Course presentation

ENGLISH for
PROFESSIONAL and
ACADEMIC
PURPOSES Prof. SANCHO GUINDA – 2021-22
Sección Departamental de Lingüística Aplicada a la Ciencia
y la Tecnología
UNIVERSIDAD POLITÉCNICA DE MADRID
 Overview
• Course drives
• Ethos
• Contents
– Subject structure
– Specific instruction module (30%)
– Materials
• Class routine
• Work chronogram
• Evaluation criteria
• Attention hours
• About me
Course
drives
2. Hands-on approach = Learn
by doing

PBL + TBL* for authenticity &

motivation

* Project-based and task-based

3. Cooperative learning (team
dynamics)
4. Formative evaluation  Bloom’s
taxonomy
Ethos
 LEARNING COMMUNITY
• Self-fulfilment (Maslow-based)

• Peer interaction +
collaboration + feedback +
assistance (mentorship)
• Interdisciplinarity &
expandability (networking with other
subjects, degrees, schools, universities and
members of the educational community)
• Class delegates (one per
degree)
• Team work & peer feedback
• Workteam leader
– Preferably high linguistic proficiency
– Interaction with teacher on behalf of the group
– Feedback reception and group coordination
 MENTORSHIP report
scheme
Mentee • Prior to task submission

Mentee
• Videotaped lab procedure
group
Grid with mentee’s errors for
class discussion
Intergroup
peer feedback

TEACHER CLASS
DISCUSSION
Content
s
• Students are kindly
reminded to read the
Learning Guide
document uploaded in
the School’s website
Subject
structur
e
 SUBJECT STRUCTURE
COMMON
SPECIFIC CORE
MODULE

30%

70%

COMMON CORE SPECIFIC MODULE

• 70% common to all
degrees and teachers
– Book Cambridge English for
Engineering (units 1-6)  EXAM on
listening comprehension, grammar,
vocabulary, and discourse strategies
(40 points)
– READING COMPREHENSION TESTS on
engineering texts (15 points: 7.5
each)
– ORAL PRESENTATION on visual data
commentary (15 points)
• 30% of specific
instruction freely chosen
by each teacher
• Two collaborative tasks based
on skills:
• Procedural description (15 points)
• Feasibility report portfolio (15
points)
_ Abstract
_ One-line summary
Common
core
section
(70%)
• Weight of items within
the common core section
– Final EXAM  40%
– READING COMPREHENSION
TEST on 2
academic/professional texts 
15%
– ORAL PRESENTATION  15%
– ORAL PRESENTATION
• Individual performance
• 3MT format
– One single slide
– No animations, props, slide transitions,
sounds and video files, costumes or
background music allowed
– Laser pointers discouraged
– Limited use of quotes
– Duration: 3min max.
• On visual data commentary assigned
by teacher
 Specific
instruction
module
(30%)
• PBL portfolio

– ‘Sustainability’ or/and
‘emotional design’ as pivoting
principles
• Sustainability
– Usually defined as the
avoidance of the depletion of
natural resources in order to
maintain an ecological balance

– Its 3 principles or pillars are:

environmental, economic, and
social
• Emotional design
– Emotional design is the concept of how to
create designs that evoke emotions which
result in positive user experiences.
– Designers aim to reach users on three
cognitive levels—visceral, behavioural and
reflective—so users develop only positive
associations (sometimes including negative
emotions) with products, brands, etc.
• “Everything has a personality: everything sends
an emotional signal. Even where this was not the
intention of the designer, the people who view the
website infer personalities and experience
emotions.”
• Weight of items within
the specific module
section
– Procedural description  15%
– Feasibility report  15%
– Report body  10 points
– Abstract  2.5 points
– One-line summary  2.5 points
• Procedural description
(1,000 words max.)

• Project portfolio–related
genres
– Feasibility report (3,000 words
max.)
• Abstract (250 words max.)
• One-line summary (20-25 words max.)
Materia
ls
• All the necessary
materials will be gradually
incorporated and available
in the corresponding
Moodle site
– The teacher may upload other
useful materials as the course
progresses
• Engineering book PDF + 2
readings
• PPTs for theoretical input on
every portfolio item
• Additional lexico-grammatical and
stylistic notes and exercises
• Occasional FYI readings on
sustainability, emotional design,
group dynamics, etc.
• FAQs concerning genres and style
 Class
routine
• Schedule
• M401 & D402
• Mon. 12.00-14.00h
• Tues. 9.30-11.30h
• A408 & EE402
• Tues. 17.30-19.30h
• Thurs. 17.30-19.30h
• Online teaching
– Occasional face-to-face collective
attention hours before exam

• Class contents and

assignments timely
announced face-to-face or
via Moodle session by
session
• In-class time band distribution
– 1 hour for book lesson
• Complementary sources for topic learning
– 1 hour for task-related learning
• Task-related genres
– Procedural descriptions
– Oral presentations (conventional + 3MT)
– Abstracts and one-line summary
– Visual data commentary
– Feasibility report
• ‘Syntactic cases’ section
• Teacher & peer feedback on work in
progress
• Queries
Chronogra
m
(flexible)
 SEPTEMBER
WEEK MONDAY THURSDAY
9
• Course presentation
1 • Intro to communication
• Lesson 1 (start)
• Procedural descriptions

13 16
2 • Lesson 1 (cont.) • Lesson 1 (cont.)
• Procedural descriptions • Procedural descriptions

20 23
3 • Lesson 1 (end) • Lesson 2 (start)
• Procedural descriptions • Procedural descriptions

27 30
4 • Lesson 2 (cont.) • Lesson 2 (cont.)
• Oral presentations • Oral presentations
 OCTOBER
WEEK MONDAY THURSDAY
4 7
• Lesson 2 (end) • Lesson 3 (start)
5 • Oral presentations • Abstracts

11 14
6 • Lesson 3 (cont.) NO CLASS
• Abstracts (TUESDAY SCHEDULE)
18 21
7 • Lesson 3 (cont.) • Lesson 3 (end)
• Abstracts • Abstracts

25 28
8 • Lesson 4 (start) • Lesson 4 (cont.)
• Interviews • Interviews

DEADLINE FOR TEAM FORMATION & COMMUNICATION TO TEACHER

TASK DELIVERY: PROCEDURAL DESCRIPTION (Oct. 25-29)
 NOVEMBER
WEEK MONDAY THURSDAY
3 (WEDNESDAY) 4
(MONDAY SCHEDULE) • Lesson 4 (end)
9 • Lesson 4 (cont.) • Data commentary I
• Interviews

8 11
10 • Lesson 5 (start) • Lesson 5 (cont.)
• Data commentary II • Data commentary III

15 18
11 • Lesson 5 (cont.) • Lesson 5 (end)
• Data commentary IV • Data commentary V

22 25
12 • Lesson 6 (start) • Lesson 6 (cont.)
• Feasibility reports • Feasibility reports
 DECEMBER
WEEK MONDAY THURSDAY
29 NOV. 2
13 • Lesson 6 (cont.) • Lesson 6 (end)
• Blogs + economic & • Blogs
promotional language

6 9
14 NO CLASS EXAM REVIEW
(FEAST DAY)

13 16
15 DAY RESERVED FOR EXAM DAY RESERVED FOR EXAM

20
16 DAY RESERVED FOR EXAM

TASK DELIVERY: DATA GROUP TASK DELIVERY: INDIVIDUAL TASK DELIVERY:

COMMENTARY PORTFOLIO RECORDED 3MT ORAL PRESENTATION
(29 Nov.-3 Dic) (13-17 Dec.) (13-17 Dec.)
Evaluation
• Specific RUBRICS for each
genre/item to be uploaded in
Moodle
• Each item must be passed with
50% of the points assigned,
regardless of the evaluation option
• In the formative
evaluation/assessment, peer
feedback may be also incorporated
in certain tasks/genres
• Those students choosing summative
evaluation/assessment (final exam
option) must fill in the form
facilitated by the Departmental
Section
• Items’ weight:
– Final EXAM  65%
– READING COMPREHENSION TEST on 2
academic or professional texts  15%
– ORAL PRESENTATION  15%
– SUMMARY of readings and presentation
to be submitted 2 weeks before the final
exam (2,500-3,000 words max. )  5%
Attention
hours
• 2 consultations per
group obligatory
– Beginning and midway
progress of project work
– Either by the whole group
or by a spokesperson
• Please respect schedules and access
channels
– E-mails replied during attention hours only
– All consultations by appointment

GROUPS SCHEDULE E-MAIL ADDRESS

M401 Tues. 12-14h

D402 Thurs. 10-14h carmen.sguinda@u
(by appointment)
A408 pm.es
EE408
About
me
• Teacher at the ETSI Aeronautica y del
Espacio (UPM) over 30 years
• Profile in research networks:
Academia.edu
http://upm-es.academia.edu/CarmenSanchoGuinda
ResearchGate
https://
www.researchgate.net/profile/Carmen-Guinda
Emo-Fundett project
http://
emofundett.weebly.com/carmen-sancho-guinda.htm
l
Linkedin
https
://www.linkedin.com/in/carmen-sancho-guinda-b844
3345/?