teaching knowledge test · 2017. 11. 16. · teaching knowledge test 5 13 [turn over for questions...

Information for candidates

University of Cambridge ESOL Examinations

TeachingKnowledgeTest

2 Teaching Knowledge Test

could be used by candidates to access further training,

and 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 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.

TKT candidates are expected to be familiar with language

relating to the practice of ELT. A non-exhaustive list of

teaching terminology is provided in the TKT Glossary, which

can be found on our website: www.CambridgeESOL.org/TKT

Content of TKT� TKT content outline

TKT consists of three modules. For each module, candidates

are required to answer 80 questions by selecting a letter for

the correct answer. As TKT tests candidates’ knowledge of

teaching rather than their proficiency in the English language

or their performance in classroom situations, candidates are

not required to listen, speak or produce extended writing

when taking TKT.

� TKT overview

Introduction� Introduction to TKT – a test of professional

knowledge for English language teachers

TKT is the new test about teaching English to speakers of

other languages. It aims to increase teachers’ confidence and

enhance job prospects by focusing on the core teaching

knowledge needed by teachers of primary, secondary or adult

learners, anywhere in the world. This new award will help you

to understand:

• different methodologies for teaching

• the ‘language of teaching’

• the ways in which resources can be used

• the key aspects of lesson planning

• classroom management methods for different needs.

TKT has three core modules:

� Module 1 – Language and background to languagelearning and teaching

• Describing language and language skills

• Background to language teaching

• Background to language learning.

� Module 2 – Planning lessons and use of resourcesfor language teaching

• Planning and preparing a lesson or sequence of lessons

• Selection and use of resources and materials.

� Module 3 – Managing the teaching and learningprocess

• Teachers’ and learners’ language in the classroom

• Classroom management.

A detailed handbook for TKT is available to download from

www.CambridgeESOL.org/TKT and includes full sample

papers for each module. The website also includes detailed

Teaching Resources for tutors who are helping candidates to

prepare for TKT and a glossary of teaching terms.

A dedicated textbook The TKT Course is published by

Cambridge University Press.

An overview of TKT� The aims of TKT

• to test candidates’ knowledge of concepts related to

language, language use and the background to and

practice of language teaching and learning

• to provide an easily accessible test about teaching

English to speakers of other languages, which is

prepared and delivered to international standards, and

Module Title Timing Test format

1 Language andbackground tolanguage learning

and teaching

1 hour 20 minutes Three parts with

80 objective

format questions

2 Lesson planningand use ofresources for

language teaching

1 hour 20 minutes Two parts with

80 objective

questions

3 Managing theteaching andlearning process

1 hour 20 minutes Two parts with

80 objective

questions

3Teaching Knowledge Test

MODULE 1Language and background to language learning and teaching

GENERAL DESCRIPTION

Module format Module 1 consists of three parts.

Timing 1 hour 20 minutes

No. of questions 80

Task types Objective tasks, such as one-to-one matching; 3/4/5-option matching; 3-option multiple choice and odd one out.

Answer format For all parts of this module, candidates indicate their answers by shading the correct lozenges on their answer sheets.Candidates should use a pencil and mark their answers firmly.Candidates should use an eraser to rub out any answer they wish to change.

Marks Each question carries one mark.

� Syllabus

This module tests candidates’ knowledge of terms and concepts common in English language teaching. It also focuses on the

factors underpinning the learning of English and knowledge of the range and functions of the pedagogic choices the teacher

has at his/her disposal to cater for these learning factors.

Module 1 example questions

2

For

questions 1

-5, m

atc

h t

he e

xam

ple

lang

uag

e w

ith t

he

gra

mm

aticalte

rms lis

ted

A-F

.

Mark

the c

orr

ect

letter

(A-F

) on y

our

answ

er

sheet.

There

is o

ne e

xtr

a o

ption w

hic

h y

ou d

o n

ot

need t

o u

se.

Exam

ple

lan

gu

ag

e

Gram

mati

cal te

rm

s

1

who,

wh

ich,

that

2

acro

ss,

alo

ng

, off

3

yours

elf,

ours

elv

es,

them

selv

es

4

your,

his

, our

5

above,

ag

ain

st, b

y

A

B

C

D

E

F

possessiv

e a

dje

ctives

rela

tive p

ronouns

reflexiv

e p

ronouns

dem

onstr

ative a

dje

ctives

pre

positio

ns o

f pla

ce

pre

positio

ns o

fm

ovem

ent

4 Teaching Knowledge Test4

6

For

questions 2

2-2

9,

look a

t th

e t

wo v

ow

el sounds in e

ach w

ord

. M

atc

h the v

ow

el sounds in t

he

word

s w

ith t

he p

air

s o

fphonem

ic s

ym

bols

lis

ted

A-I

.

Mark

the c

orr

ect

letter

(A-I

) on y

our

answ

er

sheet.

There

is o

ne e

xtr

a o

ption w

hic

h y

ou d

o n

ot

need t

o u

se.

W

ord

s

Ph

on

em

ic s

ym

bo

ls

22

curly

23

over

24

villa

ge

25

paper

26

hom

ew

ork

27

learn

er

28

nig

htc

lub

29

baby

A

B

C

D

E

F

G

H

I

��

��

��

��

��

��

��

��

��

��

��

��

��

��

��

��

��

��

��

8

For

questions 3

6-4

0,

look a

t th

efo

llow

ing

term

sfo

r la

ng

uag

e s

kills

and t

hre

e p

ossib

le d

escri

ptions o

f

the

term

s.

Choose t

he c

orr

ect

option A

, B

or

C.

Mark

the c

orr

ect

letter

(A,

B o

rC

) on y

our

answ

er

sheet.

36

Sum

marisin

gis

A

expla

inin

g a

text

in d

eta

il.

B

writing

the last sente

nce

of

a t

ext.

C

giv

ing

the m

ain

poin

tsof a t

ext.

37

Inte

ractive lis

tenin

g is

A

liste

nin

g,

respondin

g a

nd

giv

ing

feedback.

B

liste

nin

gfo

r deta

il,

mood

and a

ttitude.

C

liste

nin

g a

nd identify

ing

word

str

ess a

nd lin

kin

g.

38

Ora

l fluency

is

A

speakin

g w

ithout

makin

g a

ny m

ista

kes.

B

speakin

g n

atu

rally

without

hesitating

too m

uch.

C

speakin

g w

ithout

consid

eri

ng t

he lis

tener.

39

Para

phra

sin

gis

A

usin

g p

hra

ses t

o s

ay s

om

eth

ing

inste

ad o

f usin

g c

om

ple

te s

ente

nces.

B

connecting

sente

nces t

og

eth

er

in s

peech o

r w

riting b

y u

sin

g c

onju

nctions.

C

findin

g a

noth

er

way t

o s

ay s

om

eth

ing

when y

ou c

annotth

ink o

fth

e r

ight

lang

uag

e.

40

Scannin

gis

A

readin

g a

text q

uic

kly

to g

et th

e g

enera

l id

ea.

B

readin

g a

textq

uic

kly

to

find s

pecific

info

rmation.

C

readin

g a

textq

uic

kly

to identify

the w

rite

rís a

ttitude.


13

[Tu

rn

ove

r

For

questions 6

7-7

3,

matc

h t

he c

lassro

om

activitie

s w

ith t

he types o

f speakin

g p

ractice lis

ted

A,

B o

r C

.

Mark

the c

orr

ect

letter

(A,

B o

r C

) on y

our

answ

er

sheet.

Typ

es o

f sp

eakin

g p

racti

ce

A

ora

l fluency

pra

ctice

B

contr

olled o

ral pra

ctice

C

neither

Cla

ssro

om

acti

vit

ies

67

At

the b

eg

innin

g o

fth

e lesson,

we

got

into

gro

ups

and t

alk

ed a

bout

an inte

resting n

ew

spaper

art

icle

that

we h

ad r

ead.

68

The t

eacher

gave u

s w

ord

pro

mpts

such a

s ëcin

em

aí and ëfr

iendsí, a

nd w

e h

ad to s

ay

them

in

sente

nces u

sin

g the p

ast

sim

ple

, e.g

. ëW

e w

ent

to t

he c

inem

aí; ëW

e v

isited s

om

efr

iendsí.

69

We

liste

ned t

o a

record

ing o

f tw

o p

eople

talk

ing

aboutth

eir

hobbie

s,th

en d

id a

gap-f

ill

com

pre

hensio

n t

ask.

70

The t

eacher

gave u

s r

ole

s s

uch a

s ëfilm

sta

rí o

r ës

port

s s

tarí

and w

e h

ad t

o r

ole

pla

y a

part

y in

wh

ich w

e c

hatt

ed to e

ach o

ther.

71

We

had a

dis

cussio

n a

boutth

e a

dvanta

ges a

nd d

isadvanta

ges o

fth

e inte

rnet.

72

The t

eacher

read o

utsom

e s

ente

nces,

som

e o

fw

hic

h w

ere

corr

ect

and s

om

e incorr

ect.

We

had t

o s

hout

out

ëRig

htí o

r ëW

rong

í.

73

We

had t

o a

sk o

ur

part

ner

five

questions a

bout

their

abilitie

s,

usin

g ëcaní, e

.g. C

an y

ou s

wim

?MODULE 2Lesson planning and use of resources for language teaching

GENERAL DESCRIPTION

Module format Module 2 consists of two parts.


No. of questions 80

Task types Objective tasks, such as one-to-one matching; 3/4/5-option matching; sequencing; 3-option multiple choice and odd one out.



� 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.


4

For

questions 1

5-2

0,

look a

t th

e s

tag

es a

nd a

ims

from

a lesson p

lan a

bout

com

pla

inin

g.

Tw

o o

fth

e

aim

s (

A-C

) in

each s

tag

e a

re a

ppro

pri

ate

. O

ne o

f th

e a

ims is N

OT

appro

priate

.

Mark

the a

im (

A,

B o

rC

) w

hic

h is N

OT

appro

pri

ate

on y

our

answ

er

sheet.

Sta

ges

A

ims

15

Lead

-in

•T

he t

eacher

asks the s

tudents

when t

hey last

went

on h

olida

y

and w

hat

pro

ble

ms t

hey c

an h

ave

when t

ravellin

g.

•T

he t

eacher

elicits ideas a

bout

the p

roble

ms a

nd w

rite

s them

on

the b

oard

.

A

B

C

to c

reate

inte

rest in

the

topic

to intr

oduce the p

ast

sim

ple

tense

to p

ers

onalise t

he s

tart

ofth

e lesson

16

Lis

ten

ing

•S

tudents

lis

ten to a

custo

mer

com

pla

inin

gin

a tra

vel ag

entís.

•S

tudents

identify

the p

roble

ms

mentioned o

n the tape.

•S

tudents

com

pare

answ

ers

in

pair

s.

A

B

C

to c

heck s

tudents

í unders

tandin

g o

fth

e tape

to p

rovid

e a

model ofth

e t

arg

et

lang

uag

e in

conte

xt

to p

re-t

each the m

eanin

g o

f new

word

s

17

Lan

gu

ag

e f

ocu

s

•T

he t

eacher

hands o

utth

e

tapescri

pt.

•S

tudents

identify

the lang

uag

e o

f

com

pla

inin

g a

nd a

polo

gis

ing

in

the tapescri

pt.

A

B

C

to focus s

tudents

í att

ention o

n the targ

et

lang

uag

e

to g

ive

stu

dents

pra

ctice in r

eadin

g f

or

gis

t

to p

rovid

e s

tudents

with a

record

of

lang

uag

e

in c

onte

xt

18

Restr

icte

d p

racti

ce

•T

he t

eacher

show

s t

he targ

et

lang

uag

e o

n a

n O

HT

.

•S

tudents

try

to

say t

he p

hra

ses.

•T

he

teacher

giv

es f

eedback,

corr

ecting a

nd d

rillin

g w

here

necessary

.

A

B

C

to a

llow

stu

dents

to p

ers

onalise t

he targ

et

lang

uag

e

to a

llow

stu

dents

to u

se the t

arg

et

lang

uag

e in

a c

ontr

olled w

ay

to d

evelo

p s

tudents

í confidence in

pro

nouncin

g t

he

targ

et

lang

uag

e

5

[Tu

rn

ove

r

19

Prep

arati

on

fo

r f

reer p

racti

ce

•S

tudents

stu

dy their

role

-card

s:

stu

dent

A is t

he c

om

pla

inin

g

cu

sto

me

r

stu

dent

B is t

he t

ravel agent.

A

B

C

tog

ive s

tudents

tim

e t

o t

hin

k o

f id

eas

to u

se in the r

ole

-pla

y

to d

evelo

p r

eadin

g c

om

pre

hensio

n

to a

llow

stu

dents

to c

heck w

ith t

he

teacher

what

they h

ave t

o d

o

20

Freer p

racti

ce

•S

tudents

act

out th

e s

ituation in

pair

s.

A

B

C

to focus o

n the form

of th

eta

rget

lang

uag

e

tog

ive less c

ontr

olled p

ractice o

fth

e

targ

et

lang

uag

e

to p

repare

stu

dents

for

real

com

munic

ation



8

For

questions

37-4

1,

matc

h th

e

situations

in w

hic

h

a

teacher

sets

a

test

with

the

reasons fo

r

asse

ssm

ent

liste

dA

-F.

Mark

the c

orr

ect

letter

(A-F

) on y

our

answ

er

sheet.

There

is o

ne e

xtr

a o

ption w

hic

h y

ou d

o n

ot

need t

o u

se.

Sit

uati

on

s

37

The t

eacher

has a

new

cla

ss. O

n t

he

firs

t day o

f th

e c

ours

e,she s

ets

a test

whic

h c

overs

som

e

lang

uag

e p

oin

ts s

he e

xpects

the s

tudents

to b

e fam

ilia

r w

ith a

nd o

thers

that

she t

hin

ks t

he

stu

dents

may n

otknow

.T

he s

tudents

do n

ot

pre

pare

for

the t

est.

38

The t

eacher

notices that his

inte

rmedia

te s

tudents

are

makin

g c

are

less m

ista

kes w

ith b

asic

question f

orm

ation,

whic

h t

hey s

hould

know

. H

e a

nnounces t

hat

there

will be a

test

on t

his

the

follow

ing

week.

The s

tudents

have tim

eto

pre

pare

for

the t

est.

39

The s

tudents

are

goin

g t

o t

ake a

public e

xam

ination s

oon.

The t

eacher

giv

es t

hem

an e

xam

ple

paper

to d

o u

nder

test conditio

ns.

40

The t

eacher

monitors

stu

dents

whenever

they c

arr

y o

ut

speakin

gta

sks

and k

eeps n

ote

s a

bout

each s

tudent.

41

The cla

ss has re

cently finis

hed a unit of

the cours

ebook w

hic

h fo

cused on th

e use of

the

pre

sent

perf

ect

sim

ple

with ëfo

rí a

nd ësin

ceí. T

he t

eacher

giv

es t

he c

lass a

surp

rise test

on t

his

.

Reaso

ns f

or a

ssessm

en

t

A

to fam

ilia

rise s

tudents

with the test fo

rmat

B

to a

llow

the t

eacher

to p

lan a

n a

ppro

pri

ate

schem

e o

f w

ork

C

to s

how

stu

dents

how

well t

hey h

ave learn

ed s

pecific

lang

uag

e

D

to a

llow

stu

dents

to a

ssess e

ach o

ther

E

tom

otivate

the s

tudents

tore

vis

e a

part

icula

r la

ng

uag

e a

rea

F

to a

ssess s

tudents

í pro

gre

ss o

n a

continuous b

asis

10

For

questions 5

0-5

6,

read t

he d

ictionary

entr

y. M

atc

h the e

xtr

acts

from

the d

ictionary

entr

y w

ith t

he

info

rmation they p

rovid

e lis

ted A

-H.

Mark

the c

orr

ect

letter

(A-H

) on y

our

answ

er

sheet.

There

is o

ne e

xtr

a o

ption w

hic

h y

ou d

o n

ot

need t

o u

se.

Dic

tio

nary e

ntr

y

co

nvin

ce

/ �� /

v [

T (o

f) ]

to m

ake

so

meo

ne

co

mp

lete

ly ce

rta

in a

bo

ut

som

eth

ing;

pe

rsu

ad

e: W

e fin

ally

con

vinc

ed th

em o

f our

inno

cenc

e.

[ +

o

bj

+ (t

ha

t)]

They

faile

d to

con

vinc

e th

e di

rect

ors

that

thei

r pr

opos

als

wou

ldw

ork

/ I'm

co

nvin

ced

that

she

is te

lling

the

truth

.

50

Iím

convin

ced t

hat

she is t

ellin

g t

he t

ruth

.

51

convin

ce

52

v

53

pers

uade

54

[ +

obj +

(th

at)

]

55

(of)

56

tom

ake

som

eone c

om

ple

tely

cert

ain

aboutsom

eth

ing

A

B

C

D

E

F

G

H

Part

ofspeech

Exam

ple

sente

nce

Dependent

pre

positio

n

Sin

gle

-word

synonym

Phonem

ic t

ranscri

ption

Headw

ord

Verb

patt

ern

Definitio

n

2

For

questions 1-7

,m

atc

h th

e exam

ple

s of

teachers

í cla

ssro

om

la

ng

uage w

ith th

eir

fu

nctions liste

d

A-H

.

Mark

the c

orr

ect

letter

(A-H

) on y

our

answ

er

sheet.

There

is o

ne e

xtr

a o

ption w

hic

h y

ou d

o n

ot

need t

o u

se.

T

each

ersí

cla

ssro

om

lan

gu

ag

e

Fu

ncti

on

s

1

Lis

ten,I

like p

layin

gfo

otb

all,

repeat

every

one,

I like p

layin

gfo

otb

all.

2

Maria ñ

collect

the b

ooks,

ple

ase.

3

Tell m

eth

ree a

dje

ctives b

eg

innin

g w

ith t

he lett

er

ëCí.

4

Just

liste

n t

o h

ow

I s

ay itñ p

oT

Ato

es.

5

Okay,

dis

cuss it

with y

ou

r part

ner

now

, ple

ase.

6

Iím

really f

ull,

Iíve just

eate

n a

big

lunch.

Am

I hungry

now

?

7

Letís h

ave a

look. Y

es,

thatís g

reat.

Now

try

the n

ext

one.

A

B

C

D

E

F

G

H

checkin

g u

nders

tandin

g

em

phasis

ing w

ord

str

ess

drillin

g

checkin

g instr

uctions

monitoring

elicitin

g

org

anis

ing p

air

work

nom

inating


MODULE 3Managing the teaching and learning process

GENERAL DESCRIPTION

Module format Module 3 consists of two parts.


No. of questions 80

Task types Objective tasks, such as one-to-one matching; 3/4/5-option matching; 3-option multiple choice and odd one out.



� 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.



4

For

questions 17-2

1,

read th

e fo

llow

ing

in

str

uctions w

hic

h a te

acher

used w

ith adult ele

menta

ry

learn

ers

. S

om

e o

fth

ese instr

uctions m

ay n

ot

be a

ppro

pri

ate

.

Matc

h t

he instr

uctions w

ith

the tra

inerí

s c

om

ments

lis

ted A

-F.

Mark

the c

orr

ect

letter

(A-F

) on y

our

answ

er

sheet.

There

is o

ne e

xtr

a o

ption w

hic

h y

ou d

o n

ot

need t

o u

se.

Instr

ucti

on

s

17

Imag

ine y

ou w

ere

in a

shop a

nd y

ou h

ad d

ecid

ed to b

uy s

om

e c

hocola

tes.

What

do y

ou t

hin

k

you m

ight

say?

18

Read t

he text

and identify

the c

ohesiv

e d

evic

es.

19

Look a

t th

e t

ext and u

nderl

ine a

ll t

he v

erb

s.

20

Why d

onít y

ou justg

et

into

pair

s o

r a s

mall g

roup,

if y

ou lik

e,

and d

iscuss a

few

of

the

questions

for

a little b

it?

21

Were

nít y

ou lis

tenin

g?

Isaid

exerc

ise t

hre

e.

Donít w

aste

my

tim

e!

Train

erís

co

mm

en

ts

A

T

his

is a

cle

ar

instr

uction f

or

adult e

lem

enta

ry learn

ers

.

B

T

he

gra

mm

ar

in t

his

instr

uction is a

bove e

lem

enta

ry level.

C

S

om

e a

dult s

tudents

mig

htfind t

his

instr

uction r

ude.

D

T

his

instr

uction is n

ot

well s

eq

uenced.

E

T

his

instr

uction d

oes n

ot te

ll s

tudents

exactly w

hat

to d

o.

F

S

om

e o

fth

e lexis

in t

his

instr

uction is a

bove e

lem

enta

ry level.

6

For

questions 2

8-3

2,

read t

he c

onvers

ation b

etw

een t

wo a

dvanced learn

ers

. A

nsw

er

the

questions

aboutth

eir

use o

f la

ng

uag

e b

y c

hoosin

g t

he c

orr

ect

option A

, B

or

C.

Mark

the c

orr

ect

letter

(A,

B o

r C

) on y

our

answ

er

sheet.

Cristin

a:

Are

yo

u a

go

od

sa

ilo

r? H

ave

yo

u e

ve

r b

ee

n s

ea

sic

k?

Ra

qu

el:

Ye

ah

, I h

ave

be

en

se

asic

k, o

nce

. A

ctu

ally, I ñ

lin

e 2

Cri

stin

a:

Was th

at o

n a

lo

ng

jo

urn

ey?

Ra

qu

el:

Yeah.

In f

act

Iím

quite a

good t

raveller

no

rmally.

Bu

t th

ere

was e

rm .

.. e

r ...

not

on

a

long

journ

ey,

no,

sorr

y.

It

was a

bout

on

ly 3

0 k

ilom

etr

es.

And e

rm,

com

ing

... o

n t

he

wa

y b

ack,

it w

as a

ve

ry sm

all b

oa

t, a

nd

it w

as ve

ry h

ot,

a

nd

m

e a

nd

th

e re

st

of

my

fam

ily w

ere

on

th

e v

ery

...

in

th

ein

sid

eo

f th

e b

oa

t.

An

dit w

as

just

like

bein

g i

na

...

on a co

rk,

carr

ied by w

ate

r. A

nd m

y bro

ther

sta

rted firs

t, and th

en e

very

one sta

rted

feelin

g s

ick.

line

4 lin

e 5

line

8

Cri

stin

a:

Oh

,te

rrib

le.

line

10

Ra

qu

el:

It w

as h

orr

ible

.lin

e 11

28

Why d

oes R

aq

uel sto

p a

fter

sayin

g ëA

ctu

ally,

I ñí?

(line 2

)

A

S

he c

anít r

em

em

ber

the r

ight

word

.

B

S

he h

asnít u

nders

tood the q

uestion.

C

S

he is s

uddenly

inte

rrupte

d b

y C

ristina.

29

Why d

oes R

aq

uel say ëY

eahí atth

e b

eg

innin

g o

f line 4

?

A

to

show

that

she h

eard

Cri

stinaís

question

B

to

ask f

or

the q

uestion

tobe r

epeate

d

C

to

show

she is u

nsure

about

her

answ

er

30

Why d

oes R

aq

uel use ëIn

factí? (lin

e 4

)

A

S

heís

intr

oducin

g a

contr

ast

with w

hat

she s

aid

earl

ier.

B

S

heís

corr

ecting

what

Cristina s

aid

.

C

S

heís

giv

ing

hers

elf s

om

e t

ime t

o thin

k.

31

The m

any u

ses o

f ëa

ndí in

lin

es 5

-8 in R

aq

uelís s

tory

A

sum

mari

se R

aq

uelís ideas.

B

re

peat

what

happened in t

he s

tory

.

C

m

ark

new

poin

ts in the s

tory

.

32

The a

dje

ctives ëte

rrib

leí and ëhorr

ible

í (l

ines 1

0 a

nd 1

1)

show

that

Raq

uel and C

ristina b

oth

A

dis

like t

he w

ay R

aq

uel to

ld t

he s

tory

.

B

have t

he s

am

ere

action.

C

have h

ad a

sim

ilar

experi

ence.

Teaching Knowledge Test10

8

For

questions 4

1-4

9,

matc

h t

he t

eacher

activitie

s w

ith t

he t

eacher

role

s lis

ted A

, B

, C

or

D.

Mark

the c

orr

ect

letter

(A,

B, C

or

D)

on y

our

answ

er

sheet.

You n

eed to u

se s

om

e o

ptions m

ore

than o

nce.

Teach

er r

ole

s

A

MA

NA

GE

R (

manag

es s

tudents

and a

ctivitie

s d

uri

ng c

lass tim

e)

B

PL

AN

NE

R (

chooses m

ate

rials

and/o

rm

eth

odolo

gy b

efo

re the c

ours

e o

r le

sson)

C

PR

OV

IDE

R (

giv

es e

xpert

info

rmation a

boutta

rget

lang

uag

e)

D

DIA

GN

OS

TIC

IAN

(finds o

utth

e n

eeds a

nd inte

rests

ofstu

dents

)

41

The t

eacher

puts

stu

dents

into

gro

ups o

f th

ree for

a r

ole

-pla

y.

42

The t

eacher

asks a

nois

y s

tudentto

speak

more

quie

tly.

43

The t

eacher

invites s

tudents

to s

ugg

est

topic

sfo

r cours

e c

onte

nt.

44

While s

tudents

wri

te a

sto

ry,

the t

eacher

walk

s r

ound t

he c

lass h

elp

ing

stu

dents

who m

ake

err

ors

or

ask for

new

word

s.

45

The t

eacher

wants

to identify

gaps in their

know

ledg

e s

o s

he a

sks s

tudents

to b

rain

sto

rm

cri

me v

ocabula

ry.

46

The t

eacher

intr

oduces t

he p

resent

perf

ect

continuous.

47

The t

eacher

decid

es w

hic

h c

ours

ebook a

ctivitie

s w

ill fit

into

the tim

e a

vaila

ble

for

the lesson.

48

The t

eacher

finds a

vid

eo t

ofit

into

the t

opic

of

the u

nit.

49

The t

eacher

giv

es s

tudents

aq

uestionnair

e in o

rder

tofind o

ut m

ore

aboutth

eir

learn

ing

sty

les a

nd p

refe

rences.

TKT test administration� Modular structure

TKT has three modules. These can be taken together in one

examination session or separately, in any order, over three

sessions.

� Entry procedure

Candidates must enter through an authorised Cambridge

ESOL Centre. A list of Cambridge ESOL Examination Centres is

available from Cambridge ESOL online at

www.CambridgeESOL.org/TKT

Institutions wishing to become Cambridge ESOL Examination

Centres should contact the Centre Registration Unit at

Cambridge ESOL.

Grading and results� Grading

Each module is free-standing. Candidates receive a certificate

for each module they take.

Each question carries one mark, so the maximum mark for

each module is 80. Candidate performance is reported using

four bands.

Band A candidate at this level demonstrates

1 limited knowledge of TKT content areas

2 basic, but systematic knowledge of TKT content areas

3 breadth and depth of knowledge of TKT content areas

4 extensive knowledge of TKT content areas

Our trialling research indicates that for a candidate to achieve

TKT Band 3, a score of at least 45–50 marks (out of 80) is

required.

The reporting of results for TKT is subject to ongoing research.

Further guidance on the interpretation of results will be issued

in the future.

� Notification of results

Certificates are despatched to Centres approximately two

weeks after receipt of answer sheets by Cambridge ESOL.

Please note that despatch of candidates’ certificates will be

delayed if they need Special Consideration or are suspected of

malpractice.


Support for TKT candidatesand course providersGeneral information on TKT, including administration details

and downloadable versions of this Handbook and sample

materials, can be found by visiting


Course providers and individual candidates can also access

the TKT Glossary on this website.

Support material for teacher trainers is available on the

Teaching Resources website

www.CambridgeESOL.org/teach/TKT

The TKT Course is published by Cambridge University Press in

collaboration with Cambridge ESOL. This coursebook provides

approximately 60–90 hours of classroom-based or self-access

study, and includes practice tasks and tests.

Further support is also available in the form of seminar

programmes in different countries. Contact Cambridge ESOL

Information for further details by e-mailing:

[email protected]

Common questions andanswersCan 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 all three modules?

No. The modules are free-standing. Candidates may enter for

any number of modules in any order.

What is the pass mark?

Results are reported in four bands. There is no pass or fail.

Candidates receive a certificate for each module taken.

What is the date of the TKT examination?

Dates are set by Centres in consultation with Cambridge ESOL,

taking into account local needs and conditions.

Where can candidates enrol?

Your Cambridge ESOL Local Secretary 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?

TKT certificates 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?

No. However, it is advisable for candidates to have a minimum

language level of Council of Europe Framework Level B1.

What kind of teaching terminology will be tested in TKT?

A non-exhaustive list of the teaching terms and their

definitions which could be tested in TKT can be found in the

TKT Glossary at www.CambridgeESOL.org/TKT

What is the TKT portfolio?

The portfolio is an electronic resource in which candidates

keep a record of their teaching experience, beliefs and

aspirations for the future. The portfolio does not form part of

the assessment for TKT. Candidates who register for TKT will

receive more information on how to access their portfolio.

University of CambridgeESOL Examinations1 Hills RoadCambridgeCB1 2EUUnited Kingdom

Tel. +44 1223 553355Fax. +44 1223 460278e-mail [email protected]

© UCLES 2005 EMC/3078/5Y05


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