TKT: YL (Young Learners) Part 2: Providing support and challenge

when selecting and using materials – Trainer’s notes

Description
The session covers the syllabus area of adding to, omitting from and adapting coursebooks
and supplementary materials to support and challenge children’s learning. At the end of the
session there is a 1 -1 matching task which focuses on this area of knowledge.

Time required: 45 minutes

Materials ƒ Participant’s worksheet 1 (one copy for each participant)
required:
ƒ Participant’s worksheet 2 (one copy for each participant)
ƒ Sample Task (one copy between two participants)
Aims: ƒ to familiarise participants with the format, content and task types
of TKT: YL Part 2
ƒ to look at ways of adding to, omitting from and adapting
coursebooks and supplementary materials to support and
challenge children’s learning
ƒ to share classroom knowledge and experience
ƒ to practise a TKT: YL 1-1 matching task

Procedure
1. Elicit or make the following points about Part 2 of TKT: YL:
ƒ Part 2 covers the syllabus area of planning and preparing young learner lessons
ƒ This session focuses on adding to, omitting from and adapting coursebooks and
supplementary materials to support and challenge children’s learning
ƒ The other areas of learning for Part 2 are planning lessons and using additional
resources.
2. (10 minutes) Ask participants to work in fours to list problems and solutions when
working with coursebooks and supplementary materials. A volunteer in each group
can make notes for group feedback. If necessary, elicit or point out that:
ƒ TKT: YL is for children from 6–12 years
ƒ Within this age group children are at different stages of development
ƒ They have different levels of literacy skills which has implications for lesson
planning and materials preparation
3. Put the following headings on the board:

Using course books and supplementary materials

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Trainer’s notes www.teachers.cambridgeesol.org
Page 1 of 8
 Problems Solutions

4. Ask 2 volunteers to write a list for Problems and a list for Solutions on the board from
group feedback (see Key below).
Make or elicit further points about providing support and challenge:
ƒ problems with parts of coursebooks may occur because e.g. skills work is at the
right level but the grammar/vocabulary development is too easy
ƒ coursebooks are too slow-moving
ƒ levels within the coursebook are inconsistent.
5. (15 minutes) Give out Participant’s Worksheet 1 and explain that there is a list of
problems the trainer might have with materials when preparing this session. Ask
participants to work together in fours to write solutions by adapting those from the
blackboard and noting them down on the worksheet.
6. Look at Information and Word banks on Participant’s Worksheet 2 (one worksheet
for each participant) and ask participants to underline anything which is new for them.
7. Feed back with the whole group to check solutions to Participant’s Worksheet 1
and share key vocabulary for the session (see Key below). Discuss with participants
some different ways of using information and word banks in the young learner
classroom, e.g. the teacher provides word banks or children build their own word
banks in notebooks.
8. (15 minutes) Give each participant a copy of the Sample Task. The task focuses on
using and adapting materials to support children’s learning. Point out:
ƒ The format of the Sample Task is 1-1 matching, which is the one of the task types
used in TKT: YL. It is always important to read instructions carefully so you are
clear what you need to do in a task.
ƒ There is usually one task on adapting coursebooks and supplementary materials
in the TKT: YL test.
ƒ The task shows how TKT: YL tests its syllabus through objective tasks.
9. Allow participants about 6 minutes to complete the task. Participants work in pairs to
do the task and consider whether working together makes the task easier or more
difficult. Feed back with the whole group and share opinions on the challenges of
working together or individually (see Key below).
10. (5 minutes) Round up to review and summarize main points covered. Ask
participants:

ƒ What is covered in Part 2 of YKT: YL? (Planning lessons, adapting

coursebooks and supplementary materials and using additional resources to
support children’s learning.)

© 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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TKT: YL (Young Learners) Part 2: Providing support and challenge when selecting and using materials –
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 ƒ What have they learnt about this area of the syllabus? (Participants share
areas of learning.)
ƒ How can they prepare for this part of TKT: YL? (Candidates can
• consider ways of adapting coursebooks and materials to support
children’s learning and incorporate them into lesson plans
• think about providing additional challenge for the more able learners in
their classes
• consider ways of supporting less able learners.)

Additional information
• Show participants the practice test and sample answer sheet from the TKT: YL
handbook and point out:
ƒ In the TKT: YL test they have to write answers on a separate answer sheet
ƒ The answer sheet has to be completed in 1 hour 20 minutes. Some people
complete it as they work through the test; others leave it until they have
finished all the questions. It doesn’t matter which technique you use so long
as the answer sheet is completed accurately before the end of the test.
ƒ The TKT: YL handbook is available to download at
http://www.cambridgeesol.org/resources/teacher/tkt.html
• Participants can look at TKT: YL Part 2 sessions and TKT Overview of task types for
more information on test format and content.
• Participants can do the Teaching Resources activities for TKT: Task types 1 – 4,
TKT: YL Part 2 Overview, TKT: YL Part 2 Lesson plans and TKT: YL Part 2 Using
additional resources for more information.
https://www.teachers.cambridgeesol.org/ts/teachingresources

© 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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Trainer’s notes www.teachers.cambridgeesol.org
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TKT: YL (Young Learners) Part 2: Providing support and challenge
when selecting and using materials – Answer keys

Key to Procedure Steps

Step 3

Using course books and supplementary materials

Problems Solutions
The level of grammar is too advanced Simplify language
Vocabulary is difficult/complicated Simplify language/add visual support
The content is unfamiliar to the class Personalise content
The text is too detailed/complicated Omit sentences/words
(DVD/Listening Exercise) Dialogues are Show subtitles/read transcript
too fast
(DVD/Listening Exercise) The vocabulary Provide a glossary/word bank
is difficult
Tasks are difficult/complicated Adapt the tasks/change the layout
Note: The solutions above appear in the TKT: YL syllabus. Other reasonable problems and
solutions should be accepted.

Key to Participant’s Worksheet 1

Problems with materials Possible Solutions

Using practice tests in class can become Personalise the content for teachers with
repetitive TKT: YL syllabus areas and test format
Change the layout
There may be new vocabulary Each group writes a list of key words for this
session on their worksheets
Provide a Word bank
There is a lot of information about TKT: YL Omit unnecessary detail
syllabus content in the handbook Select key information for this session and
provide an Information bank
The sample task in this session may be Add possible answers
difficult
There is a lot of information about TKT: YL Omit unnecessary information.
test format on the website Select key information for this session and
provide an Information bank
© 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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TKT: YL (Young Learners) Part 2: Providing support and challenge when selecting and using materials – Answer
keys www.teachers.cambridgeesol.org
Page 4 of 8
Key to Sample Task
1. G (given) 2. H 3. A 4. B 5. C 6. F 7.E (given)

(Note: Number 1 and 7 are given in this sample test to support learning. Answers are NOT
given in the TKT: YL test)

© 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

TKT: YL (Young Learners) Part 2: Providing support and challenge when selecting and using materials – Answer
keys www.teachers.cambridgeesol.org
Page 5 of 8
TKT: YL (Young Learners) Part 2: Providing support and challenge
when selecting and using materials – Participant’s Worksheet 1

Participants work in fours to suggest solutions to the trainer’s problems when using TKT: YL
materials. Information and Word banks are given.

Problems with materials Possible Solutions

Using practice tests in class can become

repetitive.

There is new vocabulary.

There is a lot of information about TKT: YL

syllabus content in the handbook.

The sample task in this session may be

difficult.

There is a lot of information about TKT: YL

test format on the website.

© 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

TKT: YL (Young Learners) Part 2: Providing support and challenge when selecting and using materials –
Participant’s Worksheet 1 www.teachers.cambridgeesol.org
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TKT: YL (Young Learners) Part 2: Providing support and challenge
when selecting and using materials – Participant’s Worksheet 2

Underline any new information and words in the banks below.

Information for TKT: YL test format
• There are 4 different question types in the test – 3 option multiple choice, 1-1
matching, 3/4/5 option matching and odd one out.
• In the TKT: YL test there are 80 questions to do in 1 hour 20 minutes.
• Candidates have to do three tasks on Part 2 and one task focuses on adapting
course books and supplementary materials.
• Candidates write answers on a separate answer sheet.
Information for TKT: YL Syllabus Content
There are 4 syllabus areas, or parts, in TKT: YL
ƒ Part 1: Knowledge of young learners and principles of teaching English to young
learners
ƒ Part 2: Planning and preparing young learner lessons
ƒ Part 3: Teaching young learners
ƒ Part 4: Assessing young learner learning through classroom based assessment
Three areas of knowledge are covered in Part 2:
i. lesson plans – components/headings
ii. providing support and challenge when selecting and using course books
and supplementary materials
iii. additional resources – selecting, adapting and supplementing
Word bank for this session
• personalise
• simplify
• add
• omit
• adapt
• select

© 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

TKT: YL (Young Learners) Part 2: Providing support and challenge when selecting and using materials –
Participant’s Worksheet 2 www.teachers.cambridgeesol.org
Page 7 of 8
TKT: YL (Young Learners) Part 2: Providing support and challenge
when selecting and using materials – Sample Task

For questions 1 – 7, match the problems teachers have with materials with the ways of
supplementing or adapting those materials listed A – H.

Mark the correct letter (A – H) on your answer sheet.

There is one extra option which you do not need to use.

(Note: 2 answers are given in this sample test to support learning. Answers are NOT
given in the TKT: YL test)

Teachers’ problems Ways of adapting the materials

1 There was a text in the coursebook about pets. I wasn’t

sure if my learners would know the difference between
hamsters and guinea pigs and budgies and canaries.
So I ... (G) A personalised the content.

2 The children were keen to find out more about a new

film which came out recently. I found a good review in B omitted some unnecessary details.
a newspaper and although the language was above
their level, I knew they would find it all really
interesting. So I ... C adapted the task.

3 The coursebook had a recipe for something that isn’t

popular among children in our country. I thought it
would be more useful for them to study the language in D added a transcript.
a recipe for something they like. So I ...

4 I got some information about chocolate from a local E changed the layout.
factory but I wanted the children to read only about
how it is made and not about the history of chocolate
making. So I ... F gave them some possible answers.

5 The recording from the coursebook about the festivals

was really interesting. But I wanted the children to do
something more communicative than just listen and G added some visual support.
answer the comprehension questions. So I ...

I wanted my class to draw a Venn diagram of the H simplified the language.

6
similarities and differences between camels and
giraffes. I knew they wouldn’t think of enough things to
make a very complete diagram. So I ...

7 The story in the coursebook was written as one long

paragraph in very small print and was hard to read. So
I ... (E)

© 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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Task www.teachers.cambridgeesol.org
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