The Role of English in Times of Change: Rethinking The Curriculum For Bi-National Centers in Brazil M. Angelica M. Da Costa Portland State University

CURRICULUM FOR BINATIONAL CENTERS IN BRAZIL 1
The Role of English in Times of Change: Rethinking the Curriculum for Bi-national
Centers in Brazil
M. Angelica M. da Costa
Portland State University

Contents
1. Introduction...................................................................................................................................... 3
1.1 My Personal Motivation........................................................................................................................ 3
2. Theoretical Grounding................................................................................................................... 6
2.1 What is ESP (English for Specific Purposes)?................................................................................. 6
2.2 ESP (English for Specific Purposes): Its Origins............................................................................ 7
2.3 ESP (English for Specific Purposes) in Brazil and its implications in pedagogy and
foreign language teaching........................................................................................................................... 9
3. The Curriculum.............................................................................................................................. 11
3.1 Teaching Context.................................................................................................................................. 11
3.2 Environment Analysis......................................................................................................................... 14
3.3 Needs Analysis based on the Target Situation Analysis and General Curriculum Goals 18
3.4 General Guiding Principles............................................................................................................... 21
3.4.1. Content and Sequencing............................................................................................................ 21
3.4.2 Format and Presentation........................................................................................................... 22
3.4.3 Monitoring and Assessment...................................................................................................... 22
3.5 Curriculum Development Rationale.............................................................................................. 23
3.6 Scope and Sequence............................................................................................................................ 24
3.6.1 How to Read the Scope and Sequence Chart........................................................................ 25
4. References....................................................................................................................................... 33
5. Appendices and Supplemental Materials.............................................................................. 36
5.1 MA TESOL Final Project: Interview Questions............................................................................ 36
5.1.1. Appendix A: Informed Consent Forms: School Staff........................................................36
5.1.2. Appendix B: Questionnaire for Course Coordinator and Advisor................................41
5.1.3 Appendix C: Questionnaire for Advanced- level Class Teachers...................................43
5.2 Curriculum Template.......................................................................................................................... 46
5.3 Lesson Plans.................................................................................................................................47
1. Introduction
1.1 My Personal Motivation
As a student and professional in Brazil, I experienced the political and
socio-economic changes the country has gone through in the last decades. The
Brazilian educational system has slightly evolved due to great educators like
Paulo Freire, who dared to bring out the decay of the countrys infrastructures,
and the need to fight poverty, illiteracy, and human exploitation to promote
development. In the 60s and 70s, during the time of militarism in Brazil, the
educational system played an important role in maintaining oppression.
Educating people was not a priority. On the contrary, keeping people illiterate
and oppressed was convenient for the government. Those Brazilians who were
fortunate to go to school acted like patient listeners; they were not stimulated to
think critically because critical thinking leads to intervention and transformation.
Regarding foreign languages, French (which was considered a
conservative language with respect to global culture and politics) was prioritized
in schools. At that time, English symbolized counterculture and social revolution
which went against the conservative militarist paradigm. Students who wanted to
learn English had to pay for private courses. However, the political and foreign
language education policies have changed, and these days English is compulsory
at secondary (age 11+) and high school levels (age 15+), totalling 7 years of
instruction. Unfortunately,despite the length of instruction, it is not effectively
done. Students leave high-school with no competence to use English for

academic or professional purposes. This situation is aggravated by recent
legislation that requires Spanish to be compulsory in high school. The relation
established by MERCOSUL (an economic and political agreement among some
countries in South America that stimulates free trade and the fluid movement of
goods, currency and people) was one of the aspects that favored the
implementation of a law which puts forward the obligator teaching of Spanish
language in Brazilian high schools. Still, English is the global language of
business.
... the English language has become an ambiguous symbol in the
mind of the average Brazilian. On one hand, it is part and parcel of daily-
lived reality, appearing on billboards and neon signs, in shop windows and
newspaper and magazine ads, and in more restricted discursive spheres,
such as information technology and electronic commerce. Most middle-
and upper-class Brazilians know that their children must acquire an
adequate command of English or they run the risk of missing out on
opportunities for better paid jobs offered by multinational corporations
(Rajagopalan, K., Rajagopalan, C., 2005).
The situation of foreign language education in Brazil, however, is
gradually changing and, as other institutions, the Brazilian educational system
and students role need to be revised. Brazil has become the 6 th largest economy
in the world. Like Russia, India, and China, Brazil changed its political system to
embrace capitalism. Unfortunately, despite being one of the fastest growing

economies in the world, it is still behind many undeveloped countries concerning
human development and education.
The fact that Brazil is rapidly going through economic and technological
development and, consequently, is in need of qualified labor, led me to propose
an ESP (English for Specific Purposes) curriculum template that can be adapted
to fit young professionals need for English for their jobs or academic
development. While Brazil becomes a super-power, only a little over 5% of its
population (10.5 million) speaks English. In a recent study on the level of English
proficiency for international business among multinational companies employees
in 76 countries, Brazil occupied the 67th position, with a score of 2.95 out of 10.0.
Comparing to the average grade of other developing countries members of the
BRIC (Brazil, Russia, India, China) and other Latin-American countries as
Argentina and Mexico, Brazils grade was lower (Orosco, 2012). Consequently,
Brazil is losing opportunities to its competitors and other countries whose labor
force has better English skills. Besides the need of qualified employees for
multinational companies, Brazil also needs less-qualified English-speaking
employees, like taxi-drivers and waiters, as the country will host the World
Soccer Cup in 2014 and the Olympic Games in 2016, two big events that will
bring 980,000 foreigners to Brazil.
This proposed ESP curriculum template addresses the linguistic need of
young professionals of different areas by providing them tools to explore
technological literature and to communicate in professional settings using the

target language. Aiming to prepare Brazilian learners for an effective
participation in the countrys development, I considered three prominent areas of
economic development for which will employ English-speaking professionals: Gas
and Petrol, Tourism and Hospitality Management, and Shipping and Logistics.
The choice of topics was based on data collected in Santos, So Paulo state,
Brazil during the environment analysis in September, 2012. Even though the
lesson plans in this project are designed for the area of Tourism, the flexibility of
the curriculum allows it to be tailored according to learners vocational needs.
2. Theoretical Grounding
2.1 What is ESP (English for Specific Purposes)?
ESP (English for Specific Purposes) is seen as a trend within ELT (English
language teaching), and its first definitions in the literature began in the 1960s.
Hutchinson and Waters (1987) define ESP as an approach, and for being an
approach instead of a product, its actions are intended to deal with a problem or
situation. In this case, the action refers to language teaching intended to suit the
specific requirements of a profession, occupation, or activities.
Strevens (1977) defined ESP by making a distinction between its absolute
characteristics and two variable ones. The absolute characteristics refer to the
fact that: language instruction is designed to meet the learners specific needs,
the content is related to particular occupations, and the study of language
(syntax, semantics, discourse, etc.) is centered on the language required for

those specific occupations or activities. One of the variable characteristics applies
to the fact that ESP may be designed or related to a specific discipline, reading,
for example. The other variable indicates that ESP may use a different
methodology from that of GE (General English) in specific teaching situations.
Another definition of ESP (Robinson, 1991) is based on two criteria. The
first one refers to the goal-oriented nature of ESP, and the second to its
particular characteristics: developed from needs analysis, usually with limited-
time courses designed for adults who share similar occupations of field of
interest.
Other definitions followed each one with its particularities. While
Hutchinson and Waters (1987) suggests that, "ESP is an approach to language
teaching in which all decisions as to content and method are based on the
learner's reason for learning" (p. 19), Anthony (1997) notes that, there is not a
clear cut between ESP (English for a Specific Purpose) and GE (General English)
courses. Despite controversies, all definitions seem to converge on the best
interest of the learner who needs language skills to accomplish tasks prescribed
by their work situation.
2.2 ESP (English for Specific Purposes): Its Origins
ESP was a phenomenon that emerged out of some cultural and
intellectual trends. According to Hutchinson & Waters (1987), there are three
main reasons that led to the ESP movement: the demands of a Brave New
World, a revolution in linguistics, and in language pedagogy, a focus on the
learner. First, the end of the Second World War in 1945 revealed and era of huge
scientific, technical, and economic progress that demanded an international
language. Therefore, English became the language of technology and business.
Later on, the Oil Crisis in the early 1970s resulted in Western knowledge and
money pouring into Middle-Eastern countries. The need for English courses
tailored for specific purposes was just beginning. The next reason for the rise of
ESP was the linguistic revolution. The shift of linguistics studies that previously
focused on grammar rules to the investigation of ways in which language is used
as a means of communication revolutionized the approach to English teaching
(Widdowson, 1978). The third reason indicating the need for specialized English
instruction is related to developments in educational psychology (Rodgers,
1969). Studies in this field show that students positive attitude to learning leads
to effective instruction. When learners find a purpose to study English, they are
motivated and, consequently, the learning process becomes relevant and
productive. Nation & Macalister (2010) state that as much as possible, the
learners should be interested about learning the language and they should come
to value this learning (p. 39). Keeping course content interesting and relevant is
a substantial factor that affects the experience of learners. The design of courses
to meet individual needs is a natural consequence of a learner-centered
approach.
2.3 ESP (English for Specific Purposes) in Brazil and its implications in
pedagogy and foreign language teaching
The Brazilian National ESP Project, founded in 1980, and supported by the
Brazilian Government, is located in the Department of Linguistics at the
Pontificial Catholic University of Sao Paulo (PUC-SP). It was created to give
advice to the implementation of ESP courses in more than twenty Brazilian
Universities (Celani, M., Holmes, J., Guerra Ramos, R., Scott, M., 1988).
However, the implementation of the nation guide ESP project was not entirely
successful. For example, in a needs analysis survey, it was observed that only
two of those twenty universities presented activities involving spoken English. In
these cases, English was spoken only in the post-graduate courses that were
taught by foreign lecturers. From its origin until now, in most universities, the
Brazilian ESP methodological principle is based in the development of reading
skills using authentic materials. Consequently, the misconception that an ESP
approach is just a way to teach reading more effectively has been spread.
According to Cellani (2008, p.418), from an ESP perspective, the basic tenets of
an ESP approach to language teaching involve some of these features:

(1) Considering learners reasons for learning and their learning
necessities;
(2) Building basic capabilities and abilities for defined purposes;
(3) Using previous knowledge;
(4) Allowing learners a voice; making language use meaningful; enabling
students to see reasons for learning;

(5) Helping students develop sound individual strategies for learning;
changing unhealthy study habits; breaking the old tradition of memorization and
repetition of teacher-transmitted knowledge.

In addition to the above features, the ESP approach to teaching should
result in opportunities for learners to become self-competent and responsible for
their own learning. Accordingly, learners obtain the tools for personal and
professional development. Helping learners become autonomous is one way of
maximizing their chances for success (Kumaravadivelu, 2003 p.131).

Consequently, all these features above have profound implications in
pedagogy and foreign language teaching. In the face of such a purposeful
learner-centered approach, the role of the ESP teacher seems more
straightforward and complex than the role of teaching English in a general (for
no purpose) education context. Instead of using the term teacher, some
authors choose to use the term practitioner as ESP teaching involves several
roles (Dudley-Evans and St John, 1998). The ESP practitioner is the language
professional, but the knowledge of the content is usually drawn from students.
Another practitioners role is to design courses and provide materials, as it is
rarely possible to find suitable materials for identified needs. In most cases, ESP
teachers work in collaboration with subject specialists or they incorporate
findings of research in their lessons. For these purposes, they assume the role of
researchers and collaborators as well. ESP practitioners are evaluators in the
whole process, when teaching materials, when evaluation courses or students,
when assessing needs analysis to adapt the syllabus, etc.

The role of the instructor also changes due to the learner-centered
teaching model. According to Weimer (2002), the role of the instructor becomes
more facilitative than didactic as the responsibility for learning shifts from the
teacher to the students. The functions of the content in learner-centered
teaching encompass providing a solid knowledge foundation and developing
learner self-awareness and skills. By creating learning environments, students
feel motivated and take responsibility for their learning. Regarding assessment,
its purposes and processes shift from assigning grades to providing constructive
feedback and helping to improve students skills. In sum, teaching ESP is more
than just teaching reading. In order to expose learners to a relevant ESP
experience, the teacher must make gradual transitional steps from teacher-
centered to learner-centered teaching.
3. The Curriculum
3.1 Teaching Context
This ESP (English for Specific Purposes) curriculum template is designed
for Bi-national Centers in Brazil. In contrast to the one-size-fits-all approach, a
template provides flexibility in designing and adapting courses for learners
specific needs. In this case, learners are working-adult EFL (English as a Foreign
Language) students who attend evening classes to improve their English skills
and, consequently, to have more opportunities in the job-market. Bi-national
centers (BNCs) are autonomous institutions that share the same mission: to
provide high-quality instruction in English, to promote mutual understanding
between Brazil and the United States through cultural programs, and to provide
advising to students interested in studying in the United States. At one point,
they were funded and run by the U.S. Information Agency, and even today, the
bi-national centers have strong bonds with the American Embassies in Brazil. The
course coordinator of the BNC located in Santos, Sao Paulo state, explains how
this partnership works:
We have to comply with some bi-national center regulations. We need
qualified teachers who are college graduated in English, and who show
proficiency. We need a library with a librarian, an art gallery, and we have to
promote cultural events. Their compromise (the embassy) with us comes in the
form of grants through projects we develop. We just won one: a project where
our advanced students were volunteers to teach English for low-income
students. We just got money for active boards. The most important thing is their
seal that certifies the good quality of our courses (August 28, 2012).
Even though BNCs are independently run and administered, the eighteen
institutions who have received the Embassy seal are recognized all over the
country as serious institutions. The environment analysis of this curriculum is
based in the center located in Santos, Sao Paulo, Brazil, which was founded in
1943. This BNC, with 980 students (September, 2012), offers regular English
courses for children aged 5 and up, teens, and adults. It prepares students for
international tests: the ECPE (Examination for the Certificate of Proficiency in
English / Michigan University), the TOEFL (Test of English as a Foreign
Language), and the TOEIC (Test of English for International Communication).
Recently, Santos BNC began offering specific courses aiming at the local job
market, but no groups have been formed yet. They are: Welcome to Brazil
(English for communication with tourists), English for Oil and Gas, Hotel and
Tourism English, Business English, English for Shipping, English for Specific
Purposes, and Technical English. This Centro Cultural Brasil- Estados Unidos, is
the only institution in the Santos metropolitan area with credentials to provide
official information about study opportunities in the United States. This service is
approved by the United States Department of State under the coordination of the
Fulbright Commission.
The course is divided in semesters, and classes usually meet twice a week
for 75 minutes. There are also intensive courses for adults who have no time to
waste. In this case, students meet twice a week for 150 minutes. During the
vacation months of January and July, students may accomplish the content of a
whole semester by attending the 150-minute classes from Monday to Friday.
Most students are middle-class teenagers who are studying English for
future academic and professional reasons. Groups are usually small, about 10-12
students per class. The classification of students language proficiency follows the
Common European Framework of Reference (CEFR), and students evaluation is
done each semester through two written exams, two oral exams, a test about a
book they have to read, and their class participation (homework, use of the
target language in the classroom, participation in tasks and debates).
The instructors are college-graduated English teachers who have
achieved a high level of English proficiency as assessed by International tests.
They are Brazilian, and most of them have been working at the center for more
than 10 years. Some teachers have bachelors degrees in other areas besides
English (Law, Engineering, Journalism, Computer Sciences, etc.).
According to the interviewed school staff, the major constraints on the
program include the price and the length of the courses (about 6 years). Some
issues related to fatigue of the adult evening students after a long day of work
may be considered a minor constraint.
3.2 Environment Analysis
Based on Hutchinson and Waters statement Tell me what you need
English for and I will tell you the English that you need (1987, p.8), the needs
analysis initial process aimed to investigate the target needs and learning needs
of young professionals and technical college students in Santos, Brazil.
Interviews with language professional and students, class observations, informal
consultations with local and international authorities, and articles in Brazilian
academic journals, newspapers, and magazines, were tools used in the needs
analysis (Nation & Macalister, 2010, p.27). I observed English classes at Centro
Cultural Brasil-Estados Unidos (bi-national center) and at Centro Universitrio

Monte Serrat, both in the city of Santos, Sao Paulo state. In the university,
instrumental (ESP) English is taught for students of the course of Technology of
Gas and Petrol. While the bi-national center is a language-centered course that
uses a traditional ends-means model and students present a similar level of
proficiency, the students at the Centro Universitrio have different levels of
language proficiency. The college students who could afford a course at a
language school while growing up presented better English skills. When
questioned about their language proficiency, some students of the course of Gas
and Petrol with elementary level of English explained the reason for their low-
level of proficiency to be the fact that they had gone to public schools and could
not pay for an English course. Despite the uneven level of English proficiency
among these students, they play an effective role in the planning,
implementation, and evaluation of the English curriculum in the Gas and Petrol
as they exchange technical information with their English professor. While, the
language professional provides the linguistic tools for the understanding of
technical material, students explain technical jargon and job-related information.
This negotiation is done in Portuguese, the students and teachers mother
tongue. This approach that employs the English instruction provided by the
teacher and the students specialized knowledge in the field results in a tailored-
fit instruction where learners are encouraged to invest and participate in the
learning process.
At the beginning of this project, the proposed ESP curriculum template
targeted only the high-intermediate and advanced students of bi-national
centers. After the environment analysis and data collection in Brazil, the
approach has changed, and the curriculum template was designed to be suitable
for learners with an elementary level of English proficiency as well. The
important constraints that impacted this decision arose from the learners, the
teachers and teaching and learning situation. They are as follows:
ESP courses requiring an intermediate level of proficiency result in empty
classrooms. Despite the fact that the investigated bi-national center (Santos,
Brazil) already offers ESP courses, no groups have been formed due to the fact
that the center requires certain language proficiency that prospective students
do not have. Since the center requires an intermediate level of language
proficiency to enroll students in an ESP course, prospective students are either
attending the regular general English course to reach the required proficiency or
have found another way to meet their needs (private tutoring, another less
traditional language school that offers immediate job-related instruction, etc.).
Students lack of time to learn English. Adults who look for language
instruction to join or continue in the job market usually have tight
schedules and immediate need of English skills. They also need specialized
instruction to fulfill job-related tasks.

Level of difficulty of authentic materials. Authentic materials are usually
difficult for students level of proficiency. The fact that ESP (English for
Specific Purposes) courses usually use authentic materials is not an
unmanageable constraint. Materials may be adapted to different levels of
proficiency. As authentic materials carry language instruction, teachers
can adjust texts to their students needs.

Teachers role and lack of knowledge of the technical content. Since they
may lack technical knowledge of the field, teachers may feel insecure
teaching a group with particular technical knowledge. Even though English
instructors usually do not have technical knowledge in so many specific
areas, they can make decisions regarding the focus of a class to fit the
students needs. Using corpus-linguistics and other computer-related
tools, language instructors may choose materials as well as adapt them
for their students. Based on Swales (1990) Genre Analysis that proposes
that text structures consist of parts that carry out distinct rhetorical forms,
and considering that members of the same community share some set of
communicative purposes, specialized corpora may indicate the words or
formulae for genres that are more frequently used in a specific field.
Multilevel groups for one instructor. Due to the fact that Brazilian
students proficiency in English depends on the schools they attended,
ESP classes will likely include heterogeneous groups of students.

Motivation. Although there is still an interest in learning English per se,
there is a national need in making courses more relevant and interesting
to adult learners needs.

Use of Portuguese in the classroom. The methodological principles applied
in ESP courses in Brazilian universities have used the native language in

spoken classroom discourse. An L2 spoken interaction component should
be gradually incorporated in the classroom, and it is a component to be
added in the curriculum. As learners acquire skills to communicate in the
target language, they will feel more prepared to interact in English. The
introduction of discourse markers and lexical bundles in lesson plans will
help students to gain confidence to communicate in the target language.

The syllabus of the ESP course should be based on students particular
needs, in making learners more efficient and independent learners.
3.3 Needs Analysis based on the Target Situation Analysis and General
Curriculum Goals
To the end of designing a curriculum template that meets the needs of
professionals learning English for specific reasons, collecting data for the needs
assessment was threefold: first, through class observations; second, with
interviews with school staff using open-response questionnaires (see Appendix
A,B, and C) ; and third, with informal conversation in classrooms with English
students in two different setting (in the bi-national center and in the university
where English is taught for Specific Purposes). The interview was semi-
structured and it allowed enough flexibility to explore pedagogical practices and
uncover relevant information about students needs in their environment. Once
the proposal was approved by the Human Subjects Research Review Committee
of Portland State University in August 2012, I went to Brazil for data collection.
This is a list of the appendices used in the data collection process:

Appendix A- Informed Consent Forms: School Staff
Appendix B- Questionnaire for Course Coordinator and Advisor
Appendix C- Questionnaire for Class Teachers
These three appendices, the curriculum scope and sequence, and four
lesson plans are at the end of the project. Besides the interviews with the course
coordinator and class teachers, there was the opportunity to informally collect
valuable information from the board of directors of the bi-national center, from a
professor who has been teaching ESP courses at college level in Brazil for more
than 10 years, and from the general consul of the United States in So Paulo.
This data collection process not only provided insight into the real needs of the
students and on the challenges Brazil has faced to compete with other nations
for international markets. It also made evident what has and hasnt worked in
the ESP classrooms in the country.
The information gathered from the above sources and with a variety of
instruments resulted in a general analysis of target situation needs that situates
students in the learning process. The learners will probably use the target
language for a combination of work, study, and training. Reading, speaking, and
writing skills may be used for informal conversations, for the comprehension of
technical and academic texts, and for short presentations. The content areas
may vary from tourism and shipping, to oil and petrol exploration at a technical
level. Learners will probably use the language with native and non-native
speakers in a job-related setting.

In response to the above learners profile, this curriculum proposal targets
to equip adult professional learners with the necessary skills to carry out
particular job tasks in English in a shorter period of time.
The curriculum template presents a general framework that explores
language forms commonly found in technical and professional texts as it aims to
provide learners with the tools to become responsible for their own learning. This
proposal also changes the role of the language instructor who needs to help
learners to use appropriate English for their own purposes, and to adapt
authentic materials according to learners levels of language proficiency. Overall,
instructors need to instill learners with confidence and to equip them with genre-
learning strategies to explore materials in their specific professional careers.
3.4 General Guiding Principles
This flexible curriculum template is reading-focused. It allows practitioners
and course designers to create a tailor-made course by choosing job-related
articles and readings relevant to a specific group of learners. Vocabulary and
grammar instructions are based on the chosen readings. Key words are extracted
from the readings, and grammar instruction follows an inductive approach as
structures and rules are present in a real context.
The following general principles based on research and theory aim to
guide the teaching and the designing of the curriculum. It may also be used to
evaluate lesson plans and existing courses. Based on Nation and Macalister
(2010), the principles have been divided in: content and sequencing, format and
preparation, and monitoring and assessment.
3.4.1. Content and Sequencing
The course should conglomerate highly focused content according to
the learners specific and apparent reason for learning (Hutchinson &
Waters, 1987, p.19). Rather than simply reading, this includes
grammar rules like verb tenses, specific vocabulary, lexical bundles,
etc.
The course should train learners to become effective and independent
learners. Learning vocabulary through the study of word parts,
predicting, scanning and skimming text, inferring vocabulary from
context are some of the learning strategies.

The course should provide learners the opportunity to revisit highly
valued items in different contexts, like recycling vocabulary.

The teaching of language items should follow a sequence which favors
the learners processing ability.

The course should assist learners in using previous knowledge.
3.4.2 Format and Presentation
Students should feel motivated, and the best motivation is the one
which comes from within (intrinsic). By making the subject relevant, by
giving learners some control over syllabus decision, and by setting
short achievements, learners may get more involved in the process
and dedicate more of their time and effort.

Students should be progressively pushed to speak English in class and
practice outside the class.

The course should apply the levels of processing hypothesis (Craik
and Lockhart, 1972) and provide opportunities for learners to use
depth processing in their learning. Guessing from context, use of parts
of key words, for example, are some useful strategies.
3.4.3 Monitoring and Assessment
This curriculum will follow the current assessment procedures adopted
by the bi-national center. In addition to those, learners will have
opportunities to improve their learning through the monitoring of
accuracy rate proposed for each lesson objective.

Learners will have opportunities to provide each other helpful feedback
during pair work, group work, and discussions after students
presentations.
3.5 Curriculum Development Rationale
My approach to developing an ESP (English for Specific Purposes)
curriculum template for Brazilian learners is based on an identified need. It aims
to prepare young professionals to become self-competent and autonomous
learners of the target language in a shorter period of time than most courses in
the country. Besides that, while ESP instruction in Brazil is done in Portuguese,
this curriculum targets to empower learners for successful communication in a
professional setting using English. Most Brazilian adult students who need
English for professional reasons do not have time to spend years learning a new
language: they need focused and fast instruction for their specific needs.
Independent of their professional field, this proposed curriculum intends to guide
students from a teacher-centered introspective stage to a stage of self-
competence where learners have the tools to be in charge of their own learning.
Primarily, teacher and learners become partners in this process: whereas the
teacher is the language professional, students, for being professionals in the
specific area, have the technical knowledge. Another teachers role is to be a
motivator and assure learners of their potentiality. As mentioned before, the lack
of self-confidence in using English is common to most Brazilians who attended
public schools.
This ESP (English for Specific Purposes) curriculum template was designed
to meet specific needs of the adult learner who has some basic knowledge of the
language and it can be adapted to particular occupations and activities, In
contrast with general English, it is centered on the skills, genres, and language
specific to learners professional activities. Even though this template is not
restricted to a specific language skill, its foundation is Reading. Vocabulary and
Grammar, supporting skills, aim to facilitate the comprehension of the texts,
which are usually authentic content materials that may be modified or
unmodified in form. Speaking and Writing skills will be gradually incorporated to
the curriculum, and English for oral and written communication will substitute
Portuguese bit by bit as learners acquire the ability to use the target language.
3.6 Scope and Sequence
The guiding principle in the development of this curriculum is to provide
learners with basic tools to become self-competent and able to use English to
communicate in their occupational settings and to continue exploring materials in
their ongoing professional needs. The time frame is 4 semesters, with 2 hours
of instruction a week (20 weeks/semester). Considering that these learners have
had some English instruction in junior high and high schools in Brazil, they are at
least A2 Elementary learners based on the Common European Framework of
Reference for Languages (180-200 hours of instruction). In case of an intensive
course, learners may be able to do the course in a year (5 hours of instruction a
week).Besides that, by the end of the first half of the course, students will have
the basic skills to read and comprehend area-specific reading material. They will
also have written their resumes and basic cover letters for job-search purposes.
Considering the above objectives, the great challenge is to guide learners
from an introspective teacher-centered stage (semester 1) to the self-
management stage (semester 4) in a short period of time. In this final stage,
learners are self-competent and able to consolidate the skills acquired
throughout the course to present a final project in their field of expertise. In
order to reach this goal, teacher and learners need to work cooperatively. It is
the teachers role to introduce learning strategies and motivate learners to invest
in the process.
3.6.1 How to Read the Scope and Sequence Chart
In order to understand the scope and sequence of this two-dimensional
curriculum (see p. 45), it is important to focus, at first, from top to bottom. Each
one of the four blocks indicates a semester or 90 hours of instruction (20 weeks/
2 classes a week), including 2 whole weeks for assessment (written and oral),
one in the mid-term and another at the end of the semester. On the left side of
each line of the chart, there is one set of numbers that indicate the semester,
2.13.2
the week, or if it is the first or second class of the week. For instance, 2.13.2
corresponds to the second semester, the 13th week, and the second class of that
week. The different colors for each column indicate skills (Reading, Vocabulary,
Grammar, Speaking, and Writing). The colors of each column get darker each
semester to indicate that the content and the complexity of the authentic
material get more challenging. At the same time, as the material becomes more
challenging, learners become more self-competent and skilled to approach the
material on their own. By the end of the 4th semester, learners will have had 360
hours of instruction and will move from being a Basic User (A2) to becoming an
Independent User (B1/ B2) according to the Common European Framework of
Reference (CEFR).
The teachers role also changes through the semesters: from being the
input provider to being the facilitator, the mediator in discussions, and the
advisor. The first two semesters are mostly teacher-centered. From the third
semester on, the teacher steps back, and learners use the tools obtained in the
first two semesters to explore the reading materials on their own before coming
to class for discussions and development of mini projects. The fourth semester is
the consolidation stage. In this final stage, students individually develop a final
project involving research. Besides that, each learner produces a video or gives a
short lecture.
It is possible to observe the change of the teachers role across the
semesters in various aspects. In the first semester, the ESP practitioner is the
language specialist. Even though he/she has a partnership with the student who
is acquainted with the technical content, it is the teachers role to research and
choose the material used in the course. In the 4th and last semester, even the
reading texts are chosen by the students. At this stage, the learners are
supposed to who work independently and explore the texts by using skills and
techniques provided by teachers in previous terms. For example, in the first
semesters, during the pre-reading stage, the teacher helps students to use a
critical-thinking process that involves asking questions, drawing answers, using
prior or background knowledge as context for new learning, etc. For the
identification of main ideas, morphological rules, sentence structures, verb
tenses, the use of active and passive voices, and anaphoric and cataphoric
constructions are some strategies instilled in learners minds through repetitive
practice. From an initial teacher-fronted stage, they will gradually work more and
more in groups as the course progresses. Even in the 4 th semester when
students are required to give an individual presentation, students will get in

groups to collaborate with each other to broaden their views and analyze their
projects from different perspectives. At this point, the ESP practitioner is an
evaluator and his/her role is to assess whether learners have been able to use
what they learned in previous semesters.
Looking at the chart from left to right (see p. 45), starting at the top,
there are six columns. The first one, as mentioned above, locates the contents in
the time frame. This code is also used to guide the user to the corresponding
lesson plans. So, the very first lesson plan of the course will be Lesson 1.1.1. The
other color columns represent the skills to be developed. It starts with the
leading skill, which is Reading, followed by Vocabulary and Grammar, which are
basically taught to explore features of the professionally relevant readings and to
prepare students to become independent learners. Reading is an interactive
process, and proposed tasks aim to increase learners ability to understand texts.
Aware that students usually have previous knowledge of the subject (content
schemata), teachers should target the increase of learners ability to approach
the formal and rhetorical structures of the text (formal schemata). Vocabulary
will be basically extracted from readings, and grammar will aim to facilitate the
comprehension and investigation of the text. For instance, in the 1 st week of
Semester 3, when students become responsible for exploring texts on their own,
they will read an interview with the Minister of Tourism of Brazil. For this reading
unit, the grammar point is reported speech. This way, students will be able not
only to share what the interviewee said, but also to report their group mates
points-of-view, as group discussion is a constant technique in this student-
centered stage of the course.
The next two columns present the approach to Speaking and Writing skills
targeting the job market. From writing phrases and sentences, to writing
resumes, reports, and presentations, learners will gradually get skills and
confidence to write in English. The same will happen with Speaking. In the 1 st
and second semesters, students will do a lot of role playing in the classroom:
doing surveys and interviewing classmates are the major speaking tasks. In the
3rd semester, they will leave the classroom and visit a job site where English is
spoken. The culminating project, in the 4th semester, will consolidate all language
skills. The implementation of speaking skills is the major difference between this
ESP curriculum template and the way English for Specific Purposes in
approached in technical schools and universities in Brazil. Communicating in the
target language is not an expected outcome, and Portuguese is used most of the
time in the classroom. According to interviewed teachers, the use of English for
communication is desirable and it would transform the course into a meaningful
and complete learning experience.
As ESP (English for Specific Purposes) is an approach committed to
providing language instruction that meets the group of learners specific needs, a
large part of the responsibility in identifying reading materials is the instructors.
Also, allowing students a voice when choosing relevant materials related to their
professions makes learning meaningful and motivating. Authentic materials,

teacher-generated materials, materials adapted from books, and others designed
especially for a particular group constitute the curricular material. Materials
developed for purposes other than to teach English may be used as teaching tool
as well: pamphlets, advertisements, newspaper and magazine articles, written
documents are also some possible resources. As an example, the lesson plans
3.1.1. and 3.1.2 were based on an interview extracted from the internet. They
were designed for fictitious students in the course of Tourism and Hospitality
Management in Brazil due to the importance of this industry for the countys
economy. Tourism and Hospitality is one of the courses being offered in the bi-
national center where data was collected, but there is not a cohort group formed
yet due to the center requirement of an intermediate level of language
proficiency for ESP courses.
Because a learning-centered curriculum is not static, the suggested
readings for the lesson plans can be used, adapted, or substituted according to
the group needs. Even though the choice of text is flexible, the primarily skill-
centered approach to reading before addressing other language skills is the
common process. Reading and pre-reading activities will aim to facilitate the
comprehension of the text through a variety of sources (visual, lexical, syntactic,
semantic, orthographic). The pre-reading stage is of extreme importance in this
curriculum. It is intended to activate prior knowledge and to introduce tools to
improve learners ability to comprehend texts. The interplay of bottom-up and
top-down reading strategies will guide learners in this process. Bottom-up

strategies (recognizing words, sounds, spelling, and cognates) and top-down
strategies (predictions, inferences for the activation of the background
knowledge) will be targeted in the pre-reading stage In the first two semesters,
the instructor will guide learners through this stage by providing the tools and
teach them to approach the reading material. The activities will focus on: word
formation and associations with L1; discussions that promote reflective thinking
and activate prior knowledge; pre-questions to raise awareness about the topic,
and visual stimuli where pictures and visual aids like graphs will be used to
overcome vocabulary deficiencies that may interfere in the readers
comprehension. While on the surface, this approach of decoding language
through reading strategies may appear repetitive, closer examination will reveal
that this strategy enhances readers ability to target more complex texts as they
progress through the course. So, in each semester, the texts (readings) become
more complex, and students will be challenged to be ever more in charge of their
learning.
Grammar and vocabulary will be developed and recycled along the four
semesters. Vocabulary in ESP comes from within the field that is being covered.
In order to promote learning opportunities for students with different learning
styles, the way and situations in which teacher presents vocabulary should vary.
Even though most ESP courses introduce vocabulary through glossaries, students
usually do not have difficulties with technical jargon. Other strategies used are
based on word formation techniques, recognition of cognates and false-
cognates, conjunctions, transitional markers, and connectors.
Grammar also plays an essential role as it is part of language itself. It is
not separate from other skills and it needs to be viewed within the context of the
language. Grammatical accuracy is expected in any activity and, in an ESP
approach, it is important to guide students and help them identify patterns of
usage within the text. Trying to figure out why grammatical structures are used
is the first step. Unfortunately, the grammar content taught in Brazilian schools is
very elementary. There must be extra teachers effort in focusing on specific
grammar points that are important in the comprehension of texts. So, this
curriculum will reinforce voice, tenses, articles, and logical connectors (discourse
markers).
With the gradual introduction of discourse markers, vocabulary, and
opportunities of communication, learners will increase the use of the target
language (L2) and decrease the use of Portuguese (L1) in the classroom. In a
natural approach, learners will first get used to listening to teachers using English
in class and, progressively make use of oral skills themselves. Aiming for
communication in the target language, discussion in pairs and in groups will be
part of the pre-reading stage.
In sum, this ESP template comes as my response to the needs of Brazilian
professional learners, needs which include learning quickly and using English in
their jobs without ever having had an opportunity to effectively learn it in

Brazilian public schools. This scope and sequence is realistic as it is the result of
investigation: class observations and interviews with the school staff
(administrative director, course coordinator, language instructors, admissions
coordinator) and students Even though it is a 4-semester program, students will
have the basic tools to read technical texts after finishing the second semester.
The last two semesters focus on fluency and the integration of skills. Some
examples of lesson plans depicting the above information follow in part 5:
Appendices and Supplemental Materials.
4. References
Anthony, L. (1997). ESP: What does it mean? ON CUE .Retrieved on October 15,
2012 from http://interserver.miyazaki-med.ac.jp/~cue/pc/anthony.htm
Barrionuevo, A. (2008, July 31). Strong economy propels Brazil to world stage.
The New York Times. Retrieved from http://www.nytimes.com
Blumberg, P. (2008). Developing learner-centered teaching: A practical guide for
faculty. San Francisco, CA: Jossey-Bass.
Celani, M. (2008). When myth and reality meet: Reflections on ESP in Brazil.
English for Specific Purposes, 27, 412-423.

Celani, M., Holmes, J., Guerra Ramos, R., Scott, M. (1988). The Brazilian ESP
project: An evaluation. So Paulo: EDUC.
Craik, F., & Lockhart, R. (1972). Levels of processing: A framework for memory
research. Journal of Verbal Learning and Verbal Behavior, 11, 6, 671-684.
Dudley-Evans, T. & St John, M. (1998). Developments in ESP: A multi-
disciplinary approach. Cambridge, U. K.: Cambridge University Press.
Dubin, F., & Olshtain, E. (1986). Course design: Developing programs and
materials for language learning. Cambridgeshire, U.K.: Cambridge
University Press.
Fleury, A., & Fleury, M. (2010). Brazilian multinationals: Competences for
internationalization. Leiden, U. K.: Cambridge University Press.
Freire, P.(1998). Teachers as cultural workers. Boulder, CO: Westview Press.
Hutchinson, T., & Waters, A. (1987). English for specific purposes: A learning-
centred approach. Cambridge, U. K.: Cambridge University Press.
Kumaravadivelu, B. (2003). Beyond methods: Macrostrategies for language
teaching. New Haven, CT: Yale University Press.
Nation, I., & Macalister, J. (2010). Language curriculum design. New York, NY:
Routledge.
Orosco, D. (2012, August 29). Para soltar a lngua. Veja, 2284, 86-93.
Phillips, T. (2008, May 10). Brazil: The country of the future finally arrives. The
Guardian, p.41
Rajagopalan, K.; Rajagopalan, C. (2005). The English language in Brazil: A boon
or a bane? In BRAINE, G. (Ed.), Teaching English to the world: History,
curriculum, and practice (pp. 1-10). Mahwah, NJ: Lawrence Erlbaum
Associates, Inc.
Robinson, P. C. (1991). ESP today: A practitioner's guide. New York, N. Y.:
Prentice Hall.
Rogers, C. R. (1969). Freedom to learn: A view of what education might become.
Columbus, Ohio: C. E. Merrill Pub.
Smith, G. (2009, August 17). Brazils coming rebound. Business Week, p. 42.
Strevens, P. (1977). New Orientations in the Teaching of English. Oxford, U.K.:
Oxford University Press.
Torreta, A. (2012). E agora, vai? So Paulo, Brazil: Editora da Boa Prosa.
Weimer, M. (2002). Learner-centered teaching. San Francisco, CA: Jossey-Bass.
Widdowson, H. G. (1978). Teaching language as communication. Oxford, U. K.:
Oxford University Press.

Wright, R. (2006). Walking the walk: Review of learner-centered teaching, by
Maryellen Weimer. Life Sciences Education, 5, 311), 312.
5. Appendices and Supplemental Materials
5.1 MA TESOL Final Project: Interview Questions
5.1.1. Appendix A: Informed Consent Forms: School Staff
My name is Maria Angelica Monteiro da Costa. I am a graduate student in
Applied Linguistics at Portland State University. I am inviting you to take part in a
research project that is part of my university requirements. I will be asking your
opinion and observations about your students needs, lacks, and wants, and
what topics you think would be meaningful and should be inserted in a
curriculum for the advanced levels. According to the information obtained, I
intend to develop four / five lesson plans, and a general framework you can use
and adapt according to your classroom needs. I will not be using your name or
any other kind of information that may lead to your identification in the study.
You were selected as a possible participant in this study because you have
been working at Centro Cultural Brasil- Estados Unidos for more than five years
and / or have taught advanced-level classes for two semesters or more.
What will I have to do?
Your participation in this study is voluntary. By completing and returning
the survey to me in a timely manner, you are voluntarily agreeing to participate.
You are free to avoid answering any particular question for any reason.
If you take part in this project, you:
may be interviewed individually about your opinions and experience
teaching advanced groups.

may be tape-recorded during the interview, if you give me
permission. The interview will take about 45 minutes.

may have you class observed if you are teaching an advanced level
this term.
Participation in this study is voluntary and you will not be penalized in any
way by the school if you choose not to participate. If you agree to participate, I
will only use the data as information for needs analysis, and I intend to use it
confidentially. If you agree to participate, you may withdraw from the study at
any time .Your name will be substituted by a pseudonym, if necessary.

Are there any risks?
There is a small risk someone may identify you through your statements if
I present these results at a professional conference, but I will remove your name
from the information you give me and replace it with a pseudonym. I will keep
the list of names and pseudonyms confidential. As your statements will only be
used for the purpose of needs analysis and suggestions for a curriculum, the
information obtained through interviews will not jeopardize your work or position
in the job. The class observation aims to collect information on your students
interests and use of language skills in order to gather data to develop suitable
activities. I will not make notes regarding your teaching style or professional
skills.
What are you doing to protect me?
As your privacy is very important to me, I will refer to the information
you give me by your pseudonym only.
I will not say your name while tape-recording the interview.
The law requires me to keep any information I get from you in a locked
file on my personal computer so that only I can look at it. The information will be
kept for three years.
Your name will not appear in the written in the final project.
You will receive a copy of this consent form for your records.
How can I benefit from if I participate in this project?
You will have a chance to give your opinion in pedagogical
materials that will be developed for classes you teach or might come to teach.
You will be able to enrich your class with materials and lessons
plans carefully planned based on your students needs and interests.

You will save time in activity preparation as you will have full
access to the materials developed.

Your contribution constitutes important information to the people
who teach classes like this one.
What happens if I decide not to participate in the study?
You do not have to participate, and you may change your mind about
participating at any time.
Any Questions?
You may e-mail me if you have any questions:
Maria Angelica Monteiro da Costa
10521 SE 92nd Ave.
Happy Valley OR 97086 USA
(503) 933-4776
mdacosta@pdx.edu
You may contact my project advisor in the Applied Linguistics Department
at Portland State University:
Professor John Hellermann , Ph. D.
jkh@pdx.edu
The Portland State University Human Subjects Committee has reviewed
my request to conduct this project. If you have any concerns about your rights
in this study, please, contact:
Human Subjects Research Review Committee
PSU/Research and Strategic Partnerships
PO Box 751 (RSP)
Portland, OR 97207.
Telephone: 001- (503) 725-2243.; email: hsrrc@pdx.edu
If I sign what does it mean?
This is a consent form. Your signature means that you read this form.
If you check the box marked Yes, I want to participate, it means that
you have read and understand this form and you want to participate.
YES, I want to participate.
______________________________________ _________________________
Signature Date
5.1.2. Appendix B: Questionnaire for Course Coordinator and Advisor
1) What is the overall design of the course? How is the course organized?
2) What are students able to do by the end of the advanced course?
3) How would you describe a typical advanced student (in terms of interests, socio-
economic profile, profession, etc.)
4) How are instructional materials selected?
5) How are the materials used? Is there flexibility in the use of the material
according to the interests and needs of the learners?
6) Do cultural considerations play a role in the course?
7) How are learners assessed?

8) According to a recent study by The International Research Foundation for English
Language Education (TIRF), English language teaching tends to become less
general and more specific and personalized to learners needs. Can you already
feel this tendency in your school?
9) How has the school adapted to provide personalized education for students?
10) How are teachers prepared for these changes?
11)In your opinion, what are the three most important items of this list for your
students:
cost
length of the course
teachers skills
classroom atmosphere
school location
school facilities (multimedia labs, library, etc.)
job-related content
a certificate
Any other item?

12) Can you name any constraint that may difficult changes in the design of courses
for this school?
13)As a bi-national center, do you have to comply with some regulations imposed by
the American Embassy?
14)What advice would you give someone designing a curriculum for your school?
5.1.3 Appendix C: Questionnaire for Advanced- level Class Teachers
1) How many students do you have in your class?

2) Do you think most of your students are interested and excited about learning
English?
3) Do they usually have a positive attitude towards the learning process?
4) How do you motivate them?
5) Do you carefully consider some adjustment of the method and material to your
students needs? How so?

6) Are you allowed to change the proposed content, sequence, or types of activities
to your group of students or do you follow a pre- planned schedule?

7) Is class time evenly balanced among input, output, and fluency activities?
8) Are students regularly assessed? What kind of assessment do you use?
9) How do your students receive feedback in order to improve the quality of
learning?
10) In a pedagogical perspective, do you think the course prepare learners to
become independent language learners?

11)Do you think your students take responsibility in the process of learning? How?
12)Do you think the course offers a balance between generalizable and specific
features of the language?

13)Does the course book suit the proficiency level of your students?
14)Does the course book meet the needs of all learners?
15)Do you know your students areas of interest? What are they?
16)For what purposes are your students learning English?
17)If you had to base your course in three specific topics, what would they be?
18)Do you implement new technologies in the curriculum? Can you give me an
example?
19) Does the course book present a sequencing of content that promote language
acquisition?
20)In your opinion, what are the three most important items of this list for your
students:
cost
length of the course
teachers skills
classroom atmosphere
job-related content
a certificate
Any other item?
21) Can you think of a successful activity that promoted learning and engaged the
whole class?
22) Can you think of an attempt to adapt a book activity to your class that was a
complete failure?
23) How would you change or modify this book activity this time?
24) Do you believe that Brazils economic growth has increased students awareness
of the importance of learning English?
25) Can you name some lesson topics that would appeal to your students? Are these
topics job related?
26) What advice would you give someone designing a curriculum for your class?
5.2 Curriculum Template

See page 46.
1.1.1
5.3 Lesson Plans
Lesson Plan 1
Class Level: A2 Elementary (CEFR*) Number of students: _______ Teacher: _________________
First languages represented: Portuguese Program: ESP Tourism and Hospitality
Curriculum name: ESP Curriculum for Binational Centers in Brazil Summary of the portion(s) of the curriculum you are
addressing with this lesson: the 1st session (1st week) of a 5-week Unit based on Reading 1 (The largest beach-front garden in
the world) / 1st Semester
Overall goal for the class: To welcome students, informally gather information about target needs, and share expectations about the
development of the course. Also, to activate students knowledge of the subject through pre-reading activities, to encourage students to
construct schemata, and to provide reading and comprehension strategies.
Lesson Objective(s)
1. Without the use of a dictionary or translator, SWBAT name vocabulary and create noun phrases to describe touristic
attractions with 80% of accuracy rate.
2. SWBAT identify the kind of text, to report its structure, and to make predictions based on the title, pictures, and key words
with 80% of accuracy rate.
Description of how this lesson fits into a larger sequence:
This is the first lesson of the first semester in the 4-semester-ESP-course of Tourism and Hospitality. In this semester, the introspective
stage of the course, teacher will raise students awareness about reading processes, critical reading, text structure, skimming, and
scanning for specific tasks. Students are encouraged to use prior and background knowledge as context for new learning. Students are
encouraged to explore visual resources to help comprehension. For being the first lesson of the first term, teacher is expected to assess
students needs and backgrounds. A friendly and welcoming atmosphere is also expected. In this first semester, the teacher has a larger
role in guiding students than the ones that follow.
The reading text is authentic, but appropriate for students elementary level. Students will be encouraged to search for key words by
looking for cognates, easy words and phrases. Vocabulary and grammar exercises will be based on words and phrases from the text.
Plans to incorporate vocabulary in this lesson and how it relates to the vocabulary curriculum of the course: By extracting vocabulary
from a pamphlet about a touristic city students are familiar with, students will be able to activate previous knowledge, identify key
words and build up phrases. The specific vocabulary about tourism will be revised and incorporated in other units with the
development of the course.
Time Phase Grouping Focus Materials
15 min. Introductions Informal, teacher-centered and Listening /Speaking (L1)
and needs- students sitting in a semi-circle
assessment
Activity Procedures Rationale
Greetings: Teacher greets students as they walk into the class. Provide a warm-atmosphere where students feel welcome and
Teacher assesses students particular needs and background knowledge of the target comfortable in expressing themselves.
language and of the Tourism and Hospitality field.

10 min. Warm-up and Teacher-fronted Listening /Speaking Picture # 1 / power point /document
vocabulary assessment camera or poster
Teacher asks students to look at the pictures projected on the screen (Appendix 1). Introduce the topic.
Teacher asks students if they recognize the pictures and if they would recommend it to Give students the opportunity to change the language mode (L1 to
tourists. L2/ English) and get ready for class.
Teacher asks students how familiar they are with each place, how often they visit them,
and what activities they perform in those places.

15min Vocabulary Pairs / Teacher-fronted Vocabulary / Grammar Appendix 2 ( sheet of paper) / board
Using appendix 2, students will work in pairs to insert words into the correct Students get to know with the vocabulary that will be presented in the
categories. reading (pre-reading task).
By working in pairs, students share information and exchange ideas.
Teacher correct answers and explore possibility of different matches writing on Promote peer scaffolding (more proficient student can help the less
the boards students given answers proficient one)
Students are being introduced to the word categories to be used in a
follow-up exercise.

25 min Presentation and practice Teacher-fronted Reading / Vocabulary/ Text: The largest beach-front garden in the world
Grammar (Appendix 3)
Teacher asks students to read the title and look at the pictures. Teacher prepares students to read and comprehend texts
Teacher presents the text, reads it aloud and asks students if the understood the Students use tools to help comprehension (titles and visual aids).
main ideas). Teacher reinforces that it is not necessary to understand every single Students identify ideas at the macro level.
word. Students recognize the format of the text and the division in
Teacher asks students to count the paragraphs and write a key word or phrase that paragraphs as a self-contained unit with a central idea.
tells what the paragraph is about (skimming task). Opportunity to reinforce the structure of a text, its division in
Teacher checks on students comprehension by listening to their key words for paragraphs, and to assess students ability to identify key words.
paragraphs.
Assessment: Students will be evaluated by teacher according to: their
Teacher asks students to underline the places described in each paragraph and ability to meet the objectives (objective 2).
circle the adjectives (words that modify, describe, or quantifies those places). Opportunity to introduce nouns and adjectives.
Teacher explains that, in English, the adjective precedes the noun.
Teacher corrects on the board. This time teacher places the adjectives in front of (different from Portuguese)
the nouns introducing noun phrases)

10 min. Controlled and Individual or pairs Grammar / Writing Sets of cards (Appendix 4)
guided practice
Students receive a set of cards (more challenging words included). The activity promotes additional exposure and practice of the
A vocabulary profiler was used to identify the words that need to be reinforced grammar point.
(http://www.lextutor.ca)
Promotes interaction and opportunity to reinforce vocabulary.
Students write down as many noun phrases as possible using the set of cards. Assessment: Students will be evaluated by teacher according to:
their ability to meet the objectives (objective 1).
Follow-up assignment / Contingency plan-

Macro- The activity with the sets of cards may be done in class or at home, in case teacher runs out of time. If there is extra time, students may try
to write sentences using the obtained noun phrases.
Micro- If there is an uneven number of students in the classroom, students may be placed in larger groups when pair-work is necessary.
Obs: CEFR * - Common European Framework of Reference. It is a guideline used to describe achievements of learners of foreign languages.
Proficiency tests are based on this framework .It divides learners into three broad divisions which can be divided into six levels:
A Basic User
A1 Breakthrough or beginner
A2 Waystage or elementary
B Independent User
B1 Threshold or intermediate
B2 Vantage or upper intermediate
C Proficient User
C1 Effective Operational Proficiency or advanced
C2 Mastery or proficiency
Appendix 1 1.1.1.
Work with a partner. Sort the words below into the correct categories.
PLACE DESCRIPTION WHAT TO DO THERE
Obs: Answers may vary
WALK ALONG AND TAKE PICTURES GARDEN RELAXING OBSERVE THE SHIPS FROM ALL OVER THE WORLD
AQUARIUM SUNBATHE FAMOUS BEACH STROLL, EXPLORE MAJESTIC SEAPORT DRINK COFFEE COFFEE
MUSEUM TAKE THE CHILDREN TO SEE SEA CREATURES LARGEST IN LATIN AMERICA CITY CENTER
BEACH-FRONT SANTOS FC HISTORIC STADIUM FUN AND REMODELED WATCH A SOCCER GAME
B) Now answer these questions:
1. In your opinion, what is a not-to-be- missed place to visit in Santos?
__________________________________________________________________
2. Besides coffee, what are the other Brazilian goods exported?
__________________________________________________________________
3. What touristic attraction is listed in the Guinness Book of Records?
__________________________________________________________________
4. Who is the soccer legend that used to play at Santos Football Club?
__________________________________________________________________
(Appendix 2)
The largest beach-front garden in the world Santos, located in So Paulo state in Brazil,
1.1.1
boasts the largest seaport in Latin America.
As well as handling much of the world's coffee white sands.
exports, Santos trades in many Brazilian goods
such as steel, oil, cars, oranges, bananas and
cotton. However, Santos is also a key tourist
center and has many interesting sights including
the citys Coffee Museum.
For football fanatics, Santos is a not-to-be-
missed destination, as the football legend, Pele,
used to play at Santos FC. A football memorial
dedicated to the city's greatest players (including

.
Pel) has been erected in the city center.
The local aquarium is ideal for families and
Santos is famous for its beach garden which is
children on vacation and for those who dont
over five kilometers long and is listed in the
like to leave a destination empty-handed, we
Guinness Book of Records as the largest beach-
recommend joining the Panoramic of Santos
front garden. We recommend Santos for a
and Shopping tour for a spot of retail therapy
relaxing day off-ship; you can leave your luxury
followed by a well-earned beach break!
cruise liner at leisure and stroll the streets of this
Adapted from:
historic city.
http://www.msccruisesusa.com/us_en/CruiseDestinati
To get the best from your vacation, why not ons/Transatlantic/Brazil/Santos.aspx
browse our great deals on the Santos day trips
and excursions or choose from our other
attractive packages and venture further afield,
taking in Sao Paulo or the pretty Pitangueiras
Beach where sun-worshippers can relax on the

(Appendix 3)
1.1.1
SEAPORT LEGEND MEMORIAL PLAYER
BEACH COFFEE DAY LUXURY
GARDEN RELAXING EXPORTS HISTORIC
VACATION TRIP ATTRACTIVE BRAZILIAN
GOODS TOURIST WHITE SANDS
AQUARIUM BREAK CENTER STREETS
FANATIC DESTINATION LONG FOOTBALL
(Appendix 4)
1.1.1
______________________________________________________________________________
SEAPORT LEGEND MEMORIAL PLAYER
BEACH COFFEE DAY LUXURY
GARDEN RELAXING EXPORTS HISTORIC
VACATION TRIP ATTRACTIVE BRAZILIAN
GOODS TOURIST WHITE SANDS
AQUARIUM BREAK CENTER STREETS
FANATIC DESTINATION LONG FOOTBALL
(Appendix 4)
1.1.1
3.1.1
Lesson Plan 1
Class Level: B1/ B2 Intermediate (CEFR) Number of students: _________ Teacher: _________________________
addressing with this lesson: the 1st session (1st week) of a 5-week Unit based on Reading 1 (Interview with the Minister of
Tourism of Brazil) / 3rd Semester
Overall goal for the class: To welcome back students for a new semester. Listen to students expectations about the development of
the course and explain their role in this new stage (self-competence stage). On the first day of the first week, students will get together
to discuss their opinions and knowledge about tourism in Brazil. Some pre-reading activities will be in form of discussions and will
take place in the first day of the term. Students are supposed to apply reading/ comprehension techniques while reading Text 1
(Reading 1) that will be assigned as homework for week 1day 2.
Lesson Objective(s)
1. SWBAT to express their opinion about the Brazilian tourism industry using discourse markers with 80% of accuracy rate.
2. SWBAT change statements from direct speech to indirect speech with 80% of accuracy rate.
It is the first lesson of the third semester in the 4-semester-ESP-course of Tourism and Hospitality. In this semester, the self-
competence stage of the course, students are expected to be in charge of exploring the reading and vocabulary before coming to class.
In this stage, students are expected to use prior and background knowledge as context for new learning. Students are able to read,
comprehend, and discuss information presented in both formats: textual and visual. For being the first lesson of the term, the teacher
will have a larger role in guiding students in this lesson than the ones that follow.
This lesson is a component of a larger unit. It fits into a 5-week unit based on an interview with the Minister of Tourism of Brazil As it
is the first lesson in the semester, students wont have read the text yet. The pre-reading stage aims to raise their awareness on the
subject. This first lesson also aims to enhance students ability to express their opinions by introducing discourse markers and reported
speech guidelines.
Plans to incorporate vocabulary in this lesson and how it relates to the vocabulary curriculum of the course: Through pre-reading
activities and discussions, students will be able to activate previous knowledge and identify vocabulary that will be present in the
reading for homework. The specific vocabulary about tourism has been revisited and incorporated in units during the whole
.1.1
development of the course. Self-competence in exploring texts is expected from students, and in case of unknown words, they are just
encouraged to use dictionaries after exploring other strategies for inferring lexical meanings.

5min.
Greetings and Informal, teacher-centered and Listening /Speaking (L2)
assessment about of students sitting in a semi-circle
difficulties in reading
on their own.
Teacher assesses students particular needs and background knowledge of the target comfortable in expressing themselves.
language and of the Tourism and Hospitality field.
5 min. Pre-reading/ Individual Listening /Speaking Appendix 1
topic introduction
Activity Procedures Introduce the topic

Teacher asks students to read carefully and choose one of the three alternatives and that
they are expected to give the reason to justify their choice.

10min Pre-reading/ Topic Pairs / Teacher-fronted Speaking Appendix 1 ( sheet of paper) / document
discussion camera to project Appendix 1 on the board
Students will get together in pairs to compare their answers. By working in pairs, students share information and exchange
ideas.
After comparing their answers, students fill up the sentences in order to practice Promote peer scaffolding (more proficient student can help the
constructions with both of us, neither of us, etc. less proficient one)
Time Phase1 Grouping Focus Materials \

15 min Presentation and Teacher-fronted Vocabulary / Speaking Appendix 2 projected on a screen/ sheets
practice for students
Teacher explains that there are different ways to express opinions and presents the To provide students with tools to express their opinions in a more
discourse markers. formal way for professional and academic reasons. Non-native
speakers who master lexical chunks will sound more colloquial.
Teacher goes back to the questions in Appendix 1 and asks students to use the discourse
markers to report their opinions. To provide opportunities to practice the use of lexical chunks.
Teacher corrects the exercises on both of us, neither of us on the board and reinforce To review both expressions while correcting exercises.
the correct use of the verb in the Simple Present Tense.
Neither of us AGREES Assessment: Students will be evaluated by teacher according to:
Both of us AGREE their ability to perform their roles (objective 1).
Time Phase Controlled and Grouping Focus Materials
15 min. guided practice Teacher-fronted Grammar / Writing Appendix 3- page 1
Teacher explains that some changes occur when reporting what someone said. To introduce the grammar point (reported speech).
Teacher introduces the grammar point in a way he/she feels confident doing. As a This is a pre-reading activity because Reading 1 is an interview.
suggestion, the teacher may introduce the topic by drawing 2 faces on the board and When students are assessed about what they read, they will be
having speech balloons above them. The teacher may ask students to provide supposed to report what the interviewee said using indirect speech
him/her with some gossips about TV or movie stars. Then, he/she may write the correctly.
students name under the face on the left. .
For instance:
Assessment: Students will be evaluated by teacher according to:
their ability to perform their roles (objective 2). This will be done
on day 2 week one after students have read Reading 1 (interview
with the minister)
Students name he Teachers name here
After that, the teacher writes the gossip inside the balloons. After that he/she can
write on the board: Joe told me that.
This is a suggestion on how to introduce reported speech, but teacher should
consider what will probably work best for her/his students.
Time Phase Grouping Focus

10 min. Homework assignment Teacher-fronted Reading/ Comprehension
Materials / Appendix 4
Teacher tells students they are in charge of reading the text and completing the Students should get used to taking responsibility for their learning.
exercises about the reading. By giving students homework, teacher is providing students with
Teacher reminds them to observe: the key words, the structure of the text, the opportunities to practice reading on their own.
connectors. Assessment: Students will be evaluated by teacher according to:
their effort in accomplishing the tasks and for their accuracy in
doing their homework. This homework may be orally corrected in
the following class or collected by the teacher to be graded.
Macro- Reported speech (grammar point) may be presented in the following class in case teacher runs out of time. If there is extra time, students
may start working on the exercises on pages 2 and 3 of Appendix 3.
Micro- If there is an uneven number of students in the classroom, the teacher may place students in larger groups when pair-work is necessary.
3.1.2
Lesson Plan 2
Class Level: B1/ B2 Intermediate (CEFR) Number of students: _________ Teacher: _________________________
Curriculum name: ESP Curriculum for Binational Centers in Brazil
Summary of the portion(s) of the curriculum you are addressing with this lesson: the 2nd session (1st week) of a 5-week Unit based on Reading
1 (Interview with the Minister of Tourism of Brazil) / 3 rd Semester
Overall goal for the class: To check students comprehension of Reading 1 (homework) and to practice reported speech.
Lesson Objective(s)
1. SWBAT argue about the central and supporting ideas of the reading using discourse markers with 80% of accuracy rate.
2. SWBAT report about the ministers interview (Reading 1) using reported speech with 80% of accuracy.
It is the second lesson of the third semester in the 4-semester-ESP-course of Tourism and Hospitality. In this semester, the self-competence stage of
the course, students are expected to be in charge of exploring the reading and vocabulary before coming to class. In this second lesson of week 1,
students will have read Reading 1 as well as filled up the Comprehension exercises (Appendix 4).In this stage, teacher provides increasing
opportunities for learners to take charge of their own learning and explore texts on their own . Students are expected to use prior and background
knowledge as context for new learning. In groups, students will self-correct their homework. While the teacher may interfere to give constructive
feedback, he/she may use the opportunity to evaluate the students, the course, and the teaching material.
This lesson is a component of a larger unit. It fits into a 5-week unit based on an interview with the Minister of Tourism of Brazil. Plans to
incorporate vocabulary in this lesson and how it relates to the vocabulary curriculum of the course: Through pre-reading activities and
discussions, students were probably able to activate previous knowledge and identify vocabulary that was present in the reading for homework.
The specific vocabulary about tourism has been revisited and incorporated in units during the whole development of the course. Self-competence
in exploring texts is expected from students, and in case of unknown words, they are just encouraged to use dictionaries after exploring other
strategies for inferring lexical meanings.
10 min. Introductions Informal, teacher-centered and Listening /Speaking (L2) Appendix 1
students sitting in a semi-circle
1
Teacher assesses students particular difficulties in approaching the reading for comfortable in expressing their struggles in becoming independent
homework. readers.
Now that students have already read the text, teacher asks students to go back to
appendix 1 to check if they had guessed correctly the statements in the appendix.

15 min. Homework Peer-correction in groups Listening /Speaking Appendix 4
correction
In groups of three or four, students will correct their homework. Teacher will go to each Give students the opportunity to negotiate their points-of-view.
group and only interfere if necessary. Make sure students are using discourse markers This is a good opportunity for assessments (objectives 1 /2)
to express their opinions.

5 min Identifying supporting Groups and teacher-fronted Comprehension and vocabulary Appendix 5( sheet of paper) / document
ideas and key words camera to project Appendix 5 on the board
Still in groups, students will work on Appendix 5: identifying supporting ideas and key By working in groups, students share information and exchange
words that match the statements. ideas.
After finishing the task, students go back to their seats. At this stage the whole class Promote peer scaffolding (more proficient student can help the less
shares their opinions and difficulties in the process of taking charge of the learning proficient one).
process.
15 min Reported-speech Teacher-fronted Grammar Appendix 3 (pages 2 and 3)
practice White board
Teacher will give students about 5 minutes to develop the exercises on page 2 on their To practice reported speech and to assess students difficulties in
own. order to provide extra guidance.
After that, the exercises will be corrected on the board. Students provide their answers.
Page three will be done with students input. They will decide what to write inside the
speech bubbles (direct speech) and, after that, provide the corresponding indirect
speech sentences.

15 min. Controlled and Teacher-fronted/ Grammar / Writing Appendix 6
guided practice Individual practice
Activity procedure Rationale
Students will do the exercises on reported speech individually. They may use any To assess if students acquired the grammar point.
notes or the guidelines (appendix 3) to complete the task. Teacher may use this sheet for grading, for homework, or for a
contingency plan.

10min. Mini- Project Teacher-fronted/ 4-skills integration Appendix 7
Activity procedure Rationale

Teacher distributes the sheets of paper and asks students to start thinking about the To provide opportunities to develop professional skills negotiating in
topic. They will have 2 weeks to develop the mini-project in groups. the target language.
Macro- Appendix 6 may be presented in the following class or sent for homework in case teacher runs out of time. If there is extra time, students
may get together in groups and start working on the exercises on their mini-project.
Micro- If there is an uneven number of students in class, the teacher may place students in larger groups or smaller groups.
3.2.1 &3.2.2
Appendix 1
Do you agree or disagree or are you not sure? Justify your choice.
AGREE DISAGRE NOT SURE
E
1. More and more Brazilians are traveling these
days.
2. Lack of infrastructure is a concern bigger than
security for the Brazilian tourism.
3. More than 90% of foreigners who visit Brazil
want to return.
4. It is better to know your own country than
traveling abroad.
5. Tourism is becoming one of the most important
industries in Brazil.
6. Diversity makes Brazil attractive to foreign
tourists.
7. Brazilian tourism is dependent from the
international inflow.
Work in pairs. Compare your answers with your pair. Complete the
sentences:
1. Both of us agree that________________________________________________
__________________________________________________________________
2. ______________agrees that_________________________________________,
but I dont.
3. I dont agree that _________________________________________________,
but _____________ does.
4. Neither of us agrees that____________________________________________.

3.1.1.
Appendix 2
Use the phrases below to express your opinion.
Expressing Opinions: Agreeing and Disagreeing
Giving your opinion: Asking for opinions:
In my opinion. What do you think about this?

I feel that How do you see it?
I think that.
In my view
Agreeing: Disagreeing:
Thats true. Yes, but

I agree. Actually, I believe
I agree with you/ the minister, etc. I dont agree.
3.2.1 & 3.2.2
Appendix 3
Indirect Speech: In indirect speech we report what another person has said.
When reporting, we use verbs such as say, suggest, tell, ask, answer, reply,
explain, announce, etc. Say and tell are the most common ones.
We use tell if we want to mention the person spoken to. Ex: Janes mother told her
she should take an umbrella to school.
We often use that, but it may be omitted. For example: Joe said (that) he wouldnt
be here.
The changes from direct speech from indirect speech vary according to the
situation. The most common are verb tenses, people, places, and time. Look at the
chart:
CHANGES DIRECT SPEECH INDIRECT SPEECH

Person: I He / She
my his /her
Place: here there
Time: now then
today that day
yesterday the day before
tomorrow the next day
this week that week
After a reporting verb in the past tense (e.g. told, said), there is usually a tense
change:
DIRECT SPEECH INDIRECT SPEECH

is, are was, were
Simple present Simple Past
will, would would
can, may could, might
must had to
Based on Eastwood, J. (1992). Oxford Practice Grammar. UK: Oxford University Press.
Page 1
3.1.1
Change the statements to indirect speech. Follow the model.
He asked if they got a refund on the

unused portion if they checked before 11
am.
He asked if_____________________
______________________________.
She said that it ________________
____________________________
____________________________.
3.1.1
Cartoons retrieved from http://www.cartoonroom.com/trav.htm Appendix 3 Page 2
Complete the bubbles with a dialogue. After that, practice reporting what was said.
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
_________________
_________________________________
_________________________________
_________________________________
_________________________________
__________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
__________________
3.1.1.
Appendix 3 Page 3
Homework: Appendix 4
How do you assess Brazilian tourism industry outlook, and what are the major drivers of
the industry?
We are definitely in a very favourable time, for a conjunction of reasons. First of all, the
Brazilian Economy has grown a lot in importance, in the international scenario, and is now quite
strong. Even when the world has begun to suffer the consequences of the 2008 crises, we were
able to keep the stability, mainly for the domestic market. The living conditions have improved
for a great number of Brazilian families, who now have more access to credit. After reaching out
for some basic goods new refrigerators, stoves and cars, for instance and renovating their
homes, this upcoming social class is getting access to travelling, what was previously considered
an activity available only for the wealthy. So, our domestic market represents around 85% of the
whole touristic activity in the country now what is good because it makes us not so fragile and
dependent from the international inflow. For all this, we are getting great investments, mainly
from big hotel chains that find here promising possibilities, of a constant growing market, in a
country that is about to host some of the biggest and most important sporting and cultural events
as Rio +20, the Confederation Cup, the World Cup, the Olympic Games, among many others.
What aspects of Brazilian tourism do you want to promote this year and what are the
markets you would like to focus on this year?
Diversity is a characteristic of the Brazilian tourism what makes the country a great destination
for all kinds of visitors. We are keeping on working to promote Brazil in traditional markets
such as Europe, the U.S. and Asia. But we are also focusing our promotion in other South
American countries. We aim to reach 10 million visitors per year in 2020 and, to reach this mark,
it will be necessary to attract at least 7 million South Americans, then.
Brazil has been successful in attracting global sporting events, what remains the main
challenge for you? Could Brazil become the victim of its own success?
The main challenges for the global sporting events are basically the ones we face in a country
that is growing very, very fast. Infrastructure was a concern previously, when the domestic
demand has gone up, and is a concern now. But the government is working hard on it. We
believe that, despite of eventual difficulties, the cup and the games in Brazil are going to be a big
hit.
How is the ministry tackling the question of security for the tourists?
In recent researches based on the international demand the Ministry of Tourism of Brazil has
carried on, security has never been pointed as an issue. In 2010, over 96% of the foreign tourists
have stated they want visit Brazil again and 85% of them have said the trip to the country has
either matched or overcome their expectations.
What is you strategy and vision to promote and develop less developed regions of Brazil?
Do you feel tourism might serve as a motor of socio-economic development for certain
regions?
We are convinced that Tourism is becoming one of the most important industries in Brazil, in a
short time. Brazil has selected 65 destinations that we consider to be able to induct touristic
development in their surroundings. In these destinations Brazil concentrate its efforts and
investments, in order to prepare them to reach an international quality standard, both in services
and infrastructure. These quality standards tend to disseminate in the area the destinations are
inserted in. This strategy has been quite effective. Besides, we have encouraged and invested and
several communitarian based projects, in different part of the country, as part of a strategy of
using tourism as an important development tool.
Retrieved from http://www.marcopolis.net/minister-of-tourism-brazil.htm on October, 16th, 2012
3.1.1
Cont. Appendix 4
Homework for day 2 week 1:
Pre-reading:
Observe the text layout (title, pictures, etc.), skim it, and answer:
1. What is the text about?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. With just a few words or phrases, write the central idea of each one of the
ministers answers:
Answer 1.__________________________________________________________
Answer 2. __________________________________________________________
Answer 3.__________________________________________________________
Answer 4.__________________________________________________________
Answer 5.__________________________________________________________
3. Scan the text and underline 10 cognates. After that, choose five of them and
write a paragraph about Tourism in Brazil. Write the topic sentence, three
supporting sentences, and a conclusion.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
________________________________________________________________
3.1.2
Appendix 5
Reading and Comprehension:
Read what the minister says about tourism in Brazil. Which bubble is mainly about
the following? Underline the supporting ideas and key words.
1. Global economic affairs have not impacted the Brazilian tourism outlook. _____
2. The importance of the tourism industry for the country. _____
3. The countrys waves of violence do not seem to affect inbound tourism. _____
4. The countrys major problem that may jeopardize the success of international
athletic events. _____
A
B
We are convinced that Tourism is becoming
one of the most important industries in Even when the world has begun to suffer
Brazil, in a short time. Brazil has selected 65 the consequences of the 2008 crises, we
destinations that we consider to be able to were able to keep the stability, mainly for
induct touristic development in their the domestic market.
surroundings.
C D
The main challenges for the global sporting In recent researches based on the international
events are basically the ones we face in a demand the Ministry of Tourism of Brazil has
country that is growing very, very fast. carried on, security has never been pointed as
Infrastructure was a concern previously, when an issue.
3.1.2
Appendix 6
Reported speech practice
Report what they said:
Retrieved from http://www.gocomics.com/calvinandhobbes/ on October 23rd, 2012
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Complete the bubbles with a dialogue. After that, practice reporting what was said
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3.1.2
Appendix 7: Mini Project
According to the minister, Brazil has selected 65 destinations that we consider
to be able to induct touristic development in their surroundings. In these
destinations, Brazil concentrates its efforts and investments in order to prepare
them to reach an international quality standard, both in services and
infrastructure.
In groups, identify and choose one of these destinations that you consider ideal for
a sustainable tourism plan. Make suggestions on how to develop and manage
tourism-related activities and services in the area while conserving the character of
the place being visited, benefiting local communities, and preserving local natural
resources.
4.3.2
Lesson Plan 2 (Week 3/ Semester 4)

Class Level: B1/ B2 (CEFR) Number of students: _________ Teacher: ______________________
addressing with this lesson: the 2nd session (3rd week) of a 5-week Unit based on Reading 1 (chosen by the students and the
teacher) / 4th Semester
Overall goal for the class: Practice of integrated skills / Introduction of useful phrases when giving a presentation / Essay guidelines:
types of brainstorming. Students will continue working on integrated-skills exercises (vocabulary, grammar, and comprehension).
Lesson Objective(s)
1. SWBAT analyze the text for central ideas and support their analysis with textual evidence and use of key words (Appendix
1) with 80% of accuracy rate.
2. SWBAT brainstorm using different techniques in preparation for a speaking project. Despite the fact that each student might
prefer using a particular technique, SWBAT fill up at least 80% of Appendix 3 with accuracy.

This lesson is a component of a larger unit. It fits into a 5-week unit based on a reading chosen by the students and teacher together. It
is part of the consolidation stage of the ESP 4-semester-course on Tourism and Hospitality. In this lesson, students will continue
exploring the reading by working on exercises that target the integration of skills (verb tenses, relative clauses, active and passive
voices, anaphoric and cataphoric references and other cohesive devices, word formation, and main ideas and supporting details). In
this lesson, students will practice brainstorming techniques that can be used in the pre-writing stage of an essay or to develop a
presentation.
Plans to incorporate vocabulary in this lesson and how it relates to the vocabulary curriculum of the course: Based on the lexical
approach, teacher will introduce students to lexical phrases and discourse markers that may be used for presentations (Appendix 2).

10 min. Introductions and Informal, teacher-centered and Listening /Speaking (L2) Appendix 1
assessment of students sitting in a semi-circle ( 4.3.1 and 2)
difficulties.

Greetings: Teacher greets students as they walk into the class. Provide a warm-atmosphere in the classroom.
Give students some time to switch from L1 to L2.
Teacher assesses students particular difficulties in working on the integrated-skills Identify teaching points that need to be reinforced.
exercises students are working individually in both classes and at home of week 3 Solve any doubts without providing answers.
(Appendix 1).
Assessment: Students will be evaluated by teacher according to:
-their ability to use prior and background knowledge to
accomplish a list of integrated-skills exercises.
-their ability to organize information independently, to develop
their own points of view and support them with evidence
(objective 1).
25 min. Vocabulary and Teacher-fronted Listening /Speaking Appendix 2 / power point / document
speaking skills camera
enhancement

Based on the lexical approach, teacher briefly explains students the importance of Expose students to the drilling technique.
lexical phrases and discourse markers. (Ready-made chunks may be retrieved for fast Help students develop strategies for efficient presentations.
language production. If they are fixed in memory, they are readily accessible).
Teacher asks students (volunteers) to read the phrases or sentences aloud. Students take Give students opportunity to practice intonation and pronunciation.
turns.
Teacher asks students to start preparing a brief presentation about a job-related object Explain the speaking task for the next weeks while solving any
using the contents of Appendix 2. doubts about it.

10min Transition of Tasks/ Pairs / Teacher-fronted Speaking Appendix 2
Introduction to
brainstorming
Using Appendix 2, students will exchange their first thoughts on the presentation about Give students opportunity to share information and exchange ideas.
the job-related object. Promote peer scaffolding (more proficient student can help the less
proficient one).
Provide students with the opportunity to brainstorm.
After 8 minutes of discussion, teacher splits the pairs and reinforces the importance of Introduces the next topic while raising students awareness of the
brainstorming. importance of the topic.
25 min Presentation and Teacher-fronted and individual Reading / Vocabulary/ Appendix 3 / power point / document
practice Grammar / Writing camera
Teacher asks students to silently read Appendix 3 and to start exploring each Give students the opportunity to:
brainstorming technique individually having in mind their future presentation about a Read, view, and organize information independently.
job-related object. Be familiar with different brainstorming techniques while choosing
the one they feel more comfortable using.
Teacher checks on the development of each student thinking process while answering Guide each student on their independent practice while solving any
questions and talking to each student individually. doubts.
Assessment: Students will be evaluated by the teacher according to
their ability and effort to perform their roles (objective 2).

5 min. Provide information Teacher-fronted Speaking The board
about homework
Teacher ends the class by reinforcing the following deadlines: Provide clear explanation of deadlines.
Students are supposed to turn in the integrated-skills exercises (Appendix 1) and Instigate students with the sense of responsibility for their own
the brainstorming techniques (Appendix 3) for evaluation (assessment) in the learning and educational / professional growth.
beginning of the following class (4.4.1).
Students should research about the job-related object they will be talking about,
and bring the information in the following class (4.4.1).
Macro- Appendix 1 and Appendix 3 may be done in class or at home, in case teacher runs out of time or if there is extra time.
Micro- If there is an uneven number of students in class, students may be placed in groups of three to discuss Appendix 2.
4.3.1 & 4.3.2 2
Appendix 1
Reading 1 will be chosen by students and teacher. After that, teacher
will prepare a set of integrated skills exercises (vocabulary, grammar, and
comprehension) based on the following example:
Abstract
The 2016 Summer Olympic Games bids were selected as a case study to
explore how the focus on social responsibility (CSR) and community development
(CD) differs in traditional versus nontraditional bid cities. We employed a media
framing methodology to examine how the bids were represented through media
and articulated by various stakeholders. Of specific interest was the finding that
the discourse surrounding the Rio de Janeiro bid put a greater focus on the
capability of sport to reach out to disadvantaged populations and create balance
within the global economy. The results from this study will provide insights into
how the global media has framed mega event bids from nontraditional cities, and
the social and economic benefits event proponents argue can be accrued from
hosting.
The media coverage of the Rio de Janeiro bid for the 2016 Olympic Games
focused on the capacity of the Olympic Games to aid in the transformation of the
underdeveloped city to meet the Northern or Western standards of
infrastructure and social programming provision. The Olympic bid represented to
Brazil a chance to show the world that it was now a competitive, influential,
4. 3.1 & 4.3.2
modern country, to both investors and tourists, and to showcase its economic
growth. However, as explored throughout the discussion the media framed the
bid as an opportunity to spur development and create a positive social
transformation not only in Rio de Janeiro but also throughout all of Brazil, which
would not be possible without the hosting of the Olympic Games. A quote from
the former President of Brazil Lula da Silva shared within the discussion portion
of the article stated that for other countries the Olympics is just another
sporting eventfor us it will be unique and extraordinary (Irwin, 2009a, para.
14). The quote directly above exemplified how the media differentiated the bid
cities. While the Rio de Janeiro bid was framed in themes of positive
transformation of both social and infrastructure development, that discourse of
development and positive transformation was largely absent from the media
coverage of the remaining three bid cities Chicago, Madrid, and Tokyo.
From the analysis, it was evident that the media portrayed Rio de Janeiro
differently than the other cities in the coverage of the bid competition. The
media coverage of the Rio de Janeiro bid portrayed the city in need of the
Olympic-related developments framing the bid within the perception of the
weaker, undeveloped South. Whereas, within the media coverage for the Madrid,
Chicago, and Tokyo bids the opportunities for development in the cities were
framed as an added bonus to the privilege of being awarded the host city of the
2016 Olympic Games. These opportunities received scant media coverage,
despite the fact that the Chicago bid focused heavily on community
4.3.1 & 4.3.2
development, social inclusion, and poverty alleviation agendas through its
community benefits agreements (Wolf-Powers, 2010). Given that the media
chose not to concentrate their coverage on these initiatives with the Chicago bid,
while heavily focusing on similar initiatives in the Rio de Janeiro bid, amplifies the
unequal NorthSouth relations and the problematic nature of how the global
media frame each of the 2016 Olympic bid cities.
While in the past 20 years we have witnessed the IOC placing a greater
emphasis on engaging in socially responsible initiatives both within the hosting of
their premier event and within their other sport and education programming,
CSR and social development were not prominent throughout the reporting for all
of the 2016 Olympic bid cities. Therefore, we are proposing that future research
examine who is driving the process of bidding and how this influences the social
responsibility schemes included within those bids. Furthermore, an attempt
should be made to determine if CSR and social development is actually an
integral part of the overall bid process or is it merely driven by corporations who
are attempting to utilize the value and altruistic nature of sport to fulfill their own
goals.
Adapted from: Carey, M., Mason, D., & Misener, L. (January 01, 2011).
Social responsibility and the competitive bid process for major sporting events.
Journal of Sport & Social Issues, 35 (3), 246-263. (Downloaded from
jss.sagepub.com at PORTLAND STATE UNIV on November 4, 2012)

4.3. 1 &4.3.2 2
Exercises
A) General Comprehension
Skim through the text and indicate key words:
_______________________________________________________________________
_______________________________________________________________________
B) Key Points Comprehension
Read the topic sentence of each paragraph and indicate the central idea of each
paragraph of the numbered lines:
Paragraph 1-
_______________________________________________________________________
_______________________________________________________________________
Paragraph 2-
_______________________________________________________________________
_______________________________________________________________________
Paragraph 3-
_______________________________________________________________________
_______________________________________________________________________
4.3.1 & 4.3.2 2
C) Detailed comprehension
Answer:
1) What was the media focus to support Rio in the bid for the 2016 Olympic Games?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
2) What were the other bidding cities?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
3) What was the major difference between the bid of Rio and the others?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
4) What seems to be a common trend in the process of bidding in the last twenty
years?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
4.3.1 &4.3.2 2
D) Linguistic Structures
1) Underline the noun phrases in the abstract section.
2) Circle the passive voice constructions in the text.
3) Indicate the verb tenses in the following lines:
Line 4:_________________________________________________________________
Line 12:________________________________________________________________
Line 27:________________________________________________________________
Line 34:________________________________________________________________
Line 38:________________________________________________________________
4) Knowing that cataphoric reference means that a word in a text refers to another
later in the text and that anaphoric reference means a word refers back to another
word for its meaning, indicate if the following pronouns and possessive adjectives are
either cataphoric or anaphoric references. After that, write to which word(s) they refer:
it (line 5)________________________________________________________________
which (line 9)____________________________________________________________
its (line 29) _____________________________________________________________
their (line 30)____________________________________________________________
their (line 43)____________________________________________________________

4.3.1 and 2
E) Word Analysis
(You may use the dictionary English/ English if necessary)
1) Dissect the following words into parts (prefix root - suffix):
disadvantages___________________________________________________________
nontraditional___________________________________________________________
hosting ________________________________________________________________
coverage________________________________________________________________
development____________________________________________________________
discussion______________________________________________________________
infrastructure____________________________________________________________
framing_________________________________________________________________
unequal_________________________________________________________________
2) Choose 5 of the above words and write a sentence with each word:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
______________________________________________________________________
4.3.2
Appendix 2
Giving a Presentation
Opening
Let me first introduce myself.
Im / My name is
In this talk I want/ would like
to ____________________________________
In this talk I want/ would like
____________________________________
to
____________________________________
Ill begin by (+ -ing form of
____________________________________
verb)
____________________________________
Im going to be covering
Lets start with (+ noun)
Introducing other factors

If I could now turn to ____________________________________
Now, turning to ____________________________________
Let me move on to ____________________________________
Introducing graphs and diagrams

Id like you to look at this ___________________________________
___________________________________
graph/ diagram/ chart/
___________________________________
transparency/ slide.
___________________________________
This graph shows 4.3.2
You can see here that ___________________________________
Finishing
That completes my overview ___________________________________
___________________________________
(of) ___________________________________
So, to summarize / sum up ___________________________________
Thank you for your attention.
Describing trends
This happened / occurred ___________________________________
___________________________________
because
This was due to ___________________________________
Describing a process
First of all ___________________________________
Then/ After that ___________________________________
Following that ___________________________________
The final step/ Finally
___________________________________
Adapted from Campbell, S. (2009). English for the energy industry. Oxford, U. K.: Oxford
University Press.
4.3.2
Appendix 3
Brainstorming and Organizing Ideas
Brainstorming is a prewriting technique that allows you to quickly
generate, develop, and organize ideas related to your topic. Brainstorming
works by allowing you to freely write down any information that comes to mind.
This technique may seem illogical and sporadic, but it allows you to freely bring
out any unconscious information to the surface.
Step #1: When brainstorming ideas, the trick is to simply write down
anything that comes to mind. Ideas can be in the form of words, phrases,
drawing, graphs, a thesis statement, a topic sentence, or any other number of
ways. When brainstorming, dont worry about neatness, grammar, spelling, or
cohesion; just write as much as you can.
Step #2: After you have brainstormed ideas, go back and look for any
relevant or related ideas. At this stage, you can circle, cross out, or connect
ideas that might be useful for you assignment.
Step #3: Next, you can begin to organize, regroup, or link ideas on a
separate sheet of paper. At this stage, your ideas are beginning to take the form
of an outline. You can use a traditional outline format to group main ideas or
topics, subtopics, a thesis statement, and so on.
Some prewriting activity templates follow:

4.3.2
A) Cause and Effect Brainstorming Template
Directions: Write down the cause in the right hand box marked cause.
Freely write down as many ideas related to the effects of the cause in the left
hand boxes marked effects. Cause and effect have logical consequences in
that the cause box will be directly related to effects boxes. There is a second
template below for many causes with one effect.

4.3.2
Directions: Write down the causes in the right hand box marked cause.
Freely write down as many ideas related to the effect the cause has in the left
hand box marked effects. Cause and effect have logical consequences in that
the cause box will be directly related to effects boxes.
causes
effect
4.3.2
B) Free-writing Template
Directions: Use the entire paper to freely write any ideas, words or
sentences that relate to your assignments main idea or topic. The trick to this
activity is to write down as much as you can without worrying about
organization, spelling, and grammar in order to get out your ideas. Organizing
your brainstormed ideas will be the next step.
C) Listing Brainstorm Template
Directions: Write the assignments main idea or general topic in line #1. Then list any
ideas, words, or sentences in the following lines that relate to the main idea or topic.
List as much as you can without worrying about spelling, grammar, or word choice.
Organizing and developing your ideas is the next step.
Main Idea or Topic
1._____________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
4.3.2
D) Compare and Contrast Brainstorming Template
Directions: Write down the main idea or topic in the top box marked
main idea/topic. Then write down the ideas you are comparing and
contrasting in the boxes marked idea/topic #1 and idea/topic #2. Then write
down some similarities and differences between the ideas or topics you are
comparing and contrasting. The trick to compare and contrast writing is to state
the likenesses and differences in your main idea or topic.

4.3.2
E) Mapping/Clustering Template
Octopus Brainstorming Template
Directions: Write the main idea or topic word(s) in the large center circle.
In the smaller connecting circles, write any ideas, words, or sentences related to
your main idea or topic. Brainstorming is an activity where you freely write down
as many ideas as possible.

4.3.2
F) Problem-Solution Template
Directions: Write down the problem(s) in the right hand box marked
problem(s). Freely write down as many ideas for solutions to the problem in
solution(s) the
boxes on
the right
marked
problem(s)
solution(s)
Adapted from: http://www.pasadena.edu/entskillslab/drafting/Brainstorming.cfm

The Role of English in Times of Change: Rethinking The Curriculum For Bi-National Centers in Brazil M. Angelica M. Da Costa Portland State University

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

The Role of English in Times of Change: Rethinking The Curriculum For Bi-National Centers in Brazil M. Angelica M. Da Costa Portland State University

Uploaded by

Copyright:

Available Formats

CURRICULUM FOR BINATIONAL CENTERS IN BRAZIL 1

Portland State University

1.1 My Personal Motivation

As a student and professional in Brazil, I experienced the political and

educational system played an important role in maintaining oppression.

think critically because critical thinking leads to intervention and transformation.

Regarding foreign languages, French (which was considered a

in schools. At that time, English symbolized counterculture and social revolution

instruction. Unfortunately,despite the length of instruction, it is not effectively

done. Students leave high-school with no competence to use English for

academic or professional purposes. This situation is aggravated by recent

legislation that requires Spanish to be compulsory in high school. The relation

established by MERCOSUL (an economic and political agreement among some

implementation of a law which puts forward the obligator teaching of Spanish

language in Brazilian high schools. Still, English is the global language of

... the English language has become an ambiguous symbol in the

newspaper and magazine ads, and in more restricted discursive spheres,

such as information technology and electronic commerce. Most middle-

and upper-class Brazilians know that their children must acquire an

adequate command of English or they run the risk of missing out on

opportunities for better paid jobs offered by multinational corporations

(Rajagopalan, K., Rajagopalan, C., 2005).

The situation of foreign language education in Brazil, however, is

gradually changing and, as other institutions, the Brazilian educational system

embrace capitalism. Unfortunately, despite being one of the fastest growing

economies in the world, it is still behind many undeveloped countries concerning

human development and education.

development and, consequently, is in need of qualified labor, led me to propose

development. While Brazil becomes a super-power, only a little over 5% of its

proficiency for international business among multinational companies employees

Comparing to the average grade of other developing countries members of the

BRIC (Brazil, Russia, India, China) and other Latin-American countries as

multinational companies, Brazil also needs less-qualified English-speaking

bring 980,000 foreigners to Brazil.

This proposed ESP curriculum template addresses the linguistic need of

young professionals of different areas by providing them tools to explore

technological literature and to communicate in professional settings using the

target language. Aiming to prepare Brazilian learners for an effective

participation in the countrys development, I considered three prominent areas of

economic development for which will employ English-speaking professionals: Gas

the curriculum allows it to be tailored according to learners vocational needs.

2.1 What is ESP (English for Specific Purposes)?

specific requirements of a profession, occupation, or activities.

Strevens (1977) defined ESP by making a distinction between its absolute

the content is related to particular occupations, and the study of language

(syntax, semantics, discourse, etc.) is centered on the language required for

those specific occupations or activities. One of the variable characteristics applies

methodology from that of GE (General English) in specific teaching situations.

Another definition of ESP (Robinson, 1991) is based on two criteria. The

particular characteristics: developed from needs analysis, usually with limited-

Other definitions followed each one with its particularities. While

Hutchinson and Waters (1987) suggests that, "ESP is an approach to language

courses. Despite controversies, all definitions seem to converge on the best

by their work situation.

2.2 ESP (English for Specific Purposes): Its Origins

ESP was a phenomenon that emerged out of some cultural and

World, a revolution in linguistics, and in language pedagogy, a focus on the

scientific, technical, and economic progress that demanded an international

language. Therefore, English became the language of technology and business.

focused on grammar rules to the investigation of ways in which language is used

as a means of communication revolutionized the approach to English teaching

instruction is related to developments in educational psychology (Rodgers,

motivated and, consequently, the learning process becomes relevant and