GROUP 2

MAED-TEL
SUMMER
CLASS 2023
 ENGLISH
FOR
SPECIFIC PURPOSES
 MERRY
MARASIGAN
Material Design

PRESENTORS
and Selection

MELANIE
GAWAD
Using Authentic Materials

ELLYZZA
AXALAN
Evaluation and Testing:
Meaning, Effects and Purpose
TOPICS
TO BE
DISCUSSED
MODULE 4 : MATERIAL DESIGN AND
EVALUATION
UNIT 1: MATERIAL DESIGN AND SELECTION
MODULE 4 : MATERIAL DESIGN AND
EVALUATION
UNIT 2 : USING AUTHENTIC MATERIAL
MODULE 5: TESTING AND EVALUATION
UNIT 1 :MEANING,EFFECTS AND PURPOSES
 MODULE 4:
Materials Design
and Evaluation

UNIT1 -Material Design

and Selection
How important for
us to have
materials?
How it beomes necessary for
us to have selection?
 Introduction
Role of instructional material - cannot be overemphasized

Problem:
use an already designed mateial in his/her area
design a new one or to adapt the existing
material
 MATERIALS
Refers to anything that is used to facilitate the
learning of a language and increase the learners'
MAIN knowledge and experience.

CONCEPT MATERIALS
"could obviously be cassettes, videos, CD-ROMs,
dictionaries, grammar books, readers, workbooks or
photocopied exercises. They could also be newspapers,
food packages, photographs, and live talks by invited
native speakers, instructions given by a teacher, tasks
written on cards or discussions between learners.
In other words, they can be anything which is
deliberately used to increase the learners' knowledge
and/or experience of the language" -Brian Tomlinson
(1998)
 MATERIAL WRITING
MAIN
CONCEPT most important characteristics of ESP

MATERIALS
It should be intrinsically interesting.
It should contain enjoyable activities, opportunities
to learn, content which both the learner and the
teacher can cope with and therefore motivating.
GOOD TEXTBOOK should REFLECT LIFE, NOT just LANGUAGE

A COURSE should, one would hope, BE INTERESTING in its

OWN RIGHT - its content stimulating and informative.
 Syllabus
IT IS A DOCUMENT WHICH SAYS WHAT WILL BE
LEARNT.
(HUTCHINSON & WATERS, 1987, P.38)

Main purpose of materials syllabus

IT IS TO BREAK DOWN THE MASS OF KNOWLEDGE TO BE LEARNT
SPECIFIED IN AN EVALUATION SYLLABUS INTO MANAGEABLE
UNITS.
 CRITERIA

Topic syllabus

CRITERIA CRITERIA

Functional/notional syllabus Structural/situational syllabus

MAIN IDEA CRITERIA

CRITERIA EIGHT CRITERIA FOR A Skills and strategies Syllabus

MATERIALS SYLLABUS DESIGN
Skills syllabus
CRITERIA
Functional/task-based syllabus

CRITERIA CRITERIA
Discourse/Skills Syllabus Situational syllabus
 MAIN
CONCEPT
IN SOME SYLLABUSES
Topic syllabus and Skills syllabus -- single
criterion
Structural/situational syllabus -- blend two
criterion together

This blending of criteria is extended into a

multi-layered syllabus concept by McDonough.
 Points in Selecting texts
and Designing Exercises

Materials should be Materials should Materials should provide

both content-based have their exercises a stimulus to learning,
and skill-focused similar to activities containing interesting

at target situations. contexts and enjoyable
activities.

Materials should
provide a clear and Materials should try
coherent unit structure Material should
to create a balanced provide models of
which will guide outlook which reflects
teachers and learners correct and
through various the complexity of the appropriate
activities in such a way task, yet makes it language use.
as to maximize the appear manageable.
chances of learning.
 Material Grading
IT IS A SEEMINGLY EASY YET CONTROVERSIAL
ISSUE.

Two main groups of sequencing

criteria
McDonough (1984, p.81)
SEQUENCING ACCORDING TO LINGUISTIC CRITERIA
ORDERING ACCORDING TO LEARNING CRITERIA
3.2Criteria/Principles
for Material
Production

Good materials should be designed to help towards the

achievement of set objectives characteristic of ESP.
Effective materials should make the learners to put in the
maximum effort but at the same time make them feel
comfortable and confident that they can learn.
 Qualities of a Good Material
Materials with lots of white space are better than crammed pages
with a number of activities.

Materials, both texts and illustrations, related to the learners'

culture is better.

Materials which appear to teach them in a relaxed and

supportive tone is better than those which only tests them.

Materials which stimulate and challenge the learner and at the

same time make the goal achievable is likely to improve learner
confidence.

Materials which engage the learners in learner-centered discovery

activities and require their self-investment make them feel
confident and firmly in control.
 Qualities of a Good Material
Materials which offer fedback about the progress and help the
learners check their own understanding make the learners take up
the responsibility for their own learning with confidence and
personal involvement.

Materials could also make the learners feel at ease by not

compelling them to produce in the target language before
they are ready to do so.

Materials need to take into account that the learning process, like
the growth of a limb, is gradual and not a sudden.
 Principles for Material
Designers
Willis (1998b)

Exposure to the Some focus on

Learning is a language form is
target language in
meaning system. desirable.
use is vital
Good material should contain the
following:
a) Materials provide a stimulus to learning.
b) The function of material is to organize the
teaching-learning process, by providing a path
through the complex mass of the language to
the learner.
c) The structure should not be monotonous.
d) Your material should contain your view about
the nature of language and learning.
Good material should contain the
following:
e) Materials should reflect the nature of learning
task.
f) Good materials should broaden the teacher's
training and introduce him/her to new
techniques.
g) Materials should provide correct and
appropriate language use.
 3.3 Principles for Material
Designers
INPUT

CONTENT LANGUAGE

TASK
Input
Was formed by the text, dialogue, video-
recording, diagram or any piece of
communication.
It provides a new language item.
It also provides correct models of language use
and a topic for communication.
It also provides opportunities for the learners to
use their information processing skills and their
existing knowledge, both of the language and
the subject matter.

"The input should vary in style, mode, medium

and purpose and should be rich in features which
are characteristic of authentic discourse in the
target language. And if the learners want to be
able to use the language for the general
communication, it is important that they are
exposed to planned, semi-planned and
unplanned discourse. (Brian Tomlinson)
CONTENT Focus
The linguistic and non-linguistic content
should be exploited for meaningful
communication orally and written form in
genuine work settings.
learners are expected to learn:
skills
language

Implementation of COURSE-BOOK
LANGUAGE Focus
learners with opportunities for:
Analysis
Synthesis

learners should be able to take the language to

pieces, study how it works and practice pputting
it back together again.
task
It has become an important element in
syllabus design, classroom teaching and
learner assessment. - Nunan, 2006
It defines as a piece of classroom work that
involves learners in comprehending,
manipulating, producing or interacting in the
target language while their attention is
focused on mobilizing their grammatical
knowledge in order to express meaning, and
in which the intention is to convey meaning
rather than to manipulate form. -Nunan
He also emphasizes that the task-based
language teaching has strengthened the
introduction of authentic texts into the
learning situation.
Three Phase of Task-based
Lesson
Pre-task
During-task

Post-task
Materials
MADE SUITABLE TO LEARNERS WITH DIFFERENT LEARNING
STYLES AND AFFECTIVE ATTITUDES

PROVIDING VARIETY THROUGH DIFFERENT TYPES OF TEXTS

AND ACTIVITIES
PROVIDING EXTRA ACTIVITIES FOR HIGHLY MOTIVATED
LEARNERS
PROVIDING ACTIVITIES TO SENSITIZE THE LEARNERS TO
THEIR OWN ATTITUDES, FEELINGS AND LEARNING STYLES.

GOOD MATERIALS SHOULD LEAD TO COMMUNICATIVE TASKS.

THE ULTIMATE PURPOSE OF LANGUAGE LEARNING IS
LANGUAGE USE.
3.4 Design of Text
Activities/Exercises

Text is a stretch of language that is organized in

some way to form coherent whole (Morrow, 1977)
Authentic text as "a stretch of a real language,
produced by a real speaker or writer for a real
audience and designed to convey a real
message of some sort.
3.4 Design of Text
Activities/Exercises
Text as a learning material can be used for
learning and practicing wide range of skills.
ESP
it can be source for new vocabulary,
communicative or reading skills.

Huang and Xu (2005)

To enable students to simulate the real world
of work, the following features must be paid
enough attention so as to develop skills in
creative design.
 Huang and Xu (2005)
To enable students to simulate the real world of work, the
following features must e paid enough attention so as to
develop skills in creative design.

1. Each activity is made up of two or more similar items, arranged

to present a more demanding challenge as the activity
progresses.
2. Activities are combined in a program focusing on the more basic skills,
then, on the higher level ones.
3. Within a given activity, any particular type of experience is quickly
repeated, so that familiarization can be followed by learning and
consolidation.
4. Reflection on process is encouraged, as a means of improving
performance and ability.
5. The carrier content must be specialty knowledge, for the progress is
regarded as a means to an end, and the product in every activity must be
immediately relevant and obviously useful.
6. The teaching method is "inter-disciplinary" or content-skill
compatibility being concerned with both skills training and the mastery of
specialty knowledge.

7. Authentic input should be adopted.

 ESP ACTIVITIES
included

Warming-up Productive

Receptive Follow-up
3.5 Selecting Material
Good material should help the teacher in
organizing the the course, or what is more, it can
function as an introduction into the new learning
techniques, and support teachers and learners in
the process of learning.

Good material should be based on various

interesting texts and activities providing a wide
range of skills.

"Teaching materials are tools that can be

figuratively cut up into component pieces and then
arranged to the suit needs, abilities and interests
of the students in the course" - Graves, 1996: 27
3.5 Selecting Material
MATERIALS SHOULD ATTRACT THE ATTTENTION OF THE
LEARNERS BY:

Novelty Attractive
presentation
3.5 Selecting Material
NECCESSARY TO UNDERSTAND THE FOLLOWING:

Learners'
background

Culture of the country they

belong to, their level,
interest and learning style.
3.5 Selecting Material

General ESP
English

LANGUAGE TEACHER IS RESPONSIBLE FOR SELECTING AN

APPROPRIATE TEXT THAT CONTRIBUTES TO STUDENTS'
EFFECTIVENESS, WHICH MEANS THAT HE OR SHE SHOULD PAY
ATTENTION TO SUITABLE CRITERIA FOR ITS CHOICE.
3.5 Selecting Material
WALLACE (1982, P 91) SUGGESTS THE MAIN
CRITERIA

ADEQUACY

MOTIVATION

SEQUENCE
3.5 Selecting Material
WALLACE (1982, P 91) SUGGESTS THE MAIN
CRITERIA

DIVERSITY

ACCEPTABILITY
 MATERIALS
Hutchinson & Waters, 1987, p. 107

"It provide a stimulus to

learning. Good materials
do not teach: they
encourage learners to
learn."
Points in selecting texts
and designing exercises
Huang and Xu (2005)

MATERIALS SHOULD BE BOTH CONTENT-BASED

AND SKILL-FOCUSED.

MATERIALS SHOULD HAVE THEIR EXERCISES

SIMILAR TO ACTIVITIES AT TARGET SITUATIONS.

MATERIALS SHOULD PROVIDE A STIMULUS TO LEARNING,

CONTAINING INTERESTING CONTEXTS AND ENJOYABLE
ACTIVITIES.
Points in selecting texts
and designing exercises
Huang and Xu (2005)

MATERIALS SHOULD PROVIDE A CLEAR AND COHERENT UNIT STRUCTURE WHICH WILL
GUIDE TEACHERS AND LEARNERS THROUGH VARIOUS ACTIVITIES IN SUCH A WAY AS TO
MAXIMIZE THE CHANCES OF LEARNING.

MATERIALS SHOULD TRY TO CREATE A BALANCED OUTLOOK

WHICH REFLECTS THE COMPLEXITY OF THE TASK, YET
MAKES IT APPEAR MANAGEABLE.

MATERIALS SHOULD PROVIDE MODELS OF CORRECT

AND APPROPRIATE LANGUAGE USE.