Working towards

TKT Module 3
EMC/7032e/0Y09

8396049890
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 3 EMC/7032e/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 3 EMC/7032e/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 3 EMC/7032e/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 3 EMC/7032e/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 that 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 3 EMC/7032e/0Y09 7

Attitudes to correction

Circle your response to each statement.

Agree strongly = 5; Disagree strongly = 1
Discuss in your groups.

I feel I need to correct all my students’ written mistakes. 5 4 3 2 1

Parents think I’m not doing my job if I don’t correct everything. 5 4 3 2 1

I always write in the corrections for my students. 5 4 3 2 1

It’s very important to be able to write accurately. 5 4 3 2 1

Work with a colleague and write an example of a correction code.

8 WORKING TOWARDS TKT MODULE 3 EMC/7032e/0Y09

Module 3 sample task 1
Here is a task from Module 3 of the handbook, p.30.
For questions 33–40, match the circled mistakes with the types of mistake listed A–I.

Mark the correct letter (A–I) on your answer sheet.

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

Circled mistakes Types of mistake

The weather in London is badder than the

33
weather in Tokyo.

A) wrong tense
The teacher made me to stay in school after
34
class.
B) wrong verb pattern

35 What you doing this weekend?

C) wrong preposition

36 I go to the cinema last week. D) wrong adverb form

E) wrong comparative form

37 He worked very hardly to finish the project.

F) wrong word order

38 Don’t blame you. It’s not your fault.

G) missing auxiliary verb

39 She in summer goes to the seaside every year. H) missing preposition

I) wrong pronoun
40 They’ve been away since a long time.

WORKING TOWARDS TKT MODULE 3 EMC/7032e/0Y09 9

Teacher roles
Discuss these comments from teachers, and decide what role or roles the teacher is
taking in each case.

Current thinking on teaching and learning puts the teacher in a background role.
We have to create the conditions for learners to learn and in this way we facilitate
learning. It is the opposite of the teacher as controller.
Teacher role(s):

My students expect me to be very knowledgeable about every aspect of teaching.

I think they are right. The teacher should always be very well prepared and should
keep to the lesson plan, whatever happens.
Teacher role(s):

I go into the classroom with a brief lesson plan, but often the plan changes. It
depends on the mood of the students and what they feel like doing that day. It means
that sometimes I don’t finish the units from the coursebook on time and I admit that
can be a problem.
Teacher role(s):

What other teacher roles can you think of? Work with a partner and put your ideas
on the mind map.

10 WORKING TOWARDS TKT MODULE 3 EMC/7032e/0Y09

Module 3 sample task 2
Here is a task from Module 3 of the handbook, p.30.

For questions 41–49, match the teacher activities with the teacher roles 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.

Teacher roles

A) MANAGER (manages students and activities during class time)

B) PLANNER (chooses materials and/or methodology before the course or lesson)

C) PROVIDER (gives expert information about target language)

D) DIAGNOSTICIAN (finds out the needs and interests of students)

Teacher activities

41 The teacher puts students into groups of three for a role-play.

42 The teacher asks a noisy student to speak more quietly.

43 The teacher invites students to suggest topics for course content.

44 While students write a story, the teacher walks round the class helping
students who make errors or ask for new words.

45 The teacher wants to identify gaps in their knowledge so she asks students
to brainstorm crime vocabulary.

46 The teacher introduces the present perfect continuous.

The teacher decides which coursebook activities will fit into the time available
47
for the lesson.

48 The teacher finds a video to fit into the topic of the unit.

The teacher gives students a questionnaire in order to find out more about
49
their learning styles and preferences.

WORKING TOWARDS TKT MODULE 3 EMC/7032e/0Y09 11

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

Introducing 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 email 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)

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

12 WORKING TOWARDS TKT MODULE 3 EMC/7032e/0Y09