1. SUBJECT: ENGLISH FOR SPECIFIC PURPOSES
PROJECT: ESP COURSE FOR ENGINEERS
SUBMITTED TO: MAM REHANA GULZAR
SUBMITTED BY
 FATIMA GUL
 ABIDA PARVEEN
 MARYAM TARIQ
 SITARA AYAZ
Date: May 17, 2013

2. 2
Topics Page No.
1. Abstract ……………………………………………………………. 2
2. Introduction ……………………………………………………… 3-4
3. AIMS………………………………………………………………….. 4
4. Literature Review………………………………………………… 5-7
5. Need Analysis…………………………………………………….. 7-9
6. The Learning Needs……………………………………………..9-10
7. Principles For Analyzing Learner Needs…………….. 10-12
8. The Information Gathering Process/Methodology……..12
9. Questionnaires………………………………………………………..13
10.Analysis Of Questionnaires………………………………….14-20
11.Authentic Data Analysis……………………………………….22-27
12.Limitation Of The Study……………………………………..27-28
13.Teaching Methodology………………………………………….28-29

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14.Syllabus…………………………………………………………………… 29
15. Course Outline……………………………………………………30-32
16. The Suggested Organization…………………………………32
17. Conclusion…………………………………………………………..32
18. Designed Course…………………………………………………..32-33
19. Objectives………………………………………………….………..33
20. Strategies……………………………………………………………..34-35
21. References……………………………………………………………36
22. Method Of Instruction………………………………………. 36
23. Teaching Staff……………………………………………………36
24. Attendance……………………………………………………………37
25. Code Of Academic Conduct……………………………………37
26. Grading ……………………………………………………………………37
27. OVERVIEW OF TIME TABLE………………………….38-40
28. Lesson Plan ………………………………………………………40-48
29. MATERAILS …………………………………………………………43-60
30.Appendix……………………………………………………………61-65

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31. Bibliography………………………………………………………66-68
THE PROCESS OF DESIGNING AN ESP WRITING COURSE FOR
ENGINEERS IN A PAKISTAN
Abstract
The aim of this research is to have an overview of the needs and thereby design English
for Special Purposes (ESP) writing course outline, for a group of engineers working in Pakistan.
The key stages in the research are goal-setting, situation analysis, needs analysis, and course
outlines. Having determined the engineers needs through the two research tools I have used,
namely a questionnaires and authentic data analysis, discussion took place around my second
aim, that of determining the outline for the technical writing course. The questionnaires were
distributed between the targeted group (engineers) and authentic data analysis was taken from
engineers working place. My decision to investigate these particular writing needs is based on
request of my dear brother who is currently serving as an engineer at Makkays Pvt. Ltd and
observing their enormous needs to develop written and spoken English, as within technical field
English is used as medium of communication. This does not imply that other language skills are
not important, thus this study could form the basis of future investigations in determining skills
needs.

5. 5

6. 6
1.1Introduction
The role of engineering in society, our relationship with the environment, and the
potential and importance our work holds for people cannot be neglected As Maurice Strong,
Secretary General of the 1992 United Nations Conference on Environment and Development,
said, "Sustainable development will be impossible without the full input by the engineering
profession."As we enter the twenty-first century, we must embark on a worldwide transition to a
more holistic approach to engineering. This will require: (1) a major paradigm shift from control
of nature to participation with nature; (2) an awareness of ecosystems, ecosystems services, and
the preservation and restoration of natural capital; and (3) a new mindset of the mutual
enhancement of nature and humans that embraces the principles of sustainable development,
renewable resources management, appropriate technology, natural capitalism (Hawken et al.,
1999), biomimicry (Benyus, 1997), biosoma (Bugliarello, 2000), and systems thinking
(Meadows, 1997).
Engineering students have specific English needs. Engineering students and engineers
have expressed long-term dissatisfaction with their English ability (Wattanasakunpusakon,
1996; Kittidhaworn, 2001).This innovative course is designed to foster excitement for
engineering through projects that combine creativity and logical methodology. Effective use of
written, oral, and graphic professional communication is developed as the term progresses. The
design components are used as a methodology to accomplish several of the learning objectives. It
is a vehicle for understanding and practicing problem solving and for developing effective skills.
In addition, design problems naturally require a holistic approach to problem solving that takes
into account social, environmental, and human factors as design constraints.
In other words, it's just like any other English course. The only difference is that
everything is done in the context of the ESP field. The ESP field exists in the course primarily as
a means of keeping the course interesting and relevant. The paper will then discuss how the
course materials were developed in the form of a class textbook and finally conclude by
contending that the course is effective in developing low-level Science and Engineering

7. 7
Graduate students‟ English scientific presentation skills and that the course could easily be
adapted to meet the needs of students from other faculties as well.
“Rhetoric – an art of influencing the soul through words” (Plato)
1.2 AIMS
The course objective is to start encouraging students right away in first year to synthesize
and integrate their knowledge in the broader engineering context. To equip students with a
variety of reading techniques and strategies so that they might achieve a higher level of reading
/i.e. better comprehension and more efficient reading/ for professional purposes. A needs
analysis will be used to determine the key components necessary for designing a writing course.
A course outline will then be designed to accommodate these needs. The design process is
introduced and hands-on projects give students a chance to grapple with the challenges of
engineering design. Writing and reading, as engineering activities, are introduced.
The aim of the course is to bump your students up to a higher level of global language
proficiency hat means teaching all the grammar, vocabulary and pronunciation that all other
language learners have to study. And making sure your students understand the language
structures at that level and can use them as well as others of the same level. It also means
working on the four skills - to improve reading speed and listening comprehension, spoken
confidence and written style.
2.1Literature Review
ESP (English for Specific Purposes) is one important branch of the EFL/ESL (English as
a Foreign/Second Language) system that functions as the main branch of English language
teaching ELT. Therefore, ESP is not a particular kind of language or methodology, but rather an
approach to language learning whereby the content and method are based on the learners
particular needs to learn the language (Hutchinson, and Waters, 1987).To distinguish ESP from
EGP (English for General Purposes) we could say that ESP is more focused . ESP can be divided
into two main areas: (EAP), (EOP), under these two types there are further divisions for
example, (EST) and (EMP).

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ESP is an “attitude of mind”, with the following absolute Characteristics such as; to
meet specific needs of the learners, makes use of underlying methodology and activities of the
discipline it serves ,centered on the language appropriate to these activities in terms of grammar,
lexis, register, study skills, discourse and genre.
According to (Dudley-Evans, 1997) ESP posses variable characteristics as well .ESP
may be related to or designed for specific disciplines .It may use, in specific teaching situations,
a different methodology from that of General English .ESP is likely to be designed for adult
learners, either at a tertiary level institution or in a professional work situation. It could, however,
be for learners at secondary school level. It is generally designed for intermediate or advanced
students. Most ESP courses assume some basic knowledge of the language system.
ESP is a course of study that involves teaching students the English and consequent skills
necessary to function within their specific field of study or work. As such, ESP courses are more
narrowly defined than general English courses and focus on more specific and identifiable needs
than general English (Brandt, 2009).
English for Specific Purposes; on the other hand, puts a much greater focus upon the
specific linguistic knowledge and communication skills necessary in order to accomplish specific
purposes (Orr, 1998) within a specific discipline or profession. An ESP course needs to
introduce and/or reinforce specific language or skills needed within a particular discipline
including the grammar, lexis, discourse, pragmatic knowledge and genre in order to
communicate effectively. In other words, ESP focuses on enabling students to function within
their chosen academic community and/or the professional community they will ultimately be
entering. In short, the content should lead language and the language studied must address the
specific learning needs students have for their field of study and work (Lowe, 2009).
Graddol (1996) indicates that a quarter of the world‟s population is fluent or competent
in English and no other language in the world today can match the steadily growing spread of the
English language.
What gives the English language this status is not its linguistic system. Rather, Crystal
(2003) argues that the current status of English results from the power of the people speaking it.

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Therefore, the global power of the English language is related to the historic political, cultural,
socio-economic and technological dominance of England and the United States. Other languages
throughout history such as Greek, Arabic, Spanish and many others had held similar positions as
world languages of commerce and scholarship.
Nationalists in different places of the world often resist the spread of the power code.
This resistance is exemplified in the post colonial era by those who refuse to use the language of
their former colonial power in order to promote the indigenous language to emphasize their
indigenous identity. For example, Ngugi wa Thiong‟o (1986), a Kenyan writer who refuses to
use English in his work, argues that colonial languages impose cultural aspects on the indigenous
language leading to a distorting of the local identity.
World English can be argued to be shaped through linguistic imperialism where the
spread of English is viewed as language imposition (Phillipson, 1992). However, learning
English can also be seen as an investment. The technological revolution in today‟s digital world
and the way people are using the Internet make English emerge as a global medium of
communication. The revolution in communication extends cultural interaction between people
beyond their local speech communities (Warschauer, 1999). Three quarters of the world‟s
emails are currently in English and 90% of the materials on the Internet are in English (Crystal
2003).Resistance to English cannot stop the spread of the English language simply because
alternative solutions such as translation are expensive and impractical. Many countries thus
believe that learning another language is a source of development. Choosing a foreign language
to be taught in schools depends on what people would gain from this investment. For example, in
1996 Algeria, a former French colony, replaced French with English as the chief foreign
language in schools reflecting the demand for English as a key for development. Learning
English is viewed as an investment to enable people to access the resources represented by the
English language.
This concept of language investment views the exposure of learners to a new language as
adding a new discourse to the primary one rather than imposing a superior code. Norton (2000)
indicates that when people speak a language, they are investing in an identity as speakers of that

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language. Learners invest in a second language in the hopes of gaining access to resources such
as education, friendship, and money. The degree of L2 learning is a reflection of the degree of
investment (Norton, 1995).
In other words, L2 learners need to deal with discourses from different languages in order
to fulfill their communicative needs. This process gives them a choice to expand their previous
discourses to include new ones. This bilingual standpoint enables L2 learners to contribute
different aspects from their L1 to the English language in a process leading to the use of English
as a lingua franca.
Kantonidou (2008) conducted the research on ESP for electrical engineering curricula.
He highlighted that theoretical evidence should be reconciled with hard facts through the
cooperation of all the stakeholders. Furthermore, he recommended that if ESP students will not
be provided the opportunities, it can de-motivate the students.
2.2 A Needs analysis
In designing an ESP course it is imperative to carry out a needs analysis to determine the
specific reasons for learning the language (Hutchinson, and Waters, 1987,) or to specify
exactly, what students need to achieve through the medium of English(Robinson 1991).
According to Nunan techniques and procedures for collecting information to be used in syllabus
design are referred to as a needs analysis (Nunan, 1988: 13). In more formal terms a needs
analysis is the process of determining the needs for which a learner or group of learners requires
a language and arranging the needs according to priorities (Richards, and Platt, 1992:242).
2.2 (a) Approaches to needs analysis
Influential models of needs analysis include a sociolinguistic model (Munby, 1978), a
systemic approach (Richterich & Chancerel, 1977), a learning-centered approach (Hutchinson
& Waters, 1987), learner-centered approaches (Berwick, 1989; Brindley, 1989) and a task-
based approach (Long 2005a, 2005b).

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2.2(b) A sociolinguistic model
Munby (1978) develops an influential sociolinguistic model for defining the content of
purpose-specific language programs. His model can be used to specify valid „target situations‟
(Jordan, 1997; West, 1994) that target communicative competence. A profile of communication
needs is presented, comprised of communicative events (e.g. discussing everyday tasks and
duties), purposive domain (e.g. educational), medium (e.g. spoken), mode (e.g. dialogue),
channel of communication (e.g. face-to-face), setting of communication, main communicator/s,
person/s with whom the communicator/s communicate, dialect, attitudinal tone (e.g. informal),
subject content and level of English ability required for the communication
2.2(c) A systemic approach
Richterich & Chancerel (1977) propose a systemic approach for identifying the needs
of adults learning a foreign language. This approach fills the gaps in the sociolinguistic model in
terms of flexibility and shows a distinct concern for learners. They are the centre of attention,
and their „present situations‟ (Jordan, 1997) are thoroughly investigated. The emergent nature
of learner needs is also taken into account. Context of investigation and multiple perspectives are
given prominence.
2.2 (d) 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. Necessities are
considered to be “what the learner has to know in order to function effectively in the target
situation” (p. 55). Lacks are defined as “the gaps between what the learner knows and the
necessities (p. 56).” Wants are described as “what the learners think they need” (Nation,
2000, p. 2).

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2.2 (e) 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 Chamnong Kaewpet (Brindley, 1989)
2.2 (f) A task-based approach
Long (2005a) recommends taking a task-based approach to needs analysis as well as
with teaching and learning based on the argument that “structures or other linguistic elements
(notions, functions, lexical items etc.)” should not be a focal point of teaching and learning.
“Learners are far more active and cognitive-independent participants in the acquisition
process than is assumed by the erroneous belief that what you teach is what they learn, and
when you teach it is when they learn it”.
2.3 The learning needs
The learning needs refer to the learner‟s language difficulties, their learning objectives,
their styles of learning etc (Jolly and Bolitho.1998). It is the starting point or the route and
answers the question. To understand the learning needs we should find answers for the following
questions.
� why are the learners taking the course?
� how do the learners learn?
� what resources are available?
� who are the learners?

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� when/Where will the course take place?
The new educational pedagogy emphasizes the importance of the learners and their
attitudes to learning (Hutchinson, and Waters, 1987, pp 59). Satisfying learner‟s needs and
interests has an important influence on the learners‟ motivation and therefore achievements.
Moreover, this approach gives learners the opportunity to participate in the syllabus design. In a
context where the nature of the work changes and the linguistic needs change too, the importance
of this approach increases. As MacKay and Mountford (1978) stated, adults who need English
for academic or professional purposes are more aware of what they want to use English for.
In fact, the results of a needs analysis are not absolute but relative. There are a number of
factors that could affect the outcomes: for instance: who to ask; what the questions are; and how
the responses are interpreted (Dudley-Evans and St. John1998).
2.3 (a) Principles for analyzing learner needs
Based on the survey of approaches to needs analysis presented in Section 2 as well as the
author‟s personal teaching experience, learner needs should embrace the following principles:
 Give first priority to communication needs
Communication needs come to attention when it is believed that what learners are taught should
be specifically what they will really use, and that this should determine the contents of ESP
courses (Munby, 1978; Dudley-Evans & St John, 1998). It is also argued that specific
knowledge concerning English language alone is insufficient. The ability to communicate also
involves understanding the discourse practices where the language is situated and in which
learners must operate (Long, 2005a, 2005b; Orr, 2002)
 Give equal importance to learning needs
Cognitive and affective variables as well as learning situations are influential in determining the
manner in which a language is learned or should be learned (Berwick, 1989; Brindley, 1989).
Hutchinson & Waters (1987) argue that the study of language descriptions, namely, the study
of communication needs, does not enable someone to learn a language. Learning situations

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comprising several learning factors must also be taken into account. In fact, a thorough study of
both descriptions will help elaborate learner needs more thoroughly.
 Take „context‟ into account
Context influences the teaching and learning of ESP (Holliday & Cooke, 1982; Jordan, 1997;
Richterich & Chancerel, 1977). Language teaching and design that do not consider particular
groups of students is likely to be either inefficient or inadequate (Long, 2005b). Finally, teacher
factors influence the way ESP courses are run for engineering students. For example when ESP
course aim at teaching all four skills; a given teacher may believe that reading and writing should
be emphasized more than listening and speaking. Teaching style, conservatism, and personality
are also vital factors that influence every learning situation.
 Invite multiple perspectives
Learners‟ English needs depend on various expectations, interpretations and individual value
judgments (Berwick, 1989; Brindley, 1989). Vandermeeren (2005) points out that
“researchers, too, have attitudes concerning language needs, which inevitably influence
their choice of research objectives and their interpretation of the findings”
 Employ multiple data collection methods
Use of multiple data collection methods is recommended when dealing with complex needs and
for validating data (Gilabert, 2005; Hutchinson & Waters, 1987; Jasso-Aguilar, 2005;
Richterich & Chancerel, 1977). Jasso-Aguilar‟s (2005) study revealed that some of the
language needs of hotel maids could not have been found if participation observation had not
been employed in addition to the study of task force predictions. Long (2005a, 2005b) calls for
more attention to „methodological options‟ in needs analysis. It is also recommended that
limitations of data collection methods should be dealt with both before and during the research
process.
 Treat needs analysis as an ongoing activity
Learner needs should be analyzed on an ongoing basis because they are likely to change over
time, depending on contextual and human affective variables (Brown, 1995; Holliday, 1994;

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Hutchinson & Waters, 1987; Nunan, 1988; Richterich & Chancerel, 1977). This principle
expands the A Framework for Investigating Learner Needs 215 attention of needs analysis to
include both curriculum development and action research.
The purpose of needs analysis is to identify learner needs, taking place at a relatively
theoretical level outside of classes, yielding recommendations on how a course should be
designed. Yet, at a more profound level, needs analysis is actually a process in curriculum
development (Brown, 1995; Richards, 2001); it can and should be extended to curriculum
development because many other important variables are connected with learner needs in
authentic teaching and learning.
2.4 The Information Gathering Process/Methodology
Robinson (1991) lists a number of different methods for conducting needs analysis.
These include questionnaires, interviews, case studies, tests, and authentic data collection (e.g.
analyzing actual manuals and written assignments). Jordan (1997) adds to these methods
advanced documentation (e.g. requesting extra information that includes educational
background, previously attended courses, and other relevant aspects), language tests at home,
self-assessment, class progress tests, direct monitoring, structured interviews, learner diaries,
previous research comparisons, and follow up investigations.
To create a strong overall needs analysis a combination of two information gathering process
procedures had been used in my research which are as follows
� Questionnaires: to determine the learner‟s purpose for learning the language (Nunan, D.
1989).
�Authentic data analysis: to determine the features of the genre of the text required for the ESP
context.

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2.4 (a) Questionnaires
Questionnaires were determined to be the best means of investigation in this study. They
were selected as the source of data collection for the following reasons.
1- The number of participants was expected to be fairly large.
2- They require minimal time from participants and provide a flexible and convenient way to
participate in the study.
3- Participants could be assured of a certain degree of anonymity in their responses and could
respond candidly.
Questionnaires are more efficient for gathering information on a large scale than any other
approach (Brown1995).
As can be seen in (Appendix 1) the questionnaire is divided into three sections. Each section
will be looked at separately with a brief discussion around the questions within that section.
It is significant to note that the purpose of this questionnaire is not to determine the
importance of any skill in specific. This is a foregone conclusion since all their reports are in
English. The aim is to support my needs analysis findings, and therefore help me to determine
what elements are to be included in the course which I would design later on.
2.4 (b) Participants
In fact, engineers were the only participant group whose written documents I analyzed,
and then designed a questionnaire for. Twenty engineers were involved in the study, most of who
work in departments of their company.
Different nationalities were involved in this study. In addition to Saudis there were some
Egyptians, Pakistanis, and Indians.

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2.4 (c) Analysis of questionnaires
Analysis of each statement is as follows;
1. How far English is important in your opinion?
a. Very important b. somehow important c. no importance
96%
4%
a
b
c

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2. To what extent you have to communicate with people in English?
a. Frequently b. occasionally c. No communication
3. With whom you have to communicate in English?
a. With boss b. with colleagues c. with native customers
d. with foreign customers e. with other departments g. with all
74%
24%
2%
a
b
c
10%
3%
1%
80%
6%
a
b
c
d
e

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4. Do you think that your profession requires the practice of skills, such as reading,
writing, listening and speaking?
a. Yes b. no
5. Which type of speaking skill is required in your profession?
a. Formal speaking b. presentation skill c. informal
communication d. all of the above
89%
11%
a
b
86%
4%
3%
7%
a
b
c
d

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6. Which type of writing skill your profession requires?
a. Technical writing b. business letter writing c. report writing d. above all
7. Which type of material you have to read?
a. Reports b. advertisements c. manuals d. documents
e. agreement f. bills g. invoice h. delivery notes
50%
20%
30%
10%
a
b
c
d
53
2
7
20
7
6
3 2
a
b
c
d
e
f
g
h

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8. Is listening problematic for you, at any situation?
a. Yes b. no c. don‟t know
9. What is the weak area in which you want to be proficient in English?
a. technical vocabulary b. grammar c. pronunciation
4%
96%
a
b
c
50%
4%
36%
a
b
c

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10. Which time of the day is convenient for you, to attend this course?
a. From 9 a.m- 11 a.m b. from 3 p.m – 5 p.m c. from 7 p.m- 9 p.m
11. Which day of the week is suitable for you, to attend this course?
a. Saturday - Sunday b. Friday- Sunday c. Tuesday- Wednesday
1%
40%
59%
a
b
c
82%
10%
6%
a
b
c

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12. In which methodology of teaching you will want to learn English?
a. Through text books b. through discussion session
b. through lecture delivery methodology
13. In your opinion, which method of evaluation will be useful?
a. Daily base assignments b. daily base class test
c. only one test at the end of the course d. only one project
e. no proper evaluation criteria
10%
50%
40% a
b
c
10%
20%
50%
20%
a
b
c
d

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All the open ended questions were filled by the engineers, specific data cannot be presented but
the fact is they have helped us, to deeply analyze the current situation of our future learners.
2.4 (d) Findings from the questionnaire
The findings and analysis of the questionnaire are interpreted and presented in three main
categories as follows:
 the needs, in which I will look at the engineers and their work needs;
 the present level and the target level;
 the suggested type of course.
Firstly, the questionnaire established that it is necessary for engineers to write in English and
the majority of engineers considered English to be highly important in carrying out their work
successfully and efficiently. Furthermore, all the reports collected were written in English; I
would therefore like to suggest that the need for designing an ESP course to develop writing
skills for these people is imperative. The questionnaire responses clearly demonstrate that report
writing is the most common activity of engineers in communications. In the open-ended
question, engineers continually emphasized, their need to learn how express themselves in
reports. In addition most engineers stated that it is their managers to whom they write, whilst
62.5%said that this communication was of a more formal nature. This explains the necessity of
having a good level of language accuracy.
Secondly, the questionnaire, as completed by the engineers, gave an indication of their
level of writing skills. It demonstrated that half were happy, whilst most (80%) saw themselves
as either good or very good at writing. On the other hand, the questionnaire elicited the response
that writing is the second most important skill that engineers are anxious about or need to
improve. In actual fact, if we look at this issue carefully, it could be said that although the
engineers are presently satisfied, they certainly would like the opportunity to improve their level
of accuracy. It shows that most of the engineers want to improve different accuracy skills such as

25. 25
linking ideas, and summarizing ideas. It is important to note that within Pakistani culture it is not
acceptable for highly educated people to admit weaknesses in any skill, even if the skill is
unrelated to their field of study. Furthermore, the entire Makkays Engineers who participated in
this questionnaire said they wished to improve their writing skills. This might explain the
language variation in reports written by these engineers, where some of the reports which were
written by non -Pakistani have very accurate use of language.
Thirdly, analysis of the questionnaire has provided me useful information for designing a
course. According to the questionnaire, the majority of engineers prefer short courses between 2
and 6 weeks. The questionnaire revealed that most of the engineers edit as they write before
producing a fair copy. In other words, engineers usually have time to correct their work and
perhaps invite someone to read and comment. In this respect, I prefer to approaches in teaching
writing which I will discuss in the teaching methodology section. The process-genre approach
gives engineers an opportunity to practice writing in a real social context. It also allows learners
to exchange their written work with colleagues in order to read, improve and learn from each
other.
2.5 Authentic data analysis
To have a comprehensive analysis I intend to apply the three known language analysis
approaches. In the main, I will adopt the framework suggested by Ellis and Johnson 1994 (see
appendix1). In the next section I will demonstrate how this framework was used to analyze
extracts of the engineers work. Interestingly, these extracts highlighted the present level of the
engineers understanding of English and helped in determining their weaknesses or areas for
development. Below is the suggested framework:

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Table 1: adaptation of framework suggested by Ellis and Johnson

27. 27
2.5 (a) Collecting the authentic documents
In order to obtain these documents, I took help of my brother engineer (Waqar Ahmad)
working for Makkays pvt .ltd. After explaining the aim of the study, he agreed to e-mail me
some extracts of engineers‟ authentic written documents.
2.5(b) Report writing
In fact report writing is considered to be one of the most common activities engaged in by
engineers, especially given that there are many different types of reports for instance: inspection
or trip reports, laboratory report, and progress report (Beer,and McMurrey 1997).
According to Beer, and McMurrey, all reports are similar in that all start with a prologue
and end with a conclusion. In fact, this is not always the case, as the reports in this study will
show. However, Beer, and McMurrey state that the bodies of different reports are likely to vary,
as demonstrated in the table below.

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Table 2: different types of reports functions
(Beer, and McMurrey 1997).

29. 29
2.5(c) Summary of findings from the authentic data documents
Analyzing samples of the engineer‟s written work revealed that all documents collected
were written only in English, and that all these documents were reports.
The documents appeared to suffer from language problems, specifically with
organization, sentence structure, and grammar. However, these problems seem not to be so
fundamental that a short course could not help rectify them. The table on next page summaries
the most important features of these documents and will indicate the framework required for a
course of study in writing.
For most of my investigation the collected data was complementary: some of the
information in the questionnaire supported the information emerging from the language analysis.
However, at the same time there was some contradiction between the resultant data.

30. 30
Table 3: shows the implantation of the suggested framework by Ellis and
Johnson
2.6 Limitation of the Study
Despite some of the limitations this project has, I believe the results of the study will help
in establishing the key components necessary for designing a writing course outline.
Firstly, this study looked only at the engineers needs, whilst there were other people who
should have been involved in the needs analysis. According to Brown, administrators and
teachers are two important sources for information, in addition to the target group (Brown,
1995). Unfortunately, due to word limitation in this project, other groups were not addressed.

31. 31
Secondly, questionnaire and document analysis alone were not enough to carry out a
credible needs analysis (McDonough and McDonough, 1997). Interviews and observations
offer direct interaction with the participants, where questionnaire and language analysis do not.
Also, an analyst can clarify some detailed points through chatting with participants or observing
them (McDonough and McDonough, 1997). Geographical distance precluded me from
interviewing or observing participants in this study.
2.7 Teaching Methodology
There are three main approaches relative to the teaching of writing: the product
approach, the process approach, and the genre approach (Badger, R. and White G 2000).
2.7(a) Process Genre Approach
Since each of these approaches have their strengths and weaknesses this has led to the
development of an effective method, which engages both process and genre. This approach aims
to look at each approach and tries to adapt it for a particular situation (Key, and Dudley-Evans,
1997).
2.7(b) Principles for teaching writing
To sum up it is important to emphasize the main principles to be taken into consideration
when designing an ESP writing course:
1. Conduct a needs analysis to determine the learner‟s purpose for learning the language (Nunan,
D. 1989).
2. Conduct a language analysis of authentic data e.g. reports, to determine the features of the
genre of the text required for the ESP context.
3. Decide on an approach to the teaching of writing which will suit the learners writing purpose
and text type.

32. 32
4. Ensure that the overall activities focus on promoting the type of writing outlined in the
information gathering process.
Having finish with the first three steps towards course design I will use the outcome data to
summarize the propose course outline.
2.8 Syllabus
Hutchinson and Waters give us a list of different syllabus types. This list includes the
following syllabus types: topic syllabus, structural/situational syllabus, functional/notional
syllabus, skills syllabus, situational syllabus, functional/task-based syllabus, discourse/skills
syllabus, and skills and strategies. What these different types really are a different
organizational means for designing syllabus. So for example a topic syllabus is obviously a
syllabus that is based, or is organized along the concept of different topics. Rare, particularly the
area of general English, are the discourse/skills syllabus and the skills syllabus. This brings to the
idea that a syllabus for ESP class is necessarily going to have to have a different focus or
different organizational design than a syllabus for a general English course. In particular, since
skills are so highly stressed in ESP, one will often find a lot more skills based syllabus than one
would find in a general English course. This is important to note both for practical reasons and
also because it tells us a little bit more about the very nature of ESP as a particular type of
language learning and language teaching experience. People need everywhere need because the
vast majority of textbooks are written in English. Even if the learners study in their home
country, they still need to be able to deal with English in the form of reading. If they want to go
to an English-speaking university program, and increasingly more non-English-speaking
countries are offering courses in English only, anywhere in the world, they will have to have
academic skills geared toward English. Also, since most publications are carried out in English,
people need to be able to write textbooks, articles, and do presentations for their respective fields
in English.

33. 33
2.9Course outline
Having determined the engineers needs through the two research tools I have used,
namely a questionnaire and authentic data analysis, the discussion will take place around,
determining the outline for the technical writing course.
2.9(a) Aims and objectives
As a result of the needs analysis as a whole and by combining the findings of the
documents and questionnaires, I have drawn up the following points:
The Aims of the course will be
To promote engineers ability to write different types of reports
1. Inspection reports
2. Specification reports
3. Instruction reports
The objectives of the course will be as follows:
� Recognize the organization of different report genre.
� Use appropriate grammatical structures, and functions.
� Write a full report with 80% accuracy.
� Assess each other‟s writing.
� Use the appropriate technical and semi-technical vocabulary.
� Use appropriate layout and punctuation.
� Employ the process of editing and drafting.

34. 34
� Using linking devices, where appropriate, to produce cohesive text.
� Express a variety of functions in writing.
� Promoting writing fluency
By looking at the findings of the authentic documents analysis, it is possible to decide the
content of the course. Hence, the course content should include the most frequent functions,
structures, and lexis, and it should also specify the type of genre,
2.9(b) Content
Functions
By the end of the course the engineers should be able to:
 Describe the condition of something, e.g. piece of equipment.
 Give instructions or orders
 Suggest actions to be taken.
 Clarify actions that have been taken.
These functions, as mentioned earlier, are in themselves course objectives.
The structure
Engineers should be able to use the following structures with a fair degree of accuracy:
 Present continuous
 Present simple
 Modals (shall, should)
 Modals + passive infinitive
 Simple present passive
 Past simple
 Simple past passive

35. 35
The vocabulary
The course will cover technical and semi-technical vocabulary. There will be specific
vocabulary input such as areas that may be problematic or unknown to the engineers e.g.
spelling, multi-word verbs, and compound nouns.
2.10The suggested organization
The suggested course will be a four week program running from Friday to Sunday, from
11 am to 1 pm. The course consists of 80 hours (across that period), divided into 20 hours a
week. Each day has three sections and a break. The first class will be from 10 am to 11 am, the
second class will be from 11: 00am to 12:00 pm, and the last class will be from 12:30 to 1pm.
The group number should not be more than 5 participants with at least one trainers working in
the group.
Conclusion
This project has been concerned with ESP and the importance of a needs analysis at an
early stage of designing a course. We also looked at the different methods for gathering
information. In addition, attention focused on the teaching of writing in an ESP context, paying
special attention to the importance of teaching report writing skills. In the last section I tried to
put together all the results and findings to come up with a reliable writing course. According to a
theory developed by Lave and Wenger (1991), learning is social and involves participation in a
community of practice. According to this theory when people first join a community they are on
the outer borders of it and learn from the periphery. As they become increasingly competent they
can move towards the centre of the community. A community of practice can be described as a
group of people sharing common concerns, problems and interests and who increase their
knowledge and expertise in the area by interacting with each other (Wenger, McDermot and
Snyder, 2002). Wenger et al. give examples of such communities of practice – engineers who
design with a particular type of electronic circuit and who find it important to get together to
compare designs and soccer mums and dads who use game times to share advice about
parenting. The groups may not necessarily work together or meet on a daily basis but they do
interact because they find it useful to do so: As they (members of the group) spend time together,

36. 36
they typically share information, insight and advice. … They may create tools, standards, generic
designs, manuals, and other documentation – or they may simply develop a tacit understanding
that they share. … Over time, they develop a unique perspective on their topic as well as a body
of common knowledge, practices and approaches. They also develop personal relationships and
established ways of interacting. (Wenger et al., 2002, p. 5)
Designed course
Course Code/Name: Eng 401 ESP for Engineers
Level: Graduate
Type of the Course: Compulsory
Objectives:
Upon successful completion of the course, the students should be able to
become familiar with the basic principles of “Paragraph Writing”
learn and practice the key concepts of paragraph writing such as Topic Sentence,
Supporting Sentences, Concluding Sentence, Unity and Coherence
gain insight into the essential principles of “Essay Writing”
learn the key concepts of essay writing such as Subject, Purpose, Audience, Thesis
Statement, Introduction, Body, and Conclusion
gain an understanding of the Process of Writing an Essay and learn the stages of
Essay Writing
have a clear idea about technical writing including the definition, purpose and
distinctive features of Technical Writing
gain insight into the Process of Writing a Technical Report
learn the outline of Technical Report Format
gain an understanding of presentation techniques
give a fifteen-minute presentation about a technical subject
write a report on a technical subject in compliance with format requirements

37. 37
Components:
Strategies:
As advocated by many authors (Wenden and Rubin, 1987, Oxford, 1990, O‟Malley and
Chamot, 1990, Wenden, 1998), language learning strategies of different types (cognitive,
metacognitive, social, communication, socioaffective, depending on the classification), by
raising learners‟ awareness, promoting self-directed learning and exploiting both implicit and
explicit aspects of the learning process, can lead to making students better learners, have a
compensating effect for less able or less effective learners, and create necessary conditions for
learner autonomy. Resourcing, or finding, evaluating and using different lexical tools available
online, is one of the cognitive learning strategies, namely steps or operations used in learning or
problem-solving that require direct analysis, transformation or synthesis of learning materials. Its
implementation in the foreign language classroom effectively changes the language testing
situation into the language teaching one, with the important role of teacher-directed strategy
training as an indispensable step towards building up a successful learner.
Strategy training is the activity that should find its place in the foreign language classroom.

38. 38
Demonstrating new strategies, evaluating the outcome of the activity with and without strategy
use, the observation of the activity process are all operations that add to learner awareness. Here
two approaches for strategy training can be outlined:
1. Oxford (1990):
ask learners to do a language activity without any strategy training;
have them discuss how they did it and ask them to reflect on how the strategies they
selected may have facilitated the learning process;
suggest and demonstrate other helpful strategies and consider ways that they could
include new strategies in their learning repertoires;
allow learners ample time to practice the new strategies with language tasks;
show how the strategies can be transformed to other tasks;
provide practice using the techniques with new tasks and allow learners to make choices
about the strategies they will use to complete the task;
Help students understand how to evaluate the success of their strategy use and to gauge
their progress as more responsible and self-directed learners.
2. O‟Malley and Chamot (1990):
Planning: The instructor presents students with a language task and explains the
rationale behind it. Students are then asked to plan their own approaches to the task;
choosing strategies that they think will facilitate its completion.
Monitoring: During the task, students are asked to „self-monitor‟ their performance by
paying attention to their strategy use and checking comprehension.
Problem-solving: As they encounter difficulties, learners are expected to find their own
solutions.
Evaluation: After the task has been completed, students are then given time to „debrief‟
the activity, e.g. evaluate the effectiveness of the strategies they used during the task.

39. 39
To these models, Dickinson (1987) adds two main areas of preparation for strategy training,
which are to lead to self-directed learning: psychological preparation (i.e. building confidence
to work independently of the teacher) and methodological preparation (i.e. acquiring the
necessary abilities and techniques for such activities as self-evaluation). All of these need to be
addressed in teacher-directed instruction, skillfully interwoven with regular subject matter
teaching.
The awareness of the need for the implementation of strategy training along the lines outlined
above is becoming an inherent feature of English language teaching, as represented in the
attempts to include strategy training elements in ESP course books (see, for instance, New
Opportunities series by Pearson Education). Even though language learning strategies are
becoming a much better researched area, there is a particularly urgent need to formulate practical
realizations of the theoretical assumptions. Thus, specific learner training proposals, especially
ESP-related, will need to be put forward, for instant implementation in the classroom.
References
No specific course book will be followed. Course materials are to be provided by the course
group instructor(s).
Method of Instruction
Lecture; team/class discussions; communicative/meaningful language exercises; in- and out-
of-class reading/writing tasks; presentations; library research; online research; workshops.
Length and period: 3 hrs a day, 6 weeks in total
Teaching Staff
 Fatima Gul (junior faculty members )
 Sitara Ayaz (junior faculty members )
 Maryam Tariq (junior faculty members )

40. 40
 Abida Parveen (junior faculty members )
 Rashid Sheikh (senior faculty member)
 Muhammad Tariq (senior faculty member)
 Ayaz Khan (senior faculty member)
Attendance
Students are required to attend classes, practice sessions, and examinations. Minimum
required attendance is 70% for all class sessions per semester, which makes up 17 hours of
absence at most. A student who does not fulfill the requirement for attendance is not allowed
to take the final exam for the semester concerned and is to repeat the course. Students who
miss an exam will not be given a make-up exam unless they submit an approved medical
report or any other official document proving their excuse.
Code of Academic Conduct
Cheating during the exams or presenting someone else's work as yours (plagiarism)
will not be tolerated under any circumstances. Disciplinary action will be taken against any
student who violates the code of academic conduct.
Grading
 midterm exam: 25%
 active participation during the classes, attitude toward the course, preparation for the
pre- assigned chapters, assignments handed in due time : 10%
- Delivery of presentation: 20 %
- Technical report writing: 20 %
- Final exam: 25%
* Students are required to submit assignments in due time. Late submissions without a valid
excuse will be penalized.
* Each student is required to be present on the assigned day of his/her presentation. If any
absenteeism occurs, his/her presentation can only be delayed for one week, resulting in 5
point loss off the total grade allocated for the presentation.

41. 41
OVERVIEW OF TIME TABLE
Week 1
TEACHER
S
MS FATIMA MS MARYAM MS SITARA
DATE TIME
10am-11am 11am-12pm 12-
12.3
0
12.30pm-1 pm
5 July.2013 Basic tenses Presentation
skill
B
R
E
A
K
Reading skills
6 July.2013 Paragraph
writing
Making of
slides
Reading report
7 July.2013 Report
writing
Specific terms
of the job
Oral fluency
WEEK 2
TEACHER
S
MR.
RASHID
M. AYAZ B
R
E
A
K
M. TARIQ
12 July.2013 Assessment Assessment Assessment
13 July.2013 Formal
speech
Business data Technical
communication
14 July.2013 Leadership
training
Editorial
Engineering:
Tips to Take
the Pain out
of Writing
Creating
Effective
Technical
Documents
WEEK 3

42. 42
TEACHER
S
MS.
ABIDA
MR.
RASHID
B
R
E
A
K
MS MARYAM
19 July.2013 Assessment Assessment Assessment
20 July.2013 Mastering the
Art of
Technical
Types of User
Documentatio
n
Building the
Argument of the
Document
21 July.2013 Critical
thinking
Organizationa
l strategies
Editing and
Proofreading
Strategies
WEEK4
TEACHER
S
MS FATIMA MS
SITARA
B
R
E
A
K
M. TARIQ
26 July.2013 Assessment Assessment Assessment
27 July.2013 The
Mechanics of
Writing
Working with
words
Technical
Writers'
Workshop
Technical
Writers'
Workshop
28 July.2013 Methods of
development
Problems-
methods-
results
Effect and
cause
Order of
importance
Designing
Your
Document
Prototyping the
document
Testing for
success
Levels of
prototypes
WEEK5
TEACHER
S
MS.ABDA MS FATIMA B
R
M. AYAZ
2August.2013 Assessment Assessment Assessment
3 Differentiatin Organizing Writing longer

43. 43
August.2013 g between
“need to
know” and
“nice to
know”
information
the writing
task
E
A
K
reports and
proposals
4
August.2013
Researching
Information
Structuring
Information
Grammar and
Style for
Technical
Communicators
Week 6
TEACHER
S
MS
SITARA
MS
MARYAM
B
R
E
A
K
MS ABDA
9
August.2013
Assessment Assessment Assessment
10
August.2013
Report
submission
presentation Oral
communicatio
n test
11
August.2013
Evaluation Evaluation Evaluation
LESSON PLAN
Objectives
Writing Objectives for Lesson Plans Using Bloom’s Taxonomy and Associated Action or
Performance Verbs
Learning level Associated action verbs
Knowledge define, describe, state, list, name, write, recall, recognize,
label, underline, select, reproduce, outline, match
Comprehension identify, justify, select, indicate, illustrate, represent, name,
formulate, explain, judge, contrast, classify

44. 44
Application predict, select, assess, explain, choose, find, show,
demonstrate, construct, compute, use, perform
Analysis analyze, identify, conclude, differentiate, select, separate,
compare, contrast, justify, resolve, break down, criticize
Synthesis combine, restate, summarize, precise, argue, discuss,
organize, derive, select, relate, generalize, conclude
Evaluation judge, evaluate, determine, recognize, support, defend,
attack, criticize, identify, avoid, select, choose
Parts of a performance objective: (*This is what I expect for your objectives!*)
Objective: The students will be able to tell and record time on a digital clock and analog clock to
the hour and half hour by writing the times in a story.
The students will be able to tell and record time on a digital clock
and analog clock to the hour and half
hour
by writing the times correctly in a story.
Audience: Standard
introduction for an objective.
Hint: Focus on what the students
must do not the teacher.
Hint: Must specify observable and measurable
behaviors.
Condition to be met by the students in order to
demonstrate that the objective has been
achieved.
Hint: Describes the circumstances, situation or setting.
Behavior/Action Verb that is
measurable and can be assessed.
What is the learner to do?
Content- description of the
subject matter to be learned.

45. 45
Objectives could include more criteria or parts
ABCDs of Writing Objectives
A-Audience: The who. "The student will be able to…"
B-Behavior: What a learner is expected to be able to do or the product or result
of the doing. The behavior or product should be observable.
C-Condition: The important conditions under which the performance is to occur.
D-Degree: The criterion of acceptable performance. How well the learner must
perform in order for the performance to be considered acceptable.
Don't make writing objectives tedious, trivial, time-consuming, or mechanical. Keep
them simple, unambiguous, and clearly focused as a guide to learning. The purpose of
objectives is not to restrict spontaneity or constrain the vision of education in the
discipline; but to ensure that learning is focused clearly enough that both students and
teacher know what is going on.

46. 46
MATERAILS
1.HOW DO YOU LEARN BEST

47. 47
2.THE SECRET OF SUCCESS

48. 48
3.READING IN ENGLISH IS A WASTE OF TIME !

49. 49

50. 50
4.SAFETY IN NUMBERS

51. 51

52. 52
Chart no.1

53. 53
Chart no. 2. Tenses in the active voice
SIMPLE
PRESENT
PRESENT
CONTINUOUS
PRESENT
PERFECT
PRESENT
PERFECT
CONTINUO
US
Meaning 1: Habitual,
regular action in the
present.
Time
expressions:usually;
every day; often;
sometimes; rarely;
never.
Examples: I usually
work till seven o'clock.
I often talk to him on
the phone. He visits
them sometimes.
Meaning 2: Stating a
fact, general truth, state
or condition.
Examples: He lives in
Moscow and works at
a bank. He plays the
piano quite well. Her
house is very small.
The sun rises in the
east.
Meaning 1: The
action is going on
right now.
Time
expressions: now;
right now; at the
moment.
Examples: You are
reading this
material now. I'm
writing a letter at
the moment. Look!
Anton is playing
the piano.
Meaning 2: The
action is going on
at the present
period of time (but
not at the moment
of speaking).
Time
expressions: now;
at present; today;
this year.
Examples: She is
writing a new
novel now. He is
studying German
this year.
Meaning 1: The
action has just
ended.
Time
expressions:already
; just; yet.
Examples: He has
already done it. I
have just seen him.
Meaning
2: Reporting how
things have
developed by now.
Time
expressions: by
now; so far; never;
ever; several times.
Examples: So far,
he has read five
books. He has never
been there.
Meaning 3: The
action has lasted for
some time by now.
Time
expressions: for a
year; since; lately.
Example: He has
lived here since
1995.
Meaning
1: The action
has lasted for
some time by
now and is still
going on.
Time
expressions: fo
r an hour; for a
week; for five
years; all day;
since.
Examples: He
has been
sleeping for two
hours already.
She has been
working as a
teacher since
she graduated
from college.
How long have
you been
waiting here?
Meaning
2: The action
has been going
on lately.
Examples: All
of them have
been working
very hard lately.
I have been
thinking about
starting my own
business.

54. 54
Note: Simple present
can replace the simple
future with the
meaning "according to
schedule, timetable".
Examples: The ship
arrives next week. He
works tomorrow.
Note: Present
continuous can
replace the simple
future with the
meaning
"preplanned
action".
Examples: I'm
going to leave
tomorrow. I am
leaving tomorrow.
Note: Present
perfect may replace
the present perfect
continuous for the
action that has lasted
for some time by
now.
Example: He has
worked in this
company for ten
years.
Note: Present
perfect
continuous in
Meaning 2 is
often used
without time
expressions.
Example: It has
been raining
very hard, and
the ground is
still wet.
Note: Simple present
is used instead of the
present continuous
with stative verbs.
Examples: I see a little
boy now. I understand
what you mean.
Note: Stative verbs
"know, understand,
remember, like,
love, hate, want,
see, hear, seem,
look", etc., are not
used in the
continuous tenses.
Note: Present
perfect is used
instead of the
present perfect
continuous with
stative verbs.
Examples: She has
known them for six
years. She has loved
him all her life.
Note: Stative
verbs "know,
understand,
remember, like,
love, hate, want,
see, hear, seem,
look", etc., are
not used in the
continuous
tenses.
SIMPLE PAST
PAST
CONTINUOUS
PAST PERFECT
PAST
PERFECT
CONTINUO
US
Meaning: The action
happened (started and
ended) in the past.
Time
expressions:yesterday;
last week; last year; in
1995; in 2009; two
hours ago; four years
ago.
Examples: I saw him
an hour ago. He came
back last Friday. She
went to the theater
yesterday. They visited
London in 2009.
Meaning: The
action was going
on (1) when
another past action
happened or (2) at
some point of time
in the past.
Time
expressions: while
; when; at five
o'clock yesterday.
Examples: When
he came in, I was
reading a letter. We
were watching TV
at three o'clock
yesterday.
Meaning: The
action happened
before another past
action or before
some point of time
in the past.
Time
expressions: by the
time; before; after;
by 1998; by
yesterday; by last
Sunday.
Examples: By the
time he returned, she
had already left. All
residents had left the
village by last week.
Meaning: The
action lasted for
some time
before another
past action or
before some
point of time in
the past.
Time
expressions: by
the time; before;
after; by
yesterday; by
2005; for two
hours; for a
long time.

55. 55
Examples: By
the time he
returned, I had
been working
for six hours.
By 2006, he had
been living
there for twenty
years.
Note: Use the simple
past for completed past
actions, including past
actions that lasted for
some time or happened
one after another.
Example: He sold cars
for two years, and then
he quit his job and
began to write novels.
Note: Use the
simple past instead
of the past
continuous with
stative verbs.
Example: She
looked quite good
when I visited her
yesterday.
Note: Past perfect
may replace the past
perfect continuous
for the action that
lasted for some time
before another
action in the past.
Example: By the
time he returned, I
had worked for six
hours.
Note: Use the
past perfect
instead of the
past perfect
continuous with
stative verbs.
Example: She
had known him
for five years by
the time they
got married.
SIMPLE FUTURE
FUTURE
CONTINUOUS
FUTURE
PERFECT
FUTURE
PERFECT
CONTINUO
US
Meaning: The action
will happen in the
future.
Time
expressions:tomorrow
; in a few days; next
week; in 2025; in the
future.
Examples: I think he
will return next week. I
will probably see him
in a few days. We'll be
home after eight.
Meaning: The
action will be
going on (1) when
another future
action happens or
(2) at some point of
time in the future.
Time
expressions: at
three tomorrow; at
this time next year;
when.
Examples: He'll be
sleeping at two
o'clock. When you
come to the library,
I'll be sitting by the
central window.
Meaning: The
action will happen
before another
future action or
before some point of
time in the future.
Time
expressions: by the
time; by 2035; by
tomorrow; before.
Examples: By the
time I get there, she
will have left. By
2050, scientists will
have found the cure
for cancer.
Meaning: The
action will last
for some time
before another
future action or
before some
point of time in
the future.
Time
expressions: by
the time; by
2030; before;
for two hours.
Examples: By
the time he
returns, I will
have been
working for
nine hours. By

56. 56
2025, he will
have been living
here for fifty
years.
Chart no 3. Tenses in the passive voice
Simple present Present
continuous
Present perfect Presen
t
perfect
continu
ous
Meaning 1: Habitual,
regular action in the
present.
Time
expressions: usually;
every day; often;
sometimes; rarely.
Examples: Mail is
usually delivered at
eight o'clock. This blog
is updated every day.
Meaning 2: Stating a
fact, general truth, state
or condition.
Examples: English is
spoken in many
countries. Water is
composed of hydrogen
and oxygen.
Meaning: The
action is going on
now.
Time
expressions: now;
right now; at the
moment.
Examples: He is
being examined by
the doctor at the
moment. The
report is being
typed right now.
Meaning 1: The
action has just ended.
Time
expressions: already;
just; yet.
Examples: The letter
has already been
sent. We have just
been informed of his
arrival.
Meaning
2: Reporting how
things have
developed by now.
Time expressions: by
now; so far; never;
ever; several times;
since; lately.
Examples: So far, ten
workers have been
fired. He has never
been invited to their
house before.
–
Simple past Past continuous Past perfect Past
perfect
continu
ous
Meaning: The action
happened in the past.
Time
Meaning: The
action was going on
(1) when another
Meaning: The action
happened before
another past action
–

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expressions: yesterday;
last week; last year; in
1996; in 2010; two
hours ago.
Examples: His house
was built a year ago.
She was offered a good
job last week. The
telephone was invented
by Alexander Bell.
past action
happened or (2) at
some point of time
in the past.
Time
expressions: while;
when; at five
o'clock yesterday.
Examples: When I
came to the
hospital, Tom was
being examined by
the doctor.
or before some point
of time in the past.
Time expressions: by
the time; before;
after; by 1990; by
yesterday; by last
week.
Examples: By the
time I returned, the
work on the project
had been finished.
By 1995, all
apartments in the
new building had
been sold.
Simple future Future
continuous
Future perfect Future
perfect
continu
ous
Meaning: The action
will happen in the
future.
Time
expressions: tomorrow;
in a few days; next
week; in 2025; in the
future.
Examples: The film
will be released in a
month. This work will
be done tomorrow.
– Meaning: The action
will happen before
another future action
or before some point
of time in the future.
Time expressions: by
the time; by 2035; by
tomorrow; before.
Examples: By the
time you return, the
report will have been
typed. By 2050 the
cure for cancer will
have been found.
–
Material no .5
Presenting information clearly and effectively is a key skill to get your message or
opinion across and, today, presentation skills are required in almost every field.
Whether you are a student, administrator or executive, if you wish to start up your own
business, apply for a grant or stand for an elected position, you may very well be asked to
make that dreaded presentation.

58. 58
If, in this position, the first thing you do is open up PowerPoint, then you should
probably first spend some time developing your presentation skills. Delivering
an inspirational or captivating presentation requires a lot of preparation and work, and
you may not even need PowerPoint at all!
Many people feel terrified when asked to make their first public talk, but these initial
fears can be reduced by good preparation which will also lay the groundwork for making
an effective presentation.
Here you can learn how to develop your presentation skills, we recommend working
through our step-by-step guide:
 What is a Presentation?
A presentation is a means of communication which can be adapted to various speaking
situations, such as talking to a group, addressing a meeting or briefing a team. To be
effective, step-by-step preparation and the method and means of presenting the
information should be carefully considered. (See also Effective Speaking)
Preparing a Presentation
Preparation is the most important part of making a successful presentation. This is the
crucial foundation and there should be no short-cuts.
 Organizing the Material
Irrespective of whether the occasion is formal or informal, always aim to give a clear,
well-structured delivery. You should know exactly what you want to say and the order in
which you want to say it. Clarity of ideas and good organisation should result in a lively,
logical and compelling message.
 Writing Your Presentation
This article offers advice on how to write an effective presentation. Before you write
your presentation, you should already have started to prepare by developing your ideas
and selecting the main points to include.
 Deciding the Presentation Method
Few people are able to give a presentation without notes. You will need to know your

59. 59
own abilities and decide how best to make the presentation. You might manage your talk
by using full text, notes on cue cards, keywords on cue cards, or mind maps
 Working with Visual Aids
Most visual aids will need advance preparation and should be operated with efficiency.
Only use visual aids if they are necessary to maintain interest and assist comprehension:
do not use them just to demonstrate your technological prowess. If visual aids are used
well they will enhance a presentation by adding impact and strengthening audience
involvement, yet if they are managed badly they can ruin a presentation.
 Managing the Event
The practicalities of how you manage your presentation even can make a significant
difference to its success, and to your nerves!
 Coping with Presentation Nerves
It is entirely natural to feel nervous before making a presentation. Fortunately, there are
some tried and tested strategies and techniques to manage your nerves so that you can
concentrate on delivering an effective and engaging presentation.
 Dealing with Questions
At the start of your presentation, you should make it clear whether and when you would
prefer to deal with questions. Some speakers prefer questions to be raised as they arise
during the presentation whilst others prefer to deal with questions at the end. Decide in
advance how and when you wish to handle questions.

60. 60
Material no .6

61. 61

62. 62

63. 63

64. 64
Appendix 1
This survey demeanor by students of International Islamic University
Islamabad, Faculty of English Language and Literature, to scrutinize English
Language in pragmatic fields. A project of English for Specific Purpose (ESP), to
seek that how far English Language is imperative in the professional life of
Engineers.

65. 65
Name: ______________________
Age: ___________ Gender: __________
Education: ___________________________ Profession: ________________________
Working Experience: _____________________ Contact No_______________________
Working Institution: _______________________________________
14. How far English is important in your opinion?
b. Very important b. somehow important c. no importance
15. To what extent you have to communicate with people in English?
b. Frequently b. occasionally c. No communication
16. With whom you have to communicate in English?
b. With boss b. with colleagues c. with native customers
d. with foreign customers e. with other departments g. with all
17. Do you think that your profession requires the practice of skills, such as reading, writing,
listening and speaking?
b. Yes b. no
18. Which type of speaking skill is required in your profession?
b. Formalspeaking b. presentation skill c. informal communication
d. all of the above
19. Which type of writing skill your profession requires?
b. Technical writing b. business letter writing c. report writing d. above all
20. Which type of material you have to read?

66. 66
b. Reports b. advertisements c. manuals d. documents
e. agreement f. bills g. invoice h. delivery notes
21. Is listening problematic for you, at any situation?
b. Yes b. no don‟t know
22. What is the weak area in which you want to be proficient in English?
b. technical vocabulary b. grammar c. pronunciation
23. Which time of the day is convenient for you, to attend this course?
b. From 9 a.m- 11 a.m b. from 3 p.m – 5 p.m c. from 7 p.m- 9 p.m
24. Which day of the week is suitable for you, to attend this course?
b. Saturday - Sunday b. Friday- Sunday c. Tuesday- Wednesday
25. In which methodology of teaching you will want to learn English?
c. Through text books b. through discussion session
c. through lecture delivery methodology
26. In your opinion, which method of evaluation will be useful?
b. Daily base assignments b. daily base class test
c. only one test at the end of the course d. only one project
e. no proper evaluation criteria
27. Why are you attending this course?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
28. What are your future expectations, after attending this course?

67. 67
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
29. Do you think fluency in English language can improve your status, at current job?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
30. Any suggestion you think that could be beneficial to improve our designed course?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Date:

68. 68
Appendix 2

69. 69
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