MATERIALS DESIGN

Presenter: Melika RajabiInstructor: Dr. Estaji

The most characteristic features of ESP work is

materials writing.

ESP teachers spend most of their time writing materials, because:

1. A teacher or institution may want to provide teaching

materials that will fit with specific subj area of particular

learners. But these materials may not be available

commercially.

2. When suitable materials are available, it may not be

possible to buy them because of currency or import restrictions

3. ESP materials may be written for non-educational reasons. Ex: for enhancing the reputation of an instruction or an individual

The process of materials writing may help to make teachers more aware of

what is involved in teaching and writing.

SOME PRINCIPLES FOR WRITING THE MATERIALS

a) materials provide a stimulus to learning, they encourage learners to learn and do not teach. They contain:

1. Interesting texts

2. Enjoyable activities

3. Opportunity for learner to use existing knowledge

4. Content that both teacher and learner can cope with.

b) Materials help to organize the teaching-learning

process by providing:A path through the complex mass of lg to

be learnt

Good materials provide a clear and coherent unit structure (that guide teacher and learner to max

the chances of learning through various activities)

help the teacher in planning lessons &

encourage a sense of progress and achievement in the learner.

Materials model clear and systematic, flexible enough

to allow for creativity and variety

c) Materials include a view of the nature of lg and learning materials should truly reflect what you think

and feel about learning process.

d) Materials reflect the nature of the learning task.

Lg learning is a complex process

involving many different kinds and levels of language

e) Materials can have a very useful function in

broadening the basis of teacher training by: Introducing teachers new techniques

f) Materials provide models of correct and appropriate lg use.

MATERIALS DESIGN MODEL

By which I said, now we can present a model that

we have used for writing our own materials.

Aim: provide a coherent framework for integration of various aspects of learning

The model consist of 4 elements:1. Input2. Content focus3. Lg focus4. task

A MATERIALS DESIGN MODEL

input

Content lg

task

INPUTCan be a text, dialogue, video-recording, diagram or any piece of communication data.

It provides number of things:1. Stimulus material for activities2. New lg items3. Correct models of lg use4. A topic for communication5. Opportunities for learners to use their inf

processing skills6. Opportunities for learners to use their

existing knowledge both of the lg and the sub matter.

CONTENT FOCUS

Lg is not an end in itself, it’s a means of conveying inf and feelings about

sth.

LANGUAGE FOCUS

Aim: enable learners to use lg.

In lg focused learners have the chance to take

the lg to pieces, study how it works and practice putting it back together.

TASK

The ultimate purpose of language learning is

LANGUAGE USE.Materials should be designed to:

lead towards a communicative task in which

learners use the content. and

language knowledge they have to built up

through the unit.

REFINING THE MODEL

starter

INPUT

LGCONTENT

TASK

project

Additional input

Student’s own

knowledge and

abilities

MATERIALS AND THE SYLLABUS

There are several syllabuses operating in any course.

A model must be able to ensure adequate coverage

through the syllabus of all the features identified as

playing a role in the development of learning.

To having an internal coherence, each unit must

also relate effectively to the other units in the Course.

TYPES OF MODELS

Predictive:It provides the generative framework within

which creativity can operate. Ex: the unit model

Evaluative: It acts as a feedback device to tell you whether

you have done what you intended. Ex: syllabus/unit interface model

USING THE MODELS

Stage 1.

Find your text (for getting subject- content knowledge)

Stage 2.

Think of a task the learners could do at the end of the unit

Stage3.

Is the task the kind of activity that will benefit your students according to the syllabus?

Stage 4.

Decide what language structures, vocabulary, functions and content the input should contains.

Stage 5.

Think of some exercises for students to practice.

Stage 6.

Decide the input according to the product.

Stage 7.

Go through stages 1-6 again with the revised input

Stage 8. check new materials against the

syllabus and amend accordingly. Stage 9. try the materials in the classroom Stage 10. Most importantly, revise the

materials in the light of classroom use.

Thanks For Your Patient Attention