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    Module 2 Unit 25 and 26 TKT

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    Carmen Sanchez Bazan
    This document discusses supplementary materials and activities that teachers can use in addition to or instead of a coursebook. It provides examples of different types of supplementary materials like skills development materials, collections of communicative activities, and web materials. It also discusses how teachers can use supplementary materials to help differentiate instruction for mixed-ability learners. Finally, it provides definitions and explanations of key terms related to supplementary materials and differentiated instruction.

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    Module 2 Unit 25 and 26 TKT

    Uploaded by

    Carmen Sanchez Bazan
    33 views22 pages
    This document discusses supplementary materials and activities that teachers can use in addition to or instead of a coursebook. It provides examples of different types of supplementary materials like skills development materials, collections of communicative activities, and web materials. It also discusses how teachers can use supplementary materials to help differentiate instruction for mixed-ability learners. Finally, it provides definitions and explanations of key terms related to supplementary materials and differentiated instruction.

    Original Description:

    You can work and learn with this syllabus of the TKT

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    This document discusses supplementary materials and activities that teachers can use in addition to or instead of a coursebook. It provides examples of different types of supplementary materials like skills development materials, collections of communicative activities, and web materials. It also discusses how teachers can use supplementary materials to help differentiate instruction for mixed-ability learners. Finally, it provides definitions and explanations of key terms related to supplementary materials and differentiated instruction.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    33 views22 pages

    Module 2 Unit 25 and 26 TKT

    Uploaded by

    Carmen Sanchez Bazan
    This document discusses supplementary materials and activities that teachers can use in addition to or instead of a coursebook. It provides examples of different types of supplementary materials like skills development materials, collections of communicative activities, and web materials. It also discusses how teachers can use supplementary materials to help differentiate instruction for mixed-ability learners. Finally, it provides definitions and explanations of key terms related to supplementary materials and differentiated instruction.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 22

    UNIT 25

    Selection and use of supplementary materials and activities


    SUPLEMENTARY MATERIALS

    • The books and other materials which teachers can use in addition to or instead of a coursebook.
    They include skills development materials, collection of communicative activities, teacher’s
    reasources, web materials and they may also come from authentic sources.

    • Does not come along with the Teachers Book.


    SUPPLEMENTARY ACTIVITIES

    • Link:

    https://www.teachingenglish.org.uk/resources/primary
    https://www.teachingenglish.org.uk/teaching-resources
    https://www.theteacherscorner.net/
    https://www.cambridge.org/kr/cambridgeenglish/resources?content=student
    https://www.cambridge.org/kr/cambridgeenglish/resources?content=teacherhttps://teachingenglishgames.com/esl-multilevel-activities/
    https://www.usingenglish.com/quizzes/
    https://bogglesworldesl.com/
    http://a4esl.org/ no secure
    LEARNERS GET USED WITH THE
    SUPPLEMENTARY MATERIAL TO:
    • Methodology
    • Procedures
    • Adapt
    • Games and extra communicative activities.
    • Help – mixed ability /mixed level students.
    • Appropriate
    • differentiation
    DIFFEFRENTIATION

    • To make or see a difference between people and things. In teaching, it has a special meaning
    relating to dealing with mixed ability or mixed level learner in one class.

    • The teacher can provide different tasks, activities, texts or materials for different learners in the
    class according to their ability.
    PHONOLOGY

    • The study of sounds in a language or languages.


    COMMUNICACTIVE ACTIVITIES

    • A classroom activity in which learners need to talk or write to other learners to complete the
    activity, e.g. role play.
    AUTHENTIC MATERIAL/SOURCES

    • Written or spoken texts whih a first language speaker might read or listen to.
    • They may be taken from newspapers, radio, the internet etc. The language in the texts is not
    adapted or made easier for learners or the language learning proces…
    SYLLABUS

    • This describes the language and skills to be covered on a course, and the order in which they will
    be taught.
    EXTENSIVE READING

    • Reading long pieces of text, such as stories or newspapers. Extensive Reading is often Reading
    for pleasure.
    Grammatical structures
    Variety
    Vocabulary Logical or clear sequence and aims
    skills
    CLASS ROOM MANAGEMENT

    • The things teachers do to organise the classroom, the learning and the learners, such as
    organising seating arrengements, organising different tyoes of activites, annd managing
    interaction patterns.
    MIXED ABILITY/MIXED LEVEL

    • The different levels of language or ability of learners studying in the same class.
    SCHEME WORK

    • A basic plan of what a teacher will teach for a number of lessons. Mainly in the beginning of the
    school year.

    • Its aim is to try to ensure that lessons fit logically together, to give the teacher clear goals and to
    try to ensure a balance of language, skills, topics and activities.
    TASK

    • Task may also be used as another Word for activity.


    METHODOLOGY

    • A Word used to describe the way teachers do different things in the classroom, e.g. the
    techniques they use in classroom management.

    • E.G.
    • By using gap acitivites
    • Mind maps/Word
    • Flashcards
    • Cue/prompt cards
    • Puppets
    • Charts
    • Realia
    THIS CAN ALSO INCLUDE

    • The teacher!!!

    • Gestures.
    • Facial expressions
    • Mime
    • Eleicit vocabulary
    • Clarity meaning
    • Creat context
    • Finger correction.
    PROCEDURES

    • A set of actions that describes the way to do something.


    INPUT NEW LANGUAGE/VOCABULARY

    • To provide new information about something. E,g, teachers can input new vocabulary through a
    text or by using the board.
    GRADED

    • Suitable for the level of the learners.

    ADAPT
    • The main of idea of supplementary material shouldn’t be graded. However, we can when we
    want to make it more challenging.
    LET’S PRACTICE
    A. I can use it to text the maning of vocabulary in an enjoyable way.
    B. It’s really useful because there’s no focus on problema sounds in my coursebook.
    C. I can go round and monitor my students´accuracy while they have lots of fun.
    D. My students can choose books that are easier or more difficult for them.
    E. It helps my Young learners get used to the rhythm of the language.
    F. My students can choose their own edercises and check their answers.
    G. It helps my visual learners when we’re learning new vocabulary.
    H. It’s full of ideas for discussions.

    1. A book of grammar games 2. A website that helps the teacher make quizzes.
    3. A book of fluency activities 4. A collection of poems and songs.
    5. A book practising phonemes 6. A collection of graded readers.
    7. A CD-ROM of Reading text and tasks
    AIDS AND RESOURCES

    • Overhead projectors
    • Visual aids MAIN AIM
    • Realia
    SUBSIDIARY AIMS STAGE AIMS

    APPROPRIATE

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