PART 2

SELECTION AND USE OF

RESOURCES AND MATERIALS
UNIT 23
USING REFERENCE RESOURCES

Definition
All the sources of information about
language and teaching
Can be referred to for help in lesson
preparation
Include many types

Dictionaries

Grammar books

Books and magazine articles

Teachers books

Websites

Reasons for using references

Checking form and grammatical structures
Checking spelling, pronunciation and use
of vocabulary
Developing teachers own understanding
of language
Anticipating learners difficulties
Looking for new approaches and activities
Getting advice about using materials and
lessons

Checking form and

grammatical structures
Some books are specifically written
for teachers.
They can help teachers see what
learners need about grammar.
Some
also
include
practice
exercises.

Checking spelling,
pronunciation and use of
vocabulary
The most useful: advanced learners
dictionaries
Bilingual dictionaries are useful, but very
little information about how to use words is
given.
Monolingual dictionaries can help learners
get used to using the target language
more often.

Developing teachers own

understanding of language
Books used for this purpose are
also called language books
Their aim is to help increase
language awareness
They often include tasks that can
be done by oneself or with a
colleague.

Anticipating learners
difficulties
There are reference materials about
errors that learners often make.
Help teachers predict language
problems learners may have
Many difficulties result from the
interference of the L1 (source
language)
Books and articles can explain them.

Looking for new approaches

and activities
There is a wide range of reference
materials for this.
Teachers can experiment new
teaching approaches if necessary.
Activity books and handouts can be a
good choice.
They also provide information about
timing, suitable ages, etc.

Getting advice about using

materials and lessons
Advice can be provided by
colleagues, observers or experts.
Teachers books can also be a good
source of advice.
Advice can also be provided by
video clips of teaching sessions
through self-observation.

Discussion
Based on your own experiences, in
todays context, what kind(s) of
reference materials are likely to be
used the most often? Why?

ATTENTION TO TEACHERS
Some grammar books may contain
clearer explanations/examples than
others, so try to look at more than
one reference resource.
Language and grammatical usage
can change as new words appear
and old words stop being used.
=> Keep yourself updated

 Dictionaries on CD-ROM may

have practice activities, collocation
searches and audio recordings of
pronunciation.
Teachers can learn a lot from
others experience.
Visiting websites for reference
materials may be easier than
looking for printed books and
articles.

PART 2
SELECTION AND USE OF
RESOURCES AND
MATERIALS
UNIT 24
TEACHING RECEPTIVE SKILLS

Teaching procedure
As listening and reading are
receptive skills, their teaching
follows a common procedure.
In general, there are three stages:
1. Pre-Listening/Reading
2. While-Listening/Reading
3. Post-Listening/Reading

1.Pre-Listening/Reading
Lead-in: The teacher greets the
learners and asks some questions to
attract their attention.
Revision (if possible): It can be a
previous grammar point, vocabulary,
etc.
Vocabulary: Introducing new words
for the new listening lesson

2. While-Listening/Reading
There are tasks for learners to do.
Each task has:
+ Pre-task: The teacher introduces the
strategies, tips and tactics for doing the task.
The students raise questions if necessary.
+ While-task: The students raise questions if
there is anything unclear, then they carry out
the task.
+ Post-task: The teacher and students correct
the task. Then they may work on a grammar
point (if any).

3. Post-Listening/Reading
Groupwork/Pairwork/Individual work

+ Pre-task: The teacher arranges the class

according to the task she/he assigns, then
gives instructions on how to do it.
+ While-task:
o The students do the task while the teacher
moves around the class to monitor the
learners and provide help if necessary.
o The teacher and the class correct the task.

Discussion
You are in charge of a 30-student
class. Today, the lesson is about
listening for specific information.
However, a few students at the
back cannot answer any questions
because they cannot catch up
What could be done?

MODULE 3
MANAGING THE TEACHING
AND LEARNING PROCESS
UNIT 25
TEACHING PRODUCTIVE SKILLS

Teaching procedure
As writing and speaking are
productive skills, they have a
similar procedure.
Three main stages:
+ Pre-Writing/Speaking
+ While-Writing/Speaking
+ Post-Writing/Speaking

1. Pre-Writing/Speaking
. Revision of the previous lesson
(vocabulary/grammar)
. The Warm-up part may be separated
from the Pre-Writing/Speaking, but is
still
counted
as
part
of
PreWritng/Speaking.
. Samples of written texts/conversations
are presented.
. Students discuss to find out the types of
texts/purposes of speaking.

2. While-Writing/Speaking
First, the text is analyzed.
Second, the phrases and expressions are
taught and/or reviewed.
Third, whether that is a written or spoken
text, the functions (inviting, apologizing,
etc.) are explained.
Fourth, the students practice the functions
of a written/spoken text using a text given
by the teacher. At this time, the teacher
moves around as a supervisor.
Fifth, the exercise is corrected.

3. Post-Writing/Speaking
The teacher provides a situation for the
students to solve using what they have
just learnt.
In the process, the teacher moves
around to supervise the class.
The teacher and students correct the
texts (written/spoken) of some students.
At the end of the session, homework is
given to the learners.