The purpose or this stu~ was to establish prelimin.aryrncriteria tor designing ~ appropriate English course tor therntared Music School. To achieve this, the existing Englishrnprogramme of the school was assessed; questionnaires,rninterviews and teaching materials were/also used.rnConcerning the existing English programme t the resultsrnrevealed little or no correspondence between the Englishrnsyllabus of the school and the textbooks in use, both inrnterms of objectives and contents. More over, it was alsornfound that to a large measure neither the syUabus nor therntextbooks corresponded with the needs of students.rnQuestion ~aires were distributed to subject teachers, studen~rngraduates of the Yared Music Bchool and their employers in whichrnthey were asked to indicate the degree of importance of macroskillsrnand language activities in their respective contexts.rnStudents were asked to show the frequency with which they werernrequired to use macro-skillS and Language activities in learningrnother music subjects in general and in learning I selectedrncorurses of the school. They were also asked to rank 10rnselected topic areas of interest they like to be engaged inrnin their 3nglish clas3~s. The results indica~ed that for mostrnot the four subject groups, the receptive skills, listening andrnreading, were regarded as the most important. Next to them,rnwriting was considered important, followed by speaking in bothrnacademic and occupational contexts.rnSimilarly, the most important and or frequent languagernactivities involved the receptive skills. On the whJle, thernfindingS showed that for acadamic purposes the importantrnlanguage activities within each macro-skills were: a)rnreading-instructions, textbooks and handouts b) writing takingrnnotes from lectures, and writing answers to examsrnand writing about composers and copositions, c) listinjng understandingrndiscussions and recordings and d) speaking askingrnand answering questions in class. Most~these resultsrnwere reaffirmed by both teacher and student interviewees.rnConcering the ranking of the topics students unanimoualyrnranked the arts as their most favourite topic and politics as thernleast.rnFor occupational PQrposes the most important languagernactivities for the students were: a) reading books, journals,rnand news papers b) writing notes from books and journals andrnfrom lecturls on seminars and work shops, c) listeningunderstandingrnlectures and recordinDs and~peaking-singingrnsongs and participating in dialogues.rnFinally, teaching materials were presented to the 3rd yearrnstudents for four weeks. After that questionnaires were distributedrnto them and interviews were conducted with randomlyrnselected stuients of the same group in order to identity theirrnatti tu4es towards current language teaching techniques. Tbernresults indicated thEt the students had positive attitudesrntowards pair and group work. An interview was also conductedrnwi th the director of the school who intim.:-''_.atedthat the school,rnwithin its financial limits, was willing to make material asrnwell as financial support availB,ble to enrich the English