MaterialsMaterials DesignDesign

Material Design Material Design is one of the is one of the

most most characteristic characteristic

features of ESP features of ESP in Practicein Practice

A large amount A large amount of the ESP of the ESP

teacher´s time teacher´s time is taken up in is taken up in

writing writing materialsmaterials

Why?Why?

The teacher or The teacher or institution may wish to institution may wish to

provide teaching provide teaching materials that fit the materials that fit the

specific subject area of specific subject area of particular learners and particular learners and

which may not be which may not be available commerciallyavailable commercially

Even when suitable Even when suitable materials are available, materials are available,

it may not be possible to it may not be possible to buy them because of buy them because of currency or import currency or import

restrictionsrestrictions

ESP materials may also ESP materials may also be written for non-be written for non-

educational reasonseducational reasons

This is why ESP teachers This is why ESP teachers produce in-house produce in-house

materialsmaterialsWhat is the target What is the target

audience?audience?Students at a particular Students at a particular

institutioninstitution

But there is a problem: But there is a problem: Only few teachers have Only few teachers have had any training in the had any training in the skills and techniques of skills and techniques of

materials writingmaterials writing

On the other hand, the On the other hand, the process of material process of material writing may help to writing may help to make teachers more make teachers more

aware of what is aware of what is involved in teaching involved in teaching

and learningand learning

Techniques for Techniques for producing ESP producing ESP

materialsmaterials

What are What are materials materials

supposed to do?supposed to do?

They provide STIMULUS to They provide STIMULUS to learninglearning

They help organise the They help organise the teaching-learning process, teaching-learning process, providing a path through the providing a path through the language to be learntlanguage to be learnt

They reflect the nature of the They reflect the nature of the learning tasklearning task

They provide models of They provide models of correct and appropriate correct and appropriate language uselanguage use

Good MaterialsGood Materials

They do not teach; they They do not teach; they encourage learners to encourage learners to

learnlearn

They will contain They will contain interesting texts, interesting texts,

enjoyable activities and enjoyable activities and opportunities for learners opportunities for learners

to use their existing to use their existing knowledgeknowledge

They should provide a They should provide a clear and coherent unit clear and coherent unit

structure which will guide structure which will guide teacher and learner in teacher and learner in

various activities in such a various activities in such a way as to maximise the way as to maximise the

chances of learningchances of learning

They should reflect what They should reflect what you think and feel about you think and feel about

the learning processthe learning process

A materials design modelA materials design model

Consists of 4 elements:Consists of 4 elements:

1) 1) InputInput: a text, a : a text, a dialogue, etc. The Input dialogue, etc. The Input

provides stimulus material provides stimulus material for activities, new for activities, new

language items, correct language items, correct models of language use, a models of language use, a topic for communication, topic for communication,

etc.etc.

2) 2) Content FocusContent Focus: : language is not an end in language is not an end in

itself, but a mean of itself, but a mean of conveying info and conveying info and

feelings about something. feelings about something. Non-linguistic content Non-linguistic content should be exploited to should be exploited to generate meaningful generate meaningful communication in the communication in the

classroomclassroom

3) 3) Language FocusLanguage Focus:enable :enable learners to use language. learners to use language. Learners have the chance Learners have the chance to take the language to to take the language to

pieces, study how it works pieces, study how it works and practise putting it and practise putting it back together againback together again

4) 4) TaskTask:the ultimate :the ultimate purpose of language purpose of language

learning is LANGUAGE learning is LANGUAGE USE. Materials should be USE. Materials should be

designed to lead towards a designed to lead towards a communicative TASK in communicative TASK in which learners use the which learners use the content and language content and language

knowledge they have to knowledge they have to built up through the unitbuilt up through the unit

MATERIALS AND THE MATERIALS AND THE SYLLABUSSYLLABUS

Although one feature Although one feature might be used as the might be used as the organising principle organising principle of a syllabus, there of a syllabus, there are in fact several are in fact several syllabuses operating syllabuses operating in any course.in any course.

We must take account We must take account not just of the visible not just of the visible features of the target features of the target situation, but also of situation, but also of intangible factors that intangible factors that relate to the learning relate to the learning situation. E.g.: learning situation. E.g.: learning involvement, variety, involvement, variety, use of existing use of existing knowledge.knowledge.

There needs to be There needs to be coherencecoherence between between the the unit structureunit structure and the and the syllabus syllabus structurestructure to ensure to ensure that the course that the course provides adequate provides adequate and appropriate and appropriate coverage of syllabus coverage of syllabus items.items.

Two types of model used Two types of model used in the materials design in the materials design process:process: 1) 1) PREDICTIVE:PREDICTIVE: this kind this kind

of model provides the of model provides the generative framework generative framework within which creativity within which creativity can operate. It is a model can operate. It is a model that enables the operator that enables the operator to select, organise and to select, organise and present data.present data.

2) 2) EVALUATIVE:EVALUATIVE: this kind of this kind of model acts as a feedback model acts as a feedback device to tell you whether device to tell you whether you have done what you you have done what you intended. The syllabus/ unit intended. The syllabus/ unit interface model is used as a interface model is used as a checklist. Materials are checklist. Materials are written with only outline written with only outline reference to the S/UI. When reference to the S/UI. When enough material is available enough material is available it can be used to check it can be used to check coverage and appropriacy.coverage and appropriacy.

GUIDELINES GUIDELINES FOR USING THE FOR USING THE

MODELSMODELS

STAGE 1STAGE 1 Find your text.Find your text.

You can operate three criteria:You can operate three criteria:

1- It may be a natural 1- It may be a natural occurring piece of occurring piece of communication.communication.

2- Be sure it suits the learner’s 2- Be sure it suits the learner’s needs and interests.needs and interests.

3- It should be capable of 3- It should be capable of generating useful classroom generating useful classroom activities.activities.

STAGE 2STAGE 2

Go to the end of the Go to the end of the model. Think of a model. Think of a task that the task that the learners could do at learners could do at the end of the unit.the end of the unit.

STAGE 3STAGE 3

Go back to the Go back to the syllabus. Is the task syllabus. Is the task the kind of activity the kind of activity that will benefit your that will benefit your learners?learners?

STAGE 4STAGE 4

Decide what language Decide what language structures, vocabulary, structures, vocabulary, functions, content the functions, content the input contains. Which of input contains. Which of these would be useful for these would be useful for the task, what aspects of the task, what aspects of language and content language and content can be usefully focussed can be usefully focussed on in the exercises?on in the exercises?

STAGE 5STAGE 5

Think of some Think of some exercises and exercises and activities to practise activities to practise the items you have the items you have identified.identified.

STAGE 6STAGE 6

Go back to the Go back to the input. Can it be input. Can it be revised in any way revised in any way to make it more to make it more useful? Try out any useful? Try out any revisions on your revisions on your learners.learners.

STAGE 7STAGE 7

Go through stages Go through stages 1- 6 again with the 1- 6 again with the revised input.revised input.

STAGE 8STAGE 8

Check the new Check the new materials against materials against the syllabus and the syllabus and amend accordingly.amend accordingly.

STAGE 9STAGE 9

Try the materials in Try the materials in the classroom.the classroom.

STAGE 10STAGE 10

Most importantly, Most importantly, revise the materials revise the materials in the light of in the light of classroom use. There classroom use. There is no such thing as is no such thing as perfect materials. perfect materials. They can always be They can always be improved.improved.