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Unit 23 Using Reference Resources For Lesson Planning

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42 views5 pages

Unit 23 Using Reference Resources For Lesson Planning

Uploaded by

FarhanAlim
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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TKT Module 2: Using reference resources for lesson planning – Answer Keys

Key to Procedure Step 2


grammar books workbooks from coursebooks
dictionaries resource packs from coursebooks
supplementary material websites on the internet
methodology books for teachers colleagues
coursebooks

Key to Participant’s Worksheet 1 Exercise 1


1. Supplementary materials (pronunciation book), websites on the internet
2. Books or articles about learners’ errors
3. The teacher’s books from coursebooks
4. Learners’ dictionary, monolingual dictionary, bilingual dictionary, websites on the internet
5. The workbook from the coursebook, supplementary materials, grammar books for learners,
websites on the internet
6. Grammar books for teachers, websites on the internet
7. Colleagues, methodology books for teachers, websites on the internet
8. Grammar books for teachers, grammar books for learners, websites on the internet
9. Supplementary materials, websites on the internet
10. Learners’ dictionary, monolingual dictionary, bilingual dictionary, colleagues

Key to Participant’s Worksheet 1 Exercise 2


Which resources have you used as a teacher?/ Which resources have you used as a
learner?/ Which resources did you find the most useful? (allow participants to share
experiences)
What are the differences between grammar books for teachers and grammar books for
learners? Grammar books for teachers have very detailed explanations and may be quite
complicated and difficult to access. Grammar books for learners have more simple explanations
and which lead towards what the learners need to know at their level and provide simpler ways of
explaining grammar. Grammar books for learners also often have exercises to practice the
grammar point.
What are the differences between a learners’ dictionary, a monolingual dictionary and a
bilingual dictionary? Learner dictionaries are useful for teachers and learners as they provide
information about form, meaning and pronunciation, and have examples of the words in sentences.
© 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 and Conditions
They can provide simple explanations for teachers to use in class. Bilingual dictionaries explain the
meaning of words in students’ own language and they can be useful if students don’t know a word
in English and it is stopping them from explaining something. However monolingual dictionaries
give more information about how the word is used, synonyms which are commonly used and
examples of the word in sentences.
Which do you find the most useful? (allow participants to share experiences)

Key to Sample Task


1. H 2. G 3. B 4. A
5. I 6 E 7 D 8 F

© 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 and Conditions
TKT Module 2: Using reference resources for lesson planning –
Participant’s Worksheet 1
Exercise 1
Match the reference resources in the box with the reasons for using them below.

Grammar books for teachers Grammar books for learners


Learners’ dictionary Bilingual dictionary (L1–L2) Monolingual dictionary (L2–L2)
Methodology books for teachers Books or articles about learners’ errors
Supplementary materials The teacher’s books from coursebooks
The workbook from the coursebook Websites on the internet Colleagues

1. A teacher wants to do some work with her learners on / and and wants to find a minimal pair
exercise.
2. A teacher wants to know the common problems learners of a particular nationality have, so that he
can anticipate difficulties they might have with a structure.
3. A teacher wants to know how to make the best use of the coursebook she has been given to use
with her class.
4. A teacher wants to check the spelling of a word.
5. A teacher wants an extra grammar exercise, so that his students can do another exercise on the
present continuous.
6. A teacher wants to improve her own understanding of how language works to improve her
language awareness and her awareness of how to teach language.
7. A teacher is having difficulties controlling a rather lively and noisy class and wants some ideas for
strategies she can use.
8. A teacher wants to check on the form and use of the present perfect simple with ‘yet’ and ‘already’.
9. A teacher wants to find some stories for her class of young learners.
10. A teacher wants to check the pronunciation of a word.

© 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 and Conditions
Exercise 2
Discuss these questions in your group:
a) Which resources have you used as a teacher?
b) Which have you used as a learner?
c) Which did you find the most useful?
d) What are the differences between grammar books for teachers and grammar books for
learners?
e) What are the differences between a learner dictionary, a bilingual dictionary and a
monolingual dictionary?
f) Which do you find the most useful?

© 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 and Conditions
TKT Module 2: Using reference resources for lesson planning – Sample
Task

For questions 1–8, read the dictionary entry. Match the extracts from the dictionary entry with the
information they provide A–I.
Mark the correct letter (A-I) on your answer sheet.
There is one extra option which you do not need to use.

Scowl 1 v [I] to look at someone in an angry way; frown: Patrick scowled, but he did as he
was told. [+ at] Mum scowled at him and refused to say anything.
Scowl 2 n [C] an angry or disapproving expression on someone’s face; frown: She looked at me with
a scowl on her face.
Adapted from: Longman Dictionary of Contemporary English. Longman 2003

Extracts Information
A headword
1 [+ at]

B definition
2 n

C register
3 to look at someone in an angry way

D synonym
4 scowl

E plural form is possible


5 She looked at me with a scowl on her face.

F verb has no object


6 [C]

G part of speech
7 frown

H dependent preposition
8 [I]

I example sentences

© 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 and Conditions

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