DESIGNING a SUPPLEMENTARY SPEAKING MATERIAL FOR THE FIRST YEAR NON ENGLISH MAJOR STUDENTS AT TUYEN QUANG COLLEGE

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES ------------------ LƯƠNG THỊ HẢI HÀ DESIGNING A SUPPLEMENTARY SPEAKING MATERIAL FOR THE FIRST YEAR NON ENGLISH MAJOR STUDENTS AT TUYEN QUANG COLLEGE (Thiết kế giáo trình bổ trợ dạy kĩ nói cho sinh viên không chuyên Anh năm thứ trường Cao đẳng Tuyên Quang) M.A MINOR PROGRAMME THESIS Field : English Teaching Methodology Code : 60.140.111 Hanoi, 2015 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES ------------------ LƯƠNG THỊ HẢI HÀ DESIGNING A SUPPLEMENTARY SPEAKING MATERIAL FOR THE FIRST YEAR NON – ENGLISH MAJOR STUDENTS AT TUYEN QUANG COLLEGE (Thiết kế giáo trình bổ trợ dạy kĩ nói cho sinh viên không chuyên Anh năm thứ trường Cao đẳng Tuyên Quang) M.A MINOR PROGRAMME THESIS Field : English Teaching Methodology Code : 60.140.111 Supervisor : Dr. Dương Thị Nu Hanoi, 2015 DECLARATION My name’s Lương Thị Hải Hà, I hereby certify that my M.A thesis entitled “Designing a supplementary speaking material for the first year non-English major students at Tuyen Quang College” is the result of my own research in the fulfillment of the requirement for Degree of Master of Arts at the Faculty of Post Graduate Studies – University of Languages and International Studies, Vietnam National University, Hanoi. I commit that this thesis has not been submitted anywhere for any degree. Hanoi, 2015 Lương Thị Hải Hà i ACKNOWLEDGEMENTS First and foremost, I would like to express my deepest gratitude to my supervisor, Dr. Dương Thị Nụ, for her invaluable inspiration, assistance, guidance and encouragement during the time I have tried to complete this thesis. She has been willing to give help and advice whenever I expect. I wish to take this opportunity to express my sincere thanks to all lectures and the staff of Faculty of Post Graduate Studies at University of Languages and International Studies, Vietnam National University, Hanoi for their interesting and helpful lectures and suggestions for the topic of my study. I am in debt of many authors’ works and ideas, which enhance me to complete my study with sharp evidences. My thanks also go to my colleagues and the first year students of Nursery and Primary Faculty at Tuyen Quang College, who participated in doing the survey and responding to my interviews. Last but not least, I wish to express my appreciation to my family, my beloved husband, my son for their constant encouragement, sympathy and supporting. ii ABSTRACT This minor thesis was conducted in an attempt to investigate the gaps between the speaking tasks offered in the course book “Lifelines” (Pre-intermediate) and the non-English major students’ demand at Tuyen Quang College, in the hope of designing a suitable supplementary material to teach speaking skills to suit students’ level. In the study, two instruments (survey questionnaires and interviews) were employed to achieve the purposes of the study. The subjects involved in this study were 100 students, coming from Nursery and Primary Department. They were invited to participate in the survey questionnaires. Besides, five teachers of English agreed to join the study to support the researcher better her research. It can be said that the course book “Lifelines” (Pre- intermediate) by Tom Hutchinson (2006) does not really meet the students’ needs. Although the speaking topics are familiar to students, there are not various types of speaking activities. Moreover, the course book does not supply enough vocabulary items and grammatical structures related to the speaking topics. Based on the findings, the students prefer to have a supplement speaking material which provides them with further practice in vocabulary, grammar as well as speaking. Therefore, it is necessary to design a supplementary speaking material to suit students’ level. It is said that this supplementary speaking material can supply more language knowledge for the students and it can be a useful material for them to study speaking skills better. iii TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS .ii ABSTRACT iii TABLE OF CONTENTS .iv PART A: INTRODUCTION .1 1. Rationale .1 2. Aims and objectives of the study .2 3. Research questions .2 4. Scope of the study 5. Methods of the study 6. Design of the study .3 PART B: DEVELOPMENT .5 CHAPTER 1: THEORETICAL BACKGROUND 1.1 An overview of speaking .5 1.1.1 Definition of speaking .5 1.1.2 Principles for teaching speaking skills .5 1.1.3 The techniques in teaching speaking skills 1.1.3.1 Pair work 1.1.3.2 Group work 1.1.4 Some common activities to promote speaking skills .7 1.1.4.1 Information gap activity 1.1.4.2 Interviews .7 1.1.4.3 Role play 1.1.4.4 Discussion iv 1.2 Materials evaluation 1.2.1 Definition of materials evaluation and its criteria 1.2.2 Materials adaptation 1.3 Supplementary materials for teaching speaking skills 10 1.3.1 Definition of supplementary materials .10 1.3.2 Goals of supplementary materials 10 1.3.3 Forms and process of supplementary materials .11 1.3.4 Review of previous studies related to supplementary materials 12 1.4 Summary .13 CHAPTER 2: METHODOLOGY .14 2.1 The research context 14 2.1.1 Description of the English teaching and learning situation at TQC 14 2.1.2 The first year students .14 2.1.3 The teachers 15 2.2 Methodology 15 2.2.1 Subjects of the study .15 2.2.2 Research methods .16 2.2.3 Instruments of data collection 16 2.2.4 Procedure of data collection .17 CHAPTER 3: DATA ANALYSIS AND FINDINGS .18 3.1. The evaluation of the speaking activities offered in the course book 18 3.2 Data analysis on survey questionnaires .18 3.2.1 The students’ background and attitudes of English learning .18 3.2.2 The evaluation of the speaking activities in the course book by teachers and students 21 v 3.2.3 Students’ needs when learning speaking skills 25 3.3 Data analysis on interviews 30 3.4 Summary .30 CHAPTER 4: A PROPOSED SAMPLE OF SUPPLEMENTARY SPEAKING MATERIAL .32 4.1 Supplementary speaking material for unit 32 4.2 Supplementary speaking material for unit .34 4.3 Supplementary speaking material for unit .35 4.4 Supplementary speaking material for unit .36 4.5 Supplementary speaking material for unit .37 4.6 Summary .38 PART C: CONCLUSION .39 5.1 Conclusions 39 5.2 Limitations and suggestions for further study .40 REFERENCES . 41 APPENDICES I vi PART A: INTRODUCTION In this part A, the researcher will introduce the rationale, the aims, the research question, the scope, the method and the design of the study. 1. Rationale As an international language, English plays an important role in society. It is broadly used in many different fields of life such as science, technology, medicine, economy, education, so forth. With the wide spread of globalization and the rapid expansion of information technologies, there has been an explosion in the demand for English. That is the reason why teaching and learning English has been paid more attention to recently in Vietnam. There has been an increasing number of people desiring to know English and master English with different purposes and a large percentage of the purpose of language learners studying English is to develop proficiency in speaking. Richards (2008:19) points out that “of four major language skills: listening, speaking, reading, writing; the mastery of speaking skill in English is a priority for many second - language or foreign language learners.” Consequently, the success of learners in language learning is often evaluated on the improvement in their spoken language proficiency. In fact, there are many speaking course books to cater teachers and learners in their teaching and learning speaking skills. At Foreign Language Faculty (FLF) of Tuyen Quang College (TQC), the course book “Lifelines” (Pre-intermediate) by Tom Hutchinson (2006) has been recommended and used as a core one to teach speaking skills to the first year non-English major students because it is supposed to be a rather reliable source to enhance students’ speaking ability. However, this course book is not really suitable for the first year students. The ineffectiveness of this course book has caused some considerable problems. In the teaching process, some teachers at FLF complain about spending much time compiling and adapting materials in order to meet their students’ needs and make the speaking lessons more interesting and motivating. Although the topics of speaking lessons are familiar to students, there are a few activities which make the speaking lessons boring. Moreover, almost speaking lessons not supply enough vocabulary items and grammatical structures to students. It is the problem that makes students feel less confident when learning speaking skills. Therefore, it is necessary to design a supplementary speaking material in order to provide enough adequacies in terms of speaking activities to help them speak English better. Hopefully, with a supplementary speaking material, the gaps between the course book and the students’ needs can be narrowed down. The above reasons have urged the author to conduct a study entitled “Designing a supplementary speaking material for the first year non-English major students at Tuyen Quang College”. 2. Aims and objectives of the study The study was carried out with the aim to propose an additional speaking material in the speaking sections of the course book “Lifelines” (Pre- intermediate) in the hope of satisfying the students’ demand and helping them improve their speaking ability. In order to achieve the above mentioned aims, the main objectives in carrying out this study are as follows: + To describe characteristics of non-English major students at Tuyen Quang College in terms of English speaking competence in order to investigate their difficulties, demand and preferences. + To find out the inadequacies in terms of speaking activities in the course book “Lifelines” (Pre- intermediate) compared to the students’ needs. + To propose a sample of supplementary speaking material that may help improve students’ speaking skills. 3. Research questions The study includes two major research questions: B. Không (vì sao?)……………………………………………….…………………… ………………………………………………………………………………………… 2. Những khía cạnh em muốn bổ trợ cho kĩ nói? (Em lựa chọn nhiều phương án) A. Từ vựng B. Cấu trúc ngữ pháp C. Phát âm ngữ điệu D. Các hoạt động nói 3. Em muốn thầy cô tổ chức mô hình hoạt động nói học nói? A. Làm việc B. Làm việc theo cặp C. Làm việc theo nhóm D. làm việc với lớp 4. Em muốn thầy cô tổ chức loại hình hoạt động nói học nói? A. Khảo sát B. Điền thông tin C. Thảo luận D. Đóng vai E. Phỏng vấn F. Kể chuyện Lý em lại chọn loại hình hoạt động (Xin viết cụ thể đây)……… ………………………………………………………………………………………… ………………………………………………………………………………………… 5. Em mong muốn điều từ phía thầy cô để giúp em học nói tốt hơn? (Em lựa chọn nhiều phương án) A. Thiết kế nói phù hợp với trình độ em B. Dành nhiều thời gian luyện nói thời gian dạy lý thuyết C. Cung cấp thêm tài liệu nói phần phát âm ngữ điệu D. Cung cấp thêm lượng từ vựng cấu trúc ngữ pháp liên quan tới chủ đề nói. E. Những điều khác: (Xin viết cụ thể đây)…………………….…………………… ………………………………………………………………………………………… Cảm ơn hợp tác chân thành em! VI Appendix 2: Questionnaire for teachers SURVEY QUESTIONNAIRE FOR TEACHERS The purpose of this survey questionnaire is to design a supplementary speaking material to the course book “Lifelines” (Pre- intermediate) for the first- year students. Your assistance and cooperation in fulfilling the following items are highly appreciated. Please circle the appropriate choice for each question or write down the answer in the provided space. Personal information Age: Years of teaching experience: 1. What you think about the speaking topics introduced in the course book? (More than one option is possible) A. Very interesting and suitable B. Rather suitable C. Interesting and familiar D. Rather difficult 2. What you think about the types of speaking activities in the course book? (More than one option is possible) A. Various B. A few C. Interesting D. Uninteresting E. Familiar F. Unfamiliar 3. What you think about the number of speaking activities in the course book? A. Too many B. Enough C. Few D. Too few 4. What you think about the contents of speaking activities in the course book? A. Easy B. Suitable C. Little difficult D. Too difficult 5. What you think about the shortcomings of speaking activities in the course book? (More than one option is possible) A. Not supply enough vocabulary items and grammatical structures B. Not supply enough practice of pronunciation and intonation VII C. A few conversation models D. Too many contents to practice in each speaking lesson E. Others ……………………………………………………………………………… . 6. Do you think that designing supplementary speaking material for the students is necessary? A. Yes (why?) B. No (why?) Write down your reasons:……………………………………………………………… …………………………………………………………………………… . ………………………………………………………………………………… . …………………… 7. In your opinion, which aspects of speaking activities would you like to supplement for students when teaching speaking skills? (More than one option is possible) A. Vocabulary B. Grammatical structures C. Pronunciation and intonation D. Speaking activities E. Others (please specify)……………………………………………………………… 8. In your opinion, which supplementary speaking activities would you suggest teaching speaking skills to your students? (More than one option is possible) A. Survey B. Information gap C. Discussion D. Role play E. Interviews F. Story telling Write down your reasons why you choose these speaking activities to teach speaking skills. …………………………………………………………………………… .…………… ………………………………………………………………………………………… . Thank you very much for your cooperation! VIII Appendix 3: QUESTIONS FOR TEACHERS’ INTERVIEW 1. Theo anh (chị) nội dung hoạt động nói giáo trình Lifelines (Preintermediate) có phù hợp với trình độ nhu cầu sinh viên năm thứ không? Xin anh (chị) cho biết lý do. 2. Anh (chị) đánh giá lượng kiến thức học nói giáo trình? 3. Anh (chị) đánh giá việc điều chỉnh lượng kiến thức học nói giáo trình để phù hợp với trình độ sinh viên? 4. Anh (chị) cho biết loại hình hoạt động nói giúp sinh viên học kỹ nói tốt hơn? Vì anh (chị) chọn lựa loại hình hoạt động giảng dạy kĩ nói? Appendix 4: DAILY ACTIVITIES IX 1. Daily activities at home I wake up at am every morning. I press the snooze button five times every morning before I turn off the alarm and get up. I have a cup of coffee and make breakfast. I usually read the newspaper while I have breakfast. My children like to have a shower after they have breakfast but I like to have a shower before I get dressed. After I have finished work, I go home to cook dinner. In my house I usually make dinner. The family eat dinner together at 7:30 pm. After dinner I make sure that my children their homework, and then I chill out on the sofa and watch television. On television I usually watch the News. My wife usually comes to tell me to take the rubbish out, or wash the dishes. 2. Daily activities at work - I go to work at 8.45am every morning. - I usually drive to work. - I always check my emails when I get to work, but I don't always reply to them immediately. - I take a taxi or a train if I have a lunch meeting. I never take the bus because it is too slow. - When I am at my desk I usually work on the computer, even during morning tea. At 1pm most days I have lunch. At 3pm we have afternoon tea, and that is when we usually talk and eat cake. - When you are in the office you probably have a lot of papers. It is important for you to file your papers, and so that you can find them again you need to organise your files. - When I work I have to make telephone calls. If an important issue happens I ask my secretary to organise a meeting. Adapted from http://www.studyenglishtoday.net/ Appendix Information gap activity X Card A Card B XI Adapted from http://www.englishteachingmaterial.com APPENDIX MAKING ARRANGEMENTS XII A. Useful expressions in making arrangements 1. Can you make it after lunch? 2. What about tomorrow after lunch? 3. Is tomorrow O.K? 4. What about tomorrow evening? 5. I’d like to make an appointment to see Mr. Bentley. 6. I’d like to make an arrangement to meet with Ms. Linton. 7. How about Friday morning at 9:15? 8. Would Monday morning at 11:00 fit into your schedule? 9. I have an appointment with Mr. Herman. 10. I’m here to see Mr. Taylor. My name is John. B. Responses to the arrangements 1. Yes, I am sure. I can make it. 2. I am sorry. I am not available tomorrow. 3. Sorry, I have much to this evening. 4. That’s fine. 5. That’s not a good time for me. 6. I’m sorry, but I have other business at that time. 7. Could you please wait a moment? 8. Would you mind waiting a moment? 9. Could you have a seat please? 10. Would you mind having a seat? Adapted from http://www.myenglishteachingblog.com APPENDIX Role - play: MAKING ARRANGMENTS XIII A. Put the sentences below in the correct order to make a complete conversation. . a. I’m fine. I’m going to a pop concert at the City Concert Center tonight. Would you like to come? . b. Hello. 09210752. . c. It’s “The Kids” in town. You like it, don’t you? . d. Bye . e. Yes. What time can we meet? . f. Hello. Can I speak to Eric, please? This is Adam. . g. That’s fine. See you at 7.15. Thank you, Adam. . h. Bye, Eric. . i. Which band is it? . j. Hello, Adam. How are you? . k. Is 7.15 Ok? The concert starts at 7.45. Let’s meet inside the center at the café corner. B. Tom and John are making arrangements to play chess. Practice the dialogue with a partner. Role play to make similar arrangements. Tom: Hello. 8257012. John: May I speak to Tom, please? This is John. Tom: Hello, John. How are you? John: I’m fine, thanks. And you? Tom: Great. Me too. John: Can you play chess tonight? Tom: I’m sorry. I can’t play chess tonight. I’m going to my homework. John: What about tomorrow afternoon? XIV Tom: Yes, tomorrow afternoon is fine. John: I’ll meet you at the Central Chess Club. Tom: At the Central Chess Club? Ok. Let’s meet at the front door. John: Is 2.00 o’clock ok? Tom: Great. See you tomorrow afternoon at 2.00 o’clock. Adapted from http://www.esl-library.com APPENDIX 8: INFORMATION GAP ACTIVITY Card A Name Bob Wilsons XV John Smiths Your partner Age 26 Location 34 Sydney, Australia Occupation Works in a bank Phone number Edinburgh, Scotland An engineer 018765799 Marital status 046732153 Single married James Taylor Carlos Romero Card B Name Age 38 Location Phone number Marital status 29 Manchester, England Occupation Your partner New Orleans, USA worker teacher 01695834 043785596 divorced engaged Adapted from http://www.esl-library.com APPENDIX ROLE-PLAY: MEETING NEW PEOPLE AT A PARTY XVI You’re Pharrell. You’re an You’re Michelle. You’re You’re Miley. You’re an American singer. You’re an American 41 and you live in Virginia. You’re 50 lawyer. American years old. singer. You’re single. You like You’re from Chicago but you’re music and fashion. now you live actress You’re from and 21 and Nashville, in Tennessee. You’re single. Washington, D.C You’re You like smoking and married and you have partying. kids. You like cooking. You’re Jamie. You’re an You’re Angela. You’re a You’re Manuel. English chef. You’re 39 German politician. You’re French and you live in London. 60 and you live in Berlin. You’re and 52 You’re in a relationship. You’re married. You like married. You like cooking and films and swimming. reading. Spanish. and You you’re work in logistics and you live in Paris. You love cars and football. Jean-Claude. You’re Cristiano. You’re a You’re Daniel. You’re an You’re Australian You’re musician. You’re a Belgian actor and Portuguese football player. You’re 35 and you live in philosopher. You’re 54 and You’re 29 and you have a Canberra. You’re divorced. you live in Canada. You’re girlfriend. You love music and art. You divorced and you have football and fashion. children. You like sports and reading. Adapted from http://www.busyteacher.org APPENDIX 10: LEAVING MESSAGES I. Useful phrases for taking/ leaving a message Taking a message Can I take a message? XVII like Does (s)he have your number? I’ll tell him/her you called. Shall I ask him/her to call you back? I’ll make sure he/she gets your message. Leaving a message Can I leave a message for him/her? Could you tell him/her that I called, please? Could you ask him/her to call me back, please? Okay, thanks. I’ll call back later. II. Complete the expressions with these verbs ring get put call drop be return phone give have 1. I’ll_______ back to you. 2. I’m ______ about the results. 3. I’ll _______ them in the post. 4. I’ll _______ you a ring. 5. I’m just ________ your call. 6. I’ll __________ a chat with them. 7. I’ll __________ you a line before I go. 8. I’ll ___________ in touch. 9. I’m just __________ to say, will it be all right if I take the car? 10. I’ll give you the number of my mobile in case you want to _______ me back. Adapted from http://www.busyteacher.org APPENDIX 11 ROLE-PLAY: LEAVING A MESSAGE You are a secretary for the Stellar Corporation. Your boss Mary Jenkins is out so when business clients call, take their message. XVIII A= a secretary B = business client A: Good afternoon. Stellar Corporation. B: Hello. Can you put me through to Mary Jenkins, please? A: I’m sorry. She’s at a meeting with a client. B: Do you know when she’ll be back? A: She should be back by 2:00. Would you like to leave a message for her? B: Yes. Could you tell her the new ads are finished? A: Certainly. Can I have your name please? B: My name is Jack Felspar. That’s F-E-L-S-P-A-R. I’m with Spectrum Printers. And could you have her call me when she has a spare moment. I need to discuss the billing details. A: Does she have your number? B: I think so, but I better give it to you just to be sure. It’s 314-274-5464. A: Alright, Mr. Felspar. I’ll have her call you when she’s back in the office. B: Thanks. I appreciate it. Have a nice day. A: You too. Adapted from www.bogglesworldesl.com/businessESL.htm Appendix 12 Role-play: SHOPPING FOR CLOTHES XIX A: B: A: B: A: B: A: B: A: B: A: B: A: B: A: B: A: B: A: B: May I help you? Yes, I'm looking for a pair of trousers. What colour would you like? Black And what size are you? I'm not sure. Can you measure me? [measures customer] You're a 34 inch waist. How about these? What material are they? Wool Do you have anything in cotton? Yes, these. Can I try them on? Of course. The fitting room's over there. They're a little long. Do you have anything shorter? These are shorter. I'll take them. How much are they? They’re £52 please. Ok. Here you are. Thank you. Good bye. Good bye. Adapted from http://www.eslprintables.com Appendix 13: SURVEY XX Walk around the class and talk to other class members. Compliment them on something they are wearing. And then ask them questions about that clothes item. Use the questions below: Name Item Shop Date of Purchase Price Payment Method Adapted from http://www.bogglesworldesl.com XXI Satisfied? [...]... evaluation is a crucial task in language teaching Evaluating good points as well as finding out limited points will help teachers choose suitable materials for students Hopefully, students can improve their skills in the process of learning a foreign language 1.2.2 Materials adaptation It is said that materials adaptation has a close relationship with materials evaluation and it has the importance in the process... relevant literature in the concern of the study This chapter has dealt with all basic aspects for designing a supplementary speaking material, including an overview of speaking skills, materials evaluation as well as supplementary materials Moreover, it helps the teachers understand more deeply and acknowledge the importance of speaking skills and material adaption in the process of teaching speaking. .. Many foreign researchers have conducted to study supplementary materials towards learning foreign language generally and English as a foreign language particularly Namely, Andrew Jonas and Cho-Ming Chuang (2009) conducted a study adopting supplementary materials to enhance listening and speaking strategy use by Taiwanese college EFL learners The results emphasizes that supplementary materials applied... and necessary so as to increase the suitability of supplementary materials for the reality of teaching and learning foreign languages Second, teachers can devise their own material Block (1991) says that, teachers should prepare their own materials deriving from the dissatisfaction with published material Teacher-prepared material, he claims, is likely to be more up-todate and more relevant to students ... Discussing the purpose of materials adaptation, Mc Grath (2002: 64) mentioned two main reasons: * To make the material more suitable for the circumstances in which is being used 9 * To compensate for any intrinsic deficiencies in the material, such as linguistic inaccuracies, out of datedness, lack of authenticity (Madsen and Bowen(1978) or lack of variety (Tice 1991)) It can be said that materials adaptation... an important task in the teaching process with the hope of maximizing the appropriateness of the materials 1.3 Supplementary materials for teaching speaking skills 1.3.1 Definition of supplementary materials In the book “Materials Development in Language Teaching” published in 1998, Tomlinson gives his opinions that “materials designed to be used in addition to the core materials of a course They are...1, What are the gaps between the speaking tasks offered in the course book “Lifelines” (Pre-intermediate) and the non- English major students demand at Tuyen Quang College? 2, What are the contents of the supplementary speaking material? 4 Scope of the study The study was conducted at Tuyen Quang College Because of limited time, it only focused on finding out the inadequacies in terms of speaking activities... developing supplementary speaking materials for the seven grades The researchers 12 emphasized supplementary speaking materials which are appropriate with the syllabus and encourage student-centered activities The above mentioned research focuses on finding the effectiveness of using supplementary materials in real teaching situation In summary, there are studies on development of supplementary materials;... states 8 that the systematic appraisal of the value of materials in relationship to their objectives and to the objectives of the learners using them.” Materials evaluation is based on different criteria Cunningsworth (1984:5-6) gives four main principles of evaluation which are applied by many teachers and students in a great variety of teaching and learning contexts The four main principles of evaluation... out their students needs when they learn speaking skills For question 1, 100% students agree that it is necessary to have more supplementary material for learning speaking skills because of different reasons Many students say that they will not feel afraid of 25 speaking in front of the class Some state that they will have more motivation in studying English Others say that they can get over the difficulties . >= 4.1 Supplementary speaking material for unit 1 32 4.2 Supplementary speaking material for unit 2 34 4.3 Supplementary speaking material for unit 3 35 4.4 Supplementary speaking material for unit. of materials evaluation and its criteria 8 1.2.2 Materials adaptation 9 1.3 Supplementary materials for teaching speaking skills 10 1.3.1 Definition of supplementary materials 10 1.3.2 Goals. vocabulary, grammar as well as speaking. Therefore, it is necessary to design a supplementary speaking material to suit students level. It is said that this supplementary speaking material can