M O D U L E 2 W O R K S H E E T S - TKT Cambridge

M O D U L E 2W O R K S H E E T S

W I T H T R A I N E R N O T E S

C O M P I L E D B Y

TKT Module 2: Identifying and selecting lesson aims – Teacher’s Notes

Description

Teachers explore the different types of lesson aims and practise identifying the aims of different classroom activities. They also consider the suitability of activities and aims to different groups of learners. This syllabus area of identifying and selecting lesson aims is tested in TKT Module 2 Part 1.

Time required: 50 minutes

Materials required:

Participant’s Worksheet 1 (one for each pair)

Participant’s Worksheet 2 (one for each participant)


Sample Task (one for each participant)

Aims: to provide an opportunity for participants to discuss main, subsidiary and personal aims in lessons.

to provide an opportunity for participants to consider factors influencing the choice of aims in lessons.

to provide practice in completing tasks in which identifying and selecting aims is the testing focus.

Procedure

1. (5 minutes) On the board write: Lesson aims. Give each pair of participants a copy of Participant’s worksheet 1. The words in the crossword puzzle are all connected to lesson aims. Participants answer the clues to complete the crossword. Allow five minutes maximum for this.

2. Check answers together (see key below). Tell participants that ‘identifying and selecting lesson aims’ is a syllabus area tested in TKT Module 2 Part 1 and that the words and clues in the crossword puzzle were taken from the TKT Glossary.

3. (10 minutes) Hand out Participant’s worksheet 2. Participants continue to work with their partner and discuss the classroom activities on the worksheet. They should think of possible aims for the activities, i.e. what are the students doing in the activities.

4. (10 minutes) Hand out Participant’s worksheet 3. Refer participants to Exercise 1. They match the aims on this worksheet with the activities on Participant’s worksheet 2. Explain that there may be more than one aim for each activity, and that any aim may apply to more than one activity.

5. Check answers together (see key below, but allow other possibilities if participants can justify their answers).

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TKT Module 2: Identifying and selecting lesson aims – Teacher’s Notes www.teachers.cambridgeesol.org Page 1 of 7

6. (10 minutes) Put participants into groups of three. Refer them to Participant’s Worksheet 3 Exercise 2. Participants discuss whether any of the activities would be particularly suitable for the learners listed.

7. Feed back with the whole group for participants to share ideas (see key below, but allow other possibilities if participants can justify their answers).

8. (10 minutes) Give out Sample Task. Participants complete the sample task on their own then compare their answers with a partner.

9. Check answers together (see key below).

10. (5 minutes) Round up to summarise points covered. Ask participants:

What is the TKT Module 2 syllabus area for this lesson? (identifying and selecting lesson aims)

What issues do you find difficult about this syllabus area? (allow participants to share ideas)

How can participants prepare for this section of the test? (look at sections in the TKT Glossary on lesson planning and on language, practice activities and skills development to review terminology for activity types).


TKT Module 2: Identifying and selecting lesson aims – Teacher’s Notes www.teachers.cambridgeesol.org Page 2 of 7

TKT Module 2: Identifying and selecting lesson aims – Answer Keys

Key to Participant’s Worksheet 1

1F L U 1P E R 2S O N A L N U C B 3M Y 2S T A G E I I D N I A 3A C C U R A C Y Y

(personal, stage, accuracy, fluency, subsidiary, main)


Activity Exercise 1 Exercise 2

Main aim/s Subsidiary aim/s Target students

1 D G. L adult learners; business learners;

2 J, A E adult learners

3 G young learners

4 H adult learners; business learners

5 D B, I adult learners

6 H E adult learners; learners in an English speaking country

7 C F adult learners

8 I very young learners

9 K, J G teenage learners; adult learners

10 L teenage learners,

Key to Sample Task

1. B 2. A 3. C 4. B 5. A 6. C


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TKT Module 2: Identifying and selecting lesson aims – Participant’s Worksheet 1

Complete the crossword puzzle with words connected with aims in a lesson.

1 1 2 3 2 3

Across

1. This is the aim a teacher has when s/he describes what s/he would like to improve in her/his teaching, e.g. to reduce the time I spend writing on the whiteboard. (8)

2. This is the aim or purpose of a step or short section of a lesson plan, e.g. to provide controlled practice of the present perfect or to develop listening for gist. (5)

3. This is the aim teachers have when they want learners to use the correct forms of grammar, vocabulary and pronunciation. In this type of activity, teachers and students typically focus on using and producing language correctly. (8)

Down 1. This is the aim teachers have when they want learners to use connected speech, to speak

at a natural speed without hesitation, repetition or self-correction. When communication is more important than being correct, the aim of the activity would be this. (7)

2. This is a less important aim of a lesson. It could be the language or skills students must be able to use in order to achieve the principal aim of the lesson, or a skill or language area which is practised while focusing on the principal aim. (10)

3. The most important aim, e.g. to teach the present perfect or to develop listening skills. (4)


TKT Module 2: Identifying and selecting lesson aims – Participant’s Worksheet 1 www.teachers.cambridgeesol.org Page 4 of 7


Look at the classroom activities. What is the main aim for each of the activities? What subsidiary aims are there?

1. The learners, as a group, have a meeting. They choose someone to lead the meeting, then take turns to present their company’s product. Then they decide which company has the best product for improving the environment.

2. Learners look again at a text about going to university and find expressions which are connected to giving advice.

3. The learners have various coloured pens and colour in the different animals they hear mentioned in a recording.

4. Learners write a letter to a customer who has complained about a product he bought from their company. They use an example text as a model.

5. Learners work in pairs and discuss these questions: What is the best holiday you’ve ever had? Where was it? When was it?

6. Learners fill in a form that will allow them to join the local library.

7. Learners listen to a recording of minimal pairs and repeat the words written in a table.

8. At the start of the lesson, the learners hold hands and sing the ‘hello’ song.

9. The teacher plays a recording of a pop song and learners have to fill in the gaps in the transcript with nouns learnt earlier.

10. Learners are working on projects. One learner has chosen fashion and is designing clothes. Another learner chose transport and is designing a flying car.




Exercise 1

Match the aims with the activities on Participant’s worksheet 2. The activities may have more than one possible aim.

A. to encourage learners to deduce the meaning and use of language from context

B. to provide an opportunity for learners to talk about their own experience

C. to focus on pronunciation

D. to give practice in oral fluency

E. to develop reading comprehension skills

F. to provide controlled practice of specific sounds

G. to give practice in listening comprehension

H. to give practice in writing skills

I. to provide an active beginning to the lesson

J. to focus on language in a text

K. to focus on vocabulary

L. to encourage learner autonomy

Exercise 2

Look at the activities on Participant’s worksheet 2 again and discuss whether any of the activities would be particularly suitable for the following types of learners:

1 very young learners 4 adult general English learners

2 teenage learners 5 business English learners

3 young learners 6 learners who live in an English speaking country




TKT Module 2: Identifying and selecting lesson aims – Sample Task www.teachers.cambridgeesol.org Page 7 of 7

TKT Module 2: Identifying and selecting lesson aims – Sample Task

For questions 1–6 match the textbook rubrics with the lesson aims listed A, B and C.

Mark the correct letter (A, B or C) on your answer sheet. You need to use some options more than once.

Lesson Aims

A developing pronunciation skills

B developing reading skills

C developing vocabulary

Textbook rubrics

1 Choose the best summary of each paragraph.

2 Listen and group the words according to whether they have two, three, or four syllables.

Practise saying them in pairs.

3 Complete this chart with the correct prefixes and suffixes.

4 Indicate on the map the way that Kate went, according to the information given.

5 Read and listen to the dialogue and underline the weak forms.

6 Circle the noun in each set which does not collate with have.

TKT Module 2: Identifying the different components of a lesson plan – Teacher’s Notes

Description

Participants review the different components of a lesson plan before working with a sample plan to identify and complete missing stages. They discuss their own feelings about lesson planning and practise a sample exam task from TKT Module 2 Part 1, where this syllabus area of identifying the different components of a lesson plan is assessed.


Materials required:


Participant’s Worksheet 2 (one for each participant in Group A)

Participant’s Worksheet 3 (one for each participant in Group B)


Aims: To introduce the standard components of a lesson plan

To provide practice in completing tasks in which the components of a lesson plan is the testing focus.

Procedure

1. (10 minutes) Ask participants to think of one thing find easy about lesson planning and preparation and one thing they find difficult about lesson planning. Give them a minute or two to think about this then ask them to walk around the room sharing the things they like and the things they find difficult with other participants.

When they have finished ask them to share some of the ideas together.

2. (15 minutes) Hand out Participant’s worksheet 1. In pairs, participants match the terms for different components of a lesson plan in the box (numbered 1–11) with the descriptions of the components of a lesson (lettered A–K).

3. Check answers together (see key below). Tell participants that knowledge of these terms is tested in TKT Module 2, Part 1.

4. (15 minutes) Explain that participants are going to look at a lesson plan for a listening and speaking lesson. The topic of the lesson and the recording for the listening is ‘Extra lessons after school’. Divide the participants into two groups; Group A and Group B. Give Group A Participant’s worksheet 2 and Group B Participant’s Worksheet 3. Participants work in their groups and fill in the blanks in their plans. Direct them to the key for the symbols at the bottom of the handout.

5. Re-group the participants into pairs with one from Group A and one from Group B. Explain that they each have the answers to their partner’s gap fill task and they can check their answers by saying the number of the gap and asking their partner for the answer (key also given below).

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6. (10 minutes) Give out Sample Task. Participants complete the sample task on their own then compare their answers with a partner.

7. Check answers together (see key below).


What is the TKT Module 2 syllabus area for this lesson? (identifying the different components of a lesson plan)

What do you find difficult about this syllabus area? (allow participants to share ideas)

What did you think of the sample task? What did you find difficult? (Allow participants to share views)

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TKT Module 2: Identifying the different components of a lesson plan – Answer Keys


1 C 2 I 3 J 4 D 5 A 6 E

7 F 8 H 9 B 10 G 11 K

Key to Participant’s Worksheets 2 and 3

Group A/ Participant’s worksheet 2 Group B/ Participant’s worksheet 3 1. Main aim 2. Subsidiary aim

3. Personal aim 4. Assumptions

5. Anticipated problems 6. solutions 7. Lead in 8. to create interest in the topic

9. Pre- teach vocabulary 11. to provide practice of new vocabulary 10. 5 minutes 12. W/C 13. predict the content of the conversation in pairs

14. 3 minutes

16. Students listen to the recording (twice) and do the comprehension exercise.

15. S

19. S S 17. W/S

20. W/S 18. Students check their answers in pairs

Key to Sample Task

1. B 2. D 3. D 4. A

5. A 6. C 7. D 8. B

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TKT Module 2: Identifying the different components of a lesson plan – Participant’s Worksheet 1

Match the lesson plan components with the descriptions below.

1. Procedure 2. Interaction pattern 3. Timetable fit 4. Stage

5. Main aim 6. Timing 7. Aids 8. Assumptions 9. Personal aim 10. Anticipated problems and solutions 11. Subsidiary aim

A. The most important aim, e.g. the teacher’s main aim could be to teach the present perfect or develop listening skills.

B. What the teacher would like to improve on in his/her teaching, e.g. To reduce the time I spend writing on the whiteboard.

C. The details of exactly what is going to happen in each stage of a lesson, e.g. students practise the language of complaints in a role-play in pairs.

D. A section of a lesson. Lessons work through different steps such as lead-in, presentation, controlled practice, etc.

E. When teachers plan lessons, they think about how long each activity will take and they usually write this on their plan.

F. The things that a teacher uses in a class, e.g. handouts, pictures, flashcards. When teachers plan lessons they think about what things they will need.

G. When teachers are planning a lesson, they think about what their students might find difficult about the language or skills in the lesson so that they can help them learn more effectively at certain points in the lesson.

H. When teachers think about what they believe their students will know or how they will behave in a particular lesson.

I. The different ways students and the teacher work together in class, e.g. student to student, in pairs or groups or teacher to student, in open class.

J. How a lesson fits logically into a sequence of lessons; what goes before a particular lesson, how a lesson links to, and helps students with, the following lesson.

K. The secondary focus of the lesson, less important then the main aim. It could be the language or skills learners must be able to use in order to achieve the main aim.

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TKT Module 2: Identifying the different components of a lesson plan – Participant’s Worksheet 2 Group A Fill in the gaps in the lesson plan.

Level: Intermediate Length of lesson: 50 minutes Topic: extra lessons

1) __________ : to practise the skills of listening for gist and listening for detail, and to provide practice in the language of the topic

2) Subsidiary aim: to develop oral fluency

3) __________: to simplify teacher language in class

4) Assumptions: students will be interested in the topic as it is relevant to them

5) _____________and 6) solutions: two of the students are less good at listening so the recording will be difficult. I’ll pair them with stronger students for support

Stages/Time Stage Aims Procedure Int Aids

7) Lead in 5 minutes

8) ____________ _______________

Ask the students if any of them do extra lessons after school, what kind they do and if they enjoy them.

W/C

9) _________ 5 minutes

to help students understand vocabulary in the recording

Elicit/teach: enjoyable, boring, expensive, time-consuming, exciting, then write them on the board.

W/C B

Drill 10) _________

11) to provide practice of new vocabulary

Choral drill, individual drill and ask students to give me examples of the words in sentences.

12) W/C B

Lead in to recording and set task 5 minutes

to provide practice in predicting content

Write the title of the recording on the board: ‘Never waste a moment after school’. Students 13) ________________________

W/C S S

B

Recording x1 14) 3 minutes

to provide practice in listening for gist

Students listen to the recording to check their predictions.

15) S

CD

Feedback 2 minutes

to check answers Students share their answers in open class. W/C

Recording x2 and 3 6 minutes

to provide practice in listening for detail

Hand out worksheet. 16) ___________ ________________________________

W/C 17) W/S

Pair check 3 minutes

to encourage peer cooperation 18) Students check their answers in pairs. 19)

____

Feedback 3 minutes

to check answers Report back on answers. W/C

Class survey 9 minutes

to develop oral fluency and provide practice

Put students into groups with a worksheet. Students carry out a class survey on the topic in groups.

SSS

20) ____

Feedback 4 minutes

to allow students to share views

Report back and class discussion of survey results

W/C

Key to symbols: Int = interaction pattern SS S = students work in groups B = board W/C = whole class S = students work individually CD = compact disc S S = student to student W/S = worksheet


TKT Module 2: Identifying the different components of a lesson plan – Participant’s Worksheet 3 Group B Fill in the gaps in the lesson plan.

Level: Intermediate Length of lesson: 50 minutes Topic: Extra lessons

1) Main aim: to practise the skills of listening for gist and listening for detail, and to provide practice in the language of the topic.

2) _______________: to develop oral fluency.

3) Personal aim: to simplify teacher language in class.

4) _______________: students will be interested in the topic as it is topical for them.

5) Anticipated problems and 6) _________: two of the students are less good at listening and the recording will be difficult. I’ll pair them with stronger students for support.

Stages/Time Stage Aims Procedure Int Aids

7) ________ 5 minutes

8) to create interest in the topic

Ask the students if any of them do extra lessons after school, what kind they do and if they enjoy them.

W/C

9) Pre-teach vocabulary 5 minutes

to help students understand vocabulary in the recording.

Elicit/teach: enjoyable, boring, expensive, time-consuming, exciting, then write them on the board.

W/C B

Drill 10) 5 minutes

11) ___________ ______________

Choral drill, individual drill and ask students to give me examples of the words in sentences.

12) ____ B

Lead in to recording and set task 5 minutes

to provide practice in predicting content.

Write the title of the recording on the board: ‘Never waste a moment after school’. Students 13) predict the content of the conversation in pairs

W/C S S

B

Recording x1 14) ________

to provide practice in listening for gist.

Students listen to the recording to check their predictions.

15) ____ CD

Feedback 2 minutes

to check answers Students share their answers in open class. W/C

Recording x2 and 3 6 minutes

to provide practice in listening for detail

Hand out worksheet. 16) Students listen to the recording (twice) and do the comprehension exercise.

W/C

17) ____

Pair check 3 minutes

to encourage peer cooperation

18) _____________________________ ________________________________

19) S S

Feedback 3 minutes

to check answers Report back on answers W/C

Class survey 9 minutes

to develop oral fluency and provide practice

Put students into groups with a worksheet. Students carry out a class survey on the topic in groups.

SSS

20) W/S

Feedback 4 minutes

to allow students to share views

Report back and class discussion of survey results W/C

Key to symbols: Int = interaction pattern SS S = students work in groups B = board W/C = whole class S = students work individually CD = compact disc S S = student to student W/S = worksheet


TKT Module 2: Identifying the different components of a lesson plan – Sample Task 1

For questions 1–8 match the classroom management strategies with the problems of group or pair work listed A, B, C and D

Mark the correct letter (A, B, C or D) on your answer sheet.

You need to use some options more than once.

Lesson plan components

A Aim(s)

B Personal aim(s)

C Teaching aids

D Procedure

Information from a lesson plan

1 keep the pace of the lesson lively

2 students talk about what they did at the weekend

3 tell students to put four photographs in the correct order

4 practise listening for specific information

5 recycle recently taught vocabulary in a different context

6 tape of two people talking about what they did at the weekend

7 students check their answers in pairs

8 make better use of the whiteboard

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TKT Module 2: Common sequences in lessons – Teacher’s Notes

Description

In this activity, participants explore common sequences in lessons through different sequencing activities. They consider sequences typical to different lesson types and complete a sample task. Common sequencing in lessons is tested in TKT Module 2 Part 1.


Materials required:

Participant’s Worksheet 1 (cut into boxes, one box per participant)

Participant’s Worksheet 2 (cut into strips, one set for each pair)



Aims: To familiarise participants with common sequencing in lessons

To provide practice in completing tasks in which sequencing lesson stages is the testing focus.

Procedure

1. Before the session, cut up Participant’s worksheet 1 into separate boxes. Each box is a stage of a lesson, and each row of three boxes forms one lesson sequence. There are six lesson sequences in total. Repeat or reduce the number of boxes according to the size of your group, ensuring each lesson sequence is complete. If the number of participants is not divisible by 3, repeat one or two of the stages from one lesson sequence.

Cut up Participant’s worksheet 2 into strips so there is one set of strips for each pair of participants.

2. (10 minutes) Give each participant one stage of a lesson from Participant’s worksheet 1. Explain that the pieces of paper are the stages of different lesson sequences and that there are three stages for each lesson sequence. Participants walk around saying their stages to other participants until they find two other people with stages from the same lesson sequence. They should then sit together in groups of three, put their stages in order and discuss what would come before and what would come after the three stages.

3. Feed back with the whole group so that participants can share their sequences (see key below). Ask participants to think about what they had to do in the activity (sequence stages of lessons). Tell participants that ‘sequencing stages of lessons’ is a syllabus area tested in TKT Module 2 Part 1.

4. (10 minutes) Hand out Participant’s worksheet 2, cut into strips, to each pair. In pairs, participants look at the stages of the lesson on the strips and arrange them into a logical sequence. Check answers together (see key below).


TKT Module 2: Common sequences in lessons – Teacher’s Notes www.teachers.cambridgeesol.org Page 1 of 7

5. (10 minutes) Still in pairs, participants discuss:

• What strategies are useful for sequencing lesson stages?

• What are the useful words/phrases to look out for that can help with sequencing lesson stages?

6. Feed back with the whole group so that participants can share their ideas (see key below).

7. (15 minutes) Give out Sample Task. Participants complete the sample task on their own then compare their answers with a partner. Check answers together (see key below).


• What is the TKT Module 2 syllabus area for this lesson? (common sequences in lessons)

• What issues do you find difficult about this syllabus area? (allow participants to share ideas)

• How can you prepare for this section of the test? (review different types of lessons, e.g. reading lessons, listening lessons, language focus lessons, writing lessons, speaking lessons, looking at the stages and the sequencing)

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TKT Module 2: Common sequences in lessons – Answer Keys


Before Stage 1 Stage 2 Stage 3 After

Introduce the topic

Pre-teach vocabulary for reading.

Learners read for gist.

Learners read for detail.

Focus on interesting language in text.

Establish the meaning of new language.

The teacher provides a model of the language.

The teacher drills language chorally.

The teacher drills language individually.

Students do a controlled practice activity.

Introduce the topic.

Pre-teach vocabulary for listening.

Learners listen for gist.

Learners listen for detail.

discussion based on topic

Teacher and students greet each other.

The teacher introduces a new student to the class.

The new student tells the class something about himself.

The other students respond with some information about themselves.

pair or small group work to help new student to integrate

Language work, e.g. pronunciation practice

The teacher gives instructions for a role play.

The students practise the role play in pairs.

Two students perform their role play in front of the class.

Other students perform for each other.

listening to or reading a similar story as a model

The students write a story.

The students exchange their stories with a partner.

Students read their partner’s stories and suggest improvements.

Students rewrite their stories to improve them.


E J G A H D B K C I F

Key to Procedure Step 5

What strategies are useful for sequencing lesson stages?

• Read the instructions for the task, as it tells you about the context of the lesson.

• Read all of the stages so that you get an overall picture of what is going on in the lesson.

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• When you read an individual stage, think about what would be necessary for the teacher to do before this stage, as well as what would most naturally follow this stage.

What are the useful words/phrases to look out for that can help with sequencing lesson stages?

• ‘Lead in’ usually comes at the start of the lesson

• ‘Gist’ listening or reading comes before detailed listening or reading

• ‘again’ signals that something connected to this happened in an earlier stage

• ‘for homework’ is likely to come towards the end

• ‘checking in pairs’ usually comes after an activity has been completed individually.

Key to Sample Task

1 B 2 E 3 C 4 A 5 D

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TKT Module 2: Common sequences in lessons – Participant’s Worksheet 1

Pre-teach vocabulary for

reading. Learners read for

gist. Learners read for

detail.

The teacher provides a model of

the language. The teacher drills

language chorally.

The teacher drills language

individually.

Pre teach vocabulary for

listening. Learners listen for

gist. Learners listen for

detail.

The teacher introduces a new

student to the class.

The new student tells the class

something about himself.

The other students respond with some information about

themselves.

The teacher gives instructions for a

role play.

The students practise the role

play in pairs.

Two students perform their role play in front of the

class.

The students write a story.

The students exchange their stories with a

partner.

Students read their partner’s stories and

suggest improvements.

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TKT Module 2: Common sequences in lessons – Participant’s Worksheet 2

Arrange the stages of this language focus/ language practice lesson into an appropriate lesson sequence.

A. The teacher asks students to listen to her giving model sentences using the words in comparative sentences.

B. The teacher asks students to list in pairs different adjectives to compare two other cities, e.g. New York, Athens, and writes the adjectives on the board.

C. The teacher asks the students to report back their comparisons to the whole class.

D. The teacher points out how the comparative of long and short adjectives is formed.

E. The teacher asks students about which cities or big towns they have visited, and which ones they prefer and why.

F. Students report back their decisions to the whole class.

G. The teacher asks students how these cities are different, and puts relevant adjectives on the board, e.g. big, clean, old, busy, polluted, commercial.

H. Students repeat each sentence after the teacher.

I. Group work – the teacher puts the students in groups, and gives them the names of 6 cities. They must discuss to decide which two of the cities to visit on a week’s trip.

J. The teacher puts the names of two of the cities, e.g. London and Hong Kong, on the board.

K. In pairs, the students compare the two new cities.

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TKT Module 2: Common sequences in lessons – Sample Task

For questions 1–5, read the stages of the reading and writing lesson plan below and fill in the missing stages from the options listed A–E.

Mark the correct letter (A–E) on your answer sheet. Missing stages A Groups check each other’s letters for grammar and spelling errors and correct these.

B Students read the text and answer some questions. The teacher checks answers with

the whole class. C Students choose the best reasons and the teacher writes them on the board.

D The teacher collects all the letters to send to the editor of the newspaper.

E The teacher asks students in groups to brainstorm reasons for keeping the pool open.

Stages of a lesson

♦ The teacher gives the students a short newspaper article about a swimming pool in their town that may close down.

1 ...…………..…….

♦ The teacher tells the students that they are going to write a letter to the newspaper

to ask for the pool to stay open. 2 ……..……….……..

♦ Groups tell the whole class their list of reasons.

3 ……..……….……..

♦ The teacher asks the students in their groups to write a draft letter using three of

the reasons from the written list. 4 ……..………..….

♦ Groups write an improved draft of their letter.

5 …………………

♦ The teacher and the learners discuss recent changes to their town which have

happened because a new road has been built nearby.

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TKT Module 2: Selection and use of coursebook materials – Teacher’s Notes

Description

This activity focuses on the selection and use of coursebook materials, which is tested in TKT Module 2 Part 2. Participants consider various criteria for choosing coursebooks, then consider problems teachers may have with their coursebook and ways of solving these problems.


Materials required:

Blank pieces of paper (one for each participant)

Participant’s Worksheet 1 (cut into strips, one set for each pair)


Participant’s Worksheet 3 (cut or folded in half, one for each participant)


Aims: To provide an opportunity for participants to consider criteria for selecting coursebooks.

To provide an opportunity for participants to discuss ways of adapting coursebook materials.

To provide practice in completing tasks in which the selection and use of coursebook materials is the testing focus.

Procedure

1. (10 minutes) Give each participant a blank piece of paper. Participants write one thing they like about coursebooks and one thing they don’t like about coursebooks on their paper. They then exchange papers with a partner and read and discuss each others’ comments about coursebooks.

2. Feed back with the whole group so that participants can share their opinions. Explain that the selection and use of coursebook materials is a syllabus area tested in TKT Module 2 Part 2.

3. (10 minutes) Put participants into pairs. Give each pair Participant’s Worksheet 1 cut into strips. Explain that the strips of paper give criteria for selecting coursebooks (teachers’ reasons for choosing a particular coursebook). Participants discuss which of the criteria they think are more important and which are less important. They should rank the criteria in order of importance, with the most important at the top.

4. Feed back with the whole group so that participants can share their opinions (there is no set answer to this exercise. Teachers will have different views on what is important).

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5. (10 minutes) Participants work in groups of three. Give out Participant’s worksheet 2. Participants discuss in their groups what they would suggest the teachers do about the problems listed on the worksheet.

6. Give out Participant’s Worksheet 3 Exercise 1 (cut or fold this before the session). Participants match the suggested solutions with the problems on Participant’s worksheet 2. Check answers together (see key below).

7. (10 minutes) Still in groups of three, participants discuss specific strategies to achieve the solutions suggested in Step 6. Elicit an example, e.g.:

1. The reading and listening material in the coursebook is too difficult. Use supplementary materials instead./ Re-write the tasks to make them easier./ Ask more general questions./ Only work with a part of the text.

8. Give out/Refer participants to Participant’s Worksheet 3 Exercise 2. In their groups, participants match the strategies with the problems and solutions on Participant’s Worksheet 2. Check answers together (see key below).



What is the TKT Module 2 syllabus area for this lesson? (the selection and use of coursebook materials)

What is the testing focus on this syllabus area? (criteria for selecting coursebook materials and ways of adapting coursebook materials)

When looking at coursebook activities, what things do teachers needs to consider? (suitability of tasks and topics in the coursebook for their learners, types of activities, and aims of activities and tasks)

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TKT Module 2: Selection and use of coursebook materials – Answer Keys

Key to Participant’s Worksheet 3 Exercise 1

1 B 2 E 3 C 4 A 5 F 6 D 7 B 8 A


1 D and F 2 H and J 3 A 4 B and G

5 J 6 C and F 7 I 8 E

Key to Sample Task

1. E 2. G 3. F 4. C 5. B 6 A

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TKT Module 2: Selection and use of coursebook materials – Participant’s Worksheet 1

1. The material in the coursebook is visually attractive. The coursebook has different colours, fonts and headings.

2. There are a variety of different practice activities which allow students to use the language taught.

3. The topics and contexts in the coursebook are familiar to the students and are motivating to suit the age, needs, experience and interests of the students in the class.

4. The coursebook has a good balance between grammar and skills development.

5. The coursebook has the same number of units as the number of weeks of the course, i.e. the course runs for twelve weeks and there are twelve units.

6. The coursebook is the right level for the learners in the class.

7. There is material covering all four skills in the coursebook – reading, writing, listening and speaking.

8. The material in the coursebook is well-organised and it is easy for teachers and students to follow what they have to do.

9. There is variety in the way new language is presented in the coursebook.

10. The reading and listening materials have an authentic feel and look. The texts look like they are real articles and the recordings sound like real conversations.

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Exercise 2

Look at the teachers’ problems with coursebooks and discuss what solutions you would suggest. There is one example.

Teachers’ problems with the coursebook material

Solutions (What could you do?)

Strategies (How would you do it?)

1. The reading and listening material in the coursebook is too difficult.

Change the level of the material.

2. The coursebook has the students doing the same things in each unit.

3. The texts and tasks in the coursebook are too short.

4. There is very little authentic material for listening and reading.

5. The tasks in the coursebook are in the same order in every unit.

6. The texts and tasks in the coursebook are too long.

7. The reading and listening material in the coursebook is too easy.

8. There is little free speaking and no writing practice in the coursebook.



Exercise 1

Here are some suggestions of possible solutions for teachers’ problems with coursebooks. Match them with the problems on Participant’s worksheet 2. Use some of the letters more than once.

A. Find different material to use with the coursebook – supplementary material.

B. Change the level of the material.

C. Extend the task.

D. Shorten the task.

E. Change the way the task works.

F. Use the material in a different order.

_____________________________________________________________________

Exercise 2

Match these strategies for implementing the solutions to teachers’ problems with coursebooks with the problems on Participant’s worksheet 2.

A. Write extra questions or add a paragraph of your own to a text.

B. What about using songs as listening material?

C. Cut up texts/provide multiple recordings and do jigsaw reading/listening tasks, so that students have less to read or listen to.

D. Re-write the tasks to make them easier. Ask more general questions.

E. Use productive skills materials from other coursebooks or from the internet to provide fluency practice.

F. Reduce texts by removing a difficult paragraph or break recorded material into ‘chunks’ or sections.

G. Use the internet to find interesting articles for students to read.

H. Use different interaction patterns. Cut up tasks to make them matching tasks or ordering tasks.

I. Re-write the tasks to make them more challenging. Learners need to read for more detailed information or need to predict answers before they read or listen.

J. Do the activities in a different order. Students can cover sections of the book that you don’t want them to look at.


TKT Module 2: Selection and use of coursebook materials – Sample Task

For questions 1–6, match the ways a teacher can adapt a written text with the teaching purposes listed A–G.

Mark the correct letter (A–G) on your answer sheet.

There is one extra option which you do not need to use.

Teaching purposes

A to focus on linking words and phrases

B to raise learners’ awareness of register

C to make the text more accessible to weaker learners

D to generate interest in the topic

E to highlight particular grammatical patterns

F to develop learners’ proofreading skills

G to work out meaning from surrounding context

Ways a teacher can adapt a written text

1 removing from the text all the verbs which follow prepositions

2 replacing nouns with nonsense words and asking learners to provide the original

words

3 putting some spelling mistakes into the text

4 shortening the text and paraphrasing parts of it

5 re-writing the text in an informal style and learners compare it with the original

6 jumbling the paragraphs and asking learners to re-order them correctly

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TKT Module 2: Using reference resources for lesson planning – Teacher’s Notes

Description

Participants discuss the different types of reference resources available to teachers. They consider why teachers might use different resources, and discuss the value of these for different tasks. The range of resources available and teachers’ reasons for consulting them is a syllabus area in TKT Module 2 Part 2.


Materials required:



Aims: To consider the range of resources available to teachers in lesson preparation

To provide an opportunity for participants to discuss teachers’ reasons for consulting reference resources

To provide practice in completing tasks in which using reference resources is the testing focus

Procedure

1. (10 minutes) Ask participants:

What do we call the sources of information about language and the sources of about teaching that teachers can refer to and use when planning and preparing lessons?

Elicit Reference resources and/or write it on the board.

2. In groups of three, participants brainstorm a list of all the reference resources they can name. When participants have finished, ask one person from each group to come to the board and to write one example of a reference resource that the group have on their list. Continue doing this until all of the resources on the participants’ lists are on the board (see key below).

3. Tell participants that using referencing resources for lesson preparation is a syllabus area tested in TKT Module 2 Part 2.

4. (10 minutes) Hand out Participant’s Worksheet 1 Exercise 1. In pairs, participants match the reference resources in the box with the reasons for using them. Check answers together (see key below).

5. (10 minutes) Refer participants to Participant’s Worksheet 1 Exercise 2. In groups of three, participants discuss the questions on the worksheet. Feed back with the whole group so that participants can share their ideas (see key below).

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What is the TKT Module 2 syllabus area for this lesson? (using reference resources for lesson preparation)

What is the testing focus on this syllabus area? (the range of resources available and teachers’ reasons for consulting them)

What did you think of the sample task? (allow participants to share opinions)

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TKT Module 2: Using reference resources for lesson planning – Answer Keys

Key to Procedure Step 2

grammar books dictionaries supplementary material methodology books for teachers coursebooks

workbooks from coursebooks resource packs from coursebooks websites on the internet colleagues


1. Supplementary materials (pronunciation book), websites on the internet

2. Books or articles about learners’ errors

3. The teacher’s books from coursebooks

4. Learners’ dictionary, monolingual dictionary, bilingual dictionary, websites on the internet

5. The workbook from the coursebook, supplementary materials, grammar books for learners, websites on the internet

6. Grammar books for teachers, websites on the internet

7. Colleagues, methodology books for teachers, websites on the internet

8. Grammar books for teachers, grammar books for learners, websites on the internet

9. Supplementary materials, websites on the internet

10. Learners’ dictionary, monolingual dictionary, bilingual dictionary, colleagues


• Which resources have you used as a teacher?/ Which resources have you used as a learner?/ Which resources did you find the most useful? (allow participants to share experiences)

• What are the differences between grammar books for teachers and grammar books for learners? Grammar books for teachers have very detailed explanations and may be quite complicated and difficult to access. Grammar books for learners have more simple explanations and which lead towards what the learners need to know at their level and provide simpler ways of explaining grammar. Grammar books for learners also often have exercises to practice the grammar point.

• What are the differences between a learners’ dictionary, a monolingual dictionary and a bilingual dictionary? Learner dictionaries are useful for teachers and learners as they provide information about form, meaning and pronunciation, and have examples of

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the words in sentences. They can provide simple explanations for teachers to use in class. Bilingual dictionaries explain the meaning of words in students’ own language and they can be useful if students don’t know a word in English and it is stopping them from explaining something. However monolingual dictionaries give more information about how the word is used, synonyms which are commonly used and examples of the word in sentences.

Which do you find the most useful? (allow participants to share experiences)

Key to Sample Task

1. H 2. G 3. B 4. A

5. I 6 E 7 D 8 F

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TKT Module 2: Using reference resources for lesson planning – Participant’s Worksheet 1 Exercise 1

Match the reference resources in the box with the reasons for using them below.

Grammar books for teachers Grammar books for learners

Learners’ dictionary Bilingual dictionary (L1–L2) Monolingual dictionary (L2–L2)

Methodology books for teachers Books or articles about learners’ errors

Supplementary materials The teacher’s books from coursebooks

The workbook from the coursebook Websites on the internet Colleagues

1. A teacher wants to do some work with her learners on /ɪ/ and /iː/ and wants to find a minimal pair exercise.

2. A teacher wants to know the common problems learners of a particular nationality have, so that he can anticipate difficulties they might have with a structure.

3. A teacher wants to know how to make the best use of the coursebook she has been given to use with her class.

4. A teacher wants to check the spelling of a word.

5. A teacher wants an extra grammar exercise, so that his students can do another exercise on the present continuous.

6. A teacher wants to improve her own understanding of how language works to improve her language awareness and her awareness of how to teach language.

7. A teacher is having difficulties controlling a rather lively and noisy class and wants some ideas for strategies she can use.

8. A teacher wants to check on the form and use of the present perfect simple with ‘yet’ and ‘already’.

9. A teacher wants to find some stories for her class of young learners.

10. A teacher wants to check the pronunciation of a word. Exercise 2 Discuss these questions in your group:

a) Which resources have you used as a teacher? b) Which have you used as a learner? c) Which did you find the most useful? d) What are the differences between grammar books for teachers and grammar books

for learners? e) What are the differences between a learner dictionary, a bilingual dictionary and a

monolingual dictionary? f) Which do you find the most useful?

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TKT Module 2: Using reference resources for lesson planning – Sample Task

For questions 1–8, read the dictionary entry. Match the extracts from the dictionary entry with the information they provide A–I.

Mark the correct letter (A-I) on your answer sheet.

There is one extra option which you do not need to use.

Scowl 1 /skaʊl/ v [I] to look at someone in an angry way; frown: Patrick scowled, but he did as he was told. [+ at] Mum scowled at him and refused to say anything.

Scowl 2 n [C] an angry or disapproving expression on someone’s face; frown: She looked at me with a scowl on her face.

Adapted from: Longman Dictionary of Contemporary English. Longman 2003

Extracts Information

1 [+ at] A headword

2 n B definition

3 to look at someone in an angry way C register

4 scowl D synonym

5 She looked at me with a scowl on her face. E plural form is possible

6 [C] F verb has no object

7 frown G part of speech

8 [I] H dependent preposition

I example sentences

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TKT Module 2: Selection and use of supplementary materials and activities – Teacher’s Notes Description

Participants explore the possible sources for supplementary materials to use in the classroom, as well as reasons for supplementing coursebook materials. They then discuss ways of selecting and adapting supplementary materials The selection and use of supplementary materials and activities is tested in TKT Module 2 Part 2.


Materials required:

Participant’s Worksheet 1 (cut or folded in half, one for each participant)



Aims: To consider types of supplementary materials and activities

To provide an opportunity for participants to discuss reasons for using, selecting and adapting supplementary materials

To provide practice in completing tasks in which the selection and use of supplementary materials is the testing focus

Procedure

1. (15 minutes) Ask participants:

What do we call books, CDs, DVDs and other material teachers bring to the class as extra material/activities to use instead of (or as well as) material in the coursebooks?

Elicit supplementary materials and/or write it on the board. In pairs, participants brainstorm and each make a list of all the supplementary materials they can name.

2. When participants have finished, number the pairs ‘A’ and ‘B’. Put all of the As together to form a group and all of the Bs together to form another group (if the groups are very large divide them again). Participants share their lists of supplementary materials.

3. Give out Participant’s Worksheet 1 Exercise 1 (cut or fold the worksheet first). Participants compare the list with their answers. Tell them that the selection and use of supplementary materials and activities is a syllabus area tested in TKT Module 2 Part 2.

4. (10 minutes) In pairs, participants discuss the reasons for using supplementary materials and activities. They can refer back to their lists from Step 2, discussing what the materials could be used for.

5. Give out or unfold Participant’s Worksheet 1 Exercise 2 to compare the reasons given there with their own reasons.


TKT Module 2: Selection and use of supplementary materials and activities – Teacher’s Notes www.teachers.cambridgeesol.org Page 1 of 7

6. (10 minutes) Give out Participant’s Worksheet 2. Participants continue working in pairs and answer the 3 questions on the worksheet for each activity from supplementary materials. Check answers together (see key below).

7. (10 minutes) Give out Sample Task. Participants complete the sample task on their own, then compare their answers with a partner. Check answers together (see key below).


What is the TKT Module 2 syllabus area for this lesson? (the selection and use of supplementary materials and activities)

What is the testing focus on this syllabus area? (types of supplementary materials and activities, reasons for use and how to select and adapt)

What types of supplementary materials have you used as a teacher and as a learner? (allow participants to share opinions)

Which did you find the most useful? (allow participants to share opinions)


TKT Module 2: Selection and use of supplementary materials and activities – Teacher’s Notes www.teachers.cambridgeesol.org Page 2 of 7

TKT Module 2: Selection and use of supplementary materials and activities – Answer Keys


What type of supplementary activity is it?

Where is it from? What is the teacher’s aim/ reason for choosing it?

1. Grammar exercise book with language practice activities, or website, or resource book/workbook

to provide additional practice in tenses

2. Speaking activity and narrative writing activity

book with skills activities to provide additional fluency practice and narrative writing practice

3. Speaking activity book with skills activities to provide fluency practice in the form of a game

4. vocabulary exercise vocabulary practice book or website

to teach vocabulary in the lexical set ‘fruit’

5. role play/dialogue book with skills activities to provide additional practice of language taught earlier

6. intonation/ pronunciation

pronunciation practice book or website

to provide additional practice of intonation

7. listening comprehension

CD to provide practice in listening for detail using authentic material

8. reading comprehension

newspaper, magazine or website

to provide practice in listening for gist using authentic material

Key to Sample Task

1 C 2 B 3 C 4 C 5 A 6 B 7 A


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TKT Module 2: Selection and use of supplementary materials and activities – Participant’s Worksheet 1

Exercise 1

Examples of supplementary materials and their uses

Websites on the internet for practice activities on grammar, vocabulary and pronunciation practice

Websites on the internet for games, puzzles and quizzes to provide extra fun activities

CDs with songs for extra listening material

Newspapers and magazines, and articles on the internet, for authentic reading texts

Books with skills activities like reading listening speaking or writing for extra skills material

Books with language practice activities or exercises for extra language practice material

DVDs of movies or TV programmes for authentic practice of listening and context setting

Resource books that come with student’s books in coursebook packs for extra skills and language practice material

Graded readers for extensive reading material

Board games like Scrabble, Monopoly, to provide practice in a fun way

Computer games for extra practice material

______________________________________________________________ Exercise 2 Reasons for using supplementary materials to add variety to lessons

to provide extra practice in grammar, vocabulary and pronunciation

to provide extra practice in skills work (speaking, listening, reading or writing)

to replace material in the coursebook that the teacher thinks is unsuitable

to add something that seems to be missing from the coursebook

to respond to learners’ requests for materials with a particular focus/topic

to include fun activities

to include more authentic material in lessons


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TKT Module 2: Selection and use of supplementary materials and activities – Participant’s Worksheet 2

Look at the examples of activities from supplementary materials. For each activity say:

a) What type of supplementary activity is it?

b) Where is it from?

c) What is the teacher’s reason for choosing it?

1. Write out the sentences, using the most appropriate tense or form of the verb in brackets.

2. Working in groups of two or three, look at the following eight photographs, and choose at least six of them. Arrange these in an order that makes a good story. Discuss the development of the story in the group, and invent any details that you need. Then, working individually, write the story.

3. Work in groups of five or six. Each member of the group tells a story that is either completely true or completely false. The other members of the group must decide whether they think the story is true or not.

4. The following are all types of fruit. Fill in the correct words under each picture.

5. You are student A. You see an advertisement for an apartment to rent in the newspaper and decide to phone up about it. Student B owns the flat. You begin like this: Good morning. I’m phoning about the apartment.

6. Listen to these dialogues.

Mark the boxes ⇘ where the intonation goes down when the speaker is simply answering a question.

Mark the boxes ⇗ where the intonation goes up when the speaker is asking a question.

7. Listen to the song and fill in the gaps in the transcript.

8. Read the articles from the ‘Also in the news’ section and say what they have in common.


TKT Module 2: Selection and use of supplementary materials and activities – Participant’s Worksheet 2 www.teachers.cambridgeesol.org Page 5 of 7

TKT Module 2: Selection and use of supplementary materials and activities – Sample Task

For questions 1–7 look at the supplementary materials for elementary learners and the three possible ideas for exploiting them. Two of the ideas are appropriate in each situation. One of the ideas is NOT appropriate.

Mark the idea (A, B or C) which is NOT appropriate on your answer sheet.

1 The material would be useful for practising A present simple questions. B prepositions of time. C reported speech.

2 The activity would probably work well with A teenagers. B young children. C young adults.

3 The context would revise the vocabulary of A places in town. B free time activities. C train travel.

4 The materials would be suitable for practising A requesting. B making plans. C giving permission.

5 The materials would give practice in A reading for gist. B reading for specific information. C reading for detail.

6 The activity would require the following interaction patterns: A pairwork. B class mingle. C individual work.

7 Useful pre-teaching for this task could include A telling the time. B giving directions. C expressing ability.


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TKT Module 2: Choosing assessment activities – Teacher’s Notes

Description

This activity encourages participants to consider different aspects of assessment and familiarises them with the idea of formal and informal assessment. They discuss different assessment activities, all of which are tested in the TKT Module 2 Part 1 syllabus area relating to choosing assessment activities.


Materials required:

Participant’s Worksheet 1 (cut into strips)



Aims: To discuss assessment, including formal and informal assessment

To provide an opportunity for participants to discuss assessment activities and reasons for choosing them.

To provide practice in completing tasks in which choosing assessment activities is the testing focus.

Procedure

1. Before the session, copy and cut up Participant’s worksheet 1 so there are enough strips for one per pair of participants.

2. (10 minutes) Put participants into pairs (with one group of 3 if there is an odd number in the group) and give each pair a strip from Participant’s worksheet 1. Tell participants that each strip has a question connected with assessment. Participants discuss possible answers to their question with their partner. Allow one minute for this.

3. Participants then walk around the room in pairs, gathering answers to their question from other pairs, i.e. working in groups of 4. When participants have finished, they should sit with their partner and discuss the answers they were given.

4. Feed back together so that participants can share their answers (see key below). Try to finish with the last question on the worksheet How do teachers assess learners? The answer to this, formal and informal assessment, leads to the next exercise. Point out that choosing assessment activities, including informal and formal assessment, is a syllabus area tested in TKT Module 2 Part 1.

5. (10 minutes) Hand out Participant’s worksheet 2. In pairs, participants look at the assessment tasks, marking processes, and main reasons for assessment in the grid and decide whether they are connected mostly with formal assessment or informal assessment. They complete the table with F or I accordingly. Check answers together (see key below). Note that some of the reasons could be open for debate, e.g. 11, depending on who is assessing and how it is done.

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6. (10 minutes) Participants now work in groups of three to brainstorm different activities and tasks that are used for formal assessment and informal assessment. Elicit a couple of examples to get them started, e.g. multiple choice questions, gap fill tasks.

7. Feed back with the whole group so that participants can share their ideas (see key below)



What is the TKT Module 2 syllabus area for this lesson? (choosing assessment activities)

What kind of assessment activities do you do with your students? (allow participants to share ideas)

Which activities do you find most useful for learning about your students’ progress? (allow participants to share ideas).

What do you think learners feel about assessment? (allow participants to share ideas)

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TKT Module 2: Choosing assessment activities – Answer Keys

Key to Participant’s worksheet 1

1. What is assessment?

• collecting information about students’ progress to find out about their learning

• finding out what students know

2. Why do teachers assess students?

• to find out what students have learnt in lessons

• to find out what students know at the start of a class

• to decide on what to teach students

3. Do students assess teachers? Is this good? Why?

• yes, students assess teachers

• it is good because it helps teachers to evaluate their lessons and their teaching

4. What do teachers assess?

• students’ language (grammar, vocabulary) and language skills (reading, listening, writing, speaking)

• students’ attitude

• students’ progress

5. When do teachers assess students? • all the time

6. How do teachers assess students?

• formally: in tests, for example

• informally: during classroom activities, for example


1 F 2 I 3 I 4 F 5 I 6 I

7 F 8 F 9 I 10 I 11 F


• multiple choice questions • writing tasks (e.g. letters, essays, postcards, emails, stories notes)

• gap fill tasks • speaking tasks (e.g. interviews, discussions, role-plays, presentations, practice activities)

• true/false questions • listening comprehension tasks

• matching tasks • reading comprehension tasks

• ordering tasks • language games, quizzes

Key to Sample Task

1 B 2 E 3 A 4 F 5 C

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TKT Module 2: Choosing assessment activities – Participant’s Worksheet 1

What is assessment?

Why do teachers assess students?

Do students assess teachers? Is this good? Why?

What do teachers assess?

When do teachers assess students?

How do teachers assess students?

© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo TKT Module 2: Choosing assessment activities – Participant’s Worksheet 1 www.teachers.cambridgeesol.org Page 4 of 6

TKT Module 2: Choosing assessment activities – Participant’s Worksheet 2 Exercise 1

Look at the assessment tasks, marking processes, and main reasons for assessment below and decide whether they are connected mostly with formal assessment or informal assessment.

If you think they relate mostly to formal assessment, mark F in the box. If you think they are connected mostly with informal assessment mark I in the box.

Assessment tasks, marking processes, and reasons for assessment F / I

1. exams

2. The teacher keeps a note of strengths and weaknesses but doesn’t give students a grade for their work.

3. classroom activities, e.g. discussions and role-plays

4. Students get a grade for their work, e.g. Pass/ Fail, 65 %

5. to help teachers to select appropriate materials and activities for lessons

6. to give feedback to learners about how they can improve their learning

7. to assess overall language ability or proficiency

8. to assess learning at the end of a course, to decide if learners can move on to the next level

9. homework tasks

10. to provide feedback to the teacher so that she can find out what aspects of her teaching are useful and successful

11. tests

Exercise 2

In groups of three, make a list of activities and tasks that are used for formal and informal assessment.

© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo TKT Module 2: Choosing assessment activities – Participant’s Worksheet 2 www.teachers.cambridgeesol.org Page 5 of 6

TKT Module 2: Choosing assessment activities – Sample Task

For questions 1–5, match the situations in which a teacher sets a test with the reasons for assessment, A–F.

Mark the correct letter (A–F) on your answer sheet. There is one extra option which you do not need to use. Situations 1

The teacher has a new class. On the first day of the course, she sets a test which covers some of the language points she expects the students to be familiar with and others that she thinks the students may not know. The students do not prepare for the test.

2

The teacher notices that his intermediate students are making careless mistakes with basic question formation, which they should know. He announces that there will be a test on this the following week. The students have time to prepare for the test.

3 The students are going to take a public examination soon. The teacher givers them

an example paper to do under test conditions. 4 The teacher monitors students whenever they carry out speaking tasks and keeps

notes about each student. 5

The class has recently finished a unit of the course book which focused on the use of the present perfect simple with ‘for’ and ‘since’. The teacher gives the class a surprise test on this.

Reasons for assessment

A to familiarise students with the test format

B to allow the teacher to plan an appropriate scheme of work C to show students how well they have learned a specific language point

D to allow students to assess each other

E to motivate the students to revise a particular language area

F to assess students’ progress on a continuous basis

© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo TKT Module 2: Choosing assessment activities – Sample Task www.teachers.cambridgeesol.org Page 6 of 6

Working towards TKT Module 2 EMC/7032d/0Y09

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WORKING TOWARDS TKT MODULE 2 EMC/7032d/0Y09 3

TKT quiz

1) How many Modules are there?

2) What is the minimum language level for TKT?

3) How many questions are there in each Module?

4) How long does a Module of the test last?

5) How many results bands are there?

6) What are the entry requirements for TKT?

7) What kind of English teacher is TKT designed for?

True or false? 8) TKT uses subjective task types.

9) TKT is a test of teacher knowledge.

10) TKT can be taken at any time of year.

Now write four more questions about TKT to ask your colleagues.

4 WORKING TOWARDS TKT MODULE 2 EMC/7032d/0Y09

The TKT syllabus

Match the following areas of teaching knowledge from the TKT syllabus to one of the

three Modules.

Module 1 Module 2 Module 3

Language and background

to language learning and

teaching

Lesson planning and use

of resources for language

teaching

Managing the teaching and

learning process

Areas of teaching knowledge

A) consulting reference resources to help in lesson preparation

B) factors in the language learning process

C) appropriate terminology

D) options available to the teacher for managing learners and their classroom

in order to promote learning appropriate to the learners and aims

E) concepts and terminology for describing language

F) lesson planning: choosing assessment activities appropriate to learners,

aims and stages of learning

G) using language appropriately for a range of classroom functions

H) the range of methods, tasks and activities available to the language teacher

I) identifying the functions of learners’ language

J) selection and use of coursebook materials appropriate to learners and aims

K) concepts and terminology for describing language skills

L) categorising learners’ mistakes.

In your group, discuss what other areas of teacher knowledge you might find in one

of the Modules.


‘The TKT Course’ contents page

Which content areas did you predict?

Which content areas did you not include? Can you think of reasons for this?

Contents page from The TKT Course Module 1 Language and background to language learning and teaching Part 1 Describing language and language skills

Unit 1 Grammar 5

Unit 2 Lexis 10

Unit 3 Phonology 13

Unit 4 Functions 17

Unit 5 Reading 21

Unit 6 Writing 26

Unit 7 Listening 30

Unit 8 Speaking 34

Part 2 Background to language learning Unit 9 Motivation 38

Unit 10 Exposure and focus on form 41

Unit 11 The role of error 44

Unit 12 Differences between L1 and L2 learning 48

Unit 13 Learner characteristics 52

Unit 14 Learner needs 57

Part 3 Background to language teaching Unit 15 Presentation techniques and introductory activities 61

Unit 16 Practice activities and tasks for language and 66

skills development

Unit 17 Assessment types and tasks 71

TKT Module 1 practice test 75

Module 2 Lesson planning and use of resources for language teaching Part 1 Planning and preparing a lesson or sequence of lessons

Unit 18 Identifying and selecting aims 86

Unit 19 Identifying the different components of a lesson plan 91

Unit 20 Planning an individual lesson or a sequence of lessons 96

Unit 21 Choosing assessment activities 102


Part 2 Selection and use of resources and materials Unit 22 Consulting reference resources to help in lesson 106

preparation

Unit 23 Selection and use of coursebook materials 110

Unit 24 Selection and use of supplementary materials and 114

activities

Unit 25 Selection and use of aids 119


Module 3 Managing the teaching and learning process Part 1 Teachers’ and learners’ language in the classroom

Unit 26 Using language appropriately for a range of classroom 134

functions

Unit 27 Identifying the functions of learners’ language 138

Unit 28 Categorising learners’ mistakes 141

Part 2 Classroom management Unit 29 Teacher roles 145

Unit 30 Grouping students 148

Unit 31 Correcting learners 152

Unit 32 Giving feedback 156


Sample TKT answer sheet 168

Exam tips for TKT 169

Answer key for follow-up activities 171

Answer key for TKT practice tasks 176

Answer key for TKT practice tests 177

Alphabetical list of terms 178

Unit-by-unit list of terms 182

Phonemic symbols 187

Acknowledgements 188

Contents page from Spratt, M, Pulverness, A and Williams, M (2005), The TKT Course, Cambridge:

Cambridge University Press.


The TKT glossary

1) Check your definitions against these ones from the TKT glossary.

• A pronoun is a word that replaces or refers to a noun or noun phrase just

mentioned.

• A collective noun is a noun that refers to a group of people or things, e.g. the

police, the government.

• A compound noun is a combination of two or more words, which are used as a

single word, e.g. a flower shop, a headache.

• An uncountable noun does not have a plural form, e.g. information.

• A proper noun is the name of a person or place, e.g. Robert, London.

• A plural noun is more than one person, place or thing and can be regular

or irregular, e.g. boys, women.

2) Now match these words to their definitions from the TKT glossary below.

Functional exponent

Verb Function Contraction Intonation Appropriacy Phoneme Context

1 2 3 4 5 6 7 8

A) The word which follows the subject of a sentence, and is sometimes described as the

‘action’ word, e.g. I like cheese; He speaks Italian.

B) The situation in which language is used or presented in the classroom and the words

or phrases before or after a word which help a student to understand that word.

C) A shorter form of a word or words, e.g. you have = you’ve; it is = it’s.

D) The smallest sound unit which can make a difference to meaning, e.g. /p/ in pan, /b/

in ban.

E) The way the level of a speaker’s voice changes, often to show how they feel about

something, e.g. if they are angry or pleased. It can be rising or falling or both.

F) A phrase which is an example of a function and shows the purpose of what the speaker is

communicating, e.g. Let’s ... . This phrase is one way to make a suggestion. It is an

example (or exponent) of the function of suggesting.

G) The reason or purpose for communication, e.g. making a suggestion; giving advice.

H) Language which is suitable or correct in a particular situation.

Access the glossary at: www.cambridgeesol.org/TKT


Completing a lesson plan

Complete the lesson plan as you watch the lesson.

Objectives: By the end of the two sessions, the students will be better able to give a short talk recommending a tour of their country. This will be achieved by:

a) listening to a native speaker model

b) allowing plenty of preparation time, in class with the teacher as a resource, and out of class producing a poster as an aid to their talk.

Language focus:

• useful phrases for this kind of talk

• useful language emerging as a result of the task.

Anticipated problems:

• It’s well worth seeing: concept and form.

Solution: equate it with the other two recommendation phrases, give a definition, ask concept questions, check the -ing form, highlight on the handout.

• Sounds and intonation; linking and weak forms generally, e.g. famous for its /frits/

Solution: model and drill if necessary; mark on the handout.

You should definitely…. You really must…. one of the tourist attraction

Assumptions:

• Students have now had several task-based lessons and are accustomed to the idea of using the teacher as a resource in the preparation stage.

• Much lexis used in the initial listening has recently been covered, e.g. cathedral, famous, architecture, tourist, recommend. Also should for giving advice.

Materials: visuals, handout.

Stage/timing Procedure Interaction

Lesson One

Lead-in (3 mins)

‘Have you visited any places in England outside London?’

‘Which places would you like to go to?’

Students to teacher

The teacher talks through a 5-day tour of England (unscripted) using map and guidebook pictures.

Teacher to students.

Listening (5 mins)

Students discuss answers to questions set by teacher and feed back.

Student to student/ students to teacher

Language focus (10 mins)

Introduce and give controlled practice of seven expressions which will be useful for giving the talk.

Student to student/ teacher to students


Task preparation (10–15 mins)

The students ________________________________.

The teacher _________________________________.

The students work _____________________________

____________________________________________

____________________________________________.

The teacher sets up ________________________ for

homework and shows some done by a previous class.

Student to students/ teacher

Lesson Two

Lead-in (2 mins)

Posters are up around the walls. The students

____________________________________________

______.

Teacher to students/ student to student

Task rehearsal (6 mins)

The students have a ‘dry run’, explaining their tour in pairs. They can call the teacher if they get stuck or need an expression.

Task performance (20 mins)

The students __________________________________

___________________ using the posters as a prop and

reference point.

The teacher _________________ and will help if asked.

Student to students

Feedback (5–10 mins)

• On content: ________________________________

__________________________________________

• _____________________: any useful ___________

______________ which either was produced by the

students or was needed by them.

Student to teacher/ teacher to students

Video extract from International House Video Productions; Teacher Training videos for Language

Learning TT143.


TKT Module 2 sample tasks 1 and 2

Here are two tasks from Module 2 of TKT (Handbook, pp.20–21).

Task 1 For questions 21–29, match the information from a lesson plan with the lesson plan headings listed A–E. Mark the correct letter (A–E) on your answer sheet. You need to use some options more than once.

Lesson plan headings

A) Lesson aim(s)

B) Anticipated problems

C) Procedure

D) Aids/resources

E) Personal aim(s) of teacher

Information from a lesson plan

21 Copy of tapescript (teacher’s book) and coursebook cassette.

22 Students might not want to talk about their childhood during the lead-in stage.

23 Tell students to listen a second time and answer the detailed comprehension questions.

24 Give students practice in the subskills of prediction, listening for gist and listening for specific information.

25 Students may not know several words in the listening, e.g. whisper, uniform, scary.

26 Reduce teacher talking time and involve students more, especially when answering questions.

27 Students copy down the new words from the board.

28 Class set of dictionaries.

29 Develop fluency skills.


Task 2 For questions 30–36, put the stages (A–H) of a reading skills lesson plan in order. Mark the correct letter (B–H) on your answer sheet. The first stage (A) is done for you. You do not need to use option A again.

0 ... ...

30 ... ...

31 ... ...

32 ... ...

33 ... ...

34 ... ...

35 ... ...

36 ... ...

A)

B)

C)

D)

E)

F)

G)

H)

The teacher tells students the title of the story – ‘A long journey’. Students read for gist to see if their predictions were right, and the class discuss their answers with the teacher. The teacher gives students comprehension questions to read. Students brainstorm words connected with journeys. Students read for specific information. In pairs, students check their answers. Students use their answers to re-tell the story in pairs. The teacher gives students a list of words from a story about a journey. Students check which of their words are in the list, and then guess what the story will be about.

A


Supplementary materials

Here are ten sets of instructions for the kinds of activities you might find in a book

of supplementary materials. For each one, decide:

a) what level(s) it is suitable for (i.e. elementary, intermediate, advanced)

b) what you think the aims are

c) what materials (if any) the teacher needs to prepare

d) if it focuses on particular language.

1) In pairs, compare your list of ideas

for staying healthy. Then agree on the six most useful ideas. Next, get together with another pair and decide on a group list of the six best ideas. Put these ideas in order according to their usefulness.

2) Describe a picture to your partner so that s/he can draw it. When you have finished, compare your pictures and discuss the reasons for any differences.

3) Send one member of your group

outside the classroom to read the next sentence. He or she must remember the sentence without writing it down, then come back and dictate the sentence to the group.

4) Use your dictionary to find as

much information as you can about a particular word. Discuss with the other students in your group how the meanings of your words are connected and then explain the connections to the class.

5) Decide which stories are true and which are false. Then choose one to tell to the rest of the class for them to make the same decision.

6) Read a definition to the class for

them to guess the word.

7) Listen to the words on the recording and check whether you have underlined the correct syllables.

8) Correct the text so that it

matches the information in the picture.

9) Write the next part of the story on

the computer. When you have finished, move to the next computer and continue the story you see on the screen.

10) Go to the blackboard and rub

out one word in a sentence, so that the words that are left on the board still form a correct sentence.

From Spratt M, Pulverness A, Williams M (2005), The TKT Course, Cambridge: Cambridge University

Press, p.116.


Module 2 sample task 3

For questions 57–64, choose which book listed A–I could help a teacher who is interested in the following topic areas. Mark the correct letter (A–I) on your answer sheet. There is one extra option which you do not need to use.

Title of book Author Publisher

A) Primary Vocabulary Box Caroline Nixon and Michael Tomlinson CUP

B) Writing Tricia Hedge OUP

C) Uncovering Grammar Scott Thornbury Macmillan

D) English Pronunciation in Use Mark Hancock CUP

E) Readings in Teacher Development Katie Head and Pauline Taylor Macmillan

F) Designing Language Teaching Tasks Keith Johnson Macmillan

G) Choosing Your Coursebook Alan Cunningsworth Macmillan

H) Assessment Michael Harris and Paul McCann Macmillan

I) Teaching Children English David Vale and Anna Feunteun CUP

Topic areas

57 preparing a class test

58 activities to practise new words

59 reflecting on your recent teaching

60 teaching English sentence structure

61 evaluating textbooks

62 writing your own teaching materials

63 focusing on the sounds of English

64 learning to teach young learners


Possible resources for TKT

Books about language Language awareness books for teachers, with interactive tasks, commentaries and keys.

Some examples include:

• Discover English (Bolitho and Tomlinson) Macmillan

• About Language (Thornbury) CUP

• English for the Teacher (Spratt) CUP

Books about methodology Introducing basic concepts, practices and terminology. Some examples include:

• The Practice of English Language Teaching (Harmer) Longman

• A Course in Language Teaching (Ur) CUP

• Learning Teaching (Scrivener) Macmillan

• Teaching Practice (Gower, Phillips and Walters) Macmillan

• Teach English (Doff) CUP

• Planning Lessons and Courses (Woodward) CUP

• Teachers in Action (James) CUP

• Looking at Language Classrooms [video resource] (Bampfield) CUP

Teachers’ magazines Practical guidance on classroom teaching (not the more academic journals), for example:

• Modern English Teacher (www.onlineMET.com)

• English Teaching Professional (www.etprofessional.com)

Websites These provide a wealth of background material, for example:

• The Cambridge ESOL Teaching Resource (www.cambridgeesol.org/teach)

• Teaching English (www.teachingenglish.org.uk)

• One Stop English (www.onestopenglish.com)

Discussion lists ELT email discussion lists such as those at Yahoo Groups or Nicenet.

TKT practice and preparation materials The TKT Course (Spratt, Pulverness and Williams) CUP (April 2005)

Grammar User-friendly grammar reference books, for example:

• Practical English Usage (Swan) OUP


Notes

M O D U L E 2 W O R K S H E E T S - TKT Cambridge

Documents

Transcript of M O D U L E 2 W O R K S H E E T S - TKT Cambridge