Supplementing Secondary EFL Textbooks

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Supplementing Secondary EFL Textbooks?? ?????
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• A Practical, Task-Based Methodology

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Introduction

• Secondary EFL teachers in Korea are faced with
  the problem of adapting teaching textbooks for
  the needs of their students.
• How can teachers supplement the textbooks with
  materials that are .
• Meaningful?
• Motivational?
• Exciting and enjoyable?
• Relevant to the learning needs of their students?
• How can teachers make activities specifically for
  their students?
• How can teachers develop the teaching aims of the
  textbooks, to help students learn enjoyably,
  meaningfully and effectively?

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What is our role?

• take care of students while their parents are at
  work.
• get students through the University Entrance
  test.
• teach English (grammar, pronunciation,
  comprehension).
• develop communication skills in English.
• develop positive attitudes (confidence,
  motivation, autonomy)
• develop life-long learning skills (study skills,
  learning strategies)
• develop social skills (respect, collaboration,
  cooperation).
• help students become responsible, democratic
  citizens.
• develop individuality on the basis of
  well-rounded and wholesome development.
• develop creative ability based on basic knowledge
  and skills.
• develop new values based on an understanding of
  the national culture.
• Education is the art of making man
• (and woman) ethical Hegel.

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The meaning of life
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A storm in a tea cup
H H H H H H H H H H H h H H
Teachers knowledge
Anxiety stress
Peer pressure
Lack of confidence
Lack of motivation
Negative attitudes
Unrealistic beliefs
Passive student
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Language learning materials, should

• be directed at the learner
• empower the student as an autonomous learner
• promote self-esteem
• reduce affective filters
• develop personal and social responsibility
• include linguistic goals
• include learning-for-life goals
• encourage personal reflection on cognitive,
  affective and social achievements.

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Checklist of task-types (Finch, 1999).