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00:00:02

[Karolina]
 

The topic for today is Beyond the Coursebooks, Smart Supplements. Let me just turn on my clock so that I want to kind of, I'll do anything to keep it under the time limit. So the title for this talk is Beyond the Coursebooks and I am going to talk about what smart supplementation is and how to make sure that the supplements are there, not just to, you know, take some time, but they are there to actually engage the students and make them learn something, right, so that they have a kind of educational value.
 

00:00:43
 

First of all, this talk is going to be very practical, so I think it's kind of, it's a, what we have, what you've heard before is a very good introduction, a lot of academic, a lot of research. For this one, well, to be honest, what I'm about to share with you is not so much research-based. I mean, it is grounded in how, you know, learning takes place from the psycholinguistics point of view, it is, but my views, the views that I'm about to present, I know are not research-based. They are teaching practise-based and they are classroom observation-based. In other words, they may not be very, you know, popular, I wouldn't say, I wouldn't use the word controversial, but it's, I'm not going to talk about things you may probably read everywhere.
 

00:01:35
 

But I am going, but it just, I'm offering you this, I'm offering, I'm, what I want to do is share with you what works for me and what I've noticed works for other teachers, the teachers that I observe in my, you know, in my job. And you can either take it or not. One thing that I want to talk about is what is smart. You will learn in this talk that the best supplementary materials are the ones that require the least workload from the teachers, okay? So, but that was just a sneak peek. Basically, during this talk, I hope that you will, by the end of the talk, you will understand why and if or when coursebooks require supplementation, because they do, like we all use, I'm pretty sure you all use supplementary materials. That's like, I'm like, I'm really.
 

00:02:35
 

I'm 100% sure. And that's kind of choosing to supplement the coursebook material is the choice or the decision, it always comes from something. So, you'll understand that. Also, I hope you will know what makes a language task effective. So, really engaging, what really works. This is important for me, okay? That's, I think that for choosing some extra tasks, extra materials, for kind of redesigning the coursebook lesson somehow, that's always my primary goal. Is it going, or my primary, yeah, my primary goal, it has to actually teach something. I also hope you will be able to design impromptu, that is, spontaneous language tasks.
 

00:03:23
 

And I will show you how to do that. I will basically present a number of examples to kind of give you a hint of how that works, but also leave you with a repertoire of ready-made activities to be used during your lessons. And there's this framework I came up with of what smart task selection or smart task design actually is. And that's what I'm going to, that's what I'm going to do at the end. Let me start, perhaps, by telling you what is it like, okay, I've said that the ideas I'm about to present are not so much research-based, but they come from what I know in my, from my job, you know? So, that's basically my job. That's what I do for a living. As you can see there, someone at the back of the classroom taking notes, that's me. I'm an educational expert and a kind of director of studies in one of the schools in Warsaw. And I'm telling you this because as of this year, I've not, I observe not only in the lessons of English, I'm not only a director of studies for the language education, but I'm a kind of education expert for the whole faculty.
 

00:04:40
 

Which basically means I go to maths, history, geography, biology, art, music, and anything that is taught in our schools, in our school. And, you know, the moment I was asked to do this webinar, I thought, yeah, well, let's see what it looks like, what supplementation looks like. And guess what? The teachers of English are actually the only ones who use extra materials on every single lesson. They are the only group of teachers to be most often seen, you know, by the copying machine in the lobby. Okay. Observing, I know, geography, history, none of that actually happens. So, in other words, in none of the maths lesson, history lesson, biology lesson, and so on, did I see the teacher walking around the classroom distributing worksheets? Well, that basically happens at every lesson of English. And it got me thinking, why is it like our course books are very good actually, right? Everything is there. It got me thinking, what happened?
 

00:05:53
 

And why? And how is it even possible? And I kind of decided to look back historically to how it all started. And things started thinking about myself as a novice teacher. And I realised that's what we grew up and grew up professionally, to believe that extra materials are important, supplementary materials just have to be there during the lesson. I remember when I was kind of, you know, brainstorming ideas for this session, I recalled my first job as a teacher of English in a language school. That was the meeting point for the whole faculty, you know. I would start my lessons at four.
 

00:06:34
 

I had to be in the school at 2.30 to make sure I had enough time to queue. There was just one copying machine in the school, that was a long time ago. To queue, right, to stand in line, and then copy all the materials for all the groups. Why did I do that? For two reasons. First of all, when we received the teaching programme for, you know, for the whole semester, there was a table, the one, the last column said, okay, in this lesson, in this lesson, there's this list of supplementary materials that you can slash should do. Okay, so kind of we're, yeah, yeah, the course is one thing, you have to do some extra things as well. And the second, and secondly, in our evaluation sheet, hour by hour, I mean, the teachers of English, the teachers in that school, one of the boxes to be ticked was, you know, apart from using, creating learner-friendly atmosphere, being prepared for the book, one of such boxes was using supplementary materials, which basically meant, and that is one of the most common fallacies, I would say, in, you know, in our jobs, that supplementary material means that you have just conducted a good lesson.
 

00:07:57
 

They are a sign of a good lesson. That means, look at the second point, supplementary materials are a proof of teacher's consciousness, conscientiousness. It means that the teacher actually makes effort, that you tried, that you, you know, took that extra, that extra step, you've taken the extra mile to prepare for the lessons, which is so not true. In my career, I observed lessons which were, you know, entirely based on the coursebook, and they were absolutely brilliant methodologically. And I also observed lessons, half of which was, you know, organised around supplementary materials, you know, pictures, extra reading texts, videos, and whatnot, which were a complete disaster. Okay, so supplementary materials do not really make your lessons any better just by being there. Also, another common myth is that supplementary materials are authentic materials. So there has to be something extra, you know, like bring a podcast, or bring an extra text, or bring some pictures, or this. This is also not true.
 

00:09:09
 

The range of supplementary materials are enormous. And the ones that I'm going to focus on today are the ones that you can come up with like spontaneously, impromptu, as you go, kind of more, the kind of supplementary materials which are reactive to what is going on in the classroom. And definitely, one thing is for sure, the supplementary materials that I want you to leave with today are the ones that require very little, if any, preparation. And one final part, one final myth about supplementary materials is that for some reason, we grew to believe, or there's this, you know, it's a common fallacy, really, that they guarantee learners engagement, just by changing the classroom dynamics. So the very fact that you depart from doing one task, one task, two tasks, three tasks, or from the coursebook, somehow your students will be more engaged. And that's just, you know, changing classroom dynamics is just partially true.
 

00:10:12
 

The learners engagement will not appear there on its own. Okay, so if you copy a worksheet in which students have to, you know, do some gap-filling activity, it doesn't really mean that it's going to either teach them something or that it will keep them more engaged. Of course, one thing that I want to underline, I don't want to, you know, change methodology here, because coursebooks do need supplementation, if not, but first of all, not on any lesson. But they do, at least from time to time. Why? First of all, they are, they seem generic, and they are generic. And they not only are kind of unable to anticipate every learner's needs, but they are also unable to anticipate every learner's kind of style, sorry, every teacher's style. You start, each and every one of you has a different teaching style, you're a different personality in the classroom.
 

00:11:16
 

And sometimes the coursebook that you teach with matches that personality. But on other occasions, it doesn't, especially very often, you know, working in an institution, you don't, we don't really choose what to teach with. Okay. And that's, if something, if there's something that I believe in, something I believe works, feel free to do that. Coursebooks often prioritise accuracy of communication. And speaking of adult learners, they come to a language course to achieve the letter. And they have kind of, they have that limited focus on learner agency. So there's very, there's little flexibility, usually, in a typical coursebook, it's just go one task after another. And so in order to have some, you know, agency over this, it's a good idea to supplement.
 

00:12:13
 

And this is obviously, though supplementation is grounded in what we know about, about how teaching works. Richards, for example, argues that coursebooks provide consistent instruction, but teachers must adapt materials to increase authenticity, relevance, and communicative opportunity. Also, Gilmer, who reviewed a number of authentic materials, increased, said that they provide increased pragmatic and discourse competence by exposing learners to real language. So basically, the authentic materials, extra materials, I think that's what they are the most valuable for, linguistic exposure and extra input. And it's something that very often the coursebook will not give you enough of. The same nation, a similar story, really, who researched vocabulary acquisition, he states that learners require six to 9000 work families for fluent reading, and the coursebook alone will not provide you with sufficient exposure. And again, so for exposure, for input, for communication, very often, you will need those extra materials. A similar, there's a similarity with Krashen's hypothesis, Krashen's input hypothesis, sufficient amount of, who talks about sufficient amount of comprehensible, long, low anxiety input is necessary for progress. So the necessity.
 

00:13:34
 

At least the minimal necessity to supplement will always be there. And I think it will, it will refer to adult learners in particular, because they come to your classrooms very kind of, well, let's face it, with certain expectations. They are self-directed, their life experience is their resource, they are very much goal-orientated, they want things that are relevant and practical. And being, you know, having a lot of years of experience as learners, that also includes the experience of, you know, learning English as a foreign language. And if that's what they have experienced before, their teacher providing them with supplementary materials, a video, a text, a book, something here and there, they will simply expect that.
 

00:14:25
 

So what is it that we can do? Like, I'm sure that you are familiar with all the, you know, the whole range of supplementary materials, starting with authentic, authentic materials. So authentic materials will be all the tech, all the things that were not created for the purpose of learning, but they were created for the, for native speakers. So texts, podcasts, videos, films, and so on. And they are very important here. They are very important. But I, what I want to say is that if you really want to supplement the material, your coursebook, authentic materials cannot be, I think it's impossible to make this, make authentic materials the only source of that supplementation. Why?
 

00:15:14
 

Because despite all the advantages, that is cultural exposure, that is, you know, for a number of learners, an increase in motivation, showing natural grammar use, developing inferencing skills. So when students meet, while dealing with authentic materials, students kind of have to, they develop the so-called ambiguity tolerance, because they will not understand everything. But however, despite all of these advantages, I think that authentic materials are extremely difficult to handle. They can be very lexically dense, right? They, okay, they can increase motivation in some cases, but if they are, especially if they are not levelled properly, so if they are too hard, or maybe too easy, you, there's always the risk of demotivating your students. And above all, they require very careful scaffolding. In other words, they require loads of work for the teacher. So if you really want to supplement, if that's your goal, you like that, you want to change that coursebook, modify it, change it slightly, adjust and whatnot.
 

00:16:24
 

I don't think that the authentic materials will, I mean, they can be, but to be honest, I think that the amount of workload for the teachers are just, I mean, I wouldn't be able to take it, right? Because let's face it, the more materials, the more supplements, that's how I remember myself as a novice teacher, supplementing materials and working two jobs, really. One was in the classroom, and then the other one was the afternoon and the evening, preparing all those materials. And it took me several years to figure out that's not the way to go. And there are other easier ways to make sure that, you know, I supplement the coursebook if I want to, but in a reasonable way. And that's basically what I want to share with you today, you know. Other types of supplementary materials, which I value much more, I like much more than authentic materials, are graded readers, because you just pick and choose the, you know, the right level. And it does all the, you know, it provides the students with exposure, they are properly levelled, this is actually very nice. I always have a library of graded readers with my students, but that's probably, you know, the topic for another talk.
 

00:17:47
 

Any kinds of projects that go beyond language learning, linguistic education, so anything that you ask them to do beyond the language, saying, I don't know, anything that they do in the team, in pairs, preparing something, analysing, giving presentation, preparing a talk, kind of preparing some product, all projects like this will also be a type of supplementary material. Any digital tools, okay, so Twizzler, Kahoot, I'm sure you're aware of this. And it's usually there, but the most important type of supplementary material for me is this one. Something that I do as I do the lesson, so that's my preparation for the lesson, I look at, it's from Language Hub, I look at the start, you know, before the lesson, I look at it, I look what I have in the coursebook, I already know where my students are, what my learning needs are, what kind of group I am preparing this particular lesson for, and I can easily say, okay, I can do something extra here.
 

00:19:00
 

I can do an extra listening, or there's something I could do with them at the end. And it doesn't mean copying, looking for extra worksheets, it doesn't mean bringing into the classroom, you know, extra articles, it just means adding something to what is already there in the classroom, and I'm going to show you lots of examples of this kind. In order to perhaps, and there was a kind of introduction, what you can expect, what I'm going to talk about, hope that you've already learned a few things, and kind of you sense, you see, you have managed to sense out my kind of very reasonable methodology, that's who I am, as a Director of Studies, as a teacher trainer, but also as a teacher myself, you know. I want to go back to the title of this presentation for a moment, there are three elements in it that are important for me, that I would like to focus on right now, to kind of show you more example, practical examples, that's beyond the coursebook, smart and engaging. Let us start with.
 

00:20:08
 

What it means beyond the coursebook. Beyond, I'll start with what it doesn't mean, it doesn't mean copying lots of worksheets before the lesson. Funnily enough, when I was a novice teacher again, I would always have like a pile of extra worksheets, just in case, like if, what if, what if I finish five or ten minutes before, what if I finish, but that's, you know, that all came from the very fact that I wasn't able to come up with an activity kind of spontaneously, right, on the go, so to speak, so I would always have a pile of extra
worksheets, just in case. That's not what beyond the coursebook means. Beyond the coursebook means anything to me, to me, that's again, that's the part that is not research-based. To me, beyond the coursebook means anything that you add to the lesson that is not there in the student's book, so for me, beyond the coursebook will be anything you can use, anything on the, you know, teaching platform that you find, that extra game, an extra, I don't know, there are plenty of things in all sorts of teacher resource centres, anything extra that is not there on the, in the paper, in the coursebook, or that is not there in the workbook, so for me, the primary source of materials is always the course itself.
 

00:21:34
 

Okay. Mind you, instead of looking through, and as you can see, my library is kind of, it's, it's kind of comprehensive, but instead of just looking through the books and thinking what is it that I can copy and give and distribute to my students, I always start with looking through what the course offers, and they usually do have a lot to offer, trust me, so that's one thing, so another, beyond the coursebook means anything that you add or modify or adjust in that particular lesson, and now let me give you an example, this is a reading lesson from skill for reading and writing, so that's a reading lesson, if you take a close look, it just starts with close reading, it says read the scientific American text about eye contact and so on, so what I would start with, I wouldn't start with just telling my students open the book and read, I would show them this graph and ask my students to discuss what they see, try to perhaps, perhaps if like they are stronger students, I would ask them to work in pairs and write a three or four sentence description of that particular graph, and that's, that's already supplementing what I have in the coursebook.
 

00:22:56
 

Another example, again, completely preparation free, I would display the first paragraph on the board or on the slide to my students and I would ask them to tell me what do you think we are going to talk about, what the topic of this lesson is, what the subject of the lesson is, what the text is going to be about, so make some kind of prediction, but everything there, see, is in the coursebook. Another example, having read that, as you can, if you analyse this very closely, there is very little language work based on this task, apart from one glossary with five, five, five, five phrases or expressions, five words. To me as a teacher that's never enough, I'm a huge fan of the so-called fish for words, like you, I've just shown you the abstination, you have to provide students with exposure to, to language, but I also know, and that's actually research based, that unless you point out certain words and features of the text to the students, they will not learn them, that's it, they will, there was no learning, so the noticing, if you don't help students notice, they won't, no learning will take place, simply, that's a psycho-linguistic.
 

00:24:10
 

That's a fact, a research-based fact from psycho-linguistics, so what I would do really is this, focus on those words in the glossary, maybe choose a few more, and if I really want to make effort and prepare something, I would prepare gapped sentences for my students so that they can fill them in, so that to enable that noticing of a given formal structure or lexical item, okay, so that's basically, that's kind of impromptu, spontaneous things that you do with the course book, what is already there, but it already goes beyond what's actually here written on the page, okay, oh, okay, five minutes, I'll try to be fast, now engaging, let me start again with saying what engaging is not, and that's not fun, a friend of mine.
 

00:25:08
 

Another director of studies, she once told me, she attended, that she observed a lesson of adult, in an adult classroom, the teacher was introducing a set of personality adjectives, and all the lessons were so cool, they were doing, you know, games, online games, regular games, there was some running dictation, there were crosswords, there was like, there was so much fun, but at the end of this lesson, okay, the learners were not able to repeat half of the words that were the target of that lesson, you know, so where is the educational value in it, again, engagement is not fun, engagement means active learning and student participation, it's involving skills beyond content knowledge, putting students into teams for communication, making them solve some problems, engaging them in creative thinking activities, in fact, look, some self-reflection, I will show you self-reflection activity at the end, that's what makes, kind of making the students make some kind of mental effort, for example, through higher order thinking skills, such as analysing, evaluating, or creating, okay, let me give you an example again, this one is from Language Hub.
 

00:26:30
 

Students get to know, they actually revise, because they revise question forms, later on, there are 10 questions to be made, like students actually have to insert the verbs in brackets, the auxiliaries in brackets into the correct form, to make grammatically correct questions, a natural thing, a natural follow-up to this will be to ask those questions to each other, to work in pairs, during pair work, so why do you, why are you studying English, how many brothers or sisters, do you have any brothers or sisters, have you ever met a famous person, so any kind of personalisation of the content will be engaging for the students, and if not that, what else, well, this part of the lesson in which students listen to an interview with a psychologist, like.
 

00:27:25
 

And it's about meeting people for the first time, so I would ask my students either to add five more questions you could ask when you meet someone for the first time, it's you who you could meet, and that's very engaging, mind you, it's much more engaging than just putting that auxiliary into the correct place, because students have to write, do something on their own, to write five questions from scratch, so that's what makes this task engaging, or imagine you're going to interview a famous psychologist, write five questions that you might ask, okay, which is kind of a lesson topic related, and now SMART, and now, like, I told you that at the end of this session, I hope that you will be able to follow a framework for SMART task design, and that's something that I actually, again, not research-based, my very own idea, what SMART means for me, it means having strategic purpose, measurable outcomes, achievable preparation, and reliable administration, and a task-driven effort, what does that mean?
 

00:28:31
 

Anything that you do in the classroom, any kind of extra activity, extra worksheet, extra paper, extra text, video, podcast, and whatnot, has to have a clear teaching purpose, if you're doing a reading lesson, make sure that the extra supplementary materials actually teach, like, provide students with extra reading practise, if you do, I don't know, if you do those, what am I talking about, our personality adjectives, make sure that the extra materials focus on the personality adjectives from the lesson, giving, like, students, just because I have a nice worksheet, or enough on, you know, let's say that the course book introduces 10 adjectives, doing an extra worksheet with personality adjectives, I mean, 10 more, it's not going to do the job, I'm interested in practising those 10 ones that I have in the book properly, instead of just expanding the possibilities, it has to have a teaching value, are my students really going to learn, is that helpful in any way, or is this just, you know, is this just a time filler, is it?
 

00:29:41
 

Achievable preparation and reliable administration, how much, how much time does it take to prepare it, and how long does it take to administer it? If the task is very complex in administration, and it takes half of your time, but it's, but it's, there's no effort, students just, you know, it's not worth it. Okay? And the task-driven effort doesn't make… Does it make… that was my timer, I should stop speaking now, but just bear with me 5 more minutes. I will now give you some examples. are kind of language in different kinds of lessons. Vocabulary. Reading, listening, speaking, and so on. So let us start with vocabulary. One of the most important things in vocabulary lessons is that if, uh, the most important kind of supplementation is to provide my students with some kind of context-based use of that vocab… those vocabulary items.
 

00:30:43
 

And that's actually where ChatGPT does wonders. All you need to do, and that's what I supplement my lessons with. I take the target vocabulary, I ask ChatGPT nowadays, I used to do that, I used to make my own sentences, which was sentences, which was… which was much more time-consuming and much
more difficult. Now, it takes just a few seconds for ChatGPT to create a ready-made text. So I asked ChatGPT, write a text for 200 words, 150 words, with these words, and there you go. And I changed it into a gapped text and that's actually a helpful, uh… goal-oriented or language-oriented task. With high educational value. Another example, you can… and again, something requiring absolutely no preparation, you can take that test, and you can have fun, make students more engaged, keep their mind off the language, and make it more, you know, enjoyable, you can have one chance dictation.
 

00:31:50
 

In which you… it's one chance, because you dictate, or you say the words or sentences, it's up to you only once and students have to make extra effort. It's super engaging for the students. This is your extra material, this is your supplement for this particular lesson. If you can see in this lesson, student just… there's an introduction of the task, and then students are asked to use. That's what I'm missing in this particular lesson. Okay? It also helps students with the, uh, with the spelling of the target vocabulary. Personalization, which always works. Personalization is not only about asking students to, you know, to talk about themselves, but also to use the target words or phrases, or, you know, even grammar. In their own context, so if you ask your students, now make your own story with these words. Whatever the story kind of is about. Uh, that's also personalization. Okay? Now, reading. Ah, I'm a huge fan of reading listening lessons. These are always my favorite and again, instead of giving students another task, or another take, oh, sorry, instead of giving my students another text.
 

00:33:03
 

I will… kind of, for me. doing just global reading, and so skimming, scamming, then reading for detail is never enough. I always want to engage my students in some extra, the so-called study reading, in which they carefully read the text word for word. Okay? Because that's where the learning, that's where the biggest learning value is. So when I ask my students is to choose any word from the text, and paraphrase it swap it with their partners and then the other person has to find the particular sentence that was paraphrased. And in order to do that, they have to go through the text very carefully, one more time. Okay? You could do this the same with translation, right? The paraphrasing, you can ask students to translate a sentence, or even maybe the whole paragraph. Uh, text rescue. That's a very nice… that's a nice filler, and that's a very nice, uh, task. I tell my students to read the text. And underlying, or sorry, write down on a separate piece of paper, 10 words which they think are the most crucial to remember the content. Once they write it down, I tell them this. Now, imagine that's your article. You're a journalist, you wrote it, the deadline for handing it in is tomorrow, and it has just caught the fire.
 

00:34:27
 

Okay? You have now a few more moments. To kind of check what is it that you remember. Then I tell my… what is the most important thing to remember in this article? Then I ask my students to close the book and recreate the text, or at least, you know, one paragraph, depending on how long the text is. And then again, that's a supplementary task. Requiring no preparation for me, the whole engagement comes from my learners. Okay, I'm going to skip the listing, because it's kind of… Similar. Um, what I'm… what I'm trying to show you here, and at this point, I need to underline that all of the tasks that I'm showing you today have one very important thing to… in common, and I keep kind of underlining it. They require very little preparation. They are not structured. As a rule, and that's, again, what I've noticed as a teacher, as a teacher trainer, as a, you know, by observing the lessons.
 

00:15:27
 

The less structured the activities. Or, in other words, the more open the tasks the less teachers' workload is required, which results in more learners' engagement. I came up with this idea, and it's mine, I've never… that. Every task has a unit of effort, or a unit of workload attached to it, just one, one unit, this is it. One unit. And that can guide to go to the teacher, or to the student. So, in other words, either the teacher can try very hard and spend a lot of time preparing it, or the student can take that, can make that effort in doing the activity. Let me show you how it works in, you know, on a real-life example. Let's say that you want to supplement, you found a great article in The Guardian, this is something they found to do two days ago, Christmas. Yes, very kind of up-to-date now. And what you could do is take this article and try to write, I don't know, 5, 6, 7, 8 maybe? It's longer than just… that's just an excerpt. Comprehension question, multiple choice comprehension questions. How much time do you think it would take you to write, like, 6, 7 multiple-choice questions to that task?
 

00:36:47
 

I think at least 30 minutes. It's a very difficult task to create a proper multiple choice. uh, you know, test with proper distractors and, you know, with paraphrasing and so on. That's a difficult task. And then, students take the text and just do this A, B, C, the… and it's done within, I don't know, what, 7 minutes? That's it. So the effort is yours, not the learner's. If, however, you bring to the classroom the same article. And you ask the students, now, read it. And summarize it with your own words. Your preparation is minimum, the whole effort and, you know, the workload, the mental effort goes to the students, okay? And if you really want questions, ask students to write those questions for each other, or for one another, okay? Ask, like, instead of writing the questions yourself, you know, the night before, the evening before, doing this in your free time, just bring this. Thanks to the classroom, ask students to read, and maybe work in pairs, and write comprehension questions for another pair.
 

00:37:54
 

Okay? So clearly. The best activities are the ones that require very little preparation. I used to… I told you before that I used to have this pile of worksheets. Yeah? Just in case. In my… just in case, like, always in my bag. Instead of this, it's much more, you know, effective, but also efficient to ask students to write some exit tickets. Exit tickets, a small piece of paper that you ask… that you distribute just before the lesson ends, which kind of summarizes the whole lesson. So, it's something, like, you can have ready-made tickets. Saying, today I learned, or what I learned today, the question I have.
 

00:38:37
 

But you could also just distribute regular post-it notes and ask the students, listen. On that piece of paper, please write 5 or 6 words that you learned today. The preparation for me as a teacher is none. The whole effort is on the part of the learner, and we kind of… it's engaging because we engage them in a kind of self-reflection. Mind you that the same exit ticket is a very nice entry ticket for the next lesson, and that's yet another one supplementary material changes into it, another supplementary material. Again, another example. I used to, I used to copy, you know, um, whenever I, whenever I wanted to do extra speaking tasks. I used to copy those scenarios with role plays and whatnot. Now, I often use the speed dating conversations, which can kind of… which are suitable for any topic. They can be doctors, you can… students can act out doctor's appointments, or job interviews, right?
 

00:39:37
 

You know how speed dating works. You put two students in two rows, and on your count, one row moves one kind of seat forward, so that the, uh, it gives students a chance to repeat the same conversation with another person. And that's basically, uh, that's basically it, right? That's all my… that's all my, uh, preparation. So, um, I hope that. I have helped you with a number of things that is making a decision when it's actually, you know, legitimate to choose some extra materials. What language… what an effective language task is. I hope you will be able to design some impromptu, spontaneous, you know, language tasks, and remember my framework for SMART. supplementation, thank you very much for your attention, and for being here with us today.
 

00:40:32
 

[Will]
 

Thank you very much, Carolina. Can you just breathe for a second, please? Thanks. Bit of a breath.
 

[Karolina]
 

Yeah, I will.
 

[Will]
 

Thank you so much. That was wonderful. What an absolute… Barrage of information that was just… I've never had so much information in my life, I think. I think I could speak for all of the teachers here I couldn't have had more information had I read a book in that… in that 30 minutes. Thank you so much for putting that all together.
 

[Karolina]
 

Thank you