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TKT Unit 22

Powerpoint presentations I used in the TKT training course I ran for teachers of English in Thailand

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Porntip Bodeepongse รักในหลวง
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999 views

TKT Unit 22

Powerpoint presentations I used in the TKT training course I ran for teachers of English in Thailand

Uploaded by

Porntip Bodeepongse รักในหลวง
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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TKT Unit 22:

Consulting reference
resources

by
Porntip Bodeepongse
Reference resources
• are all the sources of
information about language
and teaching that we can
refer to for help in lesson
preparation.
Reference resources
• Reference materials
– Dictionaries and grammar books
– Books and articles about
teaching methodology
• Teacher’s book accompanying a
coursebook that contains answers
and teaching ideas and websites
on the Internet.
Reference resources
• may include people, e.g.
head of department or
colleagues who teach a
foreign language or other
subjects
Task 1
• When we plan a lesson,
why do you think we
need to use reference
resources?
Checking the form and use
of grammatical structures
• Some grammar books are written
for teachers with very detailed
explanations. Others are written
for learners using simple
language. These provide us with
suitable ways of describing or
explaining grammar.
Checking the spelling,
pronunciation and use of
lexical items
• The most useful dictionaries for
teachers to use are advanced
learners’ dictionaries which
include example sentences and
informationa bout the form and
use of words.
• Bilingual dictionaries (which explain
meanings of words in learners’ own
language), including electronic
dictionaries, are useful when learners
are looking for a word they don’t know
in English. But it’s a good idea if
learners check the words they find in a
monolingual dictionary, which provides
the most suitable way of defining words
and giving examples of their use.
Developing your own
understanding of language
• There are a number of books which
aim to increase our language
awareness (understanding of how
language works) and our awareness
of how to teach language. They
often include tasks that we can do
by ourselves with detailed
explanations and comments as well
as answers.
Anticipating learners’
difficulties
• Reference materials about learners’
errors can help us anticipate
particular language problems that our
learners might have. Many difficulties
with vocabulary or grammar are the
result of interference from L1. Books
or articles about differences between
the learner’s L1 and English will help
to explain these problems.
Looking for new approaches to
teaching and classroom activities
• There is a wide range of
supplementary materials (materials
you can use in addition to or instead
of your coursebook) focusing on
grammar, vocabulary and particular
skills. These materials are sometimes
in book forms or published on
websites.
• There are also many teacher’s
resource books with ideas and
materials for all kinds of lessons.
Some provide activities for extra
grammar or communicative
practice while others focus on a
particular type of classroom
activity, e.g. dictation,
storytelling.
Finding out how to use the
materials in the coursebook
• Teacher’s books provide suggestions
about how to use the material in the
coursebook.
• Some teacher’s books include
different possible ways of planning a
lesson, as well as explanations of
answers to exercises and extra
resources.
Getting advice about particular
lessons or teaching materials
• Colleagues who have taught at the
same level or used the same
teaching materials may be able to
offer useful advice.
• As with the suggestions in teacher’s
books, a colleague’s approach may
help us to think about our own
planning.
Key concepts
• Some grammar books and dictionaries
may contain clearer explanations or
examples. So when checking a
language item, we should try to look
at more than one reference resource.
• Dictionaries on CD-ROM have many
extra features, such as practice
activities, collocation searches and
audio recordings of pronunciation.
• Language changes, as new
words appear and people stop
using old words. Grammar
usage, too, changes slowly
over time. One way to keep
up todate is to use the most
recently published grammar
books and dictionaries.
• We can learn a great deal
from other teachers’
experiences. Many teachers’
magazines include regular
articles by teachers describing
successful lessons they have
taught.
• It may be easier to visit websites
than to find the books and
articles we need. There are many
sites on the Internet where we
can find free resources such as
lesson plans, worksheets and
ideas for teaching.
• Some websites also offer simple
programs for making classroom
resources, such as crosswords and
gap-fill exercises. The best way
to find these materials is to visit
one of the sites that has lists of
links to useful teaching resources
on the Internet.
http:// www.scribd.com
Oxford Teacher’s Club
BBC+Learning English
www.teachingenglish.org.uk

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