Teaching Knowledge Test

A test of professional knowledge for English language teachers

Handbook

Draft

October 2004

Preface
This handbook is intended for course providers who are, or intend to become, involved in preparing candidates for the Teaching Knowledge Test (TKT), or for candidates who are preparing themselves for 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: Fax:

+44 1223 553355 +44 1223 460278

email:

ESOL@ucles.org.uk

www.Cambridge ESOL.org

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Contents
Introduction ................................................................................................................................................................... 4 An overview of TKT ......................................................................................................................................................... 6 Content of TKT ................................................................................................................................................................ 7 Module 1 Language and background to language learning and teaching ................................................................. 8 General description and syllabus ............................................................................................................... 8 Module 2 Lesson planning and use of resources for language teaching................................................................. 11 General description and syllabus ............................................................................................................. 12 Module 3 Managing the teaching and learning process .......................................................................................... 14 General description and syllabus ............................................................................................................. 15 TKT test administration.................................................................................................................................................. 17 Marking, grading and results ......................................................................................................................................... 18 Special Circumstances .................................................................................................................................................. 19 The production of TKT ................................................................................................................................................... 20 Support for TKT candidates and course providers ........................................................................................................ 21 Common questions and answers .................................................................................................................................. 21 TKT wordlist ................................................................................................................................................................. 23

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Introduction
Introduction to Cambridge ESOL
TKT is designed and produced by Cambridge ESOL, a department of the University of Cambridge and part of the University of Cambridge Local Examinations Syndicate (UCLES), 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. In 2003 over 1.6 million people took these examinations at centres in over 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. It is anticipated that in preparing for TKT, candidates will have the opportunity to extend their knowledge of English language teaching. They will familiarise themselves with concepts related to language, language use and the background to and practice of language teaching and learning. This knowledge is tested in an objective format test, which is simple to administer and to take. It should be noted that TKT tests teaching knowledge rather than teaching ability. 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. TKT offers candidates a step in their professional development as a teacher and enables them to access higher-level teaching qualifications and professional support materials, such as journals about English language teaching (ELT). In order to keep a record of their professional development and reflections on their teaching, candidates are encouraged to keep a portfolio. Through the portfolio candidates are encouraged to become reflective practitioners by analysing their teaching and how this impacts on their students learning. The portfolio does not form part of the assessment for TKT, however. TKT can be taken at any stage in a teachers career. It fits into a framework of teaching awards offered by Cambridge ESOL, as shown below:

Pre-service/Introductory In-service Experienced ELT Management

CELTYL ICELT DELTA IDLTM

CELTA YL Extension

TKT

Cambridge ESOLs Teaching Awards (CELTA, CELTYL, YL Extension to CELTA, ICELT and DELTA) 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. A summary of the entry requirements and content of Cambridge ESOLs Teaching Awards can be found on the following page. Other teaching qualifications offered by Cambridge ESOL include two specifically designed for the further education and skills sector within the UK.

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Cambridge ESOL Teaching Awards

TKT Entry procedure None CELTA Interview and task CELTYL Interview and task ICELT Interview and task, where appropriate DELTA Interview and task

Teaching experience required

None

None

None

Must be teaching

2 years (1200 hours) relevant teaching experience

Previous qualifications / training required

None

Normally qualifications which allow access to higher education

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 Primary, secondary or adults

Near first language speaker Adults (16+)

Near first language speaker Primary or secondary

Minimum FCE/ Council of Europe B2 Primary, secondary or adults

Near first language speaker Adults (16+)

Teaching age group Can be taken preservice Must be taken inservice Obligatory course Assessed teaching practice Continuous assessment Coursework Portfolio Written test / examination

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

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An overview of TKT
The aims of TKT
TKT aims to: test candidates knowledge of concepts related to language, language use and the background to and practice of language teaching and learning. provide an easily accessible test in 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. encourage teachers in their professional development by providing a step in a developmental framework of awards for teachers of English.

TKT candidature
TKT is suitable for teachers of English in primary, secondary or adult teaching contexts and is intended for an international audience of non-first language or first language teachers of English. Candidates taking TKT will normally have some experience of teaching English to speakers of other languages. However, TKT may also be taken by: pre-service teachers teachers who wish to refresh their teaching knowledge teachers who are moving to teaching English after teaching another subject. To access TKT teachers need a level of English of at least Level B1 of the Council of Europes Common European Framework of Reference for Languages. This level is specified in the Council of Europes Threshold document (Threshold 1990, J A van Ek & J L M Trim; CUP August 1998). However, candidates are not required to have taken any English language examinations. TKT candidates are expected to be familiar with language relating to the practice of ELT. A non-exhaustive glossary of teaching terminology is provided in the TKT Glossary, which can be found on our website www.CambridgeESOL.org/TKT Candidates are not required to fulfil any specific entry requirements for TKT.

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Content of TKT
TKT content outline
TKT consists of three modules. Each module requires candidates to read questions and then answer by selecting a letter for the correct answer. Listening, speaking or extended writing are not required in taking this test. It is important to note that TKT tests candidates knowledge of teaching rather than their proficiency in the English language or their performance in classroom situations.

TKT overview
Module 1 Description Language and background to language learning and teaching Lesson planning and use of resources for language teaching Managing the teaching and learning process Timing 80 minutes Content Three parts with 80 objective format questions Two parts with 80 objective format questions Two parts with 80 objective format questions

80 minutes

80 minutes

Approaches to teaching and learning

A range of approaches to teaching and learning may be covered in the examination material. Approaches which might bias against candidates from particular backgrounds or teaching contexts are avoided. Knowledge of communicative and other approaches to teaching is nevertheless expected, as is familiarity with ELT terminology.

Sources and text types used in TKT

The following may feature in TKT: extracts and material adapted from ELT coursebooks or supplementary materials handbooks on English language teaching and learning ELT journals and magazines testing materials reference materials on language, e.g. grammar books and dictionaries, including phonemic transcription (IPA) diagrams or other visuals transcriptions of classroom talk descriptions of classroom situations.

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Module 1

Language and background to language learning and teaching

General description and syllabus

Module format Module 1 consists of three parts. Timing 80 minutes Number of questions 80 Task Types Objective tasks, such as one-to-one matching; 3/4/5-option matching; 3-option multiple choice and odd one out. Answer format For all parts of this module candidates indicate their answers by shading the correct lozenges on their Answer Sheets. Candidates should use a pencil and mark their answers firmly. Candidates should use an eraser to rub out any answer they wish to change. Marks Each item carries one mark.

Title Part 1 Describing language and language skills

Areas of teaching knowledge 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

Task types and format 7-8 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.

Part 2

Background to language learning

Factors in the language learning process, e.g. motivation exposure and focus on form the role of error differences between L1 and L2 language learning learner characteristics, e.g. learning styles learning strategies maturity past learning experience learner needs

2-3 tasks consisting of approximately 15 questions Tasks include one-to-one matching; 3/4/5-option matching; 3-option multiple choice and odd one out.

Part 3 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

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

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

Syllabus area grammar

Examples parts of speech the form and use of grammatical structures types of meaning word formation (prefixes, suffixes, compounds, collocation) word groupings (synonyms, antonyms, lexical sets, homophones) register word stress, sentence stress, intonation, connected speech and phonemes including minimal pairs symbols from the phonemic script (IPA) context levels of formality appropriacy a range of functions and their typical exponents reading, listening, speaking, writing and their subskills the features of spoken and written texts (layout, organisation, accuracy, fluency, authenticity)

lexis

phonology

functions

language skills

Part 2
This part of Module 1 tests candidates knowledge of factors underpinning the learning of English by speakers of other languages, focusing particularly on those learner characteristics which distinguish one learner or group of learners from another in terms of their learning and which affect both what and how a teacher chooses to teach a class or an individual learner. It also tests candidates knowledge of aspects of the language learning process and their impact on teaching.

Candidates need to demonstrate an understanding of concepts and terminology related to the following and their implications for the L2 classroom:

Syllabus area motivation

Examples influences on motivation the importance of motivation measures that can increase motivation acquisition a silent period the need of L2 learners for interaction and focus on form as complements to exposure

exposure to language and focus on form

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the role of error

errors v slips interference v developmental errors interlanguage differences in age differences in the context of learning common learning styles and preferences common learning strategies maturity past learning experiences how learner characteristics affect learning the personal, learning and (future) professional needs of learners

the differences between L1 and L2 learning

learner characteristics

learner needs

Part 3
This part of Module 1 tests candidates knowledge of the range and function 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 of Module 1 also tests knowledge of concepts and terms related to teaching and learning procedures and activities, such as: repeating, prompting, eliciting, pairwork. Candidates need to demonstrate an understanding of methods, tasks, activities and terminology related to:

Syllabus area presentation techniques and introductory activities

Examples introductory activities such as warmers, lead-ins common ways of presenting language the design and purpose of a range of common comprehension and production tasks and activities 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

types of activities and tasks for language and skills development

assessment types and tasks

purposes for assessment (diagnostic, placement, achievement, formative, proficiency) methods of assessment (self, peer, portfolio, informal and formal) the design and purpose of a range of assessment tasks and activities

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Module 1 Answer Key

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 B F C A E E D A F B A A B B B C F A C E D I A G H C D F B D E B F C G C A B C B 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 B D C D C A D C A H E G F C D G B A F A B C A B B C A B C A A C B H E C F A D B

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Module 2

Lesson planning and use of resources for language teaching

General description and syllabus

Module format Module 2 consists of two parts. Timing 80 minutes Number of questions 80 Task types Objective tasks, such as one-to-one matching; 3/4/5-option matching; sequencing; 3-option multiple choice and odd one out. 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 1 mark. Description Part 1 Planning and preparing a lesson or sequence of lessons Areas of teaching knowledge Lesson planning identifying and selecting aims appropriate to learners, stage of learning and lessons identifying the different components of a lesson plan planning an individual lesson (or a sequence of lessons), choosing and sequencing activities appropriate to learners and aims choosing assessment activities appropriate to learners, aims and stages of learning 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. Task types and format 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.

Part 2

Selection and use of resources and materials

Consulting reference resources to help in lesson preparation Selection and use of: coursebook materials supplementary materials and activities aids

appropriate to learners and aims

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

Syllabus area identifying and selecting lesson aims

Examples main, subsidiary and personal aims specification of aims factors influencing the choice of aims common sequences structural/skills/topic/project the standard components of a lesson plan: aims, procedures, stages, timing, aids, anticipated problems, assumptions, interaction patterns, timetable fit informal or formal assessment and related tasks and activities

identifying the different components of a lesson plan planning an individual lesson or sequence of lessons choosing assessment 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:

Syllabus area using reference resources for lesson preparation the selection and use of coursebook materials the selection and use of supplementary materials and activities

Examples the range of resources available and teachers purposes for consulting them criteria for selection, ways of adapting materials types of supplementary materials and activities reasons for use how to select and adapt types of aids and their teaching functions

the selection and use of teaching aids

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Module 2 Answer Key

42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 B A D I H E G C B F A D G C H H A E C G F D I B C A A A D C C B A G D C F B E

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41

E C B F H G A C A H G B F D B C B A B A D B C A B E C D A D H B C E F G B E A F C

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Module 3 Managing the teaching and learning process

General description and syllabus
Module format Module 3 consists of two parts. Timing 80 minutes Number of questions 80 Task types Objective tasks, such as one-to-one matching; 3/4/5-option matching; 3-option multiple choice and odd one out. Answer format For all parts of this module candidates indicate their answers by shading the correct lozenges on their Answer Sheets. Candidates should use a pencil and mark their answers firmly. Candidates should use an eraser to rub out any answer they wish to change. Marks Each question carries 1 mark. Description Part 1 Teachers and learners language in the classroom Areas of teaching knowledge Using language appropriately for a range of classroom functions, e.g. instructing prompting learners eliciting conveying meaning of new language Task types and format 6-7 tasks consisting of approximately 40 questions

Identifying the functions of learners language Categorising learners mistakes

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

Part 2

Classroom management

Options available to the teacher for managing learners and their classroom in order to promote learning, e.g. teacher roles grouping students correcting learners giving feedback

6-8 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 learners and aims

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Part 1
This part of Module 3 tests candidates ability to understand the functions of classroom language, to adapt teacher language according to its audience and purpose, to evaluate teachers classroom language, to analyse learners language and categorise learner errors.

Candidates need to demonstrate an understanding of concepts and terminology related to:

Syllabus area the functions commonly used by the teacher in the classroom

Examples identification of a range of functions and typical exponents appropriacy of use (degrees of simplicity of language, appropriateness of sequencing, degrees of formality) identification of common functions and typical exponents identification of communicative purpose appropriacy of use. categorising types of mistakes

identifying the functions of language used by learners in the classroom (this may involve analysis of language which is not completely accurate) categorising learners mistakes

Part 2
This part of Module 3 tests candidates knowledge of the function of strategies available to a teacher for effectively managing classes (e.g. interaction patterns, variety of activity and pace, techniques for correcting learners oral mistakes) as well as the roles a teacher can fulfil at different stages of the lesson, in ways appropriate to learners and to teaching and learning aims. Candidates need to demonstrate an understanding of concepts and terminology related to:

Syllabus area the roles of the teacher

Examples common teacher roles and their functions (e.g. building rapport; managing the teaching space; planning to introduce variety; catering for learning factors; establishing systems for praise and reward; establishing rules, routines and procedures) common classroom interaction patterns and their uses grouping of students and reasons for this methods of oral and written correction, and their appropriacy of use the focus and purpose of feedback ways of giving feedback

grouping students

correcting learners giving feedback

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Module 3 Answer Key

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40

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

41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80

A A D C D C B B D A A C A B C A B A C B B C A C E D A G F B C E F A D C C B B C

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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. There is no obligatory course component for TKT.

Entry procedure
Candidates must enter through an authorised Cambridge ESOL Centre. A list of Cambridge ESOL Examination Centres is available from Cambridge ESOL using the address on page 2. Institutions wishing to become Cambridge ESOL Examination Centres should contact the Centre Registration Unit at Cambridge ESOL. TKT is available throughout the year and Centres contact Cambridge ESOL, to arrange a test date. Candidate Details must be submitted to Cambridge ESOL at least six weeks prior to running the session. Please note that more notice may be required if candidates have special needs and therefore require Special Arrangements (see below). Copies of the Regulations and more details on entry procedure, current fees and further information about this and other Cambridge examinations can be obtained from the Cambridge ESOL Local Secretary in your area, or from the address on page 2.

Marking, grading and results

Marking
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 XX (after sample test for module 3) of this Handbook, and it is useful for candidates to practise filling these in before taking the examination so that they are familiar with the procedure.

Grading and results

Each question carries one mark, so the maximum mark for each module is 80. Candidate scores are converted to percentages, and candidate performance will be reported using four bands. Each module is free-standing, and there is no aggregate score. Candidates will receive a certificate for each module that is taken. Candidates achieving the top band, Band 4, will have demonstrated very good knowledge of the content areas described in the syllabus for the relevant module. The lowest band, Band 1, reflects limited knowledge of these areas.

To gain a Band 4, candidates need to achieve approximately 85% of the available marks. To gain a Band 3, candidates need to achieve approximately 50% of the available marks. To gain a Band 2, candidates need to achieve approximately 20% of the available marks. Band 1 indicates that candidates achieved less than 20% of the available marks.

TKT and the issuing of results are subject to ongoing research and further guidance on the interpretation of results will be issued in the future.

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Notification of results
Certificates are despatched to centres approximately two weeks after receipt of Answer Sheets by Cambridge ESOL. Please note that despatch of candidates results will be delayed if they need Special Consideration or are suspected of malpractice (see below). Enquiries on results may be made through 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). In the first place candidates should contact their 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
These are available for candidates with disabilities. They may include extra time, separate accommodation or equipment, Braille versions of question papers, etc. If you think you may need special arrangements, you must contact the Cambridge ESOL Local Secretary in your area as soon as possible so that s/he can send your application to Cambridge ESOL in time (usually 8 - 12 weeks before the exam, depending on what is required).

Special consideration
Cambridge ESOL will give special consideration to candidates affected by adverse circumstances before or during an examination. Special consideration can be given where an application is sent through the centre and is made within ten working days of the examination date. Examples of acceptable reasons for giving special consideration are in cases of illness or other unexpected events.

Malpractice
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 candidates results have been investigated.

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The production of TKT

Cambridge ESOL is committed to providing examinations of the highest possible quality. This commitment is underpinned by an extensive programme of research and evaluation, and by continuous monitoring of the marking and grading of all Cambridge ESOL examinations. Of particular importance is the rigorous set of procedures which are used in the production and pretesting of question papers. The production process for TKT is the same as that for the Cambridge ESOL language examinations. It begins with the commissioning of materials and ends with the printing of question papers. There are five main stages in the production process: commissioning pre-editing and editing pretesting analysis and banking of materials question paper construction

Question Paper Production Cycle

Commissioning of material for question papers

Pre-editing and editing of material

Pretest construction Revision Pretesting Rejection

Item analysis

Live Materials Bank

Question paper construction

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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 www.CambridgeESOL.org/TKT

Course providers and individual candidates can also access the TKT Glossary on this website, as well as a bibliography they can refer to.

From January 2005, support material for teacher trainers will be available on the Teaching Resources website www.CambridgeESOL.org/teach/TKT Support material for candidates will be available later in the year on this website.

Cambridge University Press is publishing The TKT Course in mid-April 2005. This coursebook is published in collaboration with Cambridge ESOL. It provides approximately 60-90 hours of classroom-based or self-access study, and includes practice tasks and tests.

Further support will also be available in the form of seminar programmes in different countries. Contact Cambridge ESOL Information for further details: ESOLinfo@ucles.org.uk

Common questions and answers

Can candidates make notes on the question paper? Candidates may write on the question paper during the examination, but their notes will not be marked. Candidates must complete an answer sheet, which is then scanned.

Does it matter if candidates write in pen or pencil? Candidates must write use a pencil to mark their answers on the answer sheet. Answer sheets marked in pen cannot be read by computer.

Is the use of dictionaries allowed? No.

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

Do candidates have to take all three modules? Candidates may enter for any number of modules in any order.

What is the pass mark? Results are reported in four bands. There is no pass/fail. Candidates receive a certificate for each module taken.

What is the date of the TKT examination? Dates are set by Centres in consultation with Cambridge ESOL, taking into account local needs and conditions.

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Where can candidates enrol? The Cambridge ESOL Local Secretary can give you information about Centres where the examination is taken. You enrol through local Centres, and not through the Cambridge ESOL office in Cambridge. Fees are payable to the local Centre.

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

Do candidates need to have taken a particular English language examination before taking TKT? No. It is advisable for candidates to have a minimum language level of Council of Europe Framework level B1 or PET level.

What kind of teaching terminology will be tested in TKT? The TKT Glossary can found at www.CambridgeESOL.org/TKT This contains a non-exhaustive list of teaching terms with definitions which could be tested in TKT.

What is the TKT portfolio? The portfolio is a place where candidates keep a record of their teaching experience, beliefs and aspirations for the future. The portfolio does not form part of the assessment for TKT. It is an electronically available resource, and candidates registering for TKT will receive more information on how to access their portfolio.

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TKT wordlist
This list is indicative only. Other terms may also be used in TKT. The words are entered into categories so as to help the reader. Some words could fall into more than one category and could appear in different modules. Candidates who are preparing only for one module should ensure they have an understanding of all the TKT terminology. However, to economise on space they have only been entered once. The TKT glossary contains definitions of the words in this list and can be downloaded from www.CambridgeESOL.org/TKT

Module 1
CONCEPTS AND TERMINOLOGY FOR DESCRIBING LANGUAGE AND LANGUAGE SKILLS
GRAMMAR Active voice Adjective Adverb Article Aspect Auxiliary verb Base form of the verb Clause Collective noun Comparative adjective Compound noun Conditional (forms) Conjunction Connector Countable noun Dependent preposition Determiner Direct speech Direct question Gerund, -ing form Grammatical structure Imperative Indirect question Infinitive Infinitive of purpose -ing/-ed adjective Intensifier Interrogative Irregular verb Main clause Modal verb Noun Object

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Object pronoun Part of speech Participle (past and present) Passive voice Past simple and past continuous/progressive Past perfect simple and continuous Personal pronoun Phrase Plural Possessive adjective Possessive pronoun Possessive s and whose Preposition Present perfect simple and continuous Present simple and continuous Pronoun Proper noun Quantifier Question tag Reflexive pronoun Regular/irregular verb Relative clause Relative pronoun Reported speech Reporting verb Singular Singular noun Subject Subject-verb agreement Subordinate clause Superlative adjective Tense Third person Time expression Uncountable noun Used to Verb Verb pattern LEXIS Affix Affixation Antonym Collocation Compounds Homophone Idiom

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Lexis Lexical set Multi-word verb Phrasal verb Prefix Register Suffix Synonym PHONOLOGY Connected speech Consonant Contraction Diphthong Intonation Linking Main stress Minimal pair Phoneme Phonemic script Phonemic symbol Phonemic transcription Rhyme Rhythm Sentence stress Stress Strong forms Syllable Voiced/unvoiced sound Vowel Weak forms Word stress FUNCTIONS Accepting an invitation Appropriacy Appropriate Colloquial Declining an invitation Enquiring Expressing ability Formal/informal Function Functional exponent Greeting

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Inappropriate Informal Instructing Inviting Level of formality Negotiating Neutral Predicting Refusing an invitation Requesting, making a (polite) request Speculating LANGUAGE SKILLS Accuracy Context Deduce meaning from context Develop skills Draft Edit Extensive reading/listening Fluency Infer attitude, mood, feeling Intensive reading/listening Interact Interaction Interactive Interactive strategies Lay-out Note-taking Oral fluency Paragraph Paraphrase Prediction Process writing Productive skills Proof-read Read/listen for gist Read/listen for detail Read/listen for mood Receptive skills Re-draft Scan Skill Skim Strategy Subskill Summary, summarise

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Take notes Text structure Topic

BACKGROUND TO LANGUAGE LEARNING

LANGUAGE LEARNING Achievable (target, goal) Acquisition Activity-based learning Attention span Auditory learner Cognitive Confidence (give, build up) Conscious Deductive learning Demotivate Demotivated Developmental error Error Expectation Expose Exposure Focus on form Goals Guidance Ignore (errors) Independent study Inductive learning Interference Interlanguage Kinaesthetic learner Language awareness Learner autonomy Learner characteristics Learner independence Learning resources Learning strategies Learning style Learner training L1/L2 Maturity Memorable Memorise Mother tongue Motivate Motivation

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Natural order Needs Over-application Over-generalisation Participation Personalisation Process (language) Proficiency Proficient Silent period Slip Target language culture Unmotivated Visual learner Work language out

BACKGROUND TO LANGUAGE TEACHING

PRESENTATION TECHNIQUES AND INTRODUCTORY ACTIVITIES Communicative approaches Concept checking Content-based learning Contextualise Define Definition Elicit Emphasise Emphasis Gesture Grammar-Translation method Guided discovery Illustrate meaning Introductory activities Lexical Approach Meaningful Mime Present Presentation Presentation, Practice and Production (PPP) Situational presentation Target language Task-based Learning (TBL) Test-teach-test Total Physical Response (TPR)

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PRACTICE ACTIVITIES AND TASKS Brainstorm Categorise Categorisation Chant Choral drill Communicative activity Controlled practice Drill Extension tasks Freer practice Gap-fill Guided writing Ice-breaker Individual drill Information-gap activity Jigsaw reading/listening Jumbled paragraphs/pictures/sentences Labelling Less-controlled, freer practice Picture stories Prioritising Problem solving Project work Rank ordering Record vocabulary Restricted practice Revise Revision Role-play Structural approach Substitution table/drill Surveys Task Task type Transformation drill Transformation exercise Visualisation Warmer Warm-up Word map ASSESSMENT TYPES AND TASKS Achievement assessment Assessment Assessment criteria

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Cloze test Continuous assessment Diagnose Diagnostic test Evaluation Formative assessment Informal assessment Learner profile Matching task Multiple-choice questions Objective test Open comprehension questions Oral test Peer assessment Placement test Portfolio Proficiency test Progress test Self-assessment Sentence completion Sentence transformation Subjective test Summative assessment Test True/False questions Tutorial

Module 2
PLANNING AND PREPARING A LESSON OR SEQUENCE OF LESSONS
LESSON PLANNING Achieve aims Aim Analyse language Anticipate language problems Arouse, generate interest Class profile Components (of a lesson plan) Consolidate Enable Encourage Encouragement Lead-in Main aim Objective Pace

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Peer feedback Personal aim Pre-teach (new language) Procedure Raise awareness Recycle Reflect on teaching Reinforce Scheme of work Sequence Set a question, task Set the scene, the context Stage Step Stimulate discussion Student-centred Subsidiary aim Syllabus Teacher-centred Teacher talking time Timetable fit Timing Varied Variety Vary

SELECTION AND USE OF RESOURCES AND MATERIALS

REFERENCE RESOURCES Bilingual dictionary Consult Headword Monolingual dictionary Reference materials COURSEBOOK AND SUPPLEMENTARY MATERIALS AND ACTIVITIES Activity book Adapt (material) Audio script Authentic material Board game Brochure Coursebook Crossword puzzle Dialogue Graded reader

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Graph Grid Handout Leaflet Resource Supplementary material Tapescript Textbook Transcript Video clip Workbook Worksheet AIDS Chart Dice Flashcard Flipchart Language laboratory Learning centre Overhead projector (OHP) Overhead transparency (OHT) Phonemic chart Puppet Realia Self-access centre Teaching aids Visual (aid)

Module 3
TEACHERS AND LEARNERS LANGUAGE IN THE CLASSROOM
CLASSROOM FUNCTIONS Clarify Clarification (ask for) Convey meaning Facial expression Hesitate Model Narrate Praise Prompt Respond Response

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CATEGORISING LEARNERS MISTAKES Punctuation Word order

CLASSROOM MANAGEMENT
TEACHER ROLES AND MANAGING LEARNERS Active role Assessor Classroom management Co-operate Co-operation Co-operative Diagnostician Discipline Energy levels Get students attention Grade language Involvement Learning contract Mixed ability Monitor Nominate Passive role Planner Provider Rapport (build) Resource Routine Teaching space GROUPING STUDENTS Closed pairs Dominant Dominate Group dynamics Interaction pattern Mingle One-to-one Open class Open pairs Seating arrangement Seating plan

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CORRECTING LEARNERS AND GIVING FEEDBACK Correction code Echo correct Feedback (conduct, elicit, give) Highlight (a mistake) Peer feedback Reformulate Reformulation Repetition Self-correction Time line Word prompt

Language used in TKT task rubrics

Appropriate Aspect Circled Extract Factor Feature Item Listed Match Option Rubric Underline

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