Tkt - Leading Book 1 - Workbook Phpapp

The purpose of this book is to serve as a tool to help TKT candidates to prepare in a better way to sit the TKT test from Cambridge ESOL. t is divided into three chapters! each covering a module from the standard TKT test" it contains tasks specifically designed to help candidates know the structure and learn important tips to really get band # on this teaching knowledge $ualification.

Tired of not getting band ! on “I finally found a powerful tool to practice and be confident enough to get the best at TKT.” George Thompson English Teacher Chelsea N

LIBARDO IELTS TOEFL TKT TOEICFACEBOOK VERSION

INTRODUCTION The purpose of this book is to be a helping tool in the process of training candidates to take the Teaching Knowledge Test TKT. The Teaching Knowledge Test %TKT& is a test from Cambridge ESOL about teaching English to speakers of other languages. t aims to increase teachers' confidence and enhance (ob prospects by focusing on the core teaching knowledge needed by teachers of primary! secondary or adult learners! anywhere in the world. This fle)ible and accessible award will help you to understand* • • • • •

different methodologies for teaching the 'language of teaching' the ways in which resources can be used the key aspects of lesson planning classroom management methods for different needs

TKT gives teachers a strong foundation in the core areas of teaching knowledge needed in the English language teaching classroom. t is ideal for all teachers! whatever their background and teaching e)perience! and is also suitable for people who would like to teach English but do not yet have a teaching position. There are no formal entry re$uirements. +owever! anyone wishing to take TKT is strongly advised to have at least an intermediate level of English , Level - of the Council of Europe's Common European /ramework of 0eference for Languages %CE/0& , e.g. 1ET! ELTS band score of # Each unit consists of plenty of practice e)ercises and TKT tasks that are very similar in format to what is evaluated in the real TKT test.

L-304O 5O673LE7 3L830E7 ST9TESOL :3STE0 6 311LE4 L65;STCS C36443TE TE3C+E0 T036E0

Leyenda $ue describe una imagen o un gr2fico.


TKT :odule * 4escribing language* ;nit  5rammar < 1articipant=s 3ctivity  Complete the pu>>le with parts of speech.

3cross ?. 3 word used to show an action! state! event or process! e.g. @ like cheese.=" @+e speaks talian.= A. 3 word used to connect words! phrases! clauses or sentences! e.g. @ like tea but  don=t like coffee -ecause it=s too strong for me.= B. 3 word that describes or gives more information about how! when! where or to what degree something is done! e.g. @+e worked $uickly and well.= . 3 word that replaces or refers to a noun or a noun phrase (ust mentioned! e.g. @ saw Dohn yesterday. +e looked very well.= 4own . 3n e)pression used to show a strong feeling! e.g. Oh Fow G. 3 word which makes clear which noun is referred to or to give information about $uantity! e.g. this! that! some! any! my ! that car is mine. #. @On= @under= @over!= for e)ample H. 3 word that describes or gives more information about a noun or pronoun! e.g. a cold day. I. @The=! @a=! @an=! for e)ample J. 3 person! place or thing! e.g. elephant! girl! grass! school


TKT :odule * 4escribing language* ;nit  5rammar < 1articipant=s 3ctivity G E)ercise  Look at the underlined words in the sentences below and match them with the words from 1articipant=s worksheet ! given in the bo). e)clamation determiner verb noun con(unction

preposition ad(ective article adverb pronoun

3. %& She%G& always moves the %?& furniture when she does the %#& housework. -. %H& 0obert is %I& taller than Dames and %J& his hair is longer. C. %A& Can you buy a %B& good %& book for Dim 4. =ll give it to %& him for his birthday %G& tomorrow E. %?& Ouch ou=re %#& standing on %H& my foot. /. Dohn %I& saw /red last week %J& in town.  %A& didn=t see him myself but he %B& said he was carrying %G& a suitcase.

E)ercise G 5roup 3*

Look at the underlined words M in the sentences again.

5roup -*

Look at the underlined words  in the sentences again.

-oth groups* :atch your words with a more specific term from the bo) below. Some of the words may have more than one term. modal verb

possessive pronoun countable noun

possessive ad(ective reporting verb ob(ectpronoun

indefinite article au)iliary verb propernoun

uncountable noun sub(ect pronoun preposition of place

ad(ective

collective noun

determiner

adverb of time compound noun personalpronoun modal au)iliary transitive verb

e)clamation

uncountable noun

comparative ad(ective


intransitive verb

TKT :odule * 4escribing language* ;nit  5rammar < 1articipant=s 3ctivity ?! fill in the gaps with

5rammatical structure

+ow it is made and e)ample

Fhat it meansNhow it is used

1resent continuous

sub(ect  present tense of the verb to be  ing form of verb! e.g.  am working at the moment.

to talk about an action happening at the time of speaking.

&

sub(ectpasttenseofthe verb! e.g.  went to /rance last year.

to talk about an action completed at a specific time on the past.

1resentsimple

G&

?&

sub(ectpresentofthe verb to have  past participle! e.g. =ve been to /rance many times.

:odal verb 9 must

/uturewithgoingto

sub(ect  base form of the verb e.g. ou must be home by ..

H&

totalkaboutaroutineor habit.

to talk about things you have e)perienced on your life

#&

toe)pressintention

I& f  sub(ect  present simple  sub(ect  will  bare infinitive! e.g. f  see him =ll tell him .

to talk about something that is possible in the future and the action that will be taken


TKT Module 1: Describing language: Unit 1 Grammar – Samle Tas! 1 /or $uestions 9 H match the e)ample sentences with the grammatical terms listed 39/ :ark the correct letter 3
E)amplesentences 

Then  realised what had happened.

G

:any old houses are made of wood.

?

Fe=ve never seen a whale before.

#

+e doesn=t like playing chess.

H

She said she was really upset.

3

5rammaticalterms gerund

-

present perfect simple

C

present perfect continuous

4

reported speech

E

present simple passive

/

past perfect simple


TKT :odule * 4escribing language* ;nit  5rammar < Sample Task G /or $uestions 1"#! match the e)ample language with the grammatical terms listed 39 /. :ark the correct letter %$"%& on your answer sheet. There is one e)tra option which you do not need to use. &'amlelanguage 1. -reak in

Grammaticalitems 3. Tag Puestions

2. :y brother is a pilot! is he

-. Echo Puestions

?. f it's sunny! we'll go to the park

C. 1hrasal verb

#. The e)am should have been given to everyone.

4. 1assive voice

5. This, that, these, those

E. 4eterminers /. Conditional

TKT Module 1: Describing language: Unit 1 Grammar – Samle Tas! ( /or $uestions 1")! choose the correct option %a* b or c& to complete each definition of grammatical items. :ark the correct letter on your answer sheet. . 3n inter(ection is a. an e)clamation which shows thoughts or feelings b. a meaningless string of sounds c. the same as an ad(ective

G. 3 verb that has a sub(ect but no ob(ect is.

a. Transitive b. ntransitive c. 1assive ?. The sub(ect does the action and receives the action is.

a. 0efle)ive b. 1ossessive


c. 0elative


#. 3 group of words that includes a sub(ect and a finite verb is.

a. 3 clause b. 3 statement c. 3n idiom H. 3 word that describes or gives more information about a noun or pronoun is. a. 3n ad(ective b. 3n adverb c. 3n article

I. The words someone uses when they are telling someone what somebody else said or asked are! a. The past tense b. 1ast conditional c. ndirect speech J. 3 verb that does not take an au)iliary to negate or ask $uestions is called. a. 3ctive b. :odal c. ntransitive


TKT :odule * 4escribing language* ;nit  5rammar < 3nswer Keys Key to activity  E

Q C L

G4 ?

#

1 8 E T0 3 H3

4 D E AC T  8 E

O

-

E 0 J6 :  O 6 D ; E 6 0

0 E 1

I3

0 T 6 L

O  C

T T

E

: 3 T 

S  O

O 6

 O 6 O ;

B3 1 4 8 0 0 O 6 3cross* ?* verb" A* con(unction" B* adverb" * pronoun 4own* * e)clamation" G* determiner" #*preposition" H* ad(ective" I* article" J* noun

Key to activity G Puestion

E)ercise

E)erciseG

.

She

pronoun

sub(ectpronoun!personalpronoun

G.

always

adverb

adverboffre$uency

?.

furniture

noun

uncountablenoun!collectivenoun

#.

housework

noun

uncountablenoun!compoundnoun

H.

0obert

noun proper noun

I.

taller

ad(ective comparative ad(ective

J.

his

pronoun" determiner

possessive pronoun! determiner

A.

Can

verb

modalverb!modalau)iliary

B.

good

ad(ective ad(ective

.

book

noun countable noun

.

him

pronoun" determiner

ob(ect pronoun

G.

tomorrow

adverb

adverboftime


Ouch

e)clamation e)clamation

#.

standing

verb intransitive verb

H.

my

ad(ective possessive ad(ective

I.

saw

verbtransitiveverb

J.

in

preposition preposition of place

A.

didn=t

verb au)iliary verb

B.

said

verbreportingverb

G.

a

article indefinite article

?.

Key to activity ? & 1ast simple G& sub(ect  present of the verb! e.g.  get up at J. every day. ?& 1resent perfect simple #& To talk about an obligation! something that is necessary H& sub(ect  present tense of the verb to be  going to  base form! e.g. =m going to take the train. I& /irst conditional Key to Sample Task  

/

G

E

?

-

#

3


H

4

.C

.3 J.-

Key to Sample Task G G.3 ?./

#.4

Key to Sample Task ? G.?.3

#.3

H.E

H.3


I.C

TKT UNIT 1 GR$MM$R+ G,OSS$R-* Taken from www.cambridgeesol.org

$cti.e .oice n an active sentence! the sub(ect of the verb usually does or causes the action! e.g. The car hit the tree. $d/ecti.e 3n ad(ective describes or gives more information about a noun or pronoun! e.g. a cold day. $d.erb 3n adverb describes or gives more information about how! when! where! or to what degree etc something is done! e.g. he worked quickly and well . $ostro0e 3 punctuation mark %=&. The = is added to a singular noun before an s to show that something belongs to someone! e.g. John’s house. $rticle 3n article can be definite %the&! indefinite %aNan& or >ero %-&! e.g. I was at (-) home in the sitting room when I heard a noise. $sect 3 way of looking at verb forms not purely in relation to time. 3spect relates to the type of event! e.g. whether it is long or short! whether it is complete or not! whether it is repetitive or not! whether it is connected to the time of speaking or not. There are two aspects in English! the continuousNprogressive and the perfect. The continuous aspect! for e)ample! suggests that something is happening temporarily. $t2 s3mbol 3 punctuation mark %R& used instead of @at= in email addresses! e.g. (ohnRyahoo.com $u'iliar3 .erb 3n au'iliar3 .erb is a verb used with other verbs to make $uestions! negatives! tenses! etc e.g. be! do! have. 4ase 5orm o5 a .erb The base form of a verb is the infinitive form of a verb without @to=! e.g. go. Caital letter 3 letter of the form and si>e used at the beginning of a sentence or a name! e.g. They went to !ain last year.

Clause 3 clause generally consists of a sub(ect and a finite verb relating to the sub(ect and any other elements! e.g. ob(ect. 3 clause can be a full sentence or a part of a sentence.


Main clause "hen the teacher arrived ! the learners sto!!ed talking . Subordinate clause "hen the teacher arrived! the learners sto!!ed talking . Relati.e clause The learners who were sitting near the #ront stood u!. Collecti.e noun 3 collective noun is a noun that refers to a group of people or things! e.g. the !olice! the government. Comma 3 punctuation mark %!& used to separate items in a list or to show where there is a pause in a sentence! e.g. I bought some a!!les, oranges, bananas and lemons. "hen I went to the market, I met my #riend. Comarati.e ad/ecti.e 3 comparative ad(ective compares two things! e.g. $e is taller than she is. Comle' sentence 3 sentence containing a main clause and one or more subordinate clauses. Comound noun 3 compound noun is a combination of two or more words! which are used as a single word! e.g. a #lower sho!! a headache. Conditional 65orms7 3 verb form that refers to a possible or imagined situation. 5rammar books often mention four kinds of conditionals* %irst conditional < refers to present or future possible or likely situations! e.g. I will come i# I can. Second conditional < refers to present or future situations which the speaker thinks are impossible or unlikely! e.g. I would go i# they asked me. T0ird conditional < refers to past situations that cannot be changed! e.g. I would have seen her i# I had arrived earlier (but I didn’t so I couldn’t). Mi'ed conditional < is used when the speaker wants to refer to different time frames in one sentence! e.g. I# I’d arrived on time, I wouldn’t have to wait now. I# I’d arrived refers to the past and I wouldn’t have to wait refers to the present. Con/unction 3 con(unction %or connector& is used to connect words! phrases! clauses or sentences! e.g. I like tea but I don’t like co##ee because it’s too strong #or me. Countable noun 3 countable noun has a singular and plural form! e.g. book, books. Demonstrati.e ad/ecti.e LIBARDO IELTS TOEFL TKT TOEICFACEBOOK VERSION

3 demonstrative ad(ective shows whether something is near or far from the speaker! e.g. this %near&! that %far&.

Demonstrati.e ronoun 3 demonstrative pronoun is a word which refers to a noun %phrase& and shows whether it is near or far from the speaker! e.g. this! that, these! those. Deendent reosition 3 dependent preposition is a word that is always used with a particular noun! verb or ad(ective before another word!e.g. interested in! de!end on! bored with. Determiner 3 determiner is used to make clear which noun is referred to! or to give information about $uantity! and includes words such as the! a! this! that! my! some! e.g. That car is mine. Direct seec0* 8uestion The actual words someone says! e.g. $e said, @%y name is &on.=, '"hat do you mean, ue’, asked eter. &'clamation mar! 3 punctuation mark %& written after an e)clamation! e.g. *e care#ul+ &'onent 3n e)ample of a grammar point! function or le)ical set. %ull sto 3 punctuation mark %.& used at the end of a sentence! e.g. I like chocolate. %uture 9it0 going to I’m going to visit my aunt on unday. It’s going to rain. %uture 9it0 resent continuous $e is meeting John #or dinner at eight tomorrow. %uture 9it0 resent simle The !lane leaves at . net aturday. %uture 9it0 9ill or s0all I’ll hel! with the cleaning. It will be lovely and sunny tomorrow. Gerund* "ing 5orm 3 form of a verb functioning as a noun! which ends in -ing! e.g. I hate sho!!ing. 6Grammatical7 structure! 5orm 3 grammatical structure is a grammatical language pattern! e.g. present perfect simple! and the parts which combine to make it! e.g. have / !ast !artici!le. Imerati.e The form of a verb that gives an order or instruction! e.g. Turn to !age 0 . Indirect seec0! 8uestion LIBARDO IELTS TOEFL TKT TOEICFACEBOOK VERSION

The words someone uses when they are telling someone what somebody else said or asked! e.g. $e told me his name was &on. eter asked ue what she meant. 3n indirect $uestion can also be used when someone wants to ask something in a more polite way! e.g. @I was wondering i# you could hel! me.’ %indirect $uestion& instead of '1ould you hel! me’ %direct $uestion&. In5initi.e The infinitive form is the base form of a verb with @to=. t is used after another verb! after an ad(ective or noun or as the sub(ect or ob(ect of a sentence! e.g. 2I want to study.’, 'It=s di##icult to understand. ’ In5initi.e o5 urose This is used to e)press why something is done! e.g. I went to the lesson to learn 3nglish. "ing"ed ad/ecti.e 3n 9ingN9ed ad(ective describes things or feelings. 3n 9ing ad(ective describes things or people! e.g. The book is very interesting. 3n 9ed ad(ective describes feelings! e.g. I am very interested in the book. Intensi5ier 3 word used to make the meaning of another word stronger! e.g. $e’s much taller than his brother. I’m very tired. Interrogati.e 3 $uestion form.

Intransiti.e s used to describe a verb which does not take a direct ob(ect! e.g. he never cried. Irregular .erb 3n irregular verb does not follow the same pattern as regular verbs. Each irregular verb has its own way of forming the past simple and past participle! e.g. go went %past simple& gone %past participle&. Modal .erb 3 modal verb is a verb used with other verbs to show ideas such as ability or obligation or possibility. They include can! must! will! should! e.g. I can s!eak 4rench, but I should study even harder . Noun 3 person! place or thing! e.g. ele!hant! girl! grass! school.

Ob/ect This is a noun or phrase that describes the thing or person that is affected by the action of a verb! e.g. I saw %ary in the classroom. 3 direct ob/ect is the main ob(ect of a transitive verb.


3n indirect ob/ect is an ob(ect affected by a verb but not directly acted on! e.g. $e gave the book to me. n this sentence! the book is the direct ob(ect and me is an indirect ob(ect. Ob/ect ronoun 3n ob(ect pronoun is a word which replaces an ob(ect noun or an ob(ect noun phrase! e.g. him! her. ;articile 6ast and resent7 5ed and 5ing forms of the verb! they are often used to make tenses or ad(ectives! e.g. an interesting #ilm %present participle&" I haven’t seen him today . %past participle& ;article 3 small grammatical word! often an adverb or preposition which does not change its form when used in a sentence! e.g. look a#ter, a#ter is a particle. ;assi.e .oice! rogressi.e n a passive sentence! something is done to or happens to the sub(ect of the verb! e.g. The tree was hit by the car. ;ast continuous! rogressi.e I was watching T6 all evening. ;ast er5ect continuous! rogressi.e I had been studying #or three hours so I #elt tired. ;ast er5ect simle 7#ter I had !honed %ary, I went out. ;ast simle I went on holiday to 4rance last year. ;erson %irst erson – the person speaking! e.g. I! we. Second erson – the person spoken to! e.g. you. T0ird erson < the person spoken about! e.g. he! she, they. ;ersonal ronoun 1ersonal pronouns are words! which are used instead of the name of that person! e.g. I %sub(ect pronoun&! me %ob(ect pronoun&. ;0onolog3 noun! 0onological ad(ective The study of sounds in a language or languages. ;0rase 3 group of words often without a finite verb that do not form a sentence! e.g. the green car! on 4riday morning are phrases. 3lso a group of words that together have a particular meaning. ;lural noun LIBARDO IELTS TOEFL TKT TOEICFACEBOOK VERSION

3 plural noun is more than one person! place or thing and can be regular or irregular! e.g. boys! women. ;ossessi.e ad/ecti.e 3 possessive ad(ective shows who something belongs to! e.g. my! our. ;ossessi.e ronoun 3 possessive pronoun is used to replace a noun and shows something belongs to someone! e.g. the house is mine. ;ossessi.e s2 and 90ose Fays of showing or asking who something belongs to! e.g. '"hose book is it’ 'It’s ue’s’. ;reosition 3 word used before a noun! pronoun or gerund to connect it to another word! e.g. $e was in the garden. ;resent continuous! rogressi.e I am working in 8ondon now. ;resent continuous! rogressi.e 5or 5uture $e is meeting John #or dinner at eight tomorrow. ;resent er5ect continuous! rogressi.e I have been studying #or three years. ;resent er5ect simle I have known him #or a long time. ;ronoun 3 word that replaces or refers to a noun or noun phrase (ust mentioned. ;roer noun 3 proper noun is the name of a person or place! e.g. &obert! 8ondon. ;unctuation The symbols or marks used to organise writing into clauses! phrases and sentences to make the meaning clear! e.g. 5ull sto %.&! caital letter %3&! aostro0e %@&! comma %!&! 8uestion mar! %&! e'clamation mar! %&! at2 s3mbol %R& and seec0 mar!s % &.
Re5le'i.e ronoun 3 refle)ive pronoun is used when the ob(ect of a sentence refers to the same person or thing as the sub(ect of the sentence! e.g. $e cut himsel#. Regular .erb 3 regular verb changes its forms by adding -ed in the past simple and past participle! e.g. walk, walked.

Relati.e ronoun 3 relative pronoun introduces a relative clause! e.g. the book which I’m reading is interesting. Reorted seec0! statement! 8uestion Fhen someone=s words are reported by another person! e.g. he said she was sorry. Reorting .erb 3 verb such as tell! advise! suggest used in indirect! reported speech to report what someone has said! e.g. Jane advised John to study harder . Singular noun 3 singular noun is one person! place or thing! e.g. boy, !ark, bicycle. Seec0 mar!s 1unctuation mark % & They are written before and after a word or a sentence to show that it is what someone said! e.g. John said :$ello, arah;. Sub/ect This is the noun or phrase that goes before the verb to show who is doing the action in an active sentence! e.g. John !lays tennis every aturday! or who the action is done to in a passive sentence! e.g. the #ood was cooked yesterday. Sub/ect".erb agreement Fhen the form of the verb matches the person doing the action of the verb! e.g. I walk! he walks. f a learner writes! I walks ! then it is wrong because there is no sub(ect9verb agreement. Suerlati.e ad/ecti.e 3 superlative ad(ective compares more than two things! e.g. $e is the tallest boy in the class. Tense 3 form of the verb that shows whether something happens in the past! present or future. Time e'ression 3 word or phrase that indicates time! such as a#ter! last weekend! e.g. I will meet you a#ter the lesson. Transiti.e LIBARDO IELTS TOEFL TKT TOEICFACEBOOK VERSION

s used to describe a verb which takes a direct ob/ect! e.g. he wrote a letter. Uncountable noun 3n uncountable noun does not have a plural form! e.g. in#ormation. Used to 3 structure that shows something happened in the past but does not happen now! e.g. I used to live in 8ondon, but now I live in aris. =erb 3 word used to show an action! state! event or process! e.g. I like cheese" $e s!eaks Italian. =erb attern The form of the words following the verb! e.g. $e advised me to get there early . %advise  ob(ect pronoun  to  base form&.


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TKT Module 1: Describing language: Unit A ,e'is – $cti.it3 Aa Matc0 t0e de5initions belo9 9it0 t0e t erms 5or t0e le'ical items in acti.it3 Ab> .

a word which has the same or nearly the same meaning as another word

G.

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 srcinal word

?.

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

#.

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 srcinal word

H.

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

I.

a word with the same spelling as another word! but which has a different meaning

J.

a group of words that are related to each other by their root or base word

A.

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 srcinal word

B.

the opposite of another word

. a group of words or phrases that are about the same content topic or sub(ect . nouns! verbs! ad(ectives or prepositions that are made up of two or more words with one unit of meaning G. a basic word or part of a word from which other words can be made by adding a prefi) or suffi) or in some other way ?. words which are regularly used together. The relation between the words may be grammatical or le)ical. #. 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 H. a word which sounds the same as another word! but has a different meaning or spelling I. the formality or informality of the language used in a particular situation


TKT Module 1: Describing language: Unit A ,e'is – $cti.it3 Ab* no9 matc0 t0ese de5initions 9it0 e'amles 5rom Ac

3ffi) 3ntonym Collocation Compound /alse friend +omonym +omophone diom Le)ical set 1hrasal verb 1refi) 0egister 0oot word! base word Suffi) Synonym Ford family


TKT Module 1: Describing language: Unit A ,e'is – $cti.it3 Ac $> interview, interviewer" tidy untidy 4> hot is the opposite of cold C> when certain verbs go with particular prepositions! e.g. de!end on, good at or when a verb like make or do goes with a noun! e.g. do the shopping, ma#e a plan D> assistant o##ice manager! long-legged &>

n /rench @librairie= is a place where people can buy books. n a library in English! you do not buy books but borrow them instead.

%>

bit %past tense of @bite=& and a bit %a little&

G> I knew he had won" I bought a new book ?> he #elt und er the weathermeans that she #elt ill I>

weather 5 storm! to rain! wind! cloudy

@>

look a#ter < 7 mother looks a#ter her children

K> a!!ear 5 disa!!ear ,>

/ormal language used in a (ob applications! informal language used with friends.

M. !hotogra!h is the root or base of !hotogra!her and !hotogra!hic N> care 5 care#ul O> nice is similar in meaning to !leasant ;>

economy, economist, economic

TKT Module 1: Describing language: Unit A ,e'is –Samle Tas! 1 LIBARDO IELTS TOEFL TKT TOEICFACEBOOK VERSION

&'amles o5 .ocabular3 Categories 1 colour! color" realise! reali>e" theatre! theater

A traffic lights" alarm clock" seat belt

( childish" successfully" dependable

E turn up" turn off" turn into

# catch a cold" catch a bus" catch a thief

 sad" miserable" unhappy

) ankle" stomach" knee" heart

$ synonyms

4 le)ical set

C collocations

D word  suffi)

& prefi)  word

% compounds

G phrasal verbs ? 3merican and -ritish

English


TKT Module 1: Describing language: Unit A ,e'is –Samle Tas! A

/or $uestions 1"E! choose the correct Ford%s& to complete each definition of le)ical terms! mark the correct letter %$* 4 or C& on your answer sheet. 

UUU.3ny pair or group of words commonly found together or near one another.

3. phrasal verbs -. collocations! C. chunks G

3 word with the same spelling and pronunciation as another word! but which has a different meaning!

3. +omonym -. 3ntonym C. homophone

? 3 group of words or phrases that are about the same content topic or sub(ect! 3. Le)ical set -. Synonym C. Ford family # 3 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 srcinal word! 3. 1refi) -. 1article C. Suffi)


TKT Module 1: Describing language: Unit A ,e'is – $ns9er Ke3s Ke3 to ;articiant2s or!s0eet 1 1> antonym A> affi) (> collocation E> homophone #> prefi) > compound )> synonym F> suffi) Ke3 to ;articiant2s or!s0eet A 1> synonym A> prefi) (> false friendN%cognate& E> affi) #> phrasal verb > homonym )> word family F> suffi) H>

antonym

1> le)ical set 11> compound 1A> root word! base word 1(> collocation 1E> idiom 1#> homophone 1> register Ke3 to Samle Tas! 1 1>+

A>/

(>4

E>5

#>C >3

)>-

Ke3 to Samle Tas! 1 1>-

A>3

(>3

E>C


TKT UNIT A ,&IS+ G,OSS$R-* Taken from www.cambridgeesol.org

$55i' .erb* a55i'ation noun 3 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 srcinal word! e.g. interview! interviewer. 3ffi)ation is the process of adding a prefi) or suffi) to a word. $nton3m The opposite of another word! e.g. hot is an antonym of cold. -ase word* see root word. C0un! 3ny pair or group of words commonly found together or near one another! e.g. phrasal verbs! idioms! collocations! fi)ed e)pressions. Collocation Fords which are regularly used together. The relation between the words may be grammatical! e.g when certain verbs collocate with particular prepositions! e.g. depend on! good at or when a verb like make or do collocates with a noun! e.g. do the shopping! make a plan. Collocations may also be le)ical when two content words are regularly used together! e.g. Fe went the wrong way 6OT Fe went the incorrect way Comound 6ouns! verbs! ad(ectives or prepositions that are made up of two or more words and have one unit of meaning! e.g. assistant office manager! long9legged. %alse 5riend 3 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. n /rench @librairie= is a place where people can buy books. n a library in English! you do not buy books but borrow them instead. ?omon3m 3 word with the same spelling and pronunciation as another word! but which has a different meaning! e.g. bit %past tense of @bite=& and a bit %a little&.

?omo0one LIBARDO IELTS TOEFL TKT TOEICFACEBOOK VERSION

3 word which sounds the same as another word! but has a different meaning or spelling! e.g.  knew he had won"  bought a new book. Idiom noun* idiomatic ad/ecti.e 3 group of words that are used together! in which the meaning of the whole word group is different from the meaning of each individual word! e.g. She felt under the weather means that she felt ill.

,e'ical set 3 group of words or phrases that are about the same content topic or sub(ect! e.g. weather < storm! to rain! wind! cloudy. ,e'is* .ocabular3 ndividual words or sets of words! e.g. homework! study! whiteboard! get dressed! be on time. ;art o5 seec0 3 way of categorising words according to their grammatical function and meaning! e.g. noun! verb! ad(ective! pronoun! adverb! preposition! con(unction. ;0rasal .erb* multi"9ord .erbunit 3 verbNany part of speech which is made up of more than one word %e.g. a verb  adverb particle or preposition& which has a different meaning from each individual word! e.g. look after < 3 mother looks after her children. ;re5i' 3 prefi) is a meaningful group of letters added to the beginning of a rootNbase word to make a new word which can be a different part of speech from the srcinal word! e.g. appear < disappear. Root 9ord* base 9ord The basic word or part of a word from which other words can be made by adding a prefi) or suffi)! e.g. photograph is the root or base word of photographer and photographic. Su55i' 3 suffi) is a meaningful group of letters added to the end of a root or base word to make a new word which can be a different part of speech from the srcinal word! e.g. care < careful. S3non3m LIBARDO IELTS TOEFL TKT TOEICFACEBOOK VERSION

3 word which has the same or nearly the same meaning as another word! e.g. nice is a synonym of pleasant. ord 5amil3 3 group of words that come from the same root or base word! e.g. economy! economist! economic or by topic


TKT :odule * 4escribing language* ;nit ? 1honology < 1articipant=s 3ctivity  1honemic Chart

:atch the symbols you have been given with the underlined letters in the words in the table.





/or $uestions ) " 1 choose the correct Ford%s& to complete each definition of phonology! mark the correct letter %$* 4 or C& on your answer sheet. J. Two words which are different from each other by only one meaningful sound are. 3. :inimal pairs -. +omophones C. Consonants A. n the sentence She gave the ring to Dohn it can be implied that. 3. She only gave the ring to Dohn -. Dohn was the person she gave the ring to. C. She could have given the ring to somebody else. B. The way the level of a speaker=s voice changes! to show meaning such as how they feel about something is. 3. Linking -. Stress C. ntonation . Fords that sound similar because they have the same ending. 3. 0hyme -. 0hythm C. Contraction

/or $uestions 11"1#* match the minimal pairs with the phonemic symbols listed $"%. mark the correct letter %$"%& on your answer sheet. There is one e)tra option which you do not need to use.

11. darling/dialling

A.

/

12. cart/cut

B.

/

13. tile/toil

C.

/

14. pull/bull

D.

15. worse/worth

E. F.


/ /

/


Key to Sample Task

J. 3 #.4

A. H.3

B.C

.3

. E

G. C

TKT UNIT ( ;?ONO,OG-+ G,OSS$R-* Taken from www.cambridgeesol.org


?.-


TKT Module 1: Describing language: Unit E %unctions 1> %ind ten 5unctions in t0is 9ord uBBle


TKT Module 1: Describing language: Unit E %unctions A> Read t0is 5unctions list t0en matc0 t0em to t0e e'onents on t0e ne't age 

3re they formal %%&! informal % I&! or neutral % N& write down on in front of the e)ponent 3sking for an opinion ntroducing yourself ntroducing someone else Clarifying 1raising 0e$uesting

3dvising 3greeing

nviting

Thanking

0efusing

Suggesting

Complaining

5reeting


1> Thanks a lot G. 4o you think you could possibly open the window ?. Come round to my house for a bite to eat #. Can you open the window! please

H. 6o way =m not doing that. I.  agree with that. J. +ello! =m Dosephine. A. =m sorry but =m afraid  can=t. B. Fould you like to come to dinner .  don=t believe we=ve met. :y name=s Dames Sanders. .Open the window! will you G. :r and :rs Smith re$uest the pleasure of your company for dinner. ?. eah. ou=re right there. #.Thank you very much indeed.


TKT Module 1: Describing language: %unctions – Samle Tas! &'ercise ( /or $uestions 1–) match the e)ample sentences with the functions listed $–?> :ark the correct letter %$
Let=s go to that new restaurant.

G

They might win < you never know in cup matches

?

Fatch out That=s dangerous.

#

:y son can speak three languages fluently.

H

s it OK if  open the window

I

Shall  show you how the camera works

J

Could you pass me my bag

%unctions 3

describing ability

-

describing possibility

C asking permission

for

4 re$uesting

E

asking for advice

/

suggesting

5 offering + warning


Ke3 to ;articiant2s e'ercise 1 . words from the pu>>le. 1raising! re$uesting! advising! agreeing! inviting ! thanking! refusing! suggesting! apologi>ing! greeting. Ke3 to ;articiant2s e'ercise A 1> A>

thanking re$uesting

neutral formal

(>

inviting

informal

E>

re$uesting

neutral

#>

refusing

informal

>

agreeing

neutral

)>

introducing yourself

neutral

F>

refusing

formal

H>

inviting

neutral

1>

introducing yourself

formal

11>

re$uesting

informal

1A>

inviting

formal

1(>

agreeing

informal

1E>

thanking

formal

Ke3 to Samle Tas! 1

/

A

-

(

+

#

C



5

)

4


E

3

%UNCTIONS G,OSS$RTaken from www.cambridgeesol.org

Candidates should already be familiar with common functions such as asking! telling! re!lying! thanking and suggesting. $roriac3 noun! aroriateNinaroriate ad(ective Language which is suitable in a particular situation. See register. Collo8uial Language normally used in informal conversation but not in formal speech or writing! e.g.  Decline* re5use an in.itation To say that you will not accept an invitation! e.g. I’m sorry but I can’t . &n8uire To ask for information! e.g. "hat time does the train leave &'ress To show or make known a feeling or an opinion in words. &'ress abilit3! e.g. I can swim. &'ress intention! e.g. I’m !lanning to visit him net year . &'ress necessit3! e.g. $e needs to get a new !ass!ort. &'ress obligation! e.g. ?ou must wear a seatbelt. VVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVV

&'ress ermission! e.g. ?ou can have a look at my book. &'ress re5erence! e.g. I’d rather have co##ee than tea. &'ress robabilit3! e.g. $e should be in later. &'ress ro0ibition! e.g. ?ou mustn’t use your mobile !hone while driving. %ormal language Language used in formal conversations or writing! e.g. ?ours #aith#ully. See register. %ormalit3 6le.el o57: see register. %unction The reason or purpose for communication! e.g. making a suggestion" giving advice. %unctional e'onent 3 phrase which is an e)ample of a function and shows the purpose of what the speaker is communicating! e.g. 8et’s ... This phrase is one way to make a suggestion. t is an e)ample %or e)ponent& of the function of suggesting. See 5unction. Greet To welcome someone! often with words! e.g. $ello, how are you Inaroriate Language which is not suitable in a particular situation. See aroriac3. In5ormal language Language used in informal conversations or writing! e.g. $i John. See register. In5ormalit3 6le.el o57: see register. Instruct To order or tell someone to do something! e.g. lease turn to !age 0@ and do eercise 0. Negotiate To discuss with someone to reach an agreement! e.g. I# you hel! me now, I’ll hel! you net week . Neutral 3 style of speaking or writing that is neither formal nor informal! but in between. t is appropriate for most situations. See 5ormal language! in5ormal language. ;redict To guess or say what you think may happen! e.g. I think the story will end ha!!ily . Register The formality or informality of the language used in a particular situation. /ormal register or language is used in serious or important situations! e.g. in a (ob application. nformal register or language is used in rela)ed or friendly situations! e.g. with family or friends. Re8uest! ma!e a 6olite7 re8uest To ask someone politely to do something! e.g. lease could you o!en the window Seculate To guess something based on information you have! e.g. I think it might be an easy test.

TKT Module 1: Units #"F Describing language s!ills and subs!ills – &'ercise 1* e'ress 3our oinion> Teachers can help students read a te)t by reading it aloud while they follow in their books.

There are no ma(or differences between how we read in our mother tongue and how we read in a foreign language. To understand a reading te)t! you have to read and understand every word in it. Fhen doing listening comprehension in class!  prefer to read the transcript to students rather than use a recording. This way  can speak slowly and pronounce words carefully.  always give the students a copy of the transcript =m going to read so they can follow it while =m reading.

 never use passages for listening comprehension which have unknown words. Friting is more or less the same as speaking.  don=t think there are any particular things to teach students.  always give my students a model or e)ample te)t to copy from when we are doing writing in class. Friting lessons are boring < (ust sitting and watching students write is not interesting. 4oing a speaking lesson is easy. ou don=t even have to prepare  don=t think there is much value in doing speaking activities in class. Students can talk to each other in breaks or at lunchtime. Students don=t like talking to other students because their English isn=t very good. They prefer talking to the teacher.

TKT Module 1: Units #"F Describing language s!ills and

subs!ills* matc0 t0e 5ollo9ing de5initions to t0e 9ordlist

TKT Module 1: Units #"F Describing language s!ills and subs!ills* ORD ,IST

editing

paraphrasing note9taking

intensive listeningNreading

listeningNreading for gistNglobal understanding

using interactive strategies

deducing meaning from conte)t

skimming

predicting

scanning

summarising

listeningNreading for detail

inferring attitudeNfeelingNmood

proofreading

TKT Module 1: Units #"F Describing language s!ills and subs!ills Fhich of the subskills are connected to each of the main skills %reading! listening! speaking! writing& in the table below Some of the subskills may be connected to more than one main skill.

Main s!ill

Reading

,istening

Sea!ing

riting

Subs!ill

TKT Module 1: Unit # Describing language s!ills and subs!ills – Samle Tas! /or $uestions 1–#* look at the following terms for language skills and three possible descriptions of the terms. Choose the correct option $! 4 or C :ark the correct term %3! - or C& on your answer sheet.  Summarising is 3 e)plaining a te)t in detail. - writing the last sentence of a te)t. C giving the main points of a te)t. G

Oral fluency is

3 speaking without making any mistakes. - speaking naturally without hesitating too much. C speaking without considering the listener. ? 3 C

1araphrasing is using phrases to say something instead of using complete sentences. connecting sentences together in speech or writing by using con(unctions. finding another way to say something when you cannot think of the right

language. #

Scanning is

3

reading a te)t $uickly to get the general idea.

-

reading a te)t $uickly to find specific information.

C

reading a te)t $uickly to identify the writer=s attitude.

H

Oral fluency is

3 speaking without making any mistakes. - speaking naturally without hesitating too much. C speaking without considering the listener.

TKT Module 1: Units #" F Describing language s!ills – $ns9ers . G. ?. #. H. I.

ListeningNreading for det ail 4educing meaning from conte)t 6ote9taking Skimming 1roofreading ntensive liste ningNreading

J. Editing A. ListeningNreading for gist! global understanding B. nferring attitude! feeling! mood .1redicting .Scanning G.;sing interactive strategies ?.Summarising #.1araphrasing Main s!ill

Reading

,istening

Sea!ing

riting

Subs!ill ListeningNreading for detail ListeningNreading for gist! global 4educing meaning from conte)t understanding 6ote9taking nferringattitude!feeling!mood Skimming 1redicting 1roofreading Scanning Editing ListeningNreading for detail 4educing meaning from conte)t ntensive listeningNreading ListeningNreading for gist! global understanding nferring attitude! feeling! mood 1redicting nferring attitude! feeling! mood ;sing interactive strategies Summarising 1araphrasing 1roofreading Editing Summarising 1araphrasing

Ke3 to samle tas! 1>C

A> $

(>4

E>C

#>4

Concets and terminolog3 5or describing language s!ills G,OSS$RTaken from www.cambridgeesol.org

$bstract 0elating to comple) thoughts and ideas rather than simple! basic! concrete concepts. 3 te)t or language can be abstract! e.g. words to e)press thoughts or feelings are often abstract words. See concrete. $ccurac3 The use of correct forms of grammar! vocabulary! andlanguage! pronunciation. n an accuracy teachers and learners typically focus on using andspelling producing spelling correctly. Seeactivity! oral 5luenc3. $ut0enticit3: see aut0entic material. Co0erence noun! co0erent ad(ective Fhen ideas in a spoken or written te)t fit together clearly and smoothly! and so are logical and make sense to the listener or reader. Co0esion noun! co0esi.e ad(ective The way spoken or written te)ts are (oined together with logical grammar or le)is! e.g. con(unctions %4irstly! secondly)! le)ical sets! referring words %it! them! this&. Co0esi.e de.ice 3 feature in a te)t which provides cohesion! e.g. use of topic9related vocabulary throughout a te)t! of se$uencing words %then! net! a#ter that etc.&! of referencing words %pronouns < he! him! etc.&! of con(unctions %however! although etc.&. Co0erence

noun!

co0erent

ad(ective

Fhen ideas in a spoken or written te)t fit together clearly and smoothly! and so are logical and make sense to the listener or reader. Comle' Complicated! not simple. Comre0ension ;nderstanding a spoken or written te)t. Concrete 0elating to real or specific ideas or concepts. Le)is can be concrete! e.g. words for real ob(ects like clothes! food! animals that can be seen or touched! or abstract! e.g. words to e)press thoughts! feelings! comple) ideas! which cannot be seen or touched. Conte't . The situation in which language is used or presented! e.g. a story about a holiday e)perience could be used as the conte)t to present past tenses. G. The words or phr ases before or afte r a word in disc ourse which help so meone to unde rstand that word. See deduce meaning 5rom conte't. Discourse Spoken or written language in te)ts or groups of sentences. Deduce meaning 5rom conte't To guess the meaning of an unknown word by using the information in a situation andNor around the word to help! e.g. I drove my van to the town centre and !arked it in the central car !ark . 6an must be some kind of vehicle because you drive it and !ark it. De.elo s!ills To help learners to improve their listening! reading! writing and speaking ability. Teachers do this in class by providing activities which focus on skills development. Dra5t noun  verb

3 draft is a piece of writing that is not yet finished! and may be changed. 3 writer drafts a piece of writing. That is! they write it for the first time but not e)actly as it will be when it is finished. See re"dra5t. &dit To shorten or change or correct the words or content of some parts of a written te)t to make it clearer or easier to understand. &'tensi.e listeningreading Listening to or reading long pieces of te)t! such as stories or newspapers. See intensi.e listeningreading . &'tract 1art of a te)t which is removed from an srcinal te)t. %ossilisation! 5ossilised errors The process in which incorrect language becomes a habit and cannot easily be corrected. Gist! global listeningreading: see listenread 5or gistglobal understanding . In5er attitude! 5eeling! mood To decide how a writer or speaker feels about something from the way that they speak or write! rather than from what they openly say. Integrated s!ills 3n integrated skills lesson combines work on reading! writing! listening and speaking. Intensi.e listeningreading One meaning of intensive listeningNreading is reading or listening to focus on how language is used in a te)t. This is how intensive listeningNreading is used in TKT. See e'tensi.e listeningreading . Interaction noun! interact verb! interacti.e strategies nteraction is @two9way communication= between listener and speaker! or reader and te)t. nteractive strategies are the means used! especially in speaking! to keep people involved and interested in what is said or to keep communication going! e.g. eye contact! use of gestures! functions such as repeating! asking for clarification. Ke3 9ord 3 word in a piece of discourse or te)t! which is important for understanding the te)t. ,a3out The way in which a te)t is organised and presented on a page. Certain te)ts have special layouts! e.g. letters and newspaper articles. ,istenread 5or detail To listen to or read a te)t in order to understand most of what it says or particular details. ,istenread 5or gist! global understanding To understand the general meaning of a te)t! without paying attention to specific details. ,istenread 5or mood To read or listen to a te)t in order to identify the feelings of the writer or speaker. See in5er attitude! 5eeling! mood. Note"ta!ing noun! ta!e notes verb To take notes means to listen and write down ideas from the te)t in short form. Oral 5luenc3 The use of connected speech at a natural speed with little hesitation! repetition or self9correction. n a written or spoken fluency activity! learners typically give attention to the communication of meaning! rather than trying to be correct. See accurac3. ;aragra0 noun  verb 3 paragraph is a section in a longer piece of writing such as an essay. t starts on a new line and usually contains a single new idea. F hen a writer is paragraphing! heNshe is creating paragraphs. See toic sentence. ;ara0rase

noun  verb

To say or write something that has been read or heard using different words. 1araphrase can also be used to describe what a learner does if heNshe is not sure of the e)act language they need to use! i.e. e)plain their meaning using different language. ;rediction noun! redict verb 3 techni$ue or learner strategy learners can use to help with listening or reading. Learners think about the toic before they read or listen. They try to imagine what the topic will be or what they are going to read about or listen to! using clues like headlines or pictures accompanying the te)t or their general knowledge about the te)t type or topic. This makes it easier for them to understand what they read or hear. ;rocess noun  verb To actively think about new information in order to understand it completely and be able to use it in future.

;rocess 9riting 3n approach to writing! which thinks of writing as a process which includes different stages of writing such as planning! drafting! re9drafting! editing! proofreading. See roduct 9riting! guided 9riting. ;roduct 9riting 3n approach to writing which involves analysing and then reproducing models of particular te)t types. See rocess 9riting. ;roducti.e s!ills Fhen learners produce language. Speaking and writing are productive skills. See receti.e s!ills. ;roo5read To read a te)t in order to check whether there are any mistakes in spelling! grammar! punctuation etc. Re"dra5t Fhen a piece of writing is changed with the intention of improving it. 3 writer=s first draft may be re9 drafted. See dra5t. Receti.e s!ills Fhen learners do not have to produce language" listening and reading are receptive skills. See roducti.e s!ills. Rele.ance noun! rele.ant ad(ective The degree to which something is related to or useful in a situation. Scan To read a te)t $uickly to pick out specific information! e.g. finding a phone number in a phone book. S!ill The four language skills are listening! speaking! reading and writing. S!im To read a te)t $uickly to get a general idea of what it is about. Subs!ill Each of the four language skills can be divided into smaller subskills that are all part of the main skill! e.g. identifying te)t organisation %reading&" identifying word stress %listening&. See listenread 5or gist! global understanding! scan! listenread 5or detail. Summar3 noun! summarise verb To take out the main points of a long te)t! and rewrite or retell them in a short! clear way. Te't structure The way a te)t is organised. /or e)ample! an essay typically has an introduction! a main section and a conclusion. Te't t3e Te)ts that have specific features! e.g. layout! use of language! that make them part of a recognisable type of te)t! e.g. letters! emails! news reports. T0eme

noun!

t0ematic ad(ective

The main sub(ect of a conversation! a te)t or a lesson. Toic The sub(ect of a te)t or lesson. Toic sentence 3 sentence that gives the main point or sub(ect of a paragraph. This is usually the opening sentence in a paragraph. Turn! turn"ta!ing Fhen someone speaks in a conversation this is called a turn. Speaking and then allowing another person to speak in reply is called @turn9taking=. =ersion 3 particular form of something in which some details are different from an earlier or later form of it! e.g. a written te)t may have different versions.

TKT Module 1:Unit H: Moti.ation – ;articiant2s or!s0eet 1 1ut the teacher characteristics in order % .5ive students something to work towards. +ave goals for yourself and encourage students to have goals of their own. G.-e enthusiastic in lessons and enthusiastic about the material you are using. @Sell it= to the students. ?.:ake sure your material is well presented and attractive for learners. #.5ive clear instructions for tasks so that students can achieve your aims. H.1rovide a good variety of activities in your lessons. I.1rovide a variety of interaction patterns in lessons. J./ind out about your students= interests so that you can provide material on topics that the students are interested in. A.Encourage students to rela) in lessons and encourage them to talk to each other and to help each other. B.1raise all students when they have done something well! especially weaker learners! to build self9confidence. . Encourage students to continue studying outside the classroom. &'ercise A Matc0 eac0 o5 t0e acti.ities belo9 9it0 t0e to t i2 abo.e t0at it 9ould ut in action

3. 4emonstrate tasks so that students know what to do. Check understanding of instructions. -. f students arrive early for class! encourage them to chat to amongst themselves. C. Try to do different activities in a lesson! e.g. speaking and reading rather than (ust reading. 4. Start your lessons with a warmer to raise energy levels. E. Set up a research pro(ect. 5et learners to look things up on the internet. /. 1rovide a $uestionnaire with topics so that students can choose which ones they like best. 5.Fhen monitoring a speaking or writing task! select some e)amples of good English to put on the board at the end for everyone to share. . +. ;se pictures on handouts and vary the font si>e! layout! etc. . Tell students what you intend to achieve by the end of the course and find out what they want to achieve. D. 4o pair work and group work and change students around so they can work with different people.

TKT Module 1: Unit H: Moti.ation – Samle Tas!

/or Puestions 
Key to 1articipant=s Forksheet G  I

D

G4 J

/

?+ A

Key to Sample Task .-

G.3

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H.C

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HC 

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TKT Module 1:Unit 1: &'osure to language and 5ocus on 5orm 0ead the te)t $uickly and answer these $uestions* W

Fhat theory of language learning is discussed in the te)t

W

4oes the theory avoid the teaching of grammar completely

Second language learning f you look in a dictionary to find the meaning of the word @ac$uisition=! you will find it defined as something like @the process of learning skills or getting knowledge=. So what then is @language ac$uisition= and how is language ac$uisition different to @language learning= Some theorists believe that there is a difference between learning and ac$uisition 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 ac$uisition! on the other hand! is considered to be a natural process and involves @picking up= language in a non9conscious way through e)posure to language! not by studying it. Children @ac$uire= their first language and get to know its rules through e)posure and by being e)posed to e)amples of the language and by using it. This is part of the theory of @first language ac$uisition=. @Second language ac$uisition= 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 $uestions to answer about how languages are learnt. +owever! teachers and theorists believe that we do learn a second language by @ac$uiring= or @picking up= language! but there are some important considerations for second language learners. Second language learners ac$uire language through e)posure to many different e)amples of the language! by reading it and by hearing it in their environment. Fe listen and read and develop an understanding of language over a period of time before we eventually use it ourselves. The period! when learners are taking in language! processing it and perhaps silently practicing it! is known as the @silent period= and is thought to be an important stage in language ac$uisition. Once we use the language! it is important that there is an opportunity for interaction so we can use the language! to e)periment! to make the language work in communication. The final consideration is the need for a focus on form. Second language learners need to focus on the language! to analyse and identify it and practise it. Teachers and learners will also want to look at correcting mistakes so that learners can think about rules! and e)ceptions to rules.

&'ercise 1: 0ead the te)t again and answer the following $uestions. 1>Fhat is @ac$uisition= A>n some people=s opinion! how is language ac$uisition different to language learning (>+ow do children learn their first language E>Fhat is second language ac$uisition #>Fhat are the three considerations mentioned regarding second language ac$uisition >Fhat is @e)posure= )>Fhat is the @silent period= F>Fhy is @interaction= important H>Fhat is @focus on form=

&'ercise A: Look at the activities and decide if they are related to %$& ac$uisition! %I& interaction! or %%& focus on form. Frite $! I or % in the column on the right. $cti.it3 . Students read a newspaper and choose one article to study in detail. G. Students read a newspaper article and circle all the e)amples of reported speech ?. Students repeat model sentences in an open class drill. #. Students tell each other in groups about different festivals in their countries. H. Students read each others= essays and suggest improvements. I. Students listen to a recording of a (ob interview.

$I%

TKT Module 1:Unit 1: &'osure to language and 5ocus on 5orm – Samle Tas!

/or Puestions 1–#! match the teacher strategies with the aspects of learning listed $* 4 or C> :ark the correct letter %$* 4 or C& on your answer sheet. ou need to use some options more than once

Tec0ni8ues $

/ocus on form

4

Silent period

C

E)posure

Teac0er strategies 1  know some of the students won=t want to speak straightaway! so =ll leave them to (ust work things out.

A =m going to set my students a pro(ect where they have to use the internet and do some research into different aspects of the topic beforehand.

( This e)ercise will encourage the learners to look at the language in the te)t and to think about why and when it is used.

E  know the te)ts have a lot of unknown grammar and le)is! but  think =ll use a lot more authentic material in my lessons so that my students don=t have to rely on the coursebook alone.

# =ve built in some time for correction on the board with the whole class at the end of the lesson! so that  can pick up and deal with mistakes that =ve heard during the class.

TKT Module 1: Unit 11: T0e role o5 error &'ercise 1* T0e 5ollo9ing are all errors commonl3 made b3 students> ,oo! at t0e sentences8uestions and correct t0em> T0en discuss ossible reasons t0at t0ese errors are 5re8uentl3 made b3 students> 1>  have a good news for you. A> +e has not yet gone to the bed. (> +e came by the #*? o'clock train. E>  have a strong headache. #> Tell me why did you go there > 4oes he needs a ticket for the bus &'ercise A> ,oo! at t0ese e'amles o5 student errors> Decide 90at t0e error is in eac0 sentence* and discuss 903 3ou t0in! t0e error is being made> -ou s0ould use t0e terms in t0e bo'> 5alse 5 riend ,1 i nter5erence

interlanguage

o.ergeneralisation

1> S0e liː.B in ,ondon in a small 5lat> A> ?e t0ro9ed t0e ball o.er t0e 5ence> (> I 0a.e seen t0at 5ilm 3esterda3> E> S0e told me a 5antastic 0istor3 about 0er last 0olida3> #> 0ere do 3ou come 5romJ I2m coming 5rom S9eden> > -ou s0ould better can to go no9> &'ercise ( 1> Fhat=s an error A> Fhat=s a sli! (> Fhy do people think it is important for students to make mistakes E> Fhat can teachers learn from students= mistakes #> Fhat is the teachers= role in relation to students= mistakes

&'ercise E 03 do students ma!e mista!esJ C0oose t0e correct term in t0e bo' belo9 5or t0e 5ollo9ing descritions> 1> Fhen the learner=s mother tongue affects their performance in the target language. 3 learner may make a mistake because they use the same grammatical pattern in the target language as they use in their mother tongue. The L grammatical pattern is not appropriate in LG. A> The process in which incorrect language becomes a habit and cannot easily be corrected. (> 3n error made by a second language learner which is natural part of the language learning process because they are unconsciously organising and working out language. These types of error are also made by children learning their first language and often disappear as their language ability improves. E> Fhen a student uses a grammatical rule heNshe 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&. #> 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 norchanges the targetaslanguage but something between the two. This version of their language they progress and learninmore. > 3 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 /rench @librairie= is a place where people can buy books. n alibrary in English! you do not buy books but borrow them instead.

$> 5alse 5riend

4> interlanguage

D> o.ergeneralisation

C> ,1 inter5erence

&> 5ossilisation

%> de.elomental error

TKT Module 1: Unit 11: T0e role o5 error – Samle Tas!

/or $uestions 1–! match the teachers= comments about errors with the type of mistake listed $* 4 or C. :ark the correct letter %$* 4 or C& on your answer sheet. ou need to use some options more than once T3e o5 &rror $

slip

4

L interference

C

error

Teac0er2s comments 1 Fe haven=t covered the past simple yet so when  asked about their weekend my students said things like @ go to the park=! @ am very busy with my friends=.

A =m trying to get my learners to see the difference between the sub(unctive in English and in their own language so that they will use it accurately in English.

( :y students were really tired by the end of the afternoon so  didn=t do very much correction.  knew that they would know how to say the sentences correctly" they were (ust tired.

E Fe=ve been doing a lot of practice saying NXN and NYN. :y learners keep saying N>N!  think it=s because they don=t have those sounds in their own language so they (ust use the sound they do have.

# Fhile doing an individual drill teaching @going to=! one of the students said @ going to buy some fruit=.  repeated @ going= with rising intonation and he said =m going=.

K&- TO &&RCIS&S &&RCIS& 1> Sentence 9 it0 correction

;ossible r eason 5or error

1>  have a good news for you. 4ifficult for students to recogni>e countable and uncountable nouns and to know if they should use the indefinite article. A> +e hasn=t yet gone to bed.

(> +e came by the #*? o'clock Fe only use @o=clock when the time is on the hour train. e.g. .. E>  have a strong badNterrible headache.

trong does not collocate with headache.

#> Tell me why did you go went ndirect $uestions have sentence formation and there. sentence grammar! not $uestion formationNgrammar! so no au)iliary and no inversion is needed. > 4oes he needs a ticket for 1resent simple $uestion uses au)iliary does! which the bus is followed by the base form! so no s for third person. &&RCIS& A> 1> L interference and problems with N ɪN and Ni ːN. A> Overgeneralisation of ed endings. This is an irregular verb and does fit in to the rule for past tense endings. (> L interference < this tense can be used with a specific past time in other languages. O0 Overgeneralisation* learner doesn=t know the limitations of present perfect which can=t be used with a specific past time. E> /alse friend %history Z story& #> Overgeneralisation* learner doesn=t know the limitations of present continuous which is not used to for stating facts about yourself. > nterlanguage* the learner has made up this grammatical structure! which is neither his own language nor the target language.

&&RCIS& ( 1> 3n error is a mistake a learner makes when trying to say something that is above their level of language. They would not be able to self correct an error. A> 3 slip is a mistake a learner makes that they are able to correct themselves. (> Errors are considered to be important because they are an important and necessary part of language learning! language works. learners need to e)periment with language in order to work out how E> Teachers can learn what learners know! what they need to be taught and they can find out what aspects of language they have processed. This enables teachers to adapt their teaching programme. #> The teachers= role in relation to students= mistakes is deciding if! when and how to correct. &&RCIS& E 1

C

A

E

Ke3 to Samle Tas!

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TKT Module 1: Unit 1A: Di55erences bet9een ,1 and ,A learning

Discuss t0e 5ollo9ing 8uestions 9it0 a artner or colleague* tr3 ans9ering t0em 3oursel5>

[Fhere and when did you start learning your second language [Fhat do you think is the best age to start learning a second language [Fhy do you think is this the best age to start learning a second language [Fhat do you think are some differences between learning your first language and learning a second language [Fhat do you think are some of the difficulties in learning a second language 3re these the same as the difficulties children have when learning a first language

&'ercise 1 – Te't 1 Read t0e te't and decide on an aroriate title 5or it> Fe 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. -abies 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 e)periment with the language as they are learning it and they receive constant praise and encouragement for their efforts. 1arents encourage and persuade their children to talk by simplifying their own language and directing simple $uestions and re$uesting simple responses. Fhen children=s language is inaccurate! adults very rarely correct them or make them repeat accurate forms and they will! more often than not! respo nd to the utterance in a natural way. -abies and children learn language by @ac$uiring= it through e)posure 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. Fhen children start using language the language they use will be about things they see around them and they will play and e)periment with new language. They learn through this e)perimentation and through interaction with family and friends.

&'ercise A – Te't A Read t0e te't and decide on an aroriate title 5or it> :ost people learn their second language at school in a classroom. Some start at primary school or secondary school and their learning might continue in later life. Some people begin second language learning as adults and attend lessons along with the other things they do in their lives. Second language learners do not usually or e)posure read moretothan three or four hours a week of the second language! so they do not havehear much the language. The e)posure they do get is generally in the classroom! where they will hear recordings and read te)ts and will have the teacher to listen to. Teachers often simplify their language so are not necessarily a source of additional e)posure to language and they usually correct students fre$uently. n class! the opportunities for second language learners to use the language vary! as does the amount of praise and encouragement provided by the teacher and other learners. Second language learners! like L learners! do learn language by @ac$uiring= it through e)posure 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. n 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 e)periences 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.

. Complete the appropriate column in the table with information from te)ts  and G

$ge

Conte't

&'osure

;raise

Correction

Simli5ied language a3 o5 learning Moti.ation

Silent eriod ,anguage used 5or

Grou $

Grou 4

%irst ,anguage 6,17 learning

Second ,anguage 6,A7 ,earning

TKT Module 1: Unit 1A: Di55erences bet9een ,1 and ,A learning – Samle Tas! 1

/or Puestions  :ark the correct letter %$* 4 or C& on your answer sheet. ou need to use some options more than once. T3e o5 learner $

L learner

4

LG adult learner

C

-oth L and LG adult learner

$sect o5 learning

1

These learners seem to respond to praise and encouragement and it helps them to develop their language and skills.

A

These learners don=t need to be constantly corrected. They need to e)periment and to play with language.

(

These learners will listen and process language and will not speak at all! sometimes for many months! before beginning to use language.

E These learners are able to share e)periences and talk about the things they see around them and about e)periences in their lives.

#

These learners need some controlled practice and a focus on form.

Ke3 to ;articiant2s 9or!s0eet E Grou $

Grou 4

$ge

%irst language 6,17 learning -aby! young child

Conte't

3t home

Second language 6,A7 learning 1rimary! secondary! adults :ostly at school in a classroom Three or four hours a week! recordings!

&'osure Surrounded all the time Constant praise and encouragement ;raise

te)ts! the teacher and other students

Correction 0arely

/re$uentlybytheteacher

8aried! depending on the teacher

Simli5ied language es!fromparents

a3 o5 learning

es 3c$uiring some through language e)posure nteracting with the teacher and other learners 4oing controlled practice activities.

3c$uiring language through e)posure

Moti.ation +ighly motivated Silent eriod

8aries < none! a little! a lot

es! sometimes for many months Often not

,anguage Talking about things they see around them used 5or

Talking about e)periences and things related to lives outside the classroom

Ke3 to Samle tas! 1

C

A

C

(

3

E

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TKT Module 1:Unit 1(: ,earner c0aracteristics

&'ercise 1* Comlete t0e uBBle 9it0 learning st3les using t0e clues belo9>

$cross ?. 3 learner who finds it easier to learn when they can see things written down or in a picture. This type of learner may like the teacher to write a new word on the board and not (ust say it aloud.

Do9n . 3 learner remembers things when and theynot hear type of learner may who like the teacher to say amore new easily word aloud (ustthem writespoken. it on theThis board. G. 3 learner who learns more easily by doing things physically. This type of learner may like to move around or move ob(ects while learning.

=$K ,earning St3le
Check your answers. f your answers are mostly $* you are an 3uditory Learner. f your answers are mostly =! you are a 8isual Learner. f your answers are mostly K! you are a Kinaesthetic Learner.

&'ercise (* 5or 90at !ind o5 learner 9ould t0e 5ollo9ing strategies be use5ulJ 1> The teacher creates a substitution table with the target language on the board. A> The teacher conte)tualises target language by telling the students a story. (> The teacher asks learners to come to the board and to write their answer to a task. E> The teacher says the new words she is teaching three times before asking the students to repeat them. #> The teacher does a mingling activity! where learners walk around asking $uestions to find out information from each other. > The teacher shows learners a picture of the ob(ect she is trying to elicit.

&'ercise E 0at learning strategies could learners use to 0el t0em imro.e in t0e 5ollo9ing areasJ 1> dealing with words in te)ts and recordings that you don=t know A> remembering new vocabulary (> learning new grammar E> improving pronunciation #> developing oral fluency > developing comprehension skills )> becoming more independent

&'ercise #* Matc0 t0e learner strategies belo9 9it0 t0e areas 5or imro.ement on ;articiant2s 9or!s0eet E &'ercise A>

3.0eading more authentic material %maga>ines and newspapers etc.& outside class! listening to English radioNT8 programmes outside class! asking people to repeat what they have said when you don=t= understand. -.Learning the pronunciation! sounds and symbols in the phonemic asking teachers and errors. other students to correct your recording your self and chart! listening for pronunciation C.;sing the internet to research language and vocabulary! using English9English dictionaries to research vocabulary! choosing an area of language or vocabulary to reviseNlearn and using resources to self study 4.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 ne)t to them! writing words down on separate cards and storing them in a bo). E.5uessing the meaning from conte)t! looking words up in the dictionary! writing words down to ask someone about later. /.Speaking English only in class! speaking English whenever possible outside class! practise speaking for one minute on a topic without hesitating. 5.1ractising the language as soon as you=ve learnt it! repeating different e)amples of the language! writing down the different grammatical components of the language! cutting up the different components and arranging them in the correct order.

TKT Module 1:Unit 1(: ,earner c0aracteristics – Samle Tas!

/or $uestions 1–) match the learners= comments to the descriptions of learner preferences listed $–?> There is one e)tra option which you do not need to use Comments 1

@:ost of the time should be spent doing grammar e)ercises.=

A

@ prefer working with other students to speaking to the teacher in front of the class.=

(

@ really like knowing how language works.=

E

@0ules (ust confuse me < it=s better to work out language from e)amples.=

#

@Fhy should  listen to other students= mistakes The teacher should talk most of the time.=



 (ust want people to understand what  mean.  don=t worry if  make mistakes.=

)

@t=s important for me to know how well =m doing.=

;re5erences $

The learner wants e)planations of grammar use.

4

The learner en(oys e)plaining language to other students.

C

The learner en(oys practising language in pairs or groups.

D

The learner en(oys doing language practice that focuses on

&

The learner doesn=t want to work with other students.

%

The learner needs to feel a sense of progress.

G

The learner focuses on communicatin .

?

The learner doesn=t want the teacher to e)plain grammar.

Ke3 to e'ercise 1 3 GK ;  4 6 ?8 S ; 3 L T E O S 0 T  + E T  C &'ercise ( .8isual G. 3uditory ?. Kinaesthetic

#.3uditory H. Kinaesthetic I. 8isual

&'ercises E and # 1> E

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Ke3 to ;rocedure Ste H $dditional e'ercises> 0at are some o5 t0e di55erent learner c0aracteristics o5 c0ildren* teenagers and adultsJ 4ifferences in [ length of time they can pay attentionN concentrate [ ability to stay still [ ability to control behaviour [ attitude to making mistakes [ attitude to taking risks [ [

levels of self being able toconsciousness bring life e)periences to learning.

0at e55ect can learners2 ast learning e'eriences 0a.e on learner c0aracteristicsJ [ previous e)perience of learning may be very different to the approach taken by the current teacher" this change may or may not be welcomed [ learners may have tried to learn a language before and failed [ learners may have fi)ed ideas about the best way of learning. TKT Module 1:Unit 1E: ,earner needs

&'ercise 1>

&'ercise A* 0at can teac0ers do to resond to learners2 needsJ Matc0 t0e 5ollo9ing ans9er 9it0 t0e concets in t0e bo'es belo9 t0e ans9ers> W 4o a @needs analysis= andNor find out about your learners= personal needs! learning needs and future or current professional needs. W Select topics and sub(ects for lessons that fit with their interests and needs. W Select material that meets their needs. W Choose activities that fit with their learning styles! and are suitable for their needs and interests. W 4ecide on pace and interaction patterns. W Think about the balance of skills work %reading! listening! speaking! writing& in relation to their needs. W 3dopt approaches for teaching language that respond to their needs! interests and learning styles. W Think about how to give learners feedback on their work.

TKT Module 1: Unit 1E: ,earner needs – Samle Tas!

/or Puestions 1–! match the needs of each group of students with the most suitable type of course listed $–G.There is one e)tra option which you do not need to use. Grous o5 students 1 These young adults need a range of study skills before going to a -ritish university. A

These adult beginners are going on holiday! and need to learn how to communicate in an English9speaking environment.

(

This group of young children have a short attention span" their parents want them to learn English while having some fun.

E

These business people need to meet and work with people from other countries at international conferences.

#

These secretaries and receptionists want to focus on vocabulary and skills which are useful for them in their work.



These scientists need to keep up9to9date with the latest developments in their sub(ects.

T3es o5 courses $

a course focusing on basic language skills for everyday situations.

4

a course focusing on listening and note9taking! and writing academic

C

a course based on role9plays and situations! such as greeting visitors and telephoning clients

D

an activity based course with lots of games! songs and stories

&

a course based on grammar revision and written practice

%

an oral skills course based on cross9cultural material

G

an online course in which students read te)ts on specific topics and answer detailed comprehension.

TKT Module 1:Unit 1E: ,earner needs – $ns9er Ke3s

Ke3 to Samle Tas! 1> -

A> 3

(> 4

E> /

#. C

> 5

TKT G,OSS$R-* UNITS H TO 1E 4ac!ground to language learning $c0ie.ement noun! ac0ie.e verb! ac0ie.able ad(ective Something reached by effort" something done successfully. Something which is achievable for learners is something they can succeed in. $c8uisition noun! ac8uire To learn a language withoutverb studying it! (ust by hearing andNor reading and then using it. This is the way people usually learn their first language. $ttention san +ow long a learner is able to concentrate at any one time. $uditor3 learner: see learning st3le. Clue 3 piece of information that helps someone to find the answer to a problem! e.g. a teacher could give the first letter of a word she is trying to elicit as a clue to learners to help them find the word. Cogniti.e 6 rocesses7 The mental processes involved in thinking! understanding or learning. Con5idence noun! con5ident ad(ective The feeling someone has when they are sure of their ability to do something well. Teachers often do activities that help learners to feel more confident about their own ability. Conscious 6o57 To know that something e)ists or is happening! or to have knowledge or e)perience of something" to be aware. Demoti.ate: see moti.ation. De.elomental error: see error. &55ecti.e +aving the intended or desired result. &nglis0"medium sc0ool 3 school in a non9English speaking country! in which all sub(ects are taught using English. &rror 3 mistake that a learner makes when trying to say something above their level of language or language processing. See sli. 3 developmental error is an error made by a second language learner which could also be made by a young person learning their mother tongue as part of their normal development! e.g. I goed there last week % went there last week&.

&'ectation 3 belief about the way something will happen. Learners often have e)pectations about what and how they should learn. &'osure noun! e'ose verb Fhen learners listen to or read language without being consciously aware of it. %actor 3 fact or situation which influences the result of something! e.g. the factors which decide whether someone learns a language successfully or not. %irst language: see mot0er tongue! ,1,A %ocus on 5orm 1aying attention to the wordsNparts of words that make a language structure or to spelling or pronunciation. Goal* target 3n aim that a learner or teacher may have. Guidance noun* guide .erb +elp given by a teacher with learning! or with doing a task. Ignore 6errors7 To choose not to pay attention to something such as an error made by a learner. 3 teacher may do this if heNshe wants to help the learner with fluency! not accuracy. Indeendent stud3 Studying without a teacher present or without the teacher monitoring and directing the learning very closely! e.g. learners could carry out research on a topic using reference resources. This could be done at home or with minimum involvement of the teacher in class. Intensi.e course 3 course which takes place over a short period of time! but which consists of a high number of hours. Inter5erence Fhen the learner=s mother tongue affects their performance in the target language. 3 learner may make a mistake because they use the same grammatical pattern in the target language as they use in their mother tongue! but the L grammatical pattern is not appropriate in LG. Interlanguage Learners= own version of the second language which they speak as they learn. nterlanguage is constantly changing and developing as learners learn more of the second language.

,1,A L is the learner=s mother tongue or first language" LG is the learner=s second language. ,anguage a9areness 3 learner=s understanding of the rules of how language works and hisNher ability to notice language. ,earn b3 0eart2 To learn something so that you can remember it perfectly. ,earner autonom3 noun! autonomous ad(ective! learner indeendence Fhen a learner can set hisNher own aims and organise hisNher own study! they are autonomous and independent. :any activities in coursebooks help learners to be more independent by developing learning strategies and focusing on learner training. ,earner c0aracteristics The typical things about a learner or learners that influence their learning! e.g. age! L! past learning e)perience! learning style. ,earner indeendence: see learner autonom3. ,earner training The use of activities to help learners understand how they learn and help them to become autonomous! independent learners. ,earning resources The materials or tools which help learners learn! e.g. books! computers! C4s etc. ,earning strategies The techni$ues which a learner consciously uses to help them when learning or using language! e.g. deducing the meaning of words from conte)t" predicting content before reading. ,earning st3le The way in which an individual learner naturally prefers to learn something. There are many learning styles. Three of them are below. $uditor3 learner 3 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 (ust write it on the board. Kinaest0etic learner 3 learner who learns more easily by doing things physically. This type of learner may like to move around or move ob(ects while learning. =isual learner 3 learner who finds it easier to learn when they can see things written down or in a picture. This type of learner may like the teacher to write a new word on the board and not (ust say it aloud

,inguistic Connected with language or the study of language. ,iterac3 The ability to read and write. Maturit3 noun! mature ad(ective /ully grown or developed. f a learner is mature in attitude! they behave in an adult way. 3 learner=s maturity %physical! emotional and mental& influences a teacher=s approaches andNor decisions. Memorise verb! memorable ad(ective To learn something so that you can remember it later" something which is easy to remember. Mot0er tongue The very first language that you learn as a baby! which is usually the language spoken to you by your parents. 3lso called L or first language. Moti.ation noun! moti.ate verb :otivation is the thoughts and feelings which make us want to do something and help us continue doing it. Demoti.ate verb demoti.ated ad(ective To make someone lose motivation. Unmoti.ated ad(ective Fithout motivation" having no motivation. Natural order Some people believe there is an order in which learners naturally learn some items in their first or other languages. Some language items are learned before others and it can be difficult for teachers to influence this order. Needs The language! language skills or learning strategies a learner still has to learn in order to reach their goals! or the conditions they need to help them learn. Notice language Fhen a learner becomes aware of the language the speaker or writer uses to e)press a particular concept or meaning. ;articiation noun! articiate verb To take part in something! e.g. a lesson or classroom activity. ;ersonalisation noun! ersonalise verb Fhen a teacher helps a learner to connect new words! topics! te)ts or grammar to their own life. ;ic! u To learn language without studying it! (ust by hearing andNor reading and then using it. See ac8uisition. ;ro5icienc3 noun! ro5icient ad(ective

Level of ability" to be very good at something because of training and practice! e.g. speaking English. Silent eriod The time when learners who are beginning to learn a first %or second& language prefer to listen %or read& before producing the language! e.g. babies have a silent period when they listen to their parents before starting to try to speak themselves. Sli Fhen a learner makes a language mistake that they are able to correct themselves. See error. Target language The language a learner is learning! e.g. English! or the specific language that a teacher wants to focus on in a lesson! e.g. present perfect. Target language culture The traditions and culture of the country whose language is being studied. or! language out Fhen learners try to understand how and why a particular piece of language is used. Unmoti.ated: see moti.ation. =arieties o5 &nglis0 English is spoken as a first or second language in many countries around the world! but the English spoken may be slightly or significantly different in each country or in different parts of one country! e.g. different vocabulary or grammar may be used. 3n e)ample of this is the English spoken in the ;S3 and that spoken in the ;K. =isual learner: see learning st3le.

TKT Module 1:Unit 1#: ;resentation tec0ni8ues and introductor3 acti.ities &'ercise 1* sol.e t0e 5ollo9ing uBBle>

$cross . To ask $uestions or use other techni$ues to check that students have understood a new structure or item of le)is %two words&. ?. To introduce new language! usually by focusing on it formally. I. To tell students what language means and how it is used.

Do9n . To put new language into a situation that shows what it means. G. To get students to repeat words or phrases. #. To use body movements to convey meaning without using words. H. To ask specially designed $uestions or give clues to get students to give information or an opinion.

Page !

&'ercise A> ,oo! at t0e introductor3 acti.ities> %or eac0 acti.it3 sa3: [

90at t3e o5 introductor3 acti.it3 is itJ 69armer* ice"brea!er* lead"in7

[

903 9ould t0e acti.it3 be used b3 t0e teac0erJ

1> Students stand in a circle. The teacher throws a ball to a student who then introduces himself and says his favourite game or activity. +e then tosses the ball to another student who repeats the procedure. 5ive each student a chance to introduce himNherself.

A> 4ivide the class into two teams! choose a category! and ask each team to think of an ob(ect in that category. The teams ask each other yesNno $uestions. Fhichever team guesses the ob(ects with fewer $uestions! wins.

(> Students work in groups of three. They brainstorm and make a list of the advantages and the disadvantages of living in a big city.

E> The first student says something about himself! then changes that to make a $uestion for another student. /or e)ample! \:y favourite colour is blue. Fhat's your favourite colour\ This can be another circle activity! and it works with large groups of students! too.

#> The teacher starts off by saying* \esterday  went to the park.\ The first student must include what the teacher said and then add something they did! e.g. \esterday  went to the park and ate some pi>>a.\ The second student must include what the teacher and the first student said and then add something else! e.g. \esterday  went to the park! ate some pi>>a and went for a swim in the sea.\

> 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 $uestions about the stories they have read.

Page !"

&'ercise (>C0oose one o5 t0e tas! t3es 6$"K7 5or eac0 o5 t0e acti.ities belo9 61")7

$ 5rammar9translation method

4 5uided discovery C Le)ical approach

D 1resentation practice production %111& % Test9teach9test

& Task9based learning %T-L&

G Total 1hysical 0esponse %T10&

1> 3 way of teaching new language in which the teacher presents the language! gets students to practise it in e)ercises or other controlled practice activities and then asks students to use or produce the same language in a communicative and less controlled way. A> 3 way of teaching in which the teacher gives students meaningful tasks to do. 3fter 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 way of teaching in which the teacher presents language items as instructions and the students have to do e)actly what the teacher tells them! e.g. =!en the window+ tand u!+ 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. E> 3 way of teaching in which a teacher provides e)amples of the target language and then guides the students to work out the language rules for themselves. #> 3 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. > 3 way of teaching in which students study grammar and translate words into their own language. They do not practise communication and there is little focus on speaking. 3 teacher presents a grammar rule and vocabulary lists and then students translate a written te)t from their own language into the second language. )> 3 way of teaching language that focuses on le)ical items or chunks such as words! multi9 word units! collocations and fi)ed e)pressions rather than grammatical

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TKT Module 1: Unit 1#: ;resentation tec0ni8ues and introductor3 acti.ities TKT – Samle Tas!

/or $uestions 1–! match the teacher=s actions with the introductory activities and presentation techni$ues for different lessons listed $–G> :ark the correct letter %$–G& on your answer sheet. There is one e)tra option you do not need to use. Introductor3 acti.ities and resentation tec0ni8ues $

asking concept $uestions

4

eliciting language

C

doing a warmer

D

miming

&

settin the scene

%

e)plaining

G

drilling

Teac0er2s 1

The teacher asks the students to look at pictures of 1aris before they listen to a recording about tourist attractions there.

A

The teacher asks the students to repeat sentences after her.

(

The teacher checks whether the students understand when the new language is used.

E

The teacher does a short game with the students to give them energy.

#

The teacher asks the students for e)amples of different kinds of fruit and writes them on the board.

Page !2

 The teacher does an action which shows the meaning of a new word. Ke3 to &'ercise 1  CON GD O ? ; R & S& N T I T , & ,  # T I U M $ I &; , $ I N I S &

C& ;T

C?&

CK

H& , C I T

Ke3 to &'ercise A 1> ce9breaker < students getting to know each other A> Farmer < to increase energy levels! to rela) the class (> Lead9in < to allow students to bring their own e)perience to a te)tNtopic! to create interest in a topicNte)t E> ce9breaker < students getting to know each other #> Farmer < to increase energy levels! to rela) the class > Lead9in < to allow students to bring their own e)perience to a te)tNtopic! to create interest in a topicNte)t. &'ercise ( 1> D 1resentation! practice! production %111& A> & Task9based learning %T-L& (> G Total 1hysical 0esponse %T10& E> 4 5uided discovery #> % Test9teach9test > $ 5rammar9translation method )> C Le)ical approach Ke3 to Samle Tas!

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1 E A 5 ( 3 E C #  4 TKT Module 1: Unit 1: T3es o5 acti.ities and tas!s 5or language and s!ills de.eloment &'ercise 1 Choose one of the task types 6$–K7 for each of the activities below 61–117>

$ guided writing

4 role9play

C problem solving

D survey

& brainstorming

% chant

G (umbled te)t

? warmer

I rank orderingNprioritising @ visualisation

K (igsaw listening Nreading

1> Students find out information from others by asking $uestions or using $uestionnaires in order to practise speaking skills andNor specific language. A> Students repeat a phrase! sentence! rhyme! verse! poem or song! usually with others! in a regular rhythm. (> 3n activity that a teacher uses at the beginning of a lesson to give the class more energy. E> 3 te)t 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. #> Students think of ideas %usually $uickly& about a topic %often noting these down&. This is often done as preparation before writing or speaking. > 3n activity where the teacher asks students to close their eyes and create the pictures in their minds of the story she is telling them. )> Students produce a te)t 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. F> 3 classroom activity in which students are given parts to act out in a given situation. They usually work in pairs or groups. H> Students are given a list of things to put in order of importance. t involves discussion! agreeingNdisagreeing and negotiating. 1>

Students work in pairs or groups talking together to find the solution to a problem.

11> are given a put te)tthe in which the paragraphs or sentences are not in the correctStudents order. The students paragraphs or sentences into the correct order.

&'ercise A Look at the activities again. s the activity a comprehension task or a production task f it=s a comprehension task! which skill f it=s a production task! which skill

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&'ercise (: matc0 t0e aroac0 to t0e rocedures gi.en

%rame9or!s5oracti.itiesandtas!

$roac0es

1> 3ctivity with a task and discussion of the task ] activity to focus on language used in the task A> 5rammar rule ] students translate a te)t (> The teacher presents language items as instructions ] the students do the actions ] the students give the instructions E> Lead in ] pre9teach key vocabulary ] gist task ] detailed comprehension task ] follow up productive activity #> 3ctivity 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 > The teacher presents the language in conte)t ] controlled practice activities ]less controlled ] freer practice )> 3ctivity with e)amples of the target language provided ] activity for students to work out language rules for themselves ] activity for students to practice the language F> 3ctivity for students to @notice= words or chunks of language ] discussion of the meaning of the chunks of language ] activity to practise the language

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TKT Module 1: Unit 1 T3es o5 acti.ities and tas!s 5or language and s!ills de.eloment – TKT Samle Tas!

/or $uestions 1–)! match the classroom activities with the types of speaking practice listed $* 4 or C> :ark the correct letter %$* 4 or C& on your answer sheet. ou need to use some options more than once T3es o5 sea!ing ractice $

oral fluency practice

4

controlled oral practice

C

neither

Classroom acti.ities 1

3t the beginning of the lesson! we got into groups and talked about an interesting newspaper article we had read.

A

The teacher gave us word prompts such as @cinema= and @friends=! and we had to say them in sentences using the past simple! e.g. @Fe went to the cinema.= @Fe visited some friends.=

(

Fe listened to a recording of two people talking about their hobbies! then did a gap9fill comprehension task.

E

The teacher gave us roles such as @film star= or @sports star= and we had to role play a party in which we chatted to each other.

#

Fe had a discussion about the advantages and disadvantages of the internet.



The teacher read out some sentences! some of which were correct and some incorrect. Fe had to shout out @0ight= or @Frong=.

)

Fe had to ask our partner five $uestions about abilities! using @can=! e.g. @Can you swim=

Page !#

Ke3 to &'ercises 1 and A

&'ercise 1

&'ercise A

1>

4

production

speaking! controlled practice! less controlled practice and free speaking.

A>

/

production

speaking! controlled practice

(>

+

production

speaking! free practice

E>

K

comprehension

reading or listening

#>

E

production


>

D

comprehension

listening

)>

3

production

writing! controlled practice or less controlled practice

F>

-

production

speaking! less controlled practice or free practice

H>



production


1>

C

production


11>

5

comprehension

reading

%rame9or!s5oracti.itiesandtas!

$roac0es

1> 3ctivity with a task and discussion of the task ] activity to focus on language used in the task

Task9based learning %T-L&

A> 5rammar rule ] students translate a te)t

5rammar9translation method

(> The teacher presents language items as instructions ] the students do the actions ] the students give the instructions

Total 1hysical 0esponse%T10&

E> Lead in ] pre9teach key vocabulary ] gist task ] detailed comprehension task ] follow up productive activity

Skills9based lessons

#> 3ctivity 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

Test9teach9test

> The teacher presents the language in conte)t ] controlled practice activities ]less controlled ] freer practice

1resentation! practice and production %111&

)> 3ctivity with e)amples of the target language provided ] activity for students to work out language rules for themselves ] activity for students to practice the language

5uided discovery

F> 3ctivity for students to @notice= words or chunks of language ] Le)ical approach discussion of the meaning of the chunks of language ] activity to practise the language TKT tas! 1

3

A

-

(

C

E

3

Page !$

#

3



C

)

-

TKT Module 1:Unit 1) $ssessment T3es and Tas!s

&'ercise 1> Discuss t0e teac0ers2 comments belo9 on assessment> Do 3ou agree or disagreeJ 03 03 notJ

.  think it=s important for students to assess themselves! so sometimes  record them when they are doing a speaking activity and then get them to listen to themselves.

G.  don=t like giving my students tests and e)ams.  think they are demotivating! especially for young learners.

?.  get students to mark each others= written work and  tell them to (ust look at it and say what=s wrong.  don=t ask them to check it against any criteria.  don=t think they can look for particular mistakes like spelling mistakes or grammar mistakes.

#. Fhen students are doing a speaking activity!  observe them! but  don=t make any notes and  don=t give marks. Sometimes  talk to students about their strengths and weaknesses in tutorials though.

H. :y students choose pieces of their best work during the course and keep them in a file! which can be looked at during the course.  know some teachers use this as the way they assess students at the end of the course! but =m not sure how that works.

Page !

&'ercise A> C0oose t0e correct term 5rom t0e bo' belo9 5or t0e t3es o5 test described> $> ;lacement test 4> Diagnostic test C> ;rogress test

D> ;ro5icienc3 test

&> $c0ie.ement test

1> This type of test is used during a course in order to assess the learning up to a particular point in the course. A> 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. (> 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 E> 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. t helps the teacher to plan what to teach in future. #> This type ofoftest used seeare how students are attousing The contents thisistype oftotest notgood chosen according what the haslanguage. been taught! but according to what is needed for a particular purpose.

Page !!

TKT Module 1: Unit 1)* $ssessment T3es and Tas!s – e'ercise (

&'ercise E : 0ic0 o5 t0e acti.ities and tas!s are sub/ecti.e tests and 90ic0 are ob/ecti.e testsJ

Page 1""

TKT Module 1: Unit 1): $ssessment T3es and Tas!s " Samle Tas! /or Puestions  :ark the correct letter %$–%& on your answer sheet. ou need to use some options more than once T3es o5 test

$

progress

4

achievement

C

sub(ective

D

proficiency

&

dia nostic

%

placement

Descritions

1

These tests are designed to test language taught on the whole course.

A

These tests are designed to help teachers to plan course content.

(

The purpose of these tests is to test language taught on part of the course.

E

These tests help teachers to put students in classes at the appropriate level.

#

The marking of these tests depends on decisions made by individual e)aminers. Page 1"1

TKT Module 1: Unit 1): $ssessment T3es and Tas!s – $ns9er Ke3s

Ke3 to e'ercise 1 1> Self assessment A> /ormal assessment" summative assessment (> 1eer assessment. E> nformal assessment" formative assessment" continuous assessment. #> 1ortfolio assessment" informal assessment %could be formal if submitted at the end of a course for evaluation&" continuous assessment.

Ke3 to e'ercise A CGE?3#-H4

Ke3 to e'ercise ( 1> Clo>e testNgap fill %in a clo>e test the gaps are regular e.g. every seventh word! a gap fill is not regular but selected by the teacher or assessor& Comprehension task < open comprehension $uestions %students answer in their A> own words& (> :atching task E> :ultiple9choice task #> Sentence completion task Sentence transformation task > )> Sentence ordering taskNDumbled sentence task F> Odd one out task H> EssayNletter writing task 1> Speaking task Ke3 to e'ercise E . G. ?. #. H.

Sub(ective %many possible answers& Ob(ective Ob(ective Ob(ective Ob(ective

I. Ob(ective J. Ob(ective A. Ob(ective B. Sub(ective . Sub(ective Ke3 to Samle Tas! -GE?3#/HC Page 1"2

UNI=&RSIT- O% C$M4RIDG& &SO, &$MIN$TIONS &nglis0 5or Sea!ers o5 Ot0er ,anguages T&$C?ING KNO,&DG& T&ST Module 1 1 Samle Test 1 0our A minutes

TIM&:

1 0our A minutes

INSTRUCTIONS TO C$NDID$T&S Do not oen t0is boo!let until 3ou are told to do so rite 3our name* Centre number and candidate number on t0e ans9er s0eet i5 t0e3 are not alread3 rinted> T0ere are eig0t3 8uestions in t0is aer> $ns9er all 8uestions> Mar! 3our ans9ers on t0e searate ans9er s0eet> -ou 9ill 0a.e no e'tra time 5or t0is* so 3ou must 5inis0 in one 0our and t9ent3 minutes> $t t0e end o5 t0e test* 0and in bot0 t0e 8uestion aer and t0e ans9er s0eet> IN%ORM$TION %OR C$NDID$T&S &ac0 8uestion in t0is aer carries one mar!>

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/or $uestions 1"#! match the language sample with the grammatical terms listed $"%. :ark the correct letter %$"%& on your answer sheet. There is one e)tra option which you do not need to use. &'amlelanguage

Grammaticalitems

. -reak in

5. Tag Puestions

G. :y brother is a pilot! is he

+. 1hrasal verb

?. f it's sunny! we'll go to the park

.

#. The e)am should have been given to everyone.

D. 4eterminers

H. This! that! these! those

K. Echo Puestions

1assive voice

L. Conditional

/or $uestions "1A! choose the correct option %$* 4 or C& to complete each definition of grammatical items. :ark the correct letter on your answer sheet. I. 3n inter(ection is a. an e)clamation which shows thoughts or feelings b. a meaningless string of sounds c. the same as an ad(ective J. 3 verb that has a sub(ect but no ob(ect is.

a. Transitive b. ntransitive c. 1assive

A. The sub(ect that does and receives the action is.

a. 0efle)ive

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b. 1ossessive c. 0elative

B. 3 group of words that include a sub(ect and a finite verb is.

a. 3 clause b. 3 statement c. 3n idiom

. 3 word that describes or gives more information about a noun or pronoun is.

a. 3n ad(ective b. 3n adverb c. 3n article

. The words someone uses when they are telling someone what somebody else said or asked are! a. The past tense b. 1ast conditional c. ndirect speech

G. 3 verb that does not take an au)iliary to negate or ask $uestions is called.

a. 3ctive b. :odal c. ntransitive

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/or $uestions 1("1! choose the correct Ford%s& to complete each definition of le)ical terms! mark the correct letter %$* 4 or C& on your answer sheet. ?. UUU. 3re any pair or group of words commonly found together or near one another.

3. phrasal verbs -. collocations! C. chunks

#. 3 word with the same spelling and pronunciation as another word! but which has a different meaning!

3. +omonym -. 3ntonym C. homophone

H. 3 group of words or phrases that are about the same content topic or sub(ect!

3. Le)ical set -. Synonym C. Ford family I. 3 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 srcinal word!

3. 1refi) -. 1article C. Suffi)

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/or $uestions 1)"A1* match the e)ample sentences with the functions listed $"%. :ark the correct letter %$"%& on your answer sheet. There is one e)tra option which you do not need to use.

J.=d rather have coffee than tea

3. Suggesting

A. ou should be here later

-. E)pressing probability

B.Fhat time does the bus arrive

C. nstructing

G. am sorry!  am busy

4. 4eclining

G.1lease turn to page 

E. En$uiring /. E)pressing preferences

/or $uestions AA"A# choose the correct Ford%s& to complete each definition of phonology! mark the correct letter %$* 4 or C& on your answer sheet.

GG. Two words which are different from each other by only one meaningful sound are. 3. :inimal pairs -. +omophones C. Consonants

G?.n the sentence She gave the ring to Dohn it can be implied that. 3. She only gave the ring to Dohn -. Dohn was the person she gave the ring to. C. She could have given the ring to somebody else.

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G#. The way the level of a speaker=s voice changes! to show meaning such as how they feel about something is.

3. Linking -. Stress C. ntonation

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GH. Fords that sound similar because they have the same ending.

3. 0hyme -. 0hythm C. Contraction

/or $uestions 1"(* match the minimal pairs with the phonemic symbols listed $"%. :ark the correct letter %$"%& on your answer sheet. There is one e)tra option which you do not need to use.

GI. darlingNdialling

3.

GJ. cartNcut

-.

GA. tileNtoil

C.

GB.p ullNbull

4.

?. worseNworth

E. F.

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/or $uestions (1"(#* match what the writer does with the writing subskills listed $"G. :ark the correct letter %$"%& on your answer sheet. There is one e)tra option which you do not need to use

$> &dit 4> ;roo5"reading C> ;lanning D> Dra5ting &> 4rainstorming %> &'tracting

?. change or correct the words or content of some parts of my te)t to make it clearer or easier to understand.

?G.-efore finishing!  give my work a final check for accuracy ??. organi>e my main ideas into different paragraphs in note form.

?#. start writing! developing my main ideas.

?H.-efore  start!  try to imagine everything  can about the topic and start writing as many ideas as  can without an specific order.

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/or $uestions ("EA look at the following terms for language skills and three possible descriptors of terms. Choose the correct letter %$* 4 or C& on your answer sheet.

?I.E)tensive reading is

3. reading long pieces of te)t! such as stories or newspapers. -. 1art of a te)t which is removed from an original te)t. C. written language in te)ts or groups of sentences.

?J. 3ccuracy is 3. The use of correct forms of grammar! vocabulary! spelling and pronunciation. -. Fhen ideas in a spoken or written te)t fit together clearly and smoothly! C. ;nderstanding a spoken or written te)t.

?A. Oral fluency is. 3. The use of connected speech at a natural speed with little hesitation! repetition or self9correction. -. The use of connected speech without making mistakes. C. The use of intonation to e)press feelings. ?B.ListenNread for mood is

3. To read or listen to a te)t in order to identify the feelings of the writer or speaker. -. To listen to or read a te)t in order to understand most of what it says or particular details. C. To understand the general meaning of a te)t! without paying attention to specific details. #. ntensive listening or reading is

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3. To focus on how language is used in a te)t -. To listen or read in a intensive way C. To listen or read with an intense interaction

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/or $uestions E1"E* match the student=s comments with the learning characteristics listed $"G. :ark the correct letter %$"%& on your answer sheet. There is one e)tra option which you do not need to use

$> $c8uisition 4> %ocus on 5orm C> Ignore errors D> Inter5erence &> Interlanguage %> ,earner autonom3 G> ,anguage $9areness

Students Comments #. feel $uite confident because  am making less mistakes that those  used to make when  was starting to study English #G.One of my most difficult problems when speaking English is that  make a lot of mistakes because  unconsciously use grammatical items and vocabulary from my first language. #?.The teacher really likes paying attention to rules and how language is used rather than letting us say what we want even though it is incorrect. ##.t is strange for me that the teacher (ust lets me talk and doesn^t really stop me when  make mistakes! even if  can notice them.

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#H. am learning English in a very particular way! the teacher (ust uses it in real life situations avoiding grammar revision!  feel like a child learning in this way.

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/or $uestions E"#(* match the teaching methods description with the names listed $" G. mark the correct letter %$"I& on your answer sheet. There is one e)tra option which you do not need to use

$> $cti.it3 bas ed learning 4> Communicati.e aroac0 C> ?olistic D> %unctional aroac0 &> Total ;03sical Resonse %> Grammar"translation me t0od G> ,e'ical $roac0 ?> ;resentation ractice and roduction ;;; I> Tas! b ased l earning T4,

Teac0ing Met0ods

#I.3 way of teaching in which the teacher gives learners meaningful tasks to do! but the main focus for learners is on the task itself. #J. Teachers try to focus on meaningful communication! rather than focusing on accuracy and correcting mistakes #A.3n approach to language teaching in which the teacher uses techni$ues and activities taken from different methods together in one lesson. #B.3 way of teaching new language in which the teacher presents the language! gets learners to practice it in e)ercises or other controlled practice activities and then asks learners to use or produce the same language in a communicative and less controlled way H.3 way of teaching language that focuses on le)ical items or chunks such as words. Page 115

H.3 way of teaching in which learners study grammar and translate words and te)ts into their own language or the target language. HG.3 way of teaching which uses a syllabus based on functions H?.3 way of learning by doing activities. The rules of language used in the activity are looked at either after the activity or not at all

/or $uestions #E"#H* match the teachers^ comments on the strategies described with the names listed $"G. :ark the correct letter %$"G& on your answer sheet. There is one e)tra option which you do not need to use

$> &liciting 4> Substitution Drill C> Trans5ormation Drill D> Restricted ractice &> %reer ractice %> Role"la3 G> Sur.e3

Teac0ers comments H#. like asking targeted $uestions ahead of time to see whether my learners know what  am going to teach them. HH. like giving my learners a base sentence and then providing them with different words for them to change in that sentence.

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HI. think that less freer practice is very important because  can work on accuracy. HJ. think that every time  do fluency based activities my learners feel more confident to speak. HA. like having my learners to put what they have learnt in conte)t through real life e)ercises. HB.n my opinion using internet for my students to find information and then working based on it in class is very motivating and encourages interaction.

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/or $uestions ")* match the practice activities and tasks listed $"I. with the course book instructions! mark the correct letter %$"I& on your answer sheet. There is one e)tra option which you do not need to use

$> 4rainstorming 4> Sentence trans 5ormation C> @umbled aragra0s D> ,abeling &> Ga 5illing %> Matc0ing G> Odd"one"out ?> Reading 5o r gist I> ,istening 5 or mood

;ractice acti.ities and tas!s I.Listen to the following conversation and describe how the woman feels. I.0ead the paragraph and select the best heading for it. IG.Look at the list of words and underline the one which does not belong to the topic I?.Choose the correct verb in column 3 and the appropriate preposition in column I#.Look at the pictures and put the correct names on them. Page 11

IH.Listen and fill in the correct word. II.0ead the te)t and put all the paragraphs in the appropriate order. IJ.Look at each sentence and use the words provided to re9write them.

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/or $uestions F")(* match the aids and resources listed $"I. Fith the uses described! mark the correct letter %$"I& on your answer sheet. There is one e)tra option which you do not need to use

$> O?; 4> Realia C> ;uets D> Comuter &> Dictionar3 %> 4oard G> S!ills ractice boo! ?> Graded reader I> O?T

$ids and Resources

IA. This can be used by the teacher or learners to show what one or two people are talking about by moving it and making it look real. IB. This can be used for a range of purposes by the teacher to show real meaning of concepts. J. This can be used to display greater pictures on the wall or to work on group9 reading. J.This is an e)cellent tool for students to research information when working on a pro(ect" it enables them to share what they find with other people. JG.This is a tool help learners enhance autonomy. J?. This is a tool used by the teacher to display grammatical structures! vocabulary items! etc. Page 12"

J#. This is a resource that enables the learner to e)tend hisNher knowledge about a language area. JH.This is an e)cellent tool to encourage e)tensive reading.

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/or $uestions )#"F* match the assessment types $"% Fith the definitions described by a teacher! mark the correct letter %$"I& on your answer sheet. There is one e)tra option which you do not need to use

$> %ormal assessment 4> In5ormal assessment C> Sel5 as sessment D> $ssessment criteria &> Ob/ecti.e test %> Sub/ecti.e test

Teac0er comments JI.  like giving my learners tests that make them reflect on their own progresses. JJ. like using software to evaluate what my learners learn in a neutral way! without interference from what  think about them. JA. want my learners to take a test based on a third e)aminer^s opinion. JB.The topics for ne)t e)am are the following" simple present! simple past and plurals. A.1ut your name on the answer sheet and write all answers on it.

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+ K L  D 3 3 3

TKT :O4;LE  KE  G ? # H I J A B 3  C  - G - ? 3 # 3 H C I / J 3 A E B 4 G C G 3 GG - G? C G# 3 GH E GI C GJ - GA 4 GB 3 ? 3 ? - ?G C ?? 4 ?# E ?H 3 ?I 3 ?J 3 ?A 3 ?B 3

#

E 4 C 3  C +

# #G #? ## #H #I #J #A #B 5 H / H 4 HG 3 H? 3 H# - HH 4 HI E HJ / HA 5 HB  I I+ 5 IG / I? 4 I# E IH C II - IJ C IA - IB  J 4 J E JG / J? 5 J# + JH C JI E JJ / JA 4 JB 3

A

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Tkt - Leading Book 1 - Workbook Phpapp

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