100% found this document useful (1 vote)

2K views64 pages

Cambridge TKT Module 2 Worksheets

Uploaded by

helo

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as PDF, TXT or read online on Scribd

100% found this document useful (1 vote)

2K views64 pages

Cambridge TKT Module 2 Worksheets

Uploaded by

helo

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as PDF, TXT or read online on Scribd

You are on page 1/ 64

MODULE 2

WORKSHEETS
WITH TRAINER NOTES

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

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

Time required: 50 minutes

Materials  Participant’s Worksheet 1 (one for each pair)
required:
 Participant’s Worksheet 2 (one for each participant)
 Participant’s Worksheet 3 (one for each participant)
 Sample Task (one for each participant)
Aims:  to provide an opportunity for participants to discuss main, subsidiary
and personal aims in lessons.
 to provide an opportunity for participants to consider factors
influencing the choice of aims in lessons.
 to provide practice in completing tasks in which identifying and
selecting aims is the testing focus.

Procedure
1. (5 minutes) On the board write: Lesson aims. Give each pair of participants a copy
of Participant’s worksheet 1. The words in the crossword puzzle are all connected
to lesson aims. Participants answer the clues to complete the crossword. Allow five
minutes maximum for this.
2. Check answers together (see key below). Tell participants that ‘identifying and
selecting lesson aims’ is a syllabus area tested in TKT Module 2 Part 1 and that the
words and clues in the crossword puzzle were taken from the TKT Glossary.
3. (10 minutes) Hand out Participant’s worksheet 2. Participants continue to work
with their partner and discuss the classroom activities on the worksheet. They
should think of possible aims for the activities, i.e. what are the students doing in the
activities.
4. (10 minutes) Hand out Participant’s worksheet 3. Refer participants to Exercise 1.
They match the aims on this worksheet with the activities on Participant’s
worksheet 2. Explain that there may be more than one aim for each activity, and that
any aim may apply to more than one activity.
5. Check answers together (see key below, but allow other possibilities if participants
can justify their answers).

© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo

TKT Module 2: Identifying and selecting lesson aims – Teacher’s Notes www.teachers.cambridgeesol.org
Page 1 of 7
6. (10 minutes) Put participants into groups of three. Refer them to Participant’s
Worksheet 3 Exercise 2. Participants discuss whether any of the activities would be
particularly suitable for the learners listed.
7. Feed back with the whole group for participants to share ideas (see key below, but
allow other possibilities if participants can justify their answers).
8. (10 minutes) Give out Sample Task. Participants complete the sample task on their
own then compare their answers with a partner.
9. Check answers together (see key below).
10. (5 minutes) Round up to summarise points covered. Ask participants:
 What is the TKT Module 2 syllabus area for this lesson? (identifying and
selecting lesson aims)
 What issues do you find difficult about this syllabus area? (allow participants
to share ideas)
 How can participants prepare for this section of the test? (look at sections in
the TKT Glossary on lesson planning and on language, practice activities and
skills development to review terminology for activity types).

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

Key to Participant’s Worksheet 1

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

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

Key to Participant’s Worksheet 3

Activity Exercise 1 Exercise 2

Main aim/s Subsidiary aim/s Target students
1 D G. L adult learners; business learners;
2 J, A E adult learners
3 G young learners
4 H adult learners; business learners
5 D B, I adult learners
6 H E adult learners; learners in an English
speaking country
7 C F adult learners
8 I very young learners
9 K, J G teenage learners; adult learners
10 L teenage learners,

Key to Sample Task

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

TKT Module 2: Identifying and selecting lesson aims – Answer Keys www.teachers.cambridgeesol.org
Page 3 of 7
TKT Module 2: Identifying and selecting lesson aims – Participant’s
Worksheet 1
Complete the crossword puzzle with words connected with aims in a lesson.

1 2

3
2

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

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

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

Down
1. This is the aim teachers have when they want learners to use connected speech, to speak
at a natural speed without hesitation, repetition or self-correction. When communication is
more important than being correct, the aim of the activity would be this. (7)

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

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

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

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

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

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

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

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

4. Learners write a letter to a customer who has complained about a product he

bought from their company. They use an example text as a model.

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

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

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

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

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

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

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

www.teachers.cambridgeesol.org
Page 5 of 7
TKT Module 2: Identifying and selecting lesson aims – Participant’s
Worksheet 3
Exercise 1
Match the aims with the activities on Participant’s worksheet 2. The activities may
have more than one possible aim.

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

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

C. to focus on pronunciation

D. to give practice in oral fluency

E. to develop reading comprehension skills

F. to provide controlled practice of specific sounds

G. to give practice in listening comprehension

H. to give practice in writing skills

I. to provide an active beginning to the lesson

J. to focus on language in a text

K. to focus on vocabulary

L. to encourage learner autonomy

Exercise 2
Look at the activities on Participant’s worksheet 2 again and discuss whether any of the
activities would be particularly suitable for the following types of learners:
1 very young learners 4 adult general English learners
2 teenage learners 5 business English learners
3 young learners 6 learners who live in an English speaking country

TKT Module 2: Identifying and selecting lesson aims – Participant’s Worksheet 3

www.teachers.cambridgeesol.org
Page 6 of 7
TKT Module 2: Identifying and selecting lesson aims – Sample Task

For questions 1–6 match the textbook rubrics with the lesson aims listed A, B and C.
Mark the correct letter (A, B or C) on your answer sheet.

You need to use some options more than once.

Lesson Aims

A developing pronunciation skills

B developing reading skills

C developing vocabulary

Textbook rubrics

1 Choose the best summary of each paragraph.

Listen and group the words according to whether they have two, three, or four syllables.
2
Practise saying them in pairs.

3 Complete this chart with the correct prefixes and suffixes.

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

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

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

TKT Module 2: Identifying and selecting lesson aims – Sample Task www.teachers.cambridgeesol.org
Page 7 of 7
TKT Module 2: Identifying the different components of a lesson
plan – Teacher’s Notes

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

Time required: 55 minutes

Materials Participant’s Worksheet 1 (one for each participant)
required:
Participant’s Worksheet 2 (one for each participant in Group A)
Participant’s Worksheet 3 (one for each participant in Group B)
Sample Task (one for each participant)
Aims: To introduce the standard components of a lesson plan
To provide practice in completing tasks in which the components of
a lesson plan is the testing focus.

Procedure
1. (10 minutes) Ask participants to think of one thing find easy about lesson planning
and preparation and one thing they find difficult about lesson planning. Give them a
minute or two to think about this then ask them to walk around the room sharing the
things they like and the things they find difficult with other participants.
When they have finished ask them to share some of the ideas together.
2. (15 minutes) Hand out Participant’s worksheet 1. In pairs, participants match the
terms for different components of a lesson plan in the box (numbered 1–11) with the
descriptions of the components of a lesson (lettered A–K).
3. Check answers together (see key below). Tell participants that knowledge of these
terms is tested in TKT Module 2, Part 1.
4. (15 minutes) Explain that participants are going to look at a lesson plan for a listening
and speaking lesson. The topic of the lesson and the recording for the listening is
‘Extra lessons after school’. Divide the participants into two groups; Group A and
Group B. Give Group A Participant’s worksheet 2 and Group B Participant’s
Worksheet 3. Participants work in their groups and fill in the blanks in their plans.
Direct them to the key for the symbols at the bottom of the handout.
5. Re-group the participants into pairs with one from Group A and one from Group B.
Explain that they each have the answers to their partner’s gap fill task and they can
check their answers by saying the number of the gap and asking their partner for the
answer (key also given below).

TKT Module 2: Identifying the different components of a lesson plan – Teacher’s Notes
www.teachers.cambridgeesol.org
Page 1 of 7
6. (10 minutes) Give out Sample Task. Participants complete the sample task on their
own then compare their answers with a partner.
7. Check answers together (see key below).
8. (5 minutes) Round up to summarise points covered. Ask participants:
What is the TKT Module 2 syllabus area for this lesson? (identifying the
different components of a lesson plan)
What do you find difficult about this syllabus area? (allow participants to
share ideas)
What did you think of the sample task? What did you find difficult? (Allow
participants to share views)

TKT Module 2: Identifying the different components of a lesson plan – Teacher’s Notes
www.teachers.cambridgeesol.org
Page 2 of 7
TKT Module 2: Identifying the different components of a lesson
plan – Answer Keys

Key to Participant’s Worksheet 1

1 C 2 I 3 J 4 D 5 A 6 E
7 F 8 H 9 B 10 G 11 K

Key to Participant’s Worksheets 2 and 3

Group A/ Participant’s worksheet 2 Group B/ Participant’s worksheet 3

1. Main aim 2. Subsidiary aim
3. Personal aim 4. Assumptions
5. Anticipated problems 6. solutions
7. Lead in 8. to create interest in the topic
9. Pre- teach vocabulary 11. to provide practice of new vocabulary
10. 5 minutes 12. W/C
13. predict the content of the conversation in 14. 3 minutes
pairs
16. Students listen to the recording (twice) 15. S
and do the comprehension exercise.
19. SÆS 17. W/S
20. W/S 18. Students check their answers in pairs

Key to Sample Task

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

TKT Module 2: Identifying the different components of a lesson plan – Answer Keys
www.teachers.cambridgeesol.org
Page 3 of 7
TKT Module 2: Identifying the different components of a lesson
plan – Participant’s Worksheet 1

Match the lesson plan components with the descriptions below.

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

5. Main aim 6. Timing 7. Aids 8. Assumptions

9. Personal aim 10. Anticipated problems and solutions 11. Subsidiary aim

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

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

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

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

presentation, controlled practice, etc.

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

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

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

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

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

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

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

TKT Module 2: Identifying the different components of a lesson plan – Participant’s Worksheet 1
www.teachers.cambridgeesol.org
Page 4 of 7
TKT Module 2: Identifying the different components of a lesson
plan – Participant’s Worksheet 2
Group A Fill in the gaps in the lesson plan.
Level: Intermediate Length of lesson: 50 minutes Topic: extra lessons
1) __________ : to practise the skills of listening for gist and listening for detail, and to provide
practice in the language of the topic
2) Subsidiary aim: to develop oral fluency
3) __________: to simplify teacher language in class
4) Assumptions: students will be interested in the topic as it is relevant to them
5) _____________and 6) solutions: two of the students are less good at listening so the recording
will be difficult. I’ll pair them with stronger students for support
Stages/Time Stage Aims Procedure Int Aids
7) Lead in 8) ____________ Ask the students if any of them do extra
lessons after school, what kind they do and W/C
5 minutes _______________ if they enjoy them.
to help students
9) _________ Elicit/teach: enjoyable, boring, expensive,
understand
time-consuming, exciting, then write them W/C B
5 minutes vocabulary in the
on the board.
recording
Drill 11) to provide Choral drill, individual drill and ask students
12)
practice of new to give me examples of the words in B
10) _________ W/C
vocabulary sentences.
Lead in to
recording and to provide practice Write the title of the recording on the board: W/C
set task in predicting ‘Never waste a moment after school’. B
SÆS
content Students 13) ________________________
5 minutes
Recording x1 to provide practice Students listen to the recording to check 15)
CD
14) 3 minutes in listening for gist their predictions. S
Feedback
to check answers Students share their answers in open class. W/C
2 minutes
Recording x2 to provide practice Hand out worksheet. 16) ___________ 17)
and 3 in listening for W/C
________________________________ W/S
6 minutes detail
Pair check to encourage peer 19)
18) Students check their answers in pairs.
3 minutes cooperation ____
Feedback
to check answers Report back on answers. W/C
3 minutes
Class survey to develop oral Put students into groups with a worksheet. 20)
SSÆ
fluency and provide Students carry out a class survey on the
9 minutes S ____
practice topic in groups.
Feedback to allow students to Report back and class discussion of survey W/C
4 minutes share views results
Key to symbols:
Int = interaction pattern SSÆS = students work in groups B = board
W/C = whole class S = students work individually CD = compact disc
SÆS = student to student W/S = worksheet

TKT Module 2: Identifying the different components of a lesson plan – Participant’s Worksheet 2
www.teachers.cambridgeesol.org
Page 5 of 7
TKT Module 2: Identifying the different components of a lesson
plan – Participant’s Worksheet 3
Group B Fill in the gaps in the lesson plan.
Level: Intermediate Length of lesson: 50 minutes Topic: Extra lessons
1) Main aim: to practise the skills of listening for gist and listening for detail, and to provide practice in
the language of the topic.
2) _______________: to develop oral fluency.
3) Personal aim: to simplify teacher language in class.
4) _______________: students will be interested in the topic as it is topical for them.
5) Anticipated problems and 6) _________: two of the students are less good at listening and the
recording will be difficult. I’ll pair them with stronger students for support.

Stages/Time Stage Aims Procedure Int Aids

7) ________ Ask the students if any of them do extra
8) to create interest
lessons after school, what kind they do W/C
5 minutes in the topic
and if they enjoy them.
9) Pre-teach to help students
Elicit/teach: enjoyable, boring, expensive,
vocabulary understand
time-consuming, exciting, then write them W/C B
vocabulary in the
5 minutes on the board.
recording.
Drill 11) ___________ Choral drill, individual drill and ask
12)
students to give me examples of the B
10) 5 minutes ______________ ____
words in sentences.
Lead in to Write the title of the recording on the
recording and to provide practice W/C
board: ‘Never waste a moment after
set task in predicting B
school’. Students 13) predict the content SÆS
content.
5 minutes of the conversation in pairs
Recording x1 to provide practice Students listen to the recording to check 15)
CD
14) ________ in listening for gist. their predictions. ____
Feedback Students share their answers in open
to check answers W/C
2 minutes class.
Recording x2 to provide practice Hand out worksheet. 16) Students listen W/C 17)
and 3 in listening for to the recording (twice) and do the
____
6 minutes detail comprehension exercise.
Pair check to encourage peer 18) _____________________________ 19)
3 minutes cooperation ________________________________ SÆS
Feedback
to check answers Report back on answers W/C
3 minutes
Class survey to develop oral Put students into groups with a
SSÆ 20)
fluency and provide worksheet. Students carry out a class
9 minutes S W/S
practice survey on the topic in groups.
Feedback to allow students to Report back and class discussion of
W/C
4 minutes share views survey results
Key to symbols:
Int = interaction pattern SSÆS = students work in groups B = board
W/C = whole class S = students work individually CD = compact disc
SÆS = student to student W/S = worksheet

TKT Module 2: Identifying the different components of a lesson plan – Participant’s Worksheet 3
www.teachers.cambridgeesol.org
Page 6 of 7
TKT Module 2: Identifying the different components of a lesson
plan – Sample Task 1

For questions 1–8 match the classroom management strategies with the problems of group
or pair work listed A, B, C and D
Mark the correct letter (A, B, C or D) on your answer sheet.
You need to use some options more than once.

Lesson plan components

A Aim(s)

B Personal aim(s)

C Teaching aids

D Procedure

Information from a lesson plan

1 keep the pace of the lesson lively

2 students talk about what they did at the weekend

3 tell students to put four photographs in the correct order

4 practise listening for specific information

5 recycle recently taught vocabulary in a different context

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

7 students check their answers in pairs

8 make better use of the whiteboard

TKT Module 2: Identifying the different components of a lesson plan – Sample Task 1
www.teachers.cambridgeesol.org
Page 7 of 7
TKT Module 2: Common sequences in lessons – Teacher’s Notes

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

Time required: 50 minutes

Materials Participant’s Worksheet 1 (cut into boxes, one box per participant)
required:
Participant’s Worksheet 2 (cut into strips, one set for each pair)
Participant’s Worksheet 3 (one for each participant)
Sample Task (one for each participant)
Aims: To familiarise participants with common sequencing in lessons
To provide practice in completing tasks in which sequencing lesson
stages is the testing focus.

Procedure
1. Before the session, cut up Participant’s worksheet 1 into separate boxes. Each box
is a stage of a lesson, and each row of three boxes forms one lesson sequence.
There are six lesson sequences in total. Repeat or reduce the number of boxes
according to the size of your group, ensuring each lesson sequence is complete. If
the number of participants is not divisible by 3, repeat one or two of the stages from
one lesson sequence.
Cut up Participant’s worksheet 2 into strips so there is one set of strips for each
pair of participants.
2. (10 minutes) Give each participant one stage of a lesson from Participant’s
worksheet 1. Explain that the pieces of paper are the stages of different lesson
sequences and that there are three stages for each lesson sequence. Participants
walk around saying their stages to other participants until they find two other people
with stages from the same lesson sequence. They should then sit together in groups
of three, put their stages in order and discuss what would come before and what
would come after the three stages.
3. Feed back with the whole group so that participants can share their sequences (see
key below). Ask participants to think about what they had to do in the activity
(sequence stages of lessons). Tell participants that ‘sequencing stages of lessons’ is
a syllabus area tested in TKT Module 2 Part 1.
4. (10 minutes) Hand out Participant’s worksheet 2, cut into strips, to each pair. In
pairs, participants look at the stages of the lesson on the strips and arrange them into
a logical sequence. Check answers together (see key below).

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

Page 1 of 7
5. (10 minutes) Still in pairs, participants discuss:
• What strategies are useful for sequencing lesson stages?
• What are the useful words/phrases to look out for that can help with
sequencing lesson stages?
6. Feed back with the whole group so that participants can share their ideas (see key
below).
7. (15 minutes) Give out Sample Task. Participants complete the sample task on their
own then compare their answers with a partner. Check answers together (see key
below).
8. (5 minutes) Round up to summarise points covered. Ask participants:
• What is the TKT Module 2 syllabus area for this lesson? (common sequences
in lessons)
• What issues do you find difficult about this syllabus area? (allow participants
to share ideas)
• How can you prepare for this section of the test? (review different types of
lessons, e.g. reading lessons, listening lessons, language focus lessons, writing
lessons, speaking lessons, looking at the stages and the sequencing)

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

Page 2 of 7
TKT Module 2: Common sequences in lessons – Answer Keys

Key to Participant’s Worksheet 1

Before Stage 1 Stage 2 Stage 3 After

Pre-teach Focus on
Introduce the Learners read Learners read
vocabulary for interesting
topic for gist. for detail.
reading. language in text.
The teacher
Establish the The teacher The teacher Students do a
provides a
meaning of new drills language drills language controlled
model of the
language. chorally. individually. practice activity.
language.
Pre-teach
Introduce the Learners listen Learners listen discussion
vocabulary for
topic. for gist. for detail. based on topic
listening.
The other
students pair or small
The teacher The new student
Teacher and respond with group work to
introduces a tells the class
students greet some help new
new student to something about
each other. information student to
the class. himself.
about integrate
themselves.
Language work, The teacher Two students
The students Other students
e.g. gives perform their
practise the role perform for each
pronunciation instructions for a role play in front
play in pairs. other.
practice role play. of the class.
Students read
The students
listening to or their partner’s Students rewrite
The students exchange their
reading a similar stories and their stories to
write a story. stories with a
story as a model suggest improve them.
partner.
improvements.

Key to Participant’s Worksheet 2

E J G A H D B K C I F

Key to Procedure Step 5

What strategies are useful for sequencing lesson stages?
• Read the instructions for the task, as it tells you about the context of the lesson.
• Read all of the stages so that you get an overall picture of what is going on in the lesson.

TKT Module 2: Common sequences in lessons – Answer Keys www.teachers.cambridgeesol.org

Page 3 of 7
• When you read an individual stage, think about what would be necessary for the teacher
to do before this stage, as well as what would most naturally follow this stage.
What are the useful words/phrases to look out for that can help with sequencing
lesson stages?
• ‘Lead in’ usually comes at the start of the lesson
• ‘Gist’ listening or reading comes before detailed listening or reading
• ‘again’ signals that something connected to this happened in an earlier stage
• ‘for homework’ is likely to come towards the end
• ‘checking in pairs’ usually comes after an activity has been completed individually.

Key to Sample Task

1 B 2 E 3 C 4 A 5 D

TKT Module 2: Common sequences in lessons – Answer Keys www.teachers.cambridgeesol.org

Page 4 of 7
TKT Module 2: Common sequences in lessons – Participant’s
Worksheet 1

Pre-teach
Learners read for Learners read for
vocabulary for
gist. detail.
reading.

The teacher The teacher drills

The teacher drills
provides a model of language
language chorally.
the language. individually.

Pre teach
Learners listen for Learners listen for
vocabulary for
gist. detail.
listening.

The new student The other students

The teacher
tells the class respond with some
introduces a new
something about information about
student to the class.
himself. themselves.

Two students
The teacher gives The students
perform their role
instructions for a practise the role
play in front of the
role play. play in pairs.
class.

The students Students read their

The students write a exchange their partner’s stories and
story. stories with a suggest
partner. improvements.
© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo

TKT Module 2: Common sequences in lessons – Participant’s Worksheet 1 www.teachers.cambridgeesol.org

Page 5 of 7
TKT Module 2: Common sequences in lessons – Participant’s
Worksheet 2

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

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

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

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

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

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

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

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

H. Students repeat each sentence after the teacher.

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

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

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

TKT Module 2: Common sequences in lessons – Participant’s Worksheet 2 www.teachers.cambridgeesol.org

Page 6 of 7
TKT Module 2: Common sequences in lessons – Sample Task

For questions 1–5, read the stages of the reading and writing lesson plan below and fill in
the missing stages from the options listed A–E.
Mark the correct letter (A–E) on your answer sheet.

Missing stages

A Groups check each other’s letters for grammar and spelling errors and correct these.

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

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

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

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

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

1 ...…………..…….

♦ The teacher tells the students that they are going to write a letter to the newspaper
to ask for the pool to stay open.

2 ……..……….……..

♦ Groups tell the whole class their list of reasons.

3 ……..……….……..

♦ The teacher asks the students in their groups to write a draft letter using three of
the reasons from the written list.

4 ……..………..….

♦ Groups write an improved draft of their letter.

5 …………………

♦ The teacher and the learners discuss recent changes to their town which have
happened because a new road has been built nearby.

TKT Module 2: Common sequences in lessons – Sample Task www.teachers.cambridgeesol.org

Page 7 of 7
TKT Module 2: Selection and use of coursebook materials –
Teacher’s Notes

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

Time required: 50 minutes

Materials Blank pieces of paper (one for each participant)
required:
Participant’s Worksheet 1 (cut into strips, one set for each pair)
Participant’s Worksheet 2 (one for each participant)
Participant’s Worksheet 3 (cut or folded in half, one for each
participant)
Sample Task (one for each participant)
Aims: To provide an opportunity for participants to consider criteria for
selecting coursebooks.
To provide an opportunity for participants to discuss ways of
adapting coursebook materials.
To provide practice in completing tasks in which the selection and
use of coursebook materials is the testing focus.

Procedure
1. (10 minutes) Give each participant a blank piece of paper. Participants write one
thing they like about coursebooks and one thing they don’t like about coursebooks on
their paper. They then exchange papers with a partner and read and discuss each
others’ comments about coursebooks.
2. Feed back with the whole group so that participants can share their opinions.
Explain that the selection and use of coursebook materials is a syllabus area tested
in TKT Module 2 Part 2.
3. (10 minutes) Put participants into pairs. Give each pair Participant’s Worksheet 1
cut into strips. Explain that the strips of paper give criteria for selecting coursebooks
(teachers’ reasons for choosing a particular coursebook). Participants discuss which
of the criteria they think are more important and which are less important. They
should rank the criteria in order of importance, with the most important at the top.
4. Feed back with the whole group so that participants can share their opinions (there is
no set answer to this exercise. Teachers will have different views on what is
important).

TKT Module 2: Selection and use of coursebook materials – Teacher’s Noteswww.teachers.cambridgeesol.org

Page 1 of 7
5. (10 minutes) Participants work in groups of three. Give out Participant’s worksheet
2. Participants discuss in their groups what they would suggest the teachers do
about the problems listed on the worksheet.
6. Give out Participant’s Worksheet 3 Exercise 1 (cut or fold this before the session).
Participants match the suggested solutions with the problems on Participant’s
worksheet 2. Check answers together (see key below).
7. (10 minutes) Still in groups of three, participants discuss specific strategies to
achieve the solutions suggested in Step 6. Elicit an example, e.g.:
1. The reading and listening material in the coursebook is too difficult.
Use supplementary materials instead./ Re-write the tasks to make them easier./
Ask more general questions./ Only work with a part of the text.
8. Give out/Refer participants to Participant’s Worksheet 3 Exercise 2. In their
groups, participants match the strategies with the problems and solutions on
Participant’s Worksheet 2. Check answers together (see key below).
9. (10 minutes) Give out Sample Task. Participants complete the sample task on their
own then compare their answers with a partner. Check answers together (see key
below).
10. (5 minutes) Round up to summarise points covered. Ask participants:
What is the TKT Module 2 syllabus area for this lesson? (the selection and
use of coursebook materials)
What is the testing focus on this syllabus area? (criteria for selecting
coursebook materials and ways of adapting coursebook materials)
When looking at coursebook activities, what things do teachers needs to
consider? (suitability of tasks and topics in the coursebook for their learners,
types of activities, and aims of activities and tasks)

TKT Module 2: Selection and use of coursebook materials – Teacher’s Noteswww.teachers.cambridgeesol.org

Page 2 of 7
TKT Module 2: Selection and use of coursebook materials – Answer
Keys

Key to Participant’s Worksheet 3 Exercise 1

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

Key to Participant’s Worksheet 3 Exercise 2

1 D and F 2 H and J 3 A 4 B and G
5 J 6 C and F 7 I 8 E

Key to Sample Task

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

TKT Module 2: Selection and use of coursebook materials – Answer Keys www.teachers.cambridgeesol.org
Page 3 of 7
TKT Module 2: Selection and use of coursebook materials –
Participant’s Worksheet 1

1. The material in the coursebook is visually attractive. The coursebook has

different colours, fonts and headings.

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

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

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

development.

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

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

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

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

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

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

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

www.teachers.cambridgeesol.org
Page 4 of 7
TKT Module 2: Selection and use of coursebook materials –
Participant’s Worksheet 1

Exercise 2
Look at the teachers’ problems with coursebooks and discuss what solutions you
would suggest. There is one example.

Teachers’ problems with Solutions (What could you Strategies (How would
the coursebook material do?) you do it?)

1. The reading and listening

Change the level of the
material in the coursebook is
material.
too difficult.

2. The coursebook has the

students doing the same
things in each unit.

3. The texts and tasks in the

coursebook are too short.

4. There is very little authentic

material for listening and
reading.

5. The tasks in the

coursebook are in the same
order in every unit.

6. The texts and tasks in the

coursebook are too long.

7. The reading and listening

material in the coursebook is
too easy.

8. There is little free speaking

and no writing practice in the
coursebook.

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

www.teachers.cambridgeesol.org
Page 5 of 7
TKT Module 2: Selection and use of coursebook materials –
Participant’s Worksheet 1

Exercise 1
Here are some suggestions of possible solutions for teachers’ problems with
coursebooks. Match them with the problems on Participant’s worksheet 2. Use some
of the letters more than once.
A. Find different material to use with the coursebook – supplementary material.
B. Change the level of the material.
C. Extend the task.
D. Shorten the task.
E. Change the way the task works.
F. Use the material in a different order.

_____________________________________________________________________

Exercise 2
Match these strategies for implementing the solutions to teachers’ problems with
coursebooks with the problems on Participant’s worksheet 2.
A. Write extra questions or add a paragraph of your own to a text.
B. What about using songs as listening material?
C. Cut up texts/provide multiple recordings and do jigsaw reading/listening tasks, so that
students have less to read or listen to.
D. Re-write the tasks to make them easier. Ask more general questions.
E. Use productive skills materials from other coursebooks or from the internet to provide
fluency practice.
F. Reduce texts by removing a difficult paragraph or break recorded material into
‘chunks’ or sections.
G. Use the internet to find interesting articles for students to read.
H. Use different interaction patterns. Cut up tasks to make them matching tasks or
ordering tasks.
I. Re-write the tasks to make them more challenging. Learners need to read for more
detailed information or need to predict answers before they read or listen.
J. Do the activities in a different order. Students can cover sections of the book that
you don’t want them to look at.

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

www.teachers.cambridgeesol.org
Page 6 of 7
TKT Module 2: Selection and use of coursebook materials – Sample
Task

For questions 1–6, match the ways a teacher can adapt a written text with the teaching
purposes listed A–G.
Mark the correct letter (A–G) on your answer sheet.
There is one extra option which you do not need to use.
Teaching purposes

A to focus on linking words and phrases

B to raise learners’ awareness of register

C to make the text more accessible to weaker learners

D to generate interest in the topic

E to highlight particular grammatical patterns

F to develop learners’ proofreading skills

G to work out meaning from surrounding context

Ways a teacher can adapt a written text

1 removing from the text all the verbs which follow prepositions

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

3 putting some spelling mistakes into the text

4 shortening the text and paraphrasing parts of it

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

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

TKT Module 2: Selection and use of coursebook materials – Sample Task www.teachers.cambridgeesol.org
Page 7 of 7
TKT Module 2: Using reference resources for lesson planning –
Teacher’s Notes

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

Time required: 50 minutes

Materials Participant’s Worksheet 1 (one for each participant)
required:
Sample Task (one for each participant)
Aims: To consider the range of resources available to teachers in lesson
preparation
To provide an opportunity for participants to discuss teachers’
reasons for consulting reference resources
To provide practice in completing tasks in which using reference
resources is the testing focus

Procedure
1. (10 minutes) Ask participants:
What do we call the sources of information about language and the sources of
about teaching that teachers can refer to and use when planning and preparing
lessons?
Elicit Reference resources and/or write it on the board.
2. In groups of three, participants brainstorm a list of all the reference resources they
can name. When participants have finished, ask one person from each group to
come to the board and to write one example of a reference resource that the group
have on their list. Continue doing this until all of the resources on the participants’
lists are on the board (see key below).
3. Tell participants that using referencing resources for lesson preparation is a syllabus
area tested in TKT Module 2 Part 2.
4. (10 minutes) Hand out Participant’s Worksheet 1 Exercise 1. In pairs, participants
match the reference resources in the box with the reasons for using them. Check
answers together (see key below).
5. (10 minutes) Refer participants to Participant’s Worksheet 1 Exercise 2. In groups
of three, participants discuss the questions on the worksheet. Feed back with the
whole group so that participants can share their ideas (see key below).

TKT Module 2: Using reference resources for lesson planning – Teacher’s Notes
www.teachers.cambridgeesol.org
Page 1 of 6
6. (15 minutes) Give out Sample Task. Participants complete the sample task on their
own then compare their answers with a partner. Check answers together (see key
below).
7. (5 minutes) Round up to summarise points covered. Ask participants:
What is the TKT Module 2 syllabus area for this lesson? (using reference
resources for lesson preparation)
What is the testing focus on this syllabus area? (the range of resources
available and teachers’ reasons for consulting them)
What did you think of the sample task? (allow participants to share opinions)

TKT Module 2: Using reference resources for lesson planning – Teacher’s Notes
www.teachers.cambridgeesol.org
Page 2 of 6
TKT Module 2: Using reference resources for lesson planning –
Answer Keys

Key to Procedure Step 2

grammar books workbooks from coursebooks
dictionaries resource packs from coursebooks
supplementary material websites on the internet
methodology books for teachers colleagues
coursebooks

Key to Participant’s Worksheet 1 Exercise 1

1. Supplementary materials (pronunciation book), websites on the internet
2. Books or articles about learners’ errors
3. The teacher’s books from coursebooks
4. Learners’ dictionary, monolingual dictionary, bilingual dictionary, websites on the
internet
5. The workbook from the coursebook, supplementary materials, grammar books for
learners, websites on the internet
6. Grammar books for teachers, websites on the internet
7. Colleagues, methodology books for teachers, websites on the internet
8. Grammar books for teachers, grammar books for learners, websites on the internet
9. Supplementary materials, websites on the internet
10. Learners’ dictionary, monolingual dictionary, bilingual dictionary, colleagues

Key to Participant’s Worksheet 1 Exercise 2

• Which resources have you used as a teacher?/ Which resources have you used as
a learner?/ Which resources did you find the most useful? (allow participants to
share experiences)
• What are the differences between grammar books for teachers and grammar books
for learners? Grammar books for teachers have very detailed explanations and may be
quite complicated and difficult to access. Grammar books for learners have more simple
explanations and which lead towards what the learners need to know at their level and
provide simpler ways of explaining grammar. Grammar books for learners also often have
exercises to practice the grammar point.
• What are the differences between a learners’ dictionary, a monolingual dictionary
and a bilingual dictionary? Learner dictionaries are useful for teachers and learners as
they provide information about form, meaning and pronunciation, and have examples of
© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo

TKT Module 2: Using reference resources for lesson planning – Answer Keyswww.teachers.cambridgeesol.org
Page 3 of 6
the words in sentences. They can provide simple explanations for teachers to use in class.
Bilingual dictionaries explain the meaning of words in students’ own language and they
can be useful if students don’t know a word in English and it is stopping them from
explaining something. However monolingual dictionaries give more information about how
the word is used, synonyms which are commonly used and examples of the word in
sentences.
Which do you find the most useful? (allow participants to share experiences)

Key to Sample Task

1. H 2. G 3. B 4. A
5. I 6 E 7 D 8 F

TKT Module 2: Using reference resources for lesson planning – Answer Keyswww.teachers.cambridgeesol.org
Page 4 of 6
TKT Module 2: Using reference resources for lesson planning –
Participant’s Worksheet 1
Exercise 1
Match the reference resources in the box with the reasons for using them below.

Grammar books for teachers Grammar books for learners

Learners’ dictionary Bilingual dictionary (L1–L2) Monolingual dictionary (L2–L2)
Methodology books for teachers Books or articles about learners’ errors
Supplementary materials The teacher’s books from coursebooks
The workbook from the coursebook Websites on the internet Colleagues

1. A teacher wants to do some work with her learners on /ɪ/ and /iː/ and wants to find a
minimal pair exercise.
2. A teacher wants to know the common problems learners of a particular nationality
have, so that he can anticipate difficulties they might have with a structure.
3. A teacher wants to know how to make the best use of the coursebook she has been
given to use with her class.
4. A teacher wants to check the spelling of a word.
5. A teacher wants an extra grammar exercise, so that his students can do another
exercise on the present continuous.
6. A teacher wants to improve her own understanding of how language works to improve
her language awareness and her awareness of how to teach language.
7. A teacher is having difficulties controlling a rather lively and noisy class and wants
some ideas for strategies she can use.
8. A teacher wants to check on the form and use of the present perfect simple with ‘yet’
and ‘already’.
9. A teacher wants to find some stories for her class of young learners.
10. A teacher wants to check the pronunciation of a word.

Exercise 2
Discuss these questions in your group:
a) Which resources have you used as a teacher?
b) Which have you used as a learner?
c) Which did you find the most useful?
d) What are the differences between grammar books for teachers and grammar books
for learners?
e) What are the differences between a learner dictionary, a bilingual dictionary and a
monolingual dictionary?
f) Which do you find the most useful?
© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo

TKT Module 2: Using reference resources for lesson planning – Participant’s Worksheet 1
www.teachers.cambridgeesol.org
Page 5 of 6
TKT Module 2: Using reference resources for lesson planning –
Sample Task

For questions 1–8, read the dictionary entry. Match the extracts from the dictionary entry
with the information they provide A–I.
Mark the correct letter (A-I) on your answer sheet.
There is one extra option which you do not need to use.

Scowl 1 /skaʊl/ v [I] to look at someone in an angry way; frown: Patrick scowled, but he
did as he was told. [+ at] Mum scowled at him and refused to say anything.
Scowl 2 n [C] an angry or disapproving expression on someone’s face; frown: She looked at
me with a scowl on her face.
Adapted from: Longman Dictionary of Contemporary English. Longman 2003

Extracts Information
A headword
1 [+ at]

B definition
2 n

C register
3 to look at someone in an angry way

D synonym
4 scowl

E plural form is possible

5 She looked at me with a scowl on her face.

F verb has no object

6 [C]

G part of speech
7 frown

H dependent preposition
8 [I]

I example sentences

TKT Module 2: Using reference resources for lesson planning – Sample Taskwww.teachers.cambridgeesol.org
Page 6 of 6
TKT Module 2: Selection and use of supplementary materials and
activities – Teacher’s Notes

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

Time required: 50 minutes

Materials  Participant’s Worksheet 1 (cut or folded in half, one for each
required: participant)
 Participant’s Worksheet 2 (one for each participant)
 Sample Task (one for each participant)
Aims:  To consider types of supplementary materials and activities
 To provide an opportunity for participants to discuss reasons for
using, selecting and adapting supplementary materials
 To provide practice in completing tasks in which the selection and
use of supplementary materials is the testing focus

Procedure
1. (15 minutes) Ask participants:
What do we call books, CDs, DVDs and other material teachers bring to the
class as extra material/activities to use instead of (or as well as) material in the
coursebooks?
Elicit supplementary materials and/or write it on the board. In pairs, participants
brainstorm and each make a list of all the supplementary materials they can name.
2. When participants have finished, number the pairs ‘A’ and ‘B’. Put all of the As
together to form a group and all of the Bs together to form another group (if the
groups are very large divide them again). Participants share their lists of
supplementary materials.
3. Give out Participant’s Worksheet 1 Exercise 1 (cut or fold the worksheet first).
Participants compare the list with their answers. Tell them that the selection and use
of supplementary materials and activities is a syllabus area tested in TKT Module 2
Part 2.
4. (10 minutes) In pairs, participants discuss the reasons for using supplementary
materials and activities. They can refer back to their lists from Step 2, discussing
what the materials could be used for.
5. Give out or unfold Participant’s Worksheet 1 Exercise 2 to compare the reasons
given there with their own reasons.
© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo

TKT Module 2: Selection and use of supplementary materials and activities – Teacher’s Notes
www.teachers.cambridgeesol.org
Page 1 of 7
6. (10 minutes) Give out Participant’s Worksheet 2. Participants continue working in
pairs and answer the 3 questions on the worksheet for each activity from
supplementary materials. Check answers together (see key below).
7. (10 minutes) Give out Sample Task. Participants complete the sample task on their
own, then compare their answers with a partner. Check answers together (see key
below).
8. (5 minutes) Round up to summarise points covered. Ask participants:
 What is the TKT Module 2 syllabus area for this lesson? (the selection and
use of supplementary materials and activities)
 What is the testing focus on this syllabus area? (types of supplementary
materials and activities, reasons for use and how to select and adapt)
 What types of supplementary materials have you used as a teacher and as
a learner? (allow participants to share opinions)
 Which did you find the most useful? (allow participants to share opinions)

TKT Module 2: Selection and use of supplementary materials and activities – Teacher’s Notes
www.teachers.cambridgeesol.org
Page 2 of 7
TKT Module 2: Selection and use of supplementary materials and
activities – Answer Keys
Key to Participant’s Worksheet 2 Exercise 1

What type of Where is it from? What is the teacher’s aim/

supplementary reason for choosing it?
activity is it?
1. Grammar exercise book with language practice to provide additional practice
activities, or website, or in tenses
resource book/workbook
2. Speaking activity book with skills activities to provide additional fluency
and narrative writing practice and narrative writing
activity practice
3. Speaking activity book with skills activities to provide fluency practice in
the form of a game
4. vocabulary exercise vocabulary practice book or to teach vocabulary in the
website lexical set ‘fruit’
5. role play/dialogue book with skills activities to provide additional practice
of language taught earlier
6. intonation/ pronunciation practice book or to provide additional practice
pronunciation website of intonation
7. listening CD to provide practice in listening
comprehension for detail using authentic
material
8. reading newspaper, magazine or to provide practice in listening
comprehension website for gist using authentic
material

Key to Sample Task

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

TKT Module 2: Selection and use of supplementary materials and activities – Answer Keys
www.teachers.cambridgeesol.org
Page 3 of 7
TKT Module 2: Selection and use of supplementary materials and
activities – Participant’s Worksheet 1

Exercise 1
Examples of supplementary materials and their uses
 Websites on the internet for practice activities on grammar, vocabulary and
pronunciation practice
 Websites on the internet for games, puzzles and quizzes to provide extra fun
activities
 CDs with songs for extra listening material
 Newspapers and magazines, and articles on the internet, for authentic reading texts
 Books with skills activities like reading listening speaking or writing for extra skills
material
 Books with language practice activities or exercises for extra language practice
material
 DVDs of movies or TV programmes for authentic practice of listening and context
setting
 Resource books that come with student’s books in coursebook packs for extra skills
and language practice material
 Graded readers for extensive reading material
 Board games like Scrabble, Monopoly, to provide practice in a fun way
 Computer games for extra practice material

______________________________________________________________

Exercise 2

Reasons for using supplementary materials

 to add variety to lessons

 to provide extra practice in grammar, vocabulary and pronunciation
 to provide extra practice in skills work (speaking, listening, reading or writing)
 to replace material in the coursebook that the teacher thinks is unsuitable
 to add something that seems to be missing from the coursebook
 to respond to learners’ requests for materials with a particular focus/topic
 to include fun activities
 to include more authentic material in lessons

TKT Module 2: Selection and use of supplementary materials and activities – Participant’s Worksheet 1
www.teachers.cambridgeesol.org
Page 4 of 7
TKT Module 2: Selection and use of supplementary materials and
activities – Participant’s Worksheet 2
Look at the examples of activities from supplementary materials. For each activity
say:
a) What type of supplementary activity is it?
b) Where is it from?
c) What is the teacher’s reason for choosing it?

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

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

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

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

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

6. Listen to these dialogues.

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

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

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

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

For questions 1–7 look at the supplementary materials for elementary learners and the three
possible ideas for exploiting them. Two of the ideas are appropriate in each situation. One
of the ideas is NOT appropriate.
Mark the idea (A, B or C) which is NOT appropriate on your answer sheet.

1 The material would be useful for practising

A present simple questions.

B prepositions of time.
C reported speech.

2 The activity would probably work well with

A teenagers.
B young children.
C young adults.

3 The context would revise the vocabulary of

A places in town.
B free time activities.
C train travel.

4 The materials would be suitable for practising

A requesting.
B making plans.
C giving permission.

5 The materials would give practice in

A reading for gist.

B reading for specific information.
C reading for detail.

6 The activity would require the following interaction patterns:

A pairwork.
B class mingle.
C individual work.

7 Useful pre-teaching for this task could include

A telling the time.

B giving directions.
C expressing ability.

TKT Module 2: Selection and use of supplementary materials and activities – Sample Task
www.teachers.cambridgeesol.org
Page 6 of 7
© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo

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

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

Time required: 50 minutes

Materials Participant’s Worksheet 1 (cut into strips)
required:
Participant’s Worksheet 2 (one for each participant)
Sample Task (one for each participant)
Aims: To discuss assessment, including formal and informal assessment
To provide an opportunity for participants to discuss assessment
activities and reasons for choosing them.
To provide practice in completing tasks in which choosing
assessment activities is the testing focus.

Procedure
1. Before the session, copy and cut up Participant’s worksheet 1 so there are enough
strips for one per pair of participants.
2. (10 minutes) Put participants into pairs (with one group of 3 if there is an odd number
in the group) and give each pair a strip from Participant’s worksheet 1. Tell
participants that each strip has a question connected with assessment. Participants
discuss possible answers to their question with their partner. Allow one minute for
this.
3. Participants then walk around the room in pairs, gathering answers to their question
from other pairs, i.e. working in groups of 4. When participants have finished, they
should sit with their partner and discuss the answers they were given.
4. Feed back together so that participants can share their answers (see key below). Try
to finish with the last question on the worksheet How do teachers assess learners?
The answer to this, formal and informal assessment, leads to the next exercise.
Point out that choosing assessment activities, including informal and formal
assessment, is a syllabus area tested in TKT Module 2 Part 1.
5. (10 minutes) Hand out Participant’s worksheet 2. In pairs, participants look at the
assessment tasks, marking processes, and main reasons for assessment in the grid
and decide whether they are connected mostly with formal assessment or informal
assessment. They complete the table with F or I accordingly. Check answers
together (see key below). Note that some of the reasons could be open for debate,
e.g. 11, depending on who is assessing and how it is done.

TKT Module 2: Choosing assessment activities – Teacher’s Notes www.teachers.cambridgeesol.org

Page 1 of 6
6. (10 minutes) Participants now work in groups of three to brainstorm different activities
and tasks that are used for formal assessment and informal assessment. Elicit a
couple of examples to get them started, e.g. multiple choice questions, gap fill tasks.
7. Feed back with the whole group so that participants can share their ideas (see key
below)
8. (15 minutes) Give out Sample Task. Participants complete the sample task on their
own then compare their answers with a partner. Check answers together (see key
below).
9. (5 minutes) Round up to summarise points covered. Ask participants:
What is the TKT Module 2 syllabus area for this lesson? (choosing
assessment activities)
What kind of assessment activities do you do with your students? (allow
participants to share ideas)
Which activities do you find most useful for learning about your students’
progress? (allow participants to share ideas).
What do you think learners feel about assessment? (allow participants to
share ideas)

TKT Module 2: Choosing assessment activities – Teacher’s Notes www.teachers.cambridgeesol.org

Page 2 of 6
TKT Module 2: Choosing assessment activities – Answer Keys

Key to Participant’s worksheet 1

• collecting information about students’ progress to find out

1. What is about their learning
assessment?
• finding out what students know
• to find out what students have learnt in lessons
2. Why do teachers
• to find out what students know at the start of a class
assess students?
• to decide on what to teach students
3. Do students assess • yes, students assess teachers
teachers? Is this • it is good because it helps teachers to evaluate their
good? Why? lessons and their teaching
• students’ language (grammar, vocabulary) and language
4. What do teachers skills (reading, listening, writing, speaking)
assess? • students’ attitude
• students’ progress
5. When do teachers
• all the time
assess students?
6. How do teachers • formally: in tests, for example
assess students? • informally: during classroom activities, for example

Key to Participant’s Worksheet 2 Exercise 1

1 F 2 I 3 I 4 F 5 I 6 I
7 F 8 F 9 I 10 I 11 F

Key to Participant’s Worksheet 2 Exercise 2

• writing tasks (e.g. letters, essays, postcards, emails,

• multiple choice questions
stories notes)
• speaking tasks (e.g. interviews, discussions, role-plays,
• gap fill tasks
presentations, practice activities)
• true/false questions • listening comprehension tasks
• matching tasks • reading comprehension tasks
• ordering tasks • language games, quizzes

Key to Sample Task

1 B 2 E 3 A 4 F 5 C

TKT Module 2: Choosing assessment activities – Answer Keys www.teachers.cambridgeesol.org

Page 3 of 6
TKT Module 2: Choosing assessment activities – Participant’s
Worksheet 1

What is assessment?

Why do teachers assess students?

Do students assess teachers? Is this good? Why?

What do teachers assess?

When do teachers assess students?

How do teachers assess students?

TKT Module 2: Choosing assessment activities – Participant’s Worksheet 1 www.teachers.cambridgeesol.org

Page 4 of 6
TKT Module 2: Choosing assessment activities – Participant’s
Worksheet 2
Exercise 1
Look at the assessment tasks, marking processes, and main reasons for assessment below
and decide whether they are connected mostly with formal assessment or informal
assessment.
If you think they relate mostly to formal assessment, mark F in the box. If you think they are
connected mostly with informal assessment mark I in the box.

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

1. exams

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

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

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

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

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

7. to assess overall language ability or proficiency

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

the next level

9. homework tasks

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

11. tests

Exercise 2
In groups of three, make a list of activities and tasks that are used for formal and
informal assessment.

TKT Module 2: Choosing assessment activities – Participant’s Worksheet 2 www.teachers.cambridgeesol.org

Page 5 of 6
TKT Module 2: Choosing assessment activities – Sample Task

For questions 1–5, match the situations in which a teacher sets a test with the reasons for
assessment, A–F.
Mark the correct letter (A–F) on your answer sheet.

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

Situations

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

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

3 The students are going to take a public examination soon. The teacher givers them
an example paper to do under test conditions.

4 The teacher monitors students whenever they carry out speaking tasks and keeps
notes about each student.

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

Reasons for assessment

A to familiarise students with the test format

B to allow the teacher to plan an appropriate scheme of work

C to show students how well they have learned a specific language point

D to allow students to assess each other

E to motivate the students to revise a particular language area

F to assess students’ progress on a continuous basis

TKT Module 2: Choosing assessment activities – Sample Task www.teachers.cambridgeesol.org

Page 6 of 6
Working towards
TKT Module 2
EMC/7032d/0Y09

2349275275
TKT quiz

1) How many Modules are there?

2) What is the minimum language level for TKT?

3) How many questions are there in each Module?

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

5) How many results bands are there?

6) What are the entry requirements for TKT?

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

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

9) TKT is a test of teacher knowledge.

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

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

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

The TKT syllabus
Match the following areas of teaching knowledge from the TKT syllabus to one of the
three Modules.

Module 1 Module 2 Module 3

Language and background Lesson planning and use Managing the teaching and
to language learning and of resources for language learning process
teaching teaching

Areas of teaching knowledge

A) consulting reference resources to help in lesson preparation

B) factors in the language learning process

C) appropriate terminology

D) options available to the teacher for managing learners and their classroom
in order to promote learning appropriate to the learners and aims

E) concepts and terminology for describing language

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

aims and stages of learning

G) using language appropriately for a range of classroom functions

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

I) identifying the functions of learners’ language

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

K) concepts and terminology for describing language skills

L) categorising learners’ mistakes.

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

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

‘The TKT Course’ contents page
Which content areas did you predict?
Which content areas did you not include? Can you think of reasons for this?

Contents page from The TKT Course

Module 1 Language and background to language learning and teaching
Part 1 Describing language and language skills
Unit 1 Grammar 5
Unit 2 Lexis 10
Unit 3 Phonology 13
Unit 4 Functions 17
Unit 5 Reading 21
Unit 6 Writing 26
Unit 7 Listening 30
Unit 8 Speaking 34
Part 2 Background to language learning
Unit 9 Motivation 38
Unit 10 Exposure and focus on form 41
Unit 11 The role of error 44
Unit 12 Differences between L1 and L2 learning 48
Unit 13 Learner characteristics 52
Unit 14 Learner needs 57
Part 3 Background to language teaching
Unit 15 Presentation techniques and introductory activities 61
Unit 16 Practice activities and tasks for language and 66
skills development
Unit 17 Assessment types and tasks 71

TKT Module 1 practice test 75

Module 2 Lesson planning and use of resources for language teaching

Part 1 Planning and preparing a lesson or sequence of lessons
Unit 18 Identifying and selecting aims 86
Unit 19 Identifying the different components of a lesson plan 91
Unit 20 Planning an individual lesson or a sequence of lessons 96
Unit 21 Choosing assessment activities 102

WORKING TOWARDS TKT MODULE 2 EMC/7032d/0Y09 5

Part 2 Selection and use of resources and materials
Unit 22 Consulting reference resources to help in lesson 106
preparation
Unit 23 Selection and use of coursebook materials 110
Unit 24 Selection and use of supplementary materials and 114
activities
Unit 25 Selection and use of aids 119

TKT Module 2 practice test 124

Module 3 Managing the teaching and learning process

Part 1 Teachers’ and learners’ language in the classroom
Unit 26 Using language appropriately for a range of classroom 134
functions
Unit 27 Identifying the functions of learners’ language 138
Unit 28 Categorising learners’ mistakes 141
Part 2 Classroom management
Unit 29 Teacher roles 145
Unit 30 Grouping students 148
Unit 31 Correcting learners 152
Unit 32 Giving feedback 156

TKT Module 3 practice test 160

Sample TKT answer sheet 168

Exam tips for TKT 169
Answer key for follow-up activities 171
Answer key for TKT practice tasks 176
Answer key for TKT practice tests 177
Alphabetical list of terms 178
Unit-by-unit list of terms 182
Phonemic symbols 187
Acknowledgements 188

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

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

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

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

mentioned.
• A collective noun is a noun that refers to a group of people or things, e.g. the
police, the government.
• A compound noun is a combination of two or more words, which are used as a
single word, e.g. a flower shop, a headache.
• An uncountable noun does not have a plural form, e.g. information.
• A proper noun is the name of a person or place, e.g. Robert, London.
• A plural noun is more than one person, place or thing and can be regular
or irregular, e.g. boys, women.

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

Functional Verb Function Contraction Intonation Appropriacy Phoneme Context

exponent
1 2 3 4 5 6 7 8

A) The word which follows the subject of a sentence, and is sometimes described as the
‘action’ word, e.g. I like cheese; He speaks Italian.

B) The situation in which language is used or presented in the classroom and the words
or phrases before or after a word which help a student to understand that word.

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

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

E) The way the level of a speaker’s voice changes, often to show how they feel about
something, e.g. if they are angry or pleased. It can be rising or falling or both.

F) A phrase which is an example of a function and shows the purpose of what the speaker is
communicating, e.g. Let’s ... . This phrase is one way to make a suggestion. It is an
example (or exponent) of the function of suggesting.

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

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

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

WORKING TOWARDS TKT MODULE 2 EMC/7032d/0Y09 7

Completing a lesson plan
Complete the lesson plan as you watch the lesson.

Objectives: By the end of the two sessions, the students will be better able to give a short talk
recommending a tour of their country. This will be achieved by:
a) listening to a native speaker model
b) allowing plenty of preparation time, in class with the teacher as a resource, and out of class
producing a poster as an aid to their talk.

Language focus:
• useful phrases for this kind of talk
• useful language emerging as a result of the task.

Anticipated problems:
• It’s well worth seeing: concept and form.
Solution: equate it with the other two recommendation phrases, give a definition, ask concept
questions, check the -ing form, highlight on the handout.
• Sounds and intonation; linking and weak forms generally, e.g. famous for its /frits/
Solution: model and drill if necessary; mark on the handout.

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

Assumptions:
• Students have now had several task-based lessons and are accustomed to the idea of using
the teacher as a resource in the preparation stage.
• Much lexis used in the initial listening has recently been covered, e.g. cathedral, famous,
architecture, tourist, recommend. Also should for giving advice.

Materials: visuals, handout.

Stage/timing Procedure Interaction

Lesson One

Lead-in ‘Have you visited any places in England outside Students to teacher
(3 mins) London?’
‘Which places would you like to go to?’

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

Students discuss answers to questions set by teacher Student to student/

and feed back. students to teacher

Language Introduce and give controlled practice of seven Student to student/

focus expressions which will be useful for giving the talk. teacher to students
(10 mins)

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

Task The students ________________________________. Student to students/
preparation teacher
(10–15 mins) The teacher _________________________________.

The students work _____________________________

____________________________________________

____________________________________________.

The teacher sets up ________________________ for

homework and shows some done by a previous class.

Lesson Two

Lead-in Posters are up around the walls. The students Teacher to students/
(2 mins) student to student
____________________________________________

______.

Task The students have a ‘dry run’, explaining their tour in

rehearsal pairs. They can call the teacher if they get stuck or need
(6 mins) an expression.

Task The students __________________________________ Student to students

performance
(20 mins) ___________________ using the posters as a prop and

reference point.

The teacher _________________ and will help if asked.

Feedback • On content: ________________________________ Student to teacher/

(5–10 mins) teacher to students
__________________________________________

• ___________: any useful _

______________ which either was produced by the

students or was needed by them.

Video extract from International House Video Productions; Teacher Training videos for Language
Learning TT143.

WORKING TOWARDS TKT MODULE 2 EMC/7032d/0Y09 9

TKT Module 2 sample tasks 1 and 2
Here are two tasks from Module 2 of TKT (Handbook, pp.20–21).

Task 1

For questions 21–29, match the information from a lesson plan with the lesson plan
headings listed A–E.

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

You need to use some options more than once.

Lesson plan headings

A) Lesson aim(s)

B) Anticipated problems

C) Procedure

D) Aids/resources

E) Personal aim(s) of teacher

Information from a lesson plan

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

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

Tell students to listen a second time and answer the detailed

23
comprehension questions.

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

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

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

Students copy down the new words from the board.

Class set of dictionaries.

Develop fluency skills.

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

Task 2

For questions 30–36, put the stages (A–H) of a reading skills lesson plan in order.

Mark the correct letter (B–H) on your answer sheet.

The first stage (A) is done for you. You do not need to use option A again.

0 ...A...
A) The teacher tells students the title of the story – ‘A long journey’.

30 ... ...
B) Students read for gist to see if their predictions were right, and
the class discuss their answers with the teacher.

31 ... ...
C) The teacher gives students comprehension questions to read.

32 ... ... D) Students brainstorm words connected with journeys.

E) Students read for specific information.

33 ... ...

F) In pairs, students check their answers.

34 ... ...
G) Students use their answers to re-tell the story in pairs.

35 ... ...
H) The teacher gives students a list of words from a story about
a journey. Students check which of their words are in the list,
and then guess what the story will be about.
36 ... ...

WORKING TOWARDS TKT MODULE 2 EMC/7032d/0Y09 11

Supplementary materials
Here are ten sets of instructions for the kinds of activities you might find in a book
of supplementary materials. For each one, decide:
a) what level(s) it is suitable for (i.e. elementary, intermediate, advanced)
b) what you think the aims are
c) what materials (if any) the teacher needs to prepare
d) if it focuses on particular language.

1) In pairs, compare your list of ideas 5) Decide which stories are true and
for staying healthy. Then agree on which are false. Then choose one
the six most useful ideas. Next, to tell to the rest of the class for
get together with another pair and them to make the same decision.
decide on a group list of the six
best ideas. Put these ideas in 6) Read a definition to the class for
order according to their them to guess the word.
usefulness.
7) Listen to the words on the
recording and check whether
2) Describe a picture to your partner
you have underlined the correct
so that s/he can draw it. When
syllables.
you have finished, compare your
pictures and discuss the reasons
8) Correct the text so that it
for any differences.
matches the information in the
picture.
3) Send one member of your group
outside the classroom to read the
9) Write the next part of the story on
next sentence. He or she must
the computer. When you have
remember the sentence without
finished, move to the next
writing it down, then come back
computer and continue the story
and dictate the sentence to the
you see on the screen.
group.
10) Go to the blackboard and rub
4) Use your dictionary to find as
out one word in a sentence, so
much information as you can
that the words that are left on
about a particular word. Discuss
the board still form a correct
with the other students in your
sentence.
group how the meanings of your
words are connected and then
explain the connections to the
class.

From Spratt M, Pulverness A, Williams M (2005), The TKT Course, Cambridge: Cambridge University
Press, p.116.

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

Module 2 sample task 3
For questions 57–64, choose which book listed A–I could help a teacher who is
interested in the following topic areas.
Mark the correct letter (A–I) on your answer sheet.
There is one extra option which you do not need to use.

Title of book Author Publisher

A) Primary Vocabulary Box Caroline Nixon and Michael Tomlinson CUP

B) Writing Tricia Hedge OUP

C) Uncovering Grammar Scott Thornbury Macmillan

D) English Pronunciation in Use Mark Hancock CUP

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

F) Designing Language Teaching Tasks Keith Johnson Macmillan

G) Choosing Your Coursebook Alan Cunningsworth Macmillan

H) Assessment Michael Harris and Paul McCann Macmillan

I) Teaching Children English David Vale and Anna Feunteun CUP

Topic areas

57 preparing a class test

58 activities to practise new words

59 reflecting on your recent teaching

60 teaching English sentence structure

61 evaluating textbooks

62 writing your own teaching materials

63 focusing on the sounds of English

64 learning to teach young learners

WORKING TOWARDS TKT MODULE 2 EMC/7032d/0Y09 13

Possible resources for TKT
Books about language
Language awareness books for teachers, with interactive tasks, commentaries and keys.
Some examples include:
• Discover English (Bolitho and Tomlinson) Macmillan
• About Language (Thornbury) CUP
• English for the Teacher (Spratt) CUP

Books about methodology

Introducing basic concepts, practices and terminology. Some examples include:
• The Practice of English Language Teaching (Harmer) Longman
• A Course in Language Teaching (Ur) CUP
• Learning Teaching (Scrivener) Macmillan
• Teaching Practice (Gower, Phillips and Walters) Macmillan
• Teach English (Doff) CUP
• Planning Lessons and Courses (Woodward) CUP
• Teachers in Action (James) CUP
• Looking at Language Classrooms [video resource] (Bampfield) CUP

Teachers’ magazines
Practical guidance on classroom teaching (not the more academic journals), for example:
• Modern English Teacher (www.onlineMET.com)
• English Teaching Professional (www.etprofessional.com)

Websites
These provide a wealth of background material, for example:
• The Cambridge ESOL Teaching Resource (www.cambridgeesol.org/teach)
• Teaching English (www.teachingenglish.org.uk)
• One Stop English (www.onestopenglish.com)

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

TKT practice and preparation materials

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

Grammar
User-friendly grammar reference books, for example:
• Practical English Usage (Swan) OUP

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

Notes

WORKING TOWARDS TKT MODULE 2 EMC/7032d/0Y09 15

Notes

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

Bhajan, Yogi - Kundalini Yoga PDF
No ratings yet
Bhajan, Yogi - Kundalini Yoga PDF
11 pages
TKT Module 2 Identifying The Different Components of A Lesson Plan PDF
No ratings yet
TKT Module 2 Identifying The Different Components of A Lesson Plan PDF
7 pages
The TKT Course PDF
100% (1)
The TKT Course PDF
193 pages
Unit 20 Identifying The Different Components of A Lesson Plan
No ratings yet
Unit 20 Identifying The Different Components of A Lesson Plan
5 pages
TKT Module 2 Past Papers With Key
100% (4)
TKT Module 2 Past Papers With Key
54 pages
Practice Test - Module 2 - Bk2
67% (3)
Practice Test - Module 2 - Bk2
12 pages
Module 1 Past Papers With Answer Key
100% (6)
Module 1 Past Papers With Answer Key
62 pages
TKT Practical Lesson Planning PDF
100% (3)
TKT Practical Lesson Planning PDF
11 pages
Deped Guidelines On Classroom Structuring
No ratings yet
Deped Guidelines On Classroom Structuring
4 pages
Identifying and Selecting Lesson Aims
No ratings yet
Identifying and Selecting Lesson Aims
20 pages
TKT Module 2: Identifying and Selecting Lesson Aims - Participant's Worksheet 1
No ratings yet
TKT Module 2: Identifying and Selecting Lesson Aims - Participant's Worksheet 1
4 pages
Courses Offered in Pangasinan Supervised by TESDA
100% (2)
Courses Offered in Pangasinan Supervised by TESDA
24 pages
TKT Module 1 Past Paper 2007-5
100% (1)
TKT Module 1 Past Paper 2007-5
1 page
Different-components-of-a-lesson-planWorksheet - 1-3-SampleTask
No ratings yet
Different-components-of-a-lesson-planWorksheet - 1-3-SampleTask
3 pages
TKT Saturday 1 - Handout
No ratings yet
TKT Saturday 1 - Handout
16 pages
Unit 19 Identifying and Selecting Lesson Aims
No ratings yet
Unit 19 Identifying and Selecting Lesson Aims
5 pages
TKT Module 1 Practice Paper
100% (3)
TKT Module 1 Practice Paper
15 pages
TKT Young Learners Worksheets: With Trainer Notes
100% (2)
TKT Young Learners Worksheets: With Trainer Notes
92 pages
TKT Module 1: Practice Test
100% (3)
TKT Module 1: Practice Test
29 pages
Cambridge TKT Module 1 Worksheets PDF
100% (1)
Cambridge TKT Module 1 Worksheets PDF
141 pages
TKT - Leading Book 1 - Workbook Phpapp
100% (11)
TKT - Leading Book 1 - Workbook Phpapp
126 pages
TKT Quiz Units 1,2,3,4,5,6,7,8
55% (11)
TKT Quiz Units 1,2,3,4,5,6,7,8
118 pages
DLL MATATAG _MUSIC&ARTS 5 Q1 W3-4
No ratings yet
DLL MATATAG _MUSIC&ARTS 5 Q1 W3-4
12 pages
The TKT Course Modules 1, 2 and 3 2nd
92% (76)
The TKT Course Modules 1, 2 and 3 2nd
262 pages
Final GCE Timetable, Summer 2025
100% (1)
Final GCE Timetable, Summer 2025
10 pages
TKT - M1 - Exam Practice Test - 1.0 - Questions - 1-40
100% (1)
TKT - M1 - Exam Practice Test - 1.0 - Questions - 1-40
5 pages
Cambridge English: TKT: TKT: Module 2: Appropriacy of Aims Think About
No ratings yet
Cambridge English: TKT: TKT: Module 2: Appropriacy of Aims Think About
5 pages
TKT Yl Part 1 Overview
100% (4)
TKT Yl Part 1 Overview
6 pages
Unit 19 Identifying Aims
No ratings yet
Unit 19 Identifying Aims
3 pages
TKT Worksheets
100% (1)
TKT Worksheets
57 pages
Preparing To Teach Lower Secondary Science
No ratings yet
Preparing To Teach Lower Secondary Science
111 pages
Cambridge TKT Module 2 Worksheets Pages 21 22
100% (1)
Cambridge TKT Module 2 Worksheets Pages 21 22
2 pages
TKT Handbook For Teachers PDF
100% (4)
TKT Handbook For Teachers PDF
45 pages
TKT Activity Book For Band4
100% (6)
TKT Activity Book For Band4
117 pages
Lifespan Development 6th Edition Boyd Test Bankinstant download
100% (3)
Lifespan Development 6th Edition Boyd Test Bankinstant download
56 pages
M 3 - Test 2
No ratings yet
M 3 - Test 2
10 pages
Mock TKT Tests 1-3 Completed With Key
100% (12)
Mock TKT Tests 1-3 Completed With Key
43 pages
CH 4 From The Diary of Anne Frank
No ratings yet
CH 4 From The Diary of Anne Frank
8 pages
Working Towards Module 2
100% (3)
Working Towards Module 2
16 pages
Unit 19 - Identifying and Selecting Aims
No ratings yet
Unit 19 - Identifying and Selecting Aims
11 pages
TKT Module 3 2007
No ratings yet
TKT Module 3 2007
15 pages
TKT Module 1 Part 1 (Describing Language and Language Skills)
100% (2)
TKT Module 1 Part 1 (Describing Language and Language Skills)
40 pages
TKT YL Trainer Notes
67% (3)
TKT YL Trainer Notes
120 pages
TKT Unit 1 Grammar
100% (4)
TKT Unit 1 Grammar
40 pages
Tired of Not Getting Band 4 On TKT?
100% (2)
Tired of Not Getting Band 4 On TKT?
118 pages
TKT Young Learners Handbook
100% (2)
TKT Young Learners Handbook
27 pages
TKT Workbook M1M2M3 (151021)
No ratings yet
TKT Workbook M1M2M3 (151021)
290 pages
Scrivener Jim - Learning Teaching 3rd Edition - 2011 PDF
100% (42)
Scrivener Jim - Learning Teaching 3rd Edition - 2011 PDF
418 pages
TKT Module 2 Sample Paper Document
No ratings yet
TKT Module 2 Sample Paper Document
20 pages
TKT Essentials Trainer Guide
100% (3)
TKT Essentials Trainer Guide
5 pages
Colloquial Portuguese of Brazil The Complete Course For Beginners-3a Ed-Pages-13-16
100% (1)
Colloquial Portuguese of Brazil The Complete Course For Beginners-3a Ed-Pages-13-16
4 pages
Qdoc - Tips TKT Workbook
No ratings yet
Qdoc - Tips TKT Workbook
126 pages
TKT Module 2 Identifying and Selecting Lesson Aims PDF
100% (2)
TKT Module 2 Identifying and Selecting Lesson Aims PDF
7 pages
TKT Module 1 Part 2 Test
100% (2)
TKT Module 1 Part 2 Test
5 pages
TKT Module 3 Part 1 Functions of Teacher Language
No ratings yet
TKT Module 3 Part 1 Functions of Teacher Language
6 pages
TKT Power Point Presentation
100% (3)
TKT Power Point Presentation
26 pages
Development of The Education System in Malaysia (Post-Independence)
0% (2)
Development of The Education System in Malaysia (Post-Independence)
8 pages
INNOVMA Module 6.3 Innovation Implementation
No ratings yet
INNOVMA Module 6.3 Innovation Implementation
17 pages
SPELLING No Boring Practice Please
100% (2)
SPELLING No Boring Practice Please
48 pages
TKT m1 Sample 2004
60% (5)
TKT m1 Sample 2004
16 pages
Ielts Reading Culture Shock 0
No ratings yet
Ielts Reading Culture Shock 0
2 pages
50 Most Common Interview Questions
No ratings yet
50 Most Common Interview Questions
9 pages
TKT Pre-Test
100% (1)
TKT Pre-Test
13 pages
MGMT2110 Final Exam Sample 2015 (Riki)
No ratings yet
MGMT2110 Final Exam Sample 2015 (Riki)
10 pages
TKT Module 1 Overview
No ratings yet
TKT Module 1 Overview
5 pages
Chapter 5 Generating New Ideas
No ratings yet
Chapter 5 Generating New Ideas
35 pages
CO-pgm24 DA
No ratings yet
CO-pgm24 DA
8 pages
The Curious Incident of The Dog in The Night Time Discussion Questions
No ratings yet
The Curious Incident of The Dog in The Night Time Discussion Questions
2 pages
Big Data, Big Innovations: Collaborative, Self-Service Analytics Delivers Unprecedented Value
No ratings yet
Big Data, Big Innovations: Collaborative, Self-Service Analytics Delivers Unprecedented Value
4 pages
Work History: Pharmacist
No ratings yet
Work History: Pharmacist
5 pages
Oxford MST in Music and Mphil in Music 2018-19 Course Overview
No ratings yet
Oxford MST in Music and Mphil in Music 2018-19 Course Overview
5 pages
A Course in English Language Teaching
100% (5)
A Course in English Language Teaching
338 pages
Essential Teacher Knowledge
87% (91)
Essential Teacher Knowledge
290 pages
TKT Glossary
No ratings yet
TKT Glossary
30 pages
TKT Unit 16 Practice
100% (4)
TKT Unit 16 Practice
8 pages
University of Cambridge ESOL Examinations
100% (2)
University of Cambridge ESOL Examinations
12 pages
ESL Lesson Plans-An ESL Teacher's Essential Guide To Lesson Planning
100% (23)
ESL Lesson Plans-An ESL Teacher's Essential Guide To Lesson Planning
52 pages
MEMORIES OF CHILDHOOD (E-NOTES)
No ratings yet
MEMORIES OF CHILDHOOD (E-NOTES)
14 pages
Class 3 - Rogers, Chapter 6, Attributes of Innovations and Their Rate
No ratings yet
Class 3 - Rogers, Chapter 6, Attributes of Innovations and Their Rate
4 pages
TKT Yl Sample Test
No ratings yet
TKT Yl Sample Test
16 pages
English Grammar
98% (46)
English Grammar
183 pages
StudentExamForm2024-04-10 21 59 32
No ratings yet
StudentExamForm2024-04-10 21 59 32
2 pages
MTB Lesson Plan
0% (1)
MTB Lesson Plan
13 pages
220 Speaking Topics
99% (136)
220 Speaking Topics
195 pages
Attending A Performance Review
No ratings yet
Attending A Performance Review
18 pages
TKT Unit 17 Assessment
100% (3)
TKT Unit 17 Assessment
20 pages
Time Management
No ratings yet
Time Management
15 pages
A. Routinary Activity Good Morning Class! Good Morning To Ma'am
No ratings yet
A. Routinary Activity Good Morning Class! Good Morning To Ma'am
6 pages
TKT Module 1 Functions
No ratings yet
TKT Module 1 Functions
9 pages
Communicating-Finance-to-Non-Financial-Stakeholders
No ratings yet
Communicating-Finance-to-Non-Financial-Stakeholders
9 pages
TOK Essay Overall View
No ratings yet
TOK Essay Overall View
3 pages
Office Behavior
No ratings yet
Office Behavior
15 pages
TKT Unit 19
100% (5)
TKT Unit 19
15 pages
English For Everyone Level 1 Course Book
97% (70)
English For Everyone Level 1 Course Book
184 pages
Job Hunting
No ratings yet
Job Hunting
10 pages
Lesson Aims
No ratings yet
Lesson Aims
7 pages
IST 654 Syllabus
No ratings yet
IST 654 Syllabus
7 pages
English For Everyone - Level 2 Beginner
88% (34)
English For Everyone - Level 2 Beginner
184 pages
Cambridge English First Use of English Part 4 With Answers
93% (45)
Cambridge English First Use of English Part 4 With Answers
187 pages
TKT Preparation
No ratings yet
TKT Preparation
2 pages
Cambridge TKT Module 2 Worksheets 34 35
No ratings yet
Cambridge TKT Module 2 Worksheets 34 35
2 pages
English Collocations in Use Intermediate
100% (52)
English Collocations in Use Intermediate
193 pages
Index - Phpjpsparticledownload46393054 5
No ratings yet
Index - Phpjpsparticledownload46393054 5
12 pages
DeRomanis FAQs 1
No ratings yet
DeRomanis FAQs 1
5 pages
Business English Book 2 Unit 18 Answer Key
No ratings yet
Business English Book 2 Unit 18 Answer Key
1 page
Practice Makes Perfect English Conversation
93% (40)
Practice Makes Perfect English Conversation
172 pages
Scrivener J Classroom Management Techniques
80% (15)
Scrivener J Classroom Management Techniques
318 pages
TKT Module 1: Unit 11 The Role of Error
No ratings yet
TKT Module 1: Unit 11 The Role of Error
29 pages
TKT Module 1 The Role of Error PDF
No ratings yet
TKT Module 1 The Role of Error PDF
8 pages
English For Everyone Business English Course Book Level 2 - Dorling Kindersley
98% (41)
English For Everyone Business English Course Book Level 2 - Dorling Kindersley
192 pages
Practice Makes Perfect - Advanced English Reading and Comprehension PDF
96% (93)
Practice Makes Perfect - Advanced English Reading and Comprehension PDF
255 pages
Teaching Adult English Language Learners - A Practical Introduction
90% (10)
Teaching Adult English Language Learners - A Practical Introduction
391 pages
06 03 Argument Organizer
No ratings yet
06 03 Argument Organizer
1 page
Jeremy Harmer's 50 Communicative Activities (Cambridge Handbooks For Language Teachers)
100% (9)
Jeremy Harmer's 50 Communicative Activities (Cambridge Handbooks For Language Teachers)
124 pages
Scholarships Thailand
No ratings yet
Scholarships Thailand
2 pages
My Connections: Performance Task: Concert Poster Making Promote New Music Composers in The Philippines (25 Points)
100% (1)
My Connections: Performance Task: Concert Poster Making Promote New Music Composers in The Philippines (25 Points)
2 pages
SB Book 3 Unit 13
No ratings yet
SB Book 3 Unit 13
4 pages
04.02 Another View
No ratings yet
04.02 Another View
3 pages
Creative Approach To Teaching Grammar, A - Burrows, Peter (SRG)
98% (47)
Creative Approach To Teaching Grammar, A - Burrows, Peter (SRG)
105 pages
Sách English Collocations in Use Advanced
100% (41)
Sách English Collocations in Use Advanced
194 pages
English Idioms in Use - Intermediate
96% (26)
English Idioms in Use - Intermediate
182 pages
How to Pass Delta
From Everand
How to Pass Delta
Damian Williams
4.5/5 (12)
Materials and Methods in ELT
From Everand
Materials and Methods in ELT
Jo McDonough
3/5 (1)
Language Classroom Assessment
From Everand
Language Classroom Assessment
Liying Cheng
No ratings yet