ESP COURSE DESIGN FOR GOVERNMENT TEACHERS

1ESP COURSE DESIGN FOR TEACHERS
ESP Course Design
For Teachers
GROUP 1
HUMA HAFEEZ
SUMAIRA BIBI
HUMA ASLAM
KINZA GHAFOOR

CONTENT PAGE
ABSTRACT
1. Chapter- 1 INTRODUCTION ------------------------- 1-5
1.1. What is ESP?
1.2. The difference between ESP and EGP?
1.3. The difference between EAP and EOP?
1.4. Hypothesis
1.5. Significance
1.6. Delimitation of the study
2. Chapter -2 NEED ANALYSIS ------------------------ 6-17
2.1 What is need Analysis
2.2 Learning needs
2.3 Learning-centered Approach
2.4 Learner-centered Approach
2.5 Methodology
2.6 Data Analysis
3. Chapter-3 COURSE DESIGN --------------------------- 18-20
4. Appendix-1 COURSE MATERIAL --------------------------- 21-45
Unit 1-20
5. Appendix -2 ASSESSMENT -------------------------- 46
6. Appendix -3 LESSON PLAN -------------------------- 47-50
7. Appendix –4 QUESTIONNAIRE -------------------------- 51-53
8. Appendix -5 TRAINING EVALUATION FORM --------- 54-55
9. BIBLIOGRAPHY ------------------------- 56

Chapter 1- Introduction
1.1 What is ESP?
"English for specific purposes is a term that refers to teaching or studying Englishfor a particular
career (like law, medicine) or for business in general." (InternationalTeacher Training
Organization, 2005).There is a specific reason for which English islearned.
ESP involves teaching and learning the specific skills and language needed by particular learners
for a particular purpose. ESP students are usually adults who already have some acquaintance
with English and are learning the language in order to communicate a set of professional skills
and to perform particular job-related functions. An ESP program is therefore built on an
assessment of purposes and needs and the functions for which English is required .The students'
abilities in their subject-matter fields, in turn, improve their ability to acquire English. Subject-
matter knowledge gives them the context they need to understand the English of the classroom.
In the ESP class, students are shown how the subject-matter content is expressed in English. The
teacher can make the most of the students' knowledge of the subject matter, thus helping them
learn English faster. The learners potential are identified, and the required knowledge and skill
are also taken into consideration while designing the course. The target situation such as
propensity, time, feasibility and technical resources are also taken into account. With these
requirements in mind, a course is designed and materials are chosen or specially designed.
1.2 The Difference between ESP and EGP?
The question of the difference between ESP and EGP has been addressed in the literature in
terms of theory and practice. Hutchinson and Waters (1987) state that there is no difference
between the two in theory; however, there is a great deal of difference in practice. ESP differs
from EGP in the sense that the words and sentences learned and the subject matter discussed are
all relevant to a particular field or discipline. The design of syllabuses for ESP is directed
towards serving the needs of learners seeking for or developing themselves in a particular
occupation or specializing in a specific academic field. ESP courses make use of vocabulary
tasks related to the field such as negotiation skills and effective techniques for oral presentations.
A balance is created between educational theory and practical considerations. ESP also increases

learners' skills in using English.
A deeper investigation, however, of the difference between the two is required. English for
General Purposes (EGP) is essentially the English language education in junior and senior high
schools. Learners are introduced to the sounds and symbols of English, as well as to the
lexical/grammatical/rhetorical elements that compose spoken and written discourse. There is no
particular situation targeted in this kind of language learning. Rather, it focuses on applications
in general situations: appropriate dialogue with restaurant staff, bank tellers, postal clerks,
telephone operators, English teachers, and party guests as well as lessons on how to read and
write the English typically found in textbooks, newspapers, magazines, etc. EGP curriculums
also include cultural aspects of the second language. EGP conducted in English-
speakingcountries is typically called ESL, and EGP conducted in non-English-speaking countries
is normally called EFL. EGP is typically viewed as a level that precedes higher-level instruction
in ESP if ESP programs are to yield satisfactory results.
English for Specific Purposes, however, is that kind of English teaching that builds upon what
has been acquired earlier in EGP with a more restricted focus. It aims at acquainting learners
with the kind of language needed in a particular domain, vocation, or occupation. In other words,
its main objective is to meet specific needs of the learners. Of course, this indicates that there is
no fixed methodology of ESP that can be applicable in all situations, but rather each situation
and particular needs of learners belonging to a particular domain impose a certain methodology
of teaching.
Thus, ESP is centered on the language appropriate to the activities of a given discipline.
According to Hutchinson and Waters (1987:19), "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." In
this connection, Dudley-Evans (1998) explains that ESP may not always focus on the language
for one specific discipline or occupation, such as English for Law or English for Engineering.
University instruction that introduces students to common features of academic discourse in the
sciences or humanities, frequently called English for Academic Purposes (EAP), is equally ESP.

The definitions of English for Specific Purposes (ESP) as conceptual term appeared in the
literature only in the 1960s. Hutchinson and Waters (cf. 1987, p.19) define ESP as an ―approach‖
rather than a product, meaning that ESP does not involve a particular type of language, teaching
materials or methodology.
The learners and their purposes for learning English constitute the major difference between ESP
and EGP. ESP learners are usually adults, who are familiar with the English language. ESP
learners are highly motivated because their needs are catered to. They are learning the language
in order to communicate professional information and to perform some particular, job-related
functions. In ESP course, it is needs analysis that determines which language skills are useful for
the learners to be able to accomplish certain professional tasks (e g. for a tourist guide, courses
should be focused on the speaking skills). ESP courses are centred on the context. The English
language is taught as a subject related to the learners‘ real needs and wishes in a particular field
of human activity. The English language is usable immediately in the employment context. The
learners are highly motivated as they are aware of their specific purposes for learning English.
(cf. Chris Wright, 1992)
The age of EGP learners varies from children to adults and learning the English language is the
subject of the courses. EGP courses are mostly focused on grammar, language structure and
general vocabulary. EGP courses are responsible to the general language acquisition and, for the
vast majority of learners, they are extremelyuseful. EGP helps students to cope with any subject-
matter course. It gives them the ability to generate more language. EGP learners, if well-taught,
can use English to cope with the language in any undefined tasks. EGP courses deal with many
different topics and each of the four skills is equally treated. Due to the general nature of these
courses no needs analysis is conducted.
Aside from the rough separation at the definition level there is an overlapping connection and
proportion between them. In order to clarify their relation Widdowson (1983) establishes
distinctive features of ESP and EGP.
The most important EGP features are:
1. The focus is often on education;
2. As the learners‘ future needs are impossible to predict, the course content is more difficult to
select;

3. Due to the above point it is important for the content in the syllabus to have a high surrender
value.
The most relevant ESP features are:
1. The focus is on training;
2. As English is intended to be used in specific vocational contexts, the selection of the
appropriate content is easier;
3. It is important for the content in the syllabus to have a high surrender value, most relevant to
the vocational context;
4. The aim may be to create a restricted English competence.
We consider that the two are highly interrelated. According to Hutchinson et al. (1987, p.53)
the difference between the ESP and EGP approach is "in theory nothing, in practice a great deal".
At the time, teachers of General English courses, while acknowledging that students had a
specific purpose for studying English, would rarely conduct a needs analysis to find out what
was necessary to actually achieve it. Teachers nowadays, however, are much more aware of the
importance of needs analysis, and materials writers think very carefully about the goals of
learners at all stages of materials production. Perhaps this demonstrates the influence that the
ESP approach has had on English teaching in general.
1.3 Difference between EAP and EOP?
EAP was once called English for Educational Purposes (EEP) in the past. This term was used
when the concept was first introduced, and it is seldom used now after being replaced by the
term EAP. Coffey (1984, cited in Sager, 1998), describes EAP as a student's need for ―quick and
economical use of the English language to pursue a course of academic study‖ (p.4). Whereas for
Wei and Flaitz (2005), EAP is like a keyresponsibility‟ in assisting ESL (English as a Second
Language) students to develop the kind of English language proficiency that will lead to success
in their academic endeavours.
The difference between the EAP and EOP is that, EAP is the theoretical part , which is needed
to understand or write academic papers. EAP course is more focused on the theory,
methodology, concepts and lexicons; and all this takes place in the classroom, whereas EOP is
more oriented towards the application of this knowledge in the real context.

1.4 Hypothesis
The teachers of the elementary level of the government schools of Rawalpindi and Islamabad,
who confront the difficulties in written or verbal communication in English language will be able
to improve their language skills.
1.5 Objectives
 The basic objective to design ESP course is to enhance their speaking skills.
 The second objective on the study is to improve their knowledge of Grammar.
 The third objective to design An ESP course is to improve their expression.
 Final objective is to heighten their communicative skills.
1.6 Significance of the study:
The majority of our population is getting education from these government schools, so the future
of our nation depends upon these teachers. Our course will help these teachers to properly
communicate in English. This study will enhance their competitive skills, and if these teachers
will be proficient enough to teach well, so their training will help the students to communicate
well in English.
1.6 Delimitation of the study:
The study has been conducted on the teachers of Elementary level of government schools of
Rawalpindi and Islamabad; thus it only analyzes the needs of the learners by taking into
consideration their present situations. The study cannot be used to interpret the teachers on the
whole, because their needs can vary according to their situation. Course design can subject to
various changes with difference other than government elementary schools.

Chapter 2 - NEEDS ANALYSIS
2.1 What is needs analysis?
Needs analysis ‗provides a basis for setting goals and objectives‘ (Nunan and Lamb 1996: 27).
Thus, the concept is worth examining in some detail: its definition and emergence in language
teaching as well as the tools for conducting a needs analysis. West (1997: 68) provides a brief
overview of the origin of needs analysis. According to his article, the term was first used in the
1920-s, but because it referred to determining the needs of the general language learners, who
studied English simply for the sake of knowing English, it did not seem very relevant at that time
and did not linger. Its return is closely associated with the emergence of ESP in the 1970-s, since
when the scope of the concept has evolved and expanded. As a result, what is meant by needs
analysis has also gradually changed?
Need is basically a gap between the present situation and the target situation.
Jordan (1997: 26) quotes Bower (1980) who has noted the importance of learning needs:
“If we accept…that a student will learn best if what he wants to learn, less well what he only
needs to learn, less well still what he either wants or needs to learn, it is clearly important to
leave room in a learning programme for the learner’s own wishes regarding both goals and
processes.”
In more formal terms a need analysis is a process of determining the needs for which a learner or
group of learners require a language and arranging the needs according to the priorities.
The target needs:
PERESENT
SITUATION
Training gap
TARGET
SITUATION

Target needs are general term which has several fields that will determine the need in ESP itself.
There are three points:
a. Necessity:These needs are determined by the demands of the target situation. It means what the
learner has to know in order to function effectively in the target situation. For example, a teacher
needs to understand about vocabulary, pronunciation and how to communicate effectively, etc.
He or she will also need to know the linguistics features – discoursal, functional, structural,
lexical, and most commonly used in the situations identified.
b. Lack: It is required to know what the learner knows already, so that it can be decided then
which of the necessities the learners lack. According to what a learner already knows, we
acknowledged that what necessities are missing. Knowing the lack of student will help a teacher
to design appropriate course in study process. This is the gap between the existing proficiency
and the target proficiency.
c. Wants: Hutchinson and Waters‘ (1987) definition of wants (perceived or subjective needs of
learners) corresponds to learning needs. Similar to the process used for target needs analysis,
they suggest a framework for analyzing learning needs which consists of several questions, each
divided into more detailed questions.
According to what we have considered from an objective POV, we have to say that ― a need does
not exist independent of a person. It is people who build their images of their need on the basis of
data relating to themselves and their environment.
2.2 Learning Needs
Learning needs are linked with the route‟ to the destination set by target situation. It is naïve to
base the course design and the whole ESP program merely on target needs. The methodological,
Existing
Proficiency Gap
Target
Proficiency

administrative and psychological needs must occupy the same space in needs analysis as the
target needs do. ESP learning is not a mechanical project to be imposed mechanically on the
learners. The whole ESP program is an enjoyable, pleasing, manageable, generative, creative and
productive activity.
It is only possible when it is based on the full potential and constraints of both target needs and
the learning situation. It needs to be clear, at this point, that learning is a broader term than
learner. Though, being the most fundamental building block, a learner is the central part, yet not
the whole of a learning process. There is much more in the overall learning process than just the
learner to consider. Altman and James (1980), though following the term of learner-centered
language teaching, points out three main distinctions of the learning or learner-centered approach
in comparison with curriculum-centered and teacher-centered instruction. In learner-centered
teaching approach, the needs and abilities of the learners determine the curriculum details and
teaching requirements of the course. There are four main perspectives to view the learner-
centered language teaching program: goals, means, rate, expectations. Further, the teachers are
trained in way they can fulfill the needs of learners.
The framework proposed by Hutchinson and Waters (1987) for analysis of learning needs is the
following:
1. Why are the learners taking the course?
2. How do the learners learn?
3. What sources are available?
4. Who are the learners?
2.3 A learning-centered approach
Hutchinson & Waters (1987) offer an often-cited learning-centered approach to ESP. They argue
that other approaches give too much attention to language needs, whereas more attention should
be given to how learners learn. They suggest that a learning needs approach is the best route to
convey learners from the starting point to the target situation. Learner needs are approached from
two directions; target needs and learning needs. Target needs are defined as ―what the learner
needs to do in the target situation‖ (Hutchinson & Waters, 1987, p. 54). They are broken down
into three categories: necessities, lacks and wants.
Learner needs also involve:
• Teaching and learning styles with which the learners are familiar

• Appropriate or ineffective teaching and learning methods
• Knowledge of specialized contents that teachers should have
• Suitable instructional materials and study location
• Time of study and status of ESP courses
• Expectations about what learners should achieve in the courses
• How necessary the courses are for the learners
2.4. Learner-centered approaches
Berwick (1989) and Brindley (1989) are leaders in contributing learner-centered approaches to
needs analysis. Three ways to look at learner needs are offered: perceived vs. felt needs; product
vs. process oriented interpretations; and objective vs. subjective needs. ‗Perceived needs‘ are
from the perspective of experts while ‗felt needs‘ are from the perspective of learners (Berwick,
1989). In the product-oriented interpretation, learner needs are viewed as the language that
learners require in target situations. In the process-oriented interpretation, the focus is on how
individuals respond to their learning situation, involving affective and cognitive variables which
affect learning.
2.5 Methodology:
A course for the teachers of Elementary level has been designed by taking into account the
learner's interest, how, what, why, when and where they want to learn. This range of
acquaintance is important to design a significant course for the learners.
2.5.1 Tools used to collect Data:
Following information gathering procedures had been used to construct an authentic needs
analysis.
Observations: The situation has been analyzed by examining the daily routine of the
teachers, their activities like observing their process of teaching during the class, coping
with the issues of the students, dealing with other staff members and the outsiders.
Formal interviews: The teachers were interviewed face to face. They were asked certain
questions regarding to what they need according to their present situation. Their response
and attitude was also recorded.
Informal discussion: The teachers were asked that what should be the course content
according to their present situation and which timing would be feasible to them to attend
that course.

Questionnaires: The questionnaires were given to the teachers to fill; and through which
their needs, lacks and wants are determined.
2.5.2 Sample:
The research is based on 25 members of the teaching staff from different government schools.
All of them are the female teachers ranging from 22-50. They belong to three levels of job,
junior, middle and senior.
2.6 Data Analysis
1. The observations:demonstrate the routine of the teachers, and their needs which are
observed. While observation we come to know about their lacks and needs. During observations
we acknowledged that what should be the strategies for designing the course for them.
2. Formal Interviews: When we interviewed the teachers of different of the government
schools about their lacks, needs and wants, we came to be familiar with the fact that most of the
teachers could not speak fluently rather they preferred to talk in Urdu. They were quite happy
that someone has recognized their problems and that some effort is going to be done in order to
improve their writing and speaking skills. Majority of the teachers wanted to improve their
speaking and writing skills. They said that they feel it difficult to communicate in English in the
class. Some of teachers wanted to improve their vocabulary, and some of them said that they
want to improve their pronunciation as well. They said that they want to improve their English in
order to cope with official meetings and they want to improve their social status by gaining
proficiency in English. They said that course should focus on vocabulary activities which could
improve their speaking skills and could enhance their confidence as well.
3. Informal Discussion:In formal discussion with teachers, we came know that they can spare 1
hour on weekends for ESP course. They also share their needs for ESP course they want us to
include.
4. Questionnaires:The questionnaires were filled out by 25 staff members of the teaching staff
of the government schools of Rawalpindi and Islamabad.
Following is the analysis of these questionnaires. The analysis of these questionnaire is divided
into four sections. The first section is comprised on the closed ended questionnaire, and that

deals with the target needs and wants of the learners, the second section is comprised on the open
ended questions that analysis the lacks of the learners. The third section deals with the present
situation of the learner.
A number of people wants to learn English as this is the demand of their job, but majority wants
to learn it for both of the purpose. As English has become basic need of today‘s educational
system of Pakistan.
Demand of your job
35%
For promotion
0%
All of the above
65%
Q-1 WHY DO YOU WANT TO LEARN ENGLISH?
To improve status
9%
To move in society
confidently
10%
Urge to learn
English
10%
To learn
international
modern teaching
techniques
38%
All of the above
33%
Q-2 ANY OTHER PURPOSE FOR LEARNING ENGLISH?

Most of the people wants to learn international modern techniques of teaching, some of them
want to move confidently in society as English has become the International language, and few
of them have an urge to learn English.
Grammar and vocabulary were found more difficult, and some of them found expression more
difficult, and few people found all of them complex and uneasy.
Grammar
33%
Expression
28%
Vocabulary
33%
All of the above
6%
Q-3 WHICH ASPECT OF ENGLISH IS DIFFICULT FOR
YOU?
Writing
0%
Speaking
14%
Reading
4%Listening
0%
All above
82%
Q-4 WHAT MEDIUM WILL YOU USE FOR THIS
LANGUAGE IN YOUR JOB?

Some people said that they will use medium of speaking in their job while a few will chose
reading as a medium of teaching, but majority was of the view that they will use all of them in
their job.
Majority of the people will use English with their students, some of them needed English to
communicate with their colleagues and head of institution, but a few need English for all of the
above mentioned categories.
Head of institution
5%
Outsiders
0%
Student
59%
Colleagues
9% All of the above
27%
Q-5 WHO WILL BE THE PEOPLE YOU USE ENGLISH
WITH?
Classroom
23%
Playground
0%
Office
0%
Staffroom
0%
All of the above
77%
Q-6 WHAT WILL BE THE PHYSICAL SETTING, IN
WHICH ENGLISH WILL BE USED?

The physical setting in which English will be used by a few people, is classroom; but majority of
people will use English at all the places, like classroom, playground, office and staffroom.
Teachers remarked that a majority of the students are native, but some of the teachers said that
they are teaching both native and foreigner students in the class.
Native students
55%
Foreigner students
0%
Both
45%
None
0%
Q-7 STUDENTS IN YOUR CLASS ARE?
Frequently
78%
Seldom
5%
In small amounts
11%
In large amounts
6%
Q-8 IN WHAT AMOUNT ENGLISH WILL BE USED

A few of teachers said that they use English on seldom bases, and a few use it in large amounts,
but a large number of teacher use English frequently.
English is required by a number of teachers in lectures and demonstration; a few use it in
conversation, but a large number of them required it in lectures, conversation, meeting and in
demonstration as well.
Lecture and
demostration
18%
Conversation
9%
Meetings
0%
All of the above
73%
Q-9 IN WHAT CONTEXT YOU WILL USE ENGLISH?

The teachers required workshops for their training, a few required seminars and lecture by
experts but a large number of people required all of them for their training.
The second section deals with the lacks and demands of the learners. In this section they were
provided with the open ended questions and were asked to fill it in two or three lines.
Open Ended Questions:
The second section deals with the lacks and demands of the learners. In this section they were
provided with the open ended questions and were asked to fill it in two or three lines. In the light
of the open ended questions that were provided to them, we have analyzed that majority of the
people found English speaking difficult. While discussion we analyzed that they even preferred
to speak Urdu. As a teacher the main demand of their job was to be fluent in speaking English.
They also found obstacles in using English grammar. They had insufficient vocabulary or if they
had they didn‘t know the appropriate use of that vocabulary. Due to the lack of vocabulary, it
was difficult for them to express their thoughts. When they were asked about their demands for
the ESP course, they said that the grammar should be focused in the course. They also wanted to
improve their vocabulary and desired some exercise should be added to improve their
vocabulary. They also wanted to improve their communicative skills as well as expression.
Workshops
23%
Seminars
4%
Lectures by
experts
5%
All of the above
68%
Q-10 WHAT KIND OF SESSION YOU THINK SHOULD
BE THERE BESIDE TRAINING COURSE?

The third section deals with their present situation analysis.
2.6 Findings:
The data analysis has helped us to evaluate the findings. The findings are as follows:
All of the four language skills - listening, reading, writing and speaking are need and
required by the learner. Hence a course containing all four skills should be introduced.
The major demand of the learner however is writing and speaking; thus the major focus
of the course will be the areas of speaking and writing.
Learners desired to be proficient in spoken, thus the course will also focus to improve
their accents and pronunciation.
The learners also wanted to improve their communication skills, they wanted to enhance
their confidence level, so the exercises of our course will also focus to boost up their
confidence level.
The major concern to improve writing skills in English is for writing formally, so our
course content will also focus on the vocabulary, use of correct grammar, and expression.
The learners find it feasible to spare one and half hour on weekend for this course.
Therefore, the course will be designed for the duration of 1.5 hours every two days in a
week.
0
2
4
6
8
10
12
14
Grammar Speaking Vocabulary Writing Reading
Excellent 4 4 2 6 13
Good 9 10 14 14 6
Fair 7 6 5 2 2
Bad 0 0 0 0 0
Present Situation Analysis

The learners fall under the category of 'intermediate learners' who bring some
background knowledge with them.
The learners possess both instrumental and integrative motivation to learn English
language.
Conclusion:
The learners of the teaching staff will be able to perceive constructive learning
experience. Learner centred approach of learning is considered as a major paradigm shift
in ESP teaching, that is why we have selected the learner centred approach to design the
course. The focus will be the constructive role of the learner in order to make the learner
autonomous. The learners of the ESP course will take some responsibility for their own
learning and will be invited to negotiate with some aspects of the course design, the
subject matter and the course content will be relevant for the learner as they feel
motivated to become more involved in their learning and will often seem to participate
more actively in class
CHAPTER-3 (COURSE CONTENT AND SALLYBUS DESIGN)
Days Activities Duration Aim Requirement
Week 1
(Writing skills)
Day-1 Unit-1:Important Building
Blocks Of Grammar
60-65 MIN To Give Basic
Knowledge For
Grammar Rules
In this basic lecture on Basic grammar concepts with handouts will be given to students
Day-2 Unit -2: Tenses 60-65 Overview of all
tenses
Lecture and written exercises if Tenses will be given
Week 2
Day-1 Unit-3: How to write a letter
and its types
60-65 Min To fulfill teachers
professional needs
In this activity lecture on how to write a letter, its types and exercise on to write a formal and informal

letter will be conduct by trainers.
Day-2 Unit-4: How to make evaluation
sheet
60-65 Min To fulfill teachers
professional needs
Week 3
Day 1 Unit-5: How to write an
application
60-65 Min To fulfil teachers
professional needs
As teachers use English for professional use also, so in this unit how to write an application will be teach to
them.
Day 2 Unit -6 :Short story writing 40-45 Min To fulfil teachers
professional needs
Week 4
Day 1 Unit-7 :Memo writing 60-65 Min To fulfil teachers
professional needs
For official use activity will be conducted to teach them how to write memo
Day 2 Unit-8:Essay writing 60-65 Min To fulfil teachers
professional needs
To improve their expression essay on different topics will be asked to write
Week 5
Day 1 Unit-9:How to write précis 60-65 Min To fulfil teachers
professional needs
Day 2 Revision 60-65 Min
Days Activities Duration AIM Requirements
Week 6
(SPEAKING SKILLS)
Day-1 Unit-10 Using Large Chunks 60-65 Min Oral Fluency Practice
List Of Large Chunks Will Be Given To Them And They Will Use Them In Their Conversation As
Practice.
Newspaper Cutting , Dialogue Activity Will Be Conduct For Improvement
Day-2 Unit -11: Telling Personal
Experiences
60-65 Min Oral Fluency Practice
In This learners Will Share Their Personal Experiences In Time Frame Of 5 Min To Class.
Week 7
Day1 Uni-12: Re-Telling Stories 60-65 Min Oral Fluency Practice
In This,learners will Hear Sketches From Their Classmates And Retell Them.

Days Activities Duration Aim Requirement
Week 11
(Reading skills)
Day 1 Unit-18: Strategies of reading 60-65
Min
To teach them basics of
reading
To give an overview about how to read
Day 2 Unit-19: Paragraph reading 60-65
Min
To improve pronunciation,
and fluency in reading
Few newspapers
and magazines
Read a paragraph from English magazine, newspaper.
Week 12
(Listening skills)
Day 1 Unit -20: Documentary 60-65
Min
To improve fluency
By this learners will concentrate and dialogues said by others and questions will be asked from
Day-2 Unit-13:Two Min Debates 60-65 Min Oral Fluency
In This Student Will Debate In Pairs About Any Topic.
Week 8
Day1 Unit-14:Short Role-Plays 60-65 Min Oral Fluency Role play cards
Role Play According To Instructions On Role Play Card
Day-2 Unit-15: Find Differences 60-65 Min Think In English
Speak In English
Pictures
Students Speak In Order To Find The Differences Between Two Similar Pictures.
Week 9
Day1 Unit-16: Weekly Talkshow 60-65 Min Think In English
Speak In English
Three Students Answer Questions From The Class On A Particular Topic.
Day-2 Unit-17:Holiday Adventure
Discussion
60-65 Min Think In English
Speak In English
Students Plan An Adventure Holiday In Groups.
Week 10
Day 1 Revision 60-65 Min
learners with their pairs practice spoken skills they have learnt

them
Day 2 Assessment 60-65
Min
To evaluate performance
Detail assessment of learnersregarding all skills.
CHAPTER 3 – COURSE DESIGN
APPENDIX -1: COURSE CONTENT AND SYLLABUS DESIGN
UNIT-1
Grammar Lesson
IMPORTANT BUILDING BLOCKS OF GRAMMAR
NOUNS
A noun is a word used as the name of a person, place or thing.
Examples: King, Mohan, Sarita, Mumbai, Table
PRONOUNS
A pronoun is a word used instead of a noun.
Examples: He, She, It, They
ARTICLES
The words ‗a‘, ‗an‘ and ‗the‘ are called articles. They are used before nouns.
VERBS

A verb is a word that describes an action or occurrence or indicates a state of being.
Examples: He talks to Sameer, She sings a song
ADJECTIVES
An adjective is a word used to describe a noun.
Examples : Beautiful house, Tall man
ADVERBS
An adverb is a word which modifies the meaning of a verb, adjective or another adverb.
Examples: He runs fast,They fought bravely.
PREPOSITIONS
A preposition is a word which shows the relation between the noun or pronoun and other words
in the sentence.
Examples: The boy is in the room, The book is on the table.
CONJUNCTIONS
A conjunction is a word which joins to sentences to complete their meaning.
Examples : They reached the station but it was too late.
He put on his shoes because he was going for a run.
INTERJECTIONS
An interjection is a word which expresses sudden feeling or emotion.
Examples : Hello!, Alas!, Hurray!, Oh!
Activity:1 adverb exercises
Choose the correct word
1. She could hard hardly walk after the accident.
2. My book is near nearly finished.
3. She is too short shortly. She cannot be a model.
4. I would like two tickets for the late lately ahow.
5. I will let you know my decision short shortly.
6. This problem is too hard hardly for me.
7. I live near nearly the supermarket.
8. He has been very sick late lately.
9. There is near nearly no money left.

10. We will go on vacation short shortly.
11. This is hard hardly the way to speak to your teacher.
12. He is often late lately to work.
13. The operation is near nearly over.
14. Your composition is too short shortly. It looks like a telegram.
15. He has been working too hard hardly , late lately.
Activity :2
Fill in with the correct form: adjective or adverb.
1. The movie had a ending. (comic)
2. She will get home . (short) I hope she will drive . (careful)
3. She described the accident . (dramatic)
4. We studied for the test. (hard)
5. Do you think you could drive more ? (slow)
6. I thought Gil did in his test. (Good). He studied really . (hard)
7. The quiz is . (easy)
8. The plane flew to London. (direct)
9. David ran in the competition. (fast)
10. I ate the sandwich . (hungry)
Activity 3:
PREPOSITIONS EXERCISE
Exercise on Prepositions – Place
Fill the gaps with the correct prepositions.
1. We live London.
2. Would you like to go the cinema tonight?
3. No, thanks. I was the cinema yesterday.
4. We are going holiday next week.
5. There is a bridge the river.

6. The flight from Leipzig to London was Frankfurt.
7. my wall, there are many picture postcards.
8. Who is the person this picture?
9. Come the sitting room, we want to watch TV.
10. Munich lies 530 meters sea level.
Activity 4:
Exercise for Interjections
Match the following
1
2
3
4
5
6
7
8
9
10
aha
blah
cheers
darn
eek
goodbye
ouch
pooh
shoo
ugh
scared
meaningless talk
see you soon
get away
it is so easy
looks beautiful
disgust
pain
a drinking toast
got hurt
11.

UNIT-2 GRAMMAR WRITING SKILLS

Activity: (Present perfect tense)
A) Which answer is correct?
1) In which question is the Present Perfect put in correctly?
Had you had spaghetti for lunch?
Has you had spaghetti for lunch?
Have you had spaghetti for lunch?

2) In which sentence is the Present Perfect put in correctly?
We has left for Edinburgh.
We have leaved for Edinburgh.
We have left for Edinburgh.
B) Rewrite the phrase into Present Perfect.
Example: he cries - he has cried
1) we don't forget -
2) she doesn't know -
C) since or for?
1) years
2) 1997
D) Which answers are correct?
1) What are typical signal words for the Present Perfect?
already
at the moment
ever
just
last night
usually
yet
2) Which verb forms are used with the Present Perfect?
had
had had
has

has had
have had
E) Negate the sentences.
1) The twins have broken the window.
2) Jeff has made pizza.
Activity: (Present progressive)
A) Fill in the correct verb forms.
1) They doing an exercise.
2) I sending a text message.
3) Tom cleaning the shop.
4) The teacher checking the homework.
5) We making sandwiches.
6) Our class visiting a museum.
7) My baby brother playing with his toys.
8) George wearing a pullover today.
9) Ronny and David running out of the house.
10) My friends watching a new DVD.
UNIT-3 (writing skills-letter)

Formal letters
These are sometimes known as business letters. They are written in a strictly formal style. Such
letters are always written on an A4 (8" x 11" sheet of paper. They can be folded three times so
that the address to which the letter is being sent can appear in the window of a business
envelope. The layout is always the same.
Structure:
The senders address is put at the top right hand side
Include telephone number and email if available
The address of the person receiving the letter goes on the left hand side below the
sender's address
The date
Greeting — Dear Sir or Madam. You can use the titles Miss, Mrs. or Mr. if you know the
name of the person to whom you are writing
The message
Complimentary close — Yours faithfully or Yours sincerely
Signature
Write name in block letters (this is to ensure that the person receiving the letter knows
exactly who has sent it. Signatures may not be very clear)

Informal letters
These are letters to friends and relations, or people you know well. Structure:
The sender's address should always appear on the top right hand corner of the page.
Include telephone number and email if available
Greeting — There are several variations that can be used depending on how well you
know the person: Dear Mary, Hi Mary, Greetings
Complimentary close — short comment, for example Love, Lots of love, With thanks,
See you soon

UNIT-5 HOW TO WRITE JOB APPLICATION
What to include
o Customize your cover letter so it is relevant to the employer and the job.
o Focus on what the employer wants to know, not what you want from them.
o Try to convince them that you can do the job, that you‘ll do a great job, you‘ll fit in and be an
asset to their organization.
o Make sure you include your contact details.
o Keep your letter no longer than one page.
Structure
Explain the purpose of your letter in the opening paragraph. Mention the position you are
applying for and where you heard about it or where it was advertised.
In the next paragraph, show you can do the job and do it well. You should summaries your
qualifications, skills, abilities and experience. State what makes you perfect for the job
advertised.
Next, state that you are keen to work for the company and why. Try to give some information
about what type of person you are. Keep in mind what you know about the employer. Mention
your personal qualities which you think they are looking for.
Before finishing, thank them for taking the time to review your application. Also mention any
attachments including your resume and any work examples

UNIT -6 HOW TO WRITE A SHORT STORY
A short story is a short work of fiction. Fiction, as you know, is prose writing about imagined
events and characters. Prose writing differs from poetry in that it does not depend on verses,
meters or rhymes for its organization and presentation.
A character is a person, or sometimes even an animal, who takes part in the action of a short
story or other literary work.
The setting of a short story is the time and place in which it happens. Authors often use
descriptions of landscape, scenery, buildings, seasons or weather to provide a strong sense of
setting.
A plot is a series of events and character actions that relate to the central conflict.
The conflict is a struggle between two people or things in a short story. The main character is
usually on one side of the central conflict.
On the other side, the main character may struggle against another important character,
against the forces of nature, against society, or even against something inside himself or
herself (feelings, emotions, illness).
The theme is the central idea or belief in a short story.
ACTIVITY:
WRITE A SHORT STORY ON ANY TOPIC
Rollercoaster Theming
Soccer for the Little Ones

UNIT-7 MEMO WRITING
Starting with formal writings to informal writings because it is difficult to give a free hand to the
learners who are not efficient in this skill, so they will be provided certain limitations for formal
writings .
Memos: ask the learner to write a memo which will help them in their target situation as well.
Explain them what is a memo and then provide a sample and ask them to write one on a suitable
topic.
A memo is:
A hard-copy (sent on paper) document
Used for communicating inside an organization
Usually short
Contains; to, from, date , subject headings and message sections
Does not need to be signed, but sometimes has the sender‘s name at the bottom to be
more friendly, or the sender‘s full name to be more formal. If in doubt, follow your
company style.
Activity:
Write a memo to inform your principle of the school that you are
resigning from the job because of some reason.

Unit -8 How to write an Essay
How To Write an Essay can be viewed sequentially, as if going through ten sequential steps in an
essay writing process, or can be explored by individual topic.
1. Research: Begin the essay writing process by researching your topic, making yourself an
expert. Utilize the internet, the academic databases, and the library. Take notes and immerse
yourself in the words of great thinkers.
2. Analysis: Now that you have a good knowledge base, start analyzing the arguments of the
essays you're reading. Clearly define the claims, write out the reasons, the evidence. Look for
weaknesses of logic, and also strengths. Learning how to write an essay begins by learning how
to analyze essays written by others.
3. Brainstorming: Your essay will require insight of your own, genuine essay-writing brilliance.
Ask yourself a dozen questions and answer them. Meditate with a pen in your hand. Take walks
and think and think until you come up with original insights to write about.
4. Thesis: Pick your best idea and pin it down in a clear assertion that you can write your entire
essay around. Your thesis is your main point, summed up in a concise sentence that lets the
reader know where you're going, and why.
5. Outline: Sketch out your essay before straightway writing it out. Use one-line sentences to
describe paragraphs, and bullet points to describe what each paragraph will contain. Play with
the essay's order. Map out the structure of your argument, and make sure each paragraph is
unified.
6. Introduction: Now sit down and write the essay. The introduction should grab the reader's
attention, set up the issue, and lead in to your thesis. Your intro is merely a buildup of the issue, a
stage of bringing your reader into the essay's argument.
7. Paragraphs: Each individual paragraph should be focused on a single idea that supports your
thesis. Begin paragraphs with topic sentences, support assertions with evidence, and expound
your ideas in the clearest, most sensible way you can. Speak to your reader as if he or she were
sitting in front of you. In other words, instead of writing the essay, try talking the essay.
8. Conclusion: Gracefully exit your essay by making a quick wrap-up sentence, and then end on
some memorable thought, perhaps a quotation, or an interesting twist of logic, or some call to
action. Is there something you want the reader to walk away and do? Let him or her know
exactly what.

Activity:
Write an essay on any of the following topic
Are women are better parents than men?
Are our zoos cruel to wild animals?
Do the benefits of study abroad justify the difficulties?

Unit-9 How To Write A Precise
Précis Writing
The goal of a précis is to summarize the findings in an article by identifying the main points and
conclusions of the research along with reviewing the broader implications of the results obtained
in the passage.
In order to accomplish this goal, it helps to follow a six step process:
Step 1: Read the passage. Read it again. Go on reading it until you understand it. Put down on
paper the main idea or ideas; make notes in the margins.
Step 2: Read the passage again to make sure you haven‘t missed any important ideas.
Step 3: Referring to your notes if you need to, but not to the original, write a rough summary of
the passage. By not looking at the original, you will avoid copying; you will be forced to put the
ideas into your own words.
Step 4: Read your précis. Ask yourself the following questions—
Activity:
Write a precise of Newspaper column.

Unit -10 Speaking skill
Improve English fluency with chunks
Common polite expressions
Chunks like 'See you later' or 'Take a seat' are often used in everyday communication and
learning them can help you improve English fluency.
'All the best'
'See you soon'
'Mind how you go'
'Have a nice day'
'How do you do?'
'You're welcome'
Discourse markers
Discourse markers are used in both written and spoken English to link what has come before to
what comes next. You'll already know of discourse markers used in written English such as 'on
the one hand', 'turning now to' or 'in conclusion'. Typical single word discourse markers in
spoken English include 'now', 'so' 'actually' and 'well'. As your English fluency skills improve
you'll find yourself using informal discourse markers such as the following more often:
'I see what you mean but'
'By the way'
'Sort of'
'Mind you'
'You know'
'Let's see'
Activity:
Jonas: ... And then I came up with the … the thought that maybe a … a communal
stretching session would be appropriate as well … or maybe I don’t know ... a yoga
lesson in the evening.
Ana: Yes but … yeah … yeah maybe … a few more breaks would be good. What about …
introducing breaks of about 15 minutes one in the morning and one in the afternoon …
during which people can go to the gym … and I mean you mentioned some stretching …
Ana: I just had the idea of … I mean maybe there are some exercises certain exercises
people can do in a very short time even if they stay in front of their computers but … yes
… just a little bit of stretching … standing up every now and then ...
Jonas: Yes … that’s quite right … if you … I mean it would be pretty realistic to
organisesomething like this … between … in breaks or I don’t know and it would be of
course all on a voluntary basis you wouldn’t … wouldn’t be forced to do yoga or
anything like that.

Magazines were given to read interviews in which feature direct speech and make a note of any
chunks you come across. The most frequent - and therefore most useful - chunks will consists of
the most common words, not specialized or less frequently used vocabulary.
Unit-11 Telling personal experiences
Old memories
Job experiences
Nightmares
Hobbies / interests
Skills that they have
Unit-12 Re-telling stories that they have heard from their
classmates.
In this learners will re-tell each other stories in their own words
Unit-13 Two min debate on social, political or universal topic.
Present condition of education system
Which party is your favorite and why?
Do you agree women speak more than men?

Unit-14 short role play
Ask learners to read this script and try to play themselves
ACT I – On the Countryside
(father, his son, and a donkey enter stage)
Father: Tell me Peter… did you feed Snooky?
Son: Yes, father, I did. Where are we going so early?
Father: We´re going to town to do some shopping. Come on, hurry up, it´s getting late.
(they walk a little. A man enters stage)
Man: Good morning… Where are you going so early?
Father: We´re going to St. James.
Man: Forgive me for asking, why are you going on foot if you can ride your donkey?
Son: That´s right, father! Tell me why?
Father: I appreciate your advice… and good bye, it´s getting late. (the man leaves stage) Who´s
going to ride the donkey?
Son: You are, father. I can walk.
(the man gets on the donkey and walk a little. A woman carrying a basket enters stage)
Father: Good morning, Mrs. Liz.
Mrs. Liz: Good Morning (she stops and watches them). I know that this is none of my
business… but, why is this poor, little and sweet boy walking? And why is this strong man riding
the donkey?
Son: (thinking) Mrs. Liz is right. Don´t you think so father?
Father: Ok, I‘ll get off the donkey…and you get on.
(the farmer gets off the donkey and his son gets on. They walk a little. An old man enters stage).
Old Man: Good morning… (he stops and watches them)
Farmer: Good morning…
Old Man: Oh my! When I was young these things never happened! Why is a young and healthy
boy riding the donkey, and his poor father is walking? This is so disrespectful! Oh, my!

(the old man leaves the stage whispering)
Father: What do you think about what the old man said?
Son: I think he´s right. It would be better if you too ride the donkey.
(the farmer gets on the donkey, now both are riding the donkey, and walk a little. A girl enters
stage running).
Girl: (approaches the donkey) What a sweet donkey! What´s his name?
Son: His name is Snooky
Girl: Oh, poor Snooky! Look at his tired face. Why are you both riding this poor donkey. (she
leaves stage whispering)… Poor donkey!
Father: (a little impatient) And now, what are we going to do, my son?
Son: I think that the girl is right, father. Snooky looks tired, let´s carry the donkey ourselves and
nobody will critize us.
Father: Ok, lets see what happens.
(both get off the donkey and carry him. They can hardly walk. The man, Mrs. Liz, the old man,
and the girl enter stage)
Man: (laughing) What´s this! I´ve never seen anything like this!
Mrs. Liz: (laughing) What a pair of fools!
Old Man: How funny you look carrying a donkey…
(they leave stage)
Father: (angry) And now, what are we going to do, my son?
Son: To tell you the truth. I don´t know, father. We did what they told us to do, but we couldn´t
please them. Everybody critized us, and now they laugh at us.
Farmer: Look, my son. I wanted you to see with your own eyes that there are many different
opinions and that it´s not possible to please everybody.
Son: I can see that, fahter. They laughed at us because we tried to please them, but what are we
going to do now?
Father: Well, you must think right and decide what you think it´s better.

Son: Even if not everybody agrees. I know what to do! You will ride the donkey half of the way,
and I will ride him the other half. Along the way we can also walk a little, so that Snooky can
rest.
Father: (gets on the donkey) Well done, my son. We will do just that. Come on Snooky, start
walking!
Son: (looking convinced) Let people talk!

Unit-15 Find difference and express it in orally

Unit-16 Talk show
Organize talk shows between pairs of learners and ask them to perform a talk
show on any topic .
Social
Political
Economical
Unit-17 Holiday adventure Discussion
In this learners will discuss their adventures they have experienced with classmates
in target language and will try to convey it in best possible way.

Unit-18 Strategies of reading
Think About What You Want to Know
Before you start reading anything, ask yourself why you're reading it. Are you reading with a
purpose, or just for pleasure? What do you want to know after you've read it?
Once you know your purpose, you can examine the resource to see whether it's going to help
you.
For example, with a book, an easy way of doing this is to look at the introduction and the chapter
headings. The introduction should let you know who the book is intended for, and what it covers.
Chapter headings will give you an overall view of the structure of the subject.
Know How Deeply to Study the Material
Where you only need the shallowest knowledge of a subject, you can skim material. Here you
read only chapter headings, introductions, and summaries.
If you need a moderate level of information on a subject, then you can scan the text. This is when
you read the chapter introductions and summaries in detail. You can then speed read the
contents of the chapters, picking out and understanding key words and concepts
Read Actively
When you're reading a document or book in detail, it helps if you practice "active reading" by
highlighting and underlining key information, and taking notes(member-only article) as you
progress. (Mind Maps are great for this). This emphasizes information in your mind, and helps
you to review important points later
Know How to Study Different Types of Material
Different types of documents hold information in different places and in different ways, and they
have different depths and breadths of coverage.
By understanding the layout of the material you're reading, you can extract the information you
want efficiently.
Magazines and Newspapers
These tend to give a fragmented coverage of an area. They will typically only concentrate on the
most interesting and glamorous parts of a topic - this helps them boost circulation! As such, they
will often ignore less interesting information that may be essential to a full understanding of a
subject, and they may include low value content to "pad out" advertising

Unit -19 Paragraph reading
READ THIS PARAGRAPH AT LOUD

Unit-20 Documentary
In This Learners Will Watch A Documentary Carefully And Then Questions
Related To That Documentary Will Be Asked.
Documentary: History of Iran
Questions:
Who was SHAH?
What happened to Musadiq ?
Why revolution in Iran came?
What were the important events shown in documentary?

APPENDIX -2
ASSESSMENT
Writing test:
Write a letter to the head of the department of your school to arrange a meeting to discuss
certain issues concerning students and teachers.
Write an Essay on any one topic:
 Education in Pakistan
 Current affairs
 Government and Private education system
Speaking test:
Activity:
Make pairs of students and ask them to produce a dialogue of at least 5 minutes.
Discussion:
Give a topic to each student individually and ask her/him to talk over it for at least 3 to 5
minutes.
Listening test:
Play a recorded cassette and ask the students to reproduce it. Ask them questions related to the
topic. And evaluate their performance accordingly.
Reading test:
Read the paragraph and answer the question

Appendix 3: Lesson Plan-BUILDING BLOCKS OF GRAMMAR
1. Objectives:
To teach them basics of Grammar
To revise their prior knowledge about building blocks of Grammar
To make them familiar with rules
Practice
Input: use of activities, including exercises regarding building blocks.
Output: They will learn rules and use of Grammar.
2. Level: Elementary
3. Time: 60-65 min approximately.
4. : Aids/materials: building blocks of Grammar chart , board and board marker
INPUT:
Lecture and handout of important building block will be given to learners.
Than through different types of exercises use of these rules will be teach to them
Grammar Lesson
IMPORTANT BUILDING BLOCKS OF GRAMMAR
NOUNS
A noun is a word used as the name of a person, place or thing.
Examples: King, Mohan, Sarita, Mumbai, Table
PRONOUNS
A pronoun is a word used instead of a noun.
Examples: He, She, It, They
ARTICLES
The words ‗a‘, ‗an‘ and ‗the‘ are called articles. They are used before nouns.
VERBS
A verb is a word that describes an action or occurrence or indicates a state of being.
Examples: He talks to Sameer, She sings a song

ADJECTIVES
An adjective is a word used to describe a noun.
Examples : Beautiful house, Tall man
ADVERBS
An adverb is a word which modifies the meaning of a verb, adjective or another adverb.
Examples: He runs fast,They fought bravely.
PREPOSITIONS
A preposition is a word which shows the relation between the noun or pronoun and other words
in the sentence.
Examples: The boy is in the room, The book is on the table.
CONJUNCTIONS
A conjunction is a word which joins to sentences to complete their meaning.
Examples : They reached the station but it was too late.
He put on his shoes because he was going for a run.
INTERJECTIONS
An interjection is a word which expresses sudden feeling or emotion.
Examples : Hello!, Alas!, Hurray!, Oh!
Activity:1 adverb exercises
Choose the correct word
1. She could hard hardly walk after the accident.
2. My book is near nearly finished.
3. She is too short shortly. She cannot be a model.
4. I would like two tickets for the late lately ahow.
5. I will let you know my decision short shortly.
6. This problem is too hard hardly for me.
7. I live near nearly the supermarket.
8. He has been very sick late lately.
9. There is near nearly no money left.
10. We will go on vacation short shortly.
11. This is hard hardly the way to speak to your teacher.

12. He is often late lately to work.
13. The operation is near nearly over.
14. Your composition is too short shortly. It looks like a telegram.
15. He has been working too hard hardly , late lately.
Activity: 2
Fill in with the correct form: adjective or adverb.
1. The movie had a ending. (comic)
2. She will get home . (short) I hope she will drive . (careful)
3. She described the accident . (dramatic)
4. We studied for the test. (hard)
5. Do you think you could drive more ? (slow)
6. I thought Gil did in his test. (Good). He studied really . (hard)
7. The quiz is . (easy)
8. The plane flew to London. (direct)
9. David ran in the competition. (fast)
10. I ate the sandwich . (hungry)
Activity 3:
PREPOSITIONS EXERCISE
Exercise on Prepositions – Place
Fill the gaps with the correct prepositions.
12. We live London.
13. Would you like to go the cinema tonight?
14. No, thanks. I was the cinema yesterday.
15. We are going holiday next week.
16. There is a bridge the river.
17. The flight from Leipzig to London was Frankfurt.
18. my wall, there are many picture postcards.

19. Who is the person this picture?
20. Come the sitting room, we want to watch TV.
21. Munich lies 530 meters sea level.
Activity 4:
Exercise for Interjections
Match the following
1
2
3
4
5
6
7
8
9
10
aha
blah
cheers
darn
eek
goodbye
ouch
pooh
shoo
ugh
scared
meaningless talk
see you soon
get away
it is so easy
looks beautiful
disgust
pain
a drinking toast
got hurt
22.

Appendix 4: ESP Questionnaire for needs analysis
Name: ________________________ Age: ________________ Sex: ___________
Name of the Institution: ______________________________________________
1. Why do you want to learn English Language?
a) Demand of your job
b) For promotion
c) All of the above
2. Any other purpose for learning English?
a) To improve Status
b) To move in society confidently
c) You have urge to learn English
d) To learn International modern teaching techniques
e) All of the above
3. For you which aspect of English is difficult?
a) Your grammar is weak
b) Your expression is weak
c) Vocabulary is insufficient
d) All of the above
4. In your job, what medium will you use for this Language?
a) Writing
b) Speaking
c) Reading
d) Listening
e) All of the above
5. What will be your Subject area in which you will use English Language?
a) General Science
b) Social Studies
c) Math
d) Any other/specify; ______________
6. Who will be the people you use English with?
a) Head of Institutions
b) Outsiders

c) Students
d) Colleagues
7. What will be the physical setting in which English will be use?
a) Classroom
b) Play ground
c) Office
d) Staff room
e) All of the above
8. Students in your class are?
a) Native students
b) Foreigner students
c) Both
d) None
9. In what amount English will be used?
a) Frequently
b) Seldom
c) In small amounts
d) In large chunks
10. In what context you will use English?
a) Lecture and demonstration
b) Conversation
c) Meetings
d) All of the above
11. What kind of session you think should be there beside training course?
a) Workshops
b) Seminars
c) Lectures by Experts
d) All of the above
Answer the following questions in two or three lines in English or Urdu
1. What are the main obstacles you find in using English language?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. What are your job demands being English Teacher, Which skills are required
mostly?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. What should be the contents of the course of ESP according to your preferences?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Based on you existing knowledge, what is your current level in the following categories?
Category Excellent Good Fair bad
Vocabulary
Overall Grammar
Speaking Skill
Reading Skill
Writing Skill

APPENDIX 5: Training Evaluation Form
I am a:  Area Supervisor  Data collector  Student
Please indicate your impressions of the items listed below.
Strongly
Agree
Agree Neutral Disagree
Strongly
Disagree
1. The training met my expectations.     
2. I will be able to apply the knowledge
learned.     
3. The training objectives for each topic
were identified and followed.     
4. The content was organized and easy to
follow.     
5. The materials distributed were
pertinent and useful.     
6. The trainer was knowledgeable.     
7. The quality of instruction was good.     
8. The trainer met the training objectives.     
9. Class participation and interaction
were encouraged.     
10. Adequate time was provided for
questions and discussion.     
11. How do you rate the training overall?
Excellent Good Average Poor Very poor
    

10. What aspects of the training could be improved?
11. Other comments?
THANK YOU FOR YOUR PARTICIPATION!

Bibliography:
http://www.hsj.org/modules/lesson_plans/detail.cfm?LessonPlanId=83
http://www.gaylordllc.com/5-keys-to-powerful-precise-writing-that-really-work-every-
time/
http://www.englisch-hilfen.de/en/grammar/sim_pres.htm
http://www.ego4u.com/en/cram-up/grammar/prepositions/exercises
http://www.englishexercises.org/makeagame/viewgame.asp?id=1829
ESP By Jacqueline Laks Gorman
Introduction to ESP .
http://www.asian-esp-journal.com/Vol7-2-Tsao.pdf
-
is.muni.cz/th/105516/...b.../ESP__Tourist_and_Hotel_Management_.pdf
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ESP COURSE DESIGN FOR GOVERNMENT TEACHERS

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