An overview of TKT The aims of TKT to test candidates knowledge of concepts related to language, language use and the background and practice of language teaching and learning to provide an easily accessible test about teaching English to speakers of other languages, which is prepared and delivered to international standards, and could be used by candidates to access further training, and enhance career opportunities to encourage teachers in their professional development by providing a step in a developmental framework of awards for teachers of English
TKT content outline TKT consists of three modules. For each module, candidates are required to answer 80 questions by selecting a letter for the correct answer. As TKT tests candidates knowledge of teaching rather than their proficiency in the English language or their performance in classroom situations, candidates are not required to listen, speak or produce extended writing when taking TKT.
ModuleTitleTimingTest Format 1 Language and background to language learning and teaching 1 hour 20 minutes Three parts with 80 objective questions 2 Lesson planning and use of resources for language teaching 1 hour 20 minutes Two parts with 80 objective questions 3 Managing the teaching and learning process 1 hour 20 minutes Two parts with 80 objective questions
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 80 Task types Objective tasks, such as one-to-one matching; 3/4/5-option matching; 3-option multiple choice and odd one out. Answer format For all parts of this module, candidates indicate their answers by shading the correct lozenges on their answer sheets. Candidates should use a pencil and mark their answers firmly. Candidates should use an eraser to rub out any answer they wish to change. Marks Each question carries one mark.
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: 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
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
Clause A clause generally consists of a subject and a finite verb relating to the subject and any other elements, e.g. object. A clause can be a full sentence or a part of a sentence. Conjunction A conjunction (or connector) is used to connect words, phrases, clauses or sentences, e.g. I like tea but I dont like coffee because its too strong for me. Collocation Words which are regularly used together. The relation between the words may be grammatical, e.g when certain verbs collocate with particular prepositions, e.g. depend on, good at or when a verb like make or do collocates with a noun, e.g. do the shopping, make a plan. Collocations may also be lexical when two content words are regularly used together, e.g. We went the wrong way NOT We went the incorrect way. Idiom noun, idiomatic adjective A group of words that are used together, in which the meaning of the whole word group is different from the meaning of each individual word, e.g. She felt under the weather means that she felt ill.
Rhythm The rhythm of speech is the way that some words in a sentence are emphasised or stressed to produce a regular pattern, e.g. If I were YOU, Id GO by BUS. Context The situation in which language is used or presented, e.g. a story about a holiday experience could be used as the context to present past tenses. The words or phrases before or after a word in discourse which help someone to understand that word. See deduce meaning from context. Deduce meaning from context To guess the meaning of an unknown word by using the information in a situation and/or around the word to help, e.g. Draft noun + verb A draft is a piece of writing that is not yet finished, and may be changed. Extensive listening/reading Listening to or reading long pieces of text, such as stories or newspapers.
Process noun + verb To actively think about new information in order to understand it completely and be able to use it in future. Oral fluency The use of connected speech at a natural speed with little hesitation, repetition or self-correction. In a written or spoken fluency activity, learners typically give attention to the communication of meaning, rather than trying to be correct. See accuracy. Proofread To read a text in order to check whether there are any mistakes in spelling, grammar, punctuation etc. Scan To read a text quickly to pick out specific information, e.g. finding a phone number in a phone book. Skim To read a text quickly to get a general idea of what it is about.
Technique A way of achieving a purpose, e.g. drilling is an example of a teaching technique, which is used to help learners to pronounce particular language. Controlled practice, restricted practice When learners use the target language repeatedly and productively in situations in which they have little or no choice of what language they use. The teacher and learners focus on accurate use of the target language.
Lesson planning and use of resources for language teaching Module 2
GENERAL DESCRIPTION Module format Module 2 consists of two parts. Timing 1 hour 20 minutes No. of questions 80 Task types Objective tasks, such as one-to-one matching; 3/4/5- option matching; 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 one mark.
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. 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. 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
Feedback noun + verb, conduct, give feedback. To tell learners how well they are doing. This could be at a certain point in the course, or after an exercise that learners have just completed. To communicate to a speaker that you understand (or not) what they are saying. Lead-in noun, lead in verb The activity or activities used to prepare learners to work on a text, topic or main task. A lead-in often includes an introduction to the topic of the text or main task and possibly study of some new key language required for the text or main task. Recycle To focus on words or structures that have been taught before, for revision and more practice. Variety noun, vary verb To introduce different things such as different types of activities or tasks, language skills, interaction patterns, pacing or timing into a lesson. Teachers try to include variety in their lesson, so that learners stay interested.
Module 3 Managing the teaching and learning process
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.
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. 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 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
Diagnostician Diagnosing, evaluating learners needs and difficulties. Manager Managing the learners, the lessons and procedures in the classroom, e.g. Controlling the group dynamic. Deciding on interaction patterns. Demonstrating tasks and activities. Developing rapport. Encouraging learners. Giving instructions. Motivating learners. Praising learners. Maintaining discipline. Responding to classroom problems as they happen.