Part 2 Selection and use of resources and materials

UNIT 22 Consulting reference resources to help in lesson preparation.

Key point for TKT UNIT 22 – Know what resources of materials for what particular needs.

* Purposes on making use of reference resources.

1) Grammar form, structures and uses – Both learners and teachers need check grammar points.
There are resources suitable for learners or for teachers. Some books have practice exercises too.
2) Mechanics – Spelling, punctuation, pronunciation and use of lexical items with examples. [Paper
or electronic, monolingual or bilingual dictionaries. / Functional dictionaries such as those containing
idioms, illustrations, business terms. ESL term dictionary, etc.]
3) Teacher’s own understanding of language – books for language awareness [understanding of
how language works] improvement, books related to how to teach a language. They usually contain
tasks, tips and comments for teachers. [textbooks for TESOL, TKT book, etc]
4) Learners’ errors – There are reference materials that anticipate learners’ errors on particular
language problems. [books or articles about specific difficulties caused by interference from L1 or
about studies on differences between English and other languages and their influences on learning.]
5) New approaches, new activities – There are supplementary materials that provide ideas beyond
those included in textbooks. [new approach to teach grammar, vocabulary or skills. / free websites
where experienced teachers share ideas on varying in teaching.]
6) Teacher’s course book – Usually shows extra activities such as homework or activities for further
practice with answers. Also, it provides gives suggestions about how to run an activity in a particular
situation or about what different ways of planning lesson could be possible.
7) Colleague’s advice – Experiences teachers’ advice can help us to think about their plan or style.

* Tips on making use of materials

1) Further research – grammar books and dictionaries usually have examples and uses. The more
varied knowledge you have the better.
2) Be updated – Words and grammar slowly change over time. Checking the latest materials keep
us up to date.
3) High tech materials – Websites and electronic dictionaries provide extra features such as practice
activities, pronunciation, interactive tasks, collocation searches, etc. Make best use of them.
4) Colleagues – Learn from other teachers’ experiences. [Web forum about ESL is very useful.]

UNIT 23 Selection and use of coursebook materials.

Key point for TKT UNIT 23 – Know what materials to choose for what purpose.
/ Recognize what problems are in textbooks and respective solutions.

* Things to be considered when choosing what materials in the textbook to use.

1) Is it visually attractive? Are visuals useful?
2) Is it well organized and logical? Easy to use?
3) Is it culturally appropriate?
4) Is it suitable for learners’ age, needs and interest?
5) Is it at the right level? Is the presentation of language clear?
6) Does it give learners enough opportunities to use the language?
* Solutions to unsuitable textbooks:
1) Replace the textbook. Another book or resource from internet, or supplementary materials that
meet the same needs of learners.
2) Adapt the textbook to make it suitable for the learners.

Ways to adapt material:

Strategies Problems Possible solutions

Extending material Task/exercise is too short.
Learners need more practice.
Shortening material Task/exercise is too long.
Learners don’t need so much practice.
Changing form of task Task not suitable for learners’ style.
Change or pace needed.
Repetitive exercise on textbooks.
Changing material level Tasks too easy or too difficult.
Reordering material Tedious and same sequence of task.
Using resources of all No enough material in a unit.
the book Extra review needed.
Future material preview needed.
Write extra itmes, following the same
pattern.
Not necessary to use it all.
Give different part of task to different
learners.
Change interaction patterns.
[Using matching sentences as a mingling
activity.][Run hangman for definition
exercise.]
Making material more challenging.
[Run comprehension questions before
reading.]
Making it less challenging.
[Breaking up long listening material.]
Reorder tasks while learners are asked to
cover up previous ones in order to
concentrate on the activity.
Use appendix of the book. [grammar,
structure explanation, examples, irregular
verb list, uses.]
Give whole book tasks. [searching
through the book for texts, pictures or
language examples.]

* While adapting task:,

- Don’t forget that the main source of the lesson is still the textbook.
- Don’t change tasks too often.
- When reordering, respect correlativity of tasks. Some tasks depend on the previous ones.
- Change order or adapt tasks to add variety. [See UNIT 20]
- Make materials more attractive and interesting by means of materials ‘off page’ [pictures, mime,
realia. Etc]

UNIT 24 Selection and use of supplementary materials and activities.

Key point for TKT UNIT 24 – Get familiar with the purposes of selecting certain supplementary
materials.

* Supplementary materials – types

1) For skills development – listening, reading, speaking, writing
2) For language system practice – grammar, vocabulary, phonology
3) For fluency development

* Where to find:
1) Teacher’s resource materials- some coursebook packages include supplementary materials that fit
the syllabus of the course.
2) Authentic sources – brochures, signs, magazines, manuals, ads, etc.
3) Video, CD, DVD – movies, songs.
4) Internet – forum, teachers’ testimonials, interactive activities, etc
5) Class library of graded readers.
6) Books of ideas for games and activities.

* Why use them:

1) To replace unsuitable materials in the coursebook.
2) To fill gaps in the coursebook.
3) To meet learners’ particular needs and interests.
4) To give learners extra language or skills practice.
5) To add variety to teaching.

* Features of each supplementary materials.

Possible advantages Possible disadvantages

Class library of readers Encourages extensive reading and
habits of reading itself.
Gives learners confidence.
Skills practice books Focus on individual skills.
Teacher’s resource New ideas for lessons.
books
Websites Variety of lesson plans, teaching
materials, other resources.
Video Provides visual (and sometimes real)
context.
Source of cultural information of target
language.
Shows body language.
Language practice Extra practice, varied practice.
books Lets learners work alone.
Electronic materials Motivation, interest generator.
Familiar technology for learners.
Games Enjoyment, mood and pace variation,
motivation.
Language practice.
Language sometimes too simple.
May not be challenging.
May not fit coursebook.
May not suit lesson aims.
Not easy to find the right material.
Sometimes not accurate.
Equipment not always available.
Language may not be graded.
Repetitive exercises.
Little or no context.
Teacher’s control on learners may be
difficult.
Little or no human feedback.
May not be suitable for some age group
of learners.

* How to select them:

1) Check availability in the school – Compare it with learners’ need when preparing scheme of work.
2) Check aim suitability – Sometimes, materials have no clear aims. Think how they complement or
replace items on coursebook.
3) Use some authentic materials – Some make tasks more challenging and varies mood.
4) Check for all skills – Skill development materials usually include more than one skill.
5) Check level-appropriacy – Some extra coursebook materials already come in different levels.
Check if they match with the learners’ real level.
* How to use them:
1) Extra instructions: Learners may not be used to the supplementary material style. Give
instructions for procedures and check concept.
2) Adapt levels: Teacher can vary level of difficulty making supplementary materials more or less
challenging according to the learners’ level.
3) Clear purpose: Games or extra fluency activities usually brings up interest and fun, but they
should have clear purpose. Adult learners may want to be aware of it.

UNIT 25 Selection and use of teaching aids

Key point for TKT UNIT 25 – Recognize why and how to use teaching aids. /
How they match to the aims.

* Types of aids- characteristics and uses:

Aids Characteristics Uses/Purposes

Black/white board No preparation necessary. / Erasable.
Drawing, diagrams, tables, word maps
possible.
Learners can use it too.
Visible to whole class.
OHP / Beam projector Colorful. / Printable from electronic files.
Content material reusable.
Varies classroom mood.
Cassette recorder / Record – play / Reusable.
player
Video recorder / player Shows audiovisual context.
A lot of authentic materials available.
Computer Interactive.
Playable audiovisual materials.
Possible access to internet.
Possible printing learners’ work.
Language laboratory Quite environment helps concentration.
Possible recording and listening.
Interactive tasks.
Realia Interest / variation in class mood.
3D – Learners see and touch.
Reusable.
Flashcard Draws attention.
Could be colorful / real pictures.
Reusable.
Flexible. – you can use all or just some.
Puppets Motivation / draws attention.
Suitable for children.
Reusable and very flexible use.
Visual synthesis of the lesson.
Shows graphically rules, structures or concepts.
Lets learners copy.
Displays result of group work. / Presentation.
Visual synthesis of the lesson.
Listening dialogue or any audible material.
Recording learners’ voice and listening it again
for improvement.
Listening comprehension – skim and scan
Viewing without sound and guess the dialogue.
Pausing and predicting the language.
Listening comprehension with help of visual.
Resolving online/interactive practice tasks.
Reading comprehension with authentic material.
Writing in word processor.
Speaking, recording and listening.
Chatting. / Writing message.
Pronunciation practice.
Extensive listening.
Monitoring and giving feedback individually.
Speaking activities.
To bring up a topic in lead-in.
To teach vocabulary.
As prompt for a speaking activity.
To bring up a topic in lead-in.
To teach vocabulary.
To practice grammar structures.
As prompt for a speaking activity / drill
To bring up a topic in lead-in.
To create dialogue.
To practice oral fluency / accuracy.
Charts Visible to whole class. To present lexical set, diagrams, pictures, tables,
Saves time. (No need to write on board.) phonemes, forms, etc.
Reusable.
The teacher Totally flexible. Gestures, facial expressions, mime to elicit or
correct learners’ errors.