handbook and sample testtkt

8/11/2019 Handbook and Sample TestTKT

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1Teaching Knowledge Test | contents

Contents

Preface

This handbook is intended for course providers who are, or intend to become, involved in preparing

candidates for the Teaching Knowledge Test (TKT).

For further information on any of the Cambridge ESOL examinations and teaching awards, please

contact:

Cambridge ESOL Information, 1 Hills Road, Cambridge, CB1 2EU, United Kingdom

Tel: +44 1223 553355, Fax: +44 1223 460278, e-mail: [email protected], www.CambridgeESOL.org

2 Introduction

4 An overview of TKT

4 Content of TKT

5 Module 1: General description and syllabus

8 Sample test

Language and background

to language learning and

teaching


18 Sample test

Lesson planning and use of

resources for language

teaching


27 Sample testManaging the teaching and

learning process

34 TKT test administration

34 Grading and results

34 Special Circumstances

35 The production of TKT

35 Support for TKT candidates and course providers

36 Common questions and answers

36 TKT wordlist

42 Module 1 answer key



44 Sample OMR answer sheet

1

2

3



2 Teaching Knowledge Test | introduction

TKT can be taken at any stage in a teacher’s career. It is

suitable for pre-service or practising teachers and forms part

of a framework of Teaching Awards offered by Cambridge

ESOL. This includes CELTA (Certificate in English Language

Teaching to Adults); CELTYL (Certificate in English Language

Teaching to Young Learners); ICELT (In-service Certificate in

English Language Teaching); and DELTA (Diploma in English

Language Teaching to Adults).These are based on the

following content areas: subject knowledge, pedagogical

knowledge, pedagogical content knowledge and knowledge of

context.TKT covers the first three of these areas of

knowledge, but unlike the other Teaching Awards,TKT does

not assess knowledge of teaching context.This area is most

appropriately assessed through teaching practice, which does

not form part of the assessment of TKT.

Other teaching qualifications offered by Cambridge ESOL

include two specifically designed for the further education

and skills sector within the UK.

A summary of the entry requirements and content of Cambridge ESOL’s Teaching Awards can be found on the

following page.

Introduction Introduction to Cambridge ESOL

The Teaching Knowledge Test (TKT) is designed and produced

by University of Cambridge ESOL Examinations (Cambridge

ESOL), a department of the University of Cambridge and part

of the University of Cambridge Local Examinations Syndicate,

which has provided examinations in English for speakers of other languages since 1913. Cambridge ESOL offers an

extensive range of examinations, certificates and diplomas for

learners and teachers of English, taken by over 1.5 million

people a year, in more than 130 countries.

Introduction to TKT – a test of professional

knowledge for English language teachers

TKT tests knowledge about the teaching of English to speakers

of other languages. This knowledge includes concepts related

to language, language use and the background to and practice

of language teaching and learning and is assessed by means of objective format tests, which are simple to administer and to

take.

TKT is designed to offer maximum flexibility and accessibility

for candidates and therefore does not include a compulsory

course component or compulsory teaching practice. However,

it is likely that centres and other institutions will wish to offer

courses for TKT preparation and these may also include some

teaching practice, if desired. It should be noted that TKT tests

teaching knowledge rather than teaching ability.

TKT offers candidates a step in their professional

development as teachers and enables them to move onto

higher-level teaching qualifications and access professional

support materials, such as journals about English language

teaching (ELT).

TKT candidates are encouraged to keep a portfolio, a record of

their professional development and reflections on their

teaching.Through their portfolio candidates should become

reflective practitioners, analysing their teaching and how this

impacts on their students’ learning.The portfolio does not

form part of the assessment for TKT, however.



3Teaching Knowledge Test | introduction

Note: Cambridge ESOL also offers IDLTM and the Young Learner Extension to CELTA. IDLTM is an educational management

qualification and, as such, does not focus on knowledge about or practice of teaching.The Young Learner Extension to CELTA shares

similarities with CELTYL, except that entry is conditional on candidates having completed CELTA.

TKT CELTA CELTYL ICELT DELTA

Selection procedure None Interview and task Interview and task Interview and task,

where appropriate

Interview and task

Teaching experiencerequired None None None Must be teaching 2 years’ (1200 hours)relevant teaching

experience

Previousqualifications/training required

None Normally qualifications

which allow access to

higher education

Normally qualifications

which allow access to

higher education

Local requirements for

teacher training apply

Normally a university

degree and an initial

ELT qualification, such

as CELTA

Language level Minimum PET/Council

of Europe B1

Near first language

speaker

Near first language

speaker

Minimum FCE/Council

of Europe B2

Near first language

speaker

Teaching age group Primary, secondary or

adults

Adults (16+) Primary or secondary Primary, secondary or

adults

Adults (16+)

Can be takenpre-service

Must be takenin-service

Obligatory course

Assessed teaching practice

Continuousassessment

Coursework

Portfolio

Written test/examination

Cambridge ESOL Teaching Awards



4 Teaching Knowledge Test | introduction

An overview of TKT

The aims of TKT

• to test candidates’ knowledge of concepts related to

language, language use and the background to and

practice of language teaching and learning

• to provide an easily accessible test about teaching

English to speakers of other languages, which is

prepared and delivered to international standards, and

could be used by candidates to access further training,

and enhance career opportunities

• to encourage teachers in their professional development

by providing a step in a developmental framework of

awards for teachers of English

TKT candidature

TKT is suitable for teachers of English in primary, secondary or

adult teaching contexts and is intended for an internationalaudience of non-first language or first language teachers of

English.

Candidates taking TKT will normally have some experience of

teaching English to speakers of other languages.TKT may also

be taken by:

• pre-service teachers

• teachers who wish to refresh their teaching knowledge

• teachers who are moving to teaching English after

teaching another subject.

To access TKT, teachers need a level of English of at least Level

B1 of the Council of Europe’s Common European Framework of

Reference for Languages.This level is specified in the Council

of Europe’s Threshold document (Threshold 1990, J A van Ek &

J L M Trim; CUP August 1998). However, candidates are not

required to have taken any English language examinations.

TKT candidates are expected to be familiar with language

relating to the practice of ELT. A non-exhaustive list of

teaching terminology is provided in the TKT Glossary, which

can be found on our website: www.CambridgeESOL.org/TKT

Candidates are not required to fulfil any specific entry

requirements for TKT.

Content of TKT

TKT content outline

TKT consists of three modules. For each module, candidates

are required to answer 80 questions by selecting a letter for

the correct answer. As TKT tests candidates’ knowledge of

teaching rather than their proficiency in the English language

or their performance in classroom situations, candidates are

not required to listen, speak or produce extended writing

when taking TKT.

TKT overview

Approaches to teaching and learning

A range of approaches to teaching and learning may be

covered in the examination material.

Approaches which might bias against candidates from

particular backgrounds or teaching contexts are avoided.

Knowledge of communicative and other approaches to

teaching is expected, as is familiarity with ELT terminology.

Sources and text types used in TKT

Extracts, original or adapted, from the following sources may

feature in TKT:

• ELT coursebooks or supplementary materials• handbooks on English language teaching and learning

• ELT journals and magazines

• testing materials

• grammar books and dictionaries, including phonetic

transcription (IPA – International Phonetic Alphabet)

• diagrams or other visuals

• transcriptions of classroom talk

• descriptions of classroom situations.

Module Title Timing Test format

1 Language and

background to

language learning

and teaching

1 hour 20 minutes Three partswith

80 objective

format questions

2Lesson planning and use of

resources for

language teaching

1 hour 20 minutes Two partswith80 objective

questions

3 Managing the

teaching and

learning process

1 hour 20 minutes Two partswith

80 objective

questions



5Teaching Knowledge Test | module 1: general descript ion and syllabus

Part Title Areas of teaching knowledge Task types and format

1 Describing

language and

language skills

Concepts and terminology for describing language:

grammar, lexis, phonology and functions

Concepts and terminology for describing language skills

and subskills, e.g. reading for gist, scanning

7–8 tasks consisting of approximately 40 questions

Tasks include one-to-one matching; 3/4/5-option

matching; 3-option multiple choice and odd one out.

2 Background to

language learning

Factors in the language learning process, e.g.

• motivation

• exposure to language and focus on form

• the role of error

• differences between L1 and L2 learning • learner characteristics, e.g.

– learning styles

– learning strategies

– maturity

– past language learning experience

• learner needs




3 Background to

language teaching

The range of methods, tasks and activities available to the

language teacher, e.g.

• presentation techniques and introductory activities

• practice activities and tasks for language and skills

development

• assessment types and tasks

Appropriate terminology to describe the above




1MODULELanguage and backgroundto language learning andteaching

GENERAL DESCRIPTION

Module format Module 1 consists of three parts.

Timing 1 hour 20 minutes

No. of questions 80

Task types Objective tasks, such as one-to-one matching; 3/4/5-option matching;

3-option multiple choice and odd one out.

Answer format For all parts of this module, candidates indicate their answers by shading

the correct lozenges on their answer sheets.

Candidates should use a pencil and mark their answers firmly.

Candidates should use an eraser to rub out any answer they wish to change.

Marks Each question carries one mark.

Syllabus

This module tests candidates’ knowledge of terms and concepts common in English language

teaching. It also focuses on the factors underpinning the learning of English and knowledge

of the range and functions of the pedagogic choices the teacher has at his/her disposal to cater

for these learning factors.



6

Part 2

This part of Module 1 tests candidates’ knowledge of factors underpinning the learning of English

by speakers of other languages. It focuses on those learner characteristics which distinguish one

learner or group of learners from another in terms of their learning and those which affect both

what and how a teacher chooses to teach a class or an individual learner. It also tests candidates’

knowledge of aspects of the language learning process and their impact on teaching.

Candidates need to demonstrate an understanding of concepts and terminology related to

the following and their implications for the L2 classroom:

Teaching Knowledge Test | module 1: general descript ion and syllabus

Syllabus area Possible testing focus

motivation • influences on motivation

• the importance of motivation

• measures that can increase motivation

exposure to language and focus

on form

• acquisition

• silent period

• L2 learners’ need for interaction and focus on form as complements of exposure

the role of error • errors and slips• interference and developmental errors

• interlanguage

the differences between L1 and L2

learning

• differences in age

• differences in the context of learning

• differences in ways of learning

learner characteristics • common learning styles a nd preferences

• common learning strategies

• maturity

• past language learning experiences

• how learner characteristics affect learning

learner needs • the personal, learning and (future) professional needs of learners

Part 1

This part of Module 1 tests candidates’ knowledge of the terms and concepts common in English

language teaching that are used to describe language and its use, and language skills.

Candidates need to demonstrate an understanding of concepts and terminology related to:


grammar • parts of speech

• the forms and use of grammatical structures

lexis • types of meaning

• word formation, e.g. prefixes, suffixes, compounds

• word groupings, e.g. synonyms, antonyms, lexical sets, homophones, collocation

• register

phonology • symbols from the International Phonetic Alphabet (IPA)

• phonemes, word stress, sentence stress, intonation and connected speech

functions • context

• levels of formality

• appropriacy

• a range of functions and their typical exponents

language skills • reading, listening, speaking, writing and their subskills

• features of spoken and written texts, e.g. layout, organisation, accuracy, fluency, authenticity

1




Part 3

This part of Module 1 tests candidates’ knowledge of the pedagogic choices the teacher has

at his/her disposal to cater for learner characteristics, learning processes and the differences

between L1 and L2 learning. This part also tests knowledge of concepts and terms related to

teaching and learning procedures and activities, including assessment.

Candidates need to demonstrate an understanding of methods, tasks, activities and terminology

related to:


presentation techniques and

introductory activities

• introductory activities such as warmers, lead-ins

• common ways of presenting language

types of activities and tasks for

language and skills development

• the design and purpose of a range of common comprehension and production tasks and activities

• teaching terms, e.g. prompting, eliciting, drilling

• frameworks for activities and tasks

– Presentation, Practice and Production (PPP)

– Task-based Learning (TBL)

– Total Physical Response (TPR)

– The Lexical Approach

– Grammar-Translation– test-teach-test

– guided discovery

assessment types and tasks • purposes for assessment, e.g. diagnostic, placement, achievement, formative, progress, proficiency

• methods of assessment, e.g. self, peer, portfolio, informal and formal

• the design and purpose of a range of assessment tasks and activities

1



8 Teaching Knowledge Test | module 1: sample test8

© U C L E S 2

0 0 5

[ T u r n o v e r

C a n d i d a t e

C e n t r e N u m b e r

N u m b e r

C a n d i d a t e

N a m e

U N I V E R S I T Y O F C A M B R I D G E E S O L E X A M I N

A T I O N S

E n g l i s h f o r S p e a k e r s o f O t h e r L a n g u a g e s

T E A C H I N G K N O W L E D G E T E S T

0 0 1

M O D U L E 1

S a m p l e T e s t

L a n g u a g e a n d b a c k g r o u n d t o l a n g u a g e l e a r n i n g a n d

t e a c h i n g

1 h o u r 2 0 m i n u t e s

A d d i t i o n a l m a t e r i a l s :

A n s w e r s h e e t

S o f t c l e a n e r a s e r

S o f t p e n c i l ( t y p e B o r H B i s r e c o m m e n d e d )

T I M E


I N S T R U C

T I O N S T O C A N D I D A T E S

W r i t e y o u r n a m e ,

C e n t r e n u m b e r a n d c a n d i d a t e n u m b e r i n t h e s p a c e s a t t h e t o p o f t h i s p a g e .

W r i t e

t h e s e d e t a i l s o n y o u r a n s w e r s h e e t i f t h e s e a r e n o t a l r e a d y

p r i n t e d .

D o n o t o p

e n t h i s b o o k l e t u n t i l y o u a r e t o l d t o d o s o .

T h e r e a r e

e i g h t y q u e s t i o n s i n t h i s p a p e r .

A n s w e r a l l q u e s t i o n s .

M a r k y o u r a n s w e r s o n t h e s e p a r a t e a n s w e r s h e e t . U s e a p

e n c i l .

Y o u m a y w r i t e o n t h e q u e s t i o n p a p e r , b u t y o u m u s t m a r k y o u

r a n s w e r s i n p e n c i l o n t h e a n s w e r s h e e t .

Y o u w i l l h a v e n o e x t r a t i m e f o r t h i s , s o y o u m u s t f i n i s h i n o n e

h o u r a n d t w e n t y m i n u t e s .

A t t h e e n d

o f t h e t e s t , h a n d i n b o t h t h e q u e s t i o n p a p e r a n d t h

e a n s w e r s h e e t .

I N F O R M A

T I O N F O R C A N D I D A T E S

E a c h q u e s t i o n i n t h i s p a p e r c a r r i e s o n e m a r k .

______

__________________________________________________

T h i s q u e s t i o n p a p e r c o n s i s t s o f 1 5 p r i n t e d p a g e s a n d 1 b l a n k p a g e .

2

F o r q u e s t i o n s 1 - 5 , m a t c h t h e e x a m p l e l a n

g u a g e w i t h t h e g r a m m a t i c a l t e r m s l i s t e d A - F .

M a r k t h e c o r r e c t l e t t e r ( A - F ) o n y o u r a n s w

e r s h e e t .

T h e r e i s o n e e x t r a o p t i o n w h i c h y o u d o n o

t n e e d t o u s e .

E x a m p l e l a n g u a g e

G r a m m a t i c a l t e r m s

1

w h o , w h i c h ,

t h a t

2

a c r o s s , a l o n g , o f f

3

y o u r s e l f , o u r s e l v e s ,

t h e m s e l v e s

4

y o u r , h i s , o u r

5

a b o v e , a g a i n s t , b y

A B C D E F

p o s s e s s i v e a d j e c t i v e s

r e l a t i v e p r o n o u n s

r e f l e x i v e p r o n o u n s

d e m o n s t r a t i v e a d j e c t i v e s

p r e p o s i t i o n s o f p l a c e

p r e p o s i t i o n s o f m o v e m e n t

MODULE 1

Sample test



9Teaching Knowledge Test | module 1: sample test

3

[ T u r n o v e r

F o r q u e s

t i o n s 6 - 1 0 , m a t c h t h e u n d e r l i n e d w o r d s i n t h e t e x t b e l o w w i t h t h e g r a m m a t i c a l t e r m s l i s t e d

A - F .

M a r k t h e

c o r r e c t l e t t e r ( A - F ) o n y o u r a n s w e r s h e e t .

T h e r e i s

o n e e x t r a o p t i o n w h i c h y o u d o n o t n e e d t o u s e .

G r a m m a t i c a l t e r m s

A

p r o n o u n

B

c o l l e c t i v e n o u n

C

p l u r a l n o u n

D

c o m p o u n d n o u n

E

p r o p e r n o u n

F

u n c o u n t a b l e n o u n

K o f i e s t o o d o n t h e s h o r e o f ( 6 ) L a k e V o l t a a n d l o o k e d

a t t h e s m a l l ( 7 ) f i s h i n g b o a t b o b b i n g o n

t h e w a v

e s .

T h e b o a t w a s e m p t y a n d h a d b e e n t h e r e f o r t w o d a y s .

( 8 ) H e h a d w a n t e d t o

j u m p i n t o t h e l a k e a n d p u l l i t o n t o t h e b e a c h ,

b u t h e r e m e m b e r e d h i s f a t h e r í s ( 9 ) a d v i c e , a n d

k n e w t h

a t h e m u s t n o t t a k e o t h e r p e o p l e í s p r o p e r t y .

H i s ( 1 0 ) f a m i l y o f t e n w e n t h u n g r y , a n d

h e c o u l d h a v e c a u g h t f i s h i f h e o n l y h a d a b o a t .

4

F o r q u e s t i o n s 1 1 - 1 6 , c h o o s e t h e c o r r e c t w

o r d ( s ) t o c o m p l e t e e a c h d e f i n i t i o n o f l e x i c a l t e r m s .

M a r k t h e c o r r e c t l e t t e r ( A , B o

r C ) o n y o u r

a n s w e r s h e e t .

1 1

. . . . . . . . . .

i s a g r o u p o f w o r d s

w h i c h t o g e t h e r m e a n s o m e t h i n g d i f f e r e n t f r o m t h

e m e a n i n g s

o f t h e i n d i v i d u a l w o r d s .

A

A n i d i o m

B

A p h r a s e

C

A c l a u s e

1 2

C o l l o q u i a l E n g l i s h c o n t r a s t s w i t h

. . . . . . . . . .

E n g l i s h .

A

f o r m a l

B

a c c u r a t e

C

s p o k e n

1 3

T w o o r m o r e w o r d s t h a t o f t e n g o

t o g e t h e r a r e c a l l e d . . . . . . . . . .

A

c o m p a r a t i v e s

B

c o l l o c a t i o n s

C

c o n j u n c t i o n s

1 4

H o m o p h o n e s a r e w o r d s t h a t h a v

e t h e s a m e . . . . . . . . . . .

A

s p e l l i n g

B

s o u n d

C

m e a n i n g

1 5

S y n o n y m s a r e w o r d s w i t h . . . . .

. . . . . m e a n i n g s .

A

o p p o s i t e

B

s i m i l a r

C

s e v e r a l

1 6

A n a p p r o p r i a t e . . . . . . . . . .

i s t h

e s t y l e o f l a n g u a g e t h a t b e s t f i t s a p a r t i c u l a r s i t u a t i o

n .

A

r h y t h m

B

c o n t e x t

C

r e g i s t e r

MODULE 1

Sample test



10 Teaching Knowledge Test | module 1: sample test

5

[ T u r n o v e r

F o r q u e s t i o n s 1 7 - 2 1 , m a t c h t h e e x a m p l e s e n t e n c e s w i t h t h e f u n c t i o n s l i s t e d A - F .

M a r k t h e c o r r e c t l e t t e r ( A - F ) o n y o u r a n s w e r s h e e t .

T h e r e i s o

n e e x t r a o p t i o n w h i c h y o u d o n o t n e e d t o u s e .

E x a

m p l e s e n t e n c e s

F u n c t i o n s

1 7

T h i s

b u r g e r h a s n í t b e e n c o o k e d p r o p e r l y .

1 8

H o w

a b o u t r e a d i n g t h e l a t e s t H a r r y P o t t e r b o o k ? I t í s b r i l l i a n t !

1 9

I w o

u l d n í t e a t t h a t a p p l e i f I w e r e y o u ñ i t l o o k s b a d .

2 0

E x c u s e m e , i s i t t o o l a t e t o g e t a t i c k e t f o r t h e d i s c o t o n i g h t ?

2 1

W h a

t d o y o u t h i n k o f m y n e w j e a n s ?

A B C D E F

s u g g e s t i n g

d i s a g r e e i n g

a d v i s i n g

a s k i n g f o r a n o p i n i o n

e n q u i r i n g

c o m p l a i n i n g

6

F o r q u e s t i o n s 2 2 - 2 9 ,

l o o k a t t h e t w o v o w e l s o u n d s i n e a c h w o r d .

M a t c h t h e v o w e l s o u n d s i n

t h e

w o r d s w i t h t h e p a i r s o f p h o n e m i c s y m b o l s

l i s t e d A - I .

M a r k t h e c o r r e c t l e t t e r ( A - I ) o n y o u r a n s w e

r s h e e t .



W o r d s

P h o n e m i c s y m b o l s

2 2

c u r l y

2 3

o v e r

2 4

v i l l a g e

2 5

p a p e r

2 6

h o m e w o r k

2 7

l e a r n e r

2 8

n i g h t c l u b

2 9

b a b y

A B C D E F G H I

MODULE 1

Sample test




7

[ T u r n o v e r

F o r q u e s t i o n s 3 0 - 3 5 , m a t c h w h a t t h e w r i t e r d o e s w i t h t h e w r i t i n g s u b s k i l l s l i s t e d A - G .

M a r k t h e

c o r r e c t l e t t e r ( A - G ) o n y o u r a n s w e r s h e e t .

T h e r e i s


W r i t i n g s u b s k i l l s

A

U s i n g a m o d e l

B

D r a f t i n g

C

P e e r - e v a l u a t i o n

D

B r a i n s t o r m i n g

E

P l a n n i n g

F

R e - d r a f t i n g

G

P r o o f r e a d i n g

3 0

B e f o r e I s t a r t , I w r i t e d o w n a s m a n y i d e a s a s I c a n

.

3 1

I o r g a n i s e m y m a i n p o i n t s i n t o d i f f e r e n t p a r a g r a p h s i n n o t e f o r m .

3 2

I s t a r t w r i t i n g , d e v e l o p i n g m y m a i n p o i n t s .

3 3

I r e - o r g a n i s e w h a t I h a v e w r i t t e n t o m a k e m y i d e a s c l e a r e r .

3 4

I g i v e m y w o r k t o s o m e o n e e l s e t o a s k f o r h i s / h e r o p i n i o n .

3 5

I g i v e m y w o r k a f i n a l c h e c k f o r a c c u r a c y .

8

F o r q u e s t i o n s 3 6 - 4 0 ,

l o o k a t t h e f o l l o w i n g t e r m s f o r l a n g u a g e s k i l l s a n d t h r e e p o s s i b l e d e s c r i p

t i o n s o f

t h e t e r m s .

C h o o s e t h e c o r r e c t o p t i o n A , B o

r C .

M a r k t h e c o r r e c t l e t t e r ( A , B

o r C ) o n y o u r


3 6

S u m m a r i s i n g i s

A

e x p l a i n i n g a t e x t i n d e t a i l .

B

w r i t i n g t h e l a s t s e n t e n c e o f a

t e x t .

C

g i v i n g t h e m a i n p o i n t s o f a t e

x t .

3 7

I n t e r a c t i v e l i s t e n i n g i s

A

l i s t e n i n g , r e s p o n d i n g a n d g i v

i n g f e e d b a c k .

B

l i s t e n i n g f o r d e t a i l , m o o d a n d a t t i t u d e .

C

l i s t e n i n g a n d i d e n t i f y i n g w o r d s t r e s s a n d l i n k i n g .

3 8

O r a l f l u e n c y i s

A

s p e a k i n g w i t h o u t m a k i n g a n y m i s t a k e s .

B

s p e a k i n g n a t u r a l l y w i t h o u t h e s i t a t i n g t o o m u c h .

C

s p e a k i n g w i t h o u t c o n s i d e r i n g t h e l i s t e n e r .

3 9

P a r a p h r a s i n g i s

A

u s i n g p h r a s e s t o s a y s o m e t h

i n g i n s t e a d o f u s i n g c o m p l e t e s e n t e n c e s .

B

c o n n e c t i n g s e n t e n c e s t o g e t h

e r i n s p e e c h o r w r i t i n g b y u s i n g c o n j u n c t i o n s .

C

f i n d i n g a n o t h e r w a y t o s a y s o m e t h i n g w h e n y o u c a n n o t t h i n k o f t h e r i g h t l a n g u a

g e .

4 0

S c a n n i n g i s

A

r e a d i n g a t e x t q u i c k l y t o g e t

t h e g e n e r a l i d e a .

B

r e a d i n g a t e x t q u i c k l y t o f i n d

s p e c i f i c i n f o r m a t i o n .

C

r e a d i n g a t e x t q u i c k l y t o i d e n

t i f y t h e w r i t e r í s a t t i t u d e .

MODULE 1

Sample test




9

[ T u r n

o v e r

F o r q u e s

t i o n s 4 1 - 4 6 , m a t c h t h e g e n e r a l a d v i c e o n m o t i v a

t i o n w i t h t h e t e c h n i q u e s f o r e n c o u r a g i n g

m o t i v a t i o

n l i s t e d A , B , C o r D .

M a r k t h e

c o r r e c t l e t t e r ( A , B , C o r D ) o n y o u r a n s w e r s h e e t .

Y o u n e e d t o u s e s o m e o p t i o n s m o r e t h a n o n c e .

T e c h n i q u e s

A

E n c o u r a g e l e a r n e r a u t o n o m y .

B

F i n d o u t w h a t s t u d e n t s t h i n k .

C

M a k e y o u r f e e d b a c k p o s i t i v e a

n d c o n s t r u c t i v e .

D

B u i l d v a r i e t y i n t o y o u r t e a c h i n g .

A d v i c e

4 1

L i s t e n t o s t u d e n t f e e d b a c k u s i n g a c l a s s ë s u g g e s t i o

n b o x í o r a s h o r t q u e s t i o n n a i r e .

4 2

T r a i n s t u d e n t s t o u s e r e f e r e n c e r e s o u r c e s t o h e l p t h e m s

t u d y s u c c e s s f u l l y o n t h e i r o w n .

4 3

T h i n k a b o u t h o w y o u t e l l s t u d e n t s a b o u t t h e i r p r o g r e s s . H o w c a n y o u c a n p r a i s e o r e n c o u r a g e

t h e m i n s t e a d o f j u s t g i v i n g m a r k s ?

4 4

P u t s t u d e n t s i n t o n e w g r o u p s f o r d i f f e r e n t a c t i v i t i e s

.

4 5

G i v e c o m m e n t s o n s t u d e n t s í w o r k w h i c h a r e h e l p f u

l a n d e n a b l e t h e m t o f e e l a s e n s e o f

p r o g r e s s .

4 6

D o n í t a l w a y s d o t h e s a m e k i n d s o f t h i n g s i n t h e c l a

s s r o o m . T r y n e w a c t i v i t i e s a n d c h a n g e

a c t i v i t i e s i n e a c h l e s s o n .

1 0

F o r q u e s t i o n s 4 7 - 5 3 , m a t c h t h e l e a r n e r s í

c o m m e n t s t o t h e d e s c r i p t i o n s o f l e a r n e r p r e f e r e n c

e s l i s t e d

A - H .

M a r k t h e c o r r e c t l e t t e r ( A - H ) o n y o u r a n s w

e r s h e e t .

T h e r e i s o n e e x t r a o p t i o n w h i c h y o u d o n o t n e e d t o u s e .

C o m m e n t s

4 7

ë M o s t o f t h e t i m e s h o u l d b e s p e n t d o i n g g r a m m a r e x e r c i s e s . í

4 8

ë I p r e f e r w o r k i n g w i t h o t h e r s t u d e n t s t o s p e a k i n g t o t h e t e a c h e r i n f r o n t o f t h e c l a s s . í

4 9

ë I r e a l l y l i k e k n o w i n g h o w l a n g u a g e w o r k s . í

5 0

ë R u l e s j u s t c o n f u s e m e ñ i t í s b e t t e r t o w o r k o u t l a n g u a g e f r o m e x a m p l e s . í

5 1

ë W h y s h o u l d I l i s t e n t o o t h e r s t u d e n t s í m i s t a k e s ? T h e t e a c h e r s h o u l d t a l k m o s t o f t h e t i m e . í

5 2

ë I j u s t w a n t p e o p l e t o u n d e r s t a n d

w h a t I m e a n .

I d o n í t w o r r y i f I m a k e m i s t a k e s . í

5 3

ë I t í s i m p o r t a n t f o r m e t o k n o w h o w

w e l l I í m d o i n g . í

P r e f e r e n c e s

A

T h i s l e a r n e r w a n t s e x p l a n a t i o n s o f g r a m m a r r u l e s .

B

T h i s l e a r n e r e n j o y s e x p l a i n i n g l a n g u a g e t o o t h e r s t u d e n t s .

C

T h i s l e a r n e r e n j o y s p r a c t i s i n g l a n

g u a g e i n p a i r s a n d g r o u p s .

D

T h i s l e a r n e r e n j o y s d o i n g l a n g u a g e p r a c t i c e t h a t f o c u s e s o n a c c u r a c y .

E

T h i s l e a r n e r d o e s n í t w a n t t o w o r k

w i t h o t h e r s t u d e n t s .

F

T h i s l e a r n e r n e e d s t o f e e l a s e n s e o f p r o g r e s s .

G

T h i s l e a r n e r f o c u s e s o n c o m m u n i c a t i n g .

H

T h i s l e a r n e r d o e s n í t w a n t t h e t e a c h e r t o e x p l a i n g r a m m a r .

MODULE 1

Sample test




1 1

[ T u r n

o v e r

F o r q u e s t i o n s 5 4 - 5 9 , m a t c h w h a t t h e s t u d e n t d o e s w i t h t h e

l e a r n i n g s t r a t e g i e s l i s t e d A - G .

M a r k t h e

c o r r e c t l e t t e r ( A - G ) o n y o u r a n s w e r s h e e t .

T h e r e i s


L e a r n i n g

s t r a t e g i e s

A

s e l f - m o n i t o r i n g

B

g u e s s i n g f r o m c o n t e x t

C

m e m o r i s i n g

D

o r g a n i s i n g l e a r n i n g a

i d s

E

r e p e a t i n g

F

c o n s u l t i n g r e f e r e n c e

r e s o u r c e s

G

u s i n g o p p o r t u n i t i e s f o r p r a c t i c e

5 4

ë T o l e a r n n e w w o r d s , I a l w a y s c r e a t e p i c t u r e s o f t h

e m i n m y m i n d . í

5 5

ë I a l w a y s k e e p n e w v o c a b u l a r y o n c a r d s w h i c h I s e

p a r a t e i n t o t o p i c s . í

5 6

ë W h e n e v e r I c a n , I t a l k w i t h n a t i v e E n g l i s h s p e a k e r s i n s o c i a l s i t u a t i o n s . í

5 7

ë I w o r k o u t t h e m e a n i n g o f a n e w w o r d f r o m t h e l a n g u a g e a r o u n d i t . í

5 8

ë I p a y a t t e n t i o n t o m y o w n l a n g u a g e t o m a k e s u r e i t i s a c c u r a t e . í

5 9

ë I f I a m n o t s u r e o f t h e m e a n i n g o f a w o r d o r o f h o w t o u s e i t , I l o o k i t u p i n a d i c t i o n a r y . í

1 2

F o r q u e s t i o n s 6 0 - 6 6 , m a t c h t h e s t a t e m e n t s w i t h t h e t e a c h i n g a p p r o a c h e s t h a t t h e y d e s c r i b e l i s t e d

A , B o r C .

M a r k t h e c o r r e c t l e t t e r ( A , B

o r C ) o n y o u r


T e a c h i n g a p p r o a

c h e s

A

P r e s e n t a t i o n ,

P r a c t i c e a n d P r o d u c t i o n ( P P P )

B

T a s k - b a s e

d L e a r n i n g ( T B L )

C

G r a m m a r - T r a n s l a t i o n

S t a t e m e n t s

6 0

T h e t e a c h e r m o v e s f r o m

p r o v i d i n

g m o d e l s o f l a n g u a g e u s e t o m o n i t o r i n g l e a r n e r s í u

s e o f

l a n g u a g e .

6 1

F i r s t t h e l e a r n e r s c o m p l e t e a c o m

m u n i c a t i v e t a s k : t h e y a r e e n c o u r a g e d t o u s e a n y E

n g l i s h

t h e y k n o w

a n d t h e y d o n o t h a v e

t o u s e a n y p a r t i c u l a r l a n g u a g e i t e m .

6 2

T h e w r i t t e n f o r m o

f t h e l a n g u a g e

i s m o r e i m p o r t a n t t h a n t h e s p o k e n f o r m .

6 3

T h e l a n g u a g e f o c u s i s a t t h e s t a r

t o f t h e t e a c h i n g s e q u e n c e , w i t h f l u e n c y a c t i v i t i e s c

o m i n g

l a t e r .

6 4

T h e l a n g u a g e f o c u s c o m e s a f t e r

a c o m m u n i c a t i v e a c t i v i t y , s o t h a t l e a r n e r s n o t i c e g a

p s i n t h e i r

l a n g u a g e .

6 5

L e a r n e r s a c q u i r e l a n g u a g e b y t r y

i n g t o u s e i t i n r e a l c o m m u n i c a t i v e s i t u a t i o n s .

6 6

T h e l e a r n e r s í f i r s t l a n g u a g e p l a y s

a c e n t r a l r o l e i n t h e t e a c h i n g .

MODULE 1

Sample test



1 4

F o r q u e s t i o n s 7 4 - 8 0 , m a t c h

t h e

e x a m p l e

s o f t e a c h i n g

o r a s s e s s m e n t a c t i v i t i e s w i t h

t h e t a s k - t y p e s

l i s t e d A - H .


e r s h e e t .



T a s k - t y p

e s

A

S e

n t e n c e t r a n s f o r m a t i o n

B

J u

m b l e d s e n t e n c e

C

O d d o n e o u t

D

F o

r m - f i l l i n g

E

M u l t i p l e c h o i c e

F

C a

t e g o r i s i n g

G

L a

b e l l i n g

H

G a p - f i l l

Teaching Knowledge Test | module 1: sample test

1 3

[ T u r n o v e r

F o r q u e s

t i o n s 6 7 - 7 3 , m a t c h t h e c l a s s r o o m a c t i v i t i e s w i t h t h e

t y p e s o f s p e a k i n g p r a c t i c e l i s t e d

A , B o r C

.

M a r k t h e

c o r r e c t l e t t e r ( A , B o r C ) o n y o u r a n s w e r s h e e t .

T y p e s o f s p e a k i n g p r a c t

i c e

A

o r a l f l u e n c y p r a c t i c e

B

c o n t r o l l e d o r a l p r a c

t i c e

C

n e i t h e r

C l a s s r o o m a c t i v i t i e s

6 7

A t t h e b e g i n n i n g o f t h e l e s s o n , w e g o t i n t o g r o u p s a n d t a l k e d a b o u t a n i n t e r e s t i n g n e w s p a p e r

a r t i c l e t h a t w e h a d r e a d .

6 8

T h e t e a c h e r g a v e u s w o r d p r o m p t s s u c h a s ë c i n e m

a í a n d ë f r i e n d s í , a n d w e h a d t o s a y t h e m i n

s e n t e n c e s u s i n g t h e p a s t s i m p l e , e . g .

ë W e w e n t t o t h e c i n e m a í ; ë W e v i s i t e d s o m e f r i e n d s í .

6 9

W e l i s t e n e d t o a r e c o r d i n g o f t w o p e o p l e t a l k i n g a b

o u t t h e i r h o b b i e s , t h e n d i d a g a p - f i l l

c o m p r e h e n s i o n t a s k .

7 0

T h e t e a c h e r g a v e u s r o l e s s u c h a s ë f i l m s t a r í o r ë s p o r t s s t a r í a n d w e h a d t o r o l e p l a y a p a r t y i n

w h i c h w e c h a t t e d t o e a c h o t h e r .

7 1

W e h a d a d i s c u s s i o n a b o u t t h e a d v a n t a g e s a n d d i s a d v a n t a g e s o f t h e i n t e r n e t .

7 2

T h e t e a c h e r r e a d o u t s o m e s e n t e n c e s , s o m e o f w h

i c h w e r e c o r r e c t a n d s o m e i n c o r r e c t . W e

h a d t o s h o u t o u t ë R i g h t í o r ë W r o n g í .

7 3

W e h a d t o a s k o u r p a r t n e r f i v e q u e s t i o n s a b o u t t h e

i r a b i l i t i e s , u s i n g ë c a n í , e . g .

C a n y o u s w i m ?

MODULE 1

Sample test

14



Teaching Knowledge Test | module 1: sample test 15

1 5

[ T

u r n

o v e r

A c t i v i t i e s

7 4

7 5

7 6

7 7

7 8

7 9

8 0

C o m p l e t e t h e s e n t e n c e .

T h e w e a t h e r y e s t e r d a y w a s . . . . . . . . . . .

A

d e l i c i o u s

B

e x c i t i n g

C

f a n t a s t i c

F i n d

t h e

w o r d

t h a t d o e s n o t f i t .

b a n a n a ,

a p p l e ,

o n i o n ,

p e a r ,

o r a n g e

P u t t h e w o r d s i n t h e l i s t i n t h e c o r r e c t b o x .

T h a i , I n d i a

, B r i t a i n

, C h i n e s e ,

S w e d i s h

,

H u n g a r i a n ,

C z e c h

, P o r t u g a l

C o u n t r i e s

L a n g u a g e s

M a l a y s i a

C o m p l e t e s e n t e n c e B s o i t m e a n s t h e

s a m e

a s s e n t e n c e A .

A

T h e m a n b u i l t t h e b r i d g e i n 1 8 9 2

B

T h e b r i d g e . . . . . . . . . . .

C o m p l e t e w i t h y o u r p e r s o n a l

d e t a i l s

F a m i l y n a m e :

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

F i r s t n a m e :

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

D a t e o f b i r t h :

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

A d d r e s s :

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

P u t t h e w o r d s i n t h e r i g h t o r d e r .

d o

u s u a l l y

w h a t i n

y o u

d o

s u m

m e r ?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

C o m p l e t e t h e s e n t e n c e .

L a s t n i g h t I w e n t . . . . . . . . . . .

t h e c i n e m

a .

MODULE 1

Sample test



16 Teaching Knowledge Test | module 2: general descript ion and syllabus

Lesson planning and use of resources for language teaching

GENERAL DESCRIPTION

Module format Module 2 consists of two parts.


No. of questions 80


sequencing; 3-option multiple choice and odd one out.






Syllabus

This module focuses on what teachers consider and do while planning their teaching

of a lesson or series of lessons.Teaching in this context is intended also to refer to

assessment. It focuses too on the linguistic and methodological reference resources that

are available to guide teachers in their lesson planning as well as on the range and

function of materials and teaching aids that teachers could consider making use of in

their lessons. Knowledge of any particular book is not required.


1 Planning and

preparing a lesson

or sequence of

lessons

Lesson planning

• identifying and selecting aims appropriate to learners,

the stage of learning and lesson types

• identifying the different components of a lesson plan

• planning an individual lesson (or a sequence of lessons)

by choosing and sequencing activities appropriate to

learners and aims

• choosing assessment activities appropriate to learners,

aims and stages of learning



matching; 3-option multiple choice; odd one out and

sequencing.

2 Selection and use

of resources

Consulting reference resources to help in lesson preparation

Selection and use of:

• coursebook materials

• supplementary materials and activities

• teaching aids

appropriate to learners and aims




2MODULE




2


using reference resources for lesson

preparation

• the range of resources available and teachers’ reasons for consulting them

the selection and use of coursebook

materials

• criteria for selection

• ways of adapting materials

the selection and use of supplementary materials andactivities

• types of supplementary materials and activities

• reasons for use

• how to select and adapt

the selection and use of teaching aids

• types of aids and their teaching functions

Part 2

This part of Module 2 tests candidates’ knowledge of how to make use of resources, materials and

aids in their lesson planning.

Candidates need to demonstrate an understanding of concepts and terminology related to the

following and their implications for the L2 classroom:

Syllabus area Possible testing focusidentifying and selecting lesson aims • main, subsidiary and personal aims

• specification of aims

• factors influencing the choice of aims

identifying the different components

of a lesson plan

• the standard components of a lesson plan, e.g. aims, procedures, stages, timing, aids, anticipated problems,

assumptions, interaction patterns, timetable fit

planning an individual lesson or

sequence of lessons

• common sequences, e.g. structures, skills, topic, project

choosing assessment activities • informal or formal assessment and related tasks and activities

Part 1

This part of Module 2 tests candidates’ knowledge of the relationship between activities and

aims. It also tests knowledge of ways of sequencing activities within and across lessons in a

manner appropriate to particular groups of learners, and of selecting appropriate assessment

activities to build into (a series of) lessons.





© U C L E S 2

0 0 5

[ T u r n o v e r

C a n d i d a t e

C e n t r e N u m b e r

N u m b e r

C a n d i d a t e

N a m e


A T I O N S



0 0 2

M O D U L E 2

S a m p l e T e s t

L e s s o n p l a n n i n g a n d u s e o f r e s o u r c e s f o r l a n g u a g e t e a c h i n g


A d d i t i o n a l m a t e r i a l s :

A n s w e r s h e e t

S o f t c l e a n e r a s e r

S o f t p e n c i l ( t y p e B o r H B i s r e c o m m e n d e d )

T I M E


I N S T R U C

T I O N S T O C A N D I D A T E S

W r i t e y o u r n a m e ,

C e n t r e n u m b e r a n d c a n d i d a t e n u m b e r i n t h e s p a c e s a t t h e t o p o f t h i s p a g e .

W r i t e

t h e s e d e t a i l s o n y o u r a n s w e r s h e e t i f t h e s e a r e n o t a l r e a d y

p r i n t e d .

D o n o t o p

e n t h i s b o o k l e t u n t i l y o u a r e t o l d t o d o s o .

T h e r e a r e

e i g h t y q u e s t i o n s i n t h i s p a p e r .


M a r k y o u r a n s w e r s o n t h e s e p a r a t e a n s w e r s h e e t . U s e a p

e n c i l .

Y o u m a y w r i t e o n t h e q u e s t i o n p a p e r , b u t y o u m u s t m a r k y o u

r a n s w e r s i n p e n c i l o n t h e a n s w e r s h e e t .

Y o u w i l l h a v e n o e x t r a t i m e f o r t h i s , s o y o u m u s t f i n i s h i n o n e

h o u r a n d t w e n t y m i n u t e s .

A t t h e e n d

o f t h e t e s t , h a n d i n b o t h t h e q u e s t i o n p a p e r a n d t h

e a n s w e r s h e e t .

I N F O R M A


E a c h q u e s t i o n i n t h i s p a p e r c a r r i e s o n e m a r k .

______

__________________________________________________

T h i s q u e s t i o n p a p e r c o n s i s t s o f 1 4 p r i n t e

d p a g e s a n d 2 b l a n k p a g e s .

2

F o r q u e s t i o n s 1 - 7 , m a t c h t h e l e a r n e r a c t i v i t i e s w i t h t h e a p p r o p r i a t e t e a c h i n g a i m s l i s t e d A - H .


e r s h e e t .


T e a c h i n g a i m s

A

t o p r a c t i s e d e d u

c i n g t h e m e a n i n g o f w o r d s f r o m c

o n t e x t

B

t o d e v e l o p t h e s k i l l s o f p e e r c o r r e c t i o n

C

t o g i v e p r a c t i c e i n o r a l f l u e n c y

D

t o g i v e p r a c t i c e i n e x t e n s i v e r e a d i n g

E

t o g i v e c o n t r o l l e d p r a c t i c e o f s t r u c t u r e s

F

t o r e c y c l e v o c a b

u l a r y

G

t o f o c u s o n p r o n

u n c i a t i o n

H

t o g i v e p r a c t i c e i n u s i n g n e w v o c a b u l a r y

L e a r n e r a c t i v i t i e s

1

L e a r n e r s c o m p l e t e a g a p - f i l l g r a m

m a r e x e r c i s e i n a w o r k b o o k .

2

L e a r n e r s h a v e a g r o u p d i s c u s s i o n o n a t o p i c o f t h e i r c h o i c e .

3

L e a r n e r s e x c h a n g e w o r k b o o k s a n d c h e c k t h e i r p a r t n e r í s w o r k .

4

L e a r n e r s p l a y a w o r d g a m e b a s e

d o n w o r d s s t u d i e d l a s t t e r m .

5

L e a r n e r s w r i t e a s t o r y u s i n g w o r d

s t h e t e a c h e r h a s j u s t p r e s e n t e d .

6

L e a r n e r s m a r k t h e s t r e s s o n r e c e

n t l y t a u g h t w o r d s .

7

L e a r n e r s f i n d w o r d s i n a r e a d i n g

t e x t a n d m a t c h t h e m w

i t h d e f i n i t i o n s g i v e n b y t h e t e

a c h e r .

MODULE 2

Sample test




5

[ T u r n

o v e r

1 9

P r e p a r a t i o n

f o r f r e e r p r a c t i c e

•

S t u d e n t s s t u d y t h e i r r o l e - c a r d s :

s t u d e n t A i s t h e c o m p l a i n i n g

c u s t o m e r

s t u d e n t B i s t h e t r a v e l a g e n t .

A

B

C

t o

g i v e s t u d e n t s t i m e t o t h i n k o f i d e a s

t o

u s e i n t h e r o l e - p l a y

t o

d e v e l o p r e a d i n g c o m p r e h e n s i o n

t o

a l l o w

s t u d e n t s t o c h e c k w i t h t h e

t e

a c h e r w h a t t h e y h a v e t o d o

2 0

F r e e r p r a c t i c e

•

S t u d e n t s a c t o u t t h e s i t u a t i o n i n

p a i r s .

A

B

C

t o

f o c u s o n t h e f o r m

o f t h e t a r g e t

l a n g u a g e

t o

g i v e l e s s c o n t r o l l e d p r a c t i c e o f t h e

t a

r g e t l a n g u a g e

t o

p r e p a r e s t u d e n t s f o r r e a l

c o

m m u n i c a t i o n

6

F o r q u e s t i o n s 2 1 - 2 9 , m a t c h t h e i n f o r m a t i o n f r o m a

l e s s o n p l a n w i t h t h e l e s s o n p l a n h e a d i n g s

l i s t e d

A - E .

M a r k t h e c o r r e c t l e t t e r ( A - E ) o n y o u r a n s w

e r s h e e t .

Y o u n e e d t o u s e s o m e o p t i o n s m o r e t h a n

o n c e .

L e s s o n p

l a n h e a d i n g s

A

L e

s s o n a i m ( s )

B

A n

t i c i p a t e d p r o b l e m s

C

P r

o c e d u r e

D

A i d s / r e s o u r c e s

E

P e

r s o n a l a i m ( s ) o f t e a c h e r

I n f o r m a t i o n f r o m a

l e s s o n p l a n

2 1

C o p y o f t a p e s c r i p t ( t e a c h e r í s b o o

k ) a n d c o u r s e b o o k c a s s e t t e .

2 2

S t u d e n t s m i g h t n o t w a n t t o t a l k a

b o u t t h e i r c h i l d h o o d d u r i n g t h e l e a d - i n s t a g e .

2 3

T e l l s t u d e n t s t o l i s t e n a s e c o n d t i m e a n d a n s w e r t h e d e t a i l e d c o m p r e h e n s i o n q u e s t i o n s .

2 4

G i v e s t u d e n t s p r a c t i c e i n t h e s u b

s k i l l s o f p r e d i c t i o n , l i s t e n i n g f o r g i s t a n d l i s t e n i n g f o

r s p e c i f i c

i n f o r m a t i o n .

2 5

S t u d e n t s m a y n o t k n o w

s e v e r a l w

o r d s i n t h e l i s t e n i n g , e . g . w h i s p e r , u n i f o r m , s c a r y .

2 6

R e d u c e t e a c h e r t a l k i n g t i m e a n d

i n v o l v e s t u d e n t s m o r e , e s p e c i a l l y w h e n a n s w e r i n g

q u e s t i o n s .

2 7

S t u d e n t s c o p y d o w n t h e n e w

w o r d s f r o m t

h e b o a r d .

2 8

C l a s s s e t o f d i c t i o n a r i e s .

2 9

D e v e l o p f l u e n c y s k i l l s .

MODULE 2

Sample test




7

[ T u r n

o v e r

F o r q u e s

t i o n s 3 0 - 3 6 , p u t t h e s t a g e s ( A - H ) o f a r e a d i n g s k i l l s

l e s s o n p l a n i n o r d e r .

M a r k t h e

c o r r e c t l e t t e r ( B - H ) o n y o u r a n s w e r s h e e t .

T h e f i r s t

s t a g e ( A ) i s d o n e f o r y o u .

Y o u d o n o t n e e d t o u s e o p t i o n A

a g a i n .

0

.

. . . . .

3 0

.

. . . . .

3 1

.

. . . . .

3 2

.

. . . . .

3 3

.

. . . . .

3 4

.

. . . . .

3 5

.

. . . . .

3 6

.

. . . . .

A B

C

D

E F G

H

T h e t e a c h e r t e l l s s t u d e n t s t h e t i t l e o f t h e s t o r y ñ ë A l o n g j o u r n e y í .

S t u d e n t s r e a d f o r g i s t t o s e e

i f t h e i r p r e d i c t i o n s w e r e r i g h t , a n d t h e c l a s s

d i s c u s s t h e i r a n s w e r s w i t h t h

e t e a c h e r .

T h e t e a c h e r g i v e s s t u d e n t s c

o m p r e h e n s i o n q u e s t i o n s t o r e a d .

S t u d e n t s b r a i n s t o r m w

o r d s c o n n e c t e d w i t h j o u r n e y s .

S t u d e n t s r e a d f o r s p e c i f i c i n f o r m a t i o n .

I n p a i r s , s t u d e n t s c h e c k t h e i r

a n s w e r s .

S t u d e n t s u s e t h e i r a n s w e r s t o r e - t e l l t h e s t o r y i n p a i r s .

T h e t e a c h e r g i v e s s t u d e n t s a

l i s t o f w o r d s f r o m a

s t o r y a b o u t a j o u r n e y .

S t u d e n t s c h e c k w h i c h o f t h e i r w o r d s a r e i n t h e l i s t , a n d t h e n g u e s s w h a t

t h e s t o r y w i l l b e a b o u t .

A

8

F o r q u e s t i o n s

3 7 - 4 1 , m a t c h

t h e

s i t u a t i o

n s

i n

w h i c h

a

t e a c h e r s e t s

a

t e s t w i t h

t h e

r e a

s o n s

f o r

a s s e s s m e n t l i s t e d A - F .


e r s h e e t .



S i t u a t i o n s

3 7

T h e t e a c h e r h a s a n e w

c l a s s . O n t h e f i r s t d a y o f t h e c o u r s e , s h e s e t s a t e s t w h i c h c

o v e r s s o m e

l a n g u a g e p o i n t s s h e e x p e c t s t h e

s t u d e n t s t o b e f a m i l i a r w i t h a n d o t h e r s t h a t s h e t h i n

k s t h e

s t u d e n t s m a y n o t k n o w . T h e s t u

d e n t s d o n o t p r e p a r e f o r t h e t e s t .

3 8

T h e t e a c h e r n o t i c e s t h a t h i s i n t e r

m e d i a t e s t u d e n t s a r e m a k i n g c a r e l e s s m i s t a k e s w i t h b a s i c

q u e s t i o n f o r m a t i o n , w h i c h t h e y s h o u l d k n o w . H e a n n o u n c e s t h a t t h e r e w i l l b e a t e s t

o n t h i s t h e

f o l l o w i n g w e e k . T h e s t u d e n t s h a

v e t i m e t o p r e p a r e f o r t h e t e s t .

3 9

T h e s t u d e n t s a r e g o i n g t o t a k e a

p u b l i c e x a m i n a t i o n s o o n . T h e t e a c h e r g i v e s t h e m

a n e x a m p l e

p a p e r t o d o u n d e r t e s t c o n d i t i o n s

.

4 0

T h e t e a c h e r m o n i t o r s s t u d e n t s w

h e n e v e r t h e y c a r r y o u t s p e a k i n g t a s k s a n d k e e p s

n o t e s a b o u t

e a c h s t u d e n t .

4 1

T h e

c l a s s

h a s r e c e n t l y

f i n i s h e d

a

u n i t o f t h e

c o u r s e b o o k

w h i c h

f o c u s e d

o n

t h e

u s e

o f t h e

p r e s e n t p e r f e c t s i m p l e w i t h ë f o r í a

n d ë s i n c e í . T h e t e a c h e r g i v e s t h e c l a s s a s u r p r i s e t e s t o n t h i s .

R e a s o n s f o r a s s e s s m e n t

A

t o f a m i l i a r i s e s t u d e n t s w i t h t h e t e

s t f o r m a t

B

t o a l l o w

t h e t e a c h e r t o p l a n a n a p

p r o p r i a t e s c h e m e o f w o r k

C

t o s h o w

s t u d e n t s h o w

w e l l t h e y h

a v e l e a r n e d s p e c i f i c l a n g u a g e

D

t o a l l o w

s t u d e n t s t o a s s e s s e a c h

o t h e r

E

t o m o t i v a t e t h e s t u d e n t s t o r e v i s e

a p a r t i c u l a r l a n g u a g e a r e a

F

t o a s s e s s s t u d e n t s í p r o g r e s s o n a c o n t i n u o u s b a s i s

MODULE 2

Sample test




9

[ T u r n o v e r

F o r q u e s

t i o n s 4 2 - 4 9 , m a t c h t h e e x a m p l e s o f u n i t c o n t e n t w

i t h t h e u n i t h e a d i n g s f r o m a b o o k o n l e x i s

l i s t e d A - I .

M a r k t h e

c o r r e c t l e t t e r ( A - I ) o n y o u r a n s w e r s h e e t .

T h e r e i s


E x a m p l e s o f u n i t c o n t e n t

U n i t h e a d i n g s

4 2

S u f f i x e s

4 3

G e

n e r a l a d v i c e a b o u t l e a r n i n g v o c a b u l a r y

4 4

T h e d i f f e r e n c e b e t w e e n ë s o m e e x p e r i e n c e í a n d ë a n e x p e r i e n c e í

4 5

A m

e r i c a n a n d B r i t i s h s p e l l i n g

4 6

G e

t u p , r u n o u t o f , s e t o f f

4 7

V o c a b u l a r y a b o u t s c i e n c e

4 8

I d i o m s l i k e ë o v e r t h e m o o n í

4 9

U n l e s s , b e s i d e s , a l t h o u g h

A B C D E F G H I

I n t r o d u c t i o n

W o r d f o r m a t i o n

C o n n e c t i n g a n d l i n k i n g

C o u n t a b l e s a n d u n c o u n t a b l e s

T o p i c s

F e e l i n g s a n d a c t i o n s

F i x e d e x p r e s s i o n s

P h r a s a l v e r b s

V a r i e t i e s o f E n g l i s h

1 0

F o r q u e s

t i o n s 5 0 - 5 6

, r e a

d t h e

d i c t i o n a r y e n

t r y .

M a

t c h t h e e x

t r a c

t s f r o m

t h e

d i c t i o n a r y e n

t r y w

i t h t h e

i n f o r m a

t i o n

t h e y p r o v

i d e

l i s t e d A - H .

M a r k

t h e c o r r e c

t l e t t e r

( A - H

) o n y o u r a n s w

e r s

h e e

t .

T h e r e

i s o n e e x

t r a o p

t i o n w

h i c h y o u

d o n o

t n e e

d t o u s e .

D i c t i o n a r y e n t r y

c o n v i n c e

/

/ v

[ T

( o f ) ] t o

m a

k e s o m e o n e c o m p

l e t e l y c e r t a

i n a

b o u

t s o m e

t h i n g ;

p e r s u a

d e : W e f i n a l l y c o n v i n c e d t h e m o f o u r i n n o c e n c e .

[ + o

b j + ( t h a

t ) ] T h e y f a i l e d t o c o n v i n c e t h e d i r e c t o r s t h a t t h e i r p r o p o s a l s w o u l d w

o r k

/ I ' m

c o n v i n c e d t h a t s h e i s t e l l i n g t h e t r u t h .

5 0

I í m c

o n v

i n c e

d t h a

t s

h e

i s t e l l i n g

t h e t r u t h

.

5 1

c o n v

i n c e

5 2

v

5 3

p e r s u a

d e

5 4

[ + o

b j + ( t h a

t ) ]

5 5

( o f )

5 6

t o m a

k e s o m e o n e c o m p

l e t e l y c e r t a i n a

b o u

t s o m e

t h i n g

A B

C

D

E F G

H

P a r t o

f s p e e c

h

E x a m p

l e s e n

t e n c e

D e p e n

d e n

t p r e p o s i

t i o n

S i n g

l e - w o r d s y n o n y

m

P h o n e m

i c t r a n s c r i p

t i o n

H e a

d w o r d

V e r b p a

t t e r n

D e

f i n i t i o n

MODULE 2

Sample test




1 1

[ T u r n

o v e r

F o r q u e s t i o n s 5 7 - 6 4 , c h o o s e w h i c h b o o k l i s t e d A - I c o u l d

h e l p a t e a c h e r w h o i s i n t e r e s t e d i n t h e

f o l l o w i n g

t o p i c a r e a s .

M a r k t h e


T h e r e i s


T i t l e o f b o o k

A u t h o r

P u b l i s h e r

A

P r i m a r y V o c a b u l a r y B o x

C a r o

l i n e N i x o n a n d M i c h a e l T o m l i n s o n

C U P

B

W

r i t i n g

T r i c i a H e d g e

O U P

C

U n c o v e r i n g G r a m m a r

S c o t t T h o r n b u r y

M a c m i l l a n

D

E n g l i s h P r o n u n c i a t i o n i n U s e

M a r k H a n c o c k

C U P

E

R e a d i n g s i n T e a c h e r D e v e l o p m e n t

K a t i e H e a d a n d P a u l i n e T a y l o r

M a c m i l l a n

F

D e s i g n i n g L a n g u a g e T e a c h i n g T a s k s

K e i t h J o h n s o n

M a c m i l l a n

G

C h o o s i n g Y o u r C o u r s e b o o k

A l a n

C u n n i n g s w o r t h

M a c m i l l a n

H

A s s e s s m e n t

M i c h

a e l H a r r i s a n d P a u l M c C a n n

M a c m i l l a n

I

T e a c h i n g C h i l d r e n E n g l i s h

D a v i d V a l e a n d A n n a F e u n t e u n

C U P

T o p i c a r e a s

5 7

p r e p a r i n g a c l a s s t e s t

5 8

a c t i v i t i e s t o p r a c t i s e n e w w o r d s

5 9

r e f l e c t i n g o n y o u r r e c e n t t e a c h i n g

6 0

t e a c h i n g E n g l i s h s e n t e n c e s t r u c t u r e

6 1

e v a l u a t i n g t e x t b o o k s

6 2

w r i t i n g y o u r o w n t e a c h i n g m a t e r i a l s

6 3

f o c u s i n g o n t h e s o u n d s o f E n g l i s h

6 4

l e a r n i n g t o t e a c h y o u n g l e a r n e r s

1 2

F o r q u e s t i o n s 6 5 - 7 2 , m a t c h t h e u s e s o f c o

u r s e b o o k m a t e r i a l s w i t h t h e s e q u e n c e o f c o u r s e b o o k

a c t i v i t i e s l i s t e d A , B , C o

r D o

n t h e f o l l o w i n

g p a g e .

M a r k t h e c o r r e c t l e t t e r ( A , B , C o

r D ) o n y o

u r a n s w e r s h e e t .

Y o u n e e d t o u s e s o m e o p t i o n s m o r e t h a n

o n c e .

6 5

i n v o l v e s s p e a k i n g p r a c t i c e

6 6

p r a c t i s e s n o t e - t a k i n g s k i l l s

6 7

p r e - t e a c h e s v o c a b u l a r y

6 8

d e v e l o p s l i s t e n i n g f o r d e t a i l

6 9

p e r s o n a l i s e s t h e t o p i c

7 0

b r a i n s t o r m s i d e a s a b o u t t h e t o p i c

7 1

i n t r o d u c e s t h e t h e m e o f t h e l e s s o

n

7 2

p r o v i d e s l a n g u a g e n e e d e d t o d o

t h e a c t i v i t i e s

MODULE 2

Sample test




1 3

[ T u r n

o v e r

G e t t i n g Y o u r T o n g u e

R o u n d I t

A

1

L o o k a t t h e s e w o r d s a n d t r y t o p a i r t h e m u p i n o p p o s i t e s o r n e a r o p p o s i t e s . T h e y

w i l l b e u s e f u l f o r t h e t a s k s i n t h i s l e s s o n .

l

o u d

q u i e t

s o f t

u n a t t r a c t i v e

i n t e r e s t i n g

b

e a u t i f u l

h a r d

n o i s y

d u l l

g e n t l e

B

2

L i s t e n t o t h e s e f o u r p e o p l e .

W h a t l a n g u a g e s a r e

t h e y s p e a k i n g ?

C

3

W h a t l a n g u a g e s d o y o u l i k e b e c a u s e o f h o w t h e y

s o u n d ?

W

o r k w i t h a p a r t n e r a n d e x p l a i n w h y y o u l i k e t h e m .

( D o t h e y s o u n d p l e a s a n t , a t t r a c t i v e ,

s o

f t , m u s i c a l , e t c . ? ñ T r y t o u s e s o m e o f t h e w o r d s f r o m t h e f i r s t t a s k . )

D

4

L i s t e n t o t h e s e p e o p l e t a l k i n g a b o u t h o w t h e y t h i n

k d i f f e r e n t f o r e i g n l a n g u a g e s

s o u n d o r h o w t h e y t h i n k f o r e i g n a c c e n t s i n E n g l i s h s o u n d .

M a k e a l i s t o f t h e

l a n g u a g e s a n d a c c e n t s a n d w r i t e d o w n w h a t t h e p e o p l e t h i n k a b o u t h o w t h e y

s o u n d .

T h e p e o p l e y o u a r e g o i n g t o h e a r a r e :

1

l a i n

4

L e s l e y

2

C h r i s

5

R a v i

3

D o n a l d

6

P e t e r

1 4

F o r q u e s t i o n s 7 3 - 8 0 , m a t c h t h e t e a c h e r s í c o m m e n t s w i t h t h e r e s o u r c e s l i s t e d A - I .

M a r k t h e c o r r e c t l e t t e r ( A - I ) o n y o u r a n s w e

r s h e e t .


R e s o u r c e s

A

g r a d e d r e a d e r s

B

o v

e r h e a d t r a n s p a r e n c i e s

C

r o l e - c a r d s

D

n e

w s p a p e r s

E

s t u

d e n t p o s t e r s

F

s o

n g s

G

b i l i n g u a l d i c t i o n a r i e s

H

r e a l i a

I

p u

p p e t s

T e a c h e r s í c o m m e n t s

7 3

T e a c h e r s o f y o u n g l e a r n e r s f i n d t h e s e a g o o d w a y t o m o t i v a t e t h e i r s t u d e n t s .

Y o u n g l e a r n e r s

c a n m a k e t h e i r o w n a n d a c t o u t s

t o r i e s u s i n g t h e m .

7 4

T h e s e c a n b e b a s e d o n a u t h e n t i c m a t e r i a l b u t c o n t a i n l a n g u a g e t h a t h a s b e e n m a d e e a s i e r f o r

s t u d e n t s .

T h e y c a n h e l p s t u d e n t

s t o d e v e l o p t h e i r v o c a b u l a r y .

7 5

T h e s e c a n h e l p s t u d e n t s t o u n d e

r s t a n d d i f f i c u l t t e x t s .

7 6

T h e s e c a n b e v e r y u s e f u l , b u t f i n d i n g s u i t a b l e t e x t s f o r l o w - l e v e l l e a r n e r s i s o f t e n a p

r o b l e m .

7 7

S t u d e n t s f i n d t h e s e u s e f u l b e c a u

s e t h e y p r o v i d e i d e a s f o r w h a t t o s a y .

7 8

T h e s e p r o v i d e e n j o y a b l e l i s t e n i n g p r a c t i c e a n d c a n a l s o b e u s e d a s t h e b a s i s f o r l a n

g u a g e

w o r k .

7 9

T h e y c a n h a v e m a n y d i f f e r e n t u s

e s , s u c h a s c o r r e c t i o n ,

f e e d b a c k , s e t t i n g t h e s c e n e

a n d

c o m p r e h e n s i o n q u e s t i o n s .

8 0

I p u t t h e s e u p a r o u n d t h e c l a s s r o

o m s

o t h a t s t u d e n t s c a n s e e t h e i r o w n w o r k o n d i s p

l a y .

MODULE 2

Sample test




Managing the teaching andlearning process

GENERAL DESCRIPTION

Module format Module 3 consists of two parts.


No. of questions 80


3-option multiple choice and odd one out.






Syllabus

This module tests candidates’ knowledge of what happens in the classroom in terms

of the language used by the teacher or learners, the roles the teacher can fulfil and

the ways in which the teacher can manage and exploit classroom events and interaction.


1 Teachers’ and

learners’ language

in the classroom

Using language appropriately for a range of classroom

functions, e.g.

• instructing

• prompting learners

• eliciting

• conveying meaning of new language

Identifying the functions of learners’ language

Categorising learners’ mistakes



matching; 3-option multiple choice; odd one out and

sequencing.

2Classroom

management

Options available to the teacher for managing learners and

their classroom in order to promote learning, e.g.

• teacher roles

• grouping learners

• correcting learners

• giving feedback

appropriate to the learners and aims




3MODULE



3

26 Teaching Knowledge Test | module 3: general descript ion and syllabus

Part 2

This part of Module 3 tests candidates’ knowledge of the range and function of strategies available

to a teacher for managing classes in ways appropriate to learners and to teaching and learning

aims.These include variety of activity and pace, ways of grouping learners, techniques for

correcting learners’ mistakes and the roles a teacher can fulfil at different stages of the lesson.

Candidates need to demonstrate an understanding of concepts and terminology related to the

following and their implications for the L2 classroom:


the roles of the teacher • common teacher roles, e.g. manager, diagnostician, planner

• functions of teacher roles, e.g. managing the teaching space, establishing systems for praise and reward,

establishing rules, routines and procedures; analysing learners’ needs; building variety into lessons,

planning lessons to meet learners’ needs

grouping learners • common classroom interaction patterns a nd their uses

• grouping of learners and reasons for this

correcting learners • methods o f oral a nd written correction, and their appropriacy o f use

giving feedback • the focus and purpose of feedback

• ways of giving feedback

Part 1

This part of Module 3 tests candidates’ knowledge of the functions of classroom language, and how

to adapt teacher language according to its audience and purpose. It also tests candidates’

knowledge of the appropriacy of teachers’ classroom language, how to analyse learners’ language

and categorise learners’ errors.



the functions commonly used by the

teacher in the classroom

• identification of a range of classroom functions and typical exponents

• appropriacy of use, e.g. degrees of simplicity of language, appropriateness of sequencing, degrees of formality

identifying the functions of language

used by learners in the classroom

(tasks may involve analysis of learner

language which is not completely

accurate)

• identification of common functions and typical exponents

• identification of communicative purpose

• appropriacy of use

categorising learners’ mistakes • categorising types of mistakes, e.g. spelling, wrong verb form, subject-verb agreement




© U C L E S 2 0 0 5

[ T u r n o v e r

C a n

d i d a

t e

C e n

t r e N u m

b e r

N u m

b e r

C a n

d i d a t e

N a m e


A T I O N S



0 0 3

M O D U L E 3

S a m p l e T e s t

M a n a g

i n g

t h e

t e a c

h i n g a n

d l e a r n

i n g p r o c e s s

1 h o u r

2 0 m

i n u

t e s

A d d i t i o n a

l m a

t e r i a

l s :

A n s w e r s

h e e

t

S o

f t c l e a n e r a s e r

S o

f t p e n c i l ( t y p e

B o r

H B i s r e c o m m e n

d e

d )

T I M E

1 h o u r

2 0 m

i n u

t e s

I N S T R U C T I O N S T O C A N D I D A T E S

W r i t e y o u r

n a m e ,

C e n

t r e n u m

b e r a n

d c a n

d i d a

t e n u m

b e r

i n t h e s p a c e s a

t t h e

t o p o

f t h i s p a g e .

W r i t e

t h e s e

d e t a

i l s o n y o u r a n s w e r s h e e

t i f t h e s e a r e n o t a l r e a d y p r i n t e d

.

D o n o

t o p e n

t h i s b o o

k l e t u n

t i l y o u a r e

t o l d t o d o s o .

T h e r e a r e

e i g h t y q u e s t i o n s

i n t h i s p a p e r .


M a r k y o u r

a n s w e r s o n t h e s e p a r a t e a n s w e r s h e e t . U s e a p e n c i l .

Y o u m a y w

r i t e o n

t h e q u e s t i o n p a p e r ,

b u

t y o u m u s t m a r k y o u r a n s w e r s

i n p e n c i l o n

t h e a n s w e r s h e e

t .

Y o u w

i l l h a v e n o e x t r a

t i m e

f o r

t h i s , s o y o u m u s t

f i n i s h i n o n e

h o u r a n

d t w e n

t y m

i n u

t e s .

A t t h e e n d

o f t h e

t e s t ,

h a n

d i n b o

t h t h e q u e s t i o n p a p e r a n

d t h e a n s w e r s h e e

t .

I N F O R M A


E a c h q u e s

t i o n

i n t h i s p a p e r c a r r i e s o n e m a r k .

______

____________________________

______________________

T h i s q u e s t i o n p a p e r c o n s i s t s o f 1 3 p r i n t e d p a g e s a n d 3 b l a n k p a g e s .

2

F o r q u e s t i o n s 1 - 7 , m a t c h t h e e x a m p l e s o f t e a c h e r s í c l a s s r o o m

l a n g u a g e w i t h t h e i r f u n c t i o

n s l i s t e d

A - H .


e r s h e e t .


T e a c h e r s í c l a s s r o o m l a n g u a g e

F u n c t i o n s

1

L i s t e n , I l i k e p l a y i n g f o o t b a l l , r e p e a t e v e r y o n e , I l i k e p l a y i n g f o o t b a l l .

2

M a r i a ñ c o l l e c t t h e b o o k s , p l e a s e .

3

T e l l m e t h r e e a d j e c t i v e s b e g i n n i n g w

i t h t h e l e t t e r ë C í .

4

J u s t l i s t e n t o h o w I s a y i t ñ p o T A t o e s

.

5

O k a y , d i s c u s s i t w i t h y o u r p a r t n e r n o

w , p l e a s e .

6

I í m

r e a l l y f u l l , I í v e j u s t e a t e n a b i g l u n c h . A m

I h u n g r y n o w ?

7

L e t í s h a v e a l o o k . Y e s , t h a t í s g r e a t .

N o w t r y t h e n e x t o n e .

A B C D E F G H

c h e c k i n g u n d e r s t a n d i n g

e m p h a s i s i n g

w o r d s t r e s s

d r i l l i n g

c h e c k i n g i n s t r u c t i o n s

m o n i t o r i n g

e l i c i t i n g

o r g a n i s i n g p a i r w o r k

n o m i n a t i n g

MODULE 3

Sample test



Teaching Knowledge Test | module 3: sample test28

3

[ T u r n o v e r

F o r q u e s

t i o n s 8 - 1 6 , m a t c h t h e e x a m p l e s o f c l a s s r o o m l a n g u

a g e w i t h t h e d e s c r i p t i o n s l i s t e d A , B o r C .

M a r k t h e


D e s c r i p t i o n s

A

l a n g u a g e f o r l e a r n e r s t o u s e i n t h e c l a s s r o o m

B

l a n g u a g e f o r p l a y i n g g a m e s

C

l a n g u a g e f o r t h e t e a c h e r t o m a n a g e c l a s s r o o m r o u t i n e s

C l a s s r o o m l a n g u a g e

8

C a n I b o r r o w y o u r p e n c i l , p l e a s e ?

9

I t í s y o u r t e a m í s t u r n .

1 0

W h o s e t u r n i s i t t o g e t t h e b o o k s t o d a y ? A n n a ?

1 1

R e d g r o u p a n d b l u e g r o u p , w o r k t o g e t h e r .

1 2

C a n I h a v e a p a i r o f s c i s s o r s , p l e a s e ?

1 3

W h a t í s t h e s c o r e ?

1 4

S o r r y I í m l a t e .

1 5

P r a c t i s e i n p a i r s .

1 6

M i s s a t u r n .

4

F o r q u e s t i o n s 1 7 - 2 1 , r e a d t h e f o l l o w i n g

i n s t r u c t i o n s w h i c h a t e a c h e r u s e d w i t h a d u l t e l e m e n t a r y

l e a r n e r s . S o m e o f t h e s e i n s t r u c t i o n s m a y

n o t b e a p p r o p r i a t e .

M a t c h t h e i n s t r u c t i o n s w i t h t h e t r a i n e r í s c o m m e n t s l i s t e d A - F .

M a r k t h e c o r r e c t l e t t e r ( A - F ) o n y o u r a n s w e r s h e e t .


I n s t r u c t i o n s

1 7

I m a g i n e y o u w e r e i n a s h o p a n d y o u h a d d e c i d e d t o b u y s o m e c h o c o l a t e s . W h a t d o

y o u t h i n k

y o u m i g h t s a y ?

1 8

R e a d t h e t e x t a n d i d e n t i f y t h e c o h e s i v e d e v i c e s .

1 9

L o o k a t t h e t e x t a n d u n d e r l i n e a l l

t h e v e r b s .

2 0

W h y d o n í t y o u j u s t g e t i n t o p a i r s o r a s m a l l g r o u p , i f y o u l i k e , a n d d i s c u s s a f e w o f t h

e q u e s t i o n s

f o r a l i t t l e b i t ?

2 1

W e r e n í t y o u l i s t e n i n g ? I s a i d e x e

r c i s e t h r e e . D o n í t w a s t e m y t i m e !

T r a i n e r í s c o m m e n t s

A

T h i s i s a c l e a r i n s t r u c t i o n f o r a d u l t e l e m e n t a r y l e a r n e r s .

B

T h e g r a m m a r i n t h i s i n s t r u c t i o n i s a b o v e e l e m e n t a r y l e v e l .

C

S o m e a d u l t s t u d e n t s m i g h t f i n d t h i s i n s t r u c t i o n r u d e .

D

T h i s i n s t r u c t i o n i s n o t w e l l s e q u e n c e d .

E

T h i s i n s t r u c t i o n d o e s n o t t e l l s t u d

e n t s e x a c t l y w h a t t o d o .

F

S o m e o f t h e l e x i s i n t h i s i n s t r u c t i o n i s a b o v e e l e m e n t a r y l e v e l .

MODULE 3

Sample test




5

[ T u r n

o v e r

F o r q u e s

t i o n s 2 2 - 2 7 , m a t c h w h a t t h e t e a c h e r i s d o i n g w i t h t h e p u r p o s e s f o r u s i n g t h e s t u d e n t s í f i r s t

l a n g u a g e

l i s t e d A ,

B o r C .

M a r k t h e

c o r r e c t l e t t e r ( A ,

B o r C ) o n y o u r a n s w e r s h e e t .

P u r p o s e s f o r u s i n g

t h e s t u d e n t s

í f i r s t l a n g u a g e

A

C h e c k i n g u n d e r s t a n d i n g

B

E x p l a i n i n g p r o c e d u r e s

C

M o t i v a t i n g

T h e t e a c h e r i s

2 2

a s k i n g s t u d e n t s t o s h o w

t h e y k n o w

w h a t t o d o f o r h o m e w o r k .

2 3

g i v i n g i n d i v i d u a l w r i t t e n f e e d b a c k t o a w e a k s t u d e n

t .

2 4

e n c o u r a g i n g e l e m e n t a r y s t u d e n t s t o t r y n e w

w a y s o f l e a r n i n g .

2 5

t e l l i n g a l a r g e g r o u p o f t e e n a g e r s t h e r u l e s o f a g a m e .

2 6

a s k i n g s t u d e n t s t o t r a n s l a t e t h e m e a n i n g o f n e w w o r d s .

2 7

s h o w i n g a g r o u p o f b e g i n n e r s e x a c t l y h o w

t o u s e a

s e l f - a c c e s s c e n t r e .

6

F o r q u e s t i o n s 2 8 - 3 2 , r e a d t h e c o n v e r s a t i o n b e t w e e n t w o a d v a n c e d l e a r n e r s . A n s w e r t h e q u e

s t i o n s

a b o u t t h e i r u s e o f l a n g u a g e b y c h o o s i n g t h

e c o r r e c t o p t i o n A , B o r C .

M a r k t h e c o r r e c t l e t t e r ( A , B o r C ) o n y o u r


C r i s t i n a : A r e y o u a g o o d s a i l o r ? H a v e y o u e v e r b e e n s e a s i c k ?

R a q u e l :

Y e a h ,

I h a v e b e e n s e a s i c k , o n c e

. A c t u a l l y ,

I ñ

l i n e

2

C r i s t i n a : W a s t h a t o n a l o n g j o u r n e y ?

R a q u e l :

Y e a h .

I n f a c t I í m q u i t e a g o o d t r a v e l l e r n o r m a l l y .

B u t t h e r e w a s e r m . . . e r . . . n o t o n a

l o n g j o u r n e y , n o , s o r r y . I t w a s a b o u t o n l y 3 0 k i l o m e t r e s . A n d e r m , c o m i n g . . . o n t h e

w a y b a c k , i t w a s a v e r y s m a l l b

o a t , a n d i t w a s v e r y h o t , a n d m e a n d t h e r e s t o f m y

f a m i l y w e r e o n t h e v e r y . . .

i n t h e

i n s i d e o f t h e b o a t . A n d i t w a s j u s t l i k e b e i n g i n a . . .

o n a c o r k , c a r r i e d b y w a t e r . A n

d m y b r o t h e r s t a r t e d f i r s t , a n d t h e n e v e r y o n e s t a r t e d

f e e l i n g s i c k .

l i n e

4

l i n e

5

l i n e

8

C r i s t i n a : O h ,

t e r r i b l e .

l i n e

1 0

R a q u e l :

I t w a s h o r r i b l e .

l i n e

1 1

2 8

W h y d o e s R a q u e l s t o p a f t e r s a y i n g ë A c t u a l l y , I ñ í ? ( l i n e 2 )

A

S h e c a n í t r e m e m b e r t h e r i g h

t w o r d .

B

S h e h a s n í t u n d e r s t o o d t h e q

u e s t i o n .

C

S h e i s s u d d e n l y i n t e r r u p t e d b y C r i s t i n a .

2 9

W h y d o e s R a q u e l s a y ë Y e a h í a t t h e b e g i n n i n g o f l i n e 4 ?

A

t o s h o w t h a t s h e h e a r d C r i s t

i n a í s q u e s t i o n

B

t o a s k f o r t h e q u e s t i o n t o b e

r e p e a t e d

C

t o s h o w s h e i s u n s u r e a b o u t

h e r a n s w e r

3 0

W h y d o e s R a q u e l u s e ë I n f a c t í ? ( l i n e 4 )

A

S h e í s i n t r o d u c i n g a c o n t r a s t

w i t h w h a t s h e s a i d e a r l i e r .

B

S h e í s c o r r e c t i n g w h a t C r i s t i n

a s a i d .

C

S h e í s g i v i n g h e r s e l f s o m e t i m e t o t h i n k .

3 1

T h e m a n y u s e s o f ë a n d í i n l i n e s 5

- 8 i n R a q u e l í s s t o r y

A

s u m m a r i s e R a q u e l í s i d e a s .

B

r e p e a t w h a t h a p p e n e d i n t h e

s t o r y .

C

m a r k n e w p o i n t s i n t h e s t o r y .

3 2

T h e a d j e c t i v e s ë t e r r i b l e í a n d ë h o r r i b l e í ( l i n e s 1 0 a n d 1 1 ) s h o w t h a t R a q u e l a n d C r i s t i n a b o t h

A

d i s l i k e t h e w a y R a q u e l t o l d t h e s t o r y .

B

h a v e t h e s a m e r e a c t i o n .

C

h a v e h a d a s i m i l a r e x p e r i e n c e .

MODULE 3

Sample test



Teaching Knowledge Test | module 3: sample test3030

7

[ T u r n o v e r

F o r q u e s t i o n s 3 3 - 4 0 , m a t c h t h e c i r c l e d m i s t a k e s w i t h t h e t y p

e s o f m i s t a k e l i s t e d A - I .

M a r k t h e



C i r c l e d m i s t a k e s

T y p e s o f m i s t a k e

3 3

T h e w e a t h e r i n L o n d o n i s b a d d e r t h a n t h e w e a t h e r i n

T o k y o .

3 4

T h e t e a c h e r m a d e m e t o s t a y i n s c h o o l a f t e r c l a s s .

3 5

W h a t y o u d o i n g t h i s w e e k e n d ?

3 6

I g o t o t h e c i n e m a l a s t w e e k .

3 7

H e

w o r k e d v e r y h a r d l y t o f i n i s h t h e p r o j e c t .

3 8

D o

n í t b l a m e y o u . I t í s n o t y o u r f a u l t .

3 9

S h

e i n s u m m e r g o e s t o t h e s e a s i d e e v e r y y e a r .

4 0

T h e y í v e b e e n a w a y s i n c e a l o n g t i m e .

A B C D E F G H I

w r o n g t e n s e

w r o n g v e r b p a t t e r n

w r o n g p r e p o s i t i o n

w r o n g a d v e r b f o r m

w r o n g c o m p a r a t i v e f o r m

w r o n g w o r d o r d e r

m i s s i n g a u x i l i a r y v e r b

m i s s i n g p r e p o s i t i o n

w r o n g p r o n o u n

8

F o r q u e s t i o n s

4 1 - 4

9 , m a t c h t h e t e a c h e r a c

t i v i t i e s w i t h t h e t e a c h e r r o l e s l i s t e d A ,

B ,

C

o r

D .

M a r k t h e c o r r e c t l e t t e r ( A ,

B ,

C

o r

D ) o n y o

u r a n s w e r s h e e t .

Y o u n e e d t o u s e s o m e o p t i o n s m o r e t h a n o n c e .

T e a c

h e r r o

l e s

A

M A N A G E R

( m a n a g e s s t u d e

n t s a n d a c t i v i t i e s d u r i n g c l a s s t i m e )

B

P L A N N E R

( c h o o s e s m a t e r i a l s a n d / o r m e t h o d o l o g y b e f o r e t h e c o u r s e o r l e s s o n

)

C

P R O V I D E R

( g i v e s e x p e r t i n f o r m a t i o n a b o u t t a r g e t l a n g u a g e )

D

D I A G N O S T I C I A N

( f i n d s o u t

t h e n e e d s a n d i n t e r e s t s o f s t u d e n t s )

4 1

T h e t e a c h e r p u t s s t u d e n t s i n t o g r o u p s o f t h r e e f o r a r o l e - p l a y .

4 2

T h e t e a c h e r a s k s a n o i s y s t u d e n t t o s p e a k m o r e q u i e t l y .

4 3

T h e t e a c h e r i n v i t e s s t u d e n t s t o s u g g e s t t o p i c s f o r c o u r s e c o n t e n t .

4 4

W h i l e s t u d e n t s w r i t e a s t o r y , t h e

t e a c h e r w a l k s r o u n d t h e c l a s s h e l p i n g s t u d e n t s w h o m a k e

e r r o r s o r a s k f o r n e w w o r d s .

4 5

T h e t e a c h e r w a n t s t o i d e n t i f y g a p

s i n t h e i r k n o w l e d g e s o s h e a s k s s t u d e n t s t o b r a i n s t o r m

c r i m e v o c a b u l a r y .

4 6

T h e t e a c h e r i n t r o d u c e s t h e p r e s e

n t p e r f e c t c o n t i n u o u s .

4 7

T h e t e a c h e r d e c i d e s w h i c h c o u r s

e b o o k a c t i v i t i e s w i l l f i t i n t o t h e t i m e a v a i l a b l e f o r t h e

l e s s o n .

4 8

T h e t e a c h e r f i n d s a v i d e o t o f i t i n t o t h e t o p i c o f t h e u n i t .

4 9

T h e t e a c h e r g i v e s s t u d e n t s a q u e s t i o n n a i r e i n o r d e r t o f i n d o u t m o r e a b o u t t h e i r l e a r n i n g

s t y l e s a n d p r e f e r e n c e s .

MODULE 3

Sample test




9

[ T u r n

o v e r

F o r q u e s

t i o n s 5 0 - 5 5 , c h o o s e t h e b e s t o p t i o n t o c o m p l e t e e a

c h s t a t e m e n t a b o u t w a y s o f g r o u p i n g

s t u d e n t s .

M a r k t h e


5 0

I t i s a g o o d i d e a t o g r o u p l e s s a b l e s t u d e n t s t o g e t h

e r s o t h a t

A

t h e y f e e l m o r e c o m f o r t a b l e w h e n s p e a k i n g .

B

t h e y d o n o t d o m i n a t e o t h e r s t u d e n t s .

C

t h e y c a n w o r k a t a f a s t e r p a c e .

5 1

G r o u p w o r k i s u s e f u l b e c a u s e i t

A

r e d u c e s t e a c h e r t a l k i n g t i m e .

B

i m p r o v e s c l a s s d i s c i p l i n e .

C

m a k e s a l l s t u d e n t s w o r k a s h a r d a s t h e y c a n .

5 2

I n m i x e d a b i l i t y c l a s s e s , u s i n g g r o u p w o r k

A

h e l p s t o i d e n t i f y w e a k e r s t u d e n t s .

B

m e a n s t h e t e a c h e r c a n g i v e a t t e n t i o n t o a l l s t u

d e n t s .

C

e n c o u r a g e s s t u d e n t s t o h e l p o n e a n o t h e r .

5 3

P a i r w o r k a c t i v i t i e s a i m t o e n c o u r a g e s t u d e n t s

A

t o w o r k i n d e p e n d e n t l y o f t h e t e a c h e r .

B

t o a s s e s s t h e i r o w n p r o g r e s s .

C

t o d e v e l o p l a n g u a g e a w a r e n e s s .

5 4

I f a t e a c h e r w a n t s t o a s s e s s s t u d e n t s í w r i t t e n w o r k

, i t í s b e s t t o d o

A

g r o u p w o r k .

B

i n d i v i d u a l w o r k .

C

m i n g l i n g a c t i v i t i e s .

5 5

I f a t e a c h e r w a n t s t o c o n t r o l w h a t t h e s t u d e n t s d o a s m u c h a s p o s s i b l e , i t í s b e s t t o d o

A

p a i r w o r k .

B

t e a m a c t i v i t i e s .

C

w h o l e c l a s s w o r k .

1 0

F o r q u e s t i o n s 5 6 - 6 3 , m a t c h t h e c l a s s r o o m

m a n a g e m e n t s t r a t e g i e s w i t h t h e p r o b l e m s o f g r o u p o r

p a i r w o r k l i s t e d A ,

B o r C .

M a r k t h e c o r r e c t l e t t e r ( A ,

B , o r C ) o n y o u r a n s w e r s h e e t .

P r o b l e m s o f g r o u p o r

p a i r w o r k

I n g r o u p o r p a i r w o r k

. . .

A

s o m e s t u d e n t s g

e t b o r e d .

B

s o m e s t u d e n t s u s e L 1 t o o m u c h .

C

s o m e s t u d e n t s a l w a y s d o m i n a t e .

C l a s s r o o m m

a n a g e m e n t s t r a t e

g i e s

5 6

P l a n e x t r a a c t i v i t i e s f o r s t u d e n t s w h o m a y f i n i s h b e f o r e t h e o t h e r s .

5 7

M a k e s u r e s t u d e n t s k n o w

t h e l a n

g u a g e t h e y n e e d t o c o m p l e t e t a s k s .

5 8

I n t r o d u c e m o r e c h a l l e n g e i n t o t h e a c t i v i t i e s .

5 9

A r r a n g e g r o u p s m o r e c a r e f u l l y , a

n d r e - g r o u p s t u d e n t s w h e n e v e r n e c e s s a r y .

6 0

C r e a t e a p u r p o s e f o r d o i n g g r o u p

o r p a i r w o r k i n E n g l i s h .

6 1

T e a c h t h e l a n g u a g e n e e d e d f o r f

r e q u e n t c l a s s r o o m a c t i v i t i e s .

6 2

R a i s e a w a r e n e s s o f t h e i m p o r t a n

c e o f g i v i n g e v e r y o n e a c h a n c e t o t a k e p a r t .

6 3

S e l e c t t o p i c s a n d t a s k s t h a t m o t i v a t e t h e s t u d e n t s .

MODULE 3

Sample test



MODULE 3

Sample test


1 3

F o r q u e s t i o n s 7 6 - 8 0 , m a t c h t h e w a y s a t e a c h e r g a v e f e e d b a c k o n s t u d e n t s í w r i t t e n w o r k w i t h

t h e a i m s

l i s t e d A - F .


e r s h e e t .



F e e d b a c k o n w r i t t e n w o r k

7 6

T h e t e a c h e r m a r k e d s t u d e n t s í w r i t i n g u s i n g a c o r r e c t i o n c o d e .

T h e n s h e g a v e t h e m

t i m e i n t h e

l e s s o n t o i m p r o v e t h e i r w o r k w h i l e s h e m o n i t o r e d .

7 7

T h e t e a c h e r g a v e a n o v e r a l l g r a d

e f o r l e t t e r s s t u d e n t s h a d w r i t t e n f o r h o m e w o r k .

H e a l s o g a v e

t h e m a

n e x a m p l e l e t t e r t o l o o k a t .

7 8

T h e t e a c h e r u s e d a s y s t e m o

f s m

i l i n g a n d s a d f a c e s t o g i v e s t u d e n t s f e e d b a c k o n t h

e i r w r i t t e n

w o r k .

7 9

T h e t e a c h e r n o t e d m i s t a k e s f r o m

s t u d e n t s í w r i t t e n w o r k a n d u s e d t h e s e t o p r e p a r e a l a n g u a g e

q u i z , w h i c h s t u d e n t s d i d i n t e a m s

.

8 0

T h e t e a c h e r o n l y c o m m e n t e d o n

t h e c o n t e n t o f s t o r i e s t h a t s t u d e n t s h a d w r i t t e n .

A i m s

A

t o f o c u s o n c o m m o n l a n g u a g e m

i s t a k e s t h a t m a n y s t u d e n t s m a d e i n t h e i r w r i t i n g

B

t o i n f o r m s

t u d e n t s o f t h e i r g e n e r a

l p r o g r e s s i n w r i t i n g a t t h e e n d o f t e r m

C

t o e n c o u r a g e s t u d e n t s t o l e a r n t o

e d i t t h e i r o w n w o r k

D

t o e n c o u r a g e s t u d e n t s í c r e a t i v i t y

a n d t o c r e a t e a p o s i t i v e a t t i t u d e t o w r i t i n g

E

t o p r o v i d e s t u d e n t s w i t h a m o d e l

f o r s i m i l a r w r i t t e n w o r k i n t h e f u t u r e

F

t o i n f o r m p

r i m a r y a g e s t u d e n t s a b o u t t h e i r p r o g r e s s i n a f u n w a y



34 Teaching Knowledge Test | test administration34

TKT test administration

Modular structure

TKT has three modules.These can be taken together in one

examination session or separately, in any order, over three

sessions.

Entry procedureCandidates must enter through an authorised Cambridge

ESOL Centre.A list of Cambridge ESOL Examination Centres is

available from Cambridge ESOL from the address on page 1.

Institutions wishing to become Cambridge ESOL Examination

Centres should contact the Centre Registration Unit at

Cambridge ESOL.

TKT is available throughout the year and Centres contact

Cambridge ESOL to arrange a test date. Candidate details must

be submitted to Cambridge ESOL at least six weeks prior to

running the session. Please note that more notice may be

necessary if candidates have special requirements and

therefore need special arrangements (see below).

Candidates may not repeat a module within four months at

any centre.

Copies of the Regulations and more details on entry

procedure, current fees and further information about this and

other Cambridge ESOL examinations can be obtained from the

Cambridge ESOL Local Secretary in your area, or from the

address on page 1.

Answer sheet completion

Candidates mark all their answers on OMR (Optical Mark

Reader) answer sheets, which are scanned by computer in

Cambridge.There is one answer sheet per module, and

candidates must fill in all their answers within the time

allowed for the test.

A sample OMR answer sheet can be found on page 44 of this

Handbook, and it is useful for candidates to practise filling in

an OMR sheet before taking the examination so that they are

familiar with the procedure.

Grading and results

Grading

Each module is free-standing, and there is no aggregate score.

Candidates receive a certificate for each module they take.

Each question carries one mark, so the maximum mark for

each module is 80. Candidate performance is reported using

four bands.

Our trialling research indicates that for a candidate to achieve

TKT Band 3, a score of at least 45–50 marks (out of 80) is

required.

The reporting of results for TKT is subject to ongoing research.

Further guidance on the interpretation of results will be issued

in the future.

Notification of results

Certificates are despatched to Centres approximately two

weeks after receipt of answer sheets by Cambridge ESOL.

Please note that despatch of candidates’ certificates will be

delayed if they need Special Consideration or are suspected of

malpractice (see page 35).

Enquiries on results may be made through Cambridge ESOL

Local Secretaries within a month of the issue of certificates.

Appeals procedure

Cambridge ESOL provides a service to enable Centres to

appeal, on behalf of candidates, against assessment decisionsthat affect grades awarded to candidates, e.g. decisions

relating to results and decisions relating to irregular conduct.

Candidates should first contact their Cambridge ESOL Local

Secretary for advice. Further information about the appeals

procedure can be found at www.CambridgeESOL.org/support

Special Circumstances

Special Circumstances cover three main areas: specialarrangements, special consideration and malpractice.

Special arrangements

These are available for candidates with disabilities. They may

include extra time, separate accommodation or equipment,

Braille versions of question papers, etc. If you think you may

need special arrangements, you must contact the Cambridge

ESOL Local Secretary in your area as soon as possible so that

the application can be sent to Cambridge ESOL in time

(usually 8–12 weeks before the examination, depending on

what is required).

Band A candidate at this level demonstrates

1 limited knowledge of TKT content areas

2 basic, but systematic knowledge of TKT content areas

3 breadth and depth of knowledge of TKT content areas

4 extensive knowledge of TKT content areas



35Teaching Knowledge Test | test administration

Special consideration

Cambridge ESOL will give special consideration to candidates

affected by adverse circumstances before or during an

examination. Special consideration can be given where an

application is sent through the Centre and is made within ten

working days of the examination date. Examples of acceptable

reasons for giving special consideration are cases of illness or

other unexpected events.

Malpractice

The Malpractice Committee will consider cases where

candidates are suspected of copying, collusion or breaking the

examination regulations in some other way. Results may be

withheld because further investigation is needed or because of

infringement of regulations. Centres are notified if a

candidate’s results are being investigated.

The production of TKT Cambridge ESOL is committed to providing examinations of

the highest possible quality. This commitment is underpinned

by an extensive programme of research and evaluation, and by

continuous monitoring of the marking and grading of all

Cambridge ESOL examinations. Of particular importance is the

rigorous set of procedures which are used in the production

and pretesting of question papers.

The production process for TKT is the same as that for the

Cambridge ESOL language examinations. It begins with the

commissioning of materials and ends with the printing of

question papers.

There are five main stages in the production process

• commissioning

• pre-editing and editing

• pretesting

• analysis and banking of materials

• question paper construction

Question paper production cycle

Pretesting of TKT test material provides Cambridge ESOL with

valuable information about candidates’ performance on

particular tasks. Pretesting is also useful for Centres or

institutions as it gives candidates the opportunity to

familiarise themselves with TKT task-types under test

conditions and to receive feedback on areas of strength and

weakness. If your Centre or institution would like to beinvolved in TKT pretesting, please contact the Pretesting Unit

TKT Administrator on + 44 1223 553772.

Support for TKT candidatesand course providers

General information on TKT, including administration details

and downloadable versions of this Handbook and sample

materials, can be found by visiting

www.CambridgeESOL.org/TKT

Course providers and individual candidates can also access

the TKT Glossary on this website.

Support material for teacher trainers is available on the

Teaching Resources website

www.CambridgeESOL.org/teach/TKT

The TKT Course, published by Cambridge University Press in

collaboration with Cambridge ESOL, is available from mid-

April 2005. This coursebook provides approximately 60–90

hours of classroom-based or self-access study, and includes

practice tasks and tests.

Further support is also available in the form of seminar

programmes in different countries. Contact Cambridge ESOL

Information for further details by e-mailing:

[email protected]

Commissioning of materialfor question papers

Pre-editing and editing

of material

Pretest construction

Pretesting

Revision Rejection

Item analysis

Question paper

construction

Live materials bank



36

TKT wordlist

This list is indicative only. Other terms may also be used in TKT.

The words are entered into categories so as to help the reader.

Some words could fall into more than one category and could

appear in different modules. However, to economise on space

each word has been entered only once. Candidates who are

preparing for only one module should ensure they have an

understanding of all the TKT terminology.

The TKT Glossary contains definitions of the words in this list

and can be downloaded from www.CambridgeESOL.org/TKT

Module 1

Concepts and terminology for describing language

GRAMMAR

Active voice

Adjective

Adverb

Article

Aspect

Auxiliary verb

Base form of the verb

Clause

Collective noun

Comparative adjective

Compound noun

Conditional

Conditional forms

Conjunction

Connector

Countable noun

Demonstrative adjective

Demonstrative pronoun

Dependent preposition

Determiner

Direct question

Direct speech

First conditional

Gerund, -ing form

Grammatical structure

Imperative

Indirect question

Indirect speech

Infinitive

Infinitive of purpose

-ing/-ed adjective

Intensifier

Teaching Knowledge Test | common questions and answers

Common questions andanswers

Can candidates make notes on the question paper?

Candidates may write on the question paper during the

examination, but their notes will not be marked. Candidates

must complete an answer sheet, which is then scanned.

Does it matter if candidates write in pen or pencil?

Candidates must use a pencil to mark their answers on the

answer sheet.Answer sheets marked in pen cannot be read by

computer.

Is the use of dictionaries allowed?

No.

What is the mark allocation?

One mark is given for each correct answer.

Do candidates have to take all three modules?

No.The modules are free-standing. Candidates may enter forany number of modules in any order.

What is the pass mark?

Results are reported in four bands.There is no pass or fail.

Candidates receive a certificate for each module taken.

What is the date of the TKT examination?

Dates are set by Centres in consultation with Cambridge ESOL,

taking into account local needs and conditions.

Where can candidates enrol?

Your Cambridge ESOL Local Secretary can give you

information about Centres where the examination is taken.

Candidates enrol through local Centres, and not through the

Cambridge ESOL office in Cambridge. Fees are payable to the

local Centre.

How do candidates get their results?

TKT certificates are issued to Centres approximately two

weeks after receipt of answer sheets by Cambridge ESOL.

Do candidates need to have taken a particular English

language examination before taking TKT?

No. However, it is advisable for candidates to have a minimum

language level of Council of Europe Framework level B1.

What kind of teaching terminology will be tested in TKT?

Opposite is the TKT wordlist which contains terms which may

be used in TKT.

A non-exhaustive list of the teaching terms and their

definitions which could be tested in TKT can be found in the

TKT Glossary at www.CambridgeESOL.org/TKT

What is the TKT portfolio?

The portfolio is an electronic resource in which candidates

keep a record of their teaching experience, beliefs and

aspirations for the future. The portfolio does not form part of

the assessment for TKT. Candidates who register for TKT will

receive more information on how to access their portfolio.



Interrogative

Irregular verb

Main clause

Modal verb

Noun

Object

Object pronoun

Participle (past and present)

Passive voice

Past perfect simple and continuous, progressive

Past simple and past continuous, progressive

Personal pronoun

Phrase

Plural noun

Possessive adjective

Possessive pronoun

Possessive ‘s’ and whose

Preposition

Present continuous, progressive for future

Present perfect simple and continuous, progressive

Present simple and continuous, progressive

Pronoun

Proper noun

Punctuation

Quantifier

Question tag

Reflexive pronoun

Regular verb

Relative clause

Relative pronoun

Reported statement

Reporting verb

Second conditional

Singular noun

SubjectSubject-verb agreement

Subordinate clause

Superlative adjective

Tense

Third conditional

Third person

Time expression

Uncountable noun

Used to

Verb

Verb pattern

LEXIS

Affix

Affixation

Antonym

Collocation

Compounds

False friendHomophone

Idiom

Lexical set

Lexis

Multi-word verb

Part(s) of speech

Phrasal verb

Prefix

Suffix

Synonym

PHONOLOGY

Connected speech

Consonant

Contraction

Diphthong

Feature (of connected speech)

Intonation

Linking

Main stress

Minimal pair

Phoneme

Phonemic script

Phonemic symbols

Phonemic transcription

Rhyme

Rhythm

SchwaSentence stress

Stress

Strong forms

Syllable

Unvoiced sound

Voiced sound

Vowel

Weak forms

Word stress

37Teaching Knowledge Test | wo rdl is t



38

FUNCTIONS

Appropriacy

Appropriate

Colloquial

Declining, refusing an invitation

Enquiring

Express

Expressing ability

Expressing intention

Expressing necessity

Expressing obligation

Expressing permission

Expressing preference

Expressing probability

Formal (language)

Formality (level of)

Function

Functional exponent

Greeting

Inappropriate

Informal (language)

Informality (level of)

Instructing

Making a (polite) request

Negotiating

Neutral

Predicting

Register

Requesting

Speculating

Concepts and terminology for describing

language skills

Accuracy

Authenticity

Context

Deduce meaning from context

Develop skills

Draft

Edit

Extensive listening/reading

Extract

Fluency

Infer attitude, feeling, mood

Intensive listening/reading

Interact

3838 Teaching Knowledge Test | wor dlist

Interaction

Interactive strategies

Layout

Listen/read for detail

Listen/read for gist

Listen/read for mood

Note-taking

Oral fluency

Paragraph

Paraphrase

Predict

Prediction

Process

Process writing

Productive skills

Proofread

Receptive skills

Re-draft

Scan

Skill

Skim

Subskill

Summarise

Summary

Take notes

Text structure

Topic

Topic sentence

Background to language learning

Achievable target, goal

Acquire

Acquisition

Attention span

Auditory learner

Autonomous

Cognitive (processes)

Confidence

Conscious (of)

Deductive learning

Demotivate

Developmental error

Error

Expectation

Expose

Exposure



Factor

First language

Focus on form

Goals

Guidance

Ignore (errors)

Independent study

Inductive learning

Interference

Interlanguage

Kinaesthetic learner

L1/L2

Language awareness

Learner autonomy

Learner characteristics

Learner independence

Learner training

Learning resources

Learning strategies

Learning style

Linguistic

Mature

Maturity

Memorable

Memorise

Mother tongue

Motivate

Motivation

Natural order

Needs

Participate

Participation

Personalisation

Personalise

Pick upProcessing language

Proficient

Silent period

Slip

Target language culture

Unmotivated

Visual learner

Work language out

Background to language teaching

PRESENTATION TECHNIQUES, APPROACHES AND

INTRODUCTORY ACTIVITIES

Activity-based learning

Communicative Approach

Concept checking

Concept questions

Content-based learning

Contextualise

Define

Definition

Elicit

Emphasis

Emphasise

Functional Approach

Gesture

Grammar-Translation method

Guided discovery

Ice-breaker

Illustrate meaning

Introductory activity

Lexical Approach

Meaningful

Mime

Present

Presentation

Presentation, Practice and Production (PPP)

Situational presentation

Structural Approach

Task-based Learning (TBL)

Teaching strategy

Test-teach-test

Total Physical Response (TPR)

Warm up

Warmer

PRACTICE ACTIVITIES AND TASKS

Brainstorm

Categorisation

Categorise

Chant

Choral drill

Communicative activity

Controlled practice

Drill

Extension task

Freer practice





Gap-fill

Guided writing

Individual drill

Information-gap activity

Jigsaw listening/reading

Jumbled paragraphs, pictures, sentences

Label

Less controlled practice

Mind map

Picture stories

Practice

Prioritising

Problem solving

Project work

Rank ordering

Restricted practice

Revise

Revision

Role-play

Substitution drill

Survey

Target language

Task

Task-type

Transformation drill

Visualisation

Visualise

Word map

ASSESSMENT

Achievement test

Assess

Assessment

Assessment criteria

Cloze test

Continuous assessment

Diagnose

Diagnostic test

Evaluation

Formal assessment, evaluation

Formative assessment, evaluation

Informal assessment, evaluation

Item

Learner profile

Matching task

Multiple-choice questions

Objective test

Open comprehension questions

Oral test

Peer assessment, evaluation

Placement test

Portfolio

Proficiency test

Progress test

Self-assessment, evaluation

Sentence completion

Sentence transformation

Subjective test

Summative test

Test

True/false questions

Tutorial

Module 2

Lesson planning

Achieve aims, objectives

Aim

Analyse language

Anticipate language problems

Arouse, generate interest

AssumptionsClass profile

Components (of a lesson plan)

Conduct feedback

Consolidate

Elicit feedback

Enable

Encourage

Encouragement

Feedback

Focus on

Give feedback

Highlight

Lead-in

Main aim

Pace

Peer feedback

Personal aim

Pre-teach (vocabulary)

Procedure

Raise awareness

Recycle

Reflect on teaching




Reinforce

Scheme of work

Sequence

Set a question, task, test

Set the scene, the context

Specification, to specify (aims)

Stage

Step

Stimulate (discussion)

Student-centred

Subsidiary aim

Syllabus

Teacher talking time

Teacher-centred

Timing

Variety

Vary

Reference resources

Bilingual dictionary

Consult

Headword

Monolingual dictionary

Phonemic chart

Reference materials

Teaching materials and aids

Activity book

Adapt (material)

Audio script

Authentic material

Board game

Book

Brochure

Chart

Coursebook

Coursebook unit

Crossword puzzle

Dialogue

Dice

Exploit (material)

Flashcard

Flipchart

Graded readerGraph

Grid

Handout

Language laboratory

Leaflet

Learning centre

Overhead projector (OHP)

Overhead transparency (OHT)

Puppet

Realia

Resources

Rubric

Self-access centre

Supplementary material

Tapescript

Teacher’s book

Teaching aids

Textbook

Transcript

Video clip

Visual (aid)

Workbook

Worksheet

Module 3

Teachers’ and learners’ language in the classroom

Ask for clarificationClarify

Convey meaning

Facial expression

Hesitate

Model

Narrate

Praise

Prompt

Respond

Response

Word prompt

Learners’ mistakes and correction strategies

Correction code

Echo correct

Over-application of the rule

Over-generalisation

Reformulate

Reformulation

Repetition

Self-correction

Time line




Classroom management

Active role

Classroom management

Closed pairs

Co-operate

Co-operation

Co-operativeDiscipline

Dominant

Dominate

Energy levels

Get students’ attention

Grade (language)

Group dynamics

Interaction patterns

Involvement

Learning contract

Mingle

Mixed ability

Mixed level

Monitor

Nominate

One-to-one

Open class

Open pairs

Passive role

Rapport, build rapport

Routine

Seating arrangement

Seating plan

Teacher role

Teaching space

MODULE 1

answer key

1 B

2 F

3 C

4 A

5 E

6 E

7 D

8 A

9 F

10 B

11 A

12 A

13 B

14 B

15 B

16 C

17 F

18 A

19 C

20 E

21 D

22 I

23 A

24 G

25 H

26 C

27 D28 F

29 B

30 D

31 E

32 B

33 F

34 C

35 G

36 C

37 A

38 B

39 C

40 B

41 B

42 A

43 C

44 D

45 C

46 D

47 D

48 C

49 A

50 H

51 E

52 G

53 F

54 C

55 D

56 G

57 B

58 A

59 F

60 A

61 B

62 C63 A

64 B

65 B

66 C

67 A

68 B

69 C

70 A

71 A

72 C

73 B

74 H

75 E

76 C

77 F

78 A

79 D

80 B



43Teaching Knowledge Test | ans wer keys

MODULE 3

answer key

1 E

2 C

3 B

4 F

5 H

6 G

7 A

8 C

9 A

10 H

11 G12 B

13 F

14 D

15 B

16 C

17 B

18 A

19 B

20 A

21 D

22 B

23 C

24 A

25 B

26 E

27 C

28 D

29 A

30 D

31 H

32 B

33 C

34 E

35 F

36 G

37 B

38 E

39 A

40 F

41 C

42 B

43 A

44 D

45 I

46 H

47 E48 G

49 C

50 B

51 F

52 A

53 D

54 G

55 C

56 H

57 H

58 A

59 E

60 C

61 G

62 F

63 D

64 I

65 C

66 D

67 A

68 D

69 C

70 C

71 B

72 A

73 I

74 A

75 G

76 D

77 C

78 F

79 B

80 E

1 C

2 H

3 F

4 B

5 G

6 A

7 E

8 A

9 B

10 C

11 C12 A

13 B

14 A

15 C

16 B

17 B

18 F

19 A

20 E

21 C

22 A

23 C

24 C

25 B

26 A

27 B

28 C

29 A

30 A

31 C

32 B

33 E

34 B

35 G

36 A

37 D

38 I

39 F

40 C

41 A

42 A

43 D44 C

45 D

46 C

47 B

48 B

49 D

50 A

51 A

52 C

53 A

54 B

55 C

56 A

57 B

58 A

59 C

60 B

61 B

62 C

63 A

64 C

65 E

66 D

67 A

68 G

69 F

70 B

71 C

72 C

73 B

74 B75 C

76 C

77 E

78 F

79 A

80 D

MODULE 2

answer key



TKT

Sample OMR answer sheet

handbook and sample testtkt

Documents