tkt: modules 1–3...• is aware of some key terms for describing language. • can answer simple...

TKT: Modules 1–3Teaching Knowledge Test

Handbook for teachers

Make the most of your handbook

This handbook is intended for tutors and candidates and provides information to help prepare for TKT: (Teaching Knowledge Test) Modules 1, 2 and 3.

For further information on any of our teaching qualifications and courses, please go to cambridgeenglish.org/teaching-qualifications

For further copies of this handbook, please email [email protected]

About Cambridge Assessment English 2

Cambridge English teaching qualifications – 3 an overview

Cambridge English Teaching Framework 4

Introduction to TKT 6

TKT: Modules 1–3: an overview 6

Support for candidates and course providers 7

TKT: Modules 1–3 administration 7

Special Circumstances 8

Module 1 9

Syllabus 10

Describing language and language skills 10

Background to language learning 11

Background to language teaching 11

Sample paper 12

Module 2 19

Syllabus 20

Planning and preparing a lesson 20 or sequence of lessons

Selection and use of resources 20

Sample paper 21

Module 3 29

Syllabus 30

Teachers’ and learners’ language in the classroom 30

Classroom management 30

Sample paper 31

Answer keys 38

Sample answer sheet 39

TKT band descriptors 41

More Cambridge English teaching 42 qualifications and courses

http://cambridgeenglish.org/teaching-qualificationsmailto:marketingsupport%40cambridgeenglish.org?subject=

We are Cambridge Assessment English. Part of the University of Cambridge, we help millions of people learn English and prove their skills to the world.

For us, learning English is more than just exams and grades. It’s about having the confidence to communicate and access a lifetime of enriching experiences and opportunities.

We deliver qualifications and tests in over 130 countries to over 5.5 million people every year.

2

About Cambridge Assessment English

The world’s most valuable range of English qualifications

Cambridge English Qualifications are in-depth exams that make learning English enjoyable, effective and rewarding.

Our unique approach encourages continuous progression with a clear path to improving language skills. Each of our qualifications focuses on a level of the Common European Framework of Reference (CEFR), enabling learners to develop and build speaking, writing, reading and listening skills.

To find out more about Cambridge English Qualifications and the CEFR, go to cambridgeenglish.org/cefr

Cambridge English teaching qualifications

We provide a comprehensive range of industry-leading qualifications, professional development and resources for teachers, wherever they are in their professional journey.

Supporting teachers

All our teaching qualifications are mapped to the Cambridge English Teaching Framework, which helps teachers identify where they are in their career development, where they want to be, and how to get there.

Proven quality

Our commitment to providing assessment of the highest possible quality is underpinned by an extensive programme of research and evaluation, and by continuous monitoring of the marking and grading of all Cambridge English Qualifications. Of particular importance are the rigorous procedures which are used in the production and pretesting of question papers.

All systems and processes for designing, developing and delivering exams and assessment services are certified as meeting the internationally recognised ISO 9001:2008 standard for quality management and are designed around five essential principles:

• Validity – are our exams an authentic test of real-life English or teaching knowledge?

• Reliability – do our exams behave consistently and fairly?

• Impact – does our assessment have a positive effect on teaching and learning?

• Practicality – does our assessment meet candidates’ needs within available resources?

• Quality – how we plan, deliver and check that we provide excellence in all of these fields.

How these qualities are brought together is outlined in our publication Principles of Good Practice, which can be downloaded free from cambridgeenglish.org/principles

Cambridge Assessment International Education

Prepares school students for life, helping them develop an informed curiosity and a lasting passion for learning.

The largest assessment research capability of its kind in Europe

Cambridge Assessment English

We help millions of people learn English and prove their skills to the world.

OCR: Oxford Cambridge and RSA Examinations

A leading UK awarding body.

Departments of the University

Departments (exam boards)

One of the top universities in the world

Oxford Cambridge and RSA

http://www.cambridgeenglish.org/cefrhttp://www.cambridgeenglish.org/principles

3Cambridge English teaching qualifications

Cambridge English teaching qualifications – an overview

DELTA Module Three

DELTA Module Two

DELTA Module OneDiploma in Teaching English to Speakers of Other Languages

CELTACertificate in Teaching English to Speakers of Other Languages

TKT: Young Learners

TKT: CLIL(Content and Language Integrated Learning)

TKT: Modules 1, 2 and 3Teaching Knowledge Test

Recommended

Required

Recommended

Not required

Not essential

Not essential

Not essential

Teac

hing

ex

perie

nce

Candidate requirements

Initial teaching qualification



Qualifications allowing access to higher education

Not required

Not required

Not required

Entr

y qu

alifi

cati

ons

Primary, secondary or adults



Adults

Primary



Teac

hing

age

gr

oup

Qualification features

Can

be

take

n pr

e-se

rvic

e

Face-to-face or online/blended options

Cou

rse

part

icip

atio

n re

quire

d

Ass

esse

d te

achi

ng

prac

tice

Extended assignment

Con

tinu

ous

asse

ssm

ent/

cour

sew

ork

Pape

r-ba

sed

test

The following courses and qualifications are available to teachers through institutions and educational authorities:

The following qualifications are available to teachers through Cambridge English teaching qualification centres:

Language for Teaching – B2

Language for Teaching – B1

Language for Teaching – A2

Certificate in EMI Skills English as a Medium of Instruction

Train the Trainer

CELT-SCertificate in English Language Teaching – Secondary

CELT-PCertificate in English Language Teaching – Primary

N/A

N/A

N/A

Required

Required

Required

Required

Teac

hing

ex

perie

nce

Candidate requirements

B1 level English

A2 level English

A1 level English

Local requirements apply

Teaching qualification

Local requirements for teachers apply

Local requirements for teachers apply

Entr

y qu

alifi

catio

ns

Primary, secondary

Primary, secondary

Primary, secondary

Students in higher education contexts

N/A

Secondary

Primary

Teac

hing

age

gr

oup

Course/qualification features

Can

be

take

n pr

e-se

rvic

e

Cour

se

part

icip

atio

n re

quire

d

Ass

esse

d te

achi

ng

prac

tice

Con

tinu

ous

asse

ssm

ent/

cour

sew

ork

Onl

ine/

blen

ded

lear

ning

co

urse

opt

ion

4

Cambridge English Teaching Framework

We developed the Cambridge English Teaching Framework:

• to help teachers identify where they are in their professional career

• to help teachers and their employers think about where they want to go next and identify development activities to get there.

See the full version of the framework for detailed competency statements: cambridgeenglish.org/teaching-framework

Stages Foundation Developing Proficient Expert

Learning and the learner

• Has a basic understanding of some language-learning concepts.

• Demonstrates a little of this understanding when planning and teaching.

• Has a reasonable understanding of many language-learning concepts.

• Demonstrates some of this understanding when planning and teaching.

• Has a good understanding of many language-learning concepts.

• Frequently demonstrates this understanding when planning and teaching.

• Has a sophisticated understanding of language-learning concepts.

• Consistently demonstrates this understanding when planning and teaching.

Teaching, learning and assessment

• Has a basic understanding of some key principles of teaching, learning and assessment.

• Can plan and deliver simple lessons with a basic awareness of learners’ needs, using core teaching techniques.

• Can use available tests and basic assessment procedures to support and promote learning.

• Has a reasonable understanding of many key principles of teaching, learning and assessment.

• Can plan and deliver lessons with some awareness of learners’ needs, using a number of different teaching techniques.

• Can design simple tests and use some assessment procedures to support and promote learning.

• Has a good understanding of key principles of teaching, learning and assessment.

• Can plan and deliver detailed lessons with good awareness of learners’ needs, using a wide range of teaching techniques.

• Can design effective tests and use a range of assessment procedures to support and promote learning.

• Has a sophisticated understanding of key principles of teaching, learning and assessment.

• Can plan and deliver detailed and sophisticated lessons with a thorough understanding of learners’ needs, using a comprehensive range of teaching techniques.

• Can design a range of effective tests and use individualised assessment procedures consistently to support and promote learning.

Language ability

• Provides accurate examples of language points taught at A1 and A2 levels.

• Uses basic classroom language which is mostly accurate.

• Provides accurate examples of language points taught at A1, A2 and B1 levels.

• Uses classroom language which is mostly accurate.

• Provides accurate examples of language points taught at A1, A2, B1 and B2 levels.

• Uses classroom language which is consistently accurate throughout the lesson.

• Provides accurate examples of language points taught at A1–C2 levels.

• Uses a wide range of classroom language which is consistently accurate throughout the lesson.

Language knowledge and awareness

• Is aware of some key terms for describing language.

• Can answer simple learner questions with the help of reference materials.

• Has reasonable knowledge of many key terms for describing language.

• Can answer most learner questions with the help of reference materials.

• Has good knowledge of key terms for describing language.

• Can answer most learner questions with minimal use of reference materials.

• Has sophisticated knowledge of key terms for describing language.

• Can answer most learner questions in detail with minimal use of reference materials.

Professional development and values

• Can reflect on a lesson with guidance and learn from feedback.

• Requires guidance in self-assessing own needs.

• Can reflect on a lesson without guidance and respond positively to feedback.

• Can self-assess own needs and identify some areas for improvement.

• Can reflect critically and actively seeks feedback.

• Can identify own strengths and weaknesses as a teacher, and can support other teachers.

• Consistently reflects critically, observes other colleagues and is highly committed to professional development.

• Is highly aware of own strengths and weaknesses, and actively supports the development of other teachers.

http://cambridgeenglish.org/teaching-framework

5Cambridge English Teaching Framework 5

Stages Foundation Developing Proficient Expert

Learning and the learner

• Has a basic understanding of some language-learning concepts.

• Demonstrates a little of this understanding when planning and teaching.

• Has a reasonable understanding of many language-learning concepts.

• Demonstrates some of this understanding when planning and teaching.

• Has a good understanding of many language-learning concepts.

• Frequently demonstrates this understanding when planning and teaching.

• Has a sophisticated understanding of language-learning concepts.

• Consistently demonstrates this understanding when planning and teaching.

Teaching, learning and assessment

• Has a basic understanding of some key principles of teaching, learning and assessment.

• Can plan and deliver simple lessons with a basic awareness of learners’ needs, using core teaching techniques.

• Can use available tests and basic assessment procedures to support and promote learning.

• Has a reasonable understanding of many key principles of teaching, learning and assessment.

• Can plan and deliver lessons with some awareness of learners’ needs, using a number of different teaching techniques.

• Can design simple tests and use some assessment procedures to support and promote learning.

• Has a good understanding of key principles of teaching, learning and assessment.

• Can plan and deliver detailed lessons with good awareness of learners’ needs, using a wide range of teaching techniques.

• Can design effective tests and use a range of assessment procedures to support and promote learning.

• Has a sophisticated understanding of key principles of teaching, learning and assessment.

• Can plan and deliver detailed and sophisticated lessons with a thorough understanding of learners’ needs, using a comprehensive range of teaching techniques.

• Can design a range of effective tests and use individualised assessment procedures consistently to support and promote learning.

Language ability

• Provides accurate examples of language points taught at A1 and A2 levels.

• Uses basic classroom language which is mostly accurate.

• Provides accurate examples of language points taught at A1, A2 and B1 levels.

• Uses classroom language which is mostly accurate.

• Provides accurate examples of language points taught at A1, A2, B1 and B2 levels.

• Uses classroom language which is consistently accurate throughout the lesson.

• Provides accurate examples of language points taught at A1–C2 levels.

• Uses a wide range of classroom language which is consistently accurate throughout the lesson.

Language knowledge and awareness

• Is aware of some key terms for describing language.

• Can answer simple learner questions with the help of reference materials.

• Has reasonable knowledge of many key terms for describing language.

• Can answer most learner questions with the help of reference materials.

• Has good knowledge of key terms for describing language.

• Can answer most learner questions with minimal use of reference materials.

• Has sophisticated knowledge of key terms for describing language.

• Can answer most learner questions in detail with minimal use of reference materials.

Professional development and values

• Can reflect on a lesson with guidance and learn from feedback.

• Requires guidance in self-assessing own needs.

• Can reflect on a lesson without guidance and respond positively to feedback.

• Can self-assess own needs and identify some areas for improvement.

• Can reflect critically and actively seeks feedback.

• Can identify own strengths and weaknesses as a teacher, and can support other teachers.

• Consistently reflects critically, observes other colleagues and is highly committed to professional development.

• Is highly aware of own strengths and weaknesses, and actively supports the development of other teachers.

6

TKT tests knowledge about English language teaching. The tests are designed to encourage teachers in their professional development and provide a step in their progression on the Cambridge English Teaching Framework. Candidates can also use TKT to access further training and enhance career opportunities.

TKT – an overviewTKT is divided into separate modules. Candidates can take them all, or choose the modules that meet their needs. A certificate is received for each module completed.

The core modules are designed to provide a foundation in the principles and practice of English language teaching:

• TKT: Module 1 – Language and background to language learning and teaching

• TKT: Module 2 – Lesson planning and use of resources for language teaching

• TKT: Module 3 – Managing the teaching and learning process.

Teaching knowledge is assessed by means of objective-format tests, which are simple to administer and to take.

There are further specialist modules, which can be taken separately or added to the core modules:

• TKT: CLIL (Content and Language Integrated Learning)

• TKT: Young Learners.

The aims of the modular format

The format is designed to be accessible and offer candidates maximum flexibility, and therefore does not include a compulsory course component. However, it is likely that centres and other institutions will wish to offer courses for TKT preparation.

TKT: Modules 1–3: an overview

Who are TKT: Modules 1–3 suitable for?

TKT: Modules 1, 2 and 3 test knowledge of concepts related to language, language use and the background to and practice of language teaching and learning.

TKT is suitable for teachers of English in primary, secondary or adult teaching contexts.

TKT: Modules 1, 2 and 3 may be taken by:

• pre-service teachers

• teachers who wish to refresh and extend their teaching knowledge

• teachers who are moving to teaching English after teaching another subject.

Entry criteria and language requirements

Candidates are not required to fulfil any specific entry criteria for TKT: Modules 1, 2 and 3 and there are no formal English language requirements; however, candidates are expected to be familiar with language relating to the practice of English language teaching. A non-exhaustive list of teaching terminology and definitions is provided in the TKT Glossary, which can be downloaded from cambridgeenglish.org/tkt

What can successful candidates do with TKT?

TKT increases teachers’ confidence and enables them to progress to other Cambridge English teaching qualifications.

TKT is recognised as an English language teaching qualification by many organisations and institutions around the world.

Test structure

All three modules include a focus on theory and practice. Each module consists of a timed pencil-and-paper test featuring 80 multiple-choice questions.

TKT: Modules 1, 2 and 3 test candidates’ knowledge of concepts related to language teaching and learning, rather than their proficiency in the English language, or their performance in classroom situations.

Approaches to teaching and learning

A range of approaches to teaching and learning may be covered in the test material. Materials are carefully selected so that they are fair to candidates from all backgrounds and teaching contexts. Knowledge of communicative and other approaches to teaching is expected, as is familiarity with the common terminology of English language teaching (a non-exhaustive list of teaching terminology and definitions is provided in the TKT Glossary).

Sources and text types used in TKT: Modules 1–3

Extracts, original or adapted, from the following sources may feature in TKT: Modules 1, 2 and 3:

• English language teaching coursebooks or supplementary materials

• handbooks on English language teaching and learning

• English language teaching journals and magazines

• testing materials

• grammar books and dictionaries, including phonemic transcription (IPA – International Phonetic Alphabet)

• diagrams or other visuals

• transcriptions of classroom talk

• descriptions of classroom situations

• examples of learners’ writing.

Introduction to TKT

https://www.cambridgeenglish.org/teaching-english/teaching-qualifications/tkt/prepare-for-tkt/

7Introduction to TKT

Support for candidates and course providersSupport and general information for TKT, including a downloadable version of this handbook, can be found at cambridgeenglish.org/tkt

Preparing to take TKT: Modules 1–3

It is not necessary to complete a course to enter for TKT: Modules 1, 2 and 3. Candidates can prepare for their exam independently, or can if they prefer, follow a course provided by an exam or teaching qualification centre.

Official Cambridge English preparation materials for TKT: Modules 1, 2 and 3, including books and an online course, have been jointly developed by Cambridge English and Cambridge University Press and can be found at cambridge.org/cambridgeenglish

Materials for course providers

For course providers, teacher training session plans and other trainer resources can be found at cambridgeenglish.org/resources-for-teachers

We also run free seminars and webinars for teachers, with replays available on Cambridge English TV:

Webinars for teachers: cambridgeenglish.org/webinars

Seminars and events: cambridgeenglish.org/events

Cambridge English TV: youtube.com/cambridgeenglishtv

Pretesting

Pretesting of TKT test material provides us 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 TKT 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 TKT pretesting, find out more at cambridgeenglish.org/about-pretesting

Further information

Contact your local authorised exam centre or teaching qualification centre, or our helpdesk atcambridgeenglish.org/helpdesk for:

• current fees

• details of exam sessions

• more information about TKT and other Cambridge English teaching qualifications and exams.

TKT: Modules 1–3 administration

Entry procedure

Candidates must enter through an authorised Cambridge English examination or teaching qualification centre. For a list of centres, go to cambridgeenglish.org/teachingcentresearch

TKT tests are available throughout the year and examination centres select their own test dates. Entries must be made at least six weeks in advance of a test date.

Please note that more notice may be necessary if candidates have special requirements and therefore need special arrangements (see section on Special Circumstances).

For copies of the Regulations and more details on entry procedure, current fees and further information about this and our other examinations, contact your local examination centre.

Results

Candidates receive a certificate for each module taken. Candidate performance is reported using four bands.

A full set of band descriptors for each module can be found on page 40.

Notification of results

TKT results are issued to centres approximately two weeks after we receive the answer sheets in Cambridge.

Please note that despatch of candidates’ results will be delayed if they need special consideration or if malpractice is suspected (see section on Special Circumstances).

Enquiries on results must be made through the candidate’s centre.

Appeals procedure

We provide 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 centre for advice.

For more information about the appeals procedure, go to cambridgeenglish.org/help/enquiries-and-appeals

http://cambridgeenglish.org/tkthttp://cambridge.org/cambridgeenglishhttp://www.cambridgeenglish.org/resources-for-teachershttp://www.cambridgeenglish.org/webinarshttp://www.cambridgeenglish.org/eventshttp://youtube.com/cambridgeenglishtvhttp://cambridgeenglish.org/about-pretestinghttp://cambridgeenglish.org/helpdeskhttp://cambridgeenglish.org/teachingcentresearchhttp://www.cambridgeenglish.org/help/enquiries-and-appeals

8

Special CircumstancesCambridge English exams are designed to be fair to all test takers. This commitment to fairness covers:

• Special arrangements These are available for candidates with a permanent or long-term disability. Consult your Centre Exams Manager (CEM) for more details.

• Special consideration We will give special consideration to candidates affected by adverse circumstances such as illness or bereavement immediately before or during an exam. Applications for special consideration must be made through the centre no later than 10 working days after the exam date.

• Malpractice We will investigate all cases where candidates are suspected of copying, collusion or breaking the exam regulations in some other way. Results may be withheld while they are being investigated, or because we have found an infringement of regulations. Centres are notified if a candidate’s results have been investigated.

For more information about special circumstances go to cambridgeenglish.org/help

http://cambridgeenglish.org/help

9Module 1

Module 1 Language and background to language learning and teaching

1 hour 20 mins

PaperNumber of tasks

Number of marks

Task types Answer format

1 80 80 Objective tasks, such as matching and multiple choice.Candidates indicate their answers by shading the correct boxes on their answer sheets.

Candidates should use a pencil.

10

SyllabusThis 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 their disposal to cater for these learning factors.

TitleAreas of teaching knowledge

Task types and format

Describing language and language skills

Concepts and terminology for describing language: grammar, lexis, phonology and functions

Concepts and terminology for describing language skills and subskills, e.g. reading for gist, scanning

6 tasks consisting of 40 questions

Tasks include matching and multiple choice.

Background to language learning

Factors in the language-learning process, e.g.

• motivation• exposure to language and

focus on form• the role of error differences

between L1 and L2 learning• learner characteristics, e.g.

• learning strategies• learning preferences• maturity• past language-learning

experience• learner needs



Background to language teaching

The range of methods, tasks and activities available to the language teacher, e.g.

• presentation techniques and introductory activities

• practice activities and tasks for language and skills development

• assessment types and tasks• appropriate terminology to

describe the above



Describing language and language skills

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 Example testing focus

Grammar• parts of speech• the forms and use of grammatical structures

Lexis

• types of meaning• word formation, e.g. prefixes, suffixes,

compounds• word groupings, e.g. synonyms, antonyms,

lexical sets, homophones, collocation• register

Phonology

• symbols from the International Phonetic Alphabet (IPA)

• phonemes • word stress, sentence stress• intonation • connected speech

Functions

• context• levels of formality• appropriacy• a range of functions and their typical exponents

Language skills

• reading, listening, speaking, writing and their subskills

• features of spoken and written texts, e.g. layout, organisation, accuracy, fluency, authenticity

11Module 1 Syllabus

Module 1

Background to language learning

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:


Motivation• influences on motivation• the importance of motivation• measures that can increase motivation

Exposure to language and focus on form

• acquisition• silent period• L2 learners’ need for interaction and focus on

form as complements of exposure

The role of error• errors and slips• interference and developmental errors• interlanguage

The differences between L1 and L2 learning

• differences in age• differences in the context of learning• differences in ways of learning

Learner characteristics

• common learning preferences• common learning strategies• maturity• past language-learning experiences• how learner characteristics affect learning

Learner needs• the personal, learning and (future)

professional needs of learners

Background to language teaching

This part of Module 1 tests candidates’ knowledge of the pedagogic choices the teacher has at their 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:


Presentation techniques and introductory activities

• introductory activities such as warmers and lead-ins

• common ways of presenting language

Types of activities and tasks for language and skills development

• the design and purpose of a range of common comprehension and production tasks and activities

• teaching terms, e.g. prompting, eliciting, drilling

• frameworks for activities and tasks• Presentation, Practice and Production (PPP)• Task-based Learning (TBL)• Total Physical Response (TPR)• the Lexical Approach• Grammar-Translation• test–teach–test• guided discovery

Assessment types and tasks

• purposes for assessment, e.g. diagnostic, placement, achievement, formative, progress, proficiency

• methods of assessment, e.g. self, peer, portfolio, informal and formal

• the design and purpose of a range of assessment tasks and activities

12

2 Fo

r que

stio

ns 1

– 7

, loo

k at

the

sent

ence

s. R

ead

the

ques

tions

abo

ut th

e gr

amm

ar in

the

sent

ence

s an

d th

e th

ree

poss

ible

ans

wer

s lis

ted

A, B

and

C.

Cho

ose

the

corre

ct a

nsw

er.

Mar

k th

e co

rrec

t let

ter (

A, B

or C

) on

your

ans

wer

she

et.

1

Th

e tw

o ar

tists

see

m to

und

erst

and

wha

t you

hav

e pa

inte

d, b

ut I’

m n

ot s

ure

I kno

w.

Whi

ch o

f the

thre

e ve

rbs

is N

OT

a m

ain

verb

?

A

se

em

B

have

C

kn

ow

2

I tol

d yo

u th

at I’

d ne

ver s

een

him

bef

ore.

W

hich

of t

he th

ree

pron

ouns

is N

OT

an o

bjec

t pro

noun

?

A

I

B

you

C

him

3

It’

s a

very

diff

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t que

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ure

if I’v

e do

ne it

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t.

W

hich

of t

he th

ree

wor

ds is

NO

T an

adj

ectiv

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A

diffi

cult

B

sure

C

rig

ht

4

We

visi

ted

a ru

ined

cas

tle w

hich

had

bee

n bu

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the

eigh

th c

entu

ry.

Whi

ch o

f the

thre

e w

ords

is N

OT

a pa

st p

artic

iple

form

?

A

vi

site

d

B

ru

ined

C

bu

ilt

5

I tol

d M

ark

that

it w

ould

be

a ba

d id

ea to

sen

d th

e em

ail,

but h

e de

cide

d to

igno

re m

y ad

vice

.

W

hich

of t

he th

ree

noun

s is

NO

T an

abs

tract

nou

n?

A

idea

B

em

ail

C

advi

ce

3

Tu

rn o

ver ►

6

Qui

te a

few

peo

ple

in th

e cl

ass

said

they

nev

er b

rush

thei

r tee

th in

the

even

ing.

W

hich

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ree

wor

ds is

NO

T an

adv

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A

Q

uite

B

fe

w

C

neve

r

7

Ki

p ha

d al

way

s w

ante

d to

bec

ome

a nu

rse.

How

ever

, whe

n he

did

a tr

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ours

e,

he re

alis

ed th

at h

e w

asn’

t enj

oyin

g it

enou

gh.

Whi

ch o

f the

thre

e ve

rbs

is N

OT

an a

uxilia

ry?

A

had

B

did

C

was

n’t

13Module 1 Sample paper

Module 1

4 Fo

r que

stio

ns 8

– 1

3, m

atch

the

unde

rline

d ex

ampl

es o

f ‘co

uld’

with

thei

r use

s lis

ted

A –

G.

Mar

k th

e co

rrec

t let

ter (

A –

G) o

n yo

ur a

nsw

er s

heet

.

Ther

e is

one

ext

ra o

ptio

n w

hich

you

do

not n

eed

to u

se.

U

ses

of ‘c

ould

’

A

to

exp

ress

futu

re p

ossi

bilit

y

B

to

com

plai

n

C

to

giv

e pe

rmis

sion

D

to

exp

ress

pre

sent

abi

lity

E

to

exp

ress

pas

t abi

lity

F

to

exp

ress

pre

sent

pos

sibi

lity

G

to

exp

ress

futu

re a

bilit

y

Ex

ampl

es

8

That

cou

ld b

e Ju

dith

on

the

phon

e.

9

I c

ould

hea

r a fu

nny

nois

e co

min

g fro

m s

omew

here

in th

e en

gine

.

10

It co

uld

snow

! Loo

k at

the

sky!

11

Than

ks a

lot.

You

coul

d le

ave

now

, if y

ou’re

in a

hur

ry.

12

Yo

u co

uld

try a

skin

g m

e be

fore

you

use

my

com

b, y

ou k

now

.

13

The

doct

or is

free

. He

coul

d se

e yo

u no

w if

you

like

.

5

Tu

rn o

ver ►

For

ques

tions

14

– 19

, loo

k at

the

stat

emen

ts a

bout

lexi

s an

d ch

oose

the

optio

n (A

, B o

r C

) w

hich

co

mpl

etes

eac

h st

atem

ent.

Mar

k th

e co

rrec

t let

ter (

A, B

or C

) on

your

ans

wer

she

et.

1

4

See

and

sea

; tal

e an

d ta

il; w

here

and

wea

r are

exa

mpl

es o

f ……

A

fa

lse

frien

ds.

B

conn

ecte

d sp

eech

.

C

ho

mop

hone

s.

15

Roc

k ha

rd; s

oft b

oile

d; m

eltin

g po

int a

re e

xam

ples

of …

…

A

com

poun

ds.

B

anto

nym

s.

C

idio

ms.

16

Je

ans,

T-s

hirt,

coa

t; an

d at

hlet

e, jo

g, lo

ng ju

mp

are

exam

ples

of …

…

A

linki

ng.

B

collo

catio

ns.

C

lexi

cal s

ets.

17

Lo

ok u

p; lo

ok o

ut; l

ook

over

are

exa

mpl

es o

f ……

A

w

ord

boun

darie

s.

B

phra

sal v

erbs

.

C

ve

rb p

atte

rns.

18

Th

e di

ffere

nt m

eani

ngs

of th

e no

un b

ank

are

exam

ples

of …

…

A

hom

onym

s.

B

affix

atio

n.

C

conn

ecte

d sp

eech

.

19

R

are

and

hair;

mea

t and

stre

et; m

oney

and

sun

ny a

re e

xam

ples

of …

…

A

rhym

es.

B

key

wor

ds.

C

cont

rast

ive

stre

ss.

14

6 Fo

r que

stio

ns 2

0 –

26, l

ook

at th

e qu

estio

ns a

bout

pho

nolo

gy a

nd th

e th

ree

poss

ible

exa

mpl

es li

sted

A, B

and

C.

Cho

ose

the

exam

ple

whi

ch m

atch

es th

e te

rm.

Mar

k th

e co

rrec

t let

ter (

A, B

or C

) on

your

ans

wer

she

et.

2

0

Whi

ch o

f the

follo

win

g co

ntai

ns a

con

tract

ion?

A

U

SA

B

can’

t

C

by

e

21

H

ow m

any

phon

emes

doe

s place

have

?

A

two

B

thre

e

C

fo

ur

22

How

is butcher

writ

ten

in p

hone

mic

scr

ipt?

A

B

C

23

W

hich

of t

he fo

llow

ing

is tr

ue o

f con

nect

ed s

peec

h in

Eng

lish?

A

Th

e fir

st s

ylla

ble

of e

ach

wor

d is

alw

ays

stre

ssed

.

B

St

ruct

ural

wor

ds a

re n

ever

stre

ssed

.

C

C

onte

nt w

ords

are

usu

ally

stre

ssed

.

24

W

hich

of t

he fo

llow

ing

cont

ains

a d

ipht

hong

?

A

B

C

25

H

ow m

any

wea

k vo

wel

sou

nds

does

banana

have

?

A

on

e

B

tw

o

C

th

ree

26

Whi

ch o

f the

se w

ords

is a

min

imal

pai

r?

A

thin

k/th

inki

ng

B

she/

ship

C

cu

t/cat

7

Tu

rn o

ver ►

For q

uest

ions

27

– 33

, mat

ch th

e un

derli

ned

grou

ps o

f wor

ds o

n th

e le

ft w

ith th

e fu

nctio

ns li

sted

A

, B a

nd C

. M

ark

the

corr

ect l

ette

r (A

, B o

r C) o

n yo

ur a

nsw

er s

heet

.

Fu

nctio

ns

A

to

exp

ress

a c

ondi

tion

B

to g

ive

a re

ason

C

to

sho

w a

resu

lt

G

roup

s of

wor

ds

27

As

it m

ight

rain

at t

he w

eeke

nd, I

’ve

hire

d a

coup

le o

f DVD

s.

28

I d

on’t

thin

k I’l

l buy

a n

ew c

ar u

nles

s I g

et a

pay

rise

.

29

It w

as s

uch

an e

njoy

able

par

ty th

at I

stay

ed lo

nger

than

I’d

plan

ned.

30

I’m li

ghtin

g ca

ndle

s si

nce

the

elec

trici

ty’s

gon

e of

f.

31

Wan

ting

to a

void

the

rush

hou

r, I s

et o

ff ve

ry e

arly

.

32

Prov

ided

you

pay

me

back

nex

t wee

k, I’

ll le

nd y

ou th

e m

oney

.

33

It w

as s

o co

ld I

put a

noth

er ju

mpe

r on.


Module 1

8 Fo

r que

stio

ns 3

4 –

40, m

atch

wha

t rea

ders

do

with

the

way

s of

read

ing

liste

d A

– H

. M

ark

the

corr

ect l

ette

r (A

– H

) on

your

ans

wer

she

et.

Th

ere

is o

ne e

xtra

opt

ion

whi

ch y

ou d

o no

t nee

d to

use

.

W

ays

of re

adin

g

A

pr

edic

ting

B

scan

ning

C

in

ferr

ing

attit

ude

D

dedu

cing

mea

ning

from

con

text

E

inte

nsiv

e re

adin

g

F

iden

tifyi

ng te

xt o

rgan

isat

ion

G

re

adin

g fo

r mai

n id

eas

H

skim

min

g

W

hat r

eade

rs d

o

34

They

qui

ckly

sea

rch

the

text

to fi

nd p

artic

ular

info

rmat

ion.

35

They

dec

ide

how

writ

ers

feel

from

the

way

that

they

writ

e.

36

Th

ey u

se p

arts

of t

he te

xt to

hel

p th

em u

nder

stan

d un

fam

iliar l

exis

.

37

They

look

at a

text

qui

ckly

to g

et a

gen

eral

und

erst

andi

ng.

38

Th

ey lo

ok a

t how

the

info

rmat

ion

is s

truct

ured

, by

notic

ing

head

ings

or i

ntro

duct

ory

phra

ses.

39

Th

ey fo

cus

on h

ow la

ngua

ge is

use

d in

a p

iece

of t

ext.

40

Th

ey u

se ti

tles

and

pict

ures

to g

ive

them

selv

es id

eas

abou

t wha

t the

text

is a

bout

.

9

Tu

rn o

ver ►

For q

uest

ions

41

– 45

, mat

ch th

e th

ings

the

teac

her d

oes

with

the

way

s in

whi

ch th

e st

uden

ts a

re

mot

ivat

ed li

sted

A –

F.

Mar

k th

e co

rrec

t ans

wer

(A –

F) o

n yo

ur a

nsw

er s

heet

.

Ther

e is

one

ext

ra o

ptio

n w

hich

you

do

not n

eed

to u

se.

W

ays

stud

ents

are

mot

ivat

ed

A

This

mak

es s

tude

nts

feel

that

the

cour

se is

wel

l org

anis

ed.

B

St

uden

ts fe

el m

ore

com

forta

ble

whe

n ta

lkin

g ab

out w

hat t

hey

know

bes

t – th

emse

lves

!

C

Stud

ents

like

to h

ear t

hey

have

don

e w

ell.

D

U

sing

thei

r im

agin

atio

n ca

n he

lp s

tude

nts

to g

et m

ore

invo

lved

in th

eir f

luen

cy w

ork.

E

Stud

ents

ofte

n lik

e ‘b

eing

the

teac

her’

and

expl

aini

ng th

ings

to o

ther

stu

dent

s.

F

I f

ind

this

allo

ws

me

to k

eep

stud

ents

’ atte

ntio

n by

qui

ckly

cha

ngin

g th

e pa

ce o

f the

less

on.

Thin

gs th

e te

ache

r doe

s 4

1

I som

etim

es g

et m

y st

uden

ts to

cho

ose

a ge

nera

l int

eres

t top

ic to

rese

arch

and

giv

e m

ini-

pres

enta

tions

on.

42

I c

onne

ct s

ome

of th

e te

xts

and

spea

king

topi

cs in

the

cour

sebo

ok to

my

stud

ents

and

thei

r liv

es.

43

I hav

e so

me

favo

urite

‘fiv

e-m

inut

e’ fu

n ac

tiviti

es re

ady

for w

hene

ver I

nee

d th

em.

44

I t

ell m

y st

uden

ts e

ach

wee

k w

hat t

hey’

re g

oing

to s

tudy

.

45

I use

dra

ma

and

role

-pla

y in

the

clas

sroo

m.

16

10

For q

uest

ions

46

– 50

, loo

k at

the

exam

ples

of w

hat l

earn

ers

do a

nd th

e th

ree

poss

ible

lear

ning

st

rate

gies

list

ed A

, B a

nd C

. C

hoos

e th

e st

rate

gy w

hich

mat

ches

the

exam

ple.

M

ark

the

corr

ect l

ette

r (A

, B o

r C) o

n yo

ur a

nsw

er s

heet

.

46

I f

ocus

on

the

lang

uage

I us

e to

mak

e su

re it

is c

orre

ct.

A

mem

oris

ing

B

revi

sing

C

se

lf-m

onito

ring

47

If I d

on’t

know

a w

ord,

I try

to w

ork

it ou

t fro

m th

e re

st o

f the

sen

tenc

e.

A

para

phra

sing

B

us

ing

lingu

istic

clu

es

C

trans

latin

g

48

I m

ake

note

s ab

out h

ow n

ativ

e sp

eake

rs u

se E

nglis

h in

film

s an

d TV

sho

ws.

A

pa

ying

atte

ntio

n to

lang

uage

use

B

or

gani

sing

lear

ning

aid

s

C

pr

edic

ting

cont

ent f

rom

the

situ

atio

n

49

I k

eep

smal

l car

ds w

ith n

ew e

xpre

ssio

ns o

n th

em a

nd te

st m

ysel

f on

them

whe

n I’m

tra

vellin

g to

wor

k.

A

deve

lopi

ng ro

utin

es fo

r rev

isio

n

B

ex

perim

entin

g w

ith la

ngua

ge

C

acce

ptin

g co

rrec

tion

50

If I d

on’t

know

wha

t som

ethi

ng m

eans

, I lo

ok it

up.

A

fo

cusi

ng o

n co

lloca

tions

B

us

ing

oppo

rtuni

ties

for p

ract

ice

C

cons

ultin

g re

fere

nce

mat

eria

ls

11

Turn

ove

r ►

For q

uest

ions

51

– 55

, mat

ch th

e le

arne

rs’ c

omm

ents

with

the

lear

ners

’ pre

fere

nces

list

ed

A, B

and

C.

Mar

k th

e co

rrec

t let

ter (

A, B

or C

) on

your

ans

wer

she

et.

Lear

ners

’ pre

fere

nces

A

I r

emem

ber l

angu

age

wel

l whe

n I s

ee it

.

B

I r

emem

ber l

angu

age

wel

l whe

n I h

ear i

t.

C

I r

emem

ber l

angu

age

wel

l whe

n I m

ove.

Le

arne

rs’ c

omm

ents

5

1

I lik

e it

whe

n th

e te

ache

r giv

es m

e a

card

with

a w

ord

or p

hras

e on

and

I ha

ve to

act

it o

ut

for t

he re

st o

f the

cla

ss to

gue

ss th

e w

ord.

52

I e

njoy

put

ting

new

voc

abul

ary

into

a ta

ble

or d

iagr

am. I

t hel

ps m

e to

rem

embe

r wor

ds.

53

If

we

find

a ne

w w

ord

whi

le w

e’re

read

ing,

the

teac

her o

ften

writ

es it

on

the

boar

d. B

ut I

alw

ays

ask

her t

o sa

y it

too

and

I rep

eat i

t a c

oupl

e of

tim

es.

54

Som

etim

es w

e co

ver o

ur e

yes

and

the

teac

her a

sks

us to

pic

k an

obj

ect o

ut o

f a b

ag. T

hen

we

have

to tr

y to

des

crib

e it.

It’s

a re

ally

goo

d w

ay o

f lea

rnin

g.

55

I col

lect

mag

azin

es a

nd c

ut o

ut th

e ph

otos

I lik

e. T

hey’

re v

ery

usef

ul fo

r get

ting

idea

s fo

r te

lling

stor

ies.


Module 1

12

For q

uest

ions

56

– 61

, mat

ch th

e le

arne

rs’ p

refe

renc

es w

ith th

e te

achi

ng a

ppro

ache

s th

at w

ould

sui

t th

em li

sted

A, B

and

C.

Mar

k th

e co

rrec

t let

ter (

A, B

or C

) on

your

ans

wer

she

et.

Teac

hing

app

roac

hes

A

Te

st-te

ach-

test

B

Pr

esen

tatio

n, P

ract

ice

and

Prod

uctio

n

C

Ta

sk-b

ased

Lea

rnin

g

Le

arne

rs’ p

refe

renc

es

56

re

al b

egin

ners

who

pre

fer

a st

ruct

ural

app

roac

h an

d lik

e to

hav

e a

clea

r fo

cus

on n

ew

lang

uage

57

th

ose

lear

ners

who

just

wan

t to

com

mun

icat

e, u

sing

all

the

lang

uage

they

kno

w to

con

vey

mea

ning

58

le

arne

rs w

ho li

ke to

stu

dy g

ram

mar

and

lexi

cal p

atte

rns

and

chec

k w

hat t

hey

alre

ady

know

59

lear

ners

at a

hig

her l

evel

who

enj

oy d

oing

exe

rcis

es o

n la

ngua

ge b

ut h

ave

alre

ady

stud

ied

the

stru

ctur

es

60

lear

ners

who

enj

oy d

oing

ext

ende

d pi

eces

of w

ork

such

as

proj

ect w

ork

61

le

arne

rs w

ho a

re n

ot c

onfid

ent a

bout

exp

erim

entin

g w

ith la

ngua

ge o

r tho

se w

ho h

ave

little

ex

posu

re to

Eng

lish

13

Turn

ove

r ►

For

ques

tions

62

– 67

, m

atch

the

seq

uenc

e of

cla

ssro

om a

ctiv

ities

fro

m a

les

son

on o

ffers

and

re

ques

ts w

ith th

e pr

esen

tatio

n te

chni

ques

list

ed A

– G

. M

ark

the

corr

ect l

ette

r (A

– G

) on

your

ans

wer

she

et.

Th

ere

is o

ne e

xtra

opt

ion

whi

ch y

ou d

o no

t nee

d to

use

.

Pr

esen

tatio

n te

chni

ques

A

ge

tting

stu

dent

s to

use

gra

mm

ar in

a c

ontro

lled

way

B

hi

ghlig

htin

g th

e la

ngua

ge fo

cus

and

aim

of t

he le

sson

C

ge

tting

stu

dent

s to

focu

s on

the

targ

et la

ngua

ge th

roug

h th

e co

ntex

t of a

list

enin

g ac

tivity

D

ra

isin

g st

uden

ts’ a

war

enes

s of

diff

eren

ces

in re

gist

er

E

ge

tting

stu

dent

s to

focu

s on

pro

nunc

iatio

n of

the

targ

et la

ngua

ge

F

se

tting

up

the

situ

atio

n

G

enco

urag

ing

stud

ents

to a

naly

se s

truct

ural

pat

tern

s

Se

quen

ce o

f cla

ssro

om a

ctiv

ities

62

The

teac

her w

rote

the

topi

c of

the

day’

s le

sson

on

the

boar

d: ‘M

akin

g re

ques

ts’.

63

Th

e te

ache

r ask

ed s

ome

stud

ents

to te

ll th

e cl

ass

abou

t im

porta

nt re

ques

ts th

ey h

ad m

ade

in th

eir l

ives

.

64

Th

e st

uden

ts d

id a

n ex

erci

se c

ompl

etin

g ga

ps in

sen

tenc

es w

ith th

e co

rrec

t for

ms

of

requ

estin

g ve

rbs.

65

Th

e te

ache

r elic

ited

whe

ther

wor

ds a

nd p

hras

es li

ke c

an, c

ould

and

wou

ld y

ou m

ind

wer

e fo

llow

ed b

y th

e ba

se fo

rm o

r ver

b+ -i

ng in

the

sent

ence

s.

66

The

teac

her a

sked

stu

dent

s to

tell

her w

hich

form

s w

ould

be

used

in p

artic

ular

con

text

s,

e.g.

spe

akin

g to

you

r frie

nd; s

peak

ing

to y

our t

each

er; e

tc.

67

The

teac

her d

rille

d th

e se

nten

ces

chor

ally

, pay

ing

atte

ntio

n to

con

nect

ed s

peec

h.

18

14

For q

uest

ions

68

– 74

, mat

ch th

e cl

assr

oom

act

iviti

es o

n th

e le

ft w

ith th

e ty

pes

of s

peak

ing

prac

tice

liste

d A,

B a

nd C

. M

ark

the

corr

ect l

ette

r (A

, B o

r C) o

n yo

ur a

nsw

er s

heet

.

Ty

pes

of s

peak

ing

prac

tice

A

fo

cus

on p

ronu

ncia

tion

B

accu

racy

pra

ctic

e

C

flu

ency

pra

ctic

e

C

lass

room

act

iviti

es

68

W

e ha

d to

imag

ine

that

we

wer

e go

ing

to b

e on

an

isla

nd a

nd d

ecid

e in

gro

ups

wha

t ten

th

ings

to ta

ke w

ith u

s fro

m a

list

of i

tem

s.

69

My

partn

er g

ave

me

the

infin

itive

s of

diff

eren

t irr

egul

ar v

erbs

and

I h

ad to

spe

ll th

e pa

st

parti

cipl

e. I

got a

poi

nt fo

r eve

ry o

ne I

got r

ight

.

70

We

did

a tra

nsfo

rmat

ion

drill.

The

teac

her s

aid

a se

nten

ce a

nd w

e ha

d to

mak

e it

into

a

ques

tion

as fa

st a

s w

e co

uld

with

no

mis

take

s.

71

We

wor

ked

in th

rees

and

wer

e ea

ch g

iven

par

t of a

sto

ry. W

e ha

d to

read

the

text

and

then

te

ll ea

ch o

ther

the

info

rmat

ion

we

knew

to c

ompl

ete

the

who

le s

tory

.

72

We

inte

rvie

wed

peo

ple

in th

e st

reet

abo

ut w

hat i

mpr

ovem

ents

they

wou

ld li

ke to

see

to th

e to

wn’

s sp

orts

faci

litie

s.

73

The

teac

her m

ade

shap

es w

ith h

er m

outh

but

did

n’t s

peak

and

we

had

to s

hout

out

wha

t w

ord

she

was

say

ing

each

tim

e.

74

Whe

n w

e w

ere

read

ing

out t

he p

lay,

the

teac

her a

sked

us

to p

ut m

ore

feel

ing

into

wha

t we

wer

e sa

ying

.

15

For q

uest

ions

75

– 80

, com

plet

e th

e se

nten

ces

abou

t tes

t typ

es b

y ch

oosi

ng th

e ap

prop

riate

opt

ion

liste

d A,

B a

nd C

. M

ark

the

corr

ect l

ette

r (A

, B o

r C) o

n yo

ur a

nsw

er s

heet

.

75

A

cloz

e te

st a

sses

ses

A

liste

ning

ski

lls.

B

spea

king

ski

lls.

C

read

ing

skills

.

76

A

diag

nost

ic te

st is

use

d to

ass

ess

A

lear

ners

’ stro

ng a

nd w

eak

poin

ts in

lang

uage

.

B

le

arne

rs’ a

bilit

y to

reco

gnis

e th

eir o

wn

lang

uage

mis

take

s.

C

lear

ners

’ abi

lity

to s

umm

aris

e th

e m

ain

poin

ts in

a te

xt.

77

A su

mm

ativ

e te

st is

use

d at

A

th

e be

ginn

ing

of a

cou

rse.

B

th

e en

d of

a c

ours

e.

C

the

begi

nnin

g an

d en

d of

a c

ours

e.

78

A pl

acem

ent t

est i

s us

ed to

A

pu

t lea

rner

s in

a s

uita

ble

clas

s.

B

rank

lear

ners

in o

rder

of a

chie

vem

ent f

rom

firs

t to

last

.

C

as

sess

whe

ther

lear

ners

are

read

y to

ent

er u

nive

rsity

.

79

A

prof

icie

ncy

test

alw

ays

asse

sses

A

th

e la

ngua

ge o

f dai

ly c

onve

rsat

ion.

B

th

e la

ngua

ge w

hich

stu

dent

s ha

ve b

een

taug

ht.

C

the

leve

l of l

angu

age

that

lear

ners

hav

e re

ache

d.

80

An

ach

ieve

men

t tes

t ass

esse

s

A

ho

w w

ell l

earn

ers

have

lear

ned

wha

t has

bee

n ta

ught

in c

lass

.

B

w

heth

er s

tude

nts

are

read

y to

sta

rt le

arni

ng a

lang

uage

.

C

if

lear

ners

are

at t

he ri

ght l

evel

to s

it a

publ

ic e

xam

.

19Module 2

Module 2 Lesson planning and use of resources for language teaching

1 hour 20 mins


Number of marks




20

SyllabusThis 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.



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



Selection and use of resources

Consulting reference resources to help in lesson preparation

Selection and use of:

• coursebook materials • supplementary materials

and activities• teaching aidsappropriate to learners and aims



Planning and preparing a lesson or sequence of lessons

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.



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

Selection and use of resources

This part of Module 2 tests candidates’ knowledge of how to make use of resources, materials and aids in their lesson planning.



Using reference resources for lesson preparation

• the range of resources available and teachers’ reasons for consulting them

The selection and use of teaching aids

• types of aids and their teaching functions

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


Module 2

29Module 3

Module 3 Managing the teaching and learning process

1 hour 20 mins


Number of marks




30

SyllabusThis 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.



Teachers’ and learners’ language in the classroom

• using language appropriately, including use of L1/L2, for a range of classroom functions, e.g. instructing, prompting learners, eliciting, conveying meaning of new language

• sequencing of instructions• identifying the functions of

learners’ language• categorising learners’

mistakes



Classroom management

Options available to the teacher for managing learners and their classroom in order to promote learning, e.g.

• classroom management• teacher roles• grouping learners• correcting learners• giving feedback appropriate to the learners and aims



Teachers’ and learners’ language in the classroom

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.



The functions commonly used by the teacher in the classroom

• identification of a range of classroom functions and typical exponents

• appropriacy of use, e.g. degrees of simplicity of language, appropriateness of sequencing, degrees of formality, use of L1

Identifying the functions of language used by learners in the classroom (tasks may involve analysis of learner language which is not completely accurate)

• identification of common functions and typical exponents

• identification of communicative purpose

• appropriacy of use

Categorising learners’ mistakes

• categorising types of mistakes, e.g. spelling, wrong verb form, subject–verb agreement


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.



The roles of the teacher

• common teacher roles, e.g. manager, diagnostician, planner


• managing the teaching space, establishing systems for praise and reward, establishing rules, routines and procedures; analysing learners’ needs; building variety into lessons, planning lessons to meet learners’ needs

Grouping learners

• common classroom interaction patterns and their uses

• grouping of learners and reasons for this

Correcting learners

• methods of correction and their appropriacy of use

Giving feedback• the focus and purpose of feedback• ways of giving feedback


Module 3

36

G

G.


Module 3

38

1 B 21 C 41 E 61 B

2 A 22 A 42 B 62 B

3 C 23 C 43 F 63 F

4 A 24 A 44 A 64 A

5 B 25 B 45 D 65 G

6 B 26 C 46 C 66 D

7 B 27 B 47 B 67 E

8 F 28 A 48 A 68 C

9 E 29 C 49 A 69 B

10 A 30 B 50 C 70 B

11 C 31 B 51 C 71 C

12 B 32 A 52 A 72 C

13 D 33 C 53 B 73 A

14 C 34 B 54 C 74 A

15 A 35 C 55 A 75 C

16 C 36 D 56 B 76 A

17 B 37 H 57 C 77 B

18 A 38 F 58 A 78 A

19 A 39 E 59 A 79 C

20 B 40 A 60 C 80 A

1 B 21 H 41 A 61 A

2 C 22 G 42 B 62 B

3 A 23 B 43 A 63 D

4 A 24 E 44 C 64 E

5 B 25 C 45 A 65 G

6 C 26 A 46 C 66 F

7 G 27 D 47 B 67 A

8 F 28 G 48 A 68 C

9 E 29 C 49 B 69 A

10 H 30 A 50 B 70 B

11 D 31 B 51 A 71 B

12 B 32 H 52 A 72 A

13 C 33 E 53 C 73 C

14 E 34 D 54 B 74 B

15 F 35 F 55 C 75 B

16 C 36 E 56 A 76 C

17 A 37 B 57 B 77 A

18 D 38 A 58 C 78 B

19 B 39 G 59 B 79 C

20 D 40 H 60 A 80 A

1 B 21 A 41 A 61 E

2 E 22 A 42 C 62 D

3 A 23 B 43 B 63 H

4 C 24 C 44 A 64 F

5 D 25 B 45 C 65 A

6 F 26 C 46 B 66 C

7 B 27 B 47 C 67 G

8 C 28 D 48 A 68 E

9 C 29 B 49 E 69 F

10 A 30 E 50 H 70 A

11 A 31 A 51 D 71 C

12 C 32 F 52 F 72 D

13 G 33 C 53 B 73 B

14 H 34 C 54 C 74 C

15 E 35 C 55 C 75 A

16 A 36 B 56 F 76 C

17 D 37 A 57 A 77 B

18 F 38 C 58 E 78 A

19 C 39 B 59 B 79 B

20 C 40 A 60 G 80 A

Module 1 Module 2

Module 3

Answer keys

39Sample answer sheet

OFFICE USE ONLY - DO NOT WRITE OR MAKE ANY MARK ABOVE THIS LINE Page 1 of 2

OFFICE USE ONLY - DO NOT WRITE OR MAKE ANY MARK BELOW THIS LINE Page 1 of 2

Teaching Knowledge Test Candidate Answer SheetInstructionsUse a PENCIL (B or HB).Rub out any answer you want to change with an eraser.

For Parts 1, 2, 3, 4 and 5:Mark ONE letter for each answer.For example: If you think A is the right answer tothe question, mark your answer sheet like this:

CandidateName

CentreNumber

CandidateNumber

CentreName

AssessmentDate

ExaminationDetails

ExaminationTitle

CandidateSignature

Supervisor: If the candidate is ABSENT or has WITHDRAWN shade here

1 A B C D E F G H I

2 A B C D E F G H I

3 A B C D E F G H I

4 A B C D E F G H I

5 A B C D E F G H I

6 A B C D E F G H I

7 A B C D E F G H I

8 A B C D E F G H I

9 A B C D E F G H I

10 A B C D E F G H I












12 A B C D E F G H I23 A B C D E F G H I


28694

28694

Answer sheet

40

OFFICE USE ONLY - DO NOT WRITE OR MAKE ANY MARK ABOVE THIS LINE Page 2 of 2

OFFICE USE ONLY - DO NOT WRITE OR MAKE ANY MARK BELOW THIS LINE Page 2 of 2

























































28694

28694

Module 1:Language and background to language learning and teaching

Module 2:Lesson planning and use of resources for language teaching

Module 3:Managing the teaching and learning process

Band 4

The candidate demonstrates comprehensive and accurate knowledge of all areas on the TKT: Module 1 syllabus, i.e. language systems and background to language learning and teaching. He/she shows familiarity with the full range of concepts, terminology, practices and processes tested in TKT: Module 1, which relate to describing language and language skills, factors in the language-learning process and the range of methods, tasks and activities available to the language teacher. The candidate is able to relate existing knowledge to both familiar and unfamiliar classroom situations.

The candidate demonstrates comprehensive and extensive knowledge of all areas on the TKT: Module 2 syllabus, i.e. lesson planning and use of resources for language teaching. He/she shows familiarity with the full range of concepts, terminology, practices and processes tested in TKT: Module 2, which relate to general practice in lesson planning and materials use, reasons for carrying out particular activities in the classroom, and for using particular resources and materials. The candidate is able to relate existing knowledge to both familiar and unfamiliar classroom situations.

The candidate demonstrates comprehensive and extensive knowledge of all areas on the TKT: Module 3 syllabus, i.e. managing the teaching and learning process. He/she shows familiarity with the full range of concepts, terminology, practices and processes tested in TKT: Module 3, which relate to teachers’ and learners’ language in the classroom and options available for classroom management in order to promote learning. The candidate is able to relate existing knowledge to both familiar and unfamiliar classroom situations.

Band 3

The candidate generally demonstrates comprehensive and accurate knowledge of areas on the TKT: Module 1 syllabus, i.e. language systems and background to language learning and teaching. He/she shows familiarity with most of the concepts, terminology, practices and processes tested in TKT: Module 1, which relate to describing language and language skills, factors in the language-learning process and the range of methods, tasks and activities available to the language teacher. The candidate is generally able to relate existing knowledge to both familiar and unfamiliar classroom situations.

The candidate generally demonstrates comprehensive and extensive knowledge of areas on the TKT: Module 2 syllabus, i.e. lesson planning and use of resources for language teaching. He/she shows familiarity with most of the concepts, terminology, practices and processes tested in TKT: Module 2, which relate to general practice in lesson planning and materials use, reasons for carrying out particular activities in the classroom, and for using particular resources and materials. The candidate is generally able to relate existing knowledge to both familiar and unfamiliar classroom situations.

The candidate generally demonstrates comprehensive and extensive knowledge of areas on the TKT: Module 3 syllabus, i.e. managing the teaching and learning process. He/she shows familiarity with most of the concepts, terminology, practices and processes tested in TKT: Module 3, which relate to teachers’ and learners’ language in the classroom and options available for classroom management in order to promote learning. The candidate is generally able to relate existing knowledge to both familiar and unfamiliar classroom situations.

Band 2

The candidate demonstrates basic knowledge of areas on the TKT: Module 1 syllabus, i.e. language systems and background to language learning and teaching. He/she shows familiarity with some of the concepts, terminology, practices and processes tested in TKT: Module 1, which relate to describing language and language skills, factors in the language-learning process and the range of methods, tasks and activities available to the language teacher. The candidate is able to relate existing knowledge to familiar classroom situations, and occasionally to unfamiliar ones.

The candidate demonstrates basic knowledge of areas on the TKT: Module 2 syllabus, i.e. lesson planning and use of resources for language teaching. He/she shows familiarity with some of the concepts, terminology, practices and processes tested in TKT: Module 2, which relate to general practice in lesson planning and materials use, reasons for carrying out particular activities in the classroom, and for using particular resources and materials. The candidate is able to relate existing knowledge to familiar classroom situations, and occasionally to unfamiliar ones.

The candidate demonstrates basic knowledge of areas on the TKT: Module 3 syllabus, i.e. managing the teaching and learning process. He/

tkt: modules 1–3...• is aware of some key terms for describing language. • can answer simple...

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