TKT Workbook M1M2M3 (151021)

HO CHI MINH CITY OPEN UNIVERSITY
FACULTY OF FOREIGN LANGUAGES
PHAN THI THU NGA
PRACTICE TASKS AND TESTS
FOR THE CAMBRIDGE
TEACHING KNOWLEDGE TEST
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2
Mục lục
MỤC LỤC 3
DANH MỤC HÌNH 17
DANH MỤC BẢNG 17
INTRODUCTION 18
UNIT 1 GRAMMAR 23
A. UNIT AIMS 23
B. UNIT STRUCTURE 23
C. UNIT CONTENT 23
1.1 REVIEW OF KEY TERMS 23

1.2. PRACTICE TASKS 25
1.3. TKT SAMPLE TASK 1 28
1.4. QUIZ 1 30
D. UNIT SUMMARY AND SUGGESTION 35
UNIT 2 LEXIS 36
A. UNIT AIMS 36
C. CONTENT 36
2.1. REVIEW OF LEXICAL TERMS 36

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2.4. QUIZ 2 41
UNIT 3 PHONOLOGY 44
A. UNIT AIMS 44
C. CONTENT 45
3.1. REVIEW OF KEY TERMS 45

3.4. QUIZ 3 49
D. SUMMARY AND SUGESSTION 52
UNIT 4 FUNCTIONS 52
A. UNIT AIMS 52
C. CONTENT 53
4.1. REVIEW OF TERMS 53

4.4. QUIZ 4 57
D. SUMMARY AND SUGGESTIONS 59
UNIT 5 READING 60
A. UNIT AIMS 60
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C. CONTENT 60

5.4. QUIZ 5 64
UNIT 6 WRITING 67
A. UNIT AIMS 67
C. CONTENT 67

6.4. QUIZ 6 71
UNIT 7 LISTENING 73
A. UNIT AIMS 73
C. CONTENT 74

7.4. QUIZ 7 80
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UNIT 8 SPEAKING 82
A. UNIT AIMS 82
C. CONTENT 82

8.4. QUIZ 8 85
UNIT 9 MOTIVATION 87
A. UNIT AIMS 87
C. CONTENT 88
9.1. REVIEW OF KEY ISSUES 88

9.4. QUIZ 9 91
UNIT 10 EXPOSURE AND FOCUS ON FORMS 93
A. UNIT AIMS 93
C. CONTENT 93
10.1. REVIEW OF LANGUAGE LEARNING THEORY 94

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10.4. QUIZ 10 98
UNIT 11 THE ROLES OF ERRORS 100
A. UNIT AIMS 100
C. CONTENT 100

11.4. QUIZ 11 104
UNIT 12 DIFFERENCES BETWEEN L1 & L2 LEARNING 106
A. UNIT AIMS 106
C. CONTENT 106
12.1. REVIEW OF LEARNING THEORIES 106

12.4. QUIZ 12 110
UNIT 13 LEARNERS’ CHARACTERISTICS 113
A. UNIT AIMS 113
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C. CONTENT 113

13.4. QUIZ 13 118
UNIT 14 LEARNER NEEDS 120
A. UNIT AIMS 120
C. CONTENT 120

14.4. QUIZ 14 124
UNIT 15 APPROACHES TO LANGUAGE TEACHING 126
A. UNIT AIMS 126
C. CONTENT 126

15.4. QUIZ 15 133
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UNIT 16 PRESENTATION TECHNIQUES 136
& INTRODUCTORY ACTIVITIES 136
A. UNIT AIMS 136
C. CONTENT 136

16.4. QUIZ 16 142
UNIT 17 PRACTICE TASKS AND ACTIVITIES FOR LANGUAGE AND SKILLS

DEVELOPMENT 145
A. UNIT AIMS 145
C. CONTENT 145

17.4. QUIZ 17 150
UNIT 18 ASSESSMENT TYPES AND TASKS 155
A. UNIT AIMS 155
C. CONTENT 156
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18.4. QUIZ 18 162
UNIT 19 IDENTIFYING AND SELECTING AIMS 165
A. UNIT AIMS 165
C. CONTENT 165

19.4. QUIZ 19 170
UNIT 20 IDENTIFYING THE DIFFERENT COMPONENTS OF A LESSON

PLAN 173
A. UNIT AIMS 173
C. CONTENT 173

20.4. QUIZ 20 179
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UNIT 21 PLANNING AN INDIVIDUAL LESSON PLAN 181
OR A SEQUENCE OF LESSON PLANS 181
A. UNIT AIMS 181
C. CONTENT 181

21.4. QUIZ 21 188
UNIT 22 CHOOSING ASSESSMENT TASKS 190
A. UNIT AIMS 190
C. CONTENT 190

22.4. QUIZ 22 195
UNIT 23 CONSULTING REFERENCE RESOURCES 198
A. UNIT AIMS 198
C. CONTENT 198
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23.1. REVIEW 199
23.4. QUIZ 23 202
UNIT 24 SELECTION AND USE OF COURSEBOOK MATERIALS 204
A. UNIT AIMS 204
C. CONTENT 204
24.1. REVIEW 204

24.4. QUIZ 24 209
UNIT 25: SELECTION AND USE 211
OF SUPPLEMENTARY MATERIALS AND ACTIVITIES 211
A. UNIT AIMS 211
C. CONTENT 211
25.1. REVIEW OF SUPPLEMENTARY MATERIALS 211

25.4. QUIZ 25 217
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UNIT 26 SELECTION AND USE OF TEACHING AIDS 219
A. UNIT AIMS 219
C. CONTENT 219

26.4. QUIZ 26 224
UNIT 27 USING LANGUAGE APPROPRIATELY FOR A RANGE OF

CLASSROOM FUNCTIONS 226
A. UNIT AIMS 226
C. CONTENT 226

27.4. QUIZ 27 234
UNIT 28 IDENTIFYING THE FUNCTIONS OF 236
LEARNERS’ LANGUAGE 236
A. UNIT AIMS 236
C. CONTENT 237
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28.4. QUIZ 28 240
UNIT 29 CATEGORIZING LEARNERS’ MISTAKES 242
A. UNIT AIMS 242
C. CONTENT 243
29.1. REVIEW 243

29.4. QUIZ 29 246
UNIT 30 TEACHER’S ROLES 248
A. UNIT AIMS 248
C. CONTENT 248

30.4. QUIZ 30 252
UNIT 31 GROUPING LEARNERS 256
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A. UNIT AIMS 256
C. CONTENT 257

31.4. QUIZ 31 261
UNIT 32 CORRECTING LEARNERS 263
A. UNIT AIMS 263
C. CONTENT 263

32.4. QUIZ 32 269
UNIT 33 GIVING FEEDBACK 270
A. UNIT AIMS 270
C. CONTENT 271
33.1. REVIEW 271

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33.4. QUIZ 33 274
REFERENCES 276
ANSWER KEYS 277
UNIT 1: GRAMMAR ERROR! BOOKMARK NOT DEFINED.
1.1 Review Error! Bookmark not defined.

1.2 Practice tasks Error! Bookmark not defined.
1.3 TKT Sample Task 1 Error! Bookmark not defined.
1.4 Quiz 1 Error! Bookmark not defined.
UNIT 2: LEXIS ERROR! BOOKMARK NOT DEFINED.
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2.2 Practice tasks Error! Bookmark not defined.
2.3 TKT Sample Task 2 Error! Bookmark not defined.
2.4 Quiz 2 Error! Bookmark not defined.
Unit 3: Phonology Error! Bookmark not defined.
Tài liệu tham khảo 18
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Introduction
THE AIM OF PRACTICE TASKS AND TESTS FOR CAMBRIDGE

TEACHING KNOWLEDGE TEST (TKT WORKBOOK)
This TKT Workbook, in term of knowledge, aims at helping student-

teachers to systematize what they have known about three aspects of
the English language, four language skills, reasons for using English
(functions) and background to language learning and teaching (in
Module 1). Then they can apply these types of knowledge to describe
components of a lesson plan and list appropriate teaching materials,
references and teaching aids to obtain the aims of the lesson plan (in
Module 2). Also, they will able to describe issues related to managing
the teaching and learning process (in Module 3).
Besides assisting student-teachers to consolidate the different areas

tested in the three modules of the official Cambridge Teaching
Knowledge Test (the Cambridge TKT), in term of skills, this workbook
introduces student-teachers different types of test items, ways to deal
with them and other testing taking strategies. Therefore, after finishing
this workbook, student-teachers will be confident to do the official
Cambridge TKT because they are equipped enough required knowledge
and skills that help them to get high bands.
THE STRUCTURE OF THIS WORKBOOK
The structure of this workbook is based on the format of the Cambridge

TKT. There are three modules as follows:
Module 1 is about language and background to language learning and

teaching. This module includes three main parts. Part (1) consists of
eight units describing language and language skills. Part (2) consists of
seven units describing background to language learning. Part (3)
consists of three units describing background to language teaching and
assessment.
Module 2 focuses on lesson planning and use of resources for language
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teaching. This module includes two parts. Part (1) consists of four units
describing issues related planning, preparing (a)lesson plan(s), and
assessing English learners’ knowledge and skills. Part (2) consists of four
units about selection and use of resources.
Module 3 introduces issues about managing the teaching and leaning

process. This module includes two parts. Part (1) consists of three units
describing the teacher’s and learners’ language in the classroom. Part (2)
consist of four units describing areas related to classroom management
such as teacher’s roles, grouping and correcting learners, and giving
feedback.
Totally, this workbook consists of 33 units (33 topics); and each unit
covers four main sections:
(1) Review: helping student-teachers to review terms relevant to the

topic of the unit found in the Cambridge TKT;
(2) Practice tasks: for student-teachers to apply what they have

reviewed in section (1) to deal with various kinds of items and to
train their testing taking strategies;
(3) TKT practice tasks: familiarizing student-teachers with different test

items; and
(4) Quiz: for student-teachers to consolidate relevant knowledge after

fullfilling one unit a topic.
In addition to 33 units for student-teachers to review required

knowledge and practice doing various items found in the Cambridge
TKT, this workbook introduces two sample tests at the end of each
module so that they will have chances to test themselves after finishing
one module.
THE OBJECTIVE OF THE TKT PREPARATION COURSE
After fulfilling the TKT preparation course, student-teachers will be able

to:
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- in term of knowledge, describe three aspects of the English
language, four language skills, reasons for using English (functions)
and background to language learning and teaching (in Module 1).
Then they can apply these types of knowledge to describe
components of a lesson plan and list appropriate teaching materials,
references and teaching aids to obtain the aims of the lesson plan
(Module 2). Also, they will able to describe issues related to
managing the teaching and learning process; and
- in term of skill, apply the knowledge areas above and testing taking
strategies to deal with variours types of items tested in the
Cambridge TKT.
THE REQUIREMENTS FOR STUDENTS
According to Spratt, et al. (2011), the TKT has no entry requirements,

such as previous teaching experience and/or teaching or language
qualifications, but candidates are recommended to have at least an
intermediate level of English or the recomenneded level is B2 (Common
European Framework Reference). Candidates for all modules are
expected to understand a range of 500 terms in English Language
Teaching, and these terms appear in all modules of the Cambridge TKT.
Therefore, students majoring in English language teaching must finish

professional courses such as TESOL Foundation, English Language
Teaching Methodology, Educational Psychology, Testing and
Assessment Methods, Classroom Management and Instructional
Technology. Students who major in Business English and Translation-
Interpretation but wish to work as a teacher of English after graduation,
should self-study the textbooks of these above courses and self-assess
by using a list of terms provided in the TKT Glossary, which is available
at https://www.cambridgeenglish.org/Images/22184-tkt-glossary-
document.pdf.
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HOW TO SELF-STUDY WITH THIS WORKBOOK
Before starting each unit (topic) in this workbook, student-teachers must

read the similar topic in the TKT Course Modules 1, 2 and 3 (2 nd edition,
by Spratt et al., 2011, Cambridge University Press) because each unit in
this textbook provides relevant key concepts required for reviewing and
doing practice tasks in the workbook. After completing all sections in
each unit, student-teachers can check the answer keys at the end of this
workbook. When completing all units in one module, student-teachers
shoud do two practice tests to self-assess their knowledge and testing
taking skills.
HOW TO DO THE CAMBRIDGE TKT
The Cambridge TKT consists of three modules. It takes candidates 80

minutes to complete each module which includes objective items such
as multiple-choice, matching and ordering. Therefore, candidates do not
write long answers. They only mark their answers on an answer sheet by
shading the correct lozenge. They are advised to do this as they
complete each item because there is no additional time provided to fill
in the answer sheet at the end.
THE AUTHOR’S
Phan Thi Thu Nga is a teacher of English and a teacher trainer. She
began her career in the mid-1990s teaching English for both non-major
and major English students in Can Tho University. Also,she taught
children and adults at all levels in the foreign language center of Can
Tho University.
For the past 16 years, she has been working as a teacher trainer in Ho
Chi Minh Open Univerisity. She has written many articles on various
aspects of English teacher training.
Phan Thi Thu Nga is interested in learners’ autonomy in English

education, teacher training, and especically the application of
technology in English teaching and teacher training.
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ACKNOWLEDGEMENTS
I would like to thank most sincerely many people who have in one way
or another contributed to this internal learning material.
My special thanks must and foremost go to all English experts of

Cambridge Assessment English (part of the University of Cambridge)
whose free digital resources such as handbook for teachers, teachers’
guides, lesson plans and sample papers are used in this workbook.
Without these valuable sources, it is not easy for me to have ideas for
this internal learning materials.
I would also like to thank many student-teachers whom I have

worked with over years on teacher training courses in the faculty of
foreign languages in Ho Chi Minh City Open University (HOUCOU). For
many years, I have been awareness of the strength as well as weakness
of student-teachers before taking the Cambridge TKT, which stimulates
me to compile materials in this workbook for internal use at HCMCOU.
Besides my former student-teachers, I am very grateful to my

colleagues at HOUCOU for their suggestions for the aims of each unit in
this workbook, and very special thanks to the editors for their careful
reading for the manuscript. Finally, my great thanks go to my colleagues
at the center of learning reources for support at every stage of this
internal material’s development.
Thank you!
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PRACTICE TASKS AND TESTS FOR THE CAMBRIDGE TKT
UNIT 1 GRAMMAR
A. UNIT AIMS
• To provide an opportunity for students to discuss the form and

use of parts of speech and grammatical structures
• To provide practice in completing tasks in which grammar is the
testing focus in the TKT (Module 1, Part 1)
B. UNIT STRUCTURE
1.1. REVIEW OF KEY TERMS
1.2. PRACTICE TASKS
1.3. TKT SAMPLE TASK 1
1.4. QUIZ 1
C. UNIT CONTENT
1.1 REVIEW OF KEY TERMS
Complete the following puzzle with parts of speech
Across
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.’
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Figure 1. Grammar term puzzle
9. A word that describes or gives more information about how, when,

where or to what degree something is done, e.g. ‘He worked quickly
and well.’
10. A word that replaces or refers to a noun or a noun phrase just
mentioned, e.g. ‘I saw John yesterday. He looked very well.’
Down
1. An expression used to show a strong feeling, e.g. Oh! Wow!
2. A word which makes clear which noun is referred to or to give
information about quantity, e.g. this, that, some, any, my, that car is
mine.
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4. ‘On’ ‘under’ ‘over,’ for example

5. A word that describes or gives more information about a noun or
pronoun, e.g. a cold day.
6. ‘The’, ‘a’, ‘an’, for example
7. A person, place or thing, e.g. elephant, girl, grass, school
1.2. PRACTICE TASKS
1.2.1. Practice task 1
Look at the underlined words in the sentences below and match them
with the words given in the box below.
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) said he was carrying (20) a suitcase.
Group A: Look at the underlined words 1-10 in the sentences again.

Group B: Look at the underlined words 11-20 in the sentences again.
Both groups: Match your words with a more specific terms in the box
below. Some of words may have more than one term.
reporting verb modal verb countable noun
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adjective possessive adjective indefinite article
collective noun adverb of frequency uncountable noun
auxiliary verb personal pronoun preposition of place
compound noun proper noun adverb of time
object pronoun determiner intransitive verb
exclamation modal auxiliary transitive verb
comparative adjective subject pronoun
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Complete the following table:
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Grammatical structure How it is made & example What it means /how it I used
to talk about an action

Present continuous subject + am/is/are + happening at the time of
V-ing speaking
e.g. I am working at
the moment.
1) ___________________ subject + past tense to talk about an action

of the verb completed at a specific
time in the past
e.g. I went to Paris last
year.
Present simple 2) ___________________ to talk about a routine

or habit
3) ____________________ subject + present of to talk about things you

the verb to have experienced in
have + past your life
participle
e.g. I have been to

France many
times.
Modal verb-must subject + base form 4) ______________________

of the verb
e.g. You must be home

by 10.00.
Future with going to 5) __________________ to express intention
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6) ___________________ If + subject + present to talk about something

simple + that is possible in the
future & the action that
Subject + will + bare will be taken
infinitive
e.g. If I see him, I’ll tell

him.
For questions 1–5 match the example sentences with the grammatical
terms listed A–F. There is one extra option which you do not need to use.
Example sentences Grammatical terms
1. Then I realized what had happened. A. gerund
2. Many old houses are made of wood. B. present perfect simple
3. We’ve never seen a whale before. C. present perfect continuous
4. He doesn’t like playing chess. D. reported speech
5. She said she was really upset. E. present simple passive
F. past perfect simple
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For questions 6-11, match the underlined words in the text below with
the parts of speech listed A-G. There is one extra option which you do
not need to use.
Parts of speech
A. conjunction
B. preposition
C. noun
D. adverb
E. pronoun
F. verb
G. adjective
I want to write a (6) list of then things which (7) you like. Do it (8)
carefully. But don’t talk to me or your sister. (9) Ask me about any (10)
difficult words you can’t spell. (11) When you have finished, you can
watch television.
For questions 12-19, match the underlined words in the text below
with the grammatical terms listed A-H. There is one extra option
which you do not need to use.
A. Comparative E. Intensifier
B. Compound adjective F. Possessive
C. Demonstrative G. Quantifier
D. –ing adjective H. Superlative
(12) This book is (13) very useful. It is (14) easier to understand than
(15) our textbooks. The layout is (16) one of the (17) clearest I have
seen. The information is (18) well-organized, and all points are
thoroughly covered.
1.4. QUIZ 1
For questions 1–50, look at the terms in bold. For each question/
incomplete sentence, circle the correct answer/completion (A, B or C).
1. An adjective gives more information about a (an) ______________.
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A noun B verb C adverb

2. An adverb gives more information about ____________________.
A how an action or process is done
B why something is done in an action or process
C what is being done in an action or process
3. An article, when used, is normally placed before a (an) ____________.
A noun B verb C adjective
4 Which option contains examples of collective nouns?
A team, government, police
B bus stop, blackboard, handbag
C heavy traffic, bright light, strong medicine
5. A comparative adjective is used to show the difference between __.
A two nouns B two verbs C adverbs
6. A conjunction/connector is used to join___________________.
A words or sentences B parts of words C paragraphs only
7. Which option contains examples of countable nouns?
A books, glasses, flowers
B ink, butter, water
C Paris, London, New York
8. A demonstrative adjective shows whether _________________.
A something is near the speaker or far away
B the speaker likes or dislikes something
C the speaker is emphasizing something
9. Demonstrative pronouns are used to ______________.
A replace nouns or noun phrases and show their distance from the
speaker
B link nouns and noun phrases and show their connection with the
speaker
C substitute for nouns and noun phrases and show they relate to the
speaker
10. A dependent preposition is a word that is used after a (an)_______.

A particular noun, verb or adjective
B multi-word verb or a phrasal verb
C adverb or a particle
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11. A determiner tells readers/listeners something about _____________.

A which nouns are referred to by the speaker
B whether nouns are abstract in a sentence
C if a noun is a subject or an object
12. An -ing/-ed adjective describes _________________.
A things and feelings
B. attitudes and feelings only
C feelings and actions
13. An intensifier ________________.
A strengthens the meaning of a word
B shows which word is most important
B emphasizes the part of speech of a word
14. A noun is used to refer to __________________
A a person, place or thing
B when, where and why
C time, degree and manner
15. Which option contains examples of object pronouns?
A him, her, us, them
B he, she, we, they
C himself, herself, ourselves, themselves
16. A particle can be either a (an) _____________.
A preposition or an adverb
B adverb or an adjective
C preposition or an adjective
17. A personal pronoun is used _______________.
A as part of a reflexive verb
B to show who something belongs to
C in place of the name of people or things
18. Which option contains possessive adjectives?
A my, your, his, her, our, their
B me, you, him, her, us, them
C I, you, he, she, we, they
19. Which option contains possessive pronouns?
A mine, his, hers, ours, theirs
B myself, yourself, ourselves, yourselves
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C my, your, our, their

20. Possessive s and whose are ways of ______________.
A showing who something belongs to
B deciding on the importance of nouns
C indicating how close someone is to something
21. Which of the following sentences contains two prepositions?
A The book was on the desk in the classroom.
B The book describes the life of a famous musician.
C The book I’m reading is about New York and San Francisco.
22. A pronoun can be used to __________________.
A avoid repeating a noun or noun phrase
B give more information about a noun
C emphasize certain nouns
23 A quantifier is used to show how _____________.
A many there are of a noun
B many people are the subject of the sentence
C big an object or thing may be
24. A reflexive pronoun is used when ________________.
A the complement and subject of the verb are the same

B what the noun refers to is uncertain
C verbs of thinking and feeling require objects
25. A relative pronoun is used to _______________.
A link a relative clause and a main clause
B show the connection between relatives
C show how two things are relative to each other
26. A singular noun _________________.
A indicates one person, place or thing
B refers to an unusual person, place or thing
C shows that something is special
27. A superlative adjective is used to compare ___________________.
A more than two things
B fewer than two things
C only two things
28. A complex sentence always contains a main clause and __________
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subordinate clause(s).
A one or more B at least two C only one
29. A direct object is the main object_____________.
A of a transitive verb
B physically close to the subject
C mentioned in a sentence
30. First person is used for the person or people ___________.
A speaking about themselves
B the speaker is talking to
C mentioned first in a sentence
31. A grammatical structure refers to ____________,
A a grammatical pattern
B the grammatical organization of a text
C a grammatically accurate sentence
32. Which of the underlined words is an indirect object?
A I told him the truth.
B I told him the truth.
C I told him the truth.
33. A main clause ____________ a subordinate clause.
A can come before or after
B must come after
C has to be followed by
34. An object is usually placed ___________.
A after the verb in a sentence
B before the verb in a sentence
C at the end of the sentence
35. In grammar, person is used to show reference and number in _____.
A determiners and pronouns
B nouns and adjectives
C verbs and adverbs
36. A phrase is a______________.
A group of words that form a grammatical unit
B set of well-known idioms or expressions
C synonym for a sentence or subordinate clause
37. A question tag is used to ___________
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A seek agreement or confirmation.

B show the speaker is about to ask a question.
C ask for important information.
38. A relative clause gives information about __________
A a noun mentioned previously.
B the point in time when something happened.
C what the most important action in a sentence is.
39. Second person is used for the___________
A person being spoken to.
B people mentioned in a conversation.
C second person to speak in a dialogue.
40. The subject of a sentence usually appears ____________
A before the main verb in a sentence.
B after the main verb in a sentence.
C in the middle of long sentences.
41. There is subject–verb agreement when the _______.
A form of the subject matches the form of the verb
B subject ends with a consonant and the verb begins with a vowel
sound
C subject and verb have the same number of letters
42. A subordinate clause must ____________.
A be used with a main clause
B have the same subject as a main clause
C include subject, verb and object
43. Third person is used for the person or people _____________.
A spoken about
B speaking at the current time
C who are the object of the verb
44. A time expression is a(an)__________ phrase.
A idiomatic B adverbial C verb
45. A verb pattern refers to the words that _____________.
A follow a verb
B make up a verb phrase
C go before a verb
46. Conditional forms are used to________.
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A refer to possible or imagined situations

B make predictions about the future
C give background information
47. Which of the following is an example of a direct question?
A ‘And who’s been sleeping in my bed?’ asked Baby Bear.
B Baby Bear asked who had been sleeping in his bed.
C Baby Bear was curious about the identity of the unknown sleeper.
48. Direct speech _______________
A shows the actual words someone says.
B explains the meaning of what someone says.
C gives the gist of what someone says.
49. Which of the following is an example of indirect/reported
statement?
A He stated that he would come later.
B He’ll come later. He told me.
C I’m quite sure that he’ll come later.
50. Which option contains an infinitive of purpose?
A We left early to avoid the rush hour.
B It’s easy to understand why she resigned.
C I wanted you to wait for me.
D. UNIT SUMMARY AND SUGGESTION
Unit 1 covers concepts and terminology for describing language-

grammar. Especially, parts of speech and the understanding of form and
use of grammatical structures are presented. In order to prepare for this
section of the Cambridge TKT, student-teachers (candidates) must look
at the grammar section in the TKT Glossary and make sure that they are
familiar with the terms and uses of the structures listed.
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Unit 2 LEXIS
A. UNIT AIMS
 To provide an opportunity for students to discuss lexis:

types of meaning, word formation, word grouping and
register
 To provide practice in completing tasks in which lexis is the
testing focus in the focus in the TKT (Module 1, part 1)
B. UNIT STRUCTURE
2.1. REVIEW OF LEXICAL TERMS
2.2. PRACTICE TASKS
2.4. QUIZ 2
C. CONTENT
2.1. REVIEW OF LEXICAL TERMS
Unscramble the following words so that they will become meaningful.
1. ATNMYNO= 5. REXPIF=
2. FIFAXI = 6. CUPNODOM=
3. CLONALITOC 7. SOMYNYN=
NO=
8. UIFSFX=
4. HENPOMOHO
=
37
2.2. PRACTICE TASKS
2.2.1. Practice Task 1
Match the following definitions (1-16) with the terms for lexical items
in the box below:
affix false friend lexical set root word
antonym homonym phrasal verb suffix
collocation homophone prefix synonym
compound idiom register word family
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 ________________________
38
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 ________________________
39
Put the terms ( in the box of practice task1) after each example below:
1. appear – disappear
2. assistant office manager, long-legged
3. bit (past tense of ‘bite’) and a bit (a little)
4. care – careful
5. economy, economist, economic
6. Formal language used in job applications, informal language used
with friends.
7. hot is the opposite of cold
8. I knew he had won; I bought a new book
9. 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.
10. interview- interviewer; tidy-untidy
11. look after – A mother looks after her children
12. nice is similar in meaning to pleasant
13. photograph is the root or base of photographer and photographic
14. She felt under the weather means that she felt ill.
15. weather – stormy, rainy, windy, cloudy
16. 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
For questions 1–7 match the examples of vocabulary with the categories
listed A–H. There is one extra option which you do not need to use.
Examples of vocabulary Categories
1. colour, color; realise, realize; theatre, A. synonyms

theater
B. lexical set
2. traffic lights; alarm clock; seat belt
C. collocations
40
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 G. phrasal verbs
7. ankle; stomach; knee; heart H. American and

British English
For questions 8-12 match the examples of vocabulary with the

categories listed A-F. There is one extra option you do not need to use.
Examples of vocabulary Categories

8. impossible, unhappy, disadvantage, A. synonyms
rename B. collocations
9. hard work, a heavy subject, a great idea C. compound words
10. wonderful, marvelous, brilliant, great D. lexical set
11. longest, director, wooden, slowly E. words with suffixes
12. oranges, apples, mangoes, bananas F. words with prefixes
For questions 13-18 choose the best word (A, B, or C) to complete each
definition of lexical terms.
13. A style of speaking that is neither formal nor informal is called ____.
A colloquial B register C neutral
14. Pairs of words in two languages that look and/or sound similar,
but differ in meaning are called__________.
A False friends B homophones C collocations
15. Groups of words that are used together, in which the meaning of
the whole group is different from the meaning of each individual
word, are called ____________.
A idioms B compounds C lexical sets
16. Words that have the same sound and spelling are ______________.
A homonyms B hyponyms C synonyms
17. Antonyms are words with _____________ meanings.
A opposite B. several C informal
41
18. Language which best fits a particular situation is defined as _______.

A appropriate B formal C colloquial
2.4. QUIZ 2
Choose the best completion/answer.
1. Which of the following words could be described as abstract?

A happiness B cheese C crowd
2. What is affixation?
A letters added to the beginning or end of a word to make a new
word
B groups of words with similar meanings
C a pair of words that are normally used together
3. Which option contains examples of affixes?
A -ment, -ly, re-, dis- B / f/ʊə/ʒ/ C ;@?
4. Which of these pairs of words are antonyms?
A dry–wet B clothes–socks C there–their
5. Which of these groups of words are in the same category?
A water, milk, lemonade, tea
B useful, potato, trees, truth
C in, decide, natural, desk
6. Which of these contains a chunk?
A See you later.
B I’ll do it tomorrow.
C What’s his mother’s name?
7. Which of these describes a collocation?
A words which are regularly used together
B words which are made up of two or more words
C words which have a similar sound
8. Which of these is a compound noun?
A head teacher B minibus C brown hair
9. A compound noun is made by putting together words____________.
A of the same or different parts of speech
B from the same lexical field
C with prefixes and/or suffixes
42
10. Concrete lexis refers to ______________.

A things that can be seen or touched
B people’s feelings and attitudes
C complex words and ideas
11. A contraction is a reduced form of words ___________.
A with an apostrophe representing the sounds omitted
B using letters in the place of full nouns
C where different spellings are acceptable
12. False friends are words which look/sound similar and have _______.
A different meanings across two languages
B the same meaning across two languages
C different pronunciations across two languages
13 Which of these describes homonyms?
A words with the same spelling and pronunciation but with different
meanings
B words with different spelling but with the same meaning
C words with the same spelling but with different pronunciation
14. Which of these pairs of words are homophones?
A know–no B breath–breathe C tree–three
15. Which option contains an idiom?
A I didn’t like the film. It wasn’t my cup of tea.
B Would you like a cup of tea?
C Be careful with that cup of tea. It’s hot.
16. Which of the following describes a lexical set?
A words which share the same topic
B words which are the same part of speech
C words which are usually used together
17. What is lexis/vocabulary?
A words, groups of words and phrases
B words that make grammatical language patterns
C words that have only one meaning or use
18. Which of the following are all parts of speech?
A conjunctions, pronouns, verbs
B past participles, gerunds, affixes
C countables, quantifiers, synonyms
43
19. Which of these sentences contains a phrasal verb / multi-word

verb?
A I don’t get on with her family very well.
B They looked up at the sky.
C She put the book down on the table.
20. Which of these words has a prefix?
A impolite B happily C deliver
21. Which is the root/base word of misunderstanding?
A understand B standing C misunderstand
22. Which of these words has a suffix?
A relationship B postcard C mushroom
23. Thin is a synonym of ______________.
A slim B thick C tin
24. Which is the best definition of terminology?
A words or expressions related to a particular subject
B words or expressions with an abstract meaning
C words or expressions from the same lexical field
25. Which of these pairs of words is part of a word family?
A educate, education B think, thing C water, orange juice
26. What is homophone? A word which has the same____________
A sound as another word but different meaning and spelling
B meaning and sound as another word but different spelling
C sound and part of speech as another word but different meaning
27. A straight road, a brilliant idea, hard wordk, no problem, extremely
grateful; What does this set of words have common?
A collocation B register C. compound
28. What is the best definition of a chunk?
A Any pair or group of words commonly found together or near one
another
B A pair of colloquial words commonly found in literature works or
comic books
C A group of informal words frequently used by teenagers in social
networking sites
29. Which is NOT an example of chunks?
A False friends B Fixed expressions C. Idioms
44
30. What is the best definition of idioms? A group of words used

together, but _____________
A. the meaning of the whole is different from each individual one
B. it is only used in a certain group of native speakers of English
C. the meaning of the whole is closely related to some in the group
Unit 2 covers concepts and terminology for describing language

relating lexis. Especially, the various aspects of lexis that student-
teachers need to know in order to do practice tasks are presented. In
order to prepare for this section of the Cambridge TKT, student-
teachers (candidates) must look at the lexis section in the TKT Glossary
and make sure that they are familiar with the terms and uses of the
terms listed.
Unit 3 PHONOLOGY
A. UNIT AIMS
• To familiarize students with symbols form the

International Phonetic Alphabet (IPA)
•To provide an opportunity for students to discuss word stress,

sentence stress and connected speech
•To provide practice in completing tasks in which phonology is

the testing focus in the TKT Module 1 part 1
B. UNIT STRUCTURE
3.2. PRACTICE TASKS
45
3.4. QUIZ 4
C. CONTENT
Phonemic chart
iː ɪ ʊ uː ɪə eɪ
e ə ɜː ɔː ʊə ɔɪ əʊ
æ ʌ ɑː ɒ eə aɪ aʊ
p b T d tʃ dʒ k g
f v θ ð s z ʃ ʒ
m n ᵑ h l r w J
Figure 2. Phonemic chart
Match the symbols given in the above chart with the underlined letters in
the words in the table below.
1. joke 11. fun 22. bat 33. two
2. play 12. measure 23. put 34. do
3. sit 13. bit 24. think 35. cat
4. read 14. about 25. pet 36. for
5. sing 15. air 26. yes 37. the
6. car 16. man 27. pen 38. ear
7. bird 17. shoe 28. go 39. hat
8. church 18. who 29. zoo 40. or
9. boy 19. live 30. dog 41. no
10. life 20. now 31. watch 42. gone
21. hard 32. right 43. long
46
44. cruel
3.2. PRACTICE TASKS
3.2.1. Practice Task 1:

Put the words in the box into 4 categories (below the box) based on which
syllable in each word carries the main stress.
unlucky bananas qualification angry congratulations
literature possibility paper examination lemonade
finger photography magazine photographic comfortable
first syllable
second syllable
third syllable
fourth syllable
Match the features of phonology listed A-G with the example in the
sentences below:
/aim/ /tǝðə/ /dʒu/→→→ ↗ ↘

Mary: (1) I’m going (2) to the (3) shops. (4) Do you (5) want anything?
/wʌtə/ /gʌnʌ/
Doreen: I don’t (6) think (7) so. (8)What are you (9) going to (10) buy?
A. main stress
B. secondary stress
C. weak form/schwa
D. contraction connected
speech
47
E. linking
F. intonation
G. contraction
48
For questions 1-6 choose the phonological term to complete the

sentences.
1. Can’t; don’t; he’s are examples of __________.

A contraction B weak forms C connected speech
2. Umbrella is an example of a word which has __________ syllables.
A three B. four C. two
3. Fit and feet; fear and fair; track and truck are examples of ______.
A minimal pairs B rhythme C linking
4. Fantastic is an example of a words which carries the main stress
on the _____________syllable.
A second B first C third
5. The phoneme /tʃ/ is an example of a _____________.
A consonant B vowel C diphthong
6. Would you prefer coffee or tea? is an example of sentence with
the following intonation: _________
A rise / fall B fall/ fall C fall/rise
For questions 7-11, look at the questions about phonology and the
possible answers. Choose the correct answer A, B, or C.
7. How many phonemes does the word heart have?
A three B four C five
8. How is paper written in phonemic script?
A. peipǝ B pæper C piǝpǝ
9. Which of the following is true about a stress syllable?
A. It sounds stronger.
B It contains the schwa sound.
C. It is spoken fast.
10. Which of the following is a minimal pair?
A. pin/bin B. so/sing C. lost/list
11. Which of the following is a contraction?
A. haven’t B see you C. ASAP
49
For questions 12-20, match the underlined letter ‘a’ in each sample
word with the correct phonemic symbol (A, B, C, or D) that would
appear in the dictionary.
You need to use some options more than once.
A /a:/ B /æ/ C /eі/ D /ǝ/
Example words
12. Apple 17. margin
13. blackboard 18. mark
14. date 19. plaza
15. imagination 20. watchman
16. maker
3.4. QUIZ 3
For questions 1–30 look at the terms in bold. For each

question/incomplete sentence, circle the correct answer/
completion (A, B or C).
1. In connected speech, sounds may ______________________.

A disappear altogether
B all be made weak
C change their meaning
2. A consonant is defined as a sound produced when the flow of air
is______________.
A partly blocked B continuous C interrupted, then let out.
3. When we contrast two sounds, we focus on their ________.
A differences B individual features C similarities
4. Contrastive stress is used when we stress_______________________.
A one word to show its unexpected importance
50
B two words which have opposite meanings

C some words because they carry the main information
5. Which of the following is a diphthong?
A /eə/ B /æ/ C /ŋ/
6. When we discriminate/distinguish between two sounds, we
identify the________.
A differences between them
B features they have in common
C relationship between sound and spelling
7. We emphasize a word or part of a word when we want to _________.
A highlight it or give it special strength
B produce a contraction
C leave out part of the sound
8. What do we do when we hesitate?
A We pause in doubt.
B We wait for a set time.
C We continue confidently.
9. Intonation shows a speaker’s feelings through ________________.
A rises and falls in the voice
B weakening of vowel sounds
C use of facial expressions and gestures
10. Linking occurs between words when sounds join together _______.
A at word boundaries B to make contractions C to create stress
11. Which of the following is a minimal pair?
A pan–pen B male–mail C find–fined
12. A phoneme is ____________________.
A the smallest meaningful sound
B a sequence of meaningful sounds
C a contrast of two or more sounds
13. Phonology is the study of ___________________.
A sounds in a language or languages
B how pronunciation varies between speakers of a language
C speakers of a language or languages
14. Primary stress is _______________.
A the main stress on a word
51
B stress on a word’s first syllable

C unusual stress on a word
15. Which of the following is an example of rhyme?
A blue–you B turn–term C free–fry
16 The rhythm of speech is formed by the___________________.
A pattern of stressed syllables
B sounds at the ends of words
C connections between words
17. The schwa, the most common sound in English, is written as ____ .
A /ə/ B /e/ C /ʌ/
18. Secondary stress is __________________ primary stress.
A less strong than B the same strength as C stronger than
19. Sentence stress is usually placed on words _____________.
A carrying information
B with grammatical functions
C that are the subject of a sentence
20. A syllable is part of a word that contains ______________.
A one vowel sound
B a diphthong and a single vowel sound
C a vowel between two consonant sounds
21. An unvoiced sound is produced without any ______________.
A use of throat B use of the mouth C use of the tongue
22. Voiced sounds include all _______________.
A vowels B. consonants C consonants and diphthong
23. Vowel sounds are made ____________________.
A without any interruption to the flow of air
B when the flow of air is pushed out suddenly
C when there is a pause in the flow of air
24. A word boundary is the point where ________________.
A one word ends and the next word begins
B one word ends and the next word begins
C letters are added at the beginning of a word
25. Word stress has the effect of making other syllables in a word ___.
A weaker B longer C stronger
52
26. Hole and whole; mail and male, by and buy are examples of ____.
A homophones B unvoiced sounds C rhymes
27. Which is the correct phonemic script for weekend?
A /wi:kend/ B /wikend/ C /ji:kend/
28. What meaning does the main stress on John give to this sentence?
“I gave the book to John.”
A John was the person I gave the book to.
B I was the person who gave John the book.
C I only gave a book to John, nothing else.
29. In which of these words is the first letter a voiced sound?
A dark B table C forget
30. Which of these words is stressed on the first syllable?
A paragraph B restricted C substitution
D. SUMMARY AND SUGESSTION

Unit 3 helps student-teachers to explore different aspects of
phonology which many be tested in TKT Module 1 Part 1. After
finishing this unit, they will become more familiar with TKT items
relating to features of pronunciation at word and connected speech
levels. In order to prepare for this section of the Cambridge TKT,
student-teachers (candidates) must look at the phonology section in
the TKT Glossary and make sure that they are familiar with the terms
listed. They also need to review the IPA phonemic chart.
Unit 4 FUNCTIONS
A. UNIT AIMS
• To provide an opportunity for student-teachers to discuss

functions including context, levels of formality and
appropriacy
• To familiarize them with a range of functions and their typical
53
exponents
• To provide practice in completing tasks in which functions

are the testing focus.
B. UNIT STRUCTURE
4.1. Review of terms
4.2. Practice tasks
4.3. TKT Sample Task 4
4.4. Quiz 4
C. CONTENT
4.1. REVIEW OF TERMS
Find ten words about functions in the word search below. Write the
words you find below the word search.
G N I T S E U Q E R A
P R A I S I N G L Q P
J E O D M A I A G Y O
A F I N V I T I N G L
V U L A X I I O M B O
M S U G G E S T I N G
O I W R T O L I W O I
L N B E U F P A N I S
A G R E E T I N G G I
S A K I Q H A I A I N
54
T H A N K I N G J S G
B N Y G S C I O H N D
55
4.2. PRACTICE TASKS
Put one of the functions in the box below after each exponent listed
1-14. You can use one function more than once. Then decide if each is
formal, informal or neutral.
56
A. Advising H. Introducing yourself

B. Agreeing I. Inviting
C. Asking for an opinion J. Praising
D. Clarifying K. Refusing
E. Complaining L. Requesting
F. Greeting M. Suggesting
G. Introducing someone else N.Thanking
57
Exponents
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 is 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.
Add one example after each function. Number 1 is done as an example.
1. Asking for information: Could you tell me her phone number?

2. Asking for explanation:
3. Classifying:
4. Complaining:
5. Contrasting ideas:
6. Estimating:
7. Expressing uncertainty:
8. Expressing ability:
9. Expressing intention:
10. Expressing necessity:
11. Expressing obligation:
12. Expressing opinion:
13. Expressing preference:
14. Expressing probability:
15. Generalizing:
58
16. Giving advice:

17. Requesting permission:
For questions 1–7, match the example sentences with the functions
listed A–H. There is one extra option which you do not need to use.
Example sentences Functions

1. Let’s go to that new restaurant. A. describing ability
2. They might win – you never know in cup B. describing possibility
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
For questions 8-13, match the example sentences with the functions
listed A-G. There is one extra option which you do not need to use.

8. I don’t think that’s a very good idea. A. describing
9. It’s a beautiful place with a big river. B. clarifying
10. He might be able to, I’m not sure. C. comparing
11. What I mean is … D. disagreeing
12. I’d really love to fly to the moon. E. wishing
13. They’re much older than their friends. F. suggesting
G. speculating
For questions 14-19, match the example sentences with the functions

14. I’m not sure if I’ll go or not. A. persuading
15. Please come with me. I really want you to. B. giving personal information
16. What do you think of his idea? C. attracting attention
17. I’m 15 next birthday. D. giving advice
59
18. Can I stay out late tonight? E. expressing uncertainty

19. Hey, listen, listen F. asking for an opinion
G. asking for permission
For questions 20-25, match the example language with the functions

20. I can’t decide whether this radio is worth A. expressing obligation
buying or not. B. expressing a
21. I’m going to visit my mother this afternoon. preference
22. I’d rather have the blue one. C. offering help
23. If I finish the work earlier, can I get paid D. expressing an
more? intention
24. You must fill in the form before the end of E. predicting
this month. F. expressing doubt
25. Paula’s got a chance of winning the race. G. negotiating
For questions 26-30, match the example language with the functions
listed A-F. There is one extra option which you do not need to use.

26. This burger hasn’t been cooked properly. A. suggesting
27. How about reading the latest Harry Potter B. disagreeing
book? It’s brilliant. C. advising
28. I wouldn’t eat that apple if I were you. It looks D. asking for an
bad. opinion
29. Excuse me, is it too late to get a ticket for the E. enquiring
disco tonight? F. complaining
30. What do you think of my new jeans?
4.4. QUIZ 4
For questions 1–14 look at the terms in bold. For each

question/incomplete sentence, circle the correct answer/completion (A, B
or C).
1. Appropriacy means language that_________________.
60
A matches the situation it’s used in

B is used accurately in all contexts
C joins together coherently and cohesively
2. Which of these expressions is colloquial?
A Hang on a moment.
B What do you want?
C Could you just wait a moment?
3. Which is an example of declining an invitation?
A Sorry, but I can’t manage that.
B I’m afraid he’s ill.
C I’ve read all his books, unfortunately.
4. What do you do when you enquire?
A ask about information
B state a fact
C guess someone’s opinion
5. What does expressing prohibition mean?
A saying that something is forbidden
B saying that something is unlikely
C saying that something is difficult
6. Why do we use formal language?
A to sound more distant or impersonal
B to fit in with casual social situations
C to encourage interaction
7. Formality and informality of language describe ________________.
A how relaxed or distant it is
B the level of accuracy it contains
C if it contains complex structures
8. Which is a definition of a function of language?
A the specific reason why we communicate
B the ideas we are trying to express
C the purpose of different parts of speech
9. In a functional approach, the focus is on _______________.
A the communicative role of language
B the formal structure of language
C the content of a non-linguistic subject
61
10. Why might it be inappropriate to call a class of adults you guys?

A It might not show them enough respect.
B It might be unclear who it refers to.
C It might sound too formal and distant.
11. Which of these form part of informal assessment?
A observation B tests C grades
12. Why can using neutral language be useful?
A It suits most situations.
B It makes your meaning clear.
C It helps you sound relaxed.
13. Register means language categorized according to ____________.
A how formal or informal it is
B its grammatical complexity
C how useful it is
14. Which is an example of a request?
A Can you help me?
B What’s the matter?
C Where are my glasses?
15. Could you help me with my suitcase, please? What is the level of
formality of this question?
A Neutral B Formal C Informal
16. Excuse me, do you have the time? What is the level of formality of
this question?
A Neutral B Informal C Formal
17. Give us a hand with this case. What is the level of formality of this
question?
A Informal B Neutral C Formal
18. I wonder if you would be kind enough to help me with my suitcase.
What is the level of formality of this question?
A Formal B Informal C Neutral
19. I’m terribly sorry to trouble you, but could you please tell me the
time? What is the level of formality of this question?
A Formal B Informal C Neutral
20. What time is it? What is the level of formality of this question?
A Informal B Formal C Neutral
62
D. SUMMARY AND SUGGESTIONS

Unit 4 introduces student-teachers functions and their exponents,
tested in TKT Module 1 Part 1 (concepts and terminology for
describing language: fucntions). The testing focus for this syllabus area
includes context, levels of formality, approrpriacy, a range of functions
and their typical exponents. In addition to this, student-teachers
(candidates) must be aware of the term ‘appropriacy’ in relation to
‘functions’; in order words, ‘appropriacy’ means ‘using a suitable
exponent in a particular situation; e.g. formal exponents in formal
situations, less formal exponents in less formal situations. Therefore, in
order to prepare well for this section of the Cambridge TKT, they need
to look at functions section in the TKT Glossary and make sure that
they are familiar with the terms and uses of the functions listed. They
should also look in various coursebooks for functional language.
Unit 5 READING
A. UNIT AIMS
• To provide an opportunity for students to discuss features of

written language, subskills of reading, ways of reading, approaches
to teaching reading and activities in three stages in a reading
lesson
• To provide practice in completing tasks in which reading

subskills and relevant issues are the testing focus in the TKT
(Module 1, part 1)
B. UNIT STRUCTURE
5.2. PRACTICE TASKS
5.4. QUIZ 5
63
C. CONTENT
Complete the following sentences about ways and subskills of reading,

using not more than three words.
1. Reading quickly through a text to get a general idea of what it is

about is called _______________.
2. _____________ reading involves reading long piece of text (e.g. a
short story or an article) for pleasure.
3. Newspaper articles, brochures, bus schedules are examples of
_____________ ______________.
4. ____________ a text refers to a situation in which readers read it
quickly to pick out specific information, e.g a phone number in s
phone book.
5. An important subskill that readers always uses it for
understanding writer’s attitude, feeling or mood which is not
explicitly stated is called ________________ ________________.
6. Readers only focus on how specific language is used in a text, so
this way of reading is called ______________.
7. _____________ are ways in which a text is placed on the page.
8. Readers sometimes can guess the meaning of an unknown word
or phrase by using information from the situation and/or and
other language. In order word, readers can ___________ __________
from context.
9. _________ readers are a very useful way of giving learners extensive
reading practice and helping them to build their confidence in
reading.
10. ____________ means using clues like headlines or pictures or general
knowledge about the text or topic to make it easier for readers to
understand what they read.
11. Understading ____________ _____________ involves understanding
how certain types of text is generally developed.
12. Reading for undertaning different ____________ _____________ with
different lengths, layouts, topics and language is something else
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good readers can do.

13. KWL (Know-Want to know-Learnt) and SQ3R (Survey, Question,
Read, Recall, Review) are ______________ that readers use when
approaching a text.
5.2. PRACTICE TASKS
For each question, choose the best answer. Then match the subskill
terms with the answers.
1. You come across an article about a film you’ve just seen and you
want to know if the writer enjoyed as much as you did. How do you
read it?
A. Quite quickly to get a general idea of the writer’s opinion
B. By looking at individual wordsand/or numbers
C. By looking for any vocabulary that is unknown to you and
checking it in a dictionary
2. You have just received a contract for a new job. Before you sign it,
how do you read?
A. Very thoroughly, focusing in details on all the information in the
contract
B. Intensively looking for spelling for spelling or punctuation
mistakes
C. By scanning to count the number of clauses in the contract
3. A newspaper article you are interested include a few words you
don’t know the meaning of. How do you read it?
A. At a normal rate, trying to guess the meaning of the new words
B. Stopping and starting to look up each new word in a dictionary
C. At a normal rate, skipping the sentences that contain difficult
words
4. You want to know what time the next train home is. How do you
read your local train schedule?
A. By clicking through the pages to locate specific piece of
information you need.
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B. From the beginning until you find the relevant pages

C. Quickly to find out the different places the timetable refers to
5. You are doing some research into different view points of a key
historical event. You come across an article by an unknown writer.
How do you read it?
A. Quite carefully to find out whether you can detect any political
bias
B. Quite quickly to look for any facts you are interested in
C. By searching the text, looking for any difficult words

The following statements describe different steps in a reading lesson.
Read each carefully and (1) decide which stage of the reading lesson it
belongs to; (2) name subskill/way of reading; (3) choose which approach
(top down or bottom up) readers is adopted in this lesson.
1. Tell the teacher what their favorite animals are and explain why.
2. Read the article about Jane Goodall quickly and decide which
paragraph (1-5) describes her early life, reasons for her fame and
current life and work.
3. Read the article again and write the year or decade after each
event.
4. Read the article again and put the events in the order they
happened.
5. Match the words from the article with the given definitions.
6. Work in pairs. Take turns to ask and answer questions about Jane
Goodall, using the information in the text
7. Write down five important dates in your life. Give them to your
partner. Ask and answer questions about your dates.
For questions 1-8, match the activities with the subskills listed A-
I.There is one extra option which you do not need to use.
Ways/Subskills of reading
A. Deducing meaning from context
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B. Extensive reading
C. Infering the writer’s attitudes
D. Intensive reading
E. Predicting
F. Reading for understanding details
G. Reading for understanding text type
H. Scanning for specific information
I. Skimming for the main idea
1. Reading a short story quickly to get its main idea

2. Reading through a text quickly to find particular dates and places
3. Reading some parts of this novel slowly and through others
quickly.
4. Looking at a new word in a sentence and trying to work out its
meaning from the language around it.
5. Reading the text slowly and counting the number of phrasal verbs
are used in the text.
6. Noticing the title, substitles and pictures in the text to know what
it is about.
7. Reading the text and deciding how the writer feels from the ways
s/he writes.
8. Looking at how the information is structured, noticing headings
and introductory phrases
5.4. QUIZ 5
Look at the words in bold and choose the best completion/answer.
1. Which is an example of authentic material?

A an article from a magazine
B a worksheet made by the teacher
C a simplified text for primary learners
2. Context can refer to both _________________.
A a background situation and the language surrounding a word or
phrase
67
B a text type as well as text structure and its typical expressions in

the text
C register and complexity of the language as well as the writer’s
attitudes
3. To infer attitude/feeling/mood, learners need to ___________.
A understand what the writer implicitly states
B develop their awareness of different registers
C have a good ability to analyse the grammar of a text
4. When reading for gist, learners aim to understand _________
A the general meaning of a text
B the text in as many details as possible
C how main ideas are expressed in a text
5. Intensive reading aims to _______________.
A raise awareness of how language is used in a text
B develop detailed understanding of topic and context
C improve learners’ ability to deal with overall meaning
6. Summarizing involves________________________.
A giving the main points of a text
B explaining a text in details
C writing the last sentence of a text
7. Which of the following is an example of extensive reading?
A. reading a health magazine in the dentist’s waiting room
B. reading instructions while doing an English proficiency test
C. reading the test results of an annual medical check-up
8. Which of the following includes examples of different text types?
A. Articles, brochures and leaflets
B. Layouts, headings and subtitles
C. Topics, titles and subskills
9. When deducing meaning from context, learners try to _______.
A. work out the meaning of an unknown word in a text
B. infer the writer’s opinion by focusing on signal words
C. figure out the information that is implicitly stated
10. Layout is the way __________.
A parts of a text are organized and presented on a page
B the writer uses pictures to imply the meaning of the whole text
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C the events of of a long strory are chronologically arranged

11. When reading for details, learners want _____________
A. understand exactly what is being said
B. get the general meaning of the text
C. identify the writer’s attitude
12. Reading tasks in the post reading stage do not involve________.
A. guessing the meanings of unknown words in the text
B. pre-teaching new words or brainstorming relevant ideas
C. predicting the content of a text by looking at pictures and its
title
13. Acitivities in the while reading stage focus on _______________.
A. developing learners’ different reading subskills
B. relating the content of a text to learners’ own lives
C. exchanging information or giving opinions on the topic
14. Introductory activities in the pre-reading stage do not ________.

A. aim at developing learners’ reading comprehension skills
B. establish important reasons for learners to read a text
C. ask learners to look at pictures, the title and subtitles
15. Inferring is a reading subskill that readers use to ________.
A. work out the writer’s opinion on the topic of the text
B. understand both major and minor details in a passage
C. figure out how the information is organized in a text
16. Bottom-up reading involves reading for understanding _________.
A. the meanings of all the words of the text
B. specific pieces of implicit information
C. the writer’s purpose when writing a text
17. When employing the top-down approach to processing a text,
readers try to use their ___________.
A. real-world knowledge to assist the understanding of a text
B. knowledge about the language to infer the writer’s mood
C. reading techniques and strategies to get the main idea
18. Factors contributing to the success of extensive reading are ____.
A. Library, choice, feedback, and time
69
B. Graded readers and helpful tutors

C. Topics, tasks, activities, and tests
19. ___________ is not the reason for asking learners to read an English
text in the classroom.
A. Forming good learning habits
B. Providing good models for writing
C. Stimulating topics for discussion
20. Jigsaw reading involves reading ___________.
A. and sharing what has been found out
B. a small piece of a long passage
C. and doing interactive tasks in pairs
21. Which is NOT the reason for getting learners engaged in what
they are going to read?
A. To brainstorm their prior knowledge
B. To motivate them to read the text
C. To establish a reason for them to read
Unit 5 covers key concepts and terminology for describing subslls of

reading, different steps in three stages of a reading lesson, and issues
relating to teaching reading. As a result, student-teachers have an
opportunity to examine different kinds of items and complete tasks
that appear in the Cambridge TKT Module 1 Part 1.To prepare well for
this section of the test, student-teachers (candidates) are advised to
look at receptive skills, especially reading section of the TKT Glossary
so that they will become familiar with the term listed.
Unit 6 WRITING
A. UNIT AIMS

written language, subskills of writing, approaches to teaching
70
writing and activities in helping learners to practice communicating

through writing
• To provide practice in completing tasks in which writing

(Module 1, part 1)
B. UNIT STRUCTURE
6.1. REVIEW KEY TERMS
6.2. PRACTICE TASKS
6.3 TKT SAMPLE TASK 6
6.4. QUIZ 6
C. CONTENT
Match the key terms (A-L) about writing with the correct descriptions (1-
12).
A. brainstorming G. planning
B. coherence H. re-drafting
C. cohesion I. process writing approach
D. drafting J. product writing approach
E. editing K. proofreading
F. functions L. text types
1. A postcard, a mini-biography, a paragraph, a short story

2. Analyzing a model of a certain text type by highlighting patterns
of language, layout and organization of ideas
3. Checking for mistakes in accuracy and correcting
4. Complaining, narrating, summarizing, requesting, thanking
5. Correcting and improving the content of a written text
71
6. Giving learners a chance to work through various stages such as

generating ideas, planning, drafting, re-drafting and proofreading
7. Making use of linkers to connect ideas in a text
8. Putting ideas in a written text together clearly, smoothly and
logically
9. Quickly thinking of ideas about a topic and noting them down
10. Writing the first version of a text that may be changed
11. Working out an order in which the ideas are organized
12. Writing a second/final version of a piece of writing
6.2. PRACTICE TASKS
Do the following writing activities focus on accuracy (A) or

communicating ideas (B)?
1. Writing letters, e.g. a letter to a penfriend telling him/her about
your present study or job
2. Labelling pictures or objects, e.g. clothes, animals
3. Completing a story, e.g. the teacher gives learners the beginning,
middle or end of the story and asks them to complete the missing
part(s)
4. Copying words from a reading book into an exercise book
5. Writing emails to other learners in the school
Which approach (process or product) do you think the following

descriptions of methodology are talking about? Put the numbers in the
correct box. What do you see as the key difference between the two
approaches?
A process approach to writing A product approach to writing
72
1. Learners express their ideas freely and fluently in writing without

being overly concerned with accuracy.
2. Pieces of writing will go through two or three drafts.
3. Learners start a piece of writing with a sentence, this being the
basic unit of written language on which to build.
4. Learners analyze key features of specific genre or text types, so
they can imitate them.
5. The teacher encourages learners to share their written work and
give each other feedback.
6. There is a strong focus on grammatical accuracy, and the teacher
marks most grammar mistakes in learners’ written work.
7. Learners will often begin writing something by brainstorming
ideas with their classmates.
8. Learners will often work on a piece of writing collaboratively.
9. Written work is marked as ‘pass’ or ‘fail’ according specific
standard.
10. Learners are encouraged to work on writing alone, often outside
class time.
For questions 1-6 match the teacher’s instructions with the sub-skills
Writing subkills
A. Brainstorming ideas D. Peer-evaluation
B. Drafting E. Planning
C. Editing F. Proofreading
G. Summarizing
1. First, write down as many ideas as you can think of.

2. Organize your points under paragraph headings.
3. Start writing, developing your paragraphs.
4. Rewrite your rough version for more clarity.
5. Ask your partner for their opinion of your draft.
6. Check spelling and accuracy.
73
For questions 7-12 , match the desciptions of class activities the

teaching focuses listed A-G. There is one extra option which you do not
need to use.
Main teaching focuses

A. Creative writing
B. Re-drafting
C. Handwriting
D. Peer editing
E. Register
F. Spelling
G. Summary writing
7. Learners produce a short text based on the main points of a longer

text.
8. After reading a story, learners are asked to produce their own on
the same topic.
9. These learners must write a second or third version of their essay.
10. These pupils are learning to shape their letters correctly.
11. Learners choose three features they want their classmates to
check their writing for.
12. Learners find out the words in a list that have a vowel missing
and then correct the word.
6.4. QUIZ 6
Look at the word in bold and choose the best completion/answer.

1. The writing subskills related to accuracy are ________________.
A. spelling, punctuating, and joining letters correctly
B. forming letters correctly and using appropriate style
C. brainstorming, drafting, re-drafting and proofreading
2. The writing subskills realted to communicating ideas do not
include____________.
A. choosing correct layouts and punctuating correctly
B. joining sentences clearly and using appropriate functions
C. using appropriate register and organizing ideas logically
74
3. _________ are examples of written text types.

A. Text messages, articles and essays
B. Layouts, structures and styles
C. Letters, topics and dialogues
4. _________ are not examples of functions.
A. Brainstorming and proofreading
B. Requesting and thanking
C. Forming letters and complaining
5. Cohesive devices involve using___________.
A. sequencing words/phrases and conjunctions
B. the right vocabulary and correct grammar
C. various sentence patterns and text structures
6. Writing in a suitable register requires writers to ____________.
A. think about appropriate language use
B. use correct layouts and punctuations
C. vary sentence patterns and lexical range
7. The topic sentence in the one that gives the _________.
A. main point of the paragraph
B. writer’s mood and feeling
C. key words in the paragraph
8. Process writing is an approach that looks at writing as a series of
different stages such as planning __________.
A. drafting, re-drafting, editing and proofreading
B. choosing words, sentences and layouts correcting
C. noting, mindmapping, checking and judging
9. Summarizing involves _______________.
A. shortening a text
B. mindmapping ideas
C. peer evaluating
10. Product writing does not involve___________.
A. Peer editing for language accuracy
B. reading a sample text before writing
C. using appropriate style and register
11. Structuring a text does not require writers to _____________.
A. use complicated words and sentence patterns
75
B. link sentences and paragraphs smoothly and logically

C. check if all of the words are correctly spelt
12. Re-drafting a text requires the writer to__________.
A. write a clear version
B. change the topic
C. highlight key words
13. Text structure can be defined as the way ______________.
A the content of a text is organized
B grammatical patterns are used in formal texts
C a text is presented visually on the page
14. Learners can recognize that a text belongs to a particular text
type by its__________.
A appearance and its language
B title, subtitles, its topic
C writer’s feeling and attitude
15. Using cohesive devices does not require writers to _________.
A. check verb tenses
B. replace nouns
C. include transtions
Unit 6 covers key concepts and terminology for describing subskills of

writing, different steps and tasks/activities in two types writing lessons
(product and process approaches), and issues relating to teaching
writing skills. As a result, student-teachers have an opportunity to
examine different features of written language as well as various test
item types and complete tasks that appear in the Cambridge TKT
Module 1 Part 1.To prepare well for this section of the test, student-
teachers (candidates) are advised to look at productive skills, especially
writing section of the TKT Glossary so that they will become familiar
with the terms listed.
Unit 7 LISTENING
76
A. UNIT AIMS

spoken language, subskills of listening, ways of listening,
approaches to teaching listening and activities in three stages in a
listening lesson
• To provide practice in completing tasks in which listening

(Module 1, part 1)
B. UNIT STRUCTURE
7.2. PRACTICE TASKS
7.4. QUIZ 7
C. CONTENT
Review 1: The following sentences about the differences between

written and spoken language. Put them into the correct column &
choose the suitable definition of the word in bold.
Written language Spoken language
1. It disappears as soon as it is used, and sometimes it is fast and

slow, with or without pauses.
2. It stays on the page and doesn’t disappear.
3. Sentences and meaningful groups of words are indicated through
stress and intonation.
4. Punctuation and capital letters to show sentences are used.
77
5. It consists of sounds, single words, sentences, utterances and

incomplete sentences joined together in connected speech.
6. There is no visual support.
7. The discourse is well-organized; sentences are complete in a
logical sequence; and topics are usually separate from one
another.
8. The discourse is not well-organized because it contains
interruptions, hesitation, repetitions and frequent changes of
topic.
9. General vocabulary and simple grammar are often used.
10. Exact vocabulary and more complicated grammar are usually used.
11. Body language (e.g. gestures, facial expressions) is used to
support communication.
12. It consists of letters, written words and sentences, and
punctuation joined together into text.
Definitions/Examples of Terms
1. Complete sense units
2. Comma, full stops, exclamation marks, colons,
semi-colons
3. Contracted forms, linking, stress & intonation
4. Expressions on speakers’ faces
5. Pausing when speaking because speakers are
not sure what to say and how to say it
6. Speakers’ movements of hands or arms to
help listeners understand
7. Speakers’ meaningful use to make changes in
their voice pitch
8. The effect of emphasizing certain syllables by
increasing their loudness, length or pitch
Review 2: From learners’ perspective, do you agree or disagree with the

following reasons why listening lessons are more challenging than
reading ones?
1. Authentic spoken English is very fast and language sounds are

unclear.
78
2. When reading learners can go back and re-read parts that they
may not understand.
3. Unfamiliar accents can be difficult to understand.
4. Speakers often speak over the top of each other.
5. Spoken language has a higher incidence of phrasal verbs and
idiomatic language that is often unfamiliar.
6. Much classroom-based listening is done using audio equipment
and there is no visual support.
7.2. PRACTICE TASKS
79
Put the following problems associated with listening lessons into the
Venn diagram above. Some problems can be placed in more than one
category.
1. The speed of speech in the dialogue was too fast.

2. The listening took place at the end of the lesson when learners were
tired.
3. The task was too challenging.
4. The instructions for the listening task were unclear.
5. The CD wasn’t cued and learners got confused about what they should
be listening to.
6. There was no lead in for the listening text.
7. The recording of the dialogue wasn’t clear.
8. Learners didn’t get a chance to check their answers to the task in pairs
before doing feedback.
9. The speakers in the dialogue used a strong regional accent.
10. The teacher forgot to explain the context of the dialogue.
11. The vocabulary in the listening text is quite difficult.
12. The subject of the conversation wasn’t particularly interesting for
learners.
80
A. Nature of the listening A

text
B. Planning decisions
C. Teacher’s management
in the lesson B C
Figure 3. Listening challenges
Put the following suggestions for overcoming problems associated with

listening lessons into the correct categories.
Choice of text Creating listening tasks Setting up listening tasks
1. Make sure the tape/CD player is cued.

2. Choose a text that is motivating and interesting for learners.
3. Think of a lead-in before asking learners to listen to the text.
4. Make sure the recording sounds natural, but isn’t too fast for
lower- level learners.
5. Give clear instructions and explain the overall context of the
listening text and what kind of text it is.
6. Design tasks that are suitable for the text.
7. Set the task before playing the text and let learners check their
answers in pairs before conducting feedback.
8. Make the tasks manageable for learners.
Complete the following table with at least two examples of each

category
81
Chateristics of spoken language
Listening text type
Different accents
Features of connected speech
Listening subskills
For questions 1-7 look at the terms related to listening skills and the
three possible activities. For each incom, choose the best completion (A,
B or C).
1. When listening for specific information, listeners try to

identify_____.
A how much someone earns.
B the reasons why something happened in a story.
C the stages in someone’s career.
2. Using knowledge of the world to understand context, listeners
think about _____________.
A the topic of the talk before listening
B what he heard in a talk and forms an opinion
C unusual words the speaker used in the talk
3. Predicting is one of the major listening skills that listeners focus on
the speaker’s use of__________.
A conjunctions and intonation to work out what he might say next
B content words and terms to work out what his attitude might be
C modals, descriptive adjectives and tenses to work out his feelings
4. When using interactive strategies, the listener __________________.
A asks the speaker to clarify what he means
B translates in his head what the speaker is saying
82
C makes sure he can hear the speaker easily

5. Getting meaning from features of connected speech refers to the
situation in which the listener makes use of the speaker’s__________
to understand his message.
A stress and intonation
B gestures and facial expressions
C use of verb tenses
6. Extensive listening refers to the situation when the
listener__________.
A listens to a story on the radio as he drives to work
B writes down the words of a song as he listens to it
C takes notes on key facts as he listens to a lecture
7. In order to understand a range of text types, the listener focuses
on ____________.
A counting the number of people talking with one another
B identifying accents of people from many different places
C identifying various kinds of spoken interaction
For questions 8-13 read the stages of a listening lesson about places
and fill in the missing stages from the options listed A-F.
Missing stages
A. Learners look at a list of statements about the two countries and

they try to decide if the statements are true or false.
B. Learners find a partner from the other group and they help each
other to complete a worksheet with the information about the
countries.
C. Learners check their answers with their partner. Then the teacher
conducts whole class feedback to prepare for a reading.
D. Learners listen for gist to a recording of people giving their opinion

on two different places and decide which places are being described.
E. Learners make a poster advertising the place they have chosen.
83
F. In pairs, learners decide which words are connected with the

countryside and which are connected with cities.
Stages of a listening lesson
o The teacher write trees, businessman, cars, houses, fields, farmer,

office, etc. on the board.
8 _____________
o The teacher conducts feedback and corrects learners’ pronunciation.
o Learners look at a picture of the countryside and a picture of the city
and label the pictures using the words they have learned.
9 _____________
o Learners look at four short descriptions of places and decide which
two texts match the pictures they have labelled.
o Learners check their answers with their partner, then share their
answers in open class.
10 _____________
o Learners check their answers in pairs, then share their answers in
open class.
o Learners listen for detail to a recording of people giving their
opinion on the two different places and fill in detailed information
in a table.
o Learners check their answers in pairs, then share their answers in
open class.
o The teacher explains that the focus of the lesson will now change
from places to countries.
o The teacher writes Australia and Argentina on the board and elicits
information about them from the learners.
11 _____________
o Learners check their answers from the recordings: half of the class
listen to a recording about Australia and the other half listen to a
recording about Argentina.
12 _____________
o In pairs, learners decide which country they would like to visit.
13 _____________
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o Learners display their work around the room.
7.4. QUIZ 7
Look at the word in bold and choose the best completion/answer.
1. Receptive skills include____________.

A. listening and reading
B. listening and speaking
C. reading and writing
2. To infer mood/attitude/feeling, learners need to _________.
A. understand what the speaker is saying and what is being
suggested
B. raise their awareness of features of connected speech and
register
C. focus on the speaker’s use of grammar, vocabulary and
functions
3. Intensive listening aims to__________________.
A. raise awareness of how language is used in a listening text
B. develop detailed understanding of topic and context
C. improve learners’ ability to deal with technical terms
4. When listening for gist, learners aim to _______________.
A. understand the global meaning of the text
B. pay attention to the speaker’s use of intonation
C. figure out the number of important key words
5. Which of the following is an example of extensive listening?
A. Listening to a favorite song in a non-focused way
B. Listening and then summarizing important ideas
C. Listening to a famous scientist’s academic lecture
6. Interactive listening is ____________.
A. listening, responding and giving feedback
B. listening for detail, mood and attitude
C. listening and identifying word stress and linking
7. ____________ are examples of authentic listening texts.
A. Songs and announcements
B. Utterances and patterns
85
C. Simplified texts for young learners

8. ______________is an example of intensive listening.
A. Listening and identifying stress patterns
B. Listening and summarizing major ideas
C. Listening and re-constructing the text
9. Which is NOT a listening subskill?
A. Listening extensively
B. Listening for gist
C. Listening for details
10. _____________ are examples of listening text types?
A. Advertisements, conversations, and stories
B. Statistics, experiment reports, and songs
C. Manual instructions, talks and poems

Unit 7 covers key concepts and terminology for describing spoken
language, subskills of listening and issues relating to teaching listening
skills. As a result, student-teachers have an opportunity to examine
kinds of test items and complete tasks that appear in the TKT Module
1 Part 1.To prepare well for this section of the test, student-teachers
(candidates) are advised to look at receptive skills, especially listening
section of the TKT Glossary so that they will become familiar with the
term listed.
Unit 8 SPEAKING
A. UNIT AIMS

spoken language, subskills of speaking, and activities in a speaking
lesson
• To provide practice in completing tasks in which speaking

86
(Module 1, part 1)
B. UNIT STRUCTURE
8.2. PRACTICE TASKS
8.4. Quiz 8
C. CONTENT
Review 1: Tick the things on this list which you often do when you
speak English. Then work with a partner to compare your answer.
1. Pronounce words correctly _____________

2. Answer questions _____________
3. Use intonation _____________
4. Ask for clarification or/and explanation _____________
5. Monitor and correct yourself _____________
6. Take part in conversation _____________
7. Use appropriate register _____________
8. Take part in discussion _____________
9. Greet people _____________
10. Plan what you will say _____________
11. Smile _____________
12. Ask for and give information _____________
13. Use grammar and vocabulary correctly _____________
14. Use words and sentence stress _____________
15. Start speaking when someone else stops _____________
16. Tell stories _____________
17. Use language completely accurately _____________
18. Paraphrase, i.e. find other ways of saying things _____________
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19. Interrupt other speakers _____________

20. Hesitate _____________
Review 2: Look at the list of speaking subskills below and find

examples (1-20) in the list above for each subskill and add some if
possible.
A. Oral fluency
B. Making use of grammar, vocabulary and functions
C. Making use of register to speak appropriately
D. Producing different text types
E. Using features of connected speech
F. Using body language
G. Using interactive strategies
8.2. PRACTICE TASKS
8.2.1. Practice Task1
Put the following tasks/activities into the correct categories:
Controlled-practice activities Oral fluency activities
1. Information-gap
2. Pronunciation drills
3. Repetition
4. Problem solving
5. Substitution drills
6. Project work
7. Dialogue memorization
8. Guessing games
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Work in group to list some rules for making oral fluency tasks work well.
Think about the following ideas:
1. Information-gap
2. Topics
3. Task types
4. Planning/thinking time
5. Error correction
For questions 1-7, match the comments with the speaking subskills
they focus on. You can use some options more than once.
Subskills
A. Using interactive strategies
B. Being accurate
C. Using appropriate register
D. Being coherent
Comments
1. The speech was really easy to follow because it was so well

organised.
2. She seems quite unfriendly as she never makes eye contact with
you when she speaks.
3. My boss got an email from an employee that was full of colloquial
language – he didn’t like it.
4. He’s quite difficult to understand as he always stresses the final
syllable of words.
5. She ran the meeting really well, inviting everyone’s opinions but
not allowing anyone to talk for too long.
6. He keeps changing the subject. There’s no link between one thing
he says and the next.
7. That teacher’s very good at using language that five-year-olds
feel comfortable with.
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For questions 8-14, match the activities with the teaching focuses
listed A, B or C.
Teaching focuses
A. Appropriacy
B. Fluency
C. Connected speech
Activities
8. Identifying particular phonemes in conversations on audio
cassette.
9. Practice in speaking at a natural speech.
10. Practice in greeting people informally.
11. Identifying main stress in short dialogues on audio cassette.
12. Practice in speaking without hesitating.
13. Practice in using exponents for formal invitations.
14. Practice in using intonation to show surprise.
8.4. QUIZ 8
Choose the best option to complete each statement (or the best anwer to
question) on speaking skills.
1. Adapting your speech to listener can involve _____________.

A. using an appropriate register
B. managing speed successfully
C. making good use of stress patterns
2. A common feature of speech which is not fluent is _________.
A. hesitation B. register C. clarification
3. Interactive speaking involves _____________________.
A. swapping ideas peers
B. using various sentence patterns
C. collaborating with the teacher
4. Trying to help the listener can involve __________.
A. paraphrasing B keeping a slow pace C using intonation
5. Oral fluency does not involve _____________________.
A. planning what will be said carefully
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B. using connected speech smoothly

C. speaking at normal speed
6. A speaker uses repetition to _____________.
A. clarify things for a listener who has not heard properly
B. indicate that communication is going to break down
C. give signals that s/he is going to change the topic
7. Cohesive devices are important when _______________.
A. giving an oral presentation in front of many people
B. exchanging personal information with colleagues
C. communicating in English-speaking countries
8. Turn taking describes a speaker’s ability to______________.
A. manage interation patterns
B. start and end conversations
C. use appropriate register
9. Which is not an example of interactive strategy?
A. Hesitating B Turn-taking C. Paraphrasing
10. What is the best definition of interactive strategies?
A. Ways of keeping listeners interested in what is being said
B. Degrees of formality and informality that speakers use
C. Formal expressions that speakers use to link their ideas
11. _______________ are NOT examples of connected speech.
A. Accuracy, appropriacy and interaction
B. Intonation, linking, stress and contraction
C. Punctuation, linking and sentence stress
12. Which is NOT an example of body language?
A. Turn-taking B Eye contact C. Smiling
Unit 8 covers key concepts and terminology for describing subskills of

reading, different steps in various stages of a speaking lesson, and
issues relating to teaching speaking. As a result, student-teachers have
an opportunity to examine different features of spoken language,
kinds of items and complete tasks that appear in the Cambridge TKT
Module 1 Part 1.To prepare well for this section of the test, candidates
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(student-teachers) are advised to look at productive skills, especially

speaking section of the TKT Glossary so that they will become familiar
with the term listed.
MODULE 1: LANGUAGE AND BACKGROUND
TO LANGUAGE LEARNING AND TEACHING
PART 2: BACKGROUND TO LANGUAGE LEARNING
Unit 9 MOTIVATION
A. UNIT AIMS
• To provide an opportunity for students to discuss influences on

motivation and measures that can increase motivation
• To provide practice in completing tasks in which motivation is

the testing focus in the TKT (Module 1, part 2)
B. UNIT STRUCTURE
9.1. REVIEW OF KEY ISSUES
9.2. PRACTICE TASKS
9.4. QUIZ 9
C. CONTENT
9.1. REVIEW OF KEY ISSUES
Put the teacher characteristics in order (1-6) of how important you think
these characteristics are to be an effective teacher. Then work in groups
to choose the most important characteristic.
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o The teacher knows English grammar well.

o The teacher speaks clearly.
o The teacher is friendly.
o The teacher is well-organized.
o The teacher can speak a foreign language.
o The teacher knows her students well.
9.2. PRACTICE TASKS
Below the ‘top tips’ for teachers to maintain motivation in students.

Match each of the activities (A-J) with these top tips.
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.
Activities
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
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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.
Match the teacher’s actions with motivation strategies (A-I). There is one
extra option which you do not need to use.
Teacher’s actions
1. The teacher gives regular progress.
2. The teacher uses information gap activities.
3. The teacher starts the class with social conversation
4. The teacher shows learners how to use e-learning materials.
5. The teacher prepares reading texts about learners’jobs.
6. The teacher starts by writing on the board the aims of the lesson.
7. The teacher avoids negative language and keep his comments
positive.
8. The teacher frequently asks learners to repeat instructions for a task.
Motivation strategies
A. Build rapport
B. Build learners’ confidence
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C. Concept checking of instructions

D. Create need for authentic communication
E. Encourage learner autonomy
F. Engage learners’cognitive skills
G. Help learners see progress
H. Personalize the target language
I. Set clear aims
For questions 1–6, match the general advice on motivation with the
techniques for encouraging motivation listed A, B, C or D. You need to
use some options more than once.
Techniques
A Encourage learner autonomy
B Find out what learners think
C Make your feedback positive and constructive
D Build variety into your teaching
1. Listen to learner feedback using a class ‘suggestion box’ or a short

questionnaire.
2. Train learners to use reference resources to help them study
successfully on their own.
3. Think about how you tell learners about their progress. How can
you praise or encourage them instead of just giving marks?
4. Put learners into new groups for different activities.
5. Give comments on learners’ work which are helpful and enable
them to feel a sense of progress.
6. Don’t always do the same kind of things in the classroom. Try new
activities and change activities each lesson.
For questions 7-13, match the teaching recommendations with the

influences on motivation listed A-H. There is one extra option which you
do not need to use.
Influences on motivation
A. learner autonomy
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B. interest in the lesson

C. interest in the target culture
D. the usefulness of learning the language
E. personalization
F. goal-setting
G. support from others
H. self-confidence
Teaching recommendations
7. Where possible, ask learners to choose what activities they want to
do.
8. Encourage parents to motivate their children to learn English.
9. Remind learners how important English is for getting jobs.
10. Choose activities and materials that are motivating.
11. Bring to the classroom any materials (e.g. brochure, photos,
souvenirs) you have collected on your trips to English-speaking
countries.
12. Praise learners frequently but honestly.
13. Give learners opportunities to use English to talk about their own
lives.
9.4. QUIZ 9
Look at the terms in bold and circle the best answer/completion (A, B or
C).
1. An achievable exercise is one that learners __________________.

A have the ability to complete
B have completed quickly
C are interested in completing
2. When learners are demotivated, they have _____________.
A lost interest in learning
B disturbed a class
C failed an exam
3. Learner goals are things that learners _______________.
A want to achieve B realize are difficult C try to discover
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4. What is motivation in the context of language learning?

A the wish to continue learning
B the outcomes of learning
C the effort put into learning
5. When teachers assess learners’ needs, they find out _______________.
A what learners still have to learn to reach their objectives
B which materials learners must use for an activity
C how many subjects are included in the learners’ timetable
6. Relevance refers to ____________.
A the extent to which someone finds things useful or of importance
B get an overview of the whole text
C find out how the writer feels about the subject
7. The target language culture is the language and customs of the __.
A language the learners are studying
B teacher’s second language
C learners’ mother tongue
8. Learners who are unmotivated ______________.
A have no particular desire to learn
B do not have friends in the classroom
C prefer to work on their own
9. Which of the following is NOT a factor that influence a leaner’s
motivation?
A. Mother language background
B. Parents’ encouragement
C. Interest in the target culture
10. To promote learner autonomy, the teacher should not__________.
A. check the answers with the whole class
B. give advice on how to self-assess
C. give a set of goals to choose from
Unit 9 helps student-teachers to review the factors influencing

motivation, consider both learners’ and teacher’s roles in influencing
motivation, and examine some ways in which teachers can help to
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motivate learners. They also do some practice tasks with items that will
appear in the Cambridge TKT Module 1 Part 2 . To prepare well for this
section of the test, student-teachers (candidates) should master
techniques the teacher should use to maintain learners’ motivation
and be familiar with the terms listed in this unit.
Unit 10 EXPOSURE AND FOCUS ON FORMS
A. UNIT AIMS
• To provide an opportunity for students to discuss language

acquisition, exposure to language and focus on form
• To provide practice in completing tasks in which exposure to

language and focus on form is the testing focus in the TKT
(Module 1 Part 2)
B. UNIT STRUCTURE
10.1. REVIEW (THEORY)
10.2. PRACTICE TASKS
10.4. QUIZ 10
C. CONTENT
10.1. REVIEW OF LANGUAGE LEARNING THEORY
Part 1: 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
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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 practising 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
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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.
Part 2: Read the text again and answer questions below.
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’?
10.2.1.Practice Task 1
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.
1. Learners read a newspaper and choose one article to study in detail.

2. Learners read a newspaper article and circle all the examples of
reported speech.
3. Learners repeat model sentences in an open class drill.
4. Learners tell each other in groups about different festivals in their
countries.
5. Learners read each other’s essays and suggest improvements.
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6. Learners listen to a recording of a job interview.
Look at the terms about language learning and three classroom

activities listed A, B, and C. Choose the letter (A, B, or C) or the activity
which is NOT an example of the term.
1. INTERACTION
A. The learner listened to a recording and wrote down the words he
didn’t know.
B. A learner discussed with his teacher why his answer was
incorrect.
C. A group of learners designed a poster and completed it together
2. FOCUS ON FORM
A. The learners work in pairs to check their answers to
comprehension questions.
B. The learners ticked which word they heard in several sets of
minimal pairs.
C. The learners had to decide if certain verbs are followed by the
gerund or infinitive.
3. WORKING OUT MEANING
A. The learners listen to a recoding and counted the stressed
syllables in each word.
B. The learners listened to short dialogues and deduced who two
speakers were.
C. The learners completed a gapped text by reading the words
around each gap.
4. EXPOSURE
A. The teacher gave her learners an example of the target language.
B. The learners listened to their teacher read them a detective story.
C. A native speaker was invited into the classroom to introduce
learners life style of young people in her coutry.
5. PARAPHRASING
A. The learners read one another’s email and underlined and
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corrected mistakes relating to verb tenses.

B. The learners used prompts to write new sentences with the same
meaning but different words from original sentences.
C. The learners summarized the content of his recent
presentationfor his classmates.
For Questions 1–5, match the teacher strategies with the aspects of
learning listed A, B or C. 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.
For questions 6-10 choose the correct option A, B, or C to complete

each statement about learning language.
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6. The group of learners who generally benefit most from picking up

the language is______.
A. children under the age of five
B. people over the age of 20
C. teenagers aged 15-19
7. Being exposed to the right level of language helps learners ________.
A. acquire more language
B. increase their interaction
C. check their own progress
8. A silent period is a time when learners _____________.
A. process the language
B. study the language
C. do written work
9. Acquiring language involves ____________.
A. learning language just by hearing or reading it
B. listening just to language-focused exercises
C. study the grammar carefully
10 When we focus on the form of language we ___________.
A. pay attention to accuracy and use
B. talk with the classmates
C. listen to videos and audio cassettes
10.4. QUIZ 10
Look at the terms in bold. For each question/incomplete statement,

circle the correct answer/completion (A, B or C).
1. Acquisition of / to acquire language means learning a language

___________.
A the way children learn their mother tongue
B by studying the rules
C in a classroom context
2. Learners who are exposed / have exposure to language _________.
A listen to or read it without realising they are doing so
B understand it because they have looked it up in the dictionary
C are aware of it because the teacher explains it
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3. A feature of a word or sentence is ___________.

A an interesting or important part of it
B a part of it that is often stressed
C usually the part that is easy to forget
4. Which of these is an example of a teacher focusing on form?
A The teacher models the target item for learners.
B The teacher asks concept questions about the target item.
C The teacher elicits a definition of the target item.
5. Interaction means __________.
A two-way communication B problem solving C pairwork
6. Learning style refers to ____________.
A how a learner prefers to access information
B how a learner dresses and behaves in class
C how much work a learner is prepared to do
7. When learners notice language, it means they _________.
A become aware of it B remember it C analyse it
8. When learners pick up a language, they ____________.
A are surrounded by the language and learn it unconsciously
B start to review a language already learned
C study a language on a course and learn it formally
9. What is the silent period?
A the period between learners hearing a language and their
producing it
B the period between the teacher asking a question and learners
answering it
C the period during a lesson when learners are silently reading a text
10. The target language is the language that the learners ___________.
A are being taught in the classroom
B always speak at home
C frequently use with each other
Unit 10 introduces an explanatory text for student-teachers to review

notions of exposure to language and focus on form. It also includes
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practice tasks for them to develop their understanding and practice

TKT sample tasks in which exposure to language and focus on form is
the testing focus. To prepare well for this area of the Cambridge TKT,
student-teachers should be able to distinguish the differences btween
acquisition and learning and identify which activities/tasks are for
acquisition, interaction and form focus.
Unit 11 THE ROLES OF ERRORS
A. UNIT AIMS
• To provide an opportunity for students to discuss the role of

errors and slips and causes of errors
• To provide practice in completing tasks in which the role of

error is the testing focus in the TKT (Module 1, part 2)
B. UNIT STRUCTURE
11.1. REVIEW
11.4. QUIZ 11
C. CONTENT
Work in groups to discuss the answers to the questions below:
1. What’s an error?
2. What’s a slip?
3. Why do people think it is important for learners to make mistakes?
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4. What can teachers learn from learners’ mistakes?

5. What’s the teacher’s role in relation to learners’ mistakes?
A. false friend B interlanguage C L1 interference
D overgeneralization E fossilisation F developmental error
Why do learners 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
organizing 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
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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.
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.
Examples of learner errors Why the error is made
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.
For questions 1–5, match the teacher’s comments about errors with the
type of mistake listed A, B or C.
Teachers’ 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
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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 ruit’. I repeated ‘I going’ with
rising intonation and he said I’m going’.
Type of error
A. Slip
B. L1 interference
C. Error
For questions 6-11, match the statements with the types of mistake
listed A-C.
Types of mistakes
A. a slip
B. interference
C. a developmental error
Statements
6. All beginners confuse with the tenses in English.

7. The learner was extremely tired. This made her get lots of
grammar.
8. The learner was able to correct his own mistake.
9. The learner’s pronunciation was full of sounds from his own
language.
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10. Nearly all the learners, of whatever mother tongue, made mistakes
with the word order in English present simple tense question form.
11. The learner kept using vocabulary based on her own language.
11.4. QUIZ 11
Look at the terms in bold. For each question/incomplete statement,

1. A developmental error is one that learners make as they

__________the new language.
A haven’t yet fully processed
B don’t understand the meaning of
C can’t remember the form of
2. An error is a mistake which ______________________.
A is above a learner’s current level of language
B a learner can correct themselves
C is the result of a child’s lack of maturity
3. A fossilised error is one which ______________.
A become difficult for a learner to correct
B a learner very often makes
C is made by many learners with the same L1
4. A mistake is the result of interference when learners_______.
A transfer a language pattern from their L1 to the target
language
B try to use a language pattern which they have not yet
learned
C focus on a new language pattern and forget ones they know
5. Which of these defines interlanguage?
A version of the target language which__________
A learners use to communicate
B is current in a particular region
C is used internationally
6. The natural order refers to the sequence in which ________.

A learners naturally learn items in a language
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B lesson plans are organised

C learners’ cognitive skills develop
7. Which is the best definition of over-generalisation / over-
application of rules?
A relying too much on rules
B applying a rule too widely
C using too many rules from L1
8. What is a slip? A slip is a mistake which _________.
A is above a learner’s current level of language
B a learner can correct himself/herself
C is the result of the learner misunderstanding
9. Learners’ incomplete process of____________ with the target
language results in developmental errors.
A organizing and experimenting
B memorizing and self- assessing
C observing and imitating
10. Three ways that can help learners overcome developmental and
L1 interference errors are __________
A exposure, interaction and focus on form
B translation, memorization and practice
C exposure, attention and memorization
Unit 11 aims at helping student-teachers to review different types of

errors and various reasons behind learner error, which covers the
syllabus area in TKT Module 1 Part 2 relating the role of errors.
Student-teachers also have a chance to do various tasks and activities
including a TKT task on the role of errors. To prepare well for this area
in the Cambirdge TKT, student-teachers (candidates) should be
familiar with the terms listed in this unit and read some ELT books on
the role of learner error.
Unit 12 DIFFERENCES BETWEEN L1 & L2 LEARNING
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A. UNIT AIMS
• To provide an opportunity for students to discuss the

differences in age, in the context of learning, in the ways of
learning between L1 and L2 learning
• To provide practice in completing tasks in which the differences

between L1 and L2 learning is the testing focus in the TKT (Module
1, part 2)
B. UNIT STRUCTURE
12.1. REVIEW OF LEARNING THEORIES
12.4. QUIZ 12
C. CONTENT
12.1. REVIEW OF LEARNING THEORIES
Think of the answers to the following questions and work in groups to

compare your answers.
1. Where and when did you start your second/foreign language?

2. What do you think is the best age to start learning your second
language?
3. Why do you think this is the best age to srat learning your second
language?
4. What do you think are some differences between learning your
first language and learning a second language?
5. What do you think are some difficulties in learning a second
language? Are these the same as the difficulties children have
when learning their first language?
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Read text A in the box and give it an appropriate title.
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.
Read text B and give it an appropriate title.
Most people learn their second language at school in a classroom. Some start
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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

Text A and Text B.
2.With your partner, discuss ways of helping second

language learners learn. Note down at least five things
that a teacher can do to improve the way second language
learners learn.
Text A: L1 Learning Text B: L2 Learning
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Age
Context
Exposure
Praise
Simplified
language
Correction
Ways of
learning
Motivation
Silent period
Lanaguage
use for
For questions 1–5, match the aspects of learning with the type of
learner listed A, B or C. You need to use some options more than once.
Type of learner
A. L1 learner
B. L2 adult learner
C. Both L1 and L2 adult learner
Aspects of learning
1. These learners seem to respond to praise and encouragement and
it helps them to develop their language and skills.
2. These learners don’t need to be constantly corrected. They need to
experiment and to play with language.
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3. These learners will listen and process language and will not speak
at all, 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.
Types of learners
A L1 learner
B L2 beginner classroom learner
C both the L1 learner and the L2 beginner classroom learner
The features of learning
6. The learner is very often surrounded by language that is interesting

to him/her.
7. The learner picks up language from the rich language that surround
him/her all day.
8. The learner learns with family and friends.
9. The learner often hears the language that focuses on just one
learning point.
10. The learner uses the language in controlled practice activities.
11. The learner often makes mistakes.
12. The learner usually receives lots of individual encouragement.
13. The learner often stays silent for a long time before finally
speaking.
14. The learner needs time to process new language.
12.4. QUIZ 12
Look at the terms in bold. Choose the best option (A, B, or C) to

complete each statement about language learning.
1 An academic book is a book which is______________________.

A designed for learning and teaching contexts
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B written by an expert
C an online version of a printed copy
2 A learner’s attention span is ____________.
A the length of time a learner can concentrate without a break
B the occasions when a learner is not listening to the teacher
C a learner’s ability to do more than one activity at the same time
3 A teacher’s expectations about her learners are her ____________.
A beliefs about what her learners will do
B knowledge about what her learners have done
C personal records about what her learners need to do
4 L1 is defined as the ___________.
A learner’s mother tongue
B language the learner speaks in public
C learner’s second language
5 L2 is defined as the __________.
A learner’s second tongue
B learner’s mother language
C language the learner speaks with his friends
6 Language awareness means learners’ understanding of ____________.
A language and how it works
B the importance of language
C more than one language
7 Which of the following aims to develop literacy?
A a series of activities focusing on common spelling patterns
B a series of activities focusing on the lives of writers
C a series of activities focusing on world events
8 Maturity in learners refers to their___________.
A physical development and their attitude to learning
B physical development and the speed that they complete tasks
C attitude to learning and the amount they interact with their peers
9 Varieties of English are defined as the different forms of English
used _______.
A around the world by first and second language speakers
B in the classroom by different learners
C in a range of different situations
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10 Interlanguage is a language_______________.
A only learners use
B which is like English
C just used by children
11 L1 learners process language_______________.
A after they fully realize what it means
B until they can use it correctly and appropriately
C because they try to avoid making mistakes
12 When L2 learners overgeneralize new language they ____________.
A are experimenting with language
B need to be corrected quickly
C are not paying attention to grammar
13 Developmental errors ___________________.
A. cannot be avoided
B. block the language learning process
C. help learners understand correct grammar
14 Both L1 and L2 learners _______________.
A pick up language from their surroundings
B make errors due to the interference
C focus frequently on the form of the language
Unit 12 aims at raising student-teachers’ awareness of the differences

between L1 and L2 learning in terms of age, context and ways of
learning. Some ways the teacher can help L2 learners in the classroom
are also recommended. All of these are related to the testing area in
TKT Module 1 Part 2. In addition to reviewing differences, student-
teachers do various tasks/activities on differences between L1 and L2
learning. To prepare well for this section in the TKT, student-teachers
(candidates) should be familiar with the listed terms in this unit, read
ELT books to collect information about differences in L1 and L2
learning and to share it with peers.
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Unit 13 LEARNERS’ CHARACTERISTICS
A. UNIT AIMS
• To provide an opportunity for students to discuss learners’

characteristics including common learning styles and preferences,
common learning strategies, maturity, past learning experiences
and how learner characteristics affect learning
• To provide practice in completing tasks in which learner

characteristics is the testing focus in the TKT (Module 1, part 2)
B. UNIT STRUCTURE
13.4. QUIZ 13
C. CONTENT
Review 1: Complete the puzzle with learning styles using the cues below.
Across
3. A learner who finds it easier to learn when s/he can see things
written down or in a picture. This type of learner may like the teacher
who writes 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
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of learner may like to move objects while learning.

1 2
Review 2: For each of the following questions, choose and circle the
answer that describes you best.
1. When spelling a word, do you ________ 6. When you relax, do you ________
A. hear or say the word to yourself? A. play sports or games?
B. see the word? B. watch TV or read?
C. write the word out to see how it feels? C. listen to music?
2. When you remember things, do you _____ 7. Which do you prefer to help you learn____
A. see some moving images? A. to be active in doing things?
B. see clear colour pictures? B. written work with lots of
C. hear the sounds first? colours?
C. to be told things?
3. When you are thinking hard, what interrupts
you most? 8. When talking, do you __________
A. Untidiness A. like to listen and talk?
B. Movement B. move your hands about as you
C. Noise talk?
C. not want to listen for too long?
4. When you forget someone or something, do
you_______ 9. Which do you prefer as a reward?
A. forget the face but remember the name? A. To be given a pat on your back
B. remember where you were and what you B. To hear it said to you
were doing? C. To get a written note
C. forget the name but remember the face?
5. When reading, do you ________

A. imagine the characters moving?
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B. make your own mental pictures?

C. hear the characters talking?
Read the teacher’s activities and identify the learning styles of her
learners.
1. The teacher creates a substitution table with the target language on

the board.
2. The teacher contextualizes 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.
What learning strategies could learners use to help them improve the
following areas listed 1-7? Match the learner strategies (A-G) in the box
with these areas of improvement.
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
A. Reading more authentic material (magazines and newspapers etc.)
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outside class, listening to English radio/TV programs 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 yourself 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.
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.’
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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 practicing 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.
For questions 8-14, match what the learner does with the learning
strategies listed A-D. Some options can be used more than once.
What the learner does

8. The learner collects new vocabulary on cards and then sorts the
cards into topics.
9. The learner paraphrases to say something beyond his level of
language.
10. The learner guesses an unknown word from the context.
11. The learner compares a recent composition with an old one, to see
if she has made progress.
12. The learner decides to buy a dictionary for use at home.
13. The learner solves a problem with his classmates.
14. The learner records herself reading aloud and then listens to the
recording to see if her pronunciation is good.
Learning strategies
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A. taking risks
B. getting organized
C. judging your own performance
D. working with others
13.4. QUIZ 13
Look at the terms in bold. For each question/incomplete sentence,

1 What can we learn from analysing language?
A how structures are used and formed
B how to make our writing coherent and readable
C how letters are made and punctuation is used
2 Which of these activities will appeal to auditory learners?
A listening and filling in gaps in a song
B writing an informal letter by following a model
C reading an article and answering questions
3 An autonomous/independent learner is a learner who ____________.
A plans his own work and sets his own goals
B works on his own under guidance from the teacher
C works better alone because he finds it difficult to cooperate
4 What is a learner/class profile?
A a description of learners’ characteristics that affect learning
B a record of learners’ grades over the course
C a summary of learners’ lives and interests
5 What are cognitive processes?
A They are mental activities involved in thinking.
B They are kinds of diagrams.
C They are ways of structuring ideas.
6 Confident learners are learners who _______________.
A feel certain of themselves and their abilities
B prefer to work on their own
C like to share their problems with others
7 A learner who is conscious of his mistakes _____________.
A knows that he is making mistakes
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B is worried about his mistakes

C ignores the mistakes he makes
8 An example of independent study is that learners_____________.
A use the internet to research a class project
B ask the teacher for help when they need it
C work with the teacher on a topic of the learners’ choice
9 Which of these is an example of an intensive course?
A a 60-hour course over two weeks
B a 20-hour course over three weeks
C a 10-hour course over four weeks
10 Which of these activities will appeal to kinaesthetic learners?
A doing a mingle to complete a class survey
B answering multiple-choice questions in a test
C reading a story aloud around the class
11 When learners learn something by heart, it means they ___________.
A can repeat it word for word without prompts
B have a positive attitude towards the language
C can communicate the main ideas
12 Which is an example of learner training?
A showing learners how to use dictionaries
B giving learners a test
C doing a restricted practice activity
13 A linguistic activity is an activity which focuses on____________.
A language B thinking skills C learning strategies
14 What does predicting involve?
A guessing what might happen in the future
B hoping something may happen in the future
C knowing what will happen in the future
15 Which of these activities will appeal to visual learners?
A comparing two pictures
B listening to a dialogue
C taking part in a class discussion
Unit 13 helps student-teachers to explore what is covered by learner
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characteristics in TKT Module 1 Part 2. They discuss their own learning

styles and other aspects which may influence learners’ behavior when
learning languages. Besides these, student-teachers do some sample
TKT tasks on learner chracteristics. To prepare well for this section of the
test, student-teachers (candidates) should be familiar with terms relating
to learner characteristics, and they should be able to describe common
learning styles, preferences, strategies, maturity, past learning
experiences and how learner characteristics affect their second language
learning.
Unit 14 LEARNER NEEDS
A. UNIT AIMS
• To provide an opportunity for students to discuss the personal,

learning and (future) professional needs of learners
• To provide practice in completing tasks in which learner needs

is the testing focus in the (TKT Module 1, part 2)
B. UNIT STRUCTURE
14.1. REVIEW
14.4. QUIZ 14
C. CONTENT
Unscramble each of the jumbled words and write the letters in the boxes.
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RANLESPO
P A
6 4 10 8 1
SONPERLOFSAI
P F O
9 3
NIEGANLR
L N
2 7 5
Copy the letters from the numbered cells above to boxes below,
according to their numbers. What words do you get?
1 2 3 4 5 6 7 8 9 6 10
Work in groups and discuss the question: “What can the teacher do to
respond to learner needs?
Kinds of needs Where the needs come from
Personal needs
Learning needs
Future (professional)
Needs
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Below are some teacher choices. Which of the learner needs above (in
Practice Task 1) do they aim to meet?
A. Choosing to read to learners a fairy story
B. Focusing on the specific pronunciation problem of the class
C. Deciding that three learners should work alone while the rest do
group work
D. Choosing to focus on the language of oral presentations with a
class of adult professionals
E. Focusing on developing learners’ ability to read for detail in
preparation for an exam
F. Deciding to put learners in groups for the whole term and only do
group work
G. Teaching learners to use a dictionary and the spell checker on the
computer
H. Deciding to ask the learners why they are learning English and
what they hope to achieve with it
I. Deciding to only praise and never criticize a particular learner
J. Choosing to take the class to the computer laboratory rather
than the classroom to write a composition
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.
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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.
For questions 7-13 match the descriptions of the learners with the
causes of their needs listed A-H. There is one extra option which you do
not need to use.
Descriptions of learners
7. The learners really need to learn English well to succeed in her job.
8. The learner learns best through working alone.
9. The learner has an extremely busy job and can only learn English in
the evenings.
10. The learner has serious pronunciation problems which prevent him
passing an oral exam.
11. The learner is used to learning lots of grammar.
12. The learner finds the English classes boring.
13. The learner needs to learn how to learn English by herself, as she
can’t afford to go to classes.
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Causes of needs
A. lack of motivation E. learning gap
B. learner autonomy F. learning goals
C. past learning experience G. availability of time
D. learning style H. professional
14.4. QUIZ 14
Look at the terms in bold. For each question/incomplete sentence, circle

the correct answer/completion (A, B or C).
1 Which of the following is NOT a reason for personal needs?

A Past language learning experience
B Educational and cultural background
C age, gender, interests or motivation
2 In an English-medium school, learners study ________________.
A all the subjects in English
B some subjects in English
C English for half of the time
3 If a student’s learning style is a factor in his success, it means his

learning style ___________ his success.
A has an influence on
B is negatively affecting
C is the only reason for
4 How do we give people feedback?
A by letting them know how successful they have been at a task
B by being clear and informative when we speak to others
C by making sure they can hear and understand us easily
5 Which is an example of a learner characteristic?
A learning style B nationality C intermediate
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6 Which is an example of a learning strategy?

A predicting the content of a listening text
B taking part in a role-play
C writing your answers quickly
7 Which adjectives describe pace?
A fast, slow, regular
B intelligent, thorough, careless
C noisy, quiet, attentive
8 Learners work language out when they _________.
A discover for themselves the meaning of a target item
B use an item of language extensively in a practice activity
C look up an item of language in a dictionary
9. What is one of the reasons for professional needs?
A Language requirement for professional training
B Learning goals and the course expected outcomes
C Levels of language skills and specific language
10. What can the teacher do to address learning needs?
A Choosing suitable approaches to teaching and assessment
B Asking learners to do a proficiency test at the start of the course
C Conducting a survey on learners’ interests and needs
Unit 14 aims at helping student-teachers to examine different factors

that make up learner needs, which is covered in the TKT Module 1 Part
2 syllabus area. They also practice doing tasks in which learner needs is
the testing focus. To prepare well for this section of the Cambridge
TKT, student-teachers (candidates) must be familiar with key termed
listed in this unit and reasons for different learner needs and what the
teacher can do the address such needs.
Unit 15 APPROACHES TO LANGUAGE TEACHING
A. UNIT AIMS
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• To provide an opportunity for students to discuss different

teaching methods/ approaches; teaching their focus and
techniques used; and ways of incorporating them into the English
language classroom.
• To provide practice in completing tasks in which teaching

methods/approaches is the testing focus in the TKT (Module 1,
part 2)
B. UNIT STRUCTURE
15.1 REVIEW OF KEY TERMS
15.2 PRACTICE TASKS
15.3 TKT SAMPLE TASK 15
15.4 QUIZ 15
C. CONTENT
15.1.1. Identifying teaching methods/approaches (A)
Choose ONE of the teaching methods/approaches (A-K) for each of the

activities below.
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.
Teaching Methods/Approaches
A. Grammar-translation method
B. Guided discovery
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C. Lexical approach
D. Presentation practice production (PPP)
E. Task-based learning (TBL)
F. Test-teach-test
G. Total Physical Response (TPR)
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 practice
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.
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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 structures.
15.1.2. Identifying teaching methods/approaches (B)
Match descriptions in Box A with approaches/methods in Box B .
Box A
1. A way of teaching which uses a syllabus based on grammatical

structures. Language is presented starting with simple structures
and increasing to more complex ones.
2. A way of presenting new language through a simple story or

situation. The teacher may use pictures or other aids to help them
create the situation.
3. A way of teaching in which teachers provide examples of the

target language and then guide the students to work out the
language rules for themelves.
4. A way of teaching based on the principle that learning a language

successfully involves communication rather than memorizing rules.
5. When a subject, e.g. mathemactics or history, is taught in the

foreign or second language.
6. A way of teaching which uses a syllabus based on functions rather

than on grammatical structures.
Box B
A. Communicative language teaching
B. Content-based instruction/approach
C. Functional approach
D. Guided discovery
E. Situational presentation
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F. Structural approach
15.2.1. Practice Task A
For questions 1-7, match the statements with the teaching

methods/approaches they describe listed A-H. There is one extra option
Teaching methods/approaches
A. Functional Approach
B. Grammar Translation Method
C. Lexical Approach
D. Audio-Lingual Method
E. Presentation-Practice-Production (PPP)
F. Task-based Learning (TBL)
G. Test-Teach-Test (TTT)
H. Total Physical Response (TPR)
1. Learners practice new language only after it has been explained by

the teacher.
2. The teacher gives commands and the students perform the
actions.
3. The teacher assesses the learners’knowledge of the new language
before teaching it.
4. The teacher focuses on words and word groups as they are used in
real life.
5. Learners write with the use of a dictionary.
6. The learners are given an activity to complete; then the teacher
talks about the language.
7. The learners study a scripted dialogue then act it out in role plays.
15.2.2. Practice Task B

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approaches they describe listed A, B or C.
Teaching Approaches
A. Presentation-Practice-Production (PPP)
B. Task-based Learning (TBL)
C. Grammar Translation Method
8. Language focus comes after communication activity, so learners

know what language they need to practice.
9. Language focus comes first, followed by drills and fluency
exercises.
10. Learners improve by trying to communicate authentically.
11. The learners’ L1 is mostly used in the classroom.
12. The learners complete a communicative activity using any English
they know.
13. The teacher gives a model for language use before monitoring
learners language use.
14. Writing is more important than speaking.
15.2.3. Practice Task C
For questions 15-20, match the statements with teaching approaches

they describe listed A, B, or C.
Statements
15. The teacher asks students to do a task without giving them any
help.
16. The teacher focuses on fixed expressions that occur frequently in
spoken language.
17. Learners have to do exactly what the teacher tells them.
18. The teacher asks the learners to do a second task using the new
language correctly.
19. The teacher asks the learners to guess the meaning of vocabulary
items from context.
20. Learners respond to commands that require physical movement.
Teaching approaches
135
A. Total Physical Responses (TPR)

B. Lexical Approach
C. Test-Teach-Test (TTT)
For questions 1-6 match the class activities with the teaching approaches
listed A-G. There is one extra option which you do not need to use. (UCLES
2006)
Teaching Approaches
A. Presentation, Practice, Production (PPP)
C. Total Physical Response (TPR)
D. The Lexical Approach
E. Grammar Translation
F. Test-teach-test
G. Guided discovery
Class activities
1. I asked groups to design an advertisement for a new type of cereal.
While they were working, we looked at some real advertisements
together, and the students practiced writing some ‘slogans’.
2. I gave the class an exercise on the pat simple and the past
continuous. Lots of students found it difficult, so I explained the
grammar, then they practiced in pairs.
3. I gave the class a series of instructions, for instance, to stand up and
turn around, which they followed. Then some students gave me the
same instructions.
4. I introduced a new structure to the class by showing a set of pictures
while I said sentences containing the structure. Then I gave them some
sentence prompts to complete. Finally, students talk in groups about a
similar set of pictures while I monitored their conversations.
5. I gave the class some ‘if’ sentences containing second and third
conditional structures. In pairs, they discussed the sentences and
completed a set of grammar rules for the form and use of the two
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structures.
6. I gave the class an authentic text from a magazine about unusual
sports. We found lots of useful sports collocations in it and looked in
some detail at how the text was written. The students then practiced
using some of the new language, orally and in writing.

approaches that they describe listed A, B or C. You can use one
approach more than once.
Teaching approaches
A. Presentation, Practice, and Production (PPP)
C. Grammar Translation
Statements
7. The teacher moves from providing models of language use to
monitoring learners ‘use of language.
8. First the learners complete a communicative task: they are
encouraged to use any English they know and they do not have to
use any particular language item.
9. The written form of the language is more important than the
spoken form.
10. The language focus is at the start of the teaching sequence, with
fluency activities coming later.
11. The language focus comes after a communicative activity, so that
learners notice gaps in their language.
12. Learners acquire language by trying to use it in real
communicative situations.
13. The learners’ first language plays a central role in the teaching.
For questions 14-19, match the learners’ preferences with the teaching
approaches that would suit them listed A, B or C. You will need to use
some of the options more than once.
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Teaching approaches
A. Test-teach-test
B. Presentation, Practice and Production
C. Task-based Learning
Learners’ preferences
14. real beginners who prefer a structural approach and like to have a
clear focus on new language
15. those learners who just want to communicate, using all the
language they know to convey meaning.
16. learners who like to study grammar and lexical patterns and check
what they already know.
17. learners at a higher level who enjoy doing exercises on language
but have already studied the structures.
18. learners who enjoy doing extented pieces of work such as project
work.
19. learners who are not confident about experimenting with
language or those who have little exposure to English.
15.4. QUIZ 15
For questions 1–15, look at the terms in bold. For each

question/incomplete sentence, circle the correct answer/completion (A,
B or C).
1 In activity-based learning, learners learn language by _____________.

A listening to people talking
B doing tasks
C completing exercises
2 Which of these activities are typical of a communicative approach?
A information gaps
B transformation drills
C completing gap-fills
3 Which is an example of content-based learning?
A Learners study a new structure through the context of a
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geography topic.
B Learners have second language lessons which are text based.
C Learners study grammar through literary articles.
4 An eclectic approach is an approach which ___________________.
A follows one particular approach
B mixes methods from different approaches
C focuses on listening and speaking
5 Which features are common to a Grammar-Translation method?
A vocabulary lists, memorization, writing
B opinion gaps, speaking, fluency
C accurate pronunciation, noticing, listening
6 In a guided discovery approach, learners ______________________.
A work through a series of tasks which have concrete outcomes
B read a set of rules and then provide their own examples
C use examples given by the teacher to work out rules
7 In a Lexical approach, there is a focus on _________________.
A tasks and outcomes
B grammar and accuracy
C chunks and collocations
8 A memorable learning experience is one which learners _________.
A can recall in the future
B find difficult to remember
C learn by heart
9 Methodology is the study of ___________ teachers teach.
A how B what C why
10 Which are common features of the Presentation, Practice and
Production (PPP) approach?
A noticing and discovery activities
B reading and writing activities
C controlled and freer activities
11 Which is an example of a situational presentation?
A The teacher asks learners to do a role-play between a doctor and
a patient.
B The teacher introduces language through a picture story.
C The teacher elicits learners’ predictions about a listening text.
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12 How is a syllabus organised in a Structural approach?

A grammatically B lexically C thematically
13 Common features of a Task-based Learning (TBL) Approach are
a focus on____________________.
A meaning and outcomes B grammar and rules
C chunks and expressions
14 In a Test–teach–test approach, the teacher _________________.
A often gives learners formal progress tests
B sees her main role as that of assessor giving regular tests
C always tests learners on something before teaching it
15 In a Total Physical Response (TPR) approach, learners learn
language _________.
A mainly through song and dance
B by carrying out project work
C by following instructions
Unit 15 aims at helping student-teachers to synthesize and deeply

exploit various teaching methods/approaches, which is covered in the
TKT Module 1 Part 2 syllabus area. They also practice doing tasks in
which the testing focus. To prepare well for this section of the
Cambridge TKT, student-teachers (candidates) must be familiar with
key terms (about methods/approaches) listed in this unit,
characteristics and typical techniques of each method/approach that
the teacher can employ in his/her teaching in various contexts.
MODULE 1: LANGUAGE AND BACKGROUND TO
LANGUAGE LEARNING AND TEACHING
PART 3: BACKGROUND TO LANGUAGE TEACHING
Unit 16 PRESENTATION TECHNIQUES
& INTRODUCTORY ACTIVITIES
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A. UNIT AIMS
• To introduce and review common ways of presenting language

• To provide practice in completing tasks in which presentation
techniques and introductory activities is the testing focus in the
TKT (Module 1, part 3)
B. UNIT STRUCTURE
16.4. QUIZ 16
C. CONTENT
16.1.1. Word puzzle
Complete 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 who it is used
1
2
3
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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.
16.1.2. Identifying introductory activities

Look at the introductory activities and for each activity say:
a) What type of introductory activity is it? (warmer, ice-breaker, lead-in)
b) 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 favorite 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 favorite color
is blue. What's your favorite color?" 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
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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.
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16.2.1. Identifying presentation activities
Look at the terms in the box below and see which of the seven
presentation activities they can be use to describe.
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focus on form contextualization focus on meaning

guided activity concept checking
eliciting using aids modelling noticing text as input
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1. The students read a text, then the teacher asks them to find and
underline all the examples it contains of the second conditional.
2. The teacher shows the students a video of some children fighting

and ask them to give her reasons why they might be fighting. She
encourages them to say ‘It might/could be because…’
3. The teacher shows the students pictures of people doing lots of

boring duties, e.g. washing up, washing clothes, shopping, cleaning
the house. After she has told the students which activities she must
do tonight, she says ‘Am I talking about something I want to do or
something I have to do?’
4. The students listen to a recording of a dialogue between a shop

assistant and a customer. The teacher asks the students to tell her
what language they heard.
5. The students read a short advertisement advertising a new car. The

teacher has underlined all the superlatives in the text. She then
asks the students to look at the underlined words and work out
when the –est form is used.
6. The teacher shows the students four drawings of what she did at
the weekend and tells the students what she did. She then asks
the students to draw four pictures showing what they did last
weekend. Next, she asks them to talk about their pictures, helping
them to use the correct form of the past tense.
7. The teacher shows students a series of pictures showing the

development of a butterfly. As she shows them, she tells the
students what is happening to the butterfly and asks them to
repeat the students after her.
16.2.2. Concept checking questions
Match the underlined words in the sentences 1-6 to the sets of questions
A-F that check the meaning of the words.
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1. The actor retired when she was 70 years old after a long and
successful career.
2. He was made redundant after almost 34 years in the company.
3. He burgled their house last Thursday.
4. Can I borrow your pen for a moment?
5. I’d like to hire a car for the weekend.
6. He broke into the house while they were on holiday.
- Did he stop working? (Yes)

A
- Did he choose to stop working? (No)
- Was the company unhappy with his work? (No)
- Did the company have some financial problems (Probably)
B - Do I take or give something? (Take)
- Do I give it back? (No)
- Is it forever or a short time? (A short time)
- Did he come inside? (Yes)
C
- Was he invited? (No)
- Did he have a key to unclock the door? (No)
- Did he perhaps break a window to get inside? (Yes)
- Did he stop working? (Yes)
D
- Did he choose to stop working? (Yes)
- Did he stop working because of his age? (Yes)
- Do I take or give something? (Take)
E
- Do I give it back later? (Yes)
- Did I pay for it (Yes)
- Did he come inside the house? (Yes)
F
- Was he invented? (No)
- Did he steal something? (Yes)
For questions 1–6, match the teacher’s actions with the introductory
activities and presentation techniques for different lessons listed A–G.
There is one extra option you do not need to use.
Introductory activities and presentation techniques
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A. asking concept questions

B. eliciting language
C. doing a warmer
D. miming
E. setting the scene
F. explaining
G. drilling
1. 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.
For questions 7-12, match the parts of a presentation stage with the
names listed A-G. There is one extra option which you do not need to
use.
Parts of a presentation stage
7. went, came, chose, swam, ate, thought, ran
8. The teacher tells the learners about a wonderful holiday she went on
last summer.
9. Photos of last summer’s holiday.
10. The teacher asks: ”When am I talking about, the past, the present
or the future?”
11. The teacher drills pronunciation of new words.
12. The teacher says:” We use the past tense to talk about actions in
the past that have completely finished.”
Names
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A. concept question
B. aids in presentation
C. context for presentation
D. free practice activity
E. language selected for presentation
F. controlled practice activity
G. explanation of use
16.4. QUIZ 16

question/incomplete sentence, circle the correct answer/completion (A,
B or C).
1. What does arouse interest mean?

A to encourage interest in something
B to create interest in something
C to increase interest in something
2. Teachers ask concept questions / check concepts to find out if
learners ____.
A can explain what the new language item means
B are able to respond accurately using the new language item
C understand the meaning of the new language item
3. Why do teachers contextualize language?
A so that all aspects of form are focused on
B so that learners have a written explanation
C so that meaning is clarified through a situation
4. Which of these is a definition of lesson plan? It is a document
which________________.
A is often written in columns
B describes the aims and procedures of a lesson
C includes different components
5. When a teacher elicits vocabulary, she ________________.
A presents the vocabulary for learners to repeat
B gives each word with its definition
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C thinks learners know it and she wants them to say it

6. A functional exponent is a way of ____________ a function.
A analyzing B discussing C expressing
7. Which option is an example of highlighting something?
A The teacher points out to learners how a new word is spelt.
B The teacher writes a new word on the board.
C The teacher shows learners how to complete an exercise.
8. Ice-breakers are activities which _____________.
A a teacher uses when there are discipline problems in the class
B help learners to learn more about each other early in a course
C are useful when there needs to be a change in group dynamics
9. Which of the following illustrates meaning?
A The teacher does a picture dictation activity.
B The teacher holds up a flashcard of an elephant and says its
name.
C The teacher repeats the new vocabulary several times.
10. Which of the following can be used to provide input?
A a DVD B a lesson plan C a test
11. Which is an example of an introductory activity?
A a lead-in B a report-back C a filler
12. When the teacher mimes to the class, she ______________.
A acts something out and speaks at the same time
B remains silent while acting something out
C speaks while the learners act something out
13. Which of these is an example of personalization?
A The teacher asks learners to talk about their holidays.
B The teacher tells learners to write sentences using “I” with different
verbs.
C The teacher comments on the learners’ participation in class.
14. When learners give a presentation to their classmates, they _____.
A speak on a topic to the class
B write and swap grammar exercises in class
C provide answers to an activity in class
15. Why do we pre-teach vocabulary?
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A to make sure learners learn all the vocabulary in a text they have
just read
B to familiarise learners with key vocabulary in a text they will read
C to encourage learners to notice new vocabulary in a text they are
reading
16.Why do teachers try to raise learners’ awareness in learning?
A to help learners realise the importance or existence of something
B to enable learners to pay attention to tasks
C to encourage learners to revise
17. Setting the scene/context involves ____________.
A acting out role-plays containing new structures
B establishing the situation in which something happens
C choosing texts for presenting target language
18. Which of the following is an example of a
teaching technique?
A listening B brainstorming C predicting
19. Why might language teachers show their learners a timeline?
A to clarify how a tense relates to time
B to explain how time moves from the past to the future
C to write about the time a sequence of events took place
20. Warmers are short activities at the beginning of a lesson designed
to_______.
A check learners’ homework
B increase learners’ involvement
C introduce new language to learners
Unit 16 offers student-teachers a chance to review different

presentation techniques and introductory activities, which are tested in
the TKT Module 1 Part 3 syllabus area. They also consider advantages
of these activities and do a practice task relating to this syllabus area.
To prepare well for this section of the Cambridge TKT, student-
teachers (candidates) must look at section in the TKT Glossary on
presentation techniques, approaches and introductory activities; and
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read more about different approaches.
Unit 17 PRACTICE TASKS AND ACTIVITIES FOR LANGUAGE

AND SKILLS DEVELOPMENT
A. UNIT AIMS
• To provide an opportunity for students to review relevant terms

discuss the design and purpose of a range of common
comprehension and production tasks and activities; the
frameworks of activities and tasks
• To provide practice in completing tasks in which types of

activities and tasks for language and skills development is the
testing focus in the TKT (Module 1, part 3)
B. UNIT STRUCTURE
17.4. QUIZ 17
C. CONTENT
17.1.1. Reviewing techniques
Match each technique in the box with its correct definition (listed 1-7).
1. The teacher says a word or sentence and the students repeat it
together as a class or individual.
2. When a teacher or a student looks at language or skills thay have
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already been taught in order to remember this language better.

3. To put new language into a situation that shows what it means.
4. When a teacher asks specially designed questions or gives clues to
get sudents to give the information.
5. The teacher says the language for students to repeat in a drilling.
6. To tell someone they have done well
7. To help learners think of ideas or to remember a word or phrase
by giving them a part of it or by giving another kind of clue.
contextualize drilling eliciting model

praise prompt review/revise
17.1.2. Identifying activities
Put the activities (listed A-I) into the correct column.
Controlled practice Less controlled practice Free practice
A. choral drilling F. story writing

B. ranking ordering G. copying words
C. chants H. repeating minimal pairs
D. discussions I. learning conversations
E. sentence completion by heart
sentences
17.2.1. Identifying task types
Choose one of the task types (A-K) for each of the activities below (1-11).
Then look at the activities again. Is the activity a comprehension task or
a production task? If it is a comprehension task, which skill? If it is a
production task, which skills?
A guided writing B role-play C problem solving
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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.
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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.
17.2.2. Identifying approaches, activities and tasks
Choose the appropriate approach for each of the following

activities/tasks.
Framework for activities and tasks
Approaches
A. Guided discovery
B. Grammar-translation method
C. Lexical approach
D. Presentation, practice and production (PPP)
E. Skills-based lessons
F. Task-based learning (TBL)
G. Test-teach-test
H. Total Physical Response (TPR)
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
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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
For questions 1-7, match the example situations with the presentation
techniques listed A-H. There is ONE extra option which you do not need
to use.
Example situations
1. The teacher asked the learners to take three things out of their
bags and wrote the names of these objects on the board.
2. The teacher asked the learners to read some sentences and then
decide whether the underlined words were nouns or adjectives by
looking carefully at their endings.
3. The teacher told the class the meaning of the words.
4. The teacher said the new words several times and told the learners
to repeat them.
5. The teacher asked the learners to tell her examples of things
people take on holidays.
6. The teacher asked the learners questions about the meaning of
the words she had just introduced.
7. The teacher closed her eyes, put her hands together and held
them next to her right ear to show the meaning of ‘sleep’.
For questions 8-14, match the desciptions with the teaching activities
listed A-H. There is ONE extra option which you do not need to use.
8. The teacher says a word and asks all the learners to repeat it
together.
9. The teacher puts learners in pairs and asks one of them to act as a
lost tourist asking the way, and the other as a local person giving
direction.
10. The learners use maps to work out the best way to get from X to Y.
11. The learners listen to a tape and complete a timetable.
12. The learners ask their classmates their opinions about something
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and then not it down.

13. The learners go to the local museum, the library and the Internet
to find out about dinosaur. They then make an exhibition of wall
posters about them.
14. The learners choose names of objects from a list and write the
names under pictures of the objects.
Teaching activities
A. problem solving
B. a role-play
C. labelling
D. choral drilling
E. form filling
F. a game
G. a survey
H. project work
17.4. QUIZ 17
For questions 1-34, look at the word in bold. Choose the best
completion/answer (A, B, or C).
1 In a brainstorming activity, learners______________________.

A share ideas by walking around the classroom
B quickly think of ideas or words around a topic
C exchange information to complete a text
2 Which is an example of a chant?
A Learners sing a song, with groups singing different verses.
B Learners practise a learned dialogue and then perform it to the
class.
C Learners repeat a poem, paying particular attention to the
rhythm.
3 Which of the following is a choral drill?
A The teacher models the language and a weaker learner says it.
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B The teacher models the language and a learner copies its

intonation.
C The teacher models the language and the learners repeat it
together.
4 When a teacher gives learners a clue, she ________________.
A suggests an idea for a discussion topic
B corrects a mistake in their oral work
C tells them something which will help them with an answer
5 In a communicative activity, learners______________.
A exchange information to complete a task
B work on their own to solve a problem
C write a first draft based on their notes
6 A dialogue is a conversation between _____________.
A a reader and a writer
B two or more people
C between lots of people
7 An effective activity is an activity which _____________.
A gives additional practice
B achieves its purpose
C lasts the right amount of time
8 An extension task gives _________.
A early finishers a new focus to work on while others finish
B learners further practice with the target language
C learners a chance to activate known vocabulary at the beginning
of a lesson
9 During freer / less controlled practice, learners practise the target
language in____________.
A open situations and have extensive choice about what they say
B situations where they have some choice about what they say
C situations where they have no choice in what they say
10 Which is an example of a guided writing activity?
A The teacher sets the writing task and monitors learners as they
work.
B The teacher gives learners some useful expressions before they
write.
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C The teacher gives learners several essay titles to choose from.

11 Which of the following is an individual drill?
A The teacher models the language and the learners repeat it
together.
B The teacher models the language and the learners repeat it
one by one.
C The teacher models the language and the learners repeat it in
groups.
12 In an information-gap activity, pairs or groups of learners each
have ________________ with each other.
A different information to exchange
B the same information to check
C a gap-fill with information to fill in
13 Which best describes a jigsaw listening activity?
A It is an interactive listening activity.
B Learners listen to their part only and share with others.
C. The listening text is out of sequence.
14 When paragraphs are jumbled, they are _______________.
A in the right order
B out of sequence
C without topic sentences
15 Which instruction is for a labelling activity?
A Write the names next to the pictures of the classroom objects.
B Find ten objects in the picture and write a list in your notebook.
C Tell your partner all the different foods you can see in the
picture.
16 An example of a meaningful activity for a group of young
learners is _________.
A talking about their friends and families
B writing example sentences using can and can’t
C repeating sentences about historical figures
17 Picture stories tell stories using ______________.
A illustrations and words
B audio recordings and pictures
C illustrations only
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18 What are learners expected to do in problem-solving activities?

A exchange information to find the answers
B work out answers for themselves
C look up the answers in their dictionaries
19 Which of the following is an example of project work?
A Learners keep individual portfolios.
B Learners do an information-exchange activity.
C Learners prepare and produce a school play.
20 When learners rank order / prioritize a list, they put it in ______.
A order of preference B alphabetical order C a sequence
21 When learners recall something, they _______________.
A repeat it B say it out loud C remember it
22 Why do teachers often ask learners to do repetition in the
classroom?
A so learners listen carefully to one another’s mistakes
B so learners can demonstrate how they can use language
C so learners have an opportunity to follow a model for practice
23 What is the main purpose of a report-back?
A for learners to do controlled practice activities
B for learners to have opportunities to use indirect speech
C for learners to share with the class the results of group work
24 Revision / a review is when learners __________________.
A go back over language already learned to make sure they
remember it
B repeat an activity which they did badly the first time.
C read a text a second time to complete more intensive reading
tasks
25 Which of the following is an example of a role-play?
A In pairs, learners act out a situation between a shopkeeper and a
customer.
B In pairs, learners discuss the advantages of the internet.
C In pairs, learners compare their answers to a reading text.
26 How do you put items in a sequence?

A by putting them in the correct order
160
B by putting them in a straight line

C by giving them numbers
27 When learners solve / find a solution to a problem, they _______.
A imagine a problem
B avoid a problem
C find the answer to the problem
28 What does stimulate mean?
A encourage B raise awareness C help
29 In a substitution drill, the teacher models a sentence and then ___.
A provides a different prompt for learners to use each time
B the learners continue to practise the sentence in pairs
C asks learners to repeat it backwards, phrase by phrase
30 A substitution table contains_________________________.
A a number of grammatical structures for learners to choose from
B some grammatical structures with meanings that learners can
complete
C the different meanings of some common grammatical structures
31 How do learners complete a survey?
A They make questions about a text in their coursebook.
B They ask and answer each other’s questions.
C They work in pairs to solve a problem.
32 In a transformation drill, learners________________.
A change a model sentence using words given by the teacher
B change a model sentence so it is true of their lives
C write down a model sentence and give more examples
33 In a visualization activity, learners ___________.
A imagine pictures in their minds
B draw pictures in their books
C look at pictures and discuss them
34 What is a word/mind map?
A a poster showing the origins of words from different parts of the
world
B a diagram showing a visual record of vocabulary on the same
topic
C an alphabetical vocabulary list of words with drawings
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Unit 17 aims at helping student-teachers to review teaching terms and

explore the purpose of typical classroom activities. They can also
discuss what approaches different activity types fit into. The syllabus
area discussed in this unit includes types of activities and tasks for
language and skills development tested in TKT Module 1 Part 3. The
testing focus of this syllabus area is the design and purpose of a range
on common comprehension and production tasks and activities,
teaching terms, frameworks for tasks and activities. To prepare well for
this syllabus area, the candidates should look at the section TKT
Glossary on practice tasks and activities and make sure that they are
familiar with the terms and their meanings.
Unit 18 ASSESSMENT TYPES AND TASKS
A. UNIT AIMS
• To provide an opportunity for students to discuss the purposes

of assessment and methods of assessments
• To look at the design and purpose of a range of assessment

tasks and activities
• To provide practice in completing tasks in which assessment

types and activities is the testing focus in the TKT (Module 1, part
3)
B. UNIT STRUCTURE
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18.4. QUIZ 18
C. CONTENT
18.1.1. Assessment types
Match each assessment type with the correct definitions listed A-G.
Definitions
A. When a test is used at the end of a course. A mark or grade is
given, but no other feedback.
B. When students decide for themselves if they think their progress
or language use is good or not.
C. When a student’s work is judged through a test and the student is
given a report or a grade to say how successful or unsuccessful
they have been.
D. A type of testing which is different from a final examination. Some
or all of the work that students do during a course is considered
by the teacher on a regular basis and contributes to the final grade
given to students. It may also include monitoring of classroom
performance and contribution.
E. When students give feedback on each other’s language, work,
learning strategies, performance.
F. When a teacher gives students feedback on their progress during
a course, rather than at the end of it, so that they can learn from
the feedback.
G. When a teacher decides whether a student is doing well or not but
does not necessarily set a test or write an official report or give a
grade.
H. A collection of work that a student uses to show what s/he has
done during a particular course. A purposeful document, regularly
added to that may be part of assessment.
Types of assessment
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1. Formal assessment
2. Summative assessment
3. Informal assessment
4. Formative assessment
5. Portfolio assessment
6. Continuous assessment
7. Peer assessment
8. Self-assessment
18.1.2. Discussion
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 other ’s 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.
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18.2.1. Identifying types of tests
Write the type of test at the end of each description.
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 for them. ___________________
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. _____________________
18.2.2. Identifying assessment tasks
What are the assessment tasks and activities below called?
1. Complete the sentences.

In Paris the people were much ______ and more polite than I had
_____. The food though was not as _______.
2. Read the text and answer the following questions.
a) Why did John go to the party?
b) What happened when he got there?
3. Which word belongs to each group?
apple vegetable
juice meat
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potato fruit
beef drink
4. Choose the correct answer.
i). The car he drove was___________.
a) Ford b) Peugeot c) BMW
ii). It was________________.
a) red b) white c) black
5. Finish the sentence with an answer from the text.
It was sunny so she _____ ___ ____.
6. Complete sentence B so that it means the same as sentence.

A Jack doesn’t have to do the test.
B. It’s ________ Jack to do the test.
7. Rearrange the words in the sentences.

i) month/travelled/France/we/last/to
ii) Japan/Tom/a/ago/week/went/to
8. Which word does not fit the group?
cup, plate, knife, bowl
banana, apple, onion, pear
9. Write a letter to a friend inviting him/her to a party at your
house next Saturday.
10. Look at the picture. Talk about the people, what they are
doing and what they are wearing. Where do you think they
are going?
For questions 1-5, match the descriptions of different tests with the
types of test listed A–F.You need to use some options more than once.
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.
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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.
Types of test
A. progress
B. achievement
C. subjective
D. proficiency
E. diagnostic
F. placement
For questions 6-10, match the instruction with the terms listed A-F.
There is one extra option which you do not need to use.
Terms
A. labeling
B. jumbled sentences
C. picture composition
D. matching
E. gap-fill
F. discussion
Instructions
6. Read the sentences and complete the blank with one word only.
7. What are the names of these things? Write the name beside each
picture.
8. Draw a line between the words on the left and their meanings on
the right.
9. Exchange ideas on the topic with your classmates.
10. Look at these and write the story they tell.
For questions 11-16, complete the sentences about test type by

choosing the appropriate option listed A, B, or C.
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11. A cloze test assesses ____________ skills.

A. listening B. speaking C. reading
12. A diagnostic test is used to assess learners’_______________.
A. strong and weak points in language
B. ability to recognize their own language mistakes
C. ability to summarize the main points in a text
13. A summative test is used at _______________.
A. the beginning of a course
B. the end of a course
C. the middle of a course
14. A placement test is used to _____________.
A. put learners in a suitable class
B. rank learners in order of achievement from first to last
C. assess whether learners are ready to enter university
15. A proficiency test always assesses the________________.
A. language of daily conversation
B. language which students have been taught
C. level of language that learners have reached
16. An achievement test assesses _____________.
A. how well learners have learned what has been taught in class
B. whether students are ready to start learning a language
C. if learners are at the right level to sit a public exam
For questions 17-22, match the assessment aims with the assessment
types listed A-G. There is ONE extra option which you not need to use.
17. To put students into a class at the correct level

18. To identify how much the class already knows about particular
language items
19. To give students a test on language taught in the lastest unit of
their coursebook
20. To keep a record of students’performance, based on work
completed throughout the course
21. To help students evaluate their own progress
22. To see how well students perform at the end of a course
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Assessment types
A. continuous assessment
B. placement tests
C. diagnostic tests
D. peer assessment
E. self-assessment
F. achievement tests
G. progress tests
18.4. QUIZ 18

question/incomplete sentence, circle the correct answer/completion (A, B
or C).
1 An achievement test assesses language and skills that learners_____.

A are expected to know at that level
B are taught over a term or a year
C need to have to enter the next level
2 Which of the following is an example of a ‘Can-do’ statement?
A Learners can ask for and follow detailed directions.
B Learners can work in pairs for this activity.
C Learners can answer the questions in any order.
3 When a teacher uses continuous assessment, she _____________.
A gives her learners regular feedback throughout the course
B monitors her learners during the course and records their progress
C sets her learners an examination at the end of the course
4 A teacher gives learners a diagnostic test when she wants to find
out______________.
A what their problems and their strengths are
B how much they have learnt during the course
C which learners are the strongest in the class
5 Which of these are examples of formal assessment?
169
A monitoring B tests C observation

6 When a teacher uses formative assessment, she gives learners____.
A grades and puts them in rank order
B a test at the end of the course
C regular feedback on their progress
7 Where would you most likely hear informal language?
A in a conversation between a customer and a shop assistant
B on a radio news program
C amongst a group of teenage classmates
8 Which task type appears in an objective test?
A true / false B an essay question C an interview
9 An oral test assesses _______________ skills.
A speaking B listening C reading
10 Peer assessment is when learners________________.
A give feedback to each other on their work and progress
B reflect on their own work and progress
C give feedback to the teacher on the content of the lessons
11 A teacher gives learners a placement test when she wants to _____.
A decide where she wants learners to sit in the classroom
B put learners in the correct class or level at the beginning of a
course
C enter learners for different public examinations
12 A portfolio is a___________________.
A purposeful collection of learners’ work put together by the
learners
B detailed record of learners’ marks and grades assembled by the
teacher
C complete set of lesson plans and handouts used in the course
13 A proficiency test assesses language and skills that learners_______.
A have studied in their textbook during the year
B are expected to know for a particular work or study context
C are good at but show what they still need to learn
14 A teacher gives learners a progress test when she wants to find
out ________.
A which class to suggest for them in the following year
170
B what grammar they have learnt before starting the class

C how well they are currently doing on the course
15 Self-assessment is when learners ____________.
A feed back to their classmates on how well they completed a task
B work in groups and write short tests to swap with other groups
C identify their own strengths and development needs
16 Which task type appears in a subjective test?
A true/false B multiple choice C compositions
17 A summative test is used ____________ a course.
A on a monthly basis during
B at the end of
C at the beginning of
18 What is a test?
A informal assessment of a learner’s language ability
B continuous assessment of a learner’s language ability
C formal assessment of a learner’s language ability
Unit 18 aims at helping student-teachers to deeply explore the

purpose of various assessment types and tasks, which is the testing
focus of the TKT Module 1 Part 3. To prepare for this syllabus area,
student-teachers (candidates) should review terms in the TKT Glossary
under assessment and try out different assessment task types.
MODULE 2: LESSON PLANNING AND USE OF RESOURCES

FOR LANGUAGE TEACHING
171
Part 1: PLANNING AND PREPARING A LESSON

OR A SEQUENCE OF LESSONS
Unit 19 IDENTIFYING AND SELECTING AIMS
A. UNIT AIMS
• To provide opportunity for students to discuss main, subsidiary

and personal aims in lessons
• To provide opportunity for students to consider factors

influencing the choice of aims in lessons
• To provide practice in completing tasks in which identifying and

selecting aims is the testing focus in the TKT (Module 2, part 1)
B. UNIT STRUCTURE
19.4. QUIZ 19
C. CONTENT
19.1. REVIEW OF KEY TERM TERMS
19.1.1. The crossword puzzle
Complete the crossword puzzle with words connected with aims in a

lesson.
172
1 2
3
2
173
Across
1. This is the aim a teacher has when s/he describes what s/he
would
like to improve in her/his teaching, e.g. to reduce the time I spend
writing on the whiteboard. (8)
2. A step or short section of a lesson plan. (5)
3. This is the aim teachers have when they want learners to use the
correct forms of grammar, vocabulary and pronunciation. In this
type of activity, teachers and students typically focus on using
and producing language correctly. (8)
Down
1. This is the aim teachers have when they want learners to use
connected speech, to speak at a natural speed without hesitation,
repetition or self-correction. When communication is more
important than being correct, the aim of the activity would be this.
(7)
2. This is a less important aim of a lesson. It could be the language or

skills students must be able to use in order to achieve the principal
aim of the lesson, or a skill or language area which is practiced
while focusing on the principal aim. (10)
3. The most important aim, e.g. to teach the present perfect or to

develop listening skills. (4)
19.1.2. Main aims and subsidiary aims
Look at the classroom activities. What is the main aim for each of the
activities? What subsidiary aims are there?
1. The learners, as a group, have a meeting. They choose someone to

lead the meeting, then take turns to present their company’s product.
Then they decide which company has the best product for improving
the environment.
174
2. Learners look again at a text about going to university and find

expressions which are connected to giving advice.
3. The learners have various colored pens and color in the different
animals they hear mentioned in a recording.
4. Learners write a letter to a customer who has complained about a

product he bought from their company. They use an example text as a
model.
5. Learners work in pairs and discuss these questions: What is the best
holiday you’ve ever had? Where was it? When was it?
6. Learners fill in a form that will allow them to join the local library.
7. Learners listen to a recording of minimal pairs and repeat the words

written in a table.
8. At the start of the lesson, the learners hold hands and sing the
‘hello’ song.
9. The teacher plays a recording of a pop song and learners have to fill
in the gaps in the transcript with nouns learnt earlier.
10. Learners are working on projects. One learner has chosen fashion
and is designing clothes. Another learner chose transport and is
designing a flying car.
Match the aims with the activities (1-10) above. The activities may have
more than one possible aim.
A. to encourage learners to deduce the meaning and use of language
from context
B. to provide an opportunity for learners to talk about their own
experience
175
C. to focus on pronunciation
D. to give practice in oral fluency
E. to develop reading comprehension skills
F. to provide controlled practice of specific sounds
G. to give practice in listening comprehension
H. to give practice in writing skills
I. to provide an active beginning to the lesson
J. to focus on language in a text
K. to focus on vocabulary
L. to encourage learner autonomy
Look at the activities (1-10) in the review section (19.1) again and
discuss whether any of the activities would be particularly suitable for
the following types of learners.
1 very young learners 4 adult general English learners

2 teenage learners 5 business English learners
3 young learners 6 learners who live in an English speaking
country
For questions 1–8 match the lesson aims with the learner group
profiles listed A-I. There is one extra option which you do not need to
use.
Lesson aims
1. to practise answering enquiries on the telephone
2. to practice note - taking skills
3. to provide learners with basic vocabulary for tourism
4. to develop strategies for planning and doing timed essays
5. to practice giving clear explanations and instructions
6. to revise spelling and basic sentence patterns
7. to diagnose learners’ language needs
8. to make connections with other school subjects
176
Learners group profiles

A. a group of office workers
B. a class of advanced learners who have to take a test of writing
C. a large class of mixed – level 13-year-olds in a secondary school
D. a small group of adults planning a holiday in Britain
E. a class of beginners aged four
F. a new group of learners whose level is not known to the teacher
G. a group of primary teachers preparing for an oral test
H. an individual learner who has difficulties with writing in English
I. a group of university students who need English to listen to
lectures
For questions 9-15, match the lesson summaries with the lesson aims
listed A-H. There is one extra option which you do not need to use.
Lesson summaries
9. Learners put jumbled sections of a text in order. The teacher focuses

on conjunctions, time expressions, pronouns, etc. Learners make notes
on a similar topic, and then they produce a similar text.
10. Learners look at a town map and discuss the best route from the
station to a hotel, and then they listen to a conversation on cassette
and compare their route with the one on the cassette.
11. In pairs, learners read different texts about soldiers ‘duties, and
then they exchange information about them. Pairs work together to
complete lists of rules for soldiers, using must, should, doesn’t/don’t
have to.
12. Learners brainstorm vocabulary and ideas on the topic, and then in
groups the draft the text for a leaflet to advertise their tow to tourists.
Groups then exchange texts to make corrections and/or suggest
improvements.
13. Learners listen to a dialogue and identify the tense the speakers
use to talk about future arrangements. The teacher checks
understanding. Learners do repetition drills, and then they practice
using the structure in a guided role-play.
177
14. Learners work in large group to brainstorm ideas on different roles,

and then form new groups for a role-based discussion. The teacher
monitors the discussion.
15. Learners match words with pictures, to build up word maps, which
they compare and develop. Then they work together to produce
entries for a class dictionary.
19.4. QUIZ 19
1 Why does a teacher set aims in a lesson?
A to set a goal for learners to achieve
B to guide learners in completing tasks
C to show learners how to do something
2 What is the purpose of the main aim of a lesson?
A to help the learners set goals for themselves
B to make a lesson follow the school syllabus
C to set an overall reason for learning for the whole lesson
3 What is a lesson outcome?
A what learners learn B what learners do
C what learners want to do or learn
4 How does setting a personal aim help the teacher?
It encourages him to___________________.
A find relevant topics to discuss with learners
B think about what to improve in his teaching
C focus on developing good rapport with his learners
5 What is a teaching rationale?
A the number of learners a teacher thinks should take part in a task
B the reasons on which a teacher bases her classroom decisions
C the feedback on activities that a teacher gets from learners
6 How do we specify things?
A by putting them in categories
B by explaining what they mean
C by identifying them exactly
7 Why does a lesson plan need stage aims?
178
A to make sure each step is well timed

B to make sure the teacher always has enough materials for each
step
C to make sure each step in the lesson has a purpose
8 Why should a teacher set subsidiary aims for a lesson?
A to make sure the less important activities in the lesson are
considered
B to make sure the learners always have something to do
C to make sure the teacher identifies the aids she needs
9 Which is NOT about assumption?
A. Learners may come from China, Spain and Thailand.
B. The text will be a useful challenge for this group
C. Learners are familiar with the topic.
10 Which is NOT about procedure?
A. Learners mingle to do a survey.
B. The teacher prepares a PowerPoint®presentation.
C. The teacher checks the answers.
11 Which is NOT about class profile?
A. The learners are at pre-intermediate level.
B. Most of the learners have a visual learning style.
C. The learners are all reliable.
12 Which is NOT about anticipated problems?
A. Learners may find the text too long.
B. The accents could be difficult to understand.
C. Learners can deduce meaning from context.
13 Which is NOT about interaction pattern?
A Pair work B Self-access C. Teacher/Whole class
14 Which is NOT about timetable fit?
A. To prepare for project work
B. To consolidate revision of tenses
C. To introduce new language
15. Which is NOT about personal aim?
A. To improve the timing of the lesson
B. To include all the learners in feedback
C. To check understanding of new lexical items
179
Unit 19 aims at helping student-teachers to explore different lesson

aims and practice identifying the aims of different classroom activities.
They also consider the suitability of activities and aims to different
groups of learners. This syllabus area of identifying and selecting
lesson aims is tested in TKT Module 2 Part 1. To prepare well for this
section of the test, candidates (student-teachers) should look at
sections in the TKT Glossary on lesson planning and on language,
practice activities and skills development to review terminology for
activity types.
Unit 20 IDENTIFYING THE DIFFERENT COMPONENTS OF A

LESSON PLAN
A. UNIT AIMS
• To introduce the standard components of a lesson plan
• To provide practice in completing tasks in which components of

a lesson plan is the testing focus in the TKT (Module 2, part 1)
B. UNIT STRUCTURE
180
20.4. QUIZ 20
C. CONTENT
181
20.1.1 Components of a lesson plan

Before planning a lesson, you should ask yourself a number of questions.
Write a question after each question.
1. What are the tasks and activities in each stage?
2. In which ways will learners work at different stages?, i.e.
individually, in pairs, in groups, as a whole class?
3. Who are we planning the lesson for?
4. What length of time will we need for each stage?
5. What else do learners need to be able to do during the lesson to
enable them to achieve the main aim?
6. What should we remember to take to the lesson?
7. How is the lesson connected to the last lesson and /or the next
one?
8. What do we think learners already know or can already do related
to the aims?
9. What is the purpose of each stage of the lesson?
10. What may learners find difficult in the lesson? What they may not
feel confident about?
11. What do we want learners to be able to do by the end of the
lesson?
12. What action will we take to deal with the anticipated problems?
13. What aspects of our own teaching do we want to develop and
improve?
14. What further work will learners need to do before the next lesson?
20.1.2. Rationales for lesson planning

Do you agree or disagree with the above opinions about planning? Then
match the options 1-8 with the rationales listed A-H.
182
A. I find it difficult to think of those things on my feet.

B.They usualy find it reassuring to know where the lesson is heading.
C. I like to have a clear idea of where I am heading in the lesson.
D. I never know what’s going to happen with learners and I like to be
able to respond to them.
E. I like to be flexible about the order of tasks in a lesson.
F. It’s not realistic to plan in a lot of details when teaching full-time.
G. I hate the feeling that I might run out of things to do.
H. I don’t see the need to reinvent the wheel.
1. I don’t always do a detailed plan, but I always like to write down

my aims….
2. My lesson plans are like rough sketches of the lesson…
3. I only ever plan half my lesson…
4. I just write down key things that I know will be difficult, for
example, vocabulary, concept checking questions…
5. I just follow what’s in the coursebook…
6. I try to make sure I have the right amount of material for the
lesson…
7. I write down the lesson stages on sticky notes and sometimes
move them around during the lesson…
8. I write up the steps of the lesson on the board for learners…
20.2.1.Practice Task 1
The stages of the lesson plan in the box are scrambled. Please (1)
unscramble them in the right order, (2) choose the best wording for the
aim of the lesson, and (3) match the problems to the incorrect aims (1-
5).
A. The teacher asks learners to take turn imagining they are they
writer and explaining the jump to their friend. The teacher
183
monitors and notes down key errors.

B. The teacher shows a picture to elicit, checks and drills harmes
and rip cord.
C. The teacher hands out ten TRUE/FALSE questions. Learners read,
answer questions and then check in pairs. The teacher conducts
feedback.
D. In small groups, learners discuss extreme sports they would like
to cry. Open-class feedback.
E. The teacher sets comprehension task on writer’s overall feeling
about his extreme sport experience. Learners read and check
answers in pairs. The teacher conducts feedback.
F. The teacher writes up errors on the board and corrects examples
of learner language from the role play.
G. The teacher explains that learners are going to read a text about
an extreme sport.
What is the best aim of the lesson in the box above?

1. To provide gist and close reading practice; to provide fluency
practice.
2. By the end of the lesson learners will have had a look at a text on
parachuting. They will have also done a role play using information
from the article.
3. Learners will read a text about a parachute jump which will then be
followed by a role play and a little bit of correction to finish.
4. To provide gist reading and close reading practice of a narrative
text, to provide spojen fluency practice in the context of discussion
and a role play.
5. By the end of the lesson learners will have done some reading and
a bit of speaking.
Problems with the wording of aims

a) The aim describes the task but doesn’t state the aim.
b) There is not enough information about the context of the
language
184
c) The aim is vaguely worded and doesn’t contain enough

details.
d) The aim doesn’t include enough linguistic information.
20.2.2. Ways to state lesson aims
Read the following aims of different lessons and choose the best aim of
the three options. Then summarize the different ways to word lesson
aims. Which one do you prefer? Why?
Lesson 1
a) To provide learners with the opportunity of talking about their
childhoods and their past habits.
b) To focus learners on the structure used to and to give them
controlled practice of this target language for the past.
c) To clarify and provide controlled-practice of used to to talk about
past childhood habits.
Lesson 2
a) By the end of the lesson learners will read a newspaper article and
they will guess the meaning of new words in context.
b) By the end of the lesson learners will have practiced and
developed awareness of reading to infer the meaning of
unfamiliar vocabulary in newspaper articles.
c) By the end of the lesson learners will have understood a
newspaper article and all the words in it and become aware of
how to do it.
Lesson 3
a) For learners to understand the meaning and pronunciation of lexis
associated with kitchen utensils and to practice the target
vocabulary in a cooking role play.
b) For learners to do a cooking role play and use words to do the
kitchen utensils.
c) For learners to use a picture chart to focus on lexis used to talk
about kitchen utensils and practice it.
Lesson 4
a) To carry out some turn-taking skills in spoken language in the
context of business meeting
185
b) To clarify turn- taking and speaking in a meeting

c) To highlight turn-taking skills used in the context of the spoken
interaction of a business meeting
Lesson 5
a) By the end of the lesson learners will have developed awareness of
and practiced intonation used to indicate surprise when
responding to unexpected news
b) By the end of the lesson learners will have learned surprise
intonation.
c) By the end of the lesson learners will listen to intonation to show
surprise and they will have responded to some surprising news
themselves.
For questions 1–8 match the classroom management strategies with the
problems of group or pair work listed A, B, C and D. You need to use
some options more than once.
Lesson plan components
A. Aim(s)
B. Personal aim(s)
C. Teaching aids
D. Procedure
Information from a lesson plan
1. keep the pace of the lesson lively

2. students talk about what they did at the weekend
3. tell students to put four photographs in the correct order
4. practise listening for specific information
5. recycle recently taught vocabulary in a different context
6. tape of two people talking about what they did at the weekend
7. students check their answers in pairs
8. make better use of the whiteboard
For question 9-15, match the stages of the lesson with the subsidiary
aims listed A-H. There is one extra option which you do not need to use .
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Subsidiary aims
A. Focus on form
B. Deducing meaning from context
C. Peer correction
D. Check detail comprehension
E. Contextualize and pre-teach vocabulary
F. Check learners ‘awareness of text organization (pronouns,
linking, etc.)
G. Controlled practice of target structure
H. Revise language already learnt
9. Check vocabulary from the last lesson.

10. Introduce the topic and elicit /present new words/phrases.
11. Learners reorder jumbled paragraphs of a text.
12. Learners match words in the text with possible meanings.
13. Learners answer true/false questions.
14. Learners underlined examples of reported speech.
15. Learners exchange texts and give feedback.
20.4. QUIZ 20
For questions 1-14, look at the terms in bold.
For each question/incomplete sentence, circle the correct

answer/completion (A, B or C).
1 Which option contains examples of aids?

A colleagues, the syllabus, exams
B tape recorders, flashcards, overhead projectors
C school uniforms, desks, fans
2 Why is it useful for a teacher to anticipate learners’ problems?
A so she can focus on the exact meaning and form of target
language
B so she can be prepared to help learners when they have difficulties
C so she can help learners choose useful goals and learning
strategies
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3 Why is it useful for teachers to list their assumptions in a lesson

plan?
A to help them choose the best interaction patterns for the lesson
B to help them become aware of the difficulty of target language
C to help them plan a lesson which builds on what learners know
4 Which option contains components of a lesson plan?
A main aims, interaction patterns, aids
B present simple tense, negative, affirmative and interrogative
C board, coursebook, flashcards
5 Which option shows a teacher dealing with differentiation?
A using a variety of different tasks and activities in different lessons
B teaching different learners in different ways according to their
needs
C using different interaction patterns in different lessons
6 What do teachers use fillers for the classroom?
A to fill lesson time with a brief activity that helps learning
B to make sure learners have enough learning resources
C to provide learners with full sets of answers to exercises
7 What are interaction patterns?

A the strategies the learners use to talk with their classmates
B the use of pairwork for a range of different activities
C the ways a teacher organizes the communication in class
8 What is the purpose of a lead-in?
A to prepare learners for a main task in a lesson
B to start a lesson off by explaining the lesson aims
C to make sure all the learners have a suitable partner
9 What is a learner/class profile?
A a description of learners’ characteristics that affect learning
B a record of learners’ grades over the course
C a summary of learners’ lives and interests
10 Why do teachers include procedure in a lesson plan?
A so they work purposefully towards the lesson’s aims
B so they remember what they are trying to achieve in a
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lesson
C so they ask the learners to work at a sufficiently fast pace
11 What is a stage/step of a lesson?
A a section that makes up one part of a lesson
B how the lesson proceeds from one part to the next
C the overall design of the parts of a lesson
12 Why do teachers consider timing for a lesson?
A so that the lesson begins and ends punctually
B so that learners have the right amount of time to carry out
each stage planned
C so that the pace of the lesson is kept lively throughout the
lesson
13 A topic is the ______________of a communication.
A subject B purpose C style
14 How can you build variety into a lesson?
A by giving learners a choice of what they want to do in the
lesson
B by making sure that each exercise is the right length
C by changing focus, activity types, pace or interaction
patterns
Unit 20 helps student-teacher to review the different components of a

lesson plan before working with a sample plan to identify and
complete missing stage. They have a chance to discuss their own
feelings about lesson planning and practice a sample exam task from
TKT Module 2 Part 1, where this syllabus are of identifying the different
components of a lesson plan is assessed. To prepare well for this
section of the test, candidates (student-teachers) should look at
sections in the TKT Glossary on components of a lesson plan and read
English language teaching books about stages of various types of
lessons.
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Unit 21 PLANNING AN INDIVIDUAL LESSON PLAN

OR A SEQUENCE OF LESSON PLANS
A. UNIT AIMS
• To familiarize students with common sequencing in lessons

• To provide practice in completing tasks in which sequencing
lesson stages is the testing focus in the TKT (Module 2, part 1)
B. UNIT STRUCTURE
21.4. QUIZ 21
C. CONTENT
21.1.1. Stages of various lessons
Complete the missing stages in the following lessons.

Lesson 1:
Before ___________________________________________________________
Stage 1 Pre-teach vocabulary for reading.
Stage 2 Learners read for gist.
Stage 3 Learners read for details.
After _________________________________________________________
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Lesson 2
Before ___________________________________________________________
Stage 1 The teacher provides a model of the language.
Stage 2 The teacher drills language chorally.
Stage 3 The teacher drills language individually.
After _________________________________________________________
Lesson 3
Before ___________________________________________________________
Stage 1 Pre teach vocabulary for listening.
Stage 2 Listening for gist.
Stage 3 Listening for details.
After _________________________________________________________
Lesson 4
Before ___________________________________________________________
Stage 1 The teacher introduces a new student to the class.
Stage 2 The students practice the role play in pairs.
Stage 3 Two students perform their role play in front of the class.
After _________________________________________________________
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Lesson 5
Before ___________________________________________________________
The teacher introduces a new student to the class.

Stage 1
Stage 2 The new student tells the class something about himself.
Stage 3 The other students respond with some information

about themselves.
After _________________________________________________________
Lesson 6
Before ___________________________________________________________
Stage 1 The students write a story.
Stage 2 The students exchange their stories with a partner.
Stage 3 Students read their partners’stories and suggests

improvements.
After _________________________________________________________
21.1.2. A sequence of lessons
What are the pros and cons of planning a sequence of lessons over a
week or a month? Complete the grid below.
Pros Cons
1. Learner motivation
2. Learners’ needs
3. Variety
4. Teaching & learning resources
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5.Teacher’s time management
21.2.1. Stages of a lesson
Arrange the stages of this language focus/ language practice lesson into
an appropriate lesson sequence.
A. The teacher asks students to listen to her giving model sentences

using the words in comparative sentences.
B. The teacher asks students to list in pairs different adjectives to
compare two other cities, e.g. New York, Athens, and writes the
adjectives on the board.
C. The teacher asks the students to report back their comparisons to
the whole class.
D. The teacher points out how the comparative of long and short
adjectives is formed.
E. The teacher asks students about which cities or big towns they
have visited, and which ones they prefer and why.
F. Students report back their decisions to the whole class.
G. The teacher asks students how these cities are different, and puts
relevant adjectives on the board, e.g. big, clean, old, busy, polluted,
commercial
H. Students repeat each sentence after the teacher.
I. Group work – the teacher puts the students in groups, and gives
them the names of 6 cities. They must discuss to decide which two
of the cities to visit on a week’s trip.
J. The teacher puts the names of two of the cities, e.g. London and
Hong Kong, on the board.
K. In pairs, the students compare the two new cities.
21.2.2. Planning a week of lessons
Steps 1-8 below outline the procedure for planning a week of lessons.
For each step, there are two choices. Decide which is the better.
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1 a) Review material not covered in the previous week so that you

make sure it is not included in the forthcoming week.
b) Review material covered in the previous week to see if it needs to
be incorporated in the forthcoming week. forthcoming week.
2 a) Decide where you want to get to in the coursebook by the end of
the next week.
b) Estimate the amount of material from the coursebook you think
can be covered next week.
3 a) List the topics, language input and skills tasks in the coursebook
material.
b) List only the language input material in the coursebook material.
4 a) Work out the balance of language input relative to skills
development in the material.
b) Work out the balance of speaking practice relative grammar input
in the material.
5 a) Begin thinking about the staging of your lessons on a day-by-day
basis.
b) Identify approximate blocks of learning that are likely to be
achievable in a day.
6 a) Identify any potential gapsin the coursebook material in terms of
achieving aims of learning blocks.
b) Identify any potential logic gaps in your lesson staging.
7 a) Find any filler tasks that will help patch up staging issues.
b) Find supplementary materials for any gaps in the coursebook
material.
8 a) Create your work plan for the week and type up for learners.
b) Do a first draft of your work plan for the week.
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For questions 1–5, read the stages of the reading and writing lesson
plan below and fill in the missing stages from the options listed A–E.
Missing stages
A Groups check each other’s letters for grammar and spelling errors
and correct these.
B Students read the text and answer some questions. The teacher
checks answers with the whole class.
C Students choose the best reasons and the teacher writes them on
the board.
D The teacher collects all the letters to send to the editor of the
newspaper.
E The teacher asks students in groups to brainstorm reasons for
keeping the pool open.
Stages of a lesson
♦ The teacher gives the students a short newspaper article about a
swimming pool in their town that may close down.
1 ...…………..…….
♦ The teacher tells the students that they are going to write a letter to
the newspaper to ask for the pool to stay open.
2 ……..……….……..
♦ Groups tell the whole class their list of reasons.
3 ……..……….……..
♦ The teacher asks the students in their groups to write a draft letter
using three of the reasons from the written list.
4 ……..………..….
♦ Groups write an improved draft of their letter.
5 …………………
♦ The teacher and the learners discuss recent changes to their town
which have happened because a new road has been built nearby.
For questions 6-10, look at the lessons in the project work sequence
below and fill in the missing lessons from the options A-E.
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A. Some learners look for information on the Internet or in the library

and make notes; some plan survey to find out information from
others using questionnaires.
B. Groups exchange their work, check it and make final suggestions for
editing.
C. In each group learners read each other’s work, and make
suggestions for editing.
D. Groups plan their work and decide how to share tasks.
E. Learners plan their writing or carry out survey interviews.
Aim: for learners to produce a class magazine
 Explain project aim; whole class decide on a list of topics;

form interest groups
6 ______________________________________
7 ______________________________________
8 ______________________________________
 Learners write their first drafts.
9 _______________________________________
10 ______________________________________
 Make copies of the magazines for other classes to read.
21.4. QUIZ 21
For questions 1–10, look at the terms in bold.

For each question, circle the correct answer (A, B or C).
1 What is involved in consolidating learning?
A introducing new language or skills to help learners
B testing whether learners have learnt something correctly
C strengthening learners’ understanding or use of something
2 What do we do when we focus on something?
A We understand it.
B We give it our full attention.
C We work out its meaning.
3 Which option describes a mixed-ability class?
A a group of learners who have different strengths and weaknesses
B a group of learners who are able to do many different things
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C a group of learners who are neither particularly good nor

particularly weak
4 What is involved in reinforcing learning?
A introducing new language or skills to help learners
B testing whether learners have learnt something correctly
C strengthening learners’ understanding or use of something
5 What does a scheme of work aim to achieve?
A assessment, integrated skills and relevance across a series of
lessons
B coherence, variety and syllabus coverage across a series of lessons
C interaction, project work and accuracy practice across a series of
lessons
6 What is a syllabus?
A the coursebook, workbook and teacher’s book
B a collection of lesson plans put together over a series of years
C an official document saying what is to be taught and in what order
7 What is the purpose of including timetable fit in a lesson plan?
A to make sure lessons lead into and develop out of one another
B to make sure the lesson is not too long or too short
C to make sure the lessons in a term manage to cover the syllabus
8 What do receptive skill- based lessons mainly include in the while
stage?
A. Tasks/Activities for listening or reading comprehension
B. Multiple-choice questions on vocabulary and grammar
C. Questions encouraging learners to relate to their real lives
9 Which teaching apporach below is NOT appropriate for
introducing a grammatical structure?
A. The presentation, practice and production approach
B. The text-based or/and context-build approach
C. Content and language integrated learning approach
10 To help learners develop productive skills, which of the following

should be included in lesson plans?
A Controlled practice on language forms
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B An introductory stage to set the scene

C Comprehension questions on a worksheet
Unit 21 offers student-teachers a chance to share ideas related

common sequences in lessons, which is the testing area in the TKT
Module 2 Part 1. To prepare well for this section of the test, student-
teachers (candidates) should review different types of lessons, e.g.
reading lessons, listening lessons, language focus lessons, writing
lessons, speaking lessons, looking at the stages and the sequencing.
Unit 22 CHOOSING ASSESSMENT TASKS
A. UNIT AIMS
• To provide an opportunity for student-teachers to discuss

assessment activities and reasons for choosing them
• To provide practice in completing tasks in which choosing
assessment activities is the testing focus in the TKT (Module 2, part
1)
B. UNIT STRUCTURE
22.4. QUIZ 22
C. CONTENT
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22.1.1. Review 1
Work in groups of three or four to discuss the answers to the following

questions.
1. What is assessment?
2. Why do teachers assess students?
3. Do students assess teachers? Is this good? Why?
4. What do teachers assess?
5. When do teachers assess students?
6. How do teachers assess students?
22.1.2. Review 2
Complete the following table which includes differences between formal

and informal assessment. Then check with your peers.
Formal assessment Informal assessment
Assessment
tasks
Purpose
Marking
22.2.1. Types of assessment
Match the assessment aims (1-7) with the assessment types listed A-H.
There is one extra option which you do not need to use.
1. To chat with learners about how they are doing
2. To ask learners to judge each other progress
3. To give the teacher’s opinion of the learners’progress
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4. To keep a constant check on learners’progress

5. To let learners judge their own progress
6. To monitor learners’progress at a key point during the course
7. To show learners what they have achieved through the course.
Assessment types
A. Continuous assessment
B. Formative assessment
C. Informal assessment
D. Peer assessment
E. Portfolio assessment
F. Self assessment
G. Subjective assessment
H. Summative assessment
Match the situations (8-14) in which a teacher sets a test with the
reasons for assessment listed A-H in the box. There is one extra option
8. Learners are preparing to take an examination at public

examination center and the teacher gives them a similar
examination in the class.
9. On the first day of a new course the teacher sets a test covering
both items the learners should know and items that they may not
know.
10. The teacher dictates a list of new vocabulary items and asks the
learners to give their answer sheets to their partners for marking.
11. The teacher gives a test at the end of each unit of the textbook.
12. The teacher monitors the learners speaking performance every
lesson and keeps a record.
13. The teacher notices basic errors in the use of the present simple,
and sets a test for which the learners must prepare.
14. The teacher sets a standard test linked to international
benchmarks.
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A. To allow the learners to revise t specific language structure

B. To assess the learners continuously
C. To enable the learners to assess each other
D. To familiarize learners with the test procedure
E. To plan a series of lessons
F. To provide learners with test scores for placement and
university entrance
G. To show students how well they have learned specific
language
H. To test the learners informally
22.2.2. Ways of assessment
Look at the assessment tasks, marking processes, and main reasons for
assessment below and decide whether they are connected mostly with
formal assessment (F) or informal assessment (I).
Assessment tasks/marking processes, and reasons for assessment

1. The teacher keeps a note of strengths and weaknesses but doesn’t
give students a grade for their work.
2. Exams and tests
3. Classroom activities, e.g. discussions and role-plays
4. Students get a grade for their work, e.g. Pass/ Fail, 65 %
5. To help teachers to select appropriate materials and activities for
lessons
6. to give feedback to learners about how they can improve their
learning
7. to assess overall language ability or proficiency
8. to assess learning at the end of a course, to decide if learners can
move on to the next level
9. homework tasks
10. to provide feedback to the teacher so that she can find out what
aspects of her teaching are useful and successful
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For questions 1–5, match the situations in which a teacher sets a test
with the reasons for assessment, A–F. There is one extra option which
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Reasons for assessment

A. to familiarise students with the test format
B. to allow the teacher to plan an appropriate scheme of work
C. to show students how well they have learned a specific language
point
D. to allow students to assess each other
E. to motivate the students to revise a particular language area
F. to assess students’ progress on a continuous basis
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Situations
1. The teacher has a new class. On the first day of the course, she sets
a test which covers some of the language points she expects the
students to be familiar with and others that she thinks the students
may not know. The students do not prepare for the test.
2. The teacher notices that his intermediate students are making

careless mistakes with basic question formation, which they should
know. He announces that there will be a test on this the following
week. The students have time to prepare for the test.
3. The students are going to take a public examination soon. The

teacher gives them an example paper to do under test conditions.
4. The teacher monitors students whenever they carry out speaking

tasks and keeps notes about each student.
5. The class has recently finished a unit of the course book which
focused on the use of the present perfect simple with ‘for’ and
‘since’. The teacher gives the class a surprise test on this.
For questions 6-12, match the instructions for assessment tasks with the
assessment aims listed A-H. There are two extra options which you do
not need to use.
204
Assessment aims
A. To assess oral fluency
B. To assess accurate pronunciation
C. To check knowledge of vocabulary
D. To check grammatical knowledge
E. To assess writing skills
F. To check awareness of stress
G. To check knowledge of functional exponents
H. To assess gist reading skills
Instructions for assessment tasks
6. Use the notes to make complete sentences. Put the verbs into the
correct form.
7. Choose the correct heading for each paragraph.
8. Reply to the advertisement, explaining why you are the best person
for the job.
9. Find the words in the text which match the following definitions.
10. Discuss the problem with your partner and try to find the solution.
11. Choose the most appropriate response for each of the following
situations.
12. Listen and underline the word that the speaker says most strongly.
22.4. QUIZ 22
1 When a teacher assesses her learners, she_________________

A makes a decision about which learners to group together.
B provides learners with additional exercises to maintain discipline.
C finds out about their ability and progress, using various
procedures.
2 Which option only contains assessment criteria for judging

speaking?
A vocabulary, punctuation, editing skills
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B range of language, fluency, pronunciation

C grammatical accuracy, paragraphing, range of expressions
3 Which of the following is an example of a closed question?
A Have you got any brothers and sisters?
B Why have you written this answer?
C How did you know my name?
4 A cloze test assesses________________.
A grammatical fluency
B speaking skills
C reading ability
5 Which of the following is an example of a gap-fill?
A people are family there in How your many?
B He went / has been to Japan three years ago.
C In the future, even more people __________ (travel) by plane.
6 In a test or examination, an item is______________.
A an instruction for a particular task
B a question from a set using the same task type
C the grammatical focus of a specific task
7 Which of the following is an instruction for a matching task?
A Draw lines from the words to the objects in the picture.
B Read the words and find a synonym in the text for each one.
C Listen to the question and decide on the best answer.
8 Which of the following is an instruction for a multiple-choice
question?
A Read the questions and write True or False.
B Read the questions and write your answers on the lines.
C Read the questions and write the best answer, A, B or C.
9 When learners answer open comprehension questions on a text,
they___________________.
A write with the same words as in the text
B use their own words
C answer as many questions as they can
10 Which of the following is an open question?
A It’s much warmer today, isn’t it?
B How does the novel end?
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C Can anyone give me the answer?

11 In an open-ended task,_________________.
A there is more than one possible answer or solution
B learners are given as much time as they need to finish
C learners are all expected to reach the same conclusions
12 Learners who are proficient in English ____________________.
A have passed an examination with good marks
B have reached a very good level in all four skills
C have successfully completed a course of study
13 Which of the following is an example of sentence completion?
A I’m looking forward to see / seeing him.
B ______________________ if it rains tomorrow.
C Have you ever _______ (hear) of that book?
14 In a sentence transformation task, learners have to use a given
prompt to write a second sentence which_______________.
A means the same as the first one
B means the opposite of the first one
C follows on from the first one
15 Which of the following is a task?
A Learners work in groups and discuss answers to a listening
activity.
B Learners work in groups and play a board game.
C Learners work in groups and plan their ideal house.
16 Which of the following is an example of a task type?
A writing an informal letter
B focusing on layout
C answering true/false questions
17 In a true/false question, the learner decides_____________________.
A whether to answer ‘yes’ or ‘no’
B which of two answers is correct
C which letter represents the correct answer
Unit 22 includes various tasks/activities which encourage student-

teachers to consider different aspects of assessment and familiarize
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them with the idea of formal and informal assessment as well as

assessment activities, all of which are tested in the TKT Module 2 Part
1 syllabus area. To prepare well for this section of the test, student-
teachers (candidates) should look into the glossary for mastering
relevant terms and read books about choosing assessment activities.
Part 2: SELECTION AND USE OF TEACHING AIDS
Unit 23 CONSULTING REFERENCE RESOURCES
A. UNIT AIMS
• To consider the range of resources available to teachers in

lesson preparation
• To provide an opportunity for students to discuss teachers’

reasons for consulting reference resources
• To provide practice in completing tasks in which using

reference resources is the testing focus in the TKT (Module 2, part
2)
B. UNIT STRUCTURE
23.4. QUIZ 23
C. CONTENT
23.1. REVIEW
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23.1.1. Common reference resources
List (at least 5) reference resources that you use when you prepare your
lesson plans. Then share your list with your partners and find out the
reference resource that many teachers always use.
23.1.2. Key concepts
Try to define the following key concepts and check them up in the TKT
Glossary:
1. Bilingual dictionary
2. Monolingual dictionary
3. Reference materials, resources
4. Reference skills
23.2.1. Reasons for using reference resources
Match the reference resources in the box with the reasons for using them
below:
1. A teacher wants to do some work with her learners on /ɪ/ and /iː/
and wants to find a minimal pair exercise.
2. A teacher wants to know the common problems learners of a
particular nationality have, so that he can anticipate difficulties
they might have with a structure.
3. A teacher wants to know how to make the best use of the
coursebook she has been given to use with her class.
4. A teacher wants to check the spelling of a word.
5. A teacher wants an extra grammar exercise so that his students
can do another exercise on the present continuous.
6. A teacher wants to improve her own understanding of how
language works to improve her language awareness and her
awareness of how to teach language.
7. A teacher is having difficulties controlling a rather lively and noisy
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class and wants some ideas for strategies she can use.
8. A teacher wants to check on the form and use of the present
perfect simple with ‘yet’ and ‘already’.
9. A teacher wants to find some stories for her class of young
learners.
10. A teacher wants to check the pronunciation of a word .
Grammar books for teachers Grammar books for learners

Learners’ dictionary Bilingual dictionary (L1–L2)
Monolingual dictionary (L2–L2) Websites on the internet
Methodology books for teachers Books or articles about learners’ errors
Supplementary materials The teacher’s books from coursebooks
The workbook from the coursebook Colleagues
23.2.2. Evaluating reference resources
Discuss the answers to these questions in your group:

a) Which resources have you used as a teacher?
b) Which have you used as a learner?
c) Which did you find the most useful?
d) What are the differences between grammar books for teachers and
grammar books for learners?
e) What are the differences between a learner dictionary, a bilingual
dictionary and a monolingual dictionary?
f) Which do you find the most useful?
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For questions 1–8, read the dictionary entry. Match the extracts from
the dictionary entry with the information they provide A–I. There is one
extra option which you do not need to use.
scowl 1 /skaʊl/ v [I] to look at someone in an angry way; frown: Patrick

scowled, but he did as he was told. [+ at] Mum scowled at him and
refused to say anything.
scowl 2 n [C] an angry or disapproving expression on someone’s face;
frown: She looked at me with a scowl on her face.
Adapted from:
Longman Dictionary of Contemporary English. Longman 2003
Extracts Information
 [+ at] A. headword
B. definition
n
C. register
 to look at someone in an angry way D. synonym
 scowl E. plural form is possible
 She looked at me with a scowl on her face F. verb has no object
G. part of speech
 [C]
H. dependent preposition
 frown
I. example sentence
 [I]
For questions 9-15, match the teacher’s descriptions with the reference
resources listed A-H. There is one extra option which you do not
need to use.
Reference resources
A. a language awareness book for teacher
B. a book to help teachers use one kind of resource
C. a teacher’s magazine on the Internet
D. a picture dictionary
E. a learner’s grammar book
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F. a monolingual dictionary
G. a book about interference from different first language
H. a bilingual dictionary
Teachers’ description
9. Sometimes I just need to check what a word means in my own
language.
10. If you teach beginners all the time, it’s good to have a book that
helps you keep up your own language level.
11. I want my learners to read English definitions of English words.
12. It gives me information about rules and usage, written in language
I can use in the classroom, and there are exercises for learners, too.
13. My school has just got some new computers, and this book gives
me the ideas I need about how to use them.
14. My young learners find it easier to remember new words if they
can see what things look like.
15. It has articles by teachers, lesson plans, and worksheets you can
print out and lots of useful links.
23.4. QUIZ 23

1. What does a bilingual dictionary give you?
A. headwords, definitions and examples all in the same language
B. headwords in one language, and definitions and examples in
another
C. headwords, definitions and examples in one language plus notes
in another
2. Why do you consult someone or something?
A to get information or advice about something
B to understand their opinion better
C to help them with a problem they may have
3 What information does a cross reference give?
A a list of authors and their work on the same subject
B links to other publications dealing with the same topic
C directions for where to find information on something in the same
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book
4 What information does a dictionary entry give you?
A definition + examples
B headword only
C headword + definition + examples + collocations
5 Which is the headword in: bus: a large vehicle in which people are
driven from one place to another?
A bus
B a large vehicle in which people are driven from one place to
another
C bus: a large vehicle in which people are driven from one place to
another
6 How many languages does a monolingual dictionary use?
A two B one C more than two
7 What does a phonemic chart show?
A the mouth and where different sounds are formed
B the letters of the alphabet and the sounds they make
C the sounds of a language written in a special script
8 Which are examples of reference materials/resources for teachers?
A coursebook, lesson plans
B grammar books, dictionaries
C graded readers, supplementary materials
9 What do you find in a teacher’s book?
A additional exercises for the teacher to test their own knowledge
B practice activities for the teacher in the use of classroom language
C tips and information to help the teacher exploit the coursebook
10 How is a thesaurus different from a dictionary?
A It groups words according to their frequency.
B It groups words according to their meaning.
C It groups words according to their pronunciation.
Unit 23 helps students to systematize different types of reference

resources available to teachers. They consider why teachers might use
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different resources and examine the value of these for different tasks.
The range of resources available and teachers’ reasons for consulting
them is a syllabus area in TKT Module 2 Part 2. To prepare well for the
testing focus on this syllabus area, candidates (student-teachers)
should read books about English teaching methodology and share
their opinions with others.
Unit 24 SELECTION AND USE OF COURSEBOOK MATERIALS
A. UNIT AIMS
• To provide an opportunity for student-teachers to consider

criteria for selecting course books and discuss ways of adapting
course book materials
• To provide practice in completing tasks in which selection and

use of course books is the testing focus in the TKT (Module 2, part
2)
B. UNIT STRUCTURE
24.4. QUIZ 24
C. CONTENT
24.1. REVIEW
Read the following criteria for selecting coursebooks and

- discuss which is important and which is less important; and
- rank the criteria in order of importance.
1. The material in the coursebook is visually attractive. The coursebook
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has different colours, fonts and headings.

2. There are a variety of different practice activities which allow
students to use the language taught.
3. The topics and contexts in the coursebook are familiar to the
students and are motivating to suit the age, needs, experience and
interests of the students in the class.
4. The coursebook has a good balance between grammar and skills
development.
5. The coursebook has the same number of units as the number of
weeks of the course, i.e. the course runs for twelve weeks and there are
twelve units.
6. The coursebook is the right level for the learners in the class.
7. There is material covering all four skills in the coursebook – reading,
writing, listening and speaking.
8. The material in the coursebook is well-organised and it is easy for
teachers and students to follow what they have to do.
9. There is variety in the way new language is presented in the
coursebook.
10. The reading and listening materials have an authentic feel and
look. The texts look like they are real articles and the recordings sound
like real conversations.
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24.2.1. Textbook problems and solutions
Below are some possible solutions for the teachers’ problems with
coursebooks. Match them with the problems listed 1-8.
A. Find different material to use with the coursebook – supplementary
material.
B. Change the level of the material.
C. Extend the task.
D. Shorten the task.
E. Change the way the task works.
F. Use the material in a different order.
Teacher’s problems Solutions Strategies

(What?) (How?)
1. The reading & listening material in the

coursebook is too difficult.
2. The coursebook has the students doing the

same things in each unit.
3. The texts and tasks in the coursebook are

too short.
4. There is very little authentic material for

listening and reading.
5. The tasks in the coursebook are in the

same order in every unit.
6. The texts and tasks in the coursebook are

too long.
7. The reading and listening material in the

coursebook is too easy.
8. There is little free speaking and no writing

practice in the coursebook.
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24.2.2. Textbooks problems and strategies
Match these strategies for implementing the solutions to teachers’

problems with coursebooks with the problems listed 1-8 in Practice Task
24.2.2
A. Write extra questions or add a paragraph of your own to a text.

B. What about using songs as listening material?
C. Cut up texts/provide multiple recordings and do jigsaw
reading/listening tasks, so that students have less to read or listen to.
D. Re-write the tasks to make them easier. Ask more general
questions.
E. Use productive skills materials from other coursebooks or from the
internet to provide fluency practice.
F. Reduce texts by removing a difficult paragraph or break recorded
material into ‘chunks’ or sections.
G. Use the internet to find interesting articles for students to read.
H. Use different interaction patterns. Cut up tasks to make them
matching tasks or ordering tasks.
I. Re-write the tasks to make them more challenging. Learners need to
read for more detailed information or need to predict answers before
they read or listen.
J. Do the activities in a different order. Students can cover sections of
the book that you don’t want them to look at.
For questions 1–6, match the ways a teacher can adapt a written text
with the teaching purposes listed A–G. There is one extra option which
Ways a teacher can adapt a written text
1. removing from the text all the verbs which follow prepositions
2. replacing nouns with nonsense words and asking learners to
provide the original words
3. putting some spelling mistakes into the text
4. shortening the text and paraphrasing parts of it
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5. re-writing the text in an informal style and learners compare it with

the original
6. jumbling the paragraphs and asking learners to re-order them
correctly
Teaching purposes
A. to focus on linking words and phrases
B. to raise learners’ awareness of register
C. to make the text more accessible to weaker learners
D. to generate interest in the topic
E. to highlight particular grammatical patterns
F. to develop learners’ proofreading skills
G. to work out meaning from surrounding context
For questions 7-13, match the course book instructions with the
activity aims listed A-H. There is one extra option which you do not need
to use.
Activity aims
A. Accurate use of a specific structure
B. Finding collocations
C. Reading for gist
D. Oral fluency practice
E. Finding connection in a text
F. Listening for detailed information
G. Writing a short story
H. Listening for gist
Coursebook instructions
7. Look quickly through the text and choose the picture that matches
the situation.
8. Complete the sentences below using one of the following modal
verbs.
9. Play the cassette again and answer the true/false questions.
10. Underline all the pronouns and draw arrows to show the nouns
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they refer to.

11. Choose the words that go together.
12. In groups of three, discuss the problem and decide on the best
solution.
13. Look at the photographs and decide who you think is speaking.
Then listen and check your prediction.
24.4. QUIZ 24

1 What does adapting materials involve?
A finding a new coursebook that is more suitable for learners
B using a mixture of a suitable coursebook and supplementary
materials
C changing materials in some way to make them more suitable for
learners
2 What is a coursebook/textbook?
A a book for learners with a structured series of texts, tasks and
information
B a book for learners with reference information and examples
C a book for learners with exercises they complete on their own
3 When a teacher evaluates / does evaluation of a textbook, she ____
A makes a judgement about how effective it has been as a learning
tool.
B reads through each unit before using it in class.
C asks the opinions of other teachers before deciding to use the
book.
4 What are handouts/worksheets?
A single sheets of paper for learners to use to write their answers
B single sheets of paper with information or activities for the learner
C single sheets of paper that learners use to follow instructions to
make a plane
5 What are rubrics for?
A demonstrating an activity through diagrams
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B instructing you in writing how to do an activity

C giving the answers to an activity in pictures
6 What is the purpose of supplementary materials?
A to allow students to change places
B to give additional practice in something
C to save lesson planning
7 What does a workbook / activity book usually contain?
A more reference materials B extra practice activities
C longer reading passages
8 What is NOT teaching strategy (the approach used by the teacher in
the classroom)?
A Predicting learners’ outcomes B Giving learners thinking time
C Setting up pair or group activities
9 What does syllabus involve?
A Stories in pictures that will be used in the classroom
B Categories of questions such as matching and gap-filling
C Description of language skills covered in a course
10 Which are examples of tasks in the textbook?
A Presenting new words and drilling structures
B Problem-solving and information gap activities
C Describing a scenario and telling a folktale
Unit 24 focuses on the selection and use of coursebook materials,

which is tested in the TKT Module 2 Part 2. Student-teachers have a
chance to examine various criteria for choosing coursebooks, then
consider problems that teachers may have with their coursebooks and
ways of solving these problems. The testing focus on this syllabus area
is related criteria for selecting coursebook materials and ways of
adapting them. Therefore, in order to prepare well for this syllabus
area, candiates (or student-teachers) must master things that teachers
need to consider when looking at coursebook activities such as
suitablity of tasks, topics in the coursebook for their learners, types of
activities, and aims of activities and tasks.
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Unit 25: SELECTION AND USE

OF SUPPLEMENTARY MATERIALS AND ACTIVITIES
A. UNIT AIMS
• To consider types of supplementary materials and activities
• To provide an opportunity for students to discuss reasons for

using, selecting and adapting supplementary materials
• To provide practice in completing tasks in which the selection

and use of supplementary materials is the testing focus in the TKT
(Module 2, part 2)
B. UNIT STRUCTURE
25.1. REVIEW OF SUPPLEMENTARY MATERIAL
25. 2. PRACTICE TASKS
25. 3. TKT SAMPLE TASK 25
25.4. QUIZ 25
C. CONTENT
25.1. REVIEW OF SUPPLEMENTARY MATERIALS
25.1.1. Examples of supplementary materials and their uses
Students work in group to list possible supplementary materials and

their uses. Then the instructor gives the list below so that students can
check how many they have found.
Examples of supplementary materials and their uses
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 Websites on the Internet for practice activities on grammar,

vocabulary and pronunciation practice
 Websites on the Internet for games, puzzles and quizzes to
provide extra fun activities practice
 CDs with songs for extra listening practice
 Newspapers and magazines, articles on the Internet for authentic
reading texts
 Books with language practice activities or exercises for extra
language practice material
 DVDs of movies or TV programmes for authentic practice of
listening and context setting
 Resource books that come with students’books in coursebook
packs for extra skills and language practice material
 Graded readers for extensive reading material
 Board games like Scrabble, Monopoly, to provide practice in a fun
way
 Computer games for extra practice material
25.1.2. Reasons for using supplementary materials
Students work in group to list reasons for using supplementary

materials. Then the instructor gives the list below so that students can
check if their reasons are similar of different.
Reasons for using supplementary materials
 To add variety to lessons

 To provide extra practice in grammar, vocabulary and
pronunciation
 To provide extra practice in skills work (speaking, listening, reading
or writing)
 To replace material in the coursebook that the teacher thinks is
suitable
 To add something that seems to be missing from the coursebook
 To respond to learners’ requests for materials with a particular
focus/topic
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 To include fun activities

 To include more authentic material in lessons
25.2.1. Examples of activities from supplementary materials
Look at the examples of activities from supplementary materials. For

each activity say:
a) What type of supplementary activity is it?
b) Where is it from?
c) What is the teacher’s reason for choosing it?
1. Write out the sentences, using the most appropriate tense or form
of the verb in brackets.
2. Working in groups of two or three, look at the following eight

photographs, and choose at least six of them. Arrange these in an
order that makes a good story. Discuss the development of the story
in the group, and invent any details that you need. Then, working
individually, write the story.
3. Work in groups of five or six. Each member of the group tells a story
that is either completely true or completely false. The other members
of the group must decide whether they think the story is true or not.
4. The following are all types of fruit. Fill in the correct words under
each picture.
5. You are student A. You see an advertisement for an apartment to

rent in the newspaper and decide to phone up about it. Student B
owns the flat. You begin like this: Good morning. I’m phoning about
the apartment.
6. Listen to these dialogues.
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Mark the boxes ⇘ where the intonation goes down when the speaker
is simply answering a question.
Mark the boxes ⇗ where the intonation goes up when the speaker is
asking a question.
7. Listen to the song and fill in the gaps in the transcript.
8. Read the articles from the ‘Also in the news’ section and say what
they have in common.
25.2.2. Exploiting authentic material
Different features of authentic materials are listed 1-7. Match each

feature with an associated benefit listed A-G.
Benefits of authentic materials

A. This means that learners can get good extensive listening and
reading practice
B. The variety they offer can increase motivation.
C. This allows learners to see how grammar and vocabulary behave in
natural discourse.
D. This can help bring knowledge and information from the outside
world into the classroom.
E. This means that teachers have the possibility of making their
teaching programme as relevant and intermediate as possible.
F. This means that learners forget that they are doing some kind of
learning task and enjoy themselves.
G. This means that the learners will begin to see materials as
something practical they can use.
1. Authentic materials contain examples of real language used by

native speakers.
2. Authentic materials such as DVDs are perceived as entertainment.
3. Authentic materials can contain a lot of cultural information.
4. Authentic materials can often be quite long.
5. Authentic materials such as maps have real-world transfer.
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6. Authentic materials can be quite topical in terms of their content.

7. Authentic materials are often used to supplement course materials.
For questions 1–7 look at the supplementary materials for elementary

learners and the three possible ideas for exploiting them. Two of the
ideas are appropriate in each situation. One of the ideas is NOT
appropriate.
1. The material would be useful for practising ___________.
A present simple questions
B prepositions of time
C reported speech
2. The activity would probably work well with ___________.
A teenagers B young children C young adults
3. The context would revise the vocabulary of ___________.
A places in town B free time activities C train travel
4. The materials would be suitable for practising _________.
A requesting B making plans C giving permission
5. The materials would give practice in _____________.
A reading for gist
B reading for specific information
C reading for detail
6. The activity would require the following interaction patterns: _______.
A pairwork B class mingle C individual work
7. Useful pre-teaching for this task could include ______________.
A telling the time B giving directions C expressing ability
For questions 8-13, look at the books listed A-H. Choose which book
could help a teacher with the following topics. There is ONE extra option
Topics
8. Oral fluency activities
9. Ways of encouraging learner independence
10. Ways of bringing authentic materials into your lessons
11. Storytelling in the classroom
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12. Background reading for a new teacher

13. Practice activities on different features of lexis, e.g. collocation
14. Explanations of language rules with practice exercises
Books
Title of book Author Publisher
A. A Way with Words Redman S, & Ellis R. CUP

B. Self-Access
C. Learning Teaching Sheerin S. OUP
D. Using Newspapers in the
Classroom Scrivener J. Heinemann
E. Discussions that Work
F. Lessons from Nothing Sanderson P. CUP
G. English Grammar in Use
H. Once Upon a Time Ur P. CUP
Marsland B. CUP
Murphy R. CUP
Morgan J. & CUP

Rinvolucri M.
For question 15-20, choose which book listed A-G could help a teacher
who made the following comments. There is one extra option which you
do not need to use.
Teacher’s comments
15. I’ve been teaching for a long time, but I really need some fresh
ideas for teaching grammar to low-level learners.
16. I’m not sure how to use websites for teaching English.
17. I’m looking for activities to help my teenage learners develop
their fluency, but I haven’t got time to do a lot of extra
preparation.
18. I’m interested in using poems and short stories in my language
classes.
19. My learners need lots of extra tasks for teaching practice, but I
226
haven’t got time to search for supplementary materials at the

right
level.
20. I want a book that explains pronunciation and gives me some
ideas about how to teach it.
Books
A. The Internet and the Language Classroom Gavin Dudeney, Cambridge
University Press
B. Developing Listening Skills Shelagh, Prentice Hall
C. Sounds like This Katie Kitching, Belair Publication Ltd
D. Simple Speaking Activities Jill Hadfield and Charles Hadfield, Oxford
University Press
E. Elementary Language Practice Michael Vince, Macmillan
F. Literature in Language Classroom Joanne Collie and Stephen Slater,
Cambridge University Press
G. Words in Their Places: Graded Cloze Texts and Comprehension
Exercises Lynn Hutchinson, Hodder Arnold
25.4. QUIZ 25

1. What equipment do you need for a board game?
A a dice and a board
B a timer and a board
C a ball and a board
2 What is a chart?
A a map of a continent
B a poster
C a diagram or table for information
3 What do you do to complete a crossword puzzle?
A Sort the letters of words into the correct order.
B Find words that answer clues and write them in a grid.
C Match words to their meanings in a chart.
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4 What is on each of the six sides of a dice?

A spots B numbers C words
5 What is a graded reader?
A a book learners read, then get a mark for reading
B a book for learners containing simplified language
C a book that gets more difficult for learners as it continues
6 What can we show with graphs?
A measurements that change in diagrammatic form
B examples of language for learners to copy
C words that have different meanings
7 What is a grid made up of?
A a series of dots and lines B a series of circles
C a series of horizontal and vertical lines
8 What is a leaflet/brochure?
A a printed page or series of pages giving information and/or
advertising
B a printed page containing reference information for learners
C a printed page/pages in a book giving specific information
9 Which are all learning resources?
A school, videos, exercises
B computers, textbooks, the board
C a self-access centre, input, posters
10 Which option contains examples of realia?
A chalk, desks, board B rulers, pens, rubbers
C bus tickets, menus, brochures
11 What can learners do in a self-access centre / learning centre?
A use resources to help themselves learn more
B get additional lessons from specialised teachers
C find people who they can practise speaking with
12 Which is the best definition of sticker?
A a book held together by glue
B a smallish piece of paper with glue on the back
C a photograph glued onto a page
13 What do you find on a tapescript/audio-script/transcript?
A different types of dictation exercises
228
B gap-fills to complete while listening

C a written record of what is on a recording
14 What do you have to find in a wordsearch?
A words of the same meaning
B words in sentences
C letters making up words
Unit 25 offers student-teachers a chance to explore possible sources

for supplementary materials to use in the classroom as well as reasons
for supplementing coursebook materials. The testing focus on this
syllabus area in the TKT Module 2 Part 2 includes types of
supplementary materials and activities, reasons for use and how to use
and adapt them. To prepare well for this testing focus, candidates
(student-teachers) should read academic articles and books about
selecting and using supplementary materials and activities in teaching
English and they should share their opinions with other students.
Unit 26 SELECTION AND USE OF TEACHING AIDS
A. UNIT AIMS
• To introduce types of teaching aids and discuss the teaching

functions
• To provide practice in completing tasks in which the selection

and use of teaching aids is the testing focus in the TKT (Module 2,
part 2)
B. UNIT STRUCTURE
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26.4. QUIZ 26
C. CONTENT
Can you find nine teaching aids in the word search below?
F L A S H C A R D S
D R A O B K C A L B
W H I T E B O A R D
S T R A H C P D X R
D K N O R M V Y M E
C G A X H D J E O A
L Q P U P P E T S L
S R E T S O P M L I
D I E C A L B Z W A
26.2.1. Teaching aids and teaching aims
Work with a partner and decide which teaching aids you would use to
achieve the teaching aims numbered 1–10. There may be more than one
possible answer.
whiteboard OHP flashcards CD player
DVD player realia computer posters
230
puppets phonemic chart blank paper
1. to get students to build a paper aeroplane by following written

instructions
2. to teach 10 words related to furniture: table, chair, bed, desk, sofa,
bookcase, stool, shelves
3. to get students to realise how important body language is in
giving a business presentation
4. to help students pronounce 3 problem sounds by using minimal
pair work
5. to give students an opportunity to generate and organise ideas
for a composition
6. to help students to design a poster in groups showing what they
did during their last holidays
7. to focus on accuracy in writing by showing students an example
of writing and asking them to correct it
8. to teach students expressions for introducing themselves to other
people and responding to introductions
9. to help students revise new vocabulary from 5 different lexical
sets
10. to get students to plan a class picnic
26.2.2. Practice tasks
For questions 1-7, match the classroom activities with the teaching
aids listed A-H. There is ONE extra option which you do not need to use.
1. Drilling rhythm and stress

2. Listening to modern uses of language forms
3. Memorizing English diphthongs
4. Practising counting, weights and measures
5. Researching a cultural awareness project
6. Skimming, scanning and predicting from titles
7. Writing a narrative
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Teaching aids
A. Newspaper E. Puppets
B. Phonemic chart F. Realia
C. Picture stories G. Reciting poems
D. Pop songs H. Self access study
center
For questions 8-13, match the ways a teacher can adapt a newspaper
article with teaching aids listed A-G. There is ONE extra option which
Teaching aims
A. Building oral fluency
B. Building prediction skills
C. Building proofreading skills
D. Focusing on grammatical patterns
E. Focusing on linking words and phrases
F. Making the text more accessible to
weaker learners
G. Working out meaning from context
8. Adding punctuation and spelling errors

9. Asking learners to role play the events described in the article
10. Cutting up the text and jumbling the paragraphs
11. Grading and simplifying the language
12. Replacing nouns with nonsense words and asking learners to
guess the original words
13. Showing the title, subheadings, pictures and captions and asking
the learners to guess the content
For questions 14-20, match the teachers’ comments with the

resources listed A-H. There is ONE extra option which you do not need
to use.
Teaching Resources
A. Board games E. Posters
232
B. DVD movies F. Puppets

C. Newspaper G. Realia
D. OHP/OHT H. Songs
14. I find these are very effective with my young learners. They can
play with them and use them to make up their own stories.
15. If you can see and touch something, I think it makes the language
much more understandable and relevant.
16. My business learners find these very useful. I choose pieces that
relate to their work.
17. Some students bring their guitars and the lessons are fun and
effective at the same time.
18. These are a good way of stimulating real life –buying houses,
solving crimes- but sometimes the students get very competitive!
19. They certainly keep my classes quiet, but it is important to exploit
the material by talking about characters, plot and dialogue.
20. This is a good medium for illustrating points, and I don’t have to
turn away from the class to write.
For questions 1–6, match the student activities with the learning aids
listed A–G. There is ONE extra option which you do not need to use.
Student activities
1 Students, in groups, look at leaflets and brochures to get ideas on
content and language for a formal writing task.
2 The whole class does a task to develop the skill of listening for
detail.
3 Students act out conversations as doctors and patients.
4 Students complete extra grammar activities at home.
5 During formal presentations at the front of the class, students
display the results of information they have collected.
6 Students are prompted by the teacher to call out the names of
objects one after the other.
Learning aids
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A. overhead transparencies
B. workbooks
C. authentic printed materials
D. flashcards
E. DVD/video clips
F. role-cards
G. bilingual dictionaries
For questions 7-13, match the teaching purposes with the aids listed
A-H. There is ONE extra option which you do not need to use.
Teaching purposes
7. to show learners pictures or answers to tasks prepared before the
lesson
8. to remind learners about pronunciation
9. for learners to work by themselves and improve their performance
10. to give learners listening practice with visual context
11. to note down new vocabulary items throughout the lesson
12. to bring small things from the world outside into the classroom
13. to ask learners to find information for project work independently
Teaching aids
A. realia E. self-access center
B. OHP F. computer
C. puppets G. phonemic chart
D. video H. blackboard/whiteboard
26.4. QUIZ 26
For questions 1–10, look at the terms in bold. For each question, circle
the correct answer (A, B or C).
1 What is the purpose of a cue card / prompt card?

A to give learners language for or ideas about what to say
B to help the teacher show learners the meanings of new words
C to provide sentences for learners to complete with their own
words
2 Which is the most accurate description of a flashcard?
234
A a card large enough for the whole class to see, showing writing or
pictures
B a card with text used to help learners learn to read
C a card that has many words all related to the same lexical set
3 What does a flipchart consist of?
A many large sheets of paper clipped together on a stand
B several pieces of paper tied together in a book
C a small chart divided into squares
4 Why do learners use a language laboratory?
A to practise listening and speaking, often with help from the
teacher
B to get books and resources to analyse language by themselves
C to experiment with using language by having access to Skype,
email, etc.
5 Which is the most accurate description of an overhead projector
(OHP)?
A something that lets you display video clips
B something that lets you display your own materials on a screen
C something that lets you display your computer screen
6 What is an overhead transparency (OHT) made of?
A thick paper B plastic C smooth cloth
7 How do you operate a puppet?
A by using electricity
B by turning on a switch
C by putting your hand inside it
8 Which option contains examples of teaching aids?
A photos, the internet, posters
B rulers, desk, chair
C timetable, learner profiles, register
9 What is a video clip?
A an extract from a video or DVD
B a series of videos or DVDs
C a sound recording from a video or DVD
10 Which option contains examples of visual aids?
A tapescripts, coursebooks, worksheets
235
B rulers, pens, rubbers

C posters, charts, PowerPoint
Unit 16 focuses on the selection and use of teaching aids, one of the
syllabus areas in TKT Module 2 Part 2. Students have an apportunity to
discuss different teaching aids and to share views about the main
reasons for using teaching aids. In order to prepare well for this
section of the test, candidates (student-teachers) should review the
section in the TKT Glossary which lists teaching aids.
MODULE 3: MANAGING THE TEACHING AND

LEARNING PROCESS
Part 1: TEACHER’S AND LEARNERS’ LANGUAGE
IN THE CLASSROOM
Unit 27 USING LANGUAGE APPROPRIATELY FOR A RANGE OF

CLASSROOM FUNCTIONS
A. UNIT AIMS
• To raise awareness and discuss aspects relating to the

appropriacy of the teacher’s use of classroom English
• To provide practice in completing tasks in which appropriacy of

the teacher’s classroom English is the testing focus in the TKT
(Module 3, part 1)
B. UNIT STRUCTURE
236
27.3. TKT SAMPLE TASKS
27.4. QUIZ 27
C. CONTENT
27.2.1. Identifying key terms
Find six words to describe the type of language teachers should use in the
classroom.
S C L E A R D F
P H S J W N P O
O K A I Q X U R
L O Z P M W C M
I P L E X P M A
T C Y A R E L L
E D I R E C T E
B C C L T W O P
I N F O R M A L
237
27.2.2 Identifying functions of classroom English
Work with a partner and provide an example for each of these functions
of teacher language in the classroom.
1. Acknowledge: to show that you have seen or understood.

Example: - the teacher might nod her head or say ‘yes’.
2. Convey meaning: to express or communicate meaning.
Example:
3. Elicit: to ask targeted questions to get learners to give information
Example:
4. Narrate: to tell a story or talk about something that happened
Example:
5. Praise: to tell someone that they have done well
Example:
6. Prompt: to help learners think of ideas or to remember a word
Example:
7. Recast: to reword a sentence or phrase to improve it
Example:
8. Simplify: to make something easier
Example:
Work with a partner and discuss whether the examples of teacher

language are appropriate or inappropriate. Give reasons for your
answers.
1. Said to a class of elementary secondary students:

‘Please tell me your names.’
2. Said to an adult elementary learner:
‘I believe that your hard work has really produced results.
Congratulations!’
3. Said to a teenage intermediate student:
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‘You clever boy! Your mummy will be pleased with your mark.’
4. Said to a group of 9–10-year-old intermediate students:
‘While it is possible to use the past tense here, it’s much more
common and natural to use the present simple instead.’
5. Said to a group of advanced adult business students:
‘What excellent work. You really have been very, very good students.’
6. Said to an elementary adult student:
‘This work is awful - careless and poor quality. Do it again.’
7. Said to a group of teenage intermediate students:
‘Could you get into groups and check your answers together?’
8. Said to a group of secondary beginners:
‘Just get into groups and do the writing.’
9. Said to a group of primary intermediate students:
‘Colour the pictures for homework, and write the names of the objects
under each picture. OK?’
10. Said to an adult student who is very shy:
‘OK. Stand up and sing us the song.’
For questions 1-7, match the examples of teacher’s classroom

language with their functions listed A-H. There is one option which you
do not need to use.
1. Say it like this: baNAna

2. Juan, let’s hear your story.
3. OK everyone, repeat: Let’s go shopping. All together! Now….skiing.
4. Now discuss your answers with the rest of your group
5. Who can give me three prepositions of place…?
6. This is Mr. Smith. He used to work in a bank. Does he work in a
bank now.
7. How you finished part one? Good work. OK, now try part two.
Functions
A. Concept checking E. Managing interation patterns
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B. Drilling F. Modeling word stress

C. Eliciting G. Modeling progress
D. Emphasizing grammar H. Nominating
For questions 8-13, match the examples of teacher’s classroom

language with the purpose listed A, B, or C.
8. Keep up with the good work.
9. Read the instructions carefully and start when you are ready.
10. If you have any questions, please raise your hand now.
11. Fill the bucket with balls. The read team goes first.
12. I know you can get an A if your work on grammar.
13. What do you do when you’ve finished? That’s right…
Purposes
A. Checking understanding
B. Explaining procedure
C. Motivating
For questions 14-20, read the learner interactions and match Learner
B’s language with its functions listed A-H. There is ONE option which
Functions
A. Agreeing E. Expressing preference
B. Apologizing F. Hesitating
C. Asking for clarification G. Requesting
D. Asking for repetition H. Self-correcting
14. A I watched a movie last night.

B What you saw? I mean, what did you see?
15. A You want to get a coffee or go outside?
B Let’s get some fresh air.
16. A When you going home?
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B You mean today or after the course?

17. A What are your plans for the weekend?
B I’m …er…I’m not … like…I haven’t decided yet.
18. A I don’t like taking the bus at this time.
B I know. You can never get a seat.
19. A Is that your cup or mine?
B Oh- my mistake! Please, take it.
20. A Do you need anything?
B Could you pass the salt, please?
For questions 1–9, match each example of teachers’ classroom

language with its function listed A–F. You need to use some options
more than once.
Functions
A. giving instructions
B. correcting student errors
C. eliciting vocabulary
D. narrating
E. explaining about language
Examples of teachers’ classroom language

T = teacher S = student
1 T: Turn your chairs round and sit back to back

2 S: The man is working home.
T: Pronunciation.
S: Er…he’s walking home.
T: That’s right.
3 T: The present perfect is also used to talk about recent events.
4 T: While Maria was working the thief took her handbag.
S: Where was her handbag?
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T: Under her chair. Anyway then she turned round and …

5 T: Read the postcard quickly and decide if the writer is enjoying his
holiday.
6 T: What’s the man doing in the picture?
S: He’s going up the mountain
T: Yes, and do you know another word for ‘going up’?
7 T: If you don’t sleep well, how do you feel?
8 S: I spoke with grandmummy.
T: You spoke with your grandma.
S: Yes, I spoke with my grandma.
9 T: This sound is produced by putting your tongue against your
teeth.
For questions 10-15, match what the teacher is doing with the
purposes for using the students’ first language, listed A, B and C.
Purposes for using the students’ first language
A checking understanding
B explaining procedures
C motivating
The teacher is
10. asking students to show they know what to do for homework.
11. giving individual written feedback to a weak student.
12. encouraging elementary students to try new ways of learning.
13. telling a large group of teenagers, the rules of a game.
14. asking students to translate the meaning of new words.
15. showing a group of beginners exactly how to use a self-access
center.
For questions 16–21, match the teacher’s instructions to an elementary

class with the teacher trainer’s comments, listed A–G. There is one extra
option which you do not need to use.
Teacher’s instructions
16. Compare your answers with what the others have written down.
Oh, first you should get into groups.
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17. Write the essay tonight and hand it in tomorrow, please.

18. Now, we’re going to move on to the role play on page 7. Read the
instructions and start when you’re ready. OK, off you go!
19. Can anybody tell me the answer to number 1?
20. Right, could you all turn to page 72. Or is it 62? Wait a minute, I’ll
just look…it’s 52. Sorry.
21. Sorry, no more time for questions. We need to move on. We’ve
got a lot to get through this morning.
Teacher trainer’s comments
A. I don’t think you’ve allowed them enough time, check that they
don’t have any other homework to do.
B. You need to think before you speak and decide on the order you
want the class to do things in.
C. Don’t be in such a hurry to start new work – it’s more important
for students to understand what they’ve done so far.
D. Check references in your lesson plan in advance, not while you’re
giving the instructions.
E. Try to avoid repeating yourself – it doesn’t necessarily make
students understand instructions any better.
F. It’s better to nominate a particular student, rather then asking the
whole class, in order to give the weaker ones a chance.
G. Always check students have understood your instructions. A
demonstration of the activity is a good idea.
For questions 22–27, look at the classroom activities and the teachers’
instructions listed A, B and C. Choose the instruction that would come
first, A, B or C.
22. The teacher gives learners an article from a newspaper to read for
the first time. The teacher says: _______________.
A. Discuss what you think about the opinions in the article in pairs.
B. Read the article quickly and decide on a good title for it.
C. Look at these 10 questions. The answers are in the text. You have
fifteen minutes.
23. The teacher wants to teach learners some new vocabulary
connected to food. The teacher says: ______________.
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A. Look at this picture. What is this? Yes, good, biscuit.

B. Listen and repeat – biscuit, all together – biscuit.
C. Can you make a sentence using the word biscuit?
24. The teacher wants learners to practice language learnt in the
lesson by doing a role play. The teacher says: _____________.
A. Gina and Laura, come to the front here and do your role play for
the whole class.
B. Look at the cards I have given you. This is some more
information about the people.
C. ‘A’s, you are the interviewer and ‘B’s, you are a famous person
being interviewed.
25. The teacher wants learners to develop their oral fluency in a
discussion activity. The teacher says: ________.
A. Antonio, what did your group think about question number 1?
B. Talk about these questions in groups. Choose someone to report
back for the group.
C. There are some comments you made on the board. Can you
correct them?
26. The teacher wants learners to use a recording of a song as a
listening comprehension exercise in class. The teacher says:
______________.
A. Read the transcript and underline the words that you don’t
know.
B. Listen and tell me what kind of song you think this is: happy?
sad? romantic?
C. While you listen to the song, fill in the gaps in the transcript.
27. The teacher wants to help learners with intonation patterns. The
teacher says:________________________.
A. Practise the sentences with your partner. Make sure you sound
interested or bored.
B. Come to the board and write your answers. I if they’re interested
and B if they’re bored.
C. Listen to these people talking. Do they sound interested or
bored?
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27.4. QUIZ 27

1 What does a teacher show by acknowledging something or

someone?
A that they know them well
B that they have noticed them
C that they will ask them a question
2 What do you do when you clarify?
A agree with your partner B reach a conclusion
C make what you said clearer
3 How does a teacher get learners’ attention?
A by using techniques to ensure learners focus on her
B by using strategies to help learners work harder
C by using discipline to make sure learners do tasks properly
4 What does grading language involve?
A making it very easy to understand
B marking it for its simplicity and clarity
C simplifying it to a level suitable for particular learners
5 What is instructing other people?
A telling them what to do
B giving them information
C demonstrating something to them
6 What is a synonym for make reference to?
A mention B infer C believe
7 How does a teacher provide a model of language?
A by showing learners how to do something
B by drawing a diagram giving an explanation
C by giving a clear example for learners to copy
8 What do you do when you give a narrative / narrate?
A tell a story describing what happened
B talk very loudly and unclearly
C answer questions helpfully
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9 Which option contains an example of nominating?

A Anna, can you tell us the answer?
B Who knows the answer?
C I’d like someone from this group to give me the answer.
10 What does praising involve?
A telling someone they have done something well
B speaking softly to someone in private
C giving someone balanced feedback
11 Which option contains an example of a prompt?
A That’s right. It’s called an elephant.
B An elephant is a very large animal with a long trunk and big ears.
C A very large animal with a long trunk and big ears is an ele…….
12 What do you do when you simplify things?

A adapt them B make them easier C rewrite them
Unit 27 helps students to examine the main features and the

appropriacy of the teacher’s classroom English which is tested in the
TKT Module 3 Part 1. Candidates (student-teachers) are tested on
degrees of simplicity of language used by the teacher, the
appropriateness of sequencing instructions, degrees of formality in
language used and teachers’ use of L1 in the classroom. To prepare
well for this syllabus area in the TKT, candidates should master the key
terms about functions of classroom English in the TKT Glossary and
read books about instructional language or practical classroom
English.
Unit 28 IDENTIFYING THE FUNCTIONS OF

LEARNERS’ LANGUAGE
A. UNIT AIMS
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• To introduce some of the functions of language commonly

used by learners in the classroom and discuss examples of
functions
• To provide practice in completing tasks in which the functions

of learner’s classroom English is the testing focus in the TKT
(Module 3, part 1)
B. UNIT STRUCTURE
28.4. QUIZ 28
C. CONTENT
Match each of the following functions with its correct definition
Terms (functions) Definitions
A. To give or add something to a discussion by

1. Agree
taking part & giving ideas
2. Apologise
B. To ask for an explanation of what a speaker
3. Ask for clarification
means
4. Ask for repetition
C. To have the same opinion as someone else
5. Clarify
D. To use a word or sound which fills the time
6. Contribute
while you are thinking of what to say
7. Hesitate
E. To pause before or while doing or saying
8. Use fillers
something
F. To say sorry for something
G. To ask someone to say what they have just
said again
H. To make clear what you mean
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28.2.1 Practice Task 1

Work with a partner and provide an example for each of these functions
of learner language in the classroom.
1. Agree - To have the same opinion as someone else.
Example - “You’re right”.
2. Apologise - To say sorry for something.
Example: _________________________________________________
3. Ask for clarification – To ask for an explanation of what a speaker
means.
Example: __________________________________________________
4. Ask for repetition - To ask someone to say what they have just said
again.
Example: _______________________________________________________
5. Clarify - To make clear what you mean
Example: _______________________________________________________
6. Contribute - To give or add something to a discussion by taking
part and giving ideas.
Example: _______________________________________________________
7. Hesitate - To pause before or while doing or saying something
Example: _______________________________________________________
8. Use fillers - To use a word or sound which fills the time while you
are thinking of what to say.
Example: _______________________________________________________
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Look at the following examples of learner language and three possible

functions. Choose the correct option A, B, or C.
1. Can you say that again please?
A. showing interest B. asking for repetition C. greeting
2. I don’t think that’s right. I think it’s number six.
A. complaining B. advising C. disagreeing
3. What do you think about this idea?
A. asking for opinion B. checking meaning C. persuading
4. What do you mean?
A. asking for help B. asking for advice C.asking for
clarification
5. Is this another word for ‘beautiful’?
A. checking meaning B. making a suggestion C. agreeing
For questions 1–7, read the conversation between two advanced

learners. Answer the questions about their use of language by choosing
the correct option A, B, or C.
6. Why does Raquel stop after saying ‘Actually I …’? (line

2)
A. She can’t remember the right word.
B. She hasn’t understood the question.
C. She is suddenly interrupted by Christina.
7. Why does Raquel say ‘Yeah’ at the beginning of line
4?
A. to show she heard Christina’s question
B. to ask for the question to be repeated
C. to show she’s unsure about her answer
8. Why does Raquel use ‘in fact’? (line 4)
A. She’s introducing a contrast with what she said earlier.
B. She’s correcting what Christina said.
C. She’s giving herself some time to think.
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9. Many uses of ‘and’ in lines 5–8 in Raquel’s story

__________.
A. summarise Raquel’s ideas
B. repeat what happened in the story
C. mark new points in the story
10. The adjectives ‘terrible’ and ‘horrible’ (lines 10 and 11) show that
Raquel and Cristina both _______.
A. dislike the way Raquel told the story
B. have the same reaction
C. have had a similar experience
Cristina: Are you a good sailor? Have you ever been seasick?
Raquel: Yeah, I have been seasick, once. Actually, I…
Cristina: Was that on a long journey?
Raquel: Yeah. In fact, I’m quite a good traveller normally. But there was erm…er…
not on a long journey, no, sorry. It was about only 30 kilometres. And erm, coming
… on the way back. It was a very small boat, and it was very hot, and me and the
rest of my family were on the very….in the inside of the boat. And it was just like
being on a … on a cork, carried by water. And my brother started first, and then
everyone started feeling sick.
Cristina:Oh, terrible.
Raquel: It was horrible.
For questions 6-10, look at the situations and three possible functions.
Choose the correct option A, B, or C.
6. A learner does not hear the instruction the teacher gives. He needs
to ________:
A. ask for repetition B. express agreement C. offer an opinion
7. A learner does not understand the meaning of a new word. She
needs to _________.
A. express doubt B. give advice C. ask for clarification
8. A learner has an idea about how to begin a pairwork activity. He
needs to _______
A. make a suggestion B. make a comparison C. express disagreement
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9. A learner thinks she has misunderstood a word. She needs

to_____________
A. give an example B. check meaning C. ask for an opinion
10. A learner wants to encourage a shy learner in group work. He
needs to __________
A. check information B. invite him to speak C. explain his meaning
28.4. QUIZ 28

For each question/incomplete sentence, circle the correct answer/
1 How do learners play an active role in their learning?
A by moving round the classroom
B by making choices about their learning
C by doing role-plays and exercises
2 What do you do when you ask for clarification?
A ask for an explanation
B ask for guidance
C ask for permission
3 What do you do when you want to contribute?
A thank someone for something
B recognise the value of something
C join in or add to something
4 How do we dominate?
A by inviting people to join in or take part
B by influencing or controlling others too much
C by giving our opinions willingly and clearly
5 Which is the best definition of exchange?
A negotiate in order to sell something cheaply
B give or say something in response to something else
C discuss something with someone
6 Which is an example of greeting?
A Hi, good to see you.
B I’m afraid I can’t.
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C That would be good.

7 What is the purpose of negotiating?
A to win an argument
B to reach an agreement
C to discuss opinions
8 When learners participate in a classroom activity, they are_________.
A enthusiastic about taking part
B actively involved in the activity
C dominating their classmates
9 How do learners play a passive role in their learning?
A by letting the teacher make all the decisions about their learning
B by speaking in a style that is too formal for the classroom
C by just doing reading and listening tasks rather than speaking or
writing
10 What is a response?
A a style of speaking about something
B a way of saying something again
C a reply or reaction to something
11 What do you do when you speculate?
A form or express opinions based on a few facts
B state an opinion or attitude based on solid facts
C reach conclusions based on others’ opinions
12 When learners swap answers with their partner, they ___________.
A agree answers B exchange answers C find answers
13 What is an utterance?
A a series of pauses or hesitations that affect meaning
B a word or set of words with a single meaning
C a grammatical structure with more than one meaning
Unit 28 familiarizes student-teachers with some terminology relating

to the TKT Module 3 Part 1 syllabus area of identifying the functions of
language used by learners in the classroom. Candidates (student-
teachers) are tested on their knowledge of any ability to identify
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common functions and typical exponents. In order to prepare well for

this section in the official TKT, student-teachers should study the list of
examples of learner language in the TKT Glossary which is on the
Cambridge ESOL website.
Unit 29 CATEGORIZING LEARNERS’ MISTAKES
A. UNIT AIMS
• To provide an opportunity for students to discuss learners’

mistakes and to categorize them
• To provide practice in completing tasks in which categorizing

learners’ mistakes is the testing focus in the TKT (Module 3, part 1)
B. UNIT STRUCTURE
29.4. QUIZ 29
C. CONTENT
29.1. REVIEW
29.1.1 Review 1
The words in the box are about correct and wrong reactions to learners’
errors. Mark (C) for the correct reaction and (W) for the wrong reaction.
1. Amusement 5. encouragement
2. analysis 6. irritation
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3. condescension 7. punishment
4. correction 8. reinforcement
29.1.2. Review 2
Identify types of errors in the following sentences.

1. In my opinion the weather effects people.
2. Here some ways are I could help you.
3. We were need some books to read in English.
4. What kind in films do you like?
5. I was very glad to hearing from you.
6. I’m thinking for ordering take-away food.
7. This is a report about the in our town shopping facilities.
8. The store sells expencive souvenirs and equipment.
9. Milan is a city located at Italy.
10. When the sun shines you will starting the day in a good mood.
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In pairs, match one of the categories of mistakes (A–L) with a learner’s

mistake below (1–12)
A. Wrong verb pattern G. wrong relative pronoun

B. Wrong comparative form H. missing auxiliary verb
C. Wrong tense I. missing preposition
D. Wrong pronoun J. wrong adverb form
E. Wrong preposition K. unnecessary auxiliary verb
F.Wrong subject-verb agreement L. wrong word order
Sentences need correction
1. I am like football very much.

2. Every festival are different in my country.
3. We must to protect the environment.
4. What time did you say you going out later?
5. I’m going to wear my leather red jacket.
6. The weather in London is badder than the weather in Tokyo.
7. I go to the cinema last week.
8. He worked very hardly to finish the project.
9. Don’t blame you. It’s not your fault.
10. They’ve been away since a long time.
11. I like listening classical music.
12. That must be the dress who you bought last week.
Identify the types of mistakes in the underlined parts in the following

student’s composition.
1. People like to live in specail places. They prefer to design

2. there own house, not live in an old house. I always think
3. about design my own house in the future.
4. Every day I have new idea. I don’t know which idea I
5. should use, one of my ideas is a house on the beach.
6. First of all, I would like the house to be long way from
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7. the city. I also want it being big and strong. That way
8. I can relax and to have fun. Secondly, the design of
the living room is very important. I want a big screen
9. TV with an exellent sound system.
10. Rest of the house will be empty for future plans.
For questions 1-10, match the underlined errors in the learner’s

composition with the types of mistakes listed A-K. There is ONE extra
1. I live in Athens which is capital of Greece.
2. This island attracts tourists all over the world.
3. The ancient buildings is very interesting
4. And when tourists see them can they understand our culture.
5. The local food is real delicious.
6. In order to having fun I suggest
7. You go in the lovely beaches.
8. In my opinion this area has the better beaches in Greece.
9. When you visit Athens, a walk in the center of the city would have
been nice.
10. If visit my city you will not regret it.
Types of errors
A. Missing article
B. Missing auxiliary verb
C. Missing preposition
D. Missing pronoun
E. Wrong adverb form
F. Wrong comparative form
G. Wrong preposition
H. Wrong subject-verb agreement
I. Wrong tense
J. Wrong verb pattern
K. Wrong word order
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For questions 11-16, match the examples of learner mistakes in

written work with the types of mistakes listed A-G. There is one extra
Learner mistakes
11. She arrived to the station early.
12. We listen the music before we went out.
13. I live in very cheap accommodation near the school.
14. This is a picture of my uncles sister.
15. He hurt one of his foot fingers.
16. He wore a coat black.
Types of mistakes
A. Wrong punctuation
B. Wrong spelling
C. Wrong word order
D. Wrong preposition
E. Word missing
F. Wrong agreement
G. Wrong vocabulary
29.4. QUIZ 29

1. Which of the following is NOT the main reasons why learners
make errors?
A. The complexity of the target language (L2)
B. Learners’ L1 interference
C. The stage of of learners’ development
2. Mistakes result in problems of ____________.
A. intonation and inauthenticity
B. accuracy and appropriacy
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C. interaction and fluency

3. Which of the following is NOT a category of mistakes?
A. Grammatical inaccuracy
B. Punctuation inaccuracy
C. Natural development
4. Which example below belongs to inappropriate register?
A. This business letter includes many contractions.
B. This sale contract consits of many spelling mistakes.
C. Remember to check punctuation mistakes before submitting.
5. Which category of mistake can be found in the sentence “My
grandfather is a senior man.”?
A. Grammatical inaccuracy
B. Lexical inaccuracy
C. Inappropriate style
6. “My sister wants to be dentist when she grows up.” What kind of
mistake does this sentence include?
A. Wrong verb form
B. Missing article
C. Wrong spelling
7. Which sentence below includes a mistake about grammatical
inaccuracy?
A. The leafs were a beautiful color.
B. Where is he living at the present.
C. Do you come from the Canada?
8. What kind of mistake can be found in the sentence, “I really want
to visit the Oxford University next week”?
A. Unnecessary article C. Wrong verb tense
B. Capitalization mistake
9. Which statement below includes a mistake about verb form?
A. One of the students were late for class today.
B. He is very keen of becoming a musician.
C. My sister and her husband always arrived lately.
10. Mistakes of appropriacy can often cause ___________ in
communication.
A. losing confidence L1 interference
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B. misunderstanding
Unit 29 helps student-teachers to consider the different types of

mistakes that learners make and practice categorizing them.
Candidates (student-teachers) are tested on their knowledge of
different types of mistakes in the TKT Module 3 Part 1. In order to
prepare well for this section of the test, student-teachers should look
at the TKT Glossary to master all of the terms describing types of
English learners’ mistakes and they should share their views about this
issue.
Part 2: CLASSROOM MANAGEMENT
Unit 30 TEACHER’S ROLES
A. UNIT AIMS
• To introduce common teacher roles and discuss the functions

of the teacher roles
• To provide practice in completing tasks in which the roles of

the teacher is the testing focus in the TKT (Module 3, part 2)
B. UNIT STRUCTURE
30.4. QUIZ 30
C. CONTENT
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Can you find nine teacher roles in the word search?
M A N A G E R A P
I O U T W T H D A
P S N O I E A V S
L U B I L M K I S
A D A P T E R S E
N O E V L O T E S
N R I H A M R R S
E N A B L E R I O
R E F L E C T O R
Work with a partner to identify the roles of the teacher in the functions
listed 1-11.
1. evaluating learners’ performance, behavior, effort and
contribution; checking understanding; testing learner progress and
level; providing feedback on work, progress, behavior and
contribution
2. putting forward ideas or information other than language, e.g.
participating in discussions
3. giving learners advice on difficulties they may have outside of their
language classroom; showing understanding of issues learners
may bring to the classroom from outside
4. evaluating learners’ needs and difficulties
5. developing learner autonomy; enabling learners to fulfil their
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potential; helping learners to access resources; providing

opportunities for individual learning
6. personalizing, contextualizing, eliciting, clarifying, explaining,
modelling language; correcting learner language; consolidating
learner language; providing language input
7. controlling the group dynamic; deciding on interaction patterns;
demonstrating tasks and activities; developing rapport;
encouraging learners; giving instructions; motivating learners;
praising learners; maintaining discipline; responding to classroom
problems as they happen
8. observing and collecting information about learner performance,
behavior, contribution and effort and progress; keeping a written
record of learners’ work
9. telling stories and telling learners about things that have
happened
10. anticipating problems; deciding on a methodology for lessons;
designing and adapting texts and materials; preparing texts and
tasks for learners; selecting materials and texts for lessons
11. thinking about his/her performance; thinking about learners’
progress
Match the situations with types of teaching knowledge required (listed A-

E). You will need to use some options more than once.
1. Avoiding sensitive or taboo topics and language

2. Deciding when to move from pairwork to group work
3. Eliminating gender and racial stereotypes from learning content
4. Using language-learning software on the local area network
5. Understanding the difference between voice and aspect
6. Using effective assessment tools as appropriate during the course
7. Using names and eye contact to maintain rapport
8. Knowing the correct terminology for grammatical items
9. Transferring presentations from the whiteboard to PPP slides on
the projector
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10. Focusing on personal goals to maintain the motivation of a

difficult student.
Types of teaching knowledge

A. Cross-cultural
B. Linguistic
C. Pedagogical
D. Psychological
E. Technological
For questions 1–9 match the teacher activities with the teacher roles
listed A, B, C & D. You need to use some options more than once.
Teacher roles
A. MANAGER (manages students and activities during class time)

B. PLANNER (chooses materials and/or methodology before the
course or the lesson)
C. LANGUAGE RESOURCE (gives expert information about target
language)
D. DIAGNOSTICIAN (finds out the needs and interests of students)
1. The teacher puts students into groups of three for a role play.
2. The teacher asks a noisy student to speak more quietly.
3. The teacher invites students to suggest topics for course content.
4. While students write a story, the teacher walks round the class
helping students who make mistakes or ask for new words.
5. The teacher wants to identify gaps in students’ knowledge, so she
asks them to brainstorm crime vocabulary.
6. The teacher introduces the present perfect continuous.
7. The teacher decides which coursebook activities will fit into the
time available for the lesson.
8. The teacher finds a video to fit into the topic of the unit.
9. The teacher gives students a questionnaire in order to find out
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more about their learning styles and preferences.
For questions 10-19, match the teaching actions with the teacher roles
listed A-F. You need to use some options more than once.
Teaching actions
10. The teacher goes round the class in pairwork, checking the
learners’ speaking.
11. The teacher prepares a lesson that suits her learners’learning
styles.
12. The teacher makes sure that the class is well-disciplined.
13. The teacher speaks kindly to a child who is crying.
14. The teacher answers the questions that learners have about the
topic.
15. The teacher finds out which topics the learners need to learn
about.
16. The teacher tells the learners what the new words mean.
17. The teacher is able to understand what the learners’ language
problems are.
18. The teacher makes sure that all the learners are taking part in the
activities.
19. The teacher decides before the lesson which learners will work in
which groups.
Teacher roles
A. planner D. diagnostician
B. parent E. manager
C. monitor F. resource
30.4. QUIZ 30

1 What does the teacher do in an assessor role?
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A give input, model, drill, correct answers

B check, evaluate, test, give feedback
C inspect, discipline, control, punish
2 Which option contains examples of classroom management?
A choosing an exercise, lesson planning, modelling an answer
B writing reports, setting tests, completing the register
C setting up pairwork, monitoring, differentiation
3 What does the teacher do in a contributor role?
A decide which learners should answer questions
B suggest ideas for solving tasks
C correct inaccurate use of language
4 What does cooperation mean?
A working with other people to achieve something
B treating every one you meet politely and with respect
C working on the same task as your classmates
5 What does the teacher do in a counsellor role?
A advise learners which language is best to use
B advise learners on good language reference resources
C advise learners on their lives outside the language classroom
6 What does the teacher do in a diagnostician role?
A work out the solutions to problems
B work out an appropriate scheme of work
C work out learner needs
7 Which is the best definition of discipline?
A praising and encouraging learners
B the most effective way of punishing learners
C a way of maintaining control of learners
8 What does enable mean?
A to give someone the energy to do something
B to give someone the ability to do something
C to give someone the wish to do something
9 How do teachers give encouragement?
A by building learners’ self-confidence
B by monitoring learners’ behaviour
C by speaking clearly to learners
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10 What are energy levels in the classroom context?

A feeling tired or bored by a learning activity
B the amount of activity and interest learners put into learning
C learners showing lots of liveliness and enthusiasm
11 Which option contains synonyms for establish?
A decide, agree B explore, find out C set, discover
12 What is the meaning of facilitate?
A make something possible
B make something simple
C make something clear
13 What does the teacher do in a facilitator role?
A simplify the language she uses with learners
B support learners to learn in the best way possible
C help learners sort out any administrative problems they have
14 What does being flexible involve?
A being able to adapt to a situation
B being willing to listen to others
C being interested in finding out more
15 When a teacher provides learners with guidance, she ____________
A tells them their mistakes after an activity.
B helps them by giving ideas and suggestions.
C gives them challenging tasks to do.
16 What does it mean when learners get involved?
A They participate. B They do lots of work.
C They listen to the teacher.
17 What does the teacher do in a language resource role?
A provide relevant language or information about language
B provide challenging and correct language input for learners
C provide learners with sufficient language learning materials
18 What does a learning contract include?
A the duties that a teacher must carry out
B guidelines on what the most effective ways of learning are
C rules for classroom behavior agreed by the teacher and the
learners
19 Which does the teacher do in a manager role?
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A check, evaluate, grade

B organise activities, maintain discipline, direct learners’ energy
C find interesting materials, mark homework, speak clearly
20 What does a teacher do in a monitor/observer role?
A correct mistakes
B observe and check how things go
C keep order
21 What does a teacher do in a narrator role?
A tell the learners to work in pairs or groups
B tell the learners how to make things
C tell the learners about true or fictional things that happened
22 What does the teacher do in a planner role?
A anticipate learning problems, design lessons, choose materials
B take the register, arrange for speakers, book rooms
C order equipment, discuss learners’ future jobs, choose school tests
23 Which option is a definition of a good rapport?
A a good relationship between people
B useful sharing of opinions between people
C regular communication between people
24 Why is it useful for teachers to reflect on their teaching?
A so they can identify their learners’ weaknesses
B so they can store their lesson plans for next year
C so they can learn from it about how to teach in future
25 What does the teacher do in a reflector role?
A think about their own strengths and weaknesses as a teacher
B reformulate the learners’ words when they make mistakes
C provide models of target language for learners to copy
26 What is a routine?
A repeating an action
B a way of doing something
C doing the same thing regularly
27 How does a teacher set a question/task/test?
A by marking it for learners
B by giving it to learners to do
C by monitoring learners
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28 How could you define a supportive teacher?

A someone who helps and encourages learners
B someone who organizes learners’ timetables
C someone who assists the teacher in the classroom
29 Which option contains examples of teachers’ roles?
A facilitator, counsellor, planner
B lesson plans, reference books, the coursebook
C standing in front of the class, pointing at the board, talking
30 Which is an example of a teaching strategy?
A The teacher uses colors to make her lesson plan easier to follow.
B The teacher has learners check answers in pairs before the class
check.
C The teacher brings her own CD player to the class to save time.
Unit 30 helps student-teachers analyze the various roles of the teacher

in the classroom. They consider the functions of various roles and
when different roles might be taken. The roles of the teacher in the
classroom is assessed in TKT Module 3 Part 2. In order to prepare well
for this section of the test, candidates (student-teachers) should review
the section in the TKT Glossary which lists the teacher roles and
functions of teacher roles and think about teacher roles in planning
and delivering lessons.
Unit 31 GROUPING LEARNERS
A. UNIT AIMS
• To introduce common classroom interaction patterns and their

uses
• To provide an opportunity for students to discuss grouping

learners and reasons for grouping learners
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• To provide practice in completing tasks in which grouping

learners is the testing focus in the TKT (Module 3, part 2)
B. UNIT STRUCTURE
31. 1. REVIEW OF KEY TERMS
31.4. QUIZ 31
C. CONTENT
 
T
S S S S S S S S S S S  S
  SS
S S S S  
 
S S S S S  S
SS
S S S S S S S S S S
  S S S S
 S S S  S
T
   
T
S S S  S
  
S S S S S S S  S S S T
      S  S S S
S S S S S S S S
S S S S S S
S  S TS S       
     
S  S S S S S S S S S S S
T 
S S S S
SS
  T SSS 
S S S S SSSSS S SS S
S S S S SSSS SSS S SS 
S S T S S SSSSS S T S S S S
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S S S S SSS SS S
SSS S SS
Work with a partner to match the interaction patterns described below

with the diagram above.
A. Students working in closed pairs: students work with a partner

doing pairwork (not in front of the class).
B. Students work with the teacher in open class or whole class:
the teacher leads the class and all of the students are focusing on
the teacher, rather than working alone or in groups.
C. Students working in open pairs: one pair of students does a
pairwork activity from their seats for the rest of the class, perhaps
to demonstrate an activity.
D. Students working individually: students work alone.
E. Students working in groups: students work in small groups
talking together (not in front of the class).
F. Students working in teams: students work in two teams or two
groups for a competition or a discussion.
G. Students working face-to-face: students sit in rows working in
pairs, sitting face-to-face or back-to-back, not in front of the
whole class.
H. Students work together in open class: students work in open
class, with some students leading from the front, perhaps doing a
presentation or showing their work.
I. Students mingle: students walk around the room, meeting and
talking to different people.
Choose the most suitable interaction patterns for each of the following
activities in the classroom.
1. Learners do an information-gap activity with two sets of

information.
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2. Learners write their own stories.

3. Learners decide together how to report their conclusions to the
rest of the class.
4. All learners act out a play for the parents.
5. Learners do a written test.
6. Learners take part in a choral drill.
Match the descriptions of different classroom activities with the reasons

for the choice of interaction pattern listed A-H.
1. The teacher asks students to discuss their answers in pairs before

open-class feedback.
2. As each student finishes, the teacher quietly instructs him/her to
consider what he/she personally learned from an exercise.
3. Students spend ten minutes silently reading the next chapter from
a class reader.
4. Students work on problem-solving tasks in groups of three.
5. Before a role-play, the teacher asks students to think for five
minutes alone about what they are going to say.
6. The teacher uses the board to clarify a grammar point.
7. Students do a whole-class mingle to find out about each other’s
hobbies and interests.
Reasons for interaction patterns

A. This gives students time to prepare for the activity.
B. This is to make it similar to real life, where this activity is done
independently.
C. This enables each student to talk as many different students as
possible, which helps class rapport.
D. This gives students confidence that they have completed the task
successfully before their classmates and the teacher hears thieir
responses.
E. This enables the teacher to have the attention of the whole class.
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F. This gives students thinking time to reflect after the activity.

G. This allows students to share ideas and work as a team. It also
increases oral fluency practice.
H. This is to make sure that students complete the tasks quickly.
For questions 1–8, match the classroom management strategies with

the problems of group or pair work listed A, B and C. You need to use
some options more than once.
Problems of group or pair work
A. Some students get bored.

B. Some students use L1 too much.
C. Some students always dominate.
Classroom management strategies
1. Plan extra activities for students who may finish before the others.
2. Make sure students know the language they need to complete the
tasks.
3. Introduce more challenge into the activities.
4. Arrange groups carefully, and re-group students whenever
necessary.
5. Create a purpose for doing group or pairwork in English.
6. Teach the language needed for frequent classroom activities.
7. Raise awareness of the importance of giving everyone a chance to
take part.
8. Select topics and tasks that motivate the learners.
For questions 9-13, match the classroom management problems with

the possible planning solutions listed A-F. There is ONE extra option
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Classroom management problems
9. Some learners start walking around the class, pointing and

laughing at each other’s work.
10. Eight-year-old learners are working in pairs, doing role-plays of
job interviews. They are having problems with thinking of what to
ask and answer.
11. A class of 30 learners has just done a listening activity. As the
teacher is checking the anwers of every learner in the class in turn,
the learners are getting bored.
12. Some adult learners are having a discussion. But one is very quiet
while the others talk a lot.
13. The learners are doing a ten-minute individual reading task. Some
learners finish after six minutes, other learners take 15 minutes.
Possible planning solutions

A. Organize groups so that learners who work well together are
in the same group.
B. Plan how to make feedback interesting.
C. Make sure learners understand the rules of behavior in the
classroom.
D. Plan extra activities for different abilities in the class.
E. Use routines to set up activities.
F. Plan an activity which is more suitable for the learners’ needs.
31.4. QUIZ 31

1 Who does a learner talk to in closed-pair work?

A just his group B just the teacher C just his partner
2 What are group/class dynamics?
A the relationship between learners and the teacher
B the way a group of learners relate to each other
C the lively and energetic way learners carry out group work
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3 When is a class learner centred?

A when the teacher talks to the learners as a whole class
B when the learners and the teacher arrange the furniture in a circle
C when the learners have some control over what happens in the
lesson
4 What is the best description of mingling?
A learners discussing their solutions in order to complete a
problem-solving task
B learners moving round the class talking to one another to
complete a task
C learners asking their partners questions to complete an
information-gap task
5 What happens in an observed lesson?
A Someone recommends others to watch a particular teacher
teaching.
B The learners watch the teacher’s teaching, then give her feedback.
C Someone watches someone else teaching a lesson.
6 Which option describes a one-to-one teaching situation?
A when the teacher teaches one learner only
B when the teacher sees each member of the class individually to
give advice
C when learners work by themselves to complete exercises
7 Which option refers to open class?
A All learners work individually on the same task.
B All the learners focus on the teacher to carry out a task.
C The teacher monitors learners by going round the whole class.
8 Which option describes open pairs?
A Two learners do pairwork in front of the whole class.
B The teacher talks to several pairs of learners at once.
C All the learners do pairwork at the same time.
9 Which option contains examples of classroom seating
arrangements?
A in a sofa, on a chair, on the floor
B in twos, in a circle, in rows
C in pairs, in groups, in teams
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10 Which of these lessons is teacher centred?

A The learners do tasks, then exercises controlled by the teacher.
B The learners spend the whole lesson doing group work.
C The teacher stands at the front of the class monitoring the
learners.
Unit 31 helps student-teachers to explore different interaction

patterns and ways of grouping learners. They also have a chance to
consider the uses of different interaction patterns and discuss the
advantages and disadvantages of a range of groupings, and how these
can be used in the classroom. All of these are found in the TKT Module
3 Part 2 in which candidates (student-teachers) are tested on their
knowledge of classroom management strategies for grouping learners
and using different interaction patterns. Therefore, student-teachers
should master key terms related to grouping learners in the TKT
Glossary and they should read books about classroom management
and then share their views with their peers or colleagues.
Unit 32 CORRECTING LEARNERS
A. UNIT AIMS
• To provide an opportunity for students to discuss methods of

oral and written correction; appropriacy of use of different
methods of oral and written correction
• To provide practice in completing tasks in which correcting

learners is the testing focus in the TKT (Module 3, part 2)
B. UNIT STRUCTURE
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32.4. QUIZ 32
C. CONTENT
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32.1.1 Reasons for correcting learners’mistakes
Work in groups to list reasons why the teacher needs to correct

learners’ mistakes.
32.1.2 Review of correction techniques
Match the descriptions of the teacher’s activities (A- ) with the

correction technique listed 1-10.
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1. Delayed correction 6. Peer correction

2. Echo correction 7. Recasting
3. Facial expression 8. Reformulation
4. Ignoring mistake 9. Self-correction
5. Phonemic chart 10. Time lines
Descriptions
A. The teacher draws a timeline on the board to show learners the

relationship between the use of verb tense and the time.
B. The teacher rewords a learner’s utterance and says it back to
him/her in its improved form.
C. The teacher corrects a learner’s mistake by repeating his/her
utterance correctly.
D. The teacher repeats what a learner says with rising intonation.
E. The teacher’s worried or questioning look is enough to indicate a
learner’s mistake.
F. The teacher deals with learners’mistakes after they finish their role
plays.
G. The teacher’s prompts can help learners to correct the mistakes
immediately after they have been made.
H. The teacher points at the symbols on the chart when learners
mispronounce sounds.
I. The teacher has learners exchange their first drafts for checking
grammar and spelling mistakes.
J. The teacher sometimes does not pay attention to slips learners
make when they are tired or nervous.
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Match the teacher’s behavior with the correction techniques listed A-D.
You need to use some options more than once.
1. You have used a correction code to show learners where they have
made mistakes in their writing. You now ask them to correct their
own mistakes.
2. You are working with a class of elementary ten-year-olds who are
doing a fluency activity. One of the learners is talking to the class
about pet. She says: ‘My rabbit eat lettuce.’ You let her continue
talking.
3. You are doing a controlled practice activity. One of the learners
says; ‘I have been working last week.’ You show her a diagram.
4. A learner is repeating the instructions for an activity and says: Then
we choose /tri:/(three) objects.’ You just listen.
5. You are focusing on spoken language and the use of contractions.
A learner says: ‘I am going swimming tomorrow.’ You want to show
her where the mistake is. You use your hand.
6. An advanced learner asks you: ‘Can you borrow me a pencil,
please?’ You ask him to think about what he has said and to try
again.
Correction techniques
A. ignore the mistake
B. use self-correction
C. draw a time line on the board
D. use finger correction
32.2.2. Practice 2
Match the teacher’s actions with the correct strategies listed A-K. There
is one extra option which you do not need to use.
Correction strategies
A. Allowing the learner to self-
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correct
B. Asking for repetition
C. Asking the learner to
extend the sentence
D. Asking the learner to
shorten the sentence
E. Echo correcting
F. Indicating future tense
G. Indicating missing words
H. Inviting peer correction
I. Indicating past tense
J. Reformulating
K. Using correction code
1. Learner: Tomorrow I am go to London

Teacher: (Waits with patient smile)
2. Learner: Tomorrow I will be going leaving for London
Teacher: (Pinches thumb and forefinger together)
3. Learner: Tomorrow I went to London.
Teacher: (Shakes head and points forward)
4. Learner: Tomorrow I am going London.
Teacher: Tomorrow I am going –mmm- London...
5. Learner: Tomorrow I am going London
Teacher: (with rising intonation)… I am going London?
6. Learner: Yesterday I go to London
Teacher: (Shakes head and points backward)
7. Learner: Tomorrow I go London
Teacher: (Spreads hands)
8. Learner: Tomorrow I will be go to London
Teacher: (Looks at the learner’s partner) Is that right?
9. Learner: Tomorrow we will be go London.
Teacher: (Teacher underlines the sentence and writes “T” in the
margin)
10. Learner: Tomorrow we will are going to London.
Teacher: Tomorrow we are going to London.
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For questions 1–8, look at the situations in which a teacher corrects

students and at the correction strategies listed A, B, and C.
Two of the reasons are appropriate for each activity. One of the reasons is
NOT appropriate.
1. A student says the word ‘August’ with poor pronunciation, in open
class. The teacher ________.
A says the word correctly, and asks the student to repeat it
B writes the word in phonemic script on the whiteboard
C asks the student to say the word again, with no correction, and
then moves on
2. Students tell stories about themselves in groups of three. The
teacher corrects students’ language _____________.
A quietly, as she is monitoring their group story telling.
B after the group stage, by focusing on problems she noted down
during the stage.
C later, when she asks the weaker students to tell their stories to the
whole class.
3. In a controlled practice exercise on the past continuous, a pre-
intermediate student says ‘I driving down the road when it
happened’. The teacher _______________.
A uses hand gestures to show that there is a missing word
B mimes driving to show the student that she has understood
C points to the model sentence on the whiteboard to remind the
student of the form
4. At the start of class, when students are talking in open class, one of
the learners says, ‘The film was interested’. The teacher _____________.
A says ‘interesting or interested?’
B says ‘There’s a grammar problem there Maria. What about your
weekend, Hassan?
C says ‘You were interested so the film was _________? (with rising
intonation)
5. In a controlled writing practice activity, a learner makes several
mistakes in recently studied language. The teacher _________________.
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A marks the writing using a correction code

B gives the writing to a peer to correct
C ignores the mistakes in the writing
For questions 6-13, match the learners mistakes with the correction
techniques listed A-I. There is one extra option which you do not need
to use.
Correction techniques
A. Tell the learner the answer.
B. Ask learners to check the correct forms in a dictionary.
C. Use a correction code.
D. Use finger correction to highlight the problem.
E. Note the mistakes down and correct them later.
F. Point at the phonemic chart.
G. Drill the model sentence again chorally.
H. Ignore the mistakes.
I. Draw a time line on the board.
Learners’ mistakes
6. In an oral fluency, a learner makes a few mistakes with language
he knows, simply because he is tired.
7. Several intermediate learners use the past simple tense instead of
the present perfect while doing controlled speaking practice.
8. A learner’s writing contains several mistakes in recently studied
grammar.
9. A learner mispronounced the sound /θ/, which leads to a
breakdown in communication.
10. In a presentation to the class, an advanced learner makes the same
mistakes with prepositions several times.
11. During a whole-class practice of past simple question forms, one
learner makes a mistake with word order.
12. The learners all make the same mistake with intonation during the
controlled practice stage.
13. Several learners make the same mistakes in a spelling test.
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32.4. QUIZ 32

1 What is the purpose of a correction code?
A. to give learners symbols that help with self-correction
B. to familiarise learners with methods of correction
C. to help teachers always correct learners in the same way
2 What is echo correction?
A. correcting by asking the learner to repeat what you say
B. correcting by getting learners to copy a peer
C. correcting by repeating a learner’s utterance in a questioning
tone
3 Which option contains examples of facial expressions?
A. nose, mouth
B. to sneeze, to cry
C. a smile, a look of surprise
4 Why might a teacher indicate her third finger in finger correction?
A. to show the learner his mistake is in his third word
B. to show the learner he has made the same mistakes three times
C. to show the learner that he has made three mistakes
5 Gestures are___________________.
A. ways of correcting errors in written language
B. physical movements which help to clarify meaning
C. techniques for setting up pair- and group work
6 Identification means that we ___________something.
A notice B believe in C recognise
7 A teacher who decides to ignore learners’ errors _______________.
A. does not correct them
B. does not notice them
C. does not think they are important
8 Which is a synonym for indicate?
A show B realise C clarify
9 How do teachers recast language?
A. by repeating it more slowly or quietly
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B. by rewording it more appropriately or accurately

C. by reviewing it carefully or thoroughly
10 What does reformulation mean?
A. saying what the learner said but without mistakes
B. asking the learner to say what they said again without mistakes
C. getting a learner to repeat what the teacher said without
mistakes
Unit 32 aims at helping student-teachers to explore the correction of

spoken and written mistakes and encouraging them express their own
attitudes to correction. Then they can identify and consider the
appropriacy of a range of different correction strategies. In the TKT
Module 3 Part 2, candidates (student-teachers) are tested on their
knowledge of methods of oral and written correction and their
appropriacy of use. To prepare well for this section of the test,
student-teachers should read articles and books about correcting
learners so that they will be aware of the role of correction in teaching
English as well as various strategies to correct learners’ mistakes.
Unit 33 GIVING FEEDBACK
A. UNIT AIMS
• To provide an opportunity for students to discuss the focus and

purpose of feedback; and ways of giving feedback
• To provide practice in completing tasks in which giving

feedback is the testing focus in the TKT (Module 3, part 2)
B. UNIT STRUCTURE
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33.4. QUIZ 33
C. CONTENT
33.1. REVIEW
Discuss the answers to the following questions.

1. What different kinds of feedback can teachers give learners?
2. When do teachers give feedback to learners?
3. What is the focus and purpose of feedback when teacher tells
learners that s/he thinks their English is improving?
4. What is the focus & purpose of feedback when the teacher corrects
learners’ compositions?
Read the teachers’ feedback comments and decide on the focus & the
purpose of the feedback in each case.
1. You have really made progress in your use of tenses.

2. You need to pay attention to how you structure your essays. Make
sure they follow a logical progression.
3. Be careful with your pronunciation of /th/. Go to the lab. and use
the materials there to practice saying it.
4. Your homework shows how much harder you have worked in the
last few weeks. Congratulations.
5. Try to read more about your subject before you start writing, so
that you get a better idea of what to write about.
6. Your willingness to chat with everyone in English has really helped
you to make progress.
7. Please try to arrive earlier for your lessons. You are missing lots of
class time.
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8. Make more use of conjunctions to link your sentences – to help

your reader understand the link between your ideas.
9. You need to spend much more time doing your homework. This
helps to consolidate the work we have done in class.
10. Your listening comprehension is much better than it was at the
beginning of term.
11. I’m afraid I can’t read your handwriting. Could you try to write
more clearly on alternate lines, or use a computer for your
homework in future?
12. Try not to be afraid of making mistakes when you speak.
33.2.2. Practice 2
Identify the focuses of feedback in the following teachers’ comments.
1. You used some lovely adjectives in your story today.

2. Stop talking.
3. Your work has really improved this month.
4. I am pleased to see you helping the other learners.
5. You have expressed yourself well.
6. Your mark in this test is worse than last time.
7. You are such a quiet class today.
8. That was very clearly explained. Well done.
9. I’m not sure what you mean.
10.Good, you remembered to put your hands up.
Sample Task (Part 1)
For questions 1–5, match the ways a teacher gave feedback on

students’ written work with the aims listed A–F. You need to use some
options more than once.
Feedback on written work
1. The teacher marked students’ writing using a correction code.

Then she gave them time in the lesson to improve their work while
she monitored.
285
2. The teacher gave an overall grade for letters students had written
for homework. He also gave them an example letter to look at.
3. The teacher used a system of smiling and sad faces to give
students feedback on their written work.
4. The teacher noted mistakes from students’ written work and used
these to prepare a language quiz, which students did in teams.
5. The teacher only commented on the content of stories that
students had written.
Aims
A. to focus on common language mistakes that many students
made in their writing
B. to inform students of their general progress in writing at the
end of term
C. to encourage students to learn to edit their own work
D. to encourage students’ creativity and to create a positive
attitude to writing
E. to provide students with a model for similar written work in the
future
F. to inform primary age students about their progress in a fun
way
Sample Task (Part 2)

For questions 1–6, match the ways a teacher gives feedback on
students’ speaking with the aims listed A–G. You need to use some
options more than once.
Feedback on students’ speaking
1. While students are telling a story to the class, the teacher writes
feedback on the language used and their ability to keep talking.
2. In a discussion, the teacher listens and only comments on
students’ ideas, not their language.
286
3. During a practice activity, the teacher notices students are having

problems with form and meaning. The teacher stops the students
and focuses again on the problem areas.
4. During a discussion activity, the teacher briefly interrupts on two
occasions when students are unable to understand each other.
5. Students use recordings of themselves to correct their individual
language mistakes.
6. During a drill of some lexical items, several students are having
problems with some of the word stress and vowel sounds. The
teacher responds by giving them individual drills.
Aims
A. to encourage students to monitor their own spoken language
B. to develop students’ oral fluency and accuracy
C. to focus students on the pronunciation of the target language
D. to encourage a focus on content rather than form
E. to encourage peer correction of target language
F. to ensure that the activity is able to move forward when
communication breaks down
G. to re-clarify the target language for the whole class so that
students can use it correctly
33.4. QUIZ 33

1. An autonomous/independent learner is a learner who__________.

A. works on his own under guidance from the teacher
B. plans his own work and sets his own goals
C. works better alone because he finds it difficult to cooperate
287
2. How do we give people feedback?

A. by being clear and informative when we speak to others
B. by making sure they can hear and understand us easily
C. by letting them know how successful they have been at a task
3. Why might it be inappropriate to call a class of adults you guys?
A. It might not show them enough respect.
B. It might be unclear who it refers to.
C. It might sound too formal and distant.
4 Which is the main feature of monitoring?
A. maintaining discipline in the classroom
B. observing someone or yourself carefully to check performance
C. correcting all mistakes in a helpful way
5. What is motivation in the context of language learning?
A. the effort put into learning
B. the outcomes of learning
C. the wish to continue learning
6. What is peer feedback?
A. the teacher judging students’ homework
B. students giving other students an evaluation of their work
C. students doing pairwork
7. A portfolio is a _____________________.
A. purposeful collection of learners’ work put together by the
learners
B. detailed record of learners’ marks and grades assembled by the
teacher
C. complete set of lesson plans and handouts used in the course
8 Self-assessment is when learners_____________________.
A. feed back to their classmates on how well they completed a task
B. work in groups and write short tests to swap with other groups
C. identify their own strengths and development needs
9 What is the purpose of a tutorial?
A. for the teacher to give feedback to learners on their learning
B. for the teacher to grade individual learners’ written work
C. for the teacher to discipline learners
288
10 Which is NOT true about feedback?

A. Feedback to learners can be linked to formal or informal
assessment.
B. Feedback can be given at different stages of a lesson.
C. Summative feedback is more useful than formative feedback.
Unit 33 offers student-teachers a chance to discuss different types of

feedback used in the classroom, to consider different focuses,
purposes and timings of feedback, and ways in which feedback can be
given, and to reflect on how feedback works in their own classrooms.
Giving feedback (i.e. the focus and purpose and ways of giving
feedback) is tested in the TKT Module 3 Part 2. To prepare well for this
section of the test, candidates (student-teachers) must be aware of the
fact that feedback can be given on progress attitude, effort, and
behavior; and they must read books about English teaching to share
ideas with colleagues about the teacher’s benefits of giving feedback
as well as learners’ receiving feedback.
References
[1] Brown, D. H. And Abeywickrama, P. Language Assessment:

Principles and Classroom Practices, Longman, 2010. [418.0076]
[2] Davies, D. Pass TKT: Preparing for the Cambridge Teaching Test,
Asia Pacific Education, 2010. [428.0076]
[3] Doff, A. Teach English, The UK: Cambridge University Press.2009.
[428.007]
[4] Gover, R., Phillips, D.& Walters, S. Teaching Practice: A Handbook
for Teachers in Training, Macmillan, 2005. [370.007]
[5] Harmer, J. The Practice of English Language Teaching, Longman,
2007. [428.007]
[6] Huges, G., Moate, J. & Raatikainen, T. Practical Classroom
English. The UK: Oxford University Press, 2007. [428.0715]
289
[7] Spratt, M., Pulverness, A., Williams, M. The TKT Course, 1st
Edition, Cambridge University Press, 2005.
[8] Thaine, C. Teacher Training Essentials. The United Kingdom:
Cambridge University Press, 2012. (reprinted)
[9] Thornbury, S. An A-Z of ELT: A dictionary of terms and concepts
used in English Language Teaching, Macmillan, 2006.
[10] Ur, P. A Course in English Language Teaching, Cambridge
University Press, 2012. [428.0071]
[11] Willis, J. English for Primary Teachers, Oxford University Press,
2012. [428.0071]
Answer keys
290

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HO CHI MINH CITY OPEN UNIVERSITY

FACULTY OF FOREIGN LANGUAGES

PHAN THI THU NGA

PRACTICE TASKS AND TESTS

FOR THE CAMBRIDGE

TEACHING KNOWLEDGE TEST

DANH MỤC HÌNH 17

DANH MỤC BẢNG 17

1.1 REVIEW OF KEY TERMS 23

2.1. REVIEW OF LEXICAL TERMS 36

3.1. REVIEW OF KEY TERMS 45

4.1. REVIEW OF TERMS 53

5.1. REVIEW OF KEY TERMS 60

6.1. REVIEW OF KEY TERMS 68

7.1. REVIEW OF KEY TERMS 74

8.1. REVIEW OF KEY TERMS 82

9.1. REVIEW OF KEY ISSUES 88

UNIT 10 EXPOSURE AND FOCUS ON FORMS 93

10.1. REVIEW OF LANGUAGE LEARNING THEORY 94

UNIT 11 THE ROLES OF ERRORS 100

A. UNIT AIMS 100

B. UNIT STRUCTURE 100

11.1. REVIEW OF KEY TERMS 100

UNIT 12 DIFFERENCES BETWEEN L1 & L2 LEARNING 106

A. UNIT AIMS 106

B. UNIT STRUCTURE 106

12.1. REVIEW OF LEARNING THEORIES 106

UNIT 13 LEARNERS’ CHARACTERISTICS 113

A. UNIT AIMS 113

B. UNIT STRUCTURE 113

13.1. REVIEW OF KEY TERMS 113

UNIT 14 LEARNER NEEDS 120

A. UNIT AIMS 120

B. UNIT STRUCTURE 120

14.1. REVIEW OF KEY TERMS 121

UNIT 15 APPROACHES TO LANGUAGE TEACHING 126

A. UNIT AIMS 126

B. UNIT STRUCTURE 126

15.1. REVIEW OF TERMS 126

& INTRODUCTORY ACTIVITIES 136

A. UNIT AIMS 136

B. UNIT STRUCTURE 136

16.1. REVIEW OF TERMS 136

UNIT 17 PRACTICE TASKS AND ACTIVITIES FOR LANGUAGE AND SKILLS

A. UNIT AIMS 145

B. UNIT STRUCTURE 145

17.1. REVIEW OF TERMS 145

UNIT 18 ASSESSMENT TYPES AND TASKS 155

A. UNIT AIMS 155

B. UNIT STRUCTURE 155

UNIT 19 IDENTIFYING AND SELECTING AIMS 165

A. UNIT AIMS 165

B. UNIT STRUCTURE 165

19.1. REVIEW OF KEY TERMS 165

UNIT 20 IDENTIFYING THE DIFFERENT COMPONENTS OF A LESSON

A. UNIT AIMS 173

B. UNIT STRUCTURE 173

20.1. REVIEW OF KEY TERMS 173

OR A SEQUENCE OF LESSON PLANS 181

A. UNIT AIMS 181

B. UNIT STRUCTURE 181

21.1. REVIEW OF TERMS 182

UNIT 22 CHOOSING ASSESSMENT TASKS 190

A. UNIT AIMS 190