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1Teaching Knowledge Test | contents
Contents
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, e-mail: ESOL@ucles.org.uk, www.CambridgeESOL.org
2 Introduction
4 An overview of TKT
4 Content of TKT
5 Module 1: General description and syllabus
8 Sample test
Language and backgroundto language learning andteaching
16 Module 2: General description and syllabus
18 Sample test
Lesson planning and use ofresources for languageteaching
25 Module 3: General description and syllabus
27 Sample testManaging the teaching andlearning 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
1
2
3
2 Teaching Knowledge Test | introduction
TKT can be taken at any stage in a teacher’s career. It is
suitable for pre-service or practising teachers and forms part
of a framework of Teaching Awards offered by Cambridge
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.
A summary of the entry requirements and content of
Cambridge ESOL’s Teaching Awards can be found on the
following page.
Introduction� Introduction to Cambridge ESOL
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 professionalknowledge 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
of language teaching and learning and is assessed by means of
objective format tests, which are simple to administer and to
take.
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. The portfolio does not
form part of the assessment for TKT, however.
3Teaching Knowledge Test | introduction
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.
TKT CELTA CELTYL ICELT DELTA
Selection procedure None Interview and task Interview and task Interview and task,
where appropriate
Interview and task
Teaching experiencerequired
None None None Must be teaching 2 years’ (1200 hours)
relevant teaching
experience
Previousqualifications/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
Near first language
speaker
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 teachingpractice � � � � �
Continuousassessment � � � � �
Coursework� � � � �
Portfolio� � � � �
Written test/ examination � � � � �
Cambridge ESOL Teaching Awards
4 Teaching Knowledge Test | introduction
An overview of TKT� The aims of TKT
• to test candidates’ knowledge of concepts related to
language, language use and the background to and
practice of language teaching and learning
• to provide an easily accessible test about teaching
English to speakers of other languages, which is
prepared and delivered to international standards, and
could be used by candidates to access further training,
and enhance career opportunities
• to encourage teachers in their professional development
by providing a step in a developmental framework of
awards for teachers of English
� TKT candidature
TKT is suitable for teachers of English in primary, secondary or
adult teaching contexts and is intended for an international
audience of non-first language or first language teachers of
English.
Candidates taking TKT will normally have some experience of
teaching English to speakers of other languages. TKT may also
be taken by:
• pre-service teachers
• teachers who wish to refresh their teaching knowledge
• teachers who are moving to teaching English after
teaching another subject.
To access TKT, teachers need a level of English of at least Level
B1 of the Council of Europe’s Common European Framework of
Reference for Languages. This level is specified in the Council
of Europe’s 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 list 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.
Content of TKT� TKT content outline
TKT consists of three modules. For each module, candidates
are required to answer 80 questions by selecting a letter for
the correct answer. As TKT tests candidates’ knowledge of
teaching rather than their proficiency in the English language
or their performance in classroom situations, candidates are
not required to listen, speak or produce extended writing
when taking TKT.
� TKT overview
� 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 expected, as is familiarity with ELT terminology.
� Sources and text types used in TKT
Extracts, original or adapted, from the following sources may
feature in TKT:
• ELT coursebooks or supplementary materials
• 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.
Module Title Timing Test format
1 Language and
background to
language learning
and teaching
1 hour 20 minutes Three parts with
80 objective
format 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
5Teaching Knowledge Test | module 1: general description and syll abus
Part Title Areas of teaching knowledge Task types and format
1 Describing
language and
language skills
Concepts and terminology for describing language:
grammar, lexis, phonology and functions
Concepts and terminology for describing language skills
and subskills, e.g. reading for gist, scanning
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.
2 Background to
language learning
Factors in the language learning process, e.g.
• motivation
• exposure to language and focus on form
• the role of error
• differences between L1 and L2 learning
• learner characteristics, e.g.
– learning styles
– learning strategies
– maturity
– past language 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.
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
Appropriate terminology to describe the above
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.
1MODULELanguage and background to language learning andteaching
GENERAL DESCRIPTION
Module format Module 1 consists of three parts.
Timing 1 hour 20 minutes
No. of questions 80
Task types Objective tasks, such as one-to-one matching; 3/4/5-option matching; 3-option multiple choice and odd one out.
Answer format For all parts of this module, candidates indicate their answers by shading the correct lozenges on their answer sheets.Candidates should use a pencil and mark their answers firmly.Candidates should use an eraser to rub out any answer they wish to change.
Marks Each question carries one mark.
� Syllabus
This module tests candidates’ knowledge of terms and concepts common in English language
teaching. It also focuses on the factors underpinning the learning of English and knowledge
of the range and functions of the pedagogic choices the teacher has at his/her disposal to cater
for these learning factors.
6
� 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:
Teaching Knowledge Test | module 1: general description and syll abus
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
� 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
1
7Teaching Knowledge Test | module 1: general description and syll abus
� 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
1
8 Teaching Knowledge Test | module 1: sample test8
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For
questions 1
-5,
matc
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gra
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rms lis
ted
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the c
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our
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lan
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who,
wh
ich,
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2
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4
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dem
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pre
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pre
positio
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ovem
ent
MODULE 1 Sample test
9Teaching Knowledge Test | module 1: sample test
3
[Tu
rn o
ve
r
For
questions 6
-10,
matc
h t
he u
nderl
ined w
ord
s in t
he t
ext
belo
w w
ith t
he g
ram
matical te
rms lis
ted
A-F
.
Mark
the c
orr
ect
letter
(A-F
) on y
our
answ
er
sheet.
There
is o
ne e
xtr
a o
ption w
hic
h y
ou d
o n
ot
need t
o u
se.
Gra
mm
ati
cal te
rms
A
pro
noun
B
colle
ctive n
oun
C
plu
ral noun
D
com
pound n
oun
E
pro
per
noun
F
uncounta
ble
noun
Kofie
sto
od
on
th
e s
hore
of
(6)
La
ke
Vo
lta
and
lo
oked
at
the
sm
all
(7)
fish
ing b
oat
bob
bin
g o
n
the
wa
ve
s.
The
boa
t w
as e
mp
ty a
nd
ha
d b
ee
n t
he
re f
or
two
da
ys.
(8)
He
had
wa
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d t
o
jum
p in
to t
he
la
ke
an
d p
ull
it o
nto
th
e b
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ch
, b
ut
he
rem
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be
red
his
fa
the
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ad
vic
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an
d
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th
at
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pro
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(10)
fam
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cou
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ca
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if
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boa
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4
For
questions 1
1-1
6, choose t
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word
(s)
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our
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er
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11
.........
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a g
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12
Collo
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contr
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.. . . . . . . . .
Englis
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A
form
al
B
accu
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C
spoken
13
Tw
o o
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word
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at oft
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go
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. .
. .
. .
.. .
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com
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B
collo
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C
conju
nctions
14
Hom
ophones a
re w
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s that
have t
he s
am
e.
. . . . . . . . .
.
A
spelli
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B
sound
C
meanin
g
15
Synon
ym
s a
re w
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s w
ith .
. .
. .
. .
. .
.m
eanin
gs.
A
opposite
B
sim
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C
severa
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16
An a
ppro
priate
......
. .
. .
is the s
tyle
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hat
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a p
art
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A
rhyth
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conte
xt
C
reg
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r
MODULE 1Sample test
10 Teaching Knowledge Test | module 1: sample test
5
[Tu
rn o
ve
r
For
questions 1
7-2
1,
matc
h t
he e
xam
ple
sente
nces w
ith t
he functions lis
ted
A-F
.
Mark
the c
orr
ect
letter
(A-F
) on y
our
answ
er
sheet.
There
is o
ne e
xtr
a o
ption w
hic
h y
ou d
o n
ot
need t
o u
se.
E
xam
ple
sen
ten
ces
F
un
cti
on
s
17
This
burg
er
hasnít b
een c
ooked p
roperl
y.
18
How
about
readin
g the late
st
Harr
y P
ott
er
book?
Itís
brilli
ant!
19
I w
ould
nít e
atth
at
apple
ifI
were
you ñ
it
looks b
ad.
20
Excuse m
e,
is it
too late
to g
et
a tic
ket fo
rth
e d
isco t
onig
ht?
21
What do y
ou t
hin
k o
f m
ynew
jeans?
A
B
C
D
E
F
sugg
esting
dis
ag
reein
g
advis
ing
askin
gfo
r an o
pin
ion
enq
uirin
g
com
pla
inin
g
6
For
questions 2
2-2
9,
look a
t th
e t
wo v
ow
el sounds in e
ach w
ord
. M
atc
h the v
ow
el sounds in t
he
word
s w
ith t
he p
air
s o
fphonem
ic s
ym
bols
lis
ted
A-I
.
Mark
the c
orr
ect
letter
(A-I
) on y
our
answ
er
sheet.
There
is o
ne e
xtr
a o
ption w
hic
h y
ou d
o n
ot
need t
o u
se.
W
ord
s
Ph
on
em
ic s
ym
bo
ls
22
curly
23
over
24
vill
ag
e
25
paper
26
hom
ew
ork
27
learn
er
28
nig
htc
lub
29
baby
A
B
C
D
E
F
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MODULE 1 Sample test
11Teaching Knowledge Test | module 1: sample test
7
[Tu
rn o
ver
For
questions 3
0-3
5,
matc
h w
hat
the w
rite
r does
with t
he w
riting
subskill
s lis
ted A
-G.
Mark
the c
orr
ect
letter
(A-G
) on y
our
answ
er
sheet.
There
is o
ne e
xtr
a o
ption w
hic
h y
ou d
o n
ot
need t
o u
se.
Wri
tin
g s
ub
skills
A
U
sin
g a
model
B
D
raft
ing
C
P
eer-
evalu
ation
D
B
rain
sto
rmin
g
E
P
lannin
g
F
R
e-d
raft
ing
G
P
roofr
eadin
g
30
Befo
reIsta
rt,I
wri
te d
ow
n a
s m
any ideas a
s I
can.
31
I org
anis
e m
y m
ain
poin
ts into
diffe
rent
para
gra
phs in n
ote
form
.
32
I sta
rt w
riting,
develo
pin
g m
y m
ain
poin
ts.
33
Ire
-org
anis
e w
hat
I have w
ritt
en to
make
my ideas c
leare
r.
34
Ig
ive m
y w
ork
to s
om
eone e
lse t
o a
sk f
or
his
/her
opin
ion.
35
I g
ive m
y w
ork
a f
ina
l che
ck f
or
accu
racy.
8
For
questions 3
6-4
0,
look a
t th
efo
llow
ing
term
sfo
r la
ng
uag
e s
kill
s a
nd t
hre
e p
ossib
le d
escri
ptions o
fth
ete
rms.
Choose t
he c
orr
ect
option A
, B
or
C.
Mark
the c
orr
ect
letter
(A,
B o
rC
) on y
our
answ
er
sheet.
36
Sum
marisin
gis
A
expla
inin
g a
text
in d
eta
il.B
w
riting
the last sente
nce
of
a t
ext.
C
g
ivin
g the m
ain
poin
tsof a t
ext.
37
Inte
ractive lis
tenin
g is
A
liste
nin
g,
respondin
g a
nd
giv
ing
feedback.
B
liste
nin
gfo
r deta
il, m
ood
and a
ttitude.
C
liste
nin
g a
nd identify
ing
word
str
ess a
nd lin
kin
g.
38
Ora
l fluency
is
A
speakin
g w
ithout
makin
g a
ny m
ista
kes.
B
speakin
g n
atu
rally
without
hesitating
too m
uch.
C
speakin
g w
ithout
consid
eri
ng t
he lis
tener.
39
Para
phra
sin
gis
A
usin
g p
hra
ses t
o s
ay s
om
eth
ing
inste
ad o
f usin
g c
om
ple
te s
ente
nces.
B
connecting
sente
nces t
og
eth
er
in s
peech o
r w
riting b
y u
sin
g c
onju
nctions.
C
findin
g a
noth
er
way t
o s
ay s
om
eth
ing
when y
ou c
annotth
ink o
fth
e r
ight
lang
uag
e.
40
Scannin
gis
A
readin
g a
text q
uic
kly
to g
et th
e g
enera
l id
ea.
B
readin
g a
textq
uic
kly
to
find s
pecific
info
rmation.
C
readin
g a
textq
uic
kly
to identify
the w
rite
rís a
ttitude.
MODULE 1Sample test
12 Teaching Knowledge Test | module 1: sample test
9
[Tu
rn o
ver
For
questions 4
1-4
6,
matc
h t
he g
enera
l advic
e o
n m
otivation w
ith t
he t
echniq
ues
for
encoura
gin
gm
otivation lis
ted A
, B
, C
or
D.
Mark
the c
orr
ect
letter
(A,
B, C
or
D)
on y
our
answ
er
sheet.
You n
eed to u
se s
om
e o
ptions m
ore
than o
nce.
Tech
niq
ues
A
E
ncoura
ge learn
er
auto
nom
y.
B
F
ind o
ut
what
stu
dents
thin
k.
C
M
ake y
our
feedback p
ositiv
e a
nd c
onstr
uctive.
D
B
uild
variety
into
your
teachin
g.
Ad
vic
e
41
Lis
ten t
o s
tudent fe
edback u
sin
g a
cla
ss ësugg
estion b
oxí or
a s
hort
questionnair
e.
42
Tra
in s
tudents
to u
se r
efe
rence r
esourc
es to h
elp
them
stu
dy s
uccessfu
lly o
n t
heir o
wn.
43
Thin
k a
bout
how
you t
ell
stu
dents
aboutth
eir
pro
gre
ss.
How
can y
ou c
an
pra
ise o
r encoura
ge
the
m in
ste
ad o
f ju
stg
ivin
g m
ark
s?
44
Put
stu
dents
into
new
gro
ups f
or
diffe
rent
activitie
s.
45
Giv
e c
om
ments
on s
tudents
í w
ork
whic
h a
re h
elp
ful and e
nable
them
to
feel a s
ense o
fp
rog
ress.
46
Donít a
lwa
ys d
o t
he s
am
ekin
ds o
fth
ings in the c
lassro
om
. T
ry n
ew
activitie
s a
nd c
hang
eactivitie
s in e
ach lesson.
10
For
questions 4
7-5
3,
matc
h t
he l
earn
ers
í com
ments
to
the d
escri
ptions o
f le
arn
er
pre
fere
nces l
iste
d
A-H
.
Mark
the c
orr
ect
letter
(A-H
) on y
our
answ
er
sheet.
There
is o
ne e
xtr
a o
ption w
hic
h y
ou d
o n
ot
need t
o u
se.
Co
mm
en
ts
47
ëMost
of
the t
ime s
hould
be s
pent
doin
ggra
mm
ar
exerc
ises.í
48
ëI p
refe
r w
ork
ing
with o
ther
stu
dents
to s
peakin
g t
o t
he t
eacher
infr
ont
of
the c
lass.í
49
ëI r
eally
lik
e k
now
ing
how
lang
uag
e w
ork
s.í
50
ëRule
s just
confu
se m
e ñ
itís b
ett
er
to w
ork
out
lang
uag
efr
om
exam
ple
s.í
51
ëWhy s
hould
I lis
ten t
o o
ther
stu
dents
í m
ista
kes?
The t
eacher
should
talk
most
of
the tim
e.í
52
ëI just
want
people
to u
nders
tand w
hat
I m
ean.
I donít w
orr
y if
I m
ake
mis
takes.í
53
ëItís im
port
antfo
rm
eto
know
ho
w w
ell
Iím
doin
g.í
Prefe
ren
ces
A
This
learn
er
wants
expla
nations o
fg
ram
mar
rule
s.
B
This
learn
er
enjo
ys e
xpla
inin
g lang
uag
eto
oth
er
stu
dents
.
C
This
learn
er
enjo
ys p
ractisin
g lang
uag
e in p
airs a
nd g
roups.
D
This
learn
er
enjo
ys d
oin
g lang
uag
e p
ractice that fo
cuses o
n a
ccura
cy.
E
This
learn
er
doesnít w
antto
work
with o
ther
stu
dents
.
F
This
learn
er
needs to
feel a s
ense o
f pro
gre
ss.
G
This
learn
er
focuses o
ncom
munic
ating.
H
This
learn
er
doesnít w
antth
e teacher
to e
xpla
in g
ram
mar.
MODULE 1 Sample test
13Teaching Knowledge Test | module 1: sample test
11
[Tu
rn o
ver
For
questions 5
4-5
9,
matc
h w
hat
the s
tudent
does w
ith t
he learn
ing
str
ate
gie
s lis
ted A
-G.
Mark
the c
orr
ect
letter
(A-G
) on y
our
answ
er
sheet.
There
is o
ne e
xtr
a o
ption w
hic
h y
ou d
o n
ot
need t
o u
se.
Learn
ing
str
ate
gie
s
A
se
lf-m
on
ito
ring
B
g
uessin
g fro
mconte
xt
C
m
em
orisin
g
D
org
anis
ing learn
ing a
ids
E
re
peating
F
consultin
g r
efe
rence r
esourc
es
G
usin
g o
pport
unitie
s for
pra
ctice
54
ëTo learn
new
word
s,
I alw
ays c
reate
pic
ture
s o
fth
em
in m
y m
ind.í
55
ëI a
lwa
ys k
eep n
ew
voca
bula
ry o
n c
ard
s w
hic
h I
separa
te into
topic
s.í
56
ëWhenever
Ican,
I ta
lk w
ith n
ative E
ng
lish s
peakers
in s
ocia
l situations.í
57
ëI w
ork
out
the m
eanin
g o
f a n
ew
word
fro
mth
e lang
uag
e a
round it.
í
58
ëI p
ay a
ttention to
my o
wn lang
uag
e t
om
ake s
ure
it
is a
ccura
te.í
59
ëIf
I am
not
sure
of
the
meanin
g o
f a w
ord
or
of
how
to u
se it,
I lo
ok it
up in a
dic
tionary
.í
12
For
questions 6
0-6
6,
matc
h t
he s
tate
ments
with t
he t
eachin
g a
ppro
aches t
hatth
ey d
escri
be lis
ted
A,
B o
rC
.
Mark
the c
orr
ect
letter
(A,
B o
rC
) on y
our
answ
er
sheet.
Teach
ing
ap
pro
ach
es
A
Pre
senta
tion,
Pra
ctice a
nd P
roduction (
PP
P)
B
T
ask-b
ased
Learn
ing
(TB
L)
C
Gra
mm
ar-
Tra
nsla
tion
Sta
tem
en
ts
60
The t
eacher
moves fro
mpro
vid
ing
models
of
languag
e u
se to
monitoring learn
ers
í use o
fla
ng
uag
e.
61
Fir
stth
e learn
ers
com
ple
te a
com
munic
ative t
ask:
they a
re e
ncoura
ged to
use a
ny E
ng
lish
they k
now
and they d
o n
ot
have t
o u
se a
ny p
art
icula
r la
ng
uag
e ite
m.
62
The w
ritt
en form
ofth
e lang
uag
e is m
ore
im
port
antth
an the s
poken form
.
63
The lang
uag
efo
cus is a
t th
e s
tart
of
the
teachin
g s
eq
uence,
with
fluency a
ctivitie
s c
om
ing
late
r.
64
The lang
uag
efo
cus c
om
es a
fter
a c
om
munic
ative a
ctivity,
so that
learn
ers
notice g
aps in t
heir
lang
uag
e.
65
Learn
ers
acq
uir
e lang
uag
e b
y t
ryin
g t
o u
se it
in r
eal com
munic
ative s
ituations.
66
The learn
ers
ífirs
t la
ng
uag
e p
lays a
centr
al ro
le in the teachin
g.
MODULE 1Sample test
14
For
questions 7
4-8
0,
matc
h t
he e
xam
ple
s o
f te
achin
g o
r assessm
ent
activitie
s w
ith t
he t
ask-t
ypes
liste
d A
-H.
Mark
the c
orr
ect
letter
(A-H
) on y
our
answ
er
sheet.
There
is o
ne e
xtr
a o
ption w
hic
h y
ou d
o n
ot
need t
o u
se.
Task-t
yp
es
A
S
ente
nce tra
nsfo
rmation
B
Jum
ble
d s
ente
nce
C
O
dd o
ne o
ut
D
F
orm
-fill
ing
E
M
ultip
le c
hoic
e
F
C
ate
gorisin
g
G
Labelli
ng
H
G
ap-f
ill
Teaching Knowledge Test | module 1: sample test
13
[Tu
rn o
ver
For
questions 6
7-7
3,
matc
h t
he c
lassro
om
activitie
s w
ith t
he types o
f speakin
g p
ractice lis
ted
A,
B o
r C
.
Mark
the c
orr
ect
letter
(A,
B o
r C
) on y
our
answ
er
sheet.
Typ
es o
f sp
eakin
g p
racti
ce
A
ora
l fluency
pra
ctice
B
contr
olle
d o
ral pra
ctice
C
neither
Cla
ssro
om
acti
vit
ies
67
At
the b
eg
innin
g o
fth
e lesson,
we
got
into
gro
ups
and t
alk
ed a
bout
an inte
resting n
ew
spaper
art
icle
that
we h
ad r
ead.
68
The t
eacher
gave u
s w
ord
pro
mpts
such a
s ëcin
em
aí and ëfr
iendsí, a
nd w
e h
ad to s
ay
them
in
sente
nces u
sin
g the p
ast
sim
ple
, e.g
. ëW
e w
ent
to t
he c
inem
aí; ëW
e v
isited s
om
efr
iendsí.
69
We
liste
ned t
o a
record
ing o
f tw
o p
eople
talk
ing
aboutth
eir
hobbie
s,th
en d
id a
gap-f
ill
com
pre
hensio
n t
ask.
70
The t
eacher
gave u
s r
ole
s s
uch a
s ëfilm
sta
rí o
r ës
port
s s
tarí
and w
e h
ad t
o r
ole
pla
y a
part
y in
wh
ich w
e c
hatt
ed to e
ach o
ther.
71
We
had a
dis
cussio
n a
boutth
e a
dvanta
ges a
nd d
isadvanta
ges o
fth
e inte
rnet.
72
The t
eacher
read o
utsom
e s
ente
nces,
som
e o
fw
hic
h w
ere
corr
ect
and s
om
e incorr
ect.
We
had t
o s
hout
out
ëRig
htí o
r ëW
rong
í.
73
We
had t
o a
sk o
ur
part
ner
five
questions a
bout
their
abili
ties,
usin
g ëcaní, e
.g. C
an y
ou s
wim
?
MODULE 1 Sample test
14
Teaching Knowledge Test | module 1: sample test 15
15
[Tu
rn o
ve
r
Ac
tivit
ies
74
75
76
77
78
79
80
Co
mp
lete
th
e se
nte
nce
.
The
wea
ther
yes
terd
ay w
as ...........
Adel
icio
us
B
exci
tin
gC
fan
tast
ic
Find
the
wor
d th
at d
oes
not
fit.
bana
na,
apple,
onion
, pe
ar,
oran
ge
Put th
e wor
ds in
the l
ist in
the c
orre
ct bo
x.
Thai,
India
, Brita
in, C
hines
e, Sw
edish
, Hu
ngar
ian, C
zech
, Por
tugal
Coun
tries
Lang
uage
s
Malay
sia
Com
plet
e se
nten
ce B
so
it m
eans
the
sam
eas
sen
tenc
e A
.
ATh
e m
an b
uilt
the
brid
ge in
189
2
BTh
e br
idge
.....
......
Com
plet
e w
ith
you
r pe
rson
al d
etai
ls
Fam
ily n
ame:
......
......
......
......
......
......
...
Firs
t n
ame:
......
......
......
......
......
......
...
Dat
e of
bir
th:
......
......
......
......
......
......
...
Add
ress
: ...
......
......
......
......
......
......
Put
the w
ord
s in the r
ight
ord
er.
do
u
su
ally
w
ha
t in
yo
u d
o
su
mm
er
?
......................................................
Com
plet
e th
e se
nten
ce.
Last
nig
ht I
wen
t ..
......
... t
he c
inem
a.
MODULE 1Sample test
16 Teaching Knowledge Test | module 2: general description and syll abus
Lesson planning and use ofresources for language teaching
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.
� 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
1 Planning and
preparing a lesson
or sequence of
lessons
Lesson planning
• identifying and selecting aims appropriate to learners,
the stage of learning and lesson types
• identifying the different components of a lesson plan
• planning an individual lesson (or a sequence of lessons)
by choosing and sequencing activities appropriate to
learners and aims
• choosing assessment activities appropriate to learners,
aims and stages of learning
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.
2 Selection and use
of resources
Consulting reference resources to help in lesson preparation
Selection and use of:
• coursebook materials
• supplementary materials and activities
• teaching aids
appropriate to learners and aims
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.
2MODULE
17Teaching Knowledge Test | module 2: general description and syll abus
2
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 ofsupplementary materials and activities
• types of supplementary materials and activities
• reasons for use
• how to select and adapt
the selection and use of teachingaids
• types of aids and their teaching functions
� 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
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, e.g. 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 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:
18 Teaching Knowledge Test | module 2: sample test
© U
CLE
S 2
005
[Tu
rn o
ver
C
and
ida
te
Centr
e N
um
ber
Num
ber
Cand
ida
te N
am
e
UN
IVE
RS
ITY
OF
CA
MB
RID
GE
ES
OL
EX
AM
INA
TIO
NS
En
gli
sh
fo
r S
peakers
of
Oth
er
Lan
gu
ag
es
TE
AC
HIN
G K
NO
WL
ED
GE
TE
ST
00
2M
OD
UL
E 2
S
am
ple
Te
st
Lesson p
lan
nin
g a
nd u
se o
f re
sourc
es f
or
lang
uag
e te
achin
g
1 h
our
20 m
inute
s
Ad
ditio
nal m
ate
ria
ls:
An
sw
er
she
et
So
ft c
lea
n e
rase
r
S
oft
pe
ncil
(typ
e B
or
HB
is
recom
men
ded
)
TIM
E1 h
our
20 m
inute
s
INS
TR
UC
TIO
NS
TO
CA
ND
IDA
TE
S
Write
your
nam
e,
Centr
e n
um
ber
and c
andid
ate
num
ber
in t
he s
paces a
t th
e t
op o
f th
is p
ag
e.
Wri
teth
ese d
eta
ils o
n y
our
answ
er
sheetif
th
es
e a
re n
ot
alr
ea
dy p
rin
ted
.
Do n
ot
open
this
bookle
t until you a
re told
to d
o s
o.
There
are
eig
hty
questions in t
his
paper.
Answ
er
all
questions.
Mark
your
answ
ers
on
th
e s
ep
ara
te a
nsw
er
sh
eet.
U
se a
pencil.
You m
ay w
rite
on t
he q
uestion p
aper,
but
you m
ustm
ark
your
answ
ers
in p
encil
on t
he a
nsw
er
sheet.
You w
ill h
ave n
o e
xtr
a t
ime
for
this
, so y
ou m
ustfinis
h in o
ne h
our
and t
wenty
min
ute
s.
At
the e
nd o
f th
e t
est, h
and in b
oth
the
question p
aper
and t
he a
nsw
er
sheet.
INF
OR
MA
TIO
N F
OR
CA
ND
IDA
TE
S
Each q
uestion in t
his
paper
carr
ies o
ne m
ark
.
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
T
his
qu
esti
on
pap
er
co
nsis
ts o
f 14 p
rin
ted
pag
es a
nd
2 b
lan
k p
ag
es.
2
For
questions 1
-7,
matc
h t
he learn
er
activitie
s w
ith t
he a
ppro
priate
teachin
g a
ims lis
ted A
-H.
Mark
the c
orr
ect
letter
(A-H
) on y
our
answ
er
sheet.
There
is o
ne e
xtr
a o
ption w
hic
h y
ou d
o n
ot
need t
o u
se.
Teach
ing
aim
s
A
to
pra
ctise d
educin
gth
e m
eanin
g o
f w
ord
s fro
m c
onte
xt
B
to
develo
p t
he s
kill
s o
f peer
corr
ection
C
to
giv
e p
ractice in o
ral fluency
D
to
giv
e p
ractice in e
xte
nsiv
e r
eadin
g
E
to
giv
e c
ontr
olle
d p
ractice o
f str
uctu
res
F
to
recycle
vocabula
ry
G
to
focus o
n p
ronuncia
tion
H
to
giv
e p
ractice in u
sin
g n
ew
vocabu
lary
Learn
er
acti
vit
ies
1
Learn
ers
com
ple
te a
gap-f
ill g
ram
mar
exerc
ise in
a w
ork
book.
2
Learn
ers
have a
gro
up d
iscussio
n o
n a
topic
of
their
choic
e.
3
Learn
ers
exchang
e w
ork
books a
nd c
heck t
heir p
art
nerís w
ork
.
4
Learn
ers
pla
y a
word
gam
e b
ased o
n w
ord
s s
tudie
d lastte
rm.
5
Learn
ers
wri
te a
sto
ry u
sin
g w
ord
s the teacher
has just
pre
sente
d.
6
Learn
ers
mark
the s
tress o
n r
ecently t
aug
ht
word
s.
7
Learn
ers
find w
ord
s in a
readin
g t
ext
and m
atc
h t
hem
with d
efinitio
ns g
iven b
y t
he teacher.
MODULE 2Sample test
19Teaching Knowledge Test | module 2: sample test
3
[Tu
rn o
ver
For
questions 8
-14, m
atc
h t
he t
extb
ook r
ubrics w
ith t
he a
ctivity a
ims lis
ted
A-H
.
Mark
the c
orr
ect
letter
(A-H
) on y
our
answ
er
sheet.
There
is o
ne e
xtr
a o
ption w
hic
h y
ou d
o n
ot
need t
o u
se.
Textb
oo
k r
ub
rics
8
Com
ple
te the follo
win
gsente
nces s
o that
they
are
tru
e for
you.
9
Dis
cuss w
ith y
our
part
ner
the w
ays in w
hic
h y
ou r
evis
e v
ocabula
ry.
10
Matc
h t
he a
dje
ctives in c
olu
mn A
with t
he n
ouns in c
olu
mn B
.
11
Look a
t th
e t
hre
e s
ente
nces b
elo
w.
Then lis
ten a
nd m
ark
the w
eak form
s.
12
Now
read t
he s
tory
ag
ain
and a
nsw
er
the follo
win
g t
rue/f
als
e q
uestions.
13
Read t
he s
tory
quic
kly
and t
hen p
ut
the
four
pic
ture
s in o
rder.
14
Do t
he v
ocabula
ryq
uiz
in t
eam
s.
Ac
tivit
y a
ims
A
tora
ise s
tudents
í aw
are
ness o
f le
arn
ing
str
ate
gie
s
B
to g
ive
stu
dents
pra
ctice in r
eadin
g f
or
specific
info
rmation
C
tog
ive s
tudents
the c
hance t
o p
ers
onalis
e the lang
uag
e
D
to r
evis
e lang
uag
e thro
ug
ha g
am
e
E
tog
ive s
tudents
pra
ctice in p
rocess w
riting
F
to g
ive
stu
dents
pra
ctice in r
eadin
g f
or
gis
t
G
to h
ighlig
htfe
atu
res o
fconnecte
d s
peech
H
to d
evelo
p s
tudents
í unders
tandin
g o
fcollo
cation
4
For
questions 1
5-2
0,
look a
t th
e s
tag
es a
nd a
ims
from
a lesson p
lan a
bout
com
pla
inin
g.
Tw
o o
fth
eaim
s (
A-C
) in
each s
tag
e a
re a
ppro
pri
ate
. O
ne o
f th
e a
ims is N
OT
appro
priate
.
Mark
the a
im (
A,
B o
rC
) w
hic
h is N
OT
appro
pri
ate
on y
our
answ
er
sheet.
Sta
ges
A
ims
15
Lead
-in
•T
he t
eacher
asks the s
tudents
w
hen t
hey last
went
on h
olid
ay
and w
hat
pro
ble
ms t
hey c
an h
ave
when t
ravelli
ng
.
•T
he t
eacher
elic
its ideas a
bout
the p
roble
ms a
nd w
rite
s them
on
the b
oard
.
A
B
C
to c
reate
inte
rest in
the
topic
to intr
oduce the p
ast
sim
ple
tense
to p
ers
onalis
e t
he s
tart
ofth
e lesson
16
Lis
ten
ing
•S
tudents
lis
ten to a
custo
mer
com
pla
inin
gin
a tra
vel ag
entís.
•S
tudents
identify
the p
roble
ms
mentioned o
n the tape.
•S
tudents
com
pare
answ
ers
in
pair
s.
A
B
C
to c
heck s
tudents
í unders
tandin
g o
fth
e tape
to p
rovid
e a
model ofth
e t
arg
et
lang
uag
e in
conte
xt
to p
re-t
each the m
eanin
g o
f new
word
s
17
Lan
gu
ag
e f
ocu
s
•T
he t
eacher
hands o
utth
e
tap
escript.
•S
tudents
identify
the lang
uag
e o
fcom
pla
inin
g a
nd a
polo
gis
ing
in
the tapescri
pt.
A
B
C
to focus s
tudents
í att
ention o
n the targ
et
lang
uag
e
to g
ive
stu
dents
pra
ctice in r
eadin
g f
or
gis
t
to p
rovid
e s
tudents
with a
record
of
lang
uag
ein
conte
xt
18
Restr
icte
d p
racti
ce
•T
he t
eacher
show
s t
he targ
et
lang
uag
e o
n a
n O
HT
.
•S
tudents
try
to
say t
he p
hra
ses.
•T
he
teacher
giv
es f
eedback,
corr
ecting a
nd d
rilli
ng
where
necessary
.
A
B
C
to a
llow
stu
dents
to p
ers
onalis
e t
he targ
et
lang
uag
e
to a
llow
stu
dents
to u
se the t
arg
et
lang
uag
e in
a c
ontr
olle
d w
ay
to d
evelo
p s
tudents
í confidence in
pro
nouncin
g t
he
targ
et
lang
uag
e
MODULE 2Sample test
20 Teaching Knowledge Test | module 2: sample test
5
[Tu
rn o
ver
19
Pre
para
tio
n f
or
freer
pra
cti
ce
•S
tudents
stu
dy their
role
-card
s:
stu
dent
A is t
he c
om
pla
inin
gcu
sto
me
r stu
dent
B is t
he t
ravel agent.
A
B
C
tog
ive s
tudents
tim
e t
o t
hin
k o
f id
eas
to u
se in the r
ole
-pla
y
to d
evelo
p r
eadin
g c
om
pre
hensio
n
to a
llow
stu
dents
to c
heck w
ith t
he
teacher
what
they h
ave t
o d
o
20
Fre
er
pra
cti
ce
•S
tudents
act
out th
e s
ituation in
pairs.
A
B
C
to focus o
n the form
of th
eta
rget
lang
uag
e
tog
ive less c
ontr
olle
d p
ractice o
fth
e
targ
et
lang
uag
e
to p
repare
stu
dents
for
real
com
munic
ation
6
For
questions 2
1-2
9,
matc
h t
he info
rmation fro
m a
lesson p
lan w
ith t
he lesson p
lan h
eadin
gs lis
ted
A-E
.
Mark
the c
orr
ect
letter
(A-E
) on y
our
answ
er
sheet.
You n
eed to u
se s
om
e o
ptions m
ore
than o
nce.
Lesso
n p
lan
head
ing
s
A
Lesson a
im(s
)
B
A
nticip
ate
d p
roble
ms
C
P
rocedure
D
A
ids/r
esourc
es
E
P
ers
onal aim
(s)
of
teacher
Info
rmati
on
fro
m a
lesso
n p
lan
21
Copy o
f ta
pescri
pt
(teacherí
s b
ook)
and c
ours
ebook c
assett
e.
22
Stu
dents
mig
ht
not
wantto
talk
aboutth
eir
child
hood d
uri
ng
the lead-i
n s
tag
e.
23
Tell
stu
dents
to lis
ten a
second t
ime a
nd a
nsw
er
the d
eta
iled c
om
pre
hensio
n q
uestions.
24
Giv
e s
tudents
pra
ctice in t
he s
ubskill
s o
f pre
dic
tion,
liste
nin
gfo
r g
ist
and lis
tenin
g f
or
specific
in
form
ation.
25
Stu
dents
may n
otknow
severa
l w
ord
s in t
he lis
tenin
g,
e.g
. w
his
per,
uniform
, scary
.
26
Reduce t
eacher
talk
ing t
ime a
nd involv
e s
tudents
more
, especia
llyw
hen a
nsw
eri
ng
questions.
27
Stu
dents
copy d
ow
n t
he n
ew
word
s f
rom
the b
oard
.
28
Cla
ss s
et
of
dic
tionari
es.
29
Develo
p f
luency s
kill
s.
MODULE 2Sample test
21Teaching Knowledge Test | module 2: sample test
7
[Tu
rn o
ver
For
questions 3
0-3
6,
put th
e s
tag
es
(A-H
) of
a r
eadin
g s
kill
s lesson p
lan in o
rder.
Mark
the c
orr
ect
letter
(B-H
) on y
our
answ
er
sheet.
The f
irst sta
ge (
A)
is d
one f
or
you. Y
ou d
o n
ot
need t
o u
se o
ption A
ag
ain
.
0
... ...
30
... ...
31
... ...
32
... ...
33
... ...
34
... ...
35
... ...
36
... ...
A
B
C
D
E
F
G
H
The t
eacher
tells
stu
dents
the t
itle
of
the s
tory
ñ ëA
long journ
eyí.
Stu
dents
read f
or
gis
t to
see if
their
pre
dic
tions
were
rig
ht,
and the c
lass
dis
cuss t
heir a
nsw
ers
with t
he t
eacher.
The t
eacher
giv
es s
tudents
com
pre
hensio
n q
uestions t
o r
ead.
Stu
dents
bra
insto
rm w
ord
s c
onnecte
d w
ith journ
eys.
Stu
dents
read
for
specific
info
rmation.
Inpair
s, stu
dents
check their
answ
ers
.
Stu
dents
use their a
nsw
ers
tore
-tell
the s
tory
in p
airs.
The t
eacher
giv
es s
tudents
a lis
t of
word
s fro
m a
sto
ry a
bout
a journ
ey.
Stu
dents
check w
hic
h o
fth
eir
word
s a
re in the lis
t, a
nd then g
uess w
hat
the s
tory
will
be a
bout.
A
8
For
questions
37-4
1,
matc
h th
e
situations
in w
hic
h
a
teacher
sets
a
test
with
the
reasons fo
ra
sse
ssm
ent
liste
dA
-F.
Mark
the c
orr
ect
letter
(A-F
) on y
our
answ
er
sheet.
There
is o
ne e
xtr
a o
ption w
hic
h y
ou d
o n
ot
need t
o u
se.
Sit
uati
on
s
37
The t
eacher
has a
new
cla
ss. O
n t
he
firs
t day o
f th
e c
ours
e,she s
ets
a test
whic
h c
overs
som
ela
ng
uag
e p
oin
ts s
he e
xpects
the s
tudents
to b
e fam
iliar
with a
nd o
thers
that
she t
hin
ks t
he
stu
dents
may n
otknow
.T
he s
tudents
do n
ot
pre
pare
for
the t
est.
38
The t
eacher
notices that his
inte
rmedia
te s
tudents
are
makin
g c
are
less m
ista
kes w
ith b
asic
q
uestion f
orm
ation,
whic
h t
hey s
hould
know
. H
e a
nnounces t
hat
there
will
be a
test
on t
his
the
follo
win
g w
eek.
The s
tudents
have tim
eto
pre
pare
for
the t
est.
39
The s
tudents
are
goin
g t
o t
ake a
public
exam
ination s
oon.
The t
eacher
giv
es t
hem
an e
xam
ple
paper
to d
o u
nder
test conditio
ns.
40
The t
eacher
monitors
stu
dents
whenever
they c
arr
y o
ut
speakin
gta
sks
and k
eeps n
ote
s a
bout
each s
tudent.
41
The cla
ss has re
cently finis
hed a unit of
the cours
ebook w
hic
h fo
cused on th
e use of
the
pre
sent
perf
ect
sim
ple
with ëfo
rí a
nd ësin
ceí. T
he t
eacher
giv
es t
he c
lass a
surp
rise test
on t
his
.
Reaso
ns f
or
assessm
en
t
A
to fam
iliarise s
tudents
with the test fo
rmat
B
to a
llow
the t
eacher
to p
lan a
n a
ppro
pri
ate
schem
e o
f w
ork
C
to s
how
stu
dents
how
well
they h
ave learn
ed s
pecific
lang
uag
e
D
to a
llow
stu
dents
to a
ssess e
ach o
ther
E
tom
otivate
the s
tudents
tore
vis
e a
part
icula
r la
ng
uag
e a
rea
F
to a
ssess s
tudents
í pro
gre
ss o
n a
continuous b
asis
MODULE 2Sample test
22 Teaching Knowledge Test | module 2: sample test
9
[Tu
rn o
ver
For
questions 4
2-4
9,
matc
h t
he e
xam
ple
s o
f unit
conte
nt
with t
he u
nit h
eadin
gs f
rom
a b
ook o
n l
exis
liste
d A
-I.
Mark
the c
orr
ect
letter
(A-I
) on y
our
answ
er
sheet.
There
is o
ne e
xtr
a o
ption w
hic
h y
ou d
o n
ot
need t
o u
se.
Exam
ple
s o
f u
nit
co
nte
nt
U
nit
head
ing
s
42
Suff
ixes
43
Genera
l advic
e a
bout
learn
ing v
ocabula
ry
44
The d
iffe
rence b
etw
een ësom
e e
xperi
enceí and ëan e
xperi
enceí
45
Am
eri
can a
nd B
ritish s
pelli
ng
46
Get
up,
run o
ut
of,
set
off
47
Vocabula
ry a
bout
scie
nce
48
Idio
ms lik
e ëover
the m
ooní
49
Unle
ss,
besid
es,
although
A
B
C
D
E
F
G
H
I
Intr
oduction
Word
form
ation
Connecting a
nd lin
kin
g
Counta
ble
s a
nd u
ncounta
ble
s
Topic
s
Feelin
gs a
nd a
ctions
Fix
ed e
xpre
ssio
ns
Phra
sa
l verb
s
Varieties o
f E
ng
lish
10
For
questions 5
0-5
6,
read t
he d
ictionary
entr
y. M
atc
h the e
xtr
acts
from
the d
ictionary
entr
y w
ith t
he
info
rmation they p
rovid
e lis
ted A
-H.
Mark
the c
orr
ect
letter
(A-H
) on y
our
answ
er
sheet.
There
is o
ne e
xtr
a o
ption w
hic
h y
ou d
o n
ot
need t
o u
se.
Dic
tio
nary
en
try
co
nvin
ce
/ �
������� /
v [
T (
of)
] t
o m
ake
so
meo
ne
co
mp
lete
ly c
ert
ain
abo
ut
som
eth
ing;
pe
rsu
ad
e: W
e fin
ally
con
vinc
ed th
em o
f our
inno
cenc
e.
[ +
ob
j +
(th
at)
] Th
ey fa
iled
to c
onvi
nce
the
dire
ctor
s th
at th
eir
prop
osal
s w
ould
wor
k/
I'm
conv
ince
d th
at s
he is
tellin
g th
e tru
th.
50
Iím
convin
ced t
hat
she is t
elli
ng t
he t
ruth
.
51
convin
ce
52
v
53
pers
uade
54
[ +
obj +
(th
at)
]
55
(of)
56
tom
ake
som
eone c
om
ple
tely
cert
ain
aboutsom
eth
ing
A
B
C
D
E
F
G
H
Part
ofspeech
Exam
ple
sente
nce
Dependent
pre
positio
n
Sin
gle
-word
synonym
Phonem
ic t
ranscri
ption
Headw
ord
Verb
patt
ern
Definitio
n
MODULE 2Sample test
23Teaching Knowledge Test | module 2: sample test
11
[Tu
rn o
ver
For
questions 57-6
4,
choose w
hic
h book lis
ted A
-I could
he
lp a te
ache
r w
ho
is
in
tere
ste
d in
th
efo
llow
ing
topic
are
as.
Mark
the c
orr
ect
letter
(A-I
) on y
our
answ
er
sheet.
There
is o
ne e
xtr
a o
ption w
hic
h y
ou d
o n
ot
need t
o u
se.
Tit
le o
f b
oo
k
Au
tho
r P
ub
lish
er
A
Pri
mary
Vocabula
ry B
ox
Caro
line N
ixon a
nd M
ichael T
om
linson
CU
P
B
W
riting
Tricia
Hedge
OU
P
C
U
ncovering
Gra
mm
ar
Scott T
horn
bury
Macm
illan
D
Eng
lish P
ronuncia
tion in U
se
Mark
Hancock
CU
P
E
Readin
gs in T
eacher
Develo
pm
ent
Katie H
ead a
nd P
aulin
e T
aylo
r M
acm
illan
F
Desig
nin
g L
ang
uag
e T
eachin
g T
asks
Keith J
ohnson
Macm
illan
G
Choosin
g Y
our
Cours
ebook
Ala
n C
unnin
gsw
ort
h
Macm
illan
H
A
sse
ssm
ent
Mic
hael H
arr
is a
nd P
aul M
cC
ann
Macm
illan
I T
eachin
g C
hild
ren E
ng
lish
David
Vale
and A
nna F
eunte
un
CU
P
To
pic
are
as
57
pre
pari
ng
a c
lass test
58
activitie
s t
o p
ractise n
ew
word
s
59
reflecting o
n y
our
recentte
achin
g
60
teachin
g E
ng
lish s
ente
nce s
tructu
re
61
evalu
ating
textb
ooks
62
wri
ting
your
ow
n t
eachin
g m
ate
rials
63
focusin
g o
n t
he s
ounds o
f E
ng
lish
64
learn
ing
to teach
young
learn
ers
12
For
questions 6
5-7
2,
matc
h t
he u
ses o
f cours
ebook m
ate
rials
with t
he s
equence o
f cours
ebook
activitie
s lis
ted A
, B
, C
or
D o
n t
he
follo
win
g p
ag
e.
Mark
the c
orr
ect
letter
(A,
B, C
or
D)
on y
our
answ
er
sheet.
You n
eed to u
se s
om
e o
ptions m
ore
than o
nce.
65
invo
lves s
peakin
g p
ractice
66
pra
ctises n
ote
-takin
g s
kill
s
67
pre
-teaches v
ocabula
ry
68
develo
ps lis
tenin
gfo
r deta
il
69
pers
onalis
es t
he t
opic
70
bra
insto
rms ideas a
boutth
e topic
71
intr
oduces t
he t
hem
e o
fth
e lesson
72
pro
vid
es lang
uag
e n
eeded t
o d
o the a
ctivitie
s
MODULE 2Sample test
24 Teaching Knowledge Test | module 2: sample test
13
[Tu
rn o
ver
Get
tin
g Y
our
Ton
gue
Rou
nd
It
A1
Look a
t th
ese w
ord
s a
nd t
ry t
o p
air t
hem
up in o
pposites o
r near
opposites.
They
will
be u
sefu
l fo
rth
e tasks in t
his
lesson.
lou
d
qu
iet
so
ft
un
att
racti
ve
inte
resti
ng
beau
tifu
l
hard
no
isy
d
ull
g
en
tle
B
2
Lis
ten t
oth
ese four
people
.W
hat
lang
uag
es a
re they s
peakin
g?
C
3
What la
ng
uag
es d
o y
ou lik
e b
ecause o
f how
they
sound?
Work
with a
part
ner
and e
xpla
in w
hy y
ou lik
e t
hem
. (
Do they s
ound p
leasant,
att
ractive,
soft
, m
usic
al, e
tc.?
ñT
ryto
use s
om
e o
fth
e w
ord
s fro
m t
he
firs
t ta
sk.)
D
4
Lis
ten t
oth
ese p
eople
talk
ing
about
how
they t
hin
k d
iffe
rent fo
reig
n lang
uag
es
sound o
r how
they t
hin
kfo
reig
n a
ccents
in E
ng
lish s
ound.
Make a
lis
t of
the
lang
uag
es a
nd a
ccents
and w
rite
dow
n w
hat
the p
eople
thin
k a
bout
how
they
sound.
The p
eople
you a
reg
oin
g t
o h
ear
are
:
1
lain
4
Lesle
y2
Chris
5
Ravi
3
Donald
6
Pete
r
14
For
questions 7
3-8
0, m
atc
h t
he t
each
ers
íco
mm
en
ts w
ith
th
e r
esou
rce
s lis
ted
A-I
.
Mark
the c
orr
ect
letter
(A-I
) on y
our
answ
er
sheet.
There
is o
ne e
xtr
a o
ption w
hic
h y
ou d
o n
ot
need t
o u
se.
Reso
urces
A
g
raded r
eaders
B
overh
ead t
ranspare
ncie
s
C
ro
le-c
ard
s
D
new
spapers
E
stu
dent
poste
rs
F
song
s
G
bili
ng
ual dic
tionari
es
H
re
alia
I
puppets
Teach
ersí
co
mm
en
ts
73
Teachers
of
young
learn
ers
find t
hese a
good w
ay t
o m
otivate
their s
tudents
. Y
oung learn
ers
can m
ake their
ow
n a
nd a
ct
out
sto
ries u
sin
gth
em
.
74
These c
an b
e b
ased o
n a
uth
entic m
ate
rial but
conta
in lang
uag
eth
at
has b
een m
ade e
asie
rfo
rstu
dents
.T
hey c
an h
elp
stu
dents
to d
evelo
p t
heir
vocabula
ry.
75
These c
an h
elp
stu
dents
to u
nders
tand d
ifficult t
exts
.
76
These c
an b
e v
ery
usefu
l, b
ut findin
g s
uitable
texts
for
low
-level le
arn
ers
is o
ften a
pro
ble
m.
77
Stu
dents
find these u
sefu
l because they p
rovid
e ideas f
or
whatto
say.
78
These p
rovid
e e
njo
yable
lis
tenin
g p
ractice a
nd c
an a
lso b
e u
sed a
s t
he b
asis
for
lang
uag
ew
ork
.
79
They c
an h
ave m
any d
iffe
rent
uses,
such a
s c
orr
ection,fe
edback,sett
ing the s
cene a
nd
com
pre
hensio
n q
uestions.
80
I putth
ese u
p a
round the c
lassro
om
so
that
stu
dents
can s
ee t
heir o
wn w
ork
on d
ispla
y.
MODULE 2Sample test
25Teaching Knowledge Test | module 3: general description and syll abus
Managing the teaching andlearning process
GENERAL DESCRIPTION
Module format Module 3 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; 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 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
1 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
Identifying the functions of learners’ language
Categorising learners’ mistakes
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.
2 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
appropriate to the learners and aims
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.
3MODULE
3
26 Teaching Knowledge Test | module 3: general description and syll abus
� 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 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
� 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
27Teaching Knowledge Test | module 3: sample test
© U
CLE
S 2
005
[Tu
rn o
ver
C
and
ida
te
Centr
e N
um
ber
Num
ber
Cand
ida
te N
am
e
UN
IVE
RS
ITY
OF
CA
MB
RID
GE
ES
OL
EX
AM
INA
TIO
NS
En
gli
sh
fo
r S
peakers
of
Oth
er
Lan
gu
ag
es
TE
AC
HIN
G K
NO
WL
ED
GE
TE
ST
00
3M
OD
UL
E 3
S
am
ple
Te
st
Mana
gin
g t
he t
each
ing a
nd
learn
ing p
rocess
1 h
our
20 m
inute
s
Ad
ditio
nal m
ate
ria
ls:
An
sw
er
she
et
So
ft c
lea
n e
rase
r
S
oft
pe
ncil
(typ
e B
or
HB
is
recom
men
ded
)
TIM
E1 h
our
20 m
inute
s
INS
TR
UC
TIO
NS
TO
CA
ND
IDA
TE
S
Write
your
nam
e,
Centr
e n
um
ber
and c
andid
ate
num
ber
in t
he s
paces a
t th
e t
op o
f th
is p
ag
e.
Wri
teth
ese d
eta
ils o
n y
our
answ
er
sheetif
th
es
e a
re n
ot
alr
ea
dy p
rin
ted
.
Do n
ot
open
this
bookle
t until you a
re told
to d
o s
o.
There
are
eig
hty
questions in t
his
paper.
Answ
er
all
questions.
Mark
your
answ
ers
on
th
e s
ep
ara
te a
nsw
er
sh
eet.
U
se a
pencil.
You m
ay w
rite
on t
he q
uestion p
aper,
but
you m
ustm
ark
your
answ
ers
in p
encil
on t
he a
nsw
er
sheet.
You w
ill h
ave n
o e
xtr
a t
ime
for
this
, so y
ou m
ustfinis
h in o
ne h
our
and t
wenty
min
ute
s.
At
the e
nd o
f th
e t
est, h
and in b
oth
the
question p
aper
and t
he a
nsw
er
sheet.
INF
OR
MA
TIO
N F
OR
CA
ND
IDA
TE
S
Each q
uestion in t
his
paper
carr
ies o
ne m
ark
.
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
T
his
qu
esti
on
pap
er
co
nsis
ts o
f 13 p
rin
ted
pag
es a
nd
3 b
lan
k p
ag
es.
2
For
questions 1
-7,
matc
h t
he e
xam
ple
s o
f te
achers
í cla
ssro
om
lang
uage w
ith t
heir
functions l
iste
d
A-H
.
Mark
the c
orr
ect
letter
(A-H
) on y
our
answ
er
sheet.
There
is o
ne e
xtr
a o
ption w
hic
h y
ou d
o n
ot
need t
o u
se.
T
each
ers
ícla
ssro
om
lan
gu
ag
e
Fu
ncti
on
s
1
Lis
ten,I
like p
layin
gfo
otb
all,
repeat
every
one,
I lik
e p
layin
gfo
otb
all.
2
Maria ñ
colle
ct
the b
ooks,
ple
ase.
3
Tell
me
thre
e a
dje
ctives b
eg
innin
g w
ith t
he lett
er
ëCí.
4
Just
liste
n t
o h
ow
I s
ay itñ p
oT
Ato
es.
5
Okay,
dis
cuss it
with y
ou
r part
ner
now
, ple
ase.
6
Iím
really
full,
Iív
e just
eate
n a
big
lunch.
Am
I hungry
now
?
7
Letís h
ave a
look. Y
es,
thatís g
reat.
Now
try
the n
ext
one.
A
B
C
D
E
F
G
H
checkin
g u
nders
tandin
g
em
phasis
ing w
ord
str
ess
drilli
ng
checkin
g instr
uctions
monitoring
elic
itin
g
org
anis
ing p
air
work
nom
inating
MODULE 3Sample test
Teaching Knowledge Test | module 3: sample test28
3
[Tu
rn o
ver
For
questions 8
-16,
matc
h t
he e
xam
ple
s o
f cla
ssro
om
lang
uag
e w
ith
the d
escri
ptions lis
ted
A,
B o
rC
.
Mark
the c
orr
ect
letter
(A,
B o
r C
) on y
our
answ
er
sheet.
Descri
pti
on
s
A
lang
uag
efo
r le
arn
ers
to
use in t
he c
lassro
om
B
lang
uag
e for
pla
yin
g g
am
es
C
lang
uag
e for
the
teacher
to m
anag
ecla
ssro
om
routines
Cla
ssro
om
lan
gu
ag
e
8
Can I
borr
ow
your
pencil,
ple
ase?
9
Itís
your
team
ístu
rn.
10
Whose turn
is it
tog
et
the b
ooks
today?
Anna?
11
Red g
roup a
nd b
lue g
roup,
work
tog
eth
er.
12
Can I
have a
pair
ofscis
sors
, ple
ase?
13
Whatís the s
core
?
14
Sorr
y I
ím late
.
15
Pra
ctise
in p
airs.
16
Mis
s a
turn
.
4
For
questions 17-2
1,
read th
e fo
llow
ing
in
str
uctions w
hic
h a te
acher
used w
ith adult ele
menta
ryle
arn
ers
. S
om
e o
fth
ese instr
uctions m
ay n
ot
be a
ppro
pri
ate
.
Matc
h t
he instr
uctions w
ith
the tra
inerí
s c
om
ments
lis
ted A
-F.
Mark
the c
orr
ect
letter
(A-F
) on y
our
answ
er
sheet.
There
is o
ne e
xtr
a o
ption w
hic
h y
ou d
o n
ot
need t
o u
se.
Instr
ucti
on
s
17
Imag
ine y
ou w
ere
in a
shop a
nd y
ou h
ad d
ecid
ed to b
uy s
om
e c
hocola
tes.
What
do y
ou t
hin
kyou m
ight
say?
18
Read t
he text
and identify
the c
ohesiv
e d
evic
es.
19
Look a
t th
e t
ext and u
nderl
ine a
ll th
e v
erb
s.
20
Why d
onít y
ou justg
et
into
pair
s o
r a s
mall
gro
up,
if y
ou lik
e,
and d
iscuss a
few
of
the
questions
for
a little b
it?
21
Were
nít y
ou lis
tenin
g?
Isaid
exerc
ise t
hre
e.
Donít w
aste
my
tim
e!
Train
erís
co
mm
en
ts
A
T
his
is a
cle
ar
instr
uction f
or
adult e
lem
enta
ry learn
ers
.
B
T
he
gra
mm
ar
in t
his
instr
uction is a
bove e
lem
enta
ry level.
C
S
om
e a
dult s
tudents
mig
htfind t
his
instr
uction r
ude.
D
T
his
instr
uction is n
ot
well
seq
uenced.
E
T
his
instr
uction d
oes n
ot te
ll stu
dents
exactly w
hat
to d
o.
F
S
om
e o
fth
e lexis
in t
his
instr
uction is a
bove e
lem
enta
ry level.
MODULE 3Sample test
29Teaching Knowledge Test | module 3: sample test
5
[Tu
rn o
ver
For
questions 2
2-2
7,
matc
h w
hat
the t
eacher
is d
oin
g w
ith t
he p
urp
oses for
usin
g t
he s
tudents
ífirs
tla
ng
uag
e lis
ted
A,
B o
rC
.
Mark
the c
orr
ect
letter
(A,
B o
r C
) on y
our
answ
er
sheet.
Pu
rpo
ses f
or
usin
g t
he s
tud
en
tsí
firs
t la
ng
uag
e
A
C
heckin
gunders
tandin
g
B
E
xpla
inin
gpro
cedure
s
C
M
otivating
Th
e t
each
er
is
22
askin
g s
tudents
to s
how
they k
now
what
to d
o for
hom
ew
ork
.
23
giv
ing
indiv
idual w
ritt
en feedback t
o a
weak s
tudent.
24
encoura
gin
g e
lem
enta
rystu
dents
totr
y n
ew
wa
ys o
f le
arn
ing.
25
telli
ng
a larg
e g
roup o
fte
enag
ers
the r
ule
s o
f a
gam
e.
26
askin
g s
tudents
to t
ransla
teth
e m
eanin
g o
f new
word
s.
27
show
ing
a g
roup o
f beg
inners
exactly h
ow
to u
se a
self-a
ccess c
entr
e.
6
For
questions 2
8-3
2,
read t
he c
onvers
ation b
etw
een t
wo a
dvanced learn
ers
. A
nsw
er
the
questions
aboutth
eir
use o
f la
ng
uag
e b
y c
hoosin
g t
he c
orr
ect
option A
, B
or
C.
Mark
the c
orr
ect
letter
(A,
B o
r C
) on y
our
answ
er
sheet.
Cristin
a:
Are
yo
u a
go
od
sa
ilor?
H
ave
yo
u e
ve
r b
ee
n s
ea
sic
k?
Ra
qu
el:
Ye
ah
, I h
ave
be
en
se
asic
k, o
nce
. A
ctu
ally
, I ñ
lin
e 2
Cri
stin
a:
Was th
at o
n a
lo
ng
jo
urn
ey?
Ra
qu
el:
Yeah.
In f
act
Iím
quite a
good t
ravelle
r no
rmally
. B
ut
there
was e
rm .
.. e
r ...
not
on
alo
ng
journ
ey,
no,
sorr
y.
It
was a
bout
on
ly 3
0 k
ilom
etr
es.
And e
rm,
com
ing
... o
n t
he
wa
y b
ack,
it w
as a
ve
ry s
mall
bo
at, a
nd
it
wa
s v
ery
ho
t, a
nd
me
an
d t
he
rest
of
my
fam
ily w
ere
on
th
e v
ery
...
in
th
ein
sid
eo
f th
e b
oa
t.
An
dit w
as
just
like
bein
g i
na
...
on a
co
rk,
carr
ied b
y w
ate
r.
And m
y b
roth
er
sta
rted f
irst, a
nd t
hen e
very
one s
tart
ed
feelin
g s
ick.
line
4 lin
e 5
line
8
Cri
stin
a:
Oh
,te
rrib
le.
line
10
Ra
qu
el:
It w
as h
orr
ible
.lin
e 11
28
Why d
oes R
aq
uel sto
p a
fter
sayin
g ëA
ctu
ally
, I
ñí?
(lin
e 2
)
A
S
he c
anít r
em
em
ber
the r
ight
word
.
B
She h
asnít u
nders
tood the q
uestion.
C
S
he is s
uddenly
inte
rrupte
d b
y C
ristina.
29
Why d
oes R
aq
uel say ëY
eahí atth
e b
eg
innin
g o
f lin
e 4
?
A
to
show
that
she h
eard
Cri
stinaís
question
B
to
ask f
or
the q
uestion
tobe r
epeate
d
C
to
show
she is u
nsure
about
her
answ
er
30
Why d
oes R
aq
uel use ëIn
factí? (lin
e 4
)
A
S
heís
intr
oducin
g a
contr
ast
with w
hat
she s
aid
earl
ier.
B
S
heís
corr
ecting
what
Cristina s
aid
.
C
Sheís
giv
ing
hers
elf s
om
e t
ime t
o thin
k.
31
The m
any u
ses o
f ëa
ndí in
lin
es 5
-8 in R
aq
uelís
sto
ry
A
sum
mari
se R
aq
uelís
ideas.
B
re
peat
what
happened in t
he s
tory
.
C
mark
new
poin
ts in the s
tory
.
32
The a
dje
ctives ëte
rrib
leí and ëhorr
ible
í (l
ines 1
0 a
nd 1
1)
show
that
Raq
uel and C
ristina b
oth
A
dis
like t
he w
ay R
aq
uel to
ld t
he s
tory
.
B
have t
he s
am
ere
action.
C
have h
ad a
sim
ilar
experi
ence.
MODULE 3Sample test
Teaching Knowledge Test | module 3: sample test3030
7
[Tu
rn o
ver
For
questions 3
3-4
0,
matc
h t
he c
ircle
d m
ista
kes w
ith t
he t
ypes o
fm
ista
ke lis
ted A
-I.
Mark
the c
orr
ect
letter
(A-I
) on y
our
answ
er
sheet.
There
is o
ne e
xtr
a o
ption w
hic
h y
ou d
o n
ot
need t
o u
se.
C
ircle
dm
ista
kes
Typ
es o
f m
ista
ke
33
The w
eath
er
in L
ondon
is b
adder
than
the w
eath
er
in T
okyo.
34
The t
eacher
made m
eto
sta
y
in s
chool aft
er
cla
ss.
35
What you d
oin
g th
is w
eekend?
36
I g
o t
o t
he c
inem
a
last
week.
37
He
work
ed v
ery
hard
lyto
finis
h t
he p
roje
ct.
38
Donít b
lam
e y
ou.
Itís n
ot
your
fault.
39
She in s
um
mer
goes
to
the s
easid
e e
very
year.
40
Theyív
e b
een
aw
ay s
ince a
long
tim
e.
A
B
C
D
E
F
G
H
I
wro
ng
tense
wro
ng
verb
patt
ern
wro
ng
pre
positio
n
wro
ng
adverb
form
wro
ng
com
para
tive f
orm
wro
ng
word
ord
er
mis
sin
g a
uxili
ary
verb
mis
sin
g p
repositio
n
wro
ng
pro
noun
8
For
questions 4
1-4
9,
matc
h t
he t
eacher
activitie
s w
ith t
he t
eacher
role
s lis
ted A
, B
, C
or
D.
Mark
the c
orr
ect
letter
(A,
B, C
or
D)
on y
our
answ
er
sheet.
You n
eed to u
se s
om
e o
ptions m
ore
than o
nce.
Teach
er r
ole
s
A
MA
NA
GE
R (
manag
es s
tudents
and a
ctivitie
s d
uri
ng c
lass tim
e)
B
PL
AN
NE
R (
chooses m
ate
rials
and/o
rm
eth
odolo
gy b
efo
re the c
ours
e o
r le
sson)
C
PR
OV
IDE
R (
giv
es e
xpert
info
rmation a
boutta
rget
lang
uag
e)
D
DIA
GN
OS
TIC
IAN
(finds o
utth
e n
eeds a
nd inte
rests
ofstu
dents
)
41
The t
eacher
puts
stu
dents
into
gro
ups o
f th
ree for
a r
ole
-pla
y.
42
The t
eacher
asks a
nois
y s
tudentto
speak
more
quie
tly.
43
The t
eacher
invites s
tudents
to s
ugg
est
topic
sfo
r cours
e c
onte
nt.
44
While
stu
dents
wri
te a
sto
ry,
the t
eacher
walk
s r
ound t
he c
lass h
elp
ing
stu
dents
who m
ake
err
ors
or
ask for
new
word
s.
45
The t
eacher
wants
to identify
gaps in their
know
ledg
e s
o s
he a
sks s
tudents
to b
rain
sto
rmcri
me v
ocabula
ry.
46
The t
eacher
intr
oduces t
he p
resent
perf
ect
continuous.
47
The t
eacher
decid
es w
hic
h c
ours
ebook a
ctivitie
s w
ill f
it into
the tim
e a
vaila
ble
for
the lesson.
48
The t
eacher
finds a
vid
eo t
ofit
into
the t
opic
of
the u
nit.
49
The t
eacher
giv
es s
tudents
aq
uestionnair
e in o
rder
tofind o
ut m
ore
aboutth
eir
learn
ing
sty
les a
nd p
refe
rences.
MODULE 3Sample test
31Teaching Knowledge Test | module 3: sample test
9
[Tu
rn o
ver
For
questions 5
0-5
5,
choose t
he b
est
option t
o c
om
ple
te e
ach s
tate
ment
about
ways o
fg
roupin
gstu
dents
.
Mark
the c
orr
ect
letter
(A,
B o
r C
) on y
our
answ
er
sheet.
50
It is a
good idea to
gro
up less a
ble
stu
dents
tog
eth
er
so t
hat
A
they
feel m
ore
com
fort
able
when s
peakin
g.
B
they d
o n
ot
dom
inate
oth
er
stu
dents
.C
th
ey c
an w
ork
at
afa
ste
r pace.
51
Gro
up w
ork
is u
sefu
l because it
A
reduces teacher
talk
ing t
ime.
B
impro
ves c
lass d
iscip
line.
C
makes a
ll stu
dents
work
as h
ard
as they c
an.
52
In m
ixed a
bili
tycla
sses, usin
g g
roup w
ork
A
help
s t
o identify
weaker
stu
dents
.B
m
eans the teacher
can g
ive
att
ention to
all
stu
dents
.C
encoura
ges s
tudents
to h
elp
one a
noth
er.
53
Pair
work
activitie
s a
im t
o e
ncoura
ge s
tudents
A
to w
ork
independently o
fth
e teacher.
B
to a
ssess their o
wn p
rogre
ss.
C
to d
evelo
p lang
uag
e a
ware
ness.
54
If a
teacher
wants
to a
ssess s
tudents
í w
ritt
en w
ork
, itís
best
to d
o
A
gro
up w
ork
.B
in
div
idual w
ork
.C
m
ing
ling
activitie
s.
55
If a
teacher
wants
to c
ontr
ol w
hatth
e s
tudents
do a
s m
uch a
s p
ossib
le,
itís
best
to d
o
A
pair
work
.B
te
am
activitie
s.
C
who
le c
lass w
ork
.
10
For
questions 5
6-6
3,
matc
h t
he c
lassro
om
managem
ent
str
ate
gie
s w
ith t
he p
roble
ms o
fgro
up o
rpair
work
lis
ted
A,
B o
rC
.
Mark
the c
orr
ect
letter
(A,
B,or
C)
on y
our
answ
er
sheet.
Pro
ble
ms o
f g
rou
p o
r p
air
wo
rk
In g
rou
p o
r p
air
wo
rk ...
A
som
e s
tudents
get
bore
d.
B
som
estu
dents
use L
1 t
oo m
uch.
C
som
estu
dents
alw
ays d
om
inate
.
Cla
ssro
om
man
ag
em
en
t str
ate
gie
s
56
Pla
n e
xtr
a a
ctivitie
s f
or
stu
dents
who m
ay
finis
h b
efo
re t
he o
thers
.
57
Make s
ure
stu
dents
know
the lang
uag
e t
hey n
eed t
o c
om
ple
teta
sks.
58
Intr
oduce m
ore
challe
nge into
the a
ctivitie
s.
59
Arr
ang
e g
roups m
ore
care
fully
, and r
e-g
roup s
tudents
whenever
necessary
.
60
Cre
ate
a p
urp
ose for
doin
g g
roup o
r pairw
ork
in E
ng
lish.
61
Teach t
he lang
uag
e n
eeded f
or
freq
uent
cla
ssro
om
activitie
s.
62
Rais
e a
ware
ness o
fth
e im
port
ance o
fg
ivin
gevery
one a
chance to
take p
art
.
63
Sele
ct
topic
s a
nd tasks t
hatm
otivate
the s
tudents
.
MODULE 3Sample test
32
11
[Tu
rn o
ver
For
questions 6
4-7
0,
matc
h t
he c
lassro
om
situations w
ith t
he c
lassro
om
manag
em
ent
choic
es lis
ted
A-G
.
Mark
the c
orr
ect
letter
(A-G
) on y
our
answ
er
sheet.
Cla
ssro
om
sit
uati
on
s
64
You n
otice that
som
e o
fyour
stu
dents
are
unsure
about
how
to s
tart
som
e p
air
work
.
65
Aft
er
a r
eadin
g c
om
pre
hensio
n t
ask,
you a
sk t
he
cla
ss f
or
the a
nsw
er
to n
um
ber
one.
Nobody
says a
nyth
ing
.
66
You n
otice that
duri
ng a
n a
ctivity y
our
cla
ss o
f young learn
ers
is m
akin
gto
o m
uch n
ois
e.
67
During
agro
up w
ork
activity a
bouttr
avel, y
our
stu
dents
talk
about
a d
iffe
rentto
pic
. H
ow
ever,
they d
o t
his
in E
ng
lish.
68
You s
et
a task
for
liste
nin
g c
om
pre
hensio
n.
During t
he lis
tenin
g,
you n
otice t
hat
no o
ne is
wri
ting
the a
nsw
ers
.
69
You s
et
up a
speakin
g t
ask i
n g
roups.
You n
otice w
hen y
ou m
onitor
clo
sely
that
the g
roups
sto
p s
peakin
g c
om
ple
tely
.
70
You a
re teachin
g a
cla
ss a
fter
lunch.
Every
one is s
leepy.
Cla
ssro
om
man
ag
em
en
t ch
oic
es
A
Pra
ise t
hem
for
usin
gth
e lang
uag
e b
ut
rem
ind them
aboutth
e task.
B
Do a
ëw
arm
erí a
ctivity
wh
ich g
ets
the s
tudents
out of
their
seats
.
C
Mode
l th
e a
ctivity
yours
elf w
ith a
stu
dent,
so e
very
one u
nders
tands w
hat
they h
ave t
o d
o.
D
Use a
str
ate
gy t
hat
stu
dents
recog
nis
e f
or
ëturn
ing
dow
n t
he v
olu
meí, e
.g.
a h
and g
estu
re o
rdra
win
g o
n the b
oard
.
E
Ask t
he s
tudents
to c
om
pare
their
work
with t
heir p
art
ner
tog
ive t
hem
confidence.
F
Sta
nd b
ack a
nd lis
ten
from
a d
ista
nce.
G
Repeat
the instr
uctions a
nd a
sk ifth
ey w
ould
lik
e y
ou t
o p
lay it
ag
ain
.
12
For
questions 7
1-7
5,
look a
t th
e s
ituations in w
hic
h a
teacher
corr
ects
stu
dents
and a
t th
e c
orr
ection
str
ate
gie
s lis
ted A
, B
or
C.
Tw
o o
fth
e c
orr
ection s
trate
gie
s a
re a
ppro
priate
in e
ach s
ituation.
One o
fth
e c
orr
ection s
trate
gie
s is
NO
T a
ppro
pri
ate
.
Mark
the c
orr
ection s
trate
gy (
A,
B o
r C
) w
hic
h is N
OT
appro
pri
ate
on y
our
answ
er
sheet.
71
A s
tudent
says
the w
ord
ëAug
ustí w
ith p
oor
pro
nuncia
tion,
in o
pen c
lass.
The t
eacher
A
says t
he w
ord
corr
ectly,and a
sks t
he s
tudent
to r
epeat
it.
B
wri
tes t
he w
ord
in p
honem
ic s
cript
on
the w
hiteboard
.C
asks the s
tudent
to s
ay t
he w
ord
ag
ain
, w
ith n
o c
orr
ection,
and t
hen m
oves o
n.
72
Stu
dents
tell
sto
ries
about th
em
selv
es in g
roups o
f th
ree. T
he teacher
corr
ects
stu
dents
í la
ng
uag
e
A
quie
tly,
as s
he is m
onitoring
their
gro
up s
tory
telli
ng.
B
aft
er
the g
roup s
tag
e,
by
focusin
g o
n p
roble
ms s
he n
ote
d d
ow
n d
uri
ng t
he
gro
up s
tag
e.
C
late
r w
hen s
he a
sks the w
eaker
stu
dents
tote
ll th
eir
sto
ries to
the w
hole
cla
ss.
73
In a
contr
olle
d p
ractice e
xerc
ise o
n t
he p
ast
continuous,
a p
re-i
nte
rmedia
te s
tudentsays ëI
dri
vin
g d
ow
n t
he r
oad w
hen it
happened.í
The teacher
A
uses h
and g
estu
res to s
how
that th
ere
is a
mis
sin
g w
ord
.B
m
imes d
rivin
gto
show
the s
tudentth
at
she h
as u
nders
tood.
C
poin
ts t
oth
e m
odel sente
nce o
n the w
hiteboard
to r
em
ind t
he s
tudent
of
the f
orm
.
74
At
the s
tart
of
cla
ss,
whe
n s
tudents
are
talk
ing
in o
pen c
lass,
one o
fth
e learn
ers
says,
ëThe
film
was inte
reste
d.í
The t
eacher
A
says ëIn
tere
sting
or
inte
reste
d?í
B
says ëT
here
ís a
gra
mm
ar
pro
ble
m t
here
, M
aria.
What about
your
weekend,
Hassan?í
C
says ëY
ou w
ere
inte
reste
d,
so t
he
film
was
______
?í (
with r
isin
g into
nation)
75
In a
contr
olle
d w
riting
pra
ctice a
ctivity,
a learn
er
makes s
evera
l m
ista
kes in r
ecently s
tudie
dla
ng
uag
e.
The t
eacher
A
mark
sth
e w
riting u
sin
g a
corr
ection c
ode.
B
giv
es t
he w
riting
to a
peer
to c
orr
ect.
C
ig
nore
s t
he
mis
takes in the w
riting
.
32 Teaching Knowledge Test | module 3: sample test
MODULE 3Sample test
MODULE 3Sample test
33Teaching Knowledge Test | module 3: sample test
13
For
questions 7
6-8
0,m
atc
h t
he w
ays a
teacher
gave f
eedback o
n s
tudents
í w
ritt
en w
ork
with t
he a
ims
liste
d A
-F.
Mark
the c
orr
ect
letter
(A-F
) on y
our
answ
er
sheet.
There
is o
ne e
xtr
a o
ption w
hic
h y
ou d
o n
ot
need t
o u
se.
Feed
back o
n w
rit
ten
wo
rk
76
The t
eacher
mark
ed s
tudents
í w
riting u
sin
g a
corr
ection c
ode.
Then s
he
gave t
hem
tim
e in the
lesson t
o im
pro
ve their
work
while
she m
onitore
d.
77
The t
eacher
gave a
n o
vera
ll gra
de for
lett
ers
stu
dents
had w
ritt
en for
hom
ew
ork
. H
e a
lso
gave
them
an e
xam
ple
lett
er
to look a
t.
78
The t
eacher
used a
syste
m o
f sm
iling a
nd s
ad
faces t
og
ive s
tudents
feedback o
n their w
ritt
en
work
.
79
The t
eacher
note
d m
ista
kes
from
stu
dents
í w
ritt
en w
ork
and u
sed t
hese to p
repare
a lang
uag
eq
uiz
, w
hic
h s
tudents
did
in t
eam
s.
80
The t
eacher
only
com
mente
d o
n t
he c
onte
nt
of
sto
ries t
hatstu
dents
had w
ritt
en.
Aim
s
A
tofo
cus o
n c
om
mon lang
uag
e m
ista
kes thatm
any s
tudents
made in their
wri
ting
B
to info
rm s
tudents
of
their
genera
l pro
gre
ss in w
riting
atth
e e
nd o
fte
rm
C
to e
ncoura
ge
stu
dents
to learn
to e
dit their o
wn w
ork
D
to e
ncoura
ge
stu
dents
í cre
ativity a
nd t
o c
reate
apositiv
e a
ttitude t
o w
riting
E
to p
rovid
e s
tudents
with a
model fo
r sim
ilar
wri
tten w
ork
in t
he
futu
re
F
to info
rm p
rim
ary
ag
e s
tudents
aboutth
eir p
rogre
ss in a
fun w
ay
34 Teaching Knowledge Test | test administration34
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
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
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.
Copies of the Regulations and more details on entry
procedure, current fees and further information about this and
other Cambridge ESOL examinations can be obtained from the
Cambridge ESOL Local Secretary in your area, or from the
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.
Grading and results� Grading
Each module is free-standing, and there is no aggregate score.
Candidates receive a certificate for each module they take.
Each question carries one mark, so the maximum mark for
each module is 80. Candidate performance is reported using
four bands.
Our trialling research indicates that for a candidate to achieve
TKT Band 3, a score of at least 45–50 marks (out of 80) is
required.
The reporting of results for TKT is subject to ongoing research.
Further guidance on the interpretation of results will be issued
in the future.
� Notification of results
Certificates are despatched to Centres approximately two
weeks after receipt of answer sheets by Cambridge ESOL.
Please note that despatch of candidates’ certificates will be
delayed if they need Special Consideration or are suspected of
malpractice (see page 35).
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 CircumstancesSpecial 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
the application can be sent to Cambridge ESOL in time
(usually 8–12 weeks before the examination, depending on
what is required).
Band A candidate at this level demonstrates
1 limited knowledge of TKT content areas
2 basic, but systematic knowledge of TKT content areas
3 breadth and depth of knowledge of TKT content areas
4 extensive knowledge of TKT content areas
35Teaching Knowledge Test | test administration
� 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 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
candidate’s results are being investigated.
The production of TKTCambridge 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
Pretesting of TKT test material provides Cambridge ESOL with
valuable information about candidates’ performance on
particular tasks. Pretesting is also useful for Centres or
institutions as it gives candidates the opportunity to
familiarise themselves with TKT task-types under test
conditions and to receive feedback on areas of strength and
weakness. If your Centre or institution would like to be
involved in TKT pretesting, please contact the Pretesting Unit
TKT Administrator on + 44 1223 553772.
Support for TKT candidatesand course providersGeneral information on TKT, including administration details
and downloadable versions of this Handbook and sample
materials, can be found by visiting
www.CambridgeESOL.org/TKT
Course providers and individual candidates can also access
the TKT Glossary on this website.
Support material for teacher trainers is available on the
Teaching Resources website
www.CambridgeESOL.org/teach/TKT
The TKT Course, published by Cambridge University Press in
collaboration with Cambridge ESOL, is available from mid-
April 2005. This coursebook provides approximately 60–90
hours of classroom-based or self-access study, and includes
practice tasks and tests.
Further support is also available in the form of seminar
programmes in different countries. Contact Cambridge ESOL
Information for further details by e-mailing:
ESOLinfo@ucles.org.uk
Commissioning of material
for question papers
Pre-editing and editing
of material
Pretest construction
Pretesting
Revision Rejection
Item analysis
Question paper
construction
� �Live materials bank
��
�
�
��
���
36
TKT wordlistThis 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. 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.
The TKT Glossary contains definitions of the words in this list
and can be downloaded from www.CambridgeESOL.org/TKT
Module 1Concepts and terminology for describing language
GRAMMAR
Active voice
Adjective
Adverb
Article
Aspect
Auxiliary verb
Base form of the verb
Clause
Collective noun
Comparative adjective
Compound noun
Conditional
Conditional forms
Conjunction
Connector
Countable noun
Demonstrative adjective
Demonstrative pronoun
Dependent preposition
Determiner
Direct question
Direct speech
First conditional
Gerund, -ing form
Grammatical structure
Imperative
Indirect question
Indirect speech
Infinitive
Infinitive of purpose
-ing/-ed adjective
Intensifier
Teaching Knowledge Test | common questions and answers
Common questions andanswers
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 use a pencil to mark their answers on the
answer sheet. Answer sheets marked in pen cannot be read by
computer.
Is the use of dictionaries allowed?
No.
What is the mark allocation?
One mark is given for each correct answer.
Do candidates have to take all three modules?
No. The modules are free-standing. Candidates may enter for
any number of modules in any order.
What is the pass mark?
Results are reported in four bands. There is no pass or fail.
Candidates receive a certificate for each module taken.
What is the date of the TKT examination?
Dates are set by Centres in consultation with Cambridge ESOL,
taking into account local needs and conditions.
Where can candidates enrol?
Your Cambridge ESOL Local Secretary can give you
information about Centres where the examination is taken.
Candidates enrol through local Centres, and not through the
Cambridge ESOL office in Cambridge. Fees are payable to the
local Centre.
How do candidates get their results?
TKT certificates are issued to Centres approximately two
weeks after receipt of answer sheets by Cambridge ESOL.
Do candidates need to have taken a particular English
language examination before taking TKT?
No. However, it is advisable for candidates to have a minimum
language level of Council of Europe Framework level B1.
What kind of teaching terminology will be tested in TKT?
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
What is the TKT portfolio?
The portfolio is an electronic resource in which candidates
keep a record of their teaching experience, beliefs and
aspirations for the future. The portfolio does not form part of
the assessment for TKT. Candidates who register for TKT will
receive more information on how to access their portfolio.
Interrogative
Irregular verb
Main clause
Modal verb
Noun
Object
Object pronoun
Participle (past and present)
Passive voice
Past perfect simple and continuous, progressive
Past simple and past continuous, progressive
Personal pronoun
Phrase
Plural noun
Possessive adjective
Possessive pronoun
Possessive ‘s’ and whose
Preposition
Present continuous, progressive for future
Present perfect simple and continuous, progressive
Present simple and continuous, progressive
Pronoun
Proper noun
Punctuation
Quantifier
Question tag
Reflexive pronoun
Regular verb
Relative clause
Relative pronoun
Reported statement
Reporting verb
Second conditional
Singular noun
Subject
Subject-verb agreement
Subordinate clause
Superlative adjective
Tense
Third conditional
Third person
Time expression
Uncountable noun
Used to
Verb
Verb pattern
LEXIS
Affix
Affixation
Antonym
Collocation
Compounds
False friend
Homophone
Idiom
Lexical set
Lexis
Multi-word verb
Part(s) of speech
Phrasal verb
Prefix
Suffix
Synonym
PHONOLOGY
Connected speech
Consonant
Contraction
Diphthong
Feature (of connected speech)
Intonation
Linking
Main stress
Minimal pair
Phoneme
Phonemic script
Phonemic symbols
Phonemic transcription
Rhyme
Rhythm
Schwa
Sentence stress
Stress
Strong forms
Syllable
Unvoiced sound
Voiced sound
Vowel
Weak forms
Word stress
37Teaching Knowledge Test | wordlist
38
FUNCTIONS
Appropriacy
Appropriate
Colloquial
Declining, refusing an invitation
Enquiring
Express
Expressing ability
Expressing intention
Expressing necessity
Expressing obligation
Expressing permission
Expressing preference
Expressing probability
Formal (language)
Formality (level of)
Function
Functional exponent
Greeting
Inappropriate
Informal (language)
Informality (level of)
Instructing
Making a (polite) request
Negotiating
Neutral
Predicting
Register
Requesting
Speculating
Concepts and terminology for describing language skills
Accuracy
Authenticity
Context
Deduce meaning from context
Develop skills
Draft
Edit
Extensive listening/reading
Extract
Fluency
Infer attitude, feeling, mood
Intensive listening/reading
Interact
3838 Teaching Knowledge Test | wordlist
Interaction
Interactive strategies
Layout
Listen/read for detail
Listen/read for gist
Listen/read for mood
Note-taking
Oral fluency
Paragraph
Paraphrase
Predict
Prediction
Process
Process writing
Productive skills
Proofread
Receptive skills
Re-draft
Scan
Skill
Skim
Subskill
Summarise
Summary
Take notes
Text structure
Topic
Topic sentence
Background to language learning
Achievable target, goal
Acquire
Acquisition
Attention span
Auditory learner
Autonomous
Cognitive (processes)
Confidence
Conscious (of)
Deductive learning
Demotivate
Developmental error
Error
Expectation
Expose
Exposure
Factor
First language
Focus on form
Goals
Guidance
Ignore (errors)
Independent study
Inductive learning
Interference
Interlanguage
Kinaesthetic learner
L1/L2
Language awareness
Learner autonomy
Learner characteristics
Learner independence
Learner training
Learning resources
Learning strategies
Learning style
Linguistic
Mature
Maturity
Memorable
Memorise
Mother tongue
Motivate
Motivation
Natural order
Needs
Participate
Participation
Personalisation
Personalise
Pick up
Processing language
Proficient
Silent period
Slip
Target language culture
Unmotivated
Visual learner
Work language out
Background to language teaching
PRESENTATION TECHNIQUES, APPROACHES AND
INTRODUCTORY ACTIVITIES
Activity-based learning
Communicative Approach
Concept checking
Concept questions
Content-based learning
Contextualise
Define
Definition
Elicit
Emphasis
Emphasise
Functional Approach
Gesture
Grammar-Translation method
Guided discovery
Ice-breaker
Illustrate meaning
Introductory activity
Lexical Approach
Meaningful
Mime
Present
Presentation
Presentation, Practice and Production (PPP)
Situational presentation
Structural Approach
Task-based Learning (TBL)
Teaching strategy
Test-teach-test
Total Physical Response (TPR)
Warm up
Warmer
PRACTICE ACTIVITIES AND TASKS
Brainstorm
Categorisation
Categorise
Chant
Choral drill
Communicative activity
Controlled practice
Drill
Extension task
Freer practice
39Teaching Knowledge Test | wordlist
40 Teaching Knowledge Test | wordlist
Gap-fill
Guided writing
Individual drill
Information-gap activity
Jigsaw listening/reading
Jumbled paragraphs, pictures, sentences
Label
Less controlled practice
Mind map
Picture stories
Practice
Prioritising
Problem solving
Project work
Rank ordering
Restricted practice
Revise
Revision
Role-play
Substitution drill
Survey
Target language
Task
Task-type
Transformation drill
Visualisation
Visualise
Word map
ASSESSMENT
Achievement test
Assess
Assessment
Assessment criteria
Cloze test
Continuous assessment
Diagnose
Diagnostic test
Evaluation
Formal assessment, evaluation
Formative assessment, evaluation
Informal assessment, evaluation
Item
Learner profile
Matching task
Multiple-choice questions
Objective test
Open comprehension questions
Oral test
Peer assessment, evaluation
Placement test
Portfolio
Proficiency test
Progress test
Self-assessment, evaluation
Sentence completion
Sentence transformation
Subjective test
Summative test
Test
True/false questions
Tutorial
Module 2Lesson planning
Achieve aims, objectives
Aim
Analyse language
Anticipate language problems
Arouse, generate interest
Assumptions
Class profile
Components (of a lesson plan)
Conduct feedback
Consolidate
Elicit feedback
Enable
Encourage
Encouragement
Feedback
Focus on
Give feedback
Highlight
Lead-in
Main aim
Pace
Peer feedback
Personal aim
Pre-teach (vocabulary)
Procedure
Raise awareness
Recycle
Reflect on teaching
41Teaching Knowledge Test | wordlist
Reinforce
Scheme of work
Sequence
Set a question, task, test
Set the scene, the context
Specification, to specify (aims)
Stage
Step
Stimulate (discussion)
Student-centred
Subsidiary aim
Syllabus
Teacher talking time
Teacher-centred
Timing
Variety
Vary
Reference resources
Bilingual dictionary
Consult
Headword
Monolingual dictionary
Phonemic chart
Reference materials
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
Flipchart
Graded reader
Graph
Grid
Handout
Language laboratory
Leaflet
Learning centre
Overhead projector (OHP)
Overhead transparency (OHT)
Puppet
Realia
Resources
Rubric
Self-access centre
Supplementary material
Tapescript
Teacher’s book
Teaching aids
Textbook
Transcript
Video clip
Visual (aid)
Workbook
Worksheet
Module 3Teachers’ and learners’ language in the classroom
Ask for clarification
Clarify
Convey meaning
Facial expression
Hesitate
Model
Narrate
Praise
Prompt
Respond
Response
Word prompt
Learners’ mistakes and correction strategies
Correction code
Echo correct
Over-application of the rule
Over-generalisation
Reformulate
Reformulation
Repetition
Self-correction
Time line
42 Teaching Knowledge Test | wordlist
Classroom management
Active role
Classroom management
Closed pairs
Co-operate
Co-operation
Co-operative
Discipline
Dominant
Dominate
Energy levels
Get students’ attention
Grade (language)
Group dynamics
Interaction patterns
Involvement
Learning contract
Mingle
Mixed ability
Mixed level
Monitor
Nominate
One-to-one
Open class
Open pairs
Passive role
Rapport, build rapport
Routine
Seating arrangement
Seating plan
Teacher role
Teaching space
MODULE 1answer key
1 B
2 F
3 C
4 A
5 E
6 E
7 D
8 A
9 F
10 B
11 A
12 A
13 B
14 B
15 B
16 C
17 F
18 A
19 C
20 E
21 D
22 I
23 A
24 G
25 H
26 C
27 D
28 F
29 B
30 D
31 E
32 B
33 F
34 C
35 G
36 C
37 A
38 B
39 C
40 B
41 B
42 A
43 C
44 D
45 C
46 D
47 D
48 C
49 A
50 H
51 E
52 G
53 F
54 C
55 D
56 G
57 B
58 A
59 F
60 A
61 B
62 C
63 A
64 B
65 B
66 C
67 A
68 B
69 C
70 A
71 A
72 C
73 B
74 H
75 E
76 C
77 F
78 A
79 D
80 B
43Teaching Knowledge Test | answer keys
MODULE 3answer key
1 E
2 C
3 B
4 F
5 H
6 G
7 A
8 C
9 A
10 H
11 G
12 B
13 F
14 D
15 B
16 C
17 B
18 A
19 B
20 A
21 D
22 B
23 C
24 A
25 B
26 E
27 C
28 D
29 A
30 D
31 H
32 B
33 C
34 E
35 F
36 G
37 B
38 E
39 A
40 F
41 C
42 B
43 A
44 D
45 I
46 H
47 E
48 G
49 C
50 B
51 F
52 A
53 D
54 G
55 C
56 H
57 H
58 A
59 E
60 C
61 G
62 F
63 D
64 I
65 C
66 D
67 A
68 D
69 C
70 C
71 B
72 A
73 I
74 A
75 G
76 D
77 C
78 F
79 B
80 E
1 C
2 H
3 F
4 B
5 G
6 A
7 E
8 A
9 B
10 C
11 C
12 A
13 B
14 A
15 C
16 B
17 B
18 F
19 A
20 E
21 C
22 A
23 C
24 C
25 B
26 A
27 B
28 C
29 A
30 A
31 C
32 B
33 E
34 B
35 G
36 A
37 D
38 I
39 F
40 C
41 A
42 A
43 D
44 C
45 D
46 C
47 B
48 B
49 D
50 A
51 A
52 C
53 A
54 B
55 C
56 A
57 B
58 A
59 C
60 B
61 B
62 C
63 A
64 C
65 E
66 D
67 A
68 G
69 F
70 B
71 C
72 C
73 B
74 B
75 C
76 C
77 E
78 F
79 A
80 D
MODULE 2answer key
44 Teaching Knowledge Test | sample omr answer sheet
TKTSample OMR answer sheet
Recommended