Teaching Knowledge Test by Universidad Da Vinci

Experts in Language Assessment

Teaching Knowledge Test Handbook for teachers

ÂŠ UCLES 2008 EMC/2819/8Y02

Preface This handbook is intended for course providers who are, or intend to become, involved in preparing candidates for the Teaching Knowledge Test (TKT). For further information on any of the Cambridge ESOL examinations and teaching awards, please contact: Cambridge ESOL Information, 1 Hills Road, Cambridge, CB1 2EU, United Kingdom Tel: +44 1223 553355, Fax: +44 1223 460278, email: ESOL@ucles.org.uk, www.CambridgeESOL.org

Contents 2

Introduction

An overview of TKT

Content of TKT

Module 1: General description and syllabus

Sample test

1 Language and background to language learning and teaching

2 16 Module 2: General description and syllabus 18 Sample test

25 Module 3: General description and syllabus 27 Sample test

Lesson planning and use of resources for language teaching

3 Managing the teaching and learning process

34 TKT test administration 34 Grading and results 34 Special Circumstances 35 The production of TKT 35 Support for TKT candidates and course providers 36 Common questions and answers 36 TKT wordlist

42 Module 1 answer key 43 Module 2 answer key 43 Module 3 answer key 44 Sample OMR answer sheet

Te ac h i n g K n o w l e d g e Te s t | co nte nts

Introduction

TKT can be taken at any stage in a teacher’s career. It is

Introduction to Cambridge ESOL

of a framework of teaching awards offered by Cambridge

The Teaching Knowledge Test (TKT) is designed and produced by University of Cambridge ESOL Examinations (Cambridge ESOL), a department of the University of Cambridge and part of the University of Cambridge Local Examinations Syndicate, which has provided examinations in English for speakers of other languages since 1913. Cambridge ESOL offers an extensive range of examinations, certificates and diplomas for learners and teachers of English, taken by over 1.5 million people a year, in more than 130 countries.

Introduction to TKT – a test of professional knowledge for English language teachers TKT tests knowledge about the teaching of English to speakers of other languages. This knowledge includes concepts related to language, language use and the background to and practice

suitable for pre-service or practising teachers and forms part ESOL. This includes CELTA (Certificate in English Language Teaching to Adults); CELTYL (Certificate in English Language Teaching to Young Learners); ICELT (In-service Certificate in English Language Teaching); and DELTA (Diploma in English Language Teaching to Adults). These are based on the following content areas: subject knowledge, pedagogical knowledge, pedagogical content knowledge and knowledge of context. TKT covers the first three of these areas of knowledge, but unlike the other teaching awards, TKT does not assess knowledge of teaching context. This area is most appropriately assessed through teaching practice, which does not form part of the assessment of TKT. Other teaching qualifications offered by Cambridge ESOL include two specifically designed for the further education and skills sector within the UK.

of language teaching and learning and is assessed by means of

A summary of the entry requirements and content of

objective format tests, which are simple to administer and to

Cambridge ESOL’s Teaching Awards can be found on the

take.

following page.

TKT is designed to offer maximum flexibility and accessibility for candidates and therefore does not include a compulsory course component or compulsory teaching practice. However, it is likely that centres and other institutions will wish to offer courses for TKT preparation and these may also include some teaching practice, if desired. It should be noted that TKT tests teaching knowledge rather than teaching ability. TKT offers candidates a step in their professional development as teachers and enables them to move onto higher-level teaching qualifications and access professional support materials, such as journals about English language teaching (ELT). TKT candidates are encouraged to keep a portfolio, a record of their professional development and reflections on their teaching. Through their portfolio candidates should become reflective practitioners, analysing their teaching and how this impacts on their students’ learning. However, the portfolio does not form part of the assessment for TKT.

Te ac h i n g K n o w l e d g e Te s t | i ntr o d uc t i o n

Cambridge ESOL Teaching Awards TKT

CELTA

CELTYL

ICELT

DELTA

Selection procedure

None

Interview and task

Interview and task, where appropriate

Interview and task

Teaching experience required

None

Must be teaching

2 years' (1200 hours) relevant teaching experience

Previous qualifications/ training required

None

Normally qualifications which allow access to higher education

Local requirements for teacher training apply

Normally a university degree and an initial ELT qualification, such as CELTA

Language level

Minimum PET/Council of Europe B1

Near first language speaker

Minimum FCE/Council of Europe B2

Near first language speaker

Teaching age group

Primary, secondary or adults

Adults (16+)

Primary or secondary

Primary, secondary or adults

Adults (16+)

Can be taken pre-service Must be taken in-service Obligatory course

Assessed teaching practice Continuous assessment Coursework

Portfolio

Written test/ examination

Note: Cambridge ESOL also offers IDLTM and the Young Learner Extension to CELTA. IDLTM is an educational management qualification and, as such, does not focus on knowledge about or practice of teaching. The Young Learner Extension to CELTA shares similarities with CELTYL, except that entry is conditional on candidates having completed CELTA.

Te ac h i n g K n o w l e d g e Te s t | i ntr o d uc t i o n

An overview of TKT

Content of TKT

The aims of TKT

TKT content outline

• to test candidates’ knowledge of concepts related to

TKT consists of three modules. For each module, candidates

language, language use and the background to and

are required to answer 80 questions by selecting a letter for

practice of language teaching and learning

the correct answer. As TKT tests candidates’ knowledge of

• to provide an easily accessible test about teaching English to speakers of other languages, which is prepared and delivered to international standards, and could be used by candidates to access further training, and enhance career opportunities

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

• to encourage teachers in their professional development by providing a step in a developmental framework of

Module Title

Timing

Test format

awards for teachers of English

Language and background to language learning and teaching

1 hour 20 minutes

Three parts with 80 objective format questions

Lesson planning and use of resources for language teaching

1 hour 20 minutes

Two parts with 80 objective questions

Managing the teaching and learning process

1 hour 20 minutes

Two parts with 80 objective questions

TKT candidature TKT is suitable for teachers of English in primary, secondary or adult teaching contexts and is intended for an international audience of non-first language or first language teachers of English. Candidates taking TKT will normally have some experience of teaching English to speakers of other languages. TKT may also be taken by: • pre-service teachers • teachers who wish to refresh their teaching knowledge • teachers who are moving to teaching English after teaching another subject. To access TKT, teachers need a level of English of at least Level B1 of the Council of Europe’s Common European Framework of

Approaches to teaching and learning A range of approaches to teaching and learning may be covered in the examination material.

Reference for Languages. This level is specified in the Council

Approaches which might bias against candidates from

of Europe’s Threshold document (Threshold 1990, J A van Ek &

particular backgrounds or teaching contexts are avoided.

J L M Trim; CUP August 1998). However, candidates are not

Knowledge of communicative and other approaches to

required to have taken any English language examinations.

teaching is expected, as is familiarity with ELT terminology.

TKT candidates are expected to be familiar with language

Sources and text types used in TKT

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

Extracts, original or adapted, from the following sources may feature in TKT: • ELT coursebooks or supplementary materials

Candidates are not required to fulfil any specific entry requirements for TKT.

• handbooks on English language teaching and learning • ELT journals and magazines • testing materials • grammar books and dictionaries, including phonetic transcription (IPA – International Phonetic Alphabet) • diagrams or other visuals • transcriptions of classroom talk • descriptions of classroom situations.

Te ac h i n g K n o w l e d g e Te s t | i ntr o d uc t i o n

Language and background to language learning and teaching

MODULE 1

GENERAL DESCRIPTION Module format

Module 1 consists of three parts.

Timing

1 hour 20 minutes

No. of questions

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.

Part

Title

Areas of teaching knowledge

Task types and format

Describing language and language skills

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

7–8 tasks consisting of approximately 40 questions

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

Background to language learning

Background to language teaching

Tasks include one-to-one matching; 3/4/5-option matching; 3-option multiple choice and odd one out.

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 styles – learning strategies – maturity – past language learning experience • learner needs

2–3 tasks consisting of approximately 15 questions

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

4–5 tasks consisting of approximately 25 questions

Tasks include one-to-one matching; 3/4/5-option matching; 3-option multiple choice and odd one out.

Appropriate terminology to describe the above

Te ac h i n g K n o w l e d g e Te s t | mo d u l e 1 : g e n e r a l d e sc r i p t i o n a n d s y l l a b us

Part 1

This part of Module 1 tests candidates’ knowledge of the terms and concepts common in English language teaching that are used to describe language and its use, and language skills. Candidates need to demonstrate an understanding of concepts and terminology related to:

Syllabus area

Possible 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 and 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

Part 2 This part of Module 1 tests candidates’ knowledge of factors underpinning the learning of English by speakers of other languages. It focuses on those learner characteristics which distinguish one learner or group of learners from another in terms of their learning and those which affect both what and how a teacher chooses to teach a class or an individual learner. It also tests candidates' knowledge of aspects of the language learning process and their impact on teaching. Candidates need to demonstrate an understanding of concepts and terminology related to the following and their implications for the L2 classroom:

Syllabus area

Possible testing focus

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 styles and 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

Te ac h i n g K n o w l e d g e Te s t | mo d u l e 1 : g e n e r a l d e sc r i p t i o n a n d s y l l a b us

Part 3

This part of Module 1 tests candidates’ knowledge of the pedagogic choices the teacher has at his/her disposal to cater for learner characteristics, learning processes and the differences between L1 and L2 learning. This part also tests knowledge of concepts and terms related to teaching and learning procedures and activities, including assessment. Candidates need to demonstrate an understanding of methods, tasks, activities and terminology related to:

Syllabus area

Possible testing focus

presentation techniques and introductory activities

• introductory activities such as warmers, 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

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,*/407;,9

MODULE 1 Sample Test

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MODULE 1 Sample Test

Te ac h i n g K n o w l e d g e Te s t | mo d u l e 1 : sa m p l e te s t

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47 6:*89.438 2&9(- 9-* (1&887442 &(9.;.9.*8 <.9- 9-* 9>5*8 4+ 85*&0.3, 57&(9.(* 1.89*) 47

MODULE 1 Sample Test

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MODULE 1 Sample Test

Te ac h i n g K n o w l e d g e Te s t | mo d u l e 1 : sa m p l e te s t

MODULE 2

Lesson planning and use of resources for language teaching

GENERAL DESCRIPTION Module format

Module 2 consists of two parts.

Timing

1 hour 20 minutes

No. of questions

Task types

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

Answer format

Marks

Each question carries one mark.

SYLLABUS This module focuses on what teachers consider and do while planning their teaching of a lesson or series of lessons. Teaching in this context is intended also to refer to assessment. It focuses too on the linguistic and methodological reference resources that are available to guide teachers in their lesson planning as well as on the range and function of materials and teaching aids that teachers could consider making use of in their lessons. Knowledge of any particular book is not required.

Part

Title

Areas of teaching knowledge

Task types and format

Planning and preparing a lesson or sequence of lessons

Lesson planning • identifying and selecting aims appropriate to learners, the 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

5-6 tasks consisting of approximately 40 questions

Background to language learning

Consulting reference resources to help in lesson preparation

5-7 tasks consisting of approximately 40 questions

Selection and use of: • coursebook materials • supplementary materials and activities • teaching aids

Tasks include one-to-one matching; 3/4/5-option matching; 3-option multiple choice and odd one out.

Tasks include one-to-one matching; 3/4/5-option matching; 3-option multiple choice; odd one out and sequencing.

appropriate to learners and aims

Te ac h i n g K n o w l e d g e Te s t | mo d u l e 2 : G e n e r a l d e sc r i p t i o n a n d s y l l a b us

Part 1

This part of Module 2 tests candidates’ knowledge of the relationship between activities and aims. It also tests knowledge of ways of sequencing activities within and across lessons in a manner appropriate to particular groups of learners, and of selecting appropriate assessment activities to build into (a series of) lessons. Candidates need to demonstrate an understanding of concepts and terminology related to:

Syllabus area

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

Part 2 This part of Module 2 tests candidates’ knowledge of how to make use of resources, materials and aids in their lesson planning. Candidates need to demonstrate an understanding of concepts and terminology related to the following and their implications for the L2 classroom:

Syllabus area

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

the selection and use of teaching aids

• types of aids and their teaching functions

Te ac h i n g K n o w l e d g e Te s t | mo d u l e 2 : G e n e r a l d e sc r i p t i o n a n d s y l l a b us

Te ac h i n g K n o w l e d g e Te s t | mo d u l e 2 : sa m p l e te s t

H % #

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MODULE 2 Sample Test

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MODULE 2 Sample Test

Te ac h i n g K n o w l e d g e Te s t | mo d u l e 2 : sa m p l e te s t

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>9 13@/ =>?./8>= >37/ >9 >2385 90 3./+= >9 ?=/ 38 >2/ <96/ :6+C

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MODULE 2 Sample Test

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$2/ >/+-2/< 13@/= =>?./8>= -97:</2/8=398 ;?/=>398= >9 </+.

#>?./8>= </+. 09< 13=> >9 =// 30 >2/3< :</.3->398= A/</ <312> +8. >2/ -6+== .3=-?== >2/3< +8=A/<= A3>2 >2/ >/+-2/<

$2/ >/+-2/< >/66= =>?./8>= >2/ >3>6/ 90 >2/ =>9<C G E 6981 49?<8/CF

$2/ 03<=> =>+1/ 3= .98/ 09< C9? (9? .9 89> 8//. >9 ?=/ 9:>398 +1+38

+<5 >2/ -9<</-> 6/>>/< 98 C9?< +8=A/< =2//>

9< ;?/=>398= :?> >2/ =>+1/= 90 + </+.381 =5366= 6/==98 :6+8 38 9<./<

>9 0+7363+<3=/ =>?./8>= A3>2 >2/ >/=> 09<7+> >9 +669A >2/ >/+-2/< >9 :6+8 +8 +::<9:<3+>/ =-2/7/ 90 A9<5 >9 =29A =>?./8>= 29A A/66 >2/C 2+@/ 6/+<8/. =:/-303- 6+81?+1/ >9 +669A =>?./8>= >9 +==/== /+-2 9>2/< >9 79>3@+>/ >2/ =>?./8>= >9 </@3=/ + :+<>3-?6+< 6+81?+1/ +</+ >9 +==/== =>?./8>=F :<91</== 98 + -98>38?9?= ,+=3=

*&7327 +36 &77*771*28

$2/ -6+== 2+= </-/8>6C 0383=2/. + ?83> 90 >2/ -9?<=/,995 A23-2 09-?=/. 98 >2/ ?=/ 90 >2/ :</=/8> :/<0/-> =37:6/ A3>2 E09<F +8. E=38-/F $2/ >/+-2/< 13@/= >2/ -6+== + =?<:<3=/ >/=> 98 >23=

$2/ >/+-2/< 7983>9<= =>?./8>= A2/8/@/< >2/C -+<<C 9?> =:/+5381 >+=5= +8. 5//:= 89>/= +,9?> /+-2 =>?./8>

$2/ =>?./8>= +</ 19381 >9 >+5/ + :?,63- /B+738+>398 =998 $2/ >/+-2/< 13@/= >2/7 +8 /B+7:6/ :+:/< >9 .9 ?8./< >/=> -98.3>398=

$2/ >/+-2/< 89>3-/= >2+> 23= 38>/<7/.3+>/ =>?./8>= +</ 7+5381 -+</6/== 73=>+5/= A3>2 ,+=3;?/=>398 09<7+>398 A23-2 >2/C =29?6. 589A / +889?8-/= >2+> >2/</ A366 ,/ + >/=> 98 >23= >2/ 09669A381 A//5 $2/ =>?./8>= 2+@/ >37/ >9 :</:+</ 09< >2/ >/=>

$2/ >/+-2/< 2+= + 8/A -6+== 8 >2/ 03<=> .+C 90 >2/ -9?<=/ =2/ =/>= + >/=> A23-2 -9@/<= =97/ 6+81?+1/ :938>= =2/ /B:/->= >2/ =>?./8>= >9 ,/ 0+7363+< A3>2 +8. 9>2/<= >2+> =2/ >2385= >2/ =>?./8>= 7+C 89> 589A $2/ =>?./8>= .9 89> :</:+</ 09< >2/ >/=>

.89&8.327

$2/</ 3= 98/ /B><+ 9:>398 A23-2 C9? .9 89> 8//. >9 ?=/

+<5 >2/ -9<</-> 6/>>/< 98 C9?< +8=A/< =2//>

9< ;?/=>398= 7+>-2 >2/ =3>?+>398= 38 A23-2 + >/+-2/< =/>= + >/=> A3>2 >2/ </+=98= 09< +==/==7/8> 63=>/.

MODULE 2 Sample Test

Te ac h i n g K n o w l e d g e Te s t | mo d u l e 2 : sa m p l e te s t

#?003B/=

/8/<+6 +.@3-/ +,9?> 6/+<8381 @9-+,?6+<C

$2/ .300/</8-/ ,/>A//8 E=97/ /B:/<3/8-/F +8. E+8 /B:/<3/8-/F

7/<3-+8 +8. <3>3=2 =:/66381

/> ?: <?8 9?> 90 =/> 900

&9-+,?6+<C +,9?> =-3/8-/

.397= 635/ E9@/< >2/ 7998F

%86/== ,/=3./= +6>29?12

<&140*7 3+ 92.8 (328*28

$2/</ 3= 98/ /B><+ 9:>398 A23-2 C9? .9 89> 8//. >9 ?=/

+<5 >2/ -9<</-> 6/>>/< 98 C9?< +8=A/< =2//>

Te ac h i n g K n o w l e d g e Te s t | mo d u l e 2 : sa m p l e te s t $ 962 3:*6

&+<3/>3/= 90 8163=2

!2<+=+6 @/<,=

3B/. /B:</==398=

//6381= +8. +->398=

$9:3-=

9?8>+,6/= +8. ?8-9?8>+,6/=

988/->381 +8. 6385381

'9<. 09<7+>398

8><9.?->398

2.8 -*&).2,7

9< ;?/=>398= 7+>-2 >2/ /B+7:6/= 90 ?83> -98>/8> A3>2 >2/ ?83> 2/+.381= 0<97 + ,995 98 6/B3= 63=>/.

>9 7+5/ =97/98/ -97:6/>/6C -/<>+38 +,9?> =97/>2381

) 9,4 >2+> *

:/<=?+./

-98@38-/

F7 -98@38-/. >2+> =2/ 3= >/66381 >2/ ><?>2

/0383>398

&/<, :+>>/<8

/+.A9<.

!298/73- ><+8=-<3:>398

#3816/ A9<. =C898C7

/:/8./8> :</:9=3>398

B+7:6/ =/8>/8-/

!+<> 90 =://-2

(32:.2(* kWnร vรถns : ) $ 90 * >9 7+5/ =97/98/ -97:6/>/6C -/<>+38 +,9?> =97/>2381 :/<=?+./ ) 9,4 >2+> *

.(8.32&6= *286=

$2/</ 3= 98/ /B><+ 9:>398 A23-2 C9? .9 89> 8//. >9 ?=/

+<5 >2/ -9<</-> 6/>>/< 98 C9?< +8=A/< =2//>

9< ;?/=>398= </+. >2/ .3->398+<C /8><C +>-2 >2/ /B><+->= 0<97 >2/ .3->398+<C /8><C A3>2 >2/ 3809<7+>398 >2/C :<9@3./ 63=>/.

MODULE 2 Sample Test

'<3>381

%8-9@/<381 <+77+<

8163=2 !<98?8-3+>398 38 %=/

"/+.381= 38 $/+-2/< /@/69:7/8>

/=318381 +81?+1/ $/+-2381 $+=5=

299=381 (9?< 9?<=/,995

==/==7/8>

$/+-2381 236.</8 8163=2

:</:+<381 + -6+== >/=>

+->3@3>3/= >9 :<+->3=/ 8/A A9<.=

</06/->381 98 C9?< </-/8> >/+-2381

>/+-2381 8163=2 =/8>/8-/ =><?->?</

/@+6?+>381 >/B>,995=

A<3>381 C9?< 9A8 >/+-2381 7+>/<3+6=

09-?=381 98 >2/ =9?8.= 90 8163=2

6/+<8381 >9 >/+-2 C9?81 6/+<8/<=

34.( &6*&7

!<37+<C &9-+,?6+<C 9B

$ 962 3:*6

+-7366+8 %!

+@3. &+6/ +8. 88+ /?8>/?8

+-7366+8

3-2+/6 +<<3= +8. !+?6 - +88

6+8 ?88381=A9<>2

/3>2 928=98

+>3/ /+. +8. !+?638/ $+C69<

+<5 +8-9-5

#-9>> $29<8,?<C

$<3-3+ /.1/

+<9638/ 3B98 +8. 3-2+/6 $97638=98

9'0.7-*6

,<+38=>9<7= 3./+= +,9?> >2/ >9:338><9.?-/= >2/ >2/7/ 90 >2/ 6/==98 :<9@3./= 6+81?+1/ 8//./. >9 .9 >2/ +->3@3>3/=

:/<=98+63=/= >2/ >9:3-

./@/69:= 63=>/8381 09< ./>+36

:</ >/+-2/= @9-+,?6+<C

:<+->3=/= 89>/ >+5381 =5366=

38@96@/= =:/+5381 :<+->3-/

$2/</ 3= 98/ /B><+ 9:>398 A23-2 C9? .9 89> 8//. >9 ?=/

98-36

+<5 >2/ -9<</-> 6/>>/< 9< 98 C9?< +8=A/< =2//> (9? 8//. >9 ?=/ =97/ 9:>398= 79</ >2+8 98-/

+<5 >2/ -9<</-> 6/>>/< 98 C9?< +8=A/< =2//>

.80* 3+ '33/

9< ;?/=>398= 7+>-2 >2/ ?=/= 90 -9?<=/,995 7+>/<3+6= A3>2 >2/ =/;?/8-/ 90 -9?<=/,995 +->3@3>3/= 63=>/. 9< 98 >2/ 09669A381 :+1/

9< ;?/=>398= -299=/ A23-2 ,995 63=>/. -9?6. 2/6: + >/+-2/< A29 3= 38>/</=>/. 38 >2/ 09669A381 >9:3- +</+=

MODULE 2 Sample Test

Te ac h i n g K n o w l e d g e Te s t | mo d u l e 2 : sa m p l e te s t

3=>/8 >9 >2/=/ :/9:6/ >+65381 +,9?> 29A >2/C >2385 .300/</8> 09</318 6+81?+1/= =9?8. 9< 29A >2/C >2385 09</318 +--/8>= 38 8163=2 =9?8. +5/ + 63=> 90 >2/ 6+81?+1/= +8. +--/8>= +8. A<3>/ .9A8 A2+> >2/ :/9:6/ >2385 +,9?> 29A >2/C =9?8.

6+38

2<3= 98+6.

/=6/C "+@3 !/>/<

$2/ :/9:6/ C9? +</ 19381 >9 2/+< +</

$ 962 3:*6

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,*280*

'2+> 6+81?+1/= .9 C9? 635/ ,/-+?=/ 90 29A >2/C =9?8.

)900

.28*6*78.2,

23.7=

92&886&(8.:*

3=>/8 >9 >2/=/ 09?< :/9:6/ '2+> 6+81?+1/= +</ >2/C =:/+5381

-&6)

'*&98.+90

73+8

59.*8

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039)

#>?./8>= 038. >2/=/ ?=/0?6 ,/-+?=/ >2/C :<9@3./ 3./+= 09< A2+> >9 =+C $2/=/ :<9@3./ /849C+,6/ 63=>/8381 :<+->3-/ +8. -+8 +6=9 ,/ ?=/. += >2/ ,+=3= 09< 6+81?+1/ A9<5 $2/C -+8 2+@/ 7+8C .300/</8> ?=/= =?-2 += -9<</->398 0//.,+-5 =/>>381 >2/ =-/8/ +8. -97:</2/8=398 ;?/=>398= :?> >2/=/ ?: +<9?8. >2/ -6+==<997 =9 >2+> =>?./8>= -+8 =// >2/3< 9A8 A9<5 98 .3=:6+C

$2/=/ -+8 ,/ @/<C ?=/0?6 ,?> 038.381 =?3>+,6/ >/B>= 09< 69A 6/@/6 6/+<8/<= 3= 90>/8 + :<9,6/7

$2/=/ -+8 2/6: =>?./8>= >9 ?8./<=>+8. .3003-?6> >/B>=

$2/=/ -+8 ,/ ,+=/. 98 +?>2/8>3- 7+>/<3+6 ,?> -98>+38 6+81?+1/ >2+> 2+= ,//8 7+./ /+=3/< 09< =>?./8>= $2/C -+8 2/6: =>?./8>= >9 ./@/69: >2/3< @9-+,?6+<C

$/+-2/<= 90 C9?81 6/+<8/<= 038. >2/=/ + 199. A+C >9 79>3@+>/ >2/3< =>?./8>= (9?81 6/+<8/<= -+8 7+5/ >2/3< 9A8 +8. +-> 9?> =>9<3/= ?=381 >2/7

*&(-*67> (311*287

:?::/>=

</+63+

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$2/</ 3= 98/ /B><+ 9:>398 A23-2 C9? .9 89> 8//. >9 ?=/

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9< ;?/=>398= 7+>-2 >2/ >/+-2/<=F -977/8>= A3>2 >2/ </=9?<-/= 63=>/.

MODULE 2 Sample Test

Managing the teaching and learning process

MODULE 3

GENERAL DESCRIPTION Module format

Module 3 consists of two parts.

Timing

1 hour 20 minutes

No. of questions

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

Marks

Each question carries one mark.

Syllabus This module tests candidates’ knowledge of what happens in the classroom in terms of the language used by the teacher or learners, the roles the teacher can fulfil and the ways in which the teacher can manage and exploit classroom events and interaction.

Part

Title

Areas of teaching knowledge

Task types and format

Teachers’ and learners’ language in the classroom

Using language appropriately for a range of classroom functions, e.g. • instructing • prompting learners • eliciting • conveying meaning of new language

5-6 tasks consisting of approximately 40 questions Tasks include one-to-one matching; 3/4/5-option matching; 3-option multiple choice; odd one out and sequencing.

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. • teacher roles • grouping learners • correcting learners • giving feedback

5-7 tasks consisting of approximately 40 questions Tasks include one-to-one matching; 3/4/5-option matching; 3-option multiple choice and odd one out.

appropriate to the learners and aims

Te ac h i n g K n o w l e d g e Te s t | mo d u l e 3 : g e n e r a l d e sc r i p t i o n a n d s y l l a b us

Part 1

This part of Module 3 tests candidates’ knowledge of the functions of classroom language, and how to adapt teacher language according to its audience and purpose. It also tests candidates’ knowledge of the appropriacy of teachers’ classroom language, how to analyse learners’ language and categorise learners’ errors. Candidates need to demonstrate an understanding of concepts and terminology related to:

Syllabus area

Possible testing focus

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

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

Part 2 This part of Module 3 tests candidates’ knowledge of the range and function of strategies available to a teacher for managing classes in ways appropriate to learners and to teaching and learning aims. These include variety of activity and pace, ways of grouping learners, techniques for correcting learners’ mistakes and the roles a teacher can fulfil at different stages of the lesson. Candidates need to demonstrate an understanding of concepts and terminology related to the following and their implications for the L2 classroom:

Syllabus area

Possible testing focus

the roles of the teacher

• common teacher roles, e.g. manager, diagnostician, planner • functions of teacher roles, e.g. managing the teaching space, establishing systems for praise and reward, establishing rules, routines and procedures; analysing learners’ needs; building a 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 oral and written correction, and their appropriacy of use

giving feedback

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

Te ac h i n g K n o w l e d g e Te s t | mo d u l e 3 : g e n e r a l d e sc r i p t i o n a n d s y l l a b us

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'4*/*':+ ;3(+8

Te ac h i n g K n o w l e d g e Te s t | mo d u l e 3 : sa m p l e te s t

D # !

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$ 962 3:*6

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MODULE 3 Sample Test

2'4-;'-+ ,58 :.+ :+').+8 :5 3'4'-+ )2'998553 85;:/4+9

Te ac h i n g K n o w l e d g e Te s t | mo d u l e 3 : sa m p l e te s t

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$ 962 3:*6

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MODULE 3 Sample Test

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:+22/4- ' 2'8-+ -85;6 5, :++4'-+89 :.+ 8;2+9 5, ' -'3+

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-* 8*&(-*6 .7

.+)1/4- ;4*+89:'4*/4-

$ 962 3:*6

'7;+2

8/9:/4'

'7;+2

8/9:/4'

'7;+2

!.+ )'4B: 8+3+3(+8 :.+ 8/-.: =58* !.+ .'94B: ;4*+89:55* :.+ 7;+9:/54 !.+ /9 9;**+42? /4:+88;6:+* (? 8/9:/4'

:5 9.5= :.': 9.+ .+'8* 8/9:/4'B9 7;+9:/54 :5 '91 ,58 :.+ 7;+9:/54 :5 (+ 8+6+':+* :5 9.5= 9.+ /9 ;49;8+ '(5;: .+8 '49=+8

!.+B9 /4:85*;)/4- ' )54:8'9: =/:. =.': 9.+ 9'/* +'82/+8 !.+B9 )588+):/4- =.': 8/9:/4' 9'/* !.+B9 -/</4- .+89+2, 953+ :/3+ :5 :./41

9;33'8/9+ '7;+2B9 /*+'9 8+6+': =.': .'66+4+* /4 :.+ 9:58? 3'81 4+= 65/4:9 /4 :.+ 9:58?

*/92/1+ :.+ ='? '7;+2 :52* :.+ 9:58? .'<+ :.+ 9'3+ 8+'):/54 .'<+ .'* ' 9/3/2'8 +>6+8/+4)+

".+ '*0+):/<+9 A:+88/(2+B '4* A.588/(2+B 2/4+9 '4* 9.5= :.': '7;+2 '4* 8/9:/4' (5:.

".+ 3'4? ;9+9 5, A'4*B /4 2/4+9 /4 '7;+2B9 9:58?

$.? *5+9 '7;+2 ;9+ A 4 ,'):B 2/4+

$.? *5+9 '7;+2 9'? A%+'.B ': :.+ (+-/44/4- 5, 2/4+

$.? *5+9 '7;+2 9:56 ',:+8 9'?/4- A ):;'22? CB 2/4+

: ='9 .588/(2+

. :+88/(2+

%+'. 4 ,'): B3 7;/:+ ' -55* :8'<+22+8 4583'22? ;: :.+8+ ='9 +83 +8 45: 54 ' 254- 05;84+? 45 9588? : ='9 '(5;: 542? 1/253+:8+9 4* +83 )53/4- 54 :.+ ='? (')1 /: ='9 ' <+8? 93'22 (5': '4* /: ='9 <+8? .5: '4* 3+ '4* :.+ 8+9: 5, 3? ,'3/2? =+8+ 54 :.+ <+8? /4 :.+ /49/*+ 5, :.+ (5': 4* /: ='9 0;9: 2/1+ (+/4- /4 ' 54 ' )581 )'88/+* (? =':+8 4* 3? (85:.+8 9:'8:+* ,/89: '4* :.+4 +<+8?54+ 9:'8:+* ,++2/4- 9/)1

$'9 :.': 54 ' 254- 05;84+?

%+'. .'<+ (++4 9+'9/)1 54)+ ):;'22? C

8+ ?5; ' -55* 9'/258 '<+ ?5; +<+8 (++4 9+'9/)1

'81 :.+ )588+): 2+::+8 58 54 ?5;8 '49=+8 9.++:

8/9:/4'

58 7;+9:/549 8+'* :.+ )54<+89':/54 (+:=++4 :=5 '*<'4)+* 2+'84+89 49=+8 :.+ 7;+9:/549 '(5;: :.+/8 ;9+ 5, 2'4-;'-+ (? ).559/4- :.+ )588+): 56:/54 58

58 7;+9:/549 3':). =.': :.+ :+').+8 /9 *5/4- =/:. :.+ 6;8659+9 ,58 ;9/4- :.+ 9:;*+4:9B ,/89: 2'4-;'-+ 2/9:+* 58

96437*7 +36 97.2, 8-* 789)*287= +.678 0&2,9&,*

MODULE 3 Sample Test

Te ac h i n g K n o w l e d g e Te s t | mo d u l e 3 : sa m p l e te s t

".+ =+':.+8 /4 54*54 /9 ('**+8 :.'4 :.+ =+':.+8 /4 "51?5

".+ :+').+8 3'*+ 3+ :5 9:'? /4 9).552 ',:+8 )2'99

$.': ?5; *5/4- :./9 =++1+4*

-5 :5 :.+ )/4+3' 2'9: =++1

+ =581+* <+8? .'8*2? :5 ,/4/9. :.+ 6850+):

54B: (2'3+ ?5; :B9 45: ?5;8 ,';2:

!.+ /4 9;33+8 -5+9 :5 :.+ 9+'9/*+ +<+8? ?+'8

".+?B<+ (++4 '='? 9/4)+ ' 254- :/3+

Te ac h i n g K n o w l e d g e Te s t | mo d u l e 3 : sa m p l e te s t

=854- 68545;4

$ 962 3:*6

3/99/4- 68+659/:/54

3/99/4- ';>/2/'8? <+8(

=854- =58* 58*+8

=854- )536'8':/<+ ,583

=854- '*<+8( ,583

=854- 68+659/:/54

=854- <+8( 6'::+84

=854- :+49+

<4*7 3+ 1.78&/*

,/4*9 5;: :.+ 4++*9 '4* /4:+8+9:9 5, 9:;*+4:9

".+ :+').+8 -/<+9 9:;*+4:9 ' 7;+9:/544'/8+ /4 58*+8 :5 ,/4* 5;: 358+ '(5;: :.+/8 2+'84/49:?2+9 '4* 68+,+8+4)+9

".+ :+').+8 *+)/*+9 =./). )5;89+(551 '):/</:/+9 =/22 ,/: /4:5 :.+ :/3+ '<'/2'(2+ ,58 :.+ 2+9954

".+ :+').+8 ,/4*9 ' </*+5 :5 ,/: /4:5 :.+ :56/) 5, :.+ ;4/:

".+ :+').+8 /4:85*;)+9 :.+ 68+9+4: 6+8,+): )54:/4;5;9

".+ :+').+8 ='4:9 :5 /*+4:/,? -'69 /4 :.+/8 145=2+*-+ 95 9.+ '919 9:;*+4:9 :5 (8'/49:583 )8/3+ <5)'(;2'8?

$./2+ 9:;*+4:9 =8/:+ ' 9:58? :.+ :+').+8 ='219 85;4* :.+ )2'99 .+26/4- 9:;*+4:9 =.5 3'1+ +88589 58 '91 ,58 4+= =58*9

".+ :+').+8 /4</:+9 9:;*+4:9 :5 9;--+9: :56/)9 ,58 )5;89+ )54:+4:

".+ :+').+8 '919 ' 45/9? 9:;*+4: :5 96+'1 358+ 7;/+:2?

".+ :+').+8 6;:9 9:;*+4:9 /4:5 -85;69 5, :.8++ ,58 ' 852+ 62'?

-/<+9 +>6+8: /4,583':/54 '(5;: :'8-+: 2'4-;'-+

).559+9 3':+8/'29 '4* 58 3+:.5*525-? (+,58+ :.+ )5;89+ 58 2+9954

3'4'-+9 9:;*+4:9 '4* '):/</:/+9 *;8/4- )2'99 :/3+

%5; 4++* :5 ;9+ 953+ 56:/549 358+ :.'4 54)+

".+8+ /9 54+ +>:8' 56:/54 =./). ?5; *5 45: 4++* :5 ;9+

.6(0*) 1.78&/*7

'81 :.+ )588+): 2+::+8 58 54 ?5;8 '49=+8 9.++:

*&(-*6 630*7

58 7;+9:/549 3':). :.+ :+').+8 '):/</:/+9 =/:. :.+ :+').+8 852+9 2/9:+* 58

'81 :.+ )588+): 2+::+8 54 ?5;8 '49=+8 9.++:

58 7;+9:/549 3':). :.+ )/8)2+* 3/9:'1+9 =/:. :.+ :?6+9 5, 3/9:'1+ 2/9:+*

MODULE 3 Sample Test

:.+? ,++2 358+ )53,58:'(2+ =.+4 96+'1/4- :.+? *5 45: *53/4':+ 5:.+8 9:;*+4:9 :.+? )'4 =581 ': ' ,'9:+8 6')+

8+*;)+9 :+').+8 :'21/4- :/3+ /3685<+9 )2'99 */9)/62/4+ 3'1+9 '22 9:;*+4:9 =581 '9 .'8* '9 :.+? )'4

.+269 :5 /*+4:/,? =+'1+8 9:;*+4:9 3+'49 :.+ :+').+8 )'4 -/<+ '::+4:/54 :5 '22 9:;*+4:9 +4)5;8'-+9 9:;*+4:9 :5 .+26 54+ '45:.+8

:5 =581 /4*+6+4*+4:2? 5, :.+ :+').+8 :5 '99+99 :.+/8 5=4 685-8+99 :5 *+<+256 2'4-;'-+ '='8+4+99

-85;6 =581 /4*/</*;'2 =581 3/4-2/4- '):/</:/+9

6'/8=581 :+'3 '):/</:/+9 =.52+ )2'99 =581

$ 962 3:*6

, ' :+').+8 ='4:9 :5 )54:852 =.': :.+ 9:;*+4:9 *5 '9 3;). '9 6599/(2+ /:B9 (+9: :5 *5

, ' :+').+8 ='4:9 :5 '99+99 9:;*+4:9B =8/::+4 =581 /:B9 (+9: :5 *5

'/8=581 '):/</:/+9 '/3 :5 +4)5;8'-+ 9:;*+4:9

4 3/>+* '(/2/:? )2'99+9 ;9/4- -85;6 =581

85;6 =581 /9 ;9+,;2 (+)';9+ /:

: /9 ' -55* /*+' :5 -85;6 2+99 '(2+ 9:;*+4:9 :5-+:.+8 95 :.':

953+ 9:;*+4:9 '2='?9 *53/4':+

!+2+): :56/)9 '4* :'919 :.': 35:/<':+ :.+ 9:;*+4:9

'/9+ '='8+4+99 5, :.+ /3658:'4)+ 5, -/</4- +<+8?54+ ' ).'4)+ :5 :'1+ 6'8:

"+'). :.+ 2'4-;'-+ 4++*+* ,58 ,8+7;+4: )2'998553 '):/</:/+9

8+':+ ' 6;8659+ ,58 *5/4- -85;6 58 6'/8=581 /4 4-2/9.

88'4-+ -85;69 358+ )'8+,;22? '4* 8+ -85;6 9:;*+4:9 =.+4+<+8 4+)+99'8?

4:85*;)+ 358+ ).'22+4-+ /4:5 :.+ '):/</:/+9

'1+ 9;8+ 9:;*+4:9 145= :.+ 2'4-;'-+ :.+? 4++* :5 )5362+:+ :'919

2'4 +>:8' '):/</:/+9 ,58 9:;*+4:9 =.5 3'? ,/4/9. (+,58+ :.+ 5:.+89

953+ 9:;*+4:9 ;9+ :55 3;).

0&776331 1&2&,*1*28 786&8*,.*7

953+ 9:;*+4:9 -+: (58+*

2 ,6394 36 4&.6;36/

63'0*17 3+ ,6394 36 4&.6;36/

'81 :.+ )588+): 2+::+8 58 54 ?5;8 '49=+8 9.++:

58 7;+9:/549 3':). :.+ )2'998553 3'4'-+3+4: 9:8':+-/+9 =/:. :.+ 685(2+39 5, -85;6 58 6'/8=581 2/9:+* 58

58 7;+9:/549 ).559+ :.+ (+9: 56:/54 :5 )5362+:+ +'). 9:':+3+4: '(5;: ='?9 5, -85;6/49:;*+4:9

MODULE 3 Sample Test

Te ac h i n g K n o w l e d g e Te s t | mo d u l e 3 : sa m p l e te s t

,:+8 ' 8+'*/4- )5368+.+49/54 :'91 ?5; '91 :.+ )2'99 ,58 :.+ '49=+8 :5 4;3(+8 54+ 5(5*? 9'?9 '4?:./4-

%5; 45:/)+ :.': *;8/4- '4 '):/</:? ?5;8 )2'99 5, ?5;4- 2+'84+89 /9 3'1/4- :55 3;). 45/9+

;8/4- ' -85;6 =581 '):/</:? '(5;: :8'<+2 ?5;8 9:;*+4:9 :'21 '(5;: ' */,,+8+4: :56/) 5=+<+8 :.+? *5 :./9 /4 4-2/9.

%5; 9+: ' :'91 ,58 2/9:+4/4- )5368+.+49/54 ;8/4- :.+ 2/9:+4/4- ?5; 45:/)+ :.': 45 54+ /9 =8/:/4- :.+ '49=+89

%5; 9+: ;6 ' 96+'1/4- :'91 /4 -85;69 %5; 45:/)+ =.+4 ?5; 354/:58 )259+2? :.': :.+ -85;69 9:56 96+'1/4- )5362+:+2?

%5; '8+ :+')./4- ' )2'99 ',:+8 2;4). <+8?54+ /9 92++6?

#9+ ' 9:8':+-? :.': 9:;*+4:9 8+)5-4/9+ ,58 A:;84/4- *5=4 :.+ <52;3+B + - ' .'4* -+9:;8+ 58 *8'=/4- 54 :.+ (5'8*

91 :.+ 9:;*+4:9 :5 )536'8+ :.+/8 =581 =/:. :.+/8 6'8:4+8 :5 -/<+ :.+3 )54,/*+4)+

!:'4* (')1 '4* 2/9:+4 ,853 ' */9:'4)+

$ 962 3:*6

5*+2 :.+ '):/</:? ?5;89+2, =/:. ' 9:;*+4: 95 +<+8?54+ ;4*+89:'4*9 =.': :.+? .'<+ :5 *5

+6+': :.+ /49:8;):/549 '4* '91 /, :.+? =5;2* 2/1+ ?5; :5 62'? /: '-'/4

5 ' A='83+8B '):/</:? =./). -+:9 :.+ 9:;*+4:9 5;: 5, :.+/8 9+':9

8'/9+ :.+3 ,58 ;9/4- :.+ 2'4-;'-+ (;: 8+3/4* :.+3 '(5;: :.+ :'91

0&776331 1&2&,*1*28 (-3.(*7

%5; 45:/)+ :.': 953+ 5, ?5;8 9:;*+4:9 '8+ ;49;8+ '(5;: .5= :5 9:'8: 953+ 6'/8=581

0&776331 7.89&8.327

'81 :.+ )588+): 2+::+8 54 ?5;8 '49=+8 9.++:

58 7;+9:/549 3':). :.+ )2'998553 9/:;':/549 =/:. :.+ )2'998553 3'4'-+3+4: ).5/)+9 2/9:+*

9'?9 :.+ =58* )588+):2? '4* '919 :.+ 9:;*+4: :5 8+6+': /: =8/:+9 :.+ =58* /4 6.54+3/) 9)8/6: 54 :.+ =./:+(5'8* '919 :.+ 9:;*+4: :5 9'? :.+ =58* '-'/4 =/:. 45 )588+):/54 '4* :.+4 35<+9 54

7;/+:2? '9 9.+ /9 354/:58/4- :.+/8 -85;6 9:58?:+22/4- ',:+8 :.+ -85;6 9:'-+ (? ,5);9/4- 54 685(2+39 9.+ 45:+* *5=4 *;8/4- :.+ -85;6 9:'-+ 2':+8 =.+4 9.+ '919 :.+ =+'1+8 9:;*+4:9 :5 :+22 :.+/8 9:58/+9 :5 :.+ =.52+ )2'99

;9+9 .'4* -+9:;8+9 :5 9.5= :.': :.+8+ /9 ' 3/99/4- =58* 3/3+9 *8/</4- :5 9.5= :.+ 9:;*+4: :.': 9.+ .'9 ;4*+89:55* 65/4:9 :5 :.+ 35*+2 9+4:+4)+ 54 :.+ =./:+(5'8* :5 8+3/4* :.+ 9:;*+4: 5, :.+ ,583

9'?9 A 4:+8+9:/4- 58 /4:+8+9:+* B 9'?9 A".+8+B9 ' -8'33'8 685(2+3 :.+8+ '8/' $.': '(5;: ?5;8 =++1+4* '99'4 B 9'?9 A%5; =+8+ /4:+8+9:+* 95 :.+ ,/23 ='9 &&&&&& B =/:. 8/9/4- /4:54':/54

3'819 :.+ =8/:/4- ;9/4- ' )588+):/54 )5*+ -/<+9 :.+ =8/:/4- :5 ' 6++8 :5 )588+): /-458+9 :.+ 3/9:'1+9 /4 :.+ =8/:/4-

4 ' )54:8522+* =8/:/4- 68'):/)+ '):/</:? ' 2+'84+8 3'1+9 9+<+8'2 3/9:'1+9 /4 8+)+4:2? 9:;*/+* 2'4-;'-+ ".+ :+').+8

: :.+ 9:'8: 5, )2'99 =.+4 9:;*+4:9 '8+ :'21/4- /4 56+4 )2'99 54+ 5, :.+ 2+'84+89 9'?9 A".+ ,/23 ='9 /4:+8+9:+* B ".+ :+').+8

4 ' )54:8522+* 68'):/)+ +>+8)/9+ 54 :.+ 6'9: )54:/4;5;9 ' 68+ /4:+83+*/':+ 9:;*+4: 9'?9 A *8/</4- *5=4 :.+ 85'* =.+4 /: .'66+4+* B ".+ :+').+8

!:;*+4:9 :+22 9:58/+9 '(5;: :.+39+2<+9 /4 -85;69 5, :.8++ ".+ :+').+8 )588+):9 9:;*+4:9B 2'4-;'-+

9:;*+4: 9'?9 :.+ =58* A ;-;9:B =/:. 6558 6854;4)/':/54 /4 56+4 )2'99 ".+ :+').+8

'81 :.+ )588+):/54 9:8':+-? 58 =./). /9 '668568/':+ 54 ?5;8 '49=+8 9.++:

"=5 5, :.+ )588+):/54 9:8':+-/+9 '8+ '668568/':+ /4 +'). 9/:;':/54 4+ 5, :.+ )588+):/54 9:8':+-/+9 /9 '668568/':+

58 7;+9:/549 2551 ': :.+ 9/:;':/549 /4 =./). ' :+').+8 )588+):9 9:;*+4:9 '4* ': :.+ )588+):/54 9:8':+-/+9 2/9:+* 58

MODULE 3 Sample Test

".+ :+').+8 -'<+ '4 5<+8'22 -8'*+ ,58 2+::+89 9:;*+4:9 .'* =8/::+4 ,58 .53+=581 + '295 -'<+ :.+3 '4 +>'362+ 2+::+8 :5 2551 ': ".+ :+').+8 ;9+* ' 9?9:+3 5, 93/2/4- '4* 9'* ,')+9 :5 -/<+ 9:;*+4:9 ,++*(')1 54 :.+/8 =8/::+4 =581 ".+ :+').+8 45:+* 3/9:'1+9 ,853 9:;*+4:9B =8/::+4 =581 '4* ;9+* :.+9+ :5 68+6'8+ ' 2'4-;'-+ 7;/@ =./). 9:;*+4:9 */* /4 :+'39 ".+ :+').+8 542? )533+4:+* 54 :.+ )54:+4: 5, 9:58/+9 :.': 9:;*+4:9 .'* =8/::+4

:5 ,5);9 54 )53354 2'4-;'-+ 3/9:'1+9 :.': 3'4? 9:;*+4:9 3'*+ /4 :.+/8 =8/:/4:5 /4,583 9:;*+4:9 5, :.+/8 -+4+8'2 685-8+99 /4 =8/:/4- ': :.+ +4* 5, :+83 :5 +4)5;8'-+ 9:;*+4:9 :5 2+'84 :5 +*/: :.+/8 5=4 =581 :5 +4)5;8'-+ 9:;*+4:9B )8+':/</:? '4* :5 )8+':+ ' 659/:/<+ '::/:;*+ :5 =8/:/4:5 685</*+ 9:;*+4:9 =/:. ' 35*+2 ,58 9/3/2'8 =8/::+4 =581 /4 :.+ ,;:;8+ :5 /4,583 68/3'8? '-+ 9:;*+4:9 '(5;: :.+/8 685-8+99 /4 ' ,;4 ='?

.17

".+ :+').+8 3'81+* 9:;*+4:9B =8/:/4- ;9/4- ' )588+):/54 )5*+ ".+4 9.+ -'<+ :.+3 :/3+ /4 :.+ 2+9954 :5 /3685<+ :.+/8 =581 =./2+ 9.+ 354/:58+*

**)'&(/ 32 ;6.88*2 ;36/

".+8+ /9 54+ +>:8' 56:/54 =./). ?5; *5 45: 4++* :5 ;9+

'81 :.+ )588+): 2+::+8 54 ?5;8 '49=+8 9.++:

58 7;+9:/549 3':). :.+ ='?9 ' :+').+8 -'<+ ,++*(')1 54 9:;*+4:9B =8/::+4 =581 =/:. :.+ '/39 2/9:+*

MODULE 3 Sample Test

Te ac h i n g K n o w l e d g e Te s t | mo d u l e 3 : sa m p l e te s t

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 from the address on page 1. Institutions wishing to become Cambridge ESOL Examination

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 2 3 4

limited knowledge of TKT content areas

basic, but systematic knowledge of TKT content areas

breadth and depth of knowledge of TKT content areas

extensive knowledge of TKT content areas

Centres should contact the Centre Registration Unit at Cambridge ESOL. Our trialling research indicates that for a candidate to achieve TKT is available throughout the year and Centres contact

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

Cambridge ESOL to arrange a test date. Candidate details must

required.

be submitted to Cambridge ESOL at least six weeks prior to running the session. Please note that more notice may be necessary if candidates have special requirements and therefore need Special Arrangements (see below). Candidates may not repeat a module within four months at any centre.

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

Copies of the Regulations and more details on entry

weeks after receipt of answer sheets by Cambridge ESOL.

procedure, current fees and further information about this and

Please note that despatch of candidatesâ&#x20AC;&#x2122; results will be

other Cambridge ESOL examinations can be obtained from the

delayed if they need Special Consideration or are suspected of

Cambridge ESOL Local Secretary in your area, or from the

malpractice (see page 35).

address on page 1.

Answer sheet completion Candidates mark all their answers on OMR (Optical Mark Reader) answer sheets, which are scanned by computer in Cambridge. There is one answer sheet per module, and candidates must fill in all their answers within the time allowed for the test. A sample OMR answer sheet can be found on page 44 of this Handbook, and it is useful for candidates to practise filling in an OMR sheet before taking the examination so that they are familiar with the procedure.

Computer-based TKT A computer-based version of TKT (CB TKT) is also available via the Cambridge Connect internet delivery system. Please contact your local Cambridge ESOL centre for more information.

Enquiries on results may be made through Cambridge ESOL Local Secretaries within a month of the issue of certificates.

Appeals procedure Cambridge ESOL provides a service to enable Centres to appeal, on behalf of candidates, against assessment decisions that affect grades awarded to candidates, e.g. decisions relating to results and decisions relating to irregular conduct. Candidates should first contact their Cambridge ESOL Local Secretary for advice. Further information about the appeals procedure can be found at www.CambridgeESOL.org/support

Special Circumstances Special Circumstances cover three main areas: special arrangements, special consideration and malpractice.

Special arrangements

Grading and results

These are available for candidates with disabilities. They may

Grading

Braille versions of question papers, etc. If you think you may

Each module is free-standing, and there is no aggregate score.

ESOL Local Secretary in your area as soon as possible so that

Candidates receive a certificate for each module they take.

the application can be sent to Cambridge ESOL in time

include extra time, separate accommodation or equipment, need special arrangements, you must contact the Cambridge

(usually 8 â&#x20AC;&#x201C; 12 weeks before the examination, depending on what is required).

Te ac h i n g K n o w l e d g e Te s t | te s t a dm i n is tr at i o n

Special consideration

Question paper production cycle

Cambridge ESOL will give special consideration to candidates

Pretesting of TKT test material provides Cambridge ESOL with

affected by adverse circumstances before or during an

valuable information about candidates’ performance on

examination. Special consideration can be given where an

particular tasks. Pretesting is also useful for Centres or

application is sent through the Centre and is made within ten

institutions as it gives candidates the opportunity to

working days of the examination date. Examples of acceptable

familiarise themselves with TKT task-types under test

reasons for giving special consideration are cases of illness or

conditions and to receive feedback on areas of strength and

other unexpected events.

weakness. If your Centre or institution would like to be involved in TKT pretesting, please contact the Pretesting Unit

Malpractice

TKT Administrator on + 44 (0) 1223 552998.

The Malpractice Committee will consider cases where candidates are suspected of copying, collusion or breaking the examination regulations in some other way. Results may be withheld because further investigation is needed or because of infringement of regulations. Centres are notified if a candidate’s results are being investigated.

Support for TKT candidates and course providers General information on TKT, including administration details and downloadable versions of this Handbook and sample materials, can be found by visiting

The production of TKT

www.CambridgeESOL.org/TKT

Cambridge ESOL is committed to providing examinations of the highest possible quality. This commitment is underpinned

Course providers and individual candidates can also access the TKT Glossary on this website.

by an extensive programme of research and evaluation, and by

Support material for teacher trainers is available on the

continuous monitoring of the marking and grading of all

Teaching Resources website

Cambridge ESOL examinations. Of particular importance is the

www.CambridgeESOL.org/teach/TKT

rigorous set of procedures which are used in the production and pretesting of question papers.

The TKT Course is published by Cambridge University Press in collaboration with Cambridge ESOL. This coursebook provides

The production process for TKT is the same as that for the

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

Cambridge ESOL language examinations. It begins with the

study, and includes practice tasks and tests.

commissioning of materials and ends with the printing of question papers.

Further support is also available in the form of seminar programmes in different countries. Contact Cambridge ESOL

There are five main stages in the production process:

Information for further details by emailing: ESOLhelpdesk@CambridgeESOL.org

• commissioning • pre-editing and editing • pretesting • analysis and banking of materials • question paper construction Commissioning of material for question papers

Revision

Pretesting Item analysis Live materials bank

Pretest construction

Pre-editing and editing of material

Rejection

Question paper construction

Te ac h i n g K n o w l e d g e Te s t | te s t a dm i n is tr at i o n

Common questions and answers

TKT wordlist

Can candidates make notes on the question paper?

The words are entered into categories so as to help the reader.

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.

This list is indicative only. Other terms may also be used in TKT.

Some words could fall into more than one category. However, to economise on space each word has been entered only once. Candidates who are preparing for only one module should ensure they have an understanding of all the TKT terminology.

Does it matter if candidates write in pen or pencil?

The TKT Glossary contains definitions of the words in this list

Candidates must use a pencil to mark their answers on the

and can be downloaded from www.CambridgeESOL.org/TKT

answer sheet. Answer sheets marked in pen cannot be read by computer.

Approaches

Is the use of dictionaries allowed?

Activity-based learning

No.

Communicative approaches

What is the mark allocation? One mark is given for each correct answer.

Content-based learning Functional Approach Grammar-Translation method

Do candidates have to take all three modules?

Guided discovery

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

Lexical Approach

any number of modules in any order.

Presentation, Practice and Production (PPP)

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?

Situational presentation Structural Approach Task-based Learning (TBL) Test-teach-test Total Physical Response (TPR)

Dates are set by Centres in consultation with Cambridge ESOL, taking into account local needs and conditions.

Assessment

Where can candidates enrol?

Achievement test

Your Cambridge ESOL Local Secretary can give you

Assess

information about Centres where the examination is taken.

Assessment

Candidates enrol through local Centres, and not through the

Assessment criteria

Cambridge ESOL office in Cambridge. Fees are payable to the

â&#x20AC;&#x2DC;Can-doâ&#x20AC;&#x2122; statements

local Centre.

Cloze test

How do candidates get their results? TKT certificates are issued to Centres approximately two weeks after receipt of answer sheets by Cambridge ESOL.

Comprehension questions Continuous assessment Diagnose Diagnostic test

Do candidates need to have taken a particular English

Evaluation

language examination before taking TKT?

Formal assessment, evaluation

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

Formative assessment, evaluation

language level of Council of Europe Framework level B1.

Informal assessment, evaluation

What kind of teaching terminology will be tested in TKT? Opposite is the TKT wordlist which contains terms which may be used 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

Item Learner profile Matching task Multiple-choice questions Objective test Oral test Peer assessment, evaluation

What is the Teacher portfolio?

Placement test

The portfolio is an electronic resource in which candidates

Portfolio

keep a record of their teaching experience, beliefs and

Proficiency test

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

Progress test

the assessment for TKT.

Self-assessment, evaluation Sentence completion Sentence transformation Subjective test

Te ac h i n g K n o w l e d g e Te s t | Com mo n q u e s t i o ns a n d a ns w e r s

Summative test

Personalise

Test

Pick up

True/false questions

Processing language

Tutorial

Proficient Silent period

Background to language learning Achievable target, goal Acquire Acquisition

Slip Target language culture Unmotivated Visual learner Work language out

Attention span Auditory learner Autonomous

Classroom management

Cognitive (processes)

Active role

Confidence

Classroom management

Conscious (of)

Closed pairs

Demotivate

Co-operate

Developmental error

Co-operation

Effective

Co-operative

English-medium school

Discipline

Error

Dominant

Expectation

Dominate

Expose

Energy levels

Exposure

Get studentsâ&#x20AC;&#x2122; attention

Factor

Grade (language)

First language

Group dynamics

Focus on form

Interaction patterns

Goals

Involvement

Guidance

Learning contract

Ignore (errors)

Mingle

Independent study

Mixed ability

Intensive course

Mixed level

Interference

Monitor

Interlanguage

Nominate

Kinaesthetic learner

One-to-one

L1/L2

Open class

Language awareness

Open pairs

Learner autonomy

Passive role

Learner characteristics

Rapport, build rapport

Learner independence

Routine

Learner training

Seating arrangement

Learning resources

Seating plan

Learning strategies

Teacher role

Learning style

Teaching space

Linguistic Literacy Mature Maturity Memorable Memorise Mother tongue Motivate Motivation Natural order Needs Participate Participation Personalisation

Functions Appropriacy Appropriate Chunk Colloquial Declining, refusing an invitation Enquiring Express Expressing ability Expressing intention Expressing necessity Expressing obligation

Te ac h i n g K n o w l e d g e Te s t | Wo r d l is t

Expressing permission

Object

Expressing preference

Object pronoun

Expressing probability

Participle (past and present)

Formal (language)

Passive voice

Formality (level of)

Past perfect simple and continuous, progressive

Function

Past simple and past continuous, progressive

Functional exponent

Personal pronoun

Greeting

Phrase

Inappropriate

Plural noun

Informal (language)

Possessive adjective

Informality (level of)

Possessive pronoun

Instructing

Possessive â&#x20AC;&#x2DC;sâ&#x20AC;&#x2122; and whose

Negotiating

Preposition

Neutral

Present continuous, progressive for future

Predicting

Present perfect simple and continuous, progressive

Present simple and continuous, progressive

Requesting

Pronoun

Speculating

Proper noun Punctuation

Grammar

Quantifier

Active voice

Question tag

Adjective

Reflexive pronoun

Adverb

Regular verb

Article

Relative clause

Aspect

Relative pronoun

Auxiliary verb

Reported statement

Base form of the verb

Reporting verb

Clause

Second conditional

Collective noun

Singular noun

Comparative adjective

Subject

Compound noun

Subject-verb agreement

Conditional

Subordinate clause

Conditional forms

Superlative adjective

Conjunction

Tense

Connector

Third conditional

Countable noun

Third person

Demonstrative adjective

Time expression

Demonstrative pronoun

Uncountable noun

Dependent preposition

Used to

Determiner

Verb

Direct question

Verb pattern

Direct speech First conditional Gerund, -ing form Grammatical structure Imperative Indirect question Indirect speech

Introductory activities Ice-breaker Introductory activity Warm up Warmer

Infinitive Infinitive of purpose

Language skills

-ing/-ed adjective

Accuracy

Intensifier

Authenticity

Interrogative

Cohesion

Irregular verb

Cohesive

Main clause

Coherence

Modal verb

Coherent

Noun

Context

Te ac h i n g K n o w l e d g e Te s t | Wo r d l is t

Discourse

Lesson planning

Deduce meaning from context

Achieve aims, objectives

Develop skills

Aim

Draft

Analyse language

Edit

Anticipate (language) problems

Extensive listening/reading

Arouse, generate interest

Extract

Assumptions

Fluency

Class profile

Infer attitude, feeling, mood

Components (of a lesson plan)

Intensive listening/reading

Conduct feedback

Interact

Consolidate

Interaction

Enable

Interactive strategies

Encourage

Key word

Encouragement

Layout

Feedback

Listen/read for detail

Focus on

Listen/read for gist

Give feedback

Listen/read for mood

Highlight

Note-taking

Lead-in

Oral fluency

Logical

Paragraph

Main aim

Paraphrase

Objective

Predict

Outcome

Prediction

Pace

Process

Peer feedback

Process writing

Personal aim

Productive skills

Pre-teach (vocabulary)

Proofread

Procedure

Receptive skills

Raise awareness

Re-draft

Rationale

Relevance

Recycle

Relevant

Reflect on teaching

Scan

Reinforce

Skill

Report back

Skim

Scheme of work

Subskill

Sequence

Summarise

Set a question, task, test

Summary

Set the scene, the context

Text structure

Specification, to specify (aims)

Theme

Stage

Thematic

Step

Topic

Stimulate (discussion)

Topic sentence

Student-centred

Turn-taking

Subsidiary aim

Version

Syllabus Teacher talking time

Learnersâ&#x20AC;&#x2122; mistakes and correction strategies Correction code Echo correct Finger correction Over-application of the rule

Teacher-centred Timetable fit Timing Variety Vary

Over-generalisation Reformulate

Lexis

Reformulation

Affix

Repetition

Affixation

Self-correction

Antonym

Time line

Collocation

Te ac h i n g K n o w l e d g e Te s t | Wo r d l is t

Compound

Communicative activity

False friend

Controlled practice

Homonym

Drill

Homophone

Extension task

Idiom

Filler

Lexical set

Freer practice

Lexis

Gap-fill

Multi-word verb

Guided writing

Part of speech

Individual drill

Phrasal verb

Information-gap activity

Prefix

Jigsaw listening/reading

Suffix

Jumbled paragraphs, pictures, sentences

Synonym

Label Less controlled practice

Phonology Connected speech Consonant Contrast Contrastive stress Contraction Diphthong Discriminate Distinguish Feature Identification Identify Intonation Linking Main stress Minimal pair Phoneme Phonemic script Phonemic symbol Phonemic transcription Primary stress Rhyme

Mind map Open-ended (task) Picture stories Practice Prioritising Problem solving Project work Rank ordering Recall Restricted practice Revise Revision Role-play Solution Solve Substitution drill Survey Swap Target language Task Task-type Transformation drill Visualisation

Rhythm Schwa

Visualise Word map

Secondary stress Sentence stress Stress

Presentation techniques

Strong forms

Concept checking

Syllable

Concept questions

Unvoiced sound

Contextualise

Voiced sound

Define

Vowel

Definition

Weak forms

Elicit

Word boundary

Emphasis

Word stress

Emphasise Gesture

Practice activities and tasks Brainstorm Categorisation Categorise Chant

Meaningful Mime Present Presentation Teaching strategy

Choral drill

Illustrate meaning

Te ac h i n g K n o w l e d g e Te s t | Wo r d l is t

Reference resources Bilingual dictionary Consult Headword Monolingual dictionary Phonemic chart Reference materials, resources

Overhead projector (OHP) Overhead transparency (OHT) Puppet Realia Recording script Resources Rubric Self-access centre Sticker

Teachers’ and learners’ language in the classroom

Supplementary material

Acknowledge

Tapescript

Ask for clarification

Teacher’s book

Clarify

Teaching aids

Convey meaning

Textbook

Exchange

Transcript

Facial expression

Video clip

Filler

Visual (aid)

Hesitate

Workbook

Model

Worksheet

Narrate Praise Prompt Recast Refer to Respond Response Simplification Simplify Terminology Utterance Word prompt

Teaching materials and aids Activity book Adapt (material) Audio script Authentic material Board game Book Brochure Chart Coursebook Coursebook unit Crossword puzzle Dialogue Dice Exploit (material) Flashcard Flexible Flipchart Graded reader Graph Grid Handout Language laboratory Leaflet Learning centre

Te ac h i n g K n o w l e d g e Te s t | Wo r d l is t

MODULE 1 answer key

Te ac h i n g K n o w l e d g e Te s t | Wo r d l is t

MODULE 2

MODULE 3

answer key

A 65

Te ac h i n g K n o w l e d g e Te s t | a ns w e r k e ys

TKT Sample OMR answer sheet

Te ac h i n g K n o w l e d g e Te s t | Sa m p l e om r a ns w e r s h e e t