TKT Module 2 Overview Teachers Notes

Description
This activity introduces the different areas of teaching knowledge tested in TKT Module 2.
Participants will discover the syllabus areas tested in Module 2 and practise some Module 2
type tasks.
Time required:

60 minutes

Materials
required:

Participants worksheet 1 (cut into strips)

Participants worksheet 2 (one for each participant)

Participants worksheet 3 (one for each participant)

Participants worksheet 4 (one for each participant)

To introduce the different areas that are tested in TKT Module 2

To provide practice in doing Module 2 tasks

Aims:

Procedure
1.

(10 minutes) Give each participant a strip from Participants worksheet 1, which
you should cut up before the start of the session. There are twelve strips, made up of
four topics plus two examples of each topic (organised in groups of three in the
worksheet). For example: main, subsidiary and personal aims matches with
identifying and selecting lesson aims. If there are fewer or more than twelve
participants, reduce or repeat the number of strips, making sure that you give out
examples that match with a topic.

2. Tell participants that they have either a topic or an example on their strips of paper.
Ask them to walk around the room saying their topic/example to other participants
until they find two other people whose words/phrases match with theirs. When they
find their partners, they can sit down next to each other and discuss their topic.
3. Check answers together (see key below). Participants should stay in their groups of
three.
4. Tell participants that TKT Module 2 tests candidates knowledge of lesson planning
and use of resources for language teaching. Explain that there are two parts to TKT
Module 2 and that the topic areas and the examples in the activity they have just
completed are all part of the testing focus for TKT Module 2, Part 1. Hand out
Participants worksheet 2 for candidates to look at and compare with the answers
just given. They can also look at the syllabus areas for Module 2, Part 2 on
Participants worksheet 2 in preparation for the next task.
5. (15 minutes) Hand out Participants worksheet 3 Exercise 1. Ask participants to
complete the tasks on their own and then ask them to work in pairs to compare their
answers.
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TKT Module 2 Overview Teachers Notes

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6. Give out Participants worksheet 4 and refer participants to the answer key to
check their answers,
7. (15 minutes) Ask participants to work with their partners and to look at Participants
worksheet 3 Exercise 2. They should choose from the list AH the syllabus area
being focused on in each of the example tasks. There may be more than one
syllabus area per task. These are the syllabus areas in Parts 1 and 2 of Module 2.
8. Check answers together (see key below). Accept alternative answers if participants
can justify them.
9. (15 minutes) Hand out Participants worksheet 4. Participants work in groups of
three to complete Exercise 3 and decide if the statements are True or False.
10. Check answers together (see key below).
11. (5 minutes) Round up to summarise points covered. Ask participants:

How many parts are there to Module 2? (two)

What do the two parts focus on? (Part 1: planning and preparing a lesson or
sequence of lessons; Part 2: selection and use of resources and materials.)

How long is the test and how many questions are there in the test? (1 hour
20 minutes, there are 80 questions.)

Do the questions require long answers? (No, the all the tasks are objective.)

How do candidates record their answers? (Candidates mark their answers on

an answer sheet by shading the correct lozenge on the answer sheet. They are
advised to do this as they complete each tasks. There is no additional time
provided to fill in the answer sheet at the end.)

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TKT Module 2 Overview Teachers Notes

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TKT Module 2 Overview Answer Keys

Key to Procedure Step 2
Identifying and selecting lesson aims: main subsidiary and personal aims; factors
influencing the choice of aims
identifying the different components of a lesson plan aims, procedures, stages,
timing, aids; anticipated problems, assumptions, interaction patterns, timetable fit
Planning an individual lesson or sequence of lessons common sequences in
lessons, e.g. structures lessons, skills lessons; common sequences in lessons, e.g.
topic lessons, project lessons
Choosing assessment activities: informal assessment and related tasks and
activities; formal assessment and related tasks and activities

Key to Participants Worksheet 3

Exercise 1
Task 1

Task 2

Task 3

Task 4

Task 5

1. B

1. A

1. B

1. B

1. D

2. A

2. B

2. C

2. C

2. A

3. A

3. D

3. B

3. C
4. B

4. E

Exercise 2/ Procedure Step 6

Task 1

A, B, (C)

Task 2

D, G

Task 3

Task 4

Task 5

F, G

Key to Participants Worksheet 4

Exercise 3
1. True
2. True
3. True
4. False. There are 80 questions
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5. False. TKT does not test the practical application of knowledge.

6. True
7. True
8. False. TKT does not test the practical application of knowledge.
9. True
10. False. TKT does not assume that candidates know any specific ELT materials.
11. True

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TKT Module 2 Overview Answer Keys

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TKT Module 2 Overview Participants Worksheet 1

Identifying and selecting lesson aims

main subsidiary and personal aims

factors influencing the choice of aims

Identifying the different components of a lesson plan

aims, procedures, stages, timing, aids,

anticipated problems, assumptions, interaction patterns, timetable fit

Planning an individual lesson or sequence of lessons

common sequences in lessons, e.g. structure lessons, skills lessons

common sequences in lessons, e.g. topic-based lessons, project-based lessons

Choosing assessment activities

informal assessment and related tasks and activities

formal assessment and related tasks and activities

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information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo

TKT Module 2 Overview Participants Worksheet 1

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TKT Module 2 Overview Participants Worksheet 2

Module 2 Part 1
This part of Module 2 tests candidates knowledge of:
how to identify appropriate teaching aims and translate them into plans for lessons or
series of lessons
components of a lesson plan
how to sequence activities within and across lessons in a manner appropriate to
particular groups of students
how to select and build appropriate assessment activities into (a series of) lessons.
Candidates need to demonstrate an understanding of concepts and terminology
related to:
Syllabus area

Possible testing focus

identifying and selecting

lesson aims

main, subsidiary and personal aims

specification of aims

factors influencing the choice of aims

identifying the different

components of a lesson plan

the standard components of a lesson plan: aims,

procedures, stages, timing, aids, anticipated problems,
assumptions, interaction patterns, timetable fit

planning an individual lesson

or sequence of lessons

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

choosing assessment activities

informal or formal assessment and related tasks and

activities

Module 2 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:
Syllabus area

Possible testing focus

using reference resources for lesson

preparation

the range of resources available and teachers

reasons for consulting them

the selection and use of coursebook

materials

criteria for selection

ways of adapting materials

the selection and use of

supplementary materials and
activities

types of supplementary materials and activities

reasons for use

how to select and adapt

types of aids and their teaching functions

the selection and use of teaching aids

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TKT Module 2 Overview Participants Worksheet 2

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TKT Module 2 overview Participants Worksheet 3

Exercise 1 Complete the following examples of Module 2 Part 1 and Part 2 tasks.
Task 1: Match the questions (14) with the options (AC). You need to use some
options more than once.
1

Students have difficulty with phonemic

transcriptions.

Lesson aim(s)

Develop dictionary skills.

Anticipated problem(s)

Students use dictionaries individually to check

the meaning of vocabulary.

Procedure and interaction

Stronger students may dominate in pairwork

Task 2: Mark the method that is NOT suitable.

1

The teacher wants to test students spelling of everyday words connected with food and
cooking.
A Students, in pairs, discuss the differences between two pictures of kitchens.
B The teacher dictates 25 words from a recipe.
C Students find mistakes in a restaurants menu.
The teacher wants to test whether students can correctly use regular and irregular past
simple forms.
A Students tell their partner a story about what they did last summer.
B Students write an essay about their hopes and plans.
C Students do a gap fill task about a robbery in which all the verbs are missing.

Task 3: Match the questions (13) with the options (AD). There is one extra option
which you do not need to use.
1

The whole class does a task to help develop the skill of listening for
detail.

A flash cards
B video clips

Students act out conversations as doctors and patients.

Students are prompted by the teacher to call out the names of

objects.

C role cards
D workbooks

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TKT Module 2 overview Participants Worksheet 3

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Task 4: Match the questions (13) with the options (AD). There is one extra option
which you do not need to use.
convince /knvns/v [Tr.(of) ] to make someone completely certain about something; to
persuade: We finally convinced them of our innocence.
1

(of)

A Singleword synonym

convince

B Dependent preposition

v.

C Headword
D Part of speech

Task 5: Match the questions (14) with the options (AE). There is one extra option
which you do not need to use.

to make the text more accessible to

weaker learners

re-writing the text in an informal style

and learners compare it with the original

to highlight grammatical patterns

shortening the text and paraphrasing

parts of it

to work out meaning from surrounding

context

removing from the text all the verbs

which follow prepositions

to raise learners awareness of register

4

putting some spelling mistakes into the

text

to develop learners proof reading skills

Exercise 2
Which syllabus area is being tested in the example tests. You may find that each test
focuses on more than one syllabus area.
A

identifying and selecting lesson aims

using reference resources for lesson

preparation

identifying the different components of

a lesson

the selection and use of coursebook

materials

planning an individual lesson or

sequence of lessons

the selection and use of supplementary

materials and activities

choosing assessment activities

the selection and use of teaching aids

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information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo

TKT Module 2 overview Participants Worksheet 3

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TKT Module 2 Overview Participants Worksheet 4

Exercise 1
Check your answers with the key to the example tasks
Example 1

Example 2

Example 3

Example 4

Example 5

1. B

1. A

1. B

1. B

1. D

2. A

2. B

2. C

2. C

2. A

3. A

3. D

3. B

3. C
4. B

4. E

Exercise 3
Look at the following statements about TKT Module 2. Talk with a partner and say if you
think they are True or False.
TKT Module 2
1. consists of two parts
2. allows candidates 1 hour and 20 minutes to do the test
3. tasks are in the form of multiple choice tasks, odd-one out tasks, matching
tasks and sequencing tasks
4. has 100 questions to answer in the test.

TKT Module 2 tests teachers

5. ability to write successful lesson plans
6. knowledge of the components of lesson plans
7. knowledge of how to sequence lessons
8. knowledge of how to use a range of teaching aids successfully
9. knowledge of how to select and use teaching aids
10. knowledge of a range of specific ELT books
11. knowledge of how to make use of teaching resources.

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information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo

TKT Module 2 Overview Participants Worksheet 4

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