A systematic approach to make textbook supplements

A systematic approach
to make textbook supplements
JALT2014: Conversations Across Borders
40th Annual International Conference on Language
Teaching and Learning & Educational Materials Exhibition
CameronRomney
Cameron Romney
Kyoto Sangyo University
November 22, 2014
Thursday, November 27, 14

Why should you
supplement?
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“No published textbook will perfectly fit a
Byrd & Schuemann (2014)
“Many teachers provide additional material
because they feel their students need exposure to
a greater range of textual material.” p. 80
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particular teacher and class
in a particular setting.” p. 387
McGrath (2002)

• Not enough grammar, vocabulary, etc.
• Not enough practice
• Not enough guidance
• Culturally inappropriate
• Too easy / too difficult
• Too much / too little to cover in the time
• Too much / too little variety
p. 67-68
McDonough, Shaw & Masuhara (2013)
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ACoPE
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Analyze
Consult
Produce
Evaluate

Analyze
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“ESL/EFL textbooks tend to be made up of
two strands of content” p. 386
“Several organizing principles linked together in ...
multi-component construction” p. 296
McDonough, Shaw & Masuhara (2013)
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Lesson

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Linguistic
Context
Function
Skills
Skills
Skills

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Linguistic
Skills
Function
Context
Lesson

English Firsthand Success
Unit 4: How do I get there?
Prepositions of Location
Places Around Town
Giving & Understanding Directions
Reading, Writing, Speaking, Listening
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Graphic
Removed

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Graphic
Removed

Consult
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“Every new idea is just a mashup or remix
of previous ideas.” LOC 64 (Kindle)
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“Don’t re-invent the wheel.
Use existing sources for ideas.” p.126
Hutchinson and Waters (1987)
“All creative work builds on what came before.
Nothing is completely original.” LOC 52 (Kindle)
Kleon (2012)

Passport for Work
Unit 3: This is where we have lunch
Wh- Questions
Places Around the Office
Reading, Speaking, Listening
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Graphic
Removed

Passport for Work
Unit 3: This is where we have lunch
Wh- Questions
Places Graphic Around the Office
Removed
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Tactics for Listening
Unit 21: Directions (task 4)
Places Around Town
Understanding Directions
Reading, Listening
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Sequencing
Graphic
Removed

Tactics for Listening
Unit 21: Directions (task 4)
Sequencing
Places Around Town
Reading, Listening
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Graphic
Removed

Superlative of Adjectives
Places Around Town
Ask for Advice
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Spectrum 3
Lesson 32: Which one is nicest?
Graphic
Removed

Produce
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“the most common form of supplementation
is the use of material from another book,
most frequently in the form of photocopies.”
p. 82
McGrath (2002)
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Personal
Relevant
Specific

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Modify:
Change the Specifics

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Simplify:
Make it easier

Repeat:
Do it again
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Real:
Use some authentic

Evaluate
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“Don’t set out to write perfect materials on the
first draft. Do what you can and try it out.” p.126
Hutchinson and Waters (1987)
McGrath (2002)
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“As with any materials development,
piloting and revision are essential steps.” p. 94
“Keep records about what worked and didn’t work
and ... what changes might be needed...” p. 388

References
Buckingham, A. & Whitney, N. (2002). Passport to work. Oxford: Oxford University Press.
Byrd, P. & Schuemann, C. (2014). English as a second/foreign language textbooks: How to chose
them—how to use them. In M. Celce-Murica, D. Brinton & M.A. Snow (Eds.), Teaching English as a
second or foreign language (pp. 380-393). Boston, MA: National Geographic Learning.
Frankfort, N. & Dye, J. (1994). Spectrum 3. Englewood Cliffs, NJ: Prentice Hall Regents.
Helgesen, M., Brown, S. & Wiltshier, J. (2010). English Firsthand Success. Hong Kong: Pearson
Longman Asia.
Hutchinson, T. & Waters, A. (1987). English for specific purposes: A learning-centered approach.
Cambridge: Cambridge University Press.
McDonough, J., Shaw, C. & Masaharu, H. (2013). Materials and Methods in ELT: A teacher’s guide.
Malden, MA: John Wiley & Sons.
McGrath, I. (2002). Materials evaluation and design for language teaching. Edinburgh: Edinburgh
University Press.
Richards, J. (2003). Basic tactics for listening, second edition. Oxford: Oxford University Press.

A systematic approach to make textbook supplements

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