Material design is an important part of ESP teaching. There are several principles to consider when designing materials: 1) Materials should stimulate learning by including interesting texts, enjoyable activities, and opportunities for learners to use existing knowledge. 2) Materials help organize the learning process by providing a clear structure to guide learners through various activities. 3) Materials should reflect the nature of the learning task and provide models of appropriate language use. 4) An effective material design model includes input, content focus, language focus, and tasks. The input provides stimulus, new language, and models. Content focus conveys information. Language focus allows practice. Tasks use the language learned.

2. WHAT IS MATERIAL DESIGN?
Material writing is one of the most characteristic features of ESP in practice in marked contrast to general
english teaching, a large amount of the ESP teacher’s time may well be taken up in writing materials.
A. A teacher or institution may wish to provide teaching materials that will fit the specific subject area of
particular learners. Publisher are naturally reluctant to produce materials for very limited markets.
B. Even when suitable material are available, it may not be possible to buy them because of currency or
import restriction.
C. ESP materials may also be written for non-educational reasons: for example, in ordre to enhance the reputation of an
institution or an individual. Material are a visible product of activity is useful or even necessary.
the process of material writing may help to make teachers more aware of what is involved in teaching and learning.

3.  Definiting Objectives
We can identify some principles which will guide us in the actual writing of the materials.
A. Materails provide a stimulus to learning. Good materials do not teach: they encourage learners to learn.
Good materials will, therefore,contain:
- interesting texts
- enjoyable activities which engage the learners’ thinking capacities:
- opportunities for learners to use their existing knowledge and skill;
B. Material help to organise the teaching-lerning process, by providing a path throught thr complex mass of
the language to be learnt. Good materials should, therefore, provide a clear and coherent unit structure which
will guide teacher and learner throught various activities in such a way as to maximise the chances of
learning.
C. Material embody a view of the nature of language and learning.
D. Material rflect the nature of the learning task.
E. Material can have a very useful function in broadening the basis of teacher training, by introducing teachers
to new techniques.
F. Materials provide models of correct and appropriate language use.

4.  A Material design model
The aim of this particular model is to provide a coherent framework for the integration of the various aspect of
learning, while at the same time allowing enough room for creativity and variety to flourish. The model
consist of four elements: input,content focus,language focus,task.
a. Input: This may be a text, dialogue,video-recording, diagram or any pieces of communication
data,depending on the needs you have defined in your analysis. The input provides a number of things;
- stimulus material for activities;
- new language items;
- Correct models of language use;
- A topic for communication;
b. Content focus: Language is not an end in itself, but ameans of conveying information and feeling about
something.
c. Language focus: our aim is to enable learners to use language, but it is unfair to give learners communication
tasks and activities for which they do not have enough of thr necessary language knowledge. Good
materials should involve both opportunities for analysis and synthesis. In language focis learners have the
chance to take the language to pieces, study how it works and practice putting it back together again
d. Task; The ultimate purpose of language learning is language use. Material should be designed, therefore, to
lead towards a comunicative task in which learners use the content and language knowledge they have built
up throught the unit.

5.  A Material design model: sample materials
As the unit title indicates,language is approached throught an area of content. The topic represent a common form
of technical discourse-describing a circulatory system-althought In this case, presented from an unusual point of view
- It creates a context of knowlwdge for the comprehension of the input. Comprehension in the ESP classroom is often
more difficult than in real life,because texts are taken in isolation. In the outside world a text would normally appear in
a context, which provides reference points to assist undestanding ( Hutchinson and waters, 1981)
- It activates the learners’ minds and gets them thinking. They can then approach the text in an active frame of mind.
- It arouses the learners interest in the topic
- It repeals what learners already know in terms of language and content. The teacher can then adjust the lesson to take
this into account
- It provides a meaningful context in which to introduce new vocabulary or grammatical items.

6.  Material and the syllabus
We noted also when dealing with needs analysis in chapter 5 that we must take account not just of
the visible features of the target situation, but also of intangible factors that relate to the
learning situation, for example learner involvement, variety, use of existing knowledge etc.
We have made wide use of models throughout this book. At this point it is useful to make a
cautionary distinction between two types of model, since borh are used in the material design
process:
a. predictive. This kind of model provides the generative framework within which cretivity can
operate.
b. Evaluative. This kind of model acts as a feedback device to tell you wether you have done
what you intended.
If the models are used inappropriately, the materials writers will almost certainly be so swamped
with factors to consider that they will probably achieve little of worth.

7.  Using the models: a case study
The models we have presented are ones that we have used in preparing our own material and in
this part we shall look at how they were used in creating the blood cell unit
They consisted of texts about maritime topics, for example the roles of the various officers and
men on ship, types of ships, istructions for taking a ship out of port. We found these texts
difficult to exploit for a number of reason:
a. They were mostly descriptive. There was little that could be done with them beyond reading
and answering comprehension questions.
b. They contained a lot of very specific vocabulary which could only be effectively explained
with realita that were noy available to us in the ESP classroom.
c. More worrying was the fact that the student did not have a lot of general technical language
that would help them to understand the specific language, for example, it is difficult to explain
words like ‘sheet’, ‘backspring’ and ‘rudder’, if the students don’t know words like ‘rope’ and
‘steer’

8. Conclusion:
In this chapter we have looked in detail at one of the most characteristic features of ESP work;
material witting. We have presented and shown how to operate a model which puts into
practice a learning-centred approach to material.
a. We have noted that there is much commond ground between learners of apparently very
different subject specialisms. Thus you should first question wether the learners’ needs are
significantly different from those of other groups in your institution.
b. If a new set of material is needed, the second alternative is to look at published materials. You
may not find one course which completely fits the bill, but a judicious selection of units from
two or more courses may cover the needs of many students.
c. Even if the first two alternative fail to provide exactly what you want, you can still try
adapting existing material.
d. The final possibility is to try and reduce the area of the course that will require new material.