The document discusses the design and role of materials in English for Specific Purposes (ESP) teaching, highlighting various forms, sources, and selection criteria. It emphasizes the importance of tailoring materials to the learners' needs and integrating different skills and activities to enhance the learning experience. Additionally, it addresses considerations for teachers when selecting materials to ensure they are engaging, relevant, and appropriate for the students.

1. Chapter 4
Designing
Materials in ESP
By:
Bazrina binti Ramly
(159209)
Lylia binti Aziz
(161759)
Nik Nor Nabillah Anis binti Nik Yahya (157814)
Sayidatul Fatima binti Mohd Mazeli
(160121)

2.  Definition
 Forms of Materials
 Roles of Materials
 Characteristics of Materials
 Where to get Materials
 Sample of Materials
 Conclusion
 Questions

3. Materials can be anything in
linguistic, visual, auditory and
kinaesthetic forms that are used to
facilitate the teaching and learning
process. (Tomlinsom,1998)

4. a) linguistic
b) auditory
c) visual
d) kinaesthetic

5. According to Harsono (2007), materials can also be:
a) experiential
b) elicitative
c) instructional
d) exploratory

6. Consider:
1. needs and wants of the learners
2. language choice
3. development of specific skills
4. Strategies for operating in ESP
context

7.  Stimulation and motivation
 Source of language
 Learning support
 For reference and enrichment
 Revision

8.  Teacher-generated Materials
 Learner-generated Materials
 Authentic Materials

9.  Materials specifically generated for
teachers that teach ESP.
 Factors that need to be taken into
account:
• Matching carrier content to real
content
• Providing variety
• Grading exercises
• Presenting the material well

10. Real content
- the main purpose of the course
Carrier content
- aspects that is used to assist the
real content
(e.g.: English for Banking)

12.  Variety in micro-skills
- Focus on more than one macro-skill (e.g
writing, speaking, reading, listening)
 Variety in types of activities
- Using visuals & thinking based activities (e.g
diagrams, flowcharts)
 Variety in interaction
- Changes from teacher input to individual
work to pair work to class discussion

13.  Grading basically helps provide
learners with tasks at different
levels of difficulty.
 One way to achieve this is by
setting tasks in three levels. (e.g
unsupported, partially
supported, fully supported)

15.  Materials specifically generated by
learners for their own learning
experience.
 Examples:
 Framework materials
 Activities that are devised by learners

16.  Remove the difficulty to balance the
levels and appropriateness of carrier
and real content
 Set a context or a framework
 learners fit their own carrier content
and their existing language
competence

17. Relocation of head office to a new site
London Midlands
Prestigious Space to expand
Close to Heathrow Airport Some loss of personnel
Traffic Congestion More flexible layout
More expensive Good road and air
communication
Short-term relocation costs
Production Process
Advantages Disadvantages

18.  Text comprehension
- A pair of learners prepare some comprehension
questions (as well as the answers) and exchange them
with another pair. Each pair will answer the other
pair's set of questions.
 Note taking / Information transfer
- Learners themselves can think of some creative
activities to transfer information for their peers (and
their teachers)
 Vocabulary Development
- Learners can generate their own sets or word
partnerships

19.  Carefully selected so that it’ll be appropriate
to the subject
 Make sure do not go out of the intended topic
 Teacher knows the level of the students’
language knowledge and the target level
they want to achieve (course objectives)
 Select or design materials/task that will
simulate the students’ real-life situation as
closely as possible
 Leave room for flexibility

20. Teachers should consider the following
questions in selecting the materials (Lewis &
Hill,1993) :
 Will the materials be useful to the
students?
 Do they stimulate students’ curiosity?
 Are the materials relevant to the students
and their needs?
 Are they fun to do?
 Will the students find the tasks and
activities worth doing?

21. I) Textbook-based
 Readily available
 Psychologically represents something
concrete
 Publishers, commercial companies
 Bookstores, conferences, colleagues, friends,
web pages
 Teachers will know what materials are
available and what materials are
appropriate for various purposes
 Be creative

22. II) Tailor-made
 More precisely geared to the needs of the
students
 Collecting the materials when the teachers
go abroad to English speaking country
 Browsing the internet for ideas
 TVs and radios (current information)
 Printed materials
 Provide the teachers with the opportunity to
decide on the vocabulary, functions and
structures combination that will be most
relevant

23. Teachers can rely on some important
considerations (Haycraft, 1987):
 length of the course.
 The target audience of the course.
 The appropriate structural grading: students
should be taught what they need to know “in
the right order with the right priorities”.
 The vocabulary should be useful and in current
use.
 The appropriate idiomatic English.
 The materials should be “visually alive” and
“well presented”.

24.  Refer to PDF documents.

25.  Definition of materials
 Forms of materials
 The role of materials
 Categories of materials
 Materials Selection
 Sources of materials
 Sample of materials

26.  Materials are not just a mere tools
that can be randomly use to assist
the teaching and learning process,
but, materials are also one of the
important aspects in teaching ESP
to guide the teachers and students
in understanding the subjects
better.

27.  Briefly define the meaning of
materials.
 Briefly explain two roles of materials
for ESP teaching and learning.
 What are the three categories of the
materials?
 How does a teacher get ideas for
tailor-made materials? Explain.
 Give one benefit each for textbook
and tailor-made materials.