Seven basic models for teaching languages for special purposes (LSP) are outlined: (1) language-levels; (2) skills; (3) rhetorical functions; (4) notions/concepts; (5) situations; (6) topics; and (7) tasks. These models are examined through analysis of the texts (textbooks, research documents, and others) used to teach LSP courses. Examples of teaching units for each model are given, as well as the major theoretical influences for each model. The concept of genre for operating in both the classroom and the larger society is examined. It is proposed that the analysis of discourse and other features of any given genre within a field can provide the course designer with a manageable and meaningful framework within which to construct courses and that it can offer the learner tools with which to engage in any of the structurable events of business and professional life. (MSE)