USING SUPPLEMENTARY MATERIALS

Lecturer: Pham Thi Thu Ha

0932330883
Email: hapham83@gmail.com

Review
Look at the following metaphors for textbooks: A textbook is a pair of glasses (which help me to see what the teacher is talking about). A textbook is like oil in cooking a useful base ingredient. Textbooks are like ladies handbags because we can take what we need from them and ladies tend to take handbags wherever they go. Which metaphor best describes your idea of a textbook? What do you see as benefits of using a textbook?

Practice
Use the criteria in your book to evaluate the lesson Reading section Unit 1 English 11

CONTENTS
1) 2) 3) 4) 5) Glossary Factors deciding ELT materials effectiveness Characteristics of effective materials Supplementary materials Authentic materials

Work on these terms

Supplementary materials Scaffolding Authenticity

1) Glossary
Supplementary materials: materials designed to be used in addition to the core materials of a course Scaffolding: involves the interactive work participants engage in to accomplish a task collaboratively that they would be incapable of performing independently. It is thought to foster learning Adapted materials: modified materials (usually refers to authentic materials which have been simplified for low level students)

Scaffolding
Teacher and the learners are viewed as engaged in collaborative problemsolving with the teacher providing demonstrations, support, guidance and input and gradually withdrawing these as the learners become increasingly independent

1) Glossary
Authentic materials: actual materials from the real world, such as newspaper articles, pamphlets, radio broadcasts, students writing and so on Authentic text: A text which is not written or spoken for LT purposes but for real life communicative purposes (e.g. newspaper article, a rock song, a novel, a radio interview) Authentic tasks: A task which involves learners in using language in a way that replicates its use in the real world outside the language classroom (e.g. comparing various holiday brochure in order to decide where to go for a holiday, role play in a job interview)

Facets of authenticity according to Taylor (1994) and Breen (1985)

Authenticity of text used as input data for learners

Authenticity of language

Authenticity of the learners own interpretation of such texts Authenticity of the tasks conductive to language learning

Authenticity of task

Authenticity of the actual social Authenticity of situation situation of the language classroom

 Authenticity and authentic are often used to describe language samples both oral and written that reflect the naturalness of form, and appropriateness of cultural and situational context (Rogers & Medley, 1988) Materials generated by native speakers and for native speakers are considered authentic (Rogers & Medley, 1988). "those [materials] which have been produced for purposes other than to teach language" (Nunan, 1988, p. 99)

Chavez (1998) comments

authenticity cannot be defined as anything really existing in the outside world because any text taken out of its original context and away from its intended audience automatically becomes less authentic

Shomoossi and Ketabi (2007)

the term is not merely to be applied to texts. Rather, in addition to being genuine and authentic, texts must be relevant and potentially communicative. Learners must feel positive toward tasks and activities to help authentic interactions emerge. Their interpretations of the teaching materials rely mostly on teachers oral input and authenticating strategies. Appropriateness in terms of language, activities, and tasks (Day, 2004), learners level of proficiency (Chastain, 1988) and all contextual factors need to be taken into account to achieve pragmatic appropriateness which could be considered as the real meaning of authenticity in a global context.

2) FACTORS FOR MATERIALS EFFECTIVENESS

Teachers: language proficiency, training, experience, cultural background, teaching style preferences. Learners: learning style preferences, language learning needs, interest, motivation Contextual factors: school culture, classroom conditions, class size, availability of teaching resources. Theory of language Theory of language learning

Summary of language views

Views Structural view Language Definition A system of structurally related phonological, grammatical, and lexical elements A vehicle for expressing functional meaning, thus emphasize the semantic and communicative dimensions of language Target of Language Achieve a good command of the elements within the system Learn to express communication functions and categories of meaning.

Functional view

Interactional view

A means for establishing Learn to initiate and and maintaining maintain conversations interpersonal relations and with other people for performing social transactions between individuals

Theory of language learning

Process-oriented: the psychological and cognitive processes involved in language learning Condition-oriented: the conditions that need to be met for learning to take place E.g., Krashens Monitor Model addresses both the process and condition of learning

Krashens Monitor Model

At process level: distinguish acquisition & learning + Acquisition: natural assimilation of language rules through using language of communication + Learning: formal study of language rules and is a conscious process Conditions = types of input which must be comprehensible, interesting, relevant, a bit challenging, etc.

Example: Choosing materials for the teaching of writing

Focus on organizational mode (compare and contrast, cause and effect, problem-solution) a functional syllabus Focus on genre (letter, essay, report) a text-based syllabus Focus on cognitive and composing process (planning, drafting, reviewing, editing) a process syllabus

Principles of organizing teaching & learning activities

Four strands (Nation, 2007) - Meaning-focused input - Language-focused learning - Meaning-focused output - Fluency development

Develop a language course/lesson with a

balanced consideration of each strand.

 Meaning-focused input: learning through listening and reading where learners attention is on the ideas and messages conveyed by the language Language-focused learning: learning through attention to sounds and spelling of the language, vocab study, grammar exercises and explanation, discourse features, etc.

 Meaning-focused output: learning through speaking and writing where learners attention is on conveying ideas and messages to another person Fluency development: learning be developing fluent use of known language items and features over the four skills of listening, reading, speaking and writing, or becoming fluent with what is already known.

Conditions for strand 1

(1) Most of what the learners are listening to or reading is already familiar to them. (2) The learners are interested in the input and want to understand it. (3) Only a small proportion of the language features are unknown to the learners. In terms of vocabulary, 9598% of the running words should be within the learners previous knowledge, and so only 5 or preferably only 1 or 2 words per hundred should be unknown to them (Hu & Nation, 2000). (4) The learners can gain some knowledge of the unknown language items through context clues and background knowledge. (5) There are large quantities of input.

Conditions for strand 3

(1) The learners write and talk about things that are largely familiar to them. (2) The learners main goal is to convey their message to someone else. (3) Only a small proportion of the language they need to use is not familiar to them. (4) The learners can use communication strategies, dictionaries or previous input to make up for gaps in their productive knowledge. (5) There are plenty of opportunities to speak and write.

Conditions for strand 2

(1) The learners give deliberate attention to language features. (2) The learners should process the language features in deep and thoughtful ways. (3) There should be opportunities to give spaced, repeated attention to the same features. (4) The features that are focused on should be simple and not dependent on developmental knowledge that the learners do not have. (5) Features that are studied in the language-focused learning strand should also occur often in the other three strands of the course.

Conditions for strand 4

(1) All of what the learners are listening to, reading, speaking or writing is largely familiar to them. That is, there are no unfamiliar language, or largely familiar content or discourse features. (2) The learners focus is on receiving or conveying meaning. (3) There is some pressure or encouragement to perform at a faster than usual speed. (4) There is a large amount of input or output.

Practice
Think how you can apply the theory of four strands in teaching - Listening - Reading - Speaking - Writing

3)Characteristics of effective materials

Language is functional and must be contextualized Language development requires learner engagement in purposeful use of language The language use should be realistic and authentic Classroom materials will usually seek to include audio visual component Materials foster learners autonomy Materials include both spoken and written genres
Crawford, J. (2002) The Role of Materials in the Language Classroom: Finding the Balance. In Richards, J.C. & Renandya, W.A. (ed) (2002) Methodology in Language Teaching: Anthology of Current Practice. CUP. pp80-91

4) SUPPLEMENTARY MATERIALS
Sources of supplementary materials

Use of supplementary materials in ELT

Designing teaching activities with supplementary

materials

Types of Supplementary Materials

Types Teacher-made Learner-made Authentic Reference

Printed

Games, chants, worksheets, wordcards, quizzes, essays, emails

Diaries, essays, games, quizzes, emails, stories, chants

Advertisements, letters, leaflets, book excerpts, newspapers, magazines, brochures, menus, maps, poems, stories, diaries, postcards, emails
Postcards, diagrams, realia, charts, photos, posters, road signs

Dictionaries, grammar books, handbooks of activities

Visual

Postcards, Postcards, posters, drawings, drawings, flashcards, graphs posters

OHP, board

Audio

Cassette tapes

Cassette tapes

Songs, news report, chants, telephone conversations, public announcements

TV programs, movies, DVDs, news reports, CD-ROMs, video tapes Blog, English website, email

Cassette tapes

Audio-visual Video tapes, DVDs Video tapes, DVDs Web-based Blog, email, websites, Blogs, emails, websites

CD-ROM, DVD, computer, Video tape

Use/Materials Teaching grammar Teaching pronunciation Teaching vocabulary Teaching listening Teaching reading Teaching speaking

Printed

Visual

Audio

Visual-Audio

Web-based

Teaching writing
Teaching culture

Motivate students
Students self-study

Types
Teachermade

Advantages

Disadvantages

- Provide variety & enjoyment - Time-consuming - Flexible, relevant & personalized - Costly - Can be graded to students level & needs - Require some skills - Provide variety & enjoyment - Enhance learners autonomy, ownership & responsibility - Time-consuming - May not produce accurate language and clear structure - less predictable and more difficult for T to control - May make beginner students panic - May need adaptation

Learnermade

Authentic

- Provide variety & enjoyment - Expose learners to real discourse -Bridge the gap between language classroom and real world language - Motivating & interesting

Reference - Provide variety & enjoyment - Provide visual and audio effect

- Costly - May have technical problems -Sometimes distracting - Potentially irrelevant

5) USING AUTHENTIC MATERIALS

Authentic materials must be used in a way that is relevant, meaningful and appropriate to learners. It may not necessary to edit and grade the text. Instead, grade the task according to your students abilities. Teacher needs to help students develop their confidence to deal with unknown language in authentic materials.

Discussion
Many people claim that reference/supplementary books might deskill teachers as they become lazier in planning the lessons and designing materials of their own. Do you agree or disagree? Justify your opinion.

Homework
Task 3, 4, 6 in the course book, session 2 on Supplementary materials