The second seminar focuses on reviewing the first set of materials produced for the "English for Academics" course. This is the report of Day 1. 

1. Skills groups’ reports
Groups reported on progress with materials development and on team work.

• All the groups have produced the required amount of materials
• There were difficulties with team work experienced in most teams

2. ROD’s feedback on the first set of materials

GENERAL REMARKS

• Language work should be skill-related, should support skills development.
• Complementarity, reinforcement and recycling are a natural part of materials.
• Remember your objectives stated at the beginning of the unit, do not lose focus.
• Remember the language level of learners.
• Provide a reasonable balance of subject-specific materials.

SPEAKING

The focus in Speaking materials should be on:

• language functions
• communicative intent
• phonology
• register for social and formal settings

LISTENING

• Draw learners’ attention to features of spoken language, e.g. contractions, ellipsis, digressions, etc.
• Input should be seen not as models but as data
• The purpose is exposure, scaffolding is needed to provide for better comprehension
• Text complexity is very important to take into account in selecting a text. When input is complex, tasks should be simpler.

READING

• Provide tasks to encourage re-reading (some of it done at home)
• Grammar focus should be on understanding the communicative purpose of the writer (why Present Perfect, direct speech, etc)
• Reading provides context for vocabulary work: distinction between active use and passive recognition, vocab learning strategies, e.g.word-building comparison, guessing in EAP context

WRITING

• Scaffolding and language support is necessary, e.g. vocabulary for CV 
• A reminder of relevant grammar should be given next to the task for easy reference
• In developing Writing skills, work on grammar and vocabulary is needed, but be pragmatic about grammar, grammar is not the driving force of our materials.
• "Grammar is a servant rather than a master".

3. Skills groups read the first set of each others' materials and give feedback to each other.

4. The survey of the needs of the academics was conducted between the seminars and the results are presented to the group. (See the summary in the attachment) 

5. During the seminar the group will agree on a number of ground rules and agreements. A list of agreements started and will be shared at the final day of the workshop.

6. Teacher's notes are discussed. 

7. Issue of formatting is raised and Unit template to be devised and presented on Day 2.

Issues for further consideration

• Support materials (online resources, CD)
• Cross-references
• Bank of phrases
• Publisher
• Copyright