Teaching Knowledge Test - zkouskypark.cz · The teacher gave us roles such as ëfilm starí or...
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2 Teaching Knowledge Test
could be used by candidates to access further training,
and enhance career opportunities
• to encourage teachers in their professional development
by providing a step in a developmental framework of
awards for teachers of English.
� TKT candidature
TKT is suitable for teachers of English in primary, secondary
or adult teaching contexts and is intended for an
international audience of non-first language or first language
teachers of English.
Candidates taking TKT will normally have some experience of
teaching English to speakers of other languages. TKT may also
be taken by:
• pre-service teachers
• teachers who wish to refresh their teaching knowledge
• teachers who are moving to teaching English after
teaching another subject.
TKT candidates are expected to be familiar with language
relating to the practice of ELT. A non-exhaustive list of
teaching terminology is provided in the TKT Glossary, which
can be found on our website: www.CambridgeESOL.org/TKT
Content of TKT� TKT content outline
TKT consists of three modules. For each module, candidates
are required to answer 80 questions by selecting a letter for
the correct answer. As TKT tests candidates’ knowledge of
teaching rather than their proficiency in the English language
or their performance in classroom situations, candidates are
not required to listen, speak or produce extended writing
when taking TKT.
� TKT overview
Introduction� Introduction to TKT – a test of professional
knowledge for English language teachers
TKT is the new test about teaching English to speakers of
other languages. It aims to increase teachers’ confidence and
enhance job prospects by focusing on the core teaching
knowledge needed by teachers of primary, secondary or adult
learners, anywhere in the world. This new award will help you
to understand:
• different methodologies for teaching
• the ‘language of teaching’
• the ways in which resources can be used
• the key aspects of lesson planning
• classroom management methods for different needs.
TKT has three core modules:
� Module 1 – Language and background to languagelearning and teaching
• Describing language and language skills
• Background to language teaching
• Background to language learning.
� Module 2 – Planning lessons and use of resourcesfor language teaching
• Planning and preparing a lesson or sequence of lessons
• Selection and use of resources and materials.
� Module 3 – Managing the teaching and learningprocess
• Teachers’ and learners’ language in the classroom
• Classroom management.
A detailed handbook for TKT is available to download from
www.CambridgeESOL.org/TKT and includes full sample
papers for each module. The website also includes detailed
Teaching Resources for tutors who are helping candidates to
prepare for TKT and a glossary of teaching terms.
A dedicated textbook The TKT Course is published by
Cambridge University Press.
An overview of TKT� The aims of TKT
• to test candidates’ knowledge of concepts related to
language, language use and the background to and
practice of language teaching and learning
• to provide an easily accessible test about teaching
English to speakers of other languages, which is
prepared and delivered to international standards, and
Module Title Timing Test format
1 Language and
background to
language learning
and teaching
1 hour 20 minutes Three parts with
80 objective
format questions
2 Lesson planning
and use of
resources for
language teaching
1 hour 20 minutes Two parts with
80 objective
questions
3 Managing the
teaching and
learning process
1 hour 20 minutes Two parts with
80 objective
questions
3Teaching Knowledge Test
MODULE 1Language and background to language learning and teaching
GENERAL DESCRIPTION
Module format Module 1 consists of three parts.
Timing 1 hour 20 minutes
No. of questions 80
Task types Objective tasks, such as one-to-one matching; 3/4/5-option matching; 3-option multiple choice and odd one out.
Answer format For all parts of this module, candidates indicate their answers by shading the correct lozenges on their answer sheets.Candidates should use a pencil and mark their answers firmly.Candidates should use an eraser to rub out any answer they wish to change.
Marks Each question carries one mark.
� Syllabus
This module tests candidates’ knowledge of terms and concepts common in English language teaching. It also focuses on the
factors underpinning the learning of English and knowledge of the range and functions of the pedagogic choices the teacher
has at his/her disposal to cater for these learning factors.
Module 1 example questions
2
For
questions 1
-5, m
atc
h t
he e
xam
ple
lang
uag
e w
ith t
he
gra
mm
aticalte
rms lis
ted
A-F
.
Mark
the c
orr
ect
letter
(A-F
) on y
our
answ
er
sheet.
There
is o
ne e
xtr
a o
ption w
hic
h y
ou d
o n
ot
need t
o u
se.
Exam
ple
lan
gu
ag
e
Gram
mati
cal te
rm
s
1
who,
wh
ich,
that
2
acro
ss,
alo
ng
, off
3
yours
elf,
ours
elv
es,
them
selv
es
4
your,
his
, our
5
above,
ag
ain
st, b
y
A
B
C
D
E
F
possessiv
e a
dje
ctives
rela
tive p
ronouns
reflexiv
e p
ronouns
dem
onstr
ative a
dje
ctives
pre
positio
ns o
f pla
ce
pre
positio
ns o
fm
ovem
ent
4 Teaching Knowledge Test4
6
For
questions 2
2-2
9,
look a
t th
e t
wo v
ow
el sounds in e
ach w
ord
. M
atc
h the v
ow
el sounds in t
he
word
s w
ith t
he p
air
s o
fphonem
ic s
ym
bols
lis
ted
A-I
.
Mark
the c
orr
ect
letter
(A-I
) on y
our
answ
er
sheet.
There
is o
ne e
xtr
a o
ption w
hic
h y
ou d
o n
ot
need t
o u
se.
W
ord
s
Ph
on
em
ic s
ym
bo
ls
22
curly
23
over
24
villa
ge
25
paper
26
hom
ew
ork
27
learn
er
28
nig
htc
lub
29
baby
A
B
C
D
E
F
G
H
I
������
������
������
������
�����
�����
�����
������
������
�����
�����
������
�����
�����
�����
�����
�����
�����
8
For
questions 3
6-4
0,
look a
t th
efo
llow
ing
term
sfo
r la
ng
uag
e s
kills
and t
hre
e p
ossib
le d
escri
ptions o
f
the
term
s.
Choose t
he c
orr
ect
option A
, B
or
C.
Mark
the c
orr
ect
letter
(A,
B o
rC
) on y
our
answ
er
sheet.
36
Sum
marisin
gis
A
expla
inin
g a
text
in d
eta
il.
B
writing
the last sente
nce
of
a t
ext.
C
giv
ing
the m
ain
poin
tsof a t
ext.
37
Inte
ractive lis
tenin
g is
A
liste
nin
g,
respondin
g a
nd
giv
ing
feedback.
B
liste
nin
gfo
r deta
il,
mood
and a
ttitude.
C
liste
nin
g a
nd identify
ing
word
str
ess a
nd lin
kin
g.
38
Ora
l fluency
is
A
speakin
g w
ithout
makin
g a
ny m
ista
kes.
B
speakin
g n
atu
rally
without
hesitating
too m
uch.
C
speakin
g w
ithout
consid
eri
ng t
he lis
tener.
39
Para
phra
sin
gis
A
usin
g p
hra
ses t
o s
ay s
om
eth
ing
inste
ad o
f usin
g c
om
ple
te s
ente
nces.
B
connecting
sente
nces t
og
eth
er
in s
peech o
r w
riting b
y u
sin
g c
onju
nctions.
C
findin
g a
noth
er
way t
o s
ay s
om
eth
ing
when y
ou c
annotth
ink o
fth
e r
ight
lang
uag
e.
40
Scannin
gis
A
readin
g a
text q
uic
kly
to g
et th
e g
enera
l id
ea.
B
readin
g a
textq
uic
kly
to
find s
pecific
info
rmation.
C
readin
g a
textq
uic
kly
to identify
the w
rite
rís a
ttitude.
5Teaching Knowledge Test
13
[Tu
rn
ove
r
For
questions 6
7-7
3,
matc
h t
he c
lassro
om
activitie
s w
ith t
he types o
f speakin
g p
ractice lis
ted
A,
B o
r C
.
Mark
the c
orr
ect
letter
(A,
B o
r C
) on y
our
answ
er
sheet.
Typ
es o
f sp
eakin
g p
racti
ce
A
ora
l fluency
pra
ctice
B
contr
olled o
ral pra
ctice
C
neither
Cla
ssro
om
acti
vit
ies
67
At
the b
eg
innin
g o
fth
e lesson,
we
got
into
gro
ups
and t
alk
ed a
bout
an inte
resting n
ew
spaper
art
icle
that
we h
ad r
ead.
68
The t
eacher
gave u
s w
ord
pro
mpts
such a
s ëcin
em
aí and ëfr
iendsí, a
nd w
e h
ad to s
ay
them
in
sente
nces u
sin
g the p
ast
sim
ple
, e.g
. ëW
e w
ent
to t
he c
inem
aí; ëW
e v
isited s
om
efr
iendsí.
69
We
liste
ned t
o a
record
ing o
f tw
o p
eople
talk
ing
aboutth
eir
hobbie
s,th
en d
id a
gap-f
ill
com
pre
hensio
n t
ask.
70
The t
eacher
gave u
s r
ole
s s
uch a
s ëfilm
sta
rí o
r ës
port
s s
tarí
and w
e h
ad t
o r
ole
pla
y a
part
y in
wh
ich w
e c
hatt
ed to e
ach o
ther.
71
We
had a
dis
cussio
n a
boutth
e a
dvanta
ges a
nd d
isadvanta
ges o
fth
e inte
rnet.
72
The t
eacher
read o
utsom
e s
ente
nces,
som
e o
fw
hic
h w
ere
corr
ect
and s
om
e incorr
ect.
We
had t
o s
hout
out
ëRig
htí o
r ëW
rong
í.
73
We
had t
o a
sk o
ur
part
ner
five
questions a
bout
their
abilitie
s,
usin
g ëcaní, e
.g. C
an y
ou s
wim
?MODULE 2Lesson planning and use of resources for language teaching
GENERAL DESCRIPTION
Module format Module 2 consists of two parts.
Timing 1 hour 20 minutes
No. of questions 80
Task types Objective tasks, such as one-to-one matching; 3/4/5-option matching; sequencing; 3-option multiple choice and odd one out.
Answer format For all parts of this module, candidates indicate their answers by shading the correct lozenges on their answer sheets.Candidates should use a pencil and mark their answers firmly.Candidates should use an eraser to rub out any answer they wish to change.
Marks Each question carries one mark.
� Syllabus
This module focuses on what teachers consider and do while planning their teaching of a lesson or series of lessons. Teaching
in this context is intended also to refer to assessment. It focuses too on the linguistic and methodological reference resources
that are available to guide teachers in their lesson planning as well as on the range and function of materials and teaching aids
that teachers could consider making use of in their lessons. Knowledge of any particular book is not required.
6 Teaching Knowledge Test
4
For
questions 1
5-2
0,
look a
t th
e s
tag
es a
nd a
ims
from
a lesson p
lan a
bout
com
pla
inin
g.
Tw
o o
fth
e
aim
s (
A-C
) in
each s
tag
e a
re a
ppro
pri
ate
. O
ne o
f th
e a
ims is N
OT
appro
priate
.
Mark
the a
im (
A,
B o
rC
) w
hic
h is N
OT
appro
pri
ate
on y
our
answ
er
sheet.
Sta
ges
A
ims
15
Lead
-in
•T
he t
eacher
asks the s
tudents
when t
hey last
went
on h
olida
y
and w
hat
pro
ble
ms t
hey c
an h
ave
when t
ravellin
g.
•T
he t
eacher
elicits ideas a
bout
the p
roble
ms a
nd w
rite
s them
on
the b
oard
.
A
B
C
to c
reate
inte
rest in
the
topic
to intr
oduce the p
ast
sim
ple
tense
to p
ers
onalise t
he s
tart
ofth
e lesson
16
Lis
ten
ing
•S
tudents
lis
ten to a
custo
mer
com
pla
inin
gin
a tra
vel ag
entís.
•S
tudents
identify
the p
roble
ms
mentioned o
n the tape.
•S
tudents
com
pare
answ
ers
in
pair
s.
A
B
C
to c
heck s
tudents
í unders
tandin
g o
fth
e tape
to p
rovid
e a
model ofth
e t
arg
et
lang
uag
e in
conte
xt
to p
re-t
each the m
eanin
g o
f new
word
s
17
Lan
gu
ag
e f
ocu
s
•T
he t
eacher
hands o
utth
e
tapescri
pt.
•S
tudents
identify
the lang
uag
e o
f
com
pla
inin
g a
nd a
polo
gis
ing
in
the tapescri
pt.
A
B
C
to focus s
tudents
í att
ention o
n the targ
et
lang
uag
e
to g
ive
stu
dents
pra
ctice in r
eadin
g f
or
gis
t
to p
rovid
e s
tudents
with a
record
of
lang
uag
e
in c
onte
xt
18
Restr
icte
d p
racti
ce
•T
he t
eacher
show
s t
he targ
et
lang
uag
e o
n a
n O
HT
.
•S
tudents
try
to
say t
he p
hra
ses.
•T
he
teacher
giv
es f
eedback,
corr
ecting a
nd d
rillin
g w
here
necessary
.
A
B
C
to a
llow
stu
dents
to p
ers
onalise t
he targ
et
lang
uag
e
to a
llow
stu
dents
to u
se the t
arg
et
lang
uag
e in
a c
ontr
olled w
ay
to d
evelo
p s
tudents
í confidence in
pro
nouncin
g t
he
targ
et
lang
uag
e
5
[Tu
rn
ove
r
19
Prep
arati
on
fo
r f
reer p
racti
ce
•S
tudents
stu
dy their
role
-card
s:
stu
dent
A is t
he c
om
pla
inin
g
cu
sto
me
r
stu
dent
B is t
he t
ravel agent.
A
B
C
tog
ive s
tudents
tim
e t
o t
hin
k o
f id
eas
to u
se in the r
ole
-pla
y
to d
evelo
p r
eadin
g c
om
pre
hensio
n
to a
llow
stu
dents
to c
heck w
ith t
he
teacher
what
they h
ave t
o d
o
20
Freer p
racti
ce
•S
tudents
act
out th
e s
ituation in
pair
s.
A
B
C
to focus o
n the form
of th
eta
rget
lang
uag
e
tog
ive less c
ontr
olled p
ractice o
fth
e
targ
et
lang
uag
e
to p
repare
stu
dents
for
real
com
munic
ation
Module 2 example questions
7Teaching Knowledge Test
8
For
questions
37-4
1,
matc
h th
e
situations
in w
hic
h
a
teacher
sets
a
test
with
the
reasons fo
r
asse
ssm
ent
liste
dA
-F.
Mark
the c
orr
ect
letter
(A-F
) on y
our
answ
er
sheet.
There
is o
ne e
xtr
a o
ption w
hic
h y
ou d
o n
ot
need t
o u
se.
Sit
uati
on
s
37
The t
eacher
has a
new
cla
ss. O
n t
he
firs
t day o
f th
e c
ours
e,she s
ets
a test
whic
h c
overs
som
e
lang
uag
e p
oin
ts s
he e
xpects
the s
tudents
to b
e fam
ilia
r w
ith a
nd o
thers
that
she t
hin
ks t
he
stu
dents
may n
otknow
.T
he s
tudents
do n
ot
pre
pare
for
the t
est.
38
The t
eacher
notices that his
inte
rmedia
te s
tudents
are
makin
g c
are
less m
ista
kes w
ith b
asic
question f
orm
ation,
whic
h t
hey s
hould
know
. H
e a
nnounces t
hat
there
will be a
test
on t
his
the
follow
ing
week.
The s
tudents
have tim
eto
pre
pare
for
the t
est.
39
The s
tudents
are
goin
g t
o t
ake a
public e
xam
ination s
oon.
The t
eacher
giv
es t
hem
an e
xam
ple
paper
to d
o u
nder
test conditio
ns.
40
The t
eacher
monitors
stu
dents
whenever
they c
arr
y o
ut
speakin
gta
sks
and k
eeps n
ote
s a
bout
each s
tudent.
41
The cla
ss has re
cently finis
hed a unit of
the cours
ebook w
hic
h fo
cused on th
e use of
the
pre
sent
perf
ect
sim
ple
with ëfo
rí a
nd ësin
ceí. T
he t
eacher
giv
es t
he c
lass a
surp
rise test
on t
his
.
Reaso
ns f
or a
ssessm
en
t
A
to fam
ilia
rise s
tudents
with the test fo
rmat
B
to a
llow
the t
eacher
to p
lan a
n a
ppro
pri
ate
schem
e o
f w
ork
C
to s
how
stu
dents
how
well t
hey h
ave learn
ed s
pecific
lang
uag
e
D
to a
llow
stu
dents
to a
ssess e
ach o
ther
E
tom
otivate
the s
tudents
tore
vis
e a
part
icula
r la
ng
uag
e a
rea
F
to a
ssess s
tudents
í pro
gre
ss o
n a
continuous b
asis
10
For
questions 5
0-5
6,
read t
he d
ictionary
entr
y. M
atc
h the e
xtr
acts
from
the d
ictionary
entr
y w
ith t
he
info
rmation they p
rovid
e lis
ted A
-H.
Mark
the c
orr
ect
letter
(A-H
) on y
our
answ
er
sheet.
There
is o
ne e
xtr
a o
ption w
hic
h y
ou d
o n
ot
need t
o u
se.
Dic
tio
nary e
ntr
y
co
nvin
ce
/ �������� /
v [
T (o
f) ]
to m
ake
so
meo
ne
co
mp
lete
ly ce
rta
in a
bo
ut
som
eth
ing;
pe
rsu
ad
e: W
e fin
ally
con
vinc
ed th
em o
f our
inno
cenc
e.
[ +
o
bj
+ (t
ha
t)]
They
faile
d to
con
vinc
e th
e di
rect
ors
that
thei
r pr
opos
als
wou
ldw
ork
/ I'm
co
nvin
ced
that
she
is te
lling
the
truth
.
50
Iím
convin
ced t
hat
she is t
ellin
g t
he t
ruth
.
51
convin
ce
52
v
53
pers
uade
54
[ +
obj +
(th
at)
]
55
(of)
56
tom
ake
som
eone c
om
ple
tely
cert
ain
aboutsom
eth
ing
A
B
C
D
E
F
G
H
Part
ofspeech
Exam
ple
sente
nce
Dependent
pre
positio
n
Sin
gle
-word
synonym
Phonem
ic t
ranscri
ption
Headw
ord
Verb
patt
ern
Definitio
n
2
For
questions 1-7
,m
atc
h th
e exam
ple
s of
teachers
í cla
ssro
om
la
ng
uage w
ith th
eir
fu
nctions liste
d
A-H
.
Mark
the c
orr
ect
letter
(A-H
) on y
our
answ
er
sheet.
There
is o
ne e
xtr
a o
ption w
hic
h y
ou d
o n
ot
need t
o u
se.
T
each
ersí
cla
ssro
om
lan
gu
ag
e
Fu
ncti
on
s
1
Lis
ten,I
like p
layin
gfo
otb
all,
repeat
every
one,
I like p
layin
gfo
otb
all.
2
Maria ñ
collect
the b
ooks,
ple
ase.
3
Tell m
eth
ree a
dje
ctives b
eg
innin
g w
ith t
he lett
er
ëCí.
4
Just
liste
n t
o h
ow
I s
ay itñ p
oT
Ato
es.
5
Okay,
dis
cuss it
with y
ou
r part
ner
now
, ple
ase.
6
Iím
really f
ull,
Iíve just
eate
n a
big
lunch.
Am
I hungry
now
?
7
Letís h
ave a
look. Y
es,
thatís g
reat.
Now
try
the n
ext
one.
A
B
C
D
E
F
G
H
checkin
g u
nders
tandin
g
em
phasis
ing w
ord
str
ess
drillin
g
checkin
g instr
uctions
monitoring
elicitin
g
org
anis
ing p
air
work
nom
inating
8 Teaching Knowledge Test
MODULE 3Managing the teaching and learning process
GENERAL DESCRIPTION
Module format Module 3 consists of two parts.
Timing 1 hour 20 minutes
No. of questions 80
Task types Objective tasks, such as one-to-one matching; 3/4/5-option matching; 3-option multiple choice and odd one out.
Answer format For all parts of this module, candidates indicate their answers by shading the correct lozenges on their answer sheets.Candidates should use a pencil and mark their answers firmly.Candidates should use an eraser to rub out any answer they wish to change.
Marks Each question carries one mark.
� Syllabus
This module tests candidates’ knowledge of what happens in the classroom in terms of the language used by the teacher or
learners, the roles the teacher can fulfil and the ways in which the teacher can manage and exploit classroom events and
interaction.
Module 3 example questions
9Teaching Knowledge Test
4
For
questions 17-2
1,
read th
e fo
llow
ing
in
str
uctions w
hic
h a te
acher
used w
ith adult ele
menta
ry
learn
ers
. S
om
e o
fth
ese instr
uctions m
ay n
ot
be a
ppro
pri
ate
.
Matc
h t
he instr
uctions w
ith
the tra
inerí
s c
om
ments
lis
ted A
-F.
Mark
the c
orr
ect
letter
(A-F
) on y
our
answ
er
sheet.
There
is o
ne e
xtr
a o
ption w
hic
h y
ou d
o n
ot
need t
o u
se.
Instr
ucti
on
s
17
Imag
ine y
ou w
ere
in a
shop a
nd y
ou h
ad d
ecid
ed to b
uy s
om
e c
hocola
tes.
What
do y
ou t
hin
k
you m
ight
say?
18
Read t
he text
and identify
the c
ohesiv
e d
evic
es.
19
Look a
t th
e t
ext and u
nderl
ine a
ll t
he v
erb
s.
20
Why d
onít y
ou justg
et
into
pair
s o
r a s
mall g
roup,
if y
ou lik
e,
and d
iscuss a
few
of
the
questions
for
a little b
it?
21
Were
nít y
ou lis
tenin
g?
Isaid
exerc
ise t
hre
e.
Donít w
aste
my
tim
e!
Train
erís
co
mm
en
ts
A
T
his
is a
cle
ar
instr
uction f
or
adult e
lem
enta
ry learn
ers
.
B
T
he
gra
mm
ar
in t
his
instr
uction is a
bove e
lem
enta
ry level.
C
S
om
e a
dult s
tudents
mig
htfind t
his
instr
uction r
ude.
D
T
his
instr
uction is n
ot
well s
eq
uenced.
E
T
his
instr
uction d
oes n
ot te
ll s
tudents
exactly w
hat
to d
o.
F
S
om
e o
fth
e lexis
in t
his
instr
uction is a
bove e
lem
enta
ry level.
6
For
questions 2
8-3
2,
read t
he c
onvers
ation b
etw
een t
wo a
dvanced learn
ers
. A
nsw
er
the
questions
aboutth
eir
use o
f la
ng
uag
e b
y c
hoosin
g t
he c
orr
ect
option A
, B
or
C.
Mark
the c
orr
ect
letter
(A,
B o
r C
) on y
our
answ
er
sheet.
Cristin
a:
Are
yo
u a
go
od
sa
ilo
r? H
ave
yo
u e
ve
r b
ee
n s
ea
sic
k?
Ra
qu
el:
Ye
ah
, I h
ave
be
en
se
asic
k, o
nce
. A
ctu
ally, I ñ
lin
e 2
Cri
stin
a:
Was th
at o
n a
lo
ng
jo
urn
ey?
Ra
qu
el:
Yeah.
In f
act
Iím
quite a
good t
raveller
no
rmally.
Bu
t th
ere
was e
rm .
.. e
r ...
not
on
a
long
journ
ey,
no,
sorr
y.
It
was a
bout
on
ly 3
0 k
ilom
etr
es.
And e
rm,
com
ing
... o
n t
he
wa
y b
ack,
it w
as a
ve
ry sm
all b
oa
t, a
nd
it w
as ve
ry h
ot,
a
nd
m
e a
nd
th
e re
st
of
my
fam
ily w
ere
on
th
e v
ery
...
in
th
ein
sid
eo
f th
e b
oa
t.
An
dit w
as
just
like
bein
g i
na
...
on a co
rk,
carr
ied by w
ate
r. A
nd m
y bro
ther
sta
rted firs
t, and th
en e
very
one sta
rted
feelin
g s
ick.
line
4 lin
e 5
line
8
Cri
stin
a:
Oh
,te
rrib
le.
line
10
Ra
qu
el:
It w
as h
orr
ible
.lin
e 11
28
Why d
oes R
aq
uel sto
p a
fter
sayin
g ëA
ctu
ally,
I ñí?
(line 2
)
A
S
he c
anít r
em
em
ber
the r
ight
word
.
B
S
he h
asnít u
nders
tood the q
uestion.
C
S
he is s
uddenly
inte
rrupte
d b
y C
ristina.
29
Why d
oes R
aq
uel say ëY
eahí atth
e b
eg
innin
g o
f line 4
?
A
to
show
that
she h
eard
Cri
stinaís
question
B
to
ask f
or
the q
uestion
tobe r
epeate
d
C
to
show
she is u
nsure
about
her
answ
er
30
Why d
oes R
aq
uel use ëIn
factí? (lin
e 4
)
A
S
heís
intr
oducin
g a
contr
ast
with w
hat
she s
aid
earl
ier.
B
S
heís
corr
ecting
what
Cristina s
aid
.
C
S
heís
giv
ing
hers
elf s
om
e t
ime t
o thin
k.
31
The m
any u
ses o
f ëa
ndí in
lin
es 5
-8 in R
aq
uelís s
tory
A
sum
mari
se R
aq
uelís ideas.
B
re
peat
what
happened in t
he s
tory
.
C
m
ark
new
poin
ts in the s
tory
.
32
The a
dje
ctives ëte
rrib
leí and ëhorr
ible
í (l
ines 1
0 a
nd 1
1)
show
that
Raq
uel and C
ristina b
oth
A
dis
like t
he w
ay R
aq
uel to
ld t
he s
tory
.
B
have t
he s
am
ere
action.
C
have h
ad a
sim
ilar
experi
ence.
Teaching Knowledge Test10
8
For
questions 4
1-4
9,
matc
h t
he t
eacher
activitie
s w
ith t
he t
eacher
role
s lis
ted A
, B
, C
or
D.
Mark
the c
orr
ect
letter
(A,
B, C
or
D)
on y
our
answ
er
sheet.
You n
eed to u
se s
om
e o
ptions m
ore
than o
nce.
Teach
er r
ole
s
A
MA
NA
GE
R (
manag
es s
tudents
and a
ctivitie
s d
uri
ng c
lass tim
e)
B
PL
AN
NE
R (
chooses m
ate
rials
and/o
rm
eth
odolo
gy b
efo
re the c
ours
e o
r le
sson)
C
PR
OV
IDE
R (
giv
es e
xpert
info
rmation a
boutta
rget
lang
uag
e)
D
DIA
GN
OS
TIC
IAN
(finds o
utth
e n
eeds a
nd inte
rests
ofstu
dents
)
41
The t
eacher
puts
stu
dents
into
gro
ups o
f th
ree for
a r
ole
-pla
y.
42
The t
eacher
asks a
nois
y s
tudentto
speak
more
quie
tly.
43
The t
eacher
invites s
tudents
to s
ugg
est
topic
sfo
r cours
e c
onte
nt.
44
While s
tudents
wri
te a
sto
ry,
the t
eacher
walk
s r
ound t
he c
lass h
elp
ing
stu
dents
who m
ake
err
ors
or
ask for
new
word
s.
45
The t
eacher
wants
to identify
gaps in their
know
ledg
e s
o s
he a
sks s
tudents
to b
rain
sto
rm
cri
me v
ocabula
ry.
46
The t
eacher
intr
oduces t
he p
resent
perf
ect
continuous.
47
The t
eacher
decid
es w
hic
h c
ours
ebook a
ctivitie
s w
ill fit
into
the tim
e a
vaila
ble
for
the lesson.
48
The t
eacher
finds a
vid
eo t
ofit
into
the t
opic
of
the u
nit.
49
The t
eacher
giv
es s
tudents
aq
uestionnair
e in o
rder
tofind o
ut m
ore
aboutth
eir
learn
ing
sty
les a
nd p
refe
rences.
TKT test administration� Modular structure
TKT has three modules. These can be taken together in one
examination session or separately, in any order, over three
sessions.
� Entry procedure
Candidates must enter through an authorised Cambridge
ESOL Centre. A list of Cambridge ESOL Examination Centres is
available from Cambridge ESOL online at
www.CambridgeESOL.org/TKT
Institutions wishing to become Cambridge ESOL Examination
Centres should contact the Centre Registration Unit at
Cambridge ESOL.
Grading and results� Grading
Each module is free-standing. Candidates receive a certificate
for each module they take.
Each question carries one mark, so the maximum mark for
each module is 80. Candidate performance is reported using
four bands.
Band A candidate at this level demonstrates
1 limited knowledge of TKT content areas
2 basic, but systematic knowledge of TKT content areas
3 breadth and depth of knowledge of TKT content areas
4 extensive knowledge of TKT content areas
Our trialling research indicates that for a candidate to achieve
TKT Band 3, a score of at least 45–50 marks (out of 80) is
required.
The reporting of results for TKT is subject to ongoing research.
Further guidance on the interpretation of results will be issued
in the future.
� Notification of results
Certificates are despatched to Centres approximately two
weeks after receipt of answer sheets by Cambridge ESOL.
Please note that despatch of candidates’ certificates will be
delayed if they need Special Consideration or are suspected of
malpractice.
11Teaching Knowledge Test
Support for TKT candidatesand course providersGeneral information on TKT, including administration details
and downloadable versions of this Handbook and sample
materials, can be found by visiting
www.CambridgeESOL.org/TKT
Course providers and individual candidates can also access
the TKT Glossary on this website.
Support material for teacher trainers is available on the
Teaching Resources website
www.CambridgeESOL.org/teach/TKT
The TKT Course is published by Cambridge University Press in
collaboration with Cambridge ESOL. This coursebook provides
approximately 60–90 hours of classroom-based or self-access
study, and includes practice tasks and tests.
Further support is also available in the form of seminar
programmes in different countries. Contact Cambridge ESOL
Information for further details by e-mailing:
Common questions andanswersCan candidates make notes on the question paper?
Candidates may write on the question paper during the
examination, but their notes will not be marked. Candidates
must complete an answer sheet, which is then scanned.
Does it matter if candidates write in pen or pencil?
Candidates must use a pencil to mark their answers on the
answer sheet. Answer sheets marked in pen cannot be read by
computer.
Is the use of dictionaries allowed?
No.
What is the mark allocation?
One mark is given for each correct answer.
Do candidates have to take all three modules?
No. The modules are free-standing. Candidates may enter for
any number of modules in any order.
What is the pass mark?
Results are reported in four bands. There is no pass or fail.
Candidates receive a certificate for each module taken.
What is the date of the TKT examination?
Dates are set by Centres in consultation with Cambridge ESOL,
taking into account local needs and conditions.
Where can candidates enrol?
Your Cambridge ESOL Local Secretary can give you
information about Centres where the examination is taken.
Candidates enrol through local Centres, and not through the
Cambridge ESOL office in Cambridge. Fees are payable to the
local Centre.
How do candidates get their results?
TKT certificates are issued to Centres approximately two
weeks after receipt of answer sheets by Cambridge ESOL.
Do candidates need to have taken a particular English
language examination before taking TKT?
No. However, it is advisable for candidates to have a minimum
language level of Council of Europe Framework Level B1.
What kind of teaching terminology will be tested in TKT?
A non-exhaustive list of the teaching terms and their
definitions which could be tested in TKT can be found in the
TKT Glossary at www.CambridgeESOL.org/TKT
What is the TKT portfolio?
The portfolio is an electronic resource in which candidates
keep a record of their teaching experience, beliefs and
aspirations for the future. The portfolio does not form part of
the assessment for TKT. Candidates who register for TKT will
receive more information on how to access their portfolio.
University of CambridgeESOL Examinations1 Hills RoadCambridgeCB1 2EUUnited Kingdom
Tel. +44 1223 553355Fax. +44 1223 460278e-mail [email protected]
© UCLES 2005 EMC/3078/5Y05
www.CambridgeESOL.org/TKT