TKT Module 2: 2: Selectio Selectio n and us e of su pplementary materials and activit ies – Teacher’s Teacher’s Notes Description Participants explore the possible sources for supplementary materials to use in the classroom, as well as reasons for supplementing coursebook materials. They then discuss ways of selecting and adapting supplementary materials The selection and use of supplementary supplementary materials and activities is tested t ested in TKT Module 2 Part 2. Time required: Materials required:
Ai ms :
50 minutes
Participant’s Worksheet Worksheet 1 (cut or folded in half, one for each participant)
Participant’s Worksheet Worksheet 2 (one for each participant)
Sample Task (one for each participant)
To consider types of supplementary supplementary materials and activities
To provide an opportunity for participants to discuss reasons for using, selecting and adapting supplementary materials To provide practice in completing tasks in which the selection and use of supplementary materials is the testing focus
Procedure 1. (15 minutes) Ask minutes) Ask participants: What What do we call book s, CDs, CDs, DVDs DVDs and other material teachers teachers b ring to t he class as extra material/activ material/activ ities t o use in stead of (or as w ell as) material material in t he coursebooks? Elicit supplementary materials and/or materials and/or write it on the board. In pairs, participants brainstorm and each make a list of all the supplementary supplementary materials they can name. 2. When participants participants have finished, number the pairs pairs ‘A’ and ‘B’. Put all of the As together to form a group and all of the Bs together to form another group (if the groups are very large divide divide them again). Participants share their their lists of supplementary supplementary materials. 3. Give out Partic Partic ipant’s Worksheet 1 Exercise Exercise 1 (cut or fold the worksheet first). Participants compare compare the list with their answers. Tell them that the selection and use of supplementary materials and activities is a syllabus area tested in TKT Module 2 Part 2. 4. (10 minutes) In minutes) In pairs, participants discuss the reasons for using supplementary materials and activities. They can refer back to their lists from Step 2, discussing what the materials could be used for. 5. Give out or unfold Partic Partic ipant’s Worksheet 1 Exercis Exercis e 2 to compare the reasons given there with their own reasons. © UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further information see our Terms of Use at http://www.teachers.cambridgeESOL http://www.teachers.cambridgeESOL.org/ts/legalin .org/ts/legalinfo fo
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6. (10 minutes) Give minutes) Give out Partici Partici pant’s Works heet heet 2. Participants continue working in pairs and answer the 3 questions on the worksheet for each activity from supplementary supplementary materials. Check answers together (see key below). 7. (10 minutes) Give minutes) Give out Sample Task. Task . Participants complete complete the sample task on their own, then compare their answers with a partner. Check answers together (see key below). 8. (5 minutes) Round minutes) Round up to summarise summarise points covered. covered. Ask participants: participants:
What What is the TKT Module Module 2 syllabus area area for thi s lesson? (the selection and use of supplementary supplementary materials and activities) What What is the testing f ocus on t his syl labus area? area? (types of supplementary supplementary materials and activities, reasons for use and how to select and adapt) What What t ypes of suppl ementary ementary materials have you u sed as a teacher teacher and as a learner? learner? (allow participants to share opinions) Which did you find the most useful? (allow useful? (allow participants to share opinions)
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TKT Module 2: 2: Selectio Selectio n and us e of su pplementary materials and activit ies – Ans wer Keys Key to Partic Partic ipant’s Worksheet 2 Exercise Exercise 1 What What typ e of supplementary activity is it?
Where Where is it from ?
What What is the teacher’s teacher’s aim/ reason reason for choosing it?
1.
Grammar exercise
book with language practice activities, or website, or resource book/workbook
to provide additional practice in tenses
2.
Speaking activity and narrative writing activity
book with skills activities
to provide additional fluency practice and narrative writing practice
3.
Speaking activity
book with skills activities
to provide fluency practice in the form of a game
4.
vocabulary exercise
vocabulary practice book or website
to teach vocabulary in the lexical set ‘fruit’
5.
role play/dialogue play/dialogue
book with skills activities
to provide additional practice of language taught earlier
6.
intonation/ pronunciation
pronunciation practice book or website
to provide additional practice of intonation
7.
listening comprehension
CD
to provide practice in listening for detail using authentic material
8.
reading comprehension
newspaper, magazine or website
to provide practice in listening for gist using authentic material
Key to Sampl e Task Task 1
C
2
B
3
C
4
C
5 A
6
B
7
C
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TKT Module 2: 2: Selectio Selectio n and us e of su pplementary materials and activit ies – Parti Parti cipant’ s Worksh eet eet 1 Exercise 1 Examples Examples of suppl ementary ementary materials and their us es
Websites on the the internet internet for for practice practice activities activities on grammar, vocabulary and pronunciation pronunciation practice Websites on the internet for games, games, puzzles puzzles and quizzes to provide provide extra fun activities
CDs with songs for extra listening material
Newspapers Newspapers and magazines, and articles articles on on the internet, for authentic authentic reading reading texts texts
Books with skills skills activities activities like reading listening speaking or writing writing for extra skills skills material Books with language language practice activities or exercises exercises for extra language practice material DVDs of movies or TV programmes for authentic authentic practice practice of listening and context setting Resource books that that come with student’s student’s books books in coursebook coursebook packs for extra skills and language practice material
Graded readers for extensive reading material
Board games like like Scrabble, Scrabble, Monopoly, Monopoly, to provide provide practice practice in a fun way
Computer games for extra practice material
__________________________ ________________________________________ ___________________________ ______________________ _________ Exercise 2 Reasons Reasons for u sing s upplementary materials materials
to add variety to lessons lessons
to provide extra practice in grammar, grammar, vocabulary and and pronunciation pronunciation
to provide extra practice in skills skills work (speaking, listening, listening, reading or writing) writing)
to replace material in the coursebook coursebook that the teacher thinks thinks is unsuitable
to add something something that seems to be missing missing from the coursebook coursebook
to respond to learners’ requests requests for materials with a particular particular focus/topic
to include include fun activities
to include more authentic authentic material in lessons lessons
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TKT Module 2: 2: Selectio Selectio n and us e of su pplementary materials and activit ies – Parti Parti cipant’ s Worksh eet eet 2 Look at the examples of activiti es from su pplementary materials. materials. For each each activi ty say: a) What What type of supplementary activity is it? b) Where Where is it from ? c) What What is the teacher’s teacher’s reason reason for choosing it? 1. Write out the sentences, using the most appropriate tense or form of the verb in brackets.
2. Working in groups of two or three, look at the following eight photographs, photographs, and choose at least six of them. Arrange these in an order order that makes makes a good story. Discuss the development of the story in the group, and invent any details that you need. Then, working individually, individually, write the story.
3. Work in groups of five or six. Each member of the group tells a story that is either completely true or completely completely false. The other members of the group must must decide whether they think the story is true or not.
4. The following are all types types of fruit. Fill in the correct words under under each picture.
5. You are student A. You see an advertise advertisement ment for an apartment to rent in the newspaper newspaper and decide to phone up about it. Student B owns owns the flat. You begin like this: Good morning. I’m phoning phoning about the apartment.
6. Listen to these dialogues. Mark the boxes question.
⇘
where the intonation goes down when the speaker is simply answering a
Mark the boxes
⇗
where the intonation goes up when the speaker is asking a question.
7. Listen to the song and fill in the gaps in the transcript.
8. Read the articles from the ‘Also in the news’ section and say what they have in common.
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TKT Module 2: 2: Selectio Selectio n and us e of su pplementary materials and activi ties – Sample Task Task For questions 1–7 look at the supplementary materials for elementary learners and the three possible ideas ideas for exploiting them. Two of the ideas are appropriate appropriate in each situation. situation. One of the ideas is NOT appropriate. NOT appropriate. Mark the idea ( A, A , B or C) C) which is NOT appropriate NOT appropriate on your answer sheet. 1
The material would be useful for practising A B C
2
The activity would probably work well with A B C
3
reading for gist. reading for specific information. information. reading for detail.
The activity would require the following interaction patterns: A B C
7
requesting. making plans. giving permission.
The materials would give practice in A B C
6
places in town. free time activities. train travel.
The materials would be suitable for practising A B C
5
teenagers. young children. young adults.
The context would revise the vocabulary of A B C
4
present simple questions. prepositions of time. reported speech.
pairwork. class mingle. individual work.
Useful pre-teaching for this task could include A B C
telling the time. giving directions. expressing ability.
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© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further information see our Terms of Use at http://www.teachers.cambridgeESOL http://www.teachers.cambridgeESOL.org/ts/legalin .org/ts/legalinfo fo
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