Designing an ESP reading syllabus for the students of land management and use at bac giang university of agriculture and forestry

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES ************************* ĐỖ THỊ HUYỀN DESIGNING AN ESP READING SYLLABUS FOR THE STUDENTS OF LAND MANAGEMENT AND USE AT BAC GIANG UNIVERSITY OF AGRICULTURE AND FORESTRY THIẾT KẾ CHƯƠNG TRÌNH ĐỌC HIỂU TIẾNG ANH CHUYÊN NGÀNH CHO SINH VIÊN NGÀNH QUẢN LÝ VÀ SỬ DỤNG ĐẤT, TRƯỜNG ĐẠI HỌC NÔNG - LÂM BẮC GIANG M.A MINOR THESIS Field: ENGLISH TEACHING METHODOLOGY Code: 601410 Supervisor: KHOA ANH VIỆT, M.A Hanoi - 2012 TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii LIST OF ABBREVIATIONS iv LIST OF CHARTS AND TABLES v TABLE OF CONTENTS vi PART A: INTRODUCTION 1 Rationale Aims and objectives Scope of the study Methods of the study Design of the study PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 An overview of ESP 1.1.1 Definition and characteristics of ESP 1.1.2 Classification of ESP 1.2 An overview of syllabus design 1.2.1 Definition of syllabus 1.2.2 Syllabus design 1.2.3 Approaches to ESP syllabus design 1.2.3.1 Language-centred approach 1.2.3.2 Skills-centred approach 10 1.2.3.3 Learning-centred approach 10 1.2.4 Types of syllabus 10 1.2.4.1 Structural/grammatical syllabus 11 1.2.4.2 Situational syllabus 12 1.2.4.3 Functional-notional syllabus 12 1.2.4.4 Topic or content-based syllabus 14 1.2.4.5 Skills-based syllabus 14 1.2.4.6 Task-based syllabus 15 1.2.5 Shapes of syllabus 16 1.2.6 Steps to design a syllabus 17 1.2.6.1 Needs analysis 17 1.2.6.2 Goals and objectives setting 18 1.2.6.3 Content specification 18 1.2.6.4 Syllabus organizing 19 1.3 Reading in ESP 20 1.3.1 Definition of reading 20 1.3.2 Reading skills in ESP 21 1.4 Summary 22 CHAPTER 2: NEEDS ANALYSIS AT BUAF AND THE RESEARCH 23 METHODOLOGY 2.1 The ESP teaching and learning context at BUAF 23 2.2 The target students 24 2.3 The English staff at BUAF 24 2.4 The materials 25 2.5 The study 25 2.5.1 The subjects 25 2.5.2 Instruments for collecting data 26 2.6 Summary 27 CHAPTER 3: DATA ANALYSIS AND DISCUSSION 28 3.1 Needs perceived by the English teachers, the subject teachers and 28 the target students 3.1.1 Attitude towards the necessity of an ESP reading syllabus for the second year students of Land Management and Use 28 3.1.2 Opinions on the objectives of the ESP reading course 28 3.1.3 Opinions on needed topics in the ESP reading syllabus 29 3.1.4 Opinions on needed grammar items in the ESP reading syllabus 30 3.1.5 Opinions on needed reading skills and reading exercises in the ESP 30 reading syllabus 3.1.6 Opinions on types of reading skills and reading exercises in each 31 unit 3.1.7 Opinions on the number of units in the ESP reading syllabus 3.2 Summary 32 32 CHAPTER 4: THE PROPOSED SYLLABUS FOR THE STUDENTS OF LAND MANAGEMENT AND USE AT BUAF 34 4.1 Aims and objectives of the ESP reading syllabus 34 4.2 Type of the ESP reading syllabus 34 4.3 Content in the ESP reading syllabus 35 4.3.1 Topics in the syllabus 35 4.3.2 Reading skills and reading exercises in the syllabus 35 4.3.3 Grammar and structures in the syllabus 37 4.4 Time allocation of the ESP reading syllabus 37 4.5 Organization of the ESP reading syllabus 37 4.6 The proposed ESP reading syllabus for the second-year students of 38 Land Management and Use at BUAF 4.7 Sample unit 38 4.8 Summary 38 PART C: CONCLUSION 39 Conclusions 39 Limitations 40 Suggestions for further study 40 REFERENCES 41 APPENDICES I LIST OF ABBREVIATIONS EAP: English for Academic Purposes EBE: English for Business and Economics EEP: English for Educational Purposes EFL: English as a foreign language EOP: English for Occupational Purposes ESP: English for Specific Purposes ESS: English for Social Sciences EST: English for Science and Technology GE: General English BUAF: Bac Giang University of Agriculture and Forestry LIST OF CHARTS AND TABLES Chart 1: The English teachers, the subject teachers and the target students‟ attitude towards the necessity of an ESP reading syllabus Chart 2: The English teachers‟ and the target students‟ opinions on types of reading skills and reading exercises in each unit Chart 3: The English teachers‟ opinions about the appropriate number of lessons for the syllabus Table 1: The English teachers and the target students‟ opinions on the objectives of the ESP reading course Table 2: The English teachers, the subject teachers and the target students‟ choice of topics relating to Land Management and Use Table 3: The English teachers‟ choice of the grammatical structures in the reading ESP syllabus Table 4: The English teachers and the target students‟ choice of reading skills and reading exercises in the ESP reading syllabus Table 5: The proposed ESP reading syllabus for the second-year students of Land Management and Use at BUAF PART A: INTRODUCTION Rationale for choosing the topic English is now considered to be one of the most popular languages in the world In Vietnam, it has been more and more widely used and occupied an especially important status in the development of international relationship More importantly, English has an influence on our education curriculum as a compulsory subject English for Specific Purposes (ESP) has developed as an independent discipline apart from general English, and it has gained popularity throughout the world, especially in tertiary education where there is a great variety of majors Fully aware of the importance of the English language teaching and learning in general and ESP in particular, BUAF has introduced ESP courses into the curriculums of four undergraduate programs, including Accounting, Animal Science and Veterinary Medicine, Crop Science, and Land Management and Use In the context of BUAF, year program students with university training level take the compulsory General English (GE) course with credits After finishing their GE course, they are supposed to take the ESP course of credits According to the training curriculum, the ESP is to be delivered in the fourth semester of the second academic year after three semesters of GE At this time the students majoring in Land Management and Use at BUAF are at the end of their second semester and our ESP teachers are facing a lot of difficulties due to the lack of an appropriate ESP teaching syllabus In fact, there is not an available ESP syllabus of Land Management and Use for our ESP teachers As far as I know, at other institutions providing the Land Management and Use major, the materials used for the ESP course are selected by teachers of English from different sources and they use these materials as their syllabus for lesson plans As an English teacher, I was in charge of designing a syllabus and teaching materials for students of Land Management and Use It is clear that a syllabus contributes to the success and fulfills the objectives of an ESP course Therefore, designing an appropriate ESP syllabus for the students of Land Management and Use at BUAF is an urgent task More importantly, it is believed that the ability to read and comprehend the written documents is considered as one of the most important factors of success at tertiary education level Accepting the fact that reading skill is of great importance for all students, ESP teachers have been paying attention to the reading skill as it is the most important skill needed for ESP students‟ future academic career Seeing the point, the author is encouraged to undertake this study entitled “Designing an ESP Reading Syllabus for the students of Land Management and Use at Bac Giang University of Agriculture and Forestry” Aims and Objectives The study aims at designing an appropriate ESP reading syllabus for the second-year students majoring on Land Management and Use at Land Resources and Environment Department at BUAF To achieve this aim, three following objectives are set to be obtained - To get an overview of the theories related to ESP reading and syllabus design; - To conduct a needs analysis to identify the students‟ learning situation, the learning needs perceived by the teachers who are responsible for the ESP course, the subject teachers, and the second-year students of Land Management and Use; - To propose an appropriate ESP syllabus for the target students based on the relevant theories and the needs analysis It is hoped that the findings of this study will be of some benefits to the teaching ESP to the second year students of Land Management and Use at BUAF Scope of the study The scope of this study is limited to a study on designing an ESP reading syllabus for the second - year students of Land Management and Use at BUAF It is conducted with the second year students of Land Management and Use, subject teachers and English teachers within BUAF context Within the scope of a minor 10 thesis, only the basic theories related to ESP reading and syllabus design are presented Other approaches to syllabus designs intended for students and other subjects at any other levels of English language proficiency would be beyond the scope Methods of the study For this study the following approaches were adopted First, relevant literature and studies were reviewed in order to get in-depth information Second, the results were surveyed through questionnaires Finally, the information obtained from the survey was analyzed and checked against information obtained from literature and other sources Design of the study The thesis is organized into: Part A, introduction, presents the rationale, aims and objectives, scope, methods and the design of the study Part B, development, includes three chapters: Chapter reviews theoretical backgrounds relevant to the research topic including the overview of ESP, syllabus design, needs analysis and reading theories; Chapter deals with the methodology describing situational analysis, subject of the study and instruments for collecting data; In chapter the findings and analysis of the results collected from the survey are presented; Chapter proposes a reading syllabus for the second-year students of Land Management and Use basing on the findings of the study Part C, conclusion, presents conclusion of the study, points out some limitations and proposes some further suggestions for research on the topic 11 PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 An overview of ESP 1.1.1 Definitions and characteristics of ESP Although ESP now is a really familiar concept in English Language Teaching, there is not a universal applicable definition of ESP It has been defined by different researchers and scholars from different points of views Hutchinson and Walter argue that ESP should be seen as an approach to language learning, which is based on learner need, not as a product They mean ESP does not involve a particular type of language, teaching material or methodology It is the view of these authors that the foundation of ESP involves the learners, the language required and the learning context, which are based on the primacy of needs in ESP According to them “The foundation of all ESP is the simple question: Why does this learner need to learn a foreign language? From this question will flow a whole host of further questions, some of which will relate to the learners themselves, some to the nature of the language the learners will need to operate, some to the given learning context” (Hutchinson and Walter, 1987: 19) On the whole, they conclude ESP is “an approach to language teaching in which all decisions as to content and method are based on the learner's reason for learning"(Hutchinson and Walter, 1987:19) Needs analysis is also mentioned in many authors‟ definitions of ESP Robinson (1991:3), while discussing the criteria of ESP, mentions the element of students‟ needs She believes that ESP courses develop from a need analysis “which aims to specify as closely as possible what exactly it is that students have to through the medium of English” (cited in Dudley-Evans and St John, 1998: 3) Supporting these ideas, Richards et al (1992:125) define the parent discipline of ESP as „the role of English in a language course or programme of instruction in which the content and aims of the course are fixed by the specific needs of a particular group of learners‟ 12 Table 4: The English teachers and the target students’ choice of reading skills and reading Items Skimming Scanning Recognizing and interpreting cohesive devices exercises in the ESP reading syllabus Reading skills and reading exercises Number and percentage (%) of respondents  a Choosing the main idea of the reading text  b Choosing the most appropriate title for the reading text  c Choosing the heading that best fits each paragraph  d Choosing summarizing sentence or topic sentence that best fits each paragraph  e Choosing pictures or graphics which illustrate what mentioned in reading text  a Scanning the text for specific information presented by the teacher before reading or by the reading tasks  a Recognizing and interpreting reference and substitution: Finding the referents of pronouns (he, she, it, they, him, etc.) or demonstratives (this, that, these, those) in the text Target students’ choice (60%) 41 (51.3%) (100%) 77 (96.3%) (80%) 66 (82.5%) (80%) 67 (83.7%) (0%) 23 (82.7%) (100%) 80 (100%) (80%) 39 (48.7%) (40%) (100%) 31 (38.8%) 58 (72.5%)  a Underlining the markers of sequence (first, next, then, ect.) in the paragraph (0%) 60 (75%)  b Using additional markers (and, (20%) 12 (15%)  b Ellipsis  c Ordering the paragraphs basing on lexical cohesion (the words are repeated or semantically related) Interpreting discourse markers English teachers’ choice XIV moreover, further, ect.) to connect the paragraphs  c Guessing the meaning of unknown words basing on logical connectives (however, so, hence, therefore, ect.) Types of questions Grammar exercises Vocabulary exercises Other exercises (80%) 46 (57.5%)  a True/False questions  b Open-ended questions  c Multiple choice questions  a Fill in the blanks with the correct grammatical forms  b Sentence building  c Connector exercises  d Preposition exercises  e Rewrite the sentences without changing the meaning (100%) (100%) (80%) (0%) 80 (100%) 68 (85%) 73 (91.3%) 36 (45%) (100%) (40%) (0%) (100%) 47 (58.8%) 31 (38.8%) (3.8%) 64 (80%)  a Word formation exercises  b Gap-filling  c Find synonyms and antonyms of words or phrases used in the reading text  d Match the words or phrases with their definitions  a Writing a summary  b Translation: English-Vietnamese  c Translation: Vietnamese-English  d Debate and discussion  e Oral presentations (100%) (100%) (100%) 48 (60%) 72 (90%) 53 (66.3%) (100%) 68 (85%) (60%) (100%) (80%) (40%) (60%) (0%) 21 (26.3%) 71 (88.8%) 43 (53.8%) (7.5%) (7.5%) (0%) Others XV Items Unit (4 credit hours) Unit (4 credit hours) Unit (4 credit hours) Table 5: The proposed ESP reading syllabus for the second-year students of Land Management and Use at BUAF Grammar/structures Topics Skills Exercises/tasks Vocabulary Terms relating to Land  Skimming: Choosing  Multiple choice questions  Modal verbs Land Information Information summarizing sentence  Sentence building System System -LIS or topic sentence that  Rewrite sentences (Sentence best fits each trasformation) paragraph;  Gap-filling  Scanning the text for  Summarize the text specific information;  Translation: English-Vietnamese,  Identifying Vietnamese - English organizational patterns Land  Skimming: Choosing  Comprehension questions: True/  Relative clauses Terms relating to Land Administration the main idea of the False Administration Mapping reading text;  Multiple choice questions Mapping  Scanning the text for  Finding the referents of pronouns (he, specific information; she, it, they, him, etc.) or  Processing and demonstratives (this, that, these, evaluating the those) in the text information during  Guessing the meaning of unknown reading words basing on logical connectives  Complete sentences using correct conjunctions  Gap-filling  Translation: English-Vietnamese, Vietnamese - English Progress Test (1 credit hours) Geographic  Choosing the most  Word formation exercises  Word formation Terms relating to Geographic Information appropriate title for the  Gap-filling  Passive voice Information System -GIS reading text;  Sentence building XVI   Unit (4 credit hours) Land Use Planning    Unit (4 credit hours) Land Law    Scanning the text for  specific information; Predicting, inferring  and guessing  Comprehension questions: True/ False Match the words or phrases with their definitions Rewrite sentences (Sentence trasformation)  Translation: English-Vietnamese, Vietnamese - English Stop and check 1& Midterm-test (2 credit hours) Skimming: Choosing  Ordering the paragraphs  summarizing sentence  Choose the correct words given or topic sentence that  Sentence building best fits each  Multiple choice questions paragraph;  Find synonyms and antonyms of Scanning the text for words or phrases used in the reading specific information; text Identifying main  Translation: English-Vietnamese, ideas, supporting ideas Vietnamese - English and examples Skimming: Choosing  Put the adjectives or adverbs in  the heading that best comparison fits each paragraph;  Match the words or phrases with their Scanning the text for definitions specific information;  Match the sentences Using cohesive and  Answer the questions discourse makers  Sentence building  Gap-filling  Translation: English-Vietnamese, Vietnamese - English Progress Test (1 credit hours) XVII System The infinitive Terms relating to and the “ing” land use planning form Conditional sentences Terms relating to land law Unit (4 credit hours) Real Estate Market   Choosing the most  Put the verbs in the correct forms  appropriate title for  Rewrite sentences (Sentence the reading text; trasformation) Scanning for specific  Multiple choice questions information;  Sentence building Understanding  Translation: English-Vietnamese, relations within a Vietnamese - English sentence and between sentences Stop and check & Midterm-test (2 credit hours) XVIII Comparison adjectives of Terms relating to real estate market APPENDIX 5: SAMPLE UNIT UNIT 3: GEOGRAPHICAL INFORMATION SYSTEM A PRE-READING Work in pairs and answer the following questions: What is GIS? Why is GIS important? B WHILE-READING Land is the habitat of man and its wide use is crucial for the economic, social, and environmental advancement of all countries Although it is part of man‟s natural heritage, access to land is controlled by ownership patterns Land is partitioned for administrative and economic purposes, and it is used and transformed in myriad ways Population growth, technological and social hazards; and environmental degradation have all to be taken into greater account today by policy makers, resource planners, and administrators who make decisions about land They need more detailed land information than has been traditionally available Although the printed map is still useful, computerized systems offer improved ways of acquiring, storing, processing and retrieving such information Manual record keeping in land administration has been in use by most land related departments Most cities and their surroundings have been expanding rapidly with the increasing rate of urbanization With this rapid expansion, manual record-keeping has become inefficient, time consuming and prone to abuses; which warrants the need for a better system of land administration and management practices Though computerization of cadastral information has been on for over 40 years now in more advanced countries, in developing nations, it is in the last decade that greater emphasis and more serious moves towards the establishment of fully digitized cadastral systems became noticeable This has become a worldwide trend It is recognized that digital cadastral systems must be tailored to facilitate an effective land administration and thereby, more generally, promote economic development, social cohesion and sustainable development Lately, Geographic Information System (GIS) has become an effective tool for natural resources management all over the world For a sustainable land use plan, land administration requires more and more data integration, multi disciplinary and complex analysis, and need faster or more precise information Certainly, Geographic Information System (GIS), which has a strong capacity in data integration analysis and visualization; thus, becomes a platform for land administration Geographic Information System (GIS) which is a computer system for capturing, storing, querying, analyzing, and displaying geographically referenced data; is an effective tool that facilitates mapping of the land resources, which is useful in varied monitoring and assessment capacities XIX GIS is a system and method of integrating information based upon georeferenced data; that enables the study of complex world problems It provides easy and quick access to many layers of geographic data (e.g., land ownership, land use, plot sizes, beacons, administrative boundaries, right of way, contours and engineering infrastructure) This ability to integrate data enables administrators, professionals in various disciplines, and citizens to understand, analyze, and visualize spatial relationships GIS helps identify and eliminate errors in data and parcel boundaries By having a complete inventory of a city‟s land, GIS allows the government to increase its revenue base from land resources It also allows for the development of mapping standards to maintain the data‟s integrity GIS makes public access to data possible, which can contribute to the data‟s overall accuracy Information regarding development and zoning policies can be more easily disseminated Impacts of changes in zoning laws are more readily identified and understood  Reading comprehension Task Choosing the best title for the reading text A Efficiency of digitized cadastral systems B Relevance of GIS in land administration C The inefficiency of printed maps D The effects of population growth on land administration Task Read the text quickly and answer the following questions How is access to land controlled? According to the passage, what should be taken into greater account today by policy makers, resource planners, and administrators? What has become inefficient, time consuming and prone to abuses? What is GIS? Is GIS useful for land administration? Task Read the text then decide whether the following statements are true (T) or false (F) Correct the false statements 1. Wise land-use is important for the economic social and environmental advancement of some countries 2. Land is used and transformed in many ways 3. Population growth, technological and social hazards; and environmental degradation have all to be taken into greater account 4. Computerized systems offer no ways of acquiring, storing, processing and retrieving such information 5. Digital cadastral systems must be tailored to facilitate an effective land administration and promote economic development, social cohesion and stable development XX 6. GIS has become an ineffective tool for natural resources management all over the world 7. GIS is a system and method of integrating information based upon georeferenced data 8. GIS makes public access to data possible, which can contribute to the data‟s overall accuracy 9. GIS helps correct errors in data and parcel boundaries  Increasing your vocabulary Task Match each word or phrase in column A and its meaning and expression in column B A B retrieving a the natural environment of an organism; place that is natural for the life and growth of an organism precise b to change into another substance manual c an unavoidable danger or risk degradation d the wearing down of the land by the erosive action of water, wind, or ice warrant e a representation, usually on a flat surface, as of the features of an area of the earth or a portion of the heavens, showing them in their respective forms, sizes, and relationships according to some convention of representation habitat hazard f recovering or regaining g done, operated, worked, etc., by the hand or hands rather than by an electrical or electronic device h ensure i involving or using numerical digits expressed in a scale of notation to represent discretely all variable occurring in a problem j combination k correct or exact l to make easier or less difficult m to remove or omit eliminate map digital 10 facilitate 11 transform 12 integration Task Select the correct word or phrase from the list below to complete each of the sentences manual boundaries threshold transform habitat degradation precise eliminated facilitate integration 1……………… destruction by human activity mainly for the purpose of harvesting natural resources for industry production and urbanization XXI In scientific writing, language must be ……………… If your writing does not communicate exactly what you did, then you have changed the work People in ……………… occupations have a lower life expectancy I have ……………… all statistical tables, which are of interest only to the specialist Eighty percent of the vote was the ……………… for approval of the plan A cadastral map is a map that shows the ……………and ownership of land parcels Although land ……………… in Vietnam has been recognized as a serious problem, current related knowledge is still poor and does not meet the society‟s needs for formulating better mitigation strategies ……………… is important because together we can so much more than if we were to work independently People think that technology will ………………teaching and learning in the future 10 An excellent educator can ……………… the process of helping learners be teachers of their own learning C POST-READING Task Make any changes and additions to complete the following sentences from the prompts given bellow Urban planners/ city authorities/ cadastral agencies/ need/ detailed information/ distribution/ land/ resources/ towns/ cities Traditionally/ spatial information/ record/ paper/ maps Computer/ software/ technology/ develop/ handle/ process/ digital map/ products GIS/ now/ mature/ technology/ many/ successful/ implementation Any/ commercial/ application/ use/ traditional/ paper maps/ geographical reference/ data/ must/ now/ change/ use/ digital maps Task Read the following paragraph and choose the correct word in the box to fill in each blank solutions reduces between maintenance serve benefits combine presents with eliminating XXII Urban land management …(1)… several challenges to government and administrators The vast amount of data is often daunting Accuracy is essential both in data collection and …(2)…; GIS tool makes that possible GIS provides…(3)… for effective management and assistance for land planning Geodatabases…(4)… spatial data with land use information Data can be used across different agencies, adding another layer of information for other planning efforts A central GIS …(5)… duplications in the data and errors with multiple datasets GIS data gives city planners access to a variety of information Historical data overlaid with current land use data illustrates the impact of development within a community Areas of greatest environmental pressure can be identified Data is more readily shared …(6)… different agencies Creation of master geodatabases provides other agencies such as natural resource departments with additional tools for their planning efforts Sharing of data allows planners, land administrators and managers to dispense with the notion that development is done in isolation of the surrounding environment GIS provides city planners, city managers and land administrators …(7)…opportunities for more effective management of land parcel data as well as the environment The community as a whole …(8)… from the increased data accuracy that use of GIS can provide The technology helps in …(9)… conflicts in allocation of land inherent with the manual system and ensures a quick retrieval of land information Beyond the technology, GIS in land administration requires some knowledge of laws and land policies, land administration applications and government structure This cannot be overlooked because GIS is technology that lives within a government process, managed by people, with a goal to …(10)… the civil society Task Translation into Vietnamese a The growing need for spatial data and spatial analysis spans across all disciplines that require facts and information related to the position of, and the relationship between, objects on the earth‟s surface These objects may be for example; the locations of natural resources, individual buildings or land parcel boundaries b Computer software technology has also developed for handling and processing digital map products Geographical Information Systems (GIS) is an umbrella term used to describe such software, although the functionality of these systems varies considerably c In order to utilize the land resources in sustainable way, a land-use plan that incorporates the different land characteristics has a paramount importance To incorporate the different land attributes that differ spatially and to identify the best suitable land use, GIS has proved to be the best Geographical Information system (GIS), which incorporate database systems for spatial data, were designed and developed enabling the acquisition, compilations analyzing and displaying topological interrelations of different spatial information XXIII Task Translate into English a Việc lập đồ ngày ghi lại xử lý cách sử dụng công nghệ máy tính b Hệ thống thơng tin địa lý (GIS) tích hợp phần cứng, phần mềm để thu giữ, quản lý, phân tích, hiển thị tất dạng thông tin địa lý c Trong thập kỷ qua hệ thống thông tin địa lý công cụ cần thiết cho quy hoạch quản lý đô thị Language focus Word formation There are many English words derived from other words with different prefixes or suffixes such as: -ment; -ation; -ion; -ance; -al; -ent; -able; -ly; -en; -er; -or; -ist; en- ,etc Find out the words with these suffixes or prefixes in the reading text in While-reading Verb – Noun: -ment – Noun – Adjective: -ive – Adjective – Verb: -en – development expensive widen - ……………………… -……………………… -……………………… -……………………… -……………………… -……………………… -……………………… -……………………… -……………………… - ……………………… -……………………… -……………………… -……………………… Verb – Noun: -ation (-ion) -information - production -……………………… -……………………… -……………………… - ……………………… -……………………… -……………………… - ……………………… -……………………… -……………………… - ……………………… -……………………… -……………………… - ……………………… -……………………… -……………………… Verb – Noun: er (-or) – Noun – Adjective: -able (eble) –reasonable -……………………… -……………………… -……………………… -……………………… -……………………… -……………………… Adjective – Verb: -ize modernize -……………………… -……………………… -……………………… -……………………… -……………………… -……………………… Noun – Adjective: -al – Adjective – Adverb: -ly - XXIV farmer -……………………… -……………………… -………………………… national -……………………… -……………………… -……………………… -……………………… -……………………… -……………………… quickly -……………………… -……………………… -……………………… -……………………… -……………………… -……………………… Passive voice a Use of passive voice Passive voice is used when the focus is on the action However, it is not important or not known who or what is performing the action Example: Land is used and transformed in myriad ways In the example above, the focus is on the fact that land is used and transformed However, we not know exactly who does it b Form of passive voice Subject + to be + Past Participle + (by + Object) When rewriting active sentences in passive voice, note the following: - The object of the active sentence becomes the subject of the passive sentence - Insert the verb BE in agreement in number with the new subject and in the appropriate tense - Change the verb to its past participle form - Optionally place the subject of the active sentence in the object position after the preposition by Example: Active: Most land related departments have used manual record keeping S V O S be + Past Participle + by O Passive: Manual record keeping has been used by most land related departments  Practice Task Give the correct forms of the given words in the brackets to complete the following sentences In Vietnam, the red-yellow soils which is (suit) for agriculture and forestry comprise 50 percent of the total land area XXV The pressure of population growth on land resources is becoming more (critic) every year If we are to consider a (sustain) future, one thing is very clear - we cannot live with our present levels of population, transport, energy usage and consumption Proper use of land depends on the suitability or (capable) of land for specific purposes The main purpose of land evaluation is to predict the potential and the (limit) of land for changing uses Land evaluation is very important in guiding (decide) on land uses The main purpose of land evaluation is to provide planners and (manage) at diferent levels basis for decision making, ensuring sustainable development of the sector The job of the land-use planner is to (sure) that decisions are made on the basis of consensus Land evaluation is concerned with the (assess) of land performance when used for a specified purpose 10 Real estate is one of the oldest asset markets with which humans have had (extend) experience Task Finish each of the following sentences in such a way that it means the same as the sentence printed before it Land is used and transformed in myriad ways People use.… … Population growth and environmental degradation have to be taken into greater account by policy makers Policy makers have … GIS integrates information which is based upon georeferenced data Information which is based upon georeferenced data Manual record keeping in land administration has been used by most land related departments Most land related departments Economic changes and social conditions have destroyed traditional systems of land resource management Traditional systems of land resource management Goals of land-use planning should be specified at the outset of a particular planning project by land users Land users should XXVI … We must take steps in order to create a reliable and efficient basis for a property market Necessary steps … The renovation policy was adopted by Vietnam in 1986 Vietnam … In Vietnam, all land is owned by the People and administered by the State In Vietnam the People … 10 Impacts of changes in zoning laws are more easily identified and understood People easily identify … NEW WORDS: habitat /ˈhỉbɪtỉt/ (n) mơi trường sống crucial /ˈkruːʃl/ (adj) có tính định, cốt yếu, chủ yếu heritage /ˈhɛrɪtɪdʒ/ (n) di sản, tài sản thừa kế partition /pɑːrˈtɪʃn/ (v) chia ra, chia cắt, ngăn transform /trænsˈfɔːm/ (v) chuyển đổi hazard /ˈhæzərd/ (n) nguy map /mæp/ (n) đồ store /stɔ:/ (v) chứa process /ˈprəcess/ (v) xử lý 10 retrieve /rɪˈtriːv/ (v) khơi phục, lấy lại 11 manual /ˈmỉnjuəl/ (adj) (thuộc) tay; làm tay 12 abuse /əˈbju:s/ (n) lạm dụng 13 cadastral /kəˈdỉstrəl/ (adj) (thuộc) địa 14 digitize /ˈdɪdʒɪtaɪz / (v) số hóa 15 tailor /ˈteɪlə(r)/ (v) điều chỉnh 16 facilitate /fəˈsɪlɪteɪt/ (v) đơn giản hóa, tạo điều kiện 17 integration /ˌɪntɪˈgreɪʃən/ (n) kết hợp 18 visualization /ˌvɪʒuəlaɪˈzeɪʃn/ (n) hiển thị 19 layer /ˈleɪə(r)/ (n) tầng, lớp, bậc 20 beacon /ˈbi:kən/ (n) mốc trắc địa, vạch mốc 21 boundary /ˈbaʊndri/ (n) đường biên giới, ranh giới 22 contour /ˈkɔntuə/ (n) đường viền 23 infrastructure /ˈɪnfrəstrʌktʃə(r)/ (n) sở hạ tầng XXVII 24 tool /tu:l/ (n) công cụ 25 spatial /ˈspeɪʃl/ (adj) (thuộc) không gian 26 inventory /ˈɪnvəntri/ (n) kiểm kê 27 revenue /ˈrevənjuː/ thu nhập, doanh thu 28 integrity /ɪnˈteɡrəti/ (n) tình trạng tồn vẹn, tình trạng nguyên vẹn 29 disseminate /dɪˈsemɪneɪt/ (v) phổ biến, khuếch tán 30 daunting /'dɔ:ntiη/ (adj) làm thối chí, làm nản chí 31 agency /ˈeɪdʒənsi/ (n) quan 32 duplication /ˈdjuːplɪkeiʃən/ (n) chép 33 overlay /ouvə'leɪ/ (v) phủ, che 34 dispense /dɪs´pens/ (v) bỏ qua 35 surface /ˈsɜrfɪs/ (n) bề mặt 36 handle /ˈhændl/ (v) quản lý, xử lý 37 umbrella /ʌm'brelə/ (adj) bao trùm 38 utilize /'ju:təlaɪz/ (v) tận dụng 39 incorporate /ɪn'kɔ:pərɪt/ (v) kết hợp 40 attribute /'ỉtrɪbju:t/ (n) thuộc tính 41 compilation /,kɔmpɪ'lei∫n/ (n) biên dịch, dịch mã XXVIII ... ESP Reading Syllabus for the students of Land Management and Use at Bac Giang University of Agriculture and Forestry? ?? Aims and Objectives The study aims at designing an appropriate ESP reading syllabus. .. vocabulary of Land Management and Use; - review and consolidate basic grammatical structures used in specialized texts for Land Management and Use; - translate materials relating to Land Management and. .. Relevant relevant Real Estate Market Land Resources Land Valuation Land Evaluation Land Use Planning Land Administration System Land Information System -LIS Geographic Information System -GIS Land