Evaluating and Supplementing Materials

1. Introduction

Generally speaking, teachers are often compelled by school’s authorities to

use course-books which are commonly designed following a format and exploiting
generic topics meant to be used in a diversity of contexts. However, learners’
needs and their learning styles are different; consequently teachers have to fit the
contents of their textbooks to those individualities. As a teacher, being able to tailor
the materials to match our students’ needs is essential to achieve our intended
aims, as Harmer says (1998:111) “However good the material is, most experienced
teachers do not go through it word by word, instead they use the best bits, add
some exercises and adapt others”

This assignment presents the analysis of a unit of my students’ course-book, a

rationale for selecting appropriate resources to include in a lesson as a
supplementary material, and the evaluation of its effectiveness.

2. Class profile

This group has 41 students aged 16, studying the second semester of high-
school where English is a mandatory subject with three 50-minute classes per
week. According to SEP’s program it is a B1 (CEFR) class, however it is a mixed
abilities group since they come from different secondary schools and some are
attending to language institutes as an extracurricular activity.

These students are cooperative, hardworking and outgoing. They do not like to
participate individually so most of their activities are to be carried out in teams.
They have expressed that they need the most practice in speaking and listening
skills and they like written grammar exercises. (Appendix 2 p. ) Their main learning
style is visual. (Appendix3 p…..)

3. Lesson Outline

The main aim for this PPP lesson is to give exposure to students to the habitual
past in the context of family past activities. It comprises 4 different stages. In the
warm-up stage the context is set using picture flashcards and realia, where
students are presented with items not currently used. During presentation T uses
the examples provided and encourages SS to provide marker sentences, using
these, and images from the Ss’ textbook, T CCQs to get over Meaning and Form.
Then T-SS drill pronunciation. During practice, Ss discuss the differences between
2 images using the TL. Then individually Ss read a text, answer T/F questions and
compare with a partner. In the final stage students produce the target language,
first, by working individually completing a handout, to then share with their partner
the activities they used to do when they were young children.

4. Course book analysis

4.1 Overview

Chatting 2 comprises 6 units which follow the same format throughout the book.
It offers developing language skills as well as developing competencies, attitudes
and values in accordance to SEP’s Reformed English Program. (Appendix 4 p. )

4.2 Unit Analysis

The main goal for unit 3 (Appendix 7 p…..) is to practice the habitual past in the
context of family traditions, but also includes a wide range of other topics for the
purposes of practicing speaking, reading and writing skills as well as for reviewing
infinitives of purpose.

The unit covers the four skills, but the students could benefit from skills
exercises addressing the target language and not topics unrelated to it, also from
having more language exercises, since the institution’s assessment requirements
are grammar competence oriented. In order to comply with such demands I
decided to use supplementary material that will give them opportunities for such
practice and that fit the students’ needs and preferences.

5. Material analysis and Rationale

A good textbook offers a syllabus and methodology to follow; nevertheless

teachers have to supplement and adapt these to the needs of their students and
also there is an issue of compliance with the institutions requirements and time
constraints. Neville Grant offers four options to tailor materials to students’ needs:
omit, replace, add something or adapt it (cited by Harmer, 1998)

5.1 Material added

Adding material can be done when teachers considered that the materials
offered by the students’ textbooks are not sufficient or do not meet their needs.
 In this lesson I decided to add picture flashcards (adapted from an online
worksheet) and realia. (Appendix 1 ….p. -…). Given that my students’ main
learning style is visual, this helps them engage in the topic and helps me time-wise
as pictures and objects offer obvious meaning of vocabulary. Harmer says “the
teacher may want to add activities and exercises which extend the students
engagement with the language or topic” (1998:111-112)

Another material added is a worksheet (Appendix , p. )for students to

reinforce the language’s form. Providing this is a mixed-ability class, this exercise
will cater for my weaker students’ needs for extra-practice, who can answer it for
homework or it can be a tool for teacher-student clarification. Stronger learners can
answer it during class if the finish ahead the planned activities

5.2 Material excluded and adapted.

A teacher may consider excluding materials which are not relevant or

confusing. Gabrielatos, G. (2000) states that materials can be omitted when
learners are clear of a language, there are too many tasks or the item concerned is
not a priority. I decided to omit a listening activity (Appendix 1 p.…..) since it is
intended for setting the context about objects used in the past as well as for
reviewing infinitives of purpose (transcript App.6) which would be time consuming. I
adapted this exercise and used the pictures as an extension for my warm-up
activity. Also omitted, the page’s last exercise which asks students to make up
similar dialogues (again practicing infinitives of purpose, not the target language)

5.2 Material kept

I consider that all books are useful although they are not written for any
particular class. In this case, I decided to keep activities 1 and 2 (Appendix 1 p.….)
the first one offers colorful pictures which suit my learner’s main learning style and
it provides an opportunity to practice their speaking abilities and the target
language. The latter will give reading skills and language practice, contribute to
the students understanding of meaning, foster peer clarification and will serve as
basis for the production stage.

5.3 Material replaced

Replacing is an option when we find the lesson relevant but there is a better
alternative. According to Harmer (1991) lessons can be changed to make it more
appropriate for our students.
I replaced the book’s project (Appendix 1 p……) where instead of conducting a
survey about life in the 50’s (which could be done later on) students will use a
handout (appendix…. P.) for them to complete with their childhood information and
then share it with their classmates using the TL. Personalization allows the
students to recognize the new language as relevant and purposeful “Relating to
the lives of the students is not only good for the learning process it also bring in
variety and freshness for the teacher” Edge (1993:46)

5 Evaluation of supplementary materials.

a. Flashcards and realia. (Added.Appendix 2 p.)

Students were immediately engaged with the realia and were eager to
provide examples on ‘vintage’ gadgets which were useful for setting the
context. A couple of flashcards were difficult to identify.
b. Course-book exercises. (Kept.Appendix 1 p.)
These exercises were appropriate for the aim of the lesson. Learners
worked well and helped each other. By monitoring I was able to help weaker
SS.
c. Handout. (Adapted.Appendix 1 p. )
This worked wonderfully, students were excited and enjoyed recalling about
their childhood favorites, but they were carried away and it was difficult to
reestablish discipline and get them to finish activity on time.
d. Worksheet. (Added)
This was helpful since it gave something to do to my stronger students after
finishing their handout. However because it was different from their previous
work (and time issues), my weaker learners had a hard time understanding
what to do. Besides they could not remember all the verbs in the exercise.
e. Excluded materials. Students asked/complained about ‘skipped’ exercises.

6 Action Points
If I were to use this lesson again, I would choose a clearer flashcard format,
to ensure students recognize the objects.
To make sure that time is not an issue I’ll establish some discipline rules
perhaps having a “it’s-my-turn-to-talk” device to control students’ behavior
which could result in handling time efficiently and thus having the opportunity to
model examples on how to do the extra-practice worksheet.
Also, I will pre-teach vocabulary and plan a verb practice class prior to this.
As for the ‘missing-exercises’ comments, I will explain that there is always a
reason for not doing ‘everything’ in the book and point out that even if they see
something is not done, they always get ‘extra’ exercises which substitute/add to
their book’s contents and that are more suitable and specially thought for them.
“You do not have to use it every day just because you have it or because it cost
a lot of money” Woodward, T. (2001:160)
7 Conclusion

Textbooks are helpful tools teachers can use; they are necessary because
they offer students a perception of progress, they can review what has been
studied and get an idea of what comes next. Nevertheless commercially
produced resources cannot meet all the students’ needs and interests and
teachers have to make the decision on the materials to be used. “Materials exist
in order to support learning and teaching so they should be designed to suit the
people and the processes involved, where this is not the case, it is the materials
which need to change” Edge (1993:46)
Teachers provide what books cannot: suitable materials that cater for
her/his students’ needs and interests and creativity on the decisions taken to
help students to use the language progressively until they are ready to decide
themselves on how and when to use it. In order to do this, every teacher must
be prepared to evaluate, adapt, design and search for the best resources for
teaching.

8 Word Count : 1620

9 Bibliography

Harmer J. 1991. The Practice of English Language Teaching. Essex: Longman

Publishing.

Harmer J. 1998 How to Teach English. Essex: Longman Publishing.

Edge J. 1993. Essentials of English Language Teaching. Essex: Longman

Publishing.

Woodward, T. 2001. Planning Lessons and Courses. CUP.

Gabrielatos, C. 2000. The Coursebook as a Flexible Tool. Invited Seminar.

Issues in ELT:Persistent Problems, Practical Solutionsl TESOL Greece Spevial
Event, Hellenic American Union, Athens, Greece.

10 Appendix