Materials design for esp plan: According to Tom Hutchinson

Materials design for ESP
Plan:

1. 
   According to Tom Hutchinson
   
2. 
   Materials design for ESP
   
3. 
   Defining objectives
   

According to Tom Hutchinson & Alan Waters Lancaster (1986), “English for Specific Purposes is teaching which has specified objectives”. English Language world got a long well enough without it for many years, so why has ESP became such an important part of English Language Teaching? In ESP students hope by learning ESP can serve as a guide to all present and future and inhabitant of ESP, revealing both the challenges and pleasures to be enjoyed there and the pitfalls to be avoided. The writer make this book in order we will not only explain our reason for writing it but will also be able to presents a plan of the itinerary we shall follow, the ESP is related to learning central approach because in development ESP has paid scant attention to the questions of how people learn, focusing instead on the question of what people learn. Besides, ESP divided into several focuses there are ESP for Science and Technology (EST) divided into two English Academic Purposes (EAP) English for Occupational Purposes (EAP). In English Academic Purposes (EAP) there is English for Medical Studies, and English for Occupational Purposes (EAP) there is English for Technicians. English for Business and Economics (EBE) divided into two are EAP there is English for Economics and EOP English for Secretaries. In English for Social Sciences (ESS) divided into two EAP there is English for Psychology and EOP (English for Teaching). However, in ESP will discuss into several chapters such as the origin ESP, The Development of ESP, ESP: Approach not Product, Language Description, Theories of Learning, Needs Analysis, Approaches to Course Design, The Syllabus, Materials Evaluation, Materials Design, Methodology, Evaluation and Orientation.

1. Defining objectives
We can start by asking ourselves the question: What are materials supposed to do? In defining the purpose of the materials, we can identify some principles that will guide us to the actual writing of the materials.
a. Materials provide a stimulus to learning process.
Good materials don’t teach but rather encourage learners to learn.
Good materials contain:
· Interesting text
· Enjoyable activities
· Opportunities for learners to use their knowledge and skills
· Content which both learners as well as teacher can overcome
b. Materials help to organize the teaching-learning process.
By providing a way through the complex mass of the language to be learnt. Good materials should provide a clear and understandable unit structure that will guide teacher and learners.
c. Materials contain a view of the nature of language learning.
Good materials should truly reflect what you think and feel about the learning process.
d. Materials reflect the nature of the learning task.
Materials should try to create a balance outlook that both reflects the complexity of the task, yet makes it appear manageable.
e. Materials 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.
This is a necessary function of materials, but it is all too often taken as the only purpose, which the result is the materials become simply a statement of language use rather than a vehicle for language learning.