TKT Yl Young Learners Part 3 Using Practice Activities PDF

TKT: YL (Young Learners) Part 3: Using practice activities
Trainers notes
Description
This session covers the area of knowledge using practice activities to consolidate childrens
language learning. Participants do an information gap activity and a true/false statement task
as well as a sample task which focuses on types of practice activities.
Time required:
Materials
required:
50 minutes
Participants Worksheet 1 (one copy for each participant)
Participants Worksheet 2 (A and B) (one copy for each
pair of participants)
Sample Task (one copy for each participant)
Aims:
to familiarise participants with the format, content and task types of
TKT: YL Part 3.
to consider different practice activities to consolidate childrens language

learning.
to share classroom knowledge and experience.
to practise a 1-1 matching task.
Procedure
1. Before the class, copy the Participants Worksheets and Sample Task. Cut
Participants Worksheet 2 into two parts, 2A and 2B, so that there is one copy of 2A
for half the group and one copy of 2B for the other half of the group.
2. If necessary, elicit or make the following points about TKT: YL:
TKT: YL focuses on children from 612 years
children at this age are developing cognitively and will come to class with different
levels of literacy skills
This has implications for planning and preparing practice activities, since young
children are just starting to read and write.
3. (5 minutes) Put the heading Practice Activities on the board and elicit from
participants examples of practice activities they use to consolidate childrens
language learning, e.g. information gaps or chants (see Key below).
4. (10 minutes) Discuss briefly whether the activities on the board all have the same
purpose or should be used to meet different objectives. Elicit the reasons for using
one or two of the practice activities.
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: YL (Young Learners) Part 3: Using practice activities Trainers notes www.teachers.cambridgeesol.org
Page 1 of 9
5. Give out Participants Worksheet 1. Participants work in pairs to read the

statements about different the purposes of practice activities, and decide which
statements are correct and which are not.
6. Feed back with the whole group (see Key below).
7. (10 minutes) The same pairs now re-write the false statements to make them true.
8. Feed back together, asking volunteers to read out versions of corrected statements
(see Key to Participants Worksheet 1, third column).
9. Discuss with participants how each activity is affected by childrens level of literacy.
For example, the level and complexity of the language of songs and chants for
younger children is at a lower level and more simple than for older children. Young
learners with more developed literacy skills can read and write chants to invent or
learn them.
10. (15 minutes) Arrange participants so they sit back to back with a partner. Give out
copies of Participants Worksheet 2A to one member of each pair, and
Participants Worksheet 2B to the other member of each pair. Participants do the
information gap activity about TKT: YL (see Key below).
11. Give out the Sample Task to each participant. Allow participants about 5 minutes to
complete this task.
12. Feed back together to check answers (see Key below). Ask participants for
alternative ways of using the types of practice activities in the sample test to share
classroom experience.
13. (5 minutes) Round up to review and summarize main points covered. Ask
participants:
What syllabus areas are covered in Part 3 of the test? (The title of Part 3 is
teaching young learners, which includes:
scaffolding childrens understanding of language and use of language through

teacher language and teaching strategies
using practice activities to consolidate childrens language learning
managing young learners in class.)

What have they learnt about the TKT: YL test in this session? (Participants can
comment on areas of learning about the content and format of TKT: YL)
How can they prepare for this part of TKT: YL? (Candidates can:
plan and prepare young learner classes using a variety of practice

activities to consolidate childrens language learning
reflect on the effectiveness of different practice activities during and after

teaching.)
Page 2 of 9
Additional information
The four syllabus areas for TKT: YL are:

Part 1: Knowledge of young learners and principles of teaching English to
young learners
Part 2: Planning and preparing young learner lessons
Part 3: Teaching young learners
Part 4: Assessing young learner learning through classroom based
assessment
The TKT: YL handbook is available to download at
http://www.cambridgeenglish.org/exams-and-qualifications/tkt/how-to-prepare/
Participants can do the Teaching Resources activities for TKT: Task types 1 4 and TKT:
YL Part 3 Scaffolding learning, and TKT: YL Part3 Managing young learners for more information
on the test format and content.
https://www.teachers.cambridgeesol.org/ts/teachingresources
Suggested follow-up activity
Show participants the practice test and a sample answer sheet from the TKT: YL
Handbook and point out:
In the TKT: YL test they have to write answers on a separate answer sheet
The answer sheet has to be completed in 1 hour 20 minutes. Some people

complete it as they work through the test; others leave it until they have
finished all the questions. It doesnt matter which technique you use so long
as the answer sheet is completed accurately before the end of the test.
Page 3 of 9
TKT: YL (Young Learners) Part 3: Using practice activities Answer

keys
Key to Procedure Steps
Step 2
Possible practice activities: (Participants will have other examples from their own
experience; a list of practice activities on TKT: YL syllabus is on p.8 of the Handbook.)
Memory games
Brainstorming
True and false activities
Role-plays
Songs
Surveys
Total Physical Response Activities

(TPR)
Information gap activities
Competitive and co-operative

activities
Stories
Listen and Do (listen and draw,

listen and make etc)
Dictation
Drills
Guessing games
Dialogues
Categorisation activities
Key to Sample Task

1. E
2. G
3. F
4. A
5. B
6. C
TKT: YL (Young Learners) Part 3: Using practice activities Answer keys
www.teachers.cambridgeesol.org
Page 4 of 9
Key to Participants Worksheet 1

1. Brainstorming vocabulary before a
task makes use of childrens own
knowledge of the topic.
True
2. Songs, chants and rhymes are used

only at the start of class to review
language from the last class.
False Songs, chants and rhymes can be used

at different times and in different ways in
class: as warmers, to close the lesson,
as a transition from one activity to the
next, to introduce new language or
practise language or to channel high
levels of energy.
3. Settling activities aim to provide

group practice of target language.
False Settling activities aim to calm and focus

children after a period of activity.
4. Only stories which children know in

L1 are used in YL classes.
False Many different types of stories, including

simplified versions of well-known fairy
tales and stories written especially for
children, are used to consolidate
childrens language learning.
5. Total Physical Response (TPR)

activities mainly involve childrens
listening skills.
True
6. Problem-solving activities
consolidate childrens language
learning by activating their cognitive
skills.
True
7. Stirring activities aim to calm and

focus children after a period of
excitement or activity.
False Stirring activities aim to awaken children

after a period of quiet or of
concentration.
8. Mind map activities consolidate

childrens language learning by
creating a visual record of
vocabulary on the same topic.
True
9. Surveys consolidate childrens

language learning through reading
information on resources such as
CD-ROMS.
False Surveys consolidate childrens language

learning through finding out information
from others by asking questions and
practising speaking skills.
10. Categorisation activities activate

childrens cognitive powers
because they have to put things
into groups depending on
characteristics, for example food
into fruit or vegetable groups.
True
Page 5 of 9
Key to Participants Worksheet 2

A and B
The sample task is an example of 1 - 1 matching question type.
There are 80 questions in the test.
Candidates have 1 hour 20 minutes to complete the test.
TKT: YL covers 4 syllabus areas.

The syllabus areas are Childrens learning and development, Planning and
preparing lessons, Teaching strategies for young learners and Assessment.
Page 6 of 9

Participants Worksheet 1
1. Brainstorming vocabulary before a task makes use of childrens own knowledge of
the topic.
2. Songs, chants and rhymes should only be used at the start of class to review
language from the last class.
3. Settling activities aim to provide group practice of target language.
4. Only stories which children know in L1 should be used in YL classes.
5. Total Physical Response (TPR) activities mainly involve childrens listening skills.
6. Problem-solving activities consolidate childrens language learning by activating their

cognitive skills.
7. Stirring activities aim to calm and focus children after a period of activity.
8. Mind map activities consolidate childrens language learning by creating a visual

record of vocabulary on the same topic.
9. Surveys consolidate childrens language learning through reading information on

resources such as CD-ROMS.
10. Categorisation activities activate childrens cognitive powers because they have to
put things into groups depending on characteristics, for example food into fruit or
vegetable groups.
TKT: YL (Young Learners) Part 3: Using practice activities Participants Worksheet 1

Page 7 of 9

Participants Worksheet 2A
A
The sample task is an example of
question type.
There are 80 questions in the test.
Candidates have
to complete the test.
TKT: YL covers 4 syllabus areas.
The syllabus areas are

and
.

Participants Worksheet 2B
B
The sample task is an example of 1 - 1 matching question type.
There are
questions in the test.
Candidates have 1 hour 20 minutes to complete the test.
TKT: YL covers
syllabus areas.
The syllabus areas are Childrens learning and development, Planning and preparing
lessons, Teaching strategies for young learners and Assessment.
TKT: YL (Young Learners) Part 3: Using practice activities Participants Worksheet 2A

Page 8 of 9
TKT: YL (Young Learners) Part 3: Using practice activities Sample

task
For questions 1 6, match the descriptions of activities with the types of practice activity
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.
Types of practice activity
A
brainstorm
information-gap
visualisation
guessing
memory activity
role-play
drill
Descriptions of activities
1
2
Children close their eyes while the teacher removes one of the story sentences from the
board. They open their eyes, then say which one is missing.
The teacher says the sentence I gave her a banana, then shows pictures of e.g. a little
girl, a man, a mother and father, a cat, etc. Children have to say the sentence with the
correct pronoun for each.
After reading the story, the teacher chooses different children to act it out.
The teacher tells the children they are going to travel in a spaceship to another planet. In
groups, they make a list of things they want to take with them.
Each child has a different version of a picture to their partner. Without looking at each
others picture, they take turns to describe what they see in order to find five differences.
The teacher asks the children a series of questions about an imaginary day out such as,
Where are you going?, Whos with you? Whats the weather like? Children sit quietly with
their eyes closed, thinking about the answers.
TKT: YL (Young Learners) Part 3: Using practice activities Sample task
Page 9 of 9

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TKT: YL (Young Learners) Part 3: Using practice activities

to consider different practice activities to consolidate childrens language

to share classroom knowledge and experience.

to practise a 1-1 matching task.

5. Give out Participants Worksheet 1. Participants work in pairs to read the

scaffolding childrens understanding of language and use of language through

using practice activities to consolidate childrens language learning

managing young learners in class.)

plan and prepare young learner classes using a variety of practice

reflect on the effectiveness of different practice activities during and after

The four syllabus areas for TKT: YL are:

Suggested follow-up activity

The answer sheet has to be completed in 1 hour 20 minutes. Some people

TKT: YL (Young Learners) Part 3: Using practice activities Answer

True and false activities

Total Physical Response Activities

Information gap activities

Competitive and co-operative

Listen and Do (listen and draw,

Key to Sample Task

TKT: YL (Young Learners) Part 3: Using practice activities Answer keys

Key to Participants Worksheet 1

2. Songs, chants and rhymes are used

False Songs, chants and rhymes can be used

3. Settling activities aim to provide

False Settling activities aim to calm and focus

4. Only stories which children know in

False Many different types of stories, including

5. Total Physical Response (TPR)

7. Stirring activities aim to calm and

False Stirring activities aim to awaken children

8. Mind map activities consolidate

9. Surveys consolidate childrens

False Surveys consolidate childrens language

10. Categorisation activities activate

TKT: YL (Young Learners) Part 3: Using practice activities Answer keys

Key to Participants Worksheet 2

There are 80 questions in the test.

Candidates have 1 hour 20 minutes to complete the test.

TKT: YL covers 4 syllabus areas.

TKT: YL (Young Learners) Part 3: Using practice activities Answer keys