The document is from the University of Brighton and discusses materials used for teaching English as a second or other language in the UK. It examines criteria for evaluating such materials, including whether they provide exposure to authentic English use outside the classroom and help learners take advantage of the English-speaking environment. General English teachers hope for more realistic tasks that prepare students for real life situations. The document also evaluates materials A, B and C according to 12 criteria.

1. UNIVERSITY OF BRIGHTON
2012 - 2013
TLM 25:
MATERIALS
MARY CARR
PATARAPORN
RUKPIUM
ZEYNEP SAG

2. Learning English in the UK
 ESOL / English as a second or other
language
 EFL / English as a foreign language
 EIL / English as an international language
 ESP / English for specific purposes
 EAP / English for academic purposes
TOMLINSON & MASUHARA (2008: 159)

3. BRIAN TOMLINSON & HITOMI MASUHARA
Materials Used in the UK (2008: 160)
 A vital criterion of evaluation for materials for learners of
English in the UK should be,
 ‘To what extent do the materials help learners to take
advantage of the English-speaking environment outside
the classroom?’
 GE teachers hope for
‘more realistic tasks that prepare students for real life
situations’.
 Providing input / facilitating intake

4. BRIAN TOMLINSON & HITOMI
MASUHARA Materials Used in the UK
(2008: 171)
CRITERIA A B C
1 To what extent do the materials provide exposure 5 9 6
to English in authentic use?
2 To what extent is the exposure to English in use 7 8 8
likely to be meaningful to the target learners?
3 To what extent are the texts likely to interest the 6 8 7
learners?
4 To what extent are the activities likely to provide 7 8 7
achievable challenges to the learners?
5 To what extent are the activities likely to engage 8 9 8
the learners affectively?
6 To what extent are the activities likely to engage 8 8 8
the learners cognitively?

5. CRITERIA A B C
7 To what extent do the activities provide 5 9 6
opportunities for learners to make discoveries about
how English is used?
8 To what extent do the activities provide 5 9 6
opportunities for meaningful use of English?
9 To what extent do the activities provide 5 7 5
opportunities for the learners to gain feedback on
the effectiveness of their use of English?
10 To what extent are the materials likely to sustain 7 8 7
positive impact?
11 To what extent do the materials help the learners 5 8 6
to make use of the English speaking environment
outside the classroom?
12 To what extent do the materials help the learners 6 7 6
to operate effectively in the English speaking
environment outside the classroom?