TKT Module 1 Motivation PDF
TKT Module 1 Motivation PDF
TKT Module 1 Motivation PDF
Description
This activity explores the factors influencing motivation, which is a syllabus area of TKT
Module 1 Part 2. Participants consider both students and teachers roles in influencing
motivation, and some of the ways in which teachers can help to motivate students. They also
do a practice TKT task.
Time required:
55 minutes
Materials
required:
Aims:
Procedure
1. (10 minutes) Put participants into groups of four. Hand out Participants Worksheet
1 and ask them to look at the list of teacher characteristics. They decide on the order
of importance of these characteristics to be an effective teacher.
2. Feed back with the whole group so that participants can share ideas. Focus on the
last characteristic on the list: The teacher knows her students well. Ask them:
Why is this an important characteristic? (the teacher knows students needs,
reasons for learning English, likes and dislikes, etc)
Why is it important to know these things? (e.g. to keep students engaged, to
maintain learner motivation)
3. (10 minutes) In pairs, participants think about their own language learning and
different students they have taught. They should make a list of the factors that
influence motivation. Ask:
Elicit an example: some students might need to know English better to do their job.
Feed back with the whole group so that participants can share ideas (see key below).
4. (10 minutes) In pairs again, participants list their top tips for ways in which teachers
can maintain motivation in students.
5. Give out Participants Worksheet 2 so participants can check their list of tips
against the list in Exercise 1.
UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
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Page 1 of 6
6. (10 minutes) Participants now look at the suggested strategies for maintaining
student motivation in Exercise 2 and match them with the tips in Exercise 1. Check
answers together (see key below).
7. (10 minutes) Give out the Sample Task. Participants complete the sample task on
their own then compare their answers with a partner. Check answers together (see
key below).
8. (5 minutes) Round up to summarise points covered. Ask participants:
What is the TKT Module 2 syllabus area for this lesson? (motivation)
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.org/ts/legalinfo
www.teachers.cambridgeesol.org
Page 2 of 6
10
2. A
3. C
4. D
5. C
6D
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.org/ts/legalinfo
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Page 3 of 6
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.org/ts/legalinfo
www.teachers.cambridgeesol.org
Page 4 of 6
Give students something to work towards. Have goals for yourself and encourage
students to have goals of their own.
2.
Be enthusiastic in lessons and enthusiastic about the material you are using. Sell it
to the students.
3.
Make sure your material is well presented and attractive for learners.
4.
Give clear instructions for tasks so that students can achieve your aims.
5.
6.
7.
Find out about your students interests so that you can provide material on topics that
the students are interested in.
8.
Encourage students to relax in lessons and encourage them to talk to each other and
to help each other.
9.
Praise all students when they have done something well, especially weaker learners,
to build self-confidence.
Exercise 2
Match each of the activities below with the top tip above that it would put in action.
A. Demonstrate tasks so that students know what to do. Check understanding of
instructions.
B. If students arrive early for class, encourage them to chat to amongst themselves.
C. Try to do different activities in a lesson, e.g. speaking and reading rather than just
reading.
D. Start your lessons with a warmer to raise energy levels.
E. Set up a research project. Get learners to look things up on the internet.
F. Provide a questionnaire with topics so that students can choose which ones they like
best.
G. When monitoring a speaking or writing task, select some examples of good English
to put on the board at the end for everyone to share. .
H. Use pictures on handouts and vary the font size, layout, etc.
I.
Tell students what you intend to achieve by the end of the course and find out what
they want to achieve.
J. Do pair work and group work and change students around so they can work with
different people.
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.org/ts/legalinfo
www.teachers.cambridgeesol.org
Page 5 of 6
Advice
1
Train students to use reference resources to help them study successfully on their
own.
Think about how you tell students about their progress. How can you praise or
encourage them instead of just giving marks?
Give comments on students work which are helpful and enable them to feel a
sense of progress.
Dont always do the same kind of things in the classroom. Try new activities and
change activities each lesson.
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.org/ts/legalinfo
www.teachers.cambridgeesol.org
Page 6 of 6