English for Specific Purposes

Final Project

Student: Bitti Virginia

Subject: E.C.O.

Teacher: Pérez Liliana

Course: 4th Year, Profesorado de Inglés

Date: February, 2023

 Index

Setting ____________________________________________________________ 2

Parameters of course design _____________________________________ 2

Theoretical Underpinnings ____________________________________________ 4

ESP concepts _________________________________________________ 4

Characteristics of ESP __________________________________________ 5

Classification of ESP ___________________________________________ 5

Communicative Language Approach ______________________________ 6

Needs Analysis _______________________________________________ 7

Genre Analysis _______________________________________________ 8

Language issues in ESP_______________________________________________10

Syllabus __________________________________________________________ 11

Methodology ______________________________________________________ 14

The role of the teacher _________________________________________ 14

The role of the learner__________________________________________ 14

Materials____________________________________________________ 15

Learning Strategies ____________________________________________15

Assessment and Evaluation _____________________________________ 16

Appendix _________________________________________________________ 17

References _________________________________________________________27

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 Setting
This course is designed for a group of six Argentinian chefs who want to improve
their language skills and vocabulary in order to work abroad. According to the needs
analysis survey, they have an elementary level of English knowledge.

Parameters of Course Design

 Intensive
The course will last three months and will consist of two-hour classes twice a week.
The syllabus will include the most relevant and necessary information to perform their job
in a restaurant as best as possible.

 Assessed
A formative assessment will be carried out to keep track of students’ improvement
on a daily basis. They will be evaluated by taking into account their engagement in class,
their motivation and the use of new vocabulary and grammatical structures, both orally and
in written form. Students will also have a summative evaluation at the end of each unit by
means of a project.

 Immediate needs
The aim of the course is to satisfy the students’ immediate needs of communication
in their area of expertise because they will be settling in a new country to look for better job
opportunities.

 Parallel with experience

Students will put their knowledge into practice immediately since they are already
working in the food industry and will have the opportunity of using English in Argentina.

 Broad focus
The course will be focused on improving the four macro-skills as students need to
be able to write and understand cover letters, recipes and e-mails, among others, and to

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communicate orally with their peers. However, speaking and listening are the more
problematic areas for students so they might require extra attention.

 Teacher’s role
The teacher will act as a facilitator and language consultant by offering general
guidance and being a source of knowledge without interfering too much in order for
students to gain confidence when using the language. The teacher will design the syllabus
according to the students’ needs but she will not control every aspect of the class, nor will
she intervene unless it is necessary to improve the dynamics of an activity by making
suggestions and prompting answers. She will also evaluate learners’ improvement and
achievements.

 Homogenous group
It is a homogenous group because it consists of Argentinian chefs with the same
level of English and the same goals.

 Specific and common-core materials

The materials are chosen in order to cover the specific knowledge the students need
in their area of expertise and the general knowledge regarding professional life. They will
be based on real life experiences and will include a wide variety of written and audio-visual
resources.

 Flexible negotiated course design

The course will be designed by the teacher taking into account the students’ needs
and input. Suggestions are welcome throughout the learning process.

 One-off course
This syllabus is prepared specifically for this group of students, though it could be
put into practice again if faced with a similar class.

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 Theoretical Underpinnings
ESP Concepts
From the early 1960's, English for Specific Purposes (ESP) has grown to become
one of the most prominent areas of EFL teaching today. This has led to a rapid growth of
English courses aimed at specific disciplines. There are three different notions when trying
to define what ESP is.
Hutchinson and Waters state 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.
Strevens' (1988) definition of ESP makes a distinction between four absolute and two
variable characteristics:
Absolute Characteristics
 ESP is defined to meet specific needs of the learners.
 ESP makes use of underlying methodology and activities of the discipline it serves.
 ESP is centered on the language appropriate to these activities in terms of grammar,
lexis, register, study skills, discourse and genre.
 ESP is in contrast with “General English.”
Variable Characteristics
 ESP may be restricted as to the learning skills to be learned.
 ESP may not be taught according to any pre-ordained methodology.
However, Dudley-Evans has offered a modified definition. He has removed the
absolute characteristic that ESP is "in contrast with General English" and revised and
increased the number of variable characteristics as it follows:
 ESP may be related to or designed for specific disciplines.
 ESP may use, in specific teaching situations, a different methodology from that of
General English.
 ESP is likely to be designed for adult learners, either at a tertiary level institution or
in a professional work situation. It could, however, be for learners at secondary
school level.
 ESP is generally designed for intermediate or advanced students.
 Most ESP courses assume some basic knowledge of the language system.

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 Robinson (1991) postulates that ESP is “normally goal-directed” and that the
courses develop from a needs analysis which ‘aims to specify as closely as possible what
exactly is that students have to do through the medium of English’.

Characteristics of ESP
From the previous characteristics we can conclude that ESP can but is not
necessarily concerned with a specific discipline, nor does it have to be aimed at a certain
age group or ability range. ESP should be seen simply as an 'approach' to teaching, or what
Dudley-Evans describes as an “attitude of mind,” which is focused on the learner’s needs
and goals.

Classification
ESP has been divided into two main areas: English for Academic Purposes (EAP)
and English for Occupational Purposes (EOP). The following diagram shows the
classification of ESP by experience:

There is also another classification that has to do with the professional areas or
disciplines that ESP encompasses:

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 This course is classified as EOP, particularly English for Vocational Purposes, and
within it, Vocational English, since it is concerned with the language of training for specific
trades or occupations.

Communicative Language Approach

Communicative Language Teaching originated in Great Britain in the late 1960's
and 1970's. It was founded on Chomsky's view on language acquisition, while British
linguists wanted to emphasize the communicative and functional potential of language.
There were also some changes in the educational reality in Europe that meant a further need
to find a new approach in order to establish communicative meanings relevant to the
language learner. This approach sets as its goal the teaching of communicative competence,
which includes the following aspects of language knowledge:
 Knowing how to use language for a range of different purposes and functions.
 Knowing how to vary our use of language according to the setting and the
participants.
 Knowing how to produce and understand different types of texts.
 Knowing how to maintain communication despite having limitations in one’s
language knowledge.
By definition, CLT puts the focus on the learner and their needs and, therefore, the
types of classroom activities proposed imply new roles for teachers and learners. On the
one hand, students participate in activities that are based on a cooperative rather than

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individualistic approach to learning and they have to become comfortable with listening to
their peers in group work or pair work tasks, rather than relying on the teacher for a model.
They are expected to take on a greater degree of responsibility for their own learning. On
the other hand, teachers assume the role of facilitator, acting as a guide and resource of
knowledge, rather than being a model for correct speech and writing. Teachers are
interdependent participants within the learning-teaching group but only intervene when
needed.

Needs Analysis
Dudley-Evans & St. John (1998) define needs analysis as the process of establishing
the what and how of a course. It is considered one of the key stages in ESP, the others being
the syllabus design, selection and production of materials, teaching and learning, and
evaluation. According to the authors, needs analysis in ESP should include determining the
following aspects:
 Professional information about the learners: the tasks and activities learners are/will
be using English for (target situation analysis and objective needs.)
 Personal information about the learners: factors influencing the way they learn such
as their previous learning experiences, cultural information, reasons for attending
the course and expectations of it, attitude to English (wants, means, subjective
needs.)
 English language information about the learners: what their current language use
and skills are (present situation analysis.)
 Learners’ lacks.
 Language learning information: effective ways of learning the skills and language
(learning needs.)
 Knowledge of how language and skills are used in the target situation (linguistic
analysis, discourse analysis, genre analysis.)
 Course expectations and requirements.
 Information about the environment in which the course will be run (means
analysis.)

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Genre Analysis
ESP has adopted various approaches to text analysis based on the idea that the texts
used in particular specialist environments have special characteristics that distinguish them
from other texts, and that texts in different disciplines will have various patterns of
similarity in terms of structure, style, language choices, purpose and intended audience.
There have been two main tendencies in genre analysis: one under the influence of
sociology of science has been the more detailed analysis of the concept of discourse
community (Miller, 1994 - Swales, 1990); the other has been the detailed analysis of
specific features of language (Hyland, 1998) and text patterns/structures.
According to Swales, discourse communities use genres which are recognizable to
people outside the group, but he notes that groups develop their own conventions for those
genres in light of their desired goals. Essentially, members of a community usually have
little difficulty in recognizing similarities in the texts they use frequently, and they are able
to draw on their repeated experiences with such texts to read, understand, and perhaps write
them relatively easily. Swales lists six defining characteristics of a discourse community: a)
It has a broadly agreed set of common public goals, b) It has mechanisms for
intercommunication among its members, c) It uses participatory mechanisms primarily to
provide information and feedback, d) It has developed and continues to develop discoursal
expectations, e) It has acquired some specific lexis, and f) It has a threshold level of
members with a suitable degree of relevant content and discoursal expertise.
Hyland (2013) states that genre analysis is a more specific form of discourse
analysis that focuses on any element of recurrent language use that is relevant to the
analyst’s interests. Research has therefore tended to move more toward examining clusters
of register, style, lexis, grammar and other features that often distinguish particular genres .
The analysis is grounded in the assumption that the features of a similar group of texts
depend on the social context of their creation and use, and that those features can be
described in a way that relates a text to others like it and to the choices and constraints
acting on text producers.
Another important feature of analysis has to do with text types. We can differentiate
five basic texts types (J. M. Adam, 1992) depending on the communicative purpose they

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meet: narrative, description, exposition, discussion and conversational. These types are
associated with specific discursive and linguistic characteristics, but texts rarely belong
entirely to one or another type, so there can be different textual sequences within a text.
Text structure, on the other hand, is how information is organized in writing. Patterns not
only vary from writing to writing, but text structures may also change frequently from
paragraph to paragraph within a single piece of writing. Some of the most common
structures are: chronological, compare and contrast, cause and effect, and problem and
solution.

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 Language Issues in ESP
In ESP teaching, focusing in grammatical knowledge depends on the learners’ level
in English and whether priority needs to be given to grammatical accuracy or to fluency in
using the language. Regarding vocabulary, since ESP is founded on the belief that there is
a “specialized language,” it follows that there is also “specialized vocabulary” that needs to
be taught.

Grammar in ESP
 Verbs and tense: The main verb forms and tenses used in ESP are present simple,
present and past passive voice, and modal verbs.
 Voice: The choice of active or passive voice is determined by functional
considerations.
 Modals: Especially may, might, could, would, are one way of indicating the degree
of certainty of a writer’s commitment to a statement or claim.
 Articles: Certain uses of articles are particularly important in ESP, such as the
“zero” article and “the,” which seems to cause problems for non-native speakers.
 Nominalization: The use of nominalization is a major feature of the abstract
language favored by academic writers. The common way of making verbal nouns is
by adding suffixes such as -ation, -ition, -ity, -ment or -ness.
 Logical connectors: These are vital for learners to understand the relationship of
topics in writing. For example: moreover, however, therefore.

Vocabulary in ESP
 Technical vocabulary: It consists of words or terminologies that are exclusive to a
particular discipline or field. The teacher is not in charge of teaching this kind of
vocabulary since it is acting as carrier content, however, it might be necessary to
check for understanding if it is present in an activity.

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  Semi-technical and core business vocabulary: It is divided in two broad areas: the
terms that are present in a particular discipline and that tend to have a different
meaning in other contexts; and the general language that is predominant in technical
fields.
Syllabus

UNIT GRAMMATICAL COMMUNICATIVE STRATEGIES EVALUATION TIME

CONTENT ACTIVITIES
1. Welcome Vocabulary: kitchen Reading: kitchen Direct strategies: Students have to 480
to the areas; appliances and design and equipment. Memory, write a paragraph minutes
kitchen. equipment; adjectives Writing: comparing cognitive and describing their
to describe cooking appliances. compensation ideal kitchen and
appliances. Speaking and strategies. then roleplay a
Grammar: listening: discussing Indirect situation in which
Present Simple (all kitchen organization strategies: they have to
forms.) and listening for Social, affective choose the best
There is/there are. technical data. and metacognitive equipment for it.
strategies.
2. Kitchen Vocabulary: kitchen Reading: how to use Direct strategies: Learners are 480
tools. tools. tools appropriately; Memory, asked to make a minutes
Grammar: characteristics of cognitive and video in a kitchen
Present Simple. cooking tools. compensation role-playing the
Past Simple Writing: a memo; an strategies. different
affirmative and e-mail. Indirect dialogues
negative. Speaking and strategies: included in the
Modals: could, listening: asking for Social, affective unit. The content
would, can. advice; asking for an and metacognitive has to be original.
item; giving a warning. strategies.
3. Career Vocabulary: jobs in Reading: roles and Direct strategies: Students work in 480
options. a kitchen and responsibilities of Memory, pairs to make a minutes
restaurant; adjectives kitchen staff; key cognitive and presentation about

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 to describe information in a cover compensation a day in the life of
personality. letter. strategies. a famous cook of
Grammar: Writing: job profiles, Indirect their choice.
Present Simple. cover letter. strategies: Then, they have to
Past Simple (all Speaking and Social, affective roleplay a
forms.) listening: discussing and metacognitive conversation as if
job profiles and strategies. they were
responsibilities. interviewing the
Work interview. person for a job.
Describing a day in the
life of a chef.
4. Safety and Vocabulary: hygiene Reading: kitchen Direct strategies: The class is 480
hygiene. products and safety and hygiene; Memory, divided into two minutes
practices; food and avoiding workplace cognitive and groups and they
kitchen hazards; injuries. compensation have to play the
injuries. Writing: kitchen rules; strategies. roles of health
Grammar: food safety report; Indirect inspector and
Expressing injury report. strategies: head chef to talk
obligation: must, Speaking and Social, affective about possible
have to. listening: delivering and metacognitive solutions to
Expressing bad news; apologizing; strategies. different health
possibility: could, offering solutions to violations.
might, will, may. problems.
5. Let’s Vocabulary: Reading: about food Direct strategies: Learners are 480
cook! cooking techniques, and classifying it Memory, required to write minutes
food categories, according to its cognitive and their own recipe
nutrients. nutrients; about compensation and teach the rest
Grammar: cooking techniques. strategies. of the class how
Should/shouldn’t. Writing: a recipe. Indirect to make it as if it
Sequence adverbs. Speaking and strategies: were a TV show.
Present Simple. listening: exchanging Social, affective

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 information about and metacognitive
eating habits and strategies.
nutrition; instructing
and following recipes.
6. Preparing Vocabulary: dishes; Reading: what makes Direct strategies: Students design a 480
the menu. courses; types of a good menu; labelling Memory, menu for a new minutes
menus. the different parts of a cognitive and restaurant
Grammar: menu; identifying compensation anonymously and
Present Simple: different types of menu strategies. they have to
expressing likes and and finding food Indirect decide which they
dislikes. information. strategies: prefer.
Comparative and Writing: a menu Social, affective
superlative Speaking and and metacognitive
adjectives. listening: comparing strategies.
different menus;
asking for a
recommendation.

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 Methodology
The role of the teacher
Dudley-Evans describes the true ESP teacher or ESP practitioner as needing to
perform five different roles. These are: teacher, collaborator, course designer and materials
provider, researcher and evaluator.
The first role as teacher is related to the role of facilitator, monitor and language
consultant. A good ESP teacher must teach not only the language but also the skills needed
to master that language. The second role involves working closely with field specialists in
order to meet the specific needs of the learners and adopt the methodology and activities of
the target discipline, which means acting as a collaborator. Moreover, the ESP practitioner
must collaborate more closely with the learners, who will generally be more familiar with
the specialized content of materials.
The role of ESP teachers as material providers and course designers involves
choosing suitable published material, adapting it if it is not completely suitable or creating
original material. It is here that the ESP practitioner's role as researcher is especially
important, with results leading directly to appropriate materials for the classroom. The final
role as evaluator is concerned with assessing both the learners’ improvement and
achievements, and the effectiveness of the course design and materials.

The role of the learner

Every student is unique, but there are some consistencies and tendencies that ESP
teachers will often meet in their learners. It is probably useful to divide ESP learners into
two broad categories. Firstly, there are those already working in their specialism or at an
advanced stage of their training. Secondly, there are those who are pre-work and who will
probably be younger and where it cannot be expected that they have much detailed
knowledge of their specialism. The following characteristics apply mainly to the former
category:

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  The ESP learner is learning English in order to achieve something specific beyond
the language itself.
 The further purpose of the ESP learner will usually involve skills that are very
different from the skills involved in learning a language.
 The ESP learner has often not succeeded as a language learner in the past.
 The ESP learner will probably be studying English at the same time as studying
their subject or doing a full-time job. He or she may well come to the ESP class
tired and distracted.
 The ESP learner may be there reluctantly, perhaps because their line manager has
told them to be there.
 ESP learners in the same class are unlikely to have the same, or even a similar, level
of English.
 Students will usually be studying in the same ESP area; but it is possible to have
varied classes within a specialism; for example, doctors, nurses, radiologists, and
administrators.

Materials
Materials selection, adaptation, or writing is an important area in ESP teaching,
representing a practical result of effective course development and providing students with
materials that will equip them with the knowledge they will need in their future work life.
There are two main types of materials in ESP:
 Common-core material: it is the material that uses carrier content which is either of
a general academic nature, or of a general professional nature.
 Specific material: it is the material that uses carrier content that is drawn directly
from the learners’ academic or professional area.

Learning Strategies
Rebecca Oxford (1990) provides a comprehensive definition of learning strategies,
saying that they represent “specific actions taken by the learner to make learning easier,
faster, more enjoyable, more self-directed, more effective, and more transferable to new
situations.”

15
 She supports the existence of direct and indirect strategies, the former involving the
use of the target language for remembering more effectively, using cognitive processes and
compensating for lack of knowledge, whereas the latter organize, manage and evaluate
learning without directly involving the target language. In Oxford’s system, direct
strategies include memory, cognitive and compensation strategies. Memory strategies are
used for storing and retrieving new information, cognitive strategies are applied for
understanding and producing the language, while compensation strategies are designed for
dealing with limited proficiency in the target language.
The second category, that of indirect strategies, includes metacognitive (for
coordinating the learning processes), affective (for regulating emotions and attitudes), and
social strategies (for learning and working with others).

Assessment and Evaluation

From the perspective of Dudley-Evans and St. John, assessment does not stand
alone, but occupies a prominent place in the ESP process, giving an ESP teacher a wealth
of information on the effectiveness and quality of learning and teaching. Assessment
interacts with needs analysis, and is dependent on course design. They also state that an
ESP test is an aid to learning and encompasses benefits such as reinforcement, confidence
building, involvement and building on strengths.
Evaluation is the process of establishing the effectiveness of the course design. It is
usually described as summative or formative, the latter being more predominant in ESP as
it consists of ongoing evaluations at different intervals. The summative evaluation takes
place at, or after, the end of an instructional unit and its purpose is to assess impact and
compare results against some standard or benchmark.

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 Appendix

Needs Analysis
A small group of chefs has asked for a course to improve their English in order to
work abroad.
Name: _______________________________________________
Age: _________________________________________________
Occupation: ___________________________________________

1. Have you ever studied English? If so, for how long?

_________________________________________________________________________
2. Are you regularly exposed to the English language? If so, through which means? (Work,
songs, movies, friends/family, internet, etc.)
_________________________________________________________________________
3. How much time would you be able to dedicate to the course?
_________________________________________________________________________
4. Would you prefer to take the course remotely or in person?
_________________________________________________________________________
5. Which skills would you like to improve? Rate them from 1 (extremely important) to 5
(least important).
Speaking and Listening:
Comparing menus.
Following and directing a recipe.
Discussing kitchen organization and listening for technical data.
Discussing ingredients and cooking techniques to create a menu.
Preparing for a job interview.

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 Asking for advice and recommendations.
Reading and Writing:
Analyzing and writing a cover letter.
Comparing kitchen design and equipment.
Writing and following a recipe.
Creating a menu.
Reading and writing a kitchen and food safety report.
Writing an e-mail or memo to communicate important information.

6. Have you worked or are you currently working in the food industry? If so, please give
details about job responsibilities and length of time in the position.
_________________________________________________________________________

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Genre Analysis
Text 1:

Dear Mr. Huntington,

I am interested in joining your team as chef at Cheaha Mountain Resort, as
advertised on findajob.net. I have extensive food handling experience and earned a diploma
from the International Culinary Center in New York. I am confident I have the skills and
experience necessary to excel in the kitchen at your resort. I worked for three years as a line
cook in my home town before being accepted into the International Culinary Center’s
culinary arts program. As a line cook, I had to be organized and fast. This environment
prepared me for the rigors of culinary school. ICC’s intensely focused program taught me
knife skills and how to read a recipe. I learned classic techniques and how to cook with
diverse ingredients. I further adapted recipes to work with the ingredients that were on
hand. I then took this knowledge to Chez FonFon, a French Bistro in Tribeca where I put
these skills to use. I worked at Chez FonFon for five years. I was in charge of kitchen
operations and developing the menu. I kept the kitchen up to sanitation standards, trained
the kitchen staff, and purchased all food and pantry items necessary for each week’s menu.
I set high standards and received rave reviews. As a chef I am passionate about food
preparation and would love the opportunity to put my skills to work at Cheaha Mountain
Resort. Please find my resume attached. I look forward to hearing from you. Thank you for
your time and consideration.
Sincerely,
John Doe

https://www.resume-now.com/cover-letter/examples/culinary/chef

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  Audience: The text is written towards the manager of a restaurant in which the
sender wants to work in.
 Purpose: The sender wants to get the job. It’s an argumentative text.
 Objective: To show students how to write a cover letter.
 Register: Formal. There are no contractions or informal vocabulary.
 Grammatical Features: Past Simple to talk about job experience (kept, was,
purchased, etc.); Present Simple to state facts (am, look, have); Modals to express
possibility (would); Passive Voice (being accepted). Conjunctions/linkers: and,
then, as. Subordinate clause: “… a French Bistro in Tribeca where I put these skills
to use.”
 Lexical Features: semi-technical vocabulary regarding cooking (menu, ingredients,
culinary, line cook); repetitions (Chez FonFon, kitchen, skills, experience, cook,
food, ingredients); personal deixis (I, you); the use of adjectives to highlight skills
and facts (rave reviews, high standards, passionate, fast, organized.) Substitution:
Cheaha Mountain Resort with “your resort;” International Culinary Center with
“ICC”. Lexical chain: resort-restaurant-chef-kitchen-line cook-menu-recipe-pantry-
ingredients-food.
 Macro-structure: formal cover letter; heading, body, and ending.
 Graphics, typographic features, graphic features: the text does not have any
distinctive features besides the typical letter structure.

Text 2:

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Dooley, J.; Evans, V.; Hayley, R. (2013) Career Paths: Cooking. Express Publishing.

 Audience: The advertisement is directed to people who are looking for a job in the
food industry.
 Purpose: The purpose of this text is to inform the different employment
opportunities in the area.
 Objective: To introduce specific vocabulary about people’s jobs in a restaurant.
 Register: Semi-formal in the first two ads and informal in the last one.

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  Grammatical Features: Present Simple to state facts (seeks, need/s, prefer, etc);
Simple Future to express job responsibilities (will); Conjunctions/linkers (also);
Modals to express obligation (must).
 Lexical Features: semi-technical vocabulary regarding catering (front-of-house,
cashier, host, busser, waitstaff, servers); repetitions (food, tables); synonyms
(bus/clear tables). Anaphoric reference to “new restaurant” (we.) Lexical chain:
restaurant jobs-waitstaff-servers-bussers-manager-host-cashier-food runner-front of
house.
 Macro-structure: Job advertisement in a website. Heading with different tabs,
body with a list of items.
 Graphics, typographic features, graphic features: the text is designed as a real
website with different tabs in various colors written in capitals. Each job listing is
written inside a colored rectangle and the key words are in bold type. Pictures of
real people are embedded in the text to illustrate some of the restaurant positions.

Text 3:

22
Dooley, J.; Evans, V.; Hayley, R. (2013) Career Paths: Cooking. Express Publishing.

 Audience: The memo is directed to the employees of a restaurant.

 Purpose: The purpose of this text is to remind employees to use kitchen utensils
correctly since several of them have been broken.
 Objective: To introduce specific vocabulary about kitchen utensils and to teach
students how to write a memo in a short and straightforward way.
 Register: Semi-formal. Long form of verbs are used to reinforce instructions and
facts (do not try, are not strong, do not use).
 Grammatical Features: Present Simple to give instructions and state facts (use,
remember, are not, don’t forget); Past Simple to talk about past actions (threw, had,
tried, bent, were/was, needed); Conjunctions/linkers (and, also).
 Lexical Features: semi-technical vocabulary regarding cooking (butcher knife,
cleavers, steel, boning knife, etc.); repetitions (knife/knives, use, try/tried, bent).
Lexical chain: utensils-forks-knives-cleavers-boning knife-French knife-butcher
knife-paring knife-bread knife-kitchen knife.
 Macro-structure: memo; heading, body, picture.
 Graphics, typographic features, graphic features: the heading is written in a
different color and font size inside a green box. The rest of the text is written in a
smaller font, with the key words being in bold type. There is also a picture that
shows each knife with its name to recognize it easily.

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Lesson Planning: English for Cooking
Class: A group of six chefs who want to improve their English in order to work abroad.
Objectives:
 To learn about the different jobs in a restaurant kitchen and their responsibilities.
 To talk about a day in the life of a cook.
Method: Communicative Language Approach.
Time: 2 hours.
Level: Elementary.
Materials: coursebook/photocopies, computer, speakers, dictionaries, the internet.

1) Warm up:
a. What are some different jobs in a restaurant kitchen?
b. Why does a kitchen have different types of chefs?

2) Vocabulary:
a. Read the webpage for a restaurant. Then, mark the following statements as true (T) or
false (F).
1. __ Paolo Jensen was promoted from first cook to chef de cuisine.
2. __ The cafe is looking for a new broiler cook.
3. __ The fry cook is the newest member of the staff.

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b. Read the sentences and choose the correct words or phrases.
1. The new baker/fry cook keeps getting eggs stuck to the pan.
2. Ask the cook's helper/vegetable cook if the carrots should be steamed or boiled.
3. Tell the pastry chef/first cook that we need the dessert menu right away.
4. The dishwasher/broiler cook is upset because the oven is broken.
5. 5 The new baker/chef is responsible for vegetables, salads, and cold meats.

3) Listening and Grammar: https://www.youtube.com/watch?v=dB9finN20ew

a. Watch the video about a day in the life of a cook. Then, watch again from 0:00 to 0:25
and tick the verbs you hear. There are three extra words.
Cool Process Bake Cut Heat Eat Present
Serve Chop Fry Cook Reheat Peel

b. Watch the video from 0:40 to 1:27 and complete the sentences with the correct word:

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 1. Generally, our days __________ about between 6:30 and 7.
2. The first thing I _______ to do is prioritize and determine what ______ to be done.
3. Then, when service ________ around, that’s when things get really exciting.
4. Everything _________ by clockwork.

Present Simple Affirmative:

We use the present simple to talk about things in general. We use it to say that something
happens all the time or repeatedly, or that something is true in general:
 Head chefs manage the kitchen.
 I usually get to work at 6:30 in the morning.
 A baker makes bread.
 The sous chef supervises the use of raw materials.

Spelling rules for he/she/it:

 Verbs add –S: cook > cooks, bake > bakes, cut > cuts.
 Verbs ending in o, s, ch, sh, x add –ES: wash > washes, watch > watches, go > goes,
fix > fixes, focus > focuses
 Verbs ending in consonant + y, change to –IES: study > studies, fry > fries.

c. Underline the correct word in each sentence.

1. Juan and Carmen live / lives in Madrid.
2. Harry watch / watches television every evening.
3. I usually go / goes to school by bus.
4. It never snow / snows in this city.
5. Sam live / lives in that house.
6. You never clean / cleans your teeth!
7. Carol get / gets up early every day.
8. All the buses leave / leaves from this bus-stop.

4) Speaking
a. Tell your partner about a typical day at your workplace. Use the Present Simple to talk
about routines and the responsibilities that people have inside the kitchen.
Example: I’m a chef de cuisine. I start work at 7 a.m. and write down what needs to be
done. Then, I ask the cook’s helper to wash the vegetables…

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 References

Dooley, J.; Evans, V.; Hayley, R. (2013) Career Paths: Cooking. Express Publishing.

Dudley-Evans, T. (1998) An Overview of ESP in the 1990s. In the Japan Conference on

ESP Proceedings.

Dudley-Evans, T.; St John, M. (1998) Developments in ESP: A Multi-Disciplinary

Approach. Cambridge University Press.

Harding, K.; Maley, A. (2007) English for Special Purposes. Oxford University Press.

Hyland, K. (2013) Genre and Discourse Analysis in Language for Specific Purposes in The
Encyclopedia of Applied Linguistics. Blackwell Publishing Ltd.

Morris, C. (2010) Flash on English for Cooking, Catering and Reception. Eli Publishing
Group.

Oxford, R. (1990) Language Learning Strategies: What Every Teacher Should Know.
Heinle ELT.

Richards, J. C.; Rodgers, T. S. (2001) Approaches and Methods in Language Teaching 2nd
Edition. Cambridge University Press.

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