This article describes the design and implementation of a business proposal module for final-year science students at a tertiary institution in Hong Kong. It is argued that in the needs analysis process, the present situation analysis (PSA), that is, personal information about the learners and factors which may affect their learning, is just as if not more important than, the target situation analysis (TSA), that is, professional information about the learners in terms of their future language requirements. The PSA aspect of the needs analysis was found to present several constraints impinging on the course design, which required compromises and adaptations to be made to how the course was originally envisaged. The module adopts the case-study approach which is advocated in the literature on EOP as it mirrors the activities and practices of a real-life business situation. The article describes how key teaching points (socio-pragmatic competence, the issue of "glocalisation", communication with impression, genre conventions and interdisciplinarity, and usage errors) are addressed within the case-study approach.