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The role of materials and timetabling 
We stressed in the chapter on needs analysis the process of discovering, through reading, 
analyzing texts, observing interactions, and asking questions of experts, exactly what is involved 
in communicating effectively in the target situation and in learning to do so. Looking at existing 
materials, published and unpublished, is part of this process; we can learn about skill areas and 
associated language from materials. Through timetabling a final order for the course outline a 
time allocation are reached. In some circumstances- courses with few hours or little time for 
course design- this may be part of the initial juggling. When the course content was outlined, we 
began to think about how to teach it and how long different activities would require.
That gave us a feel for whether everything could be inclined and which items had to have less 
time allocated to them. The final order was also influenced by practical learning issues such as: 
1.
varying the kind of activities throughout the day; 
2.
not having heavy input session at the work immediately; 
3.
having interactive rather than passive work immediately after lunch; 
Other factors to be built into the course design and timetabling are assessment and evaluation. 
Both take up course time which must be allowed for. Building them in ensures that they happen 
and they are planned and effective.
Grading. 
We have discussed criteria which we use to priorities and order items in a course.
 
We 
have mentioned blocks which are about grading. What we have not used as a criterion is to go 
from easier to more difficult. That is something which we address through the materials and how 
we handle them in class. There is not enough knowledge and evidence about language learning 
for everyone to order all features of language according to simplicity/ difficulty. 

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Even if there were, this would not necessarily help an ESP learner. The present perfect may be 
trickier than the past simple but if both are needed to write a good introduction or discussion then 
it is no good leaving the present perfect until later. Grading is achieved not through the course 
order but through the materials and methodology. When the language learning will be difficult, 
the carrier content needs to be easy. The more difficult an area of language, the more guidance 
and support a learner needs in exercises and tasks as well as more practice.
We have in this unit looked at the parameters for course design, illustrating these with four case 
studies from our own experience. We have also looked at the questions of ordering and grading. 
In our final remarks we will restrict ourselves to two points. The first is to emphasize the 
importance in course design of looking at other examples from other situations. As we have 
noted ESP literature is concerned with describing course design. A considerable amount of time 
and energy can be saved if we learn from these examples, by looking at the decisions other 
course designers made and at the materials they selected, and then adapt these other approaches 
to match the particular parameters in our own situation.