a summary ofMaterials for General Englishby Hitomi Masuhara and Brian Tomlinsonin Tomlinson (Ed.) (2008: Chapter 2, 17-37)...
What Kinds of ELT contexts are GeneralEnglish Coursebooks Catering for?Target two different kinds of teaching contexts:• ‘...
What are the similarities and differencesbetween GE and EFL contexts?Similarities:• Teachers have tended to be native spea...
DifferencesGE context:• Students are physically in the English-speaking  environment.• The learners face immediate need fo...
EFL context:• Learners do not have immediate communication  needs outside the classroom.• The length of the course is long...
What are the needs of GE learners?• To improve the four language skills, especially  speaking and listening to everyday En...
Are the coursebooks meeting users’needs and wants?They seem to respond to the general needs as:• They all cover skills, vo...
Major problems with GE materials• too many dry and dull texts• not authentic or real• are not preparing students for real ...
Suggestions for improvements• introduce interesting people and their views and  opinions from different etnic groups• offe...
• not only focus on helping learners to become  accurate and fluent but also help them to  become appropriate and effectiv...
ReferencesTomlinson, B. & Masuhara, H. (2008) Materials for General English inTomlinson, B. (Ed.) English Language Learnin...
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Materials for General English

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A presentation for the Materials module I am doing.
It is based on Masuhara and Tomlinson's work in, Chapter 2 of English Language Learning Materials 2008, Editor Tomlinson, Continuum.

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Materials for General English

  1. 1. a summary ofMaterials for General Englishby Hitomi Masuhara and Brian Tomlinsonin Tomlinson (Ed.) (2008: Chapter 2, 17-37),English Language Learning Materials, A CriticalReview, Continuum. University of Brighton TLM 25: Materials Prepared by Esin Yuksel Zeynep Sag
  2. 2. What Kinds of ELT contexts are GeneralEnglish Coursebooks Catering for?Target two different kinds of teaching contexts:• ‘General English’ (GE) in English-speaking countries• ‘English as a Foreign Language’ (EFL) in non- English-speaking countries
  3. 3. What are the similarities and differencesbetween GE and EFL contexts?Similarities:• Teachers have tended to be native speakers from English-speaking countries• Teaching has mainly take place in language schools, colleges and universties
  4. 4. DifferencesGE context:• Students are physically in the English-speaking environment.• The learners face immediate need for everyday communication.• The length of GE courses tends to be short.• Small classes, multi-cultural
  5. 5. EFL context:• Learners do not have immediate communication needs outside the classroom.• The length of the course is long.• Large classes, homogenous mono-lingual/ mono-cultural group• Learners often face examinations.
  6. 6. What are the needs of GE learners?• To improve the four language skills, especially speaking and listening to everyday English• Being fluent in English for better job prospects• To enlarge their vocabulary and consolidate their grammar
  7. 7. Are the coursebooks meeting users’needs and wants?They seem to respond to the general needs as:• They all cover skills, vocabulary and grammar.
  8. 8. Major problems with GE materials• too many dry and dull texts• not authentic or real• are not preparing students for real life situations• Seems to be culturally biased towards white- middle-class British• grammar exercises are often not related to the texts• so many activities to get through• formats are repetitive.
  9. 9. Suggestions for improvements• introduce interesting people and their views and opinions from different etnic groups• offer opportunities for language/cultural/critical awareness• provide ready resources that are up-to- date, varied and affectively and cognitively engaging
  10. 10. • not only focus on helping learners to become accurate and fluent but also help them to become appropriate and effective communicators as a result of placing production activities• provide more opportunities for extensive reading, listening and viewing• entertain and inspire teachers as well as learners
  11. 11. ReferencesTomlinson, B. & Masuhara, H. (2008) Materials for General English inTomlinson, B. (Ed.) English Language Learning Materials: A CriticalReview, London: Continuum, 17-37. THANK YOU
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