TKT: YL (Young Learners) Part 3: Overview – Trainer’s notes

Description
This session gives an overview of TKT: YL Part 3, which covers the syllabus area of
teaching young learners. Participants familiarise themselves with the content of this syllabus
area, and practise a 3-option matching task.

Time required: 45 minutes

Materials ƒ Participants’ worksheet 1 (copied and cut up; see Procedure below)
required:
ƒ Participants’ worksheet 2 (one copy for each participant)
ƒ Sample Task (one copy for each participant)
Aims: ƒ to familiarise participants with the format, content and task types of
TKT: YL Part 3
ƒ to consider different teaching strategies to support children’s
language learning
ƒ to share classroom knowledge and experience
ƒ to practise a TKT: YL 3 option matching task

Procedure
1. Before the session, copy and cut up Participant’s Worksheet 1 so that there will be
enough strips for each participant to have one teaching strategy and one example
each. Copy Participant’s Worksheet 2 and the Sample Task so there is enough for
one for each participant.
2. Elicit or make the following points about TKT: YL:
• It focuses on children from 6–12 years
• Children at this age are developing physically, emotionally and cognitively, which
has implications for selecting teaching strategies
• Part 3 focuses on teaching young learners, covering 3 areas of knowledge:
ƒ scaffolding children’s understanding of language and use of language
through teacher language and teaching strategies
ƒ using practice activities to consolidate children’s language learning
ƒ managing young learners in class.
Note: Check Additional Information below for meaning and examples of scaffolding.

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 3. (5 minutes) Put on the board the three areas of knowledge for Part 3, and one
example of each:
Scaffolding learning Using practice activities to Managing young
through teacher language consolidate language learners in class
and teaching strategies learning
e.g. using language at e.g. role-plays e.g. getting children’s
children’s level attention
Brainstorm examples from the group for each area from their own experience (see
Key below).
4. (15 minutes) Give out 2 cut up slips from Participant’s Worksheet 1 to each
participant (one strategy and one example). Ask participants to find an example
which matches their teaching strategy by mingling and talking to each other. When
they find a match, participants should keep their teaching strategy and hand over
their example, so everyone finishes with a strategy and its example.
5. Give out Participant’s Worksheet 2. Participants now work in pairs or small groups
to complete the table with six teaching strategies and examples that they remember
from Step 4. Stop the activity when participants are running out of ideas, even if they
have not completed six strategies.
6. Feed back answers with the whole group, allowing participants to complete their
tables with strategies and examples that they did not already have (see Key to
Participant’s Worksheet 1 below).
7. (10 minutes) Give out the Sample Task to each participant. Point out:
ƒ The format of this task is ratio matching, which is one of the task types in TKT:
YL. It is important to read instructions carefully so that you know what the
requirements of the task are.
ƒ There are 4 different task types in the test – 3-option multiple choice, 1-1
matching, 3/4/5-option ratio matching and odd one out.
ƒ In the TKT: YL test there are 80 questions to do in 1 hour 20 minutes
ƒ There are 4 knowledge areas covered by TKT: YL syllabus (see Additional
Information)
8. Allow participants up to 8 minutes to complete the task. Feed back with the whole
group to check answers. Ask participants how confident they feel about answering
questions on Part 3 and share opinions (see Key below).
9. (10 minutes) Ask pairs to write 3 statements about Part 3 of TKT: YL. Some
statements should be true and some should be false. Participants then pass their
statements to another pair, who decide if they are true or false. Feed back with the
whole group.
10. (5 minutes) Round up to review and summarize main points covered. Ask
participants:

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 ƒ What is covered in Part 3 of the test? (The title of Part 3 is teaching young
learners, which includes:
• 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.)
ƒ What have you learnt about the TKT: YL test in this session? (Participants
can share learning about the content and format of this part of the syllabus so
answers are varied)
ƒ How can you prepare for this part of TKT: YL? (Participants can:
• consider using some of the ideas covered in this session to support
teaching and learning;
• consider what changes, if any, they might make in their future lessons
with young learners
• try TKT: YL practice tests and become familiar with the task types and
answer sheet format)

Additional information
• Scaffolding refers to different ways in which teachers support children’s learning and
understanding through language and action. There are examples of strategies for
scaffolding children’s understanding and use of language in the activities in this
session and in the session TKT: YL Part 3: Scaffolding learning.
• The four syllabus areas for TKT: YL are:
ƒ Part 1: Knowledge of young learners and principles of teaching English to
young learners
ƒ Part 2: Planning and preparing young learner lessons
ƒ Part 3: Teaching young learners
ƒ Part 4: Assessing young learner learning through classroom based
assessment
• Show participants the practice test and a sample answer sheet from the TKT: YL
Handbook and point out:
• In the TKT: YL test they have to write answers on a separate answer sheet
• The answer sheet has to be completed in 1 hour 20 minutes. Some people
complete it as they work through the test; others leave it until they have
finished all the questions. It doesn’t matter which technique you use so long
as the answer sheet is completed accurately before the end of the test.

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 • The TKT: YL handbook is available to download at
http://www.cambridgeesol.org/resources/teacher/tkt.html
• Participants can do the Teaching Resources activities for TKT: Task types 1 – 4 and
for TKT: YL Part 3 Scaffolding learning, TKT: YL Part 3 Practice activities and TKT:
YL Part 3 Managing young learners for more information on the test format and
content. https://www.teachers.cambridgeesol.org/ts/teachingresources

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TKT: YL (Young Learners) Part 3: Overview – Answer keys

Key to Procedure Steps

Step 3

Scaffolding learning Using practice activities to Managing young

through teacher language consolidate language learners in class
and teaching strategies learning
e.g. using language at e.g. role-plays e.g. getting children’s
children’s level attention
• using gesture • dictation • keeping children’s
attention
• correcting children’s • stories
language • giving children practical
• songs and chants
responsibilities
• rephrasing
• surveys
• establishing routines
• varying question types
• listen and do tasks
e.g. open, closed • challenging fast finishers
• information gap activities
• allowing wait time after • using stir and settle
questions • brainstorming activities
• managing individual,
pair, group and whole
class work

Note: These points are covered on the TKT: YL syllabus. Other reasonable examples can be
added to lists.

Key to Participant’s Worksheet 1

YL Teaching Strategy Example

Using language at children’s level The teacher tells the story in the present and
changes or omits difficult vocabulary
YL Teaching Strategy Example
Using role-plays to consolidate learning After reading the story, the teacher chooses
different children to act it out
YL Teaching Strategy Example
Reformulating learner language The teacher corrects learner language by
repeating it correctly

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 YL Teaching Strategy Example
Stirring and settling the group The teacher changes the pace of class by
doing an active task after a period of quiet or
a quiet activity after movement or excitement
YL Teaching Strategy Example
Creating a clear or familiar context for The teacher presents language in a familiar
language situation or in a personalised way
YL Teaching Strategy Example
Using information-gaps to consolidate Each child has a different version of a picture
learning to their partner. Without looking at each
other’s, they take turns to describe what they
see to find five differences
YL Teaching Strategy Example
Dealing with fast finishers The teacher prepares follow up activities
such as a worksheet or helping classmates
to challenge those who complete tasks first
YL Teaching Strategy Example
Supporting meaning with visuals The teacher uses puppets, realia or
flashcards to give meaning to language
YL Teaching Strategy Example
Using mind maps Learners use a diagram to make a visual
record of vocabulary on the same topic
YL Teaching Strategy Example
Creating a clear purpose for an activity which Learners do a survey of their classmates to
makes sense to children find out the most and least favourite foods in
the class

Key to Sample Task

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

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TKT: YL (Young Learners) Part 3: Overview – Participant’s
Worksheet 1

 Æ  È

YL Teaching Strategy Example

Using language at children’s level The teacher tells the story in the present and
changes or omits difficult vocabulary

YL Teaching Strategy Example

Using role-plays to consolidate learning After reading the story, the teacher chooses
different children to act it out

YL Teaching Strategy Example

Reformulating learning language The teacher corrects learner language by
repeating it correctly

YL Teaching Strategy Example

Stirring and settling the group The teacher changes the pace of class by
doing an active task after a period of quiet or
vice versa

YL Teaching Strategy Example

Creating a clear or familiar context for The teacher presents language in a familiar
language situation or in a personalised way

Example
YL Teaching Strategy Each child has a different version of a picture to
their partner. Without looking at each other’s,
Using information-gaps to consolidate they take turns to describe what they see to find
learning five differences.

YL Teaching Strategy Example

Dealing with fast finishers The teacher prepares follow up activities
such as a worksheet or playing a game to
challenge those who complete tasks first

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YL Teaching Strategy Example
Supporting meaning with visuals The teacher uses puppets, realia or
flashcards to give meaning to language

YL Teaching Strategy Example

Using mind maps Learners use a diagram to make a visual
record of vocabulary on the same topic

YL Teaching Strategy Example

Creating a clear purpose for an activity which Learners do a survey to find out the most
makes sense to children and least favourite foods in the class so they
can draw a graph

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TKT: YL (Young Learners) Part 3: Overview – Participant’s
Worksheet 2

Complete the table from memory with 6 strategies and examples from the previous activity.
Then check with other people in the group to complete all the strategies and examples.

Teaching Strategy Example

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TKT: YL (Young Learners) Part 3: Overview – Sample task

For questions 1 – 7, match the examples of what fast finishers do in class with the
scaffolding strategies for challenging them listed A, B and C.

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

You will need to use some of the options more than once.

Scaffolding strategies for challenging fast finishers

A Children check their own work.

B Children help other children who have not finished yet.

C Children do an extension activity.

What fast finishers do

1 Write the name of five objects which are usually red.

2 Compare their answers to a comprehension task about a story with the answer key at the
back of their coursebook.

3 Explain in L1 how to do a sequencing task to a group having problems doing the task.

4 Draw a picture to illustrate the chant they have written.

5 Proofread their short description of a typical day in their life before they give it to the
teacher.

6 Choose a graded reader from a reading box the teacher keeps in the classroom.

7 Answer another child’s questions about the meaning of some words in a survey the class
are preparing.

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