Tired of Not Getting Band 4 On TKT?

The purpose of this book is to serve as a tool to help
TKT candidates to prepare in a better way to sit the

TKT test from Cambridge ESOL.
It is divided into three chapters, each covering a
module from the standard TKT test; it contains tasks
specifically designed to help candidates know the
structure and learn important tips to really get band 4
on this teaching knowledge qualification.
Tired of not getting band 4

on TKT?
“I finally found a
powerful tool to
practice and be
confident enough
to get the best at
TKT.”
George Thompson
English Teacher
Chelsea NY
INTRODUCTION
The purpose of this book is to be a helping tool in the process of training

candidates to take the Teaching Knowledge Test TKT.
The Teaching Knowledge Test (TKT) is a test from Cambridge ESOL about
teaching English to speakers of other languages. It aims to increase
teachers' confidence and enhance job prospects by focusing on the core
teaching knowledge needed by teachers of primary, secondary or adult
learners, anywhere in the world. This flexible and accessible award will help
you to understand:
 different methodologies for teaching
 the 'language of teaching'
 the ways in which resources can be used
 the key aspects of lesson planning
 classroom management methods for different needs
TKT gives teachers a strong foundation in the core areas of teaching

knowledge needed in the English language teaching classroom. It is ideal for
all teachers, whatever their background and teaching experience, and is also
suitable for people who would like to teach English but do not yet have a
teaching position.
There are no formal entry requirements. However, anyone wishing to take
TKT is strongly advised to have at least an intermediate level of English —
Level B1 of the Council of Europe's Common European Framework of
Reference for Languages (CEFR) — e.g. PET, IELTS band score of 4
Each unit consists of plenty of practice exercises and TKT tasks that are very
similar in format to what is evaluated in the real TKT test.
LIBARDO GONZALEZ ALVAREZ
SIT-TESOL
MASTER IN APPLIED LINGUSTICS CANDIDATE
TEACHER TRAINER
Leyenda que describe una

imagen o un gráfico.
TKT Module 1: Describing language: Unit 1 Grammar – Participant’s
Activity 3, fill in1:the
TKT Module gaps withlanguage: Unit 1 Grammar – Participant’s
Describing
Activity 2
1
Complete the puzzle with parts of speech.

Exercise 1
Look at the underlined words in the sentences below and match them with the words
from Participant’s worksheet 1, given in the box.
exclamation determiner verb preposition adjective article
noun conjunction adverb pronoun
A. (1) She(2) always moves the (3) furniture when she does the (4) housework.
B. (5) Robert is (6) taller than James and (7) his hair is longer.
C. (8) Can you buy a (9) good (10) book for Jim?
D. I’ll give it to (11) him for his birthday (12) tomorrow?
E. (13) Ouch! You’re (14) standing on (15) my foot.
F. John (16) saw Fred last week (17) in town. I (18) didn’t see him myself but he (19)
Across
said he was carrying (20) a suitcase.
3. A word used to show an action, state, event or process, e.g. ‘I like cheese.’; ‘He speaks Italian.’
8. A word used to connect words, phrases, clauses or sentences, e.g. ‘I like tea but I don’t like coffee
Because it’s too strong for me.’
Exercise 2 describes or gives more information about how, when, where or to what degree
9. A word that
Grammatical structure‘He worked
something is done, How it isand
made and What it means/how it is used
Group A: Looke.g.
at the underlinedquickly
wordswell.’
1ˆ in the sentences again.
example
10. A word that replaces or refers to a noun or a noun phrase just mentioned, e.g. ‘I saw John
Group B: HeLook
yesterday. atvery
looked the well.’
underlined words 11 in the sentences again.
Both
Down groups: Match your words with a more specific term from the box below. Some of
Present continuous subject + present tense of to talk about an action
the words may have more than one term.
1. An expression used to show a strong thefeeling,
verb to beOh!
e.g. + Wow!
ing form of happening at the time of
2. A word which makes clear which noun verb, e.g. I am
is referred working
to or at speaking.
to give information about quantity, e.g. this,
modal verb possessivethe pronoun
moment. countable noun adjective
that, some, any, my , that car is mine.
possessive
4. ‘On’ ‘under’ adjective
‘over,’ for example indefinite article collective noun determiner
reporting
5. A word verbor givesauxiliary
that describes verb about adverb
more information a noun orof time e.g. acompound
pronoun, cold day. noun
1) subject + past tense of the to talk about an action
6. ‘The’,pronoun
object proper
‘a’, ‘an’, for example
verb, e.g. Inoun
went to France personal
completed pronoun
at a specific
7. A person, place or thing, e.g.
uncountable noun elephant,
last girl, grass, school time on the past.
modal auxiliary transitive verb
subject pronoun year.
exclamation uncountable noun
preposition of place comparative adjective intransitive verb
Present simple 2) to talk about a routine or
habit.
3) subject + present of the to talk about things you have

verb to have + past experienced on your life
participle, e.g. I’ve been to
France many times.
Modal verb - must subject + base form of the 4)

verb e.g. You must be home
by 10.00.
Future with going to 5) to express intention
6)
If + subject + present to talk about something that
simple + subject + will + is
bare infinitive, e.g. If I see possible in the future and the
him I’ll tell him action that will be taken
.
TKT Module 1: Describing language: Unit 1 Grammar – Sample Task 1
For questions 1- 5 match the example sentences with the grammatical terms listed A-F
Mark the correct letter (A–F) on your answer sheet.
There is one extra option which you do not need to use.
For questions 1-5, match the example language with the grammatical terms listed A-F.
Example sentences Grammatical terms
A gerund
1 Then I realised what had happened.
Mark the correct letter (A-F) on your answer sheet.
B present perfect simple
2 Many old houses are made of wood.
C present perfect continuous
3 We’ve never seen a whale before.
D reported speech
4 He doesn’t like playing chess.
Example language Grammatical items
E present simple passive
5 She said she was really upset.
F past perfect simple

1. Break in A. Tag Questions
2. My brother is a pilot, is he? B. Echo Questions
3. If it's sunny, we'll go to the park C. Phrasal verb
4. The exam should have been given to everyone. D. Passive voice
5. This, that, these, those E. Determiners
F. Conditional
For questions 1-7, choose the correct option (a, b or c) to complete each definition of
grammatical items. Mark the correct letter on your answer sheet.
1. An interjection is
a. an exclamation which shows thoughts or feelings

b. a meaningless string of sounds
c. the same as an adjective
2. A verb that has a subject but no object is.
a. Transitive
b. Intransitive
c. Passive
3. The subject does the action and receives the action is.
a. Reflexive
b. Possessive
c. Relative
4. A group of words that includes a subject and a finite verb is.
a. A clause
b. A statement
c. An idiom
5. A word that describes or gives more information about a noun or pronoun is.
a. An adjective
b. An adverb
c. An article
6. The words someone uses when they are telling someone what
somebody else said or asked are,
a. The past tense

b. Past conditional
c. Indirect speech
7. A verb that does not take an auxiliary to negate or ask questions is called.
a. Active
b. Modal
c. Intransitive
TKT Module 1: Describing language: Unit 1 Grammar – Answer Keys
Key to activity 1
1E
X
C
2D L
3V
PE R
A B 4
T R M
5A E 6A E A
D R R P T
J M 7N T O I
E I O I S O
8C O N J U N C T I O N
T E N L T
I R E I
V O
9A D V E R B 10P R O N O U N
Across:
3: verb; 8: conjunction; 9: adverb; 10: pronoun
Down:
1: exclamation; 2: determiner; 4:preposition; 5: adjective; 6: article; 7: noun
Key to activity 2
Question Exercise 1 Exercise 2
1. She pronoun subject pronoun, personal pronoun
2. always adverb adverb of frequency
3. furniture noun uncountable noun, collective noun
4. housework noun uncountable noun, compound noun
5. Robert noun proper noun
6. taller adjective comparative adjective
7. his pronoun; determiner possessive pronoun, determiner
8. Can verb modal verb, modal auxiliary
9. good adjective adjective
10. book noun countable noun
11. him pronoun; determiner object pronoun
12. tomorrow adverb adverb of time
13. Ouch! exclamation exclamation
14. standing verb intransitive verb
15. my adjective possessive adjective
16. saw verb transitive verb
17. in preposition preposition of place
18. didn’t verb auxiliary verb
19. said verb reporting verb
20. a article indefinite article
Key to activity 3
1) Past simple
2) subject + present of the verb, e.g. I get up at 7.00 every day.
3) Present perfect simple
4) To talk about an obligation, something that is necessary
5) subject + present tense of the verb to be + going to + base form, e.g. I’m going to take
the train.
6) First conditional
Key to Sample Task 1

1 F 2 E 3 B 4 A 5 D
1.C 2.A 3.F 4.D 5.E

1.A 2.B 3.A 4.A 5.A 6.C 7.B
TKT UNIT 1 GRAMMAR; GLOSSARY,
Taken from www.cambridgeesol.org
Active voice
In an active sentence, the subject of the verb usually does or causes the action, e.g.
The car hit the tree.
Adjective
An adjective describes or gives more information about a noun or pronoun, e.g. a cold
day.
Adverb
An adverb describes or gives more information about how, when, where, or to what
degree etc something is done, e.g. he worked quickly and well.
Apostrophe
A punctuation mark (’). The ’ is added to a singular noun before an s to show that
something belongs to someone, e.g. John’s house.
Article
An article can be definite (the), indefinite (a/an) or zero (-), e.g. I was at (-) home in the
sitting room when I heard a noise.
Aspect
A way of looking at verb forms not purely in relation to time. Aspect relates to the type
of event, e.g. whether it is long or short, whether it is complete or not, whether it is
repetitive or not, whether it is connected to the time of speaking or not. There are two
aspects in English, the continuous/progressive and the perfect. The continuous aspect,
for example, suggests that something is happening temporarily.
‘At’ symbol
A punctuation mark (@) used instead of ‘at’ in email addresses, e.g. john@yahoo.com
Auxiliary verb
An auxiliary verb is a verb used with other verbs to make questions, negatives, tenses,
etc e.g. be, do, have.
Base form of a verb

The base form of a verb is the infinitive form of a verb without ‘to’, e.g. go.
Capital letter
A letter of the form and size used at the beginning of a sentence or a name, e.g. They
went to Spain last year.
Clause
A clause generally consists of a subject and a finite verb relating to the subject and any
other elements, e.g. object. A clause can be a full sentence or a part of a sentence.
Main clause
When the teacher arrived, the learners stopped talking.
Subordinate clause
When the teacher arrived, the learners stopped talking.
Relative clause
The learners who were sitting near the front stood up.
Collective noun
A collective noun is a noun that refers to a group of people or things, e.g. the police, the
government.
Comma
A punctuation mark (,) used to separate items in a list or to show where there is a pause
in a sentence, e.g. I bought some apples, oranges, bananas and lemons. When I went
to the market, I met my friend.
Comparative adjective
A comparative adjective compares two things, e.g. He is taller than she is.
Complex sentence
A sentence containing a main clause and one or more subordinate clauses.
Compound noun
A compound noun is a combination of two or more words, which are used as a single
word, e.g. a flower shop, a headache.
Conditional (forms)
A verb form that refers to a possible or imagined situation. Grammar books often
mention four kinds of conditionals:
First conditional – refers to present or future possible or likely situations, e.g. I will
come if I can.
Second conditional – refers to present or future situations which the speaker thinks
are impossible or unlikely, e.g. I would go if they asked me.
Third conditional – refers to past situations that cannot be changed, e.g. I would have
seen her if I had arrived earlier (but I didn’t so I couldn’t).
Mixed conditional – is used when the speaker wants to refer to different time frames in
one sentence, e.g. If I’d arrived on time, I wouldn’t have to wait now. If I’d arrived refers
to the past and I wouldn’t have to wait refers to the present.
Conjunction
A conjunction (or connector) is used to connect words, phrases, clauses or sentences,
e.g. I like tea but I don’t like coffee because it’s too strong for me.
Countable noun
A countable noun has a singular and plural form, e.g. book, books.
Demonstrative adjective
A demonstrative adjective shows whether something is near or far from the speaker,
e.g. this (near), that (far).
Demonstrative pronoun
A demonstrative pronoun is a word which refers to a noun (phrase) and shows whether
it is near or far from the speaker, e.g. this, that, these, those.
Dependent preposition
A dependent preposition is a word that is always used with a particular noun, verb or
adjective before another word,e.g. interested in, depend on, bored with.
Determiner
A determiner is used to make clear which noun is referred to, or to give information
about quantity, and includes words such as the, a, this, that, my, some, e.g. That car is
mine.
Direct speech, question

The actual words someone says, e.g. He said, ‘My name is Ron.’, ‘What do you mean,
Sue?’, asked Peter.
Exclamation mark
A punctuation mark (!) written after an exclamation, e.g. Be careful!
Exponent
An example of a grammar point, function or lexical set.
Full stop
A punctuation mark (.) used at the end of a sentence, e.g. I like chocolate.
Future with going to

I’m going to visit my aunt on Sunday. It’s going to rain.
Future with present continuous

He is meeting John for dinner at eight tomorrow.
Future with present simple

The plane leaves at 9.00 next Saturday.
Future with will or shall

I’ll help with the cleaning. It will be lovely and sunny tomorrow.
Gerund, -ing form

A form of a verb functioning as a noun, which ends in -ing, e.g. I hate shopping.
(Grammatical) structure, form

A grammatical structure is a grammatical language pattern, e.g. present perfect simple,
and the parts which combine to make it, e.g. have + past participle.
Imperative
The form of a verb that gives an order or instruction, e.g. Turn to page 10.
Indirect speech, question

The words someone uses when they are telling someone what somebody else said or
asked, e.g. He told me his name was Ron. Peter asked Sue what she meant.
An indirect question can also be used when someone wants to ask something in a more
polite way, e.g. ‘I was wondering if you could help me.’ (indirect question) instead of
‘Could you help me?’ (direct question).
Infinitive
The infinitive form is the base form of a verb with ‘to’. It is used after another verb, after
an adjective or noun or as the subject or object of a sentence, e.g. 'I want to study.’,
‘It’s difficult to understand. ’
Infinitive of purpose
This is used to express why something is done, e.g. I went to the lesson to learn
English.
-ing/-ed adjective
An -ing/-ed adjective describes things or feelings. An -ing adjective describes things or
people, e.g. The book is very interesting.
An -ed adjective describes feelings, e.g. I am very interested in the book.
Intensifier
A word used to make the meaning of another word stronger, e.g. He’s much taller than
his brother. I’m very tired.
Interrogative
A question form.
Intransitive
Is used to describe a verb which does not take a direct object, e.g. She never cried.
Irregular verb
An irregular verb does not follow the same pattern as regular verbs. Each irregular verb
has its own way of forming the past simple and past participle, e.g. go went (past
simple) gone (past participle).
Modal verb
A modal verb is a verb used with other verbs to show ideas such as ability or obligation
or possibility. They include can, must, will, should, e.g. I can speak French, but I should
study even harder.
Noun
A person, place or thing, e.g. elephant, girl, grass, school.
Object
This is a noun or phrase that describes the thing or person that is affected by the action
of a verb, e.g. I saw Mary in the classroom.
A direct object is the main object of a transitive verb.
An indirect object is an object affected by a verb but not directly acted on, e.g. He
gave the book to me. In this sentence, the book is the direct object and me is an
indirect object.
Object pronoun
An object pronoun is a word which replaces an object noun or an object noun phrase,
e.g. him, her.
Participle (past and present)

–ed and –ing forms of the verb, they are often used to make tenses or adjectives, e.g.
an interesting film (present participle); I haven’t seen him today. (past participle)
Particle
A small grammatical word, often an adverb or preposition which does not change its
form when used in a sentence, e.g. look after, after is a particle.
Passive voice, progressive

In a passive sentence, something is done to or happens to the subject of the verb, e.g.
The tree was hit by the car.
Past continuous, progressive

I was watching TV all evening.
Past perfect continuous, progressive

I had been studying for three hours so I felt tired.
Past perfect simple

After I had phoned Mary, I went out.
Past simple
I went on holiday to France last year.
Person
First person – the person speaking, e.g. I, we.

Second person – the person spoken to, e.g. you.
Third person – the person spoken about, e.g. he, she, they.
Personal pronoun
Personal pronouns are words, which are used instead of the name of that person, e.g. I
(subject pronoun), me (object pronoun).
Phonology noun, phonological adjective The study of sounds in a language or

languages.
Phrase
A group of words often without a finite verb that do not form a sentence, e.g. the green
car, on Friday morning are phrases. Also a group of words that together have a
particular meaning.
Plural noun
A plural noun is more than one person, place or thing and can be regular or irregular,
e.g. boys, women.
Possessive adjective
A possessive adjective shows who something belongs to, e.g. my, our.
Possessive pronoun
A possessive pronoun is used to replace a noun and shows something belongs to
someone, e.g. the house is mine.
Possessive ‘s’ and whose

Ways of showing or asking who something belongs to, e.g. ‘Whose book is it?’ ‘It’s
Sue’s’.
Preposition
A word used before a noun, pronoun or gerund to connect it to another word, e.g. He
was in the garden.
Present continuous, progressive

I am working in London now.
Present continuous, progressive for future

He is meeting John for dinner at eight tomorrow.
Present perfect continuous, progressive

I have been studying for three years.
Present perfect simple

I have known him for a long time.
Pronoun
A word that replaces or refers to a noun or noun phrase just mentioned.
Proper noun
A proper noun is the name of a person or place, e.g. Robert, London.
Punctuation
The symbols or marks used to organise writing into clauses, phrases and sentences to
make the meaning clear, e.g. full stop (.), capital letter (A), apostrophe (‘), comma
(,), question mark (?), exclamation mark (!),
‘at’ symbol (@) and speech marks (“ ”).
Quantifier
A word or phrase such as much, few or a lot of which is used with a noun to show an
amount, e.g. I don’t have much time; I have a lot of books.
Question mark
A punctuation mark (?) used in writing after a question, e.g. How are you?
Question tag
A phrase such as isn’t it? or doesn’t he? that is added to the end of a sentence to make
it a question, or to check that someone agrees with the statement just made, e.g. It’s
very cold, isn’t it?
Reflexive pronoun
A reflexive pronoun is used when the object of a sentence refers to the same person or
thing as the subject of the sentence, e.g. He cut himself.
Regular verb
A regular verb changes its forms by adding -ed in the past simple and past participle,
e.g. walk, walked.
Relative pronoun
A relative pronoun introduces a relative clause, e.g. the book which I’m reading is
interesting.
Reported speech, statement, question

When someone’s words are reported by another person, e.g. She said she was sorry.
Reporting verb
A verb such as tell, advise, suggest used in indirect, reported speech to report what
someone has said, e.g. Jane advised John to study harder.
Singular noun
A singular noun is one person, place or thing, e.g. boy, park, bicycle.
Speech marks
Punctuation mark (“ ”) They are written before and after a word or a sentence to show
that it is what someone said, e.g. John said “Hello, Sarah”.
Subject
This is the noun or phrase that goes before the verb to show who is doing the action in
an active sentence, e.g. John plays tennis every Saturday, or who the action is done to
in a passive sentence, e.g. the food was cooked yesterday.
Subject-verb agreement
When the form of the verb matches the person doing the action of the verb, e.g. I walk,
he walks. If a learner writes, I walks , then it is wrong because there is no subject-verb
agreement.
Superlative adjective
A superlative adjective compares more than two things, e.g. He is the tallest boy in the
class.
Tense
A form of the verb that shows whether something happens in the past, present or future.
Time expression
A word or phrase that indicates time, such as after, last weekend, e.g. I will meet you
after the lesson.
Transitive
Is used to describe a verb which takes a direct object, e.g. She wrote a letter.
Uncountable noun
An uncountable noun does not have a plural form, e.g. information.
Used to
A structure that shows something happened in the past but does not happen now, e.g. I
used to live in London, but now I live in Paris.
Verb
A word used to show an action, state, event or process, e.g. I like cheese; He speaks
Italian.
Verb pattern
The form of the words following the verb, e.g. He advised me to get there early.
(advise + object pronoun + to + base form).
TKT Module 1: Describing language: Unit 2 Lexis – Activity 1
Complete the puzzle with parts of speech.
1. 5.
T M
R
P
A Y
E
I
N NO X F
2. 6.
F A C U
I X D P
O
N
MO
3. 7.
O L
M
Y
L O
N
NC
O T
SY
CO A I N
4. 8.
M O
X
F
H P
F
U
S
H
O
E
I
N
A. Antonym Collocation Compound False friendAffix
H. Idiom G. Homophone
F. Homonym
TKT Module 1: Describing language: Unit 2 Lexis – Activity 2a
Match the definitions below with the terms for the lexical items in activity 2b.
1. a word which has the same or nearly the same meaning as another word
2. a meaningful group of letters added to the beginning of a root or base word to

make a new word, which can be a different part of speech from the original word
3. a word in the target language which looks or sounds as if it has the same
meaning as a similar word in the learners’ first language but does not
4. a meaningful group of letters added to the beginning or end of a word to make a

new word, which can be a different part of speech from the original word
5. a verb which is made up of more than one word (e.g. a verb + adverb particle or
preposition) which has a different meaning from each individual word
6. a word with the same spelling as another word, but which has a different meaning
7. a group of words that are related to each other by their root or base word
8. a meaningful group of letters added to the end of a root or base word to make a
new word, which can be a different part of speech from the original word
9. the opposite of another word
10. a group of words or phrases that are about the same content topic or subject
11. nouns, verbs, adjectives or prepositions that are made up of two or more words
with one unit of meaning
12. a basic word or part of a word from which other words can be made by adding a
prefix or suffix or in some other way
13. words which are regularly used together. The relation between the words may be
grammatical or lexical.
14. a group of words that are used together, in which the meaning of the whole word
group is different from the meaning of each individual word
15. a word which sounds the same as another word, but has a different meaning or
spelling
16. the formality or informality of the language used in a particular situation
TKT Module 1: Describing language: Unit 2 Lexis – Activity 2b,

now match these definitions with examples from 2c
Affix
Antonym
Collocation
Compound
False friend
Homonym
Homophone
Idiom
Lexical set
Phrasal verb
Prefix
Register
Root word, base word
Suffix
Synonym
Word family
TKT Module 1: Describing language: Unit 2 Lexis – Activity 2c

A. interview, interviewer; tidy untidy
B. hot is the opposite of cold
C. when certain verbs go with particular prepositions, e.g. depend on, good at or
when a verb like make or do goes with a noun, e.g. do the shopping, make a
plan
D. assistant office manager, long-legged
E. In French ‘librairie’ is a place where people can buy books. In a library in English,
you do not buy books but borrow them instead.
F. bit (past tense of ‘bite’) and a bit (a little)
G. I knew he had won; I bought a new book
H. She felt under the weather means that she felt ill
I. weather – storm, to rain, wind, cloudy
J. look after – A mother looks after her children
K. appear – disappear
L. Formal language used in a job applications, informal language used with friends.
M. photograph is the root or base of photographer and photographic
N. care – careful
O. nice is similar in meaning to pleasant
P. economy, economist, economic

TKT Module 1: Describing language: Unit 2 Lexis –Sample Task 1
Examples of vocabulary
Categories
A synonyms
1 colour, color; realise, realize; theatre, theater
B lexical set
2 traffic lights; alarm clock; seat belt
C collocations
3 childish; successfully; dependable
D word + suffix
4 turn up; turn off; turn into
E prefix + word
5 catch a cold; catch a bus; catch a thief
F compounds
6 sad; miserable; unhappy
7 ankle; stomach; knee; heart G phrasal verbs
H American and British

English
TKT Module 1: Describing language: Unit 2 Lexis –Sample Task 2
For questions 1-4, choose the correct Word(s) to complete each definition of lexical
terms, mark the correct letter (A, B or C) on your answer sheet.
1 ……….Any pair or group of words commonly found together or near one another.
A. phrasal verbs
B. collocations,
C. chunks
2 A word with the same spelling and pronunciation as another word, but which has a
different meaning,
A. Homonym
B. Antonym
C. homophone
3 A group of words or phrases that are about the same content topic or subject,
A. Lexical set
B. Synonym
C. Word family
4 A meaningful group of letters added to the end of a root or base word to

make a new word which can be a different part of speech from the original
word,
A. Prefix
B. Particle
C. Suffix
TKT Module 1: Describing language: Unit 2 Lexis – Answer Keys
Key to Participant’s Worksheet 1
1. antonym
2. affix
3. collocation
4. homophone
5. prefix
6. compound
7. synonym
8. suffix

1. synonym
2. prefix
3. false friend/(cognate)
4. affix
5. phrasal verb
6. homonym
7. word family
8. suffix
9. antonym
10. lexical set

11. compound
12. root word, base word
13. collocation
14. idiom
15. homophone
16. register
1.H 2.F 3.D 4.G 5.C 6.A 7.B
1.B 2.A 3.A 4.C
TKT UNIT 2 LEXIS; GLOSSARY,

Affix verb, affixation noun
A meaningful group of letters added to the beginning or end of a word to
make a new word, which can be a different part of speech from the original
word, e.g. interview, interviewer. Affixation is the process of adding a prefix
or suffix to a word.
Antonym
The opposite of another word, e.g. hot is an antonym of cold. Base word:
see root word.
Chunk
Any pair or group of words commonly found together or near one another,
e.g. phrasal verbs, idioms, collocations, fixed expressions.
Collocation
Words which are regularly used together. The relation between the words
may be grammatical, e.g when certain verbs collocate with particular
prepositions, e.g. depend on, good at or when a verb like make or do
collocates with a noun, e.g. do the shopping, make a plan. Collocations
may also be lexical when two content words are regularly used together,
e.g. We went the wrong way NOT We went the incorrect way
Compound
Nouns, verbs, adjectives or prepositions that are made up of two or more
words and have one unit of meaning, e.g. assistant office manager, long-
legged.
False friend
A word in the target language which looks or sounds as if it has the same
meaning as a similar word in the learners’ first language but does not, e.g.
In French ‘librairie’ is a place where people can buy books. In a library in
English, you do not buy books but borrow them instead.
Homonym
A word with the same spelling and pronunciation as another word, but
which has a different meaning, e.g. bit (past tense of ‘bite’) and a bit (a
little).
Homophone
A word which sounds the same as another word, but has a different
meaning or spelling, e.g. I knew he had won; I bought a new book.
Idiom noun, idiomatic adjective

A group of words that are used together, in which the meaning of the whole
word group is different from the meaning of each individual word, e.g. She
felt under the weather means that she felt ill.
Lexical set
A group of words or phrases that are about the same content topic or
subject, e.g. weather – storm, to rain, wind, cloudy.
Lexis, vocabulary
Individual words or sets of words, e.g. homework, study, whiteboard, get
dressed, be on time.
Part of speech
A way of categorising words according to their grammatical function and
meaning, e.g. noun, verb, adjective, pronoun, adverb, preposition,
conjunction.
Phrasal verb, multi-word verb/unit

A verb/any part of speech which is made up of more than one word (e.g. a
verb + adverb particle or preposition) which has a different meaning from
each individual word, e.g. look after – A mother looks after her children.
Prefix
A prefix is a meaningful group of letters added to the beginning of a
root/base word to make a new word which can be a different part of speech
from the original word, e.g. appear – disappear.
Root word, base word

The basic word or part of a word from which other words can be made by
adding a prefix or suffix, e.g. photograph is the root or base word of
photographer and photographic.
TKT Module 1: Describing language: Unit 3 Phonology – Participant’s
Activity 1
Phonemic Chart
Suffix
A suffix is a meaningful group of letters added to the end of a root or base
word to make a new word which can be a different part of speech from the
original word, e.g. care – careful.
Synonym
A word which has the same or nearly the same meaning as another word,
e.g. nice is a synonym of pleasant.
Word family
A group of words that come from the same root or base word, e.g.
economy, economist, economic or by topic
Match the symbols you have been given with the underlined letters in the words in the
table.
For questions 7 - 10 choose the correct Word(s) to complete each definition of
phonology, mark the correct letter (A, B or C) on your answer sheet.
7. Two words which are different from each other by only one meaningful sound
are.
A. Minimal pairs
B. Homophones
C. Consonants
8. In the sentence “She gave the ring to John” it can be implied that.
A. She only gave the ring to John

B. John was the person she gave the ring to.
C. She could have given the ring to somebody else.
9. The way the level of a speaker’s voice changes, to show meaning such as
how they feel about something is.
A. Linking
B. Stress
C. Intonation
10. Words that sound similar because they have the same ending.
A. Rhyme
B. Rhythm
C. Contraction
For questions 11-15, match the minimal pairs with the phonemic symbols listed A-F.
mark the correct letter (A-F) on your answer sheet.
11.darling/dialling A. /
12.cart/cut B. /
13.tile/toil C. /
14.pull/bull D. /
15.worse/worth
E. /
F. /
Key to Sample Task
7. A 8. B 9.C 10.A 11. E 12. C 13.B

14.D 15.A
TKT UNIT 3 PHONOLOGY; GLOSSARY,
TKT Module 1: Describing language: Unit 4 Functions
1. Find ten functions in this word puzzle

TKT Module 1: Describing language: Unit 4 Functions
2. Read this functions list then match them to the exponents on the next
page
 Are they formal (F), informal (I), or neutral (N)? write down on in front of the
exponent
Asking for an opinion
Introducing yourself
Introducing someone else
Clarifying
Praising
Requesting
Advising
Agreeing
Inviting
Thanking
Refusing
Suggesting
Complaining
Greeting
1. Thanks a lot
2. Do you think you could possibly open the window?
3. Come round to my house for a bite to eat?
4. Can you open the window, please?
5. No way! I’m not doing that.
6. I agree with that.
7. Hello, I’m Josephine.
8. I’m sorry but I’m afraid I can’t.
9. Would you like to come to dinner?
10. I don’t believe we’ve met. My name’s James Sanders.
11. Open the window, will you?
12. Mr and Mrs Smith request the pleasure of your company for dinner.
13. Yeah. You’re right there.
14. Thank you very much indeed.

TKT Module 1: Describing language: Functions – Sample
Task
Exercise 3
For questions 1–7 match the example sentences with the functions listed
A–H. Mark the correct letter (A–H) on your answer sheet.
Functions
Example sentences
A describing ability
1 Let’s go to that new restaurant.
B describing possibility
2 They might win – you never know in cup
matches!
C asking for
permission
3 Watch out! That’s dangerous.
D requesting
4 My son can speak three languages fluently.
E asking for advice

5 Is it OK if I open the window?
F suggesting
6 Shall I show you how the camera works?
G offering
7 Could you pass me my bag?
H warning
Key to Participant’s exercise 1
1. words from the puzzle.

Praising, requesting, advising, agreeing, inviting , thanking, refusing,
suggesting, apologizing, greeting.
Key to Participant’s exercise

2
1. thanking neutral
2. requesting formal
3. inviting informal
4. requesting neutral
5. refusing informal
6. agreeing neutral
7. introducing yourself neutral
8. refusing formal
9. inviting neutral
10. introducing yourself formal
11. requesting informal
12. inviting formal
13. agreeing informal
14. thanking formal
Key to Sample
Task
1 F 2 B 3 H 4 A
5 C 6 G 7 D
FUNCTIONS GLOSSARY
Candidates should already be familiar with common functions such as asking, telling, replying,
thanking and suggesting.
Appropriacy noun, appropriate/inappropriate adjective

Language which is suitable in a particular situation. See register.
Colloquial
Language normally used in informal conversation but not in formal speech or writing, e.g. Give Gran a ring,
OK?
Decline, refuse an invitation

To say that you will not accept an invitation, e.g. I’m sorry but I can’t.
Enquire
To ask for information, e.g. What time does the train leave?
Express
To show or make known a feeling or an opinion in words.
Express ability, e.g. I can swim.
Express intention, e.g. I’m planning to visit him next year.
Express necessity, e.g. He needs to get a new passport.
Express obligation, e.g. You must wear a seatbelt.
Express permission, e.g. You can have a look at my book.
Express preference, e.g. I’d rather have coffee than tea.
Express probability, e.g. He should be in later.
Express prohibition, e.g. You mustn’t use your mobile phone while driving.
Formal language
Language used in formal conversations or writing, e.g. Yours faithfully. See register.
Formality (level of): see register.
Function
The reason or purpose for communication, e.g. making a suggestion; giving advice.
Functional exponent
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. See
function.
Greet
To welcome someone, often with words, e.g. Hello, how are you?
Inappropriate
Language which is not suitable in a particular situation. See appropriacy.
Informal language
Language used in informal conversations or writing, e.g. Hi John. See register.
Informality (level of): see register.
Instruct
To order or tell someone to do something, e.g. Please turn to page 12 and do exercise 1.
Negotiate
To discuss with someone to reach an agreement, e.g. If you help me now, I’ll help you next week.
Neutral
A style of speaking or writing that is neither formal nor informal, but in between. It is appropriate for most situations. See formal
language, informal language.
Predict
To guess or say what you think may happen, e.g. I think the story will end happily.
Register
The formality or informality of the language used in a particular situation. Formal register or language is used in serious or
important situations, e.g. in a job application. Informal register or language is used in relaxed or friendly situations, e.g. with
family or friends.
Request, make a (polite) request

To ask someone politely to do something, e.g. Please could you open the window?
Speculate
To guess something based on information you have, e.g. I think it might be an easy test.
TKT Module 1: Units 5-8 Describing language skills and subskills –
Exercise 1, express your opinion.
Teachers can help students read a text by reading it aloud while they follow in
their books.
There are no major differences between how we read in our mother tongue and
how we read in a foreign language.
To understand a reading text, you have to read and understand every word in it.
When doing listening comprehension in class, I prefer to read the transcript to

students rather than use a recording. This way I can speak slowly and pronounce
words carefully.
I always give the students a copy of the transcript I’m going to read so they can
follow it while I’m reading.
I never use passages for listening comprehension which have unknown words.
Writing is more or less the same as speaking. I don’t think there are any particular
things to teach students.
I always give my students a model or example text to copy from when we are
doing writing in class.
Writing lessons are boring – just sitting and watching students write is not interesting.
Doing a speaking lesson is easy. You don’t even have to prepare!
I don’t think there is much value in doing speaking activities in class. Students can
talk to each other in breaks or at lunchtime.
Students don’t like talking to other students because their English isn’t very good.
They prefer talking to the teacher.
TKT Module 1: Units 5-8 Describing language skills and
subskills, match the following definitions to the wordlist

subskills, WORD LIST
editing
paraphrasing
note-taking
intensive listening/reading
listening/reading for gist/global understanding
using interactive strategies
deducing meaning from context
skimming
predicting
scanning
summarising
listening/reading for detail
inferring attitude/feeling/mood
proofreading
subskills
Which of the subskills are connected to each of the main skills (reading, listening,
speaking, writing) in the table below? Some of the subskills may be connected to
more than one main skill.
Main skill Subskill
Reading
Listening
Speaking
Writing
TKT Module 1: Unit 5 Describing language skills and subskills –
Sample Task
For questions 1–5, look at the following terms for language skills and three
possible descriptions of the terms.
Choose the correct option A, B or C
Mark the correct term (A, B or C) on your answer sheet.

1 Summarising is
A explaining a text in detail.

B writing the last sentence of a text.
C giving the main points of a text.
2 Oral fluency is
A speaking without making any mistakes.

B speaking naturally without hesitating too much.
C speaking without considering the listener.
3 Paraphrasing is
A using phrases to say something instead of using complete sentences.

B connecting sentences together in speech or writing by using conjunctions.
C finding another way to say something when you cannot think of the right language.
4 Scanning is
A reading a text quickly to get the general idea.
B reading a text quickly to find specific information.
C reading a text quickly to identify the writer’s attitude.
5 Oral fluency is
A speaking without making any mistakes.

B speaking naturally without hesitating too much.
C speaking without considering the listener.
TKT Module 1: Units 5- 8 Describing language skills – Answers
1. Listening/reading for detail
2. Deducing meaning from context
3. Note-taking
4. Skimming
5. Proofreading
6. Intensive listening/reading
7. Editing
8. Listening/reading for gist, global understanding
9. Inferring attitude, feeling, mood
10. Predicting
11. Scanning
12. Using interactive strategies
13. Summarising
14. Paraphrasing
Main skill Subskill

Listening/reading for detail Listening/reading for gist, global
Deducing meaning from context understanding
Note-taking Inferring attitude, feeling, mood
Reading
Skimming Predicting
Proofreading Scanning
Editing
Listening/reading for detail
Deducing meaning from context
Intensive listening/reading
Listening
Listening/reading for gist, global understanding
Inferring attitude, feeling, mood
Predicting
Inferring attitude, feeling, mood
Using interactive strategies
Speaking Summarising
Paraphrasing
Proofreading
Editing
Writing
Summarising
Paraphrasing
Key to sample task
1.C 2.A 3.B 4.C 5.B

Concepts and terminology for describing language skills GLOSSARY
Abstract
Relating to complex thoughts and ideas rather than simple, basic, concrete concepts. A text or language
can be abstract, e.g. words to express thoughts or feelings are often abstract words. See concrete.
Accuracy
The use of correct forms of grammar, vocabulary, spelling and pronunciation. In an accuracy activity,
teachers and learners typically focus on using and producing language, spelling correctly. See oral
fluency.
Authenticity: see authentic material.
Coherence noun, coherent adjective

When ideas in a spoken or written text fit together clearly and smoothly, and so are logical and make
sense to the listener or reader.
Cohesion noun, cohesive adjective

The way spoken or written texts are joined together with logical grammar or lexis, e.g. conjunctions (Firstly,
secondly), lexical sets, referring words (it, them, this).
Cohesive device
A feature in a text which provides cohesion, e.g. use of topic-related vocabulary throughout a text, of
sequencing words (then, next, after that etc.), of referencing words (pronouns – he, him, etc.), of conjunctions
(however, although etc.).
Coherence noun, coherent adjective

When ideas in a spoken or written text fit together clearly and smoothly, and so are logical and make
sense to the listener or reader.
Complex
Complicated, not simple.
Comprehension
Understanding a spoken or written text.
Concrete
Relating to real or specific ideas or concepts. Lexis can be concrete, e.g. words for real objects like
clothes, food, animals that can be seen or touched, or abstract, e.g. words to express thoughts, feelings,
complex ideas, which cannot be seen or touched.
Context
1. The situation in which language is used or presented, e.g. a story about a holiday experience could
be used as the context to present past tenses.
2. The words or phrases before or after a word in discourse which help someone to
understand that word. See deduce meaning from context.
Discourse
Spoken or written language in texts or groups of sentences.
Deduce meaning from context

To guess the meaning of an unknown word by using the information in a situation and/or around the word to help,
e.g.
I drove my van to the town centre and parked it in the central car park. Van must be some kind of vehicle
because you drive it and park it.
Develop skills
To help learners to improve their listening, reading, writing and speaking ability. Teachers do this in
class by providing activities which focus on skills development.
Draft noun + verb

A draft is a piece of writing that is not yet finished, and may be changed. A writer drafts a piece of writing.
That is, they write it for the first time but not exactly as it will be when it is finished. See re-draft.
Edit
To shorten or change or correct the words or content of some parts of a written text to make it clearer or
easier to understand.
Extensive listening/reading
Listening to or reading long pieces of text, such as stories or newspapers. See intensive listening/reading.
Extract
Part of a text which is removed from an original text.
Fossilisation, fossilised errors
The process in which incorrect language becomes a habit and cannot easily be corrected.
Gist, global listening/reading: see listen/read for gist/global understanding.
Infer attitude, feeling, mood

To decide how a writer or speaker feels about something from the way that they speak or write, rather than
from what they openly say.
Integrated skills
An integrated skills lesson combines work on reading, writing, listening and speaking.
Intensive listening/reading
One meaning of intensive listening/reading is reading or listening to focus on how language is used in a text.
This is how intensive listening/reading is used in TKT. See extensive listening/reading.
Interaction noun, interact verb, interactive strategies

Interaction is ‘two-way communication’ between listener and speaker, or reader and text. Interactive
strategies are the means used, especially in speaking, to keep people involved and interested in what is
said or to keep communication going, e.g. eye contact, use of gestures, functions such as repeating, asking
for clarification.
Key word
A word in a piece of discourse or text, which is important for understanding the text.
Layout
The way in which a text is organised and presented on a page. Certain texts have special layouts, e.g.
letters and newspaper articles.
Listen/read for detail

To listen to or read a text in order to understand most of what it says or particular details.
Listen/read for gist, global understanding

To understand the general meaning of a text, without paying attention to specific details.
Listen/read for mood

To read or listen to a text in order to identify the feelings of the writer or speaker. See infer attitude, feeling,
mood.
Note-taking noun, take notes verb

To take notes means to listen and write down ideas from the text in short form.
Oral fluency
The use of connected speech at a natural speed with little hesitation, repetition or self-correction. In a
written or spoken fluency activity, learners typically give attention to the communication of meaning,
rather than trying to be correct. See accuracy.
Paragraph noun + verb
A paragraph is a section in a longer piece of writing such as an essay. It starts on a new line and usually
contains a single new idea. When a writer is paragraphing, he/she is creating paragraphs. See topic
sentence.
Paraphrase noun + verb

To say or write something that has been read or heard using different words. Paraphrase can also be used
to describe what a learner does if he/she is not sure of the exact language they need to use, i.e. explain
their meaning using different language.
Prediction noun, predict verb

A technique or learner strategy learners can use to help with listening or reading. Learners think about the
topic before they read or listen. They try to imagine what the topic will be or what they are going to read
about or listen to, using clues like headlines or pictures accompanying the text or their general knowledge
about the text type or topic. This makes it easier for them to understand what they read or hear.
Process noun + verb

To actively think about new information in order to understand it completely and be able to use it in future.
Process writing
An approach to writing, which thinks of writing as a process which includes different stages of writing
such as planning, drafting, re-drafting, editing, proofreading. See product writing, guided writing.
Product writing
An approach to writing which involves analysing and then reproducing models of particular text types. See
process writing.
Productive skills
When learners produce language. Speaking and writing are productive skills. See receptive skills.
Proofread
To read a text in order to check whether there are any mistakes in spelling, grammar, punctuation etc.
Re-draft
When a piece of writing is changed with the intention of improving it. A writer’s first draft may be re-
drafted. See draft.
Receptive skills
When learners do not have to produce language; listening and reading are receptive skills. See productive
skills.
Relevance noun, relevant adjective

The degree to which something is related to or useful in a situation.
Scan
To read a text quickly to pick out specific information, e.g. finding a phone number in a phone book.
Skill
The four language skills are listening, speaking, reading and writing.
Skim
To read a text quickly to get a general idea of what it is about.
Subskill
Each of the four language skills can be divided into smaller subskills that are all part of the main skill, e.g.
identifying text organisation (reading); identifying word stress (listening). See listen/read for gist, global
understanding, scan, listen/read for detail.
Summary noun, summarise verb
To take out the main points of a long text, and rewrite or retell them in a short, clear way.
Text structure
The way a text is organised. For example, an essay typically has an introduction, a main section and a
conclusion.
Text type
Texts that have specific features, e.g. layout, use of language, that make them part of a recognisable type
of text, e.g. letters, emails, news reports.
Theme noun, thematic adjective

The main subject of a conversation, a text or a lesson.
Topic
The subject of a text or lesson.
Topic sentence
A sentence that gives the main point or subject of a paragraph. This is usually the opening sentence in a
paragraph.
Turn, turn-taking
When someone speaks in a conversation this is called a turn. Speaking and then allowing another person to
speak in reply is called ‘turn-taking’.
Version
A particular form of something in which some details are different from an earlier or later form of it, e.g. a
written text may have different versions.
TKT Module 1:Unit 9: Motivation – Participant’s Worksheet 1
Put the teacher characteristics in order (1–6) of how important you think these
characteristics are to be an effective teacher.
The teacher knows English grammar well.

The teacher speaks clearly.
The teacher is friendly.
The teacher is well-organised.
The teacher can speak a foreign language.
The teacher knows her students well
Exercise 1
Compare these ideas with your ‘top tips’ for teachers to maintain motivation in
students.
1.Give students something to work towards. Have goals for yourself and encourage
students to have goals of their own.
2.Be enthusiastic in lessons and enthusiastic about the material you are using. ‘Sell
it’ to the students.
3.Make sure your material is well presented and attractive for learners.
4.Give clear instructions for tasks so that students can achieve your aims.
5.Provide a good variety of activities in your lessons.
6.Provide a variety of interaction patterns in lessons.
7.Find out about your students’ interests so that you can provide material on topics
that the students are interested in.
8.Encourage students to relax in lessons and encourage them to talk to each other
and to help each other.
9.Praise all students when they have done something well, especially weaker
learners, to build self-confidence.
10. Encourage students to continue studying outside the classroom.
Exercise 2
Match each of the activities below with the ‘top tip’ above that it would put in
action
A. Demonstrate tasks so that students know what to do. Check understanding of
instructions.
B. If students arrive early for class, encourage them to chat to amongst themselves. C.
Try to do different activities in a lesson, e.g. speaking and reading rather than just
reading.
D. Start your lessons with a warmer to raise energy levels.
E. Set up a research project. Get learners to look things up on the internet.
F. Provide a questionnaire with topics so that students can choose which ones they like
best.
G.When monitoring a speaking or writing task, select some examples of good English
to put on the board at the end for everyone to share. .
H. Use pictures on handouts and vary the font size, layout, etc.
I. Tell students what you intend to achieve by the end of the course and find out what
they want to achieve.
J. Do pair work and group work and change students around so they can work with
different people.
TKT Module 1: Unit 9: Motivation – Sample Task
For Questions 1–6, match the general advice on motivation with the techniques for
encouraging motivation 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
1 I 2 D 3 H 4 A 5 C
6 J 7 F 8 B 9 G 10 E
Key to Sample Task
1. B 2. A 3. C 4. D 5. C 6D
TKT Module 1:Unit 10: Exposure to language and focus on form
Read the text quickly and answer these questions:
• What theory of language learning is discussed in the text?
• Does the theory avoid the teaching of grammar completely?
Second language learning
If you look in a dictionary to find the meaning of the word ‘acquisition’, you will find it
defined as something like ‘the process of learning skills or getting knowledge’. So what
then is ‘language acquisition’ and how is language acquisition different to ‘language
learning’?
Some theorists believe that there is a difference between learning and acquisition and
that the difference is this: language learning is a conscious or intentional process which
may involve studying the language, paying attention to grammar rules and possibly
following a course of instruction. Language acquisition, on the other hand, is
considered to be a natural process and involves ‘picking up’ language in a non-
conscious way through exposure to language, not by studying it.
Children ‘acquire’ their first language and get to know its rules through exposure and by
being exposed to examples of the language and by using it. This is part of the theory of
‘first language acquisition’.
‘Second language acquisition’ is the process, and the study of the process, by which
people learn a language that is not their native language. This is a fairly new field of
study and there are still many questions to answer about how languages are learnt.
However, teachers and theorists believe that we do learn a second language by
‘acquiring’ or ‘picking up’ language, but there are some important considerations for
second language learners.
Second language learners acquire language through exposure to many different

examples
of the language, by reading it and by hearing it in their environment. We listen and read
and develop an understanding of language over a period of time before we eventually
use it ourselves. The period, when learners are taking in language, processing it and
perhaps silently practicing it, is known as the ‘silent period’ and is thought to be an
important stage in language acquisition.
Once we use the language, it is important that there is an opportunity for interaction so
we can use the language, to experiment, to make the language work in communication.
The final consideration is the need for a focus on form. Second language learners need
to focus on the language, to analyse and identify it and practise it. Teachers and
learners will also want to look at correcting mistakes so that learners can think about
rules, and exceptions to rules.
Exercise 1: Read the text again and answer the following questions.
1.What is ‘acquisition’?
2.In some people’s opinion, how is language acquisition different to language learning?
3.How do children learn their first language?
4.What is second language acquisition?
5.What are the three considerations mentioned regarding second language acquisition?
6.What is ‘exposure’?
7.What is the ‘silent period’?
8.Why is ‘interaction’ important?
9.What is ‘focus on form’?
Exercise 2: Look at the activities and decide if they are related to (A) acquisition, (I)
interaction, or (F) focus on form. Write A, I or F in the column on the right.
Activity A/I/F
1. Students read a newspaper and choose one article to study in detail.
2. Students read a newspaper article and circle all the examples of reported speech
3. Students repeat model sentences in an open class drill.
4. Students tell each other in groups about different festivals in their countries.
5. Students read each others’ essays and suggest improvements.
6. Students listen to a recording of a job interview.
TKT Module 1:Unit 10: Exposure to language and focus on form – Sample
Task
For Questions 1–5, match the teacher strategies with the aspects of learning listed A, B
or
C.
Mark the correct letter (A, B or C) on your answer sheet. You need to use some options
more than once
Techniques
A Focus on form
B Silent period
C Exposure
Teacher strategies
1 I know some of the students won’t want to speak straightaway, so I’ll leave
them to just work things out.
2 I’m going to set my students a project where they have to use the internet
and do some research into different aspects of the topic beforehand.
3 This exercise will encourage the learners to look at the language in the
text and to think about why and when it is used.
4 I know the texts have a lot of unknown grammar and lexis, but I think I’ll
use a lot more authentic material in my lessons so that my students don’t have to rely
on the coursebook alone.
5 I’ve built in some time for correction on the board with the whole class at
the end of the lesson, so that I can pick up and deal with mistakes that I’ve heard during
the class.
TKT Module 1: Unit 11: The role of error
Exercise 1, The following are all errors commonly made by students. Look at the
sentences/questions and correct them. Then discuss possible reasons that these
errors are frequently made by students.
1. I have a good news for you.
2. He has not yet gone to the bed.
3. He came by the 4:30 o'clock train.
4. I have a strong headache.
5. Tell me why did you go there?
6. Does he needs a ticket for the bus?
Exercise 2. Look at these examples of student errors. Decide what the error is in
each sentence, and discuss why you think the error is being made. You should
use the terms in the box.
false friend L1 interference interlanguage overgeneralisation
1. She liːvz in London in a small flat.
2. He throwed the ball over the fence.
3. I have seen that film yesterday.
4. She told me a fantastic history about her last holiday.
5. Where do you come from? I’m coming from Sweden.
6. You should better can to go now.
Exercise 3
1. What’s an error?
2. What’s a slip?
3. Why do people think it is important for students to make mistakes?
4. What can teachers learn from students’ mistakes?

5. What is the teachers’ role in relation to students’ mistakes?
Exercise 4
Why do students make mistakes? Choose the correct term in the box below for
the following descriptions.
1. When the learner’s mother tongue affects their performance in the target language.
A learner may make a mistake because they use the same grammatical pattern in the
target language as they use in their mother tongue. The L1 grammatical pattern is not
appropriate in L2.
2. The process in which incorrect language becomes a habit and cannot easily be
corrected.
3. An error made by a second language learner which is natural part of the language
learning process because they are unconsciously organising and working out
language. These types of error are also made by children learning their first language
and often disappear as their language ability improves.
4. When a student uses a grammatical rule he/she has learned, but uses it in
situations when it is not needed or appropriate, e.g. a student says There were three
girls (correct plural form used for most nouns) and two mans. (incorrect plural form –
not appropriate for man).
5. The learners own version of the second language which they speak as they learn.
They create their own grammatical system as they are learning, which is neither their
first language nor the target language but something in between the two. This version
of their language changes as they progress and learn more.
6. A word in the target language which looks or sounds as if it has the same meaning
as a similar word in the learners’ first language but does not, e.g. in French ‘librairie’ is
a place where people can buy books. In a library in English, you do not buy books but
borrow them instead.
A. false friend B. interlanguage C. L1 interference
D. overgeneralisation E. fossilisation F. developmental error

TKT Module 1: Unit 11: The role of error – Sample Task
For questions 1–6, match the teachers’ comments about errors with the type of mistake
listed A, B or C.
more than once
Type of Error
A slip
B L1 interference
C error
Teacher’s comments
1 We haven’t covered the past simple yet so when I asked about their
weekend my students said things like ‘I go to the park’, ‘I am very busy with my friends’.
2 I’m trying to get my learners to see the difference between the subjunctive
in
English and in their own language so that they will use it accurately in English.
3 My students were really tired by the end of the afternoon so I didn’t do

very much correction. I knew that they would know how to say the sentences correctly;
they were just tired.
4 We’ve been doing a lot of practice saying /θ/ and /ð/. My learners keep
saying
/z/, I think it’s because they don’t have those sounds in their own language so they
just use the sound they do have.
5 While doing an individual drill teaching ‘going to’, one of the students said
‘I going to buy some fruit’. I repeated ‘I going’ with rising intonation and he said I’m
going’.
KEY TO EXERCISES
EXERCISE 1.
Sentence with correction Possible reason for error

1. I have a good news for you. Difficult for students to recognize countable and
uncountable nouns and to know if they should use
the indefinite article.
2. He hasn’t yet gone to bed. Go home, go to bed, go to school don’t use definite
article.
3. He came by the 4:30 o'clock We only use ‘o’clock when the time is on the hour
train. e.g. 10.00.
4. I have a strong bad/terrible Strong does not collocate with headache.
headache.
5. Tell me why did you go went Indirect questions have sentence formation and
there. sentence grammar, not question
formation/grammar, so no auxiliary and no
inversion is needed.
6. Does he needs a ticket for Present simple question uses auxiliary does, which
the bus? is
followed by the base form, so no s for third person.
EXERCISE 2.
1. L1 interference and problems with /ɪ/ and /i ː/.
2. Overgeneralisation of ed endings. This is an irregular verb and does fit in to the rule
for past tense endings.
3. L1 interference – this tense can be used with a specific past time in other languages.
OR Overgeneralisation: learner doesn’t know the limitations of present perfect which
can’t be used with a specific past time.
4. False friend (history = story)
5. Overgeneralisation: learner doesn’t know the limitations of present continuous which

is not used to for stating facts about yourself.
6. Interlanguage: the learner has made up this grammatical structure, which is neither
his own language nor the target language.
EXERCISE 3
1. An error is a mistake a learner makes when trying to say something that is above
their level of language. They would not be able to self correct an error.
2. A slip is a mistake a learner makes that they are able to correct themselves.
3. Errors are considered to be important because they are an important and necessary
part of language learning, learners need to experiment with language in order to work
out how language works.
4. Teachers can learn what learners know, what they need to be taught and they can
find out what aspects of language they have processed. This enables teachers to adapt
their teaching programme.
5. The teachers’ role in relation to students’ mistakes is deciding if, when and how to
correct.
EXERCISE 4
1 C 2 E 3 F 4 D 5 B 6 A
Key to Sample Task
1 C 2 B 3 A 4 B 5 A
TKT Module 1: Unit 12: Differences between L1 and L2 learning
Discuss the following questions with a partner or colleague, try answering them
yourself.
Where and when did you start learning your second language?
What do you think is the best age to start learning a second language?
Why do you think is this the best age to start learning a second language?
What do you think are some differences between learning your first language and
learning a second language?
What do you think are some of the difficulties in learning a second language? Are
these the same as the difficulties children have when learning a first language?
Exercise 1 – Text 1
Read the text and decide on an appropriate title for it.
We learn our first language as a baby and as a young child and continue to build our
language as we grow older and learn different kinds of language and language skills.
Babies and children are surrounded by their first language. They hear and see their
families, friends and strangers talking and interacting with each other and friends and
family interact with them. Children are constantly provided with opportunities to use the
language and to experiment with the language as they are learning it and they receive
constant praise and encouragement for their efforts. Parents encourage and persuade
their children to talk by simplifying their own language and directing simple questions
and requesting simple responses. When children’s language is inaccurate, adults very
rarely correct them or make them repeat accurate forms and they will, more often than
not, respond to the utterance in a natural way.
Babies and children learn language by ‘acquiring’ it through exposure and by picking it
up. They are generally highly motivated to learn their first language because they have
a great need and desire to communicate with others around them. They hear and see
friends and family communicating with each other and they will listen and take in this
language and process it during a ‘silent period’, possibly lasting many months, before
using language themselves. When children start using language the language they use
will be about things they see around them and they will play and experiment with new
language. They learn through this experimentation and through interaction with family
and friends.
Exercise 2 – Text 2
Read the text and decide on an appropriate title for it.
Most people learn their second language at school in a classroom. Some start at
primary school or secondary school and their learning might continue in later life. Some
people begin second language learning as adults and attend lessons along with the
other things they do in their lives.
Second language learners do not usually hear or read more than three or four hours a
week of the second language, so they do not have much exposure to the language. The
exposure they do get is generally in the classroom, where they will hear recordings and
read texts and will have the teacher to listen to. Teachers often simplify their language
so are not necessarily a source of additional exposure to language and they usually
correct students frequently. In class, the opportunities for second language learners to
use the language vary, as does the amount of praise and encouragement provided by
the teacher and other learners.
Second language learners, like L1 learners, do learn language by ‘acquiring’ it through

exposure but they are more likely to learn language in a classroom and the language
they learn is selected by teachers. They learn by interacting with the teacher and with
other learners and by using language in controlled practice activities. In the classroom,
learners often want to produce the language as soon as possible and do not always
welcome the opportunity of a silent period. They use language for talking about
experiences and things relating to their lives outside the classroom. Learning is often
dependent on motivation and this can vary in second language learners, from learners
having little or no motivation to learners being very highly motivated.
1. Complete the appropriate column in the table with information from texts 1 and 2
Group A Group B
First Language (L1) learning Second Language (L2) Learning
Age
Context
Exposure
Praise
Correction
Simplified
language
Way of
learning
Motivation
Silent
period
Language
used for
TKT Module 1: Unit 12: Differences between L1 and L2 learning – Sample
Task 1
For Questions 1–6, match the aspects of learning with the type of learner listed A, B or
C.
more than once.
Type of learner
A L1 learner
B L2 adult learner
C Both L1 and L2 adult learner
Aspect of learning
These learners seem to respond to praise and encouragement and it helps

them to
1 develop their language and skills.
These learners don’t need to be constantly corrected. They need to

experiment
2 and to play with language.
These learners will listen and process language and will not speak at all,
3 sometimes for many months, before beginning to use language.
4 These learners are able to share experiences and talk about the things
they see around them and about experiences in their lives.
5 These learners need some controlled practice and a focus on form.

Key to Participant’s worksheet 4
Group A Group B
First language (L1) learning Second language (L2) learning

Age Baby, young child Primary, secondary, adults
Context At home Mostly at school in a classroom
Three or four hours a week, recordings,
Exposure Surrounded all the time texts, the teacher and other students
Constant praise and
Praise encouragement Varied, depending on the teacher
Correction Rarely Frequently by the teacher
Simplified
language Yes, from parents Yes
Acquiring some through language
exposure
Way of Acquiring language through Interacting with the teacher and other
learning exposure learners
Doing controlled practice activities.
Motivation Highly motivated Varies – none, a little, a lot

Silent
period Yes, sometimes for many months Often not
Language Talking about things they see Talking about experiences and things
used for around them related to lives outside the classroom
Key to Sample task
1 C 2 C 3 A 4 B 5 B
TKT Module 1:Unit 13: Learner characteristics
Exercise 1, Complete the puzzle with learning styles using the clues below.
Across
3. A learner who finds it easier to learn when they can see things written down or in a
picture. This type of learner may like the teacher to write a new word on the board and
not just say it aloud.
Down
1. A learner who remembers things more easily when they hear them spoken. This type
of learner may like the teacher to say a new word aloud and not just write it on the
board.
2. A learner who learns more easily by doing things physically. This type of learner may
like to move around or move objects while learning.
VAK Learning Style Questionnaire
Exercise 2, What is your preferred Learning Style?

What kind of learner are you?
Check your answers. If your answers are mostly A, you are an Auditory Learner. If your
answers are mostly V, you are a Visual Learner. If your answers are mostly K, you are a
Kinaesthetic Learner.
Exercise 3, for what kind of learner would the following strategies be useful?
1. The teacher creates a substitution table with the target language on the board.
2. The teacher contextualises target language by telling the students a story.
3. The teacher asks learners to come to the board and to write their answer to a task.
4. The teacher says the new words she is teaching three times before asking the
students to repeat them.
5. The teacher does a mingling activity, where learners walk around asking questions to
find out information from each other.
6. The teacher shows learners a picture of the object she is trying to elicit.
Exercise 4
What learning strategies could learners use to help them improve in the following
areas?
1. dealing with words in texts and recordings that you don’t know
2. remembering new vocabulary
3. learning new grammar
4. improving pronunciation
5. developing oral fluency
6. developing comprehension skills
7. becoming more independent

Exercise 5, Match the learner strategies below with the areas for improvement on
Participant’s worksheet 4 Exercise 2.
A.Reading more authentic material (magazines and newspapers etc.) outside class,
listening to English radio/TV programmes outside class, asking people to repeat what
they have said when you don’t’ understand.
B.Learning the sounds and symbols in the phonemic chart, asking teachers and other
students to correct your pronunciation, recording your self and listening for
pronunciation errors.
C.Using the internet to research language and vocabulary, using English-English

dictionaries to research vocabulary, choosing an area of language or vocabulary to
revise/learn and using resources to self study
D.Saying new words in your head over and over again, writing new words down in your
note book, writing new words down with a translation in your own language next to
them, writing words down on separate cards and storing them in a box.
E.Guessing the meaning from context, looking words up in the dictionary, writing words
down to ask someone about later.
F.Speaking English only in class, speaking English whenever possible outside class,
practise speaking for one minute on a topic without hesitating.
G.Practising the language as soon as you’ve learnt it, repeating different examples of
the language, writing down the different grammatical components of the language,
cutting up the different components and arranging them in the correct order.
TKT Module 1:Unit 13: Learner characteristics – Sample Task
For questions 1–7 match the learners’ comments to the descriptions of learner
preferences listed A–H. There is one extra option which you do not need to use
Comments
1 ‘Most of the time should be spent doing grammar exercises.’
2 ‘I prefer working with other students to speaking to the teacher in front of

the class.’
3 ‘I really like knowing how language works.’
4 ‘Rules just confuse me – it’s better to work out language from examples.’
5 ‘Why should I listen to other students’ mistakes? The teacher should talk
most of the time.’
6 I just want people to understand what I mean. I don’t worry if I make

mistakes.’
7 ‘It’s important for me to know how well I’m doing.’
Preferences
A The learner wants explanations of grammar use.
B The learner enjoys explaining language to other students.
C The learner enjoys practising language in pairs or groups.
D The learner enjoys doing language practice that focuses on

accuracy.
E The learner doesn’t want to work with other students.
F The learner needs to feel a sense of progress.
G The learner focuses on communicating.

H The learner doesn’t want the teacher to explain grammar.
Key to exercise 1
1A 2K
U I
D N
3V I S U A L
T E
O S
R T
Y H
E
T
I
C
Exercise 3
1. Visual 4. Auditory
2. Auditory 5. Kinaesthetic
3. Kinaesthetic 6. Visual
Exercises 4 and 5
1. E 2. D 3. G 4. B 5. F 6. A 7. C
Key to Sample Task
1. D 2. C 3. A 4. H 5. E 6. G 7. F
Key to Procedure Step 9
Additional exercises.
What are some of the different learner characteristics of children, teenagers and
adults? Differences in
 length of time they can pay attention/ concentrate
 ability to stay still
 ability to control behaviour
 attitude to making mistakes
 attitude to taking risks
 levels of self consciousness
 being able to bring life experiences to learning.
What effect can learners’ past learning experiences have on learner

characteristics?
 previous experience of learning may be very different to the approach taken by
the current teacher; this change may or may not be welcomed
 learners may have tried to learn a language before and failed
 learners may have fixed ideas about the best way of learning.
TKT Module 1:Unit 14: Learner needs
Exercise 1.
Exercise 2, What can teachers do to respond to learners’ needs? Match the

following answer with the concepts in the boxes below the answers.
• Do a ‘needs analysis’ and/or find out about your learners’ personal needs, learning
needs and future or current professional needs.
• Select topics and subjects for lessons that fit with their interests and needs.
• Select material that meets their needs.
• Choose activities that fit with their learning styles, and are suitable for their needs and
interests.
• Decide on pace and interaction patterns.
• Think about the balance of skills work (reading, listening, speaking, writing) in relation
to their needs.
• Adopt approaches for teaching language that respond to their needs, interests and
learning styles.
• Think about how to give learners feedback on their work.

TKT Module 1: Unit 14: Learner needs – Sample Task
For Questions 1–6, match the needs of each group of students with the most suitable
type of course listed A–G.There is one extra option which you do not need to use.
Groups of students
1 These young adults need a range of study skills before going to a British
university.
2 These adult beginners are going on holiday, and need to learn how to
communicate in an English-speaking environment.
3 This group of young children have a short attention span; their parents
want them to learn English while having some fun.
4 These business people need to meet and work with people from other
countries at international conferences.
5 These secretaries and receptionists want to focus on vocabulary and skills
which are useful for them in their work.
6 These scientists need to keep up-to-date with the latest developments in

their subjects.
Types of courses
A a course focusing on basic language skills for everyday situations.
B a course focusing on listening and note-taking, and writing academic

essays
C a course based on role-plays and situations, such as greeting visitors and
telephoning clients
D an activity based course with lots of games, songs and stories
E a course based on grammar revision and written practice
F an oral skills course based on cross-cultural material
G an online course in which students read texts on specific topics and

answer detailed comprehension.
TKT Module 1:Unit 14: Learner needs – Answer Keys
Key to Sample Task
1. B 2. A 3. D 4. F 5. C 6. G
TKT GLOSSARY, UNITS 9 TO 14
Background to language learning
Achievement noun, achieve verb, achievable adjective

Something reached by effort; something done successfully. Something which is
achievable for learners is something they can succeed in.
Acquisition noun, acquire verb

To learn a language without studying it, just by hearing and/or reading and then using it.
This is the way people usually learn their first language.
Attention span
How long a learner is able to concentrate at any one time.
Auditory learner: see learning style.
Clue
A piece of information that helps someone to find the answer to a problem, e.g. a
teacher could give the first letter of a word she is trying to elicit as a clue to learners to
help them find the word.
Cognitive (processes)
The mental processes involved in thinking, understanding or learning.
Confidence noun, confident adjective

The feeling someone has when they are sure of their ability to do something well.
Teachers often do activities that help learners to feel more confident about their own
ability.
Conscious (of)
To know that something exists or is happening, or to have knowledge or experience of
something; to be aware.
Demotivate: see motivation.
Developmental error: see error.
Effective
Having the intended or desired result.
English-medium school
A school in a non-English speaking country, in which all subjects are taught using
English.
Error
A mistake that a learner makes when trying to say something above their level of
language or language processing. See slip.
A developmental error is an error made by a second language learner which could also
be made by a young person learning their mother tongue as part of their normal
development, e.g. I goed there last week (I went there last week).
Expectation
A belief about the way something will happen. Learners often have expectations about
what and how they should learn.
Exposure noun, expose verb

When learners listen to or read language without being consciously aware of it.
Factor
A fact or situation which influences the result of something, e.g. the factors which
decide whether someone learns a language successfully or not.
First language: see mother tongue, L1/L2
Focus on form
Paying attention to the words/parts of words that make a language structure or to
spelling or pronunciation.
Goal, target
An aim that a learner or teacher may have.
Guidance noun, guide verb

Help given by a teacher with learning, or with doing a task.
Ignore (errors)
To choose not to pay attention to something such as an error made by a learner. A
teacher may do this if he/she wants to help the learner with fluency, not accuracy.
Independent study
Studying without a teacher present or without the teacher monitoring and directing the
learning very closely,
e.g. learners could carry out research on a topic using reference resources. This could
be done at home or with minimum involvement of the teacher in class.
Intensive course
A course which takes place over a short period of time, but which consists of a high
number of hours.
Interference
When the learner’s mother tongue affects their performance in the target language. A
learner may make a mistake because they use the same grammatical pattern in the
target language as they use in their mother tongue, but the L1 grammatical pattern is
not appropriate in L2.
Interlanguage
Learners’ own version of the second language which they speak as they learn.
Interlanguage is constantly changing and developing as learners learn more of the
second language.
L1/L2
L1 is the learner’s mother tongue or first language; L2 is the learner’s second language.
Language awareness
A learner’s understanding of the rules of how language works and his/her ability to notice language.
‘Learn by heart’
To learn something so that you can remember it perfectly.
Learner autonomy noun, autonomous adjective, learner independence

When a learner can set his/her own aims and organise his/her own study, they are autonomous and
independent. Many activities in coursebooks help learners to be more independent by developing
learning strategies and focusing on learner training.
Learner characteristics
The typical things about a learner or learners that influence their learning, e.g. age, L1, past learning
experience, learning style.
Learner independence: see learner autonomy.
Learner training
The use of activities to help learners understand how they learn and help them to become
autonomous, independent learners.
Learning resources
The materials or tools which help learners learn, e.g. books, computers, CDs etc.
Learning strategies
The techniques which a learner consciously uses to help them when learning or using language, e.g.
deducing the meaning of words from context; predicting content before reading.
Learning style
The way in which an individual learner naturally prefers to learn something. There are many learning
styles. Three of them are below.
Auditory learner
A learner who remembers things more easily when they hear them spoken. This type of learner may
like the teacher to say a new word aloud and not just write it on the board.
Kinaesthetic learner
A learner who learns more easily by doing things physically. This type of learner may like to move
around or move objects while learning.
Visual learner
A learner who finds it easier to learn when they can see things written down or in a picture. This type
of learner may like the teacher to write a new word on the board and not just say it aloud
Linguistic
Connected with language or the study of language.
Literacy
The ability to read and write.
Maturity noun, mature adjective

Fully grown or developed. If a learner is mature in attitude, they behave in an adult way. A learner’s
maturity
(physical, emotional and mental) influences a teacher’s approaches and/or decisions.
Memorise verb, memorable adjective

To learn something so that you can remember it later; something which is easy to remember.
Mother tongue
The very first language that you learn as a baby, which is usually the language spoken to you by your
parents. Also called L1 or first language.
Motivation noun, motivate verb

Motivation is the thoughts and feelings which make us want to do something and help us continue
doing it.
Demotivate verb demotivated adjective

To make someone lose motivation.
Unmotivated adjective
Without motivation; having no motivation.
Natural order
Some people believe there is an order in which learners naturally learn some items in their first or
other languages. Some language items are learned before others and it can be difficult for teachers to
influence this order.
Needs
The language, language skills or learning strategies a learner still has to learn in order to reach their
goals, or the conditions they need to help them learn.
Notice language
When a learner becomes aware of the language the speaker or writer uses to express a particular
concept or meaning.
Participation noun, participate verb

To take part in something, e.g. a lesson or classroom activity.
Personalisation noun, personalise verb

When a teacher helps a learner to connect new words, topics, texts or grammar to their own life.
Pick up
To learn language without studying it, just by hearing and/or reading and then using it. See
acquisition.
Proficiency noun, proficient adjective

Level of ability; to be very good at something because of training and practice, e.g. speaking English.
Silent period
The time when learners who are beginning to learn a first (or second) language prefer to listen (or
read) before producing the language, e.g. babies have a silent period when they listen to their parents
before starting to try to speak themselves.
Slip
When a learner makes a language mistake that they are able to correct themselves. See error.
Target language
The language a learner is learning, e.g. English, or the specific language that a teacher wants to
focus on in a lesson, e.g. present perfect.
Target language culture

The traditions and culture of the country whose language is being studied.
Work language out

When learners try to understand how and why a particular piece of language is used.
Unmotivated: see motivation.
Varieties of English
English is spoken as a first or second language in many countries around the world, but the English
spoken may be slightly or significantly different in each country or in different parts of one country,
e.g. different vocabulary or grammar may be used. An example of this is the English spoken in the
USA and that spoken in the UK.
Visual learner: see learning style.

TKT Module 1:Unit 15: Presentation techniques and introductory activities
Exercise 1, solve the following puzzle.
Across
1. To ask questions or use other techniques to check that students have understood a new
structure or item of lexis (two words).
3. To introduce new language, usually by focusing on it formally.
6. To tell students what language means and how it is used.
Down
1. To put new language into a situation that shows what it means.
2. To get students to repeat words or phrases.
4. To use body movements to convey meaning without using words.
5. To ask specially designed questions or give clues to get students to give information or an opinion.
Exercise 2. Look at the introductory activities. For each activity say:
 what type of introductory activity is it? (warmer, ice-breaker, lead-in)
 why would the activity be used by the teacher?
1. Students stand in a circle. The teacher throws a ball to a student who then introduces himself and
says his favourite game or activity. He then tosses the ball to another student who repeats the
procedure. Give each student a chance to introduce him/herself.
2. Divide the class into two teams, choose a category, and ask each team to think of an object in that
category. The teams ask each other yes/no questions. Whichever team guesses the objects with
fewer questions, wins.
3. Students work in groups of three. They brainstorm and make a list of the advantages and the
disadvantages of living in a big city.
4. The first student says something about himself, then changes that to make a question for another
student. For example, "My favourite colour is blue. What's your favourite colour?" This can be another
circle activity, and it works with large groups of students, too.
5. The teacher starts off by saying: "Yesterday I went to the park." The first student
must include what the teacher said and then add something they did, e.g. "Yesterday I went to the
park and ate some pizza." The second student must include what the teacher and the first student
said and then add something else, e.g. "Yesterday I
went to the park, ate some pizza and went for a swim in the sea."
6. The teacher asks students to say what news stories they have read about recently.
Several students contribute and the teacher encourages students to ask each other questions about
the stories they have read.
Exercise 3.Choose one of the task types (A-K) for each of the activities below (1-7)
A Grammar-translation method B Guided discovery C Lexical approach
D Presentation practice production (PPP) E Task-based learning (TBL)
F Test-teach-test G Total Physical Response (TPR)
1. A way of teaching new language in which the teacher presents the language, gets
students to practise it in exercises or other controlled practice activities and then asks
students to use or produce the same language in a communicative and less controlled
way.
2. A way of teaching in which the teacher gives students meaningful tasks to do. After
this the teacher may ask students to think about the language they have used when
doing the tasks, but the main focus for students is on the task itself.
3. A way of teaching in which the teacher presents language items as instructions and
the students have to do exactly what the teacher tells them, e.g. Open the window!
Stand up! This method is good for beginners when they start to learn a new language,
as they have a silent period and can make fast progress.
4. A way of teaching in which a teacher provides examples of the target language and
then guides the students to work out the language rules for themselves.
5. A way of teaching in which the teacher asks students to do a task to see how well
they know a certain piece of language. The teacher then presents the new language to
the students, then in the final stage asks the students to do another task using the new
language correctly. This way of approaching teaching target language can be helpful if
the teacher thinks the students may already know some of the target language.
6. A way of teaching in which students study grammar and translate words into their
own language. They do not practise communication and there is little focus on
speaking. A teacher presents a grammar rule and vocabulary lists and then students
translate a written text from their own language into the second language.
7. A way of teaching language that focuses on lexical items or chunks such as words,
multi- word units, collocations and fixed expressions rather than grammatical
TKT Module 1: Unit 15: Presentation techniques and introductory activities TKT
– Sample Task
For questions 1–6, match the teacher’s actions with the introductory activities and presentation
techniques for different lessons listed A–G.
Mark the correct letter (A–G) on your answer sheet. There is one extra option you do not need to use.
Introductory activities and presentation techniques
A asking concept questions
B eliciting language
C doing a warmer
D miming
E setting the scene
F explaining
G drilling
Teacher’s
1 actions
The teacher asks the students to look at pictures of Paris before they listen to a
recording about tourist attractions there.
2 The teacher asks the students to repeat sentences after her.
3 The teacher checks whether the students understand when the new language is used.
4 The teacher does a short game with the students to give them energy.
5 The teacher asks the students for examples of different kinds of fruit and writes them on
the board.
6 The teacher does an action which shows the meaning of a new word.
Key to Exercise 1
1C O N C E P T C H E C K
2D O
3P R E S E N T
I T
L E
L X
4 T
I U 5E
M A L
6E X P L A I N
I C
S I
E T
Key to Exercise 2
1. Ice-breaker – students getting to know each other
2. Warmer – to increase energy levels, to relax the class
3. Lead-in – to allow students to bring their own experience to a text/topic, to create interest in a
topic/text
4. Ice-breaker – students getting to know each other
5. Warmer – to increase energy levels, to relax the class
6. Lead-in – to allow students to bring their own experience to a text/topic, to create interest in a
topic/text.
Exercise 3
1. D Presentation, practice, production (PPP)
2. E Task-based learning (TBL)
3. G Total Physical Response (TPR)
4. B Guided discovery
5. F Test-teach-test
6. A Grammar-translation method
7. C Lexical approach
Key to Sample Task
1 E 2 G 3 A 4 C 5 B 6 D
TKT Module 1: Unit 16: Types of activities and tasks for language and skills development
Exercise 1
Choose one of the task types (A–K) for each of the activities below (1–11).
A guided writing B role-play C problem solving D survey
E brainstorming F chant G jumbled text H warmer
I rank ordering/prioritising J visualisation K jigsaw listening /reading
1. Students find out information from others by asking questions or using questionnaires in
order to practise speaking skills and/or specific language.
2. Students repeat a phrase, sentence, rhyme, verse, poem or song, usually with others, in
a regular rhythm.
3. An activity that a teacher uses at the beginning of a lesson to give the class more
energy.
4. A text is divided into two or more different parts. Students listen to or read their part only,
then share their information with other students so that in the end everyone knows all the
information.
5. Students think of ideas (usually quickly) about a topic (often noting these down). This is
often done as preparation before writing or speaking.
6. An activity where the teacher asks students to close their eyes and create the pictures
in their minds of the story she is telling them.
7. Students produce a text after a lot of preparation by the teacher. The teacher may give
the students a plan to follow, or ideas for the language to use.
8. A classroom activity in which students are given parts to act out in a given situation.
They usually work in pairs or groups.
9. Students are given a list of things to put in order of importance. It involves discussion,
agreeing/disagreeing and negotiating.
10. Students work in pairs or groups talking together to find the solution to a problem.
11. Students are given a text in which the paragraphs or sentences are not in the
correct order. The students put the paragraphs or sentences into the correct order.
Exercise 2
Look at the activities again. Is the activity a comprehension task or a production task? If it’s a
comprehension task, which skill? If it’s a production task, which skill?
Exercise 3: match the approach to the procedures given
Frameworks for activities and task Approaches

1. Activity with a task and discussion of the task → activity to
focus on language used in the task
2. Grammar rule → students translate a text
3. The teacher presents language items as instructions → the

students do the actions → the students give the instructions
4. Lead in → pre-teach key vocabulary → gist task → detailed
comprehension task → follow up productive activity
5. Activity with a task to see if students can use a particular
structure → the teacher presents the new language to the
students → students do another task using new language
6. The teacher presents the language in context → controlled
practice activities →less controlled → freer practice
7. Activity with examples of the target language provided →
activity for students to work out language rules for themselves
→ activity for students to practice the language
8. Activity for students to ‘notice’ words or chunks of language
→
discussion of the meaning of the chunks of language →
activity to practise the language
TKT Module 1: Unit 16 Types of activities and tasks for language and skills development – TKT
Sample Task
For questions 1–7, match the classroom activities with the types of speaking practice listed
A, B or C.
Mark the correct letter (A, B or C) on your answer sheet. You need to use some options more than
once
Types of speaking practice
A oral fluency practice
B controlled oral practice
C neither
Classroom activities
1 At the beginning of the lesson, we got into groups and talked about an interesting newspaper
article we had read.
2 The teacher gave us word prompts such as ‘cinema’ and ‘friends’, and we had to say them in
sentences using the past simple, e.g. ‘We went to the cinema.’ ‘We visited some friends.’
3 We listened to a recording of two people talking about their hobbies, then did a gap-fill
comprehension task.
4 The teacher gave us roles such as ‘film star’ or ‘sports star’ and we had to role play a party in
which we chatted to each other.
5 We had a discussion about the advantages and disadvantages of the internet.
The teacher read out some sentences, some of which were correct and some
6 incorrect. We had to shout out ‘Right’ or ‘Wrong’.
We had to ask our partner five questions about abilities, using ‘can’, e.g. ‘Can you
7 swim?’
Key to Exercises 1 and 2
Exercise 1 Exercise 2
speaking, controlled practice, less controlled practice and
1. D production free speaking.
2. F production speaking, controlled practice
3. H production speaking, free practice
4. K comprehension reading or listening
5. E production speaking, free practice
6. J comprehension listening
7. A production writing, controlled practice or less controlled practice
8. B production speaking, less controlled practice or free practice
9. I production speaking, free practice
10. C production speaking, free practice
11. G comprehension reading
Frameworks for activities and task Approaches

1. Activity with a task and discussion of the task → activity to Task-based learning
focus on language used in the task (TBL)
2. Grammar rule → students translate a text Grammar-translation
method
3. The teacher presents language items as instructions → the Total Physical
students do the actions → the students give the instructions Response(TPR)
4. Lead in → pre-teach key vocabulary → gist task → detailed Skills-based lessons
comprehension task → follow up productive activity
5. Activity with a task to see if students can use a particular Test-teach-test
structure → the teacher presents the new language to the
students → students do another task using new language
6. The teacher presents the language in context → controlled Presentation, practice
practice activities →less controlled → freer practice and production (PPP)
7. Activity with examples of the target language provided → Guided discovery
activity for students to work out language rules for themselves
→ activity for students to practice the language
8. Activity for students to ‘notice’ words or chunks of language → Lexical approach
discussion of the meaning of the chunks of language →
activity to practise the language
TKT task
1 A 2 B 3 C 4 A
5 A 6 C 7 B
TKT Module 1:Unit 17 Assessment Types and Tasks
Exercise 1. Discuss the teachers’ comments below on assessment. Do you agree or disagree?
Why/ Why not?
1. I think it’s important for students to assess themselves, so sometimes I record them when they are
doing a speaking activity and then get them to listen to themselves.
2. I don’t like giving my students tests and exams. I think they are demotivating, especially for young
learners.
3. I get students to mark each others’ written work and I tell them to just look at it and say what’s
wrong. I don’t ask them to check it against any criteria. I don’t think they can look for particular
mistakes like spelling mistakes or grammar mistakes.
4. When students are doing a speaking activity, I observe them, but I don’t make any notes and I
don’t give marks. Sometimes I talk to students about their strengths and weaknesses in tutorials
though.
5. My students choose pieces of their best work during the course and keep them in a file, which can
be looked at during the course. I know some teachers use this as the way they assess students at the
end of the course, but I’m not sure how that works.
Exercise 2. Choose the correct term from the box below for the types of test described.
A. Placement test B. Diagnostic test
C. Progress test D. Proficiency test E. Achievement test
1. This type of test is used during a course in order to assess the learning up to
a particular point in the course.
2. This type of test is used to see how well students have learned the language
and skills taught in class. These tests are often at the end of term or end of the
year and test the main points of what has been taught in that time.
3. This type of test is often used at the beginning of a course in a language

school in order to identify a student’s level of language and find the best class
4. This type of test is used to identify problems that students have with
language or skills. The teacher tries to find out what language problems
students have. It helps the teacher to plan what to teach in future.
5. This type of test is used to see how good students are at using the language.
The contents of this type of test are not chosen according to what has been
taught, but according to what is needed for a particular purpose.
TKT Module 1: Unit 17, Assessment Types and Tasks – exercise 3
Exercise 4 :
Which of
the
activities
and tasks
are
subjective
tests and
which are
objective
tests?
TKT Module 1: Unit 17: Assessment Types and Tasks - Sample Task
For Questions 1–5, match the descriptions of different tests with the types of test listed A–F.
Mark the correct letter (A–F) on your answer sheet. You need to use some options more than once
Types of test
A progress
B achievement
C subjective
D proficiency
E diagnostic
F placement
Descriptions
1 These tests are designed to test language taught on the whole course.
2 These tests are designed to help teachers to plan course content.
3 The purpose of these tests is to test language taught on part of the course.
4 These tests help teachers to put students in classes at the appropriate level.
5 The marking of these tests depends on decisions made by individual examiners.

TKT Module 1: Unit 17: Assessment Types and Tasks – Answer Keys
Key to exercise 1
1. Self assessment
2. Formal assessment; summative assessment
3. Peer assessment.
4. Informal assessment; formative assessment; continuous assessment.
5. Portfolio assessment; informal assessment (could be formal if submitted at the end of a course
for evaluation); continuous assessment.
Key to exercise 2
1 C 2 E 3 A 4 B 5 D
Key to exercise 3
1. Cloze test/gap fill (in a cloze test the gaps are regular e.g. every seventh word, a gap fill is not
regular but selected by the teacher or assessor)
2. Comprehension task – open comprehension questions (students answer in their own words)
3. Matching task
4. Multiple-choice task
5. Sentence completion task
6. Sentence transformation task
7. Sentence ordering task/Jumbled sentence task
8. Odd one out task
9. Essay/letter writing task
10. Speaking task
Key to exercise 4
1. Subjective (many possible answers)

2. Objective
3. Objective
4. Objective
5. Objective
6. Objective
7. Objective
8. Objective
9. Subjective
10. Subjective
Key to Sample Task
1 B 2 E 3 A 4 F 5 C
UNIVERSITY OF CAMBRIDGE ESOL EXAMINATIONS
English for Speakers of Other Languages
TEACHING KNOWLEDGE TEST
Module 1
001
Sample Test
1 hour 20 minutes
TIME: 1 hour 20 minutes
INSTRUCTIONS TO CANDIDATES
Do not open this booklet until you are told to do so
Write your name, Centre number and candidate number on the answer sheet if they are not
already printed.
There are eighty questions in this paper.
Answer all questions.
Mark your answers on the separate answer sheet. You will have no extra time for this, so you
must finish in one hour and twenty minutes.
At the end of the test, hand in both the question paper and the answer sheet.
INFORMATION FOR CANDIDATES
Each question in this paper carries one mark.
For questions 1-5, match the language sample with the grammatical terms listed A-F. Mark the
correct letter (A-F) on your answer sheet.
Example language Grammatical items
1. Break in G. Tag Questions

2. My brother is a pilot, is he? H. Phrasal verb
3. If it's sunny, we'll go to the park I. Passive voice
4. The exam should have been given to everyone. J. Determiners
5. This, that, these, those K. Echo Questions
L. Conditional
For questions 6-12, choose the correct option (A, B or C) to complete each definition of grammatical
items. Mark the correct letter on your answer sheet.
6. An interjection is
a. an exclamation which shows thoughts or feelings
b. a meaningless string of sounds
c. the same as an adjective
7. A verb that has a subject but no object is.
a. Transitive
b. Intransitive
c. Passive
8. The subject that does and receives the action is.
a. Reflexive
b. Possessive
c. Relative
9. A group of words that include a subject and a finite verb is.
a. A clause
b. A statement
c. An idiom
10. A word that describes or gives more information about a noun or pronoun is.
a. An adjective
b. An adverb
c. An article
11. The words someone uses when they are telling someone what somebody
else said or asked are,
a. The past tense

b. Past conditional
c. Indirect speech
12. A verb that does not take an auxiliary to negate or ask questions is called.
a. Active
b. Modal
c. Intransitive
For questions 13-16, choose the correct Word(s) to complete each definition of lexical terms, mark
the correct letter (A, B or C) on your answer sheet.
13. ………. Are any pair or group of words commonly found together or near one another.
A. phrasal verbs
B. collocations,
C. chunks
14. A word with the same spelling and pronunciation as another word, but which has a different
meaning,
A. Homonym
B. Antonym
C. homophone
15. A group of words or phrases that are about the same content topic or subject,
A. Lexical set
B. Synonym
C. Word family
16. A meaningful group of letters added to the end of a root or base word to make a new word
which can be a different part of speech from the original word,
A. Prefix
B. Particle
C. Suffix
For questions 17-21, match the example sentences with the functions listed A-F. Mark the correct
letter (A-F) on your answer sheet.
17. I’d rather have coffee than tea A. Suggesting

18. You should be here later B. Expressing probability
19. What time does the bus arrive? C. Instructing
20. I am sorry, I am busy D. Declining
21. Please turn to page 10 E. Enquiring
F. Expressing preferences
For questions 22-25 choose the correct Word(s) to complete each definition of phonology, mark the
correct letter (A, B or C) on your answer sheet.
22. Two words which are different from each other by only one meaningful sound are.
A. Minimal pairs
B. Homophones
C. Consonants
23. In the sentence “She gave the ring to John” it can be implied that.
A. She only gave the ring to John

B. John was the person she gave the ring to.
C. She could have given the ring to somebody else.
24. The way the level of a speaker’s voice changes, to show meaning such as how they feel
about something is.
A. Linking
B. Stress
C. Intonation
25. Words that sound similar because they have the same ending.
A. Rhyme
B. Rhythm
C. Contraction
For questions 16-30, match the minimal pairs with the phonemic symbols listed A-F. Mark the correct
26. darling/dialling A.
27. cart/cut B.
28. tile/toil C.
29. pull/bull D.
30. worse/worth E.
F.
For questions 31-35, match what the writer does with the writing subskills listed A-G. Mark the correct
There is one extra option which you do not need to use
A. Edit
B. Proof-reading
C. Planning
D. Drafting
E. Brainstorming
F. Extracting
31. I change or correct the words or content of some parts of my text to make it
clearer or easier to understand.
32. Before finishing, I give my work a final check for accuracy
33. I organize my main ideas into different paragraphs in note form.
34. I start writing, developing my main ideas.
35. Before I start, I try to imagine everything I can about the topic and start writing as many ideas
as I can without an specific order.
For questions 36-42 look at the following terms for language skills and three possible descriptors of
terms.
Choose the correct letter (A, B or C) on your answer sheet.
36. Extensive reading is
A. reading long pieces of text, such as stories or newspapers.

B. Part of a text which is removed from an original text.
C. written language in texts or groups of sentences.
37. Accuracy is
A. The use of correct forms of grammar, vocabulary, spelling and pronunciation.

B. When ideas in a spoken or written text fit together clearly and smoothly,
C. Understanding a spoken or written text.
38. Oral fluency is.
A. The use of connected speech at a natural speed with little hesitation, repetition or self-
correction.
B. The use of connected speech without making mistakes.
C. The use of intonation to express feelings.
39. Listen/read for mood is
A. To read or listen to a text in order to identify the feelings of the writer or speaker.
B. To listen to or read a text in order to understand most of what it says or particular details.
C. To understand the general meaning of a text, without paying attention to specific details.
40. Intensive listening or reading is
A. To focus on how language is used in a text

B. To listen or read in a intensive way
C. To listen or read with an intense interaction
For questions 41-46, match the student’s comments with the learning characteristics listed A-G. Mark
the correct letter (A-F) on your answer sheet.
A. Acquisition
B. Focus on form
C. Ignore errors
D. Interference
E. Interlanguage
F. Learner autonomy
G. Language Awareness
Students` Comments
41. I feel quite confident because I am making less mistakes that those I used to make when I
was starting to study English
42. One of my most difficult problems when speaking English is that I make a lot of mistakes
because I unconsciously use grammatical items and vocabulary from my first language.
43. The teacher really likes paying attention to rules and how language is used rather than
letting us say what we want even though it is incorrect.
44. It is strange for me that the teacher just lets me talk and doesn`t really stop me when I
make mistakes, even if I can notice them.
45. I am learning English in a very particular way, the teacher just uses it in real life situations
avoiding grammar revision, I feel like a child learning in this way.
For questions 46-53, match the teaching methods description with the names listed A-G. mark the
correct letter (A-I) on your answer sheet.
A. Activity based learning

B. Communicative approach
C. Holistic
D. Functional approach
E. Total Physical Response
F. Grammar-translation
method
G. Lexical Approach
H. Presentation practice and
production PPP
I. Task based learning TBL
Teaching Methods
46. A way of teaching in which the teacher gives learners meaningful tasks to do, but the main
focus for learners is on the task itself.
47. Teachers try to focus on meaningful communication, rather than focusing on accuracy and
correcting mistakes
48. An approach to language teaching in which the teacher uses techniques and activities
taken from different methods together in one lesson.
49. A way of teaching new language in which the teacher presents the language, gets learners
to practice it in exercises or other controlled practice activities and then asks learners to
use or produce the same language in a communicative and less controlled way
50. A way of teaching language that focuses on lexical items or chunks such as words.
51. A way of teaching in which learners study grammar and translate words and texts into their
own language or the target language.
52. A way of teaching which uses a syllabus based on functions
53. A way of learning by doing activities. The rules of language used in the activity are looked
at either after the activity or not at all
For questions 54-59, match the teachers` comments on the strategies described with the names
listed A-G. Mark the correct letter (A-G) on your answer sheet.
A. Eliciting
B. Substitution Drill
C. Transformation
Drill
D. Restricted practice
E. Freer practice
F. Role-play
G. Survey
Teacher`s comments
54. I like asking targeted questions ahead of time to see whether my learners know what I am
going to teach them.
55. I like giving my learners a base sentence and then providing them with different words for
them to change in that sentence.
56. I think that less freer practice is very important because I can work on accuracy.
57. I think that every time I do fluency based activities my learners feel more confident to speak.
58. I like having my learners to put what they have learnt in context through real life exercises.
59. In my opinion using internet for my students to find information and then working based on it in
class is very motivating and encourages interaction.
For questions 60-67, match the practice activities and tasks listed A-I. with the course book
instructions, mark the correct letter (A-I) on your answer sheet.
A. Brainstorming
B. Sentence transformation
C. Jumbled paragraphs
D. Labeling
E. Gap filling
F. Matching
G. Odd-one-out
H. Reading for gist
I. Listening for mood
Practice activities and tasks

60. Listen to the following conversation and describe how the woman feels.
61. Read the paragraph and select the best heading for it.
62. Look at the list of words and underline the one which does not belong to the topic
63. Choose the correct verb in column A and the appropriate preposition in column B
64. Look at the pictures and put the correct names on them.
65. Listen and fill in the correct word.
66. Read the text and put all the paragraphs in the appropriate order.
67. Look at each sentence and use the words provided to re-write them.
For questions 68-73, match the aids and resources listed A-I. With the uses described, mark the
correct letter (A-I) on your answer sheet.
A. OHP
B. Realia
C. Puppets
D. Computer
E. Dictionary
F. Board
G. Skills practice book
H. Graded reader
I. OHT
Aids and Resources

68. This can be used by the teacher or learners to show what one or two people are talking about
by moving it and making it look real.
69. This can be used for a range of purposes by the teacher to show real meaning of concepts.
70. This can be used to display greater pictures on the wall or to work on group-reading.
71. This is an excellent tool for students to research information when working on a project; it
enables them to share what they find with other people.
72. This is a tool help learners enhance autonomy.
73. This is a tool used by the teacher to display grammatical structures, vocabulary items, etc.
74. This is a resource that enables the learner to extend his/her knowledge about a language
area.
75. This is an excellent tool to encourage extensive reading.
For questions 75-80, match the assessment types A-F With the definitions described by a teacher,
mark the correct letter (A-I) on your answer sheet.
A. Formal assessment
B. Informal assessment
C. Self assessment
D. Assessment criteria
E. Objective test
F. Subjective test
Teacher comments
76. I like giving my learners tests that make them reflect on their own progresses.
77. I like using software to evaluate what my learners learn in a neutral way, without interference
from what I think about them.

78. I want my learners to take a test based on a third examiner`s opinion.
79. “The topics for next exam are the following; simple present, simple past and plurals”.
80. Put your name on the answer sheet and write all answers on it.
TKT MODULE 1 KEY
1H 41 E
2K 42 D
3L 43 B
4I 44 C
5J 45 A
6A 46 I
7B 47 B
8A 48 C
9A 49 H
10 A 50 G
11 C 51 F
12 B 52 D
13 B 53 A
14 A 54 A
15 A 55 B
16 C 56 D
17 F 57 E
18 A 58 F
19 E 59 G
20 D 60 I
21 C 61H
22 A 62 G
23 B 63 F
24 C 64 D
25 A 65 E
26 E 66 C
27 C 67 B
28 B 68 C
29 D 69 B
30 A 70 I
31 A 71 D
32 B 72 E
33 C 73 F
34 D 74 G
35 E 75 H
36 A 76 C
37 A 77 E
38 A 78 F
39 A 79 D
40 A 80 A

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The purpose of this book is to serve as a tool to help

TKT candidates to prepare in a better way to sit the

Tired of not getting band 4

The purpose of this book is to be a helping tool in the process of training

 different methodologies for teaching

 the 'language of teaching'

 the ways in which resources can be used

 the key aspects of lesson planning

 classroom management methods for different needs

TKT gives teachers a strong foundation in the core areas of teaching

MASTER IN APPLIED LINGUSTICS CANDIDATE

Leyenda que describe una

Complete the puzzle with parts of speech.

exclamation determiner verb preposition adjective article

noun conjunction adverb pronoun

D. I’ll give it to (11) him for his birthday (12) tomorrow?

E. (13) Ouch! You’re (14) standing on (15) my foot.

3) subject + present of the to talk about things you have

Modal verb - must subject + base form of the 4)

Future with going to 5) to express intention

F past perfect simple

TKT Module 1: Describing language: Unit 1 Grammar – Sample Task 3

a. an exclamation which shows thoughts or feelings

2. A verb that has a subject but no object is.

a. The past tense

Key to Sample Task 1

Key to Sample Task 3

Base form of a verb

Direct speech, question

Future with going to

Future with present continuous

Future with present simple

Future with will or shall

Gerund, -ing form

(Grammatical) structure, form

Indirect speech, question

A direct object is the main object of a transitive verb.

Participle (past and present)

Passive voice, progressive

Past continuous, progressive

Past perfect continuous, progressive

Past perfect simple

First person – the person speaking, e.g. I, we.

Phonology noun, phonological adjective The study of sounds in a language or

Possessive ‘s’ and whose

Present continuous, progressive

Present continuous, progressive for future

Present perfect continuous, progressive

Present perfect simple

Reported speech, statement, question

Complete the puzzle with parts of speech.

A. Antonym Collocation Compound False friendAffix

2. a meaningful group of letters added to the beginning of a root or base word to

4. a meaningful group of letters added to the beginning or end of a word to make a

9. the opposite of another word

16. the formality or informality of the language used in a particular situation

TKT Module 1: Describing language: Unit 2 Lexis – Activity 2b,

TKT Module 1: Describing language: Unit 2 Lexis – Activity 2c

B. hot is the opposite of cold

D. assistant office manager, long-legged

F. bit (past tense of ‘bite’) and a bit (a little)

G. I knew he had won; I bought a new book

I. weather – storm, to rain, wind, cloudy