2. • The aim of this research is to have an overview of the needs
and thereby design English for Special Purposes (ESP)
writing course outline.
• The questionnaires were distributed between the targeted
group (engineers) and authentic data analysis was taken
from engineers working place.

20. a.
b. (4)
c. (96)

21. a (74)
b (24)
c (2)

22. a (10)
b (3)
c (1)
d (80)
e (6)

23. a (89)
b (11)

24. a (86)
b (4)
c (3)
d (7)

25. a (50)
b (20)
c (20)
d (10)

26. a (53)
b (2)
c (7)
d (20)
e (7)
f (6)
g (3)
h (2)

27. a (4)
b (96)
c

28. a (50)
b (4)
c (36)

29. a (1)
b (40)
c (59)

30. a (82)
b (8)
c (10)

31. a (10)
b (50)
c (40)

32. a (10)
b (20)
c (42)
d (28)

37. Collecting the authentic
documents

38. In fact report writing is considered to be one of the
most common activities engaged in by
engineers, especially given that there are many
different types of reports for instance: inspection or
trip reports, laboratory report, and progress report
(Beer,and McMurrey 1997).
According to Beer, and McMurrey, all reports
are similar in that all start with a prologue and end
with a conclusion. In fact, this is not always the case,
as the reports in this study will show.
Report writing

40. Summary of
findings from
the authentic
data documents

42. Limitation of the Study

44. Process Genre Approach

52. Components:

53. •Planning:
The instructor presents students with a language task and explains the
rationale behind it. Students are then asked to plan their own
approaches to the task; choosing strategies that they think will facilitate
its completion.
•Monitoring:
During the task, students are asked to ‘self-monitor’ their performance
by paying attention to their strategy use and checking comprehension.
•Problem-solving:
As they encounter difficulties, learners are expected to find their own
solutions.
•Evaluation:
After the task has been completed, students are then given time to
‘debrief’ the activity, e.g. evaluate the effectiveness of the strategies
they used during the task.
O’Malley and Chamot (1990):

65. Learning level Associated action verbs
Knowledge define, describe, state, list, name, write, recall, recognize, label, underline, select, reproduce, outline, match
Comprehension identify, justify, select, indicate, illustrate, represent, name, formulate, explain, judge, contrast, classify
Application predict, select, assess, explain, choose, find, show, demonstrate, construct, compute, use, perform
Analysis analyze, identify, conclude, differentiate, select, separate, compare, contrast, justify, resolve, break down,
criticize
Synthesis combine, restate, summarize, precise, argue, discuss, organize, derive, select, relate, generalize, conclude
Evaluation judge, evaluate, determine, recognize, support, defend, attack, criticize, identify, avoid, select, choose
Objectives
Writing Objectives for Lesson Plans Using
Bloom’s Taxonomy and Associated Action or
Performance Verbs

66. The who. "The student will be able to…"
What a learner is expected to be able to
do or the product or result of the doing. The behavior
or product should be observable.
The important conditions under which
the performance is to occur.
The criterion of acceptable performance.
How well the learner must perform in order for the
performance to be considered acceptable.

68. 1.HOW DO YOU LEARN BEST