ESP MATERIAL DESIGN

1. Developing Materials

2. Overview
 Definition of Developing Materials
 Basis to choose, adapt, or develop
materials
 3 possible ways to develop materials:
 Materials evaluation
 Materials design
 Materials/ textbooks adaptation

3. Developing Materials
Determining the
organizing principle(s)
(e.g., themes, genres,
tasks)
Identifying the course unit
based on the organizing
principle(s)
Sequencing the
units
Determining unit
content and developing
materials
Organizing unit
content

4. Developing Materials
 For a teacher designing a course, materials
development means creating, choosing or adapting, and
organizing materials and activities so that students can
achieve the objectives that will help them reach the
goals of the course.
 Materials development encompasses decisions about
the actual materials you use, as well as the activities
students do, and how the materials and activities are
organized into lessons.

5. A list of considerations for Developing
Materials
 The students and their needs
 The goals and objectives of the course
 The view of how students learn and of the
students and teacher roles in the classroom
 The aspects of language students need to learn
 The types of activities

6. 1. Activities should be relevant to students’
experience and knowledge
2. Activities should be relevant to students’ outside
of class needs
3. Activities should build students’ confidence
4. Activities should allow students to problem
solve, discover, analyze
5. Activities should help students develop specific
skills & strategies
A list of considerations for Designing
Activities

7. 6. Activities should help students develop specific language
& skills they need for authentic communication
7. Activities should integrate the 4 skills: speaking,
listening, reading, and writing
8. Activities should enable students to understand how a
text is structured
9. Activities should enable students to understand cultural
context, cultural differences
10. Activities should enable students to develop social
awareness
11. Activities should be as authentic as possible
A list of considerations for Designing
Activities (cont.)

8. 12. Activities should vary the roles and groupings
13. Activities should be of various types and
purposes
14. Activities should use authentic texts or relia
when possible
15. Activities should employ a variety of materials
A list of considerations for Designing
Activities (cont.)

9. Considerations for Developing
Materials: Making choices
 Material:
 Tasks/ Activities:
 Language output (by students):
Pedagogical Authentic
Semi-authentic
Pedagogical In the real
world
Real world
Controlled Open-ended

10. Materials evaluation

11. Materials Evaluation
 Evaluation is basically a matching
process: matching needs with the
available solutions
 In short, it is selecting from existing
materials

12. Ellis’s Model (1997)
Micro- evaluation
 Choosing a task to follow;
 Describing the task which requires specification of the content of a
task in terms of input, procedures, language activities and
outcomes;
 Planning the evaluation with reference to the above;
 Collecting information (before the task is used, while it is used and
on completion of the task) and about how the task is performed,
what learning took place as a result and T’s and Ss’ opinions of the
task;
 Qualitative and quantitative analysis of the information collected;
 Reaching conclusion, making recommendations for future teaching
 Writing report.

13. Cunningsworth’s Model (1995)
Teaching material should be evaluated from the
following perspectives:
 Language content
 Selection and grading of language items;
 Presentation and practice of language items;
 Developing language skills and
communication abilities;
 Supporting materials;
 Motivation to the learners.

14. Criteria (cont.)
 Cunningsworth’s criteria:
 Materials should correspond to learners’ needs;
They should match the aims of the program;
 They should reflect the uses (present and future)
of learners
 They should facilitate learners’ learning processes,
without dogmatically imposing a “rigid” method;
 They should have a clear role as support for
learning. Like teachers, material mediate between
target language and the learners.

15. Materials Evaluation
Hutchinson & Waters’ Model (1987)
Define criteria
On what bases will you
judge materials? Which
criteria will be more
important?
Objective analysis
Analysis of materials being
evaluated
Subjective analysis
Analysis of your course, in
terms of materials
requirements
Matching
How far does the
material match
your needs?

16. Criteria for material evaluation
 Hutchinson and Waters’ criteria:
 Audience
 Aims
 Content
 Methodology

17. Subjective analysis Objective analysis
Audience Who are your learners?
Who is the material
intended for?
Aims
What are the aims of
your course?
What are the aims of
the materials?
Content
What language points
should be covered?
What language points
do the materials cover?
More details of Hutchinson and
Water’s Model of Materials Evaluation

18. Subjective analysis Objective analysis
Content
What text-types should
be included?
What kinds of texts are
there in the materials?
How should the content
be organized throughout
the course?
How is the content
organized throughout
the materials?
How should the content
be sequenced throughout
the course?
How is the content
sequenced throughout
the book?
Materials Evaluation (cont.)

19. Subjective analysis Objective analysis
Method
ology
What kinds of
exercises/tasks are
needed?
What kinds of exercises
are included in the
materials?
What teaching-learning
techniques are to be
used?
What teaching-learning
techniques can be used
with the materials??
What guidance/support
for teaching the course
will be needed?
What guidance do the
materials provide?
Materials Evaluation (cont.)

20.  Answer questions on subjective column first to
identify your requirements. This information can
be then used as a basis for writing your own
materials or as input to the later stages of
materials evaluation.
 Analyze the materials you have selected by
answering objective questions.
 Compare the findings. Make your choice.
Materials Evaluation (cont.)

21. Ways to develop materials
 Materials evaluation: selecting from
existing materials
 Materials design: writing your own
materials
 Materials adaptation: modifying existing
materials

22. Materials design
 Why design materials?
 Defining objectives
 A model of materials design
 Using the models
 Activities sequencing
 Hints for designing materials

23. Why write materials?
 Materials fitting specific subject area of
particular learners might not be
available in the market.
 Even when they are available, there
might be some restrictions (currency,
import restrictions)
 For non-educational reasons, e.g.
enhancing the reputation of an
institution or an individual

24. Defining objectives: What are
materials supposed to do?
 Materials provide a stimulus to
learning, they should contain:
 Interesting texts
 Enjoyable activities
 Opportunities for learners to use their
existing knowledge and skills
 Content which both learner and teacher
can cope with

25. Defining objectives: What are
materials supposed to do? (cont.)
 Materials help to organize the teaching-
learning process through various activities.
A material model must be clear, systematic
but flexible (not tightly structured) to allow
for creativity and variety.
 Materials reflect the author’s view of the
nature of language and learning process.
 Materials reflect the nature of the learning
task

26. Defining objectives: What are
materials supposed to do? (cont.)
 Materials help broaden the basis of
teacher training (by introducing teachers
to new techniques).
 Materials provide models of correct and
appropriate language use. It should not
simply be a statement of language use but
the analysis of discourse.

27. A material design model
 The model consists of 4 elements:
input, content focus, language focus,
task.
CONTENT LANGUAGE
INPUT
TASK

28. Elements of the model of
materials design
 Input: a text, dialogue, video-recording,
diagram, or any piece of communication
data. It provides:
 stimulus material for activities;
 new language items;
 correct models of language use;
 a topic for communication;
 opportunities for learners to use their
existing skills and knowledge of the
language and the subject matter.

29. Elements of the model of materials
design (cont.)
 Content focus: meaningful communication in the
classroom should be generated as language is a
means of conveying information and feelings.
 Language focus: good materials should involve
not only communication activities but also the
knowledge of language necessary.
 Task: materials should be design to lead
towards a communication task in which learners
use the content and language knowledge they
have learnt.

30. An expanded materials model
CONTENT LANGUAGE
INPUT
TASK
starter
project
student’s own
knowledge
and ability
additional
input

31. Using the models
 Stage 1: Find your text basing on three criteria
 It should be naturally occurring piece of
communication
 It should be suited to the learners’ needs and interests
 It should be capable of generating useful classroom
activities
 Stage 2: Go to the end of the model. Think of the
task that learner could do at the end of the unit –
details not needed (to assess the potential of the
text for classroom activities)

32. Using the models (cont.)
 Stage 3: Go back to the syllabus and think if the
task will benefit your learners or not.
 Stage 4: Decide what language structures,
vocabulary, functions, content the input contains.
 Stage 5: Think of some exercises and activities to
practice the items you have identified
 Stage 6: Go back to the input and make any
revision to make it more useful if possible
 Stage 7: Go through stage 1-6 again with the
revised input.

33. Using the models (cont.)
 Stage 8: Check new materials against
the syllabus and amend accordingly.
 Stage 9: Try the materials in the
classroom.
 Stage 10: Revise materials with regards
to classroom use.

34. Activities sequencing
 From simpler to more complex
 From more controlled, to more open-ended
(requiring more initiative)
 From providing knowledge or skills to
requiring using them
 From using receptive skills to using
productive skills (input before action)
 From using productive skills to activate
knowledge to using receptive skills to
consolidate knowledge

35. Other approaches to sequencing
 Going from the other (another’s
viewpoint) to self, the subjective (one’s
own viewpoint)
 Or the steps could be reversed, from
personal experience to universal
experience

36. Some hints for designing
materials
 Use existing materials as a source for
ideas
 It’s better to work in a team
 Don’t set out to write materials on the
first draft
 Don’t underestimate the time needed
for writing materials
 Pay careful attention to the appearance
of your materials

37. Adapting a textbook

38. Opinions about textbooks
 Teacher 1: “I don’t use a textbook. I prepare
all my own teaching materials. After all, I
know my students’ needs better than any
course book writer does.”
 Teacher 2: “I couldn’t teach without a
textbook. I use it just like a recipe. Follow it
page by page, and you can’t go wrong.”
 Teacher 3: “I find my course book very
useful. I use it a lot of the time. But not all
the time.”

39. Aims of “adapting a textbook”
 To show teachers like Teacher 1 that using a
textbook isn’t such a bad idea after all
 To prove to teachers like Teacher 2 that one
needn’t be a slave to a textbook
 To suggest to teachers like Teacher 3 some
new ways of deciding when and how to get
away from the textbook
 To help you to teach more actively and
flexibly in order to accommodate the needs of
the students

40. Adapting a textbook
 Advantages and disadvantages of using
a textbook
 How to adapt a textbook
 Choices in adapting a textbook
 Suggestions

41. Advantages and disadvantages of
using a textbook
 Advantages
- Provides a syllabus for the course
- Provides a kind of road map of the course for
the students
- Helps the teacher to save time in finding
materials
- Provides teachers with a basis for assessing
students’ learning
- Provides supporting materials
- Provides consistency

42. Advantages and disadvantages of
using a textbook (cont.)
 Disadvantages
- The content or examples may not be relevant to the
students
- The content may not be at the right level
- There may be too much focus on one aspects of
language and not enough focus on others
- There may not be the right mix of activities
- The sequence is lockstep
- The activities, readings, visuals, etc. may be boring
- The material may go out of date
- The timetable for completing the textbook or parts of
it may be unrealistic

43. How to adapt a textbook
 Getting inside a textbook
- Investigating how a textbook is put
together
- Understanding the hidden curriculum of
the textbook
 Considering other factors

44. Investigating how a textbook
is put together
 How have the authors conceptualized
content?
 How is the material organized?
 On what basis are the units sequenced?
 What is the content of a unit?
 What are the objectives of the unit?
 How does the unit content help to
achieve the objectives?

45. Understanding the hidden
curriculum of the textbook
 What is “hidden curriculum”?
 Why do you need to be aware of the
hidden curriculum?
 How to check out the hidden curriculum
in a textbook?

46. Understanding the hidden
curriculum of the textbook
 What is “hidden curriculum”?
- The underlying messages that go
beyond factual information of the
course content
- These may have to do with religious,
political beliefs, or with attitudes
towards certain kinds of people,
nationalities, or cultures

47. Understanding the hidden
curriculum of the textbook (cont.)
 Why do you need to be aware of the
hidden curriculum?
- For the sake of your own teaching
integrity
- Because learners who identify with
groups who are discriminated against in
the course content may feel
disadvantaged and learn less well

48. Understanding the hidden
curriculum of the textbook (cont.)
 How to check out the hidden curriculum
in a textbook?
- Sexism
- Social orientation
- Values

49. Considering other factors
 The givens of your context
 Your beliefs and understandings about
how people learn languages
 Your students’ needs and interests

50. Choices in adapting a textbook
 Activity level: change, supplement,
eliminate activities
 Unit level: change the order of activities
and adapt existing activities
 Syllabus level: change, add to, or
eliminate parts of the syllabus

51. An example of adapting a
textbook at the activity level
Simone’s adaptations of unit 13 of
Intercom 2000 Book 1
Presentation activity
Time: About 15 minutes
Grammar: Past tense of verb to be
(was/were)

52. What is in the textbook
The unit begins with a dialogue between
Toshio Ito, from Japan, and the Logans,
friends he is visiting in the United States. The
introduction to the dialogue includes
contrasts between the present and past such
as:
“Last week he was in Hong Kong and Tokyo”
“This week he is in Winfield at the home of his
friends, the Logans.”

53. What is in Simone’s lesson
plan
1. Divide the board into two columns (present/past)
2. Write sentences about yourself and your family in the
columns.
Past Present
I____ a student in 1976. I____ a teacher at ACBEU.
I____ 7 years old in 1977. I____ 25 years old.
My parents____ single in 1977. My parents___ married.
3. Ask students to try to complete the blanks using the verb to
be in the past and present
4. Pair students up and ask them to write sentences about
themselves and their parents in the present and in the past to
be shared with their partners

54. Suggestions
 Making your own tapes
 Introducing a reading text
 Making up writing exercises

55. Making your own tapes
 Taping records and radio broadcasts
(where legal)
 Taping various model voices, both
monologues and dialogues
 Taping the students’ own voices

56. Introducing a reading text
 Asking students to do a listening
exercise
 Using visuals
 Pre-teaching crucial vocabulary

57. Making up writing exercises
 Neither too hard nor too easy
 Relevant, both to the students and the
subject dealt with in the learning unit
 Linguistically suitable, both in terms of
grammar and vocabulary
 Not to long
 Have some kinds of communicative
purpose (functional/ personal/
imaginative)