Add to curriculum:

 Learning strategies
 Problem-solving strategies
 Listening Comprehension
 Note-taking
 Reading charts and graphs

Steps to developing program:

 Find out who the program administrators are, and their motivations, affiliations and
teaching styles n schedules
 What are Colombias various standards?
 Certification bodies and college-level language requirements
 What facilites and equiptment will be available
 Ask to be intoduced to particular subject-matter instructors in some of the subjects I
will be teaching (ex. Computer science instructors if I am teaching computer english)
 Conduct individualized student interviews (prep questions) to find out personal +
cultural subjects and motivations to work into lessons (check for listening
comprehension, rather than spoken ability at this point)
 Language structures to include in program:

1) Vocabulary used to identify and describe equipment, tools and machinery.

2) Language used to describe procedures, processes, and safety precautions necessary
for using equipment, tools, and machinery. Functions for which such language is used
include following directions, clarifying/verifying or getting more information,
explaining, reporting, giving advice, and requesting help.
3) Language used for measurement and mathematics in the specialty skill.
4) Language used to evaluate work and to check whether work has been completed
properly.

1. Administrators, who will give you information about the institution's requirements
of your
students.

2. Content area instructors, who will give you information about the materials covered
by your
students in their specialty studies.

3. Students, who will give you information about how well

To check listening comprehension (in the beginning):

 Use cloze exercise
 Get tape recorder + record other accents and genders for student practice
 Use graphs and images to supplement listening exercises
 Help student recognize clues to meaning introduced by the speaker:

A summary of such clues includes:

a) Numerical statements, such as "There are two reasons... "

b) Rhetorical questions.

c) Introductory summaries: "Let me first explain...”; "The topic which I intend to discuss is

interesting because... "

d) Development of an idea, signalled by statements such as: "Another reason... "; "On the
one hand... "; "Therefore... ";; "Since... "; "In "; etc.

e) Transitions, such as "Let us turn our attention to...”; "If these facts are true, then...”; etc.

f) Chronology of ideas, signalled by "First...”; "The next... “; "Finally...,"; etc.

g) Emphasis of ideas, such as "This is important because...”; "The significant results were...
";

"Let me repeat..."; etc.

h) Summary of ideas, signaled by "In conclusion... “; "As I have shown..."; etc.