TKT Young Learners Handbook

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uCLLS 2010 LMC]6583]008
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ISBN 978-1-906438-96-8
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Handbook for teachers
https://www.teachers.CambridgeESOL.org/ts/teachingqualifications/tktyl
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www.CambridgeESOL.org
1
TKT: YL HANDBOOK | CONTENTS
Contents
Preface
This handbook is intended for course providers who are, or intend to become, involved in preparing
candidates for the TKT: Young Learners module.
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: ESOL@ucles.org.uk
www.CambridgeESOL.org
2 Introduction
5 An overview of TKT: YL
6 General description and syllabus
10 Preparing for the TKT: YL module
12 Sample test
21 TKT: YL test administration
21 Grading and results
22 Special Circumstances
23 Test production
23 Support for candidates and course providers
24 Frequently asked questions and answers
24 Sample test answer key
25 Sample OMR answer sheet
26 References
Introduction
Introduction to Cambridge ESOL
TKT: Young Learners is designed and produced by University
of Cambridge ESOL Examinations (Cambridge ESOL), a
department of the University of Cambridge and part of the
University of Cambridge Local Examinations Syndicate, which
has provided examinations in English for speakers of other
languages since 1913. Cambridge ESOL offers an extensive
range of examinations, certificates and diplomas for learners
and teachers of English, taken by over 3 million people a year,
in more than 130 countries.
Introduction to TKT: Young Learners a test of
professional knowledge for English language teachers
who teach English to young learners
How young is a young learner?
The term young learner is interpreted differently around the
world. TKT: Young Learners defines a young learner as a child
who is in their first six years of formal education, from the age
of 6 to 12. The reason for this choice is that the lower limit of
6 roughly corresponds to the start of formal schooling in many
countries, while the upper age of 12 approximates to a time
when many children have begun to experience significant
cognitive and emotional changes. This definition is also
broadly in line with Cambridge ESOLs own definition of 7-12
for its Starters, Movers and Flyers exams for young learners.
How is teaching English to young learners different
from teaching English to adults?
There are of course similarities between teaching young
learners and teaching adults. Teachers of adults and teachers
of young learners may need many of the same skills in
planning, teaching and classroom management, for example.
They need good language proficiency. Depending upon the
educational and cultural context in which they are working,
the aims of their teaching may often be similar. Both, for
example, may be concerned with helping learners to
understand and communicate, and to develop learning
strategies which help them to learn independently of the
teacher.
Like adults, young learners are individuals with their own
characteristics, likes, dislikes and beliefs. It is therefore
difficult to generalise about teaching them. However, four key
differences between teaching young learners and adults are
summarised in the following section.
1. Unlike many adults, young learners are still
developing cognitively, linguistically, socially,
emotionally and physically.
To a far greater extent than adults, young learners aged 6-12
are developing their thinking skills, their first language
systems, discovering rules for interacting with others,
understanding their own reactions to others and to events,
and learning to develop hand-eye coordination and other
motor skills. Smith (1995) summarises by describing young
learners as products in process. The breadth, volume and
speed of this early development also means that there are
significant differences in the abilities, interests and
characteristics of children within the 6-12 age range. There
can, for example, be significant learner variables between say,
children aged 8-9, and children aged 10-11 (Cephe and Teflik
2001).
2. Unlike many adults, young learners often have no
obvious reason for learning English.
Many adults choose to learn English for specific job-related or
personal purposes. Learners at secondary school are often
motivated to learn English in order to pass an exam, get a job,
or go to university. Young learners, by contrast, are generally
conscripts in language classes (even in private language
classes), and may have no obvious reasons for learning
English. They generally do not need, for example, to order a
meal in English, give directions, or discuss the weather (Clark
1990), all typical focuses of an adult early language learning
class. However, the lack of a clear reason for learning English
may not worry the young learner, who will very often bring
goodwill, energy and curiosity to learning.
3. Unlike many adults, young learners may not
always have well-developed literacy skills to support
their learning of English.
Many children at the younger age of the 6-12 spectrum may
not be able to read and write in their own language, or may be
starting to read and write L1, sometimes in a different script,
in parallel with learning to read and write in English. It is
often the case, therefore, that children up to the age of about 9
may not be able to use an ability to read or write to support
their learning in a foreign language. Cameron (2001:108) refers
to this phenomenon as a literacy skills lag. This means that
in many young learner classrooms talk is the main medium of
input, as children may not yet have the skills to decode
meaning from text.
TKT: YL HANDBOOK | I NTRODUCTI ON
2
professional development. However, it is likely that centres
and other institutions will offer preparation courses for the
TKT: YL module. These may include practical issues arising
from specific young learner contexts and some teaching
practice. It should be noted that TKT: YL tests knowledge of
teaching young learners rather than teaching ability.
The TKT: YL module offers candidates a step in their
professional development as teachers. As a result of the global
need for language learning, candidates who are language
teachers can add TKT: YL to their existing qualifications.
The TKT: YL module can be taken at any stage in a teachers
career. It is suitable for pre- or in-service teachers of English
or classroom assistants who work with young learners of
English. It is intended for international candidates who may
either be non-first language or first language teachers. It is
suitable for general young learner teachers who already teach
other curriculum subjects in their first language, specialist
young learner teachers who teach only English, or teachers of
older learners or adults who also teach young learners. This
module forms part of a framework of teaching awards and
tests for teachers offered by Cambridge ESOL. This includes
the Teaching Knowledge Test (TKT); TKT: Content and
Language Integrated Learning (CLIL); TKT: Knowledge about
Language (KAL); TKT: Practical; CELTA (Certificate in English
Language Teaching to Adults); ICELT (In-service Certificate in
English Language Teaching); and the three Delta (Diploma in
English Language Teaching to Adults) modules. These are
based on the following content areas: language knowledge,
pedagogical knowledge, pedagogical content knowledge and
knowledge of context. A summary of the entry requirements
and content of Cambridge ESOLs teaching awards and tests
for teachers can be found on page 4.
4. Unlike many adults, young learners often learn
slowly and forget quickly.
The popular belief that somehow young learners find it much
easier to learn than adults is attractive, but not supported by
evidence from classroom contexts where children learn
English as a foreign language in their own country for a few
lessons a week. From the rather limited evidence available,
research tends to show that older learners (from 13 or so and
up) may have advantages in terms of remembering grammar
and vocabulary (Aitchison 2003, Snow and Hoefnagel-Hohle
1978), possibly due to advantages over younger learners in
learning skills and cognition. In addition, given similar
conditions, older learners pronunciation may not differ
significantly from that of younger learners over time (Snow
and Hoefnagel-Hohle 1977).
Why teach English to young learners?
Though there may not necessarily be immediate linguistic
benefits in teaching English to young learners, there are good
attitudinal, intercultural, personal and academic reasons for
doing so. Most crucially, positive early experiences of learning
a foreign language may help young learners to develop self-
esteem and positive attitudes to learning English. This will
equip them to study English with greater confidence when
they are older and can bring more developed learning and
cognitive skills to the more formal and abstract learning they
may experience in secondary school.
Intercultural benefits may derive from the realisation that
other countries have a language with sounds and rules which
are different from their own. As they realise that there are
similarities as well as differences between English-speaking
people and them, they may also be able to learn values of
tolerance, empathy and curiosity. These values will be useful
in their later life and for the society in which they live. They
may gain academic benefits from learning English, too:
generic concepts such as time, number and changes in the
season can be consolidated through learning English, as can
learning skills such as planning, organising and checking
work. For more on the benefits of early start English, see
Read (2003).
TKT: YL is an additional module of the Teaching
Knowledge Test (TKT).
It tests knowledge of teaching English to young learners. It
tests knowledge of concepts related to young learner learning
and development, knowledge about planning young learner
lessons and knowledge of teaching strategies, practice
activities and resources used to support and challenge young
learners language learning. It also tests knowledge of
informal classroom assessment of young learners work.
TKT: YL is designed to offer maximum flexibility and
accessibility for candidates and therefore does not test
context-specific knowledge nor does it include compulsory
teaching practice. It is intended to be a platform for
3
Cambridge ESOL teaching awards and tests for teachers
Note: Cambridge ESOL also offers IDLTM and the Young Learner Extension to CELTA. IDLTM is an educational management qualification.
Entry for the Young Learner Extension to CELTA is conditional on candidates having completed CELTA.
TKT Module 1
TKT Module 2
TKT Module 3
TKT: CLIL TKT: KAL TKT: Practical TKT: YL CELTA ICELT Delta
Module
One
Delta
Module
Two
Delta
Module
Three
Teaching
experience
not essential not essential not essential required not essential not required required recommended required recommended
Previous
qualifications
/ training
not essential not essential not essential not essential not essential qualifications
which allow
access to
higher
education
local
requirements
apply
an initial
teaching
qualification
an initial
teaching
qualification
an initial
teaching
qualification
Suggested
language
level
minimum of
Council of
Europe B1
minimum of
Council of
Europe B1
minimum of
Council of
Europe B2
minimum of
Council of
Europe B1
minimum of
Council of
Europe B1
minimum of
Council of
Europe C2/C1
minimum of
Council of
Europe B2
minimum of
Council of
Europe C2/C1
minimum of
Council of
Europe C2/C1
minimum of
Council of
Europe C2/C1
Teaching age
group
primary,
secondary
or adults
primary,
secondary
or adults
primary,
secondary
or adults
primary,
secondary
or adults
children
aged
6 - 12
adults (16+) primary,
secondary
or adults
primary,
secondary or
adults
primary,
secondary or
adults
primary,
secondary or
adults
Can be taken
pre-service
yes yes yes no yes yes no not
recommended
no not
recommended
Course
attendance
not required not required not required not required not required yes yes not required yes not required
Assessed
teaching
practice
no no no yes no yes yes no yes no
Continuous
assessment
no no no no no yes yes no yes no
Involves
coursework
no no no no no yes yes no yes no
Written test /
examination
yes yes yes no yes no no yes no no
4
An overview of TKT: Young
Learners
The aims of TKT: YL
to test candidates knowledge of
- concepts related to young learner learning and
development
- planning and preparing young learner lessons
- the practice of teaching young learners
- the practice of assessing young learner work in the
classroom
to provide an easily accessible test about teaching young
learners to speakers of other languages which is
prepared and delivered to international standards, and
could be used by candidates to access further training,
and to enhance career opportunities
to encourage teachers in their professional development
by providing a step in a developmental framework of
awards for teachers of English.
TKT: Young Learners candidature
TKT: YL is suitable for:
teachers who teach young learners aged 6-12
teachers who will teach this age group in the future
classroom assistants who work with young learners
aged 6-12
classroom assistants who will work with this age group
in the future.
Candidates taking TKT: YL will normally have some experience
of teaching English to speakers of other languages. TKT: YL
may also be taken by:
pre-service teachers
teachers involved in training programmes
candidates studying for teaching qualifications who may
have non-native learners in their classrooms.
To access TKT: YL, teachers need at least an intermediate level
of English Level B1 of the Council of Europes Common
European Framework of Reference for Languages (CEFR) e.g.
PET or IELTS band score of 4. However, candidates are not
required to have taken any English language examinations.
Candidates taking the TKT: YL module are expected to be
familiar with the language of teaching as represented in the
separate TKT glossary. Candidates are not required to take
any other modules of TKT or to fulfil any specific entry
requirements for the TKT: YL module. Successful candidates
are likely to have some experience of teaching English to
young learners.
Test format
The TKT: Young Learners module consists of 80 questions in four
parts. Candidates are required to answer the questions by
selecting a letter for the correct answer. As the module tests
candidates knowledge related to teaching young learners rather
than proficiency in the English language or performance in
classroom situations, candidates are not required to listen,
speak or produce extended writing when taking TKT: Young
Learners.
Approaches to teaching and learning
A range of approaches to teaching and learning may be covered
in the test material. Approaches which might bias against
candidates from particular backgrounds or teaching contexts are
avoided. Knowledge of communicative and other approaches to
teaching is expected, as is familiarity with common ELT
terminology.
Sources and text types used in TKT: YL
Extracts, original or adapted, from the following sources may
feature in the TKT: YL module:
young learner coursebooks, activity books or
supplementary materials including young learner
materials found on the web
articles relating to young learners from journals,
magazines and the internet
diagrams and other visuals
descriptions of classroom situations.
TKT: YL HANDBOOK | AN OVERVI EW OF TKT: YL 5
GENERAL DESCRIPTION
Examination format TKT: YL consists of four parts.
Timing 1 hour 20 minutes
Number of items 80
Task types 3-option multiple choice; 1-1
matching; 3/4/5-option
matching; 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 item carries one mark.
TKT: YL HANDBOOK | GENERAL DESCRI PTI ON AND SYLLABUS
6
TKT: Young Learners
SYLLABUS
TKT: YL is an examination for teachers and classroom
assistants who teach or will teach English to young
learners. It tests knowledge of concepts related to young
learner learning and development, and knowledge of
young learners from a teaching perspective: the planning,
teaching and assessment of young learners work.
PART 1
Title Knowledge of young learners and
principles of teaching English to
young learners
Number of items 13
Areas of
knowledge
childrens characteristics as
language learners (theory-focused)
developing childrens learning
strategies through language
learning
developing childrens cognitive
strategies through language
learning
developing childrens
communication strategies through
language learning
Task types 3-option multiple choice;
1-1 matching;
3/4/5-option matching;
odd one out
PART 2
Title Planning and preparing young
learner lessons
Number of items 21
Areas of
knowledge
lesson plans components /
headings
providing support and challenge
when selecting and using
coursebooks and supplementary
materials
additional resources selecting,
adapting and supplementing
1-1 matching;
odd one out
PART 3
Title Teaching young learners
Number of items 33
Areas of
knowledge
scaffolding childrens
understanding of language and use
of language through teacher
language and teaching strategies
using practice activities to
consolidate childrens language
learning
managing young learners in class
1-1 matching;
odd one out
PART 4
Title Assessing young learner learning
through classroom-based
assessment
Number of items 13
Areas of
knowledge
purposes of different types of
classroom-based assessment
focus of different types of
acting on classroom-based
assessment evidence
1-1 matching;
odd one out
7
Part 1
This part of the TKT: YL module tests candidates knowledge of
childrens characteristics as language learners and knowledge of how
language learning can help young learners to develop learning
strategies, cognitive strategies and communication strategies.
Syllabus area Knowledge of Young Learners and
Principles of Teaching English to
Young Learners
Possible testing focus
Childrens characteristics as language learners
(theory-focused)
- capacity for play and fun
- capacity for indirect learning: tendency to respond to
meaning and the situation rather than to language
- need to feel relaxed/safe
- learning from social interaction (with peers and teacher)
- using chunks
- using limited language at their disposal creatively
- some children may already be able or be beginning to
understand abstracts, generalise and systematise
- characteristics which vary between children: e.g. learning
styles, previous learning experience, L1 background,
motivation, personality, attention spans (depending on
activity and topic)
Developing childrens learning strategies through
language learning
- planning learning
- setting learning objectives
- selecting activities
- organising learning
- reviewing learning
- remembering language or information about language
- using reference resources
- developing hypotheses about language rules
- comparing
- contrasting
- self assessment
- self correction
Developing childrens cognitive strategies through
language learning
- predicting
- skimming
- scanning
- identifying
- matching
- categorising
- deducing meaning from context
- risk-taking
- sequencing
- ranking
Developing childrens communication strategies
through language learning
- asking for an object (Can I have?)
- asking for clarification or help (Can you help me?/ How
can I?)
- asking for information (Whats a dragon? / How do
you?)
- asking for permission (Can I go/take/use/work with?)
- attracting someones attention (Miss!)
- clarifying (Yes, a blue one.)
- describing routines or states (I go to bed at/ It lives in
the jungle.)
- describing a personal experience (We went to the park.)
- describing an action (Hes singing.)
- describing appearance (Its green.)
- expressing a reason (Because I found it.)
- expressing agreement/disagreement (OK/I dont
think so...)
- expressing an intention (Im going to draw a house.)
- expressing an opinion (I like cats.)
- giving instructions (Open it! Dont do that!)
- narrating (The king said)
- offering something (Do you want some?)
Part 2
planning and preparing language lessons for young learners.
Syllabus area Planning and preparing young
learner lessons
Lesson plans (components/headings)
- learning outcomes
- personal teaching aim
- previous learning
- resources needed
- interaction patterns (plenary, groups, pairs, individual)
- procedure
- possible problems and solutions
- differentiation
- assessment evidence
- syllabus fit
- follow up suggestions
- lesson evaluation
8
8
Providing support and challenge when selecting and
using coursebooks and supplementary materials
Adding to, omitting from and adapting coursebooks and
supplementary materials to support and challenge
childrens learning:
- adding visual support
- adding word banks
- adding possible answers
- omitting unnecessary detail
- simplifying language
- personalising content
- changing layout
- adapting tasks
Additional resources selecting, adapting and
supplementing
Planning and sequencing lessons involving coursebooks
and supplementary materials through the use and
adaptation of:
- stories
- games (e.g. physical response, guessing, memory,
categorisation games)
- puppets
- realia
- flashcards, pictures and drawings
- blackboard/whiteboard
- art and craft materials and activities (e.g. making and
designing mini-books, origami animals, personal
dictionaries, masks, puppets, weather charts, cards for
special occasions)
- action rhymes, songs and chants
- ICT
- DVD clips (both commercial and class-made)
Part 3
strategies for teaching language to young learners.
Syllabus area Teaching young learners
Scaffolding childrens understanding of language and use
of language through teacher language
- using language at childrens level
- adjusting language to childrens level: repeating, rephrasing,
allowing wait time after asking a question
- asking appropriate questions: closed, open, divergent,
convergent
- supporting language with gestures and actions (facial
expressions, making sounds, pointing, nodding)
- correcting: reformulating, recasting, ignoring error
- using L1 when appropriate
Scaffolding through teaching strategies (see Moon,
2000)
- creating a clear or familiar context for an activity
- creating a clear purpose for an activity which makes
sense from a childs perspective
- providing language models or prompts for an activity or
topic (e.g. through puppets, drawings)
- revising language needed for an activity or topic
- demonstrating through a model and/or example how to
do an activity
- moving from known to unknown in an activity
- focusing on visible objects, actions and information
- using practical activities in which language is supported
by action
- supporting meaning with visuals and/or objects (e.g.
puppets, mascots)
- creating opportunities for learning through different
senses
- relating activities to childrens personal experiences
- use of word banks, language frames, substitution tables,
sentence starters, speech bubbles, different kinds of
charts, diagrams and grids to support both input and
output
Using practice activities to consolidate childrens
language learning
- stirrers and settlers
- competitive and cooperative activities
- listen and do (physical response), listen and make, listen
and draw, listen and say
- dictation
- visualisation
- brainstorming
- drills
- chants
- dialogue
- songs
- role-play
- stories
- surveys
- information-gap activities
- guessing activities
- memory activities
- categorisation activities
- problem-solving activities
9
Managing young learners in class
- getting and keeping childrens attention
- checking understanding
- correction strategies (recasting, reformulating, ignoring
errors, plus a limited focus on direct correction techniques)
- using and managing individual, pair, group and whole
class work
- establishing routines to develop responsible behaviour and
help children to feel safe
- giving children practical responsibilities
Part 4
assessing young learner learning in the classroom, and knowledge of
how to respond to the information provided by classroom assessment.
Syllabus area Assessing young learner learning
through classroom-based assessment
Purposes of assessing learning
- identifying progress in language, learning strategies, use of
skills
- identifying achievement in language, learning strategies,
use of skills
- diagnosing strengths and weaknesses in language, learning
strategies, use of skills, gaining feedback on learning
objectives of lesson or of syllabus
- identifying childrens likes and dislikes
Focuses of assessing learning
- language
- behaviour
- learning strategies
- cognitive strategies
Acting on assessment evidence
- providing oral and written formative feedback in class
- adjusting teaching materials
- adjusting task types
- adjusting classroom management
TKT: YL HANDBOOK | PREPARATI ON
Become fully familiar with the exam format and task types
for TKT: Young Learners. See page 7 for details of the
number of sections the test contains, the number of tasks
in each section and the task types that could be used in
each section. Look too at the sample paper on pages 12-20
of this handbook. The task types used are:
1-1 matching (See the first task on page 13 for an
example.)
3/4/5-option matching (See the second task on page 13 for
an example.)
3-option multiple choice (See the second task on page 17
for an example.)
odd one out (See the second task on page 18 for an
example.)
Notice the instructions for each task, read them carefully
and always do as instructed.
Check that you can complete the questions in the given
time limit (80 minutes) and make sure you know how to
record your answers on the answer sheet. (See page 25 for a
sample answer sheet.) Remember that all answers must be
given on the answer sheet by lozenging the correct letter.
Preparing for the TKT: YL
module
General
TKT: YL is concerned with teaching English as a foreign
language to young learners. Teachers may therefore be able
to use their own teaching situation as a means of preparing
for the test.
Before a lesson, teachers could:
look at the language demands of the lesson and decide
what kind of support is needed so that learners can
understand and produce the language in spoken and
written English
notice any particular difficulties and include additional
support for the less able young learners
think about providing additional challenge for the more
able young learners
provide young learners with an opportunity to reflect on
what they have learned at the end of the lesson.
While teaching a lesson, teachers could:
note any common strengths and problems young learners
have in understanding and using key language
monitor and take note of young learners ability to work
effectively at different stages of the lesson.
After a lesson, teachers could:
consider possible reasons for young learners success or
difficulty in understanding and using key language
consider possible reasons for the effectiveness or
ineffectiveness of different lesson stages
consider what changes, if any, they might make in their
future lesson with their young learners class.
Become familiar with supplementary materials for teaching
English to young learners. When looking at these materials
it is useful to think about how the learner can access them
by asking questions such as:
Is the topic appropriate for my young learners?
Is the language load manageable and relevant for my
young learners?
What will I need to adapt, omit or add to in the materials?
10
TKT: YL HANDBOOK | PREPARATI ON
By part
Part 1: Knowledge of young learners and principles
of teaching English to young learners
Candidates can consider, discuss or read about:
young learners characteristics as language learners
how language learning can help young learners to
develop learning strategies, cognitive strategies and
communication strategies.
Part 2: Planning and preparing young learner
lessons
what needs to be planned before teaching a young
learner lesson or series of lessons
different ways of providing support and challenge in
young learner materials
the use of additional classroom resources in young
learner lessons.
Part 3: Teaching young learners
scaffolding young learners understanding and use of
language
using practice activities in young learner lessons
managing young learners in class.
Part 4: Assessing young learner learning through
purposes of and focuses for assessing young learners
work in class
ways of responding to the information classroom
assessment provides.
11
TKT: YL HANDBOOK | SAMPLE TEST
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e
s

I
N
S
T
R
U
C
T
I
O
N
S

T
O

C
A
N
D
I
D
A
T
E
S

D
o

n
o
t

o
p
e
n

t
h
i
s

q
u
e
s
t
i
o
n

p
a
p
e
r

u
n
t
i
l

y
o
u

a
r
e

t
o
l
d

t
o

d
o

s
o
.

W
r
i
t
e

y
o
u
r

n
a
m
e
,

C
e
n
t
r
e

n
u
m
b
e
r

a
n
d

c
a
n
d
i
d
a
t
e

n
u
m
b
e
r

o
n

y
o
u
r

a
n
s
w
e
r

s
h
e
e
t

i
f

t
h
e
y

a
r
e

n
o
t

a
l
r
e
a
d
y

t
h
e
r
e
.

R
e
a
d

t
h
e

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

f
o
r

e
a
c
h

p
a
r
t

o
f

t
h
e

p
a
p
e
r

c
a
r
e
f
u
l
l
y
.

A
n
s
w
e
r

a
l
l

t
h
e

q
u
e
s
t
i
o
n
s
.

R
e
a
d

t
h
e

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

o
n

t
h
e

a
n
s
w
e
r

s
h
e
e
t
.

M
a
r
k

y
o
u
r

a
n
s
w
e
r
s

o
n

t
h
e

a
n
s
w
e
r

s
h
e
e
t
.

U
s
e

a

p
e
n
c
i
l
.

Y
o
u

m
u
s
t

c
o
m
p
l
e
t
e

t
h
e

a
n
s
w
e
r

s
h
e
e
t

w
i
t
h
i
n

t
h
e

t
i
m
e

l
i
m
i
t
.

A
t

t
h
e

e
n
d

o
f

t
h
e

t
e
s
t
,

h
a
n
d

i
n

b
o
t
h

t
h
e

q
u
e
s
t
i
o
n

p
a
p
e
r

a
n
d

t
h
e

a
n
s
w
e
r

s
h
e
e
t
.

I
N
F
O
R
M
A
T
I
O
N

F
O
R

C
A
N
D
I
D
A
T
E
S

T
h
e
r
e

a
r
e

8
0

q
u
e
s
t
i
o
n
s

o
n

t
h
i
s

p
a
p
e
r
.

E
a
c
h

q
u
e
s
t
i
o
n

c
a
r
r
i
e
s

o
n
e

m
a
r
k
.

T
h
i
s

p
a
p
e
r

c
o
n
s
i
s
t
s

o
f

1
4

p
r
i
n
t
e
d

p
a
g
e
s

a
n
d

2

b
l
a
n
k

p
a
g
e
s
.

P
V
7

U
C
L
E
S

2
0
1
0

T
K
T
:

Y
o
u
n
g

L
e
a
r
n
e
r
s

Sample test
Sample test
13
2

F
o
r

q
u
e
s
t
i
o
n
s

1

6
,

m
a
t
c
h

t
h
e

t
e
a
c
h
e
r
s

c
o
m
m
e
n
t
s

o
n

h
e
r

a
p
p
r
o
a
c
h

t
o

l
e
a
r
n
i
n
g

w
i
t
h

t
h
e

y
o
u
n
g

l
e
a
r
n
e
r

n
e
e
d
s

a
n
d

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

l
i
s
t
e
d

A

G
.

M
a
r
k

t
h
e

c
o
r
r
e
c
t

l
e
t
t
e
r

(
A

G
)

o
n

y
o
u
r

a
n
s
w
e
r

s
h
e
e
t
.

T
h
e
r
e

i
s

o
n
e

e
x
t
r
a

o
p
t
i
o
n

w
h
i
c
h

y
o
u

d
o

n
o
t

n
e
e
d

t
o

u
s
e
.

Y
o
u
n
g

l
e
a
r
n
e
r

n
e
e
d
s

a
n
d

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

Y
o
u
n
g

l
e
a
r
n
e
r
s

l
i
k
e

t
o

h
a
v
e
:

A

r
o
u
t
i
n
e
s

i
n

t
h
e

c
l
a
s
s
r
o
o
m

B

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

f
e
e
d
b
a
c
k

o
n

t
h
e
i
r

l
a
n
g
u
a
g
e

C

o
p
p
o
r
t
u
n
i
t
i
e
s

t
o

r
e
s
p
o
n
d

t
o

a
n
d

u
s
e

l
a
n
g
u
a
g
e

c
r
e
a
t
i
v
e
l
y

D

c
h
a
n
c
e

t
o

h
a
v
e

f
u
n

a
s

a

w
h
o
l
e

c
l
a
s
s

E

h
e
l
p

w
i
t
h

u
n
d
e
r
l
y
i
n
g

l
a
n
g
u
a
g
e

p
a
t
t
e
r
n
s

F

p
h
y
s
i
c
a
l

m
o
v
e
m
e
n
t
/
a
c
t
i
v
i
t
y

G

e
n
o
u
g
h

t
i
m
e

t
o

c
o
m
p
l
e
t
e

t
h
e
i
r

w
o
r
k

T
e
a
c
h
e
r
s

c
o
m
m
e
n
t
s

1

T
h
e
y
r
e

o
f
t
e
n

s
l
e
e
p
y

i
n

t
h
e

a
f
t
e
r
n
o
o
n
s

s
o

w
e

g
e
n
e
r
a
l
l
y

d
o

s
o
m
e

g
r
o
u
p

p
r
o
j
e
c
t

w
o
r
k

w
h
e
r
e

t
h
e
y
r
e

m
e
a
s
u
r
i
n
g

o
r

d
o
i
n
g

s
o
m
e
t
h
i
n
g

l
i
k
e

a

s
c
i
e
n
c
e

e
x
p
e
r
i
m
e
n
t
.

2

T
h
e
y

w
o
r
r
y

a
b
o
u
t

t
h
e
i
r

s
p
e
l
l
i
n
g

s
o
,

e
a
c
h

w
e
e
k
,

w
e

c
h
o
o
s
e

a

v
o
w
e
l

s
o
u
n
d

a
n
d

b
r
a
i
n
s
t
o
r
m

a
l
l

t
h
e

w
o
r
d
s

w
e

c
a
n

t
h
i
n
k

o
f
.

T
h
e
n

w
e

l
o
o
k

a
t

h
o
w

t
h
e
y
r
e

s
p
e
l
t

a
n
d

c
a
t
e
g
o
r
i
s
e

t
h
e
m
.

3

O
n
e

o
f

t
h
e

t
h
i
n
g
s

m
y

p
u
p
i
l
s

l
i
k
e

m
o
s
t

i
s

t
o

l
e
a
r
n

a

c
h
a
n
t

a
n
d

t
h
e
n

t
r
y

t
o

s
a
y

i
t

f
a
s
t
e
r

a
n
d

f
a
s
t
e
r

b
u
t

s
t
i
l
l

k
e
e
p

i
n

t
i
m
e
.

T
h
a
t

p
a
r
t
s

r
e
a
l
l
y

h
a
r
d
!

4

A
t

t
h
e

s
t
a
r
t

o
f

t
h
e

l
e
s
s
o
n
,

t
w
o

p
u
p
i
l
s

g
i
v
e

o
u
t

t
h
e

b
o
o
k
s

a
n
d

a
n
o
t
h
e
r

w
r
i
t
e
s

t
h
e

d
a
t
e

o
n

t
h
e

b
o
a
r
d
.

5

W
e

o
f
t
e
n

d
o

v
i
s
u
a
l
i
s
a
t
i
o
n
s
.

T
h
e
y

c
l
o
s
e

t
h
e
i
r

e
y
e
s

a
n
d

I

a
s
k

t
h
e
m

q
u
e
s
t
i
o
n
s

a
b
o
u
t

a

s
t
o
r
y
:

w
h
o
s

i
n

i
t
?

w
h
e
r
e

a
r
e

t
h
e
y
?

w
h
a
t

h
a
p
p
e
n
s
?

T
h
e
n

t
h
e
y

d
r
a
w

a

p
i
c
t
u
r
e

a
n
d

w
r
i
t
e

a

f
e
w

s
e
n
t
e
n
c
e
s

a
b
o
u
t

i
t
.

6

I
v
e

g
o
t

a

b
a
n
k

o
f

w
o
r
k
s
h
e
e
t
s

a
t

t
h
e

b
a
c
k

o
f

t
h
e

r
o
o
m

f
o
r

f
a
s
t

f
i
n
i
s
h
e
r
s

s
o

t
h
a
t

t
h
e
y

d
o
n
t

g
e
t

b
o
r
e
d

w
a
i
t
i
n
g

f
o
r

e
v
e
r
y
o
n
e

e
l
s
e
.

3

T
u
r
n

o
v
e
r

!

F
o
r

q
u
e
s
t
i
o
n
s

7

1
3
,

m
a
t
c
h

t
h
e

t
e
a
c
h
e
r
s

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

w
i
t
h

t
h
e

m
a
i
n

c
o
g
n
i
t
i
v
e

s
t
r
a
t
e
g
i
e
s

t
h
e
y

a
r
e

h
e
l
p
i
n
g

t
o

d
e
v
e
l
o
p

l
i
s
t
e
d

A

D
.

M
a
r
k

t
h
e

c
o
r
r
e
c
t

l
e
t
t
e
r

(
A

D
)

o
n

y
o
u
r

a
n
s
w
e
r

s
h
e
e
t
.

Y
o
u

w
i
l
l

n
e
e
d

t
o

u
s
e

s
o
m
e

o
f

t
h
e

o
p
t
i
o
n
s

m
o
r
e

t
h
a
n

o
n
c
e
.

M
a
i
n

c
o
g
n
i
t
i
v
e

s
t
r
a
t
e
g
i
e
s

A

c
a
t
e
g
o
r
i
s
i
n
g

B

p
r
e
d
i
c
t
i
n
g

C

r
a
n
k
i
n
g

D

i
n
f
e
r
r
i
n
g

T
e
a
c
h
e
r
s

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

7

L
o
o
k

a
t

t
h
e

m
o
n
s
t
e
r
s

i
n

t
h
e
s
e

p
i
c
t
u
r
e
s
.

W
h
i
c
h

o
n
e
s

n
a
u
g
h
t
y
?

H
o
w

d
o

y
o
u

k
n
o
w
?

8

L
o
o
k

a
t

t
h
e
s
e

l
e
t
t
e
r
s

a
n
d

t
h
e
n

t
r
y

t
o

f
i
n
d

t
h
e

a
n
i
m
a
l

w
o
r
d

I
m

t
h
i
n
k
i
n
g

o
f
.

A
r
e

y
o
u

r
e
a
d
y
?

F
i
r
s
t

w
o
r
d
:

D

,

N
e
x
t

w
o
r
d
:

S

,

n
e
x
t

o
n
e
:

C

9

C
u
t

o
u
t

t
h
e

f
i
v
e

p
i
c
t
u
r
e
s

o
f

f
o
o
d
.

S
t
i
c
k

y
o
u
r

f
a
v
o
u
r
i
t
e

o
n
e

h
e
r
e

a
t

t
h
e

t
o
p

a
n
d

w
r
i
t
e

t
h
e

n
a
m
e

u
n
d
e
r

i
t
.

T
h
e
n

p
u
t

y
o
u
r

n
e
x
t

f
a
v
o
u
r
i
t
e

o
n
e

u
n
d
e
r

i
t
,

a
n
d

s
o

o
n
.

1
0

L
i
s
t
e
n

t
o

t
h
e
s
e

p
e
o
p
l
e
s

v
o
i
c
e
s
.

W
h
i
c
h

p
e
r
s
o
n

s
o
u
n
d
s

h
a
p
p
y
?

1
1

O
n

t
h
i
s

p
a
p
e
r

y
o
u
v
e

g
o
t

t
w
o

c
i
r
c
l
e
s
.

I
n

t
h
i
s

c
i
r
c
l
e
,

d
r
a
w

t
w
o

t
h
i
n
g
s

y
o
u

o
n
l
y

w
e
a
r

i
n

w
i
n
t
e
r

a
n
d

i
n

t
h
e

o
t
h
e
r
,

c
i
r
c
l
e

t
w
o

t
h
i
n
g
s

y
o
u

o
n
l
y

w
e
a
r

i
n

s
u
m
m
e
r
.

1
2

O
n

t
h
e

b
o
a
r
d

t
h
e
r
e

a
r
e

p
i
c
t
u
r
e
s

o
f

S
u
e
,

a

s
h
o
e

a
n
d

a

z
o
o
.

L
i
s
t
e
n

t
o

t
h
i
s

w
o
r
d

a
n
d

t
e
l
l

m
e

w
h
i
c
h

p
i
c
t
u
r
e

t
o

w
r
i
t
e

i
t

u
n
d
e
r
.

N
o
w

l
i
s
t
e
n

t
o

t
h
e
s
e

w
o
r
d
s
.

1
3

H
e
r
e

a
r
e

p
i
c
t
u
r
e
s

o
f

1
0

t
h
i
n
g
s

t
o

t
a
k
e

o
n

h
o
l
i
d
a
y
.

I
n

p
a
i
r
s
,

c
h
o
o
s
e

t
h
e

f
i
v
e

m
o
s
t

i
m
p
o
r
t
a
n
t

f
o
r

y
o
u
.

14
Sample test
5

T
u
r
n

o
v
e
r

!

M
e
m
o
r
y

G
a
m
e

L
e
s
s
o
n

p
l
a
n

T
e
a
c
h
e
r

c
o
m
m
e
n
t
s

V
o
c
a
b
u
l
a
r
y

f
o
c
u
s

1
4
k
i
t
c
h
e
n
,

k
n
i
f
e
,

f
o
r
k
,

s
p
o
o
n
,

p
l
a
t
e
,

c
u
p
,

b
o
w
l
,

f
r
u
i
t
,

v
e
g
e
t
a
b
l
e
s

G
o
o
d
:

t
h
e
y
r
e

d
o
i
n
g

h
e
a
l
t
h
y

e
a
t
i
n
g

i
n

s
c
i
e
n
c
e
.

B
e
f
o
r
e

c
l
a
s
s

C
o
p
y

t
h
e

v
o
c
a
b
u
l
a
r
y

w
o
r
k
s
h
e
e
t

o
f

p
i
c
t
u
r
e
s

a
n
d

w
o
r
d
s
,

a
n
d

c
u
t

t
h
e
m

i
n
t
o

f
l
a
s
h
c
a
r
d
s
.

1
5

O
n
e

g
r
o
u
p

o
f

c
h
i
l
d
r
e
n

c
a
n
t

r
e
a
d

i
t
,

s
o

I
l
l

m
a
k
e

a

s
e
t

o
f

m
a
t
c
h
i
n
g

p
i
c
t
u
r
e
s

f
o
r

t
h
e
m
.

1
6

G
r
e
a
t
!

C
h
i
l
d
r
e
n

c
o
u
l
d

m
a
k
e

t
h
e
i
r

o
w
n

g
a
m
e

s
e
t
s

t
o

k
e
e
p

a
n
d

p
r
a
c
t
i
s
e

w
i
t
h
.

!

I
n

c
l
a
s
s

R
e
v
i
e
w

t
h
e

t
o
p
i
c

o
f

v
o
c
a
b
u
l
a
r
y
.

!

1
7

I
m
p
o
r
t
a
n
t
,

b
e
c
a
u
s
e

t
h
i
s

g
a
m
e

m
i
g
h
t

b
e

n
e
w

f
o
r

s
o
m
e

c
h
i
l
d
r
e
n
.

E
x
p
l
a
i
n

t
h
e

g
a
m
e

b
y

e
x
a
m
p
l
e
,

w
i
t
h

y
o
u
r
s
e
l
f

a
s

o
n
e

p
l
a
y
e
r
,

a
n
d

t
h
r
e
e

m
o
r
e

c
h
i
l
d
r
e
n
.

G
a
m
e

r
u
l
e
s

1
8
E
x
p
l
a
i
n

t
h
a
t

t
h
e
y

m
u
s
t

p
a
y

a
t
t
e
n
t
i
o
n

t
o

r
e
m
e
m
b
e
r

w
h
e
r
e

t
h
e
i
r

w
o
r
d
s

a
r
e
.

!

M
i
x

t
h
e

c
a
r
d
s
,

a
n
d

p
u
t

t
h
e

w
o
r
d

c
a
r
d
s

f
a
c
e

d
o
w
n

o
n

t
h
e

t
a
b
l
e
,

i
n

f
o
u
r

r
o
w
s

o
f

t
w
o
,

a
n
d

t
h
e

p
i
c
t
u
r
e
s

f
a
c
e

d
o
w
n

o
n

t
h
e

o
t
h
e
r

s
i
d
e

o
f

t
h
e

t
a
b
l
e
,

a
l
s
o

i
n

f
o
u
r

r
o
w
s

o
f

t
w
o
.

1
9
!

A
s
k

a

c
h
i
l
d

t
o

t
u
r
n

o
v
e
r

a

c
a
r
d

f
r
o
m

t
h
e

p
i
c
t
u
r
e

s
i
d
e

a
n
d

t
o

s
a
y

t
h
e

w
o
r
d
,

a
n
d

t
o

d
o

t
h
e

s
a
m
e

f
o
r

a

c
a
r
d

o
n

t
h
e

w
o
r
d

s
i
d
e
.

I
l
l

k
n
o
w

i
f

t
h
e
y

h
a
v
e

l
e
a
r
n
e
d

s
o
m
e
t
h
i
n
g

i
f

t
h
e
y

u
s
e

E
n
g
l
i
s
h

r
a
t
h
e
r

t
h
a
n

L
1

f
o
r

p
i
c
t
u
r
e

c
a
r
d
s
.

!

I
f

t
h
e

p
i
c
t
u
r
e

a
n
d

w
o
r
d

c
a
r
d
s

a
r
e

t
h
e

s
a
m
e

o
b
j
e
c
t
,

t
h
e

c
h
i
l
d

k
e
e
p
s

t
h
e

t
w
o

c
a
r
d
s
.

I
f

t
h
e

p
i
c
t
u
r
e

a
n
d

w
o
r
d

d
o

n
o
t

m
a
t
c
h
,

t
h
e

c
h
i
l
d

p
u
t
s

t
h
e

t
w
o

c
a
r
d
s

f
a
c
e

d
o
w
n

a
g
a
i
n
.

2
0

!

T
h
e

n
e
x
t

c
h
i
l
d

c
o
n
t
i
n
u
e
s

i
n

t
h
e

s
a
m
e

w
a
y
.

I

m
u
s
t

t
r
y

t
o

l
i
s
t
e
n

t
o

a
l
l

t
h
e

p
a
i
r
s

t
h
i
s

t
i
m
e
.

!

T
h
e

g
a
m
e

i
s

o
v
e
r

w
h
e
n

a
l
l

t
h
e

p
i
c
t
u
r
e
s

a
n
d

w
o
r
d
s

h
a
v
e

b
e
e
n

m
a
t
c
h
e
d
.

4

F
o
r

q
u
e
s
t
i
o
n
s

1
4

2
0
,

m
a
t
c
h

t
h
e

t
e
a
c
h
e
r
s

n
o
t
e
s

o
n

a

v
o
c
a
b
u
l
a
r
y

l
e
s
s
o
n

p
l
a
n

f
r
o
m

a

r
e
s
o
u
r
c
e

b
o
o
k

w
i
t
h

t
h
e

l
e
s
s
o
n

p
l
a
n

h
e
a
d
i
n
g
s

l
i
s
t
e
d

A

H
.

M
a
r
k

t
h
e

c
o
r
r
e
c
t

l
e
t
t
e
r

(
A

H
)

o
n

y
o
u
r

a
n
s
w
e
r

s
h
e
e
t
.

T
h
e
r
e

i
s

o
n
e

e
x
t
r
a

o
p
t
i
o
n

w
h
i
c
h

y
o
u

d
o

n
o
t

n
e
e
d

t
o

u
s
e
.

L
e
s
s
o
n

p
l
a
n

h
e
a
d
i
n
g
s

A

A
s
s
u
m
p
t
i
o
n
s

B

A
s
s
e
s
s
m
e
n
t

e
v
i
d
e
n
c
e

C

D
i
f
f
e
r
e
n
t
i
a
t
i
o
n

D

E
x
t
e
n
s
i
o
n

a
c
t
i
v
i
t
y

E

I
n
t
e
r
a
c
t
i
o
n

p
a
t
t
e
r
n
s

F

S
y
l
l
a
b
u
s

f
i
t

G

P
e
r
s
o
n
a
l

t
e
a
c
h
i
n
g

a
i
m

H

P
r
o
c
e
d
u
r
e

15
Sample test
7

T
u
r
n

o
v
e
r

!

F
o
r

q
u
e
s
t
i
o
n
s

2
8

3
4
,

c
h
o
o
s
e

t
h
e

b
e
s
t

o
p
t
i
o
n

(
A
,

B

o
r

C
)

t
o

c
o
m
p
l
e
t
e

e
a
c
h

s
t
a
t
e
m
e
n
t

a
b
o
u
t

u
s
i
n
g

a
d
d
i
t
i
o
n
a
l

r
e
s
o
u
r
c
e
s
.

M
a
r
k

t
h
e

c
o
r
r
e
c
t

l
e
t
t
e
r

(
A
,

B

o
r

C
)

o
n

y
o
u
r

a
n
s
w
e
r

s
h
e
e
t
.

2
8

I

o
f
t
e
n

u
s
e

a
c
t
i
o
n

r
h
y
m
e
s

w
i
t
h

m
y

c
l
a
s
s

b
e
c
a
u
s
e

_
_
_
_
_
_
_
_
_
_
_
_

h
e
l
p

t
h
e

c
h
i
l
d
r
e
n

t
o

a
s
s
o
c
i
a
t
e

w
o
r
d
s

w
i
t
h

m
e
a
n
i
n
g
s
.

A

t
h
e

w
o
r
d
s

t
h
a
t

r
h
y
m
e

B

t
h
e

m
o
v
e
m
e
n
t
s

C

t
h
e

t
u
n
e
s

2
9

I

f
i
n
d

c
o
m
p
u
t
e
r

g
a
m
e
s

w
h
e
r
e

c
h
i
l
d
r
e
n

p
u
t

s
e
n
t
e
n
c
e
s

i
n

t
h
e

r
i
g
h
t

o
r
d
e
r

t
o

m
a
k
e

a

s
t
o
r
y

c
a
n

b
e

u
s
e
f
u
l

b
e
c
a
u
s
e

c
h
i
l
d
r
e
n

g
e
t

_
_
_
_
_
_
_
_
_
_
_
_
.

A

i
m
m
e
d
i
a
t
e

f
e
e
d
b
a
c
k

o
n

t
h
e
i
r

a
n
s
w
e
r
s

B

t
h
e

c
h
a
n
c
e

t
o

i
n
v
e
n
t

i
n
t
e
r
e
s
t
i
n
g

s
t
o
r
i
e
s

C

p
l
e
n
t
y

o
f

l
i
s
t
e
n
i
n
g

p
r
a
c
t
i
c
e

3
0

M
a
k
i
n
g

o
r
i
g
a
m
i

a
n
i
m
a
l
s

i
n

c
l
a
s
s

i
s

p
a
r
t
i
c
u
l
a
r
l
y

u
s
e
f
u
l

f
o
r

p
r
a
c
t
i
s
i
n
g

_
_
_
_
_
_
_
_
_
_
_
_
.

A

t
h
e

w
o
r
d
s

f
o
r

d
i
f
f
e
r
e
n
t

a
n
i
m
a
l
s

B

l
i
s
t
e
n
i
n
g

f
o
r

g
i
s
t

C

f
o
l
l
o
w
i
n
g

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

3
1

W
o
r
d
s
e
a
r
c
h

p
u
z
z
l
e
s

c
a
n

b
e

a

u
s
e
f
u
l

w
a
y

o
f

_
_
_
_
_
_
_
_
_
_
_
_
.

A

p
r
a
c
t
i
s
i
n
g

r
e
a
d
i
n
g

c
o
m
p
r
e
h
e
n
s
i
o
n

B

i
m
p
r
o
v
i
n
g

l
e
a
r
n
e
r
s

w
o
r
d

s
t
r
e
s
s

C

r
e
v
i
e
w
i
n
g

a

l
e
x
i
c
a
l

s
e
t

3
2

W
h
e
n

I
m

s
h
o
w
i
n
g

a

D
V
D

c
l
i
p

f
o
r

t
h
e

f
i
r
s
t

t
i
m
e
,

I

s
o
m
e
t
i
m
e
s

t
u
r
n

t
h
e

s
o
u
n
d

d
o
w
n

a
n
d

a
s
k

t
h
e

c
h
i
l
d
r
e
n

t
o

_
_
_
_
_
_
_
_
_
_
_
_

w
h
a
t

t
h
e

c
h
a
r
a
c
t
e
r
s

a
r
e

s
a
y
i
n
g
.

A

r
e
p
e
a
t

B

i
m
a
g
i
n
e

C

t
r
a
n
s
l
a
t
e

3
3

I

l
i
k
e

m
a
k
i
n
g

a

v
i
d
e
o

o
f

m
y

c
l
a
s
s
e
s

a
c
t
i
n
g

o
u
t

l
i
t
t
l
e

s
t
o
r
i
e
s

b
e
c
a
u
s
e

t
h
e
y

_
_
_
_
_
_
_
_
_
_
_
_
.

A

r
e
a
l
i
s
e

t
h
e
i
r

p
r
o
n
u
n
c
i
a
t
i
o
n

i
s

n
o
t

v
e
r
y

g
o
o
d

B

w
a
n
t

t
o

p
r
a
c
t
i
s
e

u
n
t
i
l

t
h
e
y

c
a
n

d
o

i
t

r
e
a
l
l
y

w
e
l
l

C

c
a
n

s
e
e

w
h
o
s
e

a
c
t
i
n
g

s
k
i
l
l
s

a
r
e

p
a
r
t
i
c
u
l
a
r
l
y

g
o
o
d

3
4

I

f
i
n
d

t
h
a
t

f
l
a
s
h
c
a
r
d
s

a
r
e

p
a
r
t
i
c
u
l
a
r
l
y

u
s
e
f
u
l

f
o
r

i
l
l
u
s
t
r
a
t
i
n
g

_
_
_
_
_
_
_
_
_
_
_
_
.

A

c
o
n
c
r
e
t
e

v
o
c
a
b
u
l
a
r
y

i
t
e
m
s

B

l
e
x
i
c
a
l

c
h
u
n
k
s

C

w
o
r
d
s

t
h
a
t

a
r
e

h
a
r
d

t
o

t
r
a
n
s
l
a
t
e

6

F
o
r

q
u
e
s
t
i
o
n
s

2
1

2
7
,

m
a
t
c
h

t
h
e

p
r
o
b
l
e
m
s

t
e
a
c
h
e
r
s

h
a
v
e

w
i
t
h

m
a
t
e
r
i
a
l
s

w
i
t
h

t
h
e

w
a
y
s

o
f

s
u
p
p
l
e
m
e
n
t
i
n
g

o
r

a
d
a
p
t
i
n
g

t
h
o
s
e

m
a
t
e
r
i
a
l
s

l
i
s
t
e
d

A

H
.

M
a
r
k

t
h
e

c
o
r
r
e
c
t

l
e
t
t
e
r

(
A

H
)

o
n

y
o
u
r

a
n
s
w
e
r

s
h
e
e
t
.

T
h
e
r
e

i
s

o
n
e

e
x
t
r
a

o
p
t
i
o
n

w
h
i
c
h

y
o
u

d
o

n
o
t

n
e
e
d

t
o

u
s
e
.

T
e
a
c
h
e
r
s

p
r
o
b
l
e
m
s

W
a
y
s

o
f

a
d
a
p
t
i
n
g

t
h
e

m
a
t
e
r
i
a
l
s

2
1

T
h
e
r
e

w
a
s

a

t
e
x
t

i
n

t
h
e

c
o
u
r
s
e
b
o
o
k

a
b
o
u
t

p
e
t
s
.

I

w
a
s
n
t

s
u
r
e

i
f

m
y

l
e
a
r
n
e
r
s

w
o
u
l
d

k
n
o
w

t
h
e

d
i
f
f
e
r
e
n
c
e

b
e
t
w
e
e
n

h
a
m
s
t
e
r
s

a
n
d

g
u
i
n
e
a

p
i
g
s

a
n
d

b
u
d
g
i
e
s

a
n
d

c
a
n
a
r
i
e
s
.

S
o

I

2
2

T
h
e

c
h
i
l
d
r
e
n

w
e
r
e

k
e
e
n

t
o

f
i
n
d

o
u
t

m
o
r
e

a
b
o
u
t

a

n
e
w

f
i
l
m

w
h
i
c
h

c
a
m
e

o
u
t

r
e
c
e
n
t
l
y
.

I

f
o
u
n
d

a

g
o
o
d

r
e
v
i
e
w

i
n

a

n
e
w
s
p
a
p
e
r

a
n
d

a
l
t
h
o
u
g
h

t
h
e

l
a
n
g
u
a
g
e

w
a
s

a
b
o
v
e

t
h
e
i
r

l
e
v
e
l
,

I

k
n
e
w

t
h
e
y

w
o
u
l
d

f
i
n
d

i
t

a
l
l

r
e
a
l
l
y

i
n
t
e
r
e
s
t
i
n
g
.

S
o

I

2
3

T
h
e

c
o
u
r
s
e
b
o
o
k

h
a
d

a

r
e
c
i
p
e

f
o
r

s
o
m
e
t
h
i
n
g

t
h
a
t

i
s
n
t

p
o
p
u
l
a
r

a
m
o
n
g

c
h
i
l
d
r
e
n

i
n

o
u
r

c
o
u
n
t
r
y
.

I

t
h
o
u
g
h
t

i
t

w
o
u
l
d

b
e

m
o
r
e

u
s
e
f
u
l

f
o
r

t
h
e
m

t
o

s
t
u
d
y

t
h
e

l
a
n
g
u
a
g
e

i
n

a

r
e
c
i
p
e

f
o
r

s
o
m
e
t
h
i
n
g

t
h
e
y

l
i
k
e
.

S
o

I

2
4

I

g
o
t

s
o
m
e

i
n
f
o
r
m
a
t
i
o
n

a
b
o
u
t

c
h
o
c
o
l
a
t
e

f
r
o
m

a

l
o
c
a
l

f
a
c
t
o
r
y

b
u
t

I

w
a
n
t
e
d

t
h
e

c
h
i
l
d
r
e
n

t
o

r
e
a
d

o
n
l
y

a
b
o
u
t

h
o
w

i
t

i
s

m
a
d
e

a
n
d

n
o
t

a
b
o
u
t

t
h
e

h
i
s
t
o
r
y

o
f

c
h
o
c
o
l
a
t
e

m
a
k
i
n
g
.

S
o

I

2
5

T
h
e

r
e
c
o
r
d
i
n
g

f
r
o
m

t
h
e

c
o
u
r
s
e
b
o
o
k

a
b
o
u
t

t
h
e

f
e
s
t
i
v
a
l
s

w
a
s

r
e
a
l
l
y

i
n
t
e
r
e
s
t
i
n
g
.

B
u
t

I

w
a
n
t
e
d

t
h
e

c
h
i
l
d
r
e
n

t
o

d
o

s
o
m
e
t
h
i
n
g

m
o
r
e

c
o
m
m
u
n
i
c
a
t
i
v
e

t
h
a
n

j
u
s
t

l
i
s
t
e
n

a
n
d

a
n
s
w
e
r

t
h
e

c
o
m
p
r
e
h
e
n
s
i
o
n

q
u
e
s
t
i
o
n
s
.

S
o

I

2
6

I

w
a
n
t
e
d

m
y

c
l
a
s
s

t
o

d
r
a
w

a

V
e
n
n

d
i
a
g
r
a
m

o
f

t
h
e

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

a
n
d

d
i
f
f
e
r
e
n
c
e
s

b
e
t
w
e
e
n

c
a
m
e
l
s

a
n
d

g
i
r
a
f
f
e
s
.

I

k
n
e
w

t
h
e
y

w
o
u
l
d
n
t

t
h
i
n
k

o
f

e
n
o
u
g
h

t
h
i
n
g
s

t
o

m
a
k
e

a

v
e
r
y

c
o
m
p
l
e
t
e

d
i
a
g
r
a
m
.

S
o

I

2
7

T
h
e

s
t
o
r
y

i
n

t
h
e

c
o
u
r
s
e
b
o
o
k

w
a
s

w
r
i
t
t
e
n

a
s

o
n
e

l
o
n
g

p
a
r
a
g
r
a
p
h

i
n

v
e
r
y

s
m
a
l
l

p
r
i
n
t

a
n
d

w
a
s

h
a
r
d

t
o

r
e
a
d
.

S
o

I

A

B

C

D

E

F

G H

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

t
h
e

c
o
n
t
e
n
t
.

o
m
i
t
t
e
d

s
o
m
e

u
n
n
e
c
e
s
s
a
r
y

d
e
t
a
i
l
s
.

a
d
a
p
t
e
d

t
h
e

t
a
s
k
.

a
d
d
e
d

a

t
r
a
n
s
c
r
i
p
t
.

c
h
a
n
g
e
d

t
h
e

l
a
y
o
u
t
.

g
a
v
e

t
h
e
m

s
o
m
e

p
o
s
s
i
b
l
e

a
n
s
w
e
r
s
.
a
d
d
e
d

s
o
m
e

v
i
s
u
a
l

s
u
p
p
o
r
t
.

s
i
m
p
l
i
f
i
e
d

t
h
e

l
a
n
g
u
a
g
e
.

16
Sample test
9

T
u
r
n

o
v
e
r

!

F
o
r

q
u
e
s
t
i
o
n
s

4
2

4
8
,

m
a
t
c
h

t
h
e

e
x
a
m
p
l
e
s

o
f

w
h
a
t

f
a
s
t

f
i
n
i
s
h
e
r
s

d
o

i
n

c
l
a
s
s

w
i
t
h

t
h
e

s
c
a
f
f
o
l
d
i
n
g

s
t
r
a
t
e
g
i
e
s

f
o
r

c
h
a
l
l
e
n
g
i
n
g

t
h
e
m

l
i
s
t
e
d

A
,

B

a
n
d

C
.

M
a
r
k

t
h
e

c
o
r
r
e
c
t

l
e
t
t
e
r

(
A
,

B

o
r

C
)

o
n

y
o
u
r

a
n
s
w
e
r

s
h
e
e
t
.

Y
o
u

w
i
l
l

n
e
e
d

t
o

u
s
e

s
o
m
e

o
f

t
h
e

o
p
t
i
o
n
s

m
o
r
e

t
h
a
n

o
n
c
e
.

S
c
a
f
f
o
l
d
i
n
g

s
t
r
a
t
e
g
i
e
s

f
o
r

c
h
a
l
l
e
n
g
i
n
g

f
a
s
t

f
i
n
i
s
h
e
r
s

A

C
h
i
l
d
r
e
n

c
h
e
c
k

t
h
e
i
r

o
w
n

w
o
r
k
.

B

C
h
i
l
d
r
e
n

h
e
l
p

o
t
h
e
r

c
h
i
l
d
r
e
n

w
h
o

h
a
v
e

n
o
t

f
i
n
i
s
h
e
d

y
e
t
.

C

C
h
i
l
d
r
e
n

d
o

a
n

e
x
t
e
n
s
i
o
n

a
c
t
i
v
i
t
y
.

W
h
a
t

f
a
s
t

f
i
n
i
s
h
e
r
s

d
o

4
2

W
r
i
t
e

t
h
e

n
a
m
e

o
f

f
i
v
e

o
b
j
e
c
t
s

w
h
i
c
h

a
r
e

u
s
u
a
l
l
y

r
e
d
.

4
3

C
o
m
p
a
r
e

t
h
e
i
r

a
n
s
w
e
r
s

t
o

a

c
o
m
p
r
e
h
e
n
s
i
o
n

t
a
s
k

a
b
o
u
t

a

s
t
o
r
y

w
i
t
h

t
h
e

a
n
s
w
e
r

k
e
y

a
t

t
h
e

b
a
c
k

o
f

t
h
e
i
r

c
o
u
r
s
e
b
o
o
k
.

4
4

E
x
p
l
a
i
n

i
n

L
1

h
o
w

t
o

d
o

a

s
e
q
u
e
n
c
i
n
g

t
a
s
k

t
o

a

g
r
o
u
p

h
a
v
i
n
g

p
r
o
b
l
e
m
s

d
o
i
n
g

t
h
e

t
a
s
k
.

4
5

D
r
a
w

a

p
i
c
t
u
r
e

t
o

i
l
l
u
s
t
r
a
t
e

t
h
e

c
h
a
n
t

t
h
e
y

h
a
v
e

w
r
i
t
t
e
n
.

4
6

P
r
o
o
f
r
e
a
d

t
h
e
i
r

s
h
o
r
t

d
e
s
c
r
i
p
t
i
o
n

o
f

a

t
y
p
i
c
a
l

d
a
y

i
n

t
h
e
i
r

l
i
f
e

b
e
f
o
r
e

t
h
e
y

g
i
v
e

i
t

t
o

t
h
e

t
e
a
c
h
e
r
.

4
7

C
h
o
o
s
e

a

g
r
a
d
e
d

r
e
a
d
e
r

f
r
o
m

a

r
e
a
d
i
n
g

b
o
x

t
h
e

t
e
a
c
h
e
r

k
e
e
p
s

i
n

t
h
e

c
l
a
s
s
r
o
o
m
.

4
8

A
n
s
w
e
r

a
n
o
t
h
e
r

c
h
i
l
d
s

q
u
e
s
t
i
o
n
s

a
b
o
u
t

t
h
e

m
e
a
n
i
n
g

o
f

s
o
m
e

w
o
r
d
s

i
n

a

s
u
r
v
e
y

t
h
e

c
l
a
s
s

a
r
e

p
r
e
p
a
r
i
n
g
.

8

F
o
r

q
u
e
s
t
i
o
n
s

3
5

4
1
,

m
a
t
c
h

t
h
e

t
e
a
c
h
e
r

c
l
a
s
s
r
o
o
m

l
a
n
g
u
a
g
e

i
n

t
h
e

e
x
a
m
p
l
e
s

w
i
t
h

t
h
e

s
t
r
a
t
e
g
i
e
s

f
o
r

s
c
a
f
f
o
l
d
i
n
g

c
h
i
l
d
r
e
n
s

u
n
d
e
r
s
t
a
n
d
i
n
g

a
n
d

l
a
n
g
u
a
g
e

u
s
e

l
i
s
t
e
d

A

H
.

M
a
r
k

t
h
e

c
o
r
r
e
c
t

l
e
t
t
e
r

(
A

H
)

o
n

y
o
u
r

a
n
s
w
e
r

s
h
e
e
t
.

T
h
e
r
e

i
s

o
n
e

e
x
t
r
a

o
p
t
i
o
n

w
h
i
c
h

y
o
u

d
o

n
o
t

n
e
e
d

t
o

u
s
e
.

S
t
r
a
t
e
g
i
e
s

f
o
r

s
c
a
f
f
o
l
d
i
n
g

c
h
i
l
d
r
e
n
s

u
n
d
e
r
s
t
a
n
d
i
n
g

a
n
d

l
a
n
g
u
a
g
e

u
s
e

A

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

B

p
r
o
m
p
t
i
n
g

C

e
c
h
o

c
o
r
r
e
c
t
i
n
g

D

d
e
f
i
n
i
n
g

E

g
i
v
i
n
g

a
n

e
x
a
m
p
l
e

F

d
e
m
o
n
s
t
r
a
t
i
n
g

G

i
g
n
o
r
i
n
g

e
r
r
o
r

H

a
s
k
i
n
g

a
n

o
p
e
n

q
u
e
s
t
i
o
n

T
e
a
c
h
e
r

c
l
a
s
s
r
o
o
m

l
a
n
g
u
a
g
e

3
5

C
h
i
l
d
:

W
h
a
t

d
o
e
s

a
n
i
m
a
l

m
e
a
n
?

T
e
a
c
h
e
r
:

C
a
t
s

a
n
d

h
o
r
s
e
s

a
r
e

a
n
i
m
a
l
s
.

3
6

C
h
i
l
d
:

T
h
i
s

M
a
r
t
i
n
s

p
e
n
.

T
e
a
c
h
e
r
:

O
K
.

W
e
l
l

c
a
n

y
o
u

g
i
v
e

i
t

b
a
c
k

t
o

h
i
m
,

p
l
e
a
s
e
.

3
7

C
h
i
l
d
:

L
a
s
t

S
a
t
u
r
d
a
y

m
y

a
u
n
t
i
e

t
a
k
e

m
e

t
o

t
h
e

c
i
n
e
m
a
.

T
e
a
c
h
e
r
:

T
a
k
e
?

3
8

C
h
i
l
d
:

S
o
r
r
y
.

I

d
o
n
t

u
n
d
e
r
s
t
a
n
d
.

T
e
a
c
h
e
r
:

P
u
t

y
o
u
r

c
h
a
i
r

l
i
k
e

t
h
i
s
.

T
h
e
n

y
o
u

c
a
n
t

s
e
e

S
a
m
s

p
i
c
t
u
r
e
.

3
9

C
h
i
l
d
:

T
h
i
s

d
i
n
o
s
a
u
r

i
s

m
o
r
e

b
i
g
.

T
e
a
c
h
e
r
:

O
K
,

t
h
i
s

d
i
n
o
s
a
u
r
s

b
i
g
g
e
r
.

4
0

C
h
i
l
d
:

W
h
a
t
s

a
n

i
n
s
e
c
t
?

T
e
a
c
h
e
r
:

I
t
s

a
n

a
n
i
m
a
l

w
i
t
h

s
i
x

l
e
g
s
.

4
1

C
h
i
l
d
:

I

c
a
n
t

r
e
m
e
m
b
e
r

t
h
e

n
a
m
e

o
f

t
h
e

c
o
l
o
u
r
.

T
e
a
c
h
e
r
:

P
u
r

C
h
i
l
d
:

P
u
r
p
l
e
.

17
Sample test
1
1

T
u
r
n

o
v
e
r

!

F
o
r

q
u
e
s
t
i
o
n
s

5
5

6
0
,

c
h
o
o
s
e

t
h
e

b
e
s
t

o
p
t
i
o
n

(
A
,

B

o
r

C
)

t
o

c
o
m
p
l
e
t
e

e
a
c
h

s
t
a
t
e
m
e
n
t

a
b
o
u
t

t
h
e

u
s
e
s

o
f

c
l
a
s
s
r
o
o
m

p
r
a
c
t
i
c
e

a
c
t
i
v
i
t
i
e
s
.

M
a
r
k

t
h
e

c
o
r
r
e
c
t

l
e
t
t
e
r

(
A
,

B

o
r

C
)

o
n

y
o
u
r

a
n
s
w
e
r

s
h
e
e
t
.

5
5

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

v
o
c
a
b
u
l
a
r
y

b
e
f
o
r
e

a

t
a
s
k

A

m
a
k
e
s

u
s
e

o
f

c
h
i
l
d
r
e
n
s

o
w
n

e
x
p
e
r
i
e
n
c
e

a
n
d

m
e
m
o
r
i
e
s

o
f

t
h
e

t
o
p
i
c
.

B

h
e
l
p
s

c
h
i
l
d
r
e
n

d
e
d
u
c
e

m
e
a
n
i
n
g

f
r
o
m

c
o
n
t
e
x
t
.

C

c
r
e
a
t
e
s

a
n

i
n
f
o
r
m
a
t
i
o
n
-
g
a
p

a
c
t
i
v
i
t
y
.

5
6

R
o
l
e
-
p
l
a
y

c
a
n

p
r
o
v
i
d
e

c
h
i
l
d
r
e
n

w
i
t
h

t
h
e

o
p
p
o
r
t
u
n
i
t
y

t
o

A

p
r
a
c
t
i
s
e

w
r
i
t
i
n
g

s
k
i
l
l
s
.

B

d
o

j
i
g
s
a
w

l
i
s
t
e
n
i
n
g
.

C

c
o
n
s
o
l
i
d
a
t
e

l
a
n
g
u
a
g
e

c
h
u
n
k
s
.

5
7

S
e
t
t
l
i
n
g

a
c
t
i
v
i
t
i
e
s

a
i
m

t
o

A

c
r
e
a
t
e

a

c
o
m
p
e
t
i
t
i
v
e

c
l
a
s
s
r
o
o
m

a
t
m
o
s
p
h
e
r
e
.

B

c
a
l
m

a
n
d

f
o
c
u
s

c
h
i
l
d
r
e
n

a
f
t
e
r

a

p
e
r
i
o
d

o
f

a
c
t
i
v
i
t
y
.

C

p
r
o
v
i
d
e

g
r
o
u
p

p
r
a
c
t
i
c
e

o
f

t
a
r
g
e
t

l
a
n
g
u
a
g
e
.

5
8

V
i
s
u
a
l
i
s
a
t
i
o
n

a
c
t
i
v
i
t
i
e
s

i
n
v
o
l
v
e

c
h
i
l
d
r
e
n

i
n

A

u
s
i
n
g

m
i
n
d

m
a
p
s

t
o

r
e
c
o
r
d

v
o
c
a
b
u
l
a
r
y
.

B

c
l
o
s
i
n
g

t
h
e
i
r

e
y
e
s

a
n
d

l
i
s
t
e
n
i
n
g

t
o

t
h
e

t
e
a
c
h
e
r
s
.

C

l
o
o
k
i
n
g

a
t

p
i
c
t
u
r
e
s

i
n

g
r
o
u
p
s
.

5
9

T
o
t
a
l

P
h
y
s
i
c
a
l

R
e
s
p
o
n
s
e

a
c
t
i
v
i
t
i
e
s

i
n
v
o
l
v
e

m
a
i
n
l
y

A

c
h
i
l
d
r
e
n
s

w
r
i
t
i
n
g

s
k
i
l
l
s
.

B

c
h
i
l
d
r
e
n
s

r
e
a
d
i
n
g

s
k
i
l
l
s
.

C

c
h
i
l
d
r
e
n
s

l
i
s
t
e
n
i
n
g

s
k
i
l
l
s
.

6
0

P
r
o
b
l
e
m
-
s
o
l
v
i
n
g

a
c
t
i
v
i
t
i
e
s

c
o
n
s
o
l
i
d
a
t
e

c
h
i
l
d
r
e
n
s

l
a
n
g
u
a
g
e

l
e
a
r
n
i
n
g

b
y

A

a
c
t
i
v
a
t
i
n
g

t
h
e
i
r

c
o
g
n
i
t
i
v
e

s
k
i
l
l
s
.

B

p
r
e
s
e
n
t
i
n
g

n
e
w

l
a
n
g
u
a
g
e
.

C

h
i
g
h
l
i
g
h
t
i
n
g

t
h
e

i
m
p
o
r
t
a
n
c
e

o
f

a
c
c
u
r
a
t
e

p
r
o
n
u
n
c
i
a
t
i
o
n
.

1
0

F
o
r

q
u
e
s
t
i
o
n
s

4
9

5
4
,

m
a
t
c
h

t
h
e

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

o
f

a
c
t
i
v
i
t
i
e
s

w
i
t
h

t
h
e

t
y
p
e
s

o
f

p
r
a
c
t
i
c
e

a
c
t
i
v
i
t
y

l
i
s
t
e
d

A

G
.

M
a
r
k

t
h
e

c
o
r
r
e
c
t

l
e
t
t
e
r

(
A

G
)

o
n

y
o
u
r

a
n
s
w
e
r

s
h
e
e
t
.

T
h
e
r
e

i
s

o
n
e

e
x
t
r
a

o
p
t
i
o
n

w
h
i
c
h

y
o
u

d
o

n
o
t

n
e
e
d

t
o

u
s
e
.

T
y
p
e
s

o
f

p
r
a
c
t
i
c
e

a
c
t
i
v
i
t
y

A

b
r
a
i
n
s
t
o
r
m

B

i
n
f
o
r
m
a
t
i
o
n
-
g
a
p

C

v
i
s
u
a
l
i
s
a
t
i
o
n

D

g
u
e
s
s
i
n
g

E

m
e
m
o
r
y

a
c
t
i
v
i
t
y

F

r
o
l
e
-
p
l
a
y

G

d
r
i
l
l

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

o
f

a
c
t
i
v
i
t
i
e
s

4
9

C
h
i
l
d
r
e
n

c
l
o
s
e

t
h
e
i
r

e
y
e
s

w
h
i
l
e

t
h
e

t
e
a
c
h
e
r

r
e
m
o
v
e
s

o
n
e

o
f

t
h
e

s
t
o
r
y

s
e
n
t
e
n
c
e
s

f
r
o
m

t
h
e

b
o
a
r
d
.

T
h
e
y

o
p
e
n

t
h
e
i
r

e
y
e
s
,

t
h
e
n

s
a
y

w
h
i
c
h

o
n
e

i
s

m
i
s
s
i
n
g
.

5
0

T
h
e

t
e
a
c
h
e
r

s
a
y
s

t
h
e

s
e
n
t
e
n
c
e

I

g
a
v
e

h
e
r

a

b
a
n
a
n
a
,

t
h
e
n

s
h
o
w
s

p
i
c
t
u
r
e
s

o
f

e
.
g
.

a

l
i
t
t
l
e

g
i
r
l
,

a

m
a
n
,

a

m
o
t
h
e
r

a
n
d

f
a
t
h
e
r
,

a

c
a
t
,

e
t
c
.

C
h
i
l
d
r
e
n

h
a
v
e

t
o

s
a
y

t
h
e

s
e
n
t
e
n
c
e

w
i
t
h

t
h
e

c
o
r
r
e
c
t

p
r
o
n
o
u
n

f
o
r

e
a
c
h
.

5
1

A
f
t
e
r

r
e
a
d
i
n
g

t
h
e

s
t
o
r
y
,

t
h
e

t
e
a
c
h
e
r

c
h
o
o
s
e
s

d
i
f
f
e
r
e
n
t

c
h
i
l
d
r
e
n

t
o

a
c
t

i
t

o
u
t
.

5
2

T
h
e

t
e
a
c
h
e
r

t
e
l
l
s

t
h
e

c
h
i
l
d
r
e
n

t
h
e
y

a
r
e

g
o
i
n
g

t
o

t
r
a
v
e
l

i
n

a

s
p
a
c
e
s
h
i
p

t
o

a
n
o
t
h
e
r

p
l
a
n
e
t
.

I
n

g
r
o
u
p
s
,

t
h
e
y

m
a
k
e

a

l
i
s
t

o
f

t
h
i
n
g
s

t
h
e
y

w
a
n
t

t
o

t
a
k
e

w
i
t
h

t
h
e
m
.

5
3

E
a
c
h

c
h
i
l
d

h
a
s

a

d
i
f
f
e
r
e
n
t

v
e
r
s
i
o
n

o
f

a

p
i
c
t
u
r
e

t
o

t
h
e
i
r

p
a
r
t
n
e
r
.

W
i
t
h
o
u
t

l
o
o
k
i
n
g

a
t

e
a
c
h

o
t
h
e
r
s

p
i
c
t
u
r
e
,

t
h
e
y

t
a
k
e

t
u
r
n
s

t
o

d
e
s
c
r
i
b
e

w
h
a
t

t
h
e
y

s
e
e

i
n

o
r
d
e
r

t
o

f
i
n
d

f
i
v
e

d
i
f
f
e
r
e
n
c
e
s
.

5
4

T
h
e

t
e
a
c
h
e
r

a
s
k
s

t
h
e

c
h
i
l
d
r
e
n

a

s
e
r
i
e
s

o
f

q
u
e
s
t
i
o
n
s

a
b
o
u
t

a
n

i
m
a
g
i
n
a
r
y

d
a
y

o
u
t

s
u
c
h

a
s
,

W
h
e
r
e

a
r
e

y
o
u

g
o
i
n
g
?
,

W
h
o
s

w
i
t
h

y
o
u
?

W
h
a
t
s

t
h
e

w
e
a
t
h
e
r

l
i
k
e
?

C
h
i
l
d
r
e
n

s
i
t

q
u
i
e
t
l
y

w
i
t
h

t
h
e
i
r

e
y
e
s

c
l
o
s
e
d
,

t
h
i
n
k
i
n
g

a
b
o
u
t

t
h
e

a
n
s
w
e
r
s
.

18
Sample test
1
3

T
u
r
n

o
v
e
r

!

F
o
r

q
u
e
s
t
i
o
n
s

6
8

7
3
,

l
o
o
k

a
t

t
h
e

i
n
c
o
m
p
l
e
t
e

s
t
a
t
e
m
e
n
t
s

a
b
o
u
t

a
s
s
e
s
s
i
n
g

c
h
i
l
d
r
e
n

i
n

c
l
a
s
s

a
n
d

t
h
e

t
h
r
e
e

o
p
t
i
o
n
s

f
o
r

c
o
m
p
l
e
t
i
n
g

t
h
e
m

l
i
s
t
e
d

A
,

B

a
n
d

C
.

T
w
o

o
f

t
h
e

o
p
t
i
o
n
s

c
o
m
p
l
e
t
e

t
h
e

s
t
a
t
e
m
e
n
t
s

c
o
r
r
e
c
t
l
y
.

O
n
e

o
f

t
h
e

o
p
t
i
o
n
s

d
o
e
s

N
O
T
.

M
a
r
k

t
h
e

l
e
t
t
e
r

(
A
,

B

o
r

C
)

w
h
i
c
h

d
o
e
s

N
O
T

c
o
m
p
l
e
t
e

t
h
e

s
t
a
t
e
m
e
n
t

c
o
r
r
e
c
t
l
y

o
n

y
o
u
r

a
n
s
w
e
r

s
h
e
e
t
.

6
8

T
o

a
s
s
e
s
s

t
h
e
i
r

c
o
g
n
i
t
i
v
e

s
k
i
l
l
s
,

t
h
e

t
e
a
c
h
e
r

a
s
k
s

t
h
e

c
h
i
l
d
r
e
n

t
o

A

a
n
s
w
e
r

t
r
u
e
/
f
a
l
s
e

q
u
e
s
t
i
o
n
s

a
b
o
u
t

t
h
e
i
r

f
a
v
o
u
r
i
t
e

t
y
p
e
s

o
f

f
o
o
d
.

B

p
u
t

p
i
c
t
u
r
e
s

o
f

f
o
o
d

i
n
t
o

t
w
o

g
r
o
u
p
s
:

f
o
o
d

t
h
e
y

l
i
k
e

a
n
d

f
o
o
d

t
h
e
y

d
o
n
t

l
i
k
e
.

C

s
e
q
u
e
n
c
e

t
h
e

p
r
i
c
e
s

o
f

d
i
f
f
e
r
e
n
t

f
o
o
d
s

f
r
o
m

t
h
e

c
h
e
a
p
e
s
t

t
o

t
h
e

m
o
s
t

e
x
p
e
n
s
i
v
e
.

6
9

T
o

a
s
s
e
s
s

t
h
e
i
r

a
b
i
l
i
t
y

t
o

u
s
e

l
a
n
g
u
a
g
e

c
r
e
a
t
i
v
e
l
y
,

t
h
e

t
e
a
c
h
e
r

a
s
k
s

t
h
e

c
h
i
l
d
r
e
n

t
o

A

l
i
s
t
e
n

t
o

a
n
d

p
e
r
f
o
r
m

a

j
a
z
z

c
h
a
n
t

i
n

p
a
i
r
s
.

B

t
a
k
e

p
a
r
t

i
n

a

r
o
l
e

p
l
a
y

i
n

p
a
i
r
s
.

C

t
a
l
k

a
b
o
u
t

t
h
e
i
r

l
a
s
t

h
o
l
i
d
a
y

i
n

p
a
i
r
s
.

7
0

T
o

a
s
s
e
s
s

t
h
e
i
r

l
i
s
t
e
n
i
n
g

c
o
m
p
r
e
h
e
n
s
i
o
n

s
k
i
l
l
s
,

t
h
e

t
e
a
c
h
e
r

a
s
k
s

t
h
e

c
h
i
l
d
r
e
n

t
o

l
i
s
t
e
n

a
n
d

A

m
i
m
e

t
h
e

w
o
r
d
s

i
n

a

s
o
n
g
.

B

f
o
l
l
o
w

a

t
e
x
t

w
i
t
h

t
h
e

w
o
r
d
s

o
f

a

s
o
n
g
.

C

a
n
s
w
e
r

s
o
m
e

q
u
e
s
t
i
o
n
s

a
b
o
u
t

a

s
o
n
g
.

7
1

T
o

a
s
s
e
s
s

t
h
e
i
r

s
p
e
l
l
i
n
g
,

t
h
e

t
e
a
c
h
e
r

a
s
k
s

t
h
e

c
h
i
l
d
r
e
n

t
o

l
o
o
k

a
t

p
i
c
t
u
r
e
s

a
n
d

A

f
i
l
l

i
n

a

c
r
o
s
s
w
o
r
d

p
u
z
z
l
e

u
s
i
n
g

t
h
e

p
i
c
t
u
r
e
s

a
s

c
l
u
e
s
.

B

u
s
e

t
h
e

w
o
r
d
s

i
n

a

s
u
b
s
t
i
t
u
t
i
o
n

d
r
i
l
l
.

C

l
a
b
e
l

t
h
e

i
t
e
m
s

i
n

t
h
e

s
p
a
c
e

p
r
o
v
i
d
e
d
.

7
2

T
o

a
s
s
e
s
s

t
h
e
i
r

a
b
i
l
i
t
y

t
o

r
e
v
i
e
w

t
h
e
i
r

l
e
a
r
n
i
n
g
,

t
h
e

t
e
a
c
h
e
r

a
s
k
s

t
h
e

c
h
i
l
d
r
e
n

t
o

t
h
i
n
k

a
b
o
u
t

t
h
e

l
e
s
s
o
n

a
n
d

t
o

A

d
e
c
i
d
e

w
h
a
t

t
h
i
n
g
s

t
h
e
y

w
e
r
e

g
o
o
d

a
t
.

B

l
i
s
t

t
h
e

w
o
r
d
s

t
h
e
y

u
n
d
e
r
s
t
o
o
d
.

C

s
a
y

w
h
i
c
h

a
c
t
i
v
i
t
i
e
s

t
h
e
y

l
i
k
e
d
.

7
3

T
o

a
s
s
e
s
s

t
h
e
i
r

a
b
i
l
i
t
y

t
o

r
e
m
e
m
b
e
r

l
a
n
g
u
a
g
e
,

t
h
e

t
e
a
c
h
e
r

a
s
k
s

t
h
e

c
h
i
l
d
r
e
n

t
o

A

f
i
l
l

i
n

t
h
e

g
a
p
s

i
n

a

t
e
x
t

a
b
o
u
t

d
i
f
f
e
r
e
n
t

t
y
p
e
s

o
f

c
l
o
t
h
e
s
.

B

m
a
t
c
h

w
o
r
d
s

r
e
l
a
t
i
n
g

t
o

c
l
o
t
h
e
s

t
o

p
i
c
t
u
r
e
s

o
f

d
i
f
f
e
r
e
n
t

c
l
o
t
h
e
s
.

C

l
i
s
t
e
n

t
o

a

s
o
n
g

a
b
o
u
t

d
i
f
f
e
r
e
n
t

c
l
o
t
h
e
s
.

1
2

F
o
r

q
u
e
s
t
i
o
n
s

6
1

6
7
,

m
a
t
c
h

t
h
e

t
e
a
c
h
e
r
s

c
o
m
m
e
n
t
s

w
i
t
h

t
h
e

a
r
e
a
s

o
f

m
a
n
a
g
i
n
g

t
h
e

c
l
a
s
s

t
o

s
u
p
p
o
r
t

c
h
i
l
d
r
e
n
s

l
a
n
g
u
a
g
e

l
e
a
r
n
i
n
g

l
i
s
t
e
d

A

D
.

M
a
r
k

t
h
e

c
o
r
r
e
c
t

a
n
s
w
e
r

(
A

D
)

o
n

y
o
u
r

a
n
s
w
e
r

s
h
e
e
t
.

Y
o
u

w
i
l
l

n
e
e
d

t
o

u
s
e

s
o
m
e

o
f

t
h
e

o
p
t
i
o
n
s

m
o
r
e

t
h
a
n

o
n
c
e
.

A
r
e
a
s

o
f

m
a
n
a
g
i
n
g

a

c
l
a
s
s

A

g
e
t
t
i
n
g

c
h
i
l
d
r
e
n
s

a
t
t
e
n
t
i
o
n

B

c
h
e
c
k
i
n
g

u
n
d
e
r
s
t
a
n
d
i
n
g

C

c
o
r
r
e
c
t
i
n
g

l
a
n
g
u
a
g
e

D

e
s
t
a
b
l
i
s
h
i
n
g

r
o
u
t
i
n
e
s

t
o

d
e
v
e
l
o
p

r
e
s
p
o
n
s
i
b
l
e

b
e
h
a
v
i
o
u
r

T
e
a
c
h
e
r
s

c
o
m
m
e
n
t
s

6
1

V
e
r
y

g
o
o
d

t
r
y

M
a
r
t
h
a
,

b
u
t

r
e
m
e
m
b
e
r

t
o

c
h
a
n
g
e

t
h
e

o
r
d
e
r

o
f

t
h
e

w
o
r
d
s

t
o

m
a
k
e

a

q
u
e
s
t
i
o
n
.

6
2

O
k
,

t
h
a
n
k

y
o
u

e
v
e
r
y
o
n
e
.

A
r
e

y
o
u

r
e
a
d
y

t
o

m
o
v
e

o
n

t
o

t
h
e

n
e
x
t

t
a
s
k

n
o
w
?

6
3

W
h
e
r
e

s
h
o
u
l
d

I

p
u
t

u
s
u
a
l
l
y

o
n

o
u
r

l
i
s
t
?

I
s

i
t

n
e
a
r
e
r

t
o

a
l
w
a
y
s

o
r

t
o

n
e
v
e
r
?

6
4

Y
e
s
,

I

c
a
n

h
e
a
r

a

l
o
t

o
f

p
e
o
p
l
e

w
h
o

k
n
o
w

t
h
e

r
i
g
h
t

a
n
s
w
e
r

b
u
t

i
f

I

d
o
n
t

s
e
e

a
n
y

h
a
n
d
s

u
p
,

I

d
o
n
t

k
n
o
w

w
h
o

t
o

a
s
k
.

6
5

F
i
v
e

s
e
c
o
n
d
s

t
o

f
i
n
i
s
h
,

a
n
d

f
o
u
r
,

t
h
r
e
e
,

t
w
o
,

o
n
e

e
x
c
e
l
l
e
n
t
.

N
o
w

l
e
t
s

w
a
t
c
h

t
h
e

n
e
x
t

p
a
r
t
.

6
6

I
t
s

a

l
o
v
e
l
y

s
u
n
n
y

d
a
y
,

s
o

t
e
l
l

m
e

w
h
i
c
h

o
f

t
h
e
s
e

c
l
o
t
h
e
s

I

d
o
n
t

n
e
e
d

t
o

w
e
a
r

s
h
o
r
t
s
,

g
l
o
v
e
s
,

a

s
c
a
r
f
,

a

T
-
s
h
i
r
t
.

6
7

N
o
,

h
e

s
a
i
d

f
i
f
t
e
e
n

c
h
o
c
o
l
a
t
e
s
,

n
o
t

f
i
f
t
y
.

19
Sample test
1
4

F
o
r

q
u
e
s
t
i
o
n
s

7
4

8
0
,

m
a
t
c
h

t
h
e

e
x
a
m
p
l
e
s

o
f

t
e
a
c
h
e
r

f
e
e
d
b
a
c
k

w
i
t
h

t
h
e

m
a
i
n

f
o
c
u
s

o
f

t
h
e

f
e
e
d
b
a
c
k

l
i
s
t
e
d

A
,

B

a
n
d

C
.

M
a
r
k

t
h
e

c
o
r
r
e
c
t

l
e
t
t
e
r

(
A
,

B

o
r

C
)

o
n

y
o
u
r

a
n
s
w
e
r

s
h
e
e
t
.

Y
o
u

w
i
l
l

n
e
e
d

t
o

u
s
e

s
o
m
e

o
f

t
h
e

o
p
t
i
o
n
s

m
o
r
e

t
h
a
n

o
n
c
e
.

M
a
i
n

f
o
c
u
s

o
f

f
e
e
d
b
a
c
k

A

c
h
i
l
d
r
e
n
s

u
s
e

o
f

l
e
a
r
n
i
n
g

s
t
r
a
t
e
g
i
e
s

B

c
h
i
l
d
r
e
n
s

u
s
e

o
f

l
a
n
g
u
a
g
e

C

c
h
i
l
d
r
e
n
s

b
e
h
a
v
i
o
u
r

E
x
a
m
p
l
e
s

o
f

t
e
a
c
h
e
r

f
e
e
d
b
a
c
k

7
4

O
K
:

i
s

i
t

h
e

o
r

s
h
e

f
o
r

y
o
u
r

s
i
s
t
e
r
?

7
5

W
e
l
l

d
o
n
e
!

T
h
i
s

g
r
o
u
p
,

y
o
u

g
a
v
e

e
v
e
r
y
o
n
e

a

c
h
a
n
c
e

t
o

s
p
e
a
k
.

7
6

T
h
a
t
s

i
n
t
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20
Sample test
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21
TKT: YL HANDBOOK | TEST ADMI NI STRATI ON
BAND A candidate at this level demonstrates
1
limited knowledge of Young Learners content areas
2
basic, but systematic knowledge of Young Learners
content areas
3
breadth and depth of knowledge of Young Learners
content areas
4
extensive knowledge of Young Learners content areas
Our trialling research indicates that for a candidate to achieve
Band 3, a score of at least 45 50 marks (out of 80) is required.
The reporting of results for all TKT modules is subject to
ongoing research. Further guidance on the interpretation of
results will be issued in the future.
Notification of results
Candidates receive a certificate for TKT: YL. Certificates are
despatched to Centres approximately two weeks after receipt
of answer sheets by Cambridge ESOL. Please note that
despatch of candidates results will be delayed if they need
special consideration or are suspected of malpractice (see
page 22).
Enquiries on results may be made through Cambridge ESOL
Centre Exams Managers within a month of the issue of
certificates.
Appeals procedure
Cambridge ESOL provides a service to enable Centres to
appeal, on behalf of candidates, against assessment decisions
that affect grades awarded to candidates, e.g. decisions
relating to results and decisions relating to irregular conduct.
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/support
Grading and results
Grading
Each question carries one mark, so the maximum mark for
the YL module is 80. Candidate performance is reported using
four bands.
TKT: Young Learners test
administration
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
Centres should contact the Centre Registration Unit at
Cambridge ESOL.
The TKT: Young Learners module is available throughout the
year and Centres contact Cambridge ESOL to arrange a test
date. Candidate details must be submitted to Cambridge ESOL
at least six weeks prior to running the session. Please note
that more notice may be necessary if candidates have special
requirements and therefore need special arrangements (see
page 22).
Copies of the Regulations and more details on entry
procedure, current fees and further information about this and
other Cambridge ESOL examinations can be obtained from the
Cambridge ESOL Centre Examinations Manager in your area,
or from the address on page 1.
Answer sheet completion
Candidates mark all their answers on OMR (Optical Mark
Reader) answer sheets, which are scanned by computer in
Cambridge. There is one answer sheet, and candidates must
fill in all their answers within the time allowed for the test.
A sample OMR answer sheet can be found on page 25, 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.
22
TKT: YL HANDBOOK | SPECI AL CI RCUMSTANCES
Special Circumstances
Special Circumstances cover three main areas: special
arrangements, special consideration and malpractice.
Special arrangements
These are available for candidates with disabilities. They may
include extra time, separate accommodation or equipment,
Braille versions of question papers, etc. If you think you may
need special arrangements, you must contact the Cambridge
ESOL 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).
Special consideration
Cambridge ESOL will give special consideration to candidates
affected by adverse circumstances before or during an
examination. Special consideration can be given where an
application is sent through the Centre and is made within 10
working days of the examination date. Examples of acceptable
reasons for giving special consideration are cases of illness or
other unexpected events.
Malpractice
The Malpractice Committee will consider cases where
candidates are suspected of copying, collusion or breaking the
examination regulations in some other way. Results may be
withheld because further investigation is needed or because of
infringement of regulations. Centres are notified if a
candidates results are being investigated.
23
TKT: YL HANDBOOK | TEST PRODUCTI ON
The production of TKT:
Young Learners
Cambridge ESOL is committed to providing examinations of
the highest possible quality. This commitment is underpinned
by an extensive programme of research and evaluation, and by
continuous monitoring of the marking and grading of all
Cambridge ESOL examinations. Of particular importance is the
rigorous set of procedures which are used in the production
and pretesting of question papers.
The production process for TKT: YL is the same as that for the
Cambridge ESOL language examinations. It begins with the
commissioning of materials and ends with the printing of
question papers.
There are five main stages in the production process:
commissioning
pre-editing and editing
pretesting
analysis and banking of materials
question paper construction
Question paper production cycle
Pretesting of TKT: YL test material provides Cambridge ESOL
with valuable information about candidates performance on
particular tasks. Pretesting is also useful for Centres or
institutions as it gives candidates the opportunity to
familiarise themselves with the standard task-types under
test conditions and to receive feedback on areas of strength
and weakness.
If your Centre or institution would like to be involved in the
pretesting of materials for the TKT: Young Learners module,
please contact the Pretesting Unit TKT Administrator on
+ 44 (0) 1223 558454 or TKTpretesting@CambridgeESOL.org
Support for candidates and
course providers
General information on TKT: Young Learners, including
administration details and downloadable versions of this
Handbook, the Sample Test and other support materials, can
be found by visiting
https://www.teachers.CambridgeESOL.org/ts/
teachingqualifications/tktyl
Support material for teacher trainers will be available on the
Teaching Resources website
www.CambridgeESOL.org/teach/TKT
Further support is also available in the form of seminar
programmes in different countries. Contact Cambridge ESOL
Information for further details by emailing
ESOLhelpdesk@CambridgeESOL.org

Commissioning of material
for question papers
Pre-editing and editing
of material
Pretest construction
Pretesting
Revision Rejection
Item analysis
Question paper
construction
< <
Live materials bank
<
<
TKT: YL HANDBOOK | FAQS AND SAMPLE TEST ANSWER KEY

1 F
2 E
3 D
4 A
5 C
6 G
7 D
8 B
9 C
10 D
11 A
12 A
13 C
14 F
15 C
16 D
17 A
18 H
19 B
20 G
21 G
22 H
23 A
24 B
25 C
26 F
27 E
28 B
29 A
30 C
31 C
32 B
33 B
34 A
35 E
36 G
37 C
38 F
39 A
40 D
41 B
42 C
43 A
44 B
45 C
46 A
47 C
48 B
49 E
50 G
51 F
52 A
53 B
54 C
55 A
56 C
57 B
58 B
59 C
60 A
61 C
62 A
63 B
64 D
65 A
66 B
67 C
68 A
69 A
70 B
71 B
72 C
73 C
74 B
75 C
76 A
77 A
78 B
79 C
80 A
What kind of teaching terminology will be tested in TKT: Young
Learners?
See syllabus guidelines on pages 6 - 9. Candidates are also
expected to be familiar with the contents of the TKT glossary
www.CambridgeESOL.org/assets/pdf/tkt_glossary.pdf
Sample test answer key
Frequently asked questions and
answers
Can candidates make notes on the question paper?
Candidates may write on the question paper during the
examination, but their notes will not be marked. Candidates
must complete an answer sheet, which is then scanned.
Does it matter if candidates write in pen or pencil?
Candidates must use a pencil to mark their answers on the
answer sheet. Answer sheets marked in pen cannot be read by
computer.
Is the use of dictionaries allowed?
No.
What is the mark allocation?
One mark is given for each correct answer.
Do candidates have to take the other TKT modules?
No. The Young Learners module is free-standing. Candidates are
not required to take TKT Modules 1, 2 and 3 in addition to TKT:
Young Learners.
What is the pass mark?
Results are reported in four bands. There is no pass or fail. All
candidates receive a certificate stating which band has been
achieved.
What is the date of the TKT: YL examination?
Dates are set by Centres in consultation with Cambridge ESOL,
taking into account local needs and conditions.
Where can candidates enrol?
Your Cambridge ESOL Centre Exams Manager can give you
information about Centres where the examination is taken.
Candidates enrol through local Centres, and not through the
Cambridge ESOL office in Cambridge. Fees are payable to the
local Centre.
How do candidates get their results?
Certificates for TKT: YL candidates are issued to Centres
approximately two weeks after receipt of answer sheets by
Cambridge ESOL.
Do candidates need to have taken a particular English language
examination before taking TKT: YL?
No. However, it is advisable for candidates to have a minimum
language level of Council of Europe Framework level B1.
24
TKT: YL HANDBOOK | SAMPLE OMR ANSWER SHEET
25
TKT: Young Learners sample OMR answer sheet
TKT: YL HANDBOOK | REFERENCES
26
References
Aitchison, J (2003) Trickles, Bangs, Spurts, or Whimpers?
Profiling the Development of the Lexicon Teaching English to
Young Learners Second International TEYL Research Seminar York:
University of York.
Cameron, L (2001) Teaching Languages to Young Learners
Cambridge: Cambridge University Press.
Cephe, P and Teflik, G (2001) Learner variables in learning
English MET vol 10/1 57-62.
Clark, J (1990) Teaching children: is it different?
JET October 1990.
Moon, J (2000) Children Learning English Oxford: Macmillan
Heinemann.
Read, C (2003) Is younger better? English Teaching Professional
Issue 28, Modern English Publishing.
Smith, K (1995) Assessing Young Learners. Can we? Should we?
Testing and Young Learners Special Interest Group (IATEFL).
Snow, C and Hoefnagel-Hohle, M (1977) Age differences in the
pronunciation of foreign sounds Language and Speech
20 357-365.
Snow, C and Hoefnagel-Hohle, M (1978) The Critical Period for
Language Acquisition: Evidence from Second Language
Learning Child Development 49 1114-28.

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