Multimedia online ESP

Software / equipment required:

Networked multimedia computers with access to a shared drive, headphones, projector,

Software required for this course

Word processor

An internet browser (Firefox is the best), connection to www. The browser should have plug-ins for JAVA, RealPlayer, and Flash.

Range – vocabulary software -

Wordsmith – lexical software ”-

Hot Potatoes – interactive web-based exercise authoring

Gerry’s vocabulary teacher – vocabulary database compatible with Hot Potatoes

Moodle on a web server:

Software for editing sound and video recordings.

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Theoretical element

Production / practical work

Technical, social and conceptual changes. Aim – to give an overall sense of the technological change which is happening and the directions in which it is going to develop further – a vision of the future.


Folders, files, programs, links.

Get a yahoo account. Configure “My Yahoo”.


Text and tags, html, codification of characters

Email, discussion lists – join an email discussion group for English teachers


Audio and video formats. Exciting new gadgets

Designing an extensive reading / listening course..


Search engines, ontologies, libraries “Social” links –

Make a collection of tagged links to useful resources


New media – blogs and wikis and chat

Create a collective blog aggregator


Participants’ responses

Collaborative writing – an ICT manifesto.

Corpus linguistics – aim… to let everyone see how to apply this approach to their subject area and style of work. A way to produce more interesting materials and to focus your teaching on really useful knowledge.


What is known about acquisition of lexis?

Testing vocabulary levels with ready made internet resources.


Corpus linguistics – zipf distribution, concordancers.

Accessing the British National Corpus to answer questions about usage.


Word lists.

Using Paul Nation’s range program.


Lexical approach to “academic English”.

Using the academic word list to create exercises.


Corpus studies for materials writers

Collect a small corpus for your subject of interest.


Wordsmith tools – software for lexicographers (and others)

Make a word list and a “key word” list for your subject area.


What information can we look for in different sorts of corpus?

Creation of an academic word list for Russian students of English.


Participants’ responses

Looking at other participants’ work

Creating interactive resources – aim… to give everyone the confidence that they could learn to do this…(it is assumed that not everyone will want to).


Testing / teaching / self-study

Making an exercise with Hot Potatoes


Collaborative vocabulary learning

Using Gerry’s vocabulary teacher


Writing your own html

Students make a “browse-able” resource page


Participants’ responses

Looking at other participants’ work.

What to do with students in a computer classroom.


The aim of an integrated syllabus

A model lesson combining web resources and the traditional classroom.


Teaching the writing process

Collaborative writing – creating tasks for virtual group work

Developing materials for academic English – to suggest a systematic way to approach the problem.


Council of Europe framework – “can-do” statements and student autonomy

Creation of learning objectives for our students


Study skills, transferable skills, and critical thinking in computer-assisted learning.

Inventing procedures to measure student performance against “can-do” statements


Communicative language testing

Develop test activities for Academic English


Task-based learning and teacher input / feedback

Develop a task using corpus linguistics to suggest “helpful language” to pre-teach.

Developing materials – project work.

24 - 30

Participants should create a whole lesson. This project is, in itself, the final test of this course.

Evaluation criteria

  1. The lesson is wholly computerised…could be delivered at a distance.

  2. Target structures and words are chosen based on objective analysis of relevant authentic sources.

  3. Students are involved in collaborative work which includes evaluating and improving each others’ writing.

  4. Practice activities include feedback (written into the exercise) which helps students to learn and understand the material.

  5. The students create a final product and have criteria by which to evaluate it.

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