TKT young learners handbook for teachers - Cambridge English

TKT: Young Learners Teaching Knowledge Test

Handbook for teachers

Make the most of your handbook

This handbook is intended for tutors and candidates and provides information to help prepare for the TKT: Young Learners (YL) module.

For further information on any Cambridge English teaching qualifications and courses, please go to cambridgeenglish.org/teaching-qualifications

If you need further copies of this handbook, please email [email protected]

About Cambridge Assessment English 2 Knowledge of young learners and principles of 11

Cambridge English teaching qualifications – 3 teaching English to young learners

an overview Planning and preparing young learner lessons 12

Cambridge English Teaching Framework 4 Teaching young learners 12

Teaching English to young learners – an overview 6 Assessing young learner learning through 13

Introduction to TKT 7 classroom-based assessment

TKT: YL – an overview 7 Preparing for TKT: YL 14

Support for candidates and course providers 8 Sample paper 15

TKT: YL administration 8 Answer key 22

Special Circumstances 9 Sample answer sheet 23

TKT: YL test overview 10 More Cambridge English teaching qualifications and courses

24

Syllabus 11

http://www.cambridgeenglish.org/teaching-qualifications

mailto:marketingsupport%40cambridgeenglish.org?subject=

About Cambridge Assessment English

We are Cambridge Assessment English. Part of the University of Cambridge, we help millions of people learn English and prove their skills to the world.

For us, learning English is more than just exams and grades. It’s about having the confidence to communicate and access a lifetime of enriching experiences and opportunities.

We deliver qualifications and tests in over 130 countries to over 5.5 million people every year.

One of the top universities in the world

Departments of the University

The largest assessment research capability of its kind in Europe

Departments (exam boards)

Cambridge Assessment English

We help millions of people learn English and prove their skills to the world.

Cambridge Assessment International Education

Prepares school students for life, helping them develop an informed curiosity and a lasting passion for learning.

OCR: Oxford Cambridge and RSA Examinations

Oxford Cambridge and RSA A leading UK awarding body.

The world’s most valuable range of English qualifications

Cambridge English Qualifications are in-depth exams that make learning English enjoyable, effective and rewarding.

Our unique approach encourages continuous progression with a clear path to improving language skills. Each of our qualifications focuses on a level of the Common European Framework of Reference (CEFR), enabling learners to develop and build speaking, writing, reading and listening skills.

To find out more about Cambridge English Qualifications and the CEFR, go to cambridgeenglish.org/cefr

Cambridge English teaching qualifications

We provide a comprehensive range of industry-leading teaching qualifications, professional development and resources for teachers, wherever they are in their professional journey.

Clear progression

All our qualifications are mapped to the Cambridge English Teaching Framework which helps teachers identify where they are in their career development, where they want to be, and how to get there.

Proven quality

Our commitment to providing assessment of the highest possible quality is underpinned by an extensive programme of research and evaluation, and by continuous monitoring of the marking and grading of all Cambridge English Qualifications. Of particular importance are the rigorous procedures which are used in the production and pretesting of question papers.

All our systems and processes for designing, developing and delivering exams and assessment services are certified as meeting the internationally recognised ISO 9001:2015 standard for quality management and are designed around five essential principles:

• Validity – are our exams an authentic test of real-life English or teaching knowledge?

• Reliability – do our exams behave consistently and fairly?

• Impact – does our assessment have a positive effect on teaching and learning?

• Practicality – does our assessment meet candidates’ needs within available resources?

• Quality – how we plan, deliver and check that we provide excellence in all of these fields.

How these qualities are brought together is outlined in our publication Principles of Good Practice, which can be downloaded free from cambridgeenglish.org/principles

2

http://cambridgeenglish.org/cefr

http://cambridgeenglish.org/principles

Cambridge English teaching qualifications – an overview

The following qualifications are available to teachers through Cambridge English teaching qualification centres:

Candidate requirements Qualifcation features Te

achi

ngex

perie

nce

Entr

yqu

alifc

atio

ns

Teac

hing

age

grou

p

Can

be

take

npr

e-se

rvic

e

Cou

rse

part

icip

atio

nre

quire

d

Ass

esse

dte

achi

ngpr

acti

ce

Con

tinu

ous

asse

ssm

ent/

cour

sew

ork

Pape

r-ba

sed

test

TKT: Modules 1, 2 and 3 Teaching Knowledge Test

Not essential Not required Primary, secondary or adults

TKT: CLIL (Content and Language Integrated Learning)

Not essential Not required Primary, secondary or adults

TKT: Young Learners Not essential Not required Primary

CELTA Certifcate in Teaching English to Speakers of Other Languages

Not required Qualifcations allowing access to higher education

Adults face-to-face or online/blended options

DELTA Module One Diploma in Teaching English to Speakers of Other Languages

Recommended Initial teaching qualifcation

Primary, secondary or adults

DELTA Module Two Required Initial teaching qualifcation


DELTA Module Three Recommended Initial teaching qualifcation


Extended Assignment

The following courses and qualifications are available to teachers through institutions and educational authorities:

Candidate requirements Course/qualifcation features

Teac

hing

expe

rienc

e

Entr

yqu

alifc

atio

ns

Teac

hing

age

grou

p

Can

be

take

npr

e-se

rvic

e

Cour

sepa

rtic

ipat

ion

requ

ired

Ass

esse

dte

achi

ngpr

acti

ce

Con

tinu

ous

asse

ssm

ent/

cour

sew

ork

Onl

ine/

blen

ded

lear

ning

cour

se o

ptio

n

CELT-P Certificate in English Language Teaching – Primary

Required Local requirements for teachers apply Primary

CELT-S Certificate in English Language Teaching – Secondary

Required Local requirements for teachers apply Secondary

Train the Trainer Required Teaching qualifcation N/A

Certificate in EMI Skills English as a Medium of Instruction

Required Local requirements apply

Students in higher education contexts

Language for Teaching – A2 N/A A1 level English Primary, secondary

Language for Teaching – B1 N/A A2 level English Primary, secondary

Language for Teaching – B2 N/A B1 level English Primary, secondary

Cambridge English teaching qualifcations 3

Cambridge English Teaching Framework

We developed the Cambridge English Teaching Framework:

• to help teachers identify where they are in their professional career

• to help teachers and their employers think about where they want to go next and identify development activities to get there.

See the full version of the framework for detailed competency statements: cambridgeenglish.org/teaching-framework

Stages Foundation Developing

Learning and the learner

• Has a basic understanding of some language-learning concepts.

• Demonstrates a little of this understanding when planning and teaching.

• Has a reasonable understanding of many language-learning concepts.

• Demonstrates some of this understanding when planning and teaching.

Teaching, learning and assessment

• Has a basic understanding of some key principles of teaching, learning and assessment.

• Can plan and deliver simple lessons with a basic awareness of learners’ needs, using core teaching techniques.

• Can use available tests and basic assessment procedures to support and promote learning.

• Has a reasonable understanding of many key principles of teaching, learning and assessment.

• Can plan and deliver lessons with some awareness of learners’ needs, using a number of different teaching techniques.

• Can design simple tests and use some assessment procedures to support and promote learning.

Language ability

• Provides accurate examples of language points taught at A1 and A2 levels.

• Uses basic classroom language which is mostly accurate.

• Provides accurate examples of language points taught at A1, A2 and B1 levels.

• Uses classroom language which is mostly accurate.

Language knowledge and awareness

• Is aware of some key terms for describing language.

• Can answer simple learner questions with the help of reference materials.

• Has reasonable knowledge of many key terms for describing language.

• Can answer most learner questions with the help of reference materials.

Professional development and values

• Can refect on a lesson with guidance and learn from feedback.

• Requires guidance in self-assessing own needs.

• Can refect on a lesson without guidance and respond positively to feedback.

• Can self-assess own needs and identify some areas for improvement.

4

http://cambridgeenglish.org/teaching-framework

Profcient Expert

• Has a good understanding of many language-learning concepts.

• Frequently demonstrates this understanding when planning and teaching.

• Has a sophisticated understanding of language-learning concepts.

• Consistently demonstrates this understanding when planning and teaching.

• Has a good understanding of key principles of teaching, learning and assessment.

• Can plan and deliver detailed lessons with good awareness of learners’ needs, using a wide range of teaching techniques.

• Can design effective tests and use a range of assessment procedures to support and promote learning.

• Has a sophisticated understanding of key principles of teaching, learning and assessment.

• Can plan and deliver detailed and sophisticated lessons with a thorough understanding of learners’ needs, using a comprehensive range of teaching techniques.

• Can design a range of effective tests and use individualised assessment procedures consistently to support and promote learning.

• Provides accurate examples of language points taught at A1, A2, B1 and B2 levels.

• Uses classroom language which is consistently accurate throughout the lesson.

• Provides accurate examples of language points taught at A1–C2 levels.

• Uses a wide range of classroom language which is consistently accurate throughout the lesson.

• Has good knowledge of key terms for describing language.

• Can answer most learner questions with minimal use of reference materials.

• Has sophisticated knowledge of key terms for describing language.

• Can answer most learner questions in detail with minimal use of reference materials.

• Can refect critically and actively seeks feedback.

• Can identify own strengths and weaknesses as a teacher, and can support other teachers.

• Consistently refects critically, observes other colleagues and is highly committed to professional development.

• Is highly aware of own strengths and weaknesses, and actively supports the development of other teachers.

Cambridge English Teaching Framework 5

Teaching English to young learners – an overview

How young is a young learner?

The term young learner is interpreted differently around the world. TKT: YL defines a young learner as a child who is in their first six years of formal education, from the age of 6 to 12. This age range is used because formal schooling in many countries begins at 6, while the upper age of 12 approximates to when many children begin to experience significant cognitive and emotional changes.

How is teaching English to young learners different from teaching English to adults?

There are similarities between teaching young learners and teaching adults. Teachers of young learners will need many of the same skills in planning, teaching, classroom management and language proficiency as teachers of adults. Depending upon the educational and cultural context in which they are working, the aims of their teaching may often be similar: helping learners to understand and communicate, and to develop learning strategies which help them to learn independently.

Like adults, young learners are individuals with their own characteristics, likes, dislikes and beliefs. It is therefore difficult to generalise about teaching them. However, there are four key areas where teaching young learners differs from teaching adults:

1. Young learners are still developing cognitively, linguistically, socially, emotionally and physically. Smith (1995) describes young learners as ‘products in process’. Learners aged 6–12 are still developing their thinking skills, their first language systems, their hand–eye co-ordination and other motor skills. They are still discovering the rules for interacting with others, and learning to understand their own reactions to others and to events. The breadth, volume and speed of this early development also means there are significant differences in the abilities, interests and characteristics of children within the 6–12 age range. There can be significant learner variables, for example, between children aged 8–9, and children aged 10–11 (Cephe and Teflik 2001).

2. Young learners often have no obvious reason for learning English. Many adults choose to learn English for a specific job-related purpose, or for personal reasons. Learners at secondary school are often motivated to learn English in order to pass an exam, get a job, or go to university. Young learners, by contrast, are generally conscripts in language classes (even in private tuition). They generally do not need, for example, to order a meal in English, give directions, or discuss the weather (Clark 1990) – typical focuses of early language learning classes for adults. However, the lack of a clear reason for learning English may not worry the young learner, who will very often bring goodwill, energy and curiosity to learning.

3. Young learners may not always have well-developed literacy skills to support their learning of English. Many children at the younger end of the 6–12 year-old spectrum may not be able to read and write in their own language, or may be starting to read and write – sometimes in a different script – in parallel with learning English. It is often the case, therefore, that children up to the age of about 9 may not be able to use reading or writing to support their learning in a foreign language. Cameron (2001:108) refers to this phenomenon as a ‘literacy skills lag’. This means that in many young learner classrooms, talking is the

main medium of input, as children may not yet have the skills to decode meaning from text.

4. Young learners often learn slowly and forget quickly. The popular belief that young learners find it somehow much easier to learn than adults is attractive, but not supported by evidence from classroom contexts where children have a few English lessons a week. From the rather limited evidence available, research tends to show that older learners (from around age 13 and up) may have advantages in terms of remembering grammar and vocabulary (Aitchison 2003, Snow and Hoefnagel-Hohle 1978), possibly due to advantages over younger learners in learning skills and cognition. In addition, given similar conditions, older learners’ pronunciation may not differ significantly from that of younger learners over time (Snow and Hoefnagel-Hohle 1977).

Why teach English to young learners?

While there may not be immediate linguistic benefits in teaching English to young learners, there are many good reasons for doing so. Most crucially, positive early experiences of learning a foreign language may help young learners to develop self-esteem and positive attitudes that will equip them to study English with greater confidence when they are older. It can also help them apply more developed learning and cognitive skills to the more formal and abstract learning they may experience in secondary school.

Intercultural benefits may derive from the realisation that other countries have a language with sounds and rules different from their own. As they realise both the similarities and differences between English-speaking people and themselves, they may also learn values of tolerance, empathy and curiosity. These values will be useful in later life and for the society in which they live.

They may gain academic benefits from learning English, too: generic concepts such as time, number and changes in the season can be consolidated through learning English, as can learning skills such as planning, organising and checking work. For more on the benefits of early-start English, see Read (2003).

Aitchison, J (2003) Trickles, Bangs, Spurts, or Whimpers? Profiling the Development of the Lexicon, in Teaching English to Young Learners, Second International TEYL Research Seminar, York: University of York.

Cameron, L (2001) Teaching Languages to Young Learners, Cambridge: Cambridge University Press.

Cephe, P and Teflik, G (2001) Learner variables in learning English, MET 10 (1), 57–62.

Clark, J (1990) Teaching children: is it different? JET October 1990.

Read, C (2003) Is younger better? English Teaching Professional 28, Modern English Publishing.

Smith, K (1995) Assessing Young Learners. Can we? Should we? Testing and Young Learners Special Interest Group (IATEFL).

Snow, C and Hoefnagel-Hohle, M (1977) Age differences in the pronunciation of foreign sounds, Language and Speech 20, 357–365.

Snow, C and Hoefnagel-Hohle, M (1978) The Critical Period for Language Acquisition: Evidence from Second Language Learning, Child Development 49, 1,114–28.

6

Introduction to TKT

TKT tests knowledge about English language teaching. The tests are designed to encourage teachers in their professional development by providing a step in their progression on the Cambridge English Teaching Framework. Candidates can also use TKT to access further training and enhance career opportunities.

TKT – an overview TKT is divided into separate modules. Candidates can take them all, or choose the modules that meet their needs. A certificate is received for each module completed.

The core modules are designed to provide a foundation in the principles and practice of English language teaching:

• TKT: Module 1 – Language and background to language learning and teaching

• TKT: Module 2 – Lesson planning and use of resources for language teaching

• TKT: Module 3 – Managing the teaching and learning process.

Teaching knowledge is assessed by means of objective-format tests, which are simple to administer and to take.

There are further specialist modules, which can be taken separately or added to the core modules:

• TKT: CLIL (Content and Language Integrated Learning)

• TKT: Young Learners (YL).

Please note: TKT: KAL (Knowledge about Language), TKT: Practical and computer-based TKT Modules 1, 2, and 3 are no longer available.

The aims of the modular format

The format is designed to be accessible and offer candidates maximum flexibility, and therefore does not include a compulsory course component. However, it is likely that centres and other institutions will wish to offer courses for TKT preparation.

What can successful candidates do with TKT?

TKT increases teachers’ confidence and enables them to progress to other Cambridge English teaching qualifications.

TKT is recognised as an English language teaching qualification by many organisations and institutions around the world.

TKT: YL – an overview TKT: YL is a test of knowledge of teaching English to young learners. It tests knowledge of concepts related to:

• the learning and development of young learners

• planning lessons for young learners

• teaching strategies, practice activities and resources used to support and challenge language learning in young learners.

It also tests knowledge of informal classroom assessment of young learners’ work.

Who is TKT: YL suitable for?

TKT: YL is suitable for teachers of young learners who already teach other curriculum subjects in their first language, specialist young learner teachers who teach only English, or teachers of older learners or adults who also wish to teach young learners.

It can also be taken by:

• pre-service teachers

• teachers who wish to refresh their teaching knowledge

• teachers who are moving to teaching English after teaching another subject.

Entry criteria and language requirements

Candidates are not required to fulfil any specific entry criteria for TKT: YL. There are no formal English language requirements; however, candidates are expected to be familiar with language relating to the practice of English language teaching. A non-exhaustive list of teaching terminology and definitions is provided in the TKT Glossary, which can be downloaded from cambridgeenglish.org/tkt

Test structure

The TKT: YL module consists of a timed pencil-and-paper test, featuring 80 multiple-choice questions.

It tests candidates’ knowledge of concepts related to teaching young learners, rather than their subject knowledge, proficiency in the English language, or their performance in classroom situations.

Approaches to teaching and learning

A range of approaches to teaching and learning may be covered in the test. Materials are carefully selected so that they are fair to candidates from all backgrounds and teaching contexts. Knowledge of communicative and other approaches to teaching is expected, as is familiarity with the common terminology of English language teaching (a non-exhaustive list of teaching terminology and definitions is provided in the TKT Glossary).

Sources and text types for TKT: YL preparation

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

• young learners’ coursebooks, activity books or supplementary materials, including young learner materials found online

• the TKT Glossary

• articles relating to young learners from journals, magazines and the internet

• diagrams and other visuals

• descriptions of classroom situations.

Introduction to TKT 7

https://www.cambridgeenglish.org/teaching-english/teaching-qualifications/tkt/prepare-for-tkt/

Support for candidates and course providers Support and general information for TKT: YL, including a downloadable version of this handbook, can be found at cambridgeenglish.org/tkt

Materials for course providers

For course providers, teacher training session plans and other trainer resources can be found at cambridgeenglish.org/resources-for-teachers

We also run free seminars and webinars for teachers, with replays available on Cambridge English TV:

Webinars for teachers: cambridgeenglish.org/webinars

Seminars and events: cambridgeenglish.org/events

Cambridge English TV: youtube.com/cambridgeenglishtv

Preparing for TKT: YL

It is not necessary to complete a course to enter for TKT: YL. Candidates can prepare for their exam independently, or can if they prefer, follow a course provided by an exam or teaching qualification centre.

Pretesting

Pretesting of TKT test material provides us with valuable information about candidates’ performance on particular tasks. Pretesting is also useful for centres or institutions, as it gives candidates the opportunity to familiarise themselves with TKT task types under test conditions and to receive feedback on areas of strength and weakness.

If your centre or institution would like to be involved in TKT pretesting, find out more at cambridgeenglish.org/about-pretesting

Further information

Contact your local authorised exam centre or teaching qualification centre, or our helpdesk at cambridgeenglish.org/helpdesk for:

• current fees

• details of exam sessions

• more information about TKT and other Cambridge English teaching qualifications and exams.

TKT: YL administration

Entry procedure

Candidates must enter through an authorised Cambridge English examination or teaching qualification centre. For a list of centres, go to cambridgeenglish.org/teachingcentresearch

TKT: YL is available throughout the year and examination centres select their own test dates. Entries must be made at least six weeks in advance of a test date.

Please note that more notice may be necessary if candidates have special requirements and therefore need special arrangements (see section on Special Circumstances).

For copies of the Regulations and more details on entry procedure, current fees and further information about this and our other examinations, contact your local examination centre.

Results

Candidates receive a certificate for each module taken. Candidate performance is reported using four bands.

Band A candidate at this level demonstrates

4 extensive knowledge of TKT: YL content areas

3 breadth and depth of knowledge of TKT: YL content areas

2 basic, but systematic knowledge of TKT: YL content areas

1 limited knowledge of TKT: YL content areas

Notification of results

TKT results are issued to centres approximately two to four weeks after we receive the answer sheets in Cambridge.

Please note that despatch of candidates’ results will be delayed if they need special consideration or if malpractice is suspected (see section on Special Circumstances).

Enquiries on results must be made through the candidate’s centre.

Appeals procedure

We provide a service to enable centres to appeal, on behalf of candidates, against assessment decisions that affect grades awarded to candidates, e.g. decisions relating to results and decisions relating to irregular conduct.

Candidates should first contact their centre for advice. For more information about the appeals procedure, go to cambridgeenglish.org/help/enquiries-and-appeals

8

http://cambridgeenglish.org/tkt

http://cambridgeenglish.org/resources-for-teachers

http://cambridgeenglish.org/webinars

http://cambridgeenglish.org/events

http://youtube.com/cambridgeenglishtv

http://cambridgeenglish.org/about-pretesting

http://cambridgeenglish.org/helpdesk

http://cambridgeenglish.org/teachingcentresearch

http://cambridgeenglish.org/help/enquiries-and-appeals

Special Circumstances Cambridge English Qualifications are designed to be fair to all test takers. This commitment to fairness covers:

• Special arrangements These are available for candidates with a permanent or long-term disability. Consult your Centre Exams Manager (CEM) for more details.

• Special consideration We will give special consideration to candidates affected by adverse circumstances such as illness or bereavement immediately before or during an exam. Applications for special consideration must be made through the centre no later than 10 working days after the exam date.

• Malpractice We will investigate all cases where candidates are suspected of copying, collusion or breaking the exam regulations in some other way. Results may be withheld while they are being investigated, or because we have found an infringement of regulations. Centres are notified if a candidate’s results have been investigated.

For more information about special circumstances go to cambridgeenglish.org/help

Introduction to TKT 9

http://cambridgeenglish.org/help

1 hour 20 mins

TKT: YL test overview

Paper Number of tasks

Number of marks

Task types Answer format

1 12 80 Objective tasks, such as matching and multiple choice.

Candidates indicate their answers by shading the correct boxes on their answer sheets.

Candidates should use a pencil.

10

TKT: YL test

Syllabus TKT: YL is an examination for teachers and classroom assistants who teach or will teach English to young learners. It tests knowledge of concepts related to young learner learning and development, and knowledge of young learners from a teaching perspective: the planning, teaching and assessment of young learners’ work.

Title Areas of teaching knowledge

Task types and format

Knowledge of young learners and principles of teaching English to young

• children’s characteristics as language learners (theory focused)

• developing children’s learning strategies through language learning

• developing children’s cognitive strategies through language learning

2 tasks consisting of 13 questions.

Tasks include matching and multiple choice.

learners • developing children’s communication strategies through language learning

Planning and preparing young learner lessons

• lesson plans – components/headings

• providing support and challenge when selecting and using coursebooks and supplementary materials

• additional resources – selecting, adapting and supplementing



Teaching young learners

• scaffolding children’s understanding of language and use of language through teacher language and teaching strategies

• using practice activities to consolidate children’s language learning

• managing young learners in class



Assessing young learner learning through classroom-based assessment

• purposes of different types of classroom-based assessment

• focus of different types of classroom-based assessment

• acting on classroom-based assessment evidence



Knowledge of young learners and principles of teaching English to young learners

This part of the TKT: YL module tests candidates’ knowledge of children’s characteristics as language learners and knowledge of how language learning can help young learners to develop learning strategies, cognitive strategies and communication strategies.

Syllabus area Example testing focus

Children’s characteristics as language learners (theory focused)

• capacity for play and fun • capacity for indirect learning: tendency to

respond to meaning and the situation rather than to language

• need to feel relaxed/safe • learning from social interaction

(with peers and teacher) • using chunks • using limited language at their disposal

creatively • some children may already be able or be

beginning to understand abstracts, generalise and systematise

• characteristics which vary between children: e.g. learner preferences, previous learning experience, L1 background, motivation, personality, attention spans (depending on activity and topic)

Developing children’s learning strategies through language learning

• planning learning • setting learning objectives • selecting activities • organising learning • reviewing learning • remembering language or information

about language • using reference resources • developing hypotheses about language rules • comparing • contrasting • self-assessment • self-correction

Developing children’s cognitive strategies through language learning

• predicting • skimming • scanning • identifying • matching • categorising • deducing meaning from context • risk-taking • sequencing • ranking

Syllabus 11


Developing children’s communication strategies through language learning

• asking for an object (Can I have …?) • asking for clarifcation or help

(Can you help me?/How can I …?) • asking for information

(What’s a dragon?/How do you …?) • asking for permission

(Can I go/take/use/work with …?) • attracting someone’s attention (Miss!) • clarifying (Yes, a blue one.) • describing routines or states

(I go to bed at …/It lives in the jungle.) • describing a personal experience

(We went to the park.) • describing an action (He’s singing.) • describing appearance (It’s green.) • expressing a reason (Because I found it.)

• expressing agreement/disagreement (OK/I don’t think so ...)

• expressing an intention (I’m going to draw a house.)

• expressing an opinion (I like cats.) • giving instructions (Open it! Don’t do that!) • narrating (The king said …) • offering something (Do you want some?)


This part of the TKT: YL module tests candidates’ knowledge of planning and preparing language lessons for young learners.


Lesson plans (components/ headings)

• learning outcomes • personal teaching aim • previous learning • resources needed • interaction patterns (plenary, groups, pairs,

individual) • procedure • possible problems and solutions • differentiation • assessment evidence • syllabus ft • follow-up suggestions • lesson evaluation

Providing support and challenge when selecting and using coursebooks and supplementary materials

• adding to, omitting from and adapting coursebooks and supplementary materials to support and challenge children’s learning: • adding visual support • adding word banks • adding possible answers • omitting unnecessary detail • simplifying language • personalising content • changing layout • adapting tasks


Planning and sequencing lessons involving coursebooks and supplementary materials through the use and adaptation of:

• stories • games (e.g. physical response, guessing,

memory, categorisation games) Additional • puppets resources • realia – selecting, • fashcar ds, pictures and drawings adapting and • blackboard/whiteboard supplementing • art and craft materials and activities (e.g.

making and designing mini-books, origami animals, personal dictionaries, masks, puppets, weather charts, cards for special occasions)

• action rhymes, songs and chants • ICT • video clips (both commercial and class made)


This part of the TKT: YL module tests candidates’ knowledge of strategies for teaching language to young learners.


Scaffolding children’s understanding of language and use of language through teacher language

• using language at children’s level • adjusting language to children’s level:

repeating, rephrasing, allowing wait time after asking a question

• asking appropriate questions: closed, open, divergent, convergent

• supporting language with gestures and actions (facial expressions, making sounds, pointing, nodding)

• correcting: reformulating, recasting, ignoring error

• using L1 when appropriate

Scaffolding through teaching strategies (see Moon 2000)*

• creating a clear or familiar context for an activity • creating a clear purpose for an activity

which makes sense from a child’s perspective • providing language models or prompts for an

activity or topic (e.g. through puppets, drawings) • reviewing language needed for an activity or topic • demonstrating through a model and/or

example how to do an activity • moving from known to unknown in an activity • focusing on visible objects, actions and

information • using practical activities in which language is

supported by action • supporting meaning with visuals and/or objects

(e.g. puppets, mascots) • creating opportunities for learning through

different senses • relating activities to children’s personal

experiences • use of word banks, language frames,

substitution tables, sentence starters, speech bubbles, different kinds of charts, diagrams and grids to support both input and output

* Moon, J (2000) Children Learning English, Oxford: Macmillan Heinemann.

12

TKT: YL test


Using practice activities to consolidate children’s language learning

• stirrers and settlers • competitive and co-operative activities • listen-and-do (physical response), listen-and-

make, listen-and-draw, listen-and-say • dictation • visualisation • brainstorming • drills • chants • dialogue • songs • role-play • stories • surveys • information-gap activities • guessing activities • memory activities • categorisation activities • problem-solving activities

Managing young learners in class

• getting and keeping children’s attention • checking understanding • correction strategies (recasting, reformulating,

ignoring errors, plus a limited focus on direct correction techniques)

• using and managing individual, pair, group and whole-class work

• establishing routines to develop responsible behaviour and help children to feel safe

• giving children practical responsibilities


This part of the TKT: YL module tests candidates’ knowledge of assessing young learner learning in the classroom, and knowledge of how to respond to the information provided by classroom assessment.


Purposes of different types of classroom-based assessment

• identifying progress in language, learning strategies, use of skills

• identifying achievement in language, learning strategies, use of skills

• diagnosing strengths and weaknesses in language, learning strategies, use of skills, gaining feedback on learning objectives of lesson or of syllabus

• identifying children’s likes and dislikes

Focus of • language different types • behaviour of classroom- • learning strategies based • cognitive strategies assessment • communication strategies

Acting on • providing oral and written formative feedback classroom- in class based • adjusting teaching materials assessment • adjusting task types evidence • adjusting classroom management

Syllabus 13

Preparing for TKT: YL

General

TKT: YL is concerned with teaching English to young learners. Teachers may therefore be able to use their own teaching situation as a means of preparing for the test.

Before a lesson, candidates could:

• look at the language demands of the lesson and decide what kind of support is needed so that learners can understand and produce the language in spoken and written English

• notice any particular difficulties and include additional support for learners who need it

• think about providing additional challenge for learners who need it

• provide young learners with an opportunity to reflect on what they have learned at the end of the lesson.

While teaching a lesson, candidates could:

• note any common strengths and problems young learners have in understanding and using key language

• monitor and take note of young learners’ ability to work effectively at different stages of the lesson.

After a lesson, candidates could:

• consider possible reasons for young learners’ success or difficulty in understanding and using key language

• consider possible reasons for the effectiveness or ineffectiveness of different lesson stages

• consider what changes, if any, they might make in their future lesson with their young learners class.

Candidates should also become familiar with supplementary materials for teaching English to young learners. When looking at these materials it is useful to think about how the learner can access them by asking questions such as:

• Is the topic appropriate for my young learners?

• Is the language load manageable and relevant for my young learners?

• What will I need to adapt, omit or add to in the materials?

Candidates will find it helpful to familiarise themselves with the exam format and task types by looking at the TKT: YL syllabus information and the sample paper in this handbook.

Knowledge of young learners and principles of teaching English to young learners

Candidates can consider, discuss or read about:

• young learners’ characteristics as language learners

• how language learning can help young learners to develop learning strategies, cognitive strategies and communication strategies.



• what needs to be planned before teaching a young learner lesson or series of lessons

• different ways of providing support and challenge in young learner materials

• the use of additional classroom resources in young learner lessons.



• scaffolding young learners’ understanding and use of language

• using practice activities in young learner lessons

• managing young learners in class.



• purposes of and focuses for assessing young learners’ work in class

• ways of responding to the information classroom assessment provides.

14

2

For q

uest

ions

1 –

6, m

atch

the

teac

her’s

com

men

ts o

n he

r app

roac

h to

teac

hing

with

the

youn

g le

arne

r nee

ds a

nd c

hara

cter

istic

s lis

ted

A –

G.

Mar

k th

e co

rrec

t let

ter (

A –

G) o

n yo

ur a

nsw

er s

heet

.

Ther

e is

one

ext

ra o

ptio

n w

hich

you

do

not n

eed

to u

se.

Youn

g le

arne

r nee

ds a

nd c

hara

cter

istic

s

You

ng le

arne

rs li

ke to

hav

e:

A

rout

ines

in th

e cl

assr

oom

.

B

pers

onal

ised

feed

back

on

thei

r lan

guag

e.

C

oppo

rtuni

ties

to re

spon

d to

and

use

lang

uage

cre

ativ

ely.

D

the

chan

ce to

hav

e fu

n as

a w

hole

cla

ss.

E he

lp w

ith u

nder

lyin

g la

ngua

ge p

atte

rns.

F op

portu

nitie

s fo

r phy

sica

l mov

emen

t/act

ivity

.

G

enou

gh ti

me

to c

ompl

ete

thei

r wor

k.

Teac

her’s

com

men

ts

They

’re o

ften

slee

py in

the

afte

rnoo

ns s

o w

e ge

nera

lly d

o so

me

grou

p pr

ojec

t wor

k w

here

1

they

’re m

easu

ring

or d

oing

som

ethi

ng li

ke a

sci

ence

exp

erim

ent.

They

wor

ry a

bout

thei

r spe

lling

so,

eac

h w

eek,

we

choo

se a

vow

el s

ound

and

bra

inst

orm

2

all t

he w

ords

we

can

thin

k of

. The

n w

e lo

ok a

t how

they

’re s

pelt

and

cate

goris

e th

em.

One

of t

he th

ings

my

pupi

ls li

ke m

ost i

s to

lear

n a

chan

t and

then

try

to s

ay it

fast

er a

nd

3 fa

ster

but

stil

l kee

p in

tim

e. T

hat p

art’s

real

ly h

ard!

At t

he s

tart

of th

e le

sson

, tw

o pu

pils

giv

e ou

t the

boo

ks a

nd a

noth

er w

rites

the

date

on

the

4 bo

ard.

We

ofte

n do

vis

ualis

atio

ns. T

hey

clos

e th

eir e

yes

and

I ask

them

que

stio

ns a

bout

a s

tory

: 5

who

’s in

it?

whe

re a

re th

ey?

wha

t hap

pens

? Th

en th

ey d

raw

a p

ictu

re a

nd w

rite

a fe

w

sent

ence

s ab

out i

t.

I’ve

got a

ban

k of

wor

kshe

ets

at th

e ba

ck o

f the

room

for f

ast f

inis

hers

so

that

they

don

’t6

get b

ored

wai

ting

for e

very

one

else

.

3

For q

uest

ions

7 –

13,

mat

ch th

e te

ache

rs’ i

nstru

ctio

ns w

ith th

e m

ain

cogn

itive

stra

tegi

es th

ey a

re

help

ing

to d

evel

op li

sted

A –

D.

Mar

k th

e co

rrec

t let

ter (

A –

D) o

n yo

ur a

nsw

er s

heet

.

Mai

n co

gniti

ve s

trat

egie

s

A

cate

goris

ing

B

pred

ictin

g

C

rank

ing

D

infe

rrin

g

Teac

hers

’ ins

truc

tions

Look

at t

he m

onst

ers

in th

ese

pict

ures

. Whi

ch o

ne’s

nau

ghty

? H

ow d

o yo

u kn

ow?

7

Look

at t

hese

lette

rs a

nd th

en tr

y to

find

the

anim

al w

ord

I’m th

inki

ng o

f. Ar

e yo

u re

ady?

8

Firs

t wor

d: D

– O

…, N

ext w

ord:

S –

N –

…, n

ext o

ne: C

– A

….

Cut

out

the

five

pict

ures

of f

ood.

Stic

k yo

ur fa

vour

ite o

ne h

ere

at th

e to

p an

d w

rite

the

9 na

me

unde

r it.

Then

put

you

r nex

t fav

ourit

e on

e un

der i

t, an

d so

on.

List

en to

thes

e pe

ople

’s v

oice

s. W

hich

per

son

soun

ds h

appy

? 10

On

this

pap

er y

ou’v

e go

t tw

o ci

rcle

s. In

this

circ

le, d

raw

two

thin

gs y

ou o

nly

wea

r in

win

ter

11

and

in th

e ot

her,

draw

two

thin

gs y

ou o

nly

wea

r in

sum

mer

.

On

the

boar

d th

ere

are

pict

ures

of S

ue, a

sho

e an

d a

zoo.

Lis

ten

to th

is w

ord

and

tell

me

12

whi

ch p

ictu

re to

writ

e it

unde

r. N

ow li

sten

to th

ese

wor

ds.

Her

e ar

e pi

ctur

es o

f 10

thin

gs to

take

on

holid

ay. I

n pa

irs, c

hoos

e th

e fiv

e m

ost i

mpo

rtant

13

fo

r you

.

TKT: YL test

Sample paper

Turn

ove

r

15

4

For q

uest

ions

14

– 20

, mat

ch th

e te

ache

r’s c

omm

ents

on

a vo

cabu

lary

less

on p

lan

from

a re

sour

ce

book

with

the

less

on p

lan

head

ings

list

ed A

– H

.

Mar

k th

e co

rrec

t let

ter (

A –

H) o

n yo

ur a

nsw

er s

heet

.

Ther

e is

one

ext

ra o

ptio

n w

hich

you

do

not n

eed

to u

se.

Less

on p

lan

head

ings

A

Ass

umpt

ions

B

Ass

essm

ent e

vide

nce

C

Diff

eren

tiatio

n

D

Ext

ensi

on a

ctiv

ity

E In

tera

ctio

n pa

ttern

s

F S

ylla

bus

fit

G

Per

sona

l tea

chin

g ai

m

H

Pro

cedu

re

5

Turn

ove

r

Mem

ory

Gam

e Le

sson

pla

nTe

ache

r com

men

ts

Voca

bula

ry fo

cus

Good

: the

y’re

doin

g he

alth

y ea

ting

in s

cien

ce.

kitc

hen,

kni

fe, f

ork,

spo

on, p

late

, cup

, bo

wl,

fruit,

veg

etab

les

14

Bef

ore

clas

sC

opy

the

voca

bula

ry w

orks

heet

of

pict

ures

and

wor

ds, a

nd c

ut th

em in

tofla

shca

rds.

One

gro

up o

f ch

ildre

n ca

n’t r

ead

them

, so

I’ll

mak

e a

set

of m

atch

ing

pict

ures

for

the

m.

15

Grea

t! Ch

ildre

n co

uld

mak

e th

eir

own

gam

e se

ts t

o ke

ep a

nd p

ract

ise

with

.16

In c

lass

Rev

iew

the

topi

c of

voc

abul

ary.

Exp

lain

the

gam

e by

exa

mpl

e, w

ithyo

urse

lf as

one

pla

yer,

and

thre

e m

ore

child

ren.

Im

port

ant,

bec

ause

thi

s ga

me

mig

ht b

e ne

w fo

r so

me

child

ren.

17

Gam

e ru

les

Mix

the

card

s, a

nd p

ut th

e w

ord

card

s fa

ce d

own

on th

e ta

ble,

in fo

ur

row

s of

two,

and

the

pict

ures

face

do

wn

on th

e ot

her s

ide

of th

e ta

ble,

al

so in

four

row

s of

two.

Expl

ain

that

the

y m

ust

pay

atte

ntio

n to

rem

embe

r wh

ere

thei

r wo

rds

are.

18

Ask

a c

hild

to tu

rn o

ver a

car

d fro

m

the

pict

ure

side

and

to s

ay th

e w

ord,

and

to d

o th

e sa

me

for a

car

d on

the

wor

d si

de.

I’ll

know

if t

hey

have

lear

ned

som

ethi

ng if

the

y us

e En

glis

h ra

ther

tha

n L1

for

pic

ture

car

ds.

19

If th

e pi

ctur

e an

d w

ord

card

s ar

e th

esa

me

obje

ct, t

he c

hild

kee

ps th

e tw

o ca

rds.

If th

e pi

ctur

e an

d w

ord

do n

ot

mat

ch, t

he c

hild

put

s th

e tw

o ca

rds

face

dow

n ag

ain.

The

next

chi

ld c

ontin

ues

in th

e sa

me

way

. I

mus

t tr

y to

list

en t

o al

l the

pai

rs t

his

tim

e.20

The

gam

e is

ove

r whe

n al

l the

pic

ture

s an

d w

ords

hav

e be

en m

atch

ed.

16

6

For q

uest

ions

21

– 27

, mat

ch th

e pr

oble

ms

teac

hers

hav

e w

ith m

ater

ials

with

the

way

s of

su

pple

men

ting

or a

dapt

ing

thos

e m

ater

ials

list

ed A

– H

.

Mar

k th

e co

rrec

t let

ter (

A –

H) o

n yo

ur a

nsw

er s

heet

.

Ther

e is

one

ext

ra o

ptio

n w

hich

you

do

not n

eed

to u

se.

Teac

hers

’ pro

blem

s

Ther

e w

as a

text

in th

e co

urse

book

abo

ut p

ets.

I 21

w

asn’

t sur

e if

my

lear

ners

wou

ld k

now

the

diffe

renc

e be

twee

n ha

mst

ers

and

guin

ea p

igs

and

budg

ies

and

cana

ries.

The

child

ren

wer

e ke

en to

find

out

mor

e ab

out a

22

ne

w fi

lm w

hich

cam

e ou

t rec

ently

. I fo

und

a go

odre

view

in a

new

spap

er a

nd a

lthou

gh th

e la

ngua

ge

was

abo

ve th

eir l

evel

, I k

new

they

wou

ld fi

nd it

all

real

ly in

tere

stin

g.

The

cour

sebo

ok h

ad a

reci

pe fo

r som

ethi

ng th

at

23

isn’

t pop

ular

am

ong

child

ren

in o

ur c

ount

ry. I

thou

ght i

t wou

ld b

e m

ore

usef

ul fo

r the

m to

stu

dy

the

lang

uage

in a

reci

pe fo

r som

ethi

ng th

ey li

ke.

I got

som

e in

form

atio

n ab

out c

hoco

late

from

a lo

cal

24

fact

ory

but I

wan

ted

the

child

ren

to re

ad o

nly

abou

t ho

w it

is m

ade

and

not a

bout

the

hist

ory

of

choc

olat

e m

akin

g.

The

reco

rdin

g fro

m th

e co

urse

book

abo

ut th

e 25

fe

stiv

als

was

real

ly in

tere

stin

g. B

ut I

wan

ted

the

child

ren

to d

o so

met

hing

mor

e co

mm

unic

ativ

e th

an

just

list

en a

nd a

nsw

er th

e co

mpr

ehen

sion

qu

estio

ns.

I wan

ted

my

clas

s to

dra

w a

Ven

n di

agra

m o

f the

26

sim

ilarit

ies

and

diffe

renc

es b

etw

een

cam

els

and

gira

ffes.

I kn

ew th

ey w

ould

n’t t

hink

of e

noug

h th

ings

to m

ake

a ve

ry c

ompl

ete

diag

ram

.

The

stor

y in

the

cour

sebo

ok w

as w

ritte

n as

one

27

lo

ng p

arag

raph

in v

ery

smal

l prin

t and

was

har

d to

re

ad.

Way

s of

ada

ptin

g th

e m

ater

ials

A

pers

onal

isin

g th

e co

nten

t

B

omitt

ing

som

e un

nece

ssar

y de

tails

C

adap

ting

the

task

D

addi

ng a

tran

scrip

t

E ch

angi

ng th

e la

yout

F gi

ving

them

som

e po

ssib

le a

nsw

ers

G

addi

ng s

ome

visu

al s

uppo

rt

H

sim

plify

ing

the

lang

uage

7

For q

uest

ions

28

– 34

, loo

k at

the

stat

emen

ts a

bout

usi

ng a

dditi

onal

reso

urce

s an

d ch

oose

the

optio

n (A

, B o

r C) w

hich

com

plet

es e

ach

stat

emen

t.

Mar

k th

e co

rrec

t let

ter (

A, B

or C

) on

your

ans

wer

she

et.

I ofte

n us

e ac

tion

rhym

es w

ith m

y cl

ass

beca

use

____

____

____

hel

p th

e ch

ildre

n to

28

as

soci

ate

wor

ds w

ith m

eani

ngs.

A

the

wor

ds th

at rh

yme

B

the

mov

emen

ts

C

the

tune

s

I fin

d co

mpu

ter g

ames

whe

re c

hild

ren

put s

ente

nces

in th

e rig

ht o

rder

to m

ake

a st

ory

can

29

be u

sefu

l bec

ause

chi

ldre

n ge

t ___

____

____

_.

A

imm

edia

te fe

edba

ck o

n th

eir a

nsw

ers

B

the

chan

ce to

inve

nt in

tere

stin

g st

orie

s C

pl

enty

of l

iste

ning

pra

ctic

e

Mak

ing

orig

ami a

nim

als

in c

lass

is p

artic

ular

ly u

sefu

l for

pra

ctis

ing

____

____

____

. 30

A

th

e w

ords

for d

iffer

ent a

nim

als

B

liste

ning

for g

ist

C

follo

win

g in

stru

ctio

ns

31

Wor

dsea

rch

puzz

les

can

be a

use

ful w

ay o

f ___

____

____

_.

A

prac

tisin

g re

adin

g co

mpr

ehen

sion

B

im

prov

ing

lear

ners

’ wor

d st

ress

C

revi

ewin

g a

lexi

cal s

et

Whe

n I’m

sho

win

g a

vide

o cl

ip fo

r the

firs

t tim

e, I

som

etim

es tu

rn th

e so

und

dow

n an

d as

k 32

th

e ch

ildre

n to

___

____

____

_ w

hat t

he c

hara

cter

s ar

e sa

ying

.

A

repe

at

B

imag

ine

C

trans

late

I lik

e m

akin

g a

vide

o of

my

clas

ses

actin

g ou

t litt

le s

torie

s be

caus

e th

ey _

____

____

___.

33

A

real

ise

thei

r pro

nunc

iatio

n is

not

ver

y go

od

B

wan

t to

prac

tise

until

they

can

do

it re

ally

wel

l C

ca

n se

e w

hose

act

ing

skill

s ar

e pa

rticu

larly

goo

d

34

I fin

d th

at fl

ashc

ards

are

par

ticul

arly

use

ful f

or il

lust

ratin

g __

____

____

__.

A

conc

rete

voc

abul

ary

item

s B

le

xica

l chu

nks

C

wor

ds th

at a

re h

ard

to tr

ansl

ate

Turn

ove

r

TKT: YL test

Sample paper 17

8

For q

uest

ions

35

– 41

, mat

ch th

e te

ache

r cla

ssro

om la

ngua

ge in

the

exam

ples

with

the

stra

tegi

es fo

r sc

affo

ldin

g ch

ildre

n’s

unde

rsta

ndin

g an

d la

ngua

ge u

se li

sted

A –

H.

Mar

k th

e co

rrec

t let

ter (

A –

H) o

n yo

ur a

nsw

er s

heet

.

Ther

e is

one

ext

ra o

ptio

n w

hich

you

do

not n

eed

to u

se.

Stra

tegi

es fo

r sca

ffold

ing

child

ren’

s un

ders

tand

ing

and

lang

uage

use

A

refo

rmul

atin

g

B

prom

ptin

g

C

echo

cor

rect

ing

D

defin

ing

E gi

ving

an

exam

ple

F de

mon

stra

ting

G

igno

ring

erro

r

H

aski

ng a

n op

en q

uest

ion

Teac

her c

lass

room

lang

uage

Chi

ld:

Wha

t doe

s ‘a

nim

al’ m

ean?

35

Teac

her:

Cat

s an

d ho

rses

are

ani

mal

s.

Chi

ld:

This

Mar

tin’s

pen

.36

Te

ache

r: O

K. W

ell c

an y

ou g

ive

it ba

ck to

him

, ple

ase.

Chi

ld:

Last

Sat

urda

y m

y au

ntie

take

me

to th

e ci

nem

a.37

Te

ache

r: Ta

ke?

Chi

ld:

Sor

ry. I

don

’t un

ders

tand

. 38

Te

ache

r: P

ut y

our c

hair

like

this

. The

n yo

u ca

n’t s

ee S

am’s

pic

ture

.

Chi

ld:

This

din

osau

r is

mor

e bi

g.

39

Teac

her:

OK

, thi

s di

nosa

ur’s

big

ger.

Chi

ld:

Wha

t’s a

n in

sect

? 40

Te

ache

r: It’

s an

ani

mal

with

six

legs

.

Chi

ld:

I can

’t re

mem

ber t

he n

ame

of th

e co

lour

.41

9

For q

uest

ions

42

– 48

, mat

ch th

e ex

ampl

es o

f wha

t fas

t fin

ishe

rs d

o in

cla

ss w

ith th

e sc

affo

ldin

g st

rate

gies

for c

halle

ngin

g th

em li

sted

A, B

and

C.

Mar

k th

e co

rrec

t let

ter (

A, B

or C

) on

your

ans

wer

she

et.

Teac

her:

Pur

…

Chi

ld:

Pur

ple.

Scaf

fold

ing

stra

tegi

es fo

r cha

lleng

ing

fast

fini

sher

s

A

Chi

ldre

n ch

eck

thei

r ow

n w

ork.

B

Chi

ldre

n he

lp o

ther

chi

ldre

n w

ho h

ave

not f

inis

hed

yet.

C

Chi

ldre

n do

an

exte

nsio

n ac

tivity

.

Wha

t fas

t fin

ishe

rs d

o

42

Writ

e th

e na

me

of fi

ve o

bjec

ts w

hich

are

usu

ally

red.

Com

pare

thei

r ans

wer

s to

a c

ompr

ehen

sion

task

abo

ut a

sto

ry w

ith th

e an

swer

key

at t

he

43

back

of t

heir

cour

sebo

ok.

Exp

lain

in L

1 ho

w to

do

a se

quen

cing

task

to a

gro

up h

avin

g pr

oble

ms

doin

g th

e ta

sk.

44 45

Dra

w a

pic

ture

to il

lust

rate

the

chan

t the

y ha

ve w

ritte

n.

Pro

ofre

ad th

eir s

hort

desc

riptio

n of

a ty

pica

l day

in th

eir l

ife b

efor

e th

ey g

ive

it to

the

46

teac

her.

Cho

ose

a gr

aded

read

er fr

om a

read

ing

box

the

teac

her k

eeps

in th

e cl

assr

oom

.

Ans

wer

ano

ther

chi

ld’s

que

stio

ns a

bout

the

mea

ning

of s

ome

wor

ds in

a s

urve

y th

e cl

ass

47 48

are

prep

arin

g.

Turn

ove

r

18

10

For q

uest

ions

49

– 54

, mat

ch th

e de

scrip

tions

of a

ctiv

ities

with

the

type

s of

pra

ctic

e ac

tivity

list

ed

A –

G.

Mar

k th

e co

rrec

t let

ter (

A –

G) o

n yo

ur a

nsw

er s

heet

.

Ther

e is

one

ext

ra o

ptio

n w

hich

you

do

not n

eed

to u

se.

Type

s of

pra

ctic

e ac

tivity

A

brai

nsto

rm

B

info

rmat

ion-

gap

C

visu

alis

atio

n

D

gues

sing

E m

emor

y ac

tivity

F ro

le-p

lay

G

drill

Des

crip

tions

of a

ctiv

ities

Chi

ldre

n cl

ose

thei

r eye

s w

hile

the

teac

her r

emov

es o

ne o

f the

sto

ry s

ente

nces

from

the

49

boar

d. T

hey

open

thei

r eye

s, th

en s

ay w

hich

one

is m

issi

ng.

The

teac

her s

ays

the

sent

ence

‘I g

ave

her a

ban

ana’

, the

n sh

ows

pict

ures

of,

e.g.

a li

ttle

50

girl,

a m

an, a

mot

her a

nd fa

ther

, a c

at. C

hild

ren

have

to s

ay th

e se

nten

ce w

ith th

e co

rrec

t pr

onou

n fo

r eac

h.

51

Afte

r rea

ding

the

stor

y, th

e te

ache

r cho

oses

diff

eren

t chi

ldre

n to

act

it o

ut.

The

teac

her t

ells

the

child

ren

they

are

goi

ng to

trav

el in

a s

pace

ship

to a

noth

er p

lane

t. In

52

gr

oups

, the

y m

ake

a lis

t of t

hing

s th

ey w

ant t

o ta

ke w

ith th

em.

Eac

h ch

ild h

as a

diff

eren

t ver

sion

of a

pic

ture

from

thei

r par

tner

. With

out l

ooki

ng a

t eac

h 53

ot

her’s

pic

ture

, the

y ta

ke tu

rns

to d

escr

ibe

wha

t the

y se

e in

ord

er to

find

five

diff

eren

ces.

The

teac

her a

sks

the

child

ren

a se

ries

of q

uest

ions

abo

ut a

n im

agin

ary

day

out s

uch

as,

54

‘Whe

re a

re y

ou g

oing

?, W

ho’s

with

you

? W

hat’s

the

wea

ther

like

?’ C

hild

ren

sit q

uiet

ly w

ith

thei

r eye

s cl

osed

, thi

nkin

g ab

out t

he a

nsw

ers.

11

For q

uest

ions

55

– 60

, loo

k at

the

stat

emen

ts a

bout

the

uses

of c

lass

room

pra

ctic

e ac

tiviti

es a

nd

choo

se th

e op

tion

(A, B

or C

) whi

ch c

ompl

etes

eac

h st

atem

ent.

Mar

k th

e co

rrec

t let

ter (

A, B

or C

) on

your

ans

wer

she

et.

55

Bra

inst

orm

ing

voca

bula

ry b

efor

e a

task

A

mak

es u

se o

f chi

ldre

n’s

own

expe

rienc

e an

d m

emor

ies

of th

e to

pic.

B

he

lps

child

ren

dedu

ce m

eani

ng fr

om c

onte

xt.

C

crea

tes

an in

form

atio

n-ga

p ac

tivity

.

56

Rol

e-pl

ay c

an p

rovi

de c

hild

ren

with

the

oppo

rtuni

ty to

A

prac

tise

writ

ing

skill

s.B

do

jigs

aw li

sten

ing.

C

cons

olid

ate

lang

uage

chu

nks.

Set

tling

act

iviti

es a

im to

57

A

crea

te a

com

petit

ive

clas

sroo

m a

tmos

pher

e.

B

calm

and

focu

s ch

ildre

n af

ter a

per

iod

of a

ctiv

ity.

C

prov

ide

grou

p pr

actic

e of

targ

et la

ngua

ge.

58

Vis

ualis

atio

n ac

tiviti

es in

volv

e ch

ildre

n in

A

usin

g m

ind

map

s to

reco

rd v

ocab

ular

y.

B

clos

ing

thei

r eye

s an

d lis

teni

ng to

the

teac

her.

C

look

ing

at p

ictu

res

in g

roup

s.

59

Tota

l Phy

sica

l Res

pons

e ac

tiviti

es in

volv

e m

ainl

y

A

child

ren’

s w

ritin

g sk

ills.

B

child

ren’

s re

adin

g sk

ills.

C

ch

ildre

n’s

liste

ning

ski

lls.

Pro

blem

-sol

ving

act

iviti

es c

onso

lidat

e ch

ildre

n’s

lang

uage

lear

ning

by

60

A

activ

atin

g th

eir c

ogni

tive

skill

s.

B

pres

entin

g ne

w la

ngua

ge.

C

high

light

ing

the

impo

rtanc

e of

acc

urat

e pr

onun

ciat

ion.

TKT: YL test

Sample paper

Turn

ove

r

19

12

For q

uest

ions

61

– 67

, mat

ch th

e te

ache

r’s c

omm

ents

with

the

area

s of

man

agin

g th

e cl

ass

to s

uppo

rt ch

ildre

n’s

lang

uage

lear

ning

list

ed A

– D

.

Mar

k th

e co

rrec

t let

ter (

A –

D) o

n yo

ur a

nsw

er s

heet

.

Are

as o

f man

agin

g a

clas

s

A

getti

ng c

hild

ren’

s at

tent

ion

B

chec

king

und

erst

andi

ng

C

corr

ectin

g la

ngua

ge

D

esta

blis

hing

rout

ines

to d

evel

op re

spon

sibl

e be

havi

our

Teac

her’s

com

men

ts

61

Ver

y go

od tr

y M

arth

a, b

ut re

mem

ber t

o ch

ange

the

orde

r of t

he w

ords

to m

ake

a qu

estio

n.

62

OK

, tha

nk y

ou e

very

one.

Are

you

read

y to

mov

e on

to th

e ne

xt ta

sk n

ow?

Whe

re s

houl

d I p

ut u

sual

ly o

n ou

r lis

t? Is

it n

eare

r to

alw

ays

or to

nev

er?

Yes

, I c

an h

ear a

lot o

f peo

ple

who

kno

w th

e rig

ht a

nsw

er b

ut if

I do

n’t s

ee a

ny h

ands

up,

I

63 64

don’

t kno

w w

ho to

ask

.

65

Five

sec

onds

to fi

nish

, and

four

, thr

ee, t

wo,

one

exc

elle

nt. N

ow le

t’s w

atch

the

next

par

t.

It’s

a lo

vely

sun

ny d

ay, s

o te

ll m

e w

hich

of t

hese

clo

thes

I do

n’t n

eed

to w

ear –

sho

rts,

66

glov

es, a

sca

rf, a

T-s

hirt.

67

No,

he

said

fifte

en c

hoco

late

s, n

ot fi

fty.

13

For q

uest

ions

68

– 73

, loo

k at

the

inco

mpl

ete

stat

emen

ts a

bout

ass

essi

ng c

hild

ren

in c

lass

and

the

thre

e op

tions

for c

ompl

etin

g th

em li

sted

A, B

and

C.

Two

of th

e op

tions

wou

ld b

e go

od te

ache

r dec

isio

ns a

bout

ass

essi

ng c

hild

ren

in c

lass

. One

of t

he

optio

ns w

ould

NO

T be

a g

ood

teac

her d

ecis

ion.

Mar

k th

e op

tion

(A, B

or C

) whi

ch w

ould

NO

T be

a g

ood

teac

her d

ecis

ion

on y

our a

nsw

er s

heet

.

68

To a

sses

s th

eir c

ogni

tive

skill

s, th

e te

ache

r wou

ld N

OT

ask

the

child

ren

to

A

answ

er tr

ue/fa

lse

ques

tions

abo

ut th

eir f

avou

rite

type

s of

food

. B

pu

t pic

ture

s of

food

into

two

grou

ps: f

ood

they

like

and

food

they

don

’t lik

e.

C

sequ

ence

the

pric

es o

f diff

eren

t foo

ds fr

om th

e ch

eape

st to

the

mos

t exp

ensi

ve.

69

To a

sses

s th

eir a

bilit

y to

use

lang

uage

cre

ativ

ely,

the

teac

her w

ould

NO

T as

k th

e ch

ildre

n to

A

liste

n to

and

per

form

a ja

zz c

hant

in p

airs

. B

ta

ke p

art i

n a

role

-pla

y in

pai

rs.

C

talk

abo

ut th

eir l

ast h

olid

ay in

pai

rs.

To a

sses

s th

eir l

iste

ning

com

preh

ensi

on s

kills

, the

teac

her w

ould

NO

T as

k th

e ch

ildre

n to

70

lis

ten

and

A

mim

e th

e w

ords

in a

son

g.

B

follo

w a

text

with

the

wor

ds o

f a s

ong.

C

an

swer

som

e qu

estio

ns a

bout

a s

ong.

71

To a

sses

s th

eir s

pelli

ng, t

he te

ache

r wou

ld N

OT

ask

the

child

ren

to lo

ok a

t pic

ture

s an

d

A

fill i

n a

cros

swor

d pu

zzle

usi

ng th

e pi

ctur

es a

s cl

ues.

B

us

e th

e w

ords

in a

sub

stitu

tion

drill

. C

la

bel t

he it

ems

in th

e sp

ace

prov

ided

.

To a

sses

s th

eir a

bilit

y to

revi

ew th

eir l

earn

ing,

the

teac

her w

ould

NO

T as

k th

e ch

ildre

n to

72

th

ink

abou

t the

less

on a

nd to

A

deci

de w

hat t

hing

s th

ey w

ere

good

at.

B

list t

he w

ords

they

und

erst

ood.

C

sa

y w

hich

act

iviti

es th

ey li

ked.

73

To a

sses

s th

eir a

bilit

y to

rem

embe

r lan

guag

e, th

e te

ache

r wou

ld N

OT

ask

the

child

ren

to

A

fill i

n th

e ga

ps in

a te

xt a

bout

diff

eren

t typ

es o

f clo

thes

. B

m

atch

wor

ds re

latin

g to

clo

thes

to p

ictu

res

of d

iffer

ent c

loth

es.

C

liste

n to

a s

ong

abou

t diff

eren

t clo

thes

.

Turn

ove

r

20

14

For q

uest

ions

74

– 80

, mat

ch th

e ex

ampl

es o

f tea

cher

feed

back

with

the

mai

n fo

cus

of th

e fe

edba

ck

liste

d A

, B a

nd C

.

Mar

k th

e co

rrec

t let

ter (

A, B

or C

) on

your

ans

wer

she

et.

Mai

n fo

cus

of fe

edba

ck

A

child

ren’

s us

e of

lear

ning

stra

tegi

es

B

child

ren’

s us

e of

lang

uage

C

child

ren’

s be

havi

our

Exam

ples

of t

each

er fe

edba

ck

74

OK

: is

it he

or she

for y

our s

iste

r?

This

gro

up, y

ou g

ave

ever

yone

a c

hanc

e to

spe

ak. W

ell d

one!

That

’s in

tere

stin

g: w

hy d

id y

ou a

nsw

er th

e ea

sier

sto

ry q

uest

ions

firs

t and

the

hard

er o

nes

75 76

last

?

77

It w

as a

real

ly g

ood

idea

to p

lan

your

pos

ter b

efor

e yo

u st

arte

d to

dra

w it

.

78

That

’s ri

ght,

it’s

a ho

use.

Than

ks fo

r tid

ying

up

the

desk

s so

qui

ckly

. 79 80

Y

es, s

ure,

it’s

fine

to u

se th

e pi

ctur

e di

ctio

nary

to fi

nd w

ords

.

TKT: YL test

Sample paper 21

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

31

32

33

34

35

36

37

38

39

40

41

42

43

44

45

46

47

48

49

50

51

52

53

54

55

56

57

58

59

60

61

62

63

64

65

66

67

68

69

70

71

72

73

74

75

76

77

78

79

80

Answer key

F G B C

E H C A

D A A B

A B B D

C C C A

G F A B

D E C C

B B B A

C A E A

D C G B

A C F B

A B A C

C B B C

F A C B

C E A C

D G C A

A C B A

H F B B

B A C C

G D A A

22

Answer sheet

28694 OFFICE USE ONLY - DO NOT WRITE OR MAKE ANY MARK ABOVE THIS LINE Page 1 of 2

Candidate Name

Candidate Number

Centre Name

Centre Number

Examination Title

Examination Details

Candidate Signature

Assessment Date

Supervisor: If the candidate is ABSENT or has WITHDRAWN shade here

Teaching Knowledge Test Candidate Answer Sheet Instructions Use a PENCIL (B or HB). Rub out any answer you want to change with an eraser.

For Parts 1, 2, 3, 4 and 5: Mark ONE letter for each answer. For example: If you think A is the right answer to the question, mark your answer sheet like this:

1 A B C D E F G H I

2 A B C D E F G H I

3 A B C D E F G H I

4 A B C D E F G H I

5 A B C D E F G H I

6 A B C D E F G H I

7 A B C D E F G H I

8 A B C D E F G H I

9 A B C D E F G H I

10 A B C D E F G H I















OFFICE USE ONLY - DO NOT WRITE OR MAKE ANY MARK BELOW THIS LINE Page 1 of 2 28694

Sample answer sheet 23

25

30

35

40

45

50

55

60

65

70

75

80

28694 OFFICE USE ONLY - DO NOT WRITE OR MAKE ANY MARK ABOVE THIS LINE Page 2 of 2

A B C D E F G H I 53 A B C D E F G H I

26 A B C D E F G H I 54 A B C D E F G H I

27 A B C D E F G H I A B C D E F G H I


























OFFICE USE ONLY - DO NOT WRITE OR MAKE ANY MARK BELOW THIS LINE Page 2 of 2 28694

24

More Cambridge English teaching qualifications and courses We offer a number of practical, flexible courses and qualifications for new or experienced English language teachers:

CELTA (Certificate in Teaching English to Speakers of Other Languages)

CELTA is an initial qualification for people with little or no previous teaching experience, or who have experience but no qualification. The CELTA course focuses on the principles of effective teaching and a range of practical skills for teaching English to adult learners. The course includes hands-on teaching practice and an alternative blended learning delivery option.

DELTA (Diploma in Teaching English to Speakers of Other Languages)

DELTA is a flexible way for experienced English language teachers to progress further in their careers. DELTA can be taken at any stage in a teacher’s career and is ideal for those wanting to develop/extend their teaching knowledge and improve their teaching practice. It is made up of three independent modules which can be taken in any order and over any time period. Candidates receive a certificate for each module passed. On completion of all three modules, teachers can request the over-arching DELTA certificate. There are both face-to-face and blended/online delivery options.

The following courses and qualifications are available to teachers through institutions and educational authorities:

CELT-P (Certificate in English Language Teaching – Primary)

This qualification is for English language teachers working in primary education (6–12 year olds). Teachers learn how to improve their classroom performance through a combination of online study and observed teaching practice.

CELT-S (Certificate in English Language Teaching – Secondary)

This qualification is for English language teachers working in secondary education (11–18 year olds). Teachers improve their classroom performance through a combination of online study and observed teaching practice.

Language for Teaching courses

The three Language for Teaching courses are for English language teachers working in primary and secondary education. They give teachers the language they need to teach English with confidence. Teachers improve their general English, as well as learn the professional language they need for effective communication in English, both inside and outside the classroom. Each Language for Teaching course covers one level of the Common European Framework of Reference (CEFR), so the three courses combined take teachers from CEFR Level A1 to B2. On completion, teachers can consider taking a Cambridge English language exam.

Certificate in EMI Skills

The Certificate in EMI Skills is for higher education teaching staff whose first language is not English, but who use English as the Medium of Instruction to deliver their subject. It helps institutions to enhance teaching quality by improving the English skills of their faculty.

Train the Trainer

This course is for experienced teachers who would like to develop the knowledge and skills to become teacher trainers. It combines the development of generic training skills with course-specific familiarisation. The course will enable experienced teachers to provide training on the CELT-P and CELT-S courses.

For more information about Cambridge English teaching qualifications, visit cambridgeenglish.org/teaching-qualifications

http://cambridgeenglish.org/teaching-qualifications

We are Cambridge Assessment English. Part of the University of Cambridge, we help millions of people learn English and prove their skills to the world.

For us, learning English is more than just exams and grades. It’s about having the confidence to communicate and access a lifetime of enriching experiences and opportunities.

With the right support, learning a language is an exhilarating journey. We’re with you every step of the way.

Cambridge Assessment English The Triangle Building Shaftesbury Road Cambridge CB2 8EA United Kingdom

cambridgeenglish.org

/cambridgeenglish

/cambridgeenglishtv

/cambridgeeng

/cambridgeenglish

/cambridge-assessment-english

Not for sale All details are correct at the time of going to print in November 2019. Copyright © UCLES 2019 | CER/2951/V1/NOV19

Together we inspire learners to go further Discover more: cambridgeenglish.org/teaching-english cambridgeenglish.org/tkt

This document was initially designed for print and as such does not reach accessibility standard WCAG 2.1 in a number of ways including missing text alternatives and missing document structure.

If you need this document in a different format contact [email protected] telling us your name, email address and requirements and we will respond within 15 working days.

http://cambridgeenglish.org

http://facebook.com/cambridgeenglish

http://youtube.com/cambridgeenglishtv

https://twitter.com/cambridgeeng

http://instagram.com/cambridgeenglish

https://www.linkedin.com/organization-guest/company/cambridge-assessment-english?challengeId=AQG4FG44oLgSjAAAAXMz3JPmugi0VdnQSgfte3usnJ0TEF_zZfv1d40nwWw1WIvG0-2Q2kKbK6EcvaDpObk_aCYoxQW_2o-ETA&submissionId=8573d762-181a-2016-a635-f4265a6ea445

http://cambridgeenglish.org/teaching-english

http://cambridgeenglish.org/tkt

TKT young learners handbook for teachers - Cambridge English

Documents

Transcript of TKT young learners handbook for teachers - Cambridge English