Fig.2. An example of post reading activity.
As we have mentioned, the activities of the course book include exercises aimed at developing all four skills. For listening activities we used actively BBC podcasts, Coursera lectures on calculus, video, songs and poems. Listening activities of the course also include pre-listening, while listening and post-listening activities. Writing activities always included a real purpose: to write a letter to a friend summarizing your knowledge on history on mathematics, to give an opinion whether it is really important to be first in science, or to describe a biography of a mathematician you like most and so on. This work also gives an idea of different genres (Swales, 1990). The course book also includes activities on translation since we consider them to be vital for the ESP studies. Unfortunately, this part of ELT is often neglected in favour of “nativeness”. However, we should not forget that we live in our native language environment, we think in our native language and, thus, we have to be able to make connections between our native language and English. Duff states: “Translation happens everywhere, all the time, why not in the classroom” (Duff, 1989, p.6). Indeed it can be considered as a kind of a communicative act between languages and cultures. Properly designed translation activities can enhance both productive and receptive skills, develop accuracy, clarity and flexibility (Duff, 1989). This topic is of great importance and certainly deserves a separate discussion.