MODULE 5

Training skills for delivering the module

Practising evaluating and selecting supplementary materials
Objectives:

The trainees will:

- be aware of the reasons for using suppplentary materials and activities

- Identify types of suppplentary materials and activities
- Practise evaluating textbooks
- Practise supplementing textbooks

Teaching hours: 10 hours

Activities:

Activity 1: The reasons for using suppplentary materials and activities

 Content: The trainer asks the trainees to brainstorm the reasons why
teachers suppplement textbooks and then share with their partners in
pairs and share their ideas with the whole class. After trainees
compare their own lists with the list provided by the trainer, they
discuss the further reflective question.
 Input: A list of possible reasons for supplementing textbooks
 Product: Verbal responses by the trainees about the reasons for
supplementing textbooks and about the further reflective question.

 Estimated time: 40 minutes

Activity 2: Types of supplementary materials

 Content: The trainees work in pairs to suggest the purposes of the
types of supplementary materials by filling in the gaps of incomplete
sentences. The trainer gives feedback and leads the discussion with
the question on the trainees’ experience with these types of materials.
 Input: A set of statements with blank spaces on the use of
commercial supplementary materials.
  Product: Written responses by the trainees about the purposes of the
types of supplementary materials and about the further reflective
question.

 Estimated time: 40 minutes

Activity 3: Principles for evaluating & supplementing textbooks

 Content: The trainees review the major principles of materials
adaptation that also apply to materials supplementing. They then
experience the application of these principles in identifying what the
nature of the supplemented materials should be like.
 Input: An extract from McDonough et al. ( 2013) on principles of
materials adaptation; a particular unit from a Tieng Anh coursebook
to review to practice identifying what needs to be supplemented
based on the set of principles of matarials supplementing above.
 Product: Oral responses by the trainees about the nature of principles
of materials supplementing; written responses on posters about
activities to be supplemented in terms of the principles set above.

 Estimated time: 60 minutes

Activity 4: Techniques for suppplementing

 Content: This activity gives the trainees awareness of the techniques

for supplementing activities and practice in reflecting on types of
principles and techniques of supplementing used by practitioners in
designing lesson plans. They refer to an extract on techniques of
adaptation including supplementing and identify the types of
technques of supplementing coursebooks included in the major
techiques of adaptation, examples of expanding and extending?They
practise by examining the speaking lesson plan prepared by a
teacher of grade11,identifying where supplementing occurred in the
lesson, which one is extending and which is expanding, in what
ways each supplementary activity suits the lesson aims/ objectves
and sequence, as well as which principles were drawn on in using
 these activities, designing and presenting a supplementray activity to
replace the post-speaking activity in the lesson plan.
 Input: An extract from McDonough et al. (2013) on techniquees of
materials adaptation ncluding supplementing ; a particular lesson
plan from a Tieng Anh coursebook on speaking and part of the
teachers’ guide for the lesson.
 Product: Oral responses by the trainees about the techniques of
materials supplementing; written responses on posters about the
supplementary activities in the lesson plan,

 Estimated time: 120 minutes

Activity 5: Supplementing the project activity

 Content: In groups, the trainees refer to an extract on doing a task-

based activity. Then they discuss the ways the section Project in
Tieng Anh Series is conducted. Does it happen according to the 6
stages presented in this extract? Why or why not?. They next choose
a project activity from a particular unit in a particular Tieng Anh
Book, plan in a poster the stage(s) from this extract that you would
like to add to the project that is not guided in the teacher’s guide. The
groups will provide the ratioanale for why they add a particular stage
or all the stages.
 Input: An extract on task-based activities, reflective question,
practice activity of planning the activities of a project
 Product: Oral responses by the trainees about the techniques of
materials supplementing; written responses on posters about the
supplementary activities in the lesson plan,

 Estimated time: 90 minutes

Activity 6: Supplementing a language knowledge activity

 Content : In groups the trainees observe the 2 lesson plans and

identify in which ways the grammar activity and the pronunciation
activity in lesson were supplemented. For practice, groups find a
grammar activity or a pronunciation activity in a Tieng Anh Book and
 plan a supplementary activity for it, then share their group’s work
with the class on a poster.

 Input: 2 lesson plans with a grammar and a pronunciation activity

were supplemented with explanatory information about form and
use.
 Product: Oral responses by the trainees about the techniques of
materials supplementing; supplemenary activities for the grammar or
pronunciation activity on posters shared with and presented to the
whole class

 Estimated time: 90 minutes

Activity 7: Supplementing with games

 Content: In groups, the trainees examine the games used in the lesson plans in
Activity 6 above- Stress maze ( lesson 1) and Chinese whispers (lesson plan 2). They
identify the stage of the lessons and the reasons behind using these games to
supplement. Then they read a passage about what a teacher shares about his
experience in using games. Lastly, they practise supplementing with games: find an
activty in a Tieng Anh coursebook that can be supplemented with games and present
the game on a poster, explaining the use and the type of skills or language areas
( vocabulary, grammar) that it can be used with.
 Input: An extract on using games, practice activity of supplementing
textbook with games.
 Product: Oral responses by the trainees about using games as
supplementing activities; written responses on posters about games
that supplement activities in the lesson plan,

 Estimated time: 90 minutes

Activity 8: Suppplementing with pictures

 Content: In groups, the trainees read a passage about a teacher’s experience in

using pictures. They practise supplementing with pictures: find an activty in a Tieng
Anh coursebook that can be suppported with pictures and share with the class on a
poster, explaining the use and the type of skills or language areas ( vocabulary,
grammar) that it can be used with.
 Input: An extract on using pictures, practice activity of
supplementing textbook activities with pictures.
 Product: Oral responses by the trainees; pictures that supplement
activities

 Estimated time: 90 minutes