design.
In teaching English for professional purposes, language level is inseparable from language selection. The most
challenging task here is to bring “the right English language” to “the right professional”. This is especially vivid
now that everyday English has ceased to be “in deficit”. It’s the “English in professional context” that has turned out
to be the most requested and the least explored area of research and practical pedagogy.
A course-book of English for professional purposes designed for future engineers studying at a university in
Russia is expected to embrace three level of English and namely: A2 – Pre-Intermediate, B1 – Intermediate, B2 –
Upper-Intermediate. Ideally, the three levels of English need to address the same topic areas of professional studies.
That would enable the learners of different degrees of language proficiency to get actively involved in the teaching
activities and to cooperate interactively during the lessons.
Training activities in the course-books also undergo change. Depending on the future profession, translation
activities may be relevant for future engineers, annotation writing will be in demand among future researchers and
journalists, preparing presentations and writing business letters will be useful for managers, the texts of city and
country tours will be of interest for future guides, writing the texts of advertisements might be the necessary skill for
PR-specialists. Plumbers, babysitters, electricians and other specialists will need a different language agenda for
their course of English.