Herramientas To Pediátrica

AN ESP 450 B- SELF STUDY GUIDE
AN ESP COURSE FOR OCCUPATIONAL THERAPY

II SEMESTER
By
©Dalys Tamayo, M.A. ELT , MAppLing, 2018

©Dalys Tamayo, M.A.ELT, MAppLing Página 1
COURSE REQUIREMENTS: English 450B
Prof . Dalys Tamayo, M.A.
DESCRIPTION:
This is a level B course to ESP. It is a 48 hours course, 3 credits .It is aimed to prepare
students to a technical and Academic English. It is divided into four modules. The
following topics are focused:
Module 1. Expanding Technical Vocabulary & Reading

Module 2. Listening to Lectures and Oral Communication
Module 3. Technical Written Communication
Module 4. Multiskilling Professional Projects
Vocabulary workshops will be conducted throughout the course. Some listening and
speaking strategies will be developed as well as intercultural communication . Some
grammatical structures will be studied in this course.
Attendance:
You will not receive a grade for this class if you have more than 4 unexcused absences,
with excuses subject to strict review. Students whether the absence is excused or not,
are required to complete both in-class and homework assignments that were missed. It is
the student’s responsibility to find out, from the professor or from fellow students, about
assignments missed during absences. If you know in advance that you will be absent, you
may be able to get the assignment in advance.
Grades/Portfolio(self-study Guide)
All assignments will be graded and opportunities for extra credits will be given.
Workshops completion is required to have a formal grade, so oral and written
assignments will be graded.
Evaluation
The final grade will depend upon grades received on in-class and home assignments,
class participation, attendance, mid-term tests, workshops, including portfolio.
Attendance 5%
Workshops (oral/written) 25%
Home assignment(D.S) 3%
Mid-terms/Quizzes/Portfolio 33%
Final Project 34%
Total 100%
Please send me a mail to keep in touch at dalys.tamayo29@gmail.com
CONTENT
MODULO 1: Expanding Technical Vocabulary & Reading

 Synonyms
 Technical Terms Definitions (jargons)
 Words in Technical Texts
 Specific formats and texts in a technical and scientific field
MODULO 2: Technical Oral Communication

 Listening Authentic online recordings(youtube)
 Short talks, dialogues, conferencing, debating, interviewing and discussions
 Presenting and demonstrating specific proposals
MODULO 3: Technical Written Communication

 Writing standards reports
 Summarizing
 Note taking & Outlining lectures
 Research writing
 Interpreting Graphs and Charts
 Grammar:
 Idiomatic Expressions, Passive voice, transitional words, verbs(Perfect
tense)
MODULO 4: Multiskill Professional Projects

 Conferences
 Video conference
 Case studies
 Professional Brochures
 Research reports
 Technical Demonstrations

Dear Student ,
We have designed this self-study part II (ESP 450B) for a technical and
scientific English, to develop your vocabulary, speaking and listening skills as well
technical writing with a holistic approach.
Listening skills such as bottom up and top down will exercise your ears and
brain to become a very effective listener. It is useful when you listen to a lecturer
from YouTube or attend an international congress abroad. Speaking is a
productive skill so communication activities such as info gap, retelling, dialogues,
simulations, dramas, interviews will be deeply developed throughout this course.
Information on the web: very technical and scientific documents, such as scientific
reviews, instructional manuals, technical handbooks, books, magazines, and other
high- tech information will be used to write technical summaries, take notes and
reports.
You will also study a functional grammar to be able to communicate ideas in a
professional context. This self-study guide for Physical Therapy brings today’s
professionals the fundamental language tools they need to stay competitive in a
fast-moving world.
We will follow your progress through performance assessment. It will keep your
learning tight to the real world tasks so your learning is customized.
There is a lot to learn in this ESP self-study guide.

The next pages outline our procedure, learning objectives and some
requirements you should read before starting this self-study guide. Join me in this
academic adventure on learning about topics for Occupational Therapy.
Dalys Tamayo, M.A in Applied Linguistics

Full Professor UDELAS

LEARNING OBJECTIVES
The purpose of this ESP self-study Guide is to provide an overview of the two
productive skills (speaking and writing) to better communicate ideas and
information in technical and scientific contexts. It is aimed to:
1. Provide learners with all the

tools and skills necessary to
be linguistically competent.
2. Become proficient speakers

and writers in a technical
English.
3. Use grammatical structures

necessary to communicate
ideas effectively at workplace.
Write your GOALS:

MODULE 1
Topic: Expanding Technical Vocabulary & Reading
Length: 3 weeks
Learning Outcomes:
o Identifies key words from the lectures.

o Recognizes meaning of words in a text.
o Reviews vocabulary items following a set of tasks.
o Takes notes from the listening.
o Talks about situations presented on a video.
Content:
o Synonyms
o Technical Terms Definitions (jargons)
o Words in Technical Texts
o Specific formats and texts in a technical and scientific field
Activities:
Listening to Lectures
Jotting down key words
Finding main ideas
Matching words
Summarizing info
Reporting info
Evaluation:
In class tasks
Oral and written tasks
Student ¨s performance

MODULE 2
Topic: Listening to Lectures and Oral Communication
Length: 3 weeks
Learning Outcomes:

o Recognizes meaning of words in a text.
o Reviews vocabulary items following a set of tasks.
o Talks about situations presented on a video.
Content:
o Key words
o Main ideas
o Lectures 1: Online Lecturing
o Lectures 2: Online Lecturing
Activities:
Finding main ideas
Outlining info
Summarizing info
Retelling
Lab sessions 1 and 2
Evaluation:
In class tasks
Oral tasks
Student ¨s performance
http://www2.warwick.ac.uk/fac/soc/al/learning_english/leap/listeningandspeaking/actpronunciation/

MODULE 3
Topic: Technical Written Communication
Length: 3 weeks
Learning Outcomes:

o Write the main ideas in a paragraph.
o Write technical reports
Content
Research skills
Guided term paper or research writing
Speech transcript
Speech outlining
Taking notes
Activities:
Finding main ideas
Outlining info
Summarizing info
Writing formal letters
Evaluation:
In class tasks
Written tasks
Student´s performance
http://www.ecenglish.com/learnenglish/subject/Grammar

MODULE 4
Topic: Multiskilling Professional Project
Length: 3 weeks
Learning Outcomes:

o Write the main ideas in a paragraph.
o Write technical reports
Content
 Show and Tell
 The Interview
 Movie Scene Discussion
 News Article
 Magazine
 Seminar
Activities:
 Conferences
 Video Discussion
 Case studies in a New Article
 Professional Brochures
 Research reports
 Technical Demonstrations
Evaluation:
In class tasks
Written tasks
Student´s performance
http://www.ecenglish.com/learnenglish/subject/Grammar

Reading Selection 1
Occupational Therapy Using a Sensory Integration–Based
Approach with Adult Populations
Occupational performance difficulties due to sensory modulation challenges or
poor integration of sensation can result from difficulties in how the nervous system
receives, organizes, and uses sensory information from the body and the physical
environment for self-regulation, motor planning, and skill development. These
problems impact self-concept, emotional regulation, attention, problem solving,
behavior control, skill performance, and the capacity to develop and maintain
interpersonal relationships. In adults, they may negatively impact the ability to
parent, work, or engage in home management, social, and leisure activities.
Occupational Performance Indicators of Sensory Integration andProcessing Prob
lems in Adults (May-Benson, 2009)
Sensory Systems Performance Skills
Somatosensory (Tactile &Propriocep Motor Performance
tive) ■ Difficulty driving, parking,shifting gears, or ente
■ Sensitive to texture and fitresulting in ring afreeway with an automobile.
avoidance of sometypes of clothing (e.g ■ Difficulty managing common
., ties,turtlenecks, pantyhose). home and office equipment.
■ Dislikes crowds or jostling inpublic pla ■ Clumsy or awkward with motoractivities (e.g., e
ces (e.g., standing inlines or shopping). xercise, leisure,self-care tasks).
■ Becomes irritated with light or ■ Difficulty organizing andplanning materials and
unexpected touch. May have environment, possibly impactingwork performanc
difficulty with intimate touch. e and health andsafety at home.
■ Limited engagement in food and ■ Difficulty following directions for
meal preparation and/or variety in diet. community navigation.
■ May not discriminate whenclothes are Social Performance
askew or food is ontheir face. ■ Difficulty discriminating visual
Vestibular and auditory cues, impacting
■ Difficulties with balance, dislikeof wal social interactions and role performance.
king on uneven surfaces. ■ Difficulty with body awareness,
■ Dislikes or disoriented in affecting body boundaries andbody image.
elevators or on escalators. ■ Difficulty discriminating soundsand following ve
■ Becomes nauseous when ridingin the rbal directions.
car. Needs to ride in thefront seat or be ■ Difficulty managing self-careand hygiene.
the driver. Emotion Regulation
■ Fearful of leaving the house . ■ Difficulty discriminating visualand auditory cue
Auditory s, decreasing theability to understand theemotio
■ Sensitive to loud sounds. nal expressions of others,resulting in frustration,
■ Irritated by sounds not usuallybothers anxiety,and anger management issues.
ome to others (e.g., pencilsor pens scra ■ Difficulty developing adaptivesensory-
tching, lights buzzing,others eating, can based physical supports(i.e. exercise, environme
dy wrappersrustling). ntal adaptations) for emotional regulation.

What is the Role of Occupational Therapy with Adults with Sensory Processing
Issues? Occupational performance concerns due to poor integration and
processing of sensation may occur in isolation, contribute to, or be comorbid with
other conditions such as anxiety and panic disorders, depression, posttraumatic
stress disorder, or schizophrenia. Those with learning disabilities, attention deficit
disorder, developmental disabilities, or autism spectrum disorders may also have
these difficulties.
Occupational therapists have unique training and skills in neuroscience,
anatomy, and activity/environmental analysis to identify and treat occupational
performance issues resulting from sensory modulation, sensory integration, motor,
and psychosocial deficits in adults experiencing difficulties with sensory functions.
They work with caregivers and medical, educational, and mental health
professionals to increase awareness of the signs and symptoms of sensory-related
problems and types of interventions used with adults. Occupational therapy
services are offered through consultation, individual therapy sessions, and/or group
therapy in settings such as private, hospital, or community-based outpatient clinics;
residential and day programs; acute and longterm-care hospitals; state hospitals;
forensic facilities; skilled nursing facilities; rehabilitation centers; and military-based
programs, such as Veterans Administration hospitals and clinics. Occupational
therapy services provided for adults experiencing problems processing and
integrating sensations often use the principles of Ayres Sensory Integration®;
however, specific approaches vary greatly depending on the person’s needs and
may include the following (Sensory Integration Global Network, n.d.):
• Remedial Intervention involving the skilled use of sensory and motor
treatment activities and equipment, including engagement in activities that provide
increased tactile, proprioceptive, and movement opportunities, such as suspended
equipment (e.g., various swings); intensified physical activities, engagement in
mediated tactile experiences (e.g., cooking, massagers); and activities that
promote motor planning, organization of time and space, bilateral integration, and
postural-ocular skills.
• Accommodations and Adaptations such as wearing ear plugs or noise
cancelling headphones, or using a loofa sponge when showering, to manage hyper
sensitivities and improve attention, self-regulation, or organizational difficulties to
increase effectiveness in performing school, work, household management, or
parenting tasks.
• Sensory Diet Programs involving a daily routine/plan with a menu of
individualized, supportive sensory strategies (e.g., rocking chair, quiet space,
aromatherapy, weighted blanket), identified physical activities (e.g., yoga,
swimming) and materials (e.g., sensory kits containing music, stress balls, items
for distraction). These are used throughout the day, as needed to help manage
sensory modulation problems (e.g., touch, movement, visual or auditory sensitivity)
and related emotions and behaviors, such as anxiety or self-injury, to help change
sensory processing patterns, minimize crisis escalation, or promote calming for
overall health and wellness (Champagne, 2010)
. • Environmental Modifications and adaptations such as lighting, use of
white noise machines, wall murals, and other types of furnishings and equipment to

increase or decrease the sensory stimulation a space provides. In some settings,
sensory rooms, sensory stations, or sensory carts may be used to achieve these
goals.
• Education of individuals, family members, caregivers, administrators, and
policymakers about the influence of sensory functions on occupational
performance and how to minimize their negative impact on function; proactively
help prevent and deescalate maladaptive behaviors; and, in some settings,
decrease the need for seclusion or restraint.
Conclusion Occupational therapy plays a vital role in identifying and treating
sensory integration problems in adults and supporting their ability to fully
participate in meaningful life roles, routines, and important daily activities.
Administrators and organizations benefit from working with occupational therapy
practitioners to enrich the services offered to adults.
An excerpt from ttps://www.aota.org/About-Occupational-Therapy/Professionals/HW/Using-

Sensory-Integration-Based-Approach-With-Adult-Populations.aspx

MODULE 1
Expanding Technical Vocabulary & Reading

MODULE 1
Expanding Technical Vocabulary & Reading
Read this explanation
What exactly is a keyword?
A keyword is any significant word (noun) or phrase that describes your

topic. For each word you have identified, list synonyms and related words. In
the following example, the significant words from the topic statement are in red.
Task 1: Study these key words on the chart. Go to the reading selection, highlight
them using a given color and then complete this chart with the Spanish translation.
Key words Part of Suffixes Spanish (your turn!)
Speech
1. integration
2. disorders
3. behaviors
4. environment
5. wellness
6. engagement
7. difficulty
8. restraint
9. rehabilitation
10. caregiver
Task 2. Write sentences with each key word. Do not use the verb to Be
1.____________________________________________________
2.____________________________________________________
3.____________________________________________________
4.____________________________________________________
5.____________________________________________________
6.____________________________________________________
7.____________________________________________________
8.____________________________________________________
9.____________________________________________________
10.____________________________________________________

Synonyms are words that have
almost the same meaning
Task 3. Study the key words . Look for two given synonyms and give a
Spanish translation
Key words Part of Synonyms

Speech
1. integration
2. disorders
3. behaviors
4. environment
5. wellness
6. engagement
7. difficulty
8. restraint
9. rehabilitation
10. caregiver
LET’S PLAY WITH SYNONYMS! : A WORD COLLAGE!!!

Task 4. Create a word collage with the above key words. Be creative!!

These are words that have a specific meaning within a specific field
of expertise. They are also called “Jargons”.
Task 5. A GLOSSARY FOR MEDICAL EMERGENCIES
Study the definition of these words. Circle two or three key words in each
definition.
1. hypothermia an abnormally low body temperature, as induced in the

elderly by exposure to cold weather.
2. comorbidity pertaining to a disease or other pathological process that
occurs simultaneously with another.
3. swelling .In medical parlance, swelling, turgescence or tumefaction
is a transient abnormal enlargement of a body part or area
not caused by proliferation of cells
4. wrap to enclose or cover in something wound or folded about:

5. injury harm, damage, or wrong done or suffered:
6. blister A small pocket of fluid within the upper layers of the skin,
typically caused by forceful rubbing (friction),
Task 6. Make a Cluster with the terms and the key words as part of the meaning.

Task 7.GETTING THE RIGHT DEFINITION
Read these statements and choose the correct definition of the underlined word by circling
the number.
a. It is also important to make sure the tubing is not twisted when you store it and keep it
away from heat to prevent cracks and leaks.
1. to combine, as several strands, by winding together;

intertwine.
2. to form by or as if by winding strands together.
3. to change in shape, as by turning the ends in opposite directions.
 b. Be sure the bottom edge of the cuff is at least one inch above the crease in your
elbow.
1. a line or furrow on paper, cloth, etc., produced by folding, striking, etc.

2. a wrinkle, esp. one on the face.
c. The arteries may have an increased resistance against the flow of blood, causing the
heart to pump harder to circulate the blood.
1. to raise or drive with a pump.

2. to force, inject, or put (something) into (something) like a pump or as if by using a
pump.
3. free from water or other liquid by means of a pump:
d. A special thermometer can quickly measure the temperature of the skin on the
forehead.
1. to figure out the size, dimensions, etc., of (something), esp. with a standard.
2. to mark off or record the size, amount, or capacity of.
3. to judge by comparison with something or someone else.
4. To be of a certain size, amount, etc.
e. Wrap the cuff smoothly and snugly around the upper part of your arm
1. a fold or band at the end of a sleeve, serving as a trim.

2. the turned-up fold at the bottom of a trouser leg.
3. Usually,cuffs.
4. an inflatable wrap placed around the upper arm and used with a device for recording
blood pressure.
These definitions were taken from: http://www.wordreference.com/

LET’S TALK!!!
MODULE 2
Listening to Lectures and Oral
Communication

MODULE 2
Listening to Lectures and Oral Communication
SOME LISTENING TIPS
 Do not upset if you don't understand something in speech.

 The main thing you have to pay attention to is key words (words are stressed).
 Take body language, gestures, and facial expressions into consideration when
listening.
 English words are often shortened by native speakers. So, do not try to understand
each sound.
 Listen to intonation of the speaker. This will help to understand what is more important.
 Listen to songs in English; it helps get the rhythm of the language.
 Use closed captioning when watching English-language TV and videotapes. First listen
and read the dialogue at the same time, then listen again without reading.
 Do not translate into your native language.
 Listen to something you enjoy.
 Listening requires a great amount of practice and patience.
SOME SPEAKING TIPS
 Enunciate clearly, use correct sentence structure and express your views
throughout a rich assortment of words and expressions.
 Be patient when pronouncing new words. If you make a regular mistake in
pronunciation, record the right pronunciation of that word and listen repeatedly to
make it familiar for you.
 You can read the short stories in the language you are learning.
 Speaking to yourself in a foreign language is extremely effective for your learning.

Name:______________________________________ Date:________________________
MONTHLY LECTURING LOG

Please listen for 20 minutes every week.
Record the title and the number of minutes.
Have an initial every week.
MONTHS LECTURE TITLE You Tube site Time #times

listening
August Importance of https://youtu.be/1_Iuj8dr9oY 5:19

Sensory
Integration
September Wii-based https://www.youtube.com/watch?v=Sk53cBpZ_Ik 4:05

Movement
Therapy for
stroke
rehabilitation
October *ON YOUR OWN
November *ON YOUR Own
**Choose the lecture you wish to listen during the last two months.

Guided Listening to Lectures
Objectives:
When you have successfully completed this Module 3 you will be able to:
 Identify key words in a lecture.

 Take notes on the most important information.
 Analyse scientific texts to better communicate ideas, knowledge and information.
A Structure for Guided listening: Follow these guidelines to take your notes while
listening to lectures:
Topic of the lecture: ___________________________________
Key words: ___________________________________________________________

__________________________________________________________
Main ideas: ___________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____________________________________________________________
AFTER LISTENING. Write a brief report based on your notes and share it with the class
with a one minute oral report.

GUIDED LISTENING TASK
LECTURE 1
Name:__________________________________Date:_________________________
ID:__________________________________ Mrs. Tamayo
I. Taking Notes
Key words: ___________________________________________________________

____________________________________________________________
Main ideas: ___________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________________
________________________________________________________________________
_______________________________________________________________
II. One Paragraph Report
Title.___________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
______________________________________________

ÇGUIDED LISTENING TASK
LECTURE 2
Name:__________________________________Date:_________________________
ID:__________________________________ Mrs. Tamayo
I. Taking Notes
Key words: ___________________________________________________________

____________________________________________________________
Main ideas: ___________________________________________________

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________________
________________________________________________________________________
_______________________________________________________________
Title.____________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
______________________________________________________

LECTURE 3
Name:__________________________________Date:_________________________
ID:__________________________________ Mrs. Tamayo
I. Taking Notes
Key words: ___________________________________________________________

____________________________________________________________
Main ideas: ___________________________________________________

I_____________________________________________________________
II_____________________________________________________________
_____________________________________________________________________
________________________________________________________________________
III_______________________________________________________________
Title.___________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
______________________________________________

LECTURE 4
Name:__________________________________Date:_________________________
ID:__________________________________ Mrs. Tamayo
I. Taking Notes
Key words: ___________________________________________________________

____________________________________________________________
Main ideas: ___________________________________________________

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________________
________________________________________________________________________
_______________________________________________________________
Title.___________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
______________________________________________

ORAL REPORT: One minute
Name __________________ Date _______________
Title: __________________________________ Author: _________________

Country: _________________________
Construct your oral report from each lecture by answering the questions below.
Why did you choose this lecture, if it was your choice?
What do you think the lecture level is? Easy ____Just Right_____Hard____
Tell me what the lecture is about so far. (State three main ideas)
Tell me what is the main fact is about. (Summary)
Share some suggestions or ideas to this topic.

ORAL REPORT: One minute
EVALUATION
LECTURE#____________
Name __________________________ Date____ _______________
Title: _______________________________________________________
Listening /Speaking. 35pts
Introduction 1 2 3 4 5
Content 1 2 3 4 5
Grammar 1 2 3 4 5
Pronunciation 1 2 3 4 5
Word choice 1 2 3 4 5
Visual Aid 1 2 3 4 5
Conclusion 1 2 3 4 5

MODULE 3
Technical & Academic Writing

MODULE 3
Technical Written Communication
Effective note taking is a great way to improve your

grades. It is important to find a method of note taking
that works for you. Here are some things you should
consider before taking notes.
1. Do not write every single word the lecturer says. Write the key concepts
(nouns,verbs)
• 2. Avoid distractions, concentrate yourself when taking notes.
3. Outline the information as the lecturer talks.Mark in your notes when a new
topic starts. Identify the sub categories as it is addressed
4. Write down any terms or concepts which are new or unfamiliar to you. They
should be written down separately to avoid confusion. Look up these terms in
a dictionary after lecturing.
5. Use abbreviations or symbols to save time and be more effective. Some of

the symbols and abbreviations are shown here.

SOME SYMBOLS
symbols Meaning Example

@ at The dog is @ the vets
The Athenians & Spartans had
& and
diff gov'ts.
$ money The $ in Germ. is euros
pound,
# The # of continents is 7
number
> greater than It is > 2 give than receive
< less than The pop. of the US < China
% percent What % of the pop. is retired?
? question 2 b or ¬ 2 b, that is the ?
¶ paragraph Never start a ¶ w/o indenting it.
= equals A republic = freedom
- minus Faith - works is dead
approx.,
~ about, more or The cost is ~ 5 mill.
less, around
Ronald Reagan did ¬ believe
¬ not
in big gov't
There is a debate as 2 the °
° degree the Catholic church played in the
fall of communism
X times It's a sign of the x
/ per / ur instr.
The fall of Rome..... "" "" of
"" ditto
Greece
The first ammend. is an oft
§ section
debated §
This chart was taken form:http://www.study-skills-for-all-ages.com/note-taking-symbols.html

Every sentence has two parts:
1. subject part, tells who or what the sentence is about and
2. predicate part, and tells something about the subject part.
Match the subject part with the appropriate predicate part to make a clear
sentence.
SUBJECT PART PREDICATE PART
Fat, muscle and even bone causes permanent tissue damage.
Burn rehabilitation vary, depending on the patient's

injury.
Treatment goals and strategies involve all layers of the skin
It may be affected
The most serious burns must begin at the outset of burn
care.
After matching, write out a sentence by reordering, then build up a logical

paragraph. Use other words, connectors, if is necessary.
Sentences:
_____________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
______________________________________________________________
Paragraph
_____________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
_____________________________________________________________

WRITING ABSTRACTS
An Abstract is a short document that is

intended to capture the interest of a potential
reader of your paper. Thus in a sense it is a
marketing document for your full paper. If the
Abstract is poorly written or if it is boring then it
will not encourage a potential reader to spend
the time reading your work.
THE STRUCTURE OF AN ABSTRACT
1. On the first line of the abstract page, center the word “Abstract” (no bold,
formatting, italics, underlining, or quotation marks).
2. Beginning with the next line, write a concise summary of the key points
(main ideas) :
 Introduction: In this study, we observed/noticed/ experienced
the… This research is aimed to, the purpose of this study is…
 important details: methods…The study uses…, The phases in
this study involve…
 Concluding sentence: Final results, findings, reflections…(will)
3. Font: Times New Roman- Size: 12, double space 150 words (numbered
words)
Key words(nouns) or phrases are used

by Internet search engines to locate the
paper. Somewhere between 5 and 10
Key Words are normally required and
they should be the words which most
closely reflect the content of the paper.
Key words are italicized
Resource taken from: http://blog.apastyle.org/apastyle/abstracts/

http://writingcommons.org/open-text/writing-processes/format/apa-format/670-abstract-
template-apa

NAME: DATE:____/______/_____
ABSTRACT N° 1
TITLE:___________________________________________________
Key words:_________________________________________________________________

NAME: DATE:____/______/_____
ABSTRACT N° 2
TITLE:___________________________________________________
Key words:_________________________________________________________________

NAME: DATE:____/______/_____
ABSTRACT N° 3
TITLE:___________________________________________________
Key words:_________________________________________________________________

NAME: DATE:____/______/_____
ABSTRACT N° 4
TITLE:___________________________________________________
Key words:_________________________________________________________________

ABSTRACT EVALUATION
ABSTRACT N°__________
Name __________________________ Date____ _______________
Title: _______________________________________________________
Writing Technical documents. 35pts
criteria Score Total:
Title: Is the abstract title clear and does it 1 2 3 4 5

reflect the abstract content?
Introduction: clearly stating the main goals 1 2 3 4 5
Content: does the content, describe, 1 2 3 4 5
classify, give examples and detail info
Grammar: Consistent standard English 1 2 3 4 5
usage, spelling, and punctuation. No errors
Organization: Details are arranged in a 1 2 3 4 5
logical progression; appropriate transitions.
Word choice: Technical and scientific 1 2 3 4 5
words are well employed.
Conclusion: Clear concluding sentences 1 2 3 4 5
that clearly summarizes the main points of
the abstract.
Comments:

ABSTRACT EVALUATION
Name __________________________ Date____ _______________
Title: _______________________________________________________

the abstract.
Comments:

ABSTRACT EVALUATION
Name __________________________ Date____ _______________
Title: _______________________________________________________

the abstract.
Comments:

ABSTRACT EVALUATION
Name __________________________ Date____ _______________
Title: _______________________________________________________

the abstract.
Comments:

MODULE 4
Multiskilling Professional Projects

AN ESP (450B) FINAL PROJECT:
SURVEYS ON PERCEPTION
OCCUPATIONAL THERAPY 2018
Professor: Dalys Tamayo, M.AppLing. November-December, 2014(Second Semester)
1. General Description
This ESP (450b) project consists of two parts:
 A Professional Product based on current activity

students has participated in this semester.(SURVEYS
ON PERCEPTION: KEY FINDINGS)
 An Oral Report (speaking & listening skills). It presents
the objectives, description, procedures and some
recommendations.
2. Learning Outcomes:
 Identify the needs of a the selected population

 Construct the specific survey questions.
 Interpret the collected Data
 Analyze and Discuss the results
 Report findings to an audience

3. Methodology
In this project, students have to follow these steps:

STEP ONE: Select the area to work in your specialty.
STEP TWO: Do some research and gather information from
books, internet on professional events.
STEP THREE: Construct the survey questions
STEP FOUR: Do drafting (check on spelling and grammar).
STEP FIVE: Polishing and editing.
STEP SIX: Oral Defense
4. Evaluation
CONTENT & COMPLETION 1 2 3 4 5

(Does the student include the
categories? Does the student
provide accurate information that
appears to be thoroughly
researched?
VISUALS & PICTURES 1 2 3 4 5

(Does the student include at least
3 visuals/pictures as well as captions in
English or places/sites of interest in
their career?)
CREATIVITY & NEATNESS 1 2 3 4 5
(Does the student create a neat
and organized final product that
looks professional & present
graphs and tables)
SPELLING/GRAMMAR & 1 2 3 4 5
VARIETY OF VOCABULARY
(Does the student make minimal
spelling & grammar mistakes?
Do they use a variety of vocabulary
that is appropriate and relevant?
Is there evidence that the student
made revisions?

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AN ESP 450 B- SELF STUDY GUIDE

AN ESP COURSE FOR OCCUPATIONAL THERAPY

©Dalys Tamayo, M.A. ELT , MAppLing, 2018

Prof . Dalys Tamayo, M.A.

Module 1. Expanding Technical Vocabulary & Reading

MODULO 1: Expanding Technical Vocabulary & Reading

MODULO 2: Technical Oral Communication

MODULO 3: Technical Written Communication

MODULO 4: Multiskill Professional Projects

©Dalys Tamayo, M.A.ELT, MAppLing Página 3

technical writing with a holistic approach.

from YouTube or attend an international congress abroad. Speaking is a

productive skill so communication activities such as info gap, retelling, dialogues,

simulations, dramas, interviews will be deeply developed throughout this course.

reviews, instructional manuals, technical handbooks, books, magazines, and other

You will also study a functional grammar to be able to communicate ideas in a

professionals the fundamental language tools they need to stay competitive in a

learning tight to the real world tasks so your learning is customized.

There is a lot to learn in this ESP self-study guide.

©Dalys Tamayo, M.A.ELT, MAppLing Página 4

academic adventure on learning about topics for Occupational Therapy.

Dalys Tamayo, M.A in Applied Linguistics

©Dalys Tamayo, M.A.ELT, MAppLing Página 5

1. Provide learners with all the

2. Become proficient speakers

3. Use grammatical structures

Write your GOALS:

©Dalys Tamayo, M.A.ELT, MAppLing Página 6

Topic: Expanding Technical Vocabulary & Reading

o Identifies key words from the lectures.

©Dalys Tamayo, M.A.ELT, MAppLing Página 7

Topic: Listening to Lectures and Oral Communication

o Identifies key words from the lectures.

©Dalys Tamayo, M.A.ELT, MAppLing Página 8

Topic: Technical Written Communication

o Identifies key words from the lectures.

©Dalys Tamayo, M.A.ELT, MAppLing Página 9

Topic: Multiskilling Professional Project

o Identifies key words from the lectures.

©Dalys Tamayo, M.A.ELT, MAppLing Página 10

©Dalys Tamayo, M.A.ELT, MAppLing Página 11

©Dalys Tamayo, M.A.ELT, MAppLing Página 12

An excerpt from ttps://www.aota.org/About-Occupational-Therapy/Professionals/HW/Using-

©Dalys Tamayo, M.A.ELT, MAppLing Página 13

Expanding Technical Vocabulary & Reading

©Dalys Tamayo, M.A.ELT, MAppLing Página 14

Read this explanation

What exactly is a keyword?

A keyword is any significant word (noun) or phrase that describes your

©Dalys Tamayo, M.A.ELT, MAppLing Página 15

almost the same meaning

Key words Part of Synonyms

LET’S PLAY WITH SYNONYMS! : A WORD COLLAGE!!!

©Dalys Tamayo, M.A.ELT, MAppLing Página 16

Task 5. A GLOSSARY FOR MEDICAL EMERGENCIES

1. hypothermia an abnormally low body temperature, as induced in the

4. wrap to enclose or cover in something wound or folded about:

©Dalys Tamayo, M.A.ELT, MAppLing Página 17

1. to combine, as several strands, by winding together;

1. a line or furrow on paper, cloth, etc., produced by folding, striking, etc.

1. to raise or drive with a pump.

1. a fold or band at the end of a sleeve, serving as a trim.

These definitions were taken from: http://www.wordreference.com/

Name ____ Date _

Title: __________________ Author: _

Name ____________ Date _