TKT

Session 1

TKT Overview

The TKT Quiz

What do you know about TKT? Choose one of the options in bold to complete each
statement.

My answer Correct
answer
1. There are 2/3/4 core modules of the TKT.
2. There are also 2/3/4 additional modules.
3. Each module has 1/2/3/4/5 exam paper(s).
4. Each paper lasts for 60/80/100 minutes.
5. Each paper has 80/100/120 questions.
6. Each question is worth the same number of
points / weighted differently.
7. Lesson planning is tested in module 1/2/3.
8. Background language learning is tested in
module 1/2/3.
9. Classroom management is tested in module
1/2/3.
10. Which of the following is NOT one of the task
types in the TKT?
Matching / multiple-choice / sequencing /
odd-one-out / true and false
11. How is the TKT graded?
Pass-fail / distinction-pass-narrow fail-fail /
bands 4-3-2-1 / A-B-C-D-F
12. Only the top two / All bands receive a
certificate.
13. To demonstrate a more than basic knowledge
on the TKT (i.e. be awarded bands 4 or 3) you
need to score at least 45-50 / 55-60 / 65-70
points (out of 80).
14. You get 4 / 3 / just 1 certificate if you sit all the
core TKT modules.
15. The certificates arrive 2-3 days / 2-3 weeks / 2-
3 months after you sit the exam.
16. You can take each paper only once / twice /
as many times as you like.
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The aims of TKT

TKT aims at:
Testing candidates knowledge of concepts related to language, language use and
the background to and practice of language teaching and learning.
Providing 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.
Encouraging teachers in their professional development by providing a step in a
developmental framework of awards for teachers of English.

TKT candidates profile

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
Europes Common European Framework of Reference for Languages. This level is
specified in the Council of Europes Threshold document (Van Ek, J.A. & Trim, J.L.M.
(1998) Threshold, Cambridge: CUP). 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: www.CambridgeESOL.org/TKT

TKT content outline

TKT consists of three core 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.

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.
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TKT overview
Module Title Timing Test format
1 Language and background 1 hour 20 Three parts with 80
to language learning and minutes objective questions
teaching.
2 Lesson planning and use of 1 hour 20 Two parts with 80 objective
resources for language minutes questions
teaching
3 Managing the teaching and 1 hour 20 Two parts with 80 objective
learning process minutes questions

Cambridge ESOLs tests for teachers include:

The Teaching Knowledge Test (TKT)
TKT: Knowledge about Language (KAL)
TKT: Content and Language Integrated learning (CLIL)

Cambridge ESOLs practical, course-based qualifications for teachers include:

CELTA (Certificate in English Language Teaching to Adults)
ICELT (In-service Certificate in English Language Teaching)

TKT test administration, grading & results

TKT has three core modules (1, 2 & 3) and extra modules (CLIL, YL, KAL). These can
be taken together in one examination session or separately, in any order, over three or
more sessions.

Each module is free-standing. 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 bands.

Band A candidate at his 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

Cambridge ESOLs 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.

Certificates are despatched to Centres approximately two weeks after receipt of answer
sheets by Cambridge ESOL.
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Handout 1
Complete the table with the nine parts of speech in the box.

verbs exclamations adjectives conjunctions adverbs

determiners prepositions pronouns nouns

Part of speech Functions Examples

1. To name people, places, things, qualities,
ideas or activities.
2. To show an action, state or experience.
3. To describe or give more information about
a noun, pronoun or part of a sentence.
4. To describe or give more information about
how, when or where something happens.
5. To make clear which noun is referred to or
to give information about quantity.
6. To connect a noun, noun phrase or pronoun
to another word or phrase.
7. To replace or refer to a noun or noun phrase
just mentioned.
8. To join words, sentences or parts of
sentences.
9. To show a (strong) feeling especially in
informal spoken language.

Look at the table and decide the grammar for each suffix.

example meaning / function

-S

- ED

- ING

-S

-S
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Handout 2
Grammatical Structure Analysis
Examples:

ANALYSIS:

Meaning/use

Statement:

Form Question:

Negative:

Pronunciation

ANTICIPATED PROBLEMS:

Meaning/use

Form

Pronunciation
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Handout 3
Approaches to Presenting Grammar

Approach Definition

The teacher starts by presenting a grammar

rule (e.g. using examples sentences). This is
Presentation-Practice-Production followed by a controlled practice exercise
(e.g. a gap fill) and then by a freer practice
task (e.g. a role-play).

The teacher sets up an activity to see how

much students already know of the new
grammar area, e.g. a role-play, during which
Test-Teach-Test she closely monitors. The teacher then
presents the grammar rule, but adapts the
presentation based on the students real
knowledge. Students are then given practice.

Students are given a real-life task (e.g. make

a holiday brochure) and they ask the teacher
Task based learning
what language they need as they do it. After
that the students carry out the task.

The teacher uses the students L1 to explain

Translation the grammar rules.

Students work out the grammar rules of new

grammar area by themselves, e.g. by filling in
Guided discovery a grammar questionnaire (in groups). The
opposite of this approach is a lecture.

The grammar is presented in a text (aural or

written). Learners carry a task which
Text-Based highlights the target language. The teacher
can then cover MPF or learners can work this
out on their own with a GD Task.
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Handout 4
Are these activity types examples of controlled or freer practice?

Gap-fill

Discussion

Role play

Substitution drill

Translation

Matching activity

Write about your last holiday

Design a poster advertising Prague

Summarise a newspaper article which includes the target language

Fill in a table of past tense forms

Write 3 sentences about yourself using present simple and adverbs of frequency

Write 3 sentences about yourself

TKT Practice task

For questions 1-6, match the underlined words in the text below with the parts of speech listed A-
G. There is one extra option which you do not need to use.

Parts of speech
A conjunction
B preposition 1 ..
C noun 2 ..
D adverb 3 ..
E pronoun 4 ..
F verb 5 ..
G adjective 6 ..

I want you to write a (1) list of ten things which (2) you like. Do it (3) carefully. But dont talk to me
or your sister. (4) Ask me about any (5) difficult words you cant spell. (6) When you have
finished, you can watch television.
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Handout 5
In small groups, discuss the question below.
a. What is the difference between vocabulary and lexis?
b. Which term describes more accurately what we teach in the classroom? Why?
Task 2
What can you know about a lexical item? In small groups, pick a word or a phrase to
teach and complete the table.

Your word/phrase: ___________________________________

How it is spelled: The number of syllables

Phonemes Which syllable(s) are stressed

What part of speech it is Grammatically related forms

The basic, core meaning Other meanings

Connotation Appropriacy for certain social situations,

contexts, etc.

Restrictions on meaning Immediate collocates

False friends/cognates True friends/cognates

Lexical families

Synonyms Antonyms

Suffixes that can be added to the word Prefixes that can be added to the word

The visual image people typically have for Personal feelings about this word
this word

Pneumonic (things that help you remember the word).

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Handout 6
In groups, discuss these questions.

a. What aspects do teachers have to cover when they present the word/phrase the
first time?

b. What aspects can be taught when learners have been already introduced to a set
of words/phrases?

TKT Practice task

For questions 1-5, match the examples of vocabulary with the categories listed A-F. There is one extra
option which you do not need to use.

Examples of vocabulary Categories

1 impossible, unhappy, disadvantage, rename A synonyms
2 hard work, a heavy subject, a great idea B collocations
3 wonderful, marvellous, brilliant, great C compound nouns
4 longest, director, wooden, slowly D lexical set
5 oranges, apples, mangoes, bananas E words with suffixes
F words with prefixes
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Handout 7

Language Analysis: Lexis

For peer-teaching sessions and TPs you will fill in a similar form to the one below for
every lexical item you teach / pre-teach.

Word/phrase:

How you will convey meaning:

How you will check meaning (CCQs):

(at least 2)

Meaning: Anticipated problems Solutions

(at least 2)

Pronunciation Anticipated problems Solutions

(at least 2)

Form Anticipated problems Solutions

(at least 2)
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Handout 8
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Handout 9

Find 12 functions in the word search. Read the exponents below to help you.

W P R E F E R E N C E S
D I S A G R E E I N G W
O B C V T H A N K I N G
B P G N I S U F E R K I
L X O A G R E E I N G N
I Q N P D E D K U F A V
G Y M T Z V A J E O N I
A P O L O G I S I N G T
T H E N X C U S L H D I
I C L A R I F Y I N G N
O V F B J D T U Z N K G
N Z M G R E E T I N G L
G N I T P U R R E T N I

1. Please, forgive me for 5. Hello. My names Emily. 9. Sorry, what do you

what Ive done. mean?
2. I think you should talk to 6. I totally agree. 10. Im not so sure about
your parents. that.
3. Im very grateful for your 7. Excuse me, but Id like to 11. Students must take all
support. add something. tests to pass the course.
4. Would you like to have 8. Sorry, but Im afraid I 12. Id rather have some
dinner with us? cant. tea.

In pairs, discuss these questions.

1. What is a function?
2. Can you think of other functions?
3. The sentences above are all exponents, what do we mean by exponents?

TKT Practice task

For questions 1-6, match the example sentences with the functions listed A-G. There is one extra option
which you do not need to use.

Example sentences Functions

1 I dont think thats a very good idea. A describing
2 Its a beautiful place with a big river. B clarifying
3 He might be able to, Im not sure. C comparing
4 What I mean is D disagreeing
5 Id really love to fly to the moon. E wishing
6 Theyre much older than their friends. F suggesting
G speculating
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Handout 10

Phonological aspects
Task 1
In small groups, match the terms with the most appropriate definition.

a. Phonology ____ It represents only one phoneme.

b. Phoneme ____ We say different parts of the sentence with more or
less stress.
c. Phonemic symbol ____ A combination of two vowel sounds.
d. Phonemic script ____ Spoken language in which all words join to make a
connected stream of sounds.
e. Diphthong ____ Words distinguished by only one phoneme, e.g. ship
vs. sheep.
f. Word stress ____ The rise and fall of the voice when speaking.
g. Sentence stress ____ The study of the sound features used in a language to
communicate meaning.
h. Connected speech ____ The part of the word which we say with greater
energy. We pronounce the other syllables with less
energy (unstressed).
i. Rhythm ____ It is a set of phonemic symbols which show (in writing)
how words are pronounced.
j. Intonation ____ Pattern of stress.
k. Minimal pair ____ The smallest unit of sound that has meaning in a
language.
Task 2
Look at the English phonemes chart and
answer these questions:

a. How many consonants are there?

b. How many vowels are there?
c. What is the difference between a simple
vowel and a diphthong?
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Handout 11
For each word:

a. Identify the number of syllables

b. Underline the stressed syllable
c. Circle the unstressed syllable(s).

Comfortable afternoon Weekend

Controlled chocolate Secretary
Temperature interested Engineer

Read these sentences out loud stressing the word in bold. Then, match the
sentence to its possible meaning.

1. Ill walk with you to the station.
2. Ill walk with you to the station.
3. Ill walk with you to the station.
4. Ill walk with you to the station.
5. Ill walk with you to the station.
a. I dont want to bring my car.
b. But not back again.
c. But not as far as the park.
d. But Im not going with him.
e. Nobody else has offered.

Say Im sorry in these dialogues. In small groups discuss how you would
describe the intonation patterns.

1. - Why didnt you call and let me know?

- Im sorry.

2. - so, the quarterly rise should yield 24.7 per cent instead of
- Im sorry?
- I said 24.7 per cent rise instead of

3. - and we lost the house, the car and everything!

- I am sorry!

4. - Tonight youre the lucky winner of 4 million pounds!

- Im sorry?
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Handout 12

TKT Practice task

For questions 1-5, look at the questions about phonology and the possible answers. Choose the correct
answer A, B or C.

1 How many phonemes does the word heart have?

A two B three C four

2 How is paper written in phonemic script?

A pper B pp C pep

3 Which of the following is true about a stressed syllable?

A It contains the schwa sound. B It sounds stronger. C Its spoken fast.

4 Which of the following is a minimal pair?

A pin/bin B so/sing C lot/list

5 Which of the following is a contraction?

A see you B ASAP C havent
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DIS/AGREEING ENQUIRING

REQUESTING INTERRUPTING

SUGGESTING

I see your point. Oi, you!

Rubbish! Excuse me.

Im not sure I entirely

Would you mind telling
agree with what
me what time it starts?
youre saying.

How about
Absolutely. Wednesday?
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Can I just say

Can I have a coffee?
something here?

Would you mind if I Why dont we take a

open the window? break?

Pass the salt, please. Lets go to the cinema.

Wheres the railway

Lend me a pound.
station?

Have you considered Sorry to butt in but Id

offering better terms? like to add something.

Could you possibly let

I wonder if you could
me know by
tell me where Peter is.
Tuesday?