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A Technical Proposal Detailing the Teaching Approach

1. Introduction
Different language trainees basically need various language courses in line with levels of their
command of the language. Now that the 17 staff members of the Ethiopia-Canada Cooperation
Office (ECCO) are dealing with finance, HR, administrative posts as well as driving and cleaning
services, the courses they need should be ESP1.

That English is the official working language in the office but, due to the nature of working
context, some members of the staff have less opportunity to speak English with colleagues and /or
partners in daily work, and the fact that some members of staff are expected to produce higher
quality written documents and materials2 imply that at least two separate ESP courses need to be
prepared for the 17 staff members of the ECCO. These are English for Professional Purposes1
(EPP1) and English for Professional Purposes 2 (EPP 2) based on the degree to which the trainees
share the same or nearly the same occupational life experiences. The former is for staff members in
finance, HR and administrative posts, whereas the latter is for drivers and cleaners. Both groups
will have different courses with contents featuring various tasks (sets of exercises) geared towards
helping the trainees to practice and improve mainly conversational skills in addition to writing
skills in the context of occupational life experiences. However, since the level of command of
English varies among trainees, the 17 staff members will individually take a 15 minute spoken and
a 45 minute written placement test (English test of twenty items, i.e. ten items for each skill) before
they begin class to figure out whether or not they are of a beginner, an intermediate or advanced
level. The test results will also be used to select and grade course contents in accordance with the
trainees challenges.

I strongly believe that the ECCO has all the right to choose the course that best suits its staff. It
may opt for EPP1 or EPP2 depending on the availability of its inputs for the training. I am always
at its disposal to provide the trainees with all the best that they need to effectively communicate in
English.

ESP (English for Specific Purposes). Cf. http://www.uwinnipeg.ca/index/elp-esp


As indicated in the Request for Proposals (RFP) at http://cida-ecco.org/WP/wordpress/wp-content/uploads/2014/05/RFPEnglish-Training-May-2014.pdf
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2. Student assessment
The trainees will be evaluated based on one (15%) test at the end of each of the first four units (i.e.
60% for the four units) of the five units in each of the two courses, EPP1 and EPP2. Since a
Communicative Approach in a Learner-Centered classroom is employed during the training, the
tests are mainly administered in a pair/group work (e.g. conversations in class, written tasks) and
some individual activities (e.g. speeches and reports based on cue cards in class, written tasks) in a
form of continuous assessment. Moreover, there will be individual work, i.e. a (40%) written final
examination3, at the end of the fifth unit in each course. Finally, a written record (on CD) of the
grades of each student, along with a report on the trainees class attendance, will be communicated
(out of 100%) to the ECCO a week after the end of the training.

3. Curriculum delivery
A Communicative Approach4 in a Learner-Centered classroom lends itself to the teaching of a
language in exploratory and participatory tasks of lessons in which the teacher is mainly
considered a facilitator. Each lesson has presentation, practice and production stages and centers on
a theme (content) of the unit5. The presentation stage deals with preparing (motivating) the learners
for the lesson to be taught; the practice stage is conducted to help the learners to exploit the text
through interactive and exploratory exercises; the production stage is geared towards helping the
learners to apply the target language items to their own innovative situations. Speaking, writing,
listening, reading, vocabulary and grammar will be treated in each unit. Nevertheless, the two
productive macro skills (speaking and writing) along with listening and vocabulary will be
emphasized since the ECCO has already indicated the need to do so in the purposes and objectives
section of its terms of reference6. Furthermore, trainees take part and are assessed in activities
individually, in pairs or groups in line with clearly stated instructions of exercises. In short, lessons
will be delivered in accordance with the trainees pace of learning and command of the language in
classes dominated by the students active participation and many rooms for their questions that are
tactfully (i.e. without hurting the students feelings) addressed.
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The final examination in both courses will feature expressions, vocabulary, communicative grammar and writing
activities in occupational communicative settings of the trainees.
4
Cf. http://www.cambridge.org/other_files/downloads/esl/booklets/Richards-Communicative-Language.pdf
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E.g. Various relevant topics (management, administrative, logistics, driving).
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The major ones are to::
a) Enhance the speaking and listening skills of ECCO staff and improve their ability to interact and communicate more
accurately, confidently and effectively with their supervisors, colleagues and partners in various social and working
contexts.
b) Enrich the vocabulary of ECCO staff on various relevant topics (management, administrative, logistics, driving).
c) Enhance the writing skills of ECCO staff and improve their ability to prepare concise and well-structured reports,
presentations and project documents such as project agreements, annual working plans, activity/project reports and project
proposals, as relevant and required in their respective roles.

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