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 553997, Fax: +44 1223 460278, email:
[email protected], www.CambridgeESOL.org
Contents 2
Introduction
4
An overview of TKT
4
Content of TKT
5
Module 1: General description and syllabus
8
Sample test
1 Language and background to language learning and teaching
2 16 Module 2: General description and syllabus 18 Sample test
25 Module 3: General description and syllabus 27 Sample test
Lesson planning and use of resources for language teaching
3 Managing 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 42 Module 2 answer key 43 Module 3 answer key 44 Sample OMR answer sheet 45 Band descriptors
Te ac h i n g K n o w l e d g e Te s t | co nte nts
1
Introduction
TKT can be taken at any stage in a teacher’s career. It is
? Introduction to Cambridge ESOL
of a framework of teaching awards and tests for teachers
The Teaching Knowledge Test (TKT) is designed and produced by University of Cambridge ESOL Examinations (Cambridge
suitable for pre-service or practising teachers and forms part offered by Cambridge ESOL. Cambridge ESOL’s tests for teachers include:
ESOL), a department of the University of Cambridge and part of the University of Cambridge Local Examinations Syndicate,
• The Teaching Knowledge Test (TKT)
which has provided examinations in English for speakers of
• TKT: Knowledge about Language (KAL)
other languages since 1913. Cambridge ESOL offers an
• TKT: Content and Language Integrated Learning (CLIL)
extensive range of examinations, certificates and diplomas for learners and teachers of English, taken by over 2 million
Cambridge ESOL’s practical, course-based qualifications for
people a year, in more than 130 countries.
teachers include:
? 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
• 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)
objective format tests, which are simple to administer and to Cambridge ESOL also offers the Delta Modules, which cover all
take.
areas of knowledge at an advanced level and include teaching TKT is designed to offer maximum flexibility and accessibility
practice. The Delta Modules are:
for candidates and therefore does not include a compulsory course component or compulsory teaching practice. However,
• Delta Module One: a written examination
it is likely that centres and other institutions will wish to offer
• Delta Module Two: a course-based qualification
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.
• Delta Module Three: an extended assignment Other teaching qualifications offered by Cambridge ESOL
TKT offers candidates a step in their professional
include two specifically designed for the further education
development as teachers and enables them to move onto
and skills sector within the UK.
higher-level teaching qualifications and access professional support materials, such as resource books for English language teaching (ELT) and journals about ELT. TKT candidates are encouraged to keep a portfolio, a record of their professional development and reflections on their teaching. Through their portfolio candidates can become reflective practitioners, analysing their teaching and how this impacts on their students’ learning. However, the portfolio does not form part of the assessment for TKT. The Teacher Portfolio is Cambridge ESOL’s free online system that any teacher can use to record and document their career progress. Teachers can visit www.teacherportfolio.CambridgeESOL.org for more information.
2
Te ac h i n g K n o w l e d g e Te s t | i ntr o d uc t i o n
A summary of the entry requirements and content of Cambridge ESOL’s teaching awards and tests for teachers can be found on the following page.
Cambridge ESOL teaching awards and tests for teachers TKT Module 1
Teaching
Delta
Delta
Delta
TKT Module 2
TKT: CLIL
TKT: KAL
Module
Module
Module
TKT Module 3
One
Two
Three
required
recommended
required
recommended
an initial
not essential
not essential
not essential
not essential
not essential
not essential
CELTA
not required
CELTYL
not required
ICELT
experience
Previous qualifications / training
qualifications qualifications
local
an initial
an initial
which allow
which allow
requirements
teaching
teaching
teaching
access to
access to
apply
qualification
qualification
qualification
higher
higher
education
education
Suggested
minimum
minimum
minimum
minimum
minimum
minimum
minimum
minimum
minimum
language
Council of
Council of
Council of
Council of
Council of
Council of
Council of
Council of
Council of
level
Europe B1
Europe B1
Europe B2
Teaching age group
Can be taken
primary,
primary,
primary,
secondary or
secondary or
secondary or
adults
adults
adults
yes
yes
yes
Europe C2/C1 Europe C2/C1
adults (16+)
yes
Europe B2
primary or
primary,
primary,
primary,
primary,
secondary
secondary or
secondary or
secondary or
secondary or
adults
adults
adults
adults
not
no
yes
no
pre-service
Course
Europe C2/C1 Europe C2/C1 Europe C2/C1
recommended
not recommended
not required
not required
not required
yes
yes
yes
not required
yes
not required
no
no
no
yes
yes
yes
no
yes
no
no
no
no
yes
yes
yes
no
yes
no
no
no
no
yes
yes
yes
no
yes
no
yes
yes
yes
no
no
no
yes
no
no
attendance
Assessed teaching practice
Continuous assessment
Involves coursework
Written test / examination
Note: Cambridge ESOL also offers IDLTM and the Young Learner Extension to CELTA. IDLTM is an educational management qualification. The Young Learner Extension to CELTA shares similarities with CELTYL, except that entry is conditional on candidates having completed CELTA.
Te ac h i n g K n o w l e d g e Te s t | i ntr o d uc t i o n
3
An overview of TKT
Content of TKT
? The aims of TKT
? TKT content outline
• to test candidates’ knowledge of concepts related to
TKT consists of three modules. For each module, candidates
language, language use and the background to and
are required to answer 80 questions by selecting a letter for
practice of language teaching and learning
the correct answer. As TKT tests candidates’ knowledge of
• 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
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
• to encourage teachers in their professional development by providing a step in a developmental framework of
Module Title
Timing
Test format
awards for teachers of English
1
Language and background to language learning and teaching
1 hour 20 minutes
Three parts with 80 objective questions
2
Lesson planning and use of resources for language teaching
1 hour 20 minutes
Two parts with 80 objective questions
3
Managing the teaching and learning process
1 hour 20 minutes
Two parts with 80 objective questions
? TKT candidature TKT is suitable for teachers of English in primary, secondary or adult teaching contexts and is intended for an international audience 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.
? Approaches to teaching and learning 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
A range of approaches to teaching and learning may be covered in the examination material.
of Europe’s Threshold document (Van Ek, J.A. & Trim, J.L.M.
Approaches which might bias against candidates from
(1998) Threshold, Cambridge: CUP). However, candidates are not
particular backgrounds or teaching contexts are avoided.
required to have taken any English language examinations.
Knowledge of communicative and other approaches to
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.
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 phonemic transcription (IPA – International Phonetic Alphabet) • diagrams or other visuals • transcriptions of classroom talk • descriptions of classroom situations.
4
Te ac h i n g K n o w l e d g e Te s t | ove r v i e w a n d co nte nt
Language and background to language learning and teaching
MODULE 1
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.
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
6-8 tasks consisting of approximately 40 questions
Concepts and terminology for describing language skills and subskills, e.g. reading for gist, scanning
2
3
Background to language learning
Background to language teaching
Tasks include one-to-one matching; 3/4/5-option matching; 3-option multiple choice and odd one out.
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
2-3 tasks consisting of approximately 15 questions
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
4-5 tasks consisting of approximately 25 questions
Tasks include one-to-one matching; 3/4/5-option matching; 3-option multiple choice and odd one out.
Tasks include one-to-one matching; 3/4/5-option matching; 3-option multiple choice and odd one out.
Appropriate terminology to describe the above
Te ac h i n g K n o w l e d g e Te s t | mo d u l e 1 : g e n e r a l d e sc r i p t i o n a n d s y l l a b us
5
? Part 1
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:
Syllabus area
Possible testing focus
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
? 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:
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 and 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
6
Te ac h i n g K n o w l e d g e Te s t | mo d u l e 1 : g e n e r a l d e sc r i p t i o n a n d s y l l a b us
? Part 3
1
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:
Syllabus area
Possible testing focus
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
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MODULE 1 Sample Test
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MODULE 1 Sample Test
Te ac h i n g K n o w l e d g e Te s t | mo d u l e 1 : sa m p l e te s t
13
14
Te ac h i n g K n o w l e d g e Te s t | mo d u l e 1 : sa m p l e te s t
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MODULE 1 Sample Test
MODULE 1 Sample Test
Te ac h i n g K n o w l e d g e Te s t | mo d u l e 1 : sa m p l e te s t
15
MODULE 2
Lesson planning and use of resources for language teaching
GENERAL DESCRIPTION Module format
Module 2 consists of two 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; sequencing; 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 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.
Part
Title
Areas of teaching knowledge
Task types and format
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
5-6 tasks consisting of approximately 40 questions
Selection and use of resources
Consulting reference resources to help in lesson preparation
5-7 tasks consisting of approximately 40 questions
Selection and use of: • coursebook materials • supplementary materials and activities • teaching aids
Tasks include one-to-one matching; 3/4/5-option matching; 3-option multiple choice and odd one out.
2
Tasks include one-to-one matching; 3/4/5-option matching; 3-option multiple choice; odd one out and sequencing.
appropriate to learners and aims
16
Te ac h i n g K n o w l e d g e Te s t | mo d u l e 2 : G e n e r a l d e sc r i p t i o n a n d s y l l a b us
? Part 1
2
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. Candidates need to demonstrate an understanding of concepts and terminology related to:
Syllabus area
Possible testing focus
identifying 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: 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 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 focus
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 and activities
• 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
Te ac h i n g K n o w l e d g e Te s t | mo d u l e 2 : G e n e r a l d e sc r i p t i o n a n d s y l l a b us
17
18
Te ac h i n g K n o w l e d g e Te s t | mo d u l e 2 : sa m p l e te s t
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MODULE 2 Sample Test
Te ac h i n g K n o w l e d g e Te s t | mo d u l e 2 : sa m p l e te s t
19
20
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MODULE 2 Sample Test
8 :+3<= =>?./8>= -2/-5 >2/3< +8=A/<=
$ 962 3:*6
$2/ >/+-2/< 13@/= =>?./8>= + 63=> 90 A9<.= 0<97 + =>9 + 49?<8/C #>?./8>= -2/-5 A23-2 90 >2/3< A9<.= +2/ 63=> +8. >2/8 1?/== A2+> >2/ =>9
#>?./8>= ?=/ >2/3< +8=A/<= >9 /66 >2/ =>9
#>?./8>= 398
#>?./8>= ,<+38=>9<7 A9<.= -988/->/. A3>2 49?<8/C=
$2/ >/+-2/< 13@/= =>?./8>= -97:398= >9
#>?./8>= >9 =// 30 >2/3< :398= A/ +8. >2/ -6+== .3=-?== >2/3< +8=A/<= A3>2 >2/ >/+-2/<
$2/ >/+-2/< >/66= =>?./8>= >2/ >3>6/ 90 >2/ =>9
$2/ 03<=> =>+1/ 3= .98/ 09< C9? (9? .9 89> 8//. >9 ?=/ 9:>398 +1+38
+<5 >2/ -9< 6/>>/< 98 C9?< +8=A/< =2//>
9< ;?/=>398= :?> >2/ =>+1/= 90 +
>9 0+7363+<3=/ =>?./8>= A3>2 >2/ >/=> 09<7+> >9 +669A >2/ >/+-2/< >9 :6+8 +8 +::<9:<3+>/ =-2/7/ 90 A9<5 >9 =29A =>?./8>= 29A A/66 >2/C 2+@/ 6/+<8/. =:/-303- 6+81?+1/ >9 +669A =>?./8>= >9 +==/== /+-2 9>2/< >9 79>3@+>/ >2/ =>?./8>= >9 3-?6+< 6+81?+1/ +9 +==/== =>?./8>=F :<9138?9?= ,+=3=
*&7327 +36 &77*771*28
$2/ -6+== 2+= 6C 0383=2/. + ?83> 90 >2/ -9?<=/,995 A23-2 09-?=/. 98 >2/ ?=/ 90 >2/ : :/<0/-> =37:6/ A3>2 E09/+-2/< 13@/= >2/ -6+== + =?<:<3=/ >/=> 98 >23=
$2/ >/+-2/< 7983>9<= =>?./8>= A2/8/@/< >2/C -+< =:/+5381 >+=5= +8. 5//:= 89>/= +,9?> /+-2 =>?./8>
$2/ =>?./8>= +9 >+5/ + :?,63- /B+738+>398 =998 $2/ >/+-2/< 13@/= >2/7 +8 /B+7:6/ :+:/< >9 .9 ?8./< >/=> -98.3>398=
$2/ >/+-2/< 89>3-/= >2+> 23= 38>/<7/.3+>/ =>?./8>= ++5/= A3>2 ,+=3;?/=>398 09<7+>398 A23-2 >2/C =29?6. 589A / +889?8-/= >2+> >2//=> 98 >23= >2/ 09669A381 A//5 $2/ =>?./8>= 2+@/ >37/ >9 :2/ >/=>
$2/ >/+-2/< 2+= + 8/A -6+== 8 >2/ 03<=> .+C 90 >2/ -9?<=/ =2/ =/>= + >/=> A23-2 -9@/<= =97/ 6+81?+1/ :938>= =2/ /B:/->= >2/ =>?./8>= >9 ,/ 0+7363+< A3>2 +8. 9>2/<= >2+> =2/ >2385= >2/ =>?./8>= 7+C 89> 589A $2/ =>?./8>= .9 89> :2/ >/=>
.89&8.327
$2/<+ 9:>398 A23-2 C9? .9 89> 8//. >9 ?=/
+<5 >2/ -9< 6/>>/< 98 C9?< +8=A/< =2//>
9< ;?/=>398= 7+>-2 >2/ =3>?+>398= 38 A23-2 + >/+-2/< =/>= + >/=> A3>2 >2/ 63=>/.
MODULE 2 Sample Test
Te ac h i n g K n o w l e d g e Te s t | mo d u l e 2 : sa m p l e te s t
21
22
#?003B/=
/8/<+6 +.@3-/ +,9?> 6/+<8381 @9-+,?6+
$2/ .300/A//8 E=97/ /B:/<3/8-/F +8. E+8 /B:/<3/8-/F
7/<3-+8 +8. <3>3=2 =:/66381
/> ?: 90 =/> 900
&9-+,?6+ =-3/8-/
.397= 635/ E9@/< >2/ 7998F
%86/== ,/=3./= +6>29?12
<&140*7 3+ 92.8 (328*28
$2/<+ 9:>398 A23-2 C9? .9 89> 8//. >9 ?=/
+<5 >2/ -9< 6/>>/< 98 C9?< +8=A/< =2//>
Te ac h i n g K n o w l e d g e Te s t | mo d u l e 2 : sa m p l e te s t $ 962 3:*6
&+<3/>3/= 90 8163=2
!2<+=+6 @/<,=
3B/. /B:
//6381= +8. +->398=
$9:3-=
9?8>+,6/= +8. ?8-9?8>+,6/=
988/->381 +8. 6385381
'9<. 09<7+>398
8><9.?->398
2.8 -*&).2,7
9< ;?/=>398= 7+>-2 >2/ /B+7:6/= 90 ?83> -98>/8> A3>2 >2/ ?83> 2/+.381= 0<97 + ,995 98 6/B3= 63=>/.
90
>9 7+5/ =97/98/ -97:6/>/6C -/<>+38 +,9?> =97/>2381
) 9,4 >2+> *
:/<=?+./
@
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/0383>398
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#3816/A9<. =C898C7
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!+<> 90 =://-2
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) 9,4 >2+> *
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$2/<+ 9:>398 A23-2 C9? .9 89> 8//. >9 ?=/
+<5 >2/ -9< 6/>>/< 98 C9?< +8=A/< =2//>
9< ;?/=>398= 2/ .3->398+-2 >2/ /B><+->= 0<97 >2/ .3->398+2 >2/ 3809<7+>398 >2/C :<9@3./ 63=>/.
MODULE 2 Sample Test
'<3>381
%8-9@/<381 <+77+<
8163=2 !<98?8-3+>398 38 %=/
"/+.381= 38 $/+-2/< /@/69:7/8>
/=318381 +81?+1/ $/+-2381 $+=5=
299=381 (9?< 9?<=/,995
==/==7/8>
$/+-2381 236.
:/=>
+->3@3>3/= >9 :<+->3=/ 8/A A9<.=
381 98 C9?< >/+-2381
>/+-2381 8163=2 =/8>/8-/ =>?
/@+6?+>381 >/B>,995=
A<3>381 C9?< 9A8 >/+-2381 7+>/<3+6=
09-?=381 98 >2/ =9?8.= 90 8163=2
6/+<8381 >9 >/+-2 C9?81 6/+<8/<=
34.( &6*&7
!<37+
$ 962 3:*6
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+-7366+8
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%!
%!
3-2+/6 +<<3= +8. !+?6 -+88
6+8 ?88381=A9<>2
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+>3/ /+. +8. !+?638/ $+C69<
+<5 +8-9-5
#-9>> $29<8,?
$<3-3+ /.1/
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9'0.7-*6
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:/<=98+63=/= >2/ >9:3-
./@/69:= 63=>/8381 09< ./>+36
:/+-2/= @9-+,?6+
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38@96@/= =:/+5381 :<+->3-/
$2/<+ 9:>398 A23-2 C9? .9 89> 8//. >9 ?=/
98-36
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+<5 >2/ -9< 6/>>/< 98 C9?< +8=A/< =2//>
.80* 3+ '33/
9< ;?/=>398= 7+>-2 >2/ ?=/= 90 -9?<=/,995 7+>/<3+6= A3>2 >2/ =/;?/8-/ 90 -9?<=/,995 +->3@3>3/= 63=>/. 9< 98 >2/ 09669A381 :+1/
9< ;?/=>398= -299=/ A23-2 ,995 63=>/. -9?6. 2/6: + >/+-2/< A29 3= 38>//. 38 >2/ 09669A381 >9:3- +
MODULE 2 Sample Test
Te ac h i n g K n o w l e d g e Te s t | mo d u l e 2 : sa m p l e te s t
23
24
Te ac h i n g K n o w l e d g e Te s t | mo d u l e 2 : sa m p l e te s t
3=>/8 >9 >2/=/ :/9:6/ >+65381 +,9?> 29A >2/C >2385 .300/ 092/C >2385 09= 38 8163=2 =9?8. +5/ + 63=> 90 >2/ 6+81?+1/= +8. +--/8>= +8. A<3>/ .9A8 A2+> >2/ :/9:6/ >2385 +,9?> 29A >2/C =9?8.
6+38
2<3= 98+6.
/=6/C
"+@3 !/>/<
$2/ :/9:6/ C9? +9 2/+< +
$ 962 3:*6
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,*280*
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)900
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039)
#>?./8>= 038. >2/=/ ?=/0?6 ,/-+?=/ >2/C :<9@3./ 3./+= 09< A2+> >9 =+C $2/=/ :<9@3./ /849C+,6/ 63=>/8381 :<+->3-/ +8. -+8 +6=9 ,/ ?=/. += >2/ ,+=3= 09< 6+81?+1/ A9<5 $2/C -+8 2+@/ 7+8C .300/ ?=/= =?-2 += -9<398 0//.,+-5 =/>>381 >2/ =-/8/ +8. -97:398= :?> >2/=/ ?: +<9?8. >2/ -6+==<997 =9 >2+> =>?./8>= -+8 =// >2/3< 9A8 A9<5 98 .3=:6+C
$2/=/ -+8 ,/ @/ 038.381 =?3>+,6/ >/B>= 09< 69A6/@/6 6/+<8/<= 3= 90>/8 + :<9,6/7
$2/=/ -+8 2/6: =>?./8>= >9 ?8./<=>+8. .3003-?6> >/B>=
$2/=/ -+8 ,/ ,+=/. 98 +?>2/8>3- 7+>/<3+6 ,?> -98>+38 6+81?+1/ >2+> 2+= ,//8 7+./ /+=3/< 09< =>?./8>= $2/C -+8 2/6: =>?./8>= >9 ./@/69: >2/3< @9-+,?6+
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9< ;?/=>398= 7+>-2 >2/ >/+-2/<=F -977/8>= A3>2 >2/ /.
MODULE 2 Sample Test
Managing the teaching and learning process
MODULE 3
GENERAL DESCRIPTION Module format
Module 3 consists of two 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 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.
Part
Title
Areas of teaching knowledge
Task types and format
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
5-6 tasks consisting of approximately 40 questions Tasks include one-to-one matching; 3/4/5-option matching; 3-option multiple choice; odd one out.
Identifying the functions of learners’ language Categorising learners’ mistakes
2
Classroom 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
5-7 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.
appropriate to the learners and aims
Te ac h i n g K n o w l e d g e Te s t | mo d u l e 3 : g e n e r a l d e sc r i p t i o n a n d s y l l a b us
25
? Part 1
3
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. Candidates need to demonstrate an understanding of concepts and terminology related to:
Syllabus area
Possible testing focus
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, use of L1
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
? 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:
Syllabus area
Possible testing focus
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 and their uses • grouping of learners and reasons for this
correcting learners
• methods of oral and written correction, and their appropriacy of use
giving feedback
• the focus and purpose of feedback • ways of giving feedback
26
Te ac h i n g K n o w l e d g e Te s t | mo d u l e 3 : g e n e r a l d e sc r i p t i o n a n d s y l l a b us
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Te ac h i n g K n o w l e d g e Te s t | mo d u l e 3 : sa m p l e te s t
D #!
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MODULE 3 Sample Test
27
28
2'4-;'-+ ,58 :.+ :+').+8 :5 3'4'-+ )2'998553 85;:/4+9
Te ac h i n g K n o w l e d g e Te s t | mo d u l e 3 : sa m p l e te s t
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MODULE 3 Sample Test
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:5 9.5= :.': 9.+ .+'8* 8/9:/4'B9 7;+9:/54 :5 '91 ,58 :.+ 7;+9:/54 :5 (+ 8+6+':+* :5 9.5= 9.+ /9 ;49;8+ '(5;: .+8 '49=+8
!.+B9 /4:85*;)/4- ' )54:8'9: =/:. =.': 9.+ 9'/* +'82/+8 !.+B9 )588+):/4- =.': 8/9:/4' 9'/* !.+B9 -/
9;33'8/9+ '7;+2B9 /*+'9 8+6+': =.': .'66+4+* /4 :.+ 9:58? 3'81 4+= 65/4:9 /4 :.+ 9:58?
*/92/1+ :.+ ='? '7;+2 :52* :.+ 9:58? .'<+ :.+ 9'3+ 8+'):/54 .'<+ .'* ' 9/3/2'8 +>6+8/+4)+
".+ '*0+):/<+9 A:+88/(2+B '4* A.588/(2+B 2/4+9 '4* 9.5= :.': '7;+2 '4* 8/9:/4' (5:.
".+ 3'4? ;9+9 5, A'4*B /4 2/4+9 /4 '7;+2B9 9:58?
$.? *5+9 '7;+2 ;9+ A4 ,'):B 2/4+
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$.? *5+9 '7;+2 9:56 ',:+8 9'?/4- A):;'22? CB 2/4+
: ='9 .588/(2+
. :+88/(2+
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8+ ?5; ' -55* 9'/258 '<+ ?5; +<+8 (++4 9+'9/)1
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8/9:/4'
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58 7;+9:/549 3':). =.': :.+ :+').+8 /9 *5/4- =/:. :.+ 6;8659+9 ,58 ;9/4- :.+ 9:;*+4:9B ,/89: 2'4-;'-+ 2/9:+* 58
96437*7 +36 97.2, 8-* 789)*287= +.678 0&2,9&,*
MODULE 3 Sample Test
Te ac h i n g K n o w l e d g e Te s t | mo d u l e 3 : sa m p l e te s t
29
30 ".+ :+').+8 '919 ' 45/9? 9:;*+4: :5 96+'1 358+ 7;/+:2? ".+ :+').+8 /4
,/4*9 5;: :.+ 4++*9 '4* /4:+8+9:9 5, 9:;*+4:9
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).559+9 3':+8/'29 '4*58 3+:.5*525-? (+,58+ :.+ )5;89+ 58 2+9954
3'4'-+9 9:;*+4:9 '4* '):/
*&(-*6 630*7
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'81 :.+ )588+): 2+::+8 58 54 ?5;8 '49=+8 9.++:
58 7;+9:/549 3':). :.+ :+').+8 '):/
MODULE 3 Sample Test
Te ac h i n g K n o w l e d g e Te s t | mo d u l e 3 : sa m p l e te s t
:.+? ,++2 358+ )53,58:'(2+ =.+4 96+'1/4- :.+? *5 45: *53/4':+ 5:.+8 9:;*+4:9 :.+? )'4 =581 ': ' ,'9:+8 6')+
8+*;)+9 :+').+8 :'21/4- :/3+ /3685<+9 )2'99 */9)/62/4+ 3'1+9 '22 9:;*+4:9 =581 '9 .'8* '9 :.+? )'4
.+269 :5 /*+4:/,? =+'1+8 9:;*+4:9 3+'49 :.+ :+').+8 )'4 -/<+ '::+4:/54 :5 '22 9:;*+4:9 +4)5;8'-+9 9:;*+4:9 :5 .+26 54+ '45:.+8
:5 =581 /4*+6+4*+4:2? 5, :.+ :+').+8 :5 '99+99 :.+/8 5=4 685-8+99 :5 *+<+256 2'4-;'-+ '='8+4+99
-85;6 =581 /4*/
6'/8=581 :+'3 '):/
$ 962 3:*6
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, ' :+').+8 ='4:9 :5 '99+99 9:;*+4:9B =8/::+4 =581 /:B9 (+9: :5 *5
'/8=581 '):/
4 3/>+* '(/2/:? )2'99+9 ;9/4- -85;6 =581
85;6 =581 /9 ;9+,;2 (+)';9+ /:
: /9 ' -55* /*+' :5 -85;6 2+99 '(2+ 9:;*+4:9 :5-+:.+8 95 :.':
953+ 9:;*+4:9 '2='?9 *53/4':+
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8+':+ ' 6;8659+ ,58 *5/4- -85;6 58 6'/8=581 /4 4-2/9.
88'4-+ -85;69 358+ )'8+,;22? '4* 8+-85;6 9:;*+4:9 =.+4+<+8 4+)+99'8?
4:85*;)+ 358+ ).'22+4-+ /4:5 :.+ '):/
'1+ 9;8+ 9:;*+4:9 145= :.+ 2'4-;'-+ :.+? 4++* :5 )5362+:+ :'919
2'4 +>:8' '):/
953+ 9:;*+4:9 ;9+ :55 3;).
0&776331 1&2&,*1*28 786&8*,.*7
953+ 9:;*+4:9 -+: (58+*
2 ,6394 36 4&.6;36/
63'0*17 3+ ,6394 36 4&.6;36/
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'81 :.+ )588+): 2+::+8 58 54 ?5;8 '49=+8 9.++:
58 7;+9:/549 3':). :.+ )2'998553 3'4'-+3+4: 9:8':+-/+9 =/:. :.+ 685(2+39 5, -85;6 58 6'/8=581 2/9:+* 58
58 7;+9:/549 ).559+ :.+ (+9: 56:/54 :5 )5362+:+ +'). 9:':+3+4: '(5;: ='?9 5, -85;6/49:;*+4:9
MODULE 3 Sample Test
Te ac h i n g K n o w l e d g e Te s t | mo d u l e 3 : sa m p l e te s t
31
32
Te ac h i n g K n o w l e d g e Te s t | mo d u l e 3 : sa m p l e te s t
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%5; 45:/)+ :.': *;8/4- '4 '):/
;8/4- ' -85;6 =581 '):/
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%5; 9+: ;6 ' 96+'1/4- :'91 /4 -85;69 %5; 45:/)+ =.+4 ?5; 354/:58 )259+2? :.': :.+ -85;69 9:56 96+'1/4- )5362+:+2?
%5; '8+ :+')./4- ' )2'99 ',:+8 2;4). <+8?54+ /9 92++6?
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91 :.+ 9:;*+4:9 :5 )536'8+ :.+/8 =581 =/:. :.+/8 6'8:4+8 :5 -/<+ :.+3 )54,/*+4)+
!:'4* (')1 '4* 2/9:+4 ,853 ' */9:'4)+
$ 962 3:*6
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5 ' A='83+8B '):/
8'/9+ :.+3 ,58 ;9/4- :.+ 2'4-;'-+ (;: 8+3/4* :.+3 '(5;: :.+ :'91
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0&776331 7.89&8.327
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58 7;+9:/549 3':). :.+ )2'998553 9/:;':/549 =/:. :.+ )2'998553 3'4'-+3+4: ).5/)+9 2/9:+*
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7;/+:2? '9 9.+ /9 354/:58/4- :.+/8 -85;6 9:58?:+22/4- ',:+8 :.+ -85;6 9:'-+ (? ,5);9/4- 54 685(2+39 9.+ 45:+* *5=4 *;8/4- :.+ -85;6 9:'-+ 2':+8 =.+4 9.+ '919 :.+ =+'1+8 9:;*+4:9 :5 :+22 :.+/8 9:58/+9 :5 :.+ =.52+ )2'99
;9+9 .'4* -+9:;8+9 :5 9.5= :.': :.+8+ /9 ' 3/99/4- =58* 3/3+9 *8/
9'?9 A4:+8+9:/4- 58 /4:+8+9:+*B 9'?9 A".+8+B9 ' -8'33'8 685(2+3 :.+8+ '8/' $.': '(5;: ?5;8 =++1+4* '99'4B 9'?9 A%5; =+8+ /4:+8+9:+* 95 :.+ ,/23 ='9 &&&&&& B =/:. 8/9/4- /4:54':/54
3'819 :.+ =8/:/4- ;9/4- ' )588+):/54 )5*+ -/<+9 :.+ =8/:/4- :5 ' 6++8 :5 )588+): /-458+9 :.+ 3/9:'1+9 /4 :.+ =8/:/4-
4 ' )54:8522+* =8/:/4- 68'):/)+ '):/
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4 ' )54:8522+* 68'):/)+ +>+8)/9+ 54 :.+ 6'9: )54:/4;5;9 ' 68+/4:+83+*/':+ 9:;*+4: 9'?9 A *8/
!:;*+4:9 :+22 9:58/+9 '(5;: :.+39+2<+9 /4 -85;69 5, :.8++ ".+ :+').+8 )588+):9 9:;*+4:9B 2'4-;'-+
9:;*+4: 9'?9 :.+ =58* A;-;9:B =/:. 6558 6854;4)/':/54 /4 56+4 )2'99 ".+ :+').+8
'81 :.+ )588+):/54 9:8':+-? 58 =./). /9 '668568/':+ 54 ?5;8 '49=+8 9.++:
"=5 5, :.+ )588+):/54 9:8':+-/+9 '8+ '668568/':+ /4 +'). 9/:;':/54 4+ 5, :.+ )588+):/54 9:8':+-/+9 /9 '668568/':+
58 7;+9:/549 2551 ': :.+ 9/:;':/549 /4 =./). ' :+').+8 )588+):9 9:;*+4:9 '4* ': :.+ )588+):/54 9:8':+-/+9 2/9:+* 58
MODULE 3 Sample Test
".+ :+').+8 -'<+ '4 5<+8'22 -8'*+ ,58 2+::+89 9:;*+4:9 .'* =8/::+4 ,58 .53+=581 + '295 -'<+ :.+3 '4 +>'362+ 2+::+8 :5 2551 ': ".+ :+').+8 ;9+* ' 9?9:+3 5, 93/2/4- '4* 9'* ,')+9 :5 -/<+ 9:;*+4:9 ,++*(')1 54 :.+/8 =8/::+4 =581 ".+ :+').+8 45:+* 3/9:'1+9 ,853 9:;*+4:9B =8/::+4 =581 '4* ;9+* :.+9+ :5 68+6'8+ ' 2'4-;'-+ 7;/@ =./). 9:;*+4:9 */* /4 :+'39 ".+ :+').+8 542? )533+4:+* 54 :.+ )54:+4: 5, 9:58/+9 :.': 9:;*+4:9 .'* =8/::+4
:5 ,5);9 54 )53354 2'4-;'-+ 3/9:'1+9 :.': 3'4? 9:;*+4:9 3'*+ /4 :.+/8 =8/:/4:5 /4,583 9:;*+4:9 5, :.+/8 -+4+8'2 685-8+99 /4 =8/:/4- ': :.+ +4* 5, :+83 :5 +4)5;8'-+ 9:;*+4:9 :5 2+'84 :5 +*/: :.+/8 5=4 =581 :5 +4)5;8'-+ 9:;*+4:9B )8+':/
.17
".+ :+').+8 3'81+* 9:;*+4:9B =8/:/4- ;9/4- ' )588+):/54 )5*+ ".+4 9.+ -'<+ :.+3 :/3+ /4 :.+ 2+9954 :5 /3685<+ :.+/8 =581 =./2+ 9.+ 354/:58+*
**)'&(/ 32 ;6.88*2 ;36/
".+8+ /9 54+ +>:8' 56:/54 =./). ?5; *5 45: 4++* :5 ;9+
'81 :.+ )588+): 2+::+8 54 ?5;8 '49=+8 9.++:
58 7;+9:/549 3':). :.+ ='?9 ' :+').+8 -'<+ ,++*(')1 54 9:;*+4:9B =8/::+4 =581 =/:. :.+ '/39 2/9:+*
MODULE 3 Sample Test
Te ac h i n g K n o w l e d g e Te s t | mo d u l e 3 : sa m p l e te s t
33
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 procedure Candidates 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
Each question carries one mark, so the maximum mark for each module is 80. Candidate performance is reported using four bands.
Band
A candidate at this level demonstrates
1 2 3 4
limited knowledge of TKT content areas
basic, but systematic knowledge of TKT content areas
breadth and depth of knowledge of TKT content areas
extensive knowledge of TKT content areas
Centres should contact the Centre Registration Unit at Cambridge ESOL. See page 45 for a detailed description of each band for each TKT is available throughout the year. Candidate details must
module.
be submitted to Cambridge ESOL at least six weeks prior to running the session. Please note that more notice may be
? Notification of results
necessary if candidates have special requirements and therefore need special arrangements (see below).
Certificates are despatched to Centres approximately two weeks after receipt of answer sheets by Cambridge ESOL.
Copies of the regulations and more details on entry procedure,
Please note that despatch of candidates’ results will be
current fees and further information about this and other
delayed if they need special consideration or are suspected of
Cambridge ESOL examinations can be obtained from the
malpractice (see page 35).
Cambridge ESOL Centre Exams Manager in your area, or from the address on page 1.
Enquiries on results may be made through Cambridge ESOL Centre Exams Managers within a month of the issue of
? Answer sheet completion
certificates.
Candidates mark all their answers on OMR (Optical Mark
? Appeals procedure
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.
Cambridge ESOL provides a service to enable Centres to appeal, on behalf of candidates, against assessment decisions that affect grades awarded to candidates, e.g. decisions relating to results and decisions relating to irregular conduct.
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.
Candidates should first contact their Cambridge ESOL Centre Exams Manager for advice. Further information about the appeals procedure can be found at www.CambridgeESOL.org/exams/exams-info/
? Computer-based TKT
results-information
A computer-based version of TKT (CB TKT) is also available via the Cambridge Connect internet delivery system. Please contact your local Cambridge ESOL Centre for more
Special Circumstances
information. Special Circumstances cover three main areas: special arrangements, special consideration and malpractice.
Grading and results
? Special arrangements
? Grading
These are available for candidates with disabilities. They may include extra time, separate accommodation or equipment,
Each module is free-standing, and there is no aggregate score.
Braille versions of question papers, etc. If you think you may
Candidates receive a certificate for each module they take.
need special arrangements, you must contact the Cambridge ESOL Centre Exams Manager 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).
34
Te ac h i n g K n o w l e d g e Te s t | te s t a dm i n is tr at i o n
? Special consideration
? Question paper production cycle
Cambridge ESOL will give special consideration to candidates
Pretesting of TKT test material provides Cambridge ESOL with
affected by adverse circumstances before or during an
valuable information about candidates’ performance on
examination. Special consideration can be given where an
particular tasks. Pretesting is also useful for Centres or
application is sent through the Centre and is made within ten
institutions as it gives candidates the opportunity to
working days of the examination date. Examples of acceptable
familiarise themselves with TKT task-types under test
reasons for giving special consideration are cases of illness or
conditions and to receive feedback on areas of strength and
other unexpected events.
weakness. If your Centre or institution would like to be involved in TKT pretesting, please contact the Pretesting Unit
? Malpractice
TKT Administrator on + 44 1223 552998 or
The Malpractice Committee will consider cases where
[email protected]
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.
Support for TKT candidates and course providers General information on TKT, including administration details and downloadable versions of this Handbook and sample
The production of TKT
materials, can be found by visiting www.CambridgeESOL.org/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
Course providers and individual candidates can also access the TKT Glossary on this website.
continuous monitoring of the marking and grading of all
Support material for teacher trainers is available on the
Cambridge ESOL examinations. Of particular importance is the
Teaching Resources website
rigorous set of procedures which are used in the production
www.CambridgeESOL.org/teach/TKT
and pretesting of question papers.
The TKT Course is published by Cambridge University Press in
The production process for TKT is the same as that for the
collaboration with Cambridge ESOL. This coursebook provides
Cambridge ESOL language examinations. It begins with the
approximately 60–90 hours of classroom-based or self-access
commissioning of materials and ends with the printing of
study, and includes practice tasks and tests.
question papers.
Further support is also available in the form of seminar
There are five main stages in the production process:
programmes in different countries. Contact Cambridge ESOL Information for further details by emailing:
• commissioning
[email protected]
• pre-editing and editing • pretesting • analysis and banking of materials • question paper construction Commissioning of material for question papers
Revision
Pretesting Item analysis Live materials bank
Pretest construction
Pre-editing and editing of material
Rejection
Question paper construction
Te ac h i n g K n o w l e d g e Te s t | p r o d uc t i o n a n d s u p p o rt
35
Common questions and answers
TKT wordlist
Can candidates make notes on the question paper?
The words are entered into categories so as to help the reader.
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.
This list is indicative only. Other terms may also be used in TKT.
Some words could fall into more than one category. 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.
Does it matter if candidates write in pen or pencil?
The TKT Glossary contains definitions of the words in this list
Candidates must use a pencil to mark their answers on the
and can be downloaded from www.CambridgeESOL.org/TKT
answer sheet. Answer sheets marked in pen cannot be read by computer.
Approaches
Is the use of dictionaries allowed?
Activity-based learning
No.
Communicative approaches
What is the mark allocation? One mark is given for each correct answer.
Content-based learning Functional Approach Grammar-Translation method
Do candidates have to take all three modules?
Guided discovery
No. The modules are free-standing. Candidates may enter for
Lexical Approach
any number of modules in any order.
Presentation, Practice and Production (PPP)
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?
Situational presentation Structural Approach Task-based Learning (TBL) Test-teach-test Total Physical Response (TPR)
Dates are set by Centres in consultation with Cambridge ESOL, taking into account local needs and conditions.
Assessment
Where can candidates enrol?
Achievement test
Your Cambridge ESOL Centre Exams Manager can give you
Assess
information about Centres where the examination is taken.
Assessment
Candidates enrol through local Centres, and not through the
Assessment criteria
Cambridge ESOL office in Cambridge. Fees are payable to the
‘Can-do’ statements
local Centre.
Cloze test
How do candidates get their results? TKT certificates are issued to Centres approximately two weeks after receipt of answer sheets by Cambridge ESOL.
Comprehension questions Continuous assessment Diagnose Diagnostic test
Do candidates need to have taken a particular English
Evaluation
language examination before taking TKT?
Formal assessment, evaluation
No. However, it is advisable for candidates to have a minimum
Formative assessment, evaluation
language level of Council of Europe Framework level B1.
Informal assessment, evaluation
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
Item Learner profile Matching task Multiple-choice questions Objective test Oral test Peer assessment, evaluation Placement test Portfolio Proficiency test Progress test Self-assessment, evaluation Sentence completion Sentence transformation Subjective test
36
Te ac h i n g K n o w l e d g e Te s t | Com mo n q u e s t i o ns a n d a ns w e r s
Summative test
Personalise
Test
Pick up
True/false questions
Processing language
Tutorial
Proficient Silent period
Background to language learning Achievable target, goal Acquire Acquisition
Slip Target language culture Unmotivated Visual learner Work language out
Attention span Auditory learner Autonomous
Classroom management
Cognitive (processes)
Active role
Confidence
Classroom management
Conscious (of)
Closed pairs
Demotivate
Co-operate
Developmental error
Co-operation
Effective
Co-operative
English-medium school
Discipline
Error
Dominant
Expectation
Dominate
Expose
Energy levels
Exposure
Get students’ attention
Factor
Grade (language)
First language
Group dynamics
Focus on form
Interaction patterns
Goals
Involvement
Guidance
Learning contract
Ignore (errors)
Mingle
Independent study
Mixed ability
Intensive course
Mixed level
Interference
Monitor
Interlanguage
Nominate
Kinaesthetic learner
One-to-one
L1/L2
Open class
Language awareness
Open pairs
Learner autonomy
Passive role
Learner characteristics
Rapport, build rapport
Learner independence
Routine
Learner training
Seating arrangement
Learning resources
Seating plan
Learning strategies
Teacher role
Learning style
Teaching space
Linguistic Literacy Mature Maturity Memorable Memorise Mother tongue Motivate Motivation Natural order Needs Participate Participation Personalisation
Functions Appropriacy Appropriate Chunk Colloquial Declining, refusing an invitation Enquiring Express Expressing ability Expressing intention Expressing necessity Expressing obligation
Te ac h i n g K n o w l e d g e Te s t | Wo r d l is t
37
Expressing permission
Object
Expressing preference
Object pronoun
Expressing probability
Participle (past and present)
Formal (language)
Passive voice
Formality (level of)
Past perfect simple and continuous, progressive
Function
Past simple and past continuous, progressive
Functional exponent
Personal pronoun
Greeting
Phrase
Inappropriate
Plural noun
Informal (language)
Possessive adjective
Informality (level of)
Possessive pronoun
Instructing
Possessive ‘s’ and whose
Negotiating
Preposition
Neutral
Present continuous, progressive for future
Predicting
Present perfect simple and continuous, progressive
Register
Present simple and continuous, progressive
Requesting
Pronoun
Speculating
Proper noun Punctuation
Grammar
Quantifier
Active voice
Question tag
Adjective
Reflexive pronoun
Adverb
Regular verb
Article
Relative clause
Aspect
Relative pronoun
Auxiliary verb
Reported statement
Base form of the verb
Reporting verb
Clause
Second conditional
Collective noun
Singular noun
Comparative adjective
Subject
Compound noun
Subject-verb agreement
Conditional
Subordinate clause
Conditional forms
Superlative adjective
Conjunction
Tense
Connector
Third conditional
Countable noun
Third person
Demonstrative adjective
Time expression
Demonstrative pronoun
Uncountable noun
Dependent preposition
Used to
Determiner
Verb
Direct question
Verb pattern
Direct speech First conditional Gerund, -ing form Grammatical structure Imperative Indirect question Indirect speech
Introductory activities Ice-breaker Introductory activity Warm up Warmer
Infinitive Infinitive of purpose
Language skills
-ing/-ed adjective
Accuracy
Intensifier
Authenticity
Interrogative
Cohesion
Irregular verb
Cohesive
Main clause
Coherence
Modal verb
Coherent
Noun
Context
38
Te ac h i n g K n o w l e d g e Te s t | Wo r d l is t
Discourse
Lesson planning
Deduce meaning from context
Achieve aims, objectives
Develop skills
Aim
Draft
Analyse language
Edit
Anticipate (language) problems
Extensive listening/reading
Arouse, generate interest
Extract
Assumptions
Fluency
Class profile
Infer attitude, feeling, mood
Components (of a lesson plan)
Intensive listening/reading
Conduct feedback
Interact
Consolidate
Interaction
Enable
Interactive strategies
Encourage
Key word
Encouragement
Layout
Feedback
Listen/read for detail
Focus on
Listen/read for gist
Give feedback
Listen/read for mood
Highlight
Note-taking
Lead-in
Oral fluency
Logical
Paragraph
Main aim
Paraphrase
Objective
Predict
Outcome
Prediction
Pace
Process
Peer feedback
Process writing
Personal aim
Productive skills
Pre-teach (vocabulary)
Proofread
Procedure
Receptive skills
Raise awareness
Re-draft
Rationale
Relevance
Recycle
Relevant
Reflect on teaching
Scan
Reinforce
Skill
Report back
Skim
Scheme of work
Subskill
Sequence
Summarise
Set a question, task, test
Summary
Set the scene, the context
Text structure
Specification, to specify (aims)
Theme
Stage
Thematic
Step
Topic
Stimulate (discussion)
Topic sentence
Student-centred
Turn-taking
Subsidiary aim
Version
Syllabus Teacher talking time
Learners’ mistakes and correction strategies Correction code Echo correct Finger correction Over-application of the rule
Teacher-centred Timetable fit Timing Variety Vary
Over-generalisation Reformulate
Lexis
Reformulation
Affix
Repetition
Affixation
Self-correction
Antonym
Time line
Collocation
Te ac h i n g K n o w l e d g e Te s t | Wo r d l is t
39
Compound
Communicative activity
False friend
Controlled practice
Homonym
Drill
Homophone
Extension task
Idiom
Filler
Lexical set
Freer practice
Lexis
Gap-fill
Multi-word verb
Guided writing
Part of speech
Individual drill
Phrasal verb
Information-gap activity
Prefix
Jigsaw listening/reading
Suffix
Jumbled paragraphs, pictures, sentences
Synonym
Label Less controlled practice
Phonology Connected speech Consonant Contrast Contrastive stress Contraction Diphthong Discriminate Distinguish Feature Identification Identify Intonation Linking Main stress Minimal pair Phoneme Phonemic script Phonemic symbol Phonemic transcription Primary stress Rhyme
Mind map Open-ended (task) Picture stories Practice Prioritising Problem solving Project work Rank ordering Recall Restricted practice Revise Revision Role-play Solution Solve Substitution drill Survey Swap Target language Task Task-type Transformation drill Visualisation
Rhythm Schwa
Visualise Word map
Secondary stress Sentence stress Stress
Presentation techniques
Strong forms
Concept checking
Syllable
Concept questions
Unvoiced sound
Contextualise
Voiced sound
Define
Vowel
Definition
Weak forms
Elicit
Word boundary
Emphasis
Word stress
Emphasise Gesture
Practice activities and tasks Brainstorm Categorisation Categorise Chant
Meaningful Mime Present Presentation Teaching strategy
Choral drill
40
Illustrate meaning
Te ac h i n g K n o w l e d g e Te s t | Wo r d l is t
Reference resources Bilingual dictionary Consult Headword Monolingual dictionary Phonemic chart Reference materials, resources
Overhead projector (OHP) Overhead transparency (OHT) Puppet Realia Recording script Resources Rubric Self-access centre Sticker
Teachers’ and learners’ language in the classroom
Supplementary material
Acknowledge
Tapescript
Ask for clarification
Teacher’s book
Clarify
Teaching aids
Convey meaning
Textbook
Exchange
Transcript
Facial expression
Video clip
Filler
Visual (aid)
Hesitate
Workbook
Model
Worksheet
Narrate Praise Prompt Recast Refer to Respond Response Simplification Simplify Terminology Utterance Word prompt
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 Flexible Flipchart Graded reader Graph Grid Handout Language laboratory Leaflet Learning centre
Te ac h i n g K n o w l e d g e Te s t | Wo r d l is t
41
MODULE 1
MODULE 2
Answer key
Answer key
1
B
36
C
74
H
1
E
37
B
73
I
2
F
37
A
75
E
2
C
38
E
74
A
3
C
38
B
76
C
3
B
39
A
75
G
4
A
39
C
77
F
4
F
40
F
76
D
5
E
40
B
78
A
5
H
41
C
77
C
79
D
6
G
78
F
80
B
7
A
6
E
41
B
42
B
79
B
7
D
42
A
8
A
43
C
8
C
43
A
80
E
44
D
9
F
44
D
9
10
B
45
C
10
A
45
I
H
46
H
46
D
11
A
11
G
47
E
12
B
48
12
A
47
G
D
13
F
49
13
B
C
48
C
14
D
14 15
B
49
A
50
B
B
50
H
15
B
51
16
F
C
51
E
16
C
52
A
52
G
17
B
53
D
53
F
18
A
54
G
19
B
55
C
20
A
56
H
17
F
18
A
19
C
54
C
20
E
55
D
21
D
56
G
21
D
57
H
57
B
22
B
58
A
22
I
58
A
23
C
59
E
23
A
59
F
24
A
60
C
24
G
25
B
61
G
25
H
60
A
26
E
62
F
26
C
61
B
27
C
63
D
27
D
62
C
28
D
64
I
28
F
63
A
29
A
29
B
64
B
65
C
65
B
30
D
66
D
66
C
31
H
67
A
30
D
31
E
32
B
68
D
32
B
67
A
33
C
69
C
33
F
68
B
34
E
70
C
34
C
69
C
35
F
71
B
35
G
70
A
36
G
72
A
71
A
72
C
73
B
42
Te ac h i n g K n o w l e d g e Te s t | a ns w e r k e ys
MODULE 3 Answer key 1
C
33
E
64
C
2
H
34
B
65
E
3
F
35
G
66
D
4
B
36
A
67
A
5
G
37
D
68
G
6
A
38
I
69
F
7
E
39
F
70
B
40
C
8
A
71
C
9
B
41
A
72
C
10
C
42
A
73
B
11
C
43
D
74
B
12
A
44
C
75
C
13
B
45
D
14
A
46
C
76
C
15
C
47
B
77
E
16
B
48
B
78
F
49
D
79
A
80
D
17
B
18
F
50
A
19
A
51
A
20
E
52
C
21
C
53
A
54
B
22
A
55
C
23
C
24
C
56
A
25
B
57
B
26
A
58
A
27
B
59
C
60
B
28
C
61
B
29
A
62
C
30
A
63
A
31
C
32
B
Te ac h i n g K n o w l e d g e Te s t | a ns w e r k e ys
43
TKT Sample OMR answer sheet
44
Te ac h i n g K n o w l e d g e Te s t | Sa m p l e om r a ns w e r s h e e t
The candidate demonstrates basic knowledge of areas on the TKT Module 3 syllabus, i.e. managing the teaching and learning process. He/she shows familiarity with some of the concepts, terminology, practices and processes tested in TKT Module 3, which relate to teachers’ and learners’ language in the classroom and options available for classroom management in order to promote learning. The candidate is able to relate existing knowledge to familiar classroom situations, and occasionally to unfamiliar ones.
The candidate demonstrates basic knowledge of areas on the TKT Module 2 syllabus, i.e. lesson planning and use of resources for language teaching. He/she shows familiarity with some of the concepts, terminology, practices and processes tested in TKT Module 2, which relate to general practice in lesson planning and materials use, reasons for carrying out particular activities in the classroom, and for using particular resources and materials. The candidate is able to relate existing knowledge to familiar classroom situations, and occasionally to unfamiliar ones. The candidate demonstrates restricted knowledge of areas on the TKT Module 2 syllabus, i.e. lesson planning and use of resources for language teaching. He/she shows familiarity with a limited range of the concepts, terminology, practices and processes tested in TKT Module 2, which relate to general practice in lesson planning and materials use, reasons for carrying out particular activities in the classroom, and for using particular resources and materials. The candidate is able to relate existing knowledge to familiar classroom situations only.
The candidate demonstrates basic knowledge of areas on the TKT Module 1 syllabus, i.e. language systems and background to language learning and teaching. He/she shows familiarity with some of the concepts, terminology, practices and processes tested in TKT Module 1, which relate to describing language and language skills, factors in the language learning process and the range of methods, tasks and activities available to the language teacher. The candidate is able to relate existing knowledge to familiar classroom situations, and occasionally to unfamiliar ones.
The candidate demonstrates restricted knowledge of areas on the TKT Module 1 syllabus, i.e. language systems and background to language learning and teaching. He/she shows familiarity with a limited range of the concepts, terminology, practices and processes tested in TKT Module 1, which relate to describing language and language skills, factors in the language learning process and the range of methods, tasks and activities available to the language teacher. The candidate is able to relate existing knowledge to familiar classroom situations only.
BAND 3
BAND 1
The candidate demonstrates restricted knowledge of areas on the TKT Module 3 syllabus, i.e. managing the teaching and learning process. He/she shows familiarity with a limited range of the concepts, terminology, practices and processes tested in TKT Module 3, which relate to teachers’ and learners’ language in the classroom and options available for classroom management in order to promote learning. The candidate is able to relate existing knowledge to familiar classroom situations only.
The candidate generally demonstrates comprehensive and extensive knowledge of areas on the TKT Module 3 syllabus, i.e. managing the teaching and learning process. He/she shows familiarity with most of the concepts, terminology, practices and processes tested in TKT Module 3, which relate to teachers’ and learners’ language in the classroom and options available for classroom management in order to promote learning. The candidate is generally able to relate existing knowledge to both familiar and unfamiliar classroom situations.
The candidate generally demonstrates comprehensive and extensive knowledge of areas on the TKT Module 2 syllabus, i.e. lesson planning and use of resources for language teaching. He/she shows familiarity with most of the concepts, terminology, practices and processes tested in TKT Module 2, which relate to general practice in lesson planning and materials use, reasons for carrying out particular activities in the classroom, and for using particular resources and materials. The candidate is generally able to relate existing knowledge to both familiar and unfamiliar classroom situations.
The candidate generally demonstrates comprehensive and accurate knowledge of areas on the TKT Module 1 syllabus, i.e. language systems and background to language learning and teaching. He/she shows familiarity with most of the concepts, terminology, practices and processes tested in TKT Module 1, which relate to describing language and language skills, factors in the language learning process and the range of methods, tasks and activities available to the language teacher. The candidate is generally able to relate existing knowledge to both familiar and unfamiliar classroom situations.
BAND 4
BAND 2
The candidate demonstrates comprehensive and extensive knowledge of all areas on the TKT Module 3 syllabus, i.e. managing the teaching and learning process. He/she shows familiarity with the full range of concepts, terminology, practices and processes tested in TKT Module 3, which relate to teachers’ and learners’ language in the classroom and options available for classroom management in order to promote learning. The candidate is able to relate existing knowledge to both familiar and unfamiliar classroom situations.
The candidate demonstrates comprehensive and extensive knowledge of all areas on the TKT Module 2 syllabus, i.e. lesson planning and use of resources for language teaching. He/she shows familiarity with the full range of concepts, terminology, practices and processes tested in TKT Module 2, which relate to general practice in lesson planning and materials use, reasons for carrying out particular activities in the classroom, and for using particular resources and materials. The candidate is able to relate existing knowledge to both familiar and unfamiliar classroom situations.
The candidate demonstrates comprehensive and accurate knowledge of all areas on the TKT Module 1 syllabus, i.e. language systems and background to language learning and teaching. He/she shows familiarity with the full range of concepts, terminology, practices and processes tested in TKT Module 1, which relate to describing language and language skills, factors in the language learning process and the range of methods, tasks and activities available to the language teacher. The candidate is able to relate existing knowledge to both familiar and unfamiliar classroom situations.
Module 3: Managing the teaching and learning process
Module 2: Lesson planning and use of resources
Module 1: Language and background to language learning and teaching
TKT
Band descriptors
Te ac h i n g K n o w l e d g e Te s t | ba n d d e sc r i p to r s
45
