DP Après Soutennce VERSION FINALE .pdf



Nom original: DP Après Soutennce VERSION FINALE.pdf
Auteur: Diarra

Ce document au format PDF 1.5 a été généré par Microsoft® Word 2010, et a été envoyé sur fichier-pdf.fr le 11/02/2014 à 11:38, depuis l'adresse IP 41.207.x.x. La présente page de téléchargement du fichier a été vue 911 fois.
Taille du document: 1.1 Mo (116 pages).
Confidentialité: fichier public




Télécharger le fichier (PDF)










Aperçu du document


INSCRIPTION
I dedicate this work to GOD ALMIGHTY who makes everything possible in
my life and whoever‟s.
To my late mother Karidja KONE, whom I pay a particular tribute to, for her
motherly care and encouragements.
To my late father N‟Golo DIARRASSOUBA who has built in me a sturdy
character and the determination which boost me to achieve my goal.
To my brothers DIARRASSOUBA Adama, DIARRASSOUBA Zoumana and
DIARRASSOUBA Nouffou, for their financial as well as psychological
support throughout this training period.
At last, I am grateful to all the members of my family and friends for their
strong support.
Thanks a lot and may GOD ALMIGHTY bestow each of us with the best of the
blessings.

IPNETP 2012-2013

Acquire English Related to designing computer networks

1

ACKNOWLEDGEMENTS
The achievement of this project has been possible thanks to the contribution of a
whole staff without whom I could have gone astray. I am grateful to all my
teachers for their endless passion of wanting to see their students become very
good teachers.
First, I am very grateful to you, Mrs. KANGA DIALLO Sita, motherly and very
careful English lecturer, for your precious pieces of advice and devotion to all
your students. I always felt at ease during your classes because you advise,
encourage, suggest and you explain teaching techniques so clearly that the
learning atmosphere is dominated by objectivity and care.
I also pay tribute to you, Ms. DEMBELE Mariam, English lecturer, for your
very interesting courses in Methodology and your lust for “the right thing to be
done at the right moment”. Thank you very much for disclosing many
pedagogical secrets to us.
I would also like to express my gratitude to Mr. GBONGUE Jean-Baptiste,
Psycho Pedagogy lecturer. You make it clear for every student that doing things
step by step is the best way not only to reach successful pedagogical objectives,
but any other goal in life.
I also owe special thanks to Mr. BOUA Jean-Baptiste, Graphic Art lecturer. You
helpfully advised me and shed more pedagogical light on my work. With your
endless humor and passion for precision, I have learned easily in a very good
atmosphere.
Special thanks rightfully go to all my team-mates for their comradeship. You all
helped disclose the flaws in me through your criticisms and pieces of advices.
I am at last obliged to all those who have, at any level, contributed to the
production of this pedagogical work. May GOD bestow each of us with the best
of the blessings and let HIS will be accomplished.
IPNETP 2012-2013

Acquire English Related to designing computer networks

2

FORWARDS
IPNETP (National Pedagogical Institute for Technical and Vocational Training),
built in 1975, is a public Institution whose mission is to train teachers for
Technical Education and Vocational Training in Côte d'Ivoire. The Institute
offers two training programs (pre-service and in-service training). It also
conducts printing and publishing activities.
Through its Department of English for Specific Purposes, the Institution trains
English teachers.
Speaking English is a necessity for anyone willing to tackle the challenge of the
millennium, because “English is an open sesame” said one day Mrs. KANGA,
my English lecturer. This is so right that English is without any doubt the
language of technology and business. The phenomenon of globalization and the
widespread use of technology is a vehicle for the expansion of English.
Moreover, with the development of vocational schools, technical as well as
scientific institutions in Côte d‟Ivoire, English for Specific Purposes helps
students get sustainable knowledge in order to be efficient enough in the English
of their specialties. This will inevitably result both in a better performance of the
work for which they are recruited, and the development of the business where
they work.

IPNETP 2012-2013

Acquire English Related to designing computer networks

3

INTRODUCTION
The world today has entered the era of globalization which drags with it the
development of new technologies of information and the growth of world
business.
In this trend, the demand for very well qualified and specialized staff is
important. To take up this challenge of the millennium, many technical and
vocational training schools were built and many others are even being built.
Forming the teachers who would teach in these schools was also a need to be
satisfied. That is why IPNETP (National Pedagogical Institute for Technical and
Vocational Training) was built in 1975. It is a public Institution whose mission
is to train highly qualified teachers in many fields for technical education and
vocational training. The Institute offers two programs: pre-service and in-service
training. It also conducts printing and publishing activities.
The Department of English for Specific Purposes (ESP) of the Institution trains
ESP teachers, participates in the wide spread of technical English and helps
people cope with their business communication needs.
English for Specific Purposes is another approach to English Language
Teaching. It differs from General English in the sense that it focuses on the
needs of learners. In other words, the ESP approach proceeds by needs analysis
of the target population. In designing lessons and using teaching materials, the
ESP teacher takes into account the job profile of learners. This represents a
factor that raises learners‟ interest and learning objectives can be met easily.
Another peculiarity of ESP is the awareness of the needs of learners. Tom
Hutchinson and Alan Waters (1987) state that “If learners, sponsors and teachers
know why the learners need English, that awareness will have an influence on
what will be acceptable as reasonable content in the language course and what
potential can be exploited”.
IPNETP 2012-2013

Acquire English Related to designing computer networks

4

This means that not only the ESP teacher is „aware‟ of why learners need
English but he / she also analyses that need in order to design the appropriate
material. It is not the case for General English Teaching where no clear „road
map‟ is defined.
So, as Dulley-Evans and St. John (1998) say, “the ESP practitioner is a course
designer and materials provider, but not a teacher only”.
During their training at IPNETP, teacher-trainees have to produce a pedagogical
project at the end of the first year. It is a written work which aims at testing how
well they have understood the theoretical training they have received. The
project is about a syllabus related to a specific vocational and technical field.
This prepares trainees not only for the practical training they will attend during
the second year, but also for their future career as teachers of technical and
vocational specialties.
As English for Specific Purposes trainee, I have decided to work on the topic of
computer networking and the Intermediary Objective of the Pedagogical Project
is formulated as follows: Acquire English related to designing computer
networks.
Designing computer networks is part of the vast field of computer science. The
specialist in networking is known as the network Administrator whose job
consists in installing, configuring, and supporting an organization's computer
network (LAN) and Internet system or a segment of a network system. He / she
also maintains network hardware and software, monitors network and performs
necessary maintenance to ensure its availability to all users. The network
Administrator may also supervise other network support and client server
specialists and plan, coordinate as well as implement network security measures.
Working on the topic of computer networking is valuable because in this world
of globalization, companies are bigger and bigger with extra-continental
branches.
IPNETP 2012-2013

Acquire English Related to designing computer networks

5

In addition, computers are the central tool for work in any modern firm and their
capacity to interact and exchange information quickly between the departments
of a firm, between a company and its branches and between the different clients
is the key to success in a competitive environment. Another main reason for
working on this topic is that English is undoubtedly the language for technology.
So, the network Administrator, as a specialist in the field of technology, must
have the necessary English language skills in order to perform well on his / her
work place.
So, this Pedagogical Project remains in the logic of writing a syllabus for the
computer network Administrators. It is also designed for any English teacher,
both ESP and General English, and whoever willing to acquire the English
language skills related to the field of computer networking.
To achieve my goal in an efficient way, this work will be divided into three
parts:
- The first part will deal with the analysis of the syllabus.
- The second part will contain both completely designed and simplified
lessons.
- The third and last part will focus on the summative evaluation.
As a result of the needs analysis, the ESP “practitioner” should be able to draw
up the objectives for the course and the next stage is the design of the syllabus.
But what is a syllabus? That is what will be developed in the following section.

IPNETP 2012-2013

Acquire English Related to designing computer networks

6

PART ONE

ANALYSIS
OF THE
SYLLABUS

IPNETP 2012-2013

Acquire English Related to designing computer networks

7

THE SYLLABUS
Wilkins asserts that “A syllabus is the specification of the work of a particular
department in a school or college, organized in subsections defining the work of
a particular group or class”. Later on, Tom Hutchinson and Alan Waters make it
clearer that “A syllabus is a list of what is to be learnt divided into learnable bits,
put into an order which permits learning to take place.” What they mean is that
the syllabus is the specifications of what will (or at least what should) be learnt.
This leads to talk about the teaching by Objectives Based Approach (OBA).
At IPNETP where I am trained, the teaching approach taught to trainees is OBA
and this pedagogical project will respect the norms of that approach. But what
is the OBA?
The teaching by Objectives Based Approach consists in providing a scientific
and rational education organization. This must adapt man to the needs and
values of society and convert them into “goals to be reached”, as Ralph Tyler
(1935) says. Furthermore, it makes a clear statement of learning objectives so
that education can be assessed and controlled. These objectives should be
defined in terms of expected behavior.
Through this approach, training is more effective because we point out in
specific terms and in the form of observable behavior, what the learner is
expected to do after training.
Since the main purpose of a syllabus, designed according to the norms of OBA,
is to break down the mass of knowledge to be learnt into manageable units, then
the Intermediary Objective is divided from General Objective to Intermediary
Objectives, Pedagogical Objectives and Micro Objectives.
The hierarchy of the objectives in the learning situation intends to facilitate the
learning process with regard to the profession as well as the skills and behaviors
related to the job environment of computer networking. So, it is a must to justify
the relevance of the Intermediary Objective (IO).
IPNETP 2012-2013

Acquire English Related to designing computer networks

8

I- JUSTIFYING THE INTERMEDIARY OBJECTIVE
1.1- Reference to the job
The IO should be related to the job of the learners. This makes it easier to define
objectives, to frame out training referential and build an effective evaluation
referential.
In the case of computer networking, the IO will be linked to the job of network
Administrators. That description of the network administrators‟ job will allow a
clear prediction of the learners‟ needs, the specificity of the language, the skills
and behaviors related to the job and the selection of the components of the
course.
The network administrators are specialized technicians who work on computer
networks. So, the learners in that field must know how to design the computer
networks. That is why the Intermediary Objective will be entitled “Acquire
English related to designing computer networks”.
This Intermediary Objective will help to improve the language skills of the
learners and boost their vocabulary so that they can identify the different
networks and explain the use of the basic devices that account for their
designing. In addition, the Intermediary Objective will allow learners to develop
further communication skills to better interact with their working environment.
1.2- Skills and behavior
In order to better define the teaching activities and learning methods, we must
link the course content to the skills and behavior of the learners. “A syllabus is
not a divine writ. It is a working document framed in relation with the skills and
behavior of learners and it should be used flexibly and appropriately to
maximize the aims and processes of learning.” say Tom Hutchinson and Alan
Waters. This means that we must clearly state what learners will be able to do as
a result of instruction.
IPNETP 2012-2013

Acquire English Related to designing computer networks

9

The Intermediary Objective “Acquire English related to designing computer
networks” is built within the frame of task-based approach with an emphasis
placed on the communication of meaning. Thus, learners will have necessary
communicative skills to be efficient in work environment and cope with real life
situations.
In the Intermediary Objective, the activities are related to the target needs of the
learners: their capacity to communicate efficiently in the English of their
specialty.
The Intermediary Objective belongs to the performance area. This means that
activities during the teaching-learning process are practical and intend to
improve the learners‟ listening, reading, speaking and writing skills. Reading
will allow learners to identify and explain effectively what device or software to
use for the appropriate network. It will also allow them to decode whatever
document of networking specialism. Listening, speaking and writing will allow
learners to cope efficiently with communicative needs related to their job
environment.
Studying grammar and vocabulary is also of great deal in the development of
this Intermediary Objective as they constitute the background of any language.
The British linguist Wilkins argues that “Without grammar, there are few things
we can express; while without vocabulary, there is nothing we can express.” So,
there will be a balance of new language input and the practice opportunities will
be organized in group and pair work at times with specific focus on the learners‟
knowledge of the computer network environment.
Organizing group and pair work is not fortuitous. In fact, as the linguist Gee
(1998) states, “The theory of language is that language has meaning only in and
through social practices”. He means that language is connected to the idea of
communication and in the case of learning, only group and pair work gives real
opportunity to students to interact and practice the skills they acquire. Further
IPNETP 2012-2013

Acquire English Related to designing computer networks

10

arguments for the use of group and pair work are the increase of students‟
talking time, a more secure and positive classroom atmosphere since learners
feel the responsibility to play their role. Making students to work together can
also allow them to mimic real English conversations and at last, group and pair
work is more fun; this is a way to keep the class lively and motivated.
Because the language content of the IO is linked to computer networking, which
is the specialty of the learners, the emphasis will be put on the inductive
approach. But what is it?
In fact, there are many theoretical approaches that have been developed to
promote students' success in learning new information. But in the case of
Teaching English to Students of Other Languages (TESOL), two main
approaches are used for the presentation of new grammar structures and
vocabulary: the deductive and inductive approach.
The deductive approach to instruction is a teaching style which is more
teacher-centered. This means that the teacher gives the students a new concept,
explains it, and then the students practice using the concept. For example, when
teaching a new grammar concept, the teacher will introduce the concept, explain
the rules related to its use, and finally the students will practice using the
concept in a variety of different ways. I think this approach doesn‟t allow
learners to use the maximum of their cognitive capacities even if it could suit to
other forms of teaching. But, the inductive approach presents new grammatical
structures or rules to students in a real language context. In other words, the
students learn the use of the structure through practice of the language in
context, and later realize the rules from practical examples. For example, if the
structure to be presented is the comparative form, the teacher would begin the
lesson by drawing a figure on the board and saying, "This is Jim. He is tall."
Then, the teacher would draw another taller figure next to the first saying, "This
is Bill. He is taller than Jim." The teacher would then provide many examples
IPNETP 2012-2013

Acquire English Related to designing computer networks

11

using anything within the normal daily life of the students, to create an
understanding of the use of the structure. The students repeat after the teacher,
after each of the different examples, and eventually practice the structures
meaningfully in groups or pairs. In the case of English for Specific Purposes, I
think that this second approach is the most suitable because ESP is always
taught in context, based on the final profile of learners. So, in the case of this IO,
the inductive approach will encourage students to work things out by
themselves, based on their previous and existing knowledge of computer
networks as well as the English communicative skills they acquired in grammar
school.
Analyzing the sequence in accordance with the skills and behavior of the learner
results in evaluating the relevance of their performance as an observable and
tangible behavior through the tasks they are involved in.
The Intermediary Objective “Acquire English related to designing computer
networks” belongs to the organization of the syllabus content and learners‟
exposure steps to language learning. Everything cannot be taught together. So,
the syllabus must be graded and the following chart shows how the Intermediary
Objective is organized:

IPNETP 2012-2013

Acquire English Related to designing computer networks

12

II- JUSTIFYING THE GRADING OF THE CONTENT OF THE INTERMEDIARY OBJECTIVE

GO : COMPUTER NETWORKING
ACQUIRE ENGLISH
RELATED TO
DESIGNING COMPUTER
NETWORKS

ACQUIRE ENGLISH
RELATED TO
IMPLEMENTING
SECURITY PROGRAMS
WITHIN A COMPUTER
NETWORK

ACQUIRE ENGLISH
RELATED TO
PERFORMING DATA
BACKUP WITHIN A
NETWORK

ACQUIRE ENGLISH
RELATED TO
ASSESSING A
NETWORK

Pedagogical Objective 1: Given a text, identify the main kinds of computer networks
Pedagogical Objective 2: From a text, explain the use of the basic networking devices
Pedagogical Objective 3: Based on a text, describe the wired network topologies
Pedagogical Objective 4: Using a text, describe the wireless network topologies
Pedagogical Objective 5: Through a text, explain the use of network security software
Pedagogical Objective 6: Given a text, point out the importance of networks
IPNETP 2012-2013

Acquire English Related to designing computer networks

13

2.1- Target populations
Any learning objective addresses to a primary target population on which the
course designer leads a needs analysis to assess the needs, strengths and
weaknesses of learners. But secondary and tertiary populations should also be
interested by the scientific work.
In the case of the Intermediary Objective “Acquire English related to
designing computer networks”, the primary target participants are constituted
of both boys and girls in second year BTS computer science of any technical or
vocational school in Côte d‟Ivoire. They are teenagers with age ranging from 17
to 25 and are all in pre-experience learning because they don‟t have work
experience, thus no clear idea of their future work station. So, their learning
purpose is related to their future job.
They all speak French as first language, but they have studied General English
for about seven years in grammar school. So, they have all acquired basic
communication skills in English as a result to their exposure to general English
vocabulary and grammar.
In addition, they all come from first year BTS computer science after having
scientific studies in Terminal C and D; which means that they have been
introduced to technical English for one year, and I can assume that they have
been under the same conditions of acquiring English communication skills.
So, having acquired vocabulary and grammar in general English for about seven
years (from 6eme to Terminal) and an exposure to technical English for one year
constitute the arguments that they have sustainable prerequisites as English
communication skills are concerned.
Yet, computer networking is new for them even if they have one year education
in computer science and even if they are very likely to have some vague notions
of it through the wide spread of internet and the cybercafés. It is also assumed
that English for Specific Purposes is new for them because they cannot have
learnt everything in one year.
IPNETP 2012-2013

Acquire English Related to designing computer networks

14

In addition to this category, any English teacher is concerned by this
pedagogical project.
In fact, as the linguist John HOLM says, “Teaching is a living and dynamic
environment and only confrontation to works by colleagues over the world can
forge the good teacher”. Then, this work can help any English teachers, either
ESP or General English, not only for their own intellectual fulfillment, but also
to serve as a source of inspiration in designing their teaching materials.
Furthermore, in a world of globalization where specialization is more and more
demanded with English as main business language and computer as central
working tool in any company, this work represents an opportunity for anyone
else willing to get familiar with the English of computer in general.
Learning the English of computer networks is quite a factor of motivation for
the learners identified as main target because it is a topic related to their career.
The correlation of the lessons with the future job of learners will raise their
interest, make them feel at ease and confident in the learning process.
Determining the profile and characteristics of learners is of great importance. It
provides data for the course designer who will use them inside a course shaped
accordingly to meet the needs of participants.
2.2- Background knowledge
Knowing the background and abilities of learners before designing the course
allows the teacher to determine the suitable content, adapt the level of his
language and organize the class so as to facilitate learning and reach goals.
The participants are second year BTS students in Computer science of any
technical or vocational school in Côte d‟Ivoire. They all come from first year
BTS computer science after studies in Terminal C and D, and all of them have
studied English for Specific Purposes for one year. But in terms of English in
general, they all have at least eight years of practice; from 6e to first year BTS.
IPNETP 2012-2013

Acquire English Related to designing computer networks

15

This course is designed for students in pre-experience learning situation in
vocational and technical training.
None of the learners has ever worked before and it is only now that they are
going to get the necessary training for professional skills to operate as computer
scientists. Their first language is French, but they have all acquired English
communication skills as a result of eight years exposure to English. Yet, ESP is
new for them even if they have studied it for one year.
Background knowledge permits to check prerequisites, to gather and clarify
what learners have already integrated and to predict what will be the new
content.
2.3- New content
The new content is based on students‟ fields of activity, which in this case is
computer networking.
Activities will be done in groups or pairs so that students can practice the
English of their specialty and help one another. Since the target situation is also
linked to the learning situations, activities are designed in a way to encourage
personal research and make students more involved in the learning process.
Students will be given many tasks to do so that they can practice on what they
have been taught. This helps them integrate lessons. At the end of each lesson,
an exercise is given which makes students to practice what they learn throughout
the lessons.
The new content is identified in relation with the linguistic features of the target
situation. Based on skills, it aims at developing strategies necessary to perform
on workstation. Therefore, formulating pedagogical objectives become
necessary.

IPNETP 2012-2013

Acquire English Related to designing computer networks

16

2.4- Formulating pedagogical objectives
The purpose of pedagogical objectives is to communicate. Therefore, a wellconstructed pedagogical objective leaves no room for doubt about what is
intended. Nor does it leave room for chance to reach what is planned. It
describes an intended learning outcome and must contain three criteria:
- The Behavior with a verb that defines the behavior itself,
- The Conditions under which the behavior is performed,
- The Performance that is the extent to which a student must perform the
behavior.
If only one of these three components is missing, then the objective cannot lead
to communicate accurately.
2.4.1- The three criteria of the Pedagogical Objective
- The behavior
The pedagogical objective consists of a declarative statement with an
action verb indicating the observable behavior to be performed. In the
case of ESP teaching, what is going to be observed as behavior is the
capacity of the students to use the English communication skills related to
their field of activity.
Example: Identify the main kinds of computer networks.
In this example, the underlined verb (identify) represents the „behavioral
verb‟ which commands an action to the student.
- The conditions
The conditions, part of the pedagogical objective specify the
circumstances, materials, ways and means that the student is given to
achieve the behavior.
Example: Using a text, identify the main kinds of computer networks.
In this example, the underlined words (Using a text) represent the
„means‟ to be used by students.
IPNETP 2012-2013

Acquire English Related to designing computer networks

17

- The performance
The performance focuses on how effective the student should perform the
behavior. It is a criterion given to the learner to follow.
Example: Using a text, identify the main kinds of computer networks with
accuracy.
In this example, the underlined words (with accuracy) represent the
„criterion‟ under which students should perform. In the case of this
example, the criterion doesn‟t give choice to students for error.
2.4.2- The characteristics of the Pedagogical Objective
An effective pedagogical objective must have four main characteristics:
feasibility, concision, pertinence and unequivocal.
- Feasibility
The pedagogical objective must use an action verb or behavioral verb
which is an action word that indicates an observable student behavior.
- Concision
The pedagogical objective has to be precise and expressed through a short
sentence.
- Pertinence
The pedagogical objective must be relevant to the learners‟ job or
professional environment.
- Unequivocal
The pedagogical objective should be formulated in a non-ambiguous way.
It must be clear and precise so as to avoid confusion in the mind of the
learners.

IPNETP 2012-2013

Acquire English Related to designing computer networks

18

2.4.3- Listing the pedagogical objectives (PO)
The intermediary objective is divided into six pedagogical objectives.

IO: ACQUIRE ENGLISH RELATED TO
DESIGNING COMPUTER NETWORKS
PO1: Given a text, identify the main kinds of computer networks
PO2: From a text, explain the use of the basic networking devices
PO3: Based on a text, describe the wired network topologies
PO4: Using a text, describe the wireless network topologies
PO5: Through a text, explain the use of network security software
PO6: Given a text, point out the importance of networks

IPNETP 2012-2013

Acquire English Related to designing computer networks

19

2.4.4- Pedagogical objectives content table

1

2

3

Pedagogical

Taxonomy

Objectives

Domain

Given a text, identify
the main kinds of
computer networks

Cognitive

From a text, explain
the use of the basic
networking devices

Cognitive

Based on a text,
describe the wired
network topologies

IPNETP 2012-2013

Cognitive

Titles

Micro Objectives

learning

Category
Knowledge

Comprehension

Knowledge

Types of

The kinds of
computer
networks

- Define new words

- Concept

- Use the Comparative

- Principle

- Identify three kinds of
network

- Corpus of
knowledge

The
networking
devices

- Define corresponding
words

- Concept

- Use preposition + -ING

- Principle

- Explain networking
device use

- Corpus of
knowledge

- Define key words

- Concept

- Use “be used” to express
functions

- Principle

- Describe three topologies

- Corpus of
knowledge

The wired
connection
topologies

Acquire English Related to designing computer networks

20

Timing

Order

ACQUIRE ENGLISH RELATED TO DESIGNING COMPUTER NETWORKS

1H

1H

1H

4

5

6

Using a text, describe
the wireless network
topologies

Through a text,
explain the use of
network security
software

Cognitive

Cognitive

Given a text, point out Cognitive
the importance of
networks

IPNETP 2012-2013

Knowledge

Comprehension

Comprehension

The wireless
connection
topologies

The network
security
software

- Find meaning of words

- Concept

- Use the “the passive
voice”

- Principle

- Describe two topologies

- Corpus of
knowledge

- Define key words

- Concept

- Use the prefix “anti-”

- Principle

- Explain security software
use

- Corpus of
knowledge

The
- Learn new words
importance of - Use the adverbs in -ly
computer
- Point out the importance
networks
of computer networks

Acquire English Related to designing computer networks

21

- Concept
- Principle
- Corpus of
knowledge

1H

1H

1H

III-JUSTIFYING LESSON ORGANIZATION
A lesson designed according to teaching by Objectives Based Approach and
ESP always follows some principles. As such, each of its parts should fulfill
some specific purposes in communicating well oriented contents, objectives,
learning prerequisites, what will happen, the sequences of teacher-student
activities, the materials required and the actual assessment of the procedures.
At the conclusion of a lesson, the assessment tells the teacher how well students
actually attained the objective.
The language taught in the lesson, the vocabulary, the structures and the skills
are clearly stated. Each stage constitutes a Micro Objective (MO) and at the end
of each of them, a transition sentence is given to introduce the next stage. The
activities in the different stages give opportunities to students to discover new
language items. They will practice the language on worksheets by exchanging
findings with classmates. An evaluation at the end of each pedagogical objective
will constitute a progress report of students.
In this work, activities are mainly taken from the inductive approach. In
teaching, induction is usually described as an approach which moves from
specific to general. This means that in the case of a grammar structure for
example, the teacher gives examples in real contexts, and guides learners to
discover the rule by themselves. I think it is more advantageous in ESP teaching
because learners use language skills in the context of their field of specialty.
Another reason for this choice is, as Goner, Phillips, and Walters argue,
“Students can focus on the use of the language without being held back by
grammatical terminology and rules that can inhibit fluency and it also promotes
increased student participation and practice of the target language in meaningful
contexts”. Furthermore, participants already have a solid background in the use
of English language as a result of seven years exposure to General English in
grammar school and one year experience of technical English. So, they will be
able to work things out by themselves.
IPNETP 2012-2013

Acquire English Related to designing computer networks

22

Yet, the deductive approach may be used in the progression of the IO. It is
usually presented as a teacher-centered approach where the teacher is
responsible for all of the presentation and explanation of the new material in the
classroom. This approach can be advantageous in the sense that it can allow the
teacher to save time mainly when prerequisites don‟t permit students react
efficiently. In addition, it can be used with students who are accustomed to a
more traditional style of learning and expect grammatical presentations.
The intermediary objective “Acquire English related to designing computer
networks” allows students to identify the different kinds of networks. If they
are given the appropriate lexis, students will also be able to explain the use of
the basic networking devices with no difficulty.
Since the IO is strictly related to the future job of the learners, there is no doubt
that their curiosity and interest will be kept alive. So, integrating new language
items will be easy and learning objectives can be met.
IV- CONCEPTION OF THE LEARNING SITUATION
“Designing a course is fundamentally a matter of asking questions in order to
provide a reasonable basis for the subsequent process of syllabus design,
material writing, classroom teaching and evaluation” say Tom Hutchinson and
Alan Waters. In other words, the conception of a learning situation cannot be
well done without taking into account the learners‟ needs. Then, it starts with a
needs analysis which provides data to be carefully interpreted and converted into
learning material. This implies external constraints around the notions of: why,
who, what, where and when.
Answering the „why‟ question leads the course designer to think over the
reasons of designing the lesson. In this IO, the lessons aim at teaching English
communication skills. The „who‟ question is answered when main target
participants are determined. In this case, they are second year BTS students. As
for the „what‟ question, it is answered when I determine the subject matter
IPNETP 2012-2013

Acquire English Related to designing computer networks

23

which language skills teaching is based on: computer science in general and
networking in particular. The „where‟ question is related to the specific school
where the teaching is going to take place. Here, it is any technical and
vocational school in Côte d‟Ivoire. Finally, the „when‟ question is related to the
moment of the day when the lesson is taking place. It also has to do with the
time allocated to each lesson. So, the lessons mainly take place at day time and
the maximum duration for each lesson is one hour.
The suitable answers to the why, who, what, where and when questions, as
provided above, are key factor to a better syllabus design, material writing,
classroom teaching and evaluation.
But, thinking over the possible means in the process of designing a lesson is also
very important and that is what follows:
4.1- Inventory of possible means
Several sources of means are available to the course designer. They may not be
appropriate to a circumstance but suit to another. Everything depends on the
capacity of the teacher to sort the right one and gather the necessary information.
Existing materials can be acceptable source of information but course designers
can create material from magazines, technical papers and specialized works. In a
world of growing technological power, Internet and software as Encarta are also
very good sources of information for course designers.
In addition to the inventory of the means that course designers can use, further
elements to consider carefully are the constraints related to the practice of the
work of teaching. What are these constraints and how do they represent a
hindrance to the work of a teacher?

IPNETP 2012-2013

Acquire English Related to designing computer networks

24

4.2- Constraints
In our teaching environment, there are many constraints whose management
remains a hard task. Among these, there is the difficulty:
- to comply with heterogeneous classes. In fact, classes are mixed with both
boys and girls. Boys may be teasing girls or vice versa during classes. The
resulting noise together with the distraction of learners represents a
hindrance to the fulfillment of the work.
- to deal with the usually large number of students in classes. When there
are too many students in the classroom, the teacher may not reasonably
appreciate the work of all of them.
- to work in classroom which are not ventilated or air-conditioned.
- to practice pair or group works in classrooms where tables and chairs are
not movable.
Further difficulties are related to the fact that:
- not enough time is dedicated to English in favor of subject matters,
- school administrations don‟t keep handout-stores for immediate use,
- usually, there are no computer rooms in the schools or they lack
appropriate equipment,
- access to Internet in the schools is very difficult, even impossible,
- outside English classes, students are no more exposed to English, since
they live in a French speaking environment.
4.3- Pedagogical strategies in using means
A strategy is a set of procedures, means and methods used by a teacher to reach
the teaching goals.
As an ESP course designer, a particular focus will be put on the use of
Communicative Language Teaching (CLT) strategy in association with OBA.
CLT is an approach to language teaching which clearly defines sets of classroom
IPNETP 2012-2013

Acquire English Related to designing computer networks

25

practices. Then, David Nunan (1991) lists some of its characteristics that best
justify my choice: firstly, this strategy emphasizes on learning to communicate
through interactions. In other words, using it will allow my students to interact
through group and pair works.
Secondly, the CLT strategy makes use of the introduction of authentic texts into
the learning situation. Here, students will be exposed to texts related to computer
networking. Thus, they can acquire communication skills with interest, since the
texts are related to their field of specialty.
Thirdly, with CLT strategy the learner‟s own personal experiences are important
contributing elements to classroom learning. So, students can help one another
through the learning process.
As the different teaching sessions are concerned, the inductive approach to
teaching will be used, leading students to find answers with the guidance of the
teacher. The interrogative method will also be associated to induction. This
method is done through questioning participants and it favors their participation
in the learning process.
All along the sessions, it may be necessary to shift from the inductive to the
deductive strategy, just because learners can show some lack of prerequisites or
because of time constraints.
As stated by the principles of OBA, an evaluation must be made at the end of
every teaching session to check whether the objective has been reached or not.
That is what constitutes the bridge leading us to talk about the summative
evaluation.

IPNETP 2012-2013

Acquire English Related to designing computer networks

26

V- JUSTIFYING THE SUMMATIVE EVALUATION OF THE
INTERMEDIARY OBJECTIVE
Evaluating a lesson aims at knowing whether the objective has been achieved or
not. It must be based on the same behavior incorporated in the objective. In
OBA system, there are two types of evaluation: the formative and summative
evaluation. Both aim at assessing learner progress but there is quite a difference
between them.
5.1- The formative evaluation
The formative evaluation is done during the learning process and it helps the
teacher to check the acquisition level of the students. In other words, it helps the
teacher to point out the strength and weakness of the learner for further
reinforcement actions.
At the end of each pedagogical objective, a set of exercises based on what
students would have learnt in the frame of the micro-objectives will be given to
students to deal with in the classroom.
They will be either gap filling or linking activities of five minutes maximum
with clear instructions that urge learners to do the tasks.
5.2- The summative evaluation
The summative evaluation is done at the end of the teaching process and intends
to draw a final profile of the learner. It is marked and covers the whole
intermediary objective.
The ESP course is set up in order to enable particular learners to do specific
things with English language. Learners should be able to use English to
communicate efficiently in the field of computer networking.
According to Tom Hutchinson and Alan Waters, “Evaluation of learners reflects
not just the learners‟ performance but the effectiveness of the course too”. So, if
participants are not able to use correctly the English of computer networking,
“then something must be wrong with the course design: the objectives may be
IPNETP 2012-2013

Acquire English Related to designing computer networks

27

too ambiguous, the analysis of learners‟ initial competence may be wrong or
methodology and teaching strategies may be inappropriate”. But if they can use
the English of their specialty correctly, then the objective is achieved.
The summative evaluation is done according to the norms of ESP evaluation,
which consists in observing the capacity of learners to use correctly the English
communication skills of their field of specialty. In addition, the norms of OBA
system, which commands the tools of evaluation to be faithful to lesson content,
are going to be respected.
There will be a series of four exercises: three will be based on students‟
knowledge of English related to computer networking and the fourth will be on
the grammar points that would have been taught throughout the IO. The
activities will be gap-filling, true or false statements, as well as answering
questions, and the maximum duration of the whole evaluation is one hour.
Instruction sentences will clearly state to the learners what they have to do, and
the marks will be mentioned before each exercise.

IPNETP 2012-2013

Acquire English Related to designing computer networks

28

PART TWO

LESSON
DESIGNING

IPNETP 2012-2013

Acquire English Related to designing computer networks

29

This section deals with both
COMPLETELY DESIGNED and SIMPLIFIED LESSONS.
The Pedagogical Objectives chosen for the completely designed lessons are:
-

PO2: FROM A TEXT, EXPLAIN THE USE OF THE BASIC
NETWORKING DEVICES

-

PO5: THROUGH A TEXT, EXPLAIN THE USE OF NETWORK
SECURITY SOFTWARE

IPNETP 2012-2013

Acquire English Related to designing computer networks

30

IDENTIFICATION INDEX
TEACHER‟S NAME: DIARRASSOUBA
DAOUDA

SUBJECT: Technical English
FIELD: Computer Science

ACADEMIC YEAR: 2013-2014
CLASS: 2nd year BTS
DATE: ……………………….
Lesson Nº 2

Title: THE NETWORKING DEVICES Timing: 1Hour

PEDAGOGICAL OBJECTIVE: From a text, explain the use of the basic
networking devices
DOMAIN: Cognitive
TAXONOMY:
CATEGORY: Comprehension
PREREQUISITE: Define the main types of computer networks
STUDENTS‟ DOCUMENTS: Text, worksheet, evaluation, key to evaluation
TEACHING AIDS: Blackboard, chalk, texts, handouts, worksheets
BIBLIOGRAPHY: Wikipedia, the free Encyclopedia/Internet
- Cambridge Advanced Learner‟s Dictionary 3rd Edition,
2008
- Larousse Unabridged Dictionary, Computer Software
copyright © 1996 INSO Corporation
- http://www.computernetworksit.com
- English Grammar in Use, Raymond Murphy, 2nd edition,
Cambridge University Press.

IPNETP 2012-2013

Acquire English Related to designing computer networks

31

LESSON PROGRESSION
STEPS

LESSON PLAN

MOTIVATE

TITLE: THE NETWORKING
DEVICES

MO1: DEFINE CORRESPONDING
WORDS

1- VOCABULARY: DEFINING
CORRESPONDING WORDS

MO2: USE PREPOSITION + -ING

2- GRAMMAR:
USING PREPOSITION + -ING

MO3: EXPLAIN NETWORKING
DEVICE USE

3- COMPREHENSION:
EXPLAINING
NETWORKING DEVICE USE

EVALUATE
IPNETP 2012-2013

EVALUATION

Acquire English Related to designing computer networks

32

BOARD LAYOUT
PEDAGOGICAL
OBJECTIVE
From a text,
explain the use of
the basic
networking devices

THE NETWORKING DEVICES
1- VOCABULARY
1- set up: Create or design
2- device: piece of equipment
3- installed: To have put a piece of
equipment in position of use
4- chip: Piece of electronic equipment
that performs particular operations
5- bandwidth: Amount of information
that passes through cables
6- data: Information in an electronic form
7- configurations: Minimum hardware
and software recommendations
2- GRAMMAR
Using preposition + -ING
If a preposition (at, about, for, with, of, in
etc.) is followed by a verb, the verb ends
in „ing‟. We use: preposition + V + ING
Example: This device is capable of
establishing wireless network.

IPNETP 2012-2013

3- COMPREHENSION
To set up a viable network, eight main
devices are necessary.
- The Network Interface Card connects a
computer or other device to a network.
- The Ethernet Cables link devices and
nodes together.
- The Modem allows nodes to exchange
data through telephone wires.
- The Router directs data from one
network to another.
- The Hub and Switch connect cables
from computers to other nodes in the
network.
- The Access Points create wireless
connection from wired networks.
- The Print Server manages printings
through the network.

Acquire English Related to designing computer networks

33

DRAFT

LESSON STARTER

Timing: 5 min

Teacher: Good morning class
Class

: Good morning Sir

Teacher: How are you?
Class

: Fine thanks.

Teacher: During our last lesson, we identified the main kinds of computer
networks and we said that there are three. What are they?
Student : They are the LAN, the MAN and the WAN!
Teacher: Which language is mostly used in technology?
Student : It is English
Teacher: So, the most important information of much equipment in technology
is in English and to make a network, you need several instruments.
Can you explain their use in English?
Student : No! We can‟t.
Teacher: You are specialist in computer science: what is the consequence for
you?
Student: We cannot use the instruments appropriately, our employer will
dismiss us.
Teacher: Do you want to be in this situation on day?
Student : No Sir we don‟t!
Teacher: So, be very careful because in the lesson today, we are going to solve
this problem.
Our objective is “Using a text, explain the use of the basic
networking devices”.
 I write the Pedagogical Objective on the board and ask some students to read
and explain it.
 I ask students to guess the title of the lesson from the objective and I write it
on the board.

IPNETP 2012-2013

Acquire English Related to designing computer networks

34

STUDENT DOCUMENT 1/7
Teacher:

Lesson Nº2

Student: ………………

DIARRASSOUBA
DAOUDA

THE NETWORKING
DEVICES

Field: Computer Science

Subject: Technical English

Date: …………………

Class: 2nd year BTS

What you need to set up a network?
Before you set up a network, you must make sure computers have network
interface card, (NIC). It is a device that connects a computer or other devices
to a network. For computers, the NIC is usually installed in and has a chip
that handles the network communications.
5 You will also need Ethernet cables to link the devices and nodes together.
They have high bandwidth and can support all applications. The modem is
also very necessary. It allows nodes to exchange information through
standard telephone wires. There is also the router. It directs data from one
network to another.
10 Other devices to setup a network are the hub and switch. Hubs are often used
with other configurations to make it easy to add or remove computers without
damaging the network. The switch is similar to the hub. It enables the
connection with cables of multiple computers, access points, and other
network devices.
15 These components are all capable of establishing wireless networks but a best
way of adding wireless to networks is the Access Points (AP). It is a
transmission and reception device with a built-in antenna and an adapter, used
to create a wireless connection. APs use the wireless infrastructure network
mode to provide a connection point with a wired network.
20 The print server is also a key device. It is used to connect printers to a
network and allows network printing.
1

Adapted from www.cert.org and www.webopedia.com by Joshua Martin, April
2005

IPNETP 2012-2013

Acquire English Related to designing computer networks

35

STUDENT DOCUMENT 2/7
Lesson Nº2

Student: ………………

DIARRASSOUBA
DAOUDA

THE NETWORKING
DEVICES

Field: Computer Science

Subject: Technical
English

Date: …………………

Class: 2nd year BTS

Teacher:

VOCABULARY WORKSHEET (5min)
Find in the text the corresponding words for each definition or
synonym and fill in the gaps. The line numbers are indicated to guide
you.
1-

Create, design, prepare (Line 1)…………………………….

2-

A piece of equipment (Line 2)…………..…………….…

3-

To have put a piece of equipment into position and make it ready for
use.

4-

(Line 3)……………………………

A piece of equipment especially in a computer, that contains small
electronic circuits, and can perform particular operations
(Line 3)…………………...

5-

The amount of information that computers can send through cables
(Line 6)………………………..

6-

Information in an electronic form that can be stored and processed by
a computer (Line 8)……………………….

7-

Minimum hardware and software recommendations for a computer
(Line 11)…………………..……….

IPNETP 2012-2013

Acquire English Related to designing computer networks

36

STUDENT DOCUMENT 3/7
Lesson Nº2

Student: ……………….

DIARRASSOUBA
DAOUDA

THE NETWORKING
DEVICES

Field: Computer Science

Subject: Technical
English

Date: …………………

Class: 2nd year BTS

Teacher:

KEY TO VOCABULARY WORKSHEET
Find in the text the corresponding words for each definition or
synonym and fill in the gaps. The line numbers are indicated to guide
you.
1-

Create, design, prepare (Line 1) set up

2-

A piece of equipment (Line 2) a device

3-

To have put a piece of equipment into position and make it ready for
use. (Line 3) install

4-

A piece of equipment especially in a computer, that contains small
electronic circuits, and can perform particular operations
(Line 3) a chip

5-

The amount of information that computers can send through cables
(Line 6) bandwidth

6-

Information in an electronic form that can be stored and processed by
a computer (Line 8) data

7-

Minimum hardware and software recommendations for a computer
(Line 11) configurations

IPNETP 2012-2013

Acquire English Related to designing computer networks

37

STRATEGY INDEX
MICRO-OBJECTIVE 1: Define

STUDENTS‟ INPUT

TIMING:
15 Minutes

corresponding words
TYPE OF LEARNING: Concept
STRATEGY: Inductive
METHOD: Interrogative

DESCRIPTION OF THE
STRATEGY

1- VOCABULARY
1- set up: Create or design for example a
network.
2- device: piece of equipment
3- install: To put a piece of equipment in
position and make it ready for use
4- chip: piece of computer equipment that
can perform particular operations
5- bandwidth: The amount of information
that can pass through cables
6- data: Information in an electronic form
7- configurations: minimum hardware and
software recommendation for a computer
STUDENTS‟ OUTPUT

I hand the text and the vocabulary
worksheet to students. Then, I read
the text and ask a student to read the
instruction on the worksheet. They
have to deal with the task in 5min. At
the term, we correct the exercise and
I proceed with asking questions.
QUESTIONS

TEACHING
AIDS
Blackboard,
chalk, texts,
handouts

ANSWERS

Q1: Read each of the words in the
first sentence.

A1: Create, design, prepare.

Q2: What is the synonym for them?

A2: It is „set up‟.

I make some of them repeat
individually, then in choir.
Q3: If there is no network and a
A3: I must create / design /
company manager wants their
prepare a network so
computers to exchange
that computers can
information, what must you do?
exchange information.
Q4: Read the second definition.
A4: “A piece of equipment”
IPNETP 2012-2013

Acquire English Related to designing computer networks

38

Q5: Which word corresponds to it?

A5: It is „device‟.

I make students repeat in choir and
ask them to give examples of devices.
Q6: Which device connects a
computer to the network?

A6: It is the NIC.

Q7: What is the next definition?

A7: It is „to put a piece of
equipment in position
and make it ready for
use‟.

Q8: What is the word corresponding
to this definition?

A8: It is „install‟.

Q9: What can you do with cables to
make a network?

A9: We can install cables to
make a network.

Q10: Read the following definition.

A10: „A piece of computer
equipment that can
perform particular
operations‟

Q11: Which word corresponds to this A11: It is „chip‟.
definition?
Q12: Which part of the computer do A12: We find them inside
the computer.
you find the chips?
Q13: Give examples of equipment in
which we can find chips.

A13: Telephones, TV sets…

A14: It is „the amount of
Q14: What is the definition
information that can
corresponding to „bandwidth?‟
pass through cables‟
I make students to repeat the word in
choir.
Q15: What is the form of the
information that passes
through cables?

A15: It is under electrical
form

Q16: Read the following definition

A16: Information in an
electronic form

Q17: Which word corresponds to it?

A17: It is „data‟

I make students repeat the word for
the right pronunciation.

IPNETP 2012-2013

Acquire English Related to designing computer networks

39

Q18: Example of data is the text that
appears on the computer
screen when you type on the
keyboard. Give more
examples of data.

A18: The pictures, videos
on screens and even
the sound in speakers
are examples of data.

Q19: Read the last definition.

A19: „A minimum hardware
and software
recommendation for a
computer‟

Q20: What is the corresponding
word?

A20: It is „configurations‟

I make students repeat the word in
choir.
Q21: What is: 4Ghz Core I3, CPU
Intel, RAM 6Ghz for a
computer?

A21: It is the configuration
for the computer.

Q22: Give more examples of
configurations

A22: (students provide
divers examples)

After the vocabulary, we are going to deal with a very important grammar point.
IPNETP 2012-2013

Acquire English Related to designing computer networks

40

STRATEGY INDEX
MICRO-OBJECTIVE 2: Use

STUDENTS‟ INPUT

Preposition + -ING

TIMING:
10 Minutes

TYPE OF LEARNING: Principle

2- GRAMMAR
Using preposition + -ING

STRATEGY: Inductive
METHOD: Interrogative

If a preposition (at, about, for, with, of, in
etc.) is followed by a verb, the verb ends in
„ing‟. We use preposition + V + ING
Example: This device is capable of
establishing wireless network.

DESCRIPTION OF THE
STRATEGY

STUDENTS‟ OUTPUT

I write the following sentence (This
device is capable of establishing
wireless network) on the board. Then
I proceed with asking the following
questions:
QUESTIONS

Blackboard,
chalk,
handouts

ANSWERS

Q1: What is the infinitive of the
underlined word?

A1: It is „establish‟

Q2: Good! In the sentence, what is
added to the verb establish?

A2: What is added to the
verb establish is „ing‟

Q3: There is one word in the
sentence which obliges you to
add „ing‟: what is it?

A3: It is the word „of‟.

Q4: What is its name, its nature?

A4: It is a preposition.

Q5: Good! So when we use a verb
after a preposition, what must
we add to the verb?

A5: We must add „ing‟ to
the verb.

Q6: Give other examples of
prepositions.

A6: We have „from, about,
after, before, without,
on, in etc.‟

IPNETP 2012-2013

TEACHING
AIDS

Acquire English Related to designing computer networks

41

I write the correct prepositions on
the board. Then, I give the following
instruction:
Q7: Now, use these prepositions to
make correct sentences?
I make students read their sentences
and I select two correct ones that I
write on the board.
Q8: Remark:
- „to‟ is a both a preposition and a
sign for the infinitive.
 When the verb ends with ‘Y’,
keep it and add ing.
 For one syllable verbs, double
the consonant and add ing.
Now, make one example of each
case.

A7: - I never sleep without
brushing my teeth.
- My job consists in
preventing the
network from
breaking down.
A8: Examples:
- I check the network to
detect possible flaws
- I object to working on
Sundays?
 If you want to design a
network, start by
identifying it.
 By cutting the wire you
damage it.
 Save your work before
stopping the computer.
 You cannot get gold
without digging deep.

Class, after taking note, let‟s go back to the text for more comprehension of it.
IPNETP 2012-2013

Acquire English Related to designing computer networks

42

STUDENT DOCUMENT 4/7
Teacher:
DIARRASSOUBA
DAOUDA
Subject: Technical
English

Lesson Nº2

Student: ………………

THE NETWORKING
DEVICES

Field: Computer Science

Date: …………………

Class: 2nd year BTS

COMPREHENSION WORKSHEET (5min)
In five minutes, read the text and write True if the statement is correct or
False if it is incorrect and correct the false statements. The first one is done
as an example.
1- If your computer doesn‟t have a
Network Interface Card it cannot
access a network.
2- No chip is installed in the
Network Interface Card.
3- Ethernet cables are not necessary
devices for a network.
4- The modem sends information
between various devices through
wires.
5- The router and the modem do the
same thing.
6- Hubs and switches link nodes
with cables.
7- When there is a hub in the
network, you can remove a node
without stopping the entire
network.
8- The Access Point allows the
creation of wireless connection.
9- Without a print server, you can
print documents through a
network.

IPNETP 2012-2013

1- ……………………………………
True
……………………………………
……………………………………
2- ……………………………………
……………………………………
3- ……………………………………
……………………………………
4- ……………………………………
……………………………………
……………………………………
5- ……………………………………
……………………………………
6- ……………………………………
……………………………………
7- ……………………………………
……………………………………
……………………………………
……………………………………
8- ……………………………………
……………………………………
9- ……………………………………
……………………………………
……………………………………

Acquire English Related to designing computer networks

43

STUDENT DOCUMENT 5/7
Teacher:

Lesson Nº2

Student: ………………

DIARRASSOUBA
DAOUDA

THE NETWORKING
DEVICES

Field: Computer Science

Subject: Technical
English

Date: …………………

Class: 2nd year BTS

KEY TO COMPREHENSION WORKSHEET
In five minutes, read the text and write True if the statement is correct or
False if it is incorrect and correct the false statements. The first one is done
as an example
1- If your computer doesn‟t have a
Network Interface Card it cannot
access a network.
2- No chip is installed in the
Network Interface Card.
3- Ethernet cables are not necessary
devices for a network.
4- The modem sends information
between various devices through
wires.
5- The router and the modem do the
same thing.
6- Hubs and switches link nodes
with cables.
7- When there is a hub in the
network, you can remove a node
without stopping the entire
network.
8- The Access Point allows the
creation of wireless connection.
9- The print server allows printing
with only one computer.

IPNETP 2012-2013

1- …………………………………...
True
…………………………………….
…………………………………….
2- False It has a chip that handles
the network communications.
3- False Ethernet cables link the
devices and nodes together.
4- …………………………………...
True
…………………………………….
5- False The Router directs data
from one network to another and
The Modem allows nodes to
exchange information through
telephone wires.
6- …………………………………...
True
7- …………………………………...
True
8- …………………………………...
True
9- False It is used to connect
printers to a network and allows
network printing.

Acquire English Related to designing computer networks

44

STRATEGY INDEX
MICRO-OBJECTIVE 3: Explain

STUDENTS‟ INPUT

TIMING:
10 Minutes

networking device use
TYPE OF LEARNING: Corpus of

3- COMPREHENSION

knowledge

To set up a viable network, eight main
devices are necessary.

STRATEGY: Inductive

- The Network Interface Card connects a
computer or other device to a network.
- The Ethernet Cables link devices and
nodes together.
- The Modem allows nodes to exchange
data through telephone wires.
- The Router directs data from one
network to another.
- The Hub and Switch connect cables from
computers to other nodes in the network.
- The Access Points create wireless
connection from wired networks.
- The Print Server manages printings
through the network.

METHOD: Interrogative

DESCRIPTION OF THE
STRATEGY

STUDENTS‟ OUTPUT

First, I announce the worksheet and
distribute it. After that, I ask a
student to read the text loudly. Then,
in pairs I ask them to deal with the
worksheet activity in 5 minutes. After
we correct it, I ask questions on the
text.
QUESTIONS

TEACHING
AIDS
Black board,
chalk, text,
handouts

ANSWERS

Q1: Read the title of the text

A1: „What you need to set
up a network?‟

Q2: What is the text about?

A2: It is about what we need
to set up a network.

Q3: What other word can you use to A3: We can use the word
identify the equipment you need
„device‟.
to set up a network?
IPNETP 2012-2013

Acquire English Related to designing computer networks

45

Q4: Which device must a computer
have to accept a network?

A4: It is a NIC

Q5: Is it enough to set up a network?
Why not?

A5: No Sir! Because we
need to link nodes
together.

Q6: Which device allows you to link
nodes together?

A6: It is the Ethernet cables

Q7: Do you need a modem to set up
a network? Why?

A7: Yes Sir! Because it
allows exchange of data
through telephone wires
A8: No Sir! Because the
router directs data from
a network to another. It
extends the network.
A9: It is the Hub and the
switch.

Q8: Can you design a good network
without a router? Why not?

Q9: In the network, what devices
permit to connect computers to
other things as printers?
Q10: What is the particularity of a
hub in a network?

Q11: Which device do you need to
create a good wireless
connection from the Ethernet
network?

A10: With a hub in a
network, you can add
or remove a node
without stopping other
nodes.
A11: It is the Access Point.

A12: There is a built-in
Q12: The AP creates wireless
antenna and an adapter
connection from Ethernet.
Which elements are there in it? A13: They use the wireless
infrastructure network
Q13: What do the APs use to provide
mode.
connection point with wired
networks?
Q14: Can you use only one printer to A14: Yes Sir! We can do it
manage printings from many
if we connect a print
computers? How?
server to the network.

Well! Now let‟s deal with an evaluation to check your comprehension.
IPNETP 2012-2013

Acquire English Related to designing computer networks

46

STUDENT DOCUMENT 6/7
Teacher:

Lesson Nº2

Student: ………………

DIARRASSOUBA
DAOUDA

THE NETWORKING
DEVICES

Field: Computer Science

Subject: Technical
English

Date: …………………

Class: 2nd year BTS

Remark: ………………………………………….

Mark: …………………

EVALUATION (5min)
In 5Min, deal with all the tasks of this evaluation paper.
TASK1:
Answer the following questions by writing down the appropriate device
name.
1- Which device creates wireless connections from wired?
 ……………………………………………………………………
2- Which device protects network from damage in case of hardware
maintenance?
 ……………………………………………………………………
3- Which device allows the computer to accept the network?
 ……………………………………………………………………
TASK2:
Put the verbs in brackets into the correct form.
1- The best device of (add)……………..wireless to networks is to use APs
2- In (use)………………Ethernet cables you can link all nodes.
3- With a Hub it is easy to add or remove computers without (damage)
………………the entire network.
TASK3
Use the appropriate word from the box to complete the sentences.
install, chip, set up
1- I………..a LAN for a small commercial company.
2- If you…………...the good software, your computer will work properly.
3- There are many………….in the computer.
IPNETP 2012-2013

Acquire English Related to designing computer networks

47

STUDENT DOCUMENT 7/7
Teacher:

Lesson Nº2

Student: ………………

DIARRASSOUBA
DAOUDA

THE NETWORKING
DEVICES

Field: Computer Science

Subject: Technical
English

Date: …………………

Class: 2nd year BTS

Remark: ………………………………………….

Mark: …………………

KEY TO EVALUATION
In 5Min, deal with all the tasks of this evaluation paper.
TASK1:
Answer the following questions by writing down the appropriate device
name.
1- Which device creates wireless connections from wired?
 The device which creates wireless connections from wired the Access
Point.
2- Which device protects network from damage in case of hardware
maintenance?
 The device which protects network from damage in case of hardware
maintenance is the Hub.
3- Which device allows the computer to accept the network?
 The device which allows the computer to accept the network is the
Network Interface Card.
TASK2:
Put the verbs in brackets into the correct form.
1- The best device of (add) adding wireless to networks is to use APs
2- In (use) using Ethernet cables you can link all nodes.
3- With a Hub it is easy to add or remove computers without (damage)
damaging the entire network.
TASK3
Use the appropriate word from the sentences.
install, chip, set up
1- I set up a LAN for a small commercial company.
2- If you install the good software, your computer will work properly.
3- There are many chips in the computer.
IPNETP 2012-2013

Acquire English Related to designing computer networks

48

COMPLETELY
DESIGNED
LESSON Nº2

IPNETP 2012-2013

Acquire English Related to designing computer networks

49



Documents similaires


front page apres soutenance
contents table apres soutenance
dp apres soutennce version finale
phase2 lesson plan template
framework for groupwork in middle school revised version pour fusion
tate conference


Sur le même sujet..