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ve defined the term. Such as Munby(l 978,22):"ESP courses are those where the syllabus and materials are determined in allessentials by the prior analysis of the communication needs of the learner. " Mackayand Mountford(l978,22): "ESP is generally used to refer to the teaching of Englishfor a clearly utilitarian purpose. This purpose is usually defined with Reference tosome occupational requirement, for example, for international telephone operators,civil airline pilots, etc., or vocational training programs, for example, for hotel andcatering staff, technical trades, etc., or some academic or professional study, forexample, engineering, medicine, law, etc." Hutchinson &Waters' (1987, 19):"ESP isan approach to language teaching in which all decisions as to content and method arebased on the learner's reason for learning." Robinson, Pauline C" ed. HywelColeman(l989,398) describes ESP as a type of ELT(English Language Teaching ) anddefines it as: "Goal-oriented language learning." Horace, a faithful follower of Ciceroand a famous lyricist? studied translation from the perspective of art and recommendsa natural style in literary creation and translation.
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2.2 ESBP

2.1.1 What is ESBP?
Generally speaking, ESBP is a branch of ESP. Ellis and Johnson's (2002, 11):"business English had to be seen in the overall context of ESP (English for specificpurposes), as it shared the important elements of needs analysis, syllabus design,course design, and materials selection and development which were common to allfields of work in ESP." As with other varieties of ESP, "business English implies thedefinition of a specific language corpus and emphasis on particular kinds ofcommunication in a specific context."(E.D, 1994, 1) And business English is theEnglish language used in business activity, which is a communication with otherpeople within a specific context. St John (1996) indicated that: "ESBP courses wererather to be post-experience, intensive, and company-based, which meant that theywere designed to meet particular needs required in the workplace."
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Chapter Three Needs analysis........ 13
3.1 Introduction....... 13
3.2 The elements of Needs Analysis....... 14
3.3 The Purpose and Necessity of Needs Analysis....... 19
3.4 Conduct a Training Needs Analysis....... 20
3.5 Procedures....... 23
Chapter Four Teaching theory....... 31
4.1 Communicative Approaches....... 31
4.2 Constructivism Learning Theory .......35
Chapter Five Course Syllabus....... 43
5.1 The Needs of This Course....... 43
5.2 Aim of This Course .......43
5.3 The Main Points for the Course Design....... 44
5.3.1 Setting the Objects....... 44
5.3.2 Teaching Methodology....... 45
5.3.3 Teaching Materials .......47
5.4 The Roles of the Trainers and Trainees....... 48
5.5 Course Focus....... 49
5.6 Course Duration .......50
5.7 Features of the Design....... 50
5.8 Overview of This Course .......50
5.9 Course Frame .......51
5.10 Assessment for Learners....... 70

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