tkt-practical-handbook.pdf

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T

K

T

Practical module

Teaching Knowledge Test

Handbook for Teachers

Teaching Qualiﬁcations

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Cancel Anytime. CONTENTS CONTENTS

Preface

This handbook provides information for centres and candidates interested in taking

This handbook provides information for centres and candidates interested in taking TKT: PracticalTKT: Practical.. For further information on any Cambridge English exams and teaching qualiﬁcations or if

For further information on any Cambridge English exams and teaching qualiﬁcations or if you need further copies of you need further copies of this handbook, pleasethis handbook, please email

email [email protected]@CambridgeESOL.org

About�Cambridge�ESOL � About�Cambridge�ESOL � Introduction�to�TKT�–�a�test�of�professional Introduction�to�TKT�–�a�test�of�professional knowledge�and�practice�for�English�language�teachers � knowledge�and�practice�for�English�language�teachers � Cambridge�English�teaching�qualiﬁcations � Cambridge�English�teaching�qualiﬁcations � An�overview�of�TKT��Practical � An�overview�of�TKT��Practical � Requirements�of�TKT��Practical � Requirements�of�TKT��Practical � Special�Circumstances � Special�Circumstances � Support�for�TKT�candidates�and�course�providers � Support�for�TKT�candidates�and�course�providers � Further�information � Further�information � TKT��Practical�–�assessment � TKT��Practical�–�assessment � Guidance�for�candidates�on�completing�the�TKT��Practical� Guidance�for�candidates�on�completing�the�TKT��Practical� lesson

lesson plan plan ��

Introduction�to�lesson�plans�and�assessor�comments �� Introduction�to�lesson�plans�and�assessor�comments ��

Completed�lesson�plans�and�assessor�comments ��

Example��

Example�� Completed�lesson�Completed�lesson�plan plan ��

Assessor�comments�on�Example��

Example��

Assessor�comments�on�Example�� Assessor�comments�on�Example�� Information�for�candidates �� Information�for�candidates �� Information�for�centres �� Information�for�centres �� Grading�and�results �� Grading�and�results �� Appendix��TKT��Practical�lesson�plan�template �� Appendix��TKT��Practical�lesson�plan�template �� Appendix��TKT��Practical�band�descriptors �� Appendix��TKT��Practical�band�descriptors ��

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ABOUT CAMBRIDGE ESOL ABOUT CAMBRIDGE ESOL

About Cambridge ESOL

TKT

TKT ( (Teaching Knowledge TestTeaching Knowledge Test) is developed and produced by) is developed and produced by University of Cambridge ESOL Examinations

University of Cambridge ESOL Examinations (Cambridge ESOL),(Cambridge ESOL), a not-for-proﬁt department of the

a not-for-proﬁt department of the University of Cambridge.University of Cambridge.

Cambridge ESOL is one of three major exam boards which form the Cambridge ESOL is one of three major exam boards which form the Cambridge Assessment Group (Cambridge Assessment). More Cambridge Assessment Group (Cambridge Assessment). More than 8 million Cambridge Assessment exams are taken in over 160 than 8 million Cambridge Assessment exams are taken in over 160 countries around the world every year.

countries around the world every year.

The world’s most valuable range of English

qualiﬁcations

Cambridge ESOL oﬀers the

Cambridge ESOL offers the world’world’s leading s leading range of qualificationsrange of qualifications for learners and teachers of English. Nearly 4 million people take our for learners and teachers of English. Nearly 4 million people take our exams each year in 130 countries.

exams each year in 130 countries.

To ﬁnd out more about Cambridge English exams and the CEFR, go to To ﬁnd out more about Cambridge English exams and the CEFR, go to www.CambridgeESOL.org/CEFR

www.CambridgeESOL.org/CEFR

Cambridge English

Cambridge English T

Teaching Qualiﬁcations

eaching Qualiﬁcations

Cambridge ESOL’s internationally recognised teaching

Cambridge ESOL’s internationally recognised teaching qualiﬁcationsqualiﬁcations provide a route into the English language teaching profession for provide a route into the English language teaching profession for new teachers and a

new teachers and a comprehensive choice of career development forcomprehensive choice of career development for experienced teachers.

experienced teachers.

Prov

Proven

en quality

quality

Cambridge ESOL’

Cambridge ESOL’s commitment s commitment to providing exams of to providing exams of the highestthe highest possible quality is underpinned by an

possible quality is underpinned by an extensive programme ofextensive programme of research and evaluation, and by continuous monitoring of the research and evaluation, and by continuous monitoring of the marking and grading of all Cambridge English exams.

marking and grading of all Cambridge English exams. Of particularOf particular importance is the rigorous set of

importance is the rigorous set of procedures which are used in theprocedures which are used in the production and pretesting of question papers.

production and pretesting of question papers.

All systems and processes for designing, developing and delivering All systems and processes for designing, developing and delivering exams and assessment services are certiﬁed as

exams and assessment services are certiﬁed as meeting themeeting the internationally recogni

internationally recognised ISO sed ISO 9001:2008 standard for quality9001:2008 standard for quality management and are designed around ﬁve

management and are designed around ﬁve essential principles:essential principles: Validity

Validity – are our exams an authentic test – are our exams an authentic test of real-life English orof real-life English or teaching

teaching knowledgeknowledge?? Reliability

Reliability – do – do our exams behave consistently and fairly?our exams behave consistently and fairly? Impact

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

learning? Practicality

Practicality – does our assessment meet – does our assessment meet learners’ needs withinlearners’ needs within available resources?

available resources? Quality

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

in all of these ﬁelds

How these qualities are brought together is outlined in How these qualities are brought together is outlined in ourour publication

publication Principles of Good PracticePrinciples of Good Practice, which can be downloaded free, which can be downloaded free from

from www.CambridgeESOL.org/Principleswww.CambridgeESOL.org/Principles

Cambridge International Cambridge International Examinations

Examinations

The world’s largest provider of The world’s largest provider of international education programmes international education programmes and qualiﬁcations for 5 to 19 year olds and qualiﬁcations for 5 to 19 year olds Cambridge Assessment: the trading name for t

Cambridge Assessment: the trading name for thehe

University of Cambridge Local Examinations Syndicate (UCLES)

Cambridge ESOL: University Cambridge ESOL: University of Cambridge ESOL Examinations of Cambridge ESOL Examinations Provider of the world's most Provider of the world's most valuable range of qualiﬁcations for valuable range of qualiﬁcations for learners and teachers of English learners and teachers of English

OCR: Oxford Cambridge and RSA OCR: Oxford Cambridge and RSA Examinations

Examinations

One of the UK’s leading providers One of the UK’s leading providers of qualiﬁcations

of qualiﬁcations Departments of the University

Departments of the University

Departments (exam boards)

One of the oldest universities in

One of the oldest universities in the worldthe world

and one of the largest in the United Kingdom

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INTRODUCTION TO INTRODUCTION TOTKT TKT

Introduction to TKT – a test of

professional knowledge and

practice for English language

teachers

TKT

TKT tests knowledge about the teaching of English to speakers tests knowledge about the teaching of English to speakers of other languages. This

of other languages. This knowledge includes concepts relatedknowledge includes concepts related to language, language use and the

to language, language use and the background to and practicebackground to and practice of language teaching and learning and is assessed by means of of language teaching and learning and is assessed by means of objective format tests, which are simple to administer and to take. objective format tests, which are simple to administer and to take. TKT: Practical

TKT: Practical gives candidates the gives candidates the opportunity to demonstrate theiropportunity to demonstrate their practical teaching competence.

practical teaching competence. TKT

TKT is designed to offer maximum flexibility and accessibility to is designed to offer maximum flexibility and accessibility to candidates and therefore does not include a

candidates and therefore does not include a compulsory coursecompulsory course component. However

component. However, it , it is likely that is likely that centres and other centres and other institutionsinstitutions will wish to oﬀer courses for

will wish to oﬀer courses for TKT TKT preparation. preparation. TKT

TKT oﬀers candidates a step in oﬀers candidates a step in their professional develotheir professional development aspment as teachers and enables them

teachers and enables them to move on to to move on to higher-level teachinghigher-level teaching qualiﬁcations and access professional support materials, such as qualiﬁcations and access professional support materials, such as resourc

resource books e books for English language teaching (ELT) and journalsfor English language teaching (ELT) and journals about ELT.

about ELT. TKT

TKT can be taken at can be taken at any stage in a teacher’s careerany stage in a teacher’s career. It is suitable for. It is suitable for pre-service or practising teachers and forms part of

pre-service or practising teachers and forms part of a framework ofa framework of teaching qualiﬁcations oﬀered in the

teaching qualifications offered in the Cambridge English TCambridge English Teachingeaching Qualifications range.

Qualiﬁcations range. TKT

TKT is divided into separate modules. Candidates can take is divided into separate modules. Candidates can take all of themall of them or just choose the ones that meet

or just choose the ones that meet their needs. A certiﬁcate is receivedtheir needs. A certiﬁcate is received for each module completed.

for each module completed. The modules are divided into

The modules are divided into two main areas.two main areas. There are four core modules designed to provide a

There are four core modules designed to provide a foundation in thefoundation in the principles and practice of language teaching:

principles and practice of language teaching: •

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

and teaching •

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

language teaching •

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

•

• TKT: PracticalTKT: Practical

There are a further three specialist modules, which can be taken There are a further three specialist modules, which can be taken completely separately or added to

completely separately or added to the core modules:the core modules: •

• TKT: Knowledge About LanguageTKT: Knowledge About Language (KAL)(KAL)

•

• TKT: Content and Language Integrated Learning (CLIL)TKT: Content and Language Integrated Learning (CLIL) •

• TKT: Young Learners (YL)TKT: Young Learners(YL)

Cambridge ESOL’s practical, course-based qualiﬁcations for

Cambridge ESOL’s practical, course-based qualiﬁcations for teachersteachers include:

include: •

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

Languages) •

• ICELT (In-service Certiﬁcate in ICELT (In-service Certiﬁcate in English Language English Language TTeaching)eaching)

•• Module Two: Developing Professional Practice (assessed byModule Two: Developing Professional Practice (assessed by assignments incorporating backgro

assignments incorporating background essays and und essays and observedobserved teaching)

teaching)

•• Module Three: Extending Practice and Module Three: Extending Practice and ELELT Specialism T Specialism (assessed(assessed by an extended assignment)

by an extended assignment) All three

All three DeltaDelta modules can be taken modules can be taken independently and areindependently and are certiﬁcated separately. Achievement of a pass or

certiﬁcated separately. Achievement of a pass or above in all threeabove in all three modules confers the status of a full

modules confers the status of a full DeltaDelta qualiﬁcation, the qualiﬁcation, the Diploma inDiploma in T

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TEACHING QUALIFICATIONS TEACHING QUALIFICATIONS

Cambridge English teaching qualiﬁcations

The table below outlines the

The table below outlines the information you need to know when selecting the information you need to know when selecting the right teaching qualiﬁcation to suit your requirements.right teaching qualiﬁcation to suit your requirements.

Key:

Download for free

I I t t e e m m

a a v v a a i i l l a a b b i i l l i i t t y y ( ( s s e e e e K K e e y y ) )

Teaching qualiﬁcation

Teaching qualiﬁcationss

T T K K T T : : M M o o d d u u l l e e s s 1 1 – – 3 3 T T e e a a c c h h i i n n g g K K n n o o w w l l e e d d g g e e T T e e s s t t T T K K T T : : P P r r a a c c t t i

i c c a a

l l T T K K T T : : C C L L I I L L ( ( C C o o n n t t e e n n t t a a n n d d L L a a n n g g u u a a g g e e I I t t n n e e g g r r a a t t e e d d L

L e e a a

r r n n i i n n g g ) ) T T K K T T : : K K n n o o w w l l e e d d g g e e A A b b o o u u t t L L a a n n g g u u a a g g e e T T K K T T : : Y

Y o o u u

n

g

L

L e e a a

r r n n e e r r s s C C E E L L T T A A C C e e r r t t i i ﬁ ﬁ c c a a t t e e i i n n T T e e a a c c h h i i n n g g E E n n g g l l i i s s h h t t o o S S p p e e a a k k e e r r s s o o f f O O t t h h e e r r L L a a n n g g u u a a g g e e s s D D e e l l t t a a M M o o d d u u l l e e O

O n n e e

D D i i p p l l o o m m a a i i n n T T e e a a c c h h i i n n g g E E n n g g l l i i s s h h t t o o S S p p e e a a k k e e r r s s o o f f O O t t h h e e r r L L a a n n g g u u a a g g e e s s D D e e l l t t a a M M o o d d u u l l e e T T w w o o D D i i p p l l o o m m a a i i n n T T e e a a c c h h i i n n g g E E n n g g l l i i s s h h t t o o S S p p e e a a k k e e r r s s o o f f O O t t h h e e r r L L a a n n g g u u a a g g e e s s D D e e l l t t a a M M o o d d u u l l e e T T h h r r e e e e D D i i p p l l o o m m a a i i n n T T e e a a c c h h i i n n g g E E n n g g l l i i s s h h t t o o S S p p e e a a k k e e r r s s o o f f O O t t h h e e r r L L a a n n g g u u a a g g e e s s I I C C E E L L T T I I n n - - s s e e r r v v i i c c e e C C e e r r t t i i ﬁ ﬁ c c a a t t e e i i n n E E n n g g l l i i s s h h L L a a n n g g u u a a g g e e T T e e a a c c h h i i n n g g C C a a n n d d i i d d a a t t e e r r e e q q u u i i r r e e

m m e e n n t

t s s

TTeaching

eaching experience

experience

Previous qualiﬁcations/training

_essential_essentialNotNot _essential_essentialNotNot _essential_essentialNotNot _essential_essentialNotNot _essential_essentialNotNot YYeess YYeess YYeess YYeess

Local Local requirements requirements apply apply

Teaching age group

Primary, Primary, secondary secondary or adults or adults Primary, Primary, secondary secondary or adults or adults Primary, Primary, secondary secondary or adults or adults Primary, Primary, secondary secondary or adults or adults Primary or Primary or secondary

secondary AdultsAdults

Primary, Primary, secondary secondary or adults or adults Primary, Primary, secondary secondary or adults or adults Primary, Primary, secondary secondary or adults or adults Primary, Primary, secondary secondary or adults or adults

Can be taken pre-service

T T e e s s t t f f e e a a t t u u r r e e s s

Paper-based test (PB)

Scheduled test dates

Course attendance required

Assessed teaching practice

Continuous assessment

Involves coursework

Computer-based test (CB)

S S u u p p p p o o r r t t

Candidate exam information

Computer-based practice test

Online Blended Learning Course

Handbook for

Handbook for TTeachers/Sample

eachers/Sample

papers

Exam reports for centres

TTeacher

eacher Support website

Support website

** Computer-based only

Computer-based only

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AN OVERVIEW OF

AN OVERVIEW OFTKT: PRACTICALTKT: PRACTICAL

Teaching Teaching

Candidates teach one 40-minute lesson or

Candidates teach one 40-minute lesson or two 20-minute lessons.two 20-minute lessons. There are ﬁve teaching criteria.

There are ﬁve teaching criteria.

Approaches to teaching and learning

T

Teachers are likely to have eachers are likely to have a teaching style which is a teaching style which is usual inusual in their teaching context. There is no set

their teaching context. There is no set approach for lessons.approach for lessons. However

However, candidates , candidates are expected to are expected to demonstrate a knowledgedemonstrate a knowledge of communicative and other approaches to teaching, and of communicative and other approaches to teaching, and showshow familiarity with EL

familiarity with ELT terminology. The teacher is T terminology. The teacher is expected toexpected to demonstrate strategies to motivate and engage learners. demonstrate strategies to motivate and engage learners.

Sources and text types

Sources and text types for TKT: Practical

for TKT: Practical

preparation

Extracts, original or adapted, from the following sources may be Extracts, original or adapted, from the following sources may be helpful in preparing for

helpful in preparing for TKT: PracticalTKT: Practical:: •

• The TKT Course: Modules 1, 2, and 3The TKT Course: Modules 1, 2, and 3 (Cambridge University Press, (Cambridge University Press, 2011)

2011)

•• ELELT coursebooks (teacher and T coursebooks (teacher and student books) and student books) and supplementarysupplementary materials

materials

•• methodology books on English language teaching and learningmethodology books on English language teaching and learning •• grammar books and grammar books and dictionariesdictionaries

•• ELT journals and magazinesELT journals and magazines •• internet forumsinternet forums

•• see page 6 for additional materials.see page 6 for additional materials.

Special Circumstances

Cambridge English exams are designed to be fair to all test takers. Cambridge English exams are designed to be fair to all test takers. This commitment to

This commitment to fairness covers:fairness covers:

Special arrangements

These are available for candidates with a

These are available for candidates with a permanent or long-termpermanent or long-term disability

disability. Centres should consult . Centres should consult the Cambridge ESOL the Cambridge ESOL Centre ExamsCentre Exams Manager (CEM) in their area for more details as soon as they become Manager (CEM) in their area for more details as soon as they become aware of a candidate who

aware of a candidate who may need special may need special arrangements.arrangements.

Special consideration

Cambridge ESOL will give special consideration to candidates Cambridge ESOL will give special consideration to candidates aﬀected by adverse circumstances such as

aﬀected by adverse circumstances such as illness or bereavementillness or bereavement immediately before or during an exam. Applications for special immediately before or during an exam. Applications for special consideratio

consideration must be n must be made through the centre no later made through the centre no later than 10than 10 working days after the exam date.

working days after the exam date.

Malpractice

Cambridge ESOL will investigate all cases where candidates Cambridge ESOL will investigate all cases where candidates areare suspected of copying, collusion or breaking the exam regulations suspected of copying, collusion or breaking the exam regulations in some other way. Results may be

in some other way. Results may be withheld while they are beingwithheld while they are being investigated, or because Cambridge ESOL has

investigated, or because Cambridge ESOL has found an infringementfound an infringement

An overview of TKT: Practical

Aims

TKT: Practical

TKT: Practical aims to provide candidates with the opportunity to aims to provide candidates with the opportunity to demonstrate that they can:

demonstrate that they can:

•• apply their knowledge of planning and teaching to apply their knowledge of planning and teaching to a practicala practical classroom situation

classroom situation

•• plan and deliver a lesson/lessons which focus on language andplan and deliver a lesson/lessons which focus on language and skills development

skills development

•• set up and manage learning activities designed to achieveset up and manage learning activities designed to achieve speciﬁed aims

speciﬁed aims

•• manage the classroom environment in a way that manage the classroom environment in a way that encouragesencourages learner participation.

learner participation.

Candidature

TKT: Practical

TKT: Practical is suitable is suitable for teachers of English in primary, secondaryfor teachers of English in primary, secondary or adult teaching contexts and is

or adult teaching contexts and is intended for an internationalintended for an international audience of non-ﬁrst language or ﬁrst language teachers of

audience of non-ﬁrst language or ﬁrst language teachers of English.English. Candidates taking

Candidates taking TKT: PracticalTKT: Practical will normally have some experience will normally have some experience of teaching English to speakers of

of teaching English to speakers of other languages.other languages. TKT: Practical

TKT: Practical candidates may include: candidates may include:

•• teachers who wish to develop their teachers who wish to develop their teaching practiceteaching practice •• teachers who are moving to teaching English after teachers who are moving to teaching English after teachingteaching

another subject another subject

•• teachers on initial teacher training courses.teachers on initial teacher training courses. Candidates are not required to fulﬁl any

Candidates are not required to fulfil any specific entry criteria forspecific entry criteria for TKT: Practical

TKT: Practical and there are no formal English requirements. However, and there are no formal English requirements. However, candidates are expected to

candidates are expected to be familiar with language relating tobe familiar with language relating to the practice of ELT. A non-exhaustive list of teaching terminology is the practice of ELT. A non-exhaustive list of teaching terminology is provided in the

provided in the TKT TKT Glossary, which can be found Glossary, which can be found on the Cambridgeon the Cambridge ESOL website:

ESOL website: www.CambridgeESOL.org/TKTwww.CambridgeESOL.org/TKT

Requirements of TKT: Practical

Structure

Candidates are assessed on 40

Candidates are assessed on 40 minutes’ teaching. This mayminutes’ teaching. This may consist of a single lesson with real learners in which the candidate consist of a single lesson with real learners in which the candidate demonstrates that they can focus on

demonstrates that they can focus on language and develop learners’language and develop learners’ skills. Or the assessment can take place

skills. Or the assessment can take place in two 20-minute lessons. Ifin two 20-minute lessons. If two 20-minute lessons are taught, then one

two 20-minute lessons are taught, then one of the 20-minute lessonsof the 20-minute lessons may be peer teaching. The other 20-minute lesson must be with real may be peer teaching. The other 20-minute lesson must be with real learners. One of the 20-minute lessons must focus on language and learners. One of the 20-minute lessons must focus on language and the other must focus

the other must focus on developing learners’ skills.on developing learners’ skills. TKT: Practical

TKT: Practical consists of two parts: consists of two parts: planning and teaching. Marksplanning and teaching. Marks awarded to teaching are given greater weight in the overall awarded to teaching are given greater weight in the overall assessment.

assessment. Planning Planning

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SUPPORT SUPPORT

Support for TKT candidates and

course providers

General information on

General information on TKT TKT , including administration details and, including administration details and downloadable versions of this handbook and sample

downloadable versions of this handbook and sample materials, canmaterials, can be found at

be found at www.CambridgeESOL.org/TKTwww.CambridgeESOL.org/TKT

Course providers and individual candidates can also access

Course providers and individual candidates can also access thethe TKT TKT Glossary on this website.

Glossary on this website.

Support materials for teacher trainers are available on

Support materials for teacher trainers are available on the Teacherthe Teacher Support website.

Support website. www.

www.TTeachers.CambridgeESOL.eachers.CambridgeESOL.org/teachingqualiﬁcationsorg/teachingqualiﬁcations Further support is also available in

Further support is also available in the form of seminar the form of seminar programmesprogrammes in diﬀerent countries. Contact Cambridge ESOL

in diﬀerent countries. Contact Cambridge ESOL Information forInformation for further details by emailing

further details by emailing [email protected]@CambridgeESOL.org

Cambridge English Teacher

Developed by Cambridge University Press and

Developed by Cambridge University Press and University ofUniversity of Cambridge ESOL Examinations (Cambridge ESOL),

Cambridge ESOL Examinations (Cambridge ESOL), CambridgeCambridge English Teach

English Teacher provides opportunities for er provides opportunities for English teachers to engageEnglish teachers to engage in continuing professional development through online courses, share in continuing professional development through online courses, share best practice and network with other ELT professionals worldwide. best practice and network with other ELT professionals worldwide. For more information on how to become a

For more information on how to become a Cambridge EnglishCambridge English Teacher, visit

Teacher, visit www.CambridgeEnglishTeacher.orgwww.CambridgeEnglishTeacher.org

Further information

Contact your local Cambridge ESOL centre, or Cambridge ESOL Contact your local Cambridge ESOL centre, or Cambridge ESOL direct (using the contact details on the back cover of this handbook) direct (using the contact details on the back cover of this handbook) for:

for:

•• copies of the regulationscopies of the regulations •• details of entry procedurdetails of entry procedureses •• current feescurrent fees

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TKT: PRACTICAL

TKT: PRACTICAL– ASSESSMENT– ASSESSMENT

•• give details of stages, activities and tasks which are logicallygive details of stages, activities and tasks which are logically ordered and which are appropriate to the learners

ordered and which are appropriate to the learners and the lessonand the lesson aims

aims

•• – analyse target language, including aspects of form, meaning– analyse target language, including aspects of form, meaning and phonology; anticipate possible problems and suggest and phonology; anticipate possible problems and suggest solutions relating to the analysed language

solutions relating to the analysed language –

– identify identify appropriate appropriate strategies strategies to to develop develop the the target target skills/skills/ subskills; anticipate problems and suggest solutions relating to subskills; anticipate problems and suggest solutions relating to the identiﬁed skills

the identiﬁed skills

•• plan the plan the use of use of appropriate (referenced) materials and/appropriate (referenced) materials and/oror resources to be used.

resources to be used. The ﬁve teaching criteria The ﬁve teaching criteria

The candidate has to demonstrate an ability to: The candidate has to demonstrate an ability to:

•• create a positive learning atmosphere, ensuring involvement of allcreate a positive learning atmosphere, ensuring involvement of all the learners

the learners

•• – focus on language: form, meaning and – focus on language: form, meaning and phonologyphonology, and include, and include appropriate practice

appropriate practice –

– follow follow appropriate appropriate procedures procedures and and use use activities activities to to improveimprove learners’ skills

learners’ skills

•• set up, manage and time whole-class and individual, pair or groupset up, manage and time whole-class and individual, pair or group activities, using materials, resources and aids eﬀectively to activities, using materials, resources and aids eﬀectively to deliverdeliver the planned lesson so that aims are achieved

the planned lesson so that aims are achieved

•• use English appropriately e.g. use English appropriately e.g. when explaining, instructing,when explaining, instructing, prompting learners, eliciting, conveying meaning, praising prompting learners, eliciting, conveying meaning, praising •• monitor learners and provide feedback on language and monitor learners and provide feedback on language and tasks,tasks,

including oral and/or written correction. including oral and/or written correction. The assessor completes the

The assessor completes the TKT: PracticalTKT: Practical assessment form for assessment form for each lesson. See assessor comments, examples 1–6 for examples of each lesson. See assessor comments, examples 1–6 for examples of completed assessment forms.

completed assessment forms. Assessment criteria

Assessment criteria a–ea–e on the on the TKT: PracticalTKT: Practical assessment assessment form relate to the candidate’s lesson plan.

form relate to the candidate’s lesson plan. Assessment criteria

Assessment criteria f–jf–j on the on the TKT: PracticalTKT: Practical assessment form relate assessment form relate to the candidate’s lesson.

to the candidate’s lesson.

The table on pages 8–9 illustrates ways in which teachers can meet The table on pages 8–9 illustrates ways in which teachers can meet the criteria.

the criteria.

TKT: Practical – assessment

Assessme

Assessment of

nt of the lesson

the lesson

Candidates taking

Candidates taking TKT: PracticalTKT: Practical are assessed on their ability toare assessed on their ability to plan and deliver one

40-plan and deliver one 40-minute lesson or two 20-minute lesson or two 20-minute lessons.minute lessons. They must demonstrate an ability to

They must demonstrate an ability to focus on language and developfocus on language and develop learners’ skills in their teaching.

learners’ skills in their teaching.

Candidates are awarded a score by the assessor for each of the Candidates are awarded a score by the assessor for each of the assessment criteria. The scores are:

assessment criteria. The scores are: 44 = Very good, = Very good, 3

3 = Good, = Good, 22 = = SatisfactorySatisfactory,, 11 = Basic,= Basic, 00 = Not included.= Not included. Scores awarded for teaching are given greater weight in the Scores awarded for teaching are given greater weight in the assessment.

assessment.

The scores are then totalled to

The scores are then totalled to provide an overall grade or ‘band’ forprovide an overall grade or ‘band’ for each lesson. There are four bands:

each lesson. There are four bands: Band 4

Band 4

The candidate has demonstrated in the practical teaching test an The candidate has demonstrated in the practical teaching test an ability to plan and

ability to plan and deliver both language skills and language-focuseddeliver both language skills and language-focused lessons that are of a very good standard. The candidate has shown lessons that are of a very good standard. The candidate has shown a high level of competence in most of the

a high level of competence in most of the TKT: PracticalTKT: Practical teaching teaching assessment criteria.

assessment criteria. Band 3

Band 3

ability to plan and deliver both language skills and language-focuseddeliver both language skills and language-focused lessons that are of a good standard. The candidate has shown a good lessons that are of a good standard. The candidate has shown a good level of competence in most of the

level of competence in most of the TKT: PracticalTKT: Practical teaching assessment teaching assessment criteria.

criteria. Band 2 Band 2

ability to plan and deliver both language skills and language-focuseddeliver both language skills and language-focused lessons that have some satisfactory elements. The candidate has lessons that have some satisfactory elements. The candidate has shown a satisfactory level of competence in some of the

shown a satisfactory level of competence in some of the TKT: PracticalTKT: Practical teaching assessment criteria.

teaching assessment criteria. Band 1

Band 1

ability to plan and deliver both language skills and language-focuseddeliver both language skills and language-focused lessons that are of a basic standard. The candidate has shown a lessons that are of a basic standard. The candidate has shown a basic level of competence in some of the

basic level of competence in some of the TKT: PracticalTKT: Practical teaching teaching assessment criteria.

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TKT: PRACTICAL

TKT: PRACTICAL– ASSESSMENT– ASSESSMENT

Assessment criteria

Ways in which the assessment criteria may be achieved (the suggestions may not all

Ways in which the assessment criteria may be achieved (the suggestions may not all be relevant to

be relevant to

every lesson)

a

a The candidate demonstrates ability to The candidate demonstrates ability to writewrite detailed, clearly stated and appropriate main detailed, clearly stated and appropriate main aims, subsidiary aims, aims for individual aims, subsidiary aims, aims for individual stages in the lesson and personal aims. stages in the lesson and personal aims.

Candidates need to: Candidates need to:

•• write clear overall aims for the lessonwrite clear overall aims for the lesson

•• write clear subsidiary aims which include other skills or language covered in the lessonwrite clear subsidiary aims which include other skills or language covered in the lesson •• write aims for individual stages of the lesson showing the reasons for including each stagewrite aims for individual stages of the lesson showing the reasons for including each stage •• write personal aims which are appropriate for the lesson type.write personal aims which are appropriate for the lesson type.

b

b The candidate demonstrates ability to The candidate demonstrates ability to givegive adequate details of the diﬀerent components adequate details of the diﬀerent components of a lesson plan such as

of a lesson plan such as information about theinformation about the class; procedures; timing; interaction patterns; class; procedures; timing; interaction patterns; anticipated problems with materials, activities anticipated problems with materials, activities and tasks; suggested solutions.

and tasks; suggested solutions.

•• provide information about the class, including relevant information about the learners andprovide information about the class, including relevant information about the learners and the lesson

the lesson

•• give details of the lesson procedures, stating what the teacher will do and give details of the lesson procedures, stating what the teacher will do and what thewhat the learners will do in the lesson

learners will do in the lesson

•• provide timings for each stage of the lesson indicating how long each stage will takeprovide timings for each stage of the lesson indicating how long each stage will take •• provide interaction patterns for each stage of provide interaction patterns for each stage of the lessonthe lesson

•• list possible problems learners may have with materials, activities and taskslist possible problems learners may have with materials, activities and tasks •• state how the problems listed will be dealt state how the problems listed will be dealt with.with.

cc The candidate demonstrates ability to The candidate demonstrates ability to givegive details of stages, activities and tasks which are details of stages, activities and tasks which are logically ordered and which are appropriate to logically ordered and which are appropriate to the learners and the lesson aims.

the learners and the lesson aims.

•• divide the procedures of the lesson plan into appropriate stagesdivide the procedures of the lesson plan into appropriate stages

•• order the stages, activities and the tasks order the stages, activities and the tasks in the lesson in a in the lesson in a logical way so that one stagelogical way so that one stage builds on the previous stage and the aims

builds on the previous stage and the aims of the lesson are achieved.of the lesson are achieved. d

d The candidate demonstrates ability to The candidate demonstrates ability to analyseanalyse target language including aspects of form, target language including aspects of form, meaning and phonology, and anticipate meaning and phonology, and anticipate possible problems and suggest solutions possible problems and suggest solutions relating to the analysed language. relating to the analysed language. The candidate demonstrates ability to The candidate demonstrates ability to identifyidentify appropriate strategies to develop the target appropriate strategies to develop the target skills/

skills/subskills, and subskills, and anticipate problems andanticipate problems and suggest solutions relating to the identiﬁed suggest solutions relating to the identiﬁed skills.

skills.

For lesson stages which have a

For lesson stages which have a language focus, candidates need to:language focus, candidates need to:

•• complete the language analysis table in the lesson plan template, analysing the languagecomplete the language analysis table in the lesson plan template, analysing the language to be taught with attention to form, meaning and phonology

to be taught with attention to form, meaning and phonology

•• list possible problems and solutions relating to list possible problems and solutions relating to the analysed languagethe analysed language •• show how the problems listed will be dealt with.show how the problems listed will be dealt with.

For lesson stages which have a skills focus, candidates need to: For lesson stages which have a skills focus, candidates need to:

•• complete the skills analysis table in the complete the skills analysis table in the lesson plan template, listing the productive/lesson plan template, listing the productive/ receptive skills and subskills to be focused on in

receptive skills and subskills to be focused on in the lessonthe lesson

•• identify appropriate strategiidentify appropriate strategies to be es to be used in the lesson to develop the used in the lesson to develop the target skills andtarget skills and subskills

subskills

•• list possible problems learners may have list possible problems learners may have with skills workwith skills work •• state how the problems listed will be dealt state how the problems listed will be dealt with.with.

e

e The candidate demonstrates ability to The candidate demonstrates ability to planplan the use of

the use of appropriate (referencappropriate (referenced) materialsed) materials and/or resources to be used.

and/or resources to be used.

•• choose resources, materials, tasks and activities choose resources, materials, tasks and activities from coursebooks and other sources thatfrom coursebooks and other sources that match the lesson aims

match the lesson aims

•• choose resources, materials, tasks and activities choose resources, materials, tasks and activities which provide variety and maintain awhich provide variety and maintain a communicative focus

communicative focus

•• create extra materials and tasks create extra materials and tasks when appropriatewhen appropriate

•• be able to be able to adapt tasks/texts so they are adapt tasks/texts so they are easiereasier, more challenging or more relevant for their, more challenging or more relevant for their learners when appropriate

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tkt-practical-handbook.pdf

T

T

K

K

T

T

Practical module

Practical module

Teaching Knowledge Test

Teaching Knowledge Test

Handbook for Teachers

Handbook for Teachers

Teaching Qualiﬁcations

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Contents

Contents

Preface

Preface

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About Cambridge ESOL

About Cambridge ESOL

The world’s most valuable range of English

The world’s most valuable range of English

qualiﬁcations

qualiﬁcations

Cambridge English

Cambridge English T

Teaching Qualiﬁcations

eaching Qualiﬁcations

Prov