ICELT ASSIGNMENT 3

ICELT ASSIGNMENT 3
EVALUATING & SUPPLEMENTING
MATERIALS

Submitted by:
ROOHI BANO

ICELT ASSIGNMENT 3

CONTENTS
Introduction 3
Class Profile..3
Course Book Evaluation .3
Identification of Supplementary Material 4
Rationale ..5
Lesson Outline .5
Effectiveness of Supplementary Material ..5
Differed From My expectations ..6
My Action ..6
Conclusion ..6
Bibliography ...7
Appendix 2 .8
Appendix 3 .9
Appendix 1 ..10

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INTRODUCTION
Being a teacher I think I must evaluate the given books in terms of the needs of my learners
and to achieve the designed objectives.any textbook, no matter how good it is, needs to
be tailored or supplemented.
(Harmer, 1998:115)My following work is the reflection of my thinking. I have
tried my best to evaluate a unit and to supplement it and also I have evaluated the
supplemented material as well to reflect whether I could achieve my objectives.

CLASS PROFILE
Its a mixed ability class girls of 13-14 years old, and the proficiency level of the target
language varies from student to student as they are from different socio-economic
background. Most of the students belong to Urdu speaking families and their exposure of
English is very little at home. The only time they get the exposure is the English class time in
school. Some of the students are fluent who has some exposure of English language at home
by watching T.V programmes in English and are avid readers. Most of my ss enjoy group
activities (interpersonal). They understand quickly when I use visuals and pictures (spatial).
They love to watch power point presentation and produce well in the end.

COURSEBOOK EVALUATION
I had to teach the poem, The Daffodils, by William Wordsworth, from Secondary Stage
English Book I for Class IX, Sindh Text Book Board,(Appendix 1) the given activities and
exercises are insufficient to achieve the designed objectives and to impart the knowledge as
per the needs and interest of my learners.Also there isnt a variety of activities but only a set
of questions which can be used at the initial stage of while reading to see the answer and copy
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them down, thinking process is not at all involved. My ss will never be able to analyze the
poem, to interpret the theme and to relate it the poets life and their lives, besides that they
wont be able to analze the language in the poem the, rhyming scheme.Furthermore, my ss
are interpersonal, spatial and kinesthetic learners, the only given activity can never fulfill
their needs and raise their interest.

HOW I WOULD SUPPLEMENTE THE UNIT TO USE IT WITH MY

LEARNERS
Firstly, I would select two pictures of natural sceneries to grab my ss interest at Warm up
stage as most of them are motivated by visuals (spatial). Secondly, I would given them
prompts (supplements Appendix 2)to write something about nature in groups as they like to
work in groups (interpersonal).Thirdly, at while reading stage (a) I would play audio of the
poem to recite with correct pronunciation and annotation as my ss also like to listen the
audios( musical intelligence) and, show them power point presentation to draw the picture to
depict and predict the poem as my ss are spatial learners.After showing them the presentation
I would give them a set of global questions to get the gist of the poem (Supplementary
material Appendix 2). At while reading stage (b) I would give them the activity focusing on
the poetic devices. For another activity at the same stage I would use the same questions
given in the book (Course book unit- Appendix 1) with some changes. I would do the activity
in groups and I would add some questions and leave some which have not to be given at this
stage. At the post reading stage I would give them some high order
questions( supplementarymaterial Appendix 2)to analyze their understanding and creativity in
result of the learning. Finally, I would give them a follow up to use the learnt skill to express
their feelings in reality.

RATINALE FOR USING THE SUPPLEMENTRY MATERIAL

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The designed exercises, the audio, the power point presentation, as supplementary material
would fulfill my learners needs and grab their interest as they would be interesting for them.
Most of my learners are spatial, interpersonal and musical so the material would satisfy their
urge. Secondly, it would provide them all the activities to develop their global and extensive
understanding, and develop critical thinking and make them analyze use of the language and
different poetic devices. Furthermore, they would be able to relate the life experiences with
poetry and compose poetry to express their feelings.

LESSON OUTLINE
Its a reading plan of the poem, The Daffodils, by William Wordsworth. The main objective
was to enable the ss to interpret the theme of poetry and to relate it to the poets life history to
prove that poetry is expression of feelings in a rhythmical way, and to enable them to
compose poetry by recognizing and then analyzing figures of speech through audio visual
aids and a variety of activities at different stages.

EFFECTIVENESS OF THE SUPPLEMENTRAY MATERIAL

By using the supplementary materials I almost achieved my objectives. I conducted the
lesson focusing my ss interests and needs, through deductive method. The pictures and the
presentation proved mile stone to grab the ss interest and make them learn the vocabulary
through images, and it made their imagination strong to interpret the theme and relate the
poem with poets life.These are useful for presenting materials, they are more vivid and
attention catching than the black and white board.

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(Ur:1991: 191)
Furthermore, the warm up questions and pre-reading activities worked wonders. The
production stage questions developed their critical thinking and deep understanding.

SOMETHING DIFFERED FROM MY EXPECTATIONS

Only fewer ss could not attempt the production stage questions, particularly they faced
problem in writing the central idea and the question about commenting on, nature has a
healing power.

MY ACTION IF I WANT TO USE THE MATERIAL AGAIN

If I want to use the material again I will give them time to discuss the production stage
questions in groups, and write their interpretations and critical analysis on the basis of the
language and poetic devices to interpret the main them correctly.

CONCLUSION
To sum up we can say the process of learning can only take place smoothly and the designed
objectives can only be achieved if the used approaches are child centered. Most of time, the
provided course books do not match with the learners intelligence and interests due to fast
technology. A teacher must evaluate the course books to supplement it if its required.The
process doesnt stop here, but a deep reflection on the supplements is essential to analyze
whether the decision was worth doing.

Bibliography
Harmer Jeremy (1998) How to Teach English, Pearson Education Limited England
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Ur Penny (1991) A Course In Language Teaching, Cambridge University Press U.K

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SUPPLIMENTARY MATERILS( Appendix 2)

Pictures :

Audio Link
ttps://www.youtube.com/watch?v=35uXO7DpT2U

ACTIVITIES
Activity 1
1.Find out the rhyming words for the following words:
1.Lonely
2. Cloud
3. Host
4. Shine
5. Way
2. Find out the similes and write the reason of the comparison in one line.
3. What is the rhyming scheme of the poem?
4. How is mood of the poet in the beginning and in the end?

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Activity 3
Answer the following questions.
1. Relate the poem with the introduction of the poet.
2. Nature has the healing power. Comment.
3. Write the central idea of the poem.
4. Write a short summary of the poem.

QUESTIONS
How do you feel visiting the natural sights especially when you are stressed and depressed?
What do the sceneries bring to you?
Does the poet enjoy the natural scene?
What words show he loves nature?
What words do tell you that the poet was spellbound by the scene?

PROMPTS
moving clouds, vales and hills, a water fall, refreshing breeze, numerous colourful flowers
under the lush green trees