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Handbook for teachers
www.CambridgeESOL.org/exams/teaching-awards/kal.html
T KT : KAL HANDBOOK | CONTENTS
1
2 Introduction
4 An overview of TKT: Knowledge about Language
4 Content of TKT: Knowledge about Language
5 General description and syllabus
7 Preparation
9 Sample test
17 TKT: Knowledge about Language test administration
17 Grading and results
17 Special Circumstances
18 The production of TKT: Knowledge about Language
18 Support for TKT: Knowledge about Language candidates and course providers
19 Common questions and answers
19 Sample test answer key
20 Sample OMR answer sheet
Contents
Preface
This handbook is intended for course providers who are, or intend to become, involved in preparing
candidates for TKT: Knowledge about Language.
For further information on any of the Cambridge ESOL examinations and teaching awards,
please contact:
Cambridge ESOL Information, 1 Hills Road, Cambridge, CB1 2EU, United Kingdom
Tel: +44 1223 553355, Fax: +44 1223 460278, email: ESOL@ucles.org.uk
www.CambridgeESOL.org
2
Introduction
I Introduction to Cambridge ESOL
TKT: Knowledge about Language is designed and produced by
University of Cambridge ESOL Examinations (Cambridge
ESOL), a department of the University of Cambridge and part
of the University of Cambridge Local Examinations Syndicate,
which has provided examinations in English for speakers of
other languages since 1913. Cambridge ESOL offers an
extensive range of examinations, certificates and diplomas for
learners and teachers of English, taken by over 2 million
people a year, in more than 130 countries.
I Introduction to TKT: Knowledge about Language
a test of professional knowledge for English language
teachers
TKT: Knowledge about Language (KAL) is an extension module
of the Teaching Knowledge Test (TKT). It tests knowledge
about the systems of the English language that aid a teacher
in planning and delivering their lessons. The systems referred
to include lexis, phonology, grammar and discourse seen from
the perspective of a teachers language knowledge needs.
KAL is designed to offer maximum flexibility and
accessibility for candidates and therefore does not include a
compulsory course component or compulsory teaching
practice. However, it is likely that centres and other
institutions will wish to offer preparation courses for KAL
and these may also include some teaching practice, if
desired. It should be noted that KAL tests subject knowledge
rather than teaching ability.
KAL offers candidates a step in their professional development
as teachers and enables them to move onto higher-level
teaching qualifications and access professional support
materials, such as resource books for English language
teaching (ELT) and journals about ELT.
KAL candidates are encouraged to keep a portfolio, a record of
their professional development and reflections on their
teaching. Through their portfolio candidates can become
reflective practitioners, analysing their teaching and how this
impacts on their students learning. However, the portfolio
does not form part of the assessment for KAL. The Teacher
Portfolio is Cambridge ESOLs free online system that any
teacher can use to record and document their career progress.
Teachers can visit www.teacherportfolio.CambridgeESOL.org
for more information.
KAL can be taken at any stage in a teachers career. It is
suitable for pre-service or practising teachers and forms part
of a framework of teaching awards and tests for teachers
offered by Cambridge ESOL.
Cambridge ESOLs tests for teachers include:
The Teaching Knowledge Test (TKT)
TKT: Knowledge about Language (KAL)
TKT: Content and Language Integrated Learning (CLIL)
Cambridge ESOLs practical, course-based qualifications for
teachers include:
CELTA (Certificate in English Language Teaching to
Adults)
CELTYL (Certificate in English Language Teaching to
Young Learners)
ICELT (In-service Certificate in English Language
Teaching)
Cambridge ESOL also offers the Delta Modules, which cover all
areas of knowledge at an advanced level and include teaching
practice. The Delta Modules are:
Delta Module One: a written examination
Delta Module Two: a course-based qualification
Delta Module Three: an extended assignment
Other teaching qualifications offered by Cambridge ESOL
include two specifically designed for the further education
and skills sector within the UK.
A summary of the entry requirements and content of
Cambridge ESOLs Teaching Awards and tests for teachers can
be found on the following page.
T KT : KAL HANDBOOK | I NTRODUCTI ON
3
T KT : KAL HANDBOOK | I NTRODUCTI ON
Cambridge ESOL teaching awards and tests for teachers
TKT Module 1 TKT: CLIL TKT: KAL CELTA CELTYL ICELT Delta Delta Delta
TKT Module 2 Module Module Module
TKT Module 3 1 2 3
Teaching not essential not essential not essential not required not required required recommended required recommended
experience
Previous not essential not essential not essential qualifications qualifications local an initial an initial an initial
qualifications which allow which allow requirements teaching teaching teaching
/ training access to access to apply qualification qualification qualification
higher higher
education education
Suggested minimum of minimum of minimum of minimum minimum minimum of minimum minimum minimum
language Council of Council of Council of Council of Council of Council of Council of Council of Council of
level Europe B1 Europe B1 Europe B2 Europe C2/C1 Europe C2/C1 Europe B2 Europe C2/C1 Europe C2/C1 Europe C2/C1
Teaching age primary, primary, primary, adults (16+) primary or primary, primary, primary, primary,
group secondary or secondary or secondary or secondary secondary or secondary or secondary or secondary or
adults adults adults adults adults adults adults
Can be taken yes yes yes yes yes no not no not
pre-service recommended recommended
Course not required not required not required yes yes yes not required yes not required
attendance
Assessed no no no yes yes yes no yes no
teaching
practice
Continuous no no no yes yes yes no yes no
assessment
Involves no no no yes yes yes no yes no
coursework
Written test / yes yes yes no no no yes no no
examination
Note: Cambridge ESOL also offers IDLTM and the Young Learner Extension to CELTA. IDLTM is an educational management qualification.
The Young Learner Extension to CELTA shares similarities with CELTYL, except that entry is conditional on candidates having completed
CELTA.
An overview of TKT:
Knowledge about Language
I The aims of TKT: Knowledge about Language
to test candidates knowledge of concepts related to
language and language use
to provide an easily accessible test of English language
knowledge to teachers of English, which is prepared and
delivered to international standards, and could be used
by candidates to access further training, and enhance
career opportunities
to encourage teachers in their professional development
by providing a step in a developmental framework of
awards for teachers of English
I TKT: Knowledge about Language candidature
KAL is suitable for teachers of English in primary, secondary or
adult teaching contexts and is intended for an international
audience of non-first language or first language teachers of
English.
Candidates taking KAL will normally have some experience of
teaching English to speakers of other languages. KAL may also
be taken by:
pre-service teachers
teachers who wish to refresh their teaching knowledge
teachers who are moving to teaching English after
teaching another subject
To access KAL, teachers need a level of English of at least level
B2 of the Council of Europes Common European Framework of
Reference for Languages. This level is specified in the Council
of Europes Vantage document (Van Ek, J A and Trim, J L M
(2001) Vantage, Cambridge: CUP). However, candidates are not
required to have taken any English language examinations.
KAL candidates are expected to be familiar with language and
terminology relating to the description of lexical,
phonological, grammatical and discoursal features of the
English language.
Candidates are not required to take any other modules of TKT
or to fulfil any specific entry requirements for KAL.
Content of TKT: Knowledge
about Language
I TKT: Knowledge about Language content outline
KAL tests knowledge of the lexical, phonological, grammatical
and discoursal features of the English language. It focuses on
those areas of language that are relevant to teachers of English
when preparing lessons, delivering lessons, responding to
learners queries or language use, or evaluating or giving
feedback on homework.
KAL consists of 80 questions in four parts. Candidates are
required to answer the questions by selecting a letter for the
correct answer. As KAL tests candidates knowledge of
language systems rather than their proficiency in the English
language or their performance in classroom situations,
candidates are not required to listen, speak or produce
extended writing when taking KAL.
I Teaching contexts
KAL tests the knowledge about language that underpins a
teachers preparation and delivery of lessons regardless of the
approach to teaching and learning that they adopt. It is
relevant to teachers from a wide range of teaching contexts
and methodological backgrounds. It does not test approaches
to teaching and learning English.
I Sources and text types used in TKT: Knowledge
about Language
Extracts, original or adapted, from the following sources may
feature in KAL:
ELT coursebooks or supplementary materials
reading and listening texts from articles, books, radio
etc. that could be used in the language classroom
grammar books, dictionaries and other language
reference materials for teachers
phonemic transcriptions (using the IPA International
Phonetic Alphabet)
diagrams or other visuals
transcriptions of spoken language
4
T KT : KAL HANDBOOK | OVERVI EW AND CONTENT
5
T KT : KAL HANDBOOK | KNOWLEDGE ABOUT LANGUAGE
5
TKT: KNOWLEDGE
ABOUT LANGUAGE
GENERAL DESCRIPTION
Examination TKT: Knowledge about
format Language consists of four parts
Timing 1 hour 20 minutes
No. of questions 80
Task types 3-option multiple-choice; 4-option
multiple-choice; matching; odd
one out
Answer format For all parts, candidates indicate
their answers by shading the correct
lozenges on their answer sheets.
Candidates should use a pencil and
mark their answers firmly.
Candidates should use an eraser to
rub out any answer they wish to
change.
Marks Each question carries one mark.
SYLLABUS
KAL is an examination for English language
teachers. It tests candidates knowledge of the
lexical, phonological, grammatical, and discoursal
features of English from a teaching perspective. It
also focuses on the teachers awareness of learners
language needs (e.g. understanding of concepts,
meaning and forms; working with interlanguage;
errors and other linguistic difficulties).
PART 1
Title Lexis
Number of items 20
Areas of different types of meaning
language sense relations
knowledge word formation
tested lexical units (e.g. fixed phrases,
collocations)
lexico-grammatical features
register
Task types 3 tasks
3-option multiple-choice; 4-option
multiple-choice; matching; odd
one out
PART 2
Title Phonology
Number of items 15
Areas of segmental features
language suprasegmental features
knowledge the role of phonology in
tested conveying meaning
the role of phonology in discourse
Task types 2 tasks
3-option multiple-choice; 4-option
multiple-choice; matching; odd
one out
PART 3
Title Grammar
Number of items 30
Areas of form, meaning and use:
language word classes and the functional
knowledge role of words in a sentence e.g.
tested adverbials can be made up of
preposition + noun phrase
grammatical roles performed by
words in a sentence e.g. subject,
object
structural patterns e.g. verb
patterns, types of clauses, verb
tenses
the role of context in conveying
meaning
Task types 4 tasks
3-option multiple-choice; 4-option
multiple-choice; matching; odd
one out
PART 4
Title Discourse
Number of items 15
Areas of coherence
language cohesion
knowledge register
tested distinctive features of common
written and spoken genres
pragmatic and semantic meaning
functions
Task types 2 tasks
3-option multiple-choice; 4-option
multiple-choice; matching; odd
one out
6
I Part 1
This part of KAL tests candidates knowledge of different types of
meaning; sense relations; word formation; lexical units; lexico-
grammar and register.
I Syllabus area Lexis
I Possible testing focus
types of meaning: denotation, connotation, figurative,
contextual e.g. situational, collocational
sense relationships: synonyms, antonyms, hyponyms,
whole/part, lexical sets, false friends
word formation: morphemes, affixation, compounds,
types of abbreviations, acronyms, spelling rules, word
families
lexical units: collocations, idioms, fixed phrases,
formulaic phrases
lexico-grammatical features: grammatical function of
words and morphemes
register: domain-specific vocabulary; degrees of
formality in vocabulary and their contexts of occurrence
I Part 2
This part of KAL tests candidates knowledge of segmental and
suprasegmental phonological features.
I Syllabus area Phonology
I Possible testing focus
Segmental features:
phonemes: the different phonemes of English and their
places and manner of articulation e.g. bilabial plosive;
voiced or unvoiced consonant; front or back vowels etc.
word stress: primary, secondary stresses and weak
syllables; contrastive word stress and changing word
stress
standard word patterns in word stress e.g. words ending
in sion/tion
the role of segmentals in conveying meaning e.g. full vs.
weak forms, contrastive word stress
Suprasegmental features:
sentence stress: primary and secondary stresses in a
sentence; emphatic and contrastive stress
connected speech: linking, assimilation, elision,
intrusion (liaison), weak forms, contraction
intonation: pitch direction and range; common
intonational patterns such as for yes/no questions; the
grammatical, attitudinal and interactive functions of
intonation
the role of suprasegmentals in conveying meaning
I Part 3
This part of KAL tests candidates knowledge of the form, meaning
and use of grammatical structures in English.
I Syllabus area Grammar
I Possible testing focus
the role of context in determining meaning and use of
grammatical forms
word classes and the functional role of words in a
sentence
grammatical roles performed by words in a sentence
the form, meaning and use of structural patterns
The noun phrase:
different types of nouns e.g. countable, collective,
pronouns
determiners e.g. articles, possessives, quantifiers
adjectives
noun phrase structures
nominalisation
The verb phrase:
verb types e.g. transitive and intransitive, reflexive,
phrasal, stative and dynamic
verb patterns
mood e.g. declarative, negative, interrogative and
imperative
modality
time and tense
aspect: perfect and progressive aspects in present, past
and future forms
hypotheticality e.g. conditional and wish structures
adverbials e.g. time, manner, place, degree,
comparatives, position of adverbials
the passive
reported speech and reporting verbs
The sentence:
simple sentences e.g. elements and word order
complex sentences e.g. main, subordinate and
co-ordinate clauses; non-finite and finite clauses; types
of clauses (e.g. time, condition, relative, purpose, reason,
result, concessive); sentence linking
T KT : KAL HANDBOOK | KNOWLEDGE ABOUT LANGUAGE
6
I Part 4
This part of KAL tests candidates knowledge of coherence; cohesion;
register; distinctive features of common written and spoken genres;
pragmatic and semantic meaning; and functions.
I Syllabus area Discourse
I Possible testing focus
coherence: what it is and how it is achieved in writing
and speaking
grammatical cohesion: linking words; anaphoric,
cataphoric and exophoric reference; substitution and
ellipsis; parallelism
lexical cohesion: lexical chains, discourse markers; text
structuring
register/appropriateness: the relationship of register to
audience, message and setting; degrees of
appropriateness: formal, neutral, informal
recognising register: choice of vocabulary, grammar,
layout, genre, functions
general distinctions between written and spoken English
e.g. sentences v utterances, complexity and simplicity of
grammar and lexis, cohesion, register, organisation of
discourse
genres: notion of audience; features of common genres
for writing and speaking
distinctive features of spoken genres e.g. turn-taking,
feedback and adaptation to audience, incomplete
utterances
differences between pragmatic and semantic meaning
different ways of expressing a range of written and
spoken functions using grammatical and lexical means
the significance of phonology and context in
determining coherence and pragmatic meaning
Preparation
General
I As KAL is concerned with knowledge about language
relevant to teaching English, it would be useful for candidates
to exploit their teaching situation for opportunities to prepare
for the test. They could use every opportunity to become
aware of the features of language related to the different
stages of teaching a lesson e.g. lesson preparation, lesson
delivery including responding to learners queries and use of
language and evaluating homework.
At the preparation stage candidates could, for example:
look up new vocabulary, notice its stress features, find
synonyms and opposites for it, find what it collocates
with or how it could be used to build words
check grammar points in a reference book or teachers
book, focusing on their form, meaning and use
take note of the discoursal features of texts they are
planning to use
notice the features of connected speech in recordings
they are preparing for their class.
While delivering a lesson, candidates could:
note what conceptual difficulties learners are having
with learning new language
note what kinds of problems learners are having in
using specific features of lexis, grammar, phonology and
discourse
analyse after the lesson the linguistic causes of learners
problems e.g. false friends, problems with producing
particular sounds, problems with understanding
particular features of connected speech, problems with
recognising the meaning of cohesive devices, misuse of
verb tenses because of confusion over their meaning or
use.
7
T KT : KAL HANDBOOK | PREPARATI ON
7
8
When evaluating homework, candidates could:
note the types of problems learners have
think about what the linguistic reasons for those
problems might be
consider how to word feedback to students about these
problems.
I Candidates should make use of reference material about
language. There are many useful reference materials available
for teachers both in book form and on the web. When looking
at these materials it would be useful to see them from a
teachers perspective by asking questions such as: what is it
about this piece of language that my class might need to
know? Do my learners need to know all the information
given? What aspects of this piece of language might my
learners find difficult to learn or use? Why? Do I need to teach
my learners the terminology for this language or is it
unnecessary for them to understand it?
I Candidates should become fully familiar with the exam
format and task types for KAL. See page 5 for details of the
number of sections the test contains, the number of tasks in
each section and the task types that could be used in each
section. Look too at the sample paper on pages 916 of this
handbook. The task types used are:
multiple choice (See sample paper page 2 for example)
matching (See sample paper page 4 for example)
odd one out multiple choice (See sample paper page 7
for example)
Notice the instructions for each task, read them carefully and
always do as instructed.
I Candidates should check that they can complete the
questions in the given time limit (80 minutes) and make sure
they know how to record their answers on the answer sheet.
(See page 20 for a sample answer sheet) Remember that all
answers must be given on the answer sheet by shading the
box underneath the correct letter.
By part
I Part 1: Lexis
Candidates
are advised to build up their awareness of the different
lexical features mentioned in the syllabus by noting
these features in the texts they read or listen to in their
spare time or use in lessons
can study dictionary entries to see what types of
information are given about the word in the entry
can consult the many reference books and websites
available on the features of vocabulary.
I Part 2: Phonology
Candidates
can listen to recordings that they will use in class,
becoming aware of the segmental and suprasegmental
features they contain that are mentioned in the syllabus,
or focusing on particular features. They could also do this
while listening to the radio or to any spoken interaction.
can test their knowledge through the online worksheets
available on many websites
can consult the many reference books and websites
available on the features of phonology and connected
speech.
I Part 3: Grammar
Candidates
can take advantage of their teaching to help them
prepare for this section of the test. They are advised to
consult reference books on the use, meaning and form of
key language that is the focus of texts or coursebook
units. The teachers books accompanying coursebooks
can also give useful information about these aspects of
grammar.
can note errors made by their students in speaking and
writing and analyse why these are errors and what is
wrong with the language produced in the particular
contexts. Errors may be in form, meaning or use.
can test their knowledge through the online worksheets
available on many websites
can consult the many reference books and websites
available on the form, meaning and use of grammar.
I Part 4: Discourse
Candidates
could use spoken or written texts they will work on with
their classes to become aware of the features of
discourse mentioned in the syllabus. They could
similarly make use of texts they read or listen to in their
spare time.
could analyse their students written work for the
strengths and weaknesses in the handling of features of
discourse that they contain
can consult the many reference books and websites
available on aspects of discourse.
T KT : KAL HANDBOOK | PREPARATI ON
8
Sample test
T KT : KAL HANDBOOK | SAMPLE TEST
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12
T KT : KAL HANDBOOK | SAMPLE TEST
12
7
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.
T KT : KAL HANDBOOK | SAMPLE TEST
13
9
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14
T KT : KAL HANDBOOK | SAMPLE TEST
14
1
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b
a
r
e
i
n
f
i
n
i
t
v
e
5
4
w
a
n
t
A
+
t
h
a
t
+
c
l
a
u
s
e
B
+
o
b
j
e
c
t
+
t
o
+
i
n
f
i
n
i
t
i
v
e
C
+
t
o
+
i
n
f
i
n
i
t
i
v
e
5
5
s
t
o
p
A
+

f
o
r
m
B
+
t
h
a
t
+
c
l
a
u
s
e
C
+
o
b
j
e
c
t
+

f
o
r
m
5
6
p
r
e
f
e
r
A
+
b
a
r
e
i
n
f
i
n
i
t
i
v
e
B
+
t
o
+
i
n
f
i
n
i
t
i
v
e
C
+

f
o
r
m
5
7
t
e
a
c
h
A
+
o
b
j
e
c
t
+
t
o
+
i
n
f
i
n
i
t
i
v
e
B
+
o
b
j
e
c
t
+
b
a
r
e
i
n
f
i
n
i
t
i
v
e
C
+
o
b
j
e
c
t
+
t
h
a
t
+
c
l
a
u
s
e
T KT : KAL HANDBOOK | SAMPLE TEST
15
1
3
[
T
u
r
n
o
v
e
r
7
0
A
j
d
a
:
W
e
l
l
n
o
t
h
i
n
g
'
s
b
e
e
n
d
e
c
i
d
e
d
y
e
t
.
L
e
t
'
s
w
a
i
t
a
n
d
s
e
e
.
Y
u
r
c
e
l
:
O
K
f
i
n
e
.
H
o
w
'
s
t
h
e
p
r
o
j
e
c
t
g
o
i
n
g
,
b
y
t
h
e
w
a
y
?
7
1
A
h
m
e
d
:
H
a
v
e
y
o
u
g
o
t
a
m
i
n
u
t
e
?

j
u
s
t
w
a
n
t
e
d
t
o
a
s
k
y
o
u
w
h
a
t
y
o
u
t
h
o
u
g
h
t
a
b
o
u
t
t
h
e
p
l
a
n
s
f
o
r
t
h
e
n
e
w
b
u
i
l
d
i
n
g
?
C
h
e
n
:
W
e
l
l

h
a
v
e
n
'
t
s
t
u
d
i
e
d
t
h
e
m
i
n
d
e
t
a
i
l
,
b
u
t
.
7
2
K
a
t
e
:
A
n
d

g
o
t
t
h
i
s
f
a
b
u
l
o
u
s
d
e
s
i
g
n
e
r
s
u
i
t
o
n
e
B
a
y
.
R
o
d
:
Y
o
u
m
e
a
n
y
o
u
a
c
t
u
a
l
l
y
b
o
u
g
h
t
i
t
o
n
l
i
n
e
?
K
a
t
e
:
Y
e
a
h
,
a
n
d

o
n
l
y
p
a
i
d

1
2
f
o
r
i
t
!
7
3
G
r
a
h
a
m
:
A
l
l
y
o
u
h
a
v
e
t
o
d
o
i
s
f
i
l
l
o
u
t
t
h
e
f
o
r
m
o
n
l
i
n
e
.

t
'
s
r
e
a
l
l
y
e
a
s
y
.
T
o
n
y
:
L
e
t
m
e
g
e
t
t
h
i
s
s
t
r
a
i
g
h
t

d
o
n
'
t
n
e
e
d
t
o
g
o
t
o
t
h
e
o
f
f
i
c
e
m
y
s
e
l
f
?
G
r
a
h
a
m
:
N
o
.
1
2
A
t
e
a
c
h
e
r
i
s
u
s
i
n
g
e
x
t
r
a
c
t
s
f
r
o
m
c
o
n
v
e
r
s
a
t
i
o
n
s
w
i
t
h
h
e
r
c
l
a
s
s
t
o
f
o
c
u
s
o
n
t
h
e
d
i
f
f
e
r
e
n
t
f
u
n
c
t
i
o
n
s
o
f
s
o
m
e
e
x
p
r
e
s
s
i
o
n
s
.
F
o
r
q
u
e
s
t
i
o
n
s
6
6
-
7
3
,
m
a
t
c
h
t
h
e
u
n
d
e
r
l
i
n
e
d
e
x
p
r
e
s
s
i
o
n
s
i
n
t
h
e
e
x
t
r
a
c
t
s
f
r
o
m
c
o
n
v
e
r
s
a
t
i
o
n
s
w
i
t
h
t
h
e
i
r
f
u
n
c
t
i
o
n
s
l
i
s
t
e
d
A
-
E
.
M
a
r
k
t
h
e
c
o
r
r
e
c
t
l
e
t
t
e
r
(
A
-
E
)
o
n
y
o
u
r
a
n
s
w
e
r
s
h
e
e
t
.
Y
o
u
n
e
e
d
t
o
u
s
e
s
o
m
e
o
p
t
i
o
n
s
m
o
r
e
t
h
a
n
o
n
c
e
.
F
u
n
c
t
i
o
n
s
A
o
p
e
n
i
n
g
a
c
o
n
v
e
r
s
a
t
i
o
n
B
o
n
g
o
i
n
g
c
h
e
c
k
i
n
g
o
f
u
n
d
e
r
s
t
a
n
d
i
n
g
C
i
n
t
r
o
d
u
c
i
n
g
a
n
e
w
t
o
p
i
c
D
c
o
n
c
l
u
d
i
n
g
a
t
o
p
i
c
E
e
n
d
i
n
g
a
c
o
n
v
e
r
s
a
t
i
o
n
E
x
t
r
a
c
t
s
f
r
o
m
c
o
n
v
e
r
s
a
t
i
o
n
s
6
6
A
i
s
h
a
:
T
h
a
t
r
e
m
i
n
d
s
m
e
,
d
i
d

e
v
e
r
t
e
l
l
y
o
u
a
b
o
u
t
m
y
h
o
l
i
d
a
y
i
n
C
y
p
r
u
s
?
M
a
t
:
N
o
,
y
o
u
d
i
d
n
'
t
.
H
o
w
w
a
s
i
t
?
6
7
P
a
u
l
a
:
B
u
t
b
y
t
w
o
o
'
c
l
o
c
k

w
a
s
s
t
i
l
l
w
a
i
t
i
n
g
s
o

p
h
o
n
e
d
t
h
e
m
a
g
a
i
n
,
a
n
d
t
h
e
y
p
r
o
m
i
s
e
d
t
h
e
y
'
d
b
e
t
h
e
r
e
i
n
t
e
n
m
i
n
u
t
e
s

a
r
e
y
o
u
w
i
t
h
m
e
?
V
e
r
a
:
Y
e
a
h
.
P
a
u
l
a
:
S
o
i
n
t
h
e
e
n
d

g
o
t
D
o
u
g
t
o
c
o
m
e
a
n
d
p
i
c
k
m
e
u
p
.
6
8
M
a
u
r
o
:
A
n
d
s
o
w
e
'
v
e
d
e
c
i
d
e
d
t
o
g
o
t
h
e
r
e
i
n
t
h
e
a
u
t
u
m
n
.
A
n
y
w
a
y
,

m
u
s
t
n
'
t
k
e
e
p
y
o
u
.
6
9
M
a
r
t
i
n
:
A
n
d
h
e
y
,
g
u
e
s
s
w
h
a
t
!
P
a
t
:
W
h
a
t
?
M
a
r
t
i
n
:

'
v
e
j
u
s
t
b
e
e
n
g
i
v
e
n
t
w
o
f
r
e
e
c
i
n
e
m
a
t
i
c
k
e
t
s
.
D
o
y
o
u
w
a
n
t
t
o
c
o
m
e
?
P
a
t
:
D
e
p
e
n
d
s
w
h
a
t
t
h
e
f
i
l
m
i
s
.
16
T KT : KAL HANDBOOK | SAMPLE TEST
16
1
5
7
8
X
a
v
i
:

f
e
e
l
s
o
r
r
y
f
o
r
N
i
c
k
.
M
a
r
t
a
:
Y
e
s
,
m
e
t
o
o
.
A
l
l
t
h
e
s
a
m
e
,
h
e
s
h
o
u
l
d
n
'
t
h
a
v
e
d
o
n
e
w
h
a
t
h
e
d
i
d
.
A
a
g
r
e
e
i
n
g
w
i
t
h
t
h
e
p
r
e
v
i
o
u
s
p
o
i
n
t
B
p
u
t
t
i
n
g
f
o
r
w
a
r
d
a
c
o
u
n
t
e
r
-
a
r
g
u
m
e
n
t
C
i
n
d
i
c
a
t
i
n
g
a
s
i
m
i
l
a
r
i
t
y
o
f
o
p
i
n
i
o
n
7
9
S
a
m
:

'
m
r
e
a
l
l
y
g
l
a
d
w
e
'
v
e
g
o
t
M
o
r
g
a
n
a
s
o
u
r
n
e
w
g
o
a
l
k
e
e
p
e
r
.
H
e
'
s
g
r
e
a
t
!
G
a
b
i
:
W
e
l
l
,
a
c
t
u
a
l
l
y
,

d
o
n
'
t
t
h
i
n
k
h
e
'
s
a
s
g
o
o
d
a
s
e
v
e
r
y
o
n
e
t
h
i
n
k
s
.
A
e
x
p
r
e
s
s
i
n
g
s
u
r
p
r
i
s
e
B
g
i
v
i
n
g
d
e
t
a
i
l
s
t
o
s
u
p
p
o
r
t
a
n
o
p
i
n
i
o
n
C
i
n
t
r
o
d
u
c
i
n
g
a
n
o
t
h
e
r
p
o
i
n
t
o
f
v
i
e
w
8
0
L
u
k
e
:

t
h
o
u
g
h
t
H
a
n
n
a
h
w
a
s
e
n
j
o
y
i
n
g
u
n
i
v
e
r
s
i
t
y
.
K
a
t
h
:
S
o
d
i
d

,
b
u
t
a
p
p
a
r
e
n
t
l
y
n
o
t
a
n
y
m
o
r
e
,
a
f
t
e
r
l
a
s
t
w
e
e
k
.
A
m
a
k
i
n
g
t
h
i
n
g
s
c
l
e
a
r
B
i
n
t
r
o
d
u
c
i
n
g
a
c
o
n
s
e
q
u
e
n
c
e
C
p
a
s
s
i
n
g
o
n
w
h
a
t
y
o
u
'
v
e
s
e
e
n
o
r
h
e
a
r
d
1
4
A
t
e
a
c
h
e
r
h
a
s
p
r
e
p
a
r
e
d
a
n
e
x
e
r
c
i
s
e
o
n
t
h
e
f
u
n
c
t
i
o
n
s
o
f
d
i
s
c
o
u
r
s
e
m
a
r
k
e
r
s
f
o
r
h
i
s
c
l
a
s
s
a
n
d
i
s
w
r
i
t
i
n
g
t
h
e
a
n
s
w
e
r
k
e
y
.
F
o
r
q
u
e
s
t
i
o
n
s
7
4
-
8
0
c
h
o
o
s
e
t
h
e
c
o
r
r
e
c
t
a
n
s
w
e
r
A
,
B
o
r
C
.
M
a
r
k
t
h
e
c
o
r
r
e
c
t
l
e
t
t
e
r
(
A
,
B
o
r
C
)
o
n
y
o
u
r
a
n
s
w
e
r
s
h
e
e
t
.
7
4
D
i
:
M
u
m
,
w
h
y
c
a
n
'
t
w
e
g
o
o
n
h
o
l
i
d
a
y
t
h
i
s
s
u
m
m
e
r
?
M
u
m
:
W
e
l
l
,
f
o
r
a
s
t
a
r
t
,
w
e
c
a
n
'
t
a
f
f
o
r
d
i
t
.
A
i
n
t
r
o
d
u
c
i
n
g
t
h
e
f
i
r
s
t
p
o
i
n
t
B
r
e
j
e
c
t
i
n
g
a
n
a
r
g
u
m
e
n
t
C
i
n
t
r
o
d
u
c
i
n
g
a
n
e
w
t
o
p
i
c
7
5
K
a
t
y
a
:
D
o
n
'
t
f
o
r
g
e
t
t
o
b
u
y
s
o
m
e
b
r
e
a
d
o
n
y
o
u
r
w
a
y
h
o
m
e
.
T
o
m
a
s
:

w
o
n
'
t
.
O
h
a
n
d
b
y
t
h
e
w
a
y
,

i
n
v
i
t
e
d
J
o
n
f
o
r
t
h
e
w
e
e
k
e
n
d
.

s
t
h
a
t
O
K
?
A
l
i
n
k
i
n
g
s
i
m
i
l
a
r
t
h
i
n
g
s
B
i
n
t
r
o
d
u
c
i
n
g
a
c
o
n
t
r
a
s
t
C
c
h
a
n
g
i
n
g
t
h
e
f
o
c
u
s
7
6
E
m
p
l
o
y
e
e
:
C
a
n
y
o
u
g
i
v
e
m
e
s
o
m
e
f
e
e
d
b
a
c
k
o
n
m
y
p
e
r
f
o
r
m
a
n
c
e
s
o
f
a
r
?
M
a
n
a
g
e
r
:
W
e
l
l
,
o
b
v
i
o
u
s
l
y
i
t
'
s
a
l
l
s
t
i
l
l
n
e
w
f
o
r
y
o
u
b
u
t
o
n
t
h
e
w
h
o
l
e
w
e
'
r
e
v
e
r
y
h
a
p
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TKT: Knowledge about
Language test administration
I Entry procedure
Candidates must enter through an authorised Cambridge
ESOL Centre. A list of Cambridge ESOL Examination Centres is
available from Cambridge ESOL from the address on page 1.
Institutions wishing to become Cambridge ESOL Examination
Centres should contact the Centre Registration Unit at
Cambridge ESOL.
KAL is available throughout the year and Centres contact
Cambridge ESOL to arrange a test date. Candidate details must
be submitted to Cambridge ESOL at least six weeks prior to
running the session. Please note that more notice may be
necessary if candidates have special requirements and
therefore need special arrangements (see below).
Copies of the Regulations and more details on entry
procedure, current fees and further information about this and
other Cambridge ESOL examinations can be obtained from the
Cambridge ESOL Local Secretary in your area, or from the
address on page 1.
I Answer sheet completion
Candidates mark all their answers on OMR (Optical Mark
Reader) answer sheets, which are scanned by computer in
Cambridge. Candidates must fill in all their answers within
the time allowed for the test.
A sample OMR answer sheet can be found on page 20 of this
Handbook, and it is useful for candidates to practise filling in
an OMR sheet before taking the examination so that they are
familiar with the procedure.
Grading and results
I Grading
Candidates receive a certificate for KAL.
Each question carries one mark, so the maximum mark for
KAL is 80. Candidate performance is reported using four bands.
Our trialling research indicates that for a candidate to achieve
KAL Band 3, a score of at least 4550 marks (out of 80) is required.
The reporting of results for KAL is subject to ongoing research.
Further guidance on the interpretation of results will be issued
in the future.
I Notification of results
Certificates are despatched to Centres approximately two
weeks after receipt of answer sheets by Cambridge ESOL.
Please note that despatch of candidates results will be
delayed if they need special consideration or are suspected of
malpractice (see below).
Enquiries on results may be made through Cambridge ESOL
Local Secretaries within a month of the issue of certificates.
I Appeals procedure
Cambridge ESOL provides a service to enable Centres to
appeal, on behalf of candidates, against assessment decisions
that affect grades awarded to candidates, e.g. decisions
relating to results and decisions relating to irregular conduct.
Candidates should first contact their Cambridge ESOL Local
Secretary for advice. Further information about the appeals
procedure can be found at www.CambridgeESOL.org/support
Special Circumstances
Special Circumstances cover three main areas: special
arrangements, special consideration and malpractice.
I Special arrangements
These are available for candidates with disabilities. They may
include extra time, separate accommodation or equipment,
Braille versions of question papers, etc. If you think you may
need special arrangements, you must contact the Cambridge
ESOL Local Secretary in your area as soon as possible so that
the application can be sent to Cambridge ESOL in time
(usually 812 weeks before the examination, depending on
what is required).
I Special consideration
Cambridge ESOL will give special consideration to candidates
affected by adverse circumstances before or during an
examination. Special consideration can be given where an
application is sent through the Centre and is made within 10
working days of the examination date. Examples of acceptable
reasons for giving special consideration are cases of illness or
other unexpected events.
I Malpractice
The Malpractice Committee will consider cases where
candidates are suspected of copying, collusion or breaking the
examination regulations in some other way. Results may be
withheld because further investigation is needed or because of
infringement of regulations. Centres are notified if a
candidates results are being investigated.
T KT : KAL HANDBOOK | TEST ADMI NI STRATI ON
17
BAND A candidate at this level demonstrates
1
limited knowledge of KAL content areas
2
basic, but systematic knowledge of KAL content areas
3
breadth and depth of knowledge of KAL content areas
4
extensive knowledge of KAL content areas
18
The production of TKT:
Knowledge about Language
Cambridge ESOL is committed to providing examinations of
the highest possible quality. This commitment is underpinned
by an extensive programme of research and evaluation, and by
continuous monitoring of the marking and grading of all
Cambridge ESOL examinations. Of particular importance is the
rigorous set of procedures which are used in the production
and pretesting of question papers.
The production process for KAL is the same as that for the
Cambridge ESOL language examinations. It begins with the
commissioning of materials and ends with the printing of
question papers.
There are five main stages in the production process:
commissioning
pre-editing and editing
pretesting
analysis and banking of materials
question paper construction
I Question paper production cycle
Pretesting of KAL test material provides Cambridge ESOL with
valuable information about candidates performance on
particular tasks. Pretesting is also useful for Centres or
institutions as it gives candidates the opportunity to
familiarise themselves with KAL task-types under test
conditions and to receive feedback on areas of strength and
weakness. If your Centre or institution would like to be
involved in KAL pretesting, please contact the Pretesting Unit
TKT Administrator on + 44 (0) 1223 552998 or
TKTpretesting@CambridgeESOL.org.
Support for TKT: Knowledge
about Language candidates
and course providers
General information on KAL, including administration details
and downloadable versions of this Handbook and sample
materials, can be found by visiting
www.CambridgeESOL.org/KAL
Support material for teacher trainers will be available on the
Teaching Resources website
www.CambridgeESOL.org/teach/KAL
Further support is also available in the form of seminar
programmes in different countries. Contact Cambridge ESOL
Information for further details by emailing
ESOLhelpdesk@CambridgeESOL.org
T KT : KAL HANDBOOK | PRODUCTI ON AND SUPPORT
18
Commissioning of material
for question papers
Pre-editing and editing
of material
Pretest construction
Rejection Revision
Pretesting
Item analysis
Live materials bank
Question paper
construction
Common questions and
answers
Can candidates make notes on the question paper?
Candidates may write on the question paper during the
examination, but their notes will not be marked. Candidates
must complete an answer sheet, which is then scanned.
Does it matter if candidates write in pen or pencil?
Candidates must use a pencil to mark their answers on the
answer sheet. Answer sheets marked in pen cannot be read by
computer.
Is the use of dictionaries allowed?
No.
What is the mark allocation?
One mark is given for each correct answer.
Do candidates have to take the other TKT modules?
No. KAL is free-standing. Candidates are not required to take
TKT Modules 1, 2 and 3 in addition to KAL.
What is the pass mark?
Results are reported in four bands. There is no pass or fail.
Candidates receive a certificate for each TKT module taken.
What is the date of the TKT: Knowledge about Language
examination?
Dates are set by Centres in consultation with Cambridge ESOL,
taking into account local needs and conditions.
Where can candidates enrol?
Your Cambridge ESOL Local Secretary can give you
information about Centres where the examination is taken.
Candidates enrol through local Centres, and not through the
Cambridge ESOL office in Cambridge. Fees are payable to the
local Centre.
How do candidates get their results?
KAL certificates are issued to Centres approximately two
weeks after receipt of answer sheets by Cambridge ESOL.
Do candidates need to have taken a particular English language
examination before taking TKT: Knowledge about Language?
No. However, it is advisable for candidates to have a minimum
language level of Council of Europe Framework level B2.
What kind of teaching terminology will be tested in TKT:
Knowledge about Language?
KAL does not test candidates knowledge of terminology. It
tests their knowledge of language systems. In doing this it
may include terminology about language. See the TKT
Glossary for an indication of the kinds of terms that may
appear, but please note that this list is indicative only.
Candidates will be expected to know this terminology. Terms
about language included in the test will be ones that are
regularly used in teachers books and coursebooks. Any other
more specific terms will be glossed in the test paper if they
appear.
1 B
2 B
3 A
4 A
5 C
6 B
7 A
8 C
9 C
10 A
11 D
12 B
13 B
14 C
15 B
16 C
17 D
18 A
19 B
20 A
21 B
22 C
23 A
24 C
25 A
26 D
27 A
28 D
29 C
30 A
31 C
32 B
33 A
34 C
35 B
36 A
37 C
38 B
39 B
40 A
41 C
42 C
43 B
44 C
45 A
46 E
47 H
48 B
49 D
50 F
51 B
52 C
53 C
54 A
55 B
56 A
57 B
58 G
59 I
60 D
61 C
62 E
63 A
64 H
65 F
66 C
67 B
68 E
69 C
70 D
71 A
72 B
73 B
74 A
75 C
76 A
77 A
78 B
79 C
80 C
T KT : KAL HANDBOOK | FAQS AND ANSWER KEY
19
Sample test answer key
20
TKT: Knowledge about Language sample OMR answer sheet
T KT : KAL HANDBOOK | SAMPLE OMR ANSWER SHEET
20