1.

"English for specific purposes is a term that refersto teaching or studying English for a
particularcareer (like law, medicine) or for business ingeneral." (International Teacher
TrainingOrganization, 2005).ESP involves teaching and learning the specific skillsand
language needed by particular learners for aparticular purpose.An ESP program is
therefore built on an assessmentof purposes and needs and the functions for
whichEnglish is required1.
2. 2. The most important EGPfeatures are:1. The focus is often oneducation;2. As the
learners’ futureneeds are impossible topredict, the course contentis more difficult to
select;3. Due to the above pointit is important for thecontent in the syllabus tohave a high
surrendervalue.The most relevant ESPfeatures are:1. The focus is on training;2. As
English is intended to beused in specific vocationalcontexts, the selection of
theappropriate content is easier;3. It is important for the contentin the syllabus to have a
highsurrender value, most relevantto the vocational context;4. The aim may be to create
arestricted English competence
3. 3. • The study has been conducted only on the teachers ofElementary level of
government schools of Rawalpindi andIslamabad;• It analyzes the needs of the learners
by taking into considerationtheir present situations.• The study cannot be used to interpret
the teachers on thewhole, because their needs can vary according to their situation.•
Course design can subject to various changes with differenceother than government
elementary schools.
4. 4. Needs analysis ‘provides a basis for setting goals and objectives’ (Nunan and Lamb
1996: 27).Need is basically a gap between the present situation and the target situation.
5. 5. c. Wants: Hutchinson and Waters’ (1987) definition of wants (perceived orsubjective
needs of learners) corresponds to learning needs. Lack: It is required to know what the
learner knows already, so that it canbe decided then which of the necessities the learners
lack. Necessity: These needs are determined by the demands of the targetsituation. It
means what the learner has to know in order to functioneffectively in the target situation.
6. 6. Learning Needs
7. 7. A course for the teachers of Elementary level has been designed bytaking into account
the learners interest, how, what, why, when andwhere they want to learn. This range of
acquaintance is important todesign a significant course for the learners.
8. 8. QuestionnairesFormalinterviews
9. 9. In this we have asked them about their free schedule andgeneral information about
their job requirements ,in responsethey said they want this course on sat-sun ,secondly
they canonly spare 1 hour max.During observations we acknowledged that what
shouldbe the strategies for designing the coursefor them.Informal
Discussion:Observations:DATA ANALYSIS
10. 10. Demand of your job35%For promotion0%All of the above65%Q-1 Why do you want to
learn English?Demand of your job For promotion All of the above
11. 11. To improve status9%To move in societyconfidently10%Urge to learnEnglish10%To
learninternationalmodern teachingtechniques38%All of the above33%Q-2 ANY OTHER
PURPOSE FOR LEARNINGENGLISH?
12. 12. Grammar33%Expression28%Vocabulary33%All of the above6%Q-3 WHICH
ASPECT OF ENGLISH IS DIFFICULT FORYOU?
13. 13. Writing0%Speaking14%Reading4%Listening0%All above82%Q-4 WHAT MEDIUM
WILL YOU USE FOR THISLANGUAGE IN YOUR JOB?
14. 14. Head ofinstitution5%Outsiders0%Student59%Colleagues9% All of the above27%Q-5
WHO WILL BE THE PEOPLE YOU USEENGLISH WITH?
15. 15. Classroom23%Playground0%Office0%Staffroom0%All of the above77%Q-6 WHAT
WILL BE THE PHYSICAL SETTING, IN WHICHENGLISH WILL BE USED?
16. 16. Native students55%Foreigner students0%Both45%None0%Q-7 STUDENTS IN
YOUR CLASS ARE?
17. 17. Frequently78%Seldom5%In smallamounts11%In largeamounts6%Q-8 IN WHAT
AMOUNT ENGLISH WILL BE USED
18. 18. Lecture anddemostration18%Conversation9%Meetings0%All of the above73%Q-9 IN
WHAT CONTEXT YOU WILL USE ENGLISH?
19. 19. Workshops23%Seminars4%Lectures by experts5%All of the above68%Q-10 WHAT
KIND OF SESSION YOU THINK SHOULD BETHERE BESIDE TRAINING COURSE?
20. 20. 02468101214GRAMMAR SPEAKING VOCABULARY WRITING READINGGrammar
Speaking Vocabulary Writing ReadingExcellent 4 4 2 6 13Good 9 10 14 14 6Fair 7 6 5 2
2Present Situation Analysis
21. 21. When they were asked about their demands for the ESP course, they said that
thegrammar should be focused in the course. They also wanted to improve
theirvocabulary and desired some exercise should be added to improve their
vocabulary.They also wanted to improve their communicative skills as well as
expression. They also found obstacles in using English grammar. They had
insufficientvocabulary or if they had they didn’t know the appropriate use of that
vocabulary. Dueto the lack of vocabulary, it was difficult for them to express their
thoughts. . While discussion we analysed that they even preferred to speak Urdu. As a
teacherthe main demand of their job was to be fluent in speaking English. In the light of
the open ended questions that were provided to them, we haveanalysed that majority of
the people found English speaking and has issues withBasic Grammar
22. 22. 
23. 23. Days Activities Duration Aim RequirementWeek 1(Writing skills)Day-1 Important
Building Blocks OfGrammar60-65 MIN To Give BasicKnowledge ForGrammar RulesIn
this basic lecture on Basic grammar concepts with handouts will be given to studentsDay-
2 Tenses 60-65 Overview of all tensesLecture and written exercises if Tenses will be
givenWeek 2Day-1 How to write a letter and its types 60-65 Min To fulfill
teachersprofessional needsIn this activity lecture on how to write a letter, its types and
exercise on to write a formal andinformal letter will be conduct by trainers.Day-2 How to
write a report 60-65 Min To fulfill teachersprofessional needs
24. 24. Week 5Day 1 Use of vocabulary 60-65 Min to ensure right use ofvocabularyDay 2
Revision 60-65 MinWeek 3Day 1 How to write an application 60-45 Min To fulfil
teachersprofessional needsDay 2 Short story writing 60-65 Min TO
IMPROVEEXPRESSIONWeek 4Day 1 Memo writing 60-65 Min To fulfil
teachersprofessional needsDay 2 Essay writing 60-65 Min Expression Improvement
25. 25. Days Activities Duration AIM RequirementsWeek 6(SPEAKING SKILLS)Day-1 Using
Large ChunksApp 160-65 Min Oral Fluency PracticeList Of Large Chunks Will Be Given
To Them And They Will Use Them In Their Conversation AsPractice.Newspaper Cutting ,
Dialogue Activity Will Be Conduct For ImprovementDay-2 Telling Personal Experiences
60-65 Min Oral Fluency PracticeIn This Students Will Share Their Personal Experiences
In Time Frame Of 5 Min To Class.Week 7Day1 Re-Telling Stories 60-65 Min Oral Fluency
PracticeIn This, learners Hear Sketches From Their Classmates And Retell Them.Day-2
Two Min Debates 60-65 Min Oral FluencyIn This Student Will Debate In Pairs About Any
Topic.
26. 26. Week 8Day1 Short Role-Plays 60-65 Min Oral Fluency Role play cardsRole Play
According To Instructions On Role Play CardDay-2 Find Differences 60-65 Min Think In
EnglishSpeak In EnglishPicturesStudents Speak In Order To Find The Differences
Between Two Similar Pictures.Week 9Day1 Weekly Talkshow 60-65 Min Think In
EnglishSpeak In EnglishThree Students Answer Questions From The Class On A
Particular Topic.Day-2 Holiday Adventure Discussion 60-65 Min Think In EnglishSpeak In
EnglishStudents Plan An Adventure Holiday In Groups.Week 10Day 1 Revision 60-65
Min
27. 27. Days Activities Duration Aim RequirementWeek 11(Reading skills)Day 1 Strategies of
reading 40-45 Min To improve pronunciation,and fluency in readingTo give an overview
about how to readDay 2 Paragraph reading 40-45 Min To improve pronunciation,and
fluency in readingFew newspapersand magazinesRead a paragraph from English
magazine, newspaper.Week 12(Listening skills)Day 1 DocumentaryBy this learners will
concentrate on documentary and than questions will be asked by them .Day 2
Assessment 40-45 Min To evaluate performanceDetail assessment of Students regarding
all skills .
28. 28. PracticeTo make them familiar with rulesTo revise their prior knowledge about
building blocks ofGrammarTo teach them basics of Grammar
29. 29. Level:Elementary Time: 60-65 minapproximately.
30. 30. 
31. 31. 12345678910ahablahcheersdarneekgoodbyeouchpoohshooughscaredmeaningless
talksee you soonget awayit is so easylooks beautifuldisgustpaina drinking toastgot hurt
32. 32. Training Evaluation Form• What aspects of the training could be improved?• Other
comments?     learnerPlease indicate your impressions of the items listed below.11.
How do you rate the training overall?Excellent Good Average Poor Very poor Data
collector  Area Supervisor I am a:
33. 33.     9. Class participation andinteraction wereencouraged.    8. The trainer
met thetraining objectives.    7. The quality of instructionwas good.    6. The
trainer wasknowledgeable.    5. The materials distributedwere pertinent and useful.
   4. The content wasorganized and easy tofollow.    3. The training
objectivesfor each topic wereidentified and followed.    2. I will be able to apply
theknowledge learned.    StronglyAgreeAgree Neutral DisagreeStronglyDisagree1.
The training met myexpectations.