Beruflich Dokumente
Kultur Dokumente
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: ESOLhelpdesk@CambridgeESOL.org,
www.CambridgeESOL.org
Contents
2
Introduction
An overview of TKT
Content of TKT
Sample test
1
Language and background
to language learning and
teaching
2
16 Module 2: General description and syllabus
18 Sample test
3
Managing the teaching and
learning process
Te ac h i n g K n o w l e d g e Te s t | co nte nts
Introduction
teachers include:
take.
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.
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
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
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
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
An overview of TKT
Content of TKT
TKT overview
Module Title
Timing
Test format
Language and
background to
language learning
and teaching
1 hour 20 minutes
Lesson planning
and use of
resources for
language teaching
1 hour 20 minutes
Managing the
teaching and
learning process
1 hour 20 minutes
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.
To access TKT, teachers need a level of English of at least Level
B1 of the Council of Europes Common European Framework of
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
MODULE 1
GENERAL DESCRIPTION
Module format
Timing
1 hour 20 minutes
No. of questions
80
Task types
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
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
Describing
language and
language skills
Background to
language learning
Background to
language teaching
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 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
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
functions
context
levels of formality
appropriacy
a range of functions and their typical exponents
language skills
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
motivation
influences on motivation
the importance of motivation
measures that can increase motivation
acquisition
silent period
L2 learners need for interaction and focus on form as complements of exposure
differences in age
differences in the context of learning
differences in ways of learning
learner characteristics
learner needs
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
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
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
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
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
-4:7
2.3:9*8
-4:7
2.3:9*8
(362, ,9:
&3).)&9*
:2'*7
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
B "
''''''''''''''''''''''''''''''''''''''''''''''''''''''''
9 9-* *3) 4+ 9-* 9*89 -&3) .3 '49- 9-* 6:*89.43 5&5*7 &3) 9-* &38<*7 8-**9
%4: 2&> <7.9* 43 9-* 6:*89.43 5&5*7 ':9 >4: 2:89 2&70 >4:7 &38<*78 .3 5*3(.1 43 9-* &38<*7 8-**9
%4: <.11 -&;* 34 *=97& 9.2* +47 9-.8 84 >4: 2:89 +.3.8- .3 43* -4:7 &3) 9<*39> 2.3:9*8
&70 >4:7 &38<*78 54 :/, 9,6(8(:, (49=,8 9/,,: "8* & 5*3(.1
$7.9* >4:7 3&2* *397* 3:2'*7 &3) (&3).)&9* 3:2'*7 .3 9-* 85&(*8 &9 9-* 945 4+ 9-.8 5&,* $7.9*
9-*8* )*9&.18 43 >4:7 &38<*7 8-**9 0- :/,9, (8, 45: (28,(+? 6804:,+
)).9.43&1 2&9*7.&18
38<*7 8-**9
4+9 (1*&3 *7&8*7
4+9 5*3(.1 9>5* 47 .8 7*(422*3)*)
"
#
&3).)&9* &2*
*397* :2'*7
>(362, 2(4.;(.,
57*548.9.438 4+ 24;*2*39
57*548.9.438 4+ 51&(*
)*243897&9.;* &)/*(9.;*8
7*+1*=.;* 57434:38
7*1&9.;* 57434:38
5488*88.;* &)/*(9.;*8
8(33(:0*(2 :,839
47 6:*89.438
2&9(- 9-* *=&251* 1&3,:&,* <.9- 9-* ,7&22&9.(&1 9*728 1.89*)
MODULE 1
Sample Test
(411*(9.;* 34:3
51:7&1 34:3
(4254:3) 34:3
5745*7 34:3
:3(4:39&'1* 34:3
9-&9 -* 2:89 349 9&0* 49-*7 5*451*@8 5745*79> .8 +&2.1> 4+9*3 <*39 -:3,7> &3) -*
.394 9-* 1&0* &3) 5:11 .9 4394 9-* '*&(- ':9 -* 7*2*2'*7*) -.8 +&9-*7@8 &);.(* &3) 03*<
9-* <&;*8 !-* '4&9 <&8 *259> &3) -&) '**3 9-*7* +47 9<4 )&>8 * -&) <&39*) 94 /:25
4+.* 8944) 43 9-* 8-47* 4+ &0* #419& &3) 1440*) &9 9-* 82&11 +.8-.3, '4&9 '4''.3, 43
57434:3
8(33(:0*(2 :,839
47 6:*89.438 2&9(- 9-* :3)*71.3*) <47)8 .3 9-* 9*=9 '*14< <.9- 9-* ,7&22&9.(&1 9*728 1.89*)
3 .).42
5-7&8*
(1&:8*
+472&1
&((:7&9*
8540*3
(425&7&9.;*8
(4114(&9.438
(43/:3(9.438
85*11.3,
84:3)
2*&3.3,
45548.9*
8.2.1&7
8*;*7&1
7->9-2
(439*=9
7*,.89*7
3 &557457.&9* .8 9-* 89>1* 4+ 1&3,:&,* 9-&9 '*89 +.98 & 5&79.(:1&7 8.9:&9.43
.8 & ,74:5 4+ <47)8 <-.(- 94,*9-*7 2*&3 842*9-.3, ).++*7*39 +742 9-* 2*&3.3,8
4+ 9-* .3).;.):&1 <47)8
47 6:*89.438 (-448* 9-* (477*(9 <47)8 94 (4251*9* *&(- )*+.3.9.43 4+ 1*=.(&1 9*728
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
10
4< &'4:9 7*&).3, 9-* 1&9*89 &77> 499*7 '440 9@8 '7.11.&39
=(:8* 2* .8 .9 944 1&9* 94 ,*9 & 9.(0*9 +47 9-* ).8(4 943.,-9
>(362, 9,4:,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 1 : sa m p l e te s t
(4251&.3.3,
*36:.7.3,
&);.8.3,
).8&,7**.3,
8:,,*89.3,
;4*:0549
47 6:*89.438 2&9(- 9-* *=&251* 8*39*3(*8 <.9- 9-* +:3(9.438 1.89*)
1*&73*7
3.,-9(1:'
'&'>
-42*<470
5&5*7
;.11&,*
4;*7
(:71>
#58+9
/ e /
/ /
//
/ a /
/ a /
/ /
/ W /
/ e /
/ W /
//
/W/
//
//
/W/
/W/
/ /
//
/W/
/54,30* 9?3)529
47 6:*89.438 1440 &9 9-* 9<4 ;4<*1 84:3)8 .3 *&(- <47) &9(- 9-* ;4<*1 84:3)8 .3 9-*
<47)8 <.9- 9-* 5&.78 4+ 5-43*2.( 8>2'418 1.89*)
MODULE 1
Sample Test
744+7*&).3,
*)7&+9.3,
1&33.3,
7&.389472.3,
**7*;&1:&9.43
7&+9.3,
#80:04. 9;)910229
*=51&.3.3, & 9*=9 .3 )*9&.1
<7.9.3, 9-* 1&89 8*39*3(* 4+ & 9*=9
,.;.3, 9-* 2&.3 54.398 4+ & 9*=9
(&33.3, .8
&7&5-7&8.3, .8
7&1 +1:*3(> .8
39*7&(9.;* 1.89*3.3, .8
:22&7.8.3, .8
47 6:*89.438 1440 &9 9-* +4114<.3, 9*728 +47 1&3,:&,* 80.118 &3) 9-7** 5488.'1* )*8(7.59.438 4+
9-* 9*728
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
11
12
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
.;* (422*398 43 89:)*398@ <470 <-.(- &7* -*15+:1 &3) *3&'1* 9-*2 94 +**1 & 8*38* 4+
574,7*88
43@9 &1<&>8 )4 9-* 8&2* 0.3)8 4+ 9-.3,8 .3 9-* (1&887442 !7> 3*< &(9.;.9.*8 &3) (-&3,*
&(9.;.9.*8 .3 *&(- 1*8843
!-.30 &'4:9 -4< >4: 9*11 89:)*398 &'4:9 9-*.7 574,7*88 4< (&3 >4: (&3 57&.8* 47 *3(4:7&,*
9-*2 .389*&) 4+ /:89 ,.;.3, 2&708
!7&.3 89:)*398 94 :8* 7*+*7*3(* 7*84:7(*8 94 -*15 9-*2 89:)> 8:((*88+:11> 43 9-*.7 4<3
.89*3 94 89:)*39 +**)'&(0 :8.3, & (1&88 ?8:,,*89.43 '4=@ 47 & 8-479 6:*89.433&.7*
+<0*,
8,-,8,4*,9
? /:89 <&39 5*451* 94 :3)*789&3) <-&9 2*&3 )43@9 <477> .+ 2&0* 2.89&0*8@
?$-> 8-4:1) 1.89*3 94 49-*7 89:)*398@ 2.89&0*8 !-* 9*&(-*7 8-4:1) 9&10 2489 4+ 9-* 9.2*@
?:1*8 /:89 (43+:8* 2* A .9@8 '*99*7 94 <470 4:9 1&3,:&,* +742 *=&251*8@
? 57*+*7 <470.3, <.9- 49-*7 89:)*398 94 85*&0.3, 94 9-* 9*&(-*7 .3 +7439 4+ 9-* (1&88@
533,4:9
47 6:*89.438
2&9(- 9-* 1*&73*78@ (422*398 94 9-* )*8(7.59.438 4+ 1*&73*7 57*+*7*3(*8 1.89*)
47 6:*89.438 2&9(- 9-* ,*3*7&1 &);.(* 43 249.;&9.43 <.9- 9-* 9*(-3.6:*8 +47 *3(4:7&,.3,
249.;&9.43 1.89*) 47
,*/407;,9
MODULE 1
Sample Test
?+ &2 349 8:7* 4+ 9-* 2*&3.3, 4+ & <47) 47 4+ -4< 94 :8* .9 1440 .9 :5 .3 & ).(9.43&7>@
? <470 4:9 9-* 2*&3.3, 4+ & 3*< <47) +742 9-* 1&3,:&,* &74:3) .9@
7*5*&9.3,
2*247.8.3,
?!4 1*&73 3*< <47)8 &1<&>8 (7*&9* 5.(9:7*8 4+ 9-*2 .3 2> 2.3)@
8*1+243.947.3,
,(8404. 9:8(:,.0,9
47 6:*89.438
2&9(- <-&9 9-* 89:)*39 )4*8 <.9- 9-* 1*&73.3, 897&9*,.*8 1.89*)
!-* 1*&73*78@ +.789 1&3,:&,* 51&>8 & (*397&1 741* .3 9-* 9*&(-.3,
!-* 1&3,:&,* +4(:8 (42*8 &+9*7 & (422:3.(&9.;* &(9.;.9> 84 9-&9 1*&73*78 349.(* ,&58 .3 9-*.7
1&3,:&,*
!-* 1&3,:&,* +4(:8 .8 &9 9-* 89&79 4+ 9-* 9*&(-.3, 8*6:*3(* <.9- +1:*3(> &(9.;.9.*8 (42.3,
1&9*7
!-* <7.99*3 +472 4+ 9-* 1&3,:&,* .8 247* .25479&39 9-&3 9-* 8540*3 +472
.789 9-* 1*&73*78 (4251*9* & (422:3.(&9.;* 9&80 9-*> &7* *3(4:7&,*) 94 :8* &3> 3,1.89-*> 034< &3) 9-*> )4 349 -&;* 94 :8* &3> 5&79.(:1&7 1&3,:&,* .9*2
!-* 9*&(-*7 24;*8 +742 574;.).3, 24)*18 4+ 1&3,:&,* :8* 94 243.947.3, 1*&73*78@ :8* 4+
1&3,:&,*
7&22&7!7&381&9.43
:(:,3,4:9
,(*/04. (6685(*/,9
47 6:*89.438 2&9(- 9-* 89&9*2*398 <.9- 9-* 9*&(-.3, &5574&(-*8 9-&9 9-*> )*8(7.'* 1.89*)
47
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
$* 1.89*3*) 94 & 7*(47).3, 4+ 9<4 5*451* 9&10.3, &'4:9 9-*.7 -4''.*8 9-*3 ).) & ,&5+.11
(4257*-*38.43 9&80
!-* 9*&(-*7 ,&;* :8 741*8 8:(- &8 ?+.1289&7@ 47 ?854798 89&7@ &3) <* -&) 94 741* 51&> & 5&79> .3
<-.(- <* (-&99*) 94 *&(- 49-*7
$* -&) & ).8(:88.43 &'4:9 9-* &);&39&,*8 &3) ).8&);&39&,*8 4+ 9-* .39*73*9
!-* 9*&(-*7 7*&) 4:9 842* 8*39*3(*8 842* 4+ <-.(- <*7* (477*(9 &3) 842* .3(477*(9 $*
-&) 94 8-4:9 4:9 ?.,-9@ 47 ?$743,@
$* -&) 94 &80 4:7 5&793*7 +.;* 6:*89.438 &'4:9 9-*.7 &'.1.9.*8 :8.3, ?(&3@ *, &3 >4: 8<.2
!-* 9*&(-*7 ,&;* :8 <47) 5742598 8:(- &8 ?(.3*2&@ &3) ?+7.*3)8@ &3) <* -&) 94 8&> 9-*2 .3
8*39*3(*8 :8.3, 9-* 5&89 8.251* *, ?$* <*39 94 9-* (.3*2&@
?$* ;.8.9*) 842* +7.*3)8@
3*.9-*7
9 9-* '*,.33.3, 4+ 9-* 1*8843 <* ,49 .394 ,74:58 &3) 9&10*) &'4:9 &3 .39*7*89.3, 3*<85&5*7
&79.(1* 9-&9 <* -&) 7*&)
2(998553 (*:0<0:0,9
472+.11.3,
:19.51* (-4.(*
&9*,47.8.3,
&'*11.3,
&5+.11
:2'1*) 8*39*3(*
*39*3(* 97&38+472&9.43
(91:?6,9
47 6:*89.438
2&9(- 9-* *=&251*8 4+ 9*&(-.3, 47 &88*882*39 &(9.;.9.*8 <.9- 9-* 9&809>5*8
1.89*)
47 6:*89.438 2&9(- 9-* (1&887442 &(9.;.9.*8 <.9- 9-* 9>5*8 4+ 85*&0.3, 57&(9.(* 1.89*)
47
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
GENERAL DESCRIPTION
Module format
Timing
1 hour 20 minutes
No. of questions
80
Task types
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
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
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
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
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
the standard components of a lesson plan: aims, procedures, stages, timing, aids, anticipated problems,
assumptions, interaction patterns, timetable fit
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
the range of resources available and teachers reasons for consulting them
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
H %#
$962 3:*6
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
> >2/ /8. 90 >2/ >/=> 2+8. 38 ,9>2 >2/ ;?/=>398 :+:/< +8. >2/ +8=A/< =2//>
(9? 7+C A<3>/ 98 >2/ ;?/=>398 :+:/< ,?> C9? 7?=> 7+<5 C9?< +8=A/<= 38 :/8-36 98 >2/ +8=A/< =2//>
(9? A366 2+@/ 89 /B><+ >37/ 09< >23= =9 C9? 7?=> 0383=2 38 98/ 29?< +8. >A/8>C 738?>/=
*&62*6 &(8.:.8.*7
>9 13@/ :<+->3-/ 38 /B>/8=3@/ </+.381
*&(-.2, &.17
$2/</ 3= 98/ /B><+ 9:>398 A23-2 C9? .9 89> 8//. >9 ?=/
9 89> 9:/8 >23= ,9956/> ?8>36 C9? +</ >96. >9 .9 =9
9< ;?/=>398=
7+>-2 >2/ 6/+<8/< +->3@3>3/= A3>2 >2/ +::<9:<3+>/ >/+-2381 +37= 63=>/.
'<3>/ C9?< 8+7/ /8></ 8?7,/< +8. -+8.3.+>/ 8?7,/< 38 >2/ =:+-/= +> >2/ >9: 90 >23= :+1/ '<3>/
>2/=/ ./>+36= 98 C9?< +8=A/< =2//> .+ 8-*7* &6* 238 &06*&)= 46.28*)
29?<
738?>/=
29?<
738?>/=
&140* *78
+8.3.+>/
?7,/<
..3>398+6 7+>/<3+6=
8=A/< =2//>
#90> -6/+8 /<+=/<
#90> :/8-36 >C:/ 9< 3= </-977/8./.
%
+8.3.+>/ +7/
/8></ ?7,/<
MODULE 2
Sample Test
3=-?== A3>2 C9?< :+<>8/< >2/ A+C= 38 A23-2 C9? </@3=/ @9-+,?6+<C
995 +> >2/ >2<// =/8>/8-/= ,/69A $2/8 63=>/8 +8. 7+<5 >2/ A/+5 09<7=
9A </+. >2/ =>9<C +1+38 +8. +8=A/< >2/ 09669A381 ><?/0+6=/ ;?/=>398=
"/+. >2/ =>9<C ;?3-56C +8. >2/8 :?> >2/ 09?< :3->?</= 38 9<./<
(8.:.8= &.17
97:6/>/ >2/ 09669A381 =/8>/8-/= =9 >2+> >2/C +</ ><?/ 09< C9?
*<8'33/ 69'6.(7
$2/</ 3= 98/ /B><+ 9:>398 A23-2 C9? .9 89> 8//. >9 ?=/
9< ;?/=>398= 7+>-2 >2/ >/B>,995 <?,<3-= A3>2 >2/ +->3@3>C +37= 63=>/.
$962 3:*6
*786.(8*) 46&(8.(*
&2,9&,* +3(97
.78*2.2,
*&).2
8&,*7
.17
+<5 >2/ +37 9< A23-2 3= +::<9:<3+>/ 98 C9?< +8=A/< =2//>
9< ;?/=>398= 6995 +> >2/ =>+1/= +8. +37= 0<97 + 6/==98 :6+8 +,9?> -97:6+38381 $A9 90 >2/
+37=
38 /+-2 =>+1/ +</ +::<9:<3+>/ 8/ 90 >2/ +37= 3= +::<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
19
20
6**6 46&(8.(*
$962 3:*6
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
9:C 90 >+:/=-<3:> >/+-2/<F= ,995 +8. -9?<=/,995 -+==/>>/
#>?./8>= 7312> 89> A+8> >9 >+65 +,9?> >2/3< -236.299. .?<381 >2/ 6/+.38 =>+1/
$/66 =>?./8>= >9 63=>/8 + =/-98. >37/ +8. +8=A/< >2/ ./>+36/. -97:</2/8=398 ;?/=>398=
3@/ =>?./8>= :<+->3-/ 38 >2/ =?,=5366= 90 :</.3->398 63=>/8381 09< 13=> +8. 63=>/8381 09< =:/-3033809<7+>398
#>?./8>= 7+C 89> 589A =/@/<+6 A9<.= 38 >2/ 63=>/8381 /1 A23=:/< ?8309<7 =-+<C
"/.?-/ >/+-2/< >+65381 >37/ +8. 38@96@/ =>?./8>= 79</ /=:/-3+66C A2/8 +8=A/<381 ;?/=>398=
#>?./8>= -9:C .9A8 >2/ 8/A A9<.= 0<97 >2/ ,9+<.
6+== =/> 90 .3->398+<3/=
/@/69: 06?/8-C =5366=
3.=</=9?<-/=
!<9-/.?</
/==98 +37=
8>3-3:+>/. :<9,6/7=
9< ;?/=>398= 7+>-2 >2/ 3809<7+>398 0<97 + 6/==98 :6+8 A3>2 >2/ 6/==98 :6+8 2/+.381= 63=>/.
MODULE 2
Sample Test
$962 3:*6
$2/ >/+-2/< 13@/= =>?./8>= + 63=> 90 A9<.= 0<97 + =>9<C +,9?> + 49?<8/C
#>?./8>= -2/-5 A23-2 90 >2/3< A9<.= +</ 38 >2/ 63=> +8. >2/8 1?/== A2+>
>2/ =>9<C A366 ,/ +,9?>
#>?./8>= </+. 09< 13=> >9 =// 30 >2/3< :</.3->398= A/</ <312> +8. >2/ -6+==
.3=-?== >2/3< +8=A/<= A3>2 >2/ >/+-2/<
$2/ >/+-2/< >/66= =>?./8>= >2/ >3>6/ 90 >2/ =>9<C G E 6981 49?<8/CF
$2/ 03<=> =>+1/ 3= .98/ 09< C9? (9? .9 89> 8//. >9 ?=/ 9:>398 +1+38
9< ;?/=>398= :?> >2/ =>+1/= 90 + </+.381 =5366= 6/==98 :6+8 38 9<./<
$2/ -6+== 2+= </-/8>6C 0383=2/. + ?83> 90 >2/ -9?<=/,995 A23-2 09-?=/. 98 >2/ ?=/ 90 >2/
:</=/8> :/<0/-> =37:6/ A3>2 E09<F +8. E=38-/F $2/ >/+-2/< 13@/= >2/ -6+== + =?<:<3=/ >/=> 98 >23=
$2/ >/+-2/< 7983>9<= =>?./8>= A2/8/@/< >2/C -+<<C 9?> =:/+5381 >+=5= +8. 5//:= 89>/= +,9?>
/+-2 =>?./8>
$2/ =>?./8>= +</ 19381 >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>= +</ 7+5381 -+</6/== 73=>+5/= A3>2 ,+=3;?/=>398 09<7+>398 A23-2 >2/C =29?6. 589A / +889?8-/= >2+> >2/</ A366 ,/ + >/=> 98 >23= >2/
09669A381 A//5 $2/ =>?./8>= 2+@/ >37/ >9 :</:+</ 09< >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> :</:+</ 09< >2/ >/=>
.89&8.327
$2/</ 3= 98/ /B><+ 9:>398 A23-2 C9? .9 89> 8//. >9 ?=/
9< ;?/=>398=
7+>-2 >2/ =3>?+>398= 38 A23-2 + >/+-2/< =/>= + >/=> A3>2 >2/ </+=98= 09<
+==/==7/8> 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/=
$2/</ 3= 98/ /B><+ 9:>398 A23-2 C9? .9 89> 8//. >9 ?=/
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:</==398=
$9:3-=
'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
) 9,4 >2+> *
:/<=?+./
-98@38-/
/0383>398
&/<, :+>>/<8
/+.A9<.
!298/73- ><+8=-<3:>398
#3816/A9<. =C898C7
/:/8./8> :</:9=3>398
B+7:6/ =/8>/8-/
!+<> 90 =://-2
(32:.2(* kWnvns : ) $ 90 * >9 7+5/ =97/98/ -97:6/>/6C -/<>+38 +,9?> =97/>2381
:/<=?+./
) 9,4 >2+> *
.(8.32&6= *286=
$2/</ 3= 98/ /B><+ 9:>398 A23-2 C9? .9 89> 8//. >9 ?=/
9< ;?/=>398= </+. >2/ .3->398+<C /8><C +>-2 >2/ /B><+->= 0<97 >2/ .3->398+<C /8><C A3>2 >2/
3809<7+>398 >2/C :<9@3./ 63=>/.
MODULE 2
Sample Test
'<3>381
%8-9@/<381 <+77+<
==/==7/8>
/@+6?+>381 >/B>,995=
34.( &6*&7
$962 3:*6
+-7366+8
%!
+-7366+8
+-7366+8
+-7366+8
%!
+-7366+8
%!
%!
6+8 ?88381=A9<>2
/3>2 928=98
+<5 +8-9-5
#-9>> $29<8,?<C
$<3-3+ /.1/
9'0.7-*6
:</>/+-2/= @9-+,?6+<C
$2/</ 3= 98/ /B><+ 9:>398 A23-2 C9? .9 89> 8//. >9 ?=/
98-36
.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/</8> 09</318 6+81?+1/=
=9?8. 9< 29A >2/C >2385 09</318 +--/8>= 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
!/>/<
$962 3:*6
'9<5 A3>2 + :+<>8/< +8. /B:6+38 A2C C9? 635/ >2/7 9 >2/C =9?8. :6/+=+8> +>><+->3@/
=90> 7?=3-+6 />- G $<C >9 ?=/ =97/ 90 >2/ A9<.= 0<97 >2/ 03<=> >+=5
,*280*
)900
.28*6*78.2,
23.7=
92&886&(8.:*
3=>/8 >9 >2/=/ 09?< :/9:6/ '2+> 6+81?+1/= +</ >2/C =:/+5381
-&6)
'*&98.+90
73+8
59.*8
995 +> >2/=/ A9<.= +8. ><C >9 :+3< >2/7 ?: 38 9::9=3>/= 9< 8/+< 9::9=3>/= $2/C
A366 ,/ ?=/0?6 09< >2/ >+=5= 38 >23= 6/==98
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/</8> ?=/= =?-2 += -9<</->398 0//.,+-5 =/>>381 >2/ =-/8/ +8.
-97:</2/8=398 ;?/=>398=
:?> >2/=/ ?: +<9?8. >2/ -6+==<997 =9 >2+> =>?./8>= -+8 =// >2/3< 9A8 A9<5 98 .3=:6+C
$2/=/ -+8 ,/ @/<C ?=/0?6 ,?> 038.381 =?3>+,6/ >/B>= 09< 69A6/@/6 6/+<8/<= 3= 90>/8 + :<9,6/7
$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+<C
$/+-2/<= 90 C9?81 6/+<8/<= 038. >2/=/ + 199. A+C >9 79>3@+>/ >2/3< =>?./8>= (9?81 6/+<8/<=
-+8 7+5/ >2/3< 9A8 +8. +-> 9?> =>9<3/= ?=381 >2/7
*&(-*67> (311*287
:?::/>=
</+63+
,36381?+6 .3->398+<3/=
=>?./8> :9=>/<=
=981=
8/A=:+:/<=
<96/-+<.=
9@/<2/+. ><+8=:+</8-3/=
1<+./. </+./<=
*7396(*7
$2/</ 3= 98/ /B><+ 9:>398 A23-2 C9? .9 89> 8//. >9 ?=/
9< ;?/=>398=
7+>-2 >2/ >/+-2/<=F -977/8>= A3>2 >2/ </=9?<-/= 63=>/.
MODULE 2
Sample Test
MODULE 3
GENERAL DESCRIPTION
Module format
Timing
1 hour 20 minutes
No. of questions
80
Task types
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
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
Teachers and
learners language
in the classroom
Classroom
management
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
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
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
grouping learners
correcting learners
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
.5;8
3/4;:+9
**/:/54'2 3':+8/'29
49=+8 9.++:
!5,: )2+'4 +8'9+8
!5,: 6+4)/2 :?6+ 58 /9 8+)533+4*+*
'4*/*':+
;3(+8
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 #!
$962 3:*6
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
: :.+ +4* 5, :.+ :+9: .'4* /4 (5:. :.+ 7;+9:/54 6'6+8 '4* :.+ '49=+8 9.++:
%5; 3'? =8/:+ 54 :.+ 7;+9:/54 6'6+8 (;: ?5; 3;9: 3'81 ?5;8 '49=+89 /4 6+4)/2 54 :.+ '49=+8 9.++:
%5; =/22 .'<+ 45 +>:8' :/3+ ,58 :./9 95 ?5; 3;9: ,/4/9. /4 54+ .5;8 '4* :=+4:? 3/4;:+9
'81 ?5;8 '49=+89 32 8-* 7*4&6&8* &27;*6 7-**8 #9+ ' 6+4)/2
$8/:+ ?5;8 4'3+ +4:8+ 4;3(+8 '4* )'4*/*':+ 4;3(+8 /4 :.+ 96')+9 ': :.+ :56 5, :./9 6'-+ $8/:+
:.+9+ *+:'/29 54 ?5;8 '49=+8 9.++: .+ 8-*7* &6* 238 &06*&)< 46.28*)
.5;8
3/4;:+9
&140* *78
#
'4*/*':+ '3+
+4:8+ ;3(+8
B3 8+'22? ,;22 B<+ 0;9: +':+4 ' (/- 2;4). 3 .;4-8? 45=
+:B9 .'<+ ' 2551 %+9 :.':B9 -8+': 5= :8? :.+ 4+>: 54+
453/4':/4-
58-'4/9/4- 6'/8=581
+2/)/:/4-
354/:58/4-
).+)1/4- /49:8;):/549
*8/22/4-
).+)1/4- ;4*+89:'4*/4-
92(8.327
58 7;+9:/549
3':). :.+ +>'362+9 5, :+').+89B )2'998553 2'4-;'-+ =/:. :.+/8 ,;4):/549 2/9:+*
MODULE 3
Sample Test
27
28
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
8'):/9+ /4 6'/89
0&776331 0&2,9&,*
*7(6.48.327
$962 3:*6
6&.2*6=7 (311*287
$.? *54B: ?5; 0;9: -+: /4:5 6'/89 58 ' 93'22 -85;6 /, ?5; 2/1+ '4* */9);99 ' ,+= 5, :.+ 7;+9:/549
,58 ' 2/::2+ (/:
3'-/4+ ?5; =+8+ /4 ' 9.56 '4* ?5; .'* *+)/*+* :5 (;? 953+ ).5)52':+9 $.': *5 ?5; :./41
?5; 3/-.: 9'?
27869(8.327
58 7;+9:/549
8+'* :.+ ,5225=/4- /49:8;):/549 =./). ' :+').+8 ;9+* =/:. '*;2: +2+3+4:'8?
2+'84+89 !53+ 5, :.+9+ /49:8;):/549 3'? 45: (+ '668568/':+
58 7;+9:/549 3':). :.+ +>'362+9 5, )2'998553 2'4-;'-+ =/:. :.+ *+9)8/6:/549 2/9:+* 58
MODULE 3
Sample Test
9.5=/4- ' -85;6 5, (+-/44+89 +>'):2? .5= :5 ;9+ ' 9+2,'))+99 )+4:8+
5:/<':/4-
>62'/4/4- 685)+*;8+9
-* 8*&(-*6 .7
.+)1/4- ;4*+89:'4*/4-
$962 3:*6
'7;+2
8/9:/4'
'7;+2
8/9:/4'
'7;+2
".+ '*0+):/<+9 A:+88/(2+B '4* A.588/(2+B 2/4+9 '4* 9.5= :.': '7;+2 '4* 8/9:/4' (5:.
: ='9 .588/(2+
. :+88/(2+
%+'. 4 ,'): B3 7;/:+ ' -55* :8'<+22+8 4583'22? ;: :.+8+ ='9 +83 +8 45: 54 '
254- 05;84+? 45 9588? : ='9 '(5;: 542? 1/253+:8+9 4* +83 )53/4- 54 :.+
='? (')1 /: ='9 ' <+8? 93'22 (5': '4* /: ='9 <+8? .5: '4* 3+ '4* :.+ 8+9: 5, 3?
,'3/2? =+8+ 54 :.+ <+8? /4 :.+ /49/*+ 5, :.+ (5': 4* /: ='9 0;9: 2/1+ (+/4- /4 '
54 ' )581 )'88/+* (? =':+8 4* 3? (85:.+8 9:'8:+* ,/89: '4* :.+4 +<+8?54+ 9:'8:+*
,++2/4- 9/)1
8+ ?5; ' -55* 9'/258 '<+ ?5; +<+8 (++4 9+'9/)1
8/9:/4'
58 7;+9:/549 8+'* :.+ )54<+89':/54 (+:=++4 :=5 '*<'4)+* 2+'84+89 49=+8 :.+ 7;+9:/549
'(5;: :.+/8 ;9+ 5, 2'4-;'-+ (? ).559/4- :.+ )588+): 56:/54
58
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</:+9 9:;*+4:9 :5 9;--+9: :56/)9 ,58 )5;89+ )54:+4:
$./2+ 9:;*+4:9 =8/:+ ' 9:58? :.+ :+').+8 ='219 85;4* :.+ )2'99 .+26/4- 9:;*+4:9 =.5 3'1+
+88589 58 '91 ,58 4+= =58*9
".+ :+').+8 ='4:9 :5 /*+4:/,? -'69 /4 :.+/8 145=2+*-+ 95 9.+ '919 9:;*+4:9 :5 (8'/49:583
)8/3+ <5)'(;2'8?
".+ :+').+8 /4:85*;)+9 :.+ 68+9+4: 6+8,+): )54:/4;5;9
".+ :+').+8 *+)/*+9 =./). )5;89+(551 '):/</:/+9 =/22 ,/: /4:5 :.+ :/3+ '<'/2'(2+ ,58 :.+ 2+9954
".+ :+').+8 ,/4*9 ' </*+5 :5 ,/: /4:5 :.+ :56/) 5, :.+ ;4/:
".+ :+').+8 -/<+9 9:;*+4:9 ' 7;+9:/544'/8+ /4 58*+8 :5 ,/4* 5;: 358+ '(5;: :.+/8 2+'84/49:?2+9 '4* 68+,+8+4)+9
".+ :+').+8 6;:9 9:;*+4:9 /4:5 -85;69 5, :.8++ ,58 ' 852+62'?
*&(-*6 630*7
58 7;+9:/549 3':). :.+ :+').+8 '):/</:/+9 =/:. :.+ :+').+8 852+9 2/9:+* 58
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
-85;6 =581
/4*/</*;'2 =581
3/4-2/4- '):/</:/+9
6'/8=581
:+'3 '):/</:/+9
=.52+ )2'99 =581
$962 3:*6
, ' :+').+8 ='4:9 :5 )54:852 =.': :.+ 9:;*+4:9 *5 '9 3;). '9 6599/(2+ /:B9 (+9: :5 *5
'/9+ '='8+4+99 5, :.+ /3658:'4)+ 5, -/</4- +<+8?54+ ' ).'4)+ :5 :'1+ 6'8:
'1+ 9;8+ 9:;*+4:9 145= :.+ 2'4-;'-+ :.+? 4++* :5 )5362+:+ :'919
2'4 +>:8' '):/</:/+9 ,58 9:;*+4:9 =.5 3'? ,/4/9. (+,58+ :.+ 5:.+89
2 ,6394 36 4&.6;36/
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
,:+8 ' 8+'*/4- )5368+.+49/54 :'91 ?5; '91 :.+ )2'99 ,58 :.+ '49=+8 :5 4;3(+8 54+ 5(5*?
9'?9 '4?:./4-
%5; 45:/)+ :.': *;8/4- '4 '):/</:? ?5;8 )2'99 5, ?5;4- 2+'84+89 /9 3'1/4- :55 3;). 45/9+
;8/4- ' -85;6 =581 '):/</:? '(5;: :8'<+2 ?5;8 9:;*+4:9 :'21 '(5;: ' */,,+8+4: :56/) 5=+<+8
:.+? *5 :./9 /4 4-2/9.
%5; 9+: ' :'91 ,58 2/9:+4/4- )5368+.+49/54 ;8/4- :.+ 2/9:+4/4- ?5; 45:/)+ :.': 45 54+ /9
=8/:/4- :.+ '49=+89
%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?
#9+ ' 9:8':+-? :.': 9:;*+4:9 8+)5-4/9+ ,58 A:;84/4- *5=4 :.+ <52;3+B +- ' .'4* -+9:;8+ 58
*8'=/4- 54 :.+ (5'8*
91 :.+ 9:;*+4:9 :5 )536'8+ :.+/8 =581 =/:. :.+/8 6'8:4+8 :5 -/<+ :.+3 )54,/*+4)+
$962 3:*6
5*+2 :.+ '):/</:? ?5;89+2, =/:. ' 9:;*+4: 95 +<+8?54+ ;4*+89:'4*9 =.': :.+? .'<+ :5 *5
+6+': :.+ /49:8;):/549 '4* '91 /, :.+? =5;2* 2/1+ ?5; :5 62'? /: '-'/4
5 ' A='83+8B '):/</:? =./). -+:9 :.+ 9:;*+4:9 5;: 5, :.+/8 9+':9
8'/9+ :.+3 ,58 ;9/4- :.+ 2'4-;'-+ (;: 8+3/4* :.+3 '(5;: :.+ :'91
%5; 45:/)+ :.': 953+ 5, ?5;8 9:;*+4:9 '8+ ;49;8+ '(5;: .5= :5 9:'8: 953+ 6'/8=581
0&776331 7.89&8.327
58 7;+9:/549
3':). :.+ )2'998553 9/:;':/549 =/:. :.+ )2'998553 3'4'-+3+4: ).5/)+9 2/9:+*
9'?9 :.+ =58* )588+):2? '4* '919 :.+ 9:;*+4: :5 8+6+': /:
=8/:+9 :.+ =58* /4 6.54+3/) 9)8/6: 54 :.+ =./:+(5'8*
'919 :.+ 9:;*+4: :5 9'? :.+ =58* '-'/4 =/:. 45 )588+):/54 '4* :.+4 35<+9 54
4 ' )54:8522+* =8/:/4- 68'):/)+ '):/</:? ' 2+'84+8 3'1+9 9+<+8'2 3/9:'1+9 /4 8+)+4:2? 9:;*/+*
2'4-;'-+ ".+ :+').+8
: :.+ 9:'8: 5, )2'99 =.+4 9:;*+4:9 '8+ :'21/4- /4 56+4 )2'99 54+ 5, :.+ 2+'84+89 9'?9 A".+
,/23 ='9 /4:+8+9:+*B ".+ :+').+8
4 ' )54:8522+* 68'):/)+ +>+8)/9+ 54 :.+ 6'9: )54:/4;5;9 ' 68+/4:+83+*/':+ 9:;*+4: 9'?9 A
*8/</4- *5=4 :.+ 85'* =.+4 /: .'66+4+*B ".+ :+').+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+':/</:? '4* :5 )8+':+ ' 659/:/<+ '::/:;*+ :5 =8/:/4:5 685</*+ 9:;*+4:9 =/:. ' 35*+2 ,58 9/3/2'8 =8/::+4 =581 /4 :.+ ,;:;8+
:5 /4,583 68/3'8? '-+ 9:;*+4:9 '(5;: :.+/8 685-8+99 /4 ' ,;4 ='?
.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+*
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
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
Band
1
2
3
4
module.
Notification of results
certificates.
Appeals procedure
Computer-based TKT
results-information
Special Circumstances
information.
Special Circumstances cover three main areas: special
arrangements, special consideration and malpractice.
Special arrangements
Grading
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
Malpractice
TKTpretesting@CambridgeESOL.org
www.CambridgeESOL.org/teach/TKT
The production process for TKT is the same as that for the
question papers.
commissioning
ESOLhelpdesk@CambridgeESOL.org
Revision
Pretesting
Item analysis
Live materials bank
Pretest construction
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
TKT wordlist
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.
Approaches
Activity-based learning
No.
Communicative approaches
Content-based learning
Functional Approach
Grammar-Translation method
Guided discovery
Lexical Approach
Situational presentation
Structural Approach
Task-based Learning (TBL)
Test-teach-test
Total Physical Response (TPR)
Assessment
Achievement test
Assess
Assessment
Assessment criteria
Can-do statements
local Centre.
Cloze test
Comprehension questions
Continuous assessment
Diagnose
Diagnostic test
Evaluation
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
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
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
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
Formal (language)
Passive voice
Function
Functional exponent
Personal pronoun
Greeting
Phrase
Inappropriate
Plural noun
Informal (language)
Possessive adjective
Possessive pronoun
Instructing
Negotiating
Preposition
Neutral
Predicting
Register
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
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
Develop skills
Aim
Draft
Analyse language
Edit
Extensive listening/reading
Extract
Assumptions
Fluency
Class profile
Intensive listening/reading
Conduct feedback
Interact
Consolidate
Interaction
Enable
Interactive strategies
Encourage
Key word
Encouragement
Layout
Feedback
Focus on
Give feedback
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
Summary
Text structure
Theme
Stage
Thematic
Step
Topic
Stimulate (discussion)
Topic sentence
Student-centred
Turn-taking
Subsidiary aim
Version
Syllabus
Teacher talking time
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
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
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
Supplementary material
Acknowledge
Tapescript
Teachers 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
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
36
74
37
73
37
75
38
74
38
76
39
75
39
77
40
76
40
78
41
77
79
78
80
41
42
79
42
43
43
80
44
44
10
45
10
45
46
46
11
11
47
12
48
12
47
13
49
13
48
14
14
15
49
50
50
15
51
16
51
16
52
52
17
53
53
18
54
19
55
20
56
17
18
19
54
20
55
21
56
21
57
57
22
58
22
58
23
59
23
59
24
60
24
25
61
25
60
26
62
26
61
27
63
27
62
28
64
28
63
29
29
64
65
65
30
66
66
31
67
30
31
32
68
32
67
33
69
33
68
34
70
34
69
35
71
35
70
36
72
71
72
73
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
33
64
34
65
35
66
36
67
37
68
38
69
39
70
40
71
41
72
10
42
73
11
43
74
12
44
75
13
45
14
46
76
15
47
77
16
48
78
49
79
80
17
18
50
19
51
20
52
21
53
54
22
55
23
24
56
25
57
26
58
27
59
60
28
61
29
62
30
63
31
32
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
BAND 3
BAND 1
BAND
4
BAND 2
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