TKT Modules 1-3

TKTModules 13
Teaching Knowledge Test

Handbook for Teachers
Teaching Qualications Teaching Qualications
University of Cambridge
ESOL Examinations
1 Hills Road
Cambridge
CB1 2EU
United Kingdom
Tel: +44 1223 553997
Email: ESOLhelpdesk@CambridgeESOL.org
www.CambridgeESOL.org
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UCLES 2012 | EMC/2819/2Y03
9 781907 870149
ISBN 978-1-907870-14-9
2819 TKT COVER 2Y03.indd 1-2 24/02/2012 13:44
1 TEACHING KNOWLEDGE TEST MODULES 13 HANDBOOK FOR TEACHERS
CONTENTS
Contents
About Cambridge ESOL 2
The worlds most valuable range of English qualifications 2
Cambridge English Teaching Qualifications 2
Proven quality 2
Introduction to TKT a test of professional
knowledge for English language teachers 3
Who recognises the exams? 3
Cambridge English teaching qualications and tests 4
An overview of TKT Modules 13 5
Aims 5
Candidature 5
Content of TKT Modules 13 5
Content outline 5
Approaches to teaching and learning 5
Sources and text types used in TKT Modules 13 5
Module 1 7
Syllabus 8
Part 1 8
Part 2 8
Part 3 9
Sample paper 10
Module 2 18
Syllabus 19
Part 1 19
Part 2 19
Sample paper 20
Module 3 28
Syllabus 29
Part 1 29
Part 2 29
Sample paper 30
TKT test administration 38

Modular structure 38
Entry procedure 38
Answer sheet completion 38
Computer-based TKT 38
Grading and results 38
Notification of results 38
Appeals procedure 38
Special Circumstances 38
Special arrangements 38
Special consideration 38
Malpractice 38
Pretesting 38
Support for TKT candidates and course providers 39
Frequently Asked Questions 39
Module 1 answer key 40
Sample OMR answer sheet 43
Band descriptors 44
Preface
ThishandbookprovidesinformationforteachersinterestedintakingTKT (Teaching Knowledge Test) Modules 13.
ForfurtherinformationonanyCambridgeEnglishexaminationsandteachingqualicationsorforfurthercopiesofthishandbook,pleaseemail
ESOLinfo@CambridgeESOL.org
ABOUTCAMBRIDGEESOL
AboutCambridgeESOL
TKTisdevelopedbyUniversityofCambridgeESOLExaminations
(CambridgeESOL),anot-for-protdepartmentoftheUniversity
ofCambridge.
CambridgeESOLisoneofthreemajorexamboardswhichformthe
CambridgeAssessmentGroup(CambridgeAssessment).More
than8millionCambridgeAssessmentexamsaretakeninover160
countriesaroundtheworldeveryyear.
TheworldsmostvaluablerangeofEnglish
qualications
CambridgeESOLoferstheworldsleadingrangeofqualications
forlearnersandteachersofEnglish.Over3.5millionpeopletakeour
examseachyearin130countries.
CambridgeESOLofersassessmentsacrossthefullspectrum
oflanguageability.
Weprovideexaminationsforgeneralcommunication,forprofessional
andacademicpurposesandalsospecialistlegalandnancialEnglish
qualications.
Allofourexamsarealignedtotheprinciplesandapproachofthe
CommonEuropeanFrameworkofReferenceforLanguages(CEFR).
TondoutmoreaboutCambridgeEnglishexamsandtheCEFR,goto
www.CambridgeESOL.org/CEFR
CambridgeEnglishTeachingQualications
CambridgeESOLsinternationallyrecognisedteachingqualications
providearouteintotheEnglishlanguageteachingprofessionfornew
teachersandacomprehensivechoiceofcareerdevelopment
forexperiencedteachers.
Provenquality
CambridgeESOLscommitmenttoprovidingexamsofthehighest
possiblequalityisunderpinnedbyanextensiveprogramme
ofresearchandevaluation,andbycontinuousmonitoringofthe
markingandgradingofallCambridgeEnglishexams.Ofparticular
importanceistherigoroussetofprocedureswhichareusedinthe
productionandpretestingofquestionpapers.
Allsystemsandprocessesfordesigning,developinganddelivering
examsandassessmentservicesarecertiedasmeetingthe
internationallyrecognisedISO9001:2008standardforquality
managementandaredesignedaroundveessentialprinciples:
Validityareourexamsanauthentictestofreal-life
Englishorteachingknowledge?
Reliabilitydoourexamsbehaveconsistentlyandfairly?
Impactdoesourassessmenthaveapositiveefect
onteachingandlearning?
Practicalitydoesourassessmentmeetlearnersneeds
withinavailableresources?
Qualityhowweplan,deliverandcheckthatweprovide
excellenceinalloftheseelds
Howthesequalitiesarebroughttogetherisoutlinedinour
publicationPrinciplesofGoodPractice,whichcanbedownloaded
freefromwww.CambridgeESOL.org/Principles
University of Cambridge International
Examinations
The worlds largest provider of
international qualications for
1419 year olds
Cambridge Assessment: the trading name for the
University of Cambridge Local Examinations Syndicate (UCLES)
Cambridge ESOL: University
of Cambridge ESOL Examinations
Provider of the world's most
valuable range of qualications for
learners and teachers of English
OCR: Oxford Cambridge and RSA
Examinations
One of the UKs leading providers
of qualications
Departments of the University
Departments (exam boards)
One of the oldest universities in the world
and one of the largest in the United Kingdom
INTRODUCTION TO TKT
IntroductiontoTKTatestof
professionalknowledgeforEnglish
languageteachers
TKTtestsknowledgeabouttheteachingofEnglishtospeakers
ofotherlanguages.Thisknowledgeincludesconceptsrelatedto
language,languageuseandthebackgroundtoandpractice
oflanguageteachingandlearningandisassessedbymeans
ofobjectiveformattests,whicharesimpletoadministerandtotake.
TKT: Practicalgivescandidatestheopportunitytodemonstratetheir
practicalteachingcompetence.
TKTisdesignedtoofermaximumexibilityandaccessibilityto
candidatesandthereforedoesnotincludeacompulsorycourse
component.However,itislikelythatcentresandotherinstitutions
willwishtoofercoursesforTKTpreparation.
TKToferscandidatesastepintheirprofessionaldevelopmentas
teachersandenablesthemtomoveontohigher-levelteaching
qualicationsandaccessprofessionalsupportmaterials,suchas
resourcebooksforEnglishlanguageteaching(ELT)andjournals
aboutELT.
TKTcanbetakenatanystageinateacherscareer.Itissuitablefor
pre-serviceorpractisingteachersandformspartofaframework
ofteachingqualicationsoferedintheCambridgeEnglishTeaching
Qualicationsrange.
TKTisdividedintoseparatemodules.Candidatescantakeallofthem
orjustchoosetheonesthatmeettheirneeds.Acerticateisreceived
foreachmodulecompleted.
Themodulesaredividedintotwomainareas.
Therearefourcoremodules,designedtoprovideafoundationinthe
principlesandpracticeoflanguageteaching:
TKT: Module 1Languageandbackgroundtolanguagelearning
andteaching
TKT: Module 2Lessonplanninganduseofresourcesfor
languageteaching
TKT: Module 3Managingtheteachingandlearningprocess
TKT: Practical
Thereareafurtherthreespecialistmodules,whichcanbetaken
separatelyoraddedtothecoremodules:
TKT: Knowledge About Language
TKT: CLIL (Content and Language Integrated Learning)
TKT: Young Learners
Whorecognisestheexams?
TKTisatrulyinternationalexam,recognisedbymany
organisationsandinstitutionsasaqualicationinteaching
Englishtospeakersofotherlanguages.
Overall,CambridgeESOLexamsarerecognisedby12,500
institutionsandemployers.
Formoreinformationaboutrecognitiongoto
www.CambridgeESOL.org/recognition
CambridgeESOLspractical,course-basedqualicationsforteachers
include:
CELTA (Certicate in Teaching English to Speakers of Other
Languages)
ICELT (In-service Certicate in English Language Teaching)
CambridgeESOLalsoofersDelta,whichcoversallareasofteaching
knowledgeatanadvancedlevelandincludesteachingpractice.
TheDeltamodulesare:
Module One:UnderstandingLanguage,Methodology
andResourcesforTeaching(assessedbywrittenexamination)
Module Two: DevelopingProfessionalPractice(assessedby
assignmentsincorporatingbackgroundessaysand
observedteaching)
Module Three:ExtendingPracticeandELTSpecialism
(anextendedassignment)
AllthreeDeltamodulescanbetakenindependentlyandare
certicatedseparately.Achievementofapassoraboveinallthree
modulesconfersthestatusofafullDeltaqualication,theDiploma
in Teaching English to Speakers of Other Languages.
OtherteachingqualicationsoferedintheCambridgeEnglish
TeachingQualicationsrangeincludethosespecicallydesignedfor
thefurthereducationandskillssectorwithintheUK.Asummary
oftheentryrequirementsandcontentoftheCambridgeEnglish
teachingqualicationscanbefoundonthefollowingpage.
TEACHINGQUALIFICATIONS
CambridgeEnglishteachingqualicationsandtests
Ourrangeofteachingqualcations
Key:

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Teaching experience
Previous qualications/training
Not
essential
Not
essential
Not
essential
Not
essential
Not
essential
Yes Yes Yes Yes
Local
requirements
apply
Teaching age group
Primary,
secondary
or adults
Primary,
secondary
or adults
Primary,
secondary
or adults
Primary,
secondary
or adults
Primary or
secondary
Adults
Primary,
secondary
or adults
Primary,
secondary
or adults
Primary,
secondary
or adults
Primary,
secondary
or adults
Can be taken pre-service
T
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Paper-based test (PB)
Scheduled test dates
Course attendance required
Assessed teaching practice
Continuous assessment
Involves coursework
Computer-based test (CB)
S
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Candidate exam information
Computer-based practice test
Online Blended Learning Course
Handbook for Teachers/Sample
papers
Exam reports for centres
Teacher Support website
* Computer-based only
*
OVERVIEWOFTKTMODULES1-3
ContentofTKTModules13
Contentoutline
Foreachmodule,candidatesarerequiredtoanswer80questions
byselectingaletterforthecorrectanswer.AsTKT Modules 13test
candidatesknowledgeofteachingratherthantheirprociencyin
theEnglishlanguage,candidatesarenotrequiredtolisten,speakor
produceextendedwritingwhentakingTKT Modules 13.
Overview
Module Title Timing Test format
1 Language and
background to
language learning
and teaching
1 hour 20 minutes Three parts with
80 objective
questions
2 Lesson planning
and use of
resources for
language teaching
1 hour 20 minutes Two parts
with 80 objective
questions
3 Managing the
teaching and
learning process
1 hour 20 minutes Two parts
with 80 objective
questions
Approachestoteachingandlearning
Arangeofapproachestoteachingandlearningmaybecoveredin
theexaminationmaterial.Approacheswhichmightbiasagainst
candidatesfromparticularbackgroundsorteachingcontextsare
avoided.Knowledgeofcommunicativeandotherapproachesto
teachingisexpected,asisfamiliaritywithELTterminology.
SourcesandtexttypesusedinTKTModules13
Extracts,originaloradapted,fromthefollowingsourcesmayfeature
inTKT Modules 13:
ELTcoursebooksorsupplementarymaterials
handbooksonEnglishlanguageteachingandlearning
ELTjournalsandmagazines
testingmaterials
grammarbooksanddictionaries,includingphonemic
transcription(IPAInternationalPhoneticAlphabet)
diagramsorothervisuals
transcriptionsofclassroomtalk
descriptionsofclassroomsituations
examplesoflearnerswriting.
AnoverviewofTKTModules13
Aims
Totestcandidatesknowledgeofconceptsrelatedtolanguage,
languageuseandthebackgroundtoandpracticeoflanguage
teachingandlearning
ToprovideaneasilyaccessibletestaboutteachingEnglishto
speakersofotherlanguages,whichispreparedanddelivered
tointernationalstandards,andcouldbeusedbycandidatesto
accessfurthertraining,andenhancecareeropportunities
Toencourageteachersintheirprofessionaldevelopmentby
providingastepinadevelopmentalframeworkofawardsfor
teachersofEnglish
Candidature
TKT Modules 13aresuitableforteachersofEnglishinprimary,
secondaryoradultteachingcontextsandareintendedforan
internationalaudienceofnon-rstlanguageorrstlanguageteachers
ofEnglish.CandidatestakingTKT Modules 13willnormallyhave
someexperienceofteachingEnglishtospeakersofotherlanguages.
TKT Modules 13mayalsobetakenby:
pre-serviceteachers
teacherswhowishtorefreshtheirteachingknowledge
teacherswhoaremovingtoteachingEnglishafterteaching
anothersubject.
Candidatesarenotrequiredtofullanyspecicentrycriteriafor
TKT Modules 13andtherearenoformalEnglishrequirements.
However,candidatesareexpectedtobefamiliarwithlanguage
relatingtothepracticeofELT.Anon-exhaustivelistofteaching
terminologyisprovidedintheTKT Glossary,whichcanbefoundon
ourwebsite:www.CambridgeESOL.org/TKT
Module1
Languageandbackgroundto
languagelearningandteaching
L
Overview
FORMAT Module1consistsofthreeparts.
TIMING 1hour20minutes
NO. OF QUESTIONS 80
TASK TYPES Objectivetasks,suchasone-to-one
matching;3/4/5-optionmatching;
3-optionmultiplechoiceandodd
oneout.
ANSWER FORMAT Forallpartsofthismodule,
candidatesindicatetheiranswersby
shadingthecorrectlozengesontheir
answersheets.
Candidatesshoulduseapenciland
marktheiranswersrmly.
Candidatesshoulduseaneraser
toruboutanyanswertheywish
tochange.
MARKS Eachquestioncarriesonemark.
MODULE1
MODULE1
Syllabus
Thismoduletestscandidatesknowledgeoftermsandconcepts
commoninEnglishlanguageteaching.Italsofocusesonthefactors
underpinningthelearningofEnglishandknowledgeoftherange
andfunctionsofthepedagogicchoicestheteacherhasathis/her
disposaltocaterfortheselearningfactors.
Part & Title Areas of teaching
knowledge
Task types and format
Part 1: Describing
language and
language skills
Concepts and terminology for
describing language: grammar,
lexis, phonology and functions
Concepts and terminology for
describing language skills and
subskills, e.g. reading for gist,
scanning
68 tasks consisting of
approximately 40 questions
Tasks include one-to-one
matching; 3/4/5-option
matching; 3-option multiple
choice and odd one out.
Part 2:
Background to
language learning
Factors in the language
learning process, e.g.
motivation
exposure to language and
focus on form
the role of error
diferences between L1 and
L2 learning
learner characteristics, e.g.
learning styles
learning strategies
maturity
past language learning
experience
learner needs
Part 3:
Background
to language
teaching
The range of methods, tasks
and activities available to the
language teacher, e.g.
presentation techniques and
introductory activities
practice activities and tasks
for language and skills
development
assessment types and tasks
appropriate terminology to
describe the above
Part1
ThispartofModule1testscandidatesknowledgeofthetermsand
conceptscommoninEnglishlanguageteachingthatareusedto
describelanguageanditsuse,andlanguageskills.
Candidatesneedtodemonstrateanunderstandingofconceptsand
terminologyrelatedto:
Syllabus area Possible testing focus
grammar parts of speech
the forms and use of grammatical structures
lexis types of meaning
word formation, e.g. prexes, sufxes, compounds
word 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 and their subskills
features of spoken and written texts, e.g. layout, organisation,
accuracy, uency, authenticity
Part2
ThispartofModule1testscandidatesknowledgeoffactors
underpinningthelearningofEnglishbyspeakersofotherlanguages.
Itfocusesonthoselearnercharacteristicswhichdistinguishone
learnerorgroupoflearnersfromanotherintermsoftheirlearning
andthosewhichafectbothwhatandhowateacherchooses
toteachaclassoranindividuallearner.Italsotestscandidates
knowledgeofaspectsofthelanguagelearningprocessandtheir
impactonteaching.
MODULE 1
terminologyrelatedtothefollowingandtheirimplicationsfortheL2
classroom:
motivation inuences on motivation
the importance of motivation
measures that can increase motivation
exposure to language and focus
on form
acquisition
silent period
L2 learners need for interaction
and focus on form as complements
of exposure
the role of error errors and slips
interference and developmental errors
interlanguage
the diferences between L1 and L2
learning
diferences in age
diferences in the context of learning
diferences in ways of learning
learner characteristics common learning styles and preferences
common learning strategies
maturity
past language learning experiences
how learner characteristics afect
learning
learner needs the personal, learning and (future)
professional needs of learners
Part3
ThispartofModule1testscandidatesknowledgeofthepedagogic
choicestheteacherhasathis/herdisposaltocaterforlearner
characteristics,learningprocessesandthediferencesbetweenL1
andL2learning.Thispartalsotestsknowledgeofconceptsandterms
relatedtoteachingandlearningproceduresandactivities,including
assessment.
Candidatesneedtodemonstrateanunderstandingofmethods,tasks,
activitiesandterminologyrelatedto:
presentation techniques and
introductory activities
introductory activities such as warmers
and lead-ins
common ways of presenting language
types of activities and tasks for language
and skills development
the design and purpose of a range
of common comprehension and
production tasks and activities
teaching terms, e.g. prompting, eliciting,
drilling
frameworks for activities and tasks
Presentation, Practice and Production (PPP)
Task-based Learning (TBL)
Total Physical Response (TPR)
the Lexical Approach
Grammar-Translation
test-teach-test
guided discovery
assessment types and tasks purposes for assessment, e.g. diagnostic,
placement, achievement, formative,
progress, prociency
methods of assessment, e.g. self, peer,
portfolio, informal and formal
the design and purpose of a range of
assessment tasks and activities
SAMPLE PAPER | MODULE 1
TEACHING KNOWLEDGE TEST | MODULE 1
EXAM | LEVEL | PAPER SAMPLE PAPER TEACHING KNOWLEDGE TEST | MODULE 1
Module2
Lessonplanninganduseofresourcesforlanguageteaching
Overview
FORMAT Module2consistsoftwoparts.
NO. OF QUESTIONS 80
sequencing;3-optionmultiplechoice
andoddoneout.
answersheets.
toruboutanyanswertheywishto
change.
MODULE 2
MODULE 2
Syllabus
Thismodulefocusesonwhatteachersconsideranddowhile
planningtheirteachingofalessonorseriesoflessons.Teachingin
thiscontextisintendedalsotorefertoassessment.Itfocusestoo
onthelinguisticandmethodologicalreferenceresourcesthatare
availabletoguideteachersintheirlessonplanningaswellasonthe
rangeandfunctionofmaterialsandteachingaidsthatteacherscould
considermakinguseofintheirlessons.Knowledgeofanyparticular
bookisnotrequired.
knowledge
Part 1: Planning
and preparing
a lesson or
sequence of
lessons
Lesson planning
identifying and selecting
aims appropriate to learners,
the stage of learning and
lesson types
identifying the diferent
components of a lesson plan
planning an individual lesson
(or a sequence of lessons)
by choosing and sequencing
activities appropriate to
learners and aims
choosing assessment
activities appropriate to
learners, aims and stages
of learning
choice; odd one out and
sequencing.
Part 2: Selection
and use of
resources
Consulting reference resources
to help in lesson preparation
Selection and use of:
coursebook materials
supplementary materials
and activities
teaching aids
appropriate to learners
and aims
57 tasks consisting
of approximately 40 questions
Part1
ThispartofModule2testscandidatesknowledgeoftherelationship
betweenactivitiesandaims.Italsotestsknowledgeofways
ofsequencingactivitieswithinandacrosslessonsinamanner
appropriatetoparticulargroupsoflearners,andofselecting
appropriateassessmentactivitiestobuildinto(aseriesof)lessons.
identifying and
selecting lesson aims
main, subsidiary and personal aims
specication of aims
factors inuencing the choice of aims
identifying the
diferent components
of a lesson plan
the standard components of a lesson plan: aims, procedures,
stages, timing, aids, anticipated problems, assumptions,
interaction patterns, timetable t
planning an individual
lesson or sequence of
lessons
common sequences, e.g. structures, skills, topic, project
choosing assessment
activities
informal or formal assessment and related tasks and activities
Part2
ThispartofModule2testscandidatesknowledgeofhowtomake
useofresources,materialsandaidsintheirlessonplanning.
classroom:
using reference resources for lesson
preparation
the range of resources available and teachers
reasons for consulting them
the selection and use of coursebook
materials
criteria for selection
ways of adapting materials
the selection and use
of supplementary materials
and activities
types of supplementary materials and activities
reasons for use
how to select and adapt
the selection and use of
teaching aids
types of aids and their teaching functions
Module3
Managingtheteachingandlearningprocess
Overview
FORMAT Module3consistsoftwoparts.
NO. OF QUESTIONS 80
3-optionmultiplechoiceandodd
oneout.
answersheets.
toruboutanyanswertheywishto
change.
MODULE 3
MODULE 3
Syllabus
Thismoduletestscandidatesknowledgeofwhathappensinthe
classroomintermsofthelanguageusedbytheteacherorlearners,
therolestheteachercanfullandthewaysinwhichtheteachercan
manageandexploitclassroomeventsandinteraction.
knowledge
Part 1: Teachers
and learners
language in the
classroom
Using language appropriately
for a range of classroom
functions, e.g.
instructing
prompting learners
eliciting
conveying meaning of new
language
identifying the functions
of learners language
categorising learners
mistakes
6 tasks consisting of 40
questions
Part 2: Classroom
management
Options available to the
teacher for managing learners
and their classroom in order to
promote learning, e.g.
classroom management
teacher roles
grouping learners
correcting learners
giving feedback
appropriate to the learners
and aims
6 tasks consisting of 40
questions
Part1
ThispartofModule3testscandidatesknowledgeofthefunctions
ofclassroomlanguage,andhowtoadaptteacherlanguageaccording
toitsaudienceandpurpose.Italsotestscandidatesknowledgeof
theappropriacyofteachersclassroomlanguage,howtoanalyse
learnerslanguageandcategoriselearnerserrors.
the functions
commonly used by
the teacher in the
classroom
identication of a range of classroom functions and typical
exponents
appropriacy of use, e.g. degrees of simplicity of language,
appropriateness of sequencing, degrees of formality, use of L1
identifying the
functions of language
used by learners
in the classroom
(tasks may involve
analysis of learner
language which is not
completely accurate)
identication of common functions and typical exponents
identication of communicative purpose
appropriacy of use
categorising learners
mistakes
categorising types of mistakes, e.g. spelling, wrong verb form,
subject-verb agreement
Part2
ThispartofModule3testscandidatesknowledgeoftherangeand
functionofstrategiesavailabletoateacherformanagingclasses
inwaysappropriatetolearnersandtoteachingandlearningaims.
Theseincludevarietyofactivityandpace,waysofgroupinglearners,
techniquesforcorrectinglearnersmistakesandtherolesateacher
canfullatdiferentstagesofthelesson.
classroom:
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
EXAM | LEVEL | PAPER EXAM | LEVEL | PAPER SAMPLE PAPER TEACHING KNOWLEDGE TEST | MODULE 3
TKTTESTADMINISTRATION
EnquiriesonresultsmaybemadethroughCambridgeESOLCentre
ExamsManagerswithinamonthoftheissueofcerticates.
Appealsprocedure
CambridgeESOLprovidesaservicetoenableCentrestoappeal,on
behalfofcandidates,againstassessmentdecisionsthatafectgrades
awardedtocandidates,e.g.decisionsrelatingtoresultsanddecisions
relatingtoirregularconduct.
CandidatesshouldrstcontacttheirCambridgeESOLCentreExams
Managerforadvice.Furtherinformationabouttheappealsprocedure
canbefoundatwww.CambridgeESOL.org/support
SpecialCircumstances
SpecialCircumstancescoverthreemainareas:specialarrangements,
specialconsiderationandmalpractice.
Specialarrangements
Theseareavailableforcandidateswithdisabilities.Theymay
includeextratime,separateaccommodationorequipment,Braille
versionsofquestionpapers,etc.Ifyouthinkyoumayneedspecial
arrangements,youmustcontacttheCambridgeESOLCentreExams
Managerinyourareaassoonaspossiblesothattheapplicationcan
besenttoCambridgeESOLintime(usually812weeksbeforethe
examination,dependingonwhatisrequired).
Specialconsideration
CambridgeESOLwillgivespecialconsiderationtocandidates
afectedbyadversecircumstancesbeforeorduringanexamination.
Specialconsiderationcanbegivenwhereanapplicationissent
throughtheCentreandismadewithintenworkingdaysofthe
examinationdate.Examplesofacceptablereasonsforgivingspecial
considerationarecasesofillnessorotherunexpectedevents.
Malpractice
TheMalpracticeCommitteewillconsidercaseswherecandidates
aresuspectedofcopying,collusionorbreakingtheexamination
regulationsinsomeotherway.Resultsmaybewithheldbecause
furtherinvestigationisneededorbecauseofinfringement
ofregulations.Centresarenotiedifacandidatesresultsare
beinginvestigated.
TKTtestadministration
Modularstructure
TKThassevenmodules.Thesecanbetakentogetherorseparately,
inanyorder.
Entryprocedure
CandidatesmustenterthroughanauthorisedCambridgeESOL
ExaminationCentre.AlistofCambridgeESOLExaminationCentres
isavailablefromCambridgeESOLfromtheemailaddressonpage
1.InstitutionswishingtobecomeCambridgeESOLExamination
CentresshouldcontacttheCentreRegistrationUnitatCambridge
ESOL.
TKTisavailablethroughouttheyear.Candidatedetailsmustbe
submittedtoCambridgeESOLatleastsixweekspriortorunningthe
session.Pleasenotethatmorenoticemaybenecessaryifcandidates
havespecialrequirementsandthereforeneedspecialarrangements
(seeopposite).
Copiesoftheregulationsandmoredetailsonentryprocedure,
currentfeesandfurtherinformationaboutthisandotherCambridge
ESOLexaminationscanbeobtainedfromtheCambridgeESOL
CentreExamsManagerinyourarea,orfromtheemailaddresson
page1.
Answersheetcompletion
CandidatesmarkalltheiranswersonOMR(OpticalMarkReader)
answersheets,whicharescannedbycomputerinCambridge.There
isoneanswersheetpermodule,andcandidatesmustllinalltheir
answerswithinthetimeallowedforthetest.
AsampleOMRanswersheetcanbefoundonpage43ofthis
handbook,anditisusefulforcandidatestopractisellinginanOMR
sheetbeforetakingtheexaminationsothattheyarefamiliarwiththe
procedure.
Computer-basedTKT
Acomputer-basedversionofTKT Modules 13 (CB TKT)isalso
availableviatheCambridgeConnectinternetdeliverysystem.
PleasecontactyourlocalCambridgeESOLExaminationCentrefor
moreinformation.
Gradingandresults
Eachmoduleisfree-standing,andthereisnoaggregatescore.
Candidatesreceiveacerticateforeachmoduletheytake.
Eachquestioncarriesonemark,sothemaximummarkforeach
moduleis80.Candidateperformanceisreportedusingfourbands.
Seepage44foradetaileddescriptionofeachbandforeachmodule.
Noticationofresults
CerticatesaredespatchedtoCentresapproximatelytwoweeks
afterreceiptofanswersheetsbyCambridgeESOL.Pleasenotethat
despatchofcandidatesresultswillbedelayediftheyneedspecial
considerationoraresuspectedofmalpractice.
TKTTESTADMINISTRATION
Docandidateshavetotakeallsevenmodules?
No.Themodulesarefree-standing.Candidatesmayenterforany
numberofmodulesinanyorder.
Whatisthepassmark?
Resultsarereportedinfourbands.Thereisnopassorfail.
Candidatesreceiveacerticateforeachmoduletaken.
WhatisthedateoftheTKTexamination?
DatesaresetbyCentresinconsultationwithCambridgeESOL,
takingintoaccountlocalneedsandconditions.
Wherecancandidatesenrol?
YourCambridgeESOLCentreExamsManagercangiveyou
informationaboutCentreswheretheexaminationistaken.
CandidatesenrolthroughlocalCentres,andnotthroughthe
CambridgeESOLofceinCambridge.Feesarepayabletothe
localCentre.
Howdocandidatesgettheirresults?
TKTcerticatesareissuedtoCentresapproximatelytwoweeksafter
receiptofanswersheetsbyCambridgeESOL.
WhatkindofteachingterminologywillbetestedinTKT?
Anon-exhaustivelistoftheteachingtermsandtheirdenitions
whichcouldbetestedinTKTcanbefoundintheTKT Glossaryat
www.CambridgeESOL.org/TKT
Pretesting
PretestingofTKTtestmaterialprovidesCambridgeESOLwith
valuableinformationaboutcandidatesperformanceonparticular
tasks.PretestingisalsousefulforCentresorinstitutionsasitgives
candidatestheopportunitytofamiliarisethemselveswithTKT
task-typesundertestconditionsandtoreceivefeedbackonareas
ofstrengthandweakness.IfyourCentreorinstitutionwouldliketo
beinvolvedinTKT pretesting,pleasecontactthePretestingUnitTKT
AdministratoratTKTpretesting@CambridgeESOL.org
SupportforTKTcandidatesand
courseproviders
GeneralinformationonTKT,includingadministrationdetailsand
downloadableversionsofthisHandbookandsamplematerials,can
befoundbyvisitingwww.CambridgeESOL.org/TKT
CourseprovidersandindividualcandidatescanalsoaccesstheTKT
Glossaryonthiswebsite.
Supportmaterialsforteachertrainersareavailableonthewebsite.
Furthersupportisalsoavailableintheformofseminarprogrammes
indiferentcountries.ContactCambridgeESOLInformationfor
furtherdetailsbyemailingESOLhelpdesk@CambridgeESOL.org
CambridgeEnglishTeacher
DevelopedbyCambridgeUniversityPressandUniversityof
CambridgeESOLExaminations(CambridgeESOL),Cambridge
EnglishTeacherprovidesopportunitiesforEnglishteacherstoengage
incontinuingprofessionaldevelopmentthroughonlinecourses,share
bestpracticeandnetworkwithotherELTprofessionalsworldwide.
FormoreinformationonhowtobecomeaCambridgeEnglish
Teacher,visitwww.CambridgeEnglishTeacher.org
FrequentlyAskedQuestions
Cancandidatesmakenotesonthequestionpaper?
Candidatesmaywriteonthequestionpaperduringtheexamination,
buttheirnoteswillnotbemarked.Candidatesmustcompletean
answersheet,whichisthenscanned.
Doesitmatterifcandidateswriteinpenorpencil?
Candidatesmustuseapenciltomarktheiranswersontheanswer
sheet.Answersheetsmarkedinpencannotbereadbycomputer.
Istheuseofdictionariesallowed?
No.
Whatisthemarkallocation?
Onemarkisgivenforeachcorrectanswer.
ANSWERKEYS
Module1answerkey
1 B 21 C 41 E 61 B
2 A 22 A 42 B 62 B
3 C 23 C 43 F 63 F
4 A 24 A 44 A 64 A
5 B 25 B 45 D 65 G
6 B 26 C 46 C 66 D
7 B 27 B 47 B 67 E
8 F 28 A 48 A 68 C
9 E 29 C 49 A 69 B
10 A 30 B 50 C 70 B
11 C 31 B 51 C 71 C
12 B 32 A 52 A 72 C
13 D 33 C 53 B 73 A
14 C 34 B 54 C 74 A
15 A 35 C 55 A 75 C
16 C 36 D 56 B 76 A
17 B 37 H 57 C 77 B
18 A 38 F 58 A 78 A
19 A 39 E 59 A 79 C
20 B 40 A 60 C 80 A
ANSWERKEYS
Module2answerkey
1 B 21 A 41 A 61 E
2 E 22 A 42 C 62 D
3 A 23 B 43 B 63 H
4 C 24 C 44 A 64 F
5 D 25 B 45 C 65 A
6 F 26 C 46 B 66 C
7 B 27 B 47 A 67 G
8 C 28 D 48 A 68 E
9 C 29 B 49 E 69 F
10 A 30 E 50 H 70 A
11 A 31 A 51 D 71 C
12 C 32 F 52 F 72 D
13 G 33 C 53 B 73 B
14 H 34 C 54 C 74 C
15 E 35 C 55 C 75 A
16 A 36 B 56 F 76 C
17 D 37 A 57 A 77 B
18 F 38 C 58 E 78 A
19 C 39 B 59 B 79 B
20 C 40 A 60 G 80 A
ANSWERKEYS
Module3answerkey
1 B 21 H 41 A 61 A
2 C 22 G 42 B 62 B
3 A 23 B 43 A 63 D
4 A 24 E 44 C 64 E
5 B 25 C 45 A 65 G
6 C 26 A 46 C 66 F
7 G 27 D 47 B 67 A
8 F 28 G 48 A 68 C
9 E 29 C 49 B 69 A
10 H 30 A 50 B 70 B
11 D 31 B 51 A 71 B
12 B 32 H 52 A 72 A
13 C 33 E 53 C 73 C
14 E 34 D 54 B 74 B
15 F 35 F 55 C 75 B
16 C 36 E 56 A 76 C
17 A 37 B 57 B 77 A
18 D 38 A 58 C 78 B
19 B 39 G 59 B 79 C
20 D 40 H 60 A 80 A
OMRANSWERSHEET
SampleOMRanswersheet
BANDDESCRIPTORS
Banddescriptors
Module 1:
Language and background to
language learning and teaching
Module 2:
Lesson planning and use of resources
for language teaching
Module 3:
Managing the teaching and learning
process
BAND 4
Thecandidatedemonstratescomprehensive
andaccurateknowledgeofallareasonthe
TKT Module 1syllabus,i.e.languagesystems
andbackgroundtolanguagelearningand
teaching.He/sheshowsfamiliaritywiththe
fullrangeofconcepts,terminology,practices
andprocessestestedinTKT Module 1,which
relatetodescribinglanguageandlanguage
skills,factorsinthelanguagelearning
processandtherangeofmethods,tasksand
activitiesavailabletothelanguageteacher.
Thecandidateisabletorelateexisting
knowledgetobothfamiliarandunfamiliar
classroomsituations.
andextensiveknowledgeofallareasonthe
TKT Module 2syllabus,i.e.lessonplanning
anduseofresourcesforlanguageteaching.
He/sheshowsfamiliaritywiththefullrange
ofconcepts,terminology,practicesand
processestestedinTKT Module 2,which
relatetogeneralpracticeinlessonplanning
andmaterialsuse,reasonsforcarryingout
particularactivitiesintheclassroom,and
forusingparticularresourcesandmaterials.
knowledgetobothfamiliarandunfamiliar
classroomsituations.
andextensiveknowledgeofallareasonthe
TKT Module 3syllabus,i.e.managingthe
teachingandlearningprocess.He/sheshows
familiaritywiththefullrangeofconcepts,
terminology,practicesandprocessestested
inTKT Module 3,whichrelatetoteachers
andlearnerslanguageintheclassroomand
optionsavailableforclassroommanagement
inordertopromotelearning.Thecandidate
isabletorelateexistingknowledgetoboth
familiarandunfamiliarclassroomsituations.
BAND 3
Thecandidategenerallydemonstrates
comprehensiveandaccurateknowledge
ofareasonthe TKT Module 1syllabus,
i.e.languagesystemsandbackgroundto
languagelearningandteaching.He/she
showsfamiliaritywithmostoftheconcepts,
inTKT Module 1,whichrelatetodescribing
languageandlanguageskills,factorsinthe
languagelearningprocessandtherangeof
methods,tasksandactivitiesavailabletothe
languageteacher.Thecandidateisgenerally
abletorelateexistingknowledgetoboth
comprehensiveandextensiveknowledge
ofareasontheTKT Module 2syllabus,i.e.
lessonplanninganduseofresourcesfor
languageteaching.He/sheshowsfamiliarity
withmostoftheconcepts,terminology,
practicesandprocessestestedinTKT
Module 2,whichrelatetogeneralpracticein
lessonplanningandmaterialsuse,reasons
forcarryingoutparticularactivitiesinthe
classroom,andforusingparticularresources
andmaterials.Thecandidateisgenerally
abletorelateexistingknowledgetoboth
comprehensiveandextensiveknowledge
ofareasontheTKT Module 3syllabus,i.e.
managingtheteachingandlearningprocess.
He/sheshowsfamiliaritywithmostof
theconcepts,terminology,practicesand
relatetoteachersandlearnerslanguage
intheclassroomandoptionsavailablefor
classroommanagementinordertopromote
learning.Thecandidateisgenerallyableto
relateexistingknowledgetobothfamiliar
andunfamiliarclassroomsituations.
BAND 2
Thecandidatedemonstratesbasic
knowledgeofareasontheTKT Module
1syllabus,i.e.languagesystemsand
backgroundtolanguagelearningand
teaching.He/sheshowsfamiliaritywith
someoftheconcepts,terminology,practices
andprocessestestedinTKT Module 1,which
relatetodescribinglanguageandlanguage
skills,factorsinthelanguagelearning
processandtherangeofmethods,tasksand
activitiesavailabletothelanguageteacher.
knowledgetofamiliarclassroomsituations,
andoccasionallytounfamiliarones.
knowledgeofareasontheTKT Module 2
syllabus,i.e.lessonplanninganduseof
resourcesforlanguageteaching.He/she
showsfamiliaritywithsomeoftheconcepts,
inTKT Module 2,whichrelatetogeneral
practiceinlessonplanningandmaterialsuse,
reasonsforcarryingoutparticularactivities
intheclassroom,andforusingparticular
resourcesandmaterials.Thecandidateis
abletorelateexistingknowledgetofamiliar
classroomsituations,andoccasionallyto
unfamiliarones.
syllabus,i.e.managingtheteachingand
learningprocess.He/sheshowsfamiliarity
withsomeoftheconcepts,terminology,
Module 3,whichrelatetoteachersand
learnerslanguageintheclassroomand
isabletorelateexistingknowledge
tofamiliarclassroomsituations,and
occasionallytounfamiliarones.
BAND 1
Thecandidatedemonstratesrestricted
knowledgeofareasontheTKT Module
1syllabus,i.e.languagesystemsand
backgroundtolanguagelearningand
teaching.He/sheshowsfamiliaritywitha
limitedrangeoftheconcepts,terminology,
Module 1,whichrelatetodescribinglanguage
andlanguageskills,factorsinthelanguage
learningprocessandtherangeofmethods,
tasksandactivitiesavailabletothelanguage
teacher.Thecandidateisabletorelate
existingknowledgetofamiliarclassroom
situationsonly.
syllabus,i.e.lessonplanninganduseof
resourcesforlanguageteaching.He/she
showsfamiliaritywithalimitedrangeof
theconcepts,terminology,practicesand
relatetogeneralpracticeinlessonplanning
andmaterialsuse,reasonsforcarryingout
particularactivitiesintheclassroom,and
forusingparticularresourcesandmaterials.
knowledgetofamiliarclassroomsituations
only.
syllabus,i.e.managingtheteachingand
learningprocess.He/sheshowsfamiliarity
withalimitedrangeoftheconcepts,
inTKT Module 3,whichrelatetoteachers
andlearnerslanguageintheclassroomand
isabletorelateexistingknowledgeto
familiarclassroomsituationsonly.

TKT Modules 1-3

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TKTModules 13

Teaching Knowledge Test

TKT test administration 38

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