4930d teaching knowledge test

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Teaching

Knowledge

Test

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Preface

This handbook is intended for course providers who are, or intend to become, involved in preparing candidates for the Teaching Knowledge Test (TKT).

For further information on any of the Cambridge ESOL examinations and teaching awards, please contact:

Cambridge ESOL Information, 1 Hills Road, Cambridge, CB1 2EU, United Kingdom

Tel: +44 1223 553355, Fax: +44 1223 460278, email: ESOL@ucles.org.uk, www.CambridgeESOL.org

2 Introduction

4 An overview of TKT

4 Content of TKT

5 Module 1: General description and syllabus

8 Sample test

Language and background to language learning and teaching

18 Sample test

Lesson planning and use of resources for language teaching

27 Sample test Managing the teaching and

learning process

34 TKT test administration

34 Grading and results

34 Special Circumstances

35 The production of TKT

35 Support for TKT candidates and course providers

36 Common questions and answers

36 TKT wordlist

42 Module 1 answer key

44 Sample OMR answer sheet

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ESOL. This includes CELTA (Certificate in English Language Teaching to Adults); CELTYL (Certificate in English Language Teaching to Young Learners); ICELT (In-service Certificate in English Language Teaching); and DELTA (Diploma in English Language Teaching to Adults). These are based on the following content areas: subject knowledge, pedagogical knowledge, pedagogical content knowledge and knowledge of context. TKT covers the first three of these areas of

knowledge, but unlike the other teaching awards, TKT does not assess knowledge of teaching context. This area is most appropriately assessed through teaching practice, which does not form part of the assessment of TKT.

Other teaching qualifications offered by Cambridge ESOL include two specifically designed for the further education and skills sector within the UK.

A summary of the entry requirements and content of Cambridge ESOL’s Teaching Awards can be found on the following page.

The Teaching Knowledge Test (TKT) is designed and produced by University of Cambridge ESOL Examinations (Cambridge ESOL), a department of the University of Cambridge and part of the University of Cambridge Local Examinations Syndicate, which has provided examinations in English for speakers of other languages since 1913. Cambridge ESOL offers an extensive range of examinations, certificates and diplomas for learners and teachers of English, taken by over 1.5 million people a year, in more than 130 countries.

■ Introduction to TKT – a test of professional

knowledge for English language teachers

TKT tests knowledge about the teaching of English to speakers of other languages. This knowledge includes concepts related to language, language use and the background to and practice of language teaching and learning and is assessed by means of objective format tests, which are simple to administer and to take.

TKT is designed to offer maximum flexibility and accessibility for candidates and therefore does not include a compulsory course component or compulsory teaching practice. However, it is likely that centres and other institutions will wish to offer courses for TKT preparation and these may also include some teaching practice, if desired. It should be noted that TKT tests teaching knowledge rather than teaching ability.

TKT offers candidates a step in their professional development as teachers and enables them to move onto higher-level teaching qualifications and access professional support materials, such as journals about English language teaching (ELT).

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Note:Cambridge ESOL also offers IDLTM and the Young Learner Extension to CELTA. IDLTM is an educational management

qualification and, as such, does not focus on knowledge about or practice of teaching. The Young Learner Extension to CELTA shares similarities with CELTYL, except that entry is conditional on candidates having completed CELTA.

TKT CELTA CELTYL ICELT DELTA

Selection procedure None Interview and task Interview and task Interview and task,

where appropriate

Interview and task

Teaching experience required

None None None Must be teaching 2 years' (1200 hours)

relevant teaching experience

Previous qualifications/ training required

None Normally qualifications

which allow access to higher education

Normally qualifications which allow access to higher education

Local requirements for teacher training apply

Normally a university degree and an initial ELT qualification, such as CELTA

Language level Minimum PET/Council

of Europe B1

Near first language speaker

Minimum FCE/Council of Europe B2

Near first language speaker

Teaching age group Primary, secondary or

adults

Adults (16+) Primary or secondary Primary, secondary or

adults

Adults (16+)

Can be taken

pre-service

_✓

_✘

Must be taken

in-service

_✘

_✓

Obligatory course

✘

✓

Assessed teaching

practice

_✘

_✓

Continuous

assessment

_✘

_✓

Coursework

✘

✓

Portfolio

✓

Written test/

examination

_✓

_✘

_✓

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■ 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 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.

To access TKT, teachers need a level of English of at least Level B1 of the Council of Europe’s Common European Framework of Reference for Languages. This level is specified in the Council of Europe’s Threshold document (Threshold 1990, J A van Ek & J L M Trim; CUP August 1998). However, candidates are not required to have taken any English language examinations.

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

Candidates are not required to fulfil any specific entry requirements for 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

■ Approaches to teaching and learning

A range of approaches to teaching and learning may be covered in the examination material.

Approaches which might bias against candidates from particular backgrounds or teaching contexts are avoided. Knowledge of communicative and other approaches to teaching is expected, as is familiarity with ELT terminology.

■ Sources and text types used in TKT

Extracts, original or adapted, from the following sources may feature in TKT:

• ELT coursebooks or supplementary materials

• handbooks on English language teaching and learning

• ELT journals and magazines

• testing materials

• grammar books and dictionaries, including phonetic transcription (IPA – International Phonetic Alphabet)

• diagrams or other visuals

• transcriptions of classroom talk

• descriptions of classroom situations.

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

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Part Title Areas of teaching knowledge Task types and format

1

Describing

language and language skills

Concepts and terminology for describing language: grammar, lexis, phonology and functions

Concepts and terminology for describing language skills and subskills, e.g. reading for gist, scanning

7–8 tasks consisting of approximately 40 questions

Tasks include one-to-one matching; 3/4/5-option matching; 3-option multiple choice and odd one out.

2

Background to

language learning

Factors in the language learning process, e.g. • motivation

• exposure to language and focus on form • the role of error

• differences between L1 and L2 learning • learner characteristics, e.g.

– learning styles – learning strategies – maturity

– past language learning experience • learner needs

3

Background to

language teaching

The range of methods, tasks and activities available to the language teacher, e.g.

• presentation techniques and introductory activities • practice activities and tasks for language and skills

development

• assessment types and tasks

Appropriate terminology to describe the above

1 MODULE

Language 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

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■ Part 2

This part of Module 1 tests candidates’ knowledge of factors underpinning the learning of English by speakers of other languages. It focuses on those learner characteristics which distinguish one learner or group of learners from another in terms of their learning and those which affect both what and how a teacher chooses to teach a class or an individual learner. It also tests candidates' knowledge of aspects of the language learning process and their impact on teaching.

Candidates need to demonstrate an understanding of concepts and terminology related to the following and their implications for the L2 classroom:

Syllabus area Possible testing focus

motivation • influences on motivation

• the importance of motivation • measures that can increase motivation

exposure to language and focus on form

• acquisition • silent period

• L2 learners’ need for interaction and focus on form as complements of exposure

the role of error • errors and slips

• interference and developmental errors • interlanguage

the differences between L1 and L2 learning

• differences in age

• differences in the context of learning • differences in ways of learning

learner characteristics • common learning styles and preferences • common learning strategies

• maturity

• past language learning experiences • how learner characteristics affect learning

learner needs • the personal, learning and (future) professional needs of learners

language teaching that are used to describe language and its use, and language skills.

Candidates need to demonstrate an understanding of concepts and terminology related to:

grammar • parts of speech

• the forms and use of grammatical structures

lexis • types of meaning

• word formation, e.g. prefixes, suffixes, compounds

• word groupings, e.g. synonyms, antonyms, lexical sets, homophones, collocation • register

phonology • symbols from the International Phonetic Alphabet (IPA)

• phonemes, word stress, sentence stress, intonation and connected speech

functions • context

• levels of formality • appropriacy

• a range of functions and their typical exponents language skills • reading, listening, speaking, writing and their subskills

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■ Part 3

This part of Module 1 tests candidates’ knowledge of the pedagogic choices the teacher has at his/her disposal to cater for learner characteristics, learning processes and the differences between L1 and L2 learning. This part also tests knowledge of concepts and terms related to teaching and learning procedures and activities, including assessment.

Candidates need to demonstrate an understanding of methods, tasks, activities and terminology related to:

presentation techniques and introductory activities

• introductory activities such as warmers, lead-ins • common ways of presenting language

types of activities and tasks for language and skills development

• the design and purpose of a range of common comprehension and production tasks and activities • teaching terms, e.g. prompting, eliciting, drilling

• frameworks for activities and tasks

– Presentation, Practice and Production (PPP) – Task-based Learning (TBL)

– Total Physical Response (TPR) – The Lexical Approach – Grammar-Translation – test-teach-test – guided discovery

assessment types and tasks • purposes for assessment, e.g. diagnostic, placement, achievement, formative, progress, proficiency • methods of assessment, e.g. self, peer, portfolio, informal and formal

• the design and purpose of a range of assessment tasks and activities

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MODULE

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resources for language teaching

GENERAL DESCRIPTION

Module format Module 2 consists of two parts.

No. of questions 80

sequencing; 3-option multiple choice and odd one out.

■

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.

1

Planning and

preparing a lesson or sequence of lessons

Lesson planning

• identifying and selecting aims appropriate to learners, the the stage of learning and lesson types

• identifying the different components of a lesson plan • planning an individual lesson (or a sequence of lessons)

by choosing and sequencing activities appropriate to learners and aims

• choosing assessment activities appropriate to learners, aims and stages of learning

5-6 tasks consisting of approximately 40 questions

Tasks include one-to-one matching; 3/4/5-option matching; 3-option multiple choice; odd one out and sequencing.

2

Background to

language learning

Consulting reference resources to help in lesson preparation

Selection and use of: • coursebook materials

• supplementary materials and activities • teaching aids

appropriate to learners and aims

2

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2

using reference resources for lesson preparation

• the range of resources available and teachers’ reasons for consulting them

the selection and use of coursebook materials

• criteria for selection • ways of adapting materials

the selection and use of supplementary materials and activities

• types of supplementary materials and activities • reasons for use

• how to select and adapt

the selection and use of teaching aids

• types of aids and their teaching functions

■ Part 2

This part of Module 2 tests candidates’ knowledge of how to make use of resources, materials and aids in their lesson planning.

identifying and selecting lesson aims • main, subsidiary and personal aims • specification of aims

• factors influencing the choice of aims

identifying the different components of a lesson plan

• the standard components of a lesson plan: aims, procedures, stages, timing, aids, anticipated problems, assumptions, interaction patterns, timetable fit

planning an individual lesson or sequence of lessons

• common sequences, e.g. structures, skills, topic, project

choosing assessment activities • informal or formal assessment and related tasks and activities

■ Part 1

This part of Module 2 tests candidates’ knowledge of the relationship between activities and aims. It also tests knowledge of ways of sequencing activities within and across lessons in a manner appropriate to particular groups of learners, and of selecting appropriate assessment activities to build into (a series of) lessons.

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MODULE

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2

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Managing the teaching and

learning process

GENERAL DESCRIPTION

Module format Module 3 consists of two parts.

No. of questions 80

3-option multiple choice and odd one out.

■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.

1

Teachers’ and

learners’ language in the classroom

Using language appropriately for a range of classroom functions, e.g.

• instructing • prompting learners • eliciting

• conveying meaning of new language

Identifying the functions of learners’ language

Categorising learners’ mistakes

Tasks include one-to-one matching; 3/4/5-option matching; 3-option multiple choice; odd one out and sequencing.

2

Classroom

management

Options available to the teacher for managing learners and their classroom in order to promote learning, e.g. • teacher roles

• grouping learners • correcting learners • giving feedback

appropriate to the learners and aims

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3

■ Part 2

This part of Module 3 tests candidates’ knowledge of the range and function of strategies available to a teacher for managing classes in ways appropriate to learners and to teaching and learning aims. These include variety of activity and pace, ways of grouping learners, techniques for correcting learners’ mistakes and the roles a teacher can fulfil at different stages of the lesson.

the roles of the teacher • common teacher roles, e.g. manager, diagnostician, planner

• functions of teacher roles, e.g. managing the teaching space, establishing systems for praise and reward, establishing rules, routines and procedures; analysing learners’ needs; building a variety into lessons, planning lessons to meet learners’ needs

grouping learners • common classroom interaction patterns and their uses

• grouping of learners and reasons for this

correcting learners • methods of oral and written correction, and their appropriacy of use

giving feedback • the focus and purpose of feedback

• ways of giving feedback

to adapt teacher language according to its audience and purpose. It also tests candidates’ knowledge of the appropriacy of teachers’ classroom language, how to analyse learners’ language and categorise learners’ errors.

Candidates need to demonstrate an understanding of concepts and terminology related to:

the functions commonly used by the teacher in the classroom

• identification of a range of classroom functions and typical exponents

• appropriacy of use, e.g. degrees of simplicity of language, appropriateness of sequencing, degrees of formality

identifying the functions of language used by learners in the classroom (tasks may involve analysis of learner language which is not completely accurate)

• identification of common functions and typical exponents • identification of communicative purpose

• appropriacy of use

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(34)

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4930d teaching knowledge test

Teaching

Knowledge

Test

Contents

Preface

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MODULE

Language and background

to language learning and

teaching

GENERAL DESCRIPTION

''''''''''''''''''''''''''''''''''''''''''''''''''''''''

1

MODULE

MODULE

1

MODULE

1

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MODULE

resources for language teaching

GENERAL DESCRIPTION

SYLLABUS

1

2

2

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2

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