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MATERIALS USED IN ENGLISH FOR
SPECIAL PURPOSES ESP)
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Materials can be
anything in linguistic,visual, auditory and
kinaesthetic formsthat are used to
facilitate the teachingand learning process.(Tomlinsom, 1998)
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Forms of Materials
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Types of Materials
According to Harsono(2007) materials can also
be:
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Roles of Materials
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Main Categories o
Materials
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Teacher-Generated Materials
TGM)
• Materials specificallygenerated for teachers thatteach ESP.
• Factors that need to be takeninto account:
• Matching carrier content to real
content
• Providing variety
• Grading exercises
• Presenting the material well
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TGM: Matching Carrier Content to Real
Content
• Real Content
The main purpose of thecourse
• Carrier Content
Aspects that is used to assistthe real content
Example:
English for Banking
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TGM: Providing Variety
• Variety in micro-skills
Focus on more than one macroskills (e.g writing, speaking,reading, listening)
• Variety in types of activities
Using visuals and thinking basedactivities (e.g diagrams,
flowcharts)• Variety in interaction
Changes from teacher input toindividual work to pair work toclass discussion
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TGM: Grading Exercises
• Grading basically helpsprovide learners withtasks at different levels of
difficulty.• One way to achieve this is
by setting tasks in three
levels. (e.g unsupported,partially unsupported,fully supported)
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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 TOGATHER KEY INFORMATION
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ACTIVITIES TO FOCUS ONMACROSTRUCTURE ISSUES
APPLICATION OF INFORAMTIONGATHERED
ACTIVITIES TO FOCUS ONSTRUCTURES AND LEXIS
EXTENSION ACTIVITIES
ANSWER KEY AND TEAXHERS’NOTES
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Learner-Generated
Material LGM)
• Materials specificallygenerated by learners for
their own learningexperiences.
Examples:
- Framework materials- Activities that aredevised by learners
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LGM: Framework
Materials
• Remove the difficulty tobalance the levels andappropriateness of carrierand real content
• Set a context or a framework
• Learners fit their own carriercontent and their existinglanguage competence
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Example of Framework
Materials
Relocation of head office to anew site
London MidlandsPrestigious Space to expand
Close to HeathrowAirport
Some loss ofpersonnel
TrafficCongestion
More flexiblelayout
More expensive Good road and aircommunication
Short-termrelocation
PRODUCTION PROCESS
Advantages Disadvantages
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LGM: Activities Devised by Learners
• Text comprehensionA pair of learners prepare some
comprehension questions (as well asthe answers) and exchange them with
another pair. Each pair will answer theother pair’s set of questions.
• Note taking/Information transferLearners themselves can think of some
creative activities to transfer
information for their peers (and theirteachers)
• Vocabulary DevelopmentLearners can generate their own
sets or word partnerships
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Material Selection
• Carefully selected so that it will beappropriate to the subject
• Make sure do not go out of the intendedtopic
• Teacher knows the level of the students’language knowledge and the target levelthey want to achieve (course objectives)
• Select or design materials/task that willsimulate the students’ real situation asclosely as possible
• Leave room for flexibility
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Teacher should consider the followingquestions in selecting the materials(Lewis and Hill, 1993):
• Will the materials be useful tothe students?
• Do they stimulate students’ curiosity?
• Are the materials relevant to thestudents and their needs?
• Are they fun to do?• Will the students find the tasks
and activities worth doing?
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Sources of Materials
I. Textbook-based
• Readily available
• Psychologically represents somethingconcrete• Publishers, commercial companies• Bookstores, conferences, colleagues,
friends, web pages
• Teachers will know what materials areavailable and what materials areappropriate for various purposes
• Be creative
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II. Tailor-made
• More precisely geared to the needs of thestudents
• Collecting the materials when the teachersgo abroad to English speaking country• Browsing the internet for ideas• TVs and radios (current information)• Printed materials
• Provide the teachers with the opportunityto decide on the vocabulary, functions andstructures combination that will be mostrelevant
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Sources of Materials
Teachers can rely on some importantconsiderations (Haycraft, 1987):
• Length of the course
• The target audience of the course• The appropriate structural grading:students should be taught what theyneed to know “in the right order with theright opportunities.”
• The vocabulary should be useful and in
current use.• The appropriate idiomatic English.• The materials should be “visually alive”
and “well presented.”