MODULE 1
Module 1
Language and background to language learning and teaching
Overview
TIMING 1 hour 20 minutes
NO. OF QUESTIONS 80
TASK TYPES Objective tasks, such as matching
and multiple choice.
ANSWER FORMAT Candidates indicate their answers by
shading the correct boxes on their
answer sheets.
Candidates should use a pencil.
MARKS Each question carries 1 mark.
10 TKT MODULES 1–3 HANDBOOK FOR TEACHERS
MODULE 1
Syllabus Describing language and language skills
This part of Module 1 tests candidates’ knowledge of the terms and
This module tests candidates’ knowledge of terms and concepts concepts common in English language teaching that are used to
common in English language teaching. It also focuses on the factors describe language and its use, and language skills.
underpinning the learning of English and knowledge of the range and Candidates need to demonstrate an understanding of concepts and
functions of the pedagogic choices the teacher has at their disposal terminology related to:
to cater for these learning factors.
Syllabus area Example testing focus
Title Areas of teaching Task types and format
grammar • parts of speech
knowledge
• the forms and use of grammatical structures
Describing Concepts and terminology for 6 tasks consisting of
language and lexis • types of meaning
describing language: grammar, 40 questions
language skills lexis, phonology and functions • word formation, e.g. prefixes, suffixes, compounds
Tasks include matching and
Concepts and terminology for multiple choice. • word groupings, e.g. synonyms, antonyms, lexical sets,
describing language skills and homophones, collocation
subskills, e.g. reading for gist, • register
scanning phonology • symbols from the International Phonetic Alphabet (IPA)
Background to Factors in the language 3 tasks consisting of • phonemes, word stress, sentence stress, intonation
language learning learning process, e.g. 15 questions and connected speech
• motivation Tasks include matching and functions • context
• exposure to language and multiple choice.
• levels of formality
focus on form
• appropriacy
• the role of error
• a range of functions and their typical exponents
• differences between L1 and
L2 learning language skills • reading, listening, speaking, writing and their subskills
• learner characteristics, e.g. • features of spoken and written texts, e.g. layout, organisation,
– learning styles accuracy, fluency, authenticity
– learning strategies
– maturity
– past language learning
experience
• learner needs
Background The range of methods, tasks 4 tasks consisting of
to language and activities available to the 25 questions
teaching language teacher, e.g. Tasks include matching and
• presentation techniques and multiple choice.
introductory activities
• practice activities and tasks
for language and skills
development
• assessment types and tasks
• appropriate terminology to
describe the above
TKT MODULES 1–3 HANDBOOK FOR TEACHERS 11
MODULE 1
Background to language learning Background to language teaching
This part of Module 1 tests candidates’ knowledge of factors This part of Module 1 tests candidates’ knowledge of the pedagogic
underpinning the learning of English by speakers of other languages. choices the teacher has at his/her disposal to cater for learner
It focuses on those learner characteristics which distinguish one characteristics, learning processes and the differences between L1
learner or group of learners from another in terms of their learning and L2 learning. This part also tests knowledge of concepts and
and those which affect both what and how a teacher chooses terms related to teaching and learning procedures and activities,
to teach a class or an individual learner. It also tests candidates’ including assessment.
knowledge of aspects of the language learning process and their
Candidates need to demonstrate an understanding of methods, tasks,
impact on teaching.
activities and terminology related to:
Candidates need to demonstrate an understanding of concepts and
terminology related to the following and their implications for the
Syllabus area Example testing focus
L2 classroom:
presentation techniques and • introductory activities such as warmers
introductory activities and lead-ins
Syllabus area Example testing focus • common ways of presenting language
motivation • influences on motivation types of activities and tasks for language • the design and purpose of a range
• the importance of motivation and skills development of common comprehension and
• measures that can increase motivation production tasks and activities
exposure to language and focus • acquisition • teaching terms, e.g. prompting, eliciting,
drilling
on form • silent period
• frameworks for activities and tasks
• L2 learners’ need for interaction
– Presentation, Practice and Production (PPP)
and focus on form as complements
– Task-based Learning (TBL)
of exposure
– Total Physical Response (TPR)
the role of error • errors and slips – the Lexical Approach
• interference and developmental errors – Grammar-Translation
• interlanguage – test–teach–test
– guided discovery
the differences between L1 and L2 • differences in age
learning • differences in the context of learning assessment types and tasks • purposes for assessment, e.g. diagnostic,
placement, achievement, formative,
• differences in ways of learning
progress, proficiency
learner characteristics • common learning styles and preferences • methods of assessment, e.g. self, peer,
• common learning strategies portfolio, informal and formal
• maturity • the design and purpose of a range of
• past language learning experiences assessment tasks and activities
• how learner characteristics affect
learning
learner needs • the personal, learning and (future)
professional needs of learners
12 TKT MODULES 1–3 HANDBOOK FOR TEACHERS
SAMPLE PAPER | MODULE 1
TEACHING
EXAM
KNOWLEDGE | PAPER
| LEVEL TEST | MODULE
1 SAMPLE PAPER
TKT MODULES 1–3 HANDBOOK FOR TEACHERS 13
MODULE 2
Module 2
Lesson planning and use of resources for language teaching
Overview
TIMING 1 hour 20 minutes
NO. OF QUESTIONS 80
TASK TYPES Objective tasks, such as matching
and multiple choice.
ANSWER FORMAT Candidates indicate their answers by
shading the correct boxes on their
answer sheets.
Candidates should use a pencil.
MARKS Each question carries 1 mark.
20 TKT MODULES 1–3 HANDBOOK FOR TEACHERS
MODULE 2
Syllabus Planning and preparing a lesson or sequence of
lessons
This module focuses on what teachers consider and do while This part of Module 2 tests candidates’ knowledge of the relationship
planning their teaching of a lesson or series of lessons. Teaching in between activities and aims. It also tests knowledge of ways
this context is intended also to refer to assessment. It focuses too of sequencing activities within and across lessons in a manner
on the linguistic and methodological reference resources that are appropriate to particular groups of learners, and of selecting
available to guide teachers in their lesson planning as well as on the appropriate assessment activities to build into (a series of) lessons.
range and function of materials and teaching aids that teachers could
Candidates need to demonstrate an understanding of concepts and
consider making use of in their lessons. Knowledge of any particular
terminology related to:
book is not required.
Syllabus area Example testing focus
Title Areas of teaching Task types and format identifying and • main, subsidiary and personal aims
knowledge selecting lesson aims • specification of aims
Planning and Lesson planning 6 tasks consisting of • factors influencing the choice of aims
preparing • identifying and selecting 40 questions
identifying the • the standard components of a lesson plan: aims, procedures,
a lesson or aims appropriate to learners, Tasks include matching and
sequence of different components stages, timing, aids, anticipated problems, assumptions,
the stage of learning and multiple choice. of a lesson plan interaction patterns, timetable fit
lessons
lesson types
planning an individual • common sequences, e.g. structures, skills, topic, project
• identifying the different lesson or sequence of
components of a lesson plan lessons
• planning an individual lesson
choosing assessment • informal or formal assessment and related tasks and activities
(or a sequence of lessons)
activities
by choosing and sequencing
activities appropriate to
learners and aims
• choosing assessment Selection and use of resources
activities appropriate to
This part of Module 2 tests candidates’ knowledge of how to make
learners, aims and stages
use of resources, materials and aids in their lesson planning.
of learning
Selection and use Consulting reference resources 6 tasks consisting of Candidates need to demonstrate an understanding of concepts and
of resources to help in lesson preparation 40 questions terminology related to the following and their implications for the
Selection and use of: Tasks include matching and L2 classroom:
• coursebook materials multiple choice.
• supplementary materials Syllabus area Example testing focus
and activities
using reference resources for lesson • the range of resources available and teachers’
• teaching aids preparation reasons for consulting them
appropriate to learners
the selection and use of • types of aids and their teaching functions
and aims
teaching aids
the selection and use of coursebook • criteria for selection
materials • ways of adapting materials
the selection and use • types of supplementary materials and activities
of supplementary materials • reasons for use
and activities
• how to select and adapt
TKT MODULES 1–3 HANDBOOK FOR TEACHERS 21
SAMPLE PAPER | MODULE 2
TEACHINGEXAM
KNOWLEDGE | PAPER
| LEVEL TEST | MODULE
2 SAMPLE PAPER
22 TKT MODULES 1–3 HANDBOOK FOR TEACHERS
MODULE 3
Module 3
Managing the teaching and learning process
Overview
TIMING 1 hour 20 minutes
NO. OF QUESTIONS 80
TASK TYPES Objective tasks, such as matching
and multiple choice.
ANSWER FORMAT Candidates indicate their answers by
shading the correct boxes on their
answer sheets.
Candidates should use a pencil.
MARKS Each question carries 1 mark.
30 TKT MODULES 1–3 HANDBOOK FOR TEACHERS
MODULE 3
Syllabus Teachers’ and learners’ language in the
classroom
This module tests candidates’ knowledge of what happens in the This part of Module 3 tests candidates’ knowledge of the functions
classroom in terms of the language used by the teacher or learners, of classroom language, and how to adapt teacher language according
the roles the teacher can fulfil and the ways in which the teacher can to its audience and purpose. It also tests candidates’ knowledge of
manage and exploit classroom events and interaction. the appropriacy of teachers’ classroom language, how to analyse
learners’ language and categorise learners’ errors.
Candidates need to demonstrate an understanding of concepts and
Title Areas of teaching Task types and format terminology related to:
knowledge
Teachers’ • using language 6 tasks consisting of
and learners’ appropriately, including 40 questions Syllabus area Example testing focus
language in the use of L1/L2, for a range Tasks include matching and the functions • identification of a range of classroom functions and typical
classroom of classroom functions, commonly used by exponents
multiple choice.
e.g. instructing, prompting the teacher in the • appropriacy of use, e.g. degrees of simplicity of language,
learners, eliciting, conveying classroom appropriateness of sequencing, degrees of formality, use of L1
meaning of new language
identifying the • identification of common functions and typical exponents
• sequencing of instructions
functions of language • identification of communicative purpose
• identifying the functions of used by learners
• appropriacy of use
learners’ language in the classroom
• categorising learners’ (tasks may involve
mistakes analysis of learner
Classroom Options available to the 6 tasks consisting of language which is not
management teacher for managing learners 40 questions completely accurate)
and their classroom in order to Tasks include matching and categorising learners’ • categorising types of mistakes, e.g. spelling, wrong verb form,
promote learning, e.g. multiple choice. mistakes subject–verb agreement
• classroom management
• teacher roles
• grouping learners Classroom management
• correcting learners This part of Module 3 tests candidates’ knowledge of the range and
• giving feedback function of strategies available to a teacher for managing classes
appropriate to the learners in ways appropriate to learners and to teaching and learning aims.
and aims These include variety of activity and pace, ways of grouping learners,
techniques for correcting learners’ mistakes and the roles a teacher
can fulfil at different stages of the lesson.
Candidates need to demonstrate an understanding of concepts and
terminology related to the following and their implications for the
L2 classroom:
Syllabus area Example testing focus
the roles of the teacher • common teacher roles, e.g. manager,
diagnostician, planner
classroom management • managing the teaching space, establishing
systems for praise and reward, establishing
rules, routines and procedures; analysing
learners’ needs; building variety into lessons,
planning lessons to meet learners’ needs
grouping learners • common classroom interaction patterns and
their uses
• grouping of learners and reasons for this
correcting learners • methods of correction and their
appropriacy of use
giving feedback • the focus and purpose of feedback
• ways of giving feedback
TKT MODULES 1–3 HANDBOOK FOR TEACHERS 31
SAMPLE PAPER | MODULE 3
TEACHINGEXAM
KNOWLEDGE | PAPER
| LEVEL TEST | MODULE
3 SAMPLE PAPER
32 TKT MODULES 1–3 HANDBOOK FOR TEACHERS
