tktleadingbook1-120313142327-phpapp01

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LIBARDO IELTSTOEFL TKT TOEIC FACEBOOKVERSION

I finally found a

powerful tool to

practice and be

confident enough toget the best at TKT.

George Thompson

English Teacher

Chelsea NY

Tired of not getting band 4 on TKT?

he purpose of this book is to serve as a tool to help TKTandidates to prepare in a better way to sit the TKT test

om Cambridge ESOL.is divided into three chapters, each covering a

module from the standard TKT test; it contains taskspecifically designed to help candidates know theructure and learn important tips to really get band 4n this teaching knowledge qualification.


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INTRODUCTION

The purpose of this book is to be a helping tool in the process of trainingcandidates to take the Teaching Knowledge Test TKT.

The Teaching Knowledge Test (TKT) is a test from Cambridge ESOL aboutteaching English to speakers of other languages. It aims to increase teachers'confidence and enhance job prospects by focusing on the core teachingknowledge needed by teachers of primary, secondary or adult learners,anywhere in the world. This flexible and accessible award will help you tounderstand:

different methodologies for teaching the 'language of teaching' the ways in which resources can be used the key aspects of lesson planning classroom management methods for different needs

TKT gives teachers a strong foundation in the core areas of teachingknowledge needed in the English language teaching classroom. It is ideal forall teachers, whatever their background and teaching experience, and isalso suitable for people who would like to teach English but do not yet havea teaching position.

There are no formal entry requirements. However, anyone wishing to take TKTis strongly advised to have at least an intermediate level of English Level B1of theCouncil of Europe's Common European Framework of Reference forLanguages (CEFR) e.g. PET, IELTS band score of 4

Each unit consists of plenty of practice exercises and TKT tasks that are verysimilar in format to what is evaluated in the real TKT test.

Leyenda que describe unaimagen o un grfico.

LIBARDO GONZALEZ ALVAREZSIT-TESOL

MASTER IN APPLIED LINGUSTICS CANDIDATE

TEACHER TRAINER
http://cambridgeesol.org/exams/exams-info/cefr.htmlhttp://cambridgeesol.org/exams/exams-info/cefr.htmlhttp://cambridgeesol.org/exams/exams-info/cefr.htmlhttp://cambridgeesol.org/exams/exams-info/cefr.html


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TKT Module 1: Describing language: Unit 1 GrammarParticipants

Activity 1

Complete the puzzle with parts of speech.

Across3. A word used to show an action, state, event or process, e.g. I like cheese.; He speaks Italian.

8. A word used to connect words, phrases, clauses or sentences, e.g. I like tea but I dont like coffee

Because its too strong for me.

9. A word that describes or gives more information about how, when, where or to what degree

something is done, e.g. He worked quickly and well.

10. A word that replaces or refers to a noun or a noun phrase just mentioned, e.g. I saw John

yesterday. He looked very well.

Down

1. An expression used to show a strong feeling, e.g. Oh! Wow!

2. A word which makes clear which noun is referred to or to give information about quantity, e.g. this,

that, some, any, my , that car is mine.

4. On under over, for example

5. A word that describes or gives more information about a noun or pronoun, e.g. a cold day.

6. The, a, an, for example

7. A person, place or thing, e.g. elephant, girl, grass, school


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Activity 2

Exercise 1

Look at the underlined words in the sentences below and match them with the wordsfromParticipants worksheet 1, given in the box.

A. (1) She

exclamation determiner verb preposition adjective article

noun conjunction adverb pronoun

(2) always moves the (3) furniture when she does the (4) housework.

B. (5) Robert is (6) taller than James and (7) his hair is longer.

C. (8) Can you buy a (9) good (10) book for Jim?

D. Ill give it to (11) him for his birthday (12) tomorrow?

E. (13) Ouch! Youre (14) standing on (15) my foot.

F. John (16) saw Fred last week (17) in town. I (18) didnt see him myself but he

(19)said he was carrying (20) a suitcase.

Exercise 2

Group A: Look at the underlined words 1 in the sentences again.

Group B: Look at the underlined words 11 in the sentences again.

Both groups: Match your words with a more specific term from the box below. Someof the words may have more than one term.

modal verb possessive pronoun countable noun adjective

possessive adjective indefinite article collective noun determiner

reporting verb auxiliary verb adverb of time compound noun

object pronoun proper noun personal pronoun

uncountable noun modal auxiliary transitive verb

subject pronoun exclamation uncountable noun

preposition of place comparative adjective intransitive verb


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Activity 3, fill in the gaps with

Grammatical structure How it is made and

example

What it means/how it is used

Present continuous subject + present tense ofthe verb to be + ing form ofverb, e.g. I am working atthe moment.

to talk about an actionhappening at the time ofspeaking.

1) subject + past tense of theverb, e.g. I went to France

lastyear.

to talk about an actioncompleted at a specific

time on the past.

Present simple 2) to talk about a routine orhabit.

3) subject + present of theverb to have + pastparticiple, e.g. Ive been toFrance many times.

to talk about things you haveexperienced on your life

Modal verb - must subject + base form of theverb e.g. You must behome by 10.00.

4)

Future with going to 5) to express intention

6)If + subject + presentsimple + subject + will +bare infinitive, e.g. If I seehim Ill tell him.

to talk about something thatispossible in the future and theaction that will be taken

TKT Module 1: Describing language: Unit 1 GrammarSample Task 1

For questions 1- 5 match the example sentences with the grammatical terms listed A-F

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

Example sentences Grammatical terms

1 Then I realised what had happened.A gerund

2 Many old houses are made of wood.B present perfect simple

3 Weve never seen a whale before.C present perfect continuous

4 He doesnt like playing chess.D reported speech

5 She said she was really upset.E present simple passive

F past perfect simple

Mark the correct letter (AF) on your answer sheet.


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TKT Module 1: Describing language: Unit 1 GrammarSample Task 2

For questions 1-5, match the example language with the grammatical terms listed A-F. Mark the correct letter (A-F) on your answer sheet.There is one extra option which you do not need to use.

Example language Grammatical items1. Break in

2. My brother is a pilot, is he?

3. If it's sunny, we'll go to the park

4. The exam should have been given to everyone.

5. This, that, these, those

A. Tag Questions

B. Echo Questions

C. Phrasal verb

D. Passive voice

E. Determiners

F. Conditional

TKT Module 1: Describing language: Unit 1 GrammarSampleTask 3

For questions 1-7, choose the correct option (a, bor c) to complete each definitionof grammatical items. Mark the correct letter on your answer sheet.

1. An interjection is

a. an exclamation which shows thoughts or feelingsb. a meaningless string of soundsc. the same as an adjective

2. A verb that has a subject but no object is.

a. Transitive

b. Intransitive

c. Passive

3. The subject does the action and receives the action is.

a. Reflexive

b. Possessive

c. Relative


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4. A group of words that includes a subject and a finite verb is.

a. A clause

b. A statement

c. An idiom

5. A word that describes or gives more information about a noun or pronounis.

a. An adjectiveb. An adverbc. An article

6. The words someone uses when they are telling someone what somebodyelse said or asked are,

a. The past tenseb. Past conditionalc. Indirect speech

7. A verb that does not take an auxiliary to negate or ask questions is called.

a. Activeb. Modal

c. Intransitive


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TKT Module 1: Describing language: Unit 1 GrammarAnswer Keys

Key to activity 1

1EX

C2D L

3V E R B 4P A

T R M5A E 6A E A

D R R P T

J M 7N T O I

E I O I S O8C O N J U N C T I O NT E N L T

I R E I

V O9A D V E R B 10P R O N O U N

Across:

3: verb; 8: conjunction; 9: adverb; 10: pronoun

Down:

1: exclamation; 2: determiner; 4:preposition; 5: adjective; 6: article; 7: noun

Key to activity 2

Question Exercise 1 Exercise 2

1. She pronoun subject pronoun, personal pronoun

2. always adverb adverb of frequency

3. furniture noun uncountable noun, collective noun

4. housework noun uncountable noun, compound noun

5. Robert noun proper noun

6. taller adjective comparative adjective

7. his pronoun; determiner possessive pronoun, determiner

8. Can verb modal verb, modal auxiliary

9. good adjective adjective

10. book noun countable noun

11. him pronoun; determiner object pronoun

12. tomorrow adverb adverb of time


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Key to Sample Task 21.C 2.A 3.F 4.D 5.E

Key to Sample Task 31.A 2.B 3.A 4.A 5.A 6.C

7.B

13. Ouch! exclamation exclamation

14. standing verb intransitive verb

15. my adjective possessive adjective

16. saw verb transitive verb

17. in preposition preposition of place

18. didnt verb auxiliary verb

19. said verb reporting verb

20. a article indefinite article

Key to activity 3

1) Past simple

2) subject + present of the verb, e.g. I get up at 7.00 every day.

3) Present perfect simple

4) To talk about an obligation, something that is necessary

5) subject + present tense of the verb to be + going to + base form, e.g. Im going totakethe train.

6) First conditional

1 F 2 E 3 B 4 A 5 D

Key to Sample Task 1


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TKT UNIT 1 GRAMMAR; GLOSSARY,Taken fromwww.cambridgeesol.org

Active voiceIn an activesentence, the subject of the verb usually does or causes the action, e.g.The car hit the tree.

AdjectiveAn adjective describes or gives more information about a noun or pronoun, e.g. acold day.

AdverbAn adverb describes or gives more information about how, when, where, or to whatdegree etc something is done, e.g. he worked quickly and well.

ApostropheA punctuation mark (). The is added to a singular noun before an sto show thatsomething belongs to someone, e.g. Johns house.

ArticleAn article can be definite (the), indefinite (a/an) or zero (-), e.g. I was at(-)home inthe sitting room when I heard a noise.

AspectA way of looking at verb forms not purely in relation to time. Aspect relates to thetype of event, e.g. whether it is long or short, whether it is complete or not, whether it

is repetitive or not, whether it is connected to the time of speaking or not. There aretwo aspects in English, the continuous/progressive and the perfect. The continuousaspect, for example, suggests that something is happening temporarily.

At symbolA punctuation mark (@) used instead of at in email addresses, [email protected]

Auxiliary verbAn auxiliary verbis a verb used with other verbs to make questions, negatives,tenses, etc e.g. be,do,have.

Base form of a verbThebase form of a verbisthe infinitive form of a verb without to, e.g. go.

Capital letterA letter of the form and size used at the beginning of a sentence or a name, e.g.They went to Spain last year.

ClauseA clause generally consists of a subject and a finite verb relating to the subject andany other elements, e.g. object. A clause can be a full sentence or a part of asentence.

Main clause
http://www.cambridgeesol.org/http://www.cambridgeesol.org/http://www.cambridgeesol.org/http://www.cambridgeesol.org/


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When the teacher arrived,the learners stopped talking.

Subordinate clauseWhen the teacher arrived,the learners stopped talking.

Relative clauseThe learners who were sitting near the front stood up.

Collective nounA collective noun is a noun that refers to a group of people or things, e.g. the police,the government.

CommaA punctuation mark (,) used to separate items in a list or to show where there is apause in a sentence, e.g. I bought some apples, oranges, bananas and lemons.When I went to the market, I met my friend.

Comparative adjectiveA comparative adjectivecompares two things, e.g. He is taller than she is.

Complex sentenceA sentence containing a main clause and one or more subordinate clauses.

Compound nounA compound noun is a combination of two or more words, which are used as asingle word, e.g. a flower shop,a headache.

Conditional (forms)A verb form that refers to a possible or imagined situation. Grammar books oftenmention four kinds of conditionals:

First conditionalrefers to present or future possible or likely situations, e.g. I willcome if I can.

Second conditionalrefers to present or future situations which the speaker thinksare impossible or unlikely, e.g. I would go if they asked me.

Third conditionalrefers to past situations that cannot be changed, e.g. I wouldhave seen her if I had arrived earlier (but I didnt so I couldnt).

Mixed conditionalis used when the speaker wants to refer to different timeframes in one sentence, e.g. If Id arrivedon time, I wouldnt have to wait now. If Idarrived refers to the past and I wouldnt have towaitrefers to the present.

ConjunctionA conjunction (or connector) is used to connect words, phrases, clauses orsentences, e.g. I like tea but I dont like coffee because its too strong for me.

Countable nounA countable noun has a singular and plural form, e.g. book, books.

Demonstrative adjective


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A demonstrative adjective shows whether something is near or far from the speaker,e.g. this(near), that(far).

Demonstrative pronoun

A demonstrative pronoun is a word which refers to a noun (phrase) and showswhether it is near or far from the speaker, e.g. this,that, these,those.

Dependent prepositionAdependent preposition is a word that is always used with a particular noun, verb oradjective before another word,e.g. interested in, depend on, bored with.

DeterminerA determiner is used to make clear which noun is referred to, or to give informationabout quantity, and includes words such as the, a, this, that, my,some, e.g. That caris mine.

Direct speech, questionThe actual words someone says, e.g. He said, My name is Ron.,What do youmean, Sue?, asked Peter.

Exclamation markA punctuation mark (!) written after an exclamation, e.g. Be careful!

ExponentAn example of a grammar point, function or lexical set.

Full stopA punctuation mark (.) used at the end of a sentence, e.g. I like chocolate.

Future with going toIm going to visit my aunt on Sunday. Its going to rain.

Future with present continuousHe is meeting John for dinner at eight tomorrow.

Future with present simple

The plane leaves at 9.00 next Saturday.

Future with will or shallIll help with the cleaning. Itwill be lovely and sunny tomorrow.

Gerund, -ing formA form of a verb functioning as a noun, which ends in -ing, e.g.I hate shopping.

(Grammatical) structure,formA grammatical structure is a grammatical language pattern, e.g. present perfectsimple, and the parts which combine to make it, e.g. have + past participle.

ImperativeThe form of a verb that gives an order or instruction, e.g. Turn to page 10.

Indirect speech,question


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The words someone uses when they are telling someone what somebody else saidor asked, e.g. He told me his name was Ron. Peter asked Sue what she meant.

An indirect question can also be used when someone wants to ask something in amore polite way, e.g. I was wondering if you could help me.(indirect question)

instead of Could you help me? (direct question).

InfinitiveThe infinitiveform is the base form of a verb with to. It is used after another verb,after an adjective or noun or as the subject or object of a sentence, e.g. 'I want tostudy., Its difficult to understand.

Infinitive of purposeThis is used to express why something is done, e.g.I went to the lesson to learnEnglish.

-ing/-ed adjectiveAn-ing/-ed adjective describes things or feelings. An -ing adjective describes thingsor people, e.g. The book is very interesting.An-ed adjective describes feelings, e.g. I am very interested in the book.

IntensifierA word used to make the meaning of another word stronger, e.g. Hes much tallerthan his brother. Im very tired.

InterrogativeA question form.

IntransitiveIs used to describe a verb which does not take a direct object, e.g. She never cried.

Irregular verbAnirregular verbdoes not follow the same pattern as regular verbs. Each irregularverb has its own way of forming the past simple and past participle, e.g. go went(past simple) gone (past participle).

Modal verbA modal verb is a verb used with other verbs to show ideas such as ability orobligationor possibility. They include can,must,will,should, e.g. I can speakFrench, but I should study even harder.

NounA person, place or thing, e.g. elephant,girl,grass,school.

ObjectThis is a noun or phrase that describes the thing or person that is affected by the

action of a verb, e.g. I saw Mary in the classroom.

A direct object is the main object of a transitive verb.


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An indirect object is an object affected by a verb but not directly acted on, e.g. Hegave the book to me. In this sentence, the bookis the direct object and meis anindirect object.

Object pronoun

An object pronoun is a word which replaces an object noun or an object nounphrase, e.g. him,her.

Participle (past and present)ed anding forms of the verb, they are often used to make tenses or adjectives,e.g. an interesting film(present participle); I havent seenhim today. (past participle)

ParticleA small grammatical word, often an adverb or preposition which does not change itsform when used in a sentence, e.g. look after, afteris a particle.

Passive voice,progressiveIn a passive sentence, something is done to or happens to the subject of the verb,e.g. The tree was hit by the car.

Past continuous,progressiveI was watching TV all evening.

Past perfect continuous,progressiveI had been studying for three hours so I felt tired.

Past perfect simpleAfter I had phoned Mary, I went out.

Past simpleI went on holiday to France last year.

Person

First personthe person speaking, e.g. I,we.

Second personthe person spoken to, e.g. you.

Third personthe person spoken about, e.g. he,she, they.

Personal pronounPersonal pronounsare words, which are used instead of the name of that person,e.g. I (subject pronoun), me(object pronoun).

Phonologynoun, phonologicaladjective The study of sounds in a language orlanguages.

Phrase

A group of words often without a finite verb that do not form a sentence, e.g. thegreen car,on Friday morningare phrases. Also a group of words that together havea particular meaning.

Plural noun


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A plural noun is more than one person, place or thing and can be regular orirregular, e.g. boys,women.

Possessive adjectiveApossessive adjectiveshows who something belongs to, e.g. my, our.

Possessive pronounA possessive pronoun is used to replace a noun and shows something belongs tosomeone, e.g. the house is mine.

Possessive s and whoseWays of showing or asking who something belongs to, e.g. Whose book is it? ItsSues.

PrepositionA word used before a noun, pronoun or gerund to connect it to another word, e.g. He

was in the garden.

Present continuous,progressiveI am working in London now.

Present continuous,progressive for futureHe is meeting John for dinner at eight tomorrow.

Present perfect continuous,progressiveI have been studying for three years.

Present perfect simpleI have known him for a long time.

PronounA word that replaces or refers to a noun or noun phrase just mentioned.

Proper nounA proper noun is the name of a person or place, e.g. Robert,London.

Punctuation

The symbols or marks used to organise writing into clauses, phrasesand sentencesto make the meaning clear, e.g. full stop(.), capital letter (A), apostrophe(),comma(,), question mark(?), exclamation mark(!),at symbol(@) and speech marks( ).

QuantifierA word or phrase such as much, fewor a lotofwhich is used with a noun to show anamount, e.g. I dont have much time; I have a lot of books.

Question markA punctuation mark (?) used in writing after a question, e.g. How are you?

Question tagA phrase such as isnt it?or doesnt he?that is added to the end of a sentence tomake it a question, or to check that someone agrees with the statement just made,e.g. Its very cold,isnt it?


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Reflexive pronounA reflexive pronoun is used when the object of a sentence refers to the same personor thing as the subject of the sentence, e.g.He cut himself.

Regular verbAregular verbchanges its forms by adding -ed in the past simple and past participle,e.g. walk, walked.

Relative pronounA relative pronounintroduces a relative clause, e.g. the book which Im reading isinteresting.

Reported speech,statement,question

When someones words are reported by another person, e.g. She said she wassorry.

Reporting verbA verb such as tell, advise, suggestused in indirect, reported speech to report whatsomeone has said, e.g. Jane advised John to study harder.

Singular nounA singular noun is one person, place or thing, e.g. boy, park, bicycle.

Speech marksPunctuation mark ( ) They are written before and after a word or a sentence toshow that it is what someone said, e.g. John said Hello, Sarah.

SubjectThis is the noun or phrase that goes before the verb to show who is doing the actionin an active sentence, e.g. Johnplays tennis every Saturday, or who the action isdone to in a passive sentence, e.g. the food was cookedyesterday.

Subject-verb agreementWhen the form of the verb matches the person doing the action of the verb, e.g. I

walk, he walks. If a learner writes, I walks, then it is wrong because there is nosubject-verb agreement.

Superlative adjectiveA superlative adjectivecompares more than two things, e.g. He is the tallest boy inthe class.

TenseA form of the verb that shows whether something happens in the past, present orfuture.

Time expressionA word or phrase that indicates time, such as after, last weekend, e.g. I will meet youafter the lesson.

Transitive


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Is used to describe a verb which takes a direct object, e.g. She wrote a letter.

Uncountable nounAn uncountable noun does not have a plural form, e.g.information.

Used toA structure that shows something happened in the past but does not happen now,e.g. I used to live in London, but now I live in Paris.

VerbA word used to show an action, state, event or process, e.g. I like cheese; Hespeaks Italian.

Verb patternThe form of the words following the verb, e.g. He advised me to get there early.(advise+ object pronoun + to+ baseform).


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Affix

Antonym

Collocation

Compound

Falsefriend

F.Homonym

G.Homophone

H.Idiom

I.Lexicalset

J.Phrasalverb

K.Prefix

L.Register

M.Rootword,baseword

N.Suffix

O.Synonym

P.Wordfamil

A.B.C.D.E.

TKT Module 1: Describing language: Unit 2 LexisActivity 1

Complete the puzzle with parts of speech.

1. 5.T M R P

A Y E IN N O X F

2. 6.

F A C U

I X D P

F O NM O

3. 7.

O L M Y

L O N N C

O T S Y

CO A I N

4. 8.

M O X FH P F U S I

H N

EO O


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TKT Module 1: Describing language: Unit 2 LexisActivity 2a

Match the definitions below with the terms for the lexical items in activity 2b.

1. a word which has the same or nearly the same meaning as another word

2. a meaningful group of letters added to the beginning of a root or base word to

make a new word, which can be a different part of speech from the original word

3. a word in the target language which looks or sounds as if it has the same

meaning as a similar word in the learnersfirst language but does not

4. a meaningful group of letters added to the beginning or end of a word to make a

new word, which can be a different part of speech from the original word

5. a verb which is made up of more than one word (e.g. a verb + adverb particle or

preposition) which has a different meaning from each individual word

6. a word with the same spelling as another word, but which has a different meaning

7. a group of words that are related to each other by their root or base word

8. a meaningful group of letters added to the end of a root or base word to make a

new word, which can be a different part of speech from the original word

9. the opposite of another word

10. a group of words or phrases that are about the same content topic or subject

11. nouns, verbs, adjectives or prepositions that are made up of two or more words

with one unit of meaning

12. a basic word or part of a word from which other words can be made by adding a

prefix or suffix or in some other way

13. words which are regularly used together. The relation between the words may be

grammatical or lexical.

14. a group of words that are used together, in which the meaning of the whole word

group is different from the meaning of each individual word

15. a word which sounds the same as another word, but has a different meaning or

spelling

16. the formality or informality of the language used in a particular situation


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TKT Module 1: Describing language: Unit 2 LexisActivity2b, now match these definitions with examples from 2c

Affix

Antonym

Collocation

Compound

False friend

Homonym

Homophone

Idiom

Lexical set

Phrasal verb

Prefix

Register

Root word, base word

Suffix

Synonym

Word family


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TKT Module 1: Describing language: Unit 2 LexisActivity 2c

A. interview, interviewer; tidy untidy

B. hot is the opposite of cold

C. when certain verbs go with particular prepositions, e.g. depend on, good at orwhen a verb like make or do goes with a noun, e.g. do the shopping, make aplan

D. assistant office manager, long-legged

E. In French librairie isa place where people can buy books. In a library in English,you do not buy books but borrow them instead.

F. bit (past tense of bite)and a bit (a little)

G. I knew he had won; I bought a new book

H. She felt under the weather means that she felt ill

I. weatherstorm, to rain, wind, cloudy

J. look afterA mother looks after her children

K. appeardisappear

L. Formal language used in a job applications, informal language used with friends.

M. photograph is the root or base ofphotographer andphotographic

N. carecareful

O. nice is similar in meaning topleasant

P. economy, economist, economic

TKT Module 1: Describing language: Unit 2 LexisSample Task 1


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Examples of vocabularyCategories

1 colour, color; realise, realize; theatre, theaterA synonyms

2 traffic lights; alarm clock; seat beltB lexical set

3 childish; successfully; dependableC collocations

4 turn up; turn off; turn intoD word + suffix

5 catch a cold; catch a bus; catch a thiefE prefix + word

6 sad; miserable; unhappyF compounds

7 ankle; stomach; knee; heart G phrasal verbs

H American and BritishEnglish


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TKT Module 1: Describing language: Unit 2 LexisSample Task 2

For questions 1-4, choose the correct Word(s) to complete each definition of lexicalterms, mark the correct letter (A, B or C) on your answer sheet.

1 .Any pair or group of words commonly found together or nearone another.

A. phrasal verbsB. collocations,C. chunks

2 A word with the same spelling and pronunciation as another word, but which has

a different meaning,

A. HomonymB. AntonymC. homophone

3 A group of words or phrases that are about the same content topic orsubject,

A. Lexical setB. SynonymC. Word family

4 A meaningful group of letters added to the end of a root or base word tomake a new word which can be a different part of speech from the originalword,

A. PrefixB. ParticleC. Suffix


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TKT Module 1: Describing language: Unit 2 LexisAnswer Keys

Key to ParticipantsWorksheet 1

1. antonym

2. affix

3. collocation

4. homophone

5. prefix

6. compound

7. synonym

8. suffix

Key to ParticipantsWorksheet 2

1. synonym

2. prefix

3. false friend/(cognate)

4. affix

5. phrasal verb

6. homonym

7. word family

8. suffix

9. antonym

10. lexical set

11. compound

12. root word, base word

13. collocation

14. idiom

15. homophone

16. register


1.H 2.F 3.D 4.G 5.C 6.A 7.B


1.B 2.A 3.A 4.C


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TKT UNIT 2 LEXIS; GLOSSARY,Taken fromwww.cambridgeesol.org

Affix verb, affixation nounA meaningful group of letters added to the beginning or end of a word to

make a new word, which can be a different part of speech from theoriginal word, e.g. interview, interviewer. Affixation is the process ofadding a prefix or suffix to a word.

AntonymThe opposite of another word, e.g. hot is an antonym of cold. Baseword: see root word.

Chunk

Any pair or group of words commonly found together or near oneanother, e.g. phrasal verbs, idioms, collocations, fixed expressions.

CollocationWords which are regularly used together. The relation between thewords may be grammatical, e.g when certain verbs collocate withparticular prepositions, e.g. depend on, good at or when a verb likemake or do collocates with a noun, e.g. do the shopping, make a plan.Collocations may also be lexical when two content words are regularly

used together, e.g. We went the wrong way NOT We went the incorrectway

CompoundNouns, verbs, adjectives or prepositions that are made up of two ormore words and have one unit of meaning, e.g. assistant officemanager, long-legged.

False friendA word in the target language which looks or sounds as if it has thesame meaning as a similar word in the learners first language but doesnot, e.g. In French librairie is a place where people can buy books. In alibrary in English, you do not buy books but borrow them instead.

HomonymA word with the same spelling and pronunciation as another word, butwhich has a different meaning, e.g. bit (past tense of bite) and a bit (alittle).

Homophone


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A word which sounds the same as another word, but has a differentmeaning or spelling, e.g. I knew he had won; I bought a new book.

Idiom noun, idiomatic adjective

A group of words that are used together, in which the meaning of thewhole word group is different from the meaning of each individual word,e.g. She felt under the weather means that she felt ill.

Lexical setA group of words or phrases that are about the same content topic orsubject, e.g. weatherstorm, to rain, wind, cloudy.

Lexis, vocabularyIndividual words or sets of words, e.g. homework, study, whiteboard, getdressed, be on time.

Part of speechA way of categorising words according to their grammatical function andmeaning, e.g. noun, verb, adjective, pronoun, adverb, preposition,conjunction.

Phrasal verb, multi-word verb/unit

A verb/any part of speech which is made up of more than one word (e.g.a verb + adverb particle or preposition) which has a different meaningfrom each individual word, e.g. look afterA mother looks after herchildren.

PrefixA prefix is a meaningful group of letters added to the beginning of aroot/base word to make a new word which can be a different part ofspeech from the original word, e.g. appeardisappear.

Root word, base wordThe basic word or part of a word from which other words can be madeby adding a prefix or suffix, e.g. photograph is the root or base word ofphotographer and photographic.

SuffixA suffix is a meaningful group of letters added to the end of a root orbase word to make a new word which can be a different part of speech

from the original word, e.g. carecareful.

Synonym


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A word which has the same or nearly the same meaning as anotherword, e.g. nice is a synonym of pleasant.

Word family

A group of words that come from the same root or base word, e.g.economy, economist, economic or by topic


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Match the symbols you have been given with the underlined letters in the words inthetable.

TKT Module 1: Describing language: Unit 3 PhonologyParticipantsActivity 1

Phonemic Chart


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For questions 7 - 10choose the correct Word(s) to complete each definition ofphonology, mark the correct letter (A, B or C) on your answer sheet.

7. Two words which are different from each other by only one meaningfulsound are.

A. Minimal pairsB. HomophonesC. Consonants

8. In the sentence She gave the ring to John it can be implied that.

A. She only gave the ring to JohnB. John was the person she gave the ring to.C. She could have given the ring to somebody else.

9. The way the level of a speakers voice changes, to show meaning such ashow they feel about something is.

A. LinkingB. StressC. Intonation

10. Words that sound similar because they have the same ending.

A. RhymeB. RhythmC. Contraction

For questions 11-15, match the minimal pairs with the phonemic symbols listed A-F.mark the correct letter (A-F) on your answer sheet.There is one extra option which you do not need to use.

11.darling/dialling

12.cart/cut

13.tile/toil

14.pull/bull

15.worse/worth

A. /

B. /

C. /

D. /

E. /

F. /
http://www.shiporsheep.com/page17.htmlhttp://www.shiporsheep.com/page17.htmlhttp://www.shiporsheep.com/page8.htmlhttp://www.shiporsheep.com/page8.htmlhttp://www.shiporsheep.com/page22.htmlhttp://www.shiporsheep.com/page22.htmlhttp://www.shiporsheep.com/page25.htmlhttp://www.shiporsheep.com/page25.htmlhttp://www.shiporsheep.com/page28.htmlhttp://www.shiporsheep.com/page28.htmlhttp://www.shiporsheep.com/page28.htmlhttp://www.shiporsheep.com/page25.htmlhttp://www.shiporsheep.com/page25.htmlhttp://www.shiporsheep.com/page25.htmlhttp://www.shiporsheep.com/page25.htmlhttp://www.shiporsheep.com/page22.htmlhttp://www.shiporsheep.com/page8.htmlhttp://www.shiporsheep.com/page17.html


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Key to Sample Task


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7. A 8. B 9.C 10.A 11. E 12. C 13.B14.D 15.A

TKT UNIT 3 PHONOLOGY; GLOSSARY,Taken fromwww.cambridgeesol.org


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TKT Module 1: Describing language: Unit 4 Functions

1. Find ten functions in this word puzzle


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TKT Module 1: Describing language: Unit 4 Functions

2. Read this functions list then match them to the exponents on the nextpage

Are they formal (F), informal (I), or neutral (N)? write down on in front of theexponent

Asking for an opinion

Introducing yourself

Introducing someone else

Clarifying

Praising

Requesting

Advising

Agreeing

Inviting

Thanking

Refusing

Suggesting

Complaining

Greeting


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1. Thanks a lot

2. Do you think you could possibly open the window?

3. Come round to my house for a bite to eat?

4. Can you open the window, please?

5. No way! Im not doing that.

6. I agree with that.

7. Hello, Im Josephine.

8. Im sorry but Im afraid I cant.

9. Would you like to come to dinner?

10. I dont believe weve met. My names James Sanders.

11.Open the window, will you?

12.Mr and Mrs Smith request the pleasure of your company for dinner.

13.Yeah. Youre right there.

14.Thank you very much indeed.


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TKT Module 1: Describing language: Functions

Sample Task

Exercise 3

For questions 17match the example sentences with the functions

listed AH.Mark the correct letter (AH) on your answer sheet.

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

Example sentences

1 Lets go to that new restaurant.

2 They might win you never know in cupmatches!

3 Watch out! Thats dangerous.

4 My son can speak three languages fluently.

5 Is it OK if I open the window?

6 Shall I show you how the camera works?

7 Could you pass me my bag?

Functions

A describing ability

B describingpossibility

C asking forpermission

D requesting

E asking for advice

F suggesting

G offering

H warning


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Key to Participants exercise 1

1. words from the puzzle.

Praising, requesting, advising, agreeing, inviting , thanking, refusing,

suggesting, apologizing, greeting.

Key to Participants exercise2

1. thanking neutral

2. requesting formal

3. inviting informal

4. requesting neutral

5. refusing informal

6. agreeing neutral

7. introducing yourself neutral

8. refusing formal

9. inviting neutral

10. introducing yourself formal

11. requesting informal

12. inviting formal13. agreeing informal

14. thanking formal

Key to SampleTask

1 F 2 B 3 H 4 A

5 C 6 G 7 D


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FUNCTIONS GLOSSARYTaken fromwww.cambridgeesol.org

Candidates should already be familiar with common functions such as asking, telling, replying, thanking

and suggesting.

Appropriacy noun,appropriate/inappropriate adjective

Language which is suitable in a particular situation. See register.

Colloquial

Language normally used in informal conversation but not in formal speech or writing, e.g. Give Gran a ring, OK?

Decline, refuse an invitation

To say that you will not accept an invitation, e.g. Im sorry but I cant.

Enquire

To ask for information, e.g. What time does the train leave?

Express

To show or make known a feeling or an opinion in words.

Express ability, e.g.Icanswim.

Express intention, e.g.Im planning tovisit him next year.

Express necessity, e.g.Heneedsto get a new passport.

Express obligation, e.g.Youmustwear a seatbelt.

______________________________________________________________________________________________


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Express permission, e.g.Youcanhave a look at my book.

Express preference, e.g.Id ratherhave coffee than tea.

Express probability, e.g.Heshould bein later.

Express prohibition, e.g.Youmustntuse your mobile phone while driving.

Formal language

Language used in formal conversations or writing, e.g. Yours faithfully. See register.

Formality (level of): seeregister.

Function

The reason or purpose for communication, e.g. making a suggestion; giving advice.

Functional exponent

A phrase which is an example of a function and shows the purpose of what the speaker is

communicating, e.g. Lets ...This phrase is one way to make a suggestion. It is an example (or

exponent) of the function of suggesting. See function.

Greet

To welcome someone, often with words, e.g. Hello, how are you?

Inappropriate

Language which is not suitable in a particular situation. See appropriacy.

Informal language

Language used in informal conversations or writing, e.g. Hi John. See register.

Informality (level of): seeregister.

Instruct

To order or tell someone to do something, e.g. Please turn to page 12 and do exercise 1.

Negotiate

To discuss with someone to reach an agreement, e.g. If you help me now, Ill help you next week.

Neutral

A style of speaking or writing that is neither formal nor informal, but in between. It is appropriate for most

situations. See formal language, informal language.

Predict

To guess or say what you think may happen, e.g. I think the story will end happily.

Register

The formality or informality of the language used in a particular situation. Formal register or language is

used in serious or important situations, e.g. in a job application. Informal register or language is used inrelaxed or friendly situations, e.g. with family or friends.

Request,make a (polite) request

To ask someone politely to do something, e.g. Please could you open the window?

Speculate

To guess something based on information you have, e.g. I think it might be an easy test.


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TKT Module 1: Units 5-8 Describing language skills and

subskillsExercise 1, express your opinion.

Teachers can help students read a text by reading it aloud while they followin their books.

There are no major differences between how we read in our mother tongue and

how we read in a foreign language.

To understand a reading text, you have to read and understand every word in it.

When doing listening comprehension in class, I prefer to read the transcript tostudents rather than use a recording. This way I can speak slowly and

pronounce words carefully.

I always give the students a copy of the transcript Im going to read so they can

follow it while Im reading.

I never use passages for listening comprehension which have unknown words.

Writing is more or less the same as speaking. I dont think there are any

particular things to teach students.

I always give my students a model or example text to copy from when we

are doing writing in class.

Writing lessons are boringjust sitting and watching students write is notinteresting.

Doing a speaking lesson is easy. You dont even have to prepare!

I dont think there is much value in doing speaking activities in class. Students

can talk to each other in breaks or at lunchtime.

Students dont like talking to other students because their English isnt very

good. They prefer talking to the teacher.



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subskills, match the following definitions to the wordlist


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subskills, WORD LIST

editing

paraphrasing

note-taking

intensive listening/reading

listening/reading for gist/global understanding

using interactive strategies

deducing meaning from context

skimming

predicting

scanning

summarising

listening/reading for detail

inferring attitude/feeling/mood

proofreading


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subskills

Which of the subskills are connected to each of the main skills (reading, listening,speaking, writing) in the table below? Some of the subskills may be connected to

more than one main skill.

Main skill Subskill

Reading

Listening

Speaking

Writing


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TKT Module 1: Unit 5 Describing language skills and subskills

Sample Task

For questions 15,look at the following terms for language skills and three

possible descriptions of the terms.

Choose the correct option A, Bor C

Mark the correct term (A, B or C) on your answer sheet.1 Summarising is

A explaining a text in detail.B writing the last sentence of a text.C giving the main points of a text.

2 Oral fluency is

A speaking without making any mistakes.B speaking naturally without hesitating too much.C speaking without considering the listener.

3 Paraphrasing is

A using phrases to say something instead of using complete sentences.B connecting sentences together in speech or writing by using conjunctions.C finding another way to say something when you cannot think of the rightlanguage.

4 Scanning is

A reading a text quickly to get the general idea.

B reading a text quickly to find specific information.

C reading a text quickly to identify the writers attitude.

5 Oral fluency is

A speaking without making any mistakes.B speaking naturally without hesitating too much.C speaking without considering the listener.


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TKT Module 1: Units 5- 8 Describing language skillsAnswers

1. Listening/reading for detail

2. Deducing meaning from context

3. Note-taking4. Skimming

5. Proofreading

6. Intensive listening/reading

7. Editing

8. Listening/reading for gist, global understanding

9. Inferring attitude, feeling, mood

10. Predicting

11. Scanning

12. Using interactive strategies

13. Summarising

14. Paraphrasing

Main skill Subskill

Listening/reading for detail Listening/reading for gist, global

Deducing meaning from context understanding

ReadingNote-taking Inferring attitude, feeling, mood

Skimming Predicting

Proofreading Scanning

Editing

Listening/reading for detail

Deducing meaning from context

ListeningIntensive listening/reading

Listening/reading for gist, global understanding

Inferring attitude, feeling, mood

Predicting

Inferring attitude, feeling, mood

SpeakingUsing interactive strategies

Summarising

Paraphrasing

Proofreading

WritingEditing

Summarising

Paraphrasing

Key to sample task

1.C 2.A 3.B 4.C 5.B


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Concepts and terminology for describing language skillsGLOSSARY

Taken fromwww.cambridgeesol.org

Abstract

Relating to complex thoughts and ideas rather than simple, basic, concrete concepts. A text or

language can be abstract, e.g. words to express thoughts or feelings are often abstract words. See

concrete.

Accuracy

The use of correct forms of grammar, vocabulary, spelling and pronunciation. In an accuracy activity,

teachers and learners typically focus on using and producing language, spelling correctly. See oral

fluency.

Authenticity: seeauthentic material.

Coherence noun,coherent adjective

When ideas in a spoken or written text fit together clearly and smoothly, and so are logical and make

sense to the listener or reader.

Cohesion noun,cohesive adjective

The way spoken or written texts are joined together with logical grammar or lexis, e.g. conjunctions ( Firstly,

secondly), lexical sets, referring words ( it, them, this).

Cohesive device

A feature in a text which provides cohesion, e.g. use of topic-related vocabulary throughout a text, of

sequencing words (then, next, after thatetc.), of referencing words (pronounshe, him, etc.), of

conjunctions (however, althoughetc.).

Coherence noun,coherent adjective

When ideas in a spoken or written text fit together clearly and smoothly, and so are logical and make

sense to the listener or reader.

Complex

Complicated, not simple.

Comprehension

Understanding a spoken or written text.

Concrete

Relating to real or specific ideas or concepts. Lexis can be concrete, e.g. words for real objects likeclothes, food, animals that can be seen or touched, or abstract, e.g. words to express thoughts, feelings,

complex ideas, which cannot be seen or touched.

Context

1. The situation in which language is used or presented, e.g. a story about a holiday experience could beused as the context to present past tenses.

2. The words or phrases before or after a word in discourse which help someone to understand

that word. See deduce meaning from context.

Discourse

Spoken or written language in texts or groups of sentences.

Deduce meaning from context

To guess the meaning of an unknown word by using the information in a situation and/or around the word to help,e.g.

I drove my van to the town centre and parked it in the central car park.Van must be some kind of vehicle

becauseyou driveit andparkit.

Develop skillsTo help learners to improve their listening, reading, writing and speaking ability. Teachers do this in

class by providing activities which focus on skills development.


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Draft noun + verb

A draft is a piece of writing that is not yet finished, and may be changed. A writer drafts a piece of writing.

That is, they write it for the first time but not exactly as it will be when it is finished. See re-draft.

Edit

To shorten or change or correct the words or content of some parts of a written text to make it clearer or

easier to understand.

Extensive listening/reading

Listening to or reading long pieces of text, such as stories or newspapers. See intensive listening/reading.

Extract

Part of a text which is removed from an original text.

Fossilisation,fossilised errors

The process in which incorrect language becomes a habit and cannot easily be corrected.

Gist,global listening/reading: seelisten/read for gist/global understanding.

Infer attitude,feeling,mood

To decide how a writer or speaker feels about something from the way that they speak or write, rather than

from what they openly say.

Integrated skills

An integrated skills lesson combines work on reading, writing, listening and speaking.

Intensive listening/reading

One meaning of intensive listening/reading is reading or listening to focus on how language is used in a

text. This is how intensive listening/reading is used in TKT. See extensive listening/reading.

Interaction noun,interact verb,interactive strategies

Interaction is two-way communication between listener and speaker, or reader and text. Interactive

strategies are the means used, especially in speaking, to keep people involved and interested in what issaid or to keep communication going, e.g. eye contact, use of gestures, functions such as repeating,

asking for clarification.

Key word

A word in a piece of discourse or text, which is important for understanding the text.

Layout

The way in which a text is organised and presented on a page. Certain texts have special layouts, e.g.

letters and newspaper articles.

Listen/read for detail

To listen to or read a text in order to understand most of what it says or particular details.

Listen/read for gist,global understanding

To understand the general meaning of a text, without paying attention to specific details.

Listen/read for mood

To read or listen to a text in order to identify the feelings of the writer or speaker. See infer attitude, feeling,mood.

Note-taking noun,take notes verb

To take notes means to listen and write down ideas from the text in short form.

Oral fluency

The use of connected speech at a natural speed with little hesitation, repetition or self-correction. In a

written or spoken fluency activity, learners typically give attention to the communication of meaning,

rather than trying to be correct. See accuracy.

Paragraphnoun + verb

A paragraph is a section in a longer piece of writing such as an essay. It starts on a new line and usually

contains a single new idea. When a writer is paragraphing, he/she is creating paragraphs. See topic

sentence.


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Paraphrase noun + verb

To say or write something that has been read or heard using different words. Paraphrase can also be used

to describe what a learner does if he/she is not sure of the exact language they need to use, i.e. explain

their meaning using different language.

Prediction noun,predict verb

A technique or learner strategy learners can use to help with listening or reading. Learners think about thetopicbefore they read or listen. They try to imagine what the topic will be or what they are going to read

about or listen to, using clues like headlines or pictures accompanying the text or their general knowledge

about the text type or topic. This makes it easier for them to understand what they read or hear.

Process noun + verb

To actively think about new information in order to understand it completely and be able to use it in future.

Process writing

An approach to writing, which thinks of writing as a process which includes different stages of writing

such as planning, drafting, re-drafting, editing, proofreading. See product writing, guided writing.

Product writingAn approach to writing which involves analysing and then reproducing models of particular text types. See

processwriting.

Productive skills

When learners produce language. Speaking and writing are productive skills. See receptive skills.

Proofread

To read a text in order to check whether there are any mistakes in spelling, grammar, punctuation etc.

Re-draft

When a piece of writing is changed with the intention of improving it. A writers first draft may be

re-drafted. See draft.

Receptive skills

When learners do not have to produce language; listening and reading are receptive skills. See productiveskills.

Relevance noun,relevant adjective

The degree to which something is related to or useful in a situation.

Scan

To read a text quickly to pick out specific information, e.g. finding a phone number in a phone book.

Skill

The four language skills are listening, speaking, reading and writing.

SkimTo read a text quickly to get a general idea of what it is about.

Subskill

Each of the four language skills can be divided into smaller subskills that are all part of the main skill, e.g.

identifying text organisation (reading); identifying word stress (listening). See listen/read for gist, global

understanding, scan, listen/read for detail.

Summary noun,summarise verb

To take out the main points of a long text, and rewrite or retell them in a short, clear way.

Text structure

The way a text is organised. For example, an essay typically has an introduction, a main section and aconclusion.

Text type

Texts that have specific features, e.g. layout, use of language, that make them part of a recognisable

type of text, e.g. letters, emails, news reports.


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Theme noun,thematic adjective

The main subject of a conversation, a text or a lesson.

Topic

The subject of a text or lesson.

Topic sentenceA sentence that gives the main point or subject of a paragraph. This is usually the opening sentence in aparagraph.

Turn,turn-taking

When someone speaks in a conversation this is called a turn. Speaking and then allowing another person to

speak in reply is called turn-taking.

Version

A particular form of something in which some details are different from an earlier or later form of it, e.g. a

written text may have different versions.


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TKT Module 1:Unit 9: MotivationParticipants Worksheet 1

Put the teacher characteristics in order (16) of how important you think these

characteristics are to be an effective teacher.

The teacher knows English grammar well.

The teacher speaks clearly.

The teacher is friendly.

The teacher is well-organised.

The teacher can speak a foreign language.

The teacher knows her students well

Exercise 1

Compare these ideas with your top tips for teachers to maintain motivation in

students.

1.Give students something to work towards. Have goals for yourself and encourage

students to have goals of their own.

2.Be enthusiastic in lessons and enthusiastic about the material you are using. Sell itto the

students.

3.Make sure your material is well presented and attractive for learners.

4.Give clear instructions for tasks so that students can achieve your aims.

5.Provide a good variety of activities in your lessons.

6.Provide a variety of interaction patterns in lessons.

7.Find out about your students interests so that you can provide material on topics that the

students are interested in.

8.Encourage students to relax in lessons and encourage them to talk to each other and to

help each other.

9.Praise all students when they have done something well, especially weaker learners, to

build self-confidence.

10. Encourage students to continue studying outside the classroom.

Exercise 2

Match each of the activities below with the top tip abovethat it would put in action


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A. Demonstrate tasks so that students know what to do. Check understanding of instructions.

B. If students arrive early for class, encourage them to chat to amongst themselves. C. Try to

do different activities in a lesson, e.g. speaking and reading rather than just

reading.

D. Start your lessons with a warmer to raise energy levels.

E. Set up a research project. Get learners to look things up on the internet.

F. Provide a questionnaire with topics so that students can choose which ones they like best.

G.When monitoring a speaking or writing task, select some examples of good English to put on

the board at the end for everyone to share. .

H. Use pictures on handouts and vary the font size, layout, etc.

I. Tell students what you intend to achieve by the end of the course and find out what they wantto achieve.

J. Do pair work and group work and change students around so they can work with different

people.


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TKT Module 1: Unit 9: MotivationSample Task

For Questions 16, match the general advice on motivation with the techniques for encouragingmotivation listed A, B, C or D.

Mark the correct letter (A, B, C or D) on your answer sheet. You need to use some options

more than once


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Key to Participants Worksheet 2

1 I 2 D 3 H 4 A 5 C6 J 7 F 8 B 9 G 10 E

Key to Sample Task

1. B 2. A 3. C 4. D 5. C 6 D


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TKT Module 1:Unit 10: Exposure to language and focus on form

Read the text quickly and answer these questions:

What theory of language learning is discussed in the text?

Does the theory avoid the teaching of grammar completely?

Second language learning

If you look in a dictionary to find the meaning of the word acquisition, you will find it defined assomething like the process of learning skills or getting knowledge. So what then is languageacquisition and how is language acquisition different to language learning?

Some theorists believe that there is a difference between learning and acquisition and that thedifference is this: language learning is a conscious or intentional process which may involvestudying the language, paying attention to grammar rules and possibly following a course ofinstruction. Language acquisition, on the other hand, is considered to be a natural process andinvolves picking up language in a non-conscious way through exposure to language, not bystudying it.

Children acquire their first language and get to know its rules through exposure and by beingexposed to examples of the language and by using it. This is part of the theory of firstlanguage acquisition.

Second language acquisition is the process, and the study of the process, by which peoplelearn a language that is not their native language. This is a fairly new field of study and thereare still many questions to answer about how languages are learnt. However, teachers andtheorists believe that we do learn a second language by acquiring or picking up language, butthere are some important considerations for second language learners.

Second language learners acquire language through exposure to many different examplesof the language, by reading it and by hearing it in their environment. We listen and read anddevelop an understanding of language over a period of time before we eventually use itourselves. The period, when learners are taking in language, processing it and perhaps silentlypracticing it, is known as the silent period and is thought to be an important stage in language

acquisition.

Once we use the language, it is important that there is an opportunity for interaction so we canuse the language, to experiment, to make the language work in communication.

The final consideration is the need for a focus on form. Second language learners need tofocus on the language, to analyse and identify it and practise it. Teachers and learners will alsowant to look at correcting mistakes so that learners can think about rules, and exceptions torules.


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Exercise 1: Read the text again and answer the following questions.

1.What is acquisition?

2.In some peoples opinion, how is language acquisition different to language learning?

3.How do children learn their first language?

4.What is second language acquisition?

5.What are the three considerations mentioned regarding second language acquisition?

6.What is exposure?

7.What is the silent period?

8.Why is interaction important?

9.What is focus on form?

Exercise 2: Look at the activities and decide if they are related to (A) acquisition, (I)interaction, or (F) focus on form. Write A, I or F in the column on the right.

Activity A/I/F

1. Students read a newspaper and choose one article to study in detail.

2. Students read a newspaper article and circle all the examples of reported speech

3. Students repeat model sentences in an open class drill.

4. Students tell each other in groups about different festivals in their countries.

5. Students read each others essays and suggest improvements.

6. Students listen to a recording of a job interview.


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TKT Module 1:Unit 10: Exposure to language and focus on formSampleTask

For Questions 15, match the teacher strategies with the aspects of learning listed A, B orC.

Mark the correct letter (A, B or C) on your answer sheet. You need to use some options morethan once

Techniques

A Focus on form

B Silent period

C Exposure

Teacher strategies

1 I know some of the students wont want to speak straightaway, so Ill leave themto just work things out.

2 Im going to set my students a project where they have to use the internet and dosome research into different aspects of the topic beforehand.

3 This exercise will encourage the learners to look at the language in the text and tothink about why and when it is used.

4 I know the texts have a lot of unknown grammar and lexis, but I think Ill use a lot

more authentic material in my lessons so that my students dont have to rely on the coursebookalone.

5 Ive built in some time for correction on the board with the whole class at the endof the lesson, so that I can pick up and deal with mistakes that Ive heard during the class.

TKT Module 1: Unit 11: The role of error


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Exercise 1, The following are all errors commonly made by students. Look at thesentences/questions and correct them. Then discuss possible reasons that these errorsare frequently made by students.

1. I have a good news for you.

2. He has not yet gone to the bed.

3. He came by the 4:30 o'clock train.

4. I have a strong headache.

5. Tell me why did you go there?

6. Does he needs a ticket for the bus?

Exercise 2. Look at these examples of student errors. Decide what the error is in eachsentence, and discuss why you think the error is being made. You should use the termsin the box.

false friend L1 interference interlanguage overgeneralisation

1. She livz in London in a small flat.

2. He throwed the ball over the fence.

3. I have seen that film yesterday.

4. She told me a fantastic history about her last holiday.

5. Where do you come from? Im coming from Sweden.

6. You should better can to go now.

Exercise 3

1. Whats an error?

2. Whats a slip?

3. Why do people think it is important for students to make mistakes?

4. What can teachers learn from students mistakes?

5. What is the teachers role in relation to students mistakes?


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Exercise 4

Why do students make mistakes? Choose the correct term in the box below for thefollowing descriptions.

1. When the learners mother tongue affects their performance in the target language.A learner may make a mistake because they use the same grammatical pattern in thetarget language as they use in their mother tongue. The L1 grammatical pattern is notappropriate in L2.

2. The process in which incorrect language becomes a habit and cannot easily becorrected.

3. An error made by a second language learner which is natural part of the languagelearning process because they are unconsciously organising and working outlanguage. These types of error are also made by children learning their first language

and often disappear as their language ability improves.

4. When a student uses a grammatical rule he/she has learned, but uses it insituations when it is not needed or appropriate, e.g. a student says There were threegirls (correct plural form used for most nouns) and two mans. (incorrect plural formnot appropriate for man).

5. The learners own version of the second language which they speak as they learn.They create their own grammatical system as they are learning, which is neither theirfirst language nor the target language but something in between the two. This versionof their language changes as they progress and learn more.

6. A word in the target language which looks or sounds as if it has the same meaningas a similar word in the learners first language but does not, e.g. in French librairie isa place where people can buy books. In a library in English, you do not buy books butborrow them instead.

A. false friend B. interlanguage C. L1 interference

D. overgeneralisation E. fossilisation F. developmental error


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TKT Module 1: Unit 11: The role of errorSample Task

For questions 16, match the teachers comments about errors with the type of mistake listedA, B or C.

Mark the correct letter (A, B or C) on your answer sheet. You need to use some options morethan once

Type of Error

A slip

B L1 interference

C error

Teachers comments

1 We havent covered the past simple yet so when I asked about their weekend mystudents said things like I go to the park, I am very busy with my friends.

2 Im trying to get my learners to see the difference between the subjunctive inEnglish and in their own language so that they will use it accurately in English.

3 My students were really tired by the end of the afternoon so I didnt do very muchcorrection. I knew that they would know how to say the sentences correctly; they were justtired.

4 Weve been doing a lot of practice saying // and //. My learners keep saying/z/, I think its because they dont have those sounds in their own language so theyjust use the sound they do have.

5 While doing an individual drill teaching going to, one of the students said I goingto buy some fruit. I repeated I going with rising intonation and he said Im going.


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KEY TO EXERCISES

EXERCISE 1.

Sentence with correction Possible reason for error

1. I have a good news for you. Difficult for students to recognize countable anduncountable nouns and to know if they should usethe indefinite article.

2. He hasnt yet gone to bed. Go home, go to bed, go to school dont use definitearticle.

3. He came by the 4:30 o'clocktrain.

We only use oclock when the time is on the houre.g. 10.00.

4. I have a strong bad/terrible

headache.

Strong does not collocate with headache.

5. Tell me why did you go wentthere.

Indirect questions have sentence formation andsentence grammar, not questionformation/grammar, so no auxiliary and noinversion is needed.

6. Does he needs a ticket forthe bus?

Present simple question uses auxiliary does, whichisfollowed by the base form, so no s for third person.

EXERCISE 2.

1. L1 interference and problems with // and /i/.

2. Overgeneralisation of ed endings. This is an irregular verb and does fit in to the rule for pasttense endings.

3. L1 interferencethis tense can be used with a specific past time in other languages.OR Overgeneralisation: learner doesnt know the limitations of present perfect which cant beused with a specific past time.

4. False friend (history = story)

5. Overgeneralisation: learner doesnt know the limitations of present continuous which is notused to for stating facts about yourself.

6. Interlanguage: the learner has made up this grammatical structure, which is neither his ownlanguage nor the target language.


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EXERCISE 3

1. An error is a mistake a learner makes when trying to say something that is above their levelof language. They would not be able to self correct an error.

2. A slip is a mistake a learner makes that they are able to correct themselves.

3. Errors are considered to be important because they are an important and necessary part oflanguage learning, learners need to experiment with language in order to work out howlanguage works.

4. Teachers can learn what learners know, what they need to be taught and they can find outwhat aspects of language they have processed. This enables teachers to adapt their teachingprogramme.

5. The teachers role in relation to students mistakes is deciding if, when and how to correct.

EXERCISE 4

1 C 2 E 3 F 4 D 5 B 6 A

Key to Sample Task

1 C 2 B 3 A 4 B 5 A


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TKT Module 1: Unit 12: Differences between L1 and L2 learning

Discuss the following questions with a partner or colleague, try answering themyourself.

rning a second language?

second language?

same as the difficulties children have when learning a first language?

Exercise 1Text 1

Read the text and decide on an appropriate title for it.

We learn our first language as a baby and as a young child and continue to build our languageas we grow older and learn different kinds of language and language skills.

Babies and children are surrounded by their first language. They hear and see their families,friends and strangers talking and interacting with each other and friends and family interact withthem. Children are constantly provided with opportunities to use the language and toexperiment with the language as they are learning it and they receive constant praise andencouragement for their efforts. Parents encourage and persuade their children to talk bysimplifying their own language and directing simple questions and requesting simpleresponses. When childrens language is inaccurate, adults very rarely correct them or makethem repeat accurate forms and they will, more often than not, respond to the utterance in anatural way.

Babies and children learn language by acquiring it through exposure and by picking it up. Theyare generally highly motivated to learn their first language because they have a great need anddesire to communicate with others around them. They hear and see friends and familycommunicating with each other and they will listen and take in this language and process itduring a silent period, possibly lasting many months, before using language themselves.When children start using language the language they use will be about things they see aroundthem and they will play and experiment with new language. They learn through thisexperimentation and through interaction with family and friends.

Exercise 2Text 2


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Read the text and decide on an appropriate title for it.

Most people learn their second language at school in a classroom. Some start at primaryschool or secondary school and their learning might continue in later life. Some people beginsecond language learning as adults and attend lessons along with the other things they do intheir lives.

Second language learners do not usually hear or read more than three or four hours a week ofthe second language, so they do not have much exposure to the language. The exposure theydo get is generally in the classroom, where they will hear recordings and read texts and willhave the teacher to listen to. Teachers often simplify their language so are not necessarily asource of additional exposure to language and they usually correct students frequently. Inclass, the opportunities for second language learners to use the language vary, as does theamount of praise and encouragement provided by the teacher and other learners.

Second language learners, like L1 learners, do learn language by acquiring it throughexposure but they are more likely to learn language in a classroom and the language they learnis selected by teachers. They learn by interacting with the teacher and with other learners andby using language in controlled practice activities. In the classroom, learners often want toproduce the language as soon as possible and do not always welcome the opportunity of asilent period. They use language for talking about experiences and things relating to their livesoutside the classroom. Learning is often dependent on motivation and this can vary in secondlanguage learners, from learners having little or no motivation to learners being very highlymotivated.


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1. Complete the appropriate column in the table with information from texts 1 and 2

Group A

First Language (L1) learning

Group B

Second Language (L2) Learning

Age

Context

Exposure

Praise

Correction

Simplifiedlanguage

Way oflearning

Motivation

Silentperiod

Languageused for


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TKT Module 1: Unit 12: Differences between L1 and L2 learningSampleTask 1

For Questions 16, match the aspects of learning with the type of learner listed A, B or C.

Mark the correct letter (A, B or C) on your answer sheet. You need to use some options morethan once.

Type of learner

A L1 learner

B L2 adult learner

C Both L1 and L2 adult learner

Aspect of learning

These learners seem to respond to praise and encouragement and it helps them to1 develop their language and skills.

These learners dont need to be constantly corrected. They need to experiment2 and to play with language.

These learners will listen and process language and will not speak at all,3 sometimes for many months, before beginning to use language.

4 These learners are able to share experiences and talk about the things they seearound them and about experiences in their lives.

5 These learners need some controlled practice and a focus on form.

Key to Participants worksheet 4


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Group A

First language (L1) learning

Group B

Second language (L2) learningAge Baby, young child Primary, secondary, adults

Context At home Mostly at school in a classroom

Exposure Surrounded all the timeThree or four hours a week, recordings,texts, the teacher and other students

PraiseConstant praise andencouragement Varied, depending on the teacher

Correction Rarely Frequently by the teacher

Simplifiedlanguage Yes, from parents Yes

Way oflearning

Acquiring language throughexposure

Acquiring some through languageexposureInteracting with the teacher and otherlearnersDoing controlled practice activities.

Motivation Highly motivated Variesnone, a little, a lot

Silentperiod Yes, sometimes for many months Often not

Languageused for

Talking about things they seearound them

Talking about experiences and thingsrelated to lives outside the classroom

Key to Sample task

1 C 2 C 3 A 4 B 5 B


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TKT Module 1:Unit 13: Learner characteristics

Exercise 1, Complete the puzzle with learning styles using the clues below.

Across3. A learner who finds it easier to learn when they can see things written down or in a picture.This type of learner may like the teacher to write a new word on the board and not just say italoud.

Down1. A learner who remembers things more easily when they hear them spoken. This type oflearner may like the teacher to say a new word aloud and not just write it on the board.

2. A learner who learns more easily by doing things physically. This type of learner may like tomove around or move objects while learning.


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VAK Learning Style Questionnaire

Exercise 2, What is your preferred Learning Style?What kind of learner are you?


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Check your answers. If your answers are mostly A, you are an Auditory Learner. If youranswers are mostly V, you are a Visual Learner. If your answers are mostly K, you are aKinaesthetic Learner.

Exercise 3, for what kind of learner would the following strategies be useful?

1. The teacher creates a substitution table with the target language on the board.

2. The teacher contextualises target language by telling the students a story.

3. The teacher asks learners to come to the board and to write their answer to a task.

4. The teacher says the new words she is teaching three times before asking the students torepeat them.

5. The teacher does a mingling activity, where learners walk around asking questions to findout information from each other.

6. The teacher shows learners a picture of the object she is trying to elicit.

Exercise 4

What learning strategies could learners use to help them improve in the following areas?

1. dealing with words in texts and recordings that you dont know

2. remembering new vocabulary

3. learning new grammar

4. improving pronunciation

5. developing oral fluency

6. developing comprehension skills

7. becoming more independent


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Exercise 5, Match the learner strategies below with the areas for improvement onParticipants worksheet 4 Exercise 2.

A.Reading more authentic material (magazines and newspapers etc.) outside class, listening toEnglish radio/TV programmes outside class, asking people to repeat what they have said whenyou dont understand.

B.Learning the sounds and symbols in the phonemic chart, asking teachers and other studentst

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