English for IT 2
The curriculum advances the
MQS’s English language knowledge and skills by focusing on five IT sectors:
Product Management, Network, Software, Security, and Customer Support. The
titles and topics featured in the curriculum consider the scope of the target
audience, the previously mentioned prerequisites, and the areas of competency
of the MQS.
These titles are:
●
Identify Problems
●
Interpret and Implement Instructions
●
Analyze Factual Information
●
Examine Key Information
●
Incorporate Goals and Objectives
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Participate in Discussions
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Analyze and Prioritize
●
Request Feedback
●
Evaluate Information
●
Identify Issues and Concerns
●
Defend a Point of View
● Update Colleagues
Course Objectives
The objectives were decided
after rigorous Job Task Analyses with all SMEs were carried out to determine
the most important English language skills required for a student wishing to
progress from an English language level of B1 to B2. These skills were then
matched to suitable “Can Do” statements from the Common European Framework
Reference (CEFR). The Common European Framework Reference is a comprehensive
set of positive statements that describe what a language speaker can do at a
particular level. For example, at level B2, a language speaker: Can understand
the main ideas of complex text on both concrete and abstract topics, including
technical discussions in his/her field of specialization. (Council of Europe,
2001. Common European Framework of Reference for Languages: Learning,
Teaching, Assessment. Cambridge: Cambridge University Press., p. 24)
Since its inception in 2001,
the CEFR has become a global standard for assessing language level skills and
has been successfully and accurately mapped to many other language level
scales, including the Pearson Global Scale of English (GSE).
This is important because not
all standards are recognized in all territories, but since they are mapped to
each other, it is easy to convert from one scale to the next and be confident
that the English for IT course will perform as designed.
The Pearson Global Scale of
English has made available its Teacher Toolkit to any person wishing to search
for “Can Do” statements. Not only can the user search for specific levels, but
they can also search for the skills related to specific jobs. The search for
IT-related “Can Do” statements resulted in a list of 82 skills. Those skills
were then re-written into 12 objectives and 29 sub-objectives, spread across
the three sections. This was possible due to the highly flexible nature of the
CEFR “Can Do” statements, which can be used as-is, or after being modified to
suit individual needs. As the CEFR states, “the framework should be open and
flexible, so that it can be applied, with such adaptations as prove necessary,
to particular situations.” (Council of Europe, 2001. Common European
Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge:
Cambridge University Press., p. 7)
The English for IT course
comprises 12 modules which are divided into parts one and two. The 6 modules in
each of these parts are specific to the previously mentioned objectives and
contain themes and scenarios relating to the fields of Product Management,
Network, Software, Security, and Customer Support.
Each module contains:
●
Videos which function as instructional grammar presentations, including
summaries and examples
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Practical activities such as listening, reading, grammar, and use of English
exercises
●
An emphasis on everyday situations and issues experienced by people working in
the featured sectors of IT
● Clearly explained industry
vocabulary which is exemplified throughout the tasks
In addition to the modules,
there is an exam at the end of part one. Not only has this been designed with
the intention of testing progress, but also for the purposes of highlighting
vocabulary and grammar concepts, whilst preparing the candidate for part two.
The exam features reading, use of English and listening items based on the six
modules of part one.
The course also includes several appendices which provide
additional grammar instruction and exercises. There is also a similar exam at
the end of part two.
Equipment Requirements
The course can be accessed through the Cisco Skills For All website, using any device that has an active internet connection. This includes:
● desktop computer with a browser
● laptop computer with a browser
● mobile phone with a browser
● tablet with a browser
Recommended technical requirements:
● minimum RAM: 1GB or more
● minimum processor: 1.0 GHz or more
● the most recent version of Mozilla Firefox, Microsoft Edge, Google Chrome, Safari, Opera, or any other web browser that can play video
● a fast and stable internet connection (recommended internet download speed: 1.0 Mbps or higher; recommended internet upload speed: 0.5 Mbps or higher)
● a color monitor or screen with a minimum screen resolution: 640 x 480 pixels (recommended 1920 x 1080 pixels)
● Windows 7/8/10/11, MacOSX 10 or newer, Linux OS, Apple IOS, Google Android OS
● speakers or headphones/earphones
● whitelist the domain “*.skillsforall.com”
● full access through port 80 (http), 443 (https), and http redirects permitted
Programa
Module 1
After completing English for IT 2 Module 1, the student will:
● Understand the concept of the subjunctive mood, having watched an instructional video and completed exercises which highlight its uses
● Have knowledge of how to apply modal verbs when making logical deductions
● Be familiar with conjunctions, using “since” as an example
● Have listened to a Network Engineer Training Session and completed relevant vocabulary exercises
● Recognize key phrases such as network convergence, granularity and scalability, and how they pertain to Network Protocols.
Module 2
After completing English for IT 2 Module 2, the student will:
● Understand the uses of the present continuous tense when talking about the future and expressing negative ideas.
● Have knowledge of polite requests, how they differ from the imperative form, and why formality and politeness are sometimes necessary
● Have completed vocabulary exercises and had listening practice pertaining to Customer Support and dealing with feedback
● Grasp the differences in formality in emails, having read a Customer Support text and completed an exercise featuring key vocabulary
Module 3
After completing English for IT 2 Module 3, the student will:
● Comprehend the singular “They” and its uses when gender is irrelevant
● Be familiar with the uses of “Yet” when speaking emphatically about surprising, positive or negative things, using superlatives and expressing frustration
● Be aware of camel case and snake case, and other key vocabulary, having listened to a Software Engineering exercise about a test report
● Have read about Unix and Ubuntu, and other software operating systems, and completed an exercise relating to software options
Module 4
After completing English for IT 2 Module 4, the student will:
● Have knowledge of transitive phrasal verbs, how their objects are necessary, and how they can be separated effectively
● Be able to use cleft sentences, and understand the idea of fronting by moving adverbial phrases
● Have awareness of software issues and concerns, and be able to use key vocabulary, having listened to an exercise about following a plan of action
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● Have read about cloud computing, and incorporated relevant vocabulary into their understanding of the various systems involved
Module 5
After completing English for IT 2 Module 5, the student will:
● Be able to make comparative sentences using the conjunctions “while” and “whereas”
● Have gained an appreciation of the many uses of “always”, and be able to use it for chance, possibility, frequency, and in typical situations
● Understand the relevance of redundancy and support contracts in relation to network reports, and have completed vocabulary exercises based on a video interview
● Have read and understood a network-related email explaining such things as EAP mechanisms, and learned other vocabulary
Module 6
After completing English for IT 2 Module 6, the student will:
● Have had further practice of modal verbs, specifically, how they can be used in polite phrasing to suggest possibility and to reduce directness
● recognize the differences and similarities between “even if” and “even though”, and how they can be applied like “whether or not” and “despite the fact that”
● Understand the basic differences between the past simple and the past perfect tenses
● Have listened to part of a Product Management sparring session, and adopted phrases such as minimal viable product, total addressable market, and brand awareness
● Have read about sharing feedback and updating colleagues, and absorbed such phrases as burning issue, break down, and reshuffle