Second The edition chi Know dge Course Modules and 3 1, 2 Mary Spratt Alan Pulverness :.: UNIVERSITY of CAMBRIDGE ',',I" ',',' ::: E50L Examinations Melanie William~ English for Speakers of Other Languages Second The edition Teaching Knowledge Test Course Modules and 3 1, 2 Mary Spratt Alan Pulvernes~ Melanie Williarr U Published in collaboration with Cambridge ESOL UNIVERSITY of CAMBRIDGE UCAMBRIDG I, -ESOL E-xamina-tions - - ::: UNIVERSITY PRE: .'. English for Speakers of Other Languages CAMBRIDGE UNIVERSITY PRESS Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, Sao Paulo, Delhi, Dubai, Tokyo, Mexico City Cambridge University Press The Edinburgh Building, Cambridge CB2 8RU, UK www.cambridge.org Information on this title: www.cambridge.org/9780521125659 © Cambridge University Press 2011 This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 2011 Printed in the United Kingdom at the University Press, Cambridge A catalogue record for this publication is available from the British Library ISBN 978-0-521-12565-9 Paperback Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. Contents Introduction 1 Tips for preparing for the TKT 5 Module 1 Language and background to language learning and teaching Part 1 Describing language and language skills Unit 1 Grammar 8 Unit 2 Lexis 16 Unit 3 Phonology 21 Unit 4 Functions 27 Unit 5 Reading 31 Unit 6 Writing 37 Unit 7 Listening 43 Unit 8 Speaking 48 Part 2 Background to language learning Unit 9 Motivation 53 Unit 10 Exposure and focus on form 58 Unit 11 The role of error 62 Unit 12 Differences between L 1 and L2 learning 67 i . Unit 13 Learner characteristics 72 . Unit 14 Learner needs 78 Unit 15 Approaches to language teaching 83 Part 3 Background to language teaching Unit 16 Presentation techniques and introductory activities 90 Unit 17 Practice activities and tasks for language and skills development 97 Unit 18 Assessment types and tasks 104 TKT Module 1 Practice test 1.1 112 Module 2 Lesson planning and use of resources for language teaching Part 1 Planning and preparing a lesson or sequence of lessons Unit 19 Identifying and selecting aims 127 Unit 20 Identifying the different components of a lesson plan 133 Unit 21 Planning an individual lesson or a sequence of lessons 139 Unit 22 Choosing assessment activities 145 £ Part 2 Selection and use of resources Unit 23 Consulting reference resources to help in lesson preparation 151 Unit 24 Selection and use of coursebook materials 156 Unit 25 Selection and use of supplementary materials and activities 161 Unit 26 Selection and use of teaching aids 166 172 TKT Module 2 Practice test 2.1 Module 3 Managing the teaching and learning process Part 1 Teachers' and learners' language in the classroom Unit 27 Using language appropriately for a range of 184 classroom functions Unit 28 Identifying the functions of learners' language 190 Unit 29 Categorising learners' mistakes 194 Part 2 Classroom management 199 Unit 30 Teacher roles 204 Unit 31 Grouping learners 209 Unit 32 Correcting learners 215 Unit 33 Giving feedback 220 TKT Module 3 Practice test 3.1 234 Sample TKT answer sheet 235 Exam tips for the TKT 237 Answer key for Follow-up activities 245 Answer key for TKT practice tasks 246 Answer key for TKT practice tests 247 Alphabetical list of glossary terms 252 Unit-by-unit list of glossary terms 256 Acknowledgements Introduction • The TKT Course Modules 1,2 and 3 The TKT Course Modules 1, 2 and 3 is the second edition of The TKT Course. In this second edition you will find a range of new material that makes this edition different from the first edition: • Revised and expanded information on the key concepts related to each area of the TKT syllabus • An additional unit on 'Approaches to language teaching' reflecting the TKT syllabus • New tasks in each unit for the Follow-up, Reflection, Discovery and exam practice sections • New practice tests • An expanded glossary reflecting the revised TKT Glossary • A new section on 'Tips for preparing for the TKT', which aims to help you study by yourselves and make full use of all opportunities for working towards the TKT. • The TKT Course Modules 1,2 and 3 Online The TKT Course Modules 1, 2 and 3 is also available online. If you subscribe to the online version at cambridgetkt.english360.com you will get all the material from the print edition in an interactive format plus: • Six additional interactive TKT practice tests, matching the latest Cambridge ESOL TKT computer-based tests • 'Ask the author' videos giving an expert view on classroom issues focused on in the Reflection sections • An interactive Glossary Quiz covering the TKT terms • Extra support for TKT trainers. • What is the Teaching Knowledge Test (the TKT)? The Teaching Knowledge Test (the TKT) is a test developed by Cambridge ESOL for teachers of English to speakers of other languages. It is designed to test candidates' knowledge of concepts related to language and language use, and the background to and practice of language teaching and learning. The TKT consists of seven modules: TKT Module 1, TKT Module 2, TKT Module 3, TKT: KAL (Knowledge About Language), TKT: CLIL (Content and Language Integrated Learning), TKT: YL (Young Learners) and TKT: Practical. The modules can be taken together, or separately, in any order and any number. With the exception of the TKT: Practical, the content of the TKT is tested by means of objective tasks, such as matching and multiple-choice, and each module consists of 80 questions. While the TKT: Practical focuses on classroom skills and the TKT: KAL on knowledge of English language systems, the other modules focus on knowledge about teaching. The TKT has no entry requirements, such as previous teaching experience and/ or teaching or language qualifications, but candidates are recommended to have at 1 Introduction least an intermediate level of English, e.g. PET, IELTS band 4, CEFR/ALTE Bl for all the modules except KAL, for which the recommended level is B2. Candidates for all the modules are also expected to understand a range of over 500 terms describing the practice of English Language Teaching (ELT). A selection of these terms appears in each TKT module. A list of the terms is provided in the TKT Glossary, which is on the Cambridge ESOL website: http://www.cambridgeesol.org/TKT To help them prepare for the TKT and reflect on their teaching, candidates are encouraged to keep an online Teacher Portfolio: https:llwww.teacherportfolio. cambridgeesol.orgl • What is The TKT Course Modules 1,2 and 3? The TKT Course Modules 1,2 and 3 provides support material for Modules 1, 2 and 3 of the TKT. The TKT Course Modules 1,2 and 3 has four main aims: 1 To introduce readers to the concepts and terms about teaching and learning that are central to the TKT, and to give them opportunities to do exam practice with TKT practice test tasks and practice exam papers. 2 To introduce readers to the main current theories, approaches, practices and activities in ELT and to assess their usefulness for the classroom. 3 To share with readers details of some of the many resources, such as websites, grammar books, coursebooks and supplementary materials, available to English language teachers. 4 To provide materials and activities that give teachers opportunities for professional development and reflection on their own teaching by exploring the concepts which have been introduced . • Who is The TKT Course Modules 1,2 and 3 written for? The TKT Course Modules 1, 2 and 3 is written for: • Teachers intending to take Modules 1, 2 or 3 of the TKT. They may be studying for it on a course, or alone as self-access students. • Teachers following introductory teacher development courses in teaching English, or retraining to become English language teachers. • Teachers working (by themselves) to improve their knowledge of ELT. • People considering becoming teachers. • Teachers already teaching in primary or secondary schools or adult learning institu tions. • Both first and other language speakers of English . • What are the contents of The TKT Course Modules 1,2 and 3? The contents of The TKT Course Modules 1,2 and 3 follow the contents and order of the TKT syllabus for the TKT Modules 1, 2 and 3. The course contains: • Tips for preparing for the TKT: the 4 Rs (Reading, Reference, Record-keeping and Reflection) . • Three modules, each focusing on one module of the TKT. Each module is divided into units covering the contents of the TKT syllabus for that module. The units focus on topics from the module, and then provide tasks and activities exploring the topics and preparing the reader for the TKT. 2 Introduction • Thirty-three inter-related units. The units in the course build on one another, so that the ideas introduced in one unit provide the foundation for the ideas introduced in the next unit. Similarly, each module provides a foundation for the next module. • The ELT terms from the TKT Glossary. Terms are highlighted in bold when they are defined. They are also highlighted in bold when they appear in a unit for the first time. • Three TKT practice tests, one for each module. • Exam tips for taking the TKT. • Answer keys for the Follow-up activities, TKT practice tasks and TKT practice tests. • Two lists of ELT terms from the TKT Glossary that are used in the book. The first alphabetical list gives the terms that are defined and the page where their definition can be found. The second list shows the terms that are defined in each unit. These lists can be used as an aid for working on a unit, or for revision purposes. The language used in The TKT Course Modules 1,2 and 3 is at the same level as the language used in the TKT test for Modules 1-3, i.e. intermediate level English at approximately IELTS band 4 or CEFR (Common European Framework) Bl. Glossary words are additional to this. The material in the book is designed to provide approximately 70-100 hours of study. • How is each unit organised and how can it be used? The advice in this table is intended for those using the book on a taught course or for self-access readers. It can also be adapted for use by trainers. Each unit in The TKT Course Modules 1,2 and 3 follows the same structure. Section Purpose Suggestions for use Starter question To provide a definition of Try to answer the question before reading the and answer the key terms in the title of comments in the introductory paragraph. the unit. Key concepts To introduce the main ideas There is a short question at the beginning of of the topic of the unit and this section. Try to answer it before reading the to explain the key ELT terms. text that follows. This section could be read outside class. Key concepts and To discuss how the key Think about how each point might influence the language concepts influence English what you do in the classroom. teaching language teaching and classroom learning. Follow-up To allow the reader to work These activities are designed for use in or activities with the key concepts in outside the training classroom. Completing order to understand them them leads to a fuller understanding of the more fully. unit's key concepts. There is an answer key for N.B. These activities these activities on pages 237-244. sometimes use tasks with different formats from those used in the TKT. 3 Introduction Reflection To encourage the reader to Discuss these points with others if possible. As develop his/her opinions this section is about opinions, it does not have on the key concepts by c!n accompanying answer key. You could make considering questions or use of the online Teacher Portfolio to record comments from teachers. your thoughts: https://www.teacherportfolio.cambridgeesol. org/ Discovery To help the reader find These activities involve doing things outside activities out more about the key the training classroom, e.g. reading chapters concepts, to experiment from books, finding websites, seeing how with them in the classroom key concepts are applied in coursebooks, and to assess their trying out ideas in the classroom and writing usefulness. reflective comments. You will see that the book again suggests you make use of the Teacher Portfolio to write up and keep a record of your comments. This portfolio is designed by Cambridge ESOL for teacher reflection, and is completely private. You may, of course, prefer to keep your reflections in your own folder or notebook. TKT practice task To review the unit's content Do these tasks to familiarise yourself with and to help readers become the formats of the TKT and to test yourself on familiar with the TKT task the contents of the unit. You can check your formats and level. N.B. answers in the answer key on page 245. These tasks use the same question formats and numbers of questions as in the corresponding sections of the TKT. We suggest that readers using this book by themselves choose an English language teaching coursebook and think of a specific group of learners to work with for the Discovery and Reflection activities. We also recommend readers to look at the tips for preparing for the TKT in the next section. Enjoy your teaching and your reflection on your teaching, and good luck to all those who take the TKT. 4 Tips for preparing for the TKT Four helpful ways of preparing for the TKT are the 4 Rs: Reading, Reference, Record-keeping and Reflection . • , Reading The TKT Course Modules 1,2 and 3 already provides core reacting for taking the TKT, but you can usefully supplement this by reading the books, magazines and web sites recommended in the Discovery activities. Some examples of these are mentioned below. You could also try to combine your reading with your teaching, using your lessons as an opportunity to investigate different areas you are working on in the classroom, e.g. reading skills, classroom management, methods of assessment. • Books about language Look at Discover English by Rod Bolitho & Brian Tomlinson, Macmillan 2005 and About Language by Scott Thornbury, Cambridge University Press 2001. Both books consist of language awareness tasks with keys that include detailed comments and explanations. • Books about methodology There are a huge number of books about particular skills, types of material and teaching techniques, but the most useful ones for preparing for the TKT are those that deal with a wide range of aspects of methodology. These books are some that have been recommended in various units of The TKT Course Modules 1, 2 and 3: How to Teach English (Second edition) by Jeremy Harmer, Longman 2007 The Practice of English Language Teaching (Fourth edition) by Jeremy Harmer, Longman 2007 Learning Teaching (Second edition) by Jim Scrivener, Macmillan 2005 A Course in Language Teaching by Penny Ur, Cambridge University Press 1999 Teaching and Learning in the Language Classroom by Tricia Hedge, Oxford University Press 2000 Teaching Practice Handbook (Second edition) by Roger Gower, Diane Phillips & Steve WaIters, Macmillan 1995 Children Learning English by Jayne Moon, Macmillan 2000 • Teachers' magazines Many teachers' magazines include articles, interviews and reviews written by trainers, well-known authors, and teachers. They discuss successful lessons, a favourite book, a new teaching idea, ete. If there is a teachers' association in the area where you live, they may have their own magazine or newsletter, but you could also look at some of the international magazines, such as English Teaching Professional (http://www.etprofessional.com) or Modern English Teacher (http://www.onlinemet.com). where you can find articles by teachers from ctifferent parts of the world. 5