but also

language learning processes descriptions in different contexts and situations. So, it’s crucial to
distinguish between language use at the level of the sentences and language different

interpretations according to the context in which it is used.

Conclusion:

In a nutshell, ESP has been proven to be so crucial that it became a necessity to make it part

of the English teaching curriculum for EFL.It evolved gradually throughout history due to the

growth of English learners needs which became the center of designing methods and

techniques that best work to cope with it effectively by making use of ESP field.

Part Two:

Vocabulary Teaching:

Basically, vocabulary learning and teaching represents a great challenge for both the

teachers and the learners due to the minimum focus put into the importance of regular

instructions and tasks that may lead to enhancing its knowledge. In this chapter, we will be

discussing the way vocabulary should be taught and learned using some applicable methods

and strategies both as a skill in general and as a crucial component in ESP field.

Widdowson points out that every language learner should start first from the primary stage

which is represented by the whole words gathered to form meaningful grammatical utterances

by stating , “ The more one considers the matter,the more reasonable it seems to suppose that

lexis is where we need to start from, the syntax needs to be put in the service of words and not

the other way round.”( Widdowson to Lewis,1993,115).

McCarthy (1990, p. viii) also mentioned , “No matter how well the student learns grammar,

no matter how successfully the sounds of L2 are mastered, without words to express a wider
range of meanings, communication in an L2 just cannot happen in any meaningful way”

(McCarthy 1990, p. viii).

From the two definitions mentioned above, we can assume that vocabulary has become an

important sphere in teaching English language for both general uses and specific purposes; as

a result, a wide variety of techniques and methods based on specific approaches has emerged.

Linguists have developed some techniques and methods to teach first English vocabulary in

general then for specific purposes in the targeted field chosen by students in high schools.

However, we need first to classify the ESP vocabulary into categories to facilitate the process

of choosing the right techniques that best match with the learner’s ability of grasping and

preferences linked with their field of studies. According to Hatch and Brown (312) special

lexical items are found in every field chosen by learners, and abstract concept are being

covered by particular vocabulary in each profession. To put it another way, Kennedy and

Bolitho (56-58) identified three distinct categories of ESP vocabulary that differs from one

field to another as follows:

 Technical Abbreviations, Symbols and Formula– they represent a challenge

for teachers to explain. Teachers start often with their form and they move on to their

meaning; and students should practice them in both speaking and writing.

 Sub-technical vocabulary – words which are not directly a part of specific

technical branch, but they occur generally in scientific and technical texts – e.g. lava , ultra

violet rays ,homoeostasis..etc.

 Highly technical vocabulary –words that have a close thematic relationship

and belong to a certain technical field.

 Selecting Vocabulary:
 The initial step to start teaching vocabulary is selection of words that teachers or instructors

want their learners to acquire and that best match with the unit they are dealing with. This

process of selection according to Gairns and Redman (59) depends on some cultural reasons,

learners needs and levels since these criteria pave the way to explore the inalienability of

learners and teach-ability for the instructors. This is why most of teachers start with concrete

words that are easier to be learned by students especially when being illustrated or found in

their educational setting like chair, copybook, board ...etc. Then later on, they move to more

complicated words called abstract items that require some extra efforts, teaching materials or

visual aids that suit the words meaning. For instance, the word ‘resistance’ signifies in

medicine the immunity of the human organism against diseases while it refers to opposition

in military context as it refers in physics to the material opposition to an electrical current.The

best way from which teachers can start to teach new items is to prepare a words list that cover

all the items that they are expected to teach to their learners in relation with the unit they are

studying. Accordingly, learners will have a systematic reference that illustrates the main

academic words they need to grasp and use in a relevant context. Teachers may also use

concordances; i,e, the context of the words that learners may cross in real life situations

outside the classroom, such as collocations idioms ,words family members, homonyms,

synonyms and grammatical patterns. “The use of concordances can challenge the learners to

actively construct generalizations, note-patterns and exceptions” ( Nation, 2001:111).

 Presenting Vocabulary: Teachers and instructors tend to introduce new vocabulary

to English learners using myriad of techniques to insert not only the form and the

meaning of the new lexis but also its usage in different contexts. Choosing the right

method to do so is up to the teacher first who must be aware of his students ‘learning

styles and their preferable acquisition way. Moreover, the topic is necessary when it
 comes to learn new words since they should be presented within a given context that

helps the learners to both learn and use the words inside and outside the classroom.

According to Gairns and Redman (73), there are some traditional methods and techniques

used to present new vocabulary:

 Visual Techniques:

Visuals – photographs, flashcards, blackboard drawings, pictures, videos, wall charts,

pictogram and real objects; they are useful for teaching concrete words.

Demonstrating: mime/facial expression and gesture – useful for teaching action verbs.

 Verbal techniques:

Illustrative situations(oral or written) – this technique is helpful when the words are more

abstract using for instance role play games or situations of integration.

Synonyms and antonyms– using the words students have already acquired to insert them in

their memory and learn other words that are closed in meaning.

Definitions and explanations– appropriate for intermediate learners. To make definition of

words can be difficult, especially at elementary levels.

Scales – if students know 'wide’ and ‘vast’', for example, other steps could be to teach

‘stretched’ and ‘magnificent' etc.

Examples of the type– give examples of words you want to introduce.

Translation –it is a common activity used for presenting the meaning of a word in classes.

Guessing from the context, matching/labelling– learners match words to words or

sentences or pictures. It belongs to so called discovery techniques; they activate the learner’s

background of a previously acquired language terms and initiate the activity given with the

new vocabulary.
  Vocabulary Practice:

The vocabulary practice is divided into two categories controlled and free .The teachers

make a decision first whether they want to focus on accuracy(controlled practice) that requires

the learners to produce certain structures in a given pattern or fluency(free practice) used by

teachers to ensure that the learners will be able to use the new vocabulary to communicate in

the classroom using some situations of integration from real life.The vocabulary practice is

best exemplified by a sum of activities that not only foster fluency but also promotes

pronunciation and give the learner the opportunity to retrieve the words he learned and stored

in his memory so as to communicate properly.These practice activities are divided into two

main groups: receptive and productive.

 Receptive practice (the learner does not really produce the target words) includes

these types (Thornbury 94-99):

1) Identifying –means finding words in a text or listening script, e.g. underline specific words

or expressions in the text, or tick, put in the correct column or list items that you hear.

2) Selecting – meansrecognizing words and making choices among them, e.g. circle the odd

word in the line.

3) Matching– includes recognizing words and then finding theirsynonym,antonym,definition,

pictures to words etc. It can be intended to matching parts of lexical items to create

collocations (there is a very popular memory game based on matching calledPelmanism).

4) Sorting– putting the lexical items into different categories, e.g. put these adjectives in two

groups – positive and negative.

5) Ranking and sequencing– putting the lexical items in some kind of order, e.g. ordering

items chronologically, ranking items according to personal preference etc.

the vocabulary teaching,) it involves (Thornbury 100) both completion and creation.

- Completion tasks (context is given), often called gap-fills, are widely used not only in

practicebut also in revision stages. They include open gap-fills or closed gap-fills

(multiple choice activities), crosswords,

-Creation tasks: the learner uses the word in a sentence or a story, in writing, speaking or

both forms, he may also use affixes to build new naming units from given words.

 ESP Vocabulary Teaching:

According to Hutchinson and Waters, (1987) ESP should be seen as an approach to

language teaching to facilitate the learning process of the technical words that English

learners need in their future majors. Likewise,the prior researches have propelled to the

forefront ESP vocabulary necessity to develop a wide range of academic skills like analyzing

research papers, thesis or dissertations in some specific fields,writing academic papers and

giving oral or written presentations about many different areas of research. Frequently,

instructors focus on both academic and semi technical vocabulary which are both given a

certain priority. According to Dudley-Evans and St John (1998:83), this type of vocabulary

not only is used in general life contexts but also has a higher frequency of occurrence in

scientific and technical descriptions and discussions. For instance we have some general

vocabulary on which teachers should focus since they may be encountered by learners in

some particular scientific contexts such as:

. academic: experiment, study, standard, ethics ,period and order

. medicine: overload, immunity, chronic, treatment, fluid and therapy.

. verbs: report, control, convert, receive, give and randomize

- computer science:browser, program, log, hypertext and internet.

 Conclusion:

ESP has become a widely used and necessary sphere in teaching English.The reason

why;the demand for the teaching of English for clearly stated purposes necessitate from

language teachers to take into consideration the specific demands imposed by the learner’s

personal needs and special study fields.

In this part of the research paper, i will be suggesting some texts taken from ESP

vocabulary in use books from different fields to be implemented in the third year high school

textbook.I will also provide some extra activities accompanied with the text that best cover

myriad of skills and vocabulary related to the units of the textbook.

 The method of collecting data:

I have chosen the method of evaluation in order to collect data and analyze the given texts and

activities in the third year secondary school textbook.(Provide a definition of evaluation.

 The textbook Description:

The third year textbook of the Algerian secondary school “New Prospects” has six units that

cover different topics according to the student’s streams. Concerning the scientific stream,

there are three units as follow: Ethics in business, Safety first and advertisement and finally

astronomy. My aim is to suggest other texts from In use series of the global books Cambridge

that target the different scientific subjects so as to motivate learners to acquire technical ESP

vocabulary in accordance with their areas of study.First i did an analysis of the textbook and i

found some sections that are not that interesting in terms of the vocabulary they cover that

should be directed toward strengthening their technical words knowledge about the main

theme of the unit.

2.1. Linguistic objectives:

Business / Physics / Computer S / Engineering vocabulary in Use is a combination

thematic/topic-based and semantic syllabus. I have chosen to use the texts provided with

some activities in these books to present the technical vocabulary in the topics related to the
units of the textbook for the branches available in the secondary school. I have also designed

some activities that provide the learners with the different words interpretations in both

general and technical use keeping the same reading passages in the textbook. These practical

exercises provide a better understanding of the basic meaning of unfamiliar new words and

how to use them in appropriate contexts and collocations and easy-to-understand definitions.

They will also help students o extract information from the written texts including a variety of

skills connected, above all, with the content of a reading course. Among the most important

skills is the capability to understand the main idea of a passage (skimming). Further skills

involve the ability to find quickly specific information (scanning) and intensive reading to get

details.

The suggested text:

In Unit 02 Ethics in Business: Page 57 Take a break: omit this part and replace it with

the text and the activities below.

An Extract from Business vocabulary in use (Cambridge professional

English).I suggest to add it on unit two named Ethics in Business page 59 instead of “Take a

Break” in order to foster and cover the unit vocabulary about the different issues in the

domain of business. In addition to the this text below the activities that come with it help the

teacher to engage the students in the learning new technical vocabulary that help them to

guess the different contexts in which they are used.

Fraud and Embezzlement:

'I'm Sam Woo. I've been a fraud squad detective for20 years and I've seen a lot! Once, a gang

counterfeited millions of banknotes in a garage. We found US$10 million in counterfeit

notes. They were very good quality. Counterfeiting or forgery of banknotes was a problem,
but now all the forgers are in jail. Faking luxury goods like Rolex watches was also a

problem, but we're working hard to close workshops where fakes are made. There have been

bad cases of fraud where someone offers to lend money, but demands that the borrower pays a

"fee" before they get the loan. People can be stupid. And there's embezzlement, a type of

fraud where someone illegally gets money from their employer. One accountant sent false

invoices to the company he worked for, and paid money from his company into bank

accounts of false companies he had "created". He embezzled $2 million - quite a scam. There

used to be a lot of racketeers demanding "protection money" from businesses. If they didn't

pay, their businesses were burnt down. Money laundering, hiding the illegal origin of

money, is common - gangsters buy property with money from drugs. When they sell the

property, the money becomes "legal". But banks now help by telling us when someone makes

a large cash deposit.'

 Activities provided with the text:

1/ Read the text and find synonyms of the words written in bold. Try to guess from the

context using one word or a sentence.

Fraud Squad= police department that investigates fraud Embezzlement= theft of funds

Forgery= fraud

Goods= products Banknotes= money cash Invoices= bills

Racketeer= a person who engages in fraudulent business Money Laundering= concealing

the source of illegally gotten money

2/ Read the words given in the table below and find their collocations:
 Words Usage Collocation Nouns Adjectives Verbs

Preposition

Quality Goods/Service Of Control Redeeming Maintain enhance

Audio/Food assurance elusive great good improve affect

standards

Origin Species/nature Of / In / by / Common ancient Trace investigate

industry economy unknown share

Property Economy biology Of Market price Physical personal Hold own value

chemistry boundary
Medicinal Buy acquire

 Interpretation:

The text given begins with a presentation of vocabulary from a given topic related to the

unethical practices in business ( Fraud and embezzlement) . The important words are

selected and identified by bold type. After the text, some key definitions that may help the

learners to grasp the general issue of the text are added. Likewise, students are expected to

take notes of the vocabulary relevant to their technical area which is business here. In this way

a student is actively involved at this presentation phase. For this reason is used collocations

activity. It is highly recommended to train students to use correctly strong collocations that

show an excellent command of English language for Specific Purposes. Collocations are very

common in business settings when certain nouns are routinely combined with certain verbs or
adjectives. For example, draw up a contract, set a price, conduct negotiations, etcNot knowing

collocations may lead to wrong word combinations that may not be understandable.

Section Two:

Unit Three Safety First: Page 115

Suggested After Reading Activities :( How is your Energy Balance?

Activity one: I suggest using the words semantic maps activity. This activity induces the

learners to activate their previous words knowledge and make efforts to link them with the

word that generalizes all of the suggested items. The instructions of this activity can be

formed as follow: Read the words in bold type in the text then suggest some others that have

relationship below.

•Capacity
Energy •Fuel/ Electricity /radiations/Gas
• Environement sun wind water biomass

•Security
Security •Safety

• instructions
System • scheme
•Rules
The same unit:

Activity Two:

Page 117 : the passage Health warning

In this activity students are supposed to fill in the blanks with too much, too few and too

many. The key terms in this text are diabetes, sun rays, polio disease, overweight, radiations,

skin cancer, beriberi disease,B12 vitamin, immunity, Anaemia , poor eyesight and blood cells.

My concern is to focus on these terms so as to teach the learners how to make use of these

technical words in the other scientific subjects they study. I suggest to supplement an activity

where students have to classify the words mentioned above according their own categories

after guessing each word definitions using synonyms explanations, examples ...etc.

Diabetes → a condition or disease where the body can’t use glucose normally.

Polio disease →infantile paralysis where the muscles suffer from a hard weakness that

the body cant move.

Skin Cancer →you can mention skin cancer types (Carcinoma, Basal cell....)

Anaemia → lack of hemoglobin red blood cells

Beriberi disease → caused by Vitamin B1 deficiency.it caused inflammation if nerves and

heart failure.

Immunity →the ability of the organism to resist again infections and diseases.

Red blood cells → transfer oxygen and nutrients

B12 vitamin →it maintains healthy nerve cells and it helps to produce DNA
Explanation :

The two activities above are one of the most favorable clues to help learners to acquire the

different technical meanings of one word. The learners will be able to cover the different

glossary items of one single word. Sometimes they cannot guess each word’s definition; that

is why, it is necessary to use the glossary words that have relationships with the word

provided instead of giving directly its meaning. Accordingly they will cover most of the

technical words related not only to the unit but also to their specialized field of study. It helps

them also to imagine the different concepts and items that can be put under each word

cluster.For example the word “energy” is often encountered by students in different fields ;the

fact that will help them to deduce its miscellaneous uses in various areas of research. Coming

to the second activity,sorting or categorizing can also support the teacher’s aim to use ESP to

teach vocabulary.When they do so using the technical words they will able to grasp more than

the word itself but also its category, type,use ,function and so on forth.

Section Three:

Unit Four: Keep Cool!

Description of the unit:

In this unit learners are expected to distinguish between facts and opinions and raise their

awareness about the negative effects of the different interpretations of humour. The learners

should be able to discriminate, contrast and compare the different ways in expressing

emotions and feelings in different cultures. A closer look to the reading passages, however,

reveals a number of gaps and shortcomings concerning the scientific stream side. The unit

content is more suitable to the literary stream students since the subjects being tackled are

more about culture, myth and history. The first reading passage is about feelings in both
British and American culture while the second reading passage is about a story called a

unicorn in the garden. After reading them and analyzing the whole vocabulary covered in this

unit, i suggest two other reading passages related to the engineering and physics subjects that

students encounter in their courses.

Alternative suggestion:

I suggest replacing this unit topic with another which targets the civil engineering students in

high school. Regarding the fact that the whole content of the textbooks lacks such variety of

subjects that attract civil engineering students. it is necessary to take their area of study into

account. To begin with, i looked over the third year engineering program in secondary school

so as to suggest reading passages that have relationship with the subjects their curriculum

covers.

Professional English in use Engineering:

Motion and simple Machines: Page 78

Getting started:

Before reading:

1- Look at the pictures below and describe what you see

2- What is acceleration according to you from the pictures?

3- How do you know that a person or a vehicle is accelerating?

4- Does force or mass influence the speed of a moving solid? and how?
Acceleration and motion

If an object is at rest (not moving) and is free to move (not fixed), an external force-a

force from outside -will make the object accelerate. This means the velocity of the object (the

speed of its movement in a given

Direction) will increase. Velocity is measured in meters per second (m/s). If acceleration is

constant-that is, if the rate of acceleration remains the same-it is measured as the increase in

velocity (in meters per second) that is achieved each second. The unit of acceleration is

therefore meters per second per second - stated as meters per second squared (m/s2).

If an object is in motion (moving) and is subjected to an opposing force-that is, one

acting on it in the opposite direction-the object will decelerate. As with acceleration,

deceleration is measured in m/s2. If something moves in a straight line, we say its movement

is linear-a car accelerating and driving along a straight road is an example of linear

acceleration and linear motion.

On earth, acceleration due to gravity is roughly 10 m/s2• In other words, if an object is

dropped and left to free fall, its velocity will increase by 10 m/s every second (not allowing

for air resistance). Acceleration and deceleration, such as that generated by aircraft and cars,

can be compared with acceleration due to gravity. This relative measure is called G-force (G

stands for gravity). An acceleration of 10 m/s2 is measured as 1 G, 20 m/s2 as 2 G (or 2 Gs),

and so on.

Activities associated with the text:

1- Complete the table below then check you answers with your classmate. You can use the

dictionary
 Noun Adjective Verb Meaning

rest restful rest Not to move

acceleration accelerating accelerate Move faster

Motion motional move Change position

linearity linear No verb Move in straight line

generation generative generate Create/bring forth

drop dropping drop To fall vertically

Resistance resistible resist Opposing force

2- Match the words in the left with their associated words on the right.Then use them to form

illustrative sentences

1-Velocity A - change of position

2- Acceleration B - Friction acting in the opposite motion of any

object

3- Gravity C - Speed = Distance / Time

4- Air Resistance D - measured by meter per a second

5- Motion E - an earth force that alter any body speed and

trajectory

3- Read the text again and summarize it in few sentences using some words from the two

activities above.
The second reading passage:

Concrete

Concrete mix design:

Cement is a key material in construction. It consists of a very fine powder. When water s

added to cement, a chemical reaction occurs, and the cement begins to set - it starts to become

solid. The most widely used cement-based material is concrete, which is made from cement,

fine aggregate (sand), coarse aggregate (gravel) and water. After concrete has set, it needs

time to reach its structural strength - the strength needed to perform effectively. Generally,

engineers consider that this strength is reached after 28 days - a point called 28-day strength.

Concrete mix designs, which are specified by engineers, state the proportions of cement,

fine aggregate and coarse aggregate to be used for specific structures. For example, a 1:2:4

(one-two-four) mix consists of one part cement, two parts fine aggregate and four parts coarse

aggregate. For mixing precise quantities-known as hatching-proportions are measured by

weight. Mix designs also specify the water-cement ratio - the amount of water added relative

to the amount of cement used. Excess water reduces the strength of concrete, so the quantity

of water is kept to a minimum. But as drier concrete is more difficult to work with, an

additive (added chemical substance) called a plasticizer is often used. This helps the concrete

to flow more easily. Other additives can also be used-for example, a retarder may be added

to delay setting, which gives workers more time to pour (place) the concrete.

Activities associated with this text:

Find words and expressions in the text to match the descriptions (1-10).

1 -gravel used in concrete = coarse aggregate

3 -powder that enables concrete to set = cement

4- mixing concrete accurately = batching

5 -Move steadily and continuously= to flow

6-affects the wetness and strength of concrete = water cement ratio

7 -different types of chemical put in concrete = additives

8- allows concrete to stay wet for longer = retarder

9- makes drier concrete easier to work with =plasticizer

10-Turns to hard and solid or semi solid state= to set

Interpretation:

The practical exercises I designed aim to revise, consolidate, exploit and reinforce the

main features of the unit that cover most of the technical vocabulary that students are

expected to acquire. I tried to make the texts suggested diverse in terms of the technical topics

that students tackle in other subjects. That’s why after I analyzed the last unit “Keep Cool” , i

suggested to replace It with another unit related to engineering and physics fields. The first

text target initially physics subject that is about acceleration and motion. All of the words

mentioned in the text are encountered by students in their main field of study. Likewise they

will be more engaged and familiar with the processes in texts that they have already seen in

their current or previous curriculum. The second text is about concrete used in construction

which is one of the most prominent subjects that engineering students deal with in third year

secondary program. The objectives i set for activities suggested with the texts are mainly
about draw the attention of students towards the different technical meanings and signification

of English vocabulary.

 Language functions:

I focused on two functions that third year students of English are intended to learn

through the different types of activities that aim to teach both general and technical

meanings of vocabulary.

Static description: includes the use of language to describe properties, characteristics

or attributes of materials, devices, theories, diseases, phenomena..etc. Ex: “If an object is

in motion (moving) and is subjected to an opposing force-that is, one acting on it in the

opposite direction-the object will decelerate.”

Dynamic description: involves the description of relationships between a series of

events or

processes. Ex: Polio disease →infantile paralysis where the muscles suffer from a hard

weakness that the body can’t move.

The following points provide examples of some functions (types of exercises) covered in the

texts suggested with the activities provided.

 Defining:“Cement a key material in construction”

 Exemplifying: Acceleration and deceleration, such as that generated by aircraft and

cars,

 Expressing function: a retarder may be added to delay setting, .

 Expressing purpose: which gives workers more time to pour (place) the concrete
 Describing measurements: The unit of acceleration is therefore meters per second per

second.

Teacher’s Role:

The teacher´s role should be eminent in teaching vocabulary using ESP. The teachers

should give the learners a chance and space to figure out words ‘meaning and lexis by

allowing them to be part of the appropriate learning materials, aids and initiating activities.

However, because of the students levels in terms of the technical words meanings and their

use , there are mostly expected situations when teacher-centered learning has to be given

priority. Firstly, in situations when the new vocabulary is expected to be extremely difficult

for students, or when the meaning of key words cannot be deduced from the context, selected

items should be presented and explained through the pre - teaching activities before students

start to read the given technical text. It is also necessary for the teacher to do a

summary/revision of the unit to cover the main vocabulary or other main points learners are

expected to see; e.g. technical meaning or definition. In addition, teachers can think out

further examples or exercises to explain some problems or practice vocabulary.

The student´s role:

Since most of the students would not be familiar with all of the topics technical terms ,

teachers have to make sure that students grasp both new vocabulary and new technical

information. Besides, students should be stimulated to raise their curiosity and interest about

information from the branch they study or prefer. The tasks are designed to involve the

students actively in the process of gaining the new information. This corresponds with the

idea that they are reading texts for the sake of learning both general vocabulary technical

terminologies. The aim of using ESP is also to teach students how to work with the technical
texts in order to reach a high level of understanding and vocabulary luggage to manage

different tasks in their future careers.

Sample Lesson Plan:

Sample lesson plan is made for Unit four which i suggested to replace with another unit that

targets engineering and physics students in high school. The text is Acceleration and Motion.

Lesson Plan

Topic of the text: Acceleration and Motion

Date:04/ 09/2018 Length: 1 hour´

Class: 3rd year secondary school students Target level: intermediate

School/course: Algerian high school - English -

Material used: Syllabus Topic 4, whiteboard + markers, , bilingual and monolingual

dictionaries (e.g. Oxford Advanced Learner´s Dictionary of Current English)

Skills: Vocabulary and reading

Aims:

 to present and study new technical vocabulary.

 to introduce vocabulary in connection with pictures and realia (tapes)

 to practice the pronunciation of the new technical words..

 to develop both: ESP vocabulary and knowledge about the field of physics.

 Assumptions:

- Students are ready to share and co-operate.

- Students have some experience with physics phenomena, laws and rules.

- Students have some experience with doing practical activities in the textbook

(matching, filling in the gaps and labeling pictures.

- Students are technically minded.

- Students should be encouraged by the topic which is known to them.

- Students´ knowledge of physics laws f motion and measurement will be boosted through

English vocabulary.

Stages and Procedures:

Stage 1: Warm up

Aim:

- introduce the unit using a video or pictures from which students are expected to deduce

the main concepts.

- Ask students question about Newton physics laws of motion.

Stage 2:

Pr-reading phase:
 - Ask them to look at the pictures provided before reading the text.

- Ask them to write some notes about the pictures subject individually then exchange

drafts to work in pairs.

Stage 3: Vocabulary Introduction

Aims:

- introduce new technical vocabulary and activate their previous background about

physics laws.

- Introduce also both general and specific meaning of some words.

- Present the new vocabulary with reference to the unit main theme

- Explain these words without giving the exact word that refer to their meaning

- Ask the students to guess their meanings from the teacher’s explanation or use the

dictionary.

Stage 4:

Post Reading Phase:

Aims:

- Ask students to read the text silently

- Students extract the new difficult terms that they could not understand

- Teacher explains those words in context related to the technical theme of the unit.

- Students check their answers of the arm up questions.

- Teachers check their answers and correct in the board.

Stage 5:

Practice:

Aims: Consolidate ESP vocabulary by practicing new words in context and use these

words in appropriate sentences to write a good summary. Activate both general English

knowledge and its technical use.

Procedures:

- Students summarize the texts using the new words they acquire or their synonyms.

- Teachers asks students to suggest any other physics law or theory they know and

matches it with pictures if available.