1. Introduction The audience of our English for Occupational Purposes (EOP) Project was a 19-year-old male who is currently a student from the Control Management Engineering Program at Universidad Diego Portales (Santiago). This program aims to form professionals who are able to manage all control mechanisms in a company, as well as to plan and supervise activities oriented to define and evaluate the different utility centers present in it, which makes them able to work in both national and international companies. To prepare its students for their professional future, the program has six courses of English in its curriculum, being English 3 our student’s current level. Taking into account the aim of the Control Management Engineering program and our student’s level of English, our project has two main objectives: the first one is to improve those skills that our student needs to fulfill the previously mentioned aim of his program; and the second one is to enrich those skills that will make our student able to perform as well as possible in his current English 3 course. In order to make our intervention as successful as possible, we and our student arranged an informal meeting with two purposes: to know what skills he has already worked on in the English courses he has taken so far, and to find out how they have been worked on. This way, we were able to have an idea of the skills that are given more emphasis in the program and the type of activities they have to do to enhance them. The instruments we applied (interview and questionnaire) gave a clear picture of his current situations regarding his level of English. He told us that the development of productive skill –writing and speaking- is an immediate and delayed need of our pupil. He described his level of proficiency as intermediate –a 3 in a 1-to-5 scale- base from which he added that he needed to work on his writing skill to be able to write letters, emails, and memorandums; and his speaking skill to make oral presentations and describe processes that take place inside a company, for he is required to do such things at the university. In addition, he said that the only thing he does outside the classroom to improve his English is listening to music in the target language. On the other hand, he mentioned that the most common way of teaching English at the university through in-class handouts, viewing PowerPoint presentations, and using students’ books for the English subject. Plus, in other subjects he deal with interactive software set up in the target language. However, he feels the way his language process is more efficient is by putting language into practice with others, a task that is quite similar to what he is expected to do as a professional. Considering all what has been mentioned, our project focused on developing the two productive skills of the English language through oral presentations, dialogues with the teacher, impromptu speech activities, and work interviews, which included vocabulary of his field of study; making sure that he worked on what he needs to learn in the way that fits him best. Unfortunately we did not have time to make our student take a diagnostic test in order to find out what kind of tasks are more suitable for him, but we decided that the type of placement test is the PET –obviously adapted to his needs-, as passing it “shows you are able to use your English language skills for work, study and travel” (Cambridge English, n.d.) The classes took place in our student’s house in Santiago, as it has a study room equipped with a whiteboard, a desk, a laptop and enough space to do all of the activities planned. Regarding who was going to teach, we decided that only one of us was going to play the role of the teacher, but some activities were going to be led by the rest of the group depending on which one fits best our specific abilities. 2. Description of the Syllabus This course, an English for Occupational Purposes one, was designed taking into account Dudley Evans & St. John’s Parameters of Course Design (1998). In accordance to it, the present course can be labeled as an intensive one-off EOP course designed for a Control Management Engineering student. This was a 1 month and 1 week-long course with a total number of 5 sessions of 90 minutes each. It was taught on Saturdays, being the first lesson on September 27 and the last one in October 25, from 11.00 A.M to 12.30 P.M in our student’s house in Santiago. The syllabus of this course is a topic-based one (Hutchinson & Waters, 1987), as its main organizing principle-the one assembling each of the sessions-consists of topics related to our student’s field of study, such as The Job Quest, The Job Interview, and Meetings at Work. Nevertheless, it is not the only principle that is present in this syllabus. Tasks-such as arranging meetings, introducing yourself, and making a résumé-also constitute an organizing principle, since they arrang