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Cambridge TKT Module 1 Worksheets PDF

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75% found this document useful (4 votes)

10K views141 pages

Cambridge TKT Module 1 Worksheets PDF

Uploaded by

Maxmudova Manzura

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as PDF, TXT or read online on Scribd

MODULE 1

WORKSHEETS
WITH TRAINER NOTES

COMPILED BY
TKT Module 1 Overview – Teacher’s Notes

Description
This activity gives an overview of the different areas of teaching knowledge tested in TKT
Module 1. Participants learn about the syllabus areas tested and practise doing some
Module 1 type tasks.

Time required: 60 minutes

Materials Participant’s worksheet 1 (cut into strips)
required:
Participant’s worksheet 2 (one for each participant)
Participant’s worksheet 3 (one for each participant)
Participant’s worksheet 4 (one for each participant)
Aims: To introduce the different areas that are tested in TKT Module 1
To provide practice in doing Module 1 tasks
Procedure
1. Warmer (10 minutes). Give each participant a strip from Participant’s worksheet 1,
which you should cut up before the session. There are fifteen strips, made up of five
topics and two examples of each topic (organised in groups of three in the handout).
For example: word formation and word groupings match with lexis. If there are fewer
or more than fifteen participants, reduce or repeat the number of strips as appropriate
making sure that you give out examples that match with a topic.
Tell participants that they have either a topic or an example on their strips of paper.
Ask them to walk around the room saying their topic/example to other participants
until they find two other people whose words/phrases match with theirs. When they
find their partners, they should sit down next to each other and discuss their topic.
2. Check answers with the whole group (see key below). Participants should stay in
their groups of three. Ask participants to work again in their groups of three and to
think of further examples for their topics. For example: grammar: noun; aspect, etc.
3. Tell participants that there are three parts to TKT Module 1 and that these topic areas
and the examples are all part of the testing focus for TKT Module 1 Part 1. TKT
Module 1 Part 1 tests candidates’ knowledge of terms and concepts for describing
language and language skills which are commonly used in English language
teaching. Hand out Participant’s worksheet 2 for participants to look at and
compare with the answers just given.
4. (15 minutes) Tell participants that you will now move on to TKT Module 1 Parts 2 and
3, which focus on knowledge of the background to language learning and the
background to language teaching. Hand out Participant’s worksheet 3. Ask
participants to complete the tasks in Exercise 1 on their own and then to work in
pairs to compare their answers.

© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo

TKT Module 1 Overview – Teacher’s Notes www.teachers.cambridgeesol.org

Page 1 of 9
5. Give out the answer key on Participant’s worksheet 4 for participants to check their
answers.
6. (15 minutes). In pairs, participants look at Exercise 2 on Participant’s worksheet 3
and look at the different example tasks again. They should choose from the box the
syllabus area being focused on in each of the example tasks (A–H). There may be
more than one syllabus area covered by example task. These are the syllabus areas
covered in Parts 2 and 3 of TKT Module 1.
7. Check answers together (see key below). Accept additional answers if participants
can justify them.
8. (15 minutes) Participants have now overviewed all three Parts of TKT Module 1.
Refer them to Exercise 3 on Participant’s worksheet 4. In groups of three, they
should decide if the statements about TKT Module 1 are True or False.
9. Check answers together (see key below).
10. Round up (5 minutes) Summarise points covered by asking:
How many parts are there to Module 1? (three)
What do the three parts focus on? (Part 1: terms for describing language and
language skills; Part 2: knowledge of factors in the language learning process;
Part 3: knowledge of methods, activities and tasks used in language teaching)
How long is the test and how many questions are there in the test? (1 hour
20 minutes; 80 questions)
Do candidates write long answers? (No, the tasks are all objective, e.g.
multiple choice, matching)
How do candidates record their answers? (They mark their answers on an
answer sheet by shading the correct lozenge. They are advised to do this as they
complete each task. There is no additional time provided to fill in the answer
sheet at the end.)

TKT Module 1 Overview – Teacher’s Notes www.teachers.cambridgeesol.org

Page 2 of 9
TKT Module 1 Overview – Answer Keys

Key to Procedure Step 2

• Grammar: parts of speech; the forms and use of grammatical structures
• Lexis: word formation, e.g. prefixes, suffixes, compounds; words groupings, e.g.
synonyms, antonyms
• Phonology: symbols from the International Phonetic Alphabet (IPA); phonemes, word
stress, sentence stress, intonation and connected speech
• Functions: a range of functions and their typical exponents; levels of formality in
functional language
• Language skills: reading, listening, speaking, writing; features of written and spoken
text, e.g. layout, organisation, accuracy, fluency

Key to Participant’s Worksheet 3

Exercise 1
Task 1 Task 2 Task 3 Task 4 Task 5
1. B 1. C 1. B 1. B 1. C
2. E 2. B 2. C 2. D 2. A
3. A 3. A 3. C 3. B
4. D

Exercise 2/ Procedure Step 7

Task 1 A, C, E
Task 2 G
Task 3 H
Task 4 F, B
Task 5 E, A

Key to Participant’s Worksheet 4

Exercise 3/ Procedure Step 9
1. False. Module 1 consists of three parts.
2. True
3. True
4. False. There are 80 questions
© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo

TKT Module 1 Overview – Answer Keys www.teachers.cambridgeesol.org

Page 3 of 9
5. True
6. True
7. True
8. True
9. False. Language proficiency is not tested in TKT.
10. False. TKT does not test the practical application of knowledge.
11. True
12. True

TKT Module 1 Overview – Answer Keys www.teachers.cambridgeesol.org

Page 4 of 9
TKT Module 1 Overview – Participant’s Worksheet 1
Grammar

Parts of speech

The forms and use of grammatical structures

Lexis

Word formation, e.g. prefixes, suffixes, compounds

Words groupings, e.g. synonyms, antonyms

Phonology

Symbols from the International Phonetic Alphabet (IPA)

Phonemes, word stress, sentence stress, intonation and connected speech

Functions

A range of functions and their typical exponents

Levels of formality in functional language

Language skills

Reading, listening, speaking, writing

Features of written and spoken text, e.g. layout, organisation, accuracy, fluency

TKT Module 1 Overview – Participant’s Worksheet 1 www.teachers.cambridgeesol.org

Page 5 of 9
TKT Module 1 Overview – Participant’s Worksheet 2
Module 1 Part 1
TKT Module 1 Part 1 tests candidates’ knowledge of terms and concepts common in English
language teaching that are used to describe language and its use and language skills and
subskills.

There are 6–8 tasks consisting of 40 questions.

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
• words 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
• features of written and spoken text, e.g. layout, organisation,
accuracy, fluency, authenticity

TKT Module 1 Overview – Participant’s Worksheet 2 www.teachers.cambridgeesol.org

Page 6 of 9
TKT Module 1 Overview – Participant’s Worksheet 3
Exercise 1
Complete the following examples of Module 1 Part 2 and Part 3 tasks.
Task 1: Match the questions (1–4) with the options (A–E). There is one extra option
which you do not need to use.

At the start of the class, the teacher

Build up learners’ confidence in their
A 1 writes on the board what she hopes the
abilities
learners will achieve in the lesson.

Make the learning aims clear to The teacher introduces a new topic by
B 2
learners using situations from learners’ own lives.

The teacher gives only positive

C Encourage learner autonomy 3
feedback on language.

Ask learners about their learning

D
preferences The teacher finds out how and when the
4
learners like to be corrected.
E Personalise lessons

Task 2: Choose the most appropriate answer to the questions.

1 Which of these does not involve putting things in order?

A ranking
B jumbled paragraphs
C labelling

2 What of these does not involve pair or group work?

A jigsaw reading
B choral repetition
C information gap

Task 3: Match the questions (1–3) with the options (A–D). There is one extra option
which you do not need to use.
1 To put students into a class at the correct level A progress test

2 To help students evaluate their own progress B placement test

3 To give students a test on language taught in the last C self-assessment

unit of their coursebook
D diagnostic test

TKT Module 1 Overview – Participant’s Worksheet 3 www.teachers.cambridgeesol.org

Page 7 of 9
Task 4: Match the questions (1–3) with the options (A–D). There is one extra option
which you do not need to use.
A Grammar Translation Lessons focus on completing an activity after
1 which relevant language is highlighted and
B Task-based learning (TBL) worked on.

Learners practise new structures orally only

C Total Physical Response (TPR) 2
after the teacher has introduced them.

Presentation, Practice and Learners perform actions in response to the

D 3
Production (PPP) teacher’s instructions.

Task 5: Match the questions (1–3) with the options (A–D). There is one extra option
which you do not need to use.

The learner enjoys practising

A
language in pairs and groups.
‘Most of the time should be spent doing
1
grammar exercises.’
The learner doesn’t want the
B
teacher to explain grammar.

The learner enjoys doing

‘I prefer working with other students to speaking
C language practice that focuses on 2
to the teacher in front of the class.’
accuracy.

The learner wants explanations of ‘Rules just confuse me – it’s better to work out
D 3
grammar rules. language from context.’

Exercise 2
Which syllabus area is being tested in the example tasks above? You may find that
each task focuses on more than one syllabus area.
A motivation E learner characteristics/learner needs
B exposure to language and focus on F presentation techniques and introductory
form activities
C the role of error G types of activities and tasks for language
and skills development
D differences between L1 and L2 H assessment types and tasks
learning

TKT Module 1 Overview – Participant’s Worksheet 3 www.teachers.cambridgeesol.org

Page 8 of 9
TKT Module 1 Overview – Participant’s Worksheet 4

Answer key to Participant’s Worksheet 3 Exercise 1

Check your answers with the key to the example tasks.
Task 1 Task 2 Task 3 Task 4 Task 5
1. B 1. C 1. B 1. B 1. C
2. E 2. B 2. C 2. D 2. A
3. A 3. A 3. C 3. B
4. D

Exercise 3
Look at the following statements about TKT Module 1. Talk with a partner and say if you
think they are True or False.
TKT Module 1
1. consists of two parts.
2. candidates have 1 hour and 20 minutes to do the test.
3. tasks are in the form of multiple choice tasks, odd-one out tasks, matching tasks.
4. has 100 questions to answer in the test.

TKT Module 1 tests knowledge of

5. grammar, lexis, phonology and functions.

6. the skills of writing, reading, listening and speaking.

7. phonemic script.

8. the background to language learning.

9. the accuracy of teachers’ language use.

10. how to design materials for the classroom.

11. a range of methods, tasks and activities.

12. the terms used to describe language.

TKT Module 1 Overview – Participant’s Worksheet 4 www.teachers.cambridgeesol.org

Page 9 of 9
TKT Module 1: Describing language: Grammar – Teacher’s Notes

Description
Participants will discover what is covered by the TKT Module 1 Part 1 syllabus area relating
concepts and terminology for describing language: grammar. They will look at parts of
speech and the understanding of form and use of grammatical structures.

Time required: 60 minutes

Materials Participant’s Worksheet 1 (one for each pair)
required:
Participant’s Worksheet 2 (one for each participant)
Participant’s Worksheet 3 (one for each participant)
Participant’s Worksheet 4 (one for each participant)
Sample Task (one for each participant)
Aims: To provide an opportunity for participants to discuss the form and
use of parts of speech and grammatical structures
To provide practice in completing tasks in which grammar is the
testing focus.

Procedure
1. (10 minutes) On the board write:
A word used to show an action, state, event or process.
Elicit what is being described here (a verb) and that verbs are a part of speech.
2. Hand out Participant’s worksheet 1 to pairs of participants. The words in the puzzle
are all parts of speech. Participants answer the clues to complete the puzzle.
3. Check answers together (see key below). Explain that
• identifying parts of speech falls into the syllabus area of ‘concepts and
terminology for describing language’, which is tested in TKT Module 1 Part 1
• the words and clues in the puzzle were taken from the grammar section of the
TKT Glossary.
4. (10 minutes) Hand out Participant’s worksheet 2 Exercise 1. In the same pairs,
participants look at the underlined words in the sentences and match them with the
words from the puzzle on Participant’s worksheet 1.
5. Check answers together (see key below).
6. (15 minutes) Ask participants to look at the first underlined word again (she). Ask:
What kind of word is this again (a pronoun)
What kind of pronoun is it? (subject pronoun, personal pronoun)

TKT Module 1: Describing language: Grammar – Teacher’s Notes www.teachers.cambridgeesol.org

Page 1 of 9
7. Refer participants to Participant’s worksheet 2 Exercise 2. Divide the participants
into two groups, A and B. Group A looks again at the underlined words 1–10 in the
sentences and Group B looks at the underlined words 11–20. They match each word
to a more specific term from the box at the bottom of the work sheet. Some of the
words may have more than one term.
8. When the participants have finished, re-group them so that they work in pairs – one
from Group A and one from Group B and share their answers.
9. Hand out Participant’s worksheet 3 and ask participants to check their answers
with the key on the worksheet.
10. (10 minutes) Tell participants that in this syllabus area of ‘concepts and terminology
for describing language’ they will also be tested on their knowledge of the form and
use of grammatical structures. Hand out Participant’s worksheet 4. Check
participants are clear about the headings of the three columns (Grammatical
structure, How it is made and example and What it means/how it is used) by looking
at the example of the present continuous in the first row. In pairs, they then fill in the
gaps (1–6) in the table.
11. Check answers together (see key below).
12. (10 minutes) Give out Sample Task. Participants complete the sample task on their
own then compare their answers with a partner.
13. Check answers together (see key below).
14. (5 minutes) Round up to summarise points covered. Ask participants:
• What is the TKT Module 1 syllabus area for this lesson? (concepts and
terminology for describing language – grammar)
• What areas do you find difficult about this syllabus area? (allow
participants to share ideas)
• How can you prepare for this section of the test? (Look at the grammar
section in the TKT Glossary and make sure that you are familiar with the
terms and the uses of the structures listed.)

TKT Module 1: Describing language: Grammar – Teacher’s Notes www.teachers.cambridgeesol.org

Page 2 of 9
TKT Module 1: Describing language: Grammar – Answer Keys

Key to Participant’s worksheet 1

1E
X
C
2D L
3V E R B 4P A
T R M
5A E 6A E A
D R R P T
J M 7N T O I
E I O I S O
8C O N J U N C T I O N
T E N L T
I R E I
V O
9A D V E R B 10P R O N O U N
Across:
3: verb; 8: conjunction; 9: adverb; 10: pronoun
Down:
1: exclamation; 2: determiner; 4:preposition; 5: adjective; 6: article; 7: noun

Key to Participant’s worksheet 2

Question Exercise 1 Exercise 2

1. She pronoun subject pronoun, personal pronoun
2. always adverb adverb of frequency
3. furniture noun uncountable noun, collective noun
4. housework noun uncountable noun, compound noun
5. Robert noun proper noun
6. taller adjective comparative adjective
7. his pronoun; determiner possessive pronoun, determiner
8. Can verb modal verb, modal auxiliary
9. good adjective adjective
10. book noun countable noun
11. him pronoun; determiner object pronoun
12. tomorrow adverb adverb of time

TKT Module 1: Describing language: Grammar – Answer Keys www.teachers.cambridgeesol.org

Page 3 of 9
13. Ouch! exclamation exclamation
14. standing verb intransitive verb
15. my adjective possessive adjective
16. saw verb transitive verb
17. in preposition preposition of place
18. didn’t verb auxiliary verb
19. said verb reporting verb
20. a article indefinite article

Key to Participant’s Worksheet 4

1) Past simple
2) subject + present of the verb, e.g. I get up at 7.00 every day.
3) Present perfect simple
4) To talk about an obligation, something that is necessary
5) subject + present tense of the verb to be + going to + base form, e.g. I’m going to take
the train.
6) First conditional

Key to Sample Task

1 F 2 E 3 B 4 A 5 D

TKT Module 1: Describing language: Grammar – Answer Keys www.teachers.cambridgeesol.org

Page 4 of 9
TKT Module 1: Describing language: Grammar – Participant’s
Worksheet 1
Complete the puzzle with parts of speech.

Across
3. A word used to show an action, state, event or process, e.g. ‘I like cheese.’; ‘He speaks Italian.’
8. A word used to connect words, phrases, clauses or sentences, e.g. ‘I like tea but I don’t like coffee
because it’s too strong for me.’
9. A word that describes or gives more information about how, when, where or to what degree
something is done, e.g. ‘He worked quickly and well.’
10. A word that replaces or refers to a noun or a noun phrase just mentioned, e.g. ‘I saw John
yesterday. He looked very well.’

Down
1. An expression used to show a strong feeling, e.g. Oh! Wow!
2. A word which makes clear which noun is referred to or to give information about quantity, e.g. this,
that, some, any, my, that car is mine.
4. ‘On’ ‘under’ ‘over,’ for example
5. A word that describes or gives more information about a noun or pronoun, e.g. a cold day.
6. ‘The’, ‘a’, ‘an’, for example
7. A person, place or thing, e.g. elephant, girl, grass, school

TKT Module 1: Describing language: Grammar – Participant’s Worksheet 1 www.teachers.cambridgeesol.org

Page 5 of 9
TKT Module 1: Describing language: Grammar – Participant’s
Worksheet 2

Exercise 1
Look at the underlined words in the sentences below and match them with the words from
Participant’s worksheet 1, given in the box.

exclamation determiner verb preposition adjective article

noun conjunction adverb pronoun

A. (1) She (2) always moves the (3) furniture when she does the (4) housework.

B. (5) Robert is (6) taller than James and (7) his hair is longer.

C. (8) Can you buy a (9) good (10) book for Jim?

D. I’ll give it to (11) him for his birthday (12) tomorrow?

E. (13) Ouch! You’re (14) standing on (15) my foot.

F. John (16) saw Fred last week (17) in town. I (18) didn’t see him myself but he (19)
said he was carrying (20) a suitcase.

Exercise 2
Group A: Look at the underlined words 1–10 in the sentences again.
Group B: Look at the underlined words 11–20 in the sentences again.
Both groups: Match your words with a more specific term from the box below. Some of the
words may have more than one term.

modal verb possessive pronoun countable noun adjective

possessive adjective indefinite article collective noun determiner
reporting verb auxiliary verb adverb of time compound noun
object pronoun proper noun personal pronoun
uncountable noun modal auxiliary transitive verb
subject pronoun exclamation uncountable noun
preposition of place comparative adjective intransitive verb

TKT Module 1: Describing language: Grammar – Participant’s Worksheet 2 www.teachers.cambridgeesol.org

Page 6 of 9
TKT Module 1: Describing language: Grammar – Participant’s
Worksheet 3

Key to Participant’s worksheet 2 Exercise 2

1. She subject pronoun, personal pronoun

2. always adverb of frequency
3. furniture uncountable noun, collective noun
4. housework uncountable noun, compound noun
5. Robert proper noun
6. taller comparative adjective
7. his possessive pronoun, determiner
8. Can modal verb, modal auxiliary
9. good adjective
10. book countable noun
11. him object pronoun
12. tomorrow adverb of time
13. Ouch! exclamation
14. standing intransitive verb
15. my possessive adjective
16. saw transitive verb
17. in preposition of place
18. didn’t auxiliary verb
19. said reporting verb
20. a indefinite article

TKT Module 1: Describing language: Grammar – Participant’s Worksheet 3 www.teachers.cambridgeesol.org

Page 7 of 9
Grammatical structure How it is made and example What it means/how it is used

Present continuous subject + present tense of the verb to to talk about an action happening
be + ing form of verb, e.g. I am at the time of speaking.
working at the moment.
Worksheet 4

1) subject + past tense of the verb, e.g. to talk about an action completed
I went to France last year. at a specific time on the past.

Present simple 2) to talk about a routine or habit.

3) subject + present of the verb to have to talk about things you have
+ past participle, e.g. I’ve been to experienced on your life
France many times.

information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo

Modal verb - must subject + base form of the verb e.g. 4)
You must be home by 10.00.

Future with going to 5) to express intention

6) If + subject + present simple + to talk about something that is

subject + will + bare infinitive, e.g. If I possible in the future and the
TKT Module 1: Describing language: Grammar – Participant’s

see him I’ll tell him. action that will be taken

TKT Module 1: Describing language: Grammar – Participant’s Worksheet 4 www.teachers.cambridgeesol.org

Page 8 of 9
TKT Module 1: Describing language: Grammar – Sample Task

For questions 1–5 match the example sentences with the grammatical terms listed A–F.
Mark the correct letter (A–F) on your answer sheet.

There is one extra option which you do not need to use.

Example sentences Grammatical terms

A gerund
1 Then I realised what had happened.

B present perfect simple

2 Many old houses are made of wood.

C present perfect continuous

3 We’ve never seen a whale before.

D reported speech
4 He doesn’t like playing chess.

E present simple passive

5 She said she was really upset.

F past perfect simple

TKT Module 1: Describing language: Grammar – Sample Task www.teachers.cambridgeesol.org

Page 9 of 9
TKT Module: 1 Describing language: Lexis – Teacher’s Notes

Description
This activity covers the TKT Module 1 Part 1 syllabus area of concepts and terminology for
describing language relating to lexis. Teachers consider the various aspects of lexis that
learners may need to know and do a practice activity.

Time required: 60 minutes

Materials Participant’s Worksheet 1 (one per pair)
required:
Participant’s Worksheet 2 (one for each participant)
Participant’s Worksheet 3 (cut into strips, 1 set per pair)
Participant’s Worksheet 4 (cut into strips, 1 set per pair)
Sample Task (one for each participant)
Aims: To provide an opportunity for participants to discuss lexis: types of
meaning, word formation, word groupings and register.
To provide practice in completing tasks in which lexis is the testing
focus.

Procedure
1. Before the session, copy Participant’s worksheets 3 and 4 so there is one copy of
each for every pair of participants. Cut each worksheet into strips and keep the sets
of strips together.
2. (10 minutes) On the board write the following letters arranged in a circle on the
board. A C R V B A U Y O L. Ask participants to arrange the letters so make a word
which has something to do with language learning (vocabulary). Write this on the
board. Elicit another word which means the same as vocabulary (lexis) and write this
on the board.
3. Give each pair a copy of Participant’s worksheet 1. First, ask them to fold over the
box at the very bottom of the worksheet (they don’t need to look at this until Step 7).
Participants unjumble each set of letters to make eight different lexical terms. Check
answers together (see key below).
4. Tell participants that:
• lexis including types of meaning, word formation, words grouping and register
are all part of the syllabus area ‘concepts and terminology for describing
language’, which is a tested in TKT Module 1 Part 1
• the words in Step 1 were taken from the grammar section of the TKT Glossary.
5. (15 minutes) Hand out Participant’s worksheet 2 to each participant, and
Participant’s worksheet 3 (cut up) to each pair. In pairs, participants match the
words with the definitions on Participant’s worksheet 2. Check answers together

TKT Module: 1 Describing language: Lexis – Teacher’s Notes www.teachers.cambridgeesol.org

Page 1 of 8
(see key below). Make sure participants keep worksheet 2 and the terms from
worksheet 3 in front of them.
6. (15 minutes) Hand out Participant’s worksheet 4 (cut up). Participants match an
example from the worksheet with the words and definitions from Step 5.
7. Refer participants back to Participant’s worksheet 1 so participants can check their
answers with the box at the bottom of the page.
8. (10 minutes) Give out Sample Task. Participants complete the sample task on their
own then compare their answers with a partner. Check answers together (see key
below).
9. (5 minutes) Round up to summarise points covered. Ask participants:
• What is the TKT Module 1 syllabus area for this lesson? (concepts and
terminology for describing language - lexis)
• What issues do you find difficult about this syllabus area? (allow
participants to share ideas)
• How can candidates prepare for this section of the test? (look at the lexis
section in the TKT Glossary and make sure that they are familiar with the terms
and the uses of the terms listed).

TKT Module: 1 Describing language: Lexis – Teacher’s Notes www.teachers.cambridgeesol.org

Page 2 of 8
TKT Module 1: Describing language: Lexis – Answer Keys

Key to Participant’s Worksheet 1

1. antonym
2. affix
3. collocation
4. homophone
5. prefix
6. compound
7. synonym
8. suffix

Key to Participant’s Worksheet 2

1. synonym 10. antonym
2. prefix 11. lexical set
3. false friend/(cognate) 12. compound
4. affix
13. root word, base word
5. phrasal verb
14. collocation
6. homonym
15. idiom
7. word family
16. homophone
9. suffix
17. register

Key to Sample Task

1 H 2 F 3 D 4 G 5 C 6 A 7 B

TKT Module 1: Describing language: Lexis – Answer Keys www.teachers.cambridgeesol.org

Page 3 of 8
TKT Module 1: Describing language: Lexis – Participant’s Worksheet 1

Complete the puzzle with parts of speech.

1. 5.
T M R P
A Y E I
N N F X
O

2. 6.
F A C U
I X D P
F O N
M O

3. 7.
O L M Y
L O N N
C O C O S
N T Y
A I N

4. 8.
M O X F
H P F S
O O U I
H N
E
M. Root word, base word
K. Phrasal verb
F. Homophone
E. False friend

P. Word family
C. Collocation
D. Compound

G. Homonym

I. Lexical set

O. Synonym
B. Antonym

L. Register
H. Idiom

N. Suffix
J. Prefix
A. Affix

TKT Module 1: Describing language: Lexis – Participant’s Worksheet 1 www.teachers.cambridgeesol.org

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TKT Module 1: Describing language: Lexis – Participant’s Worksheet 2

Match the definitions below with the terms for the lexical items.
1. a word which has the same or nearly the same meaning as another word

2. a meaningful group of letters added to the beginning of a root or base word to

make a new word, which can be a different part of speech from the original word

3. a word in the target language which looks or sounds as if it has the same
meaning as a similar word in the learners’ first language but does not

4. a meaningful group of letters added to the beginning or end of a word to make a

new word, which can be a different part of speech from the original word

5. a verb which is made up of more than one word (e.g. a verb + adverb particle or
preposition) which has a different meaning from each individual word

6. a word with the same spelling as another word, but which has a different meaning

7. a group of words that are related to each other by their root or base word

8. a meaningful group of letters added to the end of a root or base word to make a
new word, which can be a different part of speech from the original word

9. the opposite of another word

10. a group of words or phrases that are about the same content topic or subject

11. nouns, verbs, adjectives or prepositions that are made up of two or more words
with one unit of meaning

12. a basic word or part of a word from which other words can be made by adding a
prefix or suffix or in some other way

13. words which are regularly used together. The relation between the words may be
grammatical or lexical.

14. a group of words that are used together, in which the meaning of the whole word
group is different from the meaning of each individual word

15. a word which sounds the same as another word, but has a different meaning or
spelling

16. the formality or informality of the language used in a particular situation

TKT Module 1: Describing language: Lexis – Participant’s Worksheet 2 www.teachers.cambridgeesol.org

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TKT Module 1: Describing language: Lexis – Participant’s Worksheet 3

Affix
Antonym
Collocation
Compound

False friend
Homonym

Homophone
Idiom
Lexical set
Phrasal verb
Prefix
Register
Root word, base word
Suffix
Synonym
Word family

TKT Module 1: Describing language: Lexis – Participant’s Worksheet 3 www.teachers.cambridgeesol.org

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TKT Module 1: Describing language: Lexis – Participant’s Worksheet 4

A. interview, interviewer; tidy untidy

B. hot is the opposite of cold

C. when certain verbs go with particular prepositions, e.g. depend on, good at or
when a verb like make or do goes with a noun, e.g. do the shopping, make a
plan

D. assistant office manager, long-legged

E. In French ‘libraire’ is a place where people can buy books. In a library in English,
you do not buy books but borrow them instead.

F. bit (past tense of ‘bite’) and a bit (a little)

G. I knew he had won; I bought a new book

H. She felt under the weather means that she felt ill

I. weather – storm, to rain, wind, cloudy

J. look after – A mother looks after her children

K. appear – disappear

L. Formal language used in a job applications, informal language used with friends.

M. photograph is the root or base of photographer and photographic

N. care – careful

O. nice is similar in meaning to pleasant

P. economy, economist, economic

TKT Module 1: Describing language: Lexis – Participant’s Worksheet 4 www.teachers.cambridgeesol.org

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TKT Module 1: Describing language: Lexis –Sample Task

For questions 1–7 match the examples of vocabulary with the categories listed A–H.
Mark the correct letter (A–H) on your answer sheet.

There is one extra option which you do not need to use.

Examples of vocabulary Categories

A synonyms
1 colour, color; realise, realize; theatre, theater

B lexical set
2 traffic lights; alarm clock; seat belt

C collocations
3 childish; successfully; dependable

D word + suffix
4 turn up; turn off; turn into

E prefix + word
5 catch a cold; catch a bus; catch a thief

F compounds
6 sad; miserable; unhappy

7 ankle; stomach; knee; heart G phrasal verbs

H American and British

English

TKT Module 1: Describing language: Lexis –Sample Task www.teachers.cambridgeesol.org

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TKT Module 1: Describing language: Functions – Teacher’s Notes

Description
This activity introduces teachers to functions and their exponents, tested in TKT Module 1
Part 1 (concepts and terminology for describing language: functions). Participants consider
the exponents of different functions, the importance of context and the effect of register.

Time required: 55 minutes

Materials Participant’s Worksheet 1 (one for each pair)
required:
Participant’s Worksheet 2 (cut into strips)
Participant’s Worksheet 3 (one for each participant)
Sample Task (one for each participant)
Aims: To provide an opportunity for participants to discuss functions
including context, levels of formality and appropriacy
To familiarise participants with a range of functions and their typical
exponents.
To provide practice in completing tasks in which functions is the
testing focus.

Procedure
1. Before the session, cut Participant’s worksheet 2 into strips, so there is one strip
for each participant. Repeat some strips if necessary.
2. (10 minutes) On the board write: Expressing certainty, Expressing a dislike,
Comparing, Speculating. Elicit that we call these aspects of language functions
(ways of describing how particular chunks of language are used).
3. Put participants into pairs. Give each pair a copy of Participant’s worksheet 1. Tell
participants that there are ten functions in the word search activity. Allow them three
minutes to find as many as they can. If participants are finding it difficult, give them
some of the words or give clues.
4. Check answers together (see key below). Explain that ‘functions’ fall into the
syllabus area of ‘concepts and terminology for describing language’, which is tested
in TKT Module 1 Part 1.
5. (10 minutes) Go back to the functions written on the board in Step 2. Elicit one or two
exponents of each function and write them on the board, e.g.
• Expressing certainty - I’m sure
• Expressing a dislike – I don’t like...
• Apologising – I’m sorry
• Speculating – it might be...

TKT Module 1: Describing language: Functions – Teacher’s Notes www.teachers.cambridgeesol.org

Page 1 of 9
Make sure participants are clear on the difference between a function and its
exponents (the function is the purpose of what you are saying; the exponent is the
words you use to say it).
6. Give each participant a strip with one function from Participant’s worksheet 2. Ask
them to write an exponent for their function on the back of the strip. They should
check their example with a partner so that they can help and correct each other.
7. Ask participants to walk around the room saying their example exponents to other
participants. The other participants listen and say what the function is that is being
expressed, e.g. One participant might say ‘I don’t like football’, the other participants
should say ‘expressing dislike’.
8. Feed back to deal with any questions arising from the exercise.
9. (10 minutes) On the board, write:
Fred: I’m sorry, I’ll buy you a new one.
Beth: Don’t worry, it wasn’t a special one.
Fred: Sorry?
Beth: I said it wasn’t a special one.
Underline the word sorry and elicit
• the two different functions being expressed by this word (I’m sorry is
apologising for doing something wrong, e.g. breaking something and Sorry?
is asking for repetition).
• what made it possible to know what the function was (context/situation).
10. Ask participants to look at the functions and exponents on their strips Steps 6 and 7.
In pairs, participants discuss the different possible contexts/situations of their
functions and exponents.
11. (10 minutes) On the board, write:
• I must apologise for the delay.
• I’m sorry I think we may be a bit late.
• Sorry but I’m being as quick as I can, you know.
Establish that each of these is expressing the function of apologising, but in different
ways. Elicit how they are different (level of formality/register. The first is formal the
second is neutral and the third is informal).
12. Put participants into groups of three. Hand out Participant’s worksheet 3.
Participants decide what the functions of the exponents on the worksheet are and if
they are formal, informal or neutral.
13. Check answers together (see key below).
14. (10 minutes) Give out Sample Task. Participants complete the sample task on their
own then compare their answers with a partner.
15. Check answers together (see key below).

TKT Module 1: Describing language: Functions – Teacher’s Notes www.teachers.cambridgeesol.org

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16. (5 minutes) Round up to summarise points covered. Ask participants:
What is the TKT Module 1 syllabus area for this lesson? (concepts and
terminology for describing language – functions)
What is the testing focus for this syllabus area? (context, levels of formality,
appropriacy, a range of functions and their typical exponents)
What do you understand by ‘appropriacy’ in relation to functions? (using a
suitable exponent in a particular situation, e.g. formal exponents in formal
situations, less formal exponents in less formal situations)
How can participants prepare for this section of the test? (look at the
functions section in the TKT Glossary and make sure that they are familiar with
the terms and the uses of the functions listed. Also look in coursebooks for
functional language.)

TKT Module 1: Describing language: Functions – Teacher’s Notes www.teachers.cambridgeesol.org

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TKT Module 1: Describing language: Functions – Answer Keys

Key to Participant’s worksheet 1

The words are: praising, requesting, advising, agreeing, inviting, thanking, refusing,
suggesting, apologising, greeting.
Shown in bold in the grid below, with the initial letter of each word shaded grey.

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

Key to Participant’s Worksheet 3

1. thanking neutral
2. requesting formal
3. inviting informal
4. requesting neutral
5. refusing informal
6. agreeing neutral
7. introducing yourself neutral
8. refusing formal
9. inviting neutral
10. introducing yourself formal
11. requesting informal
12. inviting formal
13. agreeing informal
14. thanking formal

TKT Module 1: Describing language: Functions – Answer Keys www.teachers.cambridgeesol.org

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Key to Sample Task
1 F 2 B 3 H 4 A
5 C 6 G 7 D

TKT Module 1: Describing language: Functions – Answer Keys www.teachers.cambridgeesol.org

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TKT Module 1: Describing language: Functions – Participant’s
Worksheet 1

Find ten functions in the word search.

TKT Module 1: Describing language: Functions – Participant’s Worksheet 1 www.teachers.cambridgeesol.org

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TKT Module 1: Describing language: Functions – Participant’s
Worksheet 2

Asking for an opinion

Introducing yourself

Introducing someone else

Clarifying

Praising

Requesting

Advising

Agreeing

Inviting

Thanking

Refusing

Suggesting

Complaining

Greeting

TKT Module 1: Describing language: Functions – Participant’s Worksheet 2 www.teachers.cambridgeesol.org

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TKT Module 1: Describing language: Functions – Participant’s
Worksheet 3

Look at the exponents.

• What are the functions of the exponents?
• Are they formal (F), informal (I), or neutral (N)?

1. Thanks a lot

2. Do you think you could possibly open the window?

3. Come round to my house for a bite to eat?

4. Can you open the window, please?

5. No way! I’m not doing that.

6. I agree with that.

7. Hello, I’m Josephine.

8. I’m sorry but I’m afraid I can’t.

9. Would you like to come to dinner?

10. I don’t believe we’ve met. My names James Sanders.

11. Open the window, will you?

12. Mr and Mrs Smith request the pleasure of your company for dinner.

13. Yeah. You’re right there.

14. Thank you very much indeed.

TKT Module 1: Describing language: Functions – Participant’s Worksheet 3 www.teachers.cambridgeesol.org

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TKT Module 1: Describing language: Functions – Sample Task

Exercise 3
For questions 1–7 match the example sentences with the functions listed A–H.
Mark the correct letter (A–H) on your answer sheet.

There is one extra option which you do not need to use.

Example sentences Functions

A describing ability
1 Let’s go to that new restaurant.

B describing possibility
2 They might win – you never know in cup matches!

C asking for permission

3 Watch out! That’s dangerous.

D requesting
4 My son can speak three languages fluently.

E asking for advice

5 Is it OK if I open the window?

F suggesting
6 Shall I show you how the camera works?

G offering
7 Could you pass me my bag?

H warning

TKT Module 1: Describing language: Functions – Sample Task www.teachers.cambridgeesol.org

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TKT Module 1: Learner characteristics – Teacher’s Notes

Description
Teachers explore what is covered by learner characteristics, a syllabus area in TKT Module
1 Part 2. They discuss their own learning styles and other aspects which may influence their
students’ behaviour when learning languages.

Time required: 60 minutes

Materials Participant’s Worksheet 1 (one for each pair)
required:
Participant’s Worksheet 2 (one for each participant)
Participant’s Worksheet 3 (one for each participant)
Participant’s Worksheet 4 (one for each participant)
Sample Task (one for each participant)
Aims: To provide an opportunity for participants to discuss learner
characteristics including: common learning styles and preferences,
common learning strategies, maturity, past language experiences
and how learner characteristics affect learning.
To provide practice in completing tasks in which grammar is the
testing focus.

Procedure
1. (5 minutes) On the board write: Learner characteristics. Elicit
• What do participants understand by this? (the typical things about a
learner or learners that influence their learning).
• What examples can you think of? (age, L1, past learning experience,
learning style.
2. Give out Participant’s worksheet 1 to each pair of participants. The words in the
puzzle are all learning styles. Participants answer the clues to complete the puzzle.
3. Check answers together (see key below). Point out that learning styles falls into the
syllabus area of learner characteristics, which is a tested in TKT Module 1 Part 2.
Ask participants if anyone knows what their learning style is. Ask them to write down
what learning style they are or think they might be.
4. (10 minutes) Hand out Participant’s worksheet 2. Participants do the questionnaire
with a partner. Then hand out Participant’s worksheet 3 so that they can add up the
number of V, A or K answers they got and see if they are more visual, auditory or
kinaesthetic. Ask them to check this against what they wrote in Step 3.
5. (5 minutes) Hand out Participant’s worksheet 4. Participants look at Exercise 1
and decide which classroom activity would suit which type of learner. Check answers
together (see key below).
© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
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TKT Module 1: Learner characteristics – Teacher’s Notes www.teachers.cambridgeesol.org

Page 1 of 9
6. (10 minutes) Discuss together briefly:
• What effect do learning styles have on the way students behave in class?
(they may respond better or worse to different types of activities and
techniques)
• How can your learning style help you to become a better learner? (we
may adopt different strategies according to our learning styles.)
Focus on Participant’s worksheet 4 Exercise 2. Participants discuss strategies
which might help learners with these aspects of language learning.
7. (5 minutes) Hand out Participant’s worksheet 5. Participants match the suggestions
on the worksheet with the aspects of learning on Participant’s worksheet 4
Exercise 2. Check answers together (see key below).
8. (10 minutes) Ask participants:
• What other learner characteristics, apart from learning styles and learning
strategies, influence the way we learn? (L1, culture, age/maturity, past
language learning experiences)
Put participant to talk in pairs about:
• What are some of the different learner characteristics of children,
teenagers and adults?
• What effect can learners’ past learning experiences have on learner
characteristics?
9. Feed back with the whole group for participants to share ideas. See key below for
ideas.
10. (10 minutes) Give out the Sample Task. Participants complete the sample task on
their own then compare answers with a partner. Check answers together (see key
below).
11. (5 minutes) Round up to summarise points covered. Ask participants:
• What is the TKT Module 1 syllabus area for this lesson? (Learner
characteristics)
• What are the areas tested in this part of the text? (common learning styles
and preferences, common learning strategies, maturity, past language learning
experiences, how learner characteristics affect learning).
• What issues do you find difficult about this syllabus area? (allow
participants to share ideas)
• What experiences have you had with learners’ different learning styles?
(allow participants to share ideas)

TKT Module 1: Learner characteristics – Teacher’s Notes www.teachers.cambridgeesol.org

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TKT Module 1: Learner characteristics – Answer Keys
Key to Participant’s Worksheet 1
1A 2K
U I
D N
3V I S U A L
T E
O S
R T
Y H
E
T
I
C
Key to Participant’s Worksheet 4 Exercise 1
1. Visual 4. Auditory
2. Auditory 5. Kinaesthetic
3. Kinaesthetic 6. Visual
Key to Participant’s Worksheet 5 (Procedure Step 7)
1. E 2. D 3. G 4. B 5. F 6. A 7. C

Key to Procedure Step 9

What are some of the different learner characteristics of children, teenagers and
adults? Differences in
• length of time they can pay attention/ concentrate
• ability to stay still
• ability to control behaviour
• attitude to making mistakes
• attitude to taking risks
• levels of self consciousness
• being able to bring life experiences to learning.
What effect can learners’ past learning experiences have on learner characteristics?
• previous experience of learning may be very different to the approach taken by the
current teacher; this change may or may not be welcomed
• learners may have tried to learn a language before and failed
• learners may have fixed ideas about the best way of learning.

Key to Sample Task

1. D 2. C 3. A 4. H 5. E 6. G 7. F

TKT Module 1: Learner characteristics – Answer Keys www.teachers.cambridgeesol.org

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TKT Module 1: Learner characteristics – Participant’s Worksheet 1

Complete the puzzle with learning styles using the clues below.

Across
3. A learner who finds it easier to learn when they can see things written down or in a
picture. This type of learner may like the teacher to write a new word on the board and
not just say it aloud.

Down
1. A learner who remembers things more easily when they hear them spoken. This type of
learner may like the teacher to say a new word aloud and not just write it on the board.

2. A learner who learns more easily by doing things physically. This type of learner may like
to move around or move objects while learning.

TKT Module 1: Learner characteristics – Participant’s Worksheet 1 www.teachers.cambridgeesol.org

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TKT Module 1: Learner characteristics – Participant’s Worksheet 2

VAK Learning Style Questionnaire

What is your preferred Learning Style?
What kind of learner are you?

For each of the following questions, chose and circle the answer that describes you best.
1. When spelling a word, do you 6. When you relax, do you
A hear or say the word to yourself? A play sports or games?
B see the word? B watch TV or read?
C write the word out to see how it feels? C listen to music?

2. When you remember things, do you 7. Which do you prefer to help you learn
A see some moving images? A to be active in doing things?
B see clear colour pictures? B written work with lots of colours?
C hear the sounds first? C to be told things?

3. When you are thinking hard, what 8. When talking, do you

interrupts you most?
A Untidiness A like to listen and talk?

B Movement B move your hands about as you talk?

C Noise C not want to listen for too long?

4. When you forget someone or something, 9. Which do you prefer as a reward?

do you
A forget the face but remember the name? A To be given a pat on the back.
B remember where you were and what you B To hear it said to you.
were doing?
C To get a written note.
C forget the name but remember the face?

5. When reading, do you

A imagine the characters moving?
B make your own mental pictures?
C hear the characters talking?

TKT Module 1: Learner characteristics – Participant’s Worksheet 2 www.teachers.cambridgeesol.org

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TKT Module 1: Learner characteristics – Participant’s Worksheet 3

VAK Learning Style Questionnaire: key

Check your answers. If your answers are mostly A, you are an Auditory Learner. If your
answers are mostly V, you are a Visual Learner. If your answers are mostly K, you are a
Kinaesthetic Learner.
1. When spelling a word, do you 6. When you relax, do you
A hear or say the word to yourself? A A play sports or games? K
B see the word? V B watch TV or read? A
C write the word out to see how it feels? K C listen to music? V

2. When you remember things, do you 7. Which do you prefer to help you learn
A see some moving images? K A to be active in doing things? K
B see clear colour pictures? V B written work with lots of colours? A
C hear the sounds first? A C to be told things? V

3. When you are thinking hard, what

interrupts you most?
8. When talking, do you
A Untidiness V A like to listen and talk? A
B Movement K B move your hands about as you talk?K
C Noise A C not want to listen for too long? V

4. When you forget someone or something, 9. Which do you prefer as a reward?

do you
A forget the face but remember the name? A A To be given a pat on the back. K
B remember where you were and what you B To hear it said to you. A
were doing? K
C To get a written note. V
C forget the name but remember the face? V

5. When reading, do you

A imagine the characters moving? K
B make your own mental pictures? V
C hear the characters talking? A

TKT Module 1: Learner characteristics – Participant’s Worksheet 3 www.teachers.cambridgeesol.org

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TKT Module 1: Learner characteristics – Participant’s Worksheet 4

Exercise 1
1. The teacher creates a substitution table with the target language on the board.

2. The teacher contextualises target language by telling the students a story.

3. The teacher asks learners to come to the board and to write their answer to a task.

4. The teacher says the new words she is teaching three times before asking the students
to repeat them.

5. The teacher does a mingling activity, where learners walk around asking questions to find
out information from each other.

6. The teacher shows learners a picture of the object she is trying to elicit.

Exercise 2
What learning strategies could learners use to help them improve in the following
areas?
1. dealing with words in texts and recordings that you don’t know
2. remembering new vocabulary
3. learning new grammar
4. improving pronunciation
5. developing oral fluency
6. developing comprehension skills
7. becoming more independent

TKT Module 1: Learner characteristics – Participant’s Worksheet 4 www.teachers.cambridgeesol.org

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TKT Module 1: Learner characteristics – Participant’s Worksheet 5

Match the learner strategies below with the areas for improvement on Participant’s
worksheet 4 Exercise 2.

A. Reading more authentic material (magazines and newspapers etc.) outside class,
listening to English radio/TV programmes outside class, asking people to repeat what
they have said when you don’t’ understand.

B. Learning the sounds and symbols in the phonemic chart, asking teachers and other
students to correct your pronunciation, recording your self and listening for
pronunciation errors.

C. Using the internet to research language and vocabulary, using English-English

dictionaries to research vocabulary, choosing an area of language or vocabulary to
revise/learn and using resources to self study

D. Saying new words in your head over and over again, writing new words down in your
note book, writing new words down with a translation in your own language next to
them, writing words down on separate cards and storing them in a box.

E. Guessing the meaning from context, looking words up in the dictionary, writing words
down to ask someone about later.

F. Speaking English only in class, speaking English whenever possible outside class,
practise speaking for one minute on a topic without hesitating.

G. Practising the language as soon as you’ve learnt it, repeating different examples of
the language, writing down the different grammatical components of the language,
cutting up the different components and arranging them in the correct order.

TKT Module 1: Learner characteristics – Participant’s Worksheet 5 www.teachers.cambridgeesol.org

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TKT Module 1: Learner characteristics – Sample Task

For questions 1–7 match the learners’ comments to the descriptions of learner preferences
listed A–H.
Mark the correct letter (A–H) on your answer sheet.

There is one extra option which you do not need to use.

Comments
1 ‘Most of the time should be spent doing grammar exercises.’

2 ‘I prefer working with other students to speaking to the teacher in front of the
class.’

3 ‘I really like knowing how language works.’

4 ‘Rules just confuse me – it’s better to work out language from examples.’

5 ‘Why should I listen to other students’ mistakes? The teacher should talk most
of the time.’

6 I just want people to understand what I mean. I don’t worry if I make mistakes.’

7 ‘It’s important for me to know how well I’m doing.’

Preferences

A The learner wants explanations of grammar use.

B The learner enjoys explaining language to other students.

C The learner enjoys practising language in pairs or groups.

D The learner enjoys doing language practice that focuses on accuracy.

E The learner doesn’t want to work with other students.

F The learner needs to feel a sense of progress.

G The learner focuses on communicating.

H The learner doesn’t want the teacher to explain grammar.

TKT Module 1: Learner characteristics – Sample Task www.teachers.cambridgeesol.org

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TKT Module 1: Describing language skills and subskills – Teacher’s
Notes

Description
In this activity, teachers look at the two aspects of the syllabus area relating concepts and
terminology for describing language skills and subskills from TKT Module 1 Part 1. They
explore what is covered through discussion and tasks.

Time required: 60 minutes

Materials Participant’s Worksheet 1 (cut into strips)
required:
Participant’s Worksheet 2 (one for each participant)
Participant’s Worksheet 3 (cut into strips, one set for each pair)
Participant’s Worksheet 4 (one for each participant)
Participant’s Worksheet 5 (cut in half, one half for each participant)
Sample Task (one for each participant)
Aims: To provide and opportunity for participants to discuss language skills
and subskills
To provide and opportunity for participants to discuss features of
spoken and written texts
To provide practice in completing tasks in which language skills is
the testing focus.

Procedure
1. Before the session, cut Participant’s worksheet 1 into strips so there are enough for
one for each participant. If necessary, repeat some of the strips.
Make enough copies of Participant’s worksheet 3 for each pair of participants, and
cut each copy into strips, keeping them in their set.
Copy Participant’s worksheet 5 and cut it in half so each participant receives either
A or B, with equal numbers of each.
2. (10 minutes) Give each participant a strip from Participant’s worksheet 1. Tell
them that they have a teacher’s comment on dealing with language skills in the
classroom. Participants look at their strip and think about whether they agree or
disagree with the comment, and why. They walk around the room, saying the
comment on the strips to other participants and sharing their opinions of the
comments.
3. Tell participants that the session is on developing language skills, which is tested in
TKT Module 1 Part 1. Ask participants:
• What are the four language skills? (reading, listening, speaking, writing)

TKT Module 1: Describing language skills and subskills – Teacher’s Notes www.teachers.cambridgeesol.org
Page 1 of 10
• Which of the skills are considered to be receptive skills and which are
productive skills? (receptive = reading and listening, productive = speaking
and writing)
4. (15 minutes) Explain that when we talk about the four main language skills, we think
about smaller skills, or subskills, which make up each of the main skills. These are
the focus of the next exercise. Put participants into pairs. Hand out Participant’s
worksheet 2 and Participants worksheet 3 (cut into strips). Participants match the
definitions of the subskills on Participant’s worksheet 2 with the subskills on the
strips from Participant’s worksheet 3.
5. Check answers together (see key below). Participants should keep Participant’s
worksheet 2 and the strips from Participant’s worksheet 3.
6. (10 minutes) Hand out Participant’s worksheet 4. In pairs, participants categorise
the subskills on the strips according to the four columns (reading, listening, speaking,
writing) on Participant’s worksheet 4. Some subskills may be in more than one
column. They should write the subskill in the appropriate column in the table. Check
answers together (see key below).
7. (15 minutes) Point out that this area of Module 1, as well as skills and subskills, tests
candidates’ knowledge of the features of spoken and written texts. Elicit an example
of what this means, e.g.:
• What is special about letters? Layout (where things are written)
•
Is layout a feature of written or spoken language, or both? It’s a feature
of written text, e.g. letters.
8. Divide participants into Group A and Group B. Give out the appropriate part of
Participant’s worksheet 5 to each group. Participants look at the features of
spoken and written text and:
a) decide whether the feature relates to spoken or written texts, or both.
b) think of an example of each feature to help someone understand it.
9. When participants have finished, re-group them so that one participant from group A
works with one from Group B. They should show each other their list and discuss
their answers together. Feed back with the whole group so that participants can
share ideas.
10. (10 minutes) Give out the Sample Task. Participants complete the sample task on
their own then compare their answers with a partner. Check answers together (see
key below).
11. (5 minutes) Round up to summarise points covered. Ask participants:
• What is the TKT Module 1 syllabus area for this lesson? (concepts and
terminology for describing language skills)
• What issues do you find difficult about this syllabus area? (allow
participants to share ideas)
• How can participants prepare for this section of the test? (look at the
skills section of the TKT Glossary and make sure that they are familiar with
the terms listed).
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Page 2 of 10
TKT Module 1: Describing language skills and subskills – Answer
Keys

Key to Procedure Step 5 (Participant’s worksheets 2 and 3)

1. Listening/reading for detail
2. Deducing meaning from context
3. Note-taking
4. Skimming
5. Proofreading
6. Intensive listening/reading
7. Editing
8. Listening/reading for gist, global understanding
9. Inferring attitude, feeling, mood
10. Predicting
11. Scanning
12. Using interactive strategies
13. Summarising
14. Paraphrasing

Key to Participant’s worksheet 4

Main skill Subskill

Listening/reading for detail Listening/reading for gist, global
Deducing meaning from context understanding
Note-taking Inferring attitude, feeling, mood
Reading
Skimming Predicting
Proofreading Scanning
Editing
Listening/reading for detail
Deducing meaning from context
Intensive listening/reading
Listening
Listening/reading for gist, global understanding
Inferring attitude, feeling, mood
Predicting
Inferring attitude, feeling, mood
Using interactive strategies
Speaking
Summarising
Paraphrasing
Proofreading
Editing
Writing
Summarising
Paraphrasing

TKT Module 1: Describing language skills and subskills – Answer Keys www.teachers.cambridgeesol.org
Page 3 of 10
Key to Participant’s Worksheet 5
Group A

Textual feature Main skill Example

1. Abstract Written or spoken texts talking about thoughts or ideas
drills, gap fill tasks, copying written or spoken
2. Accuracy Written or spoken tasks
models
newspaper articles, advertisements,
3. Authenticity Written or spoken texts
recordings from TV or radio
conjunctions (Firstly, secondly), lexical sets,
4. Cohesion Written or spoken texts
referring words (it, them, this).
5. Coherence Written or spoken texts stories with a beginning, middle and end
words for real objects like clothes, food,
6. Concrete Written or spoken texts
animals that can be seen or touched

Group B

Textual feature Main skill Example

Certain texts have special layouts, e.g. letters
1. Layout Written texts
and newspaper articles
discussions, role plays, writing tasks where
Written or spoken
2. Fluency students are encouraged to focus on ideas
tasks
rather than languag
Paragraphs start on a new line and usually
3. Paragraph Written texts
contain a single new idea.
Written or spoken An essay typically has an introduction, a main
4. Text structure
texts section and a conclusion.
Written or spoken
5. Theme The theme of this session is language skills.
texts
6. Topic sentence Written texts the opening sentence in a paragraph..

Key to Sample Task

1. C 2. A 3. B 4. C 5. B

TKT Module 1: Describing language skills and subskills – Answer Keys www.teachers.cambridgeesol.org
Page 4 of 10
TKT Module 1: Describing language skills and subskills –
Participant’s Worksheet 1

Teachers can help students read a text by reading it aloud while they follow in their
books.

There are no major differences between how we read in our mother tongue and how we
read in a foreign language.

To understand a reading text, you have to read and understand every word in it.

When doing listening comprehension in class, I prefer to read the transcript to students
rather than use a recording. This way I can speak slowly and pronounce words carefully.

I always give the students a copy of the transcript I’m going to read so they can follow it
while I’m reading.

I never use passages for listening comprehension which have unknown words.

Writing is more or less the same as speaking. I don’t think there are any particular things
to teach students.

I always give my students a model or example text to copy from when we are doing
writing in class.

Writing lessons are boring – just sitting and watching students write is not interesting.

Doing a speaking lesson is easy. You don’t even have to prepare!

I don’t think there is much value in doing speaking activities in class. Students can talk to
each other in breaks or at lunchtime.

Students don’t like talking to other students because their English isn’t very good. They
prefer talking to the teacher.

TKT Module 1: Describing language skills and subskills – Participant’s Worksheet 1

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Page 5 of 10
TKT Module 1: Describing language skills and subskills –
Participant’s Worksheet 2

Match the terms with the definitions of the subskills.

to listen to or read a text in order to understand most of what it says or particular

1.
information

to guess the meaning of an unknown word by using the information in a situation

2.
and/or around the word to help

3. to listen and write down ideas from the text in short form

4. to read a text quickly to get a general idea of what it is about

to read a text in order to check whether there are any mistakes in spelling, grammar,
5.
punctuation etc.

6. to read or listen and to focus on how language is used in a text

to shorten or change or correct the words or content of some parts of a written text to
7
make it clearer or easier to understand

to understand the general meaning of a text or a recording, without paying attention

8.
to specific details

to decide how a writer or speaker feels about something from the way that they
9.
speak or write, rather than from what they openly say or the words they use

to use clues like headlines or pictures or general knowledge about the text or topic to
10.
make it easier to understand what you read or hear

to read a text quickly to pick out specific information, e.g. finding a phone number in a
11.
phone book

to use strategies when speaking to keep people involved and interested in what is
12.
said or to keep communication going, e.g. eye contact, use of gestures

to take out the main points of a long text, and rewrite or retell them in a short, clear
13.
way

14. to say or write something that has been read or heard using different words

TKT Module 1: Describing language skills and subskills – Participant’s Worksheet 2

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TKT Module 1: Describing language skills and subskills –
Participant’s Worksheet 3

editing

paraphrasing

note-taking

intensive listening/reading

listening/reading for gist/global understanding

using interactive strategies

deducing meaning from context

skimming

predicting

scanning

summarising

listening/reading for detail

inferring attitude/feeling/mood

proofreading

TKT Module 1: Describing language skills and subskills – Participant’s Worksheet 3

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Page 7 of 10
TKT Module 1: Describing language skills and subskills –
Participant’s Worksheet 4

Which of the subskills are connected to each of the main skills (reading, listening, speaking,
writing) in the table below? Some of the subskills may be connected to more than one main
skill.

Main skill Subskill

Reading

Listening

Speaking

Writing

TKT Module 1: Describing language skills and subskills – Participant’s Worksheet 4

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Page 8 of 10
TKT Module 1: Describing language skills and subskills –
Participant’s Worksheet 5
Group A
Look at the features of spoken and written text and:
a) decide whether the feature relates to spoken or written texts, or both.
b) think of an example of each feature to help someone understand it.
1. Abstract relating to complex thoughts and ideas rather than simple, basic,
concrete concepts

2. Accuracy the use of correct forms of grammar, vocabulary and pronunciation. In

an accuracy activity, teachers and students typically focus on using
and producing language correctly.

3. Authenticity relating to language and material which would be used by first

language speakers

4. Cohesion The way texts are joined together with logical grammar or lexis.

5. Coherence when ideas in a text fit together clearly and smoothly, and so are
logical and make sense to the listener or reader

6. Concrete relating to real or specific ideas or concepts

TKT Module 1: Describing language skills and subskills –

Participant’s Worksheet 5
Group B
Look at the features of spoken and written text and:
a) decide whether the feature relates to spoken or written texts, or both.
b) think of an example of each feature to help someone understand it.

1. Layout the way in which a text is organised and presented on a page

the use of connected speech at a natural speed without hesitation,

repetition or self-correction. In a written or spoken fluency activity,
2. Fluency
students typically give attention to the communication of meaning,
rather than trying to be correct.

3. Paragraph a section in a longer piece of writing such as an essay

4. Text structure the way a text is organised

5. Theme the main subject or topic

Topic
6. a sentence that gives the main point or subject of a paragraph
sentence
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Page 9 of 10
TKT Module 1: Describing language skills and subskills – Sample
Task

For questions 1–5, look at the following terms for language skills and three possible
descriptions of the terms.
Choose the correct option A, B or C
Mark the correct term (A, B or C) on your answer sheet.

1 Summarising is

A explaining a text in detail.

B writing the last sentence of a text.
C giving the main points of a text.

2 Interactive listening is

A listening, responding and giving feedback.

B listening for detail, mood and attitude.
C listening and identifying word stress and linking.

3 Oral fluency is

A speaking without making any mistakes.

B speaking naturally without hesitating too much.
C speaking without considering the listener.

4 Paraphrasing is

A using phrases to say something instead of using complete sentences.

B connecting sentences together in speech or writing by using conjunctions.
C finding another way to say something when you cannot think of the right language.

5 Scanning is

A reading a text quickly to get the general idea.

B reading a text quickly to find specific information.
C reading a text quickly to identify the writer’s attitude.

TKT Module 1: Describing language skills and subskills – Sample Task www.teachers.cambridgeesol.org
Page 10 of 10
TKT Module 1: Motivation – Teacher’s Notes

Description
This activity explores the factors influencing motivation, which is a syllabus area of TKT
Module 1 Part 2. Participants consider both students’ and teachers’ roles in influencing
motivation, and some of the ways in which teachers can help to motivate students. They also
do a practice TKT task.

Time required: 55 minutes

Materials Participant’s worksheet 1 (one for each participant)
required:
Participant’s worksheet 2 (one for each participant)
Sample Task (one for each participant)
Aims: To provide an opportunity for participants to discuss influences on
motivation and measures that can increase motivation.
To provide practice in completing tasks in which motivation is the
testing focus.

Procedure
1. (10 minutes) Put participants into groups of four. Hand out Participant’s Worksheet
1 and ask them to look at the list of teacher characteristics. They decide on the order
of importance of these characteristics to be an effective teacher.
2. Feed back with the whole group so that participants can share ideas. Focus on the
last characteristic on the list: The teacher knows her students well. Ask them:
• Why is this an important characteristic? (the teacher knows students’ needs,
reasons for learning English, likes and dislikes, etc)
• Why is it important to know these things? (e.g. to keep students engaged, to
maintain learner motivation)
3. (10 minutes) In pairs, participants think about their own language learning and
different students they have taught. They should make a list of the factors that
influence motivation. Ask:
• Why are some students motivated and others not?
• Why do students come to class, and keep coming to class?
Elicit an example: some students might need to know English better to do their job.
Feed back with the whole group so that participants can share ideas (see key below).
4. (10 minutes) In pairs again, participants list their ‘top tips’ for ways in which teachers
can maintain motivation in students.
5. Give out Participant’s Worksheet 2 so participants can check their list of tips
against the list in Exercise 1.

TKT Module 1: Motivation – Teacher’s Notes www.teachers.cambridgeesol.org

Page 1 of 6
6. (10 minutes) Participants now look at the suggested strategies for maintaining
student motivation in Exercise 2 and match them with the tips in Exercise 1. Check
answers together (see key below).
7. (10 minutes) Give out the Sample Task. Participants complete the sample task on
their own then compare their answers with a partner. Check answers together (see
key below).
8. (5 minutes) Round up to summarise points covered. Ask participants:
• What is the TKT Module 2 syllabus area for this lesson? (motivation)
• What techniques have you used in your lessons to maintain motivation,
or techniques that you have experienced as a learner? (allow participants
to share experiences)

TKT Module 1: Motivation – Teacher’s Notes www.teachers.cambridgeesol.org

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TKT Module 1: Motivation – Answer Keys

Key to Procedure Step 3

Students might be motivated because:
• they know that improving their English will help in some aspect of their life: help with their
job, going to study in an English-speaking country, going to live in an English-speaking
country, going on holiday, etc
• they like the school and/or the teacher
• they are made to feel that they can learn the language – they have confidence in the
teacher and in their own ability
• they are given support from the teacher and the other students in the class
• they are interested in the lessons; the activities and topics are interesting
• they enjoy the social interaction with the teacher and with other students
• they are in control of their learning and can do things on their own
• they are interested in the culture of the country
• learning English will allow them to pursue a personal interest, e.g. music, internet, etc.
• they gain pleasure from learning another language.

Key to Participant’s Worksheet 2

1 I 2 D 3 H 4 A 5 C
6 J 7 F 8 B 9 G 10 E

Key to Sample Task

1. B 2. A 3. C 4. D 5. C 6D

TKT Module 1: Motivation – Answer Keys www.teachers.cambridgeesol.org

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TKT Module 1: Motivation – Participant’s Worksheet 1

Put the teacher characteristics in order (1–6) of how important you think these
characteristics are to be an effective teacher.
The teacher knows English grammar well.
The teacher speaks clearly.
The teacher is friendly.
The teacher is well-organised.
The teacher can speak a foreign language.
The teacher knows her students well.

TKT Module 1: Motivation – Participant’s Worksheet 1

TKT Module 1: Motivation – Participant’s Worksheet 1 www.teachers.cambridgeesol.org

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TKT Module 1: Motivation – Participant’s Worksheet 2
Exercise 1
Compare these ideas with your ‘top tips’ for teachers to maintain motivation in
students.
1. Give students something to work towards. Have goals for yourself and encourage
students to have goals of their own.
2. Be enthusiastic in lessons and enthusiastic about the material you are using. ‘Sell it’
to the students.
3. Make sure your material is well presented and attractive for learners.
4. Give clear instructions for tasks so that students can achieve your aims.
5. Provide a good variety of activities in your lessons.
6. Provide a variety of interaction patterns in lessons.
7. Find out about your students’ interests so that you can provide material on topics that
the students are interested in.
8. Encourage students to relax in lessons and encourage them to talk to each other and
to help each other.
9. Praise all students when they have done something well, especially weaker learners,
to build self-confidence.
10. Encourage students to continue studying outside the classroom.

Exercise 2
Match each of the activities below with the ‘top tip’ above that it would put in action.
A. Demonstrate tasks so that students know what to do. Check understanding of
instructions.
B. If students arrive early for class, encourage them to chat to amongst themselves.
C. Try to do different activities in a lesson, e.g. speaking and reading rather than just
reading.
D. Start your lessons with a warmer to raise energy levels.
E. Set up a research project. Get learners to look things up on the internet.
F. Provide a questionnaire with topics so that students can choose which ones they like
best.
G. When monitoring a speaking or writing task, select some examples of good English
to put on the board at the end for everyone to share. .
H. Use pictures on handouts and vary the font size, layout, etc.
I. Tell students what you intend to achieve by the end of the course and find out what
they want to achieve.
J. Do pair work and group work and change students around so they can work with
different people.

TKT Module 1: Motivation – Participant’s Worksheet 2 www.teachers.cambridgeesol.org

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TKT Module 1: Motivation – Sample Task

For Questions 1–6, match the general advice on motivation with the techniques for
encouraging motivation listed A, B, C or D.
Mark the correct letter (A, B, C or D) on your answer sheet.
You need to use some options more than once
Techniques

A Encourage learner autonomy

B Find out what students think

C Make your feedback positive and constructive

D Build variety into your teaching

Advice

1 Listen to student feedback using a class ‘suggestion box’ or a short questionnaire.

Train students to use reference resources to help them study successfully on their
2 own.

Think about how you tell students about their progress. How can you praise or
3
encourage them instead of just giving marks?

4 Put students into new groups for different activities.

Give comments on students’ work which are helpful and enable them to feel a
5
sense of progress.

Don’t always do the same kind of things in the classroom. Try new activities and
6
change activities each lesson.

TKT Module 1: Motivation – Sample Task www.teachers.cambridgeesol.org

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TKT Module 1: The role of error – Teacher’s Notes

Description
Participants explore different types of error and the various reasons behind student error.
This covers the syllabus area in TKT Module 1 Part 2 relating to the role of error.
Participants do various activities, including a TKT-type task on the role of error.

Time required: 55 minutes

Materials Participant’s Worksheet 1 (one for each participant)
required:
Participant’s Worksheet 2 (one for each participant)
Participant’s Worksheet 3 (one for each participant)
Sample Task (one for each participant)
Aims: To provide an opportunity for participants to discuss the role of error
in particular errors and slips, interference and developmental errors
and interlanguage.
To provide practice in completing tasks in which the role of error is
the testing focus.

Procedure
1. (10 minutes) Put participants into groups of three. Hand out Participant’s
worksheet 1 and ask them to discuss each of the sentences or questions which
contain common student errors. They should correct the error and discuss why they
think this type of error is frequently made by students.
2. Feed back with the whole group so that participants can share answers (see key
below).
3. (10 minutes) Participants continue working in their groups of three. Hand out
Participant’s Worksheet 2 and ask them to discuss the questions in Exercise 1.
4. Feed back with the whole group so that participants can share opinions (see key
below).
5. (10 minutes) In pairs, refer participants to Exercise 2 on Participant’s worksheet 2.
They choose the correct term for each of the descriptions.
6. Check answers together (see key below).
7. (10 minutes) Hand out Participant’s Worksheet 3. Still working in pairs, participants
decide what the error is and why they think the error is being made using options A–
F in the box at the bottom of the worksheet.
8. Check answers together (see key below but allow more than one possibility if
participants can justify their answers.).
9. (10 minutes) Give out the Sample Task. Participants complete the sample task on
their own then compare their answers with a partner.
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TKT Module 1: The role of error – Teacher’s Notes www.teachers.cambridgeesol.org

Page 1 of 8
10. Check answers together (see key below).
11. (5 minutes) Round up to summarise points covered. Ask participants:
• What is the TKT Module 1 syllabus area for this lesson? (the role of error)
• Are there any common errors that you’ve noticed with your learners? (allow
participants to share experiences).
• Are there any false friends or particular areas for L1 interference? (allow
participants to share experiences).

TKT Module 1: The role of error – Teacher’s Notes www.teachers.cambridgeesol.org

Page 2 of 8
TKT Module 1: The role of error – Answer Keys

Key to Participant’s worksheet 1

Sentence with correction Possible reason for error
1. I have a good news for you. Difficult for students to recognise countable and
uncountable nouns and to know if they should use
the indefinite article.
2. He hasn’t gone to bed yet. Go home, go to bed, go to school don’t use definite
article.
3. He came by the 4:30 o'clock We only use ‘o’clock when the time is on the hour
train. e.g. 10.00.
4. I have a strong bad/terrible Strong does not collocate with headache.
headache.
5. Tell me why did you go went Indirect questions have sentence formation and
there? sentence grammar, not question formation/grammar,
so no auxiliary and no inversion is needed.
6. Does he needs a ticket for Present simple question uses auxiliary does, which is
the bus? followed by the base form, so no s for third person.

Key to Participant’s worksheet 2 Exercise 1

1. An error is a mistake a learner makes when trying to say something that is above
their level of language. They would not be able to self correct an error.
2. A slip is a mistake a learner makes that they are able to correct themselves.
3. Errors are considered to be important because they are an important and necessary
part of language learning, learners need to experiment with language in order to work
out how language works.
4. Teachers can learn what learners know, what they need to be taught and they can
find out what aspects of language they have processed. This enables teachers to
adapt their teaching programme.
5. The teachers’ role in relation to students’ mistakes is deciding if, when and how to
correct.

Key to Participant’s worksheet 2 Exercise 2

1 C 2 E 3 F 4 D 5 B 6 A

TKT Module 1: The role of error – Answer Keys www.teachers.cambridgeesol.org

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Key to Participant’s worksheet 3

1. L1 interference and problems with /ɪ/ and /iː/.

2. Overgeneralisation of ed endings. This is an irregular verb and does fit in to the rule
for past tense endings.
3. L1 interference – this tense can be used with a specific past time in other languages.
OR Overgeneralisation: learner doesn’t know the limitations of present perfect which
can’t be used with a specific past time.
4. False friend (history = story)
5. Overgeneralisation: learner doesn’t know the limitations of present continuous which
is not used to for stating facts about yourself.
6. Interlanguage: the learner has made up this grammatical structure, which is neither
his own language nor the target language.

Key to Sample Task

1 C 2 B 3 A 4 B 5 A

TKT Module 1: The role of error – Answer Keys www.teachers.cambridgeesol.org

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TKT Module 1: The role of error – Participant’s Worksheet 1

The following are all errors commonly made by students. Look at the
sentences/questions and correct them. Than discuss why you think these errors are
frequently made by students.

1. I have a good news for you.

2. He has not yet gone to the bed.

3. He came by the 4:30 o'clock train.

4. I have strong headache.

5. Tell me why did you go there?

6. Does he needs a ticket for the bus?

TKT Module 1: The role of error – Participant’s Worksheet 1

The following are all errors commonly made by students. Look at the
sentences/questions and correct them. Than discuss why you think these errors are
frequently made by students.

1. I have a good news for you.

2. He has not yet gone to the bed.

3. He came by the 4:30 o'clock train.

4. I have strong headache.

5. Tell me why did you go there?

6. Does he needs a ticket for the bus?

TKT Module 1: The role of error – Participant’s Worksheet 1 www.teachers.cambridgeesol.org

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TKT Module 1: The role of error – Participant’s Worksheet 2

Exercise 1
1. What’s an error?
2. What’s a slip?
3. Why do people think it is important for students to make mistakes?
4. What can teachers learn from students’ mistakes?
5. What is the teachers’ role in relation to students’ mistakes?

Exercise 2
Why do students make mistakes? Choose the correct term in the box below for the
following descriptions.

1. When the learner’s mother tongue affects their performance in the target language.
A learner may make a mistake because they use the same grammatical pattern in
the target language as they use in their mother tongue. The L1 grammatical pattern
is not appropriate in L2.
2. The process in which incorrect language become a habit and cannot easily be
corrected.
3. An error made by a second language learner which is natural part of the language
learning process because they are unconsciously organising and working out
language. These types of error are also made by children learning their first
language and often disappear as their language ability improves.
4. When a student uses a grammatical rule he/she has learned, but uses it in situations
when it is not needed or appropriate, e.g. a student says There were three girls
(correct plural form used for most nouns) and two mans. (incorrect plural form – not
appropriate for man).
5. The learners own version of the second language which they speak as they learn.
They create their own grammatical system as they are learning, which is neither their
first language nor the target language but something in between the two. This
version of their language changes as they progress and learn more.
6. A word in the target language which looks or sounds as if it has the same meaning
as a similar word in the learners’ first language but does not, e.g. in French ‘libraire’
is a place where people can buy books. In a library in English, you do not buy books
but borrow them instead.

A. false friend B. interlanguage C. L1 interference

D. overgeneralisation E. fossilisation F. developmental error

TKT Module 1: The role of error – Participant’s Worksheet 2 www.teachers.cambridgeesol.org

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TKT Module 1: The role of error – Participant’s Worksheet 3

Look at these examples of student errors. Decide what the error is in each sentence,
and discuss why you think the error is being made. You should use the terms in the
box.

false friend L1 interference interlanguage overgeneralisation

1. She liːvz in London in a small flat.

2. He throwed the ball over the fence.

3. I have seen that film yesterday.

4. She told me a fantastic history about her last holiday.

5. Where do you come from? I’m coming from Sweden.

6. You should better can to go now.

TKT Module 1: The role of error – Participant’s Worksheet 3

Look at these examples of student errors. Decide what the error is in each sentence,
and discuss why you think the error is being made. You should use the terms in the
box.

false friend L1 interference interlanguage overgeneralisation

1. She liːvz in London in a small flat.

2. He throwed the ball over the fence.

3. I have seen that film yesterday.

4. She told me a fantastic history about her last holiday.

5. Where do you come from? I’m coming from Sweden.

6. You should better can to go now.

TKT Module 1: The role of error – Participant’s Worksheet 3 www.teachers.cambridgeesol.org

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TKT Module 1: The role of error – Sample Task

For questions 1–6, match the teachers’ comments about errors with the type of mistake
listed A, B or C.
Mark the correct letter (A, B or C) on your answer sheet.
You need to use some options more than once
Type of Error

A slip

B L1 interference

C error

Teacher’s comments

1 We haven’t covered the past simple yet so when I asked about their weekend my
students said things like ‘I go to the park’, ‘I am very busy with my friends’.

2 I’m trying to get my learners to see the difference between the subjunctive in
English and in their own language so that they will use it accurately in English.

3 My students were really tired by the end of the afternoon so I didn’t do very much
correction. I knew that they would know how to say the sentences correctly; they
were just tired.

4 We’ve been doing a lot of practice saying /θ/ and /ð/. My learners keep saying
/z/, I think it’s because they don’t have those sounds in their own language so they
just use the sound they do have.

5 While doing an individual drill teaching ‘going to’, one of the students said ‘I going
to buy some fruit’. I repeated ‘I going’ with rising intonation and he said I’m going’.

TKT Module 1: The role of error – Sample Task www.teachers.cambridgeesol.org

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TKT Module 1: Exposure to language and focus on form –
Teacher’s Notes

Description
Participants explore the notions of exposure to language and focus on form by discussing
their own experiences and reading an explanatory text. Further activities develop their
understanding and practise a sample task.

Time required: 55 minutes

Materials Participant’s Worksheet 1 (one for each participant)
required:
Participant’s Worksheet 2 (one for each participant)
Participant’s Worksheet 3 (one for each participant)
Sample Task (one for each participant)
Aims: To provide an opportunity for participants to discuss language
acquisition and exposure to language and focus on form.
To provide practice in completing tasks in which exposure to
language and focus on form is the testing focus.

Procedure
1. (10 minutes) Hand out Participant’s worksheet 1. Ask participants walk around
the room asking questions that will find people who did/have done the things listed.
They should then get some more detail from the person and make a note of the
answers. For example:
Find someone in the room who speaks more than two languages.
Initial question: How many languages do you speak?/ Do you speak more than
two languages?
Follow-up questions: What languages are they?/ When did you learn (Tongan)?
Notes down: Polish, German and Tongan; my mother is from Tonga so I learnt
growing up.
2. When participants have finished, feed back together for them to share information.
3. (5 minutes) Give out Participant’s worksheet 2. Participants read the text quickly
and look for the answer to the questions on the worksheet. Set a time limit of three
minutes.
4. Check answers together (see key below).
5. (15 minutes) Participants work in pairs again and answer the questions on
Participant’s worksheet 3 Exercise 1.
6. Check answers together (see key below).
7. (10 minutes) Put participants into groups of three. Ask them to look at Participant’s
Worksheet 3 Exercise 2. Ask them to consider whether the activities are related to
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acquisition, interaction or focus on form. They should mark A, I or F in the
column in the table.
8. Check answers together (see key below).
9. (10 minutes) Give out the Sample task. Participants complete the sample task on
their own then compare their answers with a partner.
10. Check answers together (see key below).
11. (5 minutes) Round up to summarise points covered. Ask participants:
What is the TKT Module 1 syllabus area we have been considering?
(exposure to language and focus on form)
What different approaches have you experienced as a teacher, and as a
learner? (allow participants to share experiences).
Which did you think were effective? (allow participants to share views).
What do you think about exposure and the ideas discussed today? (allow
participants to share views).

TKT Module 1: Exposure to language and focus on form – Teacher’s Notes www.teachers.cambridgeesol.org
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TKT Module 1: Exposure to language and focus on form – Answer
Keys

Key to Participant’s worksheet 2

• What theory of language learning is discussed in the text? Language acquisition, first
and second language acquisition
• Does the theory avoid the teaching of grammar completely? No, focus on form is
integral to second language acquisition.

Key to Participant’s worksheet 3 Exercise 1

1. the process of learning skills or getting knowledge
2. Language acquisition is a natural process and involves ‘picking up’ language in a
non-conscious way through exposure to language, not by studying it. Language
learning is conscious, intentional, involves study and pays attention to grammar rules.
3. through acquisition, first language acquisition; they get to know its rules through
exposure, by being exposed to examples of the language and by using it.
4. the process, and the study of the process, by which people learn a language that is
not their native language
5. exposure, interaction and focus on form
6. reading and hearing many different examples of the language all around, everywhere
7. when learners are taking in language, processing it and perhaps silently practising it
8. It allows learners to use the language, to experiment, to make the language work in
communication.
9. focusing on the language, to analyse and identify it and practise it

Key to Participant’s worksheet 3 Exercise 2

1 A 2 F 3 F 4 A/I 5 I/F 6 A

Key to Sample Task

1 B 2 C 3 A 4 C 5 A

TKT Module 1: Exposure to language and focus on form – Answer Keys www.teachers.cambridgeesol.org
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TKT Module 1: Exposure to language and focus on form –
Participant’s Worksheet 1

Warmer

Find someone in the room who speaks more than two languages.

Find someone in the room who is learning another language at the moment.

Find someone in the room who would like to learn Swedish.

Find someone in the room who is bilingual.

Find someone in the room who has used English in an English speaking country.

Find someone in the room who reads books, newspapers and listens to the radio/TV in a
second language.

Find someone in the room who found learning a second language easy.

TKT Module 1: Exposure to language and focus on form – Participant’s Worksheet 1

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TKT Module 1: Exposure to language and focus on form –
Participant’s Worksheet 2

Read the text quickly and answer these questions:

• What theory of language learning is discussed in the text?
• Does the theory avoid the teaching of grammar completely?

Second language learning

If you look in a dictionary to find the meaning of the word ‘acquisition’, you will find it defined
as something like ‘the process of learning skills or getting knowledge’. So what then is
‘language acquisition’ and how is language acquisition different to ‘language learning’?
Some theorists believe that there is a difference between learning and acquisition and that
the difference is this: language learning is a conscious or intentional process which may
involve studying the language, paying attention to grammar rules and possibly following a
course of instruction. Language acquisition, on the other hand, is considered to be a natural
process and involves ‘picking up’ language in a non-conscious way through exposure to
language, not by studying it.
Children ‘acquire’ their first language and get to know its rules through exposure and by
being exposed to examples of the language and by using it. This is part of the theory of ‘first
language acquisition’.
‘Second language acquisition’ is the process, and the study of the process, by which people
learn a language that is not their native language. This is a fairly new field of study and
there are still many questions to answer about how languages are learnt. However,
teachers and theorists believe that we do learn a second language by ‘acquiring’ or ‘picking
up’ language, but there are some important considerations for second language learners.
Second language learners acquire language through exposure to many different examples
of the language, by reading it and by hearing it in their environment. We listen and read and
develop an understanding of language over a period of time before we eventually use it
ourselves. The period, when learners are taking in language, processing it and perhaps
silently practising it, is known as the ‘silent period’ and is thought to be an important stage in
language acquisition.
Once we use the language, it is important that there is an opportunity for interaction so we
can use the language, to experiment, to make the language work in communication.
The final consideration is the need for a focus on form. Second language learners need to
focus on the language, to analyse and identify it and practise it. Teachers and learners will
also want to look at correcting mistakes so that learners can think about rules, and
exceptions to rules.

TKT Module 1: Exposure to language and focus on form – Participant’s Worksheet 2

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TKT Module 1: Exposure to language and focus on form –
Participant’s Worksheet 3

Exercise 1: Read the text again and answer the following questions.
1. What is ‘acquisition’?

2. In some people’s opinion, how is language acquisition different to language learning?

3. How do children learn their first language?

4. What is second language acquisition?

5. What are the three considerations mentioned regarding second language

acquisition?

6. What is ‘exposure’?

7. What is the ‘silent period’?

8. Why is ‘interaction’ important?

9. What is ‘focus on form’?

Exercise 2: Look at the activities and decide if they are related to (A) acquisition, (I)
interaction, or (F) focus on form. Write A, I or F in the column on the right.

Activity A/I/F
1. Students read a newspaper and choose one article to study in detail.
2. Students read a newspaper article and circle all the examples of reported speech.
3. Students repeat model sentences in an open class drill.
4. Students tell each other in groups about different festivals in their countries.
5. Students read each others’ essays and suggest improvements.
6. Students listen to a recording of a job interview.

TKT Module 1: Exposure to language and focus on form – Participant’s Worksheet 3

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TKT Module 1: Exposure to language and focus on form – Sample
Task
Exercise 4

For Questions 1–6, match the teacher strategies with the aspects of learning listed A, B or
C.
Mark the correct letter (A, B or C) on your answer sheet.
You need to use some options more than once
Techniques

A Focus on form

B Silent period

C Exposure

Teacher strategies

1 I know some of the students won’t want to speak straightaway, so I’ll leave them to
just work things out.

2 I’m going to set my students a project where they have to use the internet and do
some research into different aspects of the topic beforehand.

3 This exercise will encourage the learners to look at the language in the text and to
think about why and when it is used.

4 I know the texts have a lot of unknown grammar and lexis, but I think I’ll use a lot
more authentic material in my lessons so that my students don’t have to rely on
the coursebook alone.

5 I’ve built in some time to for correction on the board with the whole class at the end
of the lesson, so that I can pick up and deal with mistakes that I’ve heard during
the class.

TKT Module 1: Exposure to language and focus on form – Sample Task www.teachers.cambridgeesol.org
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TKT Module 1: Differences between L1 and L2 learning – Teacher’s
Notes

Description
Teachers consider the TKT Module 1 Part 2 syllabus area relating to the differences
between L1 and L2 learning in this activity. As well as collecting and sharing information,
they discuss ways in which teachers can help second language learners.

Time required: 60 minutes

Materials Participant’s Worksheet 1 (one for each group)
required:
Participant’s Worksheet 2 (one for each participant in Group A)
Participant’s Worksheet 3 (one for each participant in Group B)
Participant’s Worksheet 4 (one for each participant)
Sample Task (one for each participant)
Aims: to provide an opportunity for participants to discuss differences in
age, in the context of learning and in ways of learning between L1
and L2 learning.
to provide practice in completing tasks in which exposure to
language and focus on form is the testing focus.

Procedure

1. (10 minutes) Put participants into groups of three or four. Give each group
Participant’s worksheet 1. Ask participants to discuss the questions.
2. When participants are finished, conduct an open class plenary for them to share
ideas
3. (5 minutes) Divide the class into two groups, Group A and Group B. Hand out
Participant’s worksheet 2 to each participant in Group A and Participant’s
worksheet 3 to each participant in Group B. Participants read their text quickly and
decide on an appropriate title for the text.
4. Feed back (accept anything appropriate)
5. (10 minutes) Hand out Participant’s worksheet 4 to the whole group. Participants
work in their groups and fill in the appropriate column in the table with information
from their text (either Group A or Group B).
6. (10 minutes) Pair the participants so one person from Group A works with one
person from Group B. The pairs tell each other the information from their texts so
that they are both able to complete the other column in the table on Worksheet 4
that they did not fill in before.

TKT Module 1: Differences between L1 and L2 learning – Teacher’s Notes www.teachers.cambridgeesol.org

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7. (10 minutes) Ask participants stay in their pairs and to talk about ways of helping
second language learners learn. Ask them to note down at least five things that a
teacher can do to improve the way second language learners learn.
8. Feed back ideas with the whole group (see key below)
9. (10 minutes) Give out Sample Task. Ask participants to complete the sample task
on their own then compare their answers with a partner.
10. Check answers together (see key below).
11. (5 minutes) Round up to summarise points covered. Ask participants:
What is the TKT Module 2 syllabus area for this lesson? (the differences
between L1 and L2 learning)
What differences do we usually talk about in this area? (age, context, way of
learning).
What do you think about the differences we have talked about today? (allow
participants to share views).

TKT Module 1: Differences between L1 and L2 learning – Teacher’s Notes www.teachers.cambridgeesol.org

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TKT Module 1: Differences between L1 and L2 learning – Answer
Keys
Key to Procedure Step 8
1. Find ways to motivate learners and to maintain motivation.
2. Personalise lessons and activities to allow students to talk about themselves and their
experiences.
3. Increase students’ exposure to language.
4. Ensure that there is interaction in the classroom so that learners can use the language.
5. Praise learners.
6. Avoid correcting too much.
7. Keep teacher language simple.

Key to Participant’s worksheet 4

Group A Group B
First language (L1) learning Second language (L2) learning
Age Baby, young child Primary, secondary, adults
Context At home Mostly at school in a classroom
Three or four hours a week, recordings,
Exposure Surrounded all the time
texts, the teacher and other students
Constant praise and
Praise Varied, depending on the teacher
encouragement
Correction Rarely Frequently by the teacher
Simplified
Yes, from parents Yes
language
Acquiring some through language
exposure
Way of Acquiring language through
Interacting with the teacher and other
learning exposure
learners
Doing controlled practice activities.
Motivation Highly motivated Varies – none, a little, a lot
Silent
Yes, sometimes for many months Often not
period
Language Talking about things they see Talking about experiences and things
used for around them related to lives outside the classroom

Key to Sample task

1 C 2 C 3 A 4 B 5 B
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TKT Module 1: Differences between L1 and L2 learning – Answer Keys www.teachers.cambridgeesol.org

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TKT Module 1: Differences between L1 and L2 learning –
Participant’s Worksheet 1

Discuss the following questions with your group.

8. Where and when did you start learning your second language?

9. What do you think is the best age to start learning a second language?

10. Why do you think is this the best age to start learning a second language?

11. What do you think are some differences between learning your first language and
learning a second language?

12. What do you think are some of the difficulties in learning a second language? Are
these the same as the difficulties children have when learning a first language?

TKT Module 1: Differences between L1 and L2 learning – Participant’s Worksheet 1

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TKT Module 1: Differences between L1 and L2 learning –
Participant’s Worksheet 2

Group A – Text 1
Read the text and decide on an appropriate title for it.
We learn our first language as a baby and as a young child and continue to build our
language as we grow older and learn different kinds of language and language skills.

Babies and children are surrounded by their first language. They hear and see their families,
friends and strangers talking and interacting with each other and friends and family interact
with them. Children are constantly provided with opportunities to use the language and to
experiment with the language as they are learning it and they receive constant praise and
encouragement for their efforts. Parents encourage and persuade their children to talk by
simplifying their own language and directing simple questions and requesting simple
responses. When children’s language is inaccurate, adults very rarely correct them or make
them repeat accurate forms and they will, more often than not, respond to the utterance in a
natural way.

Babies and children learn language by ‘acquiring’ it through exposure and by picking it up.
They are generally highly motivated to learn their first language because they have a great
need and desire to communicate with others around them. They hear and see friends and
family communicating with each other and they will listen and take in this language and
process it during a ‘silent period’, possibly lasting many months, before using language
themselves. When children start using language the language they use will be about things
they see around them and they will play and experiment with new language. They learn
through this experimentation and through interaction with family and friends.

TKT Module 1: Differences between L1 and L2 learning – Participant’s Worksheet 2

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TKT Module 1: Differences between L1 and L2 learning –
Participant’s Worksheet 3

Group B – Text 2
Read the text and decide on an appropriate title for it.
Most people learn their second language at school in a classroom. Some start at primary
school or secondary school and their learning might continue in later life. Some people begin
second language learning as adults and attend lessons along with the other things they do in
their lives.

Second language learners do not usually hear or read more than three or four hours a week
of the second language, so they do not have much exposure to the language. The exposure
they do get is generally in the classroom, where they will hear recordings and read texts and
will have the teacher to listen to. Teachers often simplify their language so are not
necessarily a source of additional exposure to language and they usually correct students
frequently. In class, the opportunities for second language learners to use the language vary,
as does the amount of praise and encouragement provided by the teacher and other
learners.

Second language learners, like L1 learners, do learn language by ‘acquiring’ it through

exposure but they are more likely to learn language in a classroom and the language they
learn is selected by teachers. They learn by interacting with the teacher and with other
learners and by using language in controlled practice activities. In the classroom, learners
often want to produce the language as soon as possible and do not always welcome the
opportunity of a silent period. They use language for talking about experiences and things
relating to their lives outside the classroom. Learning is often dependent on motivation and
this can vary in second language learners, from learners having little or no motivation to
learners being very highly motivated.

TKT Module 1: Differences between L1 and L2 learning – Participant’s Worksheet 3

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TKT Module 1: Differences between L1 and L2 learning –
Participant’s Worksheet 4

1. Complete the appropriate column in the table with information from your text.
Group A Group B
First Language (L1) learning Second Language (L2) Learning

Age

Context

Exposure

Praise

Correction

Simplified
language

Way of
learning

Motivation

Silent
period

Language
used for

2. Work with a partner from the other group and help each other to complete the other
column in the table.
3. With your partner, discuss ways of helping second language learners learn. Note
down at least five things that a teacher can do to improve the way second language
learners learn.

TKT Module 1: Differences between L1 and L2 learning – Participant’s Worksheet 4

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Page 7 of 8
TKT Module 1: Differences between L1 and L2 learning – Sample
Task 1

For Questions 1–6, match the aspects of learning with the type of learner listed A, B or C.
Mark the correct letter (A, B or C) on your answer sheet.
You need to use some options more than once.
Type of learner

A L1 learner

B L2 adult learner

C Both L1 and L2 adult learner

Aspect of learning
These learners seem to respond to praise and encouragement and it helps them to
1 develop their language and skills.

These learners don’t need to be constantly corrected. They need to experiment

2 and to play with language.

These learners will listen and process language and will not speak at all,
3 sometimes for many months, before beginning to use language.

These learners are able to share experiences and talk about the things they see
4
around them and about experiences in their lives.

5 These learners need some controlled practice and a focus on form.

TKT Module 1: Differences between L1 and L2 learning – Sample Task 1 www.teachers.cambridgeesol.org

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TKT Module 1: Assessment Types and Tasks – Teacher’s Notes

Description
This activity introduces teachers to the TKT Module 1 Part 3 syllabus area relating to
assessment types and tasks. Participants discuss some of the purposes and methods of
assessment and familiarise themselves with different types of assessment.

Time required: 60 minutes

Materials Participant’s Worksheet 1 (one for each group of participants)
required:
Participant’s Worksheet 2 (one copy for each pair of participants, cut
into strips)
Participant’s Worksheet 3 (one for each participant)
Participant’s Worksheet 4 (one for each participant)
Sample Task (one for each participant)
Aims: To provide an opportunity for participants to discuss the purposes of
assessment and methods of assessment.
To look at the design and purpose of a range of assessment tasks
and activities.
To provide practice in completing tasks in which assessment types
and activities is the testing focus.

Procedure
1. Before the session, make enough copies of Participant’s Worksheet 2 for every 2
students and cut each copy into strips.
2. (10 minutes) Put participants into groups of three. Hand out Participant’s
Worksheet 1, the list of teachers’ comments about assessment. Participants talk
together about each of the comments and say if they agree or disagree, and why.
3. Take feedback with the whole group so participants can share opinions.
4. (10 minutes) Each of the comments is about a different type of assessment. Hand
out Participant’s Worksheet 2 (methods of assessment) to each pair of participants
cut into strips. Ask participants to work in pairs and to match the method of
assessment with the teachers’ comments. They may need to use more than one
method of assessment for each comment.
5. Check answers together (see key below).
6. (10 minutes) Explain that in TKT Module 1 Part 3, in the syllabus area ‘assessment
types and tasks’ the following are tested:
• knowledge of methods of assessment
• purposes for assessment

TKT Module 1: Assessment Types and Tasks – Teacher’s Notes www.teachers.cambridgeesol.org

Page 1 of 8
You will now look at purposes for assessment. Put participants into pairs. Hand out
Participant’s Worksheet 3 and ask them to identify the purpose of each of the
different types of assessment by identifying the correct term for each one.
7. Check answers together (see key below).
8. (10 minutes) Put participants into groups of three. Together, they should brainstorm
and make a list of the different types of tasks that can be used in assessment. They
should think of exams they have taken themselves to give them ideas.
9. Hand out Participant’s Worksheet 4. Participants continue working in groups and
answer Exercise 1 (they name the different types of tasks on the worksheet).
10. Check answers together (see key below).
11. (5 minutes) Introduce the idea of subjective and objective assessment and marking.
Ask participants:
• What is the difference between subjective and objective assessment?
(An objective test is marked without using the examiner’s opinion, there is a
clear right answer. A subjective test is marked using the examiner’s opinion
about the quality of the answer. The answer is not simply right or wrong.)
Ask participants to look at Exercise 2 on Worksheet 4 (they say which of the tasks
would be subjective and which would be objective).
12. Check answers together (see key below).
13. (10minutes) Give out Sample Task. Ask participants to complete the sample task
on their own then compare their answers with a partner.
14. Check answers together (see key below).
15. (5 minutes) Round up to summarise points covered. Ask participants:
• What is the TKT Module 1 syllabus area for this session? (assessment
types and tasks)
• What is students’ attitude towards assessment? (allow participants to
share experiences)
• How can you prepare for this part of TKT? (E.g. review terms in the TKT
glossary under assessment. Try out different assessment task types.)

TKT Module 1: Assessment Types and Tasks – Teacher’s Notes www.teachers.cambridgeesol.org

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TKT Module 1: Assessment Types and Tasks – Answer Keys

Key to Procedure step 5

1. Self assessment
2. Formal assessment; summative assessment
3. Peer assessment.
4. Informal assessment; formative assessment; continuous assessment.
5. Portfolio assessment; informal assessment (could be formal if submitted at the end of
a course for evaluation); continuous assessment.

Key to Participant’s Worksheet 3

1 C 2 E 3 A 4 B 5 D

Key to Participant’s Worksheet 4

1. Cloze test/gap fill (in a cloze test the gaps are regular e.g. every seventh word, a gap
fill is not regular but selected by the teacher or assessor)
2. Comprehension task – open comprehension questions (students answer in their own
words)
3. Matching task
4. Multiple-choice task
5. Sentence completion task
6. Sentence transformation task
7. Sentence ordering task/Jumbled sentence task
8. Odd one out task
9. Essay/letter writing task
10. Speaking task

Key to Participant’s Worksheet 4 Exercise 2

1. Subjective (many possible answers) 6. Objective
2. Subjective 7. Objective
3. Objective 8. Objective
4. Objective 9. Subjective
5. Subjective 10. Subjective

Key to Sample Task

1 B 2 E 3 A 4 F 5 C

TKT Module 1: Assessment Types and Tasks – Answer Keys www.teachers.cambridgeesol.org

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TKT Module 1: Assessment Types and Tasks – Participant’s
Worksheet 1

Discuss the teachers’ comments below on assessment. Do you agree or disagree?

Why/ Why not?

1. I think it’s important for students to assess themselves, so sometimes I record them
when they are doing a speaking activity and then get them to listen to themselves.

2. I don’t like giving my students tests and exams. I think they are demotivating,
especially for young learners.

3. I get students to mark each others’ written work and I tell them to just look at it and
say what’s wrong. I don’t ask them to check it against any criteria. I don’t think they
can look for particular mistakes like spelling mistakes or grammar mistakes.

4. When students are doing a speaking activity, I observe them, but I don’t make any
notes and I don’t give marks. Sometimes I talk to students about their strengths and
weaknesses in tutorials though.

5. My students choose pieces of their best work during the course and keep them in a
file, which can be looked at during the course. I know some teachers use this as the
way they assess students at the end of the course, but I’m not sure how that works.

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TKT Module 1: Assessment Types and Tasks – Participant’s
Worksheet 2

Formal assessment – When a students’ work is judged through a test and the student is
given a report or a grade to say how successful or unsuccessful they have been.

Summative assessment – when a test is used at the end of a course. A mark or grade is
given, but no other feedback.

Informal assessment – When a teacher decides whether a student is doing well or not but
does not necessarily set a test or write an official report or give a grade.

Formative assessment – When a teacher gives students feedback on their progress during
a course, rather than at the end of it, so that they can learn from the feedback.

Portfolio assessment – A collection of work that a student uses to show what he/she has
done during a particular course. A purposeful document, regularly added to that may be part
of assessment.

Continuous assessment – A type of testing which is different from a final examination.

Some or all of the work that students do during a course is considered by the teacher on a
regular basis and contributes to the final grade given to students. It may also include
monitoring of classroom performance and contribution.

Peer assessment – When students give feedback on each others’ language, work, learning
strategies, performance.

Self assessment – When students decide for themselves if they think their progress or
language use is good or not.

TKT Module 1: Assessment Types and Tasks – Participant’s Worksheet 2 www.teachers.cambridgeesol.org

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TKT Module 1: Assessment Types and Tasks – Participant’s
Worksheet 3

Choose the correct term from the box below for the types of test described.

A. Placement test B. Diagnostic test

C. Progress test D. Proficiency test E. Achievement test

1. This type of test is used during a course in order to assess the learning up to a
particular point in the course.

2. This type of test is used to see how well students have learned the language
and skills taught in class. These tests are often at the end of term or end of the
year and test the main points of what has been taught in that time.

3. This type of test is often used at the beginning of a course in a language school
in order to identify a student’s level of language and find the best class for them.

4. This type of test is used to identify problems that students have with language or
skills. The teacher tries to find out what language problems students have. It
helps the teacher to plan what to teach in future.

5. This type of test is used to see how good students are at using the language.
The contents of this type of test are not chosen according to what has been
taught, but according to what is needed for a particular purpose.

TKT Module 1: Assessment Types and Tasks – Participant’s Worksheet 3 www.teachers.cambridgeesol.org

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TKT Module 1: Assessment Types and Tasks – Participant’s
Worksheet 4
Exercise 1: What are these assessment task and activities called?

1 Complete the sentences. 2 Read the text and answer the

following questions.
In Paris the people were much ______ and
more polite than I had _____. The food Why did John go to the party?
though was not as _______.
What happened when he got
there?

3 Which word belongs to each group? 4 Choose the correct answer.

apple vegetable 1. The car he drove was
juice meat a) Ford b) Peugeot c) BMW
potato fruit 2. It was
beef drink a) red b) white c) black

5 Finish the sentence with an answer from the 6 Complete sentence B so that it
text. means the same as sentence A
It was sunny so she _____ ___ ____. A. Jack doesn’t have to do the test.
B. It’s ________ Jack to do the
test.

7 Rearrange the words in the sentences. 8 Which word does not fit the group?
1. month/travelled/France/we/last/to cup, plate, knife, bowl
2. Japan/Tom/a/ago/week/went/to banana, apple, onion, pear

9 Write a letter to a friend inviting him/her to a 10 Look at the picture. Talk about the
party at your house next Saturday. people, what they are doing and
what they are wearing. Where do
you think they are going?

Exercise 2: Which of the activities and tasks are subjective tests and which are objective
tests?

TKT Module 1: Assessment Types and Tasks – Participant’s Worksheet 4 www.teachers.cambridgeesol.org

Page 7 of 8
TKT Module 1: Assessment Types and Tasks - Sample Task
Exercise 4

For Questions 1–5, match the descriptions of different tests with the types of test listed A–F.
Mark the correct letter (A–F) on your answer sheet.
You need to use some options more than once
Types of test

A progress

B achievement

C subjective

D proficiency

E diagnostic

F placement

Descriptions

1 These tests are designed to test language taught on the whole course.

2 These tests are designed to help teachers to plan course content.

3 The purpose of these tests is to test language taught on part of the course.

4 These tests help teachers to put students in classes at the appropriate level.

5 The marking of these tests depends on decisions made by individual examiners.

TKT Module 1: Assessment Types and Tasks - Sample Task www.teachers.cambridgeesol.org

Page 8 of 8
TKT Module 1: Learner needs – Teacher’s Notes

Description
Participants discuss the different factors that make up learner needs, which is covered in the
TKT Module 1 Part 2 syllabus area. They consider the needs of their own group and practise
doing a task related to this syllabus area.

Time required: 50 minutes

Materials Participant’s Worksheet 1 (one for each participant)
required:
Participant’s Worksheet 2 (one for each pair, cut up)
Participant’s Worksheet 3 (one for each participant)
Sample Task (one for each participant)
Aims: To provide an opportunity for participants to discuss the personal,
learning and (future) professional needs of learners.
To provide practice in completing tasks in which learner needs is the
testing focus.

Procedure
1. Before the session, copy Participant’s worksheet 2 so there are enough for one per
pair of participants, and cut them up into individual words or phrases. Keep each set
together.
2. (10 minutes) Put participants into groups of three. Hand out Participant’s
Worksheet 1. Participants follow the instructions to get two new words. Check
answers together (see key below).
3. Write Learner needs as a title on the board with personal needs, professional
needs and learning needs as separate column headings. Tell participants that:
• learner needs is a syllabus area which is tested in TKT Module 1 Part 2
• when thinking about learner needs, we look at these three aspects.
4. (10 minutes) Hand out Participant’s Worksheet 2 (cut up as in Step 1) to each pair
of participants. Participants decide which of the three columns - personal,
professional and learning – the learning needs would go into. For example, ‘age’ is a
personal need.
5. When participants have finished, ask them to come to the board and to fill in columns
on the board. Check their answers as they are doing this (see key below).
6. (10 minutes) Put participants into groups of three to discuss the following question:
• What can teachers do to respond to learner needs: personal, learning and
future (or current) professional needs?
Participants make a list of the things teachers can do.

TKT Module 1: Learner needs – Teacher’s Notes www.teachers.cambridgeesol.org

Page 1 of 7
7. Hand out Participant’s Worksheet 3 and participants compare their list with the
suggestions given.
8. (15 minutes) Give out Sample Task. Participants complete the sample task on their
own then compare their answers with a partner. Check answers together (see key
below).
9. (5 minutes) Round up to summarise points covered. Ask participants:
• What is the TKT Module 2 syllabus area for this lesson? (learner needs)
• What different learner needs have you come across, through learning or
studying? How does the group you’re in now vary in their needs as
learners? (allow participants to share experiences)
• What different types of courses have you worked on, studied on, or know
about? (allow participants to share experiences).

TKT Module 1: Learner needs – Teacher’s Notes www.teachers.cambridgeesol.org

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TKT Module 1: Learner needs – Answer Keys

Key to Participant’s Worksheet 1

RANLESPO P E R S O N A L
6 4 10 8 1

SONPERLOFSAI P R O F E S S I O N A L
9 3

NIEGANLR L E A R N I N G
2 7 5

L E A R N E R N E E D S
1 2 3 4 5 6 7 8 9 6 10

Key to Participant’s Worksheet 2

Personal needs Learning needs Professional needs
age learning styles (future) employment
male/female past language learning (future) training
experiences
cultural background learning goals and going soon to an English
expectations for the course speaking university
motivation
interests learner autonomy
educational background availability of time

Key to Sample Task

1. B 2. A 3. D 4. F 5. C 6. G

TKT Module 1: Learner needs – Answer Keys www.teachers.cambridgeesol.org

Page 3 of 7
TKT Module 1: Learner needs – Participant’s Worksheet 1

Unscramble each of the jumbled words and write the letters in the boxes.

RANLESPO P A
6 4 10 8 1

SONPERLOFSAI P F O
9 3

NIEGANLR L N
2 7 5

Copy the letters from the numbered cells above to boxes below, according to their
numbers. What words do you get?

D
1 2 3 4 5 6 7 8 9 6 10

TKT Module 1: Learner needs – Participant’s Worksheet 1 www.teachers.cambridgeesol.org

Page 4 of 7
TKT Module 1: Learner needs – Participant’s Worksheet 2

(future) (future)
male/female
training employment

past language
cultural
learning styles learning
background
experiences

going soon to learning goals

availability of an English and
time speaking expectations
university for the course

interests age

learner educational
motivation
autonomy background

TKT Module 1: Learner needs – Participant’s Worksheet 2 www.teachers.cambridgeesol.org

Page 5 of 7
TKT Module 1: Learner needs – Participant’s Worksheet 3

What can teachers do to respond to learners’ needs?

• Do a ‘needs analysis’ and/or find out about your learners’ personal needs, learning
needs and future or current professional needs.
• Select topics and subjects for lessons that fit with their interests and needs.
• Select material that meets their needs.
• Choose activities that fit with their learning styles, and are suitable for their needs
and interests.
• Decide on pace and interaction patterns.
• Think about the balance of skills work (reading, listening, speaking, writing) in
relation to their needs.
• Adopt approaches for teaching language that respond to their needs, interests and
learning styles.
• Think about how to give learners feedback on their work.

TKT Module 1: Learner needs – Participant’s Worksheet 3

What can teachers do to respond to learners’ needs?

TKT Module 1: Learner needs – Participant’s Worksheet 3 www.teachers.cambridgeesol.org

Page 6 of 7
TKT Module 1: Learner needs – Sample Task

For Questions 1–6, match the needs of each group of students with the most suitable type of
course listed A–G.
Mark the correct letter (A–G) on your answer sheet.
There is one extra option which you do not need to use.
Groups of students
1 These young adults need a range of study skills before going to a British
university.

2 These adult beginners are going on holiday, and need to learn how to
communicate in an English-speaking environment.

3 This group of young children have a short attention span; their parents want
them to learn English while having some fun.

4 These business people need to meet and work with people from other countries
at international conferences.

5 These secretaries and receptionists want to focus on vocabulary and skills

which are useful for them in their work.

6 These scientists need to keep up-to-date with the latest developments in their
subjects.

Types of courses

A a course focusing on basic language skills for everyday situations.

B a course focussing on listening and note-taking, and writing academic essays

C a course based on role-plays and situations, such as greeting visitors and

telephoning clients

D an activity based course with lots of games, songs and stories

E a course based on grammar revision and written practice

F an oral skills course based on cross-cultural material

G an online course in which students read texts on specific topics and answer
detailed comprehension.

TKT Module 1: Learner needs – Sample Task www.teachers.cambridgeesol.org

Page 7 of 7
TKT Module 1: Describing language: Phonology – Teacher’s Notes

Description
Participants explore the different aspects of phonology which may be tested in TKT Module
1 Part 1. As well as covering phonetic symbols, they will become more familiar with features
of pronunciation at word and connected speech levels. There is also a TKT-type task for
them to complete.

Time required: 60 minutes

Materials Participant’s Worksheet 1 (cut into strips)
required:
Participant’s Worksheet 2 (one for each participant, plus the chart
cut up)
Participant’s Worksheet 3 (one for each participant)
Participant’s Worksheet 4 (one per pair)
Participant’s Worksheet 5 (one for each participant)
Sample Task (one for each participant)
Aims: To familiarise participants with symbols form the International
Phonetic Alphabet (IPA).
To provide and opportunity for participants to discuss word stress,
sentence stress, intonation and connected speech.
To provide practice in completing tasks in which phonology is the
testing focus.

Procedure
1. Before the session, cut up Participant’s worksheet 1 into strips so there are enough
for one per participant. Repeat the strips if necessary.
Make one copy for every 20 participants of the phonemic chart on Participant’s
worksheet 2 and cut it into individual symbols. You will also need further copies of
Participant’s worksheet 2 (uncut) for each participant.
2. (10 minutes) Give each participant a strip from Participant’s worksheet 1.
Participants walk around the room asking their question until they find someone who
answers yes. They should then get some more detail from the person. For example,
follow-up questions for Find someone in the room whose favourite colour
contains the sound /u /. could be What is your favourite colour? or Why do you like
that colour so much? Participants should make a note of the answers to their
question.
3. When participants have finished, feed back with the whole group for them to share
information. Then ask participants:
• What kind of activity was this? (warmer, getting to know you activity)
• Did all of the questions have a particular language focus? (yes, phonology)
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TKT Module 1: Describing language: Phonology – Teacher’s Notes www.teachers.cambridgeesol.org

Page 1 of 9
• What aspects of phonology were raised in the questions (sounds and word
stress)
• How are sounds categorised in the phonemic chart? (consonants, vowels and
diphthongs (two single vowel sounds combined to make a new sound))
4. (15 minutes) Put participants into four groups; Group A, Group B, Group C and
Group D. Give each group 11 of the phonemic symbols from the chart on
Participant’s worksheet 2. Hand out Participant’s worksheet 2. Each group should
match their symbols with letters underlined in the words in the table.
5. When participants have finished, regroup them so that they form new groups of four,
each with a member of Group A, Group B, Group C and Group D. Participants share
their answers.
6. Hand out Participant’s worksheet 3 to check answers.
7. Tell participants that candidates’ knowledge of the symbols from the International
Phonetic Alphabet (IPA) is tested in TKT Module 1 Part 1 under the syllabus area
relating to phonology within ‘concepts and terminology for describing language’. Ask
participants
• What other areas of phonology do you think are tested in this syllabus
area? (word stress, sentence stress, intonation and connected speech)
8. (10 minutes) Hand out Participant’s worksheet 4. Participants work in pairs and put
the 15 words into 4 categories based on which syllable in each word carries the main
stress. They should write the word in the appropriate column in the table.
9. Check answers together (see key below). Ask participants:
• How can you find out which syllable carries the main stress? (dictionaries
have this noted with a symbol on the entry)
10. (10 minutes) Give out Participant’s worksheet 5. Participants match the features of
phonology in the box with the underlined sections of the sentences. Check answers
(see key below).
11. (10 minutes) Give out Sample Task. Participants complete the sample task on their
own then compare their answers with a partner. Check answers together (see key
below).
12. (5 minutes) Round up to summarise points covered. Ask participants:
• What is the TKT Module 1 syllabus area for this lesson? (concepts and
terminology for describing language – phonology)
• What issues do you find difficult about this syllabus area? (allow participants
to share ideas)
• How can participants prepare for this section of the test? (look at the
phonology section of the TKT Glossary and make sure that they are familiar with
the terms listed. They also need to review the IPA phonemic chart.)

TKT Module 1: Describing language: Phonology – Teacher’s Notes www.teachers.cambridgeesol.org

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TKT Module 1: Describing language: Phonology – Answer Keys

Key to Participant’s worksheet 4

first syllable second syllable third syllable fourth syllable

literature unlucky possibility qualification
paper photography lemonade congratulations
finger bananas magazine examination
comfortable photographic

Key to Participant’s worksheet 5

part of text phonemic transcript pronunciation feature

1 I’m /aɪm/ contraction

2 to the /təðə/ connected speech/linking ‘to’ and ‘the’

and weak form (schwa) /ə/
3 shops main stress
4 Do you /dʒu/ linking/ connected speech

5 want intonation; main stress

6 think main stress
7 so subsidiary stress
8 What are /wɒtə/ linking/ connected speech, weak form
(schwa) /ə/, subsidiary stress
9 going to /gʌnə/ linking/ connected speech, subsidiary
stress
10 buy main stress

Key to Sample Task

1 C 2 B 3 C 4 B 5 A 6 B

TKT Module 1: Describing language: Phonology – Answer Keys www.teachers.cambridgeesol.org

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TKT Module 1: Describing language: Phonology – Participant’s
Worksheet 1

Warmer

Find someone in the room whose favourite colour contains the sound /uː/ (as in food).

Find someone in the room who likes eating a dish containing the sound /aɪ/ (as in rice).

Find someone in the room who has more than two syllables in their family name.

Find someone in the room whose first name contains the sound /e/ (as in Henry).

Find someone in the room whose hometown starts with an unvoiced sound.

Find someone in the room who was born in a city containing the phoneme /iː/ (as in Rio).

Find someone in the room whose likes doing an activity which contains the sound /eɪ/ (as
in playing board games).

Find someone in the room who has more than two syllables in their first name.

Find someone in the room who has a brother or sister whose name has only one syllable.

Find someone in the room who has visited a county or a town which has a silent letter.

TKT Module 1: Describing language: Phonology – Participant’s Worksheet 1 www.teachers.cambridgeesol.org

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TKT Module 1: Describing language: Phonology – Participant’s
Worksheet 2
Phonemic Chart

iː ɪ ʊ uː ɪə eɪ

e ə ɜː ɔː ʊə ɔɪ əʊ

æ ʌ ɑː ɒ eə aɪ aʊ

p b t d tʃ dʒ k g

f v θ ð s z ʃ ʒ

m n ŋ h l r w j

Match the symbols you have been given with the underlined letters in the words in the
table.
1. joke 11. fun 22. bat 33. two
2. play 12. measure 23. put 34. do
3. sit 13. bit 24. think 35. cat
4. read 14. about 25. pet 36. for
5. sing 15. air 26. yes 37. the
6. car 16. man 27. pen 38. ear
7. bird 17. shoe 28. go 39. hat
8. church 18. who 29. zoo 40. or
9. boy 19. live 30. dog 41. no
10. life 20. now 31. watch 42. gone
21. hard 32. right 43. long
44. cruel

TKT Module 1: Describing language: Phonology – Participant’s Worksheet 2 www.teachers.cambridgeesol.org

Page 5 of 9
TKT Module 1: Describing language: Phonology – Participant’s
Worksheet 3

Key to Participant’s Worksheet 2

1. joke - /dʒ/ 12. measure - /ʒ/ 23. put- /ʊ/ 34. do - /d/

2. play - /eɪ/ 13. bit - /ɪ/ 24. think – /θ/ 35. cat - /æ/

3. sit – /s/ 14. about - /ə/ 25. pet – /e/ 36. for – /f/

4. read - /iː/ 15. air - /eə/ 26. yes – /j/ 37. the - /ð/

5. sing - /ŋ/ 16. man - /m/ 27. pen – /p/ 38. ear - /ɪə/

6. car – /k/ 17. shoe- /ʃ/ 28. go - /əʊ/ 39. hat – /h/

7. bird - /ɜː/ 18. who - /uː/ 29. zoo - /z/ 40. or - /ɔː/

8. church - /tʃ/ 19. live – /v/ 30. dog - /ɒ/ 41. no – /n/

9. boy - /ɔɪ/ 20. now - /aʊ/ 31. watch - /w/ 42. gone - /g/

10. life - /aɪ/ 21. hard - /ɑː/ 32. right – /r/ 43. long - /l/

11. fun - /ʌ/ 22. bat - /b/ 33. two - /t/ 44. cruel - /ʊə/

TKT Module 1: Describing language: Phonology – Participant’s Worksheet 3 www.teachers.cambridgeesol.org

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TKT Module 1: Describing language: Phonology – Participant’s
Worksheet 4

Put the words into 4 categories based on which syllable in each word carries the main
stress..

unlucky bananas qualification

angry congratulations literature

possibility paper examination

lemonade finger photography

magazine photographic comfortable

first syllable

second syllable

third syllable

fourth syllable

TKT Module 1: Describing language: Phonology – Participant’s Worksheet 4 www.teachers.cambridgeesol.org

Page 7 of 9
TKT Module 1: Describing language: Phonology – Participant’s
Worksheet 5

Match the feature of phonology in the box below with the example in the sentences.
You need to use some of the features more than once.

/aɪm/ /təðə/ /dʒu/→→→↗ ↘

Mary: (1) I’m going (2) to the (3) shops. (4) Do you (5) want anything?

/wʌtə/ /gʌnʌ/
Doreen: I don’t (6) think (7) so. (8)What are you (9) going to (10) buy?

1) I’m /aɪm/

2) to the /təðə/
3) shops

4) Do you /dʒu/
5) want
6) think
7) so

8) What are /wɒtə/

9) going to /gʌnə/
10) buy

main stress secondary stress weak form/schwa contraction

connected speech linking intonation

TKT Module 1: Describing language: Phonology – Participant’s Worksheet 5 www.teachers.cambridgeesol.org

Page 8 of 9
TKT Module 1: Describing language: Phonology – Sample Task

For questions 1–6 choose the phonological term to complete the sentences.
Mark the correct term (A, B or C) on your answer sheet.

1 Can’t; don’t; he’s are examples of

A connected speech.
B weak forms.
C contractions.

2 Umbrella is an example of a word which has

A two syllable.
B three syllables.
C four syllables.

3 Fit and feet; fear and fair; track and truck are examples of

A rhyme.
B linking.
C minimal pairs.

4 Fantastic is an example of a words which carries the main stress on the

A first syllable.
B second syllable.
C third syllable.

5 The phoneme /tʃ/ is an example of a

A consonant.
B vowel.
C diphthong.

6 Would you prefer coffee or tea? is an example of a sentence with the following intonation:
↘ ↘
A Would you prefer coffee or tea? (fall, fall)
↗ ↘
B Would you prefer coffee or tea? (rise, fall)
↘ ↗
C Would you prefer coffee or tea? (fall, rise)

TKT Module 1: Describing language: Phonology – Sample Task www.teachers.cambridgeesol.org

Page 9 of 9
TKT Module 1: Presentation techniques and introductory activities
– Teacher’s Notes

Description
Participants discuss some different presentation techniques and introductory activities, which
are tested in TKT Module 1 Part 3. They consider the advantages of some of these activities
and do a practice task relating to this syllabus area.

Time required: 55 minutes

Materials Participant’s Worksheet 1 (one for each participant)
required:
Participant’s Worksheet 2 (one for each participant)
Participant’s Worksheet 3 (one for each participant)
Sample Task (one for each participant)
Aims: To provide an opportunity for participants to discuss introductory
activities.
To introduce and review common ways of presenting language
To provide practice in completing tasks in which presentation
techniques and introductory activities is the testing focus.

Procedure
1. (10 minutes) Check that students know what the presentation stage is by asking:
• What does the teacher do in the presentation stage of a lesson?
(introduces new language)
2. Give out Participant’s worksheet 1. Explain that the clues in the puzzle all describe
different techniques a teacher might use at the presentation stage of the lesson.
Participants work in pairs to complete the puzzle. If they are finding the puzzle
difficult, you can give them the first letters of the words.
3. Check answers together (see key below, but be ready to answer questions in case
some participants are unfamiliar with these terms) . Ask participants:
• What kind of activity was this? (word puzzle, warmer, introductory activity)
Explain that knowledge about introductory activities and of common ways of
presenting language are tested in the syllabus area ‘presentation techniques and
introductory activities’ in TKT Module 1 Part 3.
4. (10 minutes) Put participants into groups of three. They discuss the following
questions in their groups:
a. What reasons are there for doing introductory activities such as
warmers, ice breakers and lead-ins?
b. What introductory activities to start a lesson with do you know?

TKT Module 1: Presentation techniques and introductory activities – Teacher’s Notes

www.teachers.cambridgeesol.org
Page 1 of 8
5. Feed back with the whole group for participants to share ideas (see key below).
6. (10 minutes) Hand out Participant’s worksheet 2. In pairs, participants look at the
introductory activities and say what type of introductory activity they are and why they
would be used by a teacher. Check answers together (see key below).
7. (10 minutes) Ask participants to think back to the puzzle on Participant’s worksheet
1. The words in the puzzle are techniques used in different methods and approaches
to presenting language. Hand out Participant’s worksheet 3. In pairs again,
participants read the different approaches and choose the correct name for each
approach from the box at the top of the page. Check answers together (see key
below).
8. (10 minutes) Give out the Sample Task. Participants complete the task on their own
then compare their answers with a partner. Check answers together (see key below).
9. (5 minutes) Round up to summarise points covered. Ask participants:
• What is the TKT Module 1 syllabus area for this lesson? (presentation
techniques and introductory activities)
• Which approaches to presenting language have you used or
experienced? (allow participants to share experiences)
• Which approaches do you think are successful? Why? (allow participants
to share opinions)
• How can participants prepare for this section of the test? (look at the
section in the TKT Glossary on presentation techniques, approaches and
introductory activities. Read more about different approaches.)

TKT Module 1: Presentation techniques and introductory activities – Teacher’s Notes

www.teachers.cambridgeesol.org
Page 2 of 8
TKT Module 1: Presentation techniques and introductory activities
– Answer Keys

Key to Procedure Step 4

a. What reasons are there for doing introductory activities such as warmers, ice-
breakers and lead-ins?
We use warmers to:
• give the class more energy at the start of a lesson
• relax students at the start of a lesson
• encourage students to communicate with each other.

We use ice breakers to:

• provide an opportunity for students to get to know each other
• provide an opportunity for the teacher to get to know students
• encourage a good rapport between the students and the students and the teacher.

We use lead ins to:

• prepare students to work on a text or main task
• create interest in the topic
• personalise a text
• provide an opportunity for students to bring their knowledge and experience to a
text or topic
• provide an opportunity to study some new key language needed for a text or main
task.

Key to Participant’s Worksheet 1

1C O N C E P T C H E C K
2D O
3P R E S E N T
I T
L E
L X
4M T
I U 5E
M A L
6E X P L A I N
I C
S I
E T

TKT Module 1: Presentation techniques and introductory activities – Answer Keys

www.teachers.cambridgeesol.org
Page 3 of 8
Key to Participant’s Worksheet 2
1. Ice-breaker – students getting to know each other
2. Warmer – to increase energy levels, to relax the class
3. Lead-in – to allow students to bring their own experience to a text/topic, to create
interest in a topic/text
4. Ice-breaker – students getting to know each other
5. Warmer – to increase energy levels, to relax the class
6. Lead-in – to allow students to bring their own experience to a text/topic, to create
interest in a topic/text.

Participant’s Worksheet 3
1. D Presentation, practice, production (PPP)
2. E Task-based learning (TBL)
3. G Total Physical Response (TPR)
4. B Guided discovery
5. F Test-teach-test
6. A Grammar-translation method
7. C Lexical approach

Key to Sample Task

1 E 2 G 3 A 4 C 5 B 6 D

TKT Module 1: Presentation techniques and introductory activities – Answer Keys

www.teachers.cambridgeesol.org
Page 4 of 8
TKT Module 1: Presentation techniques and introductory activities
– Participant’s Worksheet 1

Across
1. To ask questions or use other techniques to check that students have understood a new
structure or item of lexis (two words).
3. To introduce new language, usually by focusing on it formally.
6. To tell students what language means and how it is used.

Down
1. To put new language into a situation that shows what it means.
2. To get students to repeat words or phrases.
4. To use body movements to convey meaning without using words.
5. To ask specially designed questions or give clues to get students to give information or an
opinion.

TKT Module 1: Presentation techniques and introductory activities – Participant’s Worksheet 1

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TKT Module 1: Presentation techniques and introductory activities
– Participant’s Worksheet 2

Look at the introductory activities. For each activity say:

• what type of introductory activity is it? (warmer, ice-breaker, lead-in)
• why would the activity be used by the teacher?

1. Students stand in a circle. The teacher throws a ball to a student who then introduces
himself and says his favourite game or activity. He then tosses the ball to another
student who repeats the procedure. Give each student a chance to introduce
him/herself.

2. Divide the class into two teams, choose a category, and ask each team to think of an
object in that category. The teams ask each other yes/no questions. Whichever team
guesses the objects with fewer questions, wins.

3. Students work in groups of three. They brainstorm and make a list of the advantages
and the disadvantages of living in a big city.

4. The first student says something about himself, then changes that to make a
question for another student. For example, "My favourite colour is blue. What's your
favourite colour?" This can be another circle activity, and it works with large groups of
students, too.

5. The teacher starts off by saying: "Yesterday I went to the park." The first student
must include what the teacher said and then add something they did, e.g. "Yesterday
I went to the park and ate some pizza." The second student must include what the
teacher and the first student said and then add something else, e.g. "Yesterday I
went to the park, ate some pizza and went for a swim in the sea."

6. The teacher asks students to say what news stories they have read about recently.
Several students contribute and the teacher encourages students to ask each other
questions about the stories they have read.

TKT Module 1: Presentation techniques and introductory activities – Participant’s Worksheet 2

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TKT Module 1: Presentation techniques and introductory activities
– Participant’s Worksheet 3

Choose one of the task types (A-K) for each of the activities below (1-11)

A Grammar-translation method B Guided discovery C Lexical approach

D Presentation practice production (PPP) E Task-based learning (TBL)
F Test-teach-test G Total Physical Response (TPR)

1. A way of teaching new language in which the teacher presents the language, gets
students to practise it in exercises or other controlled practice activities and then asks
students to use or produce the same language in a communicative and less controlled
way.

2. A way of teaching in which the teacher gives students meaningful tasks to do. After this
the teacher may ask students to think about the language they have used when doing the
tasks, but the main focus for students is on the task itself.

3. A way of teaching in which the teacher presents language items as instructions and the
students have to do exactly what the teacher tells them, e.g. Open the window! Stand up!
This method is good for beginners when they start to learn a new language, as they have
a silent period and can make fast progress.

4. A way of teaching in which a teacher provides examples of the target language and then
guides the students to work out the language rules for themselves.

5. A way of teaching in which the teacher asks students to do a task to see how well they
know a certain piece of language. The teacher then presents the new language to the
students, then in the final stage asks the students to do another task using the new
language correctly. This way of approaching teaching target language can be helpful if
the teacher thinks the students may already know some of the target language.

6. A way of teaching in which students study grammar and translate words into their own
language. They do not practise communication and there is little focus on speaking. A
teacher presents a grammar rule and vocabulary lists and then students translate a
written text from their own language into the second language.

7. A way of teaching language that focuses on lexical items or chunks such as words, multi-
word units, collocations and fixed expressions rather than grammatical structures.

TKT Module 1: Presentation techniques and introductory activities – Participant’s Worksheet 3

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TKT Module 1: Presentation techniques and introductory activities
– Sample Task

For questions 1–6, match the teacher’s actions with the introductory activities and
presentation techniques for different lessons listed A–G.
Mark the correct letter (A–G) on your answer sheet.
There is one extra option you do not need to use.
Introductory activities and presentation techniques

A asking concept questions

B eliciting language

C doing a warmer

D miming

E setting the scene

F explaining

G drilling

Teacher’s actions

1 The teacher asks the students to look at pictures of Paris before they listen to a
recording about tourist attractions there.

2
The teacher asks the students to repeat sentences after her.

3 The teacher checks whether the students understand when the new language is
used.

4 The teacher does a short game with the students to give them energy.

5 The teacher asks the students for examples of different kinds of fruit and writes
them on the board.

6 The teacher does an action which shows the meaning of a new word.

TKT Module 1: Presentation techniques and introductory activities – Sample Task

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TKT Module 1: Types of activities and tasks for language and skills
development – Teacher’s Notes

Description
This activity begins with a review of teaching terms, then explores the purpose of some
typical classroom activities. Participants discuss what approaches different activity types fit
into. The syllabus area discussed here is ‘types of activities and tasks for language and skills
development’, tested in TKT Module 1 Part 3.

Time required: 60 minutes

Materials Participant’s Worksheet 1 (cut into strips)
required: Participant’s Worksheet 2 (one for each participant)
Participant’s Worksheet 3 (one for each participant)
Participant’s Worksheet 4 (one for each participant)
Sample Task (one for each participant)
Aims: To introduce and review teaching terms
To provide an opportunity for participants to discuss the design and
purpose of a range of common comprehension and production tasks
and activities
To provide an opportunity for participants to discuss frameworks for
activities and tasks
To provide practice in completing tasks in which types of activities
and tasks for language and skills development is the testing focus

Procedure
1. (10 minutes) Cut up Participant’s worksheet 1 into strips before the session. The
strips are organised in matching pairs of teaching term and definition on the
worksheet. For example: to tell someone they have done well matches with Praise.
Give each participant one strip. Reduce or repeat the number of strips as
appropriate, making sure that you give out matching pairs of definitions and teaching
terms.
2. Tell participants that they have either a definition or a teaching term on their strips of
paper. They walk around the room saying their definitions/terms until they find
someone whose strip matches with theirs. When they find their partner, they should
sit down next to each other and discuss when teachers would use these terms in the
classroom.
3. Tell participants that knowledge of teaching terms falls into the syllabus area of ‘types
of activities and tasks for language and skills development’, which is tested in TKT
Module 1 Part 3 and that the terms in this activity were taken from the TKT Glossary.

TKT Module 1: Types of activities and tasks for language and skills development – Teacher’s Notes
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4. Explain that this syllabus area also tests candidates on their knowledge of ‘the design
and purpose of a range of comprehension and production tasks and activities’. Ask
participants:
• What do comprehension activities do? (test or develop listening or reading
skills and subskills)
• What do production tasks and activities do? (provide opportunities for
learners to practise and extend their productive skills, i.e. speaking and writing)
5. (10 minutes) Hand out Participant’s worksheet 2. Participants work with their
partners and choose the correct name for each task from the list at the top of the
worksheet. Check answers together (see key below).
6. (10 minutes) Refer participants again to the first activity on Participant’s worksheet
2 – a survey. Ask:
• Is a survey used for testing or developing comprehension or for
practising and extending productive skills? (practising and extending
productive skills)
• Which productive skills? (speaking)
• Is this a controlled practice activity, a less controlled practice activity or a
free practice activity? That is, how much choice do students have in the
language they use? (It depends on the survey. They can be designed to
practice specific language (controlled practice or less controlled practice), or
they could be designed to allow students to develop oral fluency (free practice).
Sum up by confirming that surveys are used to practise or extend speaking skills and
can be used for controlled practice, less controlled practice or free practice.
7. Participants work in pairs again and refer to Exercise 2 on Participant’s worksheet
2. Point out that some of the activities may be designed for more than one purpose.
Check answers together (see key below).
8. (15 minutes) Ask participants to think about lessons they have had and about how
activities can be linked in a lesson. Point out that the types of activities, the ways the
activities are used and how they follow each other in the lesson depends on the
approach, and the ‘framework’ or procedures that the approach uses.
9. Participants work in groups of three. Give out Participant’s worksheet 3 Exercise
1, and ask participants to fold the worksheet in half along the dotted line (they should
not look at Exercise 2 yet). Participants discuss the frameworks/procedures and the
activities that are used for these approaches. Allow 5 minutes for this discussion.
10. Participants now unfold Participant’s worksheet 3 and look at Exercise 2. They
continue to work in their groups of three and decide which of the approaches go with
each of the frameworks in Exercise 2. Give out Participant’s worksheet 4 for
participants to check their answers.
11. (10 minutes) Give out the Sample Task. Participants complete the task on their own
then compare their answers with a partner. Check answers together (see key below).

TKT Module 1: Types of activities and tasks for language and skills development – Teacher’s Notes
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12. (5 minutes) Round up to summarise points covered. Ask participants:
• What is the TKT Module 1 syllabus area for this lesson? (types of activities
and tasks for language and skills development)
• What is the testing focus for this syllabus area? (the design and purpose of
a range on common comprehension and production tasks and activities,
teaching terms, frameworks for activities and tasks)
• How can participants prepare for this section of the test? (look at the
section in the TKT Glossary on practice activities and tasks and make sure that
they are familiar with the terms and their meanings)

TKT Module 1: Types of activities and tasks for language and skills development – Teacher’s Notes
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TKT Module 1: Types of activities and tasks for language and skills
development – Answer Keys

Key to Participant’s Worksheet 2 Exercises 1 and 2

Exercise 1 Exercise 2

speaking, controlled practice, less controlled practice

1. D production
and free speaking.
2. F production speaking, controlled practice
3. H production speaking, free practice
4. K comprehension reading or listening
5. E production speaking, free practice
6. J comprehension listening
7. A production writing, controlled practice or less controlled practice
8. B production speaking, less controlled practice or free practice
9. I production speaking, free practice
10. C production speaking, free practice
11. G comprehension reading

Key to Sample Task

1 A 2 B 3 C 4 A
5 A 6 C 7 B

TKT Module 1: Types of activities and tasks for language and skills development – Answer Keys
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TKT Module 1: Types of activities and tasks for language and skills
development – Participant’s Worksheet 1

Drill - choral drilling and individual drilling

The teacher says a word or sentence and the students repeat it together as a class
or individually.

Revise/Review

When a teacher or a student looks again at language or skills that have already been
taught in order to remember this language better.

Contextualise

to put new language into a situation that shows what it means

Elicit

When a teacher asks specially designed questions or gives clues to get students to
give the information.

Model

The teacher says the language for students to repeat in a drilling.

Praise

to tell someone they have done well

Prompt

to help learners think of ideas or to remember a word or phrase by giving them a part
of it or by giving another kind of clue

TKT Module 1: Types of activities and tasks for language and skills development – Participant’s Worksheet 1
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TKT Module 1: Types of activities and tasks for language and skills
development – Participant’s Worksheet 2
Exercise 1
Choose one of the task types (A–K) for each of the activities below (1–11).

A guided writing B role-play C problem solving D survey

E brainstorming F chant G jumbled text H warmer
I rank ordering/prioritising J visualisation K jigsaw listening /reading

1. Students find out information from others by asking questions or using questionnaires in
order to practise speaking skills and/or specific language.
2. Students repeat a phrase, sentence, rhyme, verse, poem or song, usually with others, in
a regular rhythm.
3. An activity that a teacher uses at the beginning of a lesson to give the class more
energy.
4. A text is divided into two or more different parts. Students listen to or read their part
only, then share their information with other students so that in the end everyone knows
all the information.
5. Students think of ideas (usually quickly) about a topic (often noting these down). This is
often done as preparation before writing or speaking.
6. An activity where the teacher asks students to close their eyes and create the pictures in
their minds of the story she is telling them.
7. Students produce a text after a lot of preparation by the teacher. The teacher may give
the students a plan to follow, or ideas for the language to use.
8. A classroom activity in which students are given parts to act out in a given situation.
They usually work in pairs or groups.
9. Students are given a list of things to put in order of importance. It involves discussion,
agreeing/disagreeing and negotiating.
10. Students work in pairs or groups talking together to find the solution to a problem.
11. Students are given a text in which the paragraphs or sentences are not in the correct
order. The students put the paragraphs or sentences into the correct order.

Exercise 2
Look at the activities again. Is the activity a comprehension task or a production task? If it’s a
comprehension task, which skill? If it’s a production task, which skill?

TKT Module 1: Types of activities and tasks for language and skills development – Participant’s Worksheet 2
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TKT Module 1: Types of activities and tasks for language and skills
development – Participant’s Worksheet 3

Exercise 1

Guided discovery Task-based learning (TBL)

Grammar-translation method Test-teach-test
Lexical approach Total Physical Response (TPR)
Presentation, practice and production (PPP) Skills-based lessons

¯____________________________________________________________________°
Exercise 2

Frameworks for activities and task Approaches

1. Activity with a task and discussion of the task → activity to
focus on language used in the task
2. Grammar rule → students translate a text

3. The teacher presents language items as instructions → the

students do the actions → the students give the instructions
4. Lead in → pre-teach key vocabulary → gist task → detailed
comprehension task → follow up productive activity
5. Activity with a task to see if students can use a particular
structure → the teacher presents the new language to the
students → students do another task using new language
6. The teacher presents the language in context → controlled
practice activities →less controlled → freer practice
7. Activity with examples of the target language provided →
activity for students to work out language rules for themselves
→ activity for students to practice the language
8. Activity for students to ‘notice’ words or chunks of language →
discussion of the meaning of the chunks of language →
activity to practise the language

TKT Module 1: Types of activities and tasks for language and skills development – Participant’s Worksheet 3
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TKT Module 1: Types of activities and tasks for language and skills
development – Participant’s Worksheet 4

Key to Participant’s worksheet 3 Exercise 2

Frameworks for activities and task Approaches

1. Activity with a task and discussion of the task → activity to Task-based learning
focus on language used in the task (TBL)
2. Grammar rule → students translate a text Grammar-translation
method
3. The teacher presents language items as instructions → the Total Physical
students do the actions → the students give the instructions Response(TPR)
4. Lead in → pre-teach key vocabulary → gist task → detailed Skills-based lessons
comprehension task → follow up productive activity
5. Activity with a task to see if students can use a particular Test-teach-test
structure → the teacher presents the new language to the
students → students do another task using new language
6. The teacher presents the language in context → controlled Presentation, practice
practice activities →less controlled → freer practice and production (PPP)
7. Activity with examples of the target language provided → Guided discovery
activity for students to work out language rules for themselves
→ activity for students to practice the language
8. Activity for students to ‘notice’ words or chunks of language → Lexical approach
discussion of the meaning of the chunks of language →
activity to practise the language

TKT Module 1: Types of activities and tasks for language and skills development – Participant’s Worksheet 4
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TKT Module 1: Types of activities and tasks for language and skills
development – Sample Task

For questions 1–7, match the classroom activities with the types of speaking practice listed
A, B or C.
Mark the correct letter (A, B or C) on your answer sheet.
You need to use some options more than once
Types of speaking practice

A oral fluency practice

B controlled oral practice

C neither

Classroom activities

1 At the beginning of the lesson, we got into groups and talked about an interesting
newspaper article we had read.

2 The teacher gave us word prompts such as ‘cinema’ and ‘friends’, and we had to
say them in sentences using the past simple, e.g. ‘We went to the cinema.’ ‘We
visited some friends.’

3 We listened to a recording of two people talking about their hobbies, then did a
gap-fill comprehension task.

4 The teacher gave us roles such as ‘film star’ or ‘sports star’ and we had to role play
a party in which we chatted to each other.

5 We had a discussion about the advantages and disadvantages of the internet.

The teacher read out some sentences, some of which were correct and some
6 incorrect. We had to shout out ‘Right’ or ‘Wrong’.

We had to ask our partner five questions about abilities, using ‘can’, e.g. ‘Can you
7 swim?’

TKT Module 1: Types of activities and tasks for language and skills development – Sample Task
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Working towards
TKT Module 1
EMC/7032c/0Y09

*4682841505*
TKT quiz

1) How many Modules are there?

2) What is the minimum language level for TKT?

3) How many questions are there in each Module?

4) How long does a Module of the test last?

5) How many results bands are there?

6) What are the entry requirements for TKT?

7) What kind of English teacher is TKT designed for?

True or false?

8) TKT uses subjective task types.

9) TKT is a test of teacher knowledge.

10) TKT can be taken at any time of year.

Now write four more questions about TKT to ask your colleagues.

WORKING TOWARDS TKT MODULE 1 EMC/7032c/0Y09 3

The TKT syllabus
Match the following areas of teaching knowledge from the TKT syllabus to one of the
three Modules.

Module 1 Module 2 Module 3

Language and background Lesson planning and use Managing the teaching and
to language learning and of resources for language learning process
teaching teaching

Areas of teaching knowledge

A) consulting reference resources to help in lesson preparation

B) factors in the language learning process

C) appropriate terminology

D) options available to the teacher for managing learners and their classroom in
order to promote learning appropriate to the learners and aims

E) concepts and terminology for describing language

F) lesson planning: choosing assessment activities appropriate to learners, aims

and stages of learning

G) using language appropriately for a range of classroom functions

H) the range of methods, tasks and activities available to the language teacher

I) identifying the functions of learners’ language

J) selection and use of coursebook materials appropriate to learners and aims

K) concepts and terminology for describing language skills

L) categorising learners’ mistakes.

In your group, discuss what other areas of teacher knowledge you might find in one
of the Modules.

4 WORKING TOWARDS TKT MODULE 1 EMC/7032c/0Y09

‘The TKT Course’ contents page
Which content areas did you predict?
Which content areas did you not include? Can you think of reasons for this?

Contents page from The TKT Course

Module 1 Language and background to language learning and teaching
Part 1 Describing language and language skills
Unit 1 Grammar 5
Unit 2 Lexis 10
Unit 3 Phonology 13
Unit 4 Functions 17
Unit 5 Reading 21
Unit 6 Writing 26
Unit 7 Listening 30
Unit 8 Speaking 34
Part 2 Background to language learning
Unit 9 Motivation 38
Unit 10 Exposure and focus on form 41
Unit 11 The role of error 44
Unit 12 Differences between L1 and L2 learning 48
Unit 13 Learner characteristics 52
Unit 14 Learner needs 57
Part 3 Background to language teaching
Unit 15 Presentation techniques and introductory activities 61
Unit 16 Practice activities and tasks for language and 66
skills development
Unit 17 Assessment types and tasks 71

TKT Module 1 Practice test 75

Module 2 Lesson planning and use of resources for language teaching

Part 1 Planning and preparing a lesson or sequence of lessons
Unit 18 Identifying and selecting aims 86
Unit 19 Identifying the different components of a lesson plan 91
Unit 20 Planning an individual lesson or a sequence of lessons 96
Unit 21 Choosing assessment activities 102

WORKING TOWARDS TKT MODULE 1 EMC/7032c/0Y09 5

Part 2 Selection and use of resources and materials
Unit 22 Consulting reference resources to help in lesson 106
preparation
Unit 23 Selection and use of coursebook materials 110
Unit 24 Selection and use of supplementary materials and 114
activities
Unit 25 Selection and use of aids 119

TKT Module 2 Practice test 124

Module 3 Managing the teaching and learning process

Part 1 Teachers’ and learners’ language in the classroom
Unit 26 Using language appropriately for a range of classroom 134
functions
Unit 27 Identifying the functions of learners’ language 138
Unit 28 Categorising learners’ mistakes 141
Part 2 Classroom management
Unit 29 Teacher roles 145
Unit 30 Grouping students 148
Unit 31 Correcting learners 152
Unit 32 Giving feedback 156

TKT Module 3 Practice test 160

Sample TKT answer sheet 168

Exam tips for TKT 169
Answer key for Follow-up activities 171
Answer key for TKT practice tasks 176
Answer key for TKT practice tests 177
Alphabetical list of terms 178
Unit by unit list of terms 182
Phonemic symbols 187
Acknowledgements 188

Contents page from Spratt, M, Pulverness, A and Williams, M (2005), The TKT Course, Cambridge:
Cambridge University Press.

6 WORKING TOWARDS TKT MODULE 1 EMC/7032c/0Y09

The TKT glossary
1) Check your definitions against these ones from the TKT glossary.

• A pronoun is a word that replaces or refers to a noun or noun phrase just

mentioned.
• A collective noun is a noun that refers to a group of people or things, e.g. the
police, the government.
• A compound noun is a combination of two or more words, which are used as a
single word, e.g. a flower shop, a headache.
• An uncountable noun does not have a plural form, e.g. information.
• A proper noun is the name of a person or place, e.g. Robert, London.
• A plural noun is more than one person, place or thing and can be regular or
irregular, e.g. boys, women.

2) Now match these words to their definitions from the TKT glossary below.

Functional Verb Function Contraction Intonation Appropriacy Phoneme Context

exponent
1 2 3 4 5 6 7 8

A) The word which follows the subject of a sentence, and is sometimes described as the
‘action’ word, e.g. I like cheese; He speaks Italian.

B) The situation in which language is used or presented in the classroom and the words or
phrases before or after a word which help a student to understand that word.

C) A shorter form of a word or words, e.g. you have = you’ve; it is = it’s.

D) The smallest sound unit which can make a difference to meaning, e.g. /p/ in pan, /b/
in ban.

E) The way the level of a speaker’s voice changes, often to show how they feel about
something, e.g. if they are angry or pleased. It can be rising or falling or both.

F) A phrase which is an example of a function and shows the purpose of what the speaker is
communicating, e.g. Let’s ... . This phrase is one way to make a suggestion. It is an
example (or exponent) of the function of suggesting.

G) The reason or purpose for communication, e.g. making a suggestion; giving advice.

H) Language which is suitable or correct in a particular situation.

Access the glossary at: www.cambridgeesol.org/TKT

WORKING TOWARDS TKT MODULE 1 EMC/7032c/0Y09 7

Reading skills

1) Discuss this question in your group.

Can you think of reasons why learners find reading difficult?

2) Now read the Key Concepts section from The TKT Course.
Key concepts

A text is usually longer than just a word or a sentence. It often contains a series of
sentences, as in a letter or even a postcard. These sentences are connected to one another
by grammar and vocabulary and/or knowledge of the world. Reading also involves
understanding the connection between sentences. For example:
The boy was surprised because the girl was much faster at running than he was. Then he
found out that her mother had won a medal for running at the Olympic Games.
The second sentence gives us a possible reason why the girl was so good at running. But we
can only understand that this is a reason if we know that Olympic runners are very good. This
means we need to use our knowledge of the world to see the connection between these two
sentences (coherence). The grammatical links between the sentences (cohesion) also help
us see the connection between them. For example, in the second example sentence ‘he’
refers to ‘the boy’ in the first sentence, and ‘her’ refers to ‘the girl’.
When we read we do not necessarily read everything in a text. What we read depends on
why and how we are reading. For example, we may read a travel website to find a single
piece of information about prices. But we may read a novel in great detail because we like the
story and the characters and want to know as much as we can about them.
These examples show us that we read different text types and we read for different
reasons. Some examples of written text types are letters, articles, postcards, stories,
information brochures, leaflets and poems. All these kinds of text types are different from one
another. They have different lengths, layouts (the ways in which text is placed on the page),
topics and kinds of language. Learning to read also involves learning how to handle these
different text types.
Our reasons for reading influence how we read, i.e. which reading sub-skill (a skill that is
part of a main skill) we use. For example, if we read a text just to find a specific piece or
pieces of information in it, we usually use a sub-skill called reading for specific information
or scanning. When we scan, we don’t read the whole text. We hurry over most of it until we
find the information we are interested in, e.g. when we look for a number in a telephone
directory.
Another reading sub-skill is reading for gist or skimming, i.e. reading quickly through a
text to get a general idea of what it is about. For example, you skim when you look quickly
through a book in a bookshop to decide if you want to buy it, or when you go quickly through
a reference book to decide which part will help you write an essay.
A third reading sub-skill is reading for detail. If you read a letter from someone you love
who you haven’t heard from for a long time, you probably read like this, getting the meaning
out of every word.
Another way of reading is extensive reading. Extensive reading involves reading long
pieces of text, for example a story or an article. As you read, your attention and interest vary –
you may read some parts of the text in detail while you may skim through others.

8 WORKING TOWARDS TKT MODULE 1 EMC/7032c/0Y09

Sometimes, especially in language classrooms, we use texts to examine language. For
example, we might ask learners to look for all the words in a text related to a particular topic,
or work out the grammar of a particular sentence. The aim of these activities is to make
learners more aware of how language is used. These activities are sometimes called
intensive reading. They are not a reading skill, but a language learning activity.
We can see that reading is a complicated process. It involves understanding letters,
words and sentences, understanding the connections between sentences (coherence and
cohesion), understanding different text types, making sense of the text through our knowledge
of the world and using the appropriate reading sub-skill. Reading may be a receptive skill but
it certainly isn’t a passive one!

From Spratt, M, Pulverness, A and Williams, M (2005), The TKT Course, Cambridge: Cambridge
University Press, pp.21–2.

Make notes of the points from the Key Concepts.

WORKING TOWARDS TKT MODULE 1 EMC/7032c/0Y09 9

Listening skills
1) Discuss this question in your group.
Listening involves understanding spoken language, which is different from
written language. What differences can you think of between the spoken
and written language of English?

2) Now read the Key Concepts section from The TKT Course.
Written language in English Spoken language in English
Stays on the page and doesn’t disappear. Disappears as soon as it is spoken.
Sometimes it is spoken fast and sometimes
slowly, with or without pauses.

Uses punctuation and capital letters to show Shows sentences and meaningful groups of
sentences. words through stress and intonation.

Consists of letters, words, sentences and Consists of connected speech, sentences,

punctuation joined together into text. incomplete sentences or single words.

Has no visual support – except photos or The speaker uses body language to support
pictures sometimes. his/her communication; for example, gestures
(movements of hands or arms to help people
understand us) and facial expressions (the
looks on our face). This helps the listener to
understand what the speaker is saying.

Is usually quite well organised; sentences Is not so well organised; e.g. it contains
follow one another in logical sequences interruptions, hesitations, repetitions and
and are joined to previous or following frequent changes of topic.
sentences.

Usually uses quite exact vocabulary and Often uses rather general vocabulary and
more complex grammar. simple grammar.

To understand spoken language we need to be able to deal with all the

characteristics of spoken language listed in the table on page 30. Here is an example of
spoken language. You can see that it can be less well organised and less exact than written
language:

FATHER: How’s your homework? You know, your history?

SON: Easy.
FATHER: You sure?
SON: It’s just … I mean all we need to do is, well, just read some stuff.

10 WORKING TOWARDS TKT MODULE 1 EMC/7032c/0Y09

FATHER: But d’you understand it?
SON: Yeah. Can I go and play with Tom?

To help us understand spoken language we need to use the context the language is
spoken in and our knowledge of the world. In this example, our knowledge of relationships
between fathers and sons, and of children’s attitudes to homework helps us understand, but if
we knew the context of the conversation (e.g. the place where it took place, the father’s and
son’s body language, their attitudes to homework), we would understand more.
When we listen, we also need to be able to understand different kinds of spoken text
types such as conversations, stories, announcements, songs, instructions, lectures and
advertisements. They contain different ways of organising language and different language
features, and some consist of just one voice while others consist of more.
We also need to understand different speeds of speech. Some people speak more
slowly and with more pauses. Others speak fast and/or with few pauses. This makes them
more difficult to understand. We need to understand different accents too (e.g. Scottish or
Australian English).
But we do not listen to everything in the same way. How we listen depends on our
reason for listening. We might listen for gist, specific information, detail, attitude (listening
to see what attitude a speaker is expressing), or do extensive listening.

From Spratt, M, Pulverness, A and Williams, M (2005) The TKT Course, Cambridge: Cambridge
University Press, pp.30–1.

Make notes of the points from the Key Concepts.

WORKING TOWARDS TKT MODULE 1 EMC/7032c/0Y09 11

Module 1 sample task 1

For questions 36–40, look at the following terms for language skills and three
possible descriptions of the terms.

Choose the correct option A, B or C.

Mark the correct letter (A, B or C) on your answer sheet.

36 Summarising is

A) explaining a text in detail

B) writing the last sentence of a text
C) giving the main points of a text.

37 Interactive listening is

A) listening, responding and giving feedback

B) listening for detail, mood and attitude
C) listening and identifying word stress and linking.

38 Oral fluency is

A) speaking without making any mistakes

B) speaking naturally without hesitating too much
C) speaking without considering the listener.

39 Paraphrasing is

A) using phrases to say something instead of using complete sentences

B) connecting sentences together in speech or writing by using
conjunctions
C) finding another way to say something when you cannot think of the
right language.

40 Scanning is

A) reading a text quickly to get the general idea

B) reading a text quickly to find specific information
C) reading a text quickly to identify the writer’s attitude.

12 WORKING TOWARDS TKT MODULE 1 EMC/7032c/0Y09

Identifying the steps of the lesson
Here are the steps of the lesson you have just watched. Now put them in order.

A) The teacher got the children to practise the new language and made sure they
were using it correctly.

B) When the teacher was sure the children understood the language and the task,
she told them to start.

C) The teacher checked that the children understood the meaning of the new
language by asking questions.

D) The teacher helped the children integrate the new language with language they
already knew.

E) The teacher gave the children instructions for the pair-work activity.

F) The teacher introduced the new language with picture cards.

G) The teacher monitored the activity.

H) The teacher demonstrated the activity she had chosen for them to practise.

Step 1: Step 5:
Step 2: Step 6:
Step 3: Step 7:
Step 4: Step 8:

How can we describe the stages of this lesson?

Video extract from Primary English Teaching (Pearson Education Limited and The
Bell School).

WORKING TOWARDS TKT MODULE 1 EMC/7032c/0Y09 13

Module 1 sample task 2

For questions 60–66, match the statements with the teaching approaches that they
describe listed A, B or C.

Mark the correct letter (A, B or C) on your answer sheet.

Teaching approaches

A) Presentation, Practice and Production (PPP)

B) Task-based Learning (TBL)

C) Grammar–Translation

Statements

60 The teacher moves from providing models of language use to monitoring

learners’ use of language.

61 First the learners complete a communicative task: they are encouraged to use
any English they know and they do not have to use any particular language
item.

62 The written form of the language is more important than the spoken form.

63 The language focus is at the start of the teaching sequence, with fluency
activities coming later.

64 The language focus comes after a communicative activity, so that learners

notice gaps in their language.

65 Learners acquire language by trying to use it in real communicative situations.

66 The learners’ first language plays a central role in the teaching.

14 WORKING TOWARDS TKT MODULE 1 EMC/7032c/0Y09

Round up
A) Briefly discuss and make notes on the following:
What aspects of language learning and teaching have you focused on in the tasks for
Module 1?

What different tasks/activities have you done in the session?

What different TKT task types have you explored?

B) Ideas for further development

Preparation

Activities

Contact with other teachers

WORKING TOWARDS TKT MODULE 1 EMC/7032c/0Y09 15

Possible resources for TKT
Books about language
Language awareness books for teachers, with interactive tasks, commentaries and keys.
Some examples include:
• Discover English (Bolitho and Tomlinson) Macmillan
• About Language (Thornbury) CUP
• English for the Teacher (Spratt) CUP

Books about methodology

Those which introduce basic concepts, practices and terminology. Some examples include:
• The Practice of English Language Teaching (Harmer) Longman
• A Course in Language Teaching (Ur) CUP
• Learning Teaching (Scrivener) Macmillan
• Teaching Practice (Gower, Phillips and Walters) Macmillan
• Teach English (Doff) CUP
• Planning Lessons and Courses (Woodward) CUP
• Teachers in Action (James) CUP
• Looking at Language Classrooms [video resource] (Bampfield) CUP

Teachers’ magazines
Practical guidance on classroom teaching (not the more academic journals), for example:
• Modern English Teacher (www.onlineMET.com)
• English Teaching Professional (www.etprofessional.com)

Websites
These provide a wealth of background material, for example:
• The Cambridge ESOL Teaching Resource (www.cambridgeesol.org/teach)
• Teaching English (www.teachingenglish.org.uk)
• One Stop English (www.onestopenglish.com)

Discussion lists
ELT e-mail discussion lists such as those at Yahoo Groups or Nicenet.

TKT practice and preparation materials

The TKT Course (Spratt, Pulverness and Williams) CUP (April 2005)

Grammars
User-friendly grammar reference books, for example:
• Practical English Usage (Swan) OUP

16 WORKING TOWARDS TKT MODULE 1 EMC/7032c/0Y09

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