Materials can be

anything in linguistic,
visual, auditory and
kinaesthetic forms
that are used to
facilitate the teaching
and learning process.
(Tomlinsom, 1998)
According to Harsono
(2007) materials can also
be:


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
Real Content
The main purpose of the
course
Carrier Content
Aspects that is used to assist
the real content
Example:
English for Banking
Variety in micro-skills
Focus on more than one macro
skills (e.g writing, speaking,
reading, listening)
Variety in types of activities
Using visuals and thinking based
activities (e.g diagrams,
flowcharts)
Variety in interaction
Changes from teacher input to
individual work to pair work to
class discussion

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 unsupported,
fully supported)
OBJECTIVES STATED
(In this unit you will)
(The purpose of this unit)
CONTEXT AND TASK STATED
(Your overall task is)
(You are asked to)
PREPARATORY EXERCISES
(Purpose = Orientation)
PROVISION OF INPUT
(Carrier content suitably presented)
SEQUENCED, GRADED ACTIVITIES TO
GATHER KEY INFORMATION
ACTIVITIES TO FOCUS ON
MACROSTRUCTURE ISSUES
APPLICATION OF INFORAMTION
GATHERED
ACTIVITIES TO FOCUS ON
STRUCTURES AND LEXIS
EXTENSION ACTIVITIES
ANSWER KEY AND TEAXHERS
NOTES
Materials specifically
generated by learners for
their own learning
experiences.
Examples:
- Framework materials
- Activities that are
devised by learners
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
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
PRODUCTION PROCESS
Advantages Disadvantages
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 pairs 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

Carefully selected so that it will 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 situation as
closely as possible

Leave room for flexibility
Teacher should consider the following
questions in selecting the materials
(Lewis and 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?
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


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

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 opportunities.
The vocabulary should be useful and in
current use.
The appropriate idiomatic English.
The materials should be visually alive
and well presented.