The purpose purpose of this book book is to serve as a tool to help help TKT TKT candidates candidates to prepare prepare in a better way to sit the TKT TKT test from Cambridg Cambridge e ESOL. t is divided into three chapters! each covering a module from the standard TKT test" it contains tasks speci#cally designed to help candidates know the structure and learn important tips to really get band $ on this teaching knowledge %uali#cation.
Tired of not getting band 4 “I nally found a powerful tool tool to practice practic e and be condent enough to get the best at TKT.” George Thompson nglish Teacher !helsea "#
INTRODUCTION
The purpose purpose of this book book is to be a helping helping tool in in the process process of training training candidates to take the Teaching Knowledge Test TKT. The Teaching Teaching Knowledg Knowledge e Test Test &TKT' &TKT' is a test from from Cambridge Cambridge ESOL about about teaching English to speakers of other languages. t aims to increase teachers( con#dence 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 *e+ible and accessible award will help you to understand, •
di-erent 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 di-erent needs
TKT TKT gives teachers teachers a strong strong foundation foundation in the core core areas areas of teaching 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 are no formal formal entry re%uir re%uirements. ements. owever! owever! anyone anyone wishing to take TKT TKT is strongly strongly advised to have at least least an intermediate intermediate level level of English / Level 01 of the Council of Europe(s Common European 2ramework of 3eference for Languages &CE23' / &CE23' / e.g. 4ET! 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. L0536O 7O895LE9 5L:53E9 ST;TESOL <5STE3 8 544LE6 L87=STCS C58665TE C58665TE TE5CE3 T358E3 T358E3
Leyenda %ue describe una imagen o un gr>#co.
&'& (odule ") *escribing language) nit " Grammar Participant-s ctivit% 1, fill in")the the gaps withlanguage) nit " Grammar Participant-s &'& (odule *escribing ctivit% < " omplete the pu00le with parts of speech. Axercise " Boo! at the underlined words in the sentences below and match them with the words from Participant-s wor!sheet ", given in the box. exclamation determiner noun
verb
conjunction
preposition
adjective
adverb
article
pronoun
. C"# DheC<# alwa%s moves the C1# furniture when she does the C=# housewor!. 5. C># Eobert Eobert is C?# taller than than 9ames and and C@# his hair is longer longer.. . C4# an an %ou bu% a C6# good good C"8# boo! for for 9imF *. -ll give it to C""# C""# him for his birthda% birthda% C"<# C"<# tomorrowF tomorrowF A. C"1# :uch; :uch; ouou-re re C"=# standing standing on C"># C"># m% foot. foot. $. 9ohn C"?# saw $red last wee! C"@# in town. C"4# didn-t see him m%self but he C"6# said he was carr%ing C<8# a suitcase.
cross
1. word used to show an action, state, event or process, e.g. 2 li!e cheese.-3 2He spea!s talian.-
4. word used to connect words, phrases, clauses or sentences, e.g. 2 li!e tea but don-t li!e coffee 5ecause it-s too strong for me.-
Axercise < describes or gives more information about how, when, where or to what degree 6. word that Gsomething rammaticis aldone, struce.g. ture2He wor!ed Ho7uic!l% w it isand mawell.de and What it means/how it is used Grou Group p ) ) Boo! Boo! at the the und under erli line ned d wor words ds " in the the sen sente tenc nces es agai again. n. "8. word word that replaces or refers to aexample noun or a noun phrase just mentioned, e.g. 2 saw 9ohn Grou ro up 5) 5) HeBloo!ed oo! at atver% th the well.un under derline lined d wor word ds "" "" in in the sentences again. %esterda%. 5oth groups) (atch %our words with a more specific term from the box below. below. Dome of continuous subject + present tense of to tal! about an action the words ma% have more than one term. ". n expression used to show a strong e.g. Wow; thefeeling, verb to be:h; + ing form of happening at the time of verb, e.g. am wor!ing at spea!ing. <. word which ma!es clear which noun give information e.g. this, e.g. modal ve verb possessive ive pr proisnreferred oun coto unortato ble no noun adabout jectiv7uantit%, e the moment. that, some, an%, m% , that that car is mine. p o s s e s s i v e a d j e c t i v e indefinite article collective noun determiner =. 2:n- 2under- 2over,- for example *own Present
rethat pordescribes ting verbor givesamore uxiliainformation r% verb about a verboropronoun, f time e.g. acocold mpo und >. word adnoun da%.
noun subject + past tense of the to tal! about an action proe.g. per nwent oun to $rance pcompleted ersonal prat ona ouspecific n verb, @. person, place elephant, unorcothing, untae.g. ble n ounlast girl, grass, school modal auxiliartime % tranon sitthe ive vpast. erb subject pr pronoun excl%ear. amation uncountable no noun "# ?.b2&he-, 2an-, o ject p2a-, ron ounfor example
preposition of place
comparative adjective
intransitive verb
Present simple
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to tal! about a routine or habit.
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subject + present of the verb to have + past participle, e.g. -ve been to $rance man% times.
to tal! about things %ou have experienced on %our life
(odal verb I must
subject + base form of the verb e.g. ou must be home b% "8.88.
=#
$uture with going to
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to express intention
f + subject + present simple + subject + will + bare infinitive, e.g. f see him -ll tell him .
to tal! about something that is possible in the future and the action that will be ta!en
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TKT Module 1 !escri"ing language #nit 1 Grammar $ %ample Tas& 1 &'& (odule ") *escribing language) langua ge) nit " Grammar Dample &as! &as! < $or 7uestions "I > match the example sentences with the grammatical terms listed I$ (ar! the correct letter $ on our answer answer sheet. &here is one extra option which %ou do not need to use. $or 7uestions 1-5, match the example language with the grammatical terms listed I$. Axample sentences
Grammatical terms
" &hen realised what had happened. (ar! the correct letter C A-F# on %our answer sheet.
gerund
present perfect simple 5 < (an% old houses are made of wood. &here is one extra option which %ou do not need to use. 1
We-ve never seen a whale before.
= He doesn-t li!e pla%ing chess. Example language >
1. 2. 3. 4. 5.
Dhe said she was reall% upset.
present perfect continuous
*
reported speech Grammatical items
A
present simple passive
$
past perfect simple . &ag Kuestions Kuestions 5. Acho Acho Kue Kuest stio ions ns . Phra Phrasa sall ver verb b *. Pass Passiv ive e voic voice e A. *ete *eterm rmin iner ers s $. ond ondit itio iona nall
5rea! in (% brother is a pilot, is heF f itJs sunn%, weJll go to the par! &he exam should have been given to ever%one. This, that, these, those
TKT Module 1 !escri"ing language #nit 1 Grammar $ %ample Tas& Tas& 3 $or 7uestions 1-', choose the correct option C a( " or c# to complete each definition of grammatical items. (ar! the correct letter on %our answer sheet. ". n inte interj rjec ecti tion on is a. an exclamation which shows thoughts or feelings b. a meaningless string of sounds c. the same as an adjective <. verb verb that that has a subje subject ct but no no object object is. a. &rans ransit itiv ive e b. ntr ntran ansi siti tive ve
c. Passive 3. &he subject does the action and receives the action is.
a. Eeflex lexive ive b. Possess essive ive c. Eelative
=. group of of words that includes includes a subject subject and and a finite finite verb is. is. a. clause b. stat statem emen entt c. n idiom >. word that that describes describes or gives gives more information information about a noun or pronoun pronoun is. a. n adje adject ctiv ive e b. n ad adverb c. n ar article
?. The words words someone someone uses when when they are are telling telling someone someone what what somebody else said or asked are! a. &he &he pas pastt ten tense se b. Past Past con condi diti tion onal al c. ndi ndire rect ct spee speech ch @. verb that that does not not ta!e an auxiliar% to negate negate or as! as! 7uestions 7uestions is called. called. a. ctive b. (odal c. ntr ntran ansi siti tive ve
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Axercise "
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Dhe
pronoun
subject pronoun, personal pronoun
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alwa%s
adverb
adverb of fre7uenc%
1.
furniture
noun
uncountable noun, collective noun
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housewor!
noun
uncountable noun, compound noun
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Eobert
noun proper noun
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taller
adjective comparative adjective
@.
his
pronoun3 determiner
possessive pronoun, determiner
4.
an
verb
modal verb, modal auxiliar%
6.
good
adjective adjective
"8.
boo!
noun countable noun
"". "".
him
pronoun3 determiner
object pronoun
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tomorrow
adverb
adverb of time
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standing
verb intransitive verb
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m%
adjective possessive adjective
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saw
verb transitive verb
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in
preposition preposition of place
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didn-t
verb auxiliar% verb
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said
verb reporting verb
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a
article indefinite article
'e% to activit% 1 "# Past simple <# subject subject + prese present nt of the the verb, verb, e.g. e.g. get get up at @.88 @.88 ever% ever% da%. da%. 1# Pres Presen entt per perfe fect ct simp simple le =# &o tal! tal! about about an obligat obligation, ion, someth something ing that that is necessa necessar% r% ># subject + present present tense tense of the the verb verb to be + going to + base base form, e.g. -m going to to ta!e the train. ?# $irst irst cond condit itio iona nall 'e% to Dample &as! &as! " "
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Acti0e 0oice n an active sentence, the subject of the verb usuall% does or causes the action, e.g. The car hit the tree . Adecti0e n adjective adjective describes describes or or gives more more information information about about a noun noun or pronoun, pronoun, e.g. e.g. a cold day . Ad0er" n adverb adverb describes describes or gives gives more information information about how, when, where, where, or to what degree etc something is done, e.g. he worked quickly and well . Apostrope punctuation punctuation mar! C-#. &he - is added to a singular singular noun noun before an s to show that something belongs to someone, e.g. John’s house. Article n article article can be be definite definite C the#, indefinite C a/an# or 0ero C -#, e.g. I was at (-) at (-) home in the sitting room when I heard a noise . Aspect wa% of loo!ing at at verb forms forms not purel% purel% in relation relation to to time. spect spect relates relates to the t%pe 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 spea!ing or not. &here are two aspects in Anglish, the continuous/progressive and the perfect. &he continuous aspect, for example, suggests that something is happening temporaril%. At sm"ol punctuation punctuation mar! CO# used used instead of 2at- in email addresses addresses,, e.g. johnO%ah johnO%ahoo.com oo.com Auxiliar 0er" n auxiliar 0er" is a verb used with other verbs to ma!e 7uestions, negatives, tenses, etc e.g. be, do, have. 6ase 7orm o7 a 0er" &he base form of a verb is the infinitive form of a verb without 2to-, e.g. go. 8apital letter letter of the form form and si0e used at the beginning beginning of a sentence sentence or a name, e.g. e.g. They went to !ain last year.
8lause clause generall% consists consists of a subject subject and and a finite verb relating relating to the subject subject and an% an% other elements, e.g. object. clause can be a full sentence or a part of a sentence. Main clause "hen the teacher arrived , the learners sto!!ed talking . %u"ordinate clause "hen the teacher arrived , the learners sto!!ed talking . +elati0e clause The learners who were sitting near the #ront stood u!. 8ollecti0e noun collective collective noun is a noun that that refers refers to a group group of people people or things, e.g. e.g. the !olice , the government . 8omma punctuation punctuation mar! C,# used to separate separate items in a list or to show show where there is a pause in a sentence, e.g. I bought some a!!les, oranges, bananas and and lemons. "hen I went to the market, I met my #riend. 8omparati0e adecti0e comparative comparative adjective adjective compares two things, e.g. $e is taller than she is . 8omplex sentence sentence sentence containing containing a main main clause clause and one one or more subordinate subordinate clauses. clauses. 8ompound noun compound compound noun is is a combination combination of two or more more words, words, which are are used as a single single word, e.g. a #lower sho! , a headache. 8onditional 97orms: verb form form that refers refers to a possible possible or or imagined imagined situation. situation. Grammar boo!s boo!s often mention four !inds of conditionals) First conditional refers to present or future possible or li!el% situations, e.g. I will come i# I can. %econd conditional refers to present or future situations which the spea!er thin!s are impossible or unli!el%, e.g. I would go i# they asked me.
situations that cannot cannot be changed, changed, e.g. e.g. I would have Tird conditional refers to past situations seen her i# I had arrived earlier (but I didn’t so I couldn’t). the spea!er spea!er wants to refer to to different different time frames in Mixed conditional is used when the one sentence, e.g. I# I’d arrived on time, I wouldn’t wouldn’t have to wait now. I# I’d arrived refers to the past and I wouldn’t have to wait refers refers to the present. 8onunction
conjunction conjunction Cor 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. 8ounta"le noun countable countable noun has a singular singular and and plural form, e.g. book, books. !emonstrati0e adecti0e demonstrative demonstrative adjective adjective shows shows whether whether something something is near or far far from the the spea!er, spea!er, e.g. this Cnear#, that Cfar#. Cfar#.
!emonstrati0e pronoun demonstrative demonstrative pronoun pronoun is a word which which refers refers to a noun noun Cphrase# Cphrase# and shows whether whether it is near or far from the spea!er, e.g. this, that, these , those. !ependent preposition dependent preposition is a word that is alwa%s used with a particular noun, verb or adjective before another word,e.g. interested in , de!end on, bored with. !eterminer determiner determiner is used used to ma!e clear which which noun noun is referred referred to, or to give information information about 7uantit%, and includes words such as the, a, this, that , my , some, e.g. That car is mine. !irect speec( ;uestion &he actual words someone sa%s, e.g. $e said, 2%y name is &on. -, '"hat do you mean, ue’, asked eter . Exclamation mar& punctuation punctuation mar! C;# written written after an exclamation, exclamation, e.g. e.g. *e care#ul+ Exponent n example example of a grammar grammar point, point, function function or lexical lexical set. set. Full stop punctuation punctuation mar! C.# used at the end end of a sentence sentence,, e.g. I like chocolate. Future
form of a verb functioning functioning as a noun, noun, which which ends in -ing , e.g. I hate sho!!ing. 9Grammatical: structure, 7orm grammatical grammatical structure structure is a grammatical grammatical language language pattern, pattern, e.g. present present perfect perfect simple, simple, and the parts which combine to ma!e it, e.g. have / !ast !artici!le. *mperati0e &he form of a verb that gives an order or instruction, e.g. Turn to !age 0 . *ndirect speec, ;uestion &he words someone uses when the% are telling someone what somebod% else said or as!ed, e.g. $e told me his name was &on. eter asked ue what she meant .
n indirect indirect 7uestion 7uestion can also be used when when someone someone wants wants to as! something in a more polite wa%, e.g. 2 I was wondering i# you could hel! me.’ Cindirect 7uestion# instead of '1ould you hel! me’ Cdirect 7uestion#. *n7initi0e &he infinitive form is the base form of a verb with 2to-. t is used after another verb, after an adjective or noun or as the subject or object of a sentence, e.g. 2I want to study.’, 'It -s di##icult to understand . ’ *n7initi0e o7 purpose &his is used to express wh% something is done, e.g. I went to the lesson to learn 3nglish. -ing=-ed adecti0e n Iing/Ied adjective describes things or feelings. n Iing adjective describes things or people, e.g. The book is very interesting. n Ied adjective describes feelings, e.g. I am very interested in the book. *ntensi7ier word used used to ma!e ma!e the meaning meaning of another another word word stronger, stronger, e.g. $e’s much taller than his brother. I’m very tired. *nterrogati0e 7uestion 7uestion form.
*ntransiti0e s used to describe a verb which does not ta!e a direct object, e.g. he never cried. *rregular 0er" n irregular verb does not follow the same pattern as regular verbs. Aach irregular verb has its own wa% of forming the past simple and past participle, e.g. go went Cpast Cpast simple# gone Cpast participle#. Modal 0er"
modal verb verb is a verb verb used with other other verbs verbs to show ideas such such as abilit% abilit% or obligation obligation or possibilit%. &he% include can, must , will , should , e.g. I can s!eak 4rench, but I should study even harder . )oun person, place or thing, e.g. e.g. ele!hant , girl , grass, school .
"ect &his is a noun or phrase that describes the thing or person that is affected b% the action of a verb, e.g. I saw %ary in the classroom.
direct o"ect is the main object of a transitive verb. n n indirect o"ect is an object affected b% a verb but not directl% acted on, e.g. $e is the direct object and me is an gave the book to me. n this sentence, the book is indirect object. "ect pronoun n object object pronoun pronoun is a word word which replaces an object object noun or or an object object noun phrase, e.g. him, her. >articiple 9past and present: 5ed and 5ing forms of the verb, the% are often used to ma!e tenses or adjectives, e.g. an interesting #ilm Cpresent participle#3 I haven’t seen him today . Cpast participle# >article small grammatical grammatical word, word, often an adverb adverb or preposition preposition which does does not change change its its form when used in a sentence, e.g. look a#ter, a#ter is is a particle. >assi0e 0oice , progressi0e n a passive sentence, something is done to or happens to the subject of the verb, e.g. &he tree was hit b% the car. >ast continuous, progressi0e I was watching T6 all evening. >ast per7ect continuous , progressi0e I had been studying #or three hours so I #elt tired. >ast per7ect simple 7#ter I had !honed %ary, I went out. >ast simple I went on holiday to 4rance last year. >erson First person $ the person spea!ing, e.g. I , we.
%econd person $ the person spo!en to, e.g. you.
person spo!en spo!en about, about, e.g. he, she, they. Tird person the person >ersonal pronoun Personal pronouns are words, which are used instead of the name of that person, e.g. I Csubject pronoun#, me Cobject pronoun#. >onolog noun, ponological adjective &he stud% of sounds in a language or languages. >rase group of of words often without without a finite finite verb verb that do not form a sentence, sentence, e.g. the green are phrases. lso a group of words that together have a car , on 4riday morning are particular meaning. >lural noun plural noun noun is more more than one one person, person, place place or thing and can be regular regular or irregular irregular,, e.g. boys, women. >ossessi0e adecti0e possessive adjective shows who something belongs to, e.g. my , our . >ossessi0e pronoun possessive possessive pronoun pronoun is used used to replace replace a noun noun and shows something something belongs to someone, e.g. the house is mine. >ossessi0e s and <ose Wa%s of showing or as!ing who something belongs to, e.g. '"hose book is it’ 'It’s ue’s’. >reposition word used used before before a noun, noun, pronoun pronoun or gerund gerund to connect connect itit to another another word, word, e.g. $e was in the garden . >resent continuous , progressi0e I am working in 8ondon now. >resent continuous , progressi0e 7or 7uture $e is meeting John #or dinner at eight tomorrow. >resent per7ect continuous , progressi0e I have been studying #or three years. >resent per7ect simple I have known him #or a long time. >ronoun word that that replaces replaces or refers refers to a noun or noun phrase phrase just just mentioned. mentioned.
>roper noun proper noun is the the name of a person person or place, place, e.g. &obert , 8ondon. >unctuation &he s%mbols or mar!s used to organise writing into clauses, phrases and sentences to ma!e the meaning clear, e.g. 7ull stop C.#, capital letter C#, apostrope C2#, comma C,#, ;uestion mar& CF#, exclamation mar& C;#, at sm"ol CO# and speec mar&s C Q#. ?uanti7ier word or phrase such such as much, #ew or or a lot o# which is used with a noun to show an lot o# which amount, e.g. I don’t have much time9 I have a lot o# books. ?uestion mar& punctuation punctuation mar! CF# used used in writing writing after a 7uestion, 7uestion, e.g. $ow are you ?uestion tag phrase such as isn’t it or doesn’t he that is added to the end of a sentence to ma!e it a 7uestion, or to chec! that someone agrees with the statement just made, e.g. It’s very cold , isn’t it +e7lexi0e pronoun reflexive reflexive pronoun pronoun is used used when the the object object of a sentence sentence refers refers to the same person or or thing as the subject of the sentence, e.g. $e cut himsel#. +egular 0er" regular verb changes its forms b% adding -ed in the past simple and past participle, e.g. walk, walked.
+elati0e pronoun relative pronoun introduces a relative clause, e.g. the book which I’m reading is interesting. +eported speec, statement, ;uestion When someone-s words are reported b% another person, e.g. he said she was sorry . +eporting 0er" verb such such as tell , advise, suggest used used in indirect, reported speech to report what someone has said, e.g. Jane advised John to study harder . %ingular noun singular singular noun is one person, person, place place or thing, thing, e.g. boy, !ark, bicycle. %peec mar&s Punctuation mar! C Q# &he% are written before and after a word or a sentence to show that it is what someone said, e.g. John said :$ello, arah;. %u"ect
&his 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 John !lays tennis every aturday , or who the action is done to in a passive sentence, e.g. the #ood was cooked yesterday cooked yesterday . %u"ect-0er" agreement When 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 subjectIverb agreement. %uperlati0e adecti0e superlative superlative adjective adjective compares more than two things, e.g. $e is the tallest boy in the class. Tense form of the the verb that that shows shows whether whether something something happens happens in the the past, present or future. future. Time expression word or phrase that that indicates indicates time, such as a#ter , last weekend , e.g. I will meet you a#ter the lesson . Transiti0e s used to describe a verb which ta!es a direct o"ect , e.g. he wrote a letter. #ncounta"le noun n uncountable uncountable noun does does not have have a plural plural form, e.g. in#ormation . #sed to structure structure that shows shows something something happened happened in the past past but does does not happen happen now, now, e.g. e.g. I used to live in 8ondon, but now I live in aris . @er" word used used to show show an action, action, state, state, event event or process, process, e.g. e.g. I like cheese 3 $e s!eaks Italian. @er" pattern &he form of the words following the verb, e.g. $e advised me to get there early . Cadvise + object pronoun + to + base form#.
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a word word which which has has the the same same or or nearl% nearl% the same meaning meaning as anot another her word word
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a meaning meaningful ful group group of letter letters s added added to to the beginni beginning ng of a root root or base base word word to ma!e a new word, which can be a different part of speech from the original word
1.
a word word in the the targe targett langua language ge which which loo!s loo!s or sounds sounds as as if it has has the the same same meaning as a similar word in the learners- first language but does not
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a meaning meaningful ful group group of letter letters s added added to to the beginni beginning ng or end of of a word word to to ma!e ma!e a new word, which can be a different part of speech from the original word
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a verb verb which which is made made up of more more than than one one word word Ce.g. Ce.g. a verb verb + adver adverb b particl particle e or preposition# which has a different meaning from each individual word
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a word word with with the the same same spelli spelling ng as another another word, word, but which which has a differen differentt meaning meaning
@.
a group group of of words words that that are are relat related ed to each other other b% their their root root or base base word word
4.
a meaning meaningful ful group group of letter letters s added added to to the end of of a root root or or base base word word to to ma!e ma!e a new word, which can be a different part of speech from the original word
6.
the the opp oppos osit ite e of of ano anoth ther er word ord
"8. a group of words words or phrases phrases that that are about the the same content topic or or subject "". "". nouns, verbs, adjectives adjectives or prepositions prepositions that are made up of two two or more more words with one unit of meaning "<. a basic word or part of a word from which which other other words can be made b% adding a prefix or suffix or in some other wa% "1. words which are regularl% regularl% used together together.. &he relation relation between the words words ma% be grammatical or lexical. "=. a group of of words that that are used used together, together, in which which the meaning meaning of the whole whole word group is different from the meaning of each individual word ">. a word which sounds sounds the same as another word, but but has a different different meaning meaning or spelling "?. the formalit% formalit% or or informalit% informalit% of the language language used in in a particular particular situation
TKT Module 1 !escri"ing language #nit 2 exis $ Acti0it 2"(
no< matc tese de7initions
ffix nton%m ollocation ompound $alse friend Homon%m Homophone diom Bexical set Phrasal verb Prefix Eegister Eoot word, base word Duffix D%non%m Word famil%
TKT Module 1 !escri"ing language #nit 2 exis $ Acti0it 2c
er 3 tidy untidy A. interview, interview er
6. hot is the opposite of cold 8. when certain verbs go with particular prepositions, e.g. de!end on, good at or when a verb li!e make or do goes with a noun, e.g. do the shopping , make a plan !. assistant o##ice manager , long-legged E.
n $rench 2 librairie- is a place where people can bu% boo!s. n a library in Anglish, %ou do not bu% boo!s but borrow them instead.
F.
bit Cpast tense of 2bite-# and a bit Ca little#
G. I knew he had won 3 I bought a new book h e #elt #e lt un u nder the t he wea w eath ther er means that she #elt ill . he *.
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 job applications, informal language used with friends.
M. !hotogra!h is the root or base of !hotogra!her and !hotogra!hic ). care 5 care#ul . nice is similar in meaning to !leasant >.
economy, economist, economic
TKT Module 1 !escri"ing language #nit 2 exis $%ample Tas& 1
Examples o7 0oca"ular 8ategories 1 colour, color3 realise, reali0e3 theatre, theater
2 traffic lights3 alarm cloc!3 seat belt
3 childish3 successfull%3 dependable
4 turn up3 turn off3 turn into
5 catch a cold3 catch a bus3 catch a thief
C sad3 miserable3 unhapp%
' an!le3 stomach3 !nee3 heart
A s%non%ms
6 lexical set
8 collocations
! word + suffix
E prefix + word
F compounds
G phrasal verbs
5ritish merican and 5ritish Anglish
TKT Module 1 !escri"ing language #nit 2 exis $%ample Tas& 2
$or 7uestions 1-4, choose the correct WordCs# to complete each definition of lexical terms, mar! the correct letter C A( 6 or 8# on %our answer sheet. "
RRR.n% RRR.n% pair pair or group group of words words commonl% commonl% foun found d together together or near near one one another another..
. phrasal verbs 5. coll colloc ocat atio ions ns,, . chun!s <
word word with the the same same spelling spelling and and pronunc pronunciatio iation n as another another word, word, but but which has has a different meaning,
. Homon%m 5. nton% ton%m m . homo homoph phon one e
1 group of words words or phrases that are are about about the same same content content topic topic or subject, subject, . Bexical set set 5. D%no D%non% n%m m . Word Word fami famil% l% = meaningf meaningful ul group group of of letters letters added added to the the end end of a root root or or base base word word to ma!e a new word which can be a different part of speech from the original word, . Prefix 5. Partic rticlle . Duffix
TKT Module 1 !escri"ing language #nit 2 exis $ Ans
articipants or&seet 1 1. anton%m 2. affix 3. collocation 4. homophone 5. prefix C. compound '. s%non%m D. suffix Ke to >articipants or&seet 2 1. s%non%m 2. prefix 3. false friend/Ccognate# 4. affix 5. phrasal verb C. homon%m '. word famil% D. suffix H.
anton%m
1I. lexical set
11. compound
12. root word, base word
13. collocation
14. idiom
15. homophone
1C. register
Ke to %ample Tas& Tas& 1 1.H
2.$
3.*
4.G
Ke to %ample Tas& Tas& 1 1.5
2.
3.
4.
TKT #)*T 2 EB*%, G%%A+/( &a!en from www.cambridgeesol.org
5. C.
'.5
A77ix 0er"( a77ixation noun meaningful group of letters added to the beginning or end of a word to ma!e a new word, which can be a different part of speech from the original word, e.g. interview, interviewer. ffixation ffixation is the process pro cess of adding a prefix or suffix to a word. Antonm &he opposite of another word, e.g. hot is an anton%m of cold. 5ase word) see root word. 8un& n% pair or group of words commonl% found together or near one another, e.g. phrasal verbs, idioms, collocations, fixed expressions. 8ollocation Words which are regularl% used together. &he relation between the words ma% be grammatical, e.g when certain verbs collocate with particular prepositions, e.g. depend on, good at or when a verb li!e ma!e or do collocates with a noun, e.g. do the shopping, ma!e a plan. ollocations ma% also be lexical when two content words are regularl% used together, e.g. We went the wrong wa% N:& We went the incorrect wa% 8ompound Nouns, verbs, adjectives or prepositions that are made up of two or more words and have one unit of meaning, e.g. assistant office manager, longI legged. False 7riend word in the target language which loo!s 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 2librairie- is a place where people can bu% boo!s. n a librar% in Anglish, %ou do not bu% boo!s but borrow them instead. omonm word with the same spelling and pronunciation as another word, but which has a different meaning, e.g. bit Cpast tense of 2bite-# and a bit Ca little#.
omopone word which sounds the same as another word, but has a different different meaning or spelling, e.g. !new he had won3 bought a new boo!. *diom noun( idiomatic adecti0e 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. Dhe felt under the weather means that she felt ill. exical set group of words or phrases that are about the same content topic or subject, e.g. weather storm, to rain, wind, cloud% cloud %. exis( 0oca"ular ndividual words or sets of words, e.g. homewor!, stud% stud %, whiteboard, get dressed, be on time. >art o7 speec wa% of categorising words according to their grammatical function and meaning, e.g. noun, verb, adjective, pronoun, adverb, preposition, conjunction. >rasal 0er"( multi-re7ix prefix is a meaningful group of letters added to the beginning of a root/base word to ma!e a new word which can be a different part of speech from the original word, e.g. appear disappear. +oot
&'& (odule (odule ") *escribing language) nit 1 Phonolog% Phonolog% Participant-s ctivit% " Phonemic hart
%u77ix suffix is a meaningful group of letters added to the end of a root or base word to ma!e a new word which can be a different part of speech from the original word, e.g. care careful. %nonm word which has the same or nearl% the same meaning as another word, e.g. nice is a s%non%m of pleasant. ord 7amil group of words that come from the same root or base word, e.g. econom%, economist, economic or b% b % topic
(atch the s%mbols %ou have been given with the underlined letters in the words in the table.
$or 7uestions ' - 1I choose the correct WordCs# to complete each definition of phonolog%, mar! the correct letter C A( 6 or 8# on %our answer sheet. @. &wo &wo words which which are different different from from each other other b% onl% one meaningful meaningful sound are. . (inimal pairs pairs 5. Homo Homoph phon ones es . ons onson onan ants ts 4. n the sentence Dhe gave gave the ring to to 9ohnQ it can be be implied that. . Dhe onl% gave the the ring to 9ohn 5. 9ohn was the the person person she she gave gave the ring ring to. to. . Dhe could could have have given the ring to somebod% somebod% else. else. 6. &he wa% the level level of a spea!er-s spea!er-s voice voice changes, changes, to show show meaning meaning such as as how the% feel about something is. . Bin!ing 5. Dtress . nto ntona nati tion on "8.Words that sound similar because the% have the same ending. . Eh%me 5. Eh%thm . ont ontra ract ctio ion n
$or 7uestions 11-15( match the minimal pairs with the phonemic s%mbols listed A-F. mar! the correct letter C A-F# on %our answer sheet. &here is one extra option which %ou do not need to use.
11.darl 11. darl ing@dialling ing@dialling 1A.cart@cut 1A.cart@cut 1B.tile@toil 1B. tile@toil 1$.pu 1$.pull ll@b @bu ull 1.worse@worth 1.worse@worth
5. 0. C. 6. E. 2.
@ @ @ @ @ /
'e% to Dample &as!
D. 1$.6
5
. 0 1.5
F.C 1G.5
11. E
1A. C
1B.0
TKT #)*T 3 >)G/, G%%A+/( &a!en from www.cambridgeesol.org
TKT Module 1 !escri"ing language #nit 4 Functions ". Find ten 7unctions in tis
TKT Module 1 !escri"ing language #nit 4 Functions 2.
page •
+ead tis 7unctions list ten matc tem to te exponents on te next
re the% formal C F#, informal C *#, or neutral C )#F write write down down on in front front of the exponent s!ing for for an opinion opinion ntroducing %ourself ntroducing someone else larif%ing Praising Ee7uesting
dvising
greeing greeing
nviting
&han!ing
Eefusing
Duggesting
omplaining
Greeting
1. &han!s a lot 2. *o %ou thin! %ou could possibl% open the windowF 3. ome round to m% house for a bite to eatF 4. an %ou open the window, pleaseF
wa%; -m not doing that. 5. No wa%; C. agree with that. '. Hello, -m 9osephine. D. -m sorr% but -m afraid can-t. H. Would %ou li!e to come to dinnerF 1I. don-t believe we-ve met. (% name-s 9ames Danders. 11. :pen the window, will %ouF 12. (r and (rs Dmith re7uest the pleasure of %our compan% for dinner.
eah. ou-re ou-re right there. there . 13. eah. 14. &han! %ou ver% much indeed.
TKT Module 1 !escri"ing language Functions $ %ample Tas& Exercise 3
$or 7uestions 1$' match the example sentences with the functions listed A$. (ar! the correct letter C A # on %our answer sheet.
&here is one extra option which %ou do not need to use. Example sentences
Functions A describing abilit%
1
Bet-s go to that new restaurant. 6 describing possibilit%
2
3
&he% mig might win %ou never !now in cup matches;
8 as!ing permission
Watch out; &hat-s dangerous. ! re7uesting
4
(% son can spea! three languages fluentl%. E as!ing for advice
5
s it :' if open the windowF F suggesting
C
Dhall show %ou how the camera wor!sF G offering
'
ould %ou pass me m% bagF warning
for
Ke to >articipants exercise 1
". word words s fro from m the the pu00l pu00le. e. Praising, re7uesting, advising, agreeing, inviting , than!ing, refusing, suggesting, apologi0ing, greeting. Ke to >articipants exercise 2 1.
than!ing
neutral
2.
re7uesting
formal
3.
inviting
4.
re7uesting
5.
refusing
C.
agreeing
neutral
'.
introducing %ourself
neutral
D.
refusing
formal
H.
inviting
neutral
1I.
introducing %ourself
formal
11.
re7uesting
informal
12.
inviting
13.
agreeing
14.
than!ing
informal
neutral
informal
formal
informal
formal
Ke to %ample Tas&
5
3
H
5 C G F#)8T*)% G%%A+/
'
*
1
$
2
4
.
&a!en from www.cambridgeesol.org
andidates should alread% be familiar with common f unctions such as asking , telling , re!lying , thanking and and suggesting . Appropriac noun, appropriate/ appropriate/inappropriate adjective Banguage which is is suitable in a particular situation. Dee register . 8ollo;uial Banguage normall% used in informal conversation but not in formal speech or writing, e.g. !ecline( re7use an in0itation
&o sa% that %ou will not accept an invitation, e.g. I’m sorry but I can’t . can’t . En;uire &o as! for information, e.g. "hat time does the train leave Express &o show show or ma!e !nown a feeling or an opinion in words. Express a"ilit, a"ilit, e.g. I can I can swim. Express intention, intention, e.g. I’m !lanning to visit him net year . Express necessit, necessit, e.g. $e needs to get a new !ass!ort. Express o"ligation, o"ligation, e.g. ?ou must wear must wear a seatbelt. Express permission, permission, e.g. ?ou can have a look at my book. Express pre7erence, pre7erence, e.g. I’d rather have rather have co##ee than tea. Express pro"a"ilit, pro"a"ilit, e.g. $e should be in later. Express proi"ition proi"ition,, e.g. ?ou mustn’t use mustn’t use your mobile !hone while driving. Formal language Banguage used in formal conversations or writing, e.g. ?ours #aith#ully . Dee register . Formalit 9le0el o7: see register see register . Function &he reason or purpose for communication, e.g. making a suggestion3 suggestion 3 giving advice. advice. Functional exponent phrase phrase which is an example of a function function and shows the purpose of what what the spea!er spea!er is communicating, communicating, e.g. 8et’s ... &his phrase is one wa% to ma!e a suggestion. t is an example Cor exponent# of the function of suggesting. Dee 7unction. 7unction. Greet &o welcome someone, often with words, e.g. $ello, how are you *nappropriate Banguage which is not suitable suitable in a particular situation. Dee appropriac. appropriac. *n7ormal language Banguage used in informal conversations or writing, e.g. $i John. John. Dee register . *n7ormalit 9le0el o7: see register see register . *nstruct &o order or tell someone to do something, e.g. lease turn to !age 0@ and do eercise 0. )egotiate &o discuss with someone to reach an agreement, e.g. I# you hel! me now, I’ll hel! you net week . week . )eutral st%le st%le of spea!ing or or writing that is neither formal nor informal, but but in between. tt is appropriate for for most situations. situations. Dee 7ormal language, language, in7ormal language. language. >redict &o guess or sa% what %ou thin! ma% happen, e.g. I think the story will end ha!!ily . +egister &he formalit% or informalit% of the language used in a particular situation. $ormal register or language is used in serious or important situations, e.g. in a job application. nformal register or language is used in relaxed or friendl% situations, e.g. with famil% or friends. +e;uest, +e;uest, ma&e a 9polite: re;uest &o as! someone politel% to do something, e.g. lease could you o!en the window %peculate
&o guess something based on information %ou h ave, e.g. I think it might be an easy test.
TKT Module 1 #nits 5-D !escri"ing language s&ills and su"s&ills su"s&ills $ Exercise 1( express our opinion. &eachers can help students read a text b% reading it aloud while the% follow in their boo!s. &here are no major differences between how we read in our mother tongue and how we read in a foreign language. &o understand a reading text, %ou have to read and understand ever% word in it. When doing listening comprehension in class, prefer to read the transcript to students rather than use a recording. &his wa% can spea! slowl% and pronounce words carefull%. alwa%s give the students a cop% of the transcript -m going to read so the% can follow it while -m reading. never use passages for listening comprehension which have un!nown words. Writing is more or less the same as spea!ing. don-t thin! there are an% particular things to teach students. alwa%s give m% students a model or example text to cop% from when we are doing writing in class. Writing lessons are boring just sitting and watching students write is not interesting. *oing a spea!ing lesson is eas%. eas%. ou don-t even have to prepare; don-t thin! there is much value in doing spea!ing activities in class. Dtudents can tal! to each other in brea!s or at lunchtime. Dtudents don-t li!e tal!ing to other students because their Anglish isn-t ver% good. &he% prefer tal!ing to the teacher.
TKT Module 1 #nits 5-D !escri"ing language s&ills and su"s&ills( matc te 7ollo
TKT Module 1 #nits 5-D !escri"ing language s&ills and su"s&ills( +! *%T
editing
paraphrasing
noteIta!ing
intensive listening/reading
listening/reading for gist/global understanding
using interactive strategies
deducing meaning from context
s!imming
predicting
scanning
summarising
listening/reading for detail
inferring attitude/feeling/mood
proofreading
TKT Module 1 #nits 5-D !escri"ing language s&ills and su"s&ills Which of the subs!ills are connected to each of the main s!ills Creading, listening, spea!ing, writing# in the table belowF Dome of the subs!ills ma% be connected to more than one main s!ill.
Main s&ill
+eading
istening
%pea&ing
riting
%u"s&ill
TKT Module 1 #nit 5 !escri"ing language s&ills s&ills and su"s&ills $ %ample Tas& $or 7uestions 1$5( loo! at the following terms for language s!ills and three possible descriptions of the terms. hoose the correct option A, 6 or 8 (ar! the correct term C, 5 or # on %our answer sheet. " Dummarising is explaining explaining a text text in detail. detail. 5 writing the last sentence of a text. giving the main points of a text. <
:ral fluenc% is
spea!ing spea!ing without without ma!ing an% mista!es. mista!es. 5 spea!ing naturall% without hesitating too much. spea!ing without considering the listener. 1 5 =
Paraphrasing is using phrases phrases to sa% something something instead instead of using using complete complete sentences. sentences. connecting sentences together in speech or writing b% using conjunctions. finding another wa% to sa% something when when %ou cannot thin! of the right language. Dcanning is
reading a text 7uic!l% 7uic!l% to get the general general idea. idea.
5
reading a text 7uic!l% to find specific information.
reading a text 7uic!l% to identif% the writer-s attitude.
>
:ral fluenc% is
spea!ing spea!ing without without ma!ing an% mista!es. mista!es. 5 spea!ing naturall% without hesitating too much. spea!ing without considering the listener.
TKT Module 1 #nits 5- D !escri"ing language s&ills $ Ans
+eading
istening
%u"s&ill
Biste stening ing/re /reading ing fo for det deta ail Biste isten ning/ ng/rea reading ing fo for gis gistt, glo glob bal *edu *educi cing ng meani meaning ng from from contex contextt unders understan tandi ding ng NoteIta!ing nferring attitude, feeling, mood D!imming Predicting Proofreading Dcanning Aditing Bistening/reading for detail *educing meaning from context ntensive listening/reading Bistening/reading for gist, global understanding nferring attitude, feeling, mood Predicting
%pea&ing
nferring attitude, feeling, mood sing interactive strategies Dummarising Paraphrasing
riting
Proofreading Aditing Dummarising Paraphrasing
Ke to sample tas& 1.8
2.A
3.6
4.8
5.6
8oncepts and terminolog 7or descri"ing language s&ills G%%A+/ &a!en from www.cambridgeesol.org
A"stract Eelating to complex thoughts and ideas r ather than simple, basic, c oncrete concepts. text or language can be abstract, e.g. words to express thoughts or feelings are often abstract words. Dee concrete. concrete. Accurac &he use of correct forms of grammar, vocabular%, spelling and pronunciation. n an accurac% activit%, teachers and learners t%picall% focus on using and producing language, spelling correctl%. Dee oral 7luenc. 7luenc. Autenticit see autentic see autentic material. material . 8oerence noun, coerent adjective When ideas in a spo!en or written text fit together clearl% and smoothl%, and so are logical and ma!e sense to the listener or reader. 8oesion noun, coesi0e adjective &he wa% spo!en or written texts are joined together with logical grammar or lexis, e.g. conjunctions C4irstly C4irstly , secondly), secondly), lexical sets, referring words Cit Cit , them, them, this#. this#. 8oesi0e de0ice feature in a text which provides cohesion, e.g. use of topicIrelated vocabular% throughout a text, of se7uencing words Cthen Cthen,, net , a#ter that etc.#, etc.#, of referencing words Cpronouns he, he, him, him, etc.#, of conjunctions Chowever , although etc.#. although etc.#. 8oerence noun, coerent adjective When ideas in a spo!en or written text fit together clearl% and smoothl%, and so are logical and ma!e sense to the listener or reader. 8omplex omplicated, not simple. 8ompreension nderstanding a spo!en or written text. 8oncrete Eelating to real or specific ideas or concepts. Bexis can be concrete, e.g. words for real objects li!e clothes, food, animals that can be seen or touched, or abstract, e.g. words to express thoughts, feelings, complex ideas, which cannot be seen or touched. 8ontext ". &he situation situation in which which language language is is used or presented, presented, e.g. e.g. a stor% about a holida% holida% experien experience ce could be used as the context to present past tenses. <. &he &he words ords or phra phrase ses s befo before re or after after a word word in disc discou ours rse e whic which h help help someo someone ne to understand that word. Dee deduce meaning 7rom context. context . !iscourse Dpo!en or written language in texts or groups of sentences. !educe meaning 7rom context &o guess the meaning of an un!nown word b% using the information in a situation and/or around the word to help, e.g. I drove my van to the town centre and !arked it in the central car !ark . !ark . 6an must be some !ind of vehicle because %ou drive it drive it and !ark and !ark it. it. !e0elop s&ills &o help learners to improve their listening, reading, writing and spea!ing abilit%. &eachers &eachers do this in
class b% providing activities which focus on s!ills development. !ra7t noun + verb draft is a piece of writing that is not %et finished, and ma% be changed. writer drafts a piece of writing. &hat is, the% write it for the first time but not exactl% as it will be when it is finished. Dee re-dra7t. re-dra7t. Edit &o shorten or change or correct the words or content of some parts of a written text to ma!e it clearer or easier to understand. Extensi0e listening=reading Bistening to or reading long pieces pieces of text, such as stories or newspapers. Dee intensi0e listening=reading. listening=reading . Extract Part of a text which is removed from an original text. Fossilisation, Fossilisation, 7ossilised errors &he process in which incorrect language becomes a habit and cannot easil% be corrected. Gist, Gist , glo"al listening=reading see listen=read see listen=read 7or gist=glo"al understanding . *n7er attitude, attitude, 7eeling, 7eeling , mood &o decide how a writer or spea!er feels about something from the wa% that the% spea! or write, rather than from what the% openl% sa %. *ntegrated s&ills n integrated s!ills lesson combines wor! on reading, writing, listening and spea!ing. *ntensi0e listening=reading :ne meaning of intensive listening/reading is reading or listening to focus on how language is used in a text. &his is how intensive listening/reading is used in &'&. Dee extensi0e listening=reading. listening=reading . *nteraction noun, interact verb, interacti0e strategies nteraction is 2twoIwa% communication- between listener and spea!er, or reader and text. nteractive strategies are the means used, especiall% in spea!ing, to !eep people involved and interested in what is said or to !eep communication going, e.g. e%e contact, use of gestures, functions such as repeating, as!ing for clarification. Ke
>aragrap noun + verb paragraph is a section in a longer piece of writing such as an essa%. essa%. t starts on a new line and usuall% contains a single new idea. When a writer is paragraphing, he/she is creating paragraphs. Dee topic sentence. sentence. >araprase noun + verb &o sa% or write something t hat has been read or heard using different words. Paraphrase can also be used to describe what a learner does if he/she is not sure of the exact language the% need to use, i.e. explain their meaning using different language. >rediction noun, predict verb techni7ue or learner strateg% learners can use to help with listening or reading. Bearners thin! about the topic before topic before the% read or listen. &he% tr% to imagine what the topic will be or what the% are going to read about or listen to, using clues li!e headlines or pictures accompan%ing the text or their general !nowledge about the text t%pe or topic. &his ma!es it easier for them to understand what the% read or hear. >rocess noun + verb &o activel% thin! about new information in order to understand it c ompletel% and be able to use it in future.
>rocess roduct roducti0e s&ills When learners produce language. Dpea!ing and writing are productive s!ills. Dee recepti0e s&ills. s&ills. >roo7read &o read a text in order to chec! whether there are an% mista!es in spelling, grammar, punctuation etc. +e-dra7t When a piece of writing is changed with the intention of improving it. writer-s writer-s first draft ma% be reI drafted. Dee dra7t. dra7t. +ecepti0e s&ills When learners do not have to produce language3 language3 listening and reading are are receptive s!ills. Dee producti0e s&ills. s&ills. +ele0ance noun, rele0ant adjective &he degree to which something is related to or useful in a situation. %can &o read a text 7uic!l% to pic! out specific information, e.g. finding a phone number in a phone boo!. %&ill &he four language s!ills are listening, spea!ing, r eading and writing. %&im &o read a text 7uic!l% to get a general idea of what it is about. %u"s&ill Aach of the four language s!ills can be divided into smaller subs!ills that are all part of the main s!ill, e.g. identif%ing text organisation Creading#3 identif%ing word stress Clistening#. Dee listen=read 7or gist, gist , glo"al understanding, understanding, scan, scan, listen=read 7or detail. detail .
%ummar noun, summarise verb &o ta!e out the main points of a long text , and rewrite or r etell them in a short, clear wa%. Text Text structure &he wa% a text is organised. $or example, an essa% t%picall% has an introduction, a main section and a conclusion. Text tpe &exts that have specific features, e.g. la%out, use of language, that ma!e them part of a recognisable t%pe of text, e.g. letters, emails, news reports. Teme noun, tematic adjective &he main subject of a conversation, a text or a lesson. Topic &he subject of a text or lesson. Topic sentence sentence that gives the main point or subject of a paragraph. &his is usuall% the opening sentence in a paragraph. Turn, Turn, turn-ta&ing When someone spea!s in a conversation this is called a turn. Dpea!ing and then allowing another person to spea! in repl% is called 2turnIta!ing-. @ersion particular form of something in which some details are different from an earlier or later form of it, e.g. a written text ma% have different versions.
TKT Module 1#nit H Moti0ation $ >articipants >articipants or&seet or&seet 1
Put the teacher characteristics in order C"?# of how important %ou thin! these characteristics are to be an effective teacher. &he teacher !nows Anglish grammar well. &he teacher spea!s clearl%. &he teacher is friendl%. &he teacher is wellIorganised. &he teacher can spea! a foreign language. &he teacher !nows her students well Axercise " 8ompare tese ideas
".Give students something to wor! towards. Have goals for %ourself and encourage students to have goals of their own. <.5e enthusiastic in lessons and enthusiastic about the material %ou are using. 2Dell it- to the students. 1.(a!e sure %our material is well presented and attractive for learners. =.Give clear instructions for tas!s so that students can achieve %our aims. >.Provide a good variet% of activities in %our lessons. ?.Provide a variet% of interaction patterns in lessons. @.$ind out about %our students- interests so that %ou can provide material on topics that the students are interested in. 4.Ancourage students to relax in lessons and encourage them to tal! to each other and to help each other. 6.Praise all students when the% have done something well, especiall% wea!er learners, to build selfIconfidence. "8. Ancourage students to continue stud%ing outside the classroom. Exercise 2 Matc eac o7 te acti0ities "elo<
. *emonstrate *emonstrate tas!s so that students !now what what to do. do. hec! understanding understanding of of instructions. 5. f students arrive earl% for class, encourage encourage them to chat to amongst themselves. . &r% to do different activities in a lesson, e.g. spea!ing and reading rather than just reading. *. Dtart %our lessons with a warmer to raise energ% levels. A. Det up a research project. Get learners to loo! things up on the internet. $. Provide a 7uestionnaire with topics so that students can choose which ones the% li!e best. G.When monitoring a spea!ing or writing tas!, select some examples of good Anglish to put on the board at the end for ever%one to share. . H. se pictures on handouts and var% the font si0e, la%out, etc. . &ell students what %ou intend to achieve b% the end of the course and find out what the% want to achieve. 9. *o pair wor! and group wor! and change students around so the% can wor! with different people.
TKT Module 1 #nit H Moti0ation $ %ample Tas&
$or Kuestions "?, match the general advice on motivation with the techni7ues for encouraging motivation listed , 5, or *. (ar! the correct letter C, 5, or *# on %our answer sheet. ou need to use some options more than once
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TKT Module 1#nit 1I Exposure to language and 7ocus on 7orm
Eead the text 7uic!l% and answer these 7uestions) S
What What the theor% or% of lang langua uage ge lear learni ning ng is disc discus usse sed d in in the the text textF F
S
*oes *oes the the the theor or% % avoi avoid d the the teac teachi hing ng of gram gramma marr com compl plet etel el% %F
%econd language learning
f %ou loo! in a dictionar% to find the meaning of the word 2ac7uisition-, %ou will find it defined as something li!e 2the process of learning s!ills or getting !nowledge-. Do what then is 2language ac7uisition- and how is language ac7uisition different to 2language learning-F Dome theorists believe that there is a difference between learning and ac7uisition and that the difference is this) language learning is a conscious or intentional process which ma% involve stud%ing the language, pa%ing attention to grammar rules and possibl% following a course of instruction. Banguage ac7uisition, on the other hand, is considered to be a natural process and involves 2pic!ing up- language in a nonI conscious wa% through exposure to language, not b% stud%ing it. hildren 2ac7uire- their first language and get to !now its rules through exposure and b% being exposed to examples of the language and b% using it. &his is part of the theor% of 2first language ac7uisition-. 2Decond language ac7uisition- is the process, and the stud% of the process, b% which people learn a language that is not their native language. &his is a fairl% new field of stud% and there are still man% 7uestions to answer about how languages are learnt. However, teachers and theorists believe that we do learn a second language b% 2ac7uiring- or 2pic!ing up- language, but there are some important considerations for second language learners. Decond language learners ac7uire language through exposure to man% different examples of the language, b% reading it and b% hearing it in their environment. We listen and read and develop an understanding of language over a period of time before we eventuall% use it ourselves. &he period, when learners are ta!ing in language, processing it and perhaps silentl% practicing it, is !nown as the 2silent period- and is thought to be an important stage in language ac7uisition. :nce we use the language, it is important that there is an opportunit% for interaction so we can use the language, to experiment, to ma!e the language wor! in communication. &he final consideration is the need for a focus on form. Decond language learners need to focus on the language, to anal%se and identif% it and practise it. &eachers and learners will also want to loo! at correcting mista!es so that learners can thin! about rules, and exceptions to rules.
Exercise 1 Eead the text again and answer the following 7uestions. 1.What is 2ac7uisition-F 2.n some people-s opinion, how is language ac7uisition different to language learningF 3.How do children learn their first languageF 4.What is second language ac7uisitionF 5.What are the three considerations mentioned regarding second language ac7uisitionF C.What is 2exposure-F '.What is the 2silent period-F D.Wh% is 2interaction- importantF H.What is 2focus on form-F
Exercise 2 Boo! at the activities and decide if the% are related to C A# ac7uisition, C *# interaction, or C F# focus on form. Write A, * or F in the column on the right. Acti0it
". Dtudents read a newspaper and choose one article to stud% in detail. <. Dtudents read a newspaper article and circle all the examples of reported speech 1. Dtudents repeat model sentences in an open class drill. =. Dtudents tell each other in groups about different festivals in their countries. >. Dtudents read each others- essa%s and suggest improvements. ?. Dtudents listen to a recording of a job interview.
A=*=F
TKT Module 1#nit 1I Exposure to language and 7ocus on 7orm $ %ample Tas&
$or Kuestions 1$5, match the teacher strategies with the aspects of learning listed A( 6 or 8. (ar! the correct letter C A( 6 or 8# on %our answer sheet. ou need to use some options more than once Tecni;ues A
$ocus on form
6
Dilent period
8
Axposure
Teacer Teacer strategies
!now some of the students won-t want to spea! straightawa%, so -ll leave 1 them to just wor! things out.
-m going to set m% students a project where the% have to use the internet 2 and do some research into different aspects of the topic beforehand.
&his exercise will encourage the learners to loo! at the language in the 3 text and to thin! about wh% and when it is used.
!now the texts have a lot of un!nown grammar and lexis, but thin! -ll 4 use a lot more authentic material in m% lessons so that m% students don-t have to rel% on the courseboo! alone.
-ve built in some time for correction on the board with the whole class at 5 the end of the lesson, so that can pic! up and deal with mista!es that -ve heard during the class.
TKT Module 1 #nit 11 11 Te role o7 o7 error Exercise 1( Te 7ollo
interlanguage
o0ergeneralisation
1. %e liː0 in in ondon ondon in a small 7lat. 2. e tro
5. What is the teachers- role in relation to students- mista!esF
Exercise 4 do students ma&e mista&esJ 8oose te correct term in te "ox "elo< 7or te 7ollo
error made b% a second second language language learner learner which is natural natural part of the language language 3. n error learning process because the% are unconsciousl% organising and wor!ing out language. &hese t%pes of error are also made b% children learning their first language and often disappear as their language abilit% improves. 4. When a student uses a grammatical rule he/she has learned, but uses it in situations when it is not needed or appropriate, e.g. a student sa%s There were three girls Ccorrect plural form used for most nouns# and two mans . Cincorrect plural form not appropriate for man#. 5. &he learners own version of the second language which the% spea! as the% learn. &he% create their own grammatical s%stem as the% are learning, which is neither their first language nor the target language but something in between the two. &his version of their language changes as the% progress and learn more.
the target target language language which loo!s or sounds as as if it has has the same same meaning meaning C. word in the as a similar word in the learners- first language but does not, e.g. in $rench 2 librairie- is a place where people can bu% boo!s. n a library in Anglish, %ou do not bu% boo!s but borrow them instead.
A. 7alse 7riend
6. interlanguage
!. o0e o0ergeneral ralisatio tion
8. 1 inter7erence
E. 7os 7ossilisatio tion
F. de0el e0elo opmental tal error ror
TKT Module 1 #nit 11 11 Te role o7 error $ %ample Tas& Tas&
$or 7uestions 1$C, match the teachers- comments about errors with the t%pe of mista!e listed A( 6 or 8. (ar! the correct letter C A( 6 or 8# on %our answer sheet. ou need to use some options more than once Tpe Tpe o7 Error A
slip
6
B" interference
8
error
Teacers Teacers comments
We haven-t covered the past simple %et so when as!ed about their 1 wee!end m% students said things li!e 2 go to the par!-, 2 am ver% bus% with m% friends-.
2
-m tr%ing to get m% learners to see the difference between the subjunctive
in Anglish and in their own language so that the% will use it accuratel% in Anglish.
(% students were reall% tired b% the end of the afternoon so didn-t do 3 ver% much correction. !new that the% would !now how to sa% the sentences correctl%3 the% were just tired.
4
We-ve been doing a lot of practice sa%ing /T/ and /U/. (% learners !eep
sa%ing /0/, thin! it-s because the% don-t have those sounds in their own language so the% just use the sound sound the% do have.
While doing an individual drill teaching 2going to-, one of the students said 5 2 going to bu% some fruit-. repeated 2 going- with rising intonation and he said -m going-.
KE/ T EBE+8*%E% EBE+8*%E 1. %ent %enten ence ce
>oss >ossi" i"le le reas reaso on 7or 7or erro error r
good news for %ou. %ou. *ifficu *ifficult lt for studen students ts to recogni0 recogni0e e countab countable le and 1. have a good uncountable nouns and to !now if the% should use the indefinite article. 2. He hasn-t %et gone to bed .
3. He came b% the =)18 oJcloc! We onl% use 2o-cloc! when the time is on the hour train. e.g. "8.88. 4. have a strong bad/terrible headache.
trong does not collocate with headache.
5. &ell me wh% did %ou go went ndirect 7uestions have sentence formation and there. sentence grammar, not 7uestion formation/grammar, so no auxiliar% and no inversion is needed. Present simple 7uestion uses auxiliar% does, which C. *oes he needs a tic!et for the busF is followed b% the base form, so no s for third person. EBE+8*%E 2.
interfere erence nce and and proble problems ms with with / H/ and /i I/. 1. B" interf 2. :vergeneralisation of ed endings. &his is an irregular verb and does fit in to the rule for past tense endings. 3. B" interference this tense can be used with a specific past time in other languages. :E :vergeneralisation) learner doesn-t !now the limitations of present perfect which can-t be used with a specific past time. 4. $alse friend Chistor% V stor%# 5. :vergeneralisation) learner doesn-t !now the limitations of present continuous which is not used to for stating facts about %ourself. C. nterlanguage) the learner has made up this grammatical structure, which is neither his own language nor the target language.
EBE+8*%E 3
mista!e a learner learner ma!es ma!es when tr%ing to sa% something something that that is above above 1. n error is a mista!e their level of language. &he% would not be able to self correct an error. ma!es that that the% are able to correct correct themselves themselves.. 2. slip is a mista!e a learner ma!es 3. Arrors are considered to be important because the% are an important and necessar% part of language learning, learners need to experiment with language in order to wor! out how language wor!s. 4. &eachers can learn what learners !now, what the% need to be taught and the% can find out what aspects of language the% have processed. &his enables teachers to adapt their teaching programme. 5. &he teachers- role in relation to students- mista!es is deciding if, when and how to correct. EBE+8*%E 4 1
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TKT Module 1 #nit 12 !i77erences "et
!iscuss te 7ollo
Where and when did %ou start learning %our second languageF What do %ou thin! is the best age to start learning a second languageF Wh% do %ou thin! is this the best age to start learning a second languageF What do %ou thin! are some differences between learning %our first language and learning a second languageF What do %ou thin! are some of the difficulties in learning a second languageF re these the same as the difficulties children have when learning a first languageF
Exercise 1 $ Text 1 +ead te text and decide on an appropriate title 7or it.
We learn our first language as a bab% and as a %oung child and continue to build our language as we grow older and learn different !inds of language and language s!ills. 5abies and children are surrounded b% their first language. &he% hear and see their families, friends and strangers tal!ing and interacting with each other and friends and famil% interact with them. hildren hildren are constantl% provided provided with opportunities opportunities to use the language and to experiment with the language as the% are learning it and the% receive constant praise and encouragement for their efforts. Parents encourage and persuade their children to tal! b% simplif%ing their own language and directing simple 7uestions and re7uesting simple responses. When children-s language is inaccurate, adults ver% rarel% correct them or ma!e them repeat accurate forms and the% will, more often than not, respond to the utterance in a natural wa%. 5abies and children learn language b% 2ac7uiring- it through exposure and b% pic!ing it up. &he% are generall% highl% motivated to learn their first language because the% have a great need and desire to communicate with others around them. &he% hear and see friends and famil% communicating with each other and the% will listen and ta!e in this language and process it during a 2silent period-, possibl% lasting man% months, before using language themselves. When children start using language the language the% use will be about things the% see around them and the% will pla% and experiment with new language. &he% learn through this experimentation and through interaction with famil% and friends.
Exercise 2 $ Text 2 +ead te text and decide on an appropriate title 7or it.
(ost people learn their second language at school in a classroom. Dome start at primar% school or secondar% school and their learning might continue in later life. Dome people begin second language learning as adults and attend lessons along with the other things the% do in their lives. Decond language learners do not usuall% hear or read more than three or four hours a wee! of the second language, so the% do not have much exposure to the language. &he exposure the% do get is generall% in the classroom, where the% will hear recordings and read texts and will have the teacher to listen to. &eachers often simplif% their language so are not necessaril% a source of additional exposure to language and the% usuall% correct students fre7uentl%. n class, the opportunities for second language learners to use the language var%, as does the amount of praise and encouragement provided b% the teacher and other learners. Decond language learners, li!e B" learners, do learn language b% 2ac7uiring- it through exposure but the% are more li!el% to learn language in a classroom and the language the% learn is selected b% teachers. &he% learn b% interacting with the teacher and with other learners and b% using language in controlled practice activities. n the classroom, classroom, learners often want to produce the language as soon as possible and do not alwa%s welco welcome me the the opport opportuni unit% t% of a silen silentt perio period. d. &he% &he% use use langu languag age e for tal!i tal!ing ng abou aboutt experiences and things relating to their lives outside the classroom. Bearning is often dependent on motivation and this can var% in second language learners, from learners having little or no motivation to learners being ver% highl% motivated.
". omplete the appropriate column in the table with information from texts " and <
Age
8ontext
Exposure
>raise
8orrection
%impli7ied language a o7 learning Moti0ation
%ilent period anguage used 7or
Group A
Group 6
First anguage 91: learning
%econd anguage 92: earning
TKT Module 1 #nit 12 !i77erences "et
$or Kuestions "?, match the aspects of learning with the t%pe of learner listed A( 6 or 8. (ar! the correct letter C A( 6 or 8# on %our answer sheet. ou need to use some options more than once. Tpe Tpe o7 learner A
B" learner
6
B< adult learner
8
5oth B" and B< adult learner
Aspect o7 learning
&hese learners seem to respond to praise and encouragement and it helps them to 1
develop their language and s!ills.
&hese learners don-t need to be constantl% corrected. &he% need to experiment and to pla% with language. 2
3
&hese learners will listen and process language and will not spea! at all, sometimes for man% months, before beginning to use language.
&hese learners are able to share experiences and tal! about the things 4 the% see around them and about experiences in their lives.
5
&hese learners need some controlled practice and a focus on form.
Ke to >articipants
Age 8ontext
Group A
Group 6
First language 91: learning 5ab%, %oung child
%econd language 92: learning Primar%, secondar%, adults
t home
(ostl% at school in a classroom classroom
Exposure
Durrounded all the time
&hree or four hours a wee!, recordings, texts, the teacher and other students
>raise
onstant praise and encouragement
Maried, depending on the teacher
8orrection Earel%
$re7uentl% b% the teacher
%impli7ied language es, from parents
es
a o7 learning
c7uiring c7uiring some through through language language exposure nteracting with the teacher and other learners *oing controlled practice activities.
c7uiring language language through through exposure
Moti0ation Highl% motivated %ilent period
Maries none, a little, a lot
es, sometimes sometimes for man% months months :ften not
anguage &al!ing about things the% see used 7or around them
&al!ing about experiences and things related to lives outside the classroom
Ke to %ample tas& 1
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TKT Module 1#nit 13 earner caracteristics
Exercise 1( 8omplete te pule
Across 1. learner who finds it easier to learn when the% can see things written down or in a picture. &his t%pe of learner ma% li!e the teacher to write write a new word on the board and not just sa% it aloud.
!o
<. learner who learns more easil% b% doing things ph%sicall%. &his t%pe of learner ma% li!e to move around or move objects while learning.
@AK @AK earning %tle ?uestionnaire Exercise 2( at is our pre7erred earning %tleJ at &ind o7 learner are ouJ
hec! %our answers. f %our answers are mostl% A( %ou are an uditor% Bearner. f %our answers are mostl% @, %ou are a Misual Bearner. f %our answers are mostl% K, %ou are a 'inaesthetic Bearner.
Exercise 3( 7or <at &ind o7 learner
Exercise 4 at learning strategies could learners use to elp tem impro0e in te 7ollo
Exercise 5( Matc te learner strategies "elo< articipants
.Eeading .Eeading more authentic authentic material Cmaga0ines Cmaga0ines and newspapers newspapers etc.# etc.# outside outside class, class, listening to Anglish radio/&M programmes outside class, as!ing people to repeat what the% have said when %ou don-t- understand. 5.Bearning the sounds and s%mbols in the phonemic chart, as!ing teachers and other students to correct %our pronunciation, recording %our self and listening for pronunciation errors. .sing the internet to research language and vocabular%, using AnglishIAnglish dictionaries to research vocabular%, choosing an area of language or vocabular% to revise/learn and using resources to self stud% *.Da%ing new words in %our head over and over again, writing new words down in %our note boo!, writing new words down with a translation in %our own language next to them, writing words down on separate cards and storing them in a box. A.Guessing the meaning from context, loo!ing words up in the dictionar%, writing words down to as! someone about later. $.Dpea!ing Anglish onl% in class, spea!ing Anglish whenever possible outside class, practise spea!ing for one minute on a topic without hesitating. G.Practising the language as soon as %ou-ve learnt it, repeating different examples of the language, writing down the different grammatical components of the language, cutting up the different components and arranging them in the correct order.
TKT Module 1#nit 13 earner caracteristics $ %ample Tas&
$or 7uestions 1$' match the learners- comments to the descriptions of learner preferences listed A$. &here is one extra option which %ou do not need to use 8omments 1
2(ost of the time should be spent doing grammar exercises.-
2
2 prefer wor!ing with other students to spea!ing to the teacher in front of the class.-
3
2 reall% li!e !nowing how language wor!s.-
4
2Eules just confuse me it-s better to wor! out language from examples.-
5
2Wh% should listen to other students- mista!esF &he teacher should tal! most of the time.-
C mista!es.-
'
just want people to understand what mean. don-t worr% if ma!e
2t-s important for me to !now how well -m doing.-
>re7erences A
&he learner wants explanations of grammar use.
6
&he learner enjo%s explaining language to other students.
8
&he learner enjo%s practising language in pairs or groups.
!
&he learner enjo%s doing language practice that focuses on
E
&he learner doesn-t want to wor! with other students.
F
&he learner needs to feel a sense of progress.
G
&he learn learner er focuse focuses s on commun communicat icatin in .
&he learner doesn-t want the teacher to explain grammar.
Ke to exercise 1
" * 1M D & : E
<' N B A D & H A &
Exercise 3
". Misual <. uditor% 1. 'inaesthetic
=. uditor% >. 'inaesthetic ?. Misual
Exercises 4 and 5 1. A
2. *
3. G
4. 5
5. $
C.
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5. A
C. G
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2.
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Ke to >rocedure %tep H Additional exercises. at are some o7 te di77erent learner caracteristics o7 cildren( teenagers and adultsJ *ifferences in leng length th of time time the% the% can can pa% pa% atte attent ntio ion/ n/ conc concen entr trat ate e abilit% to sta% still abilit% to control behaviour attitude to ma ma!ing mi mista!es attitude to ta!ing ris!s levels of self consciousness bein being g abl able e to to br bring ing lif life e ex experi perien ence ces s to to lea learn rnin ing. g. at e77ect can learners past learning experiences a0e on learner caracteristicsJ
previ previous ous exper experien ience ce of learni learning ng ma% be ver% ver% diff differe erent nt to to the the appro approac ach h ta!e ta!en n b% the current teacher3 this change ma% or ma% not be welcomed lear learne ners rs ma% ma% have have trie tried d to to lea learn rn a lan langu guag age e bef befor ore e and and fail failed ed lear learne ners rs ma% ma% have have fixe fixed d ide ideas as abou aboutt the the best best wa% wa% of of lea learn rnin ing. g.
TKT Module 1#nit 14 earner needs Exercise 1.
Exercise 2( at can teacers do to respond to learners needsJ Matc te 7ollo
S *o a 2needs anal%sis- and/or find out about %our learners- personal needs, learning needs and future or current professional needs. S Delect topics and subjects for lessons that fit with their interests and needs. S Delect material that meets their needs. S hoose activities that fit with their learning st%les, and are suitable for their needs and interests. S *ecide on pace and interaction patterns. S &hin! about the balance of s!ills wor! Creading, listening, spea!ing, writing# in relation to their needs. S dopt approaches for teaching language that respond to their needs, interests and learning st%les. S &hin! about how to give learners feedbac! on their wor!.
TKT Module 1 #nit 14 earner needs $ %ample Tas&
$or Kuestions 1$C, match the needs of each group of students with the most suitable t%pe of course listed A$G.&here is one extra option which %ou do not need to use. Groups o7 students &hese %oung adults need a range of stud% s!ills before going to a 5ritish 1 universit%.
2
&hese adult beginners are going on holida%, and need to learn how to communicate in an AnglishIspea!ing environment.
3
&his group of %oung children have a short attention span3 their parents want them to learn Anglish while having some fun.
4
&hese business people need to meet and wor! with people from other countries at international conferences.
5
&hese secretaries and receptionists want to focus on vocabular% and s!ills which are useful for them in their wor!.
C
&hese scientists need to !eep upItoIdate with the latest developments in their subjects.
Tpes Tpes o7 courses A
a course focusing on basic language s!ills for ever%da% situations.
6
a course focusing on listening and noteIta!ing, and writing academic
8
a course based on roleIpla%s and situations, such as greeting visitors and telephoning clients
!
an activit% based course with lots of games, songs and stories
E
a course based on grammar revision and written practice
F
an oral s!ills course based on crossIcultural material
G
an online course in which students read texts on specific topics and answer detailed comprehension.
TKT Module 1#nit 14 earner needs $ Ans
Ke to %ample Tas& Tas& 1. 5
2.
3. *
4. $
5.
C. G
TKT G%%A+/( #)*T% H T 14 6ac&ground to language learning Acie0ement noun, acie0e verb, acie0a"le adjective Domething reached b% effort3 something done successfull%. Domething which is achievable for learners is something the% can succeed in. Ac;uisition noun, ac;uire verb &o learn a language without stud%ing it, just b% hearing and/or reading and then using it. &his is the wa% people usuall% learn their first language. Attention span How long a learner is able to concentrate at an% one time. Auditor learner see learning stle . 8lue piece of of information information that helps helps someone someone to find the answer to a problem, problem, e.g. a teacher could give the first letter of a word she is tr%ing to elicit as a clue to learners to help them find the word. 8ogniti0e 9processes: &he mental processes involved in thin!ing, understanding or learning. 8on7idence noun, con7ident adjective &he feeling someone has when the% are sure of their abilit% to do something well. &eachers often do activities that help learners to feel more confident about their own abilit%. 8onscious 9o7: &o !now that something exists or is happening, or to have !nowledge or experience of something3 to be aware. !emoti0ate see moti0ation. !e0elopmental error see error . E77ecti0e Having the intended or desired result. Englis-medium scool school in a nonIAnglish nonIAnglish spea!ing countr%, countr%, in which which all subjects subjects are are taught using Anglish. Error mista!e that that a learner learner ma!es ma!es when tr%ing to to sa% something something above above their their level of of language or language processing. Dee slip.
developmental developmental error error is an error made made b% a second second language language learner which which could also be made b% a %oung person learning their mother tongue as part of their normal development, e.g. I goed there last week C went there last wee!#. Expectation belief about about the wa% something something will will happen. happen. Bearners Bearners often have expectation expectations s about what and how the% should learn. Exposure noun, expose verb When learners listen to or read language without being consciousl% aware of it. Factor fact or situation situation which which influences influences the the result of something, something, e.g. the factors factors which which decide whether someone learns a language successfull% or not. First language see moter tongue, 1=2 Focus on 7orm Pa%ing attention to the words/parts of words that ma!e a language structure or to spelling or pronunciation. Goal( target n aim that that a learner learner or teacher teacher ma% have. Guidance noun( guide 0er" Help given b% a teacher with learning, or with doing a tas!. *gnore 9errors: &o choose not to pa% attention to something such as an error made b% a learner. teacher ma% do this if he/she wants to help the learner with fluenc%, not accurac%. *ndependent stud Dtud%ing without a teacher present or without the teacher monitoring and directing the learning ver% closel%, e.g. learners could carr% out research on a topic using reference resources. &his could be done at home or with minimum involvement of the teacher in class. *ntensi0e course course which which ta!es ta!es place over over a short short period period of time, but which which consists consists of a high high number of hours. *nter7erence When the learner-s mother tongue affects their performance in the target language. learner ma% ma!e a mista!e because the% use the same grammatical pattern in the target language as the% use in their mother tongue, but the B" grammatical pattern is not appropriate in B<. *nterlanguage
Bearners- own version of the second language which the% spea! as the% learn. nterlanguage is constantl% changing and developing as learners learn more of the second language.
1=2 B" is the learner-s mother tongue or first language3 B< is the learner-s second language. anguage a
inguistic onnected with language or the stud% of language. iterac &he abilit% to read and write. Maturit noun, mature adjective $ull% grown or developed. f a learner is mature in attitude, the% behave in an adult wa%. learner-s maturit% Cph%sical, emotional and mental# influences a teacher-s approaches and/or decisions. Memorise verb, memora"le adjective &o learn something so that %ou can remember it later3 something which is eas% to remember. Moter tongue &he ver% first language that %ou learn as a bab%, which is usuall% the language spo!en to %ou b% %our parents. lso called B" or first language. Moti0ation noun, moti0ate verb (otivation is the thoughts and feelings which ma!e us want to do something and help us continue doing it. !emoti0ate verb demoti0ated adjective &o ma!e someone lose motivation. #nmoti0ated adjective Without motivation3 having no motivation. )atural order Dome people believe there is an order in which learners naturall% learn some items in their first or other languages. Dome language items are learned before others and it can be difficult for teachers to influence this order. )eeds &he language, language s!ills or learning strategies a learner still has to learn in order to reach their goals, or the conditions the% need to help them learn. )otice language When a learner becomes aware of the language the spea!er or writer uses to express a particular concept or meaning. >articipation noun, participate verb &o ta!e part in something, e.g. a lesson or classroom activit%. >ersonalisation noun, personalise verb When a teacher helps a learner to connect new words, topics, texts or grammar to their own life. >ic& up &o learn language without stud%ing it, just b% hearing and/or reading and then using it. Dee ac;uisition. >ro7icienc noun, pro7icient adjective
Bevel of abilit%3 to be ver% good at something because of training and practice, e.g. spea!ing Anglish . %ilent period &he time when learners who are beginning to learn a first Cor second# language prefer to listen Cor read# before producing the language, e.g. babies have a silent period when the% listen to their parents before starting to tr% to spea! themselves. %lip When a learner ma!es a language mista!e that the% are able to correct themselves. Dee error . Target language &he language a learner is learning, e.g. Anglish, or the specific language that a teacher wants to focus on in a lesson, e.g. present perfect. Target Target language culture &he traditions and culture of the countr% whose language is being studied. or& language out When learners tr% to understand how and wh% a particular piece of language is used. #nmoti0ated see moti0ation. @arieties o7 Englis Anglish is spo!en as a first or second language in man% countries around the world, but the Anglish spo!en ma% be slightl% or significantl% different in each countr% or in different parts of one countr%, e.g. different vocabular% or grammar ma% be used. n example of this is the Anglish spo!en in the D and that spo!en in the '. @isual learner see learning stle .
TKT Module 1#nit 15 >resentation tecni;ues and introductor acti0ities Exercise 1( sol0e te 7ollo
Across ". &o as! 7uestions or use other techni7ues to chec! that students have understood a new structure or item of lexis Ctwo words#. 1. &o introduce new language, usuall% b% focusing on it formall%. ?. &o tell students what language means and how it is used.
!o. &o as! speciall% designed 7uestions or give clues to get students to give information or an opinion.
Exercise 2. oo& at te introductor acti0ities. For eac acti0it sa
<at tpe o7 introductor acti0it is itJ 9
<
1. Dtudents stand in a circle. &he teacher throws a ball to a student who then introduces himself and sa%s his favourite game or activit%. He then tosses the ball to another student who repeats the procedure. Give each student a chance to introduce him/herself.
2. *ivide the class into two teams, choose a categor%, and as! each team to thin! of an object in that categor%. &he teams as! each other %es/no 7uestions. Whichever team guesses the objects with fewer 7uestions, wins.
3. Dtudents wor! in groups of three. &he% brainstorm and ma!e a list of the advantages and the disadvantages of living in a big cit%.
4. &he first student sa%s something about himself, then changes that to ma!e a 7uestion for another student. $or example, X(% favourite colour is blue. WhatJs %our favourite colourFX &his can be another circle activit%, and it wor!s with large groups of students, too.
5. &he teacher starts off b% sa%ing) Xesterda% went to the par!.X &he first student must include what the teacher said and then add something the% did, e.g. Xesterda% went to the par! and ate some pi00a.X &he second student must include what the teacher and the first student said and then add something else, e.g. Xesterda% went to the par!, ate some pi00a and went for a swim in the sea.X
C. &he teacher as!s students to sa% what news stories the% have read about recentl%. Deveral students contribute and the teacher encourages students to as! each other 7uestions about the stories the% have read.
Exercise 3.8oose one o7 te tas& tpes 9A-K: 7or eac o7 te acti0ities "elo< 91-':
A GrammarItranslation method
6 Guided discover% 8 Bexical approach
! Presentation practice production CPPP# F &estIteachItest
&as!Ibased learning le arning C&5B# E &as!Ibased
&otal Ph%sical Eesponse C&PE# G &otal
language in in which the the teacher teacher presents presents the language language,, gets 1. wa% of teaching new language students to practise it in exercises or other controlled practice activities and then as!s students to use or produce the same language in a communicative and less controlled wa%. which the teacher teacher gives gives students students meaningful meaningful tas!s tas!s to do. fter fter 2. wa% of teaching in which this the teacher ma% as! students to thin! about the language the% have used when doing the tas!s, but the main focus for students is on the tas! itself. which the teacher teacher presents presents language language items items as instructions instructions and 3. wa% of teaching in which the students have to do exactl% what the teacher tells them, e.g. =!en the window+ tand u!+ &his method is good for beginners when the% start to learn a new language, as the% have a silent period and can ma!e fast progress. which a teacher teacher provides provides examples examples of the target language language and and 4. wa% of teaching in which then guides the students to wor! out the language rules for themselves. which the teacher teacher as!s as!s students students to do a tas! to see how well 5. wa% of teaching in which the% !now a certain piece of language. &he teacher then presents the new language to the students, then in the final stage as!s the students to do another tas! using the new language correctl%. &his wa% of approaching teaching target language can be helpful if the teacher thin!s the students ma% alread% !now some of the target language. which students students stud% grammar and and translate translate words words into their their C. wa% of teaching in which own language. &he% do not practise communication and there is little focus on spea!ing. teacher presents a grammar rule and vocabular% lists and then students translate a written text from their own language into the second language. language that focuses focuses on on lexical items or chun!s chun!s such such as words, words, '. wa% of teaching language multiI word units, collocations and fixed expressions rather than grammatical
TKT Module 1 #nit 15 >resentation tecni;ues and introductor acti0ities TKT $ %ample Tas& Tas&
$or 7uestions 1$C, match the teacher-s actions with the introductor% activities and presentation techni7ues for different lessons listed A$G. (ar! the correct letter C A$G# on %our answer sheet. &here is one extra option %ou do not need to use. *ntroductor acti0ities and presentation tecni;ues
A
as!ing concept 7uestions
6
eliciting language
8
doing a warmer
!
miming
E
sett settin in the the sce scene ne
F
explaining
G
drilling
Teacers 1
&he teacher as!s the students to loo! at pictures of Paris before the% listen to a recording about tourist attractions there.
2
&he teacher as!s the students to repeat sentences after her.
3
&he teacher chec!s whether the students understand when the new language is used.
4
&he teacher does a short game with the students to give them energ%.
5
&he teacher as!s the students for examples of different !inds of fruit and writes them on the board.
C
&he teacher does an action which shows the meaning of a new word.
Ke to Exercise 1
+ *
"8 ) 8 E > T 8 E 8 K E % E ) T T E B = T >E * # M A ?E B > A * ) * 8 % * E T
Ke to Exercise 2 1. ceIbrea!er students getting to !now each other 2. Warmer to increase energ% levels, to relax the class 3. BeadIin to allow students to bring their own experience to a text/topic, to create interest in a topic/text 4. ceIbrea!er students getting to !now each other 5. Warmer to increase energ% levels, to relax the class C. BeadIin to allow students to bring their own experience to a text/topic, to create interest in a topic/text. Exercise 3 1. ! Presentation, practice, production CPPP#
&as!Ibased learning learn ing C&5B# 2. E &as!Ibased &otal Ph%sical Eesponse C&PE# 3. G &otal 4. 6 Guided discover% 5. F &estIteachItest C. A GrammarItranslation method '. 8 Bexical approach
Ke to %ample Tas&
A G 5 * 1 2 3 4 5 C TKT Module 1 #nit 1C Tpes o7 acti0ities and tas&s 7or language and s&ills de0elopment Exercise 1
hoose one of the tas! t%pes 9A$K: for each of the activities below 91$11:.
A guided writing
6 roleIpla%
8 problem solving
! surve%
E brainstorming
F chant
text G jumbled text
warmer
* ran! ordering/prioritising visualisation
listening /reading /reading K jigsaw listening
1. Dtudents find out information from others b% as!ing 7uestions or using 7uestionnaires in order to practise spea!ing s!ills and/or specific language. 2. Dtudents repeat a phrase, sentence, rh%me, verse, poem or song, usuall% with others, in a regular rh%thm.
activit% that a teacher uses at the beginning beginning of a lesson to give the the class more 3. n activit% energ%. divided into two or more more different different parts. parts. Dtudents Dtudents listen listen to or read their their part onl%, onl%, 4. text is divided then share their information with other students so that in the end ever%one !nows all the information. 5. Dtudents thin! of ideas Cusuall% 7uic!l%# about a topic Coften noting these down#. &his is often done as preparation before writing or spea!ing.
activit% where the teacher teacher as!s students students to close their e%es e%es and create create the pictures C. n activit% in their minds of the stor% she is telling them. '. Dtudents produce a text after a lot of preparation b% the teacher. &he teacher ma% give the students a plan to follow, or ideas for the language to use.
classroom activit% in which students students are given given parts to act out out in a given given situation. situation. D. classroom &he% usuall% wor! in pairs or groups. H. Dtudents are given a list of things to put in order of importance. t involves discussion, agreeing/disagreeing and negotiating. 1I.
Dtudents wor! in pairs or groups tal!ing together to find the solution to a problem.
Dtudents are given a text in which the paragraphs or sentences are not in the 11. correct order. &he students put the paragraphs or sentences into the correct order.
Exercise 2
Boo! at the activities again. s the activit% a comprehension tas! or a production tas!F f it-s a comprehension tas!, which s!illF f it-s a production tas!, which s!illF
Exercise 3 matc te approac to te procedures gi0en
Frame
Approaces
tas! and discussio discussion n of the tas! Y activit% activit% to 1. ctivit% with a tas! focus on language used in the tas! 2. Grammar rule Y students translate a text 3. &he teacher presents language items as instructions Y the students do the actions Y the students give the instructions 4. Bead in Y preIteach !e% vocabular% Y gist tas! Y detailed comprehension tas! Y follow up productive activit%
tas! to see see if students students can use a particular particular 5. ctivit% with a tas! structure Y the teacher presents the new language to the students Y students do another tas! using new language C. &he teacher presents the language in context Y controlled practice activities Yless controlled Y freer practice
examples of the the target target language language provided provided Y '. ctivit% with examples activit% for students to wor! out language rules for themselves Y activit% for students to practice the language students to 2notice2notice- words or or chun!s of language language D. ctivit% for students Y discussion of the meaning of the chun!s of language Y activit% to practise the language
TKT Module 1 #nit 1C Tpes o7 acti0ities and tas&s 7or language and s&ills de0elopment $ TKT %ample Tas&
$or 7uestions 1$', match the classroom activities with the t%pes of spea!ing practice listed A( 6 or 8. (ar! the correct letter C A( 6 or 8# on %our answer sheet. ou need to use some options more than once
Tpes Tpes o7 spea&ing practice A
oral fluenc% practice
6
controlled oral practice
8
neither
8lassroom acti0ities 1
t the beginning beginning of the lesson, lesson, we we got into groups and tal!ed tal!ed about an interesting interesting newspape newspaperr article we had read.
2
&he teacher gave us word prompts such as 2cinema- and 2friends-, and we had to sa% them in sentences using the past simple, e.g. 2We went to the cinema.- 2We visited some friends.-
3
We listened to a recording of two people tal!ing about their hobbies, then did a gapIfill comprehension tas!.
4
&he teacher gave us roles such as 2film star- or 2sports star- and we had to role pla% a part% in which we chatted to each other.
5
We had a discussion about the advantages and disadvantages of the internet.
C
&he teacher read out some sentences, some of which were correct and some incorrect. We had to shout out 2Eight- or 2Wrong-.
'
We had to as! our partner five 7uestions about abilities, using 2can-, e.g. 2an %ou swimF-
Ke to Exercises 1 and 2
Exerc xerciise 1
Exer Exerci cise se 2
1.
*
production
spea!ing, controlled practice, less controlled practice and free spea!ing.
2.
$
production
spea!ing, controlled practice
3.
H
production
spea!ing, free practice
4.
'
comprehension
reading or listening
5.
A
production
spea!ing, free practice
C.
9
comprehension
listening
'.
production production
writing, controlled controlled practice practice or less less controlled controlled practice practice
D.
5
production
spea!ing, less controlled practice or free practice
H.
production
spea!ing, free practice
1I.
production
spea!ing, free practice
11.
G
comprehension
reading
Frame
Approaces
tas! and discussio discussion n of the tas! Y activit% activit% to 1. ctivit% with a tas! focus on language used in the tas!
&as!Ibased &as!Ibased learning C&5B#
2. Grammar rule Y students translate a text
GrammarItranslation method
3. &he teacher presents language items as instructions Y the students do the actions Y the students give the instructions
&otal Ph%sical EesponseC&PE#
4. Bead in Y preIteach !e% vocabular% Y gist tas! Y detailed comprehension tas! Y follow up productive activit%
D!illsIbased lessons
tas! to see see if students students can use a particular particular 5. ctivit% with a tas! structure Y the teacher presents the new language to the students Y students do another tas! using new language
&estIteachItest
C. &he teacher presents the language in context Y controlled practice activities Yless controlled Y freer practice
Presentation, practice and production CPPP#
examples of the the target target language language provided provided Y '. ctivit% with examples activit% for students to wor! out language rules for themselves Y activit% for students to practice the language
Guided discover%
students to 2notice2notice- words or or chun!s of language language Y Bexical approach D. ctivit% for students discussion of the meaning of the chun!s of language Y activit% to practise the language
TKT tas& 1
2
5
3
5
C
'
5
4
TKT Module 1#nit 1' Assessment Tpes Tpes and Tas&s Tas&s
Exercise 1. !iscuss te teacers comments "elo< on assessment. !o ou agree or disagreeJ = notJ
". thin! it-s important for students to assess themselves, so sometimes record them when the% are doing a spea!ing activit% and then get them to listen to themselves.
<. don-t li!e giving m% students tests and exams. thin! the% are demotivating, especiall% for %oung learners.
1. get students to mar! each others- written written wor! and tell them to just loo! at it and sa% what-s wrong. don-t as! them to chec! it against an% criteria. don-t thin! the% can loo! for particular mista!es li!e spelling mista!es or grammar mista!es.
=. When students are doing a spea!ing activit%, observe them, but don-t ma!e an% notes and don-t give mar!s. Dometimes tal! to students about their strengths and wea!nesses in tutorials though.
>. (% students choose pieces of their best wor! during the course and !eep them in a file, which can be loo!ed at during the course. !now some teachers use this as the wa% the% assess students at the end of the course, but -m not sure how that wor!s.
Exercise 2. 8oose te correct term 7rom te "ox "elo< 7or te tpes o7 test descri"ed. A. >lac >lacemen ementt test test 6. !iag !iagnos nostic tic test test 8. >rog >rogres ress s test test
!. >ro7 >ro7ic icie ienc nc test test
E. Acie0 cie0em emen entt test test
1. &his t%pe of test is used during a course in order to assess the learning up to a particular point in the course. 2. &his t%pe of test is used to see how well students have learned the language and s!ills taught in class. &hese tests are often at the end of term or end of the %ear and test the main points of what has been taught in that time. 3. &his t%pe of test is often used at the beginning of a course in a language school in order to identif% a student-s level of language and find the best class 4. &his t%pe of test is used to identif% problems that students have with language or s!ills. &he teacher tries to find out what language problems students have. t helps the teacher to plan what to teach in future. 5. &his t%pe of test is used to see how good students are at using the language. &he contents of this t%pe of test are not chosen according to what has been taught, but according to what is needed for a particular purpose.
TKT Module 1 #nit 1'( 1' ( Assessment Tpes Tpes and Tas&s $ exercise 3
Exercise 4 ic o7 te acti0ities and tas&s are su"ecti0e tests and <ic are o"ecti0e testsJ
TKT Module 1 #nit 1' Assessment Tpes Tpes and Tas&s - %ample Tas& Tas&
$or Kuestions ">, match the descriptions of different tests with the t%pes of test listed A$F. (ar! the correct letter C A$F# on %our answer sheet. ou need to use some options more than once Tpes Tpes o7 test tes t
A
progress
6
achievement
8
subjective
!
proficienc%
E
dia nostic stic
F
placement
!escriptions
1
&hese tests are designed to test language taught on the whole course.
2
&hese tests are designed to help teachers to plan course content.
3
&he purpose of these tests is to test language taught on part of the course.
4
&hese tests help teachers to put students in classes at the appropriate level.
5
&he mar!ing of these tests depends on decisions made b% individual examiners.
TKT Module 1 #nit 1' Assessment Tpes and Tas&s $ Ans
Ke to exercise 1
Delf assessment 1. $ormal assessment3 summative assessment 2. Peer assessment. 3. nformal assessment3 formative assessment3 continuous assessment. 4. Portfolio assessment3 informal assessment Ccould be formal if submitted at the end of a course 5. for evaluation#3 continuous assessment.
Ke to exercise 2
"
<
A
1
=
5
>
*
Ke to exercise 3
lo0e test/gap fill Cin a clo0e test the gaps are regular e.g. ever% seventh word, a gap fill is not 1. regular but selected b% the teacher or assessor# omprehension tas! open comprehension 7uestions Cstudents answer in their own words# 2. (atching tas! 3. (ultipleIchoice tas! 4. Dentence completion tas! 5. Dentence transformation tas! C. Dentence ordering tas!/9umbled sentence tas! '. :dd one out tas! D. Assa%/letter writing tas! H. 1I. Dpea!ing tas! Ke to exercise 4
". Dubjective Cman% possible answers# <. :bjective 1. :bjective =. :bjective >. :bjective ?. :bjective @. :bjective 4. :bjective 6. Dubjective "8. Dubjective Ke to %ample Tas&
"
5
<
A
1
=
$
>
#)*@E+%*T/ F 8 AM6+*!GE E% EBAM*)AT*)% EBAM*)AT*)% Englis 7or %pea&ers o7 ter anguages TEA8*)G K)E!GE TE%T Module 1 II1 %ample Test 1 our 2I minutes
T*ME
1 our 2I minutes
*)%T+#8T*)% T 8A)!*!ATE% !o not open tis "oo&let until ou are told to do so rite our name( 8entre num"er and candidate num"er on te ans
$or 7uestions 1-5, match the language sample with the grammatical terms listed A-F. (ar! the correct letter C A-F# on %our answer sheet. &here is one extra option which %ou do not need to use. Example language 2. 3. 4. 5.
Grammatical items
1. 5rea! in (% brother is a pilot, is heF f itJs sunn%, weJll go to the par! &he exam should have been given to ever%one. &his, that, these, those
G. H. . 9. '. B.
&ag Kuestio Kuestions ns Phra Phrasa sall verb verb Passive ive vo voice *ete *eterm rmin iner ers s Acho Acho Kue Kuest stio ions ns ond ondit itio iona nall
$or 7uestions C-12, choose the correct option C A( 6 or 8# to complete each definition of grammatical items. (ar! the correct letter on %our answer sheet. ?. n inte interj rjec ecti tion on is a. an exclamation which shows thoughts or feelings b. a meaningless string of sounds c. the same as an adjective @. verb verb that has has a subjec subjectt but no no object object is. is. a. &rans ansitiv itive e b. ntr ntran ansi siti tiv ve c. Passive D. &he subject that does and receives the action is.
a. Eefl eflexiv exive e b. Poss ossessiv ssive e c. Eelative 6. group of of words that that include include a subject subject and a finite verb is. a. clause b. stat statem emen entt c. n idiom "8. word that describes or gives more information about a noun or pronoun is. a. n adjec djecti tiv ve b. n ad adverb c. n ar article
11. 11. The The wor words ds some someon one e use uses s whe when n the they y ar are tel telli ling ng some someon one e wha whatt som someb ebod ody y else said or asked are! a. &he &he pas pastt ten tense se b. Past Past con condi diti tion onal al c. ndi ndire rect ct spe speec ech h "<. verb that does not ta!e an auxiliar% to negate or as! 7uestions is called. a. ctive b. (odal c. ntr ntran ansi siti tive ve
$or 7uestions 13-1C, choose the correct WordCs# to complete each definition of lexical terms, mar! the correct letter C A( 6 or 8# on %our answer sheet. "1.RRR. re an% pair or group of words commonl% found together or near one another. . phrasal verbs 5. coll colloc ocat atio ions ns,, . chun!s "=. word with the same spelling and pronunciation as another word, but which has a different meaning, . Homon%m Homon%m 5. nton% on%m . homo homoph phon one e
">. group of words or phrases that are about the same content topic or subject, . Bexical set 5. D%n D%non% on%m . Word Word fami famil% l% "?. meaningful group of letters added to the end of a root or base base word to ma!e a new word word which can be a different part of speech from the original word, . Prefix 5. Partic ticle . Duffix
$or 7uestions 1'-21( match the example sentences with the functions listed A-F. (ar! the correct letter C A-F# on %our answer sheet. &here is one extra option which %ou do not need to use.
"@.-d "@. -d rather have coffee coffee than tea "4. ou ou should be here later "6.What "6. What time does the bus arriveF <8. <8. am sorr%, am bus% <".Please <". Please turn turn to page "8
. 5. . *. A. $.
Duggesting Duggesting Axpre Axpressi ssing ng probabi probabilit lit% % nst nstru ruct ctin ing g *ecl *eclin inin ing g An7u An7uir irin ing g Axpre Axpressi ssing ng prefer preferen ences ces
$or 7uestions 22-25 choose the correct WordCs# to complete each definition of phonolog%, mar! the correct letter C A( 6 or 8# on %our answer sheet.
<<.&wo words which are different from each other b% onl% one meaningful sound are. . (inimal pairs pairs 5. Homo Homoph phon ones es . ons onson onan ants ts <1.n the sentence Dhe gave the ring to 9ohnQ it can be implied that. . Dhe onl% onl% gave the the ring to 9ohn 5. 9ohn was the the person person she gave gave the the ring to. . Dhe could could have have given the ring to somebod% somebod% else. else. <=.&he wa% the level of a spea!er-s voice changes, to show meaning such as how the% feel about something is. . Bin!ing 5. Dtress . nto ntona nati tion on
<>.Words that sound similar because the% have the same ending. . Eh%me 5. Eh%thm . ont ontra ract ctio ion n
$or 7uestions 1C-3I( match the minimal pairs with the phonemic s%mbols listed A-F. (ar! the correct letter C A-F# on %our answer sheet. &here is one extra option which %ou do not need to use.
. 5. . *. A. $.
$or 7uestions 31-35( match what the writer does with the writing subs!ills listed A-G. (ar! the correct letter C A-F# on %our answer sheet. &here is one extra option which %ou do not need to use
A. 6. 8. !. E. F.
Edit >roo7>roo7-re read adin ing g >lan >lanni ning ng !ra7 !ra7ti ting ng 6rai 6rains nsto torm rmin ing g Extr Extrac acti ting ng
B1. B1. chan change ge or corr correc ectt the the wor words ds or or cont conten entt of some some part parts s of of my my te+ te+tt to mak make it it clearer or easier to understand. 1<.5efore 1<. 5efore finishing, finishing, give m% m % wor! a final chec! for accurac% 11. organi0e m% main ideas into different paragraphs in note form. 1=. 1=. start writing, developing m% main ideas. 1>.5efore start, tr% to imagine ever%thing can about the topic and start writing as man% ideas as can without an specific order.
$or 7uestions 3C-42 loo! at the following terms for language s!ills and three possible descriptors of terms. hoose the correct letter C A( 6 or 8# on %our answer sheet.
1?.Axtensiv 1?. Axtensive e reading is . reading long pieces pieces of text, text, such as stories stories or newspapers. newspapers. 5. Part of a text which is is removed removed from an original original text. text. . written language language in texts texts or groups of sentences. sentences. 1@.ccurac% is . &he use of correct correct forms of grammar, grammar, vocabular% vocabular%,, spelling spelling and pronunciation. pronunciation. 5. When ideas ideas in a spo!en spo!en or written text text fit together together clearl% clearl% and smoothl%, smoothl%, . nderstanding nderstanding a spo!en spo!en or written written text. 14.:ral fluenc% is. . &he use of connected connected speech speech at a natural speed with with little hesitatio hesitation, n, repetition repetition or selfI selfI correction. 5. &he use use of connected connected speech without ma!ing mista!es. . &he use of intonation intonation to express express feelings. feelings. 16.Bisten/re 16. Bisten/read ad for mood is A. &o read or listen to a text in order to identif% the feelings of the writer or spea!er. 6. &o listen to or read a text in order to understand most of what it sa%s or particular details. 8. &o understand the general meaning of a text, without pa%ing attention to specific details.
=8.ntensiv =8. ntensive e listening listening or or reading reading is . &o focus focus on how language language is used used in a text 5. &o liste listen n or read in in a intensive intensive wa% wa% . &o listen listen or read read with with an intense intense interaction interaction
$or 7uestions 41-4C( match the student-s comments with the learning characteristics listed A-G. (ar! the correct letter C A-F# on %our answer sheet. &here is one extra option which %ou do not need to use
A. 6. 8. !. E. F. G.
Ac;ui c;uisi siti tion on Focu Focus s on on 7orm 7orm *gno *gnore re error errors s *nte *nter7e r7eren rence ce *nte *nterl rlang angua uage ge ear earne nerr auton autonom om angua anguage ge A
%tudents 8omments
=". feel 7uite confident because am ma!ing less mista!es that those used to ma!e when was starting to stud% Anglish =<.:ne of m% most difficult problems when spea!ing Anglish is that ma!e a lot of mista!es because unconsciousl% use grammatical items and vocabular% from m% first language. =1.&he teacher reall% li!es pa%ing attention to rules and how language is used rather than letting us sa% what we want even though it is incorrect. ==.t is strange for me that the teacher just lets me tal! and doesnZt reall% stop me when ma!e mista!es, even if can notice them. =>. am learning Anglish in a ver% particular wa%, the teacher just uses it in real life situations avoiding grammar revision, feel li!e a child learning in this wa%.
$or 7uestions 4C-53( match the teaching methods description with the names listed A-G. mar! the correct letter C A-*# on %our answer sheet. &here is one extra option which %ou do not need to use
A. 6. 8. !. E. F.
Acti0i Acti0it t "ased "ased learn learning ing 8ommun 8ommunica icati0 ti0e e approac approac ol olisti istic c Functio Functional nal approac approac Total otal >si >sical cal +esp +espons onse e Gram Gr amma mar-t r-tra rans nsla lati tion on
metod G. exica exicall Approa Approac c . >resen >resentati tation on practi practice ce and and production >>> *. Tas& "as "ased ed lea learn rnin ing g T6 T6
Teacing Teacing Metods
=?. wa% of teaching in which the teacher gives learners meaningful tas!s to do, but the main focus for learners is on the tas! itself. =@. &eachers tr% to focus on meaningful communication, rather than focusing on accurac% and correcting mista!es =4.n approach to language teaching in which the teacher uses techni7ues and activities ta!en from different methods together in one lesson. =6. wa% of teaching new language in which the teacher presents the language, gets learners to practice it in exercises or other controlled practice activities and then as!s learners to use or produce the same language in a communicative and less controlled wa% >8. wa% of teaching language that focuses on lexical items or chun!s such as words. >". wa% of teaching in which learners stud% grammar and translate words and texts into their own language or the target language. ><. wa% of teaching which uses a s%llabus based on functions >1. wa% of learning b% doing activities. &he rules of language used in the activit% are loo!ed at either after the activit% or not at all
$or 7uestions 54-5H( match the teachersZ comments on the strategies described with the names listed A-G. (ar! the correct letter C A-G# on %our answer sheet. &here is one extra option which %ou do not need to use
A. Elic Elicit itin ing g 6. %u"stit %u"stituti ution on !rill !rill 8. Trans rans7o 7orm rmati ation on !rill !. +estri +estricted cted practi practice ce E. Free Freerr pract practic ice e F. +ole-pl -pla G. %ur0e r0e
Teacers Teacers comments
>=. li!e as!ing targeted 7uestions ahead of time to see whether m% learners !now what am going to teach them. >>. li!e giving m% learners a base sentence and then providing them with different words for them to change in that sentence. >?. thin! that less freer practice is ver% important because can wor! on accurac%. >@. thin! that ever% time do fluenc% based activities m% learners feel more confident to spea!. >4. li!e having m% learners to put what the% have learnt in context through real life exercises. >6.n m% opinion using internet for m% students to find information and then wor!ing based on it in class is ver% motivating and encourages interaction.
$or 7uestions CI-C'( match the practice activities and tas!s listed A-*. with the course boo! instructions, mar! the correct letter C A-*# on %our answer sheet. &here is one extra option which %ou do not need to use
A. 6. 8. !. E. F. G. . *.
6rai 6rains nsto torm rmin ing g %enten %entence ce trans7 trans7orm ormati ation on um" um"le led d parag paragra rap ps s a"e a"eli ling ng Gap Gap 7ill 7illin ing g Matci cing dddd-on one-o e-out ut +ead +eadin ing g 7or 7or gist gist ist isten eniing 7or 7or moo mood d
>ractice acti0ities and tas&s ?8.Bisten to the following conversation and describe how the woman feels. ?".Eead the paragraph and select the best heading for it. ?<.Boo! at the list of words and underline the one which does not belong to the topic ?1.hoose the correct verb in column and the appropriate preposition in column 5 ?=.Boo! ?=. Boo! at the pictures and put the correct correct names on them. ?>.Bisten ?>. Bisten and fill in the correct word. word. ??.Eead the text and put all the paragraphs in the appropriate order. [email protected]! at each sentence and use the words provided to reIwrite them.
$or 7uestions CD-'3( match the aids and resources listed A-*. With the uses described, mar! the correct letter C A-*# on %our answer sheet. &here is one extra option which %ou do not need to use
A. 6. 8. !. E. F. G. . *.
Aids and +esources
> +ealia >uppets 8omp 8ompu uter ter !ict !ictio iona nar r 6oard %&ills %&ills practi practice ce "oo& "oo& Grad Gr aded ed reade reader r T
?4.&his can be used b% the teacher or learners to show what one or two people are tal!ing about b% moving it and ma!ing it loo! real. ?6.&his can be used for a range of purposes b% the teacher to show real meaning of concepts. @8.&his can be used to displa% greater pictures on the wall or to wor! on groupIreading. @".&his is an excellent tool for students to research information when wor!ing on a project3 it enables them to share what the% find with other people. @<.&his is a tool help learners enhance autonom%. @1.&his is a tool used b% the teacher to displa% grammatical structures, vocabular% items, etc. @=.&his is a resource that enables the learner to extend his/her !nowledge about a language area. @>.&his is an excellent tool to encourage extensive reading.
$or 7uestions '5-DI( match the assessment t%pes A-F With the definitions described b% a teacher, mar! the correct letter C A-*# on %our answer sheet. &here is one extra option which %ou do not need to use
A. 6. 8. !. E. F.
Form Formal al assess assessme ment nt *n7orm *n7ormal al assess assessmen mentt %el7 %el7 asse assess ssme ment nt Assess Assessmen mentt criteri criteria a "e "ecti cti0e 0e test test %u" %u"ec ecti ti0 0e test test
Teacer Teacer comments
@?. li!e giving m% learners tests that ma!e them reflect on their own progresses. @@. li!e using software to evaluate what m% learners learn in a neutral wa%, without interference from what thin! about them. @4. want m% learners to ta!e a test based on a third examinerZs opinion. @6.&he topics for next exam are the following3 simple present, simple past and pluralsQ. 48.Put %our name on the answer sheet and write all answers on it.
&'& (:*BA " 'A "H <' 1B = >9 ? @5 4 6 "8 "" "< 5 "1 5 "= "> "? "@ $ "4 "6 A <8 * <" << <1 5 <= <> A 1? 1@ 14 16 =8
=" A =< * =1 5 == => =? =@ 5 =4 =6 H >8 G >" $ >< * >1 >= >> 5 >? * >@ A >4 $ >6 G ?8 ?"H ?< G ?1 $ ?= * ?> A ?? ?@ 5 ?4 ?6 5 @8 @" * @< A @1 $ @= G @> H @? @@ A @4 $ @6 * 48
