The purpose
purpose of this book
book is to serve as a tool to help
help
 TKT
 TKT candidates
candidates to prepare
prepare in a better way to sit the
 TKT
 TKT test from Cambridg
Cambridge e ESOL.
t is divided into three chapters! each covering a
module from the standard TKT test" it contains tasks
speci#cally designed to help candidates know the
structure and learn important tips to really get band $
on this teaching knowledge %uali#cation.

Tired of not getting band 4

“I nally found a
 powerful tool
tool to
 practice
 practice and be
condent enough
to get the best at
TKT.”
George Thompson
nglish Teacher 
!helsea "# 
INTRODUCTION

 The purpose
purpose of this book
book is to be a helping
helping tool in
in the process
process of training
training
candidates to take the Teaching Knowledge Test TKT.

 The Teaching
Teaching Knowledg
Knowledgee Test
Test &TKT'
&TKT' is a test from
from Cambridge
Cambridge ESOL about
about
teaching English to speakers of other languages. t aims to increase
teachers( con#dence and enhance )ob prospects by focusing on the core
teaching knowledge needed by teachers of primary! secondary or adult
learners! anywhere in the world. This *e+ible and accessible award will help
you to understand,

• di-erent methodologies for teaching

• the (language of teaching(

• the ways in which resources can be used

• the key aspects of lesson planning

• classroom management methods for di-erent needs

 TKT
 TKT gives teachers
teachers a strong
strong foundation
foundation in the core
core areas
areas of teaching
teaching
knowledge needed in the English language teaching classroom. t is ideal for
all teachers! whatever their background and teaching e+perience! and is also
suitable for people who would like to teach English but do not yet have a
teaching position.
 There are
are no formal
formal entry re%uir
re%uirements.
ements. owever!
owever! anyone
anyone wishing to take
 TKT
 TKT is strongly
strongly advised to have at least
least an intermediate
intermediate level
level of English /
Level 01 of the Council of Europe(s Common European 2ramework of
3eference for Languages &CE23' /
&CE23'  / e.g. 4ET! ELTS band score of $

Each unit consists of plenty of practice e+ercises and TKT tasks that are very
similar in format to what is evaluated in the real TKT test.
L0536O 7O895LE9 5L:53E9
ST;TESOL
<5STE3 8 544LE6 L87=STCS C58665TE
C58665TE
 TE5CE3 T358E3
T358E3

Leyenda %ue describe una

imagen o un gr>#co.
&'& (odule ") *escribing language) nit " Grammar  Participant-s
 ctivit% 1, fill in")the
&'& (odule the gaps withlanguage) nit " Grammar  Participant-s
*escribing
 ctivit% <
"

omplete the pu00le with parts of speech.

Axercise "
Boo! at the underlined words in the sentences below and match them with the words
from Participant-s wor!sheet ", given in the box.

exclamation determiner verb preposition adjective article

noun conjunction adverb pronoun

 . C"# DheC<# alwa%s moves the C1# furniture when she does the C=# housewor!.

5. C># Eobert
Eobert is C?# taller than
than 9ames and
and C@# his hair is longer
longer..

. C4# an
an %ou bu% a C6# good
good C"8# boo! for
for 9imF

*. -ll give it to C""#

C""# him for his birthda%
birthda% C"<#
C"<# tomorrowF
tomorrowF

A. C"1# :uch;
:uch; ou-
ou-re
re C"=# standing
standing on C">#
C"># m% foot.
foot.

$. 9ohn C"?# saw $red last wee! C"@# in town.  C"4# didn-t see him m%self but he C"6#
 cross
said he was carr%ing C<8# a suitcase.
1.  word used to show an action, state, event or process, e.g. 2 li!e cheese.-3 2He spea!s talian.-
4.  word used to connect words, phrases, clauses or sentences, e.g. 2 li!e tea but  don-t li!e coffee
5ecause it-s too strong for me.-
Axercise < describes or gives more information about how, when, where or to what degree
6.  word that
Gsomething
rammaticis aldone,
struce.g.
ture2He wor!ed Ho7uic!l%
w it isand
mawell.-
de and What it means/how it is used
Grou
Group p )
) Boo!
Boo! at the
the und
undererli
line
ned
d wor
wordsds " in the
the sen
sente
tenc
nces
es agai
again.
n.
word that replaces or refers to aexample
"8.  word noun or a noun phrase just mentioned, e.g. 2 saw 9ohn
Grou
ro up 5)
5) HeBloo!ed
%esterda%. oo! at
atver%
th
the well.-
un
under
derline
linedd wor
word ds ""
""   in
 in the sentences again.
5oth groups) (atch %our words with a more specific term from the box below.
*own
below. Dome of
Present continuous subject + present tense of to tal! about an action
the words ma% have more than one term.
". n expression used to show a strong thefeeling,
verb to be:h;
e.g. + ing
Wow;form of happening at the time of
<.  word which ma!es clear which noun verb, e.g.  am wor!ing at spea!ing.
modal ve verb possessive ive prproisnreferred
oun coto unortato give information
ble no
noun adabout
jectiv7uantit%,
e e.g. this,
e.g.
that, some, an%, m% , that the
that car is mine. moment.
po s s es s ive ad ject ive
=. 2:n- 2under- 2over,- for example
indefinite article collective noun determiner
rethat
>.  word pordescribes
ting verbor givesamore
uxiliainformation
r% verb about a
adnoun
verboropronoun,
f time e.g. acocold
mpo und
da%. noun
"# subject + past tense of the to tal! about an action
o
?.b2&he-,
ject p2a-,
ron ounfor example
2an-, proe.g.
verb, per nwent
oun to $rance pcompleted
ersonal pratona ouspecific
n
@.  person, place
unorcothing,
untae.g. elephant,
ble nounlast girl, grass, school
modal auxiliartime
% tranon
sitthe
ive vpast.
erb
subject prpronoun excl%ear.
amation uncountable no
noun
preposition of place comparative adjective intransitive verb
Present simple <# to tal! about a routine or
habit.

1# subject + present of the to tal! about things %ou have

verb to have + past experienced on %our life
participle, e.g. -ve been to
$rance man% times.

(odal verb I must subject + base form of the =#

verb e.g. ou must be home
b% "8.88.

$uture with going to ># to express intention

?#
f + subject + present to tal! about something that
simple + subject + will + is
bare infinitive, e.g. f  see possible in the future and the
him -ll tell him action that will be ta!en
.
TKT Module 1 !escri"ing language #nit 1 Grammar $ %ample Tas& 1
&'& (odule ") *escribing language)
langua ge) nit " Grammar  Dample &as!
&as! <

$or 7uestions "I > match the example sentences with the grammatical terms listed I$

(ar! the correct letter $ on our answer

answer sheet.
&here is one extra option which %ou do not need to use.
$or 7uestions 1-5, match the example language with the grammatical terms listed I$.
Axample sentences Grammatical terms
  gerund
" &hen  realised what had happened.
(ar! the correct letter C A-F# on %our answer sheet.
5 present perfect simple
< (an% old houses are made of wood.
&here is one extra option which %ou do not need to use.
 present perfect continuous
1 We-ve never seen a whale before.

* reported speech
= He doesn-t li!e pla%ing chess.
Example language Grammatical items
A present simple passive
> Dhe said she was reall% upset.

$ past perfect simple

1. 5rea! in  . &ag Kuestions
Kuestions
2. (% brother is a pilot, is heF 5. Acho
Acho Kue
Kuest stio
ions
ns
3. f itJs sunn%, weJll go to the par! . Phra
Phrasa
sall ver
verb b
4. &he exam should have been given to ever%one. *. Pass
Passiv
ivee voic
voicee
5. This, that, these, those A. *ete
*eterm
rmininer
ers
s
$. ond
ondititio
iona
nall

TKT Module 1 !escri"ing language #nit 1 Grammar $ %ample Tas&

Tas& 3

$or 7uestions 1-', choose the correct option C a( " or c# to complete each definition of
grammatical items. (ar! the correct letter on %our answer sheet.

". n inte
interj
rjec
ecti
tion
on is

a. an exclamation which shows thoughts or feelings

b. a meaningless string of sounds
c. the same as an adjective

<.  verb
verb that
that has a subje
subject
ct but no
no object
object is.

a. &rans
ransit
itiv
ivee
b. ntr
ntran
ansi
siti
tive
ve
c. Passive

3. &he subject does the action and receives the action is.

a. Eeflex
lexive
ive
b. Possess
essive
ive
c. Eelative
=.  group of
of words that includes
includes a subject
subject and
and a finite
finite verb is.
is.

a.  clause
b.  stat
statem
emen
entt
c. n idiom

>.  word that

that describes
describes or gives
gives more information
information about a noun or pronoun
pronoun is.

a. n adje
adject
ctiv
ive
e
b. n ad
adverb
c. n ar
article

?. The words
words someone
someone uses when
when they are
are telling
telling someone
someone what
what
somebody else said or asked are!

a. &he
&he pas
pastt ten
tense
se
b. Past
Past con
condi
diti
tion
onal
al
c. ndi
ndire
rect
ct spee
speechch

@.  verb that
that does not
not ta!e an auxiliar% to negate
negate or as!
as! 7uestions
7uestions is called.
called.

a. ctive
b. (odal
c. ntr
ntran
ansi
siti
tive
ve
&'& (odule ") *escribing language)
language ) nit " Grammar  nswer
nswer 'e%s

'e% to activit% "

"A

L

<* B
1M
P A E
 5 =

& E (
>  A ?  A 
* E E P &
9 ( @N & : 
A  :  D :
4 : N 9  N  &  : N
& A N B &
 E A 
M :
6  * M A E 5 "8P E : N :  N
 cross)
1) verb3 4) conjunction3 6) adverb3 "8) pronoun
*own)
") exclamation3 <) determiner3 =)preposition3 >) adjective3 ?) article3 @) noun

'e% to activit% <

Kuestion Axercise " Axercise <

". Dhe pronoun subject pronoun, personal pronoun
<. alwa%s adverb adverb of fre7uenc%
1. furniture noun uncountable noun, collective noun
=. housewor! noun uncountable noun, compound noun
>. Eobert noun proper noun
?. taller adjective comparative adjective
@. his pronoun3 determiner possessive pronoun, determiner  
4. an verb modal verb, modal auxiliar%
6. good adjective adjective
"8. boo! noun countable noun
"".
"". him pronoun3 determiner object pronoun
"<. tomorrow adverb adverb of time
"1. :uch; exclamation ex
exclamation
"=. standing verb intransitive verb
">. m% adjective possessive adjective
"?. saw verb transitive verb
"@. in preposition preposition of place
"4. didn-t verb auxiliar% verb
"6. said verb reporting verb
<8. a article indefinite article

'e% to activit% 1
"# Past simple
<# subject
subject + prese
present
nt of the
the verb,
verb, e.g.
e.g.  get
get up at @.88
@.88 ever%
ever% da%.
da%.
1# Pres
Presen
entt per
perfe
fect
ct simp
simple
le
=# &o tal!
tal! about
about an obligat
obligation,
ion, someth
something
ing that
that is necessa
necessar%
r%
># subject + present
present tense
tense of the
the verb
verb to be + going to + base
base form, e.g. -m going to
to ta!e
the train.
?# $irst
irst cond
condit
itio
iona
nall

'e% to Dample &as!

&as! "

" $ < A 1 5 =  > *

 'e% to Dample &as! <
". <. 1.$ =.* >.A

'e% to Dample &as! 1

". <.5 1. =. >. ?. @.5
TKT #)*T 1 G+AMMA+, G%%A+/
G%% A+/((
&a!en from www.cambridgeesol.org

Acti0e 0oice
n an active sentence, the subject of the verb usuall% does or causes the action, e.g.
The car hit the tree .

Adecti0e
 n adjective
adjective describes
describes or
or gives more
more information
information about
about a noun
noun or pronoun,
pronoun, e.g.
e.g. a cold
day .

Ad0er"
 n adverb
adverb describes
describes or gives
gives more information
information about how, when, where,
where, or to what
degree etc something is done, e.g. he worked quickly and well .

Apostrope
  punctuation
punctuation mar! C-#. &he - is added to a singular
singular noun
noun before an s to show that
something belongs to someone, e.g. John’s house.

Article
 n article
article can be
be definite
definite C the#, indefinite C a/an# or 0ero C -#, e.g. I was at (-)
at (-) home in the
sitting room when I heard a noise .

Aspect
  wa% of loo!ing atat verb forms
forms not purel%
purel% in relation
relation to
to time. spect
spect relates
relates to the t%pe
of event, e.g. whether it is long or short, whether it is complete or not, whether it is
repetitive or not, whether it is connected to the time of spea!ing or not. &here are two
aspects in Anglish, the continuous/progressive and the perfect. &he continuous aspect,
for example, suggests that something is happening temporaril%.

At sm"ol
  punctuation
punctuation mar! CO# used
used instead of 2at- in email addresses
addresses,, e.g. johnO%ah
johnO%ahoo.com
oo.com

Auxiliar 0er"
 n auxiliar 0er"  is a verb used with other verbs to ma!e 7uestions, negatives, tenses,
etc e.g. be, do, have.

6ase 7orm o7 a 0er"

&he base form of a verb is the infinitive form of a verb without 2to-, e.g. go.

8apital letter 
  letter of the form
form and si0e used at the beginning
beginning of a sentence
sentence or a name, e.g.
e.g. They
went to !ain last year.
 8lause
  clause generall% consists
consists of a subject
subject and
and a finite verb relating
relating to the subject
subject and an%
an%
other elements, e.g. object.  clause can be a full sentence or a part of a sentence.

Main clause
"hen the teacher arrived , the learners sto!!ed talking .

%u"ordinate clause
"hen the teacher arrived , the learners sto!!ed talking .

+elati0e clause
 The learners who were sitting near the #ront stood u!.

8ollecti0e noun
  collective
collective noun is a noun that
that refers
refers to a group
group of people
people or things, e.g.
e.g. the !olice , the
government .

8omma
  punctuation
punctuation mar! C,# used to separate
separate items in a list or to show
show where there is a pause
in a sentence, e.g. I bought some a!!les, oranges, bananas and and lemons. "hen I went
to the market, I met my #riend.

8omparati0e adecti0e
  comparative
comparative adjective
adjective compares two things, e.g. $e is taller than she is .

8omplex sentence
  sentence
sentence containing
containing a main
main clause
clause and one
one or more subordinate
subordinate clauses.
clauses.

8ompound noun
  compound
compound noun is is a combination
combination of two or more
more words,
words, which are
are used as a single
single
word, e.g. a #lower sho! , a headache.

8onditional 97orms:
  verb form
form that refers
refers to a possible
possible or
or imagined
imagined situation.
situation. Grammar boo!s
boo!s often
mention four !inds of conditionals)

First conditional   refers to present or future possible or li!el% situations, e.g. I will
come i# I can.

%econd conditional   refers to present or future situations which the spea!er thin!s
are impossible or unli!el%, e.g. I would go i# they asked me.

Tird conditional   refers to past situations

situations that cannot
cannot be changed,
changed, e.g.
e.g. I would have
seen her i# I had arrived earlier (but I didn’t so I couldn’t).

Mixed conditional   is used when the the spea!er

spea!er wants to refer to
to different
different time frames in
one sentence, e.g. I# I’d arrived on time, I wouldn’t
wouldn’t have to wait now. I# I’d arrived refers
to the past and I wouldn’t have to wait  refers
 refers to the present.

8onunction
  conjunction
conjunction Cor connector # is used to connect words, phrases, clauses or sentences,
e.g. I like tea but I don’t like co##ee because it’s too strong #or me.

8ounta"le noun
  countable
countable noun has a singular
singular and
and plural form, e.g. book, books.

!emonstrati0e adecti0e
  demonstrative
demonstrative adjective
adjective shows
shows whether
whether something
something is near or far
far from the
the spea!er,
spea!er,
e.g. this Cnear#, that  Cfar#.
 Cfar#.

!emonstrati0e pronoun
  demonstrative
demonstrative pronoun
pronoun is a word which
which refers
refers to a noun
noun Cphrase#
Cphrase# and shows whether
whether
it is near or far from the spea!er, e.g. this, that, these , those.

!ependent preposition
  dependent preposition is a word that is alwa%s used with a particular noun, verb or
adjective before another word,e.g. interested in , de!end on, bored with.

!eterminer 
  determiner
determiner is used
used to ma!e clear which
which noun
noun is referred
referred to, or to give information
information
about 7uantit%, and includes words such as the, a, this, that , my , some, e.g. That car is
mine.

!irect speec( ;uestion

&he actual words someone sa%s, e.g. $e said, 2%y name is &on. -, '"hat do you mean,
ue’, asked eter .

Exclamation mar&
  punctuation
punctuation mar! C;# written
written after an exclamation,
exclamation, e.g.
e.g. *e care#ul+ 

Exponent
 n example
example of a grammar
grammar point,
point, function
function or lexical
lexical set.
set.

Full stop
  punctuation
punctuation mar! C.# used at the end
end of a sentence
sentence,, e.g. I like chocolate.

Future <it going to

I’m going to visit my aunt
aun t on unday. It’s
It’s going to rain.
r ain.

Future <it present continuous

$e is meeting John #or dinner at eight tomorrow.

Future <it present simple

The !lane leaves at . net aturday.

Future <it <ill or sall

I’ll hel! with the cleaning. It will be lovely and sunny tomorrow.
tomorr ow.

Gerund( -ing 7orm

  form of a verb functioning
functioning as a noun,
noun, which
which ends in -ing , e.g. I hate sho!!ing.

9Grammatical: structure, 7orm
  grammatical
grammatical structure
structure is a grammatical
grammatical language
language pattern,
pattern, e.g. present
present perfect
perfect simple,
simple,
and the parts which combine to ma!e it, e.g. have / !ast !artici!le.

*mperati0e
&he form of a verb that gives an order or instruction, e.g. Turn to !age 0 .

*ndirect speec, ;uestion
&he words someone uses when the% are telling someone what somebod% else said or
as!ed, e.g. $e told me his name was &on. eter asked ue what she meant .

 n indirect
indirect 7uestion
7uestion can also be used when
when someone
someone wants
wants to as! something in a more
polite wa%, e.g. 2 I was wondering i# you could hel! me.’  Cindirect 7uestion# instead of
'1ould you hel! me’  Cdirect 7uestion#.

*n7initi0e
&he infinitive form is the base form of a verb with 2to-. t is used after another verb, after 
an adjective or noun or as the subject or object of a sentence, e.g. 2I want to study.’,
'It -s di##icult to understand . ’ 

*n7initi0e o7 purpose
&his is used to express wh% something is done, e.g.  I went to the lesson to learn
3nglish.

-ing=-ed adecti0e
 n Iing/Ied adjective describes things or feelings. n Iing adjective describes things or
people, e.g. The book is very interesting.
 n Ied adjective describes feelings, e.g. I am very interested in the book.

*ntensi7ier 
  word used
used to ma!e
ma!e the meaning
meaning of another
another word
word stronger,
stronger, e.g. $e’s much taller than
his brother. I’m very tired.

*nterrogati0e
  7uestion
7uestion form.

*ntransiti0e
s used to describe a verb which does not ta!e a direct object, e.g. he never cried.

*rregular 0er"
 n irregular verb does not follow the same pattern as regular verbs. Aach irregular verb
has its own wa% of forming the past simple and past participle, e.g. go went  Cpast
 Cpast
simple# gone Cpast participle#.

Modal 0er"
  modal verb
verb is a verb
verb used with other
other verbs
verbs to show ideas such such as abilit%
abilit% or obligation
obligation
or possibilit%. &he% include can, must , will , should , e.g. I can s!eak 4rench, but I should 
study even harder .

)oun
  person, place or thing, e.g.
e.g. ele!hant , girl , grass, school .

"ect
&his is a noun or phrase that describes the thing or person that is affected b% the action
of a verb, e.g. I saw %ary in the classroom.

  direct o"ect is the main object of a transitive verb.

 n
 n indirect o"ect is an object affected b% a verb but not directl% acted on, e.g. $e
gave the book to me. n this sentence, the book  is
 is the direct object and me is an
indirect object.

"ect pronoun
 n object
object pronoun
pronoun is a word
word which replaces an object
object noun or
or an object
object noun phrase,
e.g. him, her.

>articiple 9past and present:

 5ed and 5ing forms of the verb, the% are often used to ma!e tenses or adjectives, e.g.
an interesting #ilm  Cpresent participle#3 I haven’t seen him today . Cpast participle#

>article
  small grammatical
grammatical word,
word, often an adverb
adverb or preposition
preposition which does does not change
change its
its
form when used in a sentence, e.g. look a#ter, a#ter  is
 is a particle.

>assi0e 0oice , progressi0e

n a passive sentence, something is done to or happens to the subject of the verb, e.g.
&he tree was hit b% the car.

>ast continuous, progressi0e
I was watching T6 all evening.

>ast per7ect continuous , progressi0e

I had been studying #or three hours so I #elt tired.

>ast per7ect simple

 7#ter I had !honed %ary, I went out.

>ast simple
I went on holiday to 4rance last year.

>erson

First person $ the person spea!ing, e.g. I , we.

%econd person $ the person spo!en to, e.g. you.

Tird person  the person

person spo!en
spo!en about,
about, e.g. he, she, they.

>ersonal pronoun
Personal pronouns are words, which are used instead of the name of that person, e.g. I 
Csubject pronoun#, me Cobject pronoun#.

>onolog noun, ponological adjective &he stud% of sounds in a language or

languages.

>rase
  group ofof words often without
without a finite
finite verb
verb that do not form a sentence,
sentence, e.g. the green
car , on 4riday morning  are
 are phrases. lso a group of words that together have a
particular meaning.

>lural noun
  plural noun
noun is more
more than one
one person,
person, place
place or thing and can be regular
regular or irregular
irregular,,
e.g. boys, women.

>ossessi0e adecti0e
  possessive adjective shows who something belongs to, e.g. my , our .

>ossessi0e pronoun
  possessive
possessive pronoun
pronoun is used
used to replace
replace a noun
noun and shows something
something belongs to
someone, e.g. the house is mine.

>ossessi0e s and <ose

Wa%s of showing or as!ing who something belongs to, e.g. '"hose book is it’ 'It’s
ue’s’.

>reposition
  word used
used before
before a noun,
noun, pronoun
pronoun or gerund
gerund to connect
connect itit to another
another word,
word, e.g. $e
was in the garden .

>resent continuous , progressi0e

I am working in 8ondon now.

>resent continuous , progressi0e 7or 7uture

$e is meeting John #or dinner at eight tomorrow.

>resent per7ect continuous , progressi0e

I have been studying #or three years.

>resent per7ect simple

I have known him #or a long time.

>ronoun
  word that
that replaces
replaces or refers
refers to a noun or noun phrase
phrase just
just mentioned.
mentioned.
 >roper noun
  proper noun is the
the name of a person
person or place,
place, e.g. &obert , 8ondon.

>unctuation
&he s%mbols or mar!s used to organise writing into clauses, phrases and sentences to
ma!e the meaning clear, e.g. 7ull stop C.#, capital letter C#, apostrope C2#, comma
C,#, ;uestion mar& CF#, exclamation mar&  C;#,
at sm"ol CO# and speec mar&s C Q#.

?uanti7ier 
  word or phrase such
such as much, #ew  or
 or a lot o# 
lot o#  which
 which is used with a noun to show an
amount, e.g. I don’t have much time9 I have a lot o# books.

?uestion mar&
  punctuation
punctuation mar! CF# used
used in writing
writing after a 7uestion,
7uestion, e.g. $ow are you

?uestion tag
  phrase such as isn’t it  or doesn’t he  that is added to the end of a sentence to ma!e
it a 7uestion, or to chec! that someone agrees with the statement just made, e.g. It’s
very cold , isn’t it

+e7lexi0e pronoun
  reflexive
reflexive pronoun
pronoun is used
used when the
the object
object of a sentence
sentence refers
refers to the same person or
or
thing as the subject of the sentence, e.g.  $e cut himsel#.

+egular 0er"
  regular verb changes its forms b% adding -ed in the past simple and past participle,
e.g. walk, walked.

+elati0e pronoun
  relative pronoun introduces a relative clause, e.g. the book which I’m reading is
interesting.

+eported speec, statement, ;uestion
When someone-s words are reported b% another person, e.g. he said she was sorry .

+eporting 0er"
  verb such
such as tell , advise, suggest  used
 used in indirect, reported speech to report what
someone has said, e.g. Jane advised John to study harder .

%ingular noun
  singular
singular noun is one person,
person, place
place or thing,
thing, e.g. boy, !ark, bicycle.

%peec mar&s
Punctuation mar! C Q# &he% are written before and after a word or a sentence to show
that it is what someone said, e.g. John said :$ello, arah;.

%u"ect
&his is the noun or phrase that goes before the verb to show who is doing the action in
an active sentence, e.g. John !lays
John !lays tennis every aturday , or who the action is done to
in a passive sentence, e.g. the #ood was cooked yesterday 
cooked  yesterday .

%u"ect-0er" agreement
When the form of the verb matches the person doing the action of the verb, e.g. I walk ,
he walks. f a learner writes, I walks , then it is wrong because there is no subjectIverb
agreement.

%uperlati0e adecti0e
  superlative
superlative adjective
adjective compares more than two things, e.g. $e is the tallest boy in the
class.

Tense
  form of the
the verb that
that shows
shows whether
whether something
something happens
happens in the
the past, present or future.
future.

Time expression
  word or phrase that
that indicates
indicates time, such as a#ter , last weekend , e.g. I will meet you
a#ter the lesson .

Transiti0e
s used to describe a verb which ta!es a direct o"ect , e.g. he wrote a letter.

#ncounta"le noun
 n uncountable
uncountable noun does
does not have
have a plural
plural form, e.g.  in#ormation .

#sed to
  structure
structure that shows
shows something
something happened
happened in the past
past but does
does not happen
happen now,
now, e.g.
e.g. I 
used to live in 8ondon, but now I live in aris .

@er"
  word used
used to show
show an action,
action, state,
state, event
event or process,
process, e.g.
e.g. I like cheese 3 $e s!eaks
Italian.

@er" pattern
&he form of the words following the verb, e.g. $e advised me to get there early .
Cadvise + object pronoun + to + base form#.
TKT Module 1 !escri"ing
!escri"ing language #nit
#nit 2 exis $ Acti0it 1

8omplete te pule <it parts o7 speec.

1. 5.
T M
+
>
A /
E
*

) ) B F

2. C.
F A 8 #
* B ! >

)
M

3. '.
 
M
 /
 
)

)8

 T
%/

8 A * )

4. D.
M 
B
F
 >
F

#
%
 *
 )
E
 

  m
  %
  n
  o
  m
  o
  e
   H
  n
 .
  o
   h
   F
  p
  x
   i   o
   f
   f   m
   .   o
   d    H
  n  .
  e
   i
  r
   f    G
  e   m
  s
   l   o
   i
   d
   
 .

 .
   A
 TKT Module 1 !escri"ing language #nit 2 exis $ Acti0it 2a

Matc te de7initions "elo< <it te terms 7or te lexical items in acti0it 2".
". a word
word which
which has
has the
the same
same or
or nearl%
nearl% the same meaning
meaning as anot
another
her word
word

<. a meaning
meaningful
ful group
group of letter
letters
s added
added to
to the beginni
beginning
ng of a root
root or base
base word
word to
ma!e a new word, which can be a different part of speech from the original word

1. a word
word in the
the targe
targett langua
language
ge which
which loo!s
loo!s or sounds
sounds as
as if it has
has the
the same
same
meaning as a similar word in the learners- first language but does not

=. a meaning
meaningful
ful group
group of letter
letters
s added
added to
to the beginni
beginning
ng or end of
of a word
word to
to ma!e
ma!e a
new word, which can be a different part of speech from the original word

>. a verb
verb which
which is made
made up of more
more than
than one
one word
word Ce.g.
Ce.g. a verb
verb + adver
adverb
b particl
particle
e or 
preposition# which has a different meaning from each individual word

?. a word
word with
with the
the same
same spelli
spelling
ng as another
another word,
word, but which
which has a differen
differentt meaning
meaning

@. a group
group of
of words
words that
that are
are relat
related
ed to each other
other b% their
their root
root or base
base word
word

4. a meaning
meaningful
ful group
group of letter
letters
s added
added to
to the end of
of a root
root or
or base
base word
word to
to ma!e
ma!e a
new word, which can be a different part of speech from the original word

6. the
the opp
oppos
osit
ite
e of
of ano
anoth
ther
er word
ord

"8. a group of words

words or phrases
phrases that
that are about the
the same content topic or
or subject

"".
"". nouns, verbs, adjectives
adjectives or prepositions
prepositions that are made up of two
two or more
more words
with one unit of meaning

"<. a basic word or part of a word from which

which other
other words can be made b% adding a
prefix or suffix or in some other wa%

"1. words which are regularl%

regularl% used together
together.. &he relation
relation between the words
words ma% be
grammatical or lexical.

"=. a group of
of words that
that are used
used together,
together, in which
which the meaning
meaning of the whole
whole word
group is different from the meaning of each individual word

">. a word which sounds

sounds the same as another word, but
but has a different
different meaning
meaning or 
spelling

"?. the formalit%

formalit% or
or informalit%
informalit% of the language
language used in
in a particular
particular situation

TKT Module 1 !escri"ing language #nit 2 exis $ Acti0it 2"(

 no< matc tese de7initions <it examples 7rom 2c

 ffix
 nton%m
ollocation
ompound

$alse friend
Homon%m

Homophone
diom
Bexical set
Phrasal verb
Prefix
Eegister 
Eoot word, base word
Duffix
D%non%m
Word famil%

TKT Module 1 !escri"ing language #nit 2 exis $ Acti0it 2c

 er 3 tidy untidy 
A. interview, interview er 

6. hot is the opposite of cold 

8. when certain verbs go with particular prepositions, e.g. de!end on, good at or 
when a verb li!e make or do goes with a noun, e.g. do the shopping , make a
 plan

!. assistant o##ice manager , long-legged 

E. n $rench 2 librairie- is a place where people can bu% boo!s. n a library in Anglish,
%ou do not bu% boo!s but borrow them instead.

F. bit Cpast tense of 2bite-# and a bit Ca little#

G. I knew he had won 3 I bought a new book 

. he
h e #elt
#e lt un
u nder the
t he wea
w eath er means that she #elt ill 
ther

*. weather 5 storm, to rain, wind , cloudy 

. look a#ter  7 mother looks a#ter her children

K. a!!ear 5 disa!!ear 

. $ormal language used in a job applications, informal language used with friends.

M.  !hotogra!h is the root or base of  !hotogra!her and !hotogra!hic 

). care 5 care#ul 

. nice is similar in meaning to  !leasant 

>. economy, economist, economic 

TKT Module 1 !escri"ing language #nit 2 exis $%ample Tas& 1

Examples o7 0oca"ular
8ategories
A s%non%ms
1 colour, color3 realise, reali0e3 theatre, theater

6 lexical set
2 traffic lights3 alarm cloc!3 seat belt

8 collocations
3 childish3 successfull%3 dependable

! word + suffix
4 turn up3 turn off3 turn into

E prefix + word
5 catch a cold3 catch a bus3 catch a thief

F compounds
C sad3 miserable3 unhapp%

' an!le3 stomach3 !nee3 heart G phrasal verbs

  merican and 5ritish

5ritish
Anglish
TKT Module 1 !escri"ing language #nit 2 exis $%ample Tas& 2

$or 7uestions 1-4, choose the correct WordCs# to complete each definition of lexical
terms, mar! the correct letter C A( 6 or 8# on %our answer sheet.

" RRR.n%
RRR.n% pair
pair or group
group of words
words commonl%
commonl% foun
found
d together
together or near
near one
one another
another..

 . phrasal verbs

5. coll
colloc
ocat
atio
ions
ns,,
. chun!s

<  word
word with the
the same
same spelling
spelling and
and pronunc
pronunciatio
iation
n as another
another word,
word, but
but which has
has a
different meaning,

 . Homon%m
5. nton%
ton%m
m
. homo
homoph
phon
one
e

1  group of words
words or phrases that are
are about
about the same
same content
content topic
topic or subject,
subject,

 . Bexical set

set
5. D%no
D%non%
n%mm
. Word
Word fami
famil%
l%

=  meaningf
meaningful
ul group
group of
of letters
letters added
added to the
the end
end of a root
root or
or base
base word
word to
ma!e a new word which can be a different part of speech from the original
word,

 . Prefix
5. Partic
rticlle
. Duffix
TKT Module 1 !escri"ing language #nit 2 exis $ Ans<er Kes
Ke to >articipants or&seet 1
1. anton%m
2. affix
3. collocation
4. homophone
5. prefix
C. compound
'. s%non%m
D. suffix

Ke to >articipants or&seet 2

1. s%non%m
2. prefix
3. false friend/Ccognate#
4. affix
5. phrasal verb
C. homon%m
'. word famil%
D. suffix

H. anton%m

  1I. lexical set

  11. compound
  12. root word, base word
  13. collocation
  14. idiom
  15. homophone
  1C. register 
Ke to %ample Tas&
Tas& 1

1.H 2.$ 3.* 4.G 5. C. 

  '.5

Ke to %ample Tas&

Tas& 1

1.5 2. 
  3. 
  4.

TKT #)*T 2 EB*%, G%%A+/(

&a!en from www.cambridgeesol.org
 A77ix 0er"( a77ixation noun
  meaningful group of letters added to the beginning or end of a word to
ma!e a new word, which can be a different part of speech from the original
word, e.g. interview, interviewer. ffixation
ffixation is the process
pro cess of adding a prefix
or suffix to a word.

Antonm
&he opposite of another word, e.g. hot is an anton%m of cold. 5ase word)
see root word.

8un&
 n% pair or group of words commonl% found together or near one another,
e.g. phrasal verbs, idioms, collocations, fixed expressions.

8ollocation
Words which are regularl% used together. &he relation between the words
ma% be grammatical, e.g when certain verbs collocate with particular
prepositions, e.g. depend on, good at or when a verb li!e ma!e or do
collocates with a noun, e.g. do the shopping, ma!e a plan. ollocations
ma% also be lexical when two content words are regularl% used together,
e.g. We went the wrong wa% N:& We went the incorrect wa%

8ompound
Nouns, verbs, adjectives or prepositions that are made up of two or more
words and have one unit of meaning, e.g. assistant office manager, longI
legged.

False 7riend
  word in the target language which loo!s or sounds as if it has the same
meaning as a similar word in the learners- first language but does not, e.g.
n $rench 2librairie- is a place where people can bu% boo!s. n a librar% in
Anglish, %ou do not bu% boo!s but borrow them instead.

omonm
  word with the same spelling and pronunciation as another word, but
which has a different meaning, e.g. bit Cpast tense of 2bite-# and a bit Ca
little#.
 omopone
  word which sounds the same as another word, but has a different
different
meaning or spelling, e.g.  !new he had won3  bought a new boo!.

*diom noun( idiomatic adecti0e

  group of words that are used together, in which the meaning of the whole
word group is different from the meaning of each individual word, e.g. Dhe
felt under the weather means that she felt ill.

exical set
  group of words or phrases that are about the same content topic or
subject, e.g. weather  storm, to rain, wind, cloud%
cloud %.

exis( 0oca"ular
ndividual words or sets of words, e.g. homewor!, stud%
stud %, whiteboard, get
dressed, be on time.

>art o7 speec
  wa% of categorising words according to their grammatical function and
meaning, e.g. noun, verb, adjective, pronoun, adverb, preposition,
conjunction.

>rasal 0er"( multi-<ord 0er"=unit

  verb/an% part of speech which is made up of more than one word Ce.g. a
verb + adverb particle or preposition# which has a different meaning from
each individual word, e.g. loo! after   mother loo!s after her children.

>re7ix
  prefix is a meaningful group of letters added to the beginning of a
root/base word to ma!e a new word which can be a different part of speech
from the original word, e.g. appear  disappear.

+oot <ord( "ase <ord

&he basic word or part of a word from which other words can be made b%
adding a prefix or suffix, e.g. photograph is the root or base word of
photographer and photographic.
&'& (odule
(odule ") *escribing language) nit 1 Phonolog%
Phonolog%  Participant-s
 ctivit% "

Phonemic hart

%u77ix
  suffix is a meaningful group of letters added to the end of a root or base
word to ma!e a new word which can be a different part of speech from the
original word, e.g. care  careful.

%nonm
  word which has the same or nearl% the same meaning as another word,
e.g. nice is a s%non%m of pleasant.

ord 7amil
  group of words that come from the same root or base word, e.g.
econom%, economist, economic or b%b % topic

(atch the s%mbols %ou have been given with the underlined letters in the words in the
table.
$or 7uestions ' - 1I  choose the correct WordCs# to complete each definition of
phonolog%, mar! the correct letter C A( 6 or 8# on %our answer sheet.

@. &wo
&wo words which
which are different
different from
from each other
other b% onl% one meaningful
meaningful sound
are.

 . (inimal pairs

pairs
5. Homo
Homophphon
ones
es
. ons
onson
onan
ants
ts

4. n the sentence Dhe gave

gave the ring to
to 9ohnQ it can be
be implied that.

 . Dhe onl% gave the

the ring to 9ohn
5. 9ohn was the
the person
person she
she gave
gave the ring
ring to.
to.
. Dhe could
could have
have given the ring to somebod%
somebod% else.
else.

6. &he wa% the level

level of a spea!er-s
spea!er-s voice
voice changes,
changes, to show
show meaning
meaning such as
as
how the% feel about something is.

 . Bin!ing
5. Dtress
. nto
ntona
nati
tion
on

"8.Words that sound similar because the% have the same ending.

 . Eh%me
5. Eh%thm
. ont
ontra
ract
ctio
ion
n

$or 7uestions 11-15( match the minimal pairs with the phonemic s%mbols listed A-F.
mar! the correct letter C A-F# on %our answer sheet.
&here is one extra option which %ou do not need to use.

11.darl
11. darl ing@dialling
 ing@dialling 5. @
1A.cart@cut
1A.cart@cut 0. @
1B.tile@toil
1B. tile@toil C. @
1$.pu
1$.pull ll@b
@buull 6. @
1.worse@worth
1.worse@worth
E. @
2. /
'e% to Dample &as!

D. 5 . 0 F.C 1G.5 11. E 1A. C 1B.0

1$.6 1.5
TKT #)*T 3 >)G/, G%%A+/(
&a!en from www.cambridgeesol.org
TKT Module 1 !escri"ing language #nit 4 Functions

". Find ten 7unctions in tis <ord pule

TKT Module 1 !escri"ing language #nit 4 Functions
2. +ead tis 7unctions list ten matc tem to te exponents on te next
page

•  re the% formal C F#, informal C *#, or neutral C )#F write

write down
down on in front
front of the
exponent

 s!ing for
for an opinion
opinion

ntroducing %ourself 

ntroducing someone else

larif%ing

Praising

Ee7uesting

 dvising

 greeing
 greeing

nviting

&han!ing

Eefusing

Duggesting

omplaining

Greeting
 1. &han!s a lot

2. *o %ou thin! %ou could possibl% open the windowF

3. ome round to m% house for a bite to eatF

4. an %ou open the window, pleaseF

5. No wa%;
wa%; -m not doing that.

C.  agree with that.

'. Hello, -m 9osephine.

D. -m sorr% but -m afraid  can-t.

H. Would %ou li!e to come to dinnerF

1I.  don-t believe we-ve met. (% name-s 9ames Danders.

11. :pen the window, will %ouF

12. (r and (rs Dmith re7uest the pleasure of %our compan% for dinner.

13. eah.
eah. ou-re
ou-re right there.
there .

14. &han! %ou ver% much indeed.

TKT Module 1 !escri"ing language Functions $ %ample
Tas&

Exercise 3
$or 7uestions 1$' match the example sentences with the functions listed

A$. (ar! the correct letter C A # on %our answer sheet.

&here is one extra option which %ou do not need to use.

Functions
Example sentences
A describing abilit%
1 Bet-s go to that new restaurant.

6 describing possibilit%
2 &he% mig
might win  %ou never !now in cup
matches;
8 as!ing for  
permission
3 Watch out; &hat-s dangerous.

! re7uesting
4 (% son can spea! three languages fluentl%.

E as!ing for advice

5 s it :' if  open the windowF

F suggesting
C Dhall  show %ou how the camera wor!sF

G offering
' ould %ou pass me m% bagF

 warning
Ke to >articipants exercise 1

". word
words
s fro
from
m the
the pu00l
pu00le.
e.
Praising, re7uesting, advising, agreeing, inviting , than!ing, refusing,
suggesting, apologi0ing, greeting.

Ke to >articipants exercise

2
1. than!ing neutral
2. re7uesting formal
3. inviting   informal

4. re7uesting neutral
5. refusing   informal

C. agreeing neutral
'. introducing %ourself neutral
D. refusing formal
H. inviting neutral
1I. introducing %ourself formal
11. re7uesting   informal

12. inviting formal

13. agreeing   informal

14. than!ing formal

Ke to %ample
Tas&
1 $ 2 5 3 H 4 .

5  C G ' *
F#)8T*)% G%%A+/
&a!en from www.cambridgeesol.org

andidates should alread% be familiar with common f unctions such as asking , telling , re!lying ,
thanking  and
 and suggesting .

Appropriac noun, appropriate/
 appropriate/inappropriate adjective
Banguage which is
is suitable in a particular situation. Dee register .

8ollo;uial
Banguage normall% used in informal conversation but not in formal speech or writing, e.g. <ive <ran a ring,
=>

!ecline( re7use an in0itation

&o sa% that %ou will not accept an invitation, e.g. I’m sorry but I can’t .
can’t .
En;uire
&o as! for information, e.g. "hat time does the train leave

Express
&o show
show or ma!e !nown a feeling or an opinion in words.

Express a"ilit,
a"ilit, e.g. I can
I can swim.

Express intention,
intention, e.g. I’m !lanning to visit him net year .

Express necessit,
necessit, e.g. $e needs to get a new !ass!ort.

Express o"ligation,
o"ligation, e.g. ?ou must wear
must  wear a seatbelt.

Express permission,
permission, e.g. ?ou can have a look at my book.

Express pre7erence,
pre7erence, e.g. I’d rather have
rather have co##ee than tea.

Express pro"a"ilit,
pro"a"ilit, e.g. $e should be in later.

Express proi"ition
proi"ition,, e.g. ?ou mustn’t use
mustn’t use your mobile !hone while driving.

Formal language
Banguage used in formal conversations or writing, e.g. ?ours #aith#ully . Dee register .

Formalit 9le0el o7: see register 

see register .

Function
&he reason or purpose for communication, e.g. making a suggestion3
suggestion 3 giving advice.
advice.

Functional exponent
  phrase
phrase which is an example of a function
function and shows the purpose of what
what the spea!er
spea!er is communicating,
communicating, e.g. 8et’s ...
&his phrase is one wa% to ma!e a suggestion. t is an example Cor exponent# of the function of suggesting. Dee
7unction.
7unction.

Greet
&o welcome someone, often with words, e.g. $ello, how are you

*nappropriate
Banguage which is not suitable
suitable in a particular situation. Dee appropriac.
appropriac.

*n7ormal language
Banguage used in informal conversations or writing, e.g. $i John. 
John.  Dee register .

*n7ormalit 9le0el o7: see register 

see register .

*nstruct
&o order or tell someone to do something, e.g. lease turn to !age 0@ and do eercise 0.

)egotiate
&o discuss with someone to reach an agreement, e.g. I# you hel! me now, I’ll hel! you net week .
week .

)eutral
  st%le
st%le of spea!ing or
or writing that is neither formal nor informal, but
but in between. tt is appropriate for
for most situations.
situations. Dee 7ormal
language,
language, in7ormal language.
language.

>redict
&o guess or sa% what %ou thin! ma% happen, e.g. I think the story will end ha!!ily .

+egister 
&he formalit% or informalit% of the language used in a particular situation. $ormal register or language is used in serious or
important situations, e.g. in a job application. nformal register or language is used in relaxed or friendl% situations, e.g. with
famil% or friends.

+e;uest,
+e;uest, ma&e a 9polite: re;uest
&o as! someone politel% to do something, e.g. lease could you o!en the window

%peculate
&o guess something based on information %ou h ave, e.g. I think it might be an easy test.
TKT Module 1 #nits 5-D !escri"ing language s&ills and su"s&ills
su"s&ills $
Exercise 1( express our opinion.

&eachers can help students read a text b% reading it aloud while the% follow in
their boo!s.

&here are no major differences between how we read in our mother tongue and
how we read in a foreign language.

&o understand a reading text, %ou have to read and understand ever% word in it.

When doing listening comprehension in class,  prefer to read the transcript to

students rather than use a recording. &his wa%  can spea! slowl% and pronounce
words carefull%.

 alwa%s give the students a cop% of the transcript -m going to read so the% can
follow it while -m reading.

 never use passages for listening comprehension which have un!nown words.

Writing is more or less the same as spea!ing.  don-t thin! there are an% particular
things to teach students.

 alwa%s give m% students a model or example text to cop% from when we are
doing writing in class.

Writing lessons are boring  just sitting and watching students write is not interesting.

*oing a spea!ing lesson is eas%.

eas%. ou don-t even have to prepare;

 don-t thin! there is much value in doing spea!ing activities in class. Dtudents can
tal! to each other in brea!s or at lunchtime.

Dtudents don-t li!e tal!ing to other students because their Anglish isn-t ver% good.
&he% prefer tal!ing to the teacher.
TKT Module 1 #nits 5-D !escri"ing language s&ills and
su"s&ills( matc te 7ollo<ing de7initions to te <ordlist

TKT Module 1 #nits 5-D !escri"ing language s&ills and

su"s&ills( +! *%T

editing

paraphrasing

noteIta!ing

intensive listening/reading

listening/reading for gist/global understanding

using interactive strategies

deducing meaning from context

s!imming

predicting

scanning

summarising

listening/reading for detail

inferring attitude/feeling/mood
proofreading
TKT Module 1 #nits 5-D !escri"ing language s&ills and
su"s&ills

Which of the subs!ills are connected to each of the main s!ills Creading, listening,
spea!ing, writing# in the table belowF Dome of the subs!ills ma% be connected to
more than one main s!ill.

Main s&ill %u"s&ill

+eading

istening

%pea&ing

riting
TKT Module 1 #nit 5 !escri"ing language s&ills
s&ills and su"s&ills $
%ample Tas&

$or 7uestions 1$5( loo! at the following terms for language s!ills and three
possible descriptions of the terms.
hoose the correct option A, 6 or 8

(ar! the correct term C, 5 or # on %our answer sheet.

" Dummarising is

  explaining
explaining a text
text in detail.
detail.
5 writing the last sentence of a text.
 giving the main points of a text.

< :ral fluenc% is

  spea!ing
spea!ing without
without ma!ing an% mista!es.
mista!es.
5 spea!ing naturall% without hesitating too much.
 spea!ing without considering the listener.

1 Paraphrasing is

  using phrases
phrases to sa% something
something instead
instead of using
using complete
complete sentences.
sentences.
5 connecting sentences together in speech or writing b% using conjunctions.
 finding another wa% to sa% something when
when %ou cannot thin! of the right language.

= Dcanning is

  reading a text 7uic!l%

7uic!l% to get the general
general idea.
idea.

5 reading a text 7uic!l% to find specific information.

 reading a text 7uic!l% to identif% the writer-s attitude.

> :ral fluenc% is

  spea!ing
spea!ing without
without ma!ing an% mista!es.
mista!es.
5 spea!ing naturall% without hesitating too much.
 spea!ing without considering the listener.
TKT Module 1 #nits 5- D !escri"ing language s&ills $ Ans<ers
1. Bistening/reading for detail
A. *educing meaning from context
3. NoteIta!ing
4. D!imming
5. Proofreading
C. ntensive listening/reading
'. Aditing
D. Bistening/reading for gist, global understanding
H. nferring attitude, feeling, mood
1I. Predicting
11. Dcanning
12. sing interactive strategies
13. Dummarising
14. Paraphrasing

Main s&ill %u"s&ill

Biste
stening
ing/re
/reading
ing fo
for det
deta
ail Biste
isten
ning/
ng/rea
reading
ing fo
for gis
gistt, glo
glob
bal
*edu
*educicing
ng meani
meaning
ng from
from contex
contextt unders
understan
tandi
ding
ng
NoteIta!ing nferring attitude, feeling, mood
+eading
D!imming Predicting
Proofreading Dcanning
Aditing
Bistening/reading for detail
*educing meaning from context
ntensive listening/reading
istening
Bistening/reading for gist, global understanding
nferring attitude, feeling, mood
Predicting
nferring attitude, feeling, mood
sing interactive strategies
%pea&ing
Dummarising
Paraphrasing
Proofreading
Aditing
riting
Dummarising
Paraphrasing

Ke to sample tas&

1.8 2.A 3.6 4.8 5.6

8oncepts and terminolog 7or descri"ing language s&ills G%%A+/
&a!en from www.cambridgeesol.org

A"stract
Eelating to complex thoughts and ideas r ather than simple, basic, c oncrete concepts.  text or language
can be abstract, e.g. words to express thoughts or feelings are often abstract words. Dee concrete.
concrete.

Accurac
&he use of correct forms of grammar, vocabular%, spelling and pronunciation. n an accurac% activit%,
teachers and learners t%picall% focus on using and producing language, spelling correctl%. Dee oral
7luenc.
7luenc.

Autenticit see autentic
see autentic material.
material .

8oerence noun, coerent adjective

When ideas in a spo!en or written text fit together clearl% and smoothl%, and so are logical and ma!e
sense to the listener or reader.

8oesion noun, coesi0e adjective

&he wa% spo!en or written texts are joined together with logical grammar or lexis, e.g. conjunctions C4irstly 
C4irstly ,
secondly),
secondly), lexical sets, referring words Cit 
Cit , them,
them, this#.
this#.

8oesi0e de0ice
  feature in a text which provides cohesion, e.g. use of topicIrelated vocabular% throughout a text, of
se7uencing words Cthen
Cthen,, net , a#ter that  etc.#,
 etc.#, of referencing words Cpronouns  he,
he, him,
him, etc.#, of conjunctions
Chowever , although etc.#.
although etc.#.

8oerence noun, coerent adjective

When ideas in a spo!en or written text fit together clearl% and smoothl%, and so are logical and ma!e
sense to the listener or reader.

8omplex
omplicated, not simple.

8ompreension
nderstanding a spo!en or written text.

8oncrete
Eelating to real or specific ideas or concepts. Bexis can be concrete, e.g. words for real objects li!e
clothes, food, animals that can be seen or touched, or abstract, e.g. words to express thoughts, feelings,
complex ideas, which cannot be seen or touched.

8ontext
". &he situation
situation in which
which language
language is
is used or presented,
presented, e.g.
e.g. a stor% about a holida%
holida% experien
experience
ce could
be used as the context to present past tenses.
<. &he
&he words
ords or phra
phrase
sess befo
before
re or after
after a word
word in disc
discou
ours
rse
e whic
which
h help
help someo
someone
ne to
understand that word. Dee deduce meaning 7rom context.
context .

!iscourse
Dpo!en or written language in texts or groups of sentences.

!educe meaning 7rom context

&o guess the meaning of an un!nown word b% using the information in a situation and/or around the word to help,
e.g.
I drove my van to the town centre and !arked it in the central car !ark .
!ark . 6an must be some !ind of vehicle
because %ou drive it
drive it and !ark 
and !ark  it.
 it.

!e0elop s&ills
&o help learners to improve their listening, reading, writing and spea!ing abilit%. &eachers
&eachers do this in
class b% providing activities which focus on s!ills development.

!ra7t noun + verb

  draft is a piece of writing that is not %et finished, and ma% be changed.  writer drafts a piece of writing.
&hat is, the% write it for the first time but not exactl% as it will be when it is finished. Dee re-dra7t.
re-dra7t.

Edit
&o shorten or change or correct the words or content of some parts of a written text to ma!e it clearer or
easier to understand.

Extensi0e listening=reading
Bistening to or reading long pieces
pieces of text, such as stories or newspapers. Dee intensi0e listening=reading.
listening=reading .

Extract
Part of a text which is removed from an original text.
Fossilisation,
Fossilisation, 7ossilised errors
&he process in which incorrect language becomes a habit and cannot easil% be corrected.

Gist,
Gist , glo"al listening=reading see listen=read
see listen=read 7or gist=glo"al understanding .

*n7er attitude,
attitude, 7eeling,
 7eeling , mood
&o decide how a writer or spea!er feels about something from the wa% that the% spea! or write, rather than
from what the% openl% sa %.

*ntegrated s&ills
 n integrated s!ills lesson combines wor! on reading, writing, listening and spea!ing.

*ntensi0e listening=reading
:ne meaning of intensive listening/reading is reading or listening to focus on how language is used in a text.
&his is how intensive listening/reading is used in &'&. Dee extensi0e listening=reading.
listening=reading .

*nteraction noun, interact verb, interacti0e strategies

nteraction is 2twoIwa% communication- between listener and spea!er, or reader and text. nteractive
strategies are the means used, especiall% in spea!ing, to !eep people involved and interested in what is
said or to !eep communication going, e.g. e%e contact, use of gestures, functions such as repeating, as!ing
for clarification.

Ke <ord
  word in a piece of discourse or text, which is important for understanding the text.

aout
&he wa% in which a text is organised and presented on a page. ertain texts have special la%outs, e.g.
letters and newspaper articles.

isten=read 7or detail

&o listen to or read a text in order to understand most of what it sa%s or particular details.

isten=read 7or gist,

gist , glo"al understanding
&o understand the general meaning of a text, without pa%ing attention to specific details.

isten=read 7or mood

&o read or listen to a text in order to identif% the f eelings of the writer or spea!er. Deein7er
Dee in7er attitude,
attitude, 7eeling,
7eeling,
mood.
mood.

)ote-ta&ing noun, ta&e notes verb

&o ta!e notes means to listen and write down ideas from the text in short form.

ral 7luenc
&he use of connected speech at a natural speed with little hesitation, repetition or selfIcorrection. n a
written or spo!en fluenc% activit%, learners t%picall% give attention to the communication of meaning,
rather than tr%ing to be correct. Dee accurac.
accurac.
 >aragrap noun + verb
  paragraph is a section in a longer piece of writing such as an essa%.
essa%. t starts on a new line and usuall%
contains a single new idea. When a writer is paragraphing, he/she is creating paragraphs. Dee topic
sentence.
sentence.

>araprase noun + verb

&o sa% or write something t hat has been read or heard using different words. Paraphrase can also be used
to describe what a learner does if he/she is not sure of the exact language the% need to use, i.e. explain
their meaning using different language.

>rediction noun, predict verb

  techni7ue or learner strateg% learners can use to help with listening or reading. Bearners thin! about the
topic before
topic before the% read or listen. &he% tr% to imagine what the topic will be or what the% are going to read
about or listen to, using clues li!e headlines or pictures accompan%ing the text or their general !nowledge
about the text t%pe or topic. &his ma!es it easier for them to understand what the% read or hear.

>rocess noun + verb

&o activel% thin! about new information in order to understand it c ompletel% and be able to use it in future.

>rocess <riting
 n approach to writing, which thin!s of writing as a process which includes different stages of writing
such as planning, drafting, reIdrafting, editing, proofreading. Dee product <riting,
<riting , guided <riting.
<riting .

>roduct <riting
 n approach to writing which involves anal%sing and then reproducing models of particular text t%pes. Dee
process <riting.
<riting.

>roducti0e s&ills
When learners produce language. Dpea!ing and writing are productive s!ills. Dee recepti0e s&ills.
s&ills.

>roo7read
&o read a text in order to chec! whether there are an% mista!es in spelling, grammar, punctuation etc.

+e-dra7t
When a piece of writing is changed with the intention of improving it.  writer-s
writer-s first draft ma% be reI
drafted. Dee dra7t.
dra7t.

+ecepti0e s&ills
When learners do not have to produce language3
language3 listening and reading are
are receptive s!ills. Dee producti0e
s&ills.
s&ills.

+ele0ance noun, rele0ant adjective

&he degree to which something is related to or useful in a situation.

%can
&o read a text 7uic!l% to pic! out specific information, e.g. finding a phone number in a phone boo!.

%&ill
&he four language s!ills are listening, spea!ing, r eading and writing.

%&im
&o read a text 7uic!l% to get a general idea of what it is about.

%u"s&ill
Aach of the four language s!ills can be divided into smaller subs!ills that are all part of the main s!ill, e.g.
identif%ing text organisation Creading#3 identif%ing word stress Clistening#. Dee listen=read 7or gist,
gist , glo"al
understanding,
understanding, scan,
scan, listen=read 7or detail.
detail .
%ummar noun, summarise verb
&o ta!e out the main points of a long text , and rewrite or r etell them in a short, clear wa%.

Text
Text structure
&he wa% a text is organised. $or example, an essa% t%picall% has an introduction, a main section and a
conclusion.

Text tpe
&exts that have specific features, e.g. la%out, use of language, that ma!e them part of a recognisable t%pe
of text, e.g. letters, emails, news reports.

Teme noun, tematic adjective

&he main subject of a conversation, a text or a lesson.

Topic
&he subject of a text or lesson.

Topic sentence
  sentence that gives the main point or subject of a paragraph. &his is usuall% the opening sentence in a
paragraph.

Turn,
Turn, turn-ta&ing
When someone spea!s in a conversation this is called a turn. Dpea!ing and then allowing another person to
spea! in repl% is called 2turnIta!ing-.

@ersion
  particular form of something in which some details are different from an earlier or later form of it, e.g. a
written text ma% have different versions.
TKT Module 1#nit H Moti0ation $ >articipants
>articipants or&seet
or&seet 1

Put the teacher characteristics in order C"?# of how important %ou thin! these
characteristics are to be an effective teacher.

&he teacher !nows Anglish grammar well.

&he teacher spea!s clearl%.
&he teacher is friendl%.
&he teacher is wellIorganised.
&he teacher can spea! a foreign language.
&he teacher !nows her students well

Axercise "

8ompare tese ideas <it our top tips 7or teacers to maintain moti0ation in
students.

".Give students something to wor! towards. Have goals for %ourself and encourage
students to have goals of their own.
<.5e enthusiastic in lessons and enthusiastic about the material %ou are using. 2Dell
it- to the students.
1.(a!e sure %our material is well presented and attractive for learners.
=.Give clear instructions for tas!s so that students can achieve %our aims.
>.Provide a good variet% of activities in %our lessons.
?.Provide a variet% of interaction patterns in lessons.
@.$ind out about %our students- interests so that %ou can provide material on topics
that the students are interested in.
4.Ancourage students to relax in lessons and encourage them to tal! to each other
and to help each other.
6.Praise all students when the% have done something well, especiall% wea!er
learners, to build selfIconfidence.
"8. Ancourage students to continue stud%ing outside the classroom.
Exercise 2
Matc eac o7 te acti0ities "elo< <it te top tip a"o0e tat it <ould put in
action
 . *emonstrate
*emonstrate tas!s so that students !now what
what to do.
do. hec! understanding
understanding of
of
instructions.
5. f students arrive earl% for class, encourage
encourage them to chat to amongst themselves. .
&r% to do different activities in a lesson, e.g. spea!ing and reading rather than just
reading.
*. Dtart %our lessons with a warmer to raise energ% levels.
A. Det up a research project. Get learners to loo! things up on the internet.
$. Provide a 7uestionnaire with topics so that students can choose which ones the% li!e
best.
G.When monitoring a spea!ing or writing tas!, select some examples of good Anglish
to put on the board at the end for ever%one to share. .
H. se pictures on handouts and var% the font si0e, la%out, etc.
. &ell students what %ou intend to achieve b% the end of the course and find out what
the% want to achieve.
9. *o pair wor! and group wor! and change students around so the% can wor! with
different people.
TKT Module 1 #nit H Moti0ation $ %ample Tas&

$or Kuestions "?, match the general advice on motivation with the techni7ues for
encouraging motivation listed , 5,  or *.

(ar! the correct letter C, 5,  or *# on %our answer sheet. ou need to use some
options more than once
'e% to Participant-s Wor!sheet <

"  < * 1 H =  > 

? 9 @ $ 4 5 6 G "8 A

'e% to Dample &as!

". 5 <.  1.  =. * >.  ?*

TKT Module 1#nit 1I Exposure to language and 7ocus on 7orm

Eead the text 7uic!l% and answer these 7uestions)

S What
What the
theor%
or% of lang
langua
uage
ge lear
learni
ning
ng is disc
discus
usse
sed
d in
in the
the text
textF
F

S *oes
*oes the
the the
theor
or%
% avoi
avoid
d the
the teac
teachi
hing
ng of gram
gramma
marr com
compl
plet
etel
el%
%F

%econd language learning

f %ou loo! in a dictionar% to find the meaning of the word 2ac7uisition-, %ou will find it
defined as something li!e 2the process of learning s!ills or getting !nowledge-. Do what
then is 2language ac7uisition- and how is language ac7uisition different to 2language
learning-F

Dome theorists believe that there is a difference between learning and ac7uisition and
that the difference is this) language learning is a conscious or intentional process which
ma% involve stud%ing the language, pa%ing attention to grammar rules and possibl%
following a course of instruction. Banguage ac7uisition, on the other hand, is
considered to be a natural process and involves 2pic!ing up- language in a nonI
conscious wa% through exposure to language, not b% stud%ing it.

hildren 2ac7uire- their first language and get to !now its rules through exposure and b%
being exposed to examples of the language and b% using it. &his is part of the theor% of 
2first language ac7uisition-.

2Decond language ac7uisition- is the process, and the stud% of the process, b% which
people learn a language that is not their native language. &his is a fairl% new field of
stud% and there are still man% 7uestions to answer about how languages are learnt.
However, teachers and theorists believe that we do learn a second language b%
2ac7uiring- or 2pic!ing up- language, but there are some important considerations for
second language learners.

Decond language learners ac7uire language through exposure to man% different

examples
of the language, b% reading it and b% hearing it in their environment. We listen and read
and develop an understanding of language over a period of time before we eventuall%
use it ourselves. &he period, when learners are ta!ing in language, processing it and
perhaps silentl% practicing it, is !nown as the 2silent period- and is thought to be an
important stage in language ac7uisition.

:nce we use the language, it is important that there is an opportunit% for interaction so
we can use the language, to experiment, to ma!e the language wor! in communication.

&he final consideration is the need for a focus on form. Decond language learners need
to focus on the language, to anal%se and identif% it and practise it. &eachers and
learners will also want to loo! at correcting mista!es so that learners can thin! about
rules, and exceptions to rules.
 Exercise 1 Eead the text again and answer the following 7uestions.

1.What is 2ac7uisition-F

2.n some people-s opinion, how is language ac7uisition different to language learningF

3.How do children learn their first languageF

4.What is second language ac7uisitionF

5.What are the three considerations mentioned regarding second language ac7uisitionF

C.What is 2exposure-F

'.What is the 2silent period-F

D.Wh% is 2interaction- importantF

H.What is 2focus on form-F

Exercise 2 Boo! at the activities and decide if the% are related to C A# ac7uisition, C *#
interaction, or C F# focus on form. Write A, * or F in the column on the right.

Acti0it A=*=F
". Dtudents read a newspaper and choose one article to stud% in detail.
<. Dtudents read a newspaper article and circle all the examples of reported speech
1. Dtudents repeat model sentences in an open class drill.
=. Dtudents tell each other in groups about different festivals in their countries.
>. Dtudents read each others- essa%s and suggest improvements.
?. Dtudents listen to a recording of a job interview.
TKT Module 1#nit 1I Exposure to language and 7ocus on 7orm $ %ample
Tas&

$or Kuestions 1$5, match the teacher strategies with the aspects of learning listed A( 6
or 
8.

(ar! the correct letter C A( 6 or 8# on %our answer sheet. ou need to use some options
more than once
Tecni;ues

A $ocus on form

6 Dilent period

8 Axposure

Teacer
Teacer strategies

1  !now some of the students won-t want to spea! straightawa%, so -ll leave
them to just wor! things out.

2 -m going to set m% students a project where the% have to use the internet
and do some research into different aspects of the topic beforehand.

3 &his exercise will encourage the learners to loo! at the language in the
text and to thin! about wh% and when it is used.

4  !now the texts have a lot of un!nown grammar and lexis, but  thin! -ll
use a lot more authentic material in m% lessons so that m% students don-t have to rel%
on the courseboo! alone.

5 -ve built in some time for correction on the board with the whole class at
the end of the lesson, so that  can pic! up and deal with mista!es that -ve heard during
the class.
TKT Module 1 #nit 11
11 Te role o7
o7 error

Exercise 1( Te 7ollo<ing are all errors commonl made " students. oo& at te
sentences=;uestions and correct tem. Ten discuss possi"le reasons tat tese
errors are 7re;uentl made " students.

1.  have a good news for %ou.

2. He has not %et gone to the bed.

3. He came b% the =)18 oJcloc! train.

4.  have a strong headache.

5. &ell me wh% did %ou go thereF

C. *oes he needs a tic!et for the busF

Exercise 2. oo& at tese examples o7 student errors. !ecide <at te error is in
eac sentence( and discuss < ou tin& te error is "eing made. /ou sould
use te terms in te "ox.

7alse 7riend 1 inter7erence interlanguage o0ergeneralisation

1. %e liː0 in
in ondon
ondon in a small 7lat.

2. e tro<ed te "all o0er te 7ence.

3. * a0e seen tat 7ilm esterda.

esterda.

4. %e told me a 7antastic istor a"out er last olida.

olida.

5. ere do ou come 7romJ *m

*m coming 7rom %<eden.

C. /ou
/ou sould "etter can to go no<.

Exercise 3

1. What-s an error F

2. What-s a sli!F

3. Wh% do people thin! it is important for students to ma!e mista!esF

4. What can teachers learn from students- mista!esF

5. What is the teachers- role in relation to students- mista!esF
Exercise 4

 do students ma&e mista&esJ 8oose te correct term in te "ox "elo< 7or
te 7ollo<ing descriptions.

1. When the learner-s mother tongue affects their performance in the target language.
  learner ma% ma!e a mista!e because
because the% use
use the same grammatical
grammatical pattern in the
target language as the% use in their mother tongue. &he B" grammatical pattern is not
appropriate in B<.

2. &he process in which incorrect language becomes a habit and cannot easil% be
corrected.
3.  n error
error made b% a second
second language
language learner
learner which is natural
natural part of the language
language
learning process because the% are unconsciousl% organising and wor!ing out
language. &hese t%pes of error are also made b% children learning their first language
and often disappear as their language abilit% improves.

4. When a student uses a grammatical rule he/she has learned, but uses it in
situations when it is not needed or appropriate, e.g. a student sa%s There were three
girls Ccorrect plural form used for most nouns# and two mans . Cincorrect plural form 
not appropriate for man#.

5. &he learners own version of the second language which the% spea! as the% learn.
&he% create their own grammatical s%stem as the% are learning, which is neither their
first language nor the target language but something in between the two. &his version
of their language changes as the% progress and learn more.

C.   word in the
the target
target language
language which loo!s or sounds as as if it has
has the same
same meaning
meaning
as a similar word in the learners- first language but does not, e.g. in $rench 2 librairie- is
a place where people can bu% boo!s. n a library in Anglish, %ou do not bu% boo!s but
borrow them instead.

A. 7alse 7riend 6. interlanguage 8. 1 inter7erence

!. o0e
o0ergeneral
ralisatio
tion E. 7os
7ossilisatio
tion F. de0el
e0elo
opmental
tal error 
ror 
TKT Module 1 #nit 11
11 Te role o7 error $ %ample Tas&
Tas&

$or 7uestions 1$C, match the teachers- comments about errors with the t%pe of mista!e
listed A( 6 or 8.

(ar! the correct letter C A( 6 or 8# on %our answer sheet. ou need to use some options
more than once
Tpe
Tpe o7 Error 

A slip

6 B" interference

8 error 

Teacers
Teacers comments

1 We haven-t covered the past simple %et so when  as!ed about their
wee!end m% students said things li!e 2 go to the par!-, 2 am ver% bus% with m% friends-.

 2 -m tr%ing to get m% learners to see the difference between the subjunctive
in
Anglish and in their own language so that the% will use it accuratel% in Anglish.

3 (% students were reall% tired b% the end of the afternoon so  didn-t do

ver% much correction.  !new that the% would !now how to sa% the sentences correctl%3
the% were just tired.

4 We-ve been doing a lot of practice sa%ing /T/ and /U/. (% learners !eep
sa%ing
/0/,  thin! it-s because the% don-t have those sounds in their own language so the%
 just use the sound
sound the% do have.

5 While doing an individual drill teaching 2going to-, one of the students said
2 going to bu% some fruit-.  repeated 2 going- with rising intonation and he said -m
going-.
KE/ T EBE+8*%E%

EBE+8*%E 1.

%ent
%enten
ence
ce <it
<it corr
correc
ecti
tio
on >oss
>ossi"
i"le
le reas
reaso
on 7or
7or erro
error 
r 
1.  have a good
good news for %ou.
%ou. *ifficu
*ifficult
lt for studen
students
ts to recogni0
recogni0e
e countab
countable
le and
uncountable nouns and to !now if the% should use
the indefinite article.
2. He hasn-t %et gone to bed . <o hom
home, go to bed
bed,, go to school don-t use definite
school
article.
3. He came b% the =)18 oJcloc! We onl% use 2o-cloc! when the time is on the hour 
train. e.g. "8.88.
4.  have a strong bad/terrible trong does not collocate with headache.
headache.
5. &ell me wh% did %ou go went  ndirect 7uestions have sentence formation and
there. sentence grammar, not 7uestion
formation/grammar, so no auxiliar% and no
inversion is needed.
C. *oes he needs a tic!et for  Present simple 7uestion uses auxiliar% does, which
the busF is
followed b% the base form, so no s for third person.

EBE+8*%E 2.

1. B" interf
interfere
erence
nce and
and proble
problems with / H/ and /i I/.
ms with

2. :vergeneralisation of ed endings. &his is an irregular verb and does fit in to the rule
for past tense endings.

3. B" interference  this tense can be used with a specific past time in other languages.
:E :vergeneralisation) learner doesn-t !now the limitations of present perfect which
can-t be used with a specific past time.

4. $alse friend Chistor% V stor%#

5. :vergeneralisation) learner doesn-t !now the limitations of present continuous which

is not used to for stating facts about %ourself.

C. nterlanguage) the learner has made up this grammatical structure, which is neither
his own language nor the target language.
EBE+8*%E 3

1.  n error is a mista!e

mista!e a learner
learner ma!es
ma!es when tr%ing to sa% something
something that
that is above
above
their level of language. &he% would not be able to self correct an error.

2.   slip is a mista!e a learner ma!es

ma!es that
that the% are able to correct
correct themselves
themselves..

3. Arrors are considered to be important because the% are an important and necessar%
part of language learning, learners need to experiment with language in order to wor!
out how language wor!s.

4. &eachers can learn what learners !now, what the% need to be taught and the% can
find out what aspects of language the% have processed. &his enables teachers to adapt
their teaching programme.

5. &he teachers- role in relation to students- mista!es is deciding if, when and how to
correct.

EBE+8*%E 4

1  2 A 3 $ 4 * 5 5 C  

Ke to %ample Tas&

Tas&

"  < 5 1  = 5 > 

TKT Module 1 #nit 12 !i77erences "et<een 1 and 2 learning

!iscuss te 7ollo<ing ;uestions <it a partner or colleague( tr ans<ering tem
oursel7.

Where and when did %ou start learning %our second languageF

What do %ou thin! is the best age to start learning a second languageF

Wh% do %ou thin! is this the best age to start learning a second languageF

What do %ou thin! are some differences between learning %our first language and
learning a second languageF

What do %ou thin! are some of the difficulties in learning a second languageF re
these the same as the difficulties children have when learning a first languageF

Exercise 1 $ Text 1

+ead te text and decide on an appropriate title 7or it.

We learn our first language as a bab% and as a %oung child and continue to build our 
language as we grow older and learn different !inds of language and language s!ills.

5abies and children are surrounded b% their first language. &he% hear and see their 
families, friends and strangers tal!ing and interacting with each other and friends and
famil% interact with them. hildren
hildren are constantl% provided
provided with opportunities
opportunities to use the
language and to experiment with the language as the% are learning it and the% receive
constant praise and encouragement for their efforts. Parents encourage and persuade
their children to tal! b% simplif%ing their own language and directing simple 7uestions
and re7uesting simple responses. When children-s language is inaccurate, adults ver%
rarel% correct them or ma!e them repeat accurate forms and the% will, more often than
not, respond to the utterance in a natural wa%.

5abies and children learn language b% 2ac7uiring- it through exposure and b% pic!ing it
up. &he% are generall% highl% motivated to learn their first language because the% have
a great need and desire to communicate with others around them. &he% hear and see
friends and famil% communicating with each other and the% will listen and ta!e in this
language and process it during a 2silent period-, possibl% lasting man% months, before
using language themselves. When children start using language the language the% use
will be about things the% see around them and the% will pla% and experiment with new
language. &he% learn through this experimentation and through interaction with famil%
and friends.
Exercise 2 $ Text 2

+ead te text and decide on an appropriate title 7or it.

(ost people learn their second language at school in a classroom. Dome start at
primar% school or secondar% school and their learning might continue in later life. Dome
people begin second language learning as adults and attend lessons along with the
other things the% do in their lives.

Decond language learners do not usuall% hear or read more than three or four hours a
wee! of the second language, so the% do not have much exposure to the language. &he
exposure the% do get is generall% in the classroom, where the% will hear recordings and
read texts and will have the teacher to listen to. &eachers often simplif% their language
so are not necessaril% a source of additional exposure to language and the% usuall%
correct students fre7uentl%. n class, the opportunities for second language learners to
use the language var%, as does the amount of praise and encouragement provided b%
the teacher and other learners.

Decond language learners, li!e B" learners, do learn language b% 2ac7uiring- it through
exposure but the% are more li!el% to learn language in a classroom and the language
the% learn is selected b% teachers. &he% learn b% interacting with the teacher and with
other learners and b% using language in controlled practice activities. n the classroom,
classroom,
learners often want to produce the language as soon as possible and do not alwa%s
welco
welcome
me thethe opport
opportuni
unit%
t% of a silen
silentt perio
period.
d. &he%
&he% use
use langu
languag
agee for tal!i
tal!ing
ng abou
aboutt
experiences and things relating to their lives outside the classroom. Bearning is often
dependent on motivation and this can var% in second language learners, from learners
having little or no motivation to learners being ver% highl% motivated.
". omplete the appropriate column in the table with information from texts " and <

Group A Group 6

First anguage 91: learning %econd anguage 92: earning

Age

8ontext

Exposure

>raise

8orrection

%impli7ied
language

a o7
learning

Moti0ation

%ilent
period

anguage
used 7or 
TKT Module 1 #nit 12 !i77erences "et<een 1 and 2 learning
learning $ %ample
Tas& 1

$or Kuestions "?, match the aspects of learning with the t%pe of learner listed A( 6 or
8.

(ar! the correct letter C A( 6 or 8# on %our answer sheet. ou need to use some options
more than once.
Tpe
Tpe o7 learner 

A B" learner 

6 B< adult learner 

8 5oth B" and B< adult learner 

Aspect o7 learning

&hese learners seem to respond to praise and encouragement and it helps

them to
1 develop their language and s!ills.

&hese learners don-t need to be constantl% corrected. &he% need to

experiment
2 and to pla% with language.

&hese learners will listen and process language and will not spea! at all,
3 sometimes for man% months, before beginning to use language.

4 &hese learners are able to share experiences and tal! about the things
the% see around them and about experiences in their lives.

5 &hese learners need some controlled practice and a focus on form.

Ke to >articipants <or&seet 4

Group A Group 6

First language 91: learning %econd language 92: learning

Age 5ab%, %oung child Primar%, secondar%, adults
8ontext  t home (ostl% at school in a classroom
classroom
&hree or four hours a wee!, recordings,
Exposure Durrounded all the time texts, the teacher and other students
onstant praise and
>raise encouragement Maried, depending on the teacher  
8orrection Earel% $re7uentl% b% the teacher  
%impli7ied
language es, from parents es
 c7uiring
 c7uiring some through
through language
language
exposure
a o7  c7uiring language
language through
through nteracting with the teacher and other
learning exposure learners
*oing controlled practice activities.

Moti0ation Highl% motivated Maries  none, a little, a lot

%ilent
period es, sometimes
sometimes for man% months
months :ften not
anguage &al!ing about things the% see &al!ing about experiences and things
used 7or  around them related to lives outside the classroom

Ke to %ample tas&

1  2  3   4 5 5 5
TKT Module 1#nit 13 earner caracteristics

Exercise 1( 8omplete te pule <it learning stles using te clues "elo<.

Across
1.  learner who finds it easier to learn when the% can see things written down or in a
picture. &his t%pe of learner ma% li!e the teacher to write
write a new word on the board and
not just sa% it aloud.

!o<n
".  learner who remembers things more easil% when the% hear them spo!en. &his t%pe
of learner ma% li!e the teacher to sa% a new word aloud and not just write it on the
board.

<.  learner who learns more easil% b% doing things ph%sicall%. &his t%pe of learner ma%
li!e to move around or move objects while learning.
 @AK
@AK earning %tle ?uestionnaire

Exercise 2( at is our pre7erred earning %tleJ

at &ind o7 learner are ouJ
hec! %our answers. f %our answers are mostl% A( %ou are an uditor% Bearner. f %our
answers are mostl% @, %ou are a Misual Bearner. f %our answers are mostl% K, %ou are a
'inaesthetic Bearner.

Exercise 3( 7or <at &ind o7 learner <ould te 7ollo<ing strategies "e use7ulJ

1. &he teacher creates a substitution table with the target language on the board.

2. &he teacher contextualises target language b% telling the students a stor%.

3. &he teacher as!s learners to come to the board and to write their answer to a tas!.

4. &he teacher sa%s the new words she is teaching three times before as!ing the
students to repeat them.

5. &he teacher does a mingling activit%, where learners wal! around as!ing 7uestions to
find out information from each other.

C. &he teacher shows learners a picture of the object she is tr%ing to elicit.

Exercise 4

at learning strategies could learners use to elp tem impro0e in te 7ollo<ing
areasJ

1. dealing with words in texts and recordings that %ou don-t !now

2. remembering new vocabular%

3. learning new grammar 

4. improving pronunciation

5. developing oral fluenc%

C. developing comprehension s!ills

'. becoming more independent

Exercise 5( Matc te learner strategies "elo< <it te areas 7or impro0ement on
>articipants <or&seet 4 Exercise 2.

 .Eeading
 .Eeading more authentic
authentic material Cmaga0ines
Cmaga0ines and newspapers
newspapers etc.#
etc.# outside
outside class,
class,
listening to Anglish radio/&M programmes outside class, as!ing people to repeat what
the% have said when %ou don-t- understand.

5.Bearning the sounds and s%mbols in the phonemic chart, as!ing teachers and other
students to correct %our pronunciation, recording %our self and listening for
pronunciation errors.

.sing the internet to research language and vocabular%, using AnglishIAnglish

dictionaries to research vocabular%, choosing an area of language or vocabular% to
revise/learn and using resources to self stud%

*.Da%ing new words in %our head over and over again, writing new words down in %our
note boo!, writing new words down with a translation in %our own language next to
them, writing words down on separate cards and storing them in a box.

A.Guessing the meaning from context, loo!ing words up in the dictionar%, writing words
down to as! someone about later.

$.Dpea!ing Anglish onl% in class, spea!ing Anglish whenever possible outside class,
practise spea!ing for one minute on a topic without hesitating.

G.Practising the language as soon as %ou-ve learnt it, repeating different examples of
the language, writing down the different grammatical components of the language,
cutting up the different components and arranging them in the correct order.
TKT Module 1#nit 13 earner caracteristics $ %ample Tas&

$or 7uestions 1$' match the learners- comments to the descriptions of learner
preferences listed A$. &here is one extra option which %ou do not need to use

8omments

1 2(ost of the time should be spent doing grammar exercises.-

2 2 prefer wor!ing with other students to spea!ing to the teacher in front of

the class.-

3 2 reall% li!e !nowing how language wor!s.-

4 2Eules just confuse me  it-s better to wor! out language from examples.-

5 2Wh% should  listen to other students- mista!esF &he teacher should tal!
most of the time.-

C  just want people to understand what  mean.  don-t worr% if  ma!e

mista!es.-

' 2t-s important for me to !now how well -m doing.-

>re7erences

A &he learner wants explanations of grammar use.

6 &he learner enjo%s explaining language to other students.

8 &he learner enjo%s practising language in pairs or groups.

! &he learner enjo%s doing language practice that focuses on

E &he learner doesn-t want to wor! with other students.

F &he learner needs to feel a sense of progress.

G &he learn
learner
er focuse
focuses
s on commun
communicat
icatin
in .
 &he learner doesn-t want the teacher to explain grammar.

Ke to exercise 1

" <'
  
 * N
1M  D   B
 & A
 : D
 E &
  H
 A
 &
 
 
 Exercise 3

". Misual =. uditor%

<. uditor% >. 'inaesthetic
1. 'inaesthetic ?. Misual

Exercises 4 and 5

1. A 2. * 3. G 4. 5 5. $ C.  '. 

Ke to %ample Tas&

Tas&

1. * 2.  3.  4. H 5. A C. G '. $

Ke to >rocedure %tep H

Additional exercises.

at are some o7 te di77erent learner caracteristics o7 cildren( teenagers and
adultsJ *ifferences in
 leng
lengthth of time
time the%
the% can
can pa%
pa% atte
attent
ntio
ion/
n/ conc
concen
entr
trat
ate
e
 abilit% to sta% still
 abilit% to control behaviour 
 attitude to mama!ing mi
mista!es
 attitude to ta!ing ris!s
 levels of self consciousness
 bein
being g abl
ablee to
to br
bring
ing lif
life
e ex
experi
perien
ence
cess to
to lea
learn
rnin
ing.
g.

at e77ect can learners past learning experiences a0e on learner

caracteristicsJ
 previ
previous
ous exper
experien
ience
ce of learni
learning
ng ma% be ver%
ver% diff
differe
erent
nt to
to the
the appro
approac
ach
h ta!e
ta!en
n b%
the current teacher3 this change ma% or ma% not be welcomed
 lear
learne
ners
rs ma%
ma% have
have trie
tried
d to
to lea
learn
rn a lan
langu
guag
age
e bef
beforore
e and
and fail
failed
ed
 lear
learne
ners
rs ma%
ma% have
have fixe
fixed
d ide
ideas
as abou
aboutt the
the best
best wa%
wa% ofof lea
learn
rnin
ing.
g.
TKT Module 1#nit 14 earner needs

Exercise 1.

Exercise 2( at can teacers do to respond to learners needsJ Matc te

7ollo<ing ans<er <it te concepts in te "oxes "elo< te ans<ers.

S *o a 2needs anal%sis- and/or find out about %our learners- personal needs, learning
needs and future or current professional needs.

S Delect topics and subjects for lessons that fit with their interests and needs.

S Delect material that meets their needs.

S hoose activities that fit with their learning st%les, and are suitable for their needs and
interests.

S *ecide on pace and interaction patterns.

S &hin! about the balance of s!ills wor! Creading, listening, spea!ing, writing# in relation
to their needs.

S dopt approaches for teaching language that respond to their needs, interests and
learning st%les.

S &hin! about how to give learners feedbac! on their wor!.

TKT Module 1 #nit 14 earner needs $ %ample Tas&

$or Kuestions 1$C, match the needs of each group of students with the most suitable
t%pe of course listed A$G.&here is one extra option which %ou do not need to use.

Groups o7 students
1 &hese %oung adults need a range of stud% s!ills before going to a 5ritish
  universit%.

2 &hese adult beginners are going on holida%, and need to learn how to
communicate in an AnglishIspea!ing environment.

3 &his group of %oung children have a short attention span3 their parents
want them to learn Anglish while having some fun.

4 &hese business people need to meet and wor! with people from other
countries at international conferences.
 5 &hese secretaries and receptionists want to focus on vocabular% and s!ills
which are useful for them in their wor!.

C &hese scientists need to !eep upItoIdate with the latest developments in

their subjects.

Tpes
Tpes o7 courses

A a course focusing on basic language s!ills for ever%da% situations.

6 a course focusing on listening and noteIta!ing, and writing academic

8 a course based on roleIpla%s and situations, such as greeting visitors and

telephoning clients

! an activit% based course with lots of games, songs and stories

E a course based on grammar revision and written practice

F an oral s!ills course based on crossIcultural material

G an online course in which students read texts on specific topics and

answer detailed comprehension.
TKT Module 1#nit 14 earner needs $ Ans<er Kes

Ke to %ample Tas&

Tas&

1. 5 2.  3. * 4. $ 5.  C. G
TKT G%%A+/( #)*T% H T 14

6ac&ground to language learning

Acie0ement noun, acie0e verb, acie0a"le adjective

Domething reached b% effort3 something done successfull%. Domething which is
achievable for learners is something the% can succeed in.

Ac;uisition noun, ac;uire verb

&o learn a language without stud%ing it, just b% hearing and/or reading and then using it.
&his is the wa% people usuall% learn their first language.

Attention span
How long a learner is able to concentrate at an% one time.

Auditor learner see learning stle .

8lue
  piece of
of information
information that helps
helps someone
someone to find the answer to a problem,
problem, e.g. a
teacher could give the first letter of a word she is tr%ing to elicit as a clue to learners to
help them find the word.

8ogniti0e 9processes:
&he mental processes involved in thin!ing, understanding or learning.

8on7idence noun, con7ident adjective

&he feeling someone has when the% are sure of their abilit% to do something well.
&eachers often do activities that help learners to feel more confident about their own
abilit%.

8onscious 9o7:
&o !now that something exists or is happening, or to have !nowledge or experience of
something3 to be aware.

!emoti0ate see moti0ation.

!e0elopmental error see error .

E77ecti0e
Having the intended or desired result.

Englis-medium scool
  school in a nonIAnglish
nonIAnglish spea!ing countr%,
countr%, in which
which all subjects
subjects are
are taught using
Anglish.

Error 
  mista!e that
that a learner
learner ma!es
ma!es when tr%ing to
to sa% something
something above
above their
their level of
of
language or language processing. Dee slip.
  developmental
developmental error
error is an error made
made b% a second
second language
language learner which
which could also
be made b% a %oung person learning their mother tongue as part of their normal
development, e.g. I goed there last week C went there last wee!#.
Expectation
  belief about
about the wa% something
something will
will happen.
happen. Bearners
Bearners often have expectation
expectations
s about
what and how the% should learn.

Exposure noun, expose verb

When learners listen to or read language without being consciousl% aware of it.

Factor 
  fact or situation
situation which
which influences
influences the
the result of something,
something, e.g. the factors
factors which
which
decide whether someone learns a language successfull% or not.

First language see moter tongue, 1=2

Focus on 7orm
Pa%ing attention to the words/parts of words that ma!e a language structure or to
spelling or pronunciation.

Goal( target
 n aim that
that a learner
learner or teacher
teacher ma% have.

Guidance noun( guide 0er"

Help given b% a teacher with learning, or with doing a tas!.

*gnore 9errors:
&o choose not to pa% attention to something such as an error made b% a learner. 
teacher ma% do this if he/she wants to help the learner with fluenc%, not accurac%.

*ndependent stud
Dtud%ing without a teacher present or without the teacher monitoring and directing the
learning ver% closel%,
e.g. learners could carr% out research on a topic using reference resources. &his could
be done at home or with minimum involvement of the teacher in class.

*ntensi0e course
  course which
which ta!es
ta!es place over
over a short
short period
period of time, but which
which consists
consists of a high
high
number of hours.

*nter7erence
When the learner-s mother tongue affects their performance in the target language. 
learner ma% ma!e a mista!e because the% use the same grammatical pattern in the
target language as the% use in their mother tongue, but the B" grammatical pattern is
not appropriate in B<.

*nterlanguage
Bearners- own version of the second language which the% spea! as the% learn.
nterlanguage is constantl% changing and developing as learners learn more of the
second language.
1=2
B" is the learner-s mother tongue or first language3 B< is the learner-s second language.

anguage a<areness
  learner-s understan
understanding
ding of the
the rules of
of how language
language wor!s and
and his/her
his/her abilit% to notice language.
language.

earn " eart

&o learn something so that %ou can remember it perfectl%.

earner autonom noun, autonomous adjective, learner independence

When a learner can set his/her own aims and organise his/her own stud%, the% are autonomous and
independent. (an% activities in courseboo!s help learners to be more independent b% developing
learning strategies and focusing on learner training.

earner caracteristics
&he t%pical things about a learner or learners that influence their learning, e.g. age, B", past learning
experience, learning st%le.

earner independence see learner autonom.

earner training
&he use of activities to help learners understand how the% learn and help them to become
autonomous, independent learners.

earning resources
&he materials or tools which help learners learn, e.g. boo!s, computers, *s etc.

earning strategies
&he techni7ues which a learner consciousl% uses to help them when learning or using language, e.g.
deducing the meaning of words from context3 predicting content before reading.

earning stle
&he wa% in which an individual learner naturall% prefers to learn something. &here are man% learning
st%les. &hree of them are below.

Auditor learner 
  learner who
who remembers
remembers things more easil%
easil% when the% hear them
them spo!en.
spo!en. &his t%pe of learner
learner ma%
li!e the teacher to sa% a new word aloud and not just write it on the board.

Kinaestetic learner 
  learner who
who learns more
more easil%
easil% b% doing things ph%sicall%
ph%sicall%.. &his
&his t%pe of learner
learner ma% li!e
li!e to move
around or move objects while learning.

@isual learner 
  learner who
who finds it easier to learn when
when the% can see things
things written
written down or
or in a picture.
picture. &his
&his t%pe
of learner ma% li!e the teacher to write a new word on the board and not just sa% it aloud
inguistic
onnected with language or the stud% of language.

iterac
&he abilit% to read and write.

Maturit noun, mature adjective

$ull% grown or developed. f a learner is mature in attitude, the% behave in an adult wa%.  learner-s
maturit%
Cph%sical, emotional and mental# influences a teacher-s approaches and/or decisions.

Memorise verb, memora"le adjective

&o learn something so that %ou can remember it later3 something which is eas% to remember.

Moter tongue
&he ver% first language that %ou learn as a bab%, which is usuall% the language spo!en to %ou b% %our
parents. lso called B" or first language.

Moti0ation noun, moti0ate verb

(otivation is the thoughts and feelings which ma!e us want to do something and help us continue
doing it.

!emoti0ate verb demoti0ated adjective

&o ma!e someone lose motivation.

#nmoti0ated adjective
Without motivation3 having no motivation.

)atural order 
Dome people believe there is an order in which learners naturall% learn some items in their first or
other languages. Dome language items are learned before others and it can be difficult for teachers to
influence this order.

)eeds
&he language, language s!ills or learning strategies a learner still has to learn in order to reach their
goals, or the conditions the% need to help them learn.

)otice language
When a learner becomes aware of the language the spea!er or writer uses to express a particular
concept or meaning.

>articipation noun, participate verb

&o ta!e part in something, e.g. a lesson or classroom activit%.

>ersonalisation noun, personalise verb

When a teacher helps a learner to connect new words, topics, texts or grammar to their own life.

>ic& up
&o learn language without stud%ing it, just b% hearing and/or reading and then using it. Dee
ac;uisition.

>ro7icienc noun, pro7icient adjective

Bevel of abilit%3 to be ver% good at something because of training and practice, e.g. spea!ing Anglish .

%ilent period
&he time when learners who are beginning to learn a first Cor second# language prefer to listen Cor
read# before producing the language, e.g. babies have a silent period when the% listen to their parents
before starting to tr% to spea! themselves.

%lip
When a learner ma!es a language mista!e that the% are able to correct themselves. Dee error .

Target language
&he language a learner is learning, e.g. Anglish, or the specific language that a teacher wants to
focus on in a lesson, e.g. present perfect.

Target
Target language culture
&he traditions and culture of the countr% whose language is being studied.

or& language out

When learners tr% to understand how and wh% a particular piece of language is used.

#nmoti0ated see moti0ation.

@arieties o7 Englis
Anglish is spo!en as a first or second language in man% countries around the world, but the Anglish
spo!en ma% be slightl% or significantl% different in each countr% or in different parts of one countr%,
e.g. different vocabular% or grammar ma% be used. n example of this is the Anglish spo!en in the
D and that spo!en in the '.

@isual learner see learning stle .

TKT Module 1#nit 15 >resentation tecni;ues and introductor acti0ities
Exercise 1( sol0e te 7ollo<ing pule.

Across
". &o as! 7uestions or use other techni7ues to chec! that students have understood a new
structure or item of lexis Ctwo words#.
1. &o introduce new language, usuall% b% focusing on it formall%.
?. &o tell students what language means and how it is used.

!o<n
". &o put new language into a situation that shows what it means.
<. &o get students to repeat words or phrases.
=. &o use bod% movements to conve% meaning without using words.
>. &o as! speciall% designed 7uestions or give clues to get students to give information or an opinion.
Exercise 2. oo& at te introductor acti0ities. For eac acti0it sa

 <at tpe o7 introductor acti0it is itJ 9<armer( ice-"rea&er( lead-in:

lead-in:

 < <ould te acti0it "e used " te teacerJ

1. Dtudents stand in a circle. &he teacher throws a ball to a student who then introduces himself and
sa%s his favourite game or activit%. He then tosses the ball to another student who repeats the
procedure. Give each student a chance to introduce him/herself.

2. *ivide the class into two teams, choose a categor%, and as! each team to thin! of an object in that
categor%. &he teams as! each other %es/no 7uestions. Whichever team guesses the objects with
fewer 7uestions, wins.

3. Dtudents wor! in groups of three. &he% brainstorm and ma!e a list of the advantages and the
disadvantages of living in a big cit%.

4. &he first student sa%s something about himself, then changes that to ma!e a 7uestion for another
student. $or example, X(% favourite colour is blue. WhatJs %our favourite colourFX &his can be another 
circle activit%, and it wor!s with large groups of students, too.

5. &he teacher starts off b% sa%ing) Xesterda%  went to the par!.X &he first student
must include what the teacher said and then add something the% did, e.g. Xesterda%  went to the
par! and ate some pi00a.X &he second student must include what the teacher and the first student
said and then add something else, e.g. Xesterda% 
went to the par!, ate some pi00a and went for a swim in the sea.X

C. &he teacher as!s students to sa% what news stories the% have read about recentl%.
Deveral students contribute and the teacher encourages students to as! each other 7uestions about
the stories the% have read.
Exercise 3.8oose one o7 te tas& tpes 9A-K: 7or eac o7 te acti0ities "elo< 91-':

A GrammarItranslation method 6 Guided discover% 8 Bexical approach

! Presentation practice production CPPP# E &as!Ibased

&as!Ibased learning
le arning C&5B#

F &estIteachItest G &otal
&otal Ph%sical Eesponse C&PE#

1.  wa% of teaching new language

language in
in which the
the teacher
teacher presents
presents the language
language,, gets
students to practise it in exercises or other controlled practice activities and then as!s
students to use or produce the same language in a communicative and less controlled
wa%.

2.  wa% of teaching in which

which the teacher
teacher gives
gives students
students meaningful
meaningful tas!s
tas!s to do. fter
fter
this the teacher ma% as! students to thin! about the language the% have used when
doing the tas!s, but the main focus for students is on the tas! itself.

3.  wa% of teaching in which

which the teacher
teacher presents
presents language
language items
items as instructions
instructions and
the students have to do exactl% what the teacher tells them, e.g. =!en the window+
tand u!+ &his method is good for beginners when the% start to learn a new language,
as the% have a silent period and can ma!e fast progress.

4.  wa% of teaching in which

which a teacher
teacher provides
provides examples
examples of the target language
language and
and
then guides the students to wor! out the language rules for themselves.

5.  wa% of teaching in which

which the teacher
teacher as!s
as!s students
students to do a tas! to see how well
the% !now a certain piece of language. &he teacher then presents the new language to
the students, then in the final stage as!s the students to do another tas! using the new
language correctl%. &his wa% of approaching teaching target language can be helpful if
the teacher thin!s the students ma% alread% !now some of the target language.

C.  wa% of teaching in which

which students
students stud% grammar and
and translate
translate words
words into their
their
own language. &he% do not practise communication and there is little focus on
spea!ing.  teacher presents a grammar rule and vocabular% lists and then students
translate a written text from their own language into the second language.

'.  wa% of teaching language

language that focuses
focuses on
on lexical items or chun!s
chun!s such
such as words,
words,
multiI word units, collocations and fixed expressions rather than grammatical
 TKT Module 1 #nit 15 >resentation tecni;ues and introductor acti0ities TKT
 $ %ample Tas&
Tas&

$or 7uestions 1$C, match the teacher-s actions with the introductor% activities and presentation
techni7ues for different lessons listed A$G.

(ar! the correct letter C A$G# on %our answer sheet. &here is one extra option %ou do not need to use.
*ntroductor acti0ities and presentation tecni;ues

A as!ing concept 7uestions

6 eliciting language

8 doing a warmer 

! miming

E sett
settin
in the
the sce
scene
ne

F explaining

G drilling

Teacers
1 &he teacher as!s the students to loo! at pictures of Paris before the% listen to a
recording about tourist attractions there.

 2 &he teacher as!s the students to repeat sentences after her.

3 &he teacher chec!s whether the students understand when the new language is used.

 4 &he teacher does a short game with the students to give them energ%.

5 &he teacher as!s the students for examples of different !inds of fruit and writes them on
the board.

 C &he teacher does an action which shows the meaning of a new word.
 Ke to Exercise 1

"8 ) 8 E > T 8  E 8 K
<! 
1> + E % E ) T
* T
 E
 B
= T
* # >E
M A 
?E B >  A * )
* 8
 % *
 E T

Ke to Exercise 2

1. ceIbrea!er  students getting to !now each other 

2. Warmer  to increase energ% levels, to relax the class

3. BeadIin  to allow students to bring their own experience to a text/topic, to create interest in a
topic/text

4. ceIbrea!er  students getting to !now each other 

5. Warmer  to increase energ% levels, to relax the class

C. BeadIin  to allow students to bring their own experience to a text/topic, to create interest in a
topic/text.

Exercise 3

1. ! Presentation, practice, production CPPP#

2. E &as!Ibased
&as!Ibased learning
learn ing C&5B#

3. G &otal
&otal Ph%sical Eesponse C&PE#

4. 6 Guided discover%

5. F &estIteachItest

C. A GrammarItranslation method

'. 8 Bexical approach

Ke to %ample Tas&

1 A 2 G 3   4  5 5 C *
TKT Module 1 #nit 1C Tpes o7 acti0ities and tas&s 7or language and s&ills de0elopment

Exercise 1

hoose one of the tas! t%pes 9A$K: for each of the activities below 91$11:.

A guided writing 6 roleIpla% 8 problem solving ! surve%

E brainstorming F chant G jumbled text

text  warmer 

* ran! ordering/prioritising  visualisation K jigsaw listening

listening /reading
/reading

1. Dtudents find out information from others b% as!ing 7uestions or using 7uestionnaires in
order to practise spea!ing s!ills and/or specific language.
2. Dtudents repeat a phrase, sentence, rh%me, verse, poem or song, usuall% with others, in
a regular rh%thm.
3. n activit%
activit% that a teacher uses at the beginning
beginning of a lesson to give the
the class more
energ%.
4.  text is divided
divided into two or more
more different
different parts.
parts. Dtudents
Dtudents listen
listen to or read their
their part onl%,
onl%,
then share their information with other students so that in the end ever%one !nows all the
information.
5. Dtudents thin! of ideas Cusuall% 7uic!l%# about a topic Coften noting these down#. &his is
often done as preparation before writing or spea!ing.
C. n activit%
activit% where the teacher
teacher as!s students
students to close their e%es
e%es and create
create the pictures
in their minds of the stor% she is telling them.
'. Dtudents produce a text after a lot of preparation b% the teacher. &he teacher ma% give
the students a plan to follow, or ideas for the language to use.
D.  classroom
classroom activit% in which students
students are given
given parts to act out
out in a given
given situation.
situation.
&he% usuall% wor! in pairs or groups.
H. Dtudents are given a list of things to put in order of importance. t involves discussion,
agreeing/disagreeing and negotiating.
1I. Dtudents wor! in pairs or groups tal!ing together to find the solution to a problem.
11. Dtudents are given a text in which the paragraphs or sentences are not in the
correct order. &he students put the paragraphs or sentences into the correct order.
Exercise 2

Boo! at the activities again. s the activit% a comprehension tas! or a production tas!F f it-s a
comprehension tas!, which s!illF f it-s a production tas!, which s!illF

Exercise 3 matc te approac to te procedures gi0en

Frame<or&s 7or acti0ities and tas& Approaces

1. ctivit% with a tas!
tas! and discussio
discussion
n of the tas! Y activit%
activit% to
focus on language used in the tas!
2. Grammar rule Y students translate a text

3. &he teacher presents language items as instructions Y the

students do the actions Y the students give the instructions
4. Bead in Y preIteach !e% vocabular% Y gist tas! Y detailed
comprehension tas! Y follow up productive activit%
5. ctivit% with a tas!
tas! to see
see if students
students can use a particular
particular
structure Y the teacher presents the new language to the
students Y students do another tas! using new language
C. &he teacher presents the language in context Y controlled
practice activities Yless controlled Y freer practice
'. ctivit% with examples
examples of the
the target
target language
language provided
provided Y
activit% for students to wor! out language rules for themselves
Y activit% for students to practice the language
D. ctivit% for students
students to 2notice-
2notice- words or
or chun!s of language
language
Y
discussion of the meaning of the chun!s of language Y
activit% to practise the language

TKT Module 1 #nit 1C Tpes o7 acti0ities and tas&s 7or language and s&ills de0elopment $ TKT
%ample Tas&

$or 7uestions 1$', match the classroom activities with the t%pes of spea!ing practice listed
A( 6 or 8.

(ar! the correct letter C A( 6 or 8# on %our answer sheet. ou need to use some options more than
once
 Tpes
Tpes o7 spea&ing practice

A oral fluenc% practice

6 controlled oral practice

8 neither 

8lassroom acti0ities

 1  t the beginning

beginning of the lesson,
lesson, we
we got into groups and tal!ed
tal!ed about an interesting
interesting newspape
newspaperr
article we had read.

 2 &he teacher gave us word prompts such as 2cinema- and 2friends-, and we had to sa% them in
sentences using the past simple, e.g. 2We went to the cinema.- 2We visited some friends.-

 3 We listened to a recording of two people tal!ing about their hobbies, then did a gapIfill
comprehension tas!.

 4 &he teacher gave us roles such as 2film star- or 2sports star- and we had to role pla% a part% in
which we chatted to each other.

 5 We had a discussion about the advantages and disadvantages of the internet.

&he teacher read out some sentences, some of which were correct and some
 C incorrect. We had to shout out 2Eight- or 2Wrong-.

We had to as! our partner five 7uestions about abilities, using 2can-, e.g. 2an %ou
 ' swimF-
Ke to Exercises 1 and 2

Exerc
xerciise 1 Exer
Exerci
cise
se 2
spea!ing, controlled practice, less controlled practice and
1. * production free spea!ing.
2. $ production spea!ing, controlled practice
3. H production spea!ing, free practice
4. ' comprehension reading or listening
5. A production spea!ing, free practice
C. 9 comprehension listening
'.   production
production writing, controlled
controlled practice
practice or less
less controlled
controlled practice
practice
D. 5 production spea!ing, less controlled practice or free practice
H.  production spea!ing, free practice
1I.  production spea!ing, free practice
11. G comprehension reading

Frame<or&s 7or acti0ities and tas& Approaces

1. ctivit% with a tas!
tas! and discussio
discussion
n of the tas! Y activit%
activit% to &as!Ibased
&as!Ibased learning
focus on language used in the tas! C&5B#
2. Grammar rule Y students translate a text GrammarItranslation
method
3. &he teacher presents language items as instructions Y the &otal Ph%sical
students do the actions Y the students give the instructions EesponseC&PE#
4. Bead in Y preIteach !e% vocabular% Y gist tas! Y detailed D!illsIbased lessons
comprehension tas! Y follow up productive activit%
5. ctivit% with a tas!
tas! to see
see if students
students can use a particular
particular &estIteachItest
structure Y the teacher presents the new language to the
students Y students do another tas! using new language
C. &he teacher presents the language in context Y controlled Presentation, practice
practice activities Yless controlled Y freer practice and production CPPP#
'. ctivit% with examples
examples of the
the target
target language
language provided
provided Y Guided discover%
activit% for students to wor! out language rules for themselves
Y activit% for students to practice the language
D. ctivit% for students
students to 2notice-
2notice- words or
or chun!s of language
language Y Bexical approach
discussion of the meaning of the chun!s of language Y
activit% to practise the language
TKT tas&
1   2 5 3  4  
5   C  ' 5
TKT Module 1#nit 1' Assessment Tpes
Tpes and Tas&s
Tas&s

Exercise 1. !iscuss te teacers comments "elo< on assessment. !o ou agree or disagreeJ
=  notJ

".  thin! it-s important for students to assess themselves, so sometimes  record them when the% are
doing a spea!ing activit% and then get them to listen to themselves.

<.  don-t li!e giving m% students tests and exams.  thin! the% are demotivating, especiall% for %oung
learners.

1.  get students to mar! each others- written

written wor! and  tell them to just loo! at it and sa% what-s
wrong.  don-t as! them to chec! it against an% criteria.  don-t thin! the% can loo! for particular
mista!es li!e spelling mista!es or grammar mista!es.

=. When students are doing a spea!ing activit%,  observe them, but  don-t ma!e an% notes and 
don-t give mar!s. Dometimes  tal! to students about their strengths and wea!nesses in tutorials
though.

>. (% students choose pieces of their best wor! during the course and !eep them in a file, which can
be loo!ed at during the course.  !now some teachers use this as the wa% the% assess students at the
end of the course, but -m not sure how that wor!s.
Exercise 2. 8oose te correct term 7rom te "ox "elo< 7or te tpes o7 test descri"ed.

A. >lac
>lacemen
ementt test
test 6. !iag
!iagnos
nostic
tic test
test

8. >rog
>rogres
ress
s test
test !. >ro7
>ro7ic
icie
ienc
nc test
test E. Acie0
cie0em
emen
entt test
test

1. &his t%pe of test is used during a course in order to assess the learning up to
a particular point in the course.

2. &his t%pe of test is used to see how well students have learned the language
and s!ills taught in class. &hese tests are often at the end of term or end of the
%ear and test the main points of what has been taught in that time.

3. &his t%pe of test is often used at the beginning of a course in a language

school in order to identif% a student-s level of language and find the best class

4. &his t%pe of test is used to identif% problems that students have with
language or s!ills. &he teacher tries to find out what language problems
students have. t helps the teacher to plan what to teach in future.

5. &his t%pe of test is used to see how good students are at using the language.
&he contents of this t%pe of test are not chosen according to what has been
taught, but according to what is needed for a particular purpose.
TKT Module 1 #nit 1'(
1' ( Assessment Tpes
Tpes and Tas&s $ exercise 3

Exercise 4 
ic o7
te
acti0ities
and tas&s
are
su"ecti0e
tests and
<ic are
o"ecti0e
testsJ
TKT Module 1 #nit 1' Assessment Tpes
Tpes and Tas&s - %ample Tas&
Tas&

$or Kuestions ">, match the descriptions of different tests with the t%pes of test listed A$F.

(ar! the correct letter C A$F# on %our answer sheet. ou need to use some options more than once
 Tpes
 Tpes o7 test
tes t

A progress

6 achievement

8 subjective

! proficienc%

E dia nostic
stic

F placement

!escriptions

1 &hese tests are designed to test language taught on the whole course.

2 &hese tests are designed to help teachers to plan course content.

3 &he purpose of these tests is to test language taught on part of the course.

4 &hese tests help teachers to put students in classes at the appropriate level.

5 &he mar!ing of these tests depends on decisions made b% individual examiners.

TKT Module 1 #nit 1' Assessment Tpes and Tas&s $ Ans<er Kes

Ke to exercise 1

1. Delf assessment
2. $ormal assessment3 summative assessment
3. Peer assessment.
4. nformal assessment3 formative assessment3 continuous assessment.
5. Portfolio assessment3 informal assessment Ccould be formal if submitted at the end of a course
for evaluation#3 continuous assessment.

Ke to exercise 2

"  < A 1  = 5 > *

Ke to exercise 3

1. lo0e test/gap fill Cin a clo0e test the gaps are regular e.g. ever% seventh word, a gap fill is not
regular but selected b% the teacher or assessor#
2. omprehension tas!  open comprehension 7uestions Cstudents answer in their own words#
3. (atching tas!
4. (ultipleIchoice tas!
5. Dentence completion tas!
C. Dentence transformation tas!
'. Dentence ordering tas!/9umbled sentence tas!
D. :dd one out tas!
H. Assa%/letter writing tas!
1I. Dpea!ing tas!

Ke to exercise 4

". Dubjective Cman% possible answers#

<. :bjective
1. :bjective
=. :bjective
>. :bjective
?. :bjective
@. :bjective
4. :bjective
6. Dubjective
"8. Dubjective

Ke to %ample Tas&

" 5 < A 1  = $ > 

#)*@E+%*T/ F 8 AM6+*!GE E% EBAM*)AT*)%
EBAM*)AT*)%

Englis 7or %pea&ers o7 ter anguages

TEA8*)G K)E!GE TE%T

Module 1

II1

%ample Test

1 our 2I minutes

T*ME 1 our 2I minutes

*)%T+#8T*)% T 8A)!*!ATE%

!o not open tis "oo&let until ou are told to do so

rite our name( 8entre num"er and candidate num"er on te ans<er seet i7 te are not
alread printed.

Tere are eigt ;uestions in tis paper.

Ans<er all ;uestions.

Mar& our ans<ers on te separate ans<er seet. /ou <ill a0e no extra time 7or tis( so ou
must 7inis in one our and t<ent minutes.

At te end o7 te test( and in "ot te ;uestion paper and te ans<er seet.

*)F+MAT*) F+ 8A)!*!ATE%

Eac ;uestion in tis paper carries one mar&.

$or 7uestions 1-5, match the language sample with the grammatical terms listed A-F. (ar! the
correct letter C A-F# on %our answer sheet.

&here is one extra option which %ou do not need to use.

Example language Grammatical items

1. 5rea! in G. &ag Kuestio

Kuestions ns
2. (% brother is a pilot, is heF H. Phra
Phrasa
sall verb
verb
3. f itJs sunn%, weJll go to the par! . Passive
ive vovoice
4. &he exam should have been given to ever%one. 9. *ete
*eterm
rmin iner
ers
s
5. &his, that, these, those '. Acho
Acho Kue
Kuest stio
ions
ns
B. ond
ondititio
iona
nall
$or 7uestions C-12, choose the correct option C A( 6 or 8# to complete each definition of grammatical
items. (ar! the correct letter on %our answer sheet.
?. n inte
interj
rjec
ecti
tion
on is
a. an exclamation which shows thoughts or feelings
b. a meaningless string of sounds
c. the same as an adjective
@.  verb
verb that has
has a subjec
subjectt but no
no object
object is.
is.

a. &rans
ansitiv
itivee
b. ntr
ntran
ansi
siti
tiv
ve
c. Passive

D. &he subject that does and receives the action is.

a. Eefl
eflexiv
exive
e
b. Poss
ossessiv
ssive
e
c. Eelative

6.  group of
of words that
that include
include a subject
subject and a finite verb is.

a.  clause
b.  stat
statem
emen
entt
c. n idiom

"8. word that describes or gives more information about a noun or pronoun is.

a. n adjec
djectitiv
ve
b. n ad
adverb
c. n ar
article

11.
11. The
The wor
words
ds some
someon
one
e use
uses
s whe
when
n the
they
y ar
are tel
telli
ling
ng some
someon
one
e wha
whatt som
someb
ebod
ody
y
else said or asked are!

a. &he
&he pas
pastt ten
tense
se
b. Past
Past con
condi
diti
tion
onal
al
c. ndi
ndire
rect
ct spe
speecech
h

"<. verb that does not ta!e an auxiliar% to negate or as! 7uestions is called.

a. ctive
b. (odal
c. ntr
ntran
ansi
siti
tive
ve
$or 7uestions 13-1C, choose the correct WordCs# to complete each definition of lexical terms, mar!
the correct letter C A( 6 or 8# on %our answer sheet.

"1.RRR. re an% pair or group of words commonl% found together or near one another.

 . phrasal verbs

5. coll
colloc
ocat
atio
ions
ns,,
. chun!s

"=. word with the same spelling and pronunciation as another word, but which has a different
meaning,

 . Homon%m
Homon%m
5. nton%
on%m
. homo
homoph
phon
one
e

">. group of words or phrases that are about the same content topic or subject,

 . Bexical set

5. D%n
D%non%
on%m
. Word
Word fami
famil%
l%

"?.  meaningful group of letters added to the end of a root or base

base word to ma!e a new word
word
which can be a different part of speech from the original word,

 . Prefix
5. Partic
ticle
. Duffix
$or 7uestions 1'-21( match the example sentences with the functions listed A-F. (ar! the correct
letter C A-F# on %our answer sheet.

&here is one extra option which %ou do not need to use.

"@.-d
"@. -d rather have coffee
coffee than tea  . Duggesting
Duggesting
"4. ou
ou should be here later  5. Axpre
Axpressi
ssing
ng probabi
probabilit
lit%
%
"6.What
"6. What time does the bus arriveF . nst
nstru
ruct
ctin
ing
g
<8.
<8.  am sorr%,  am bus% *. *ecl
*eclin
inin
ing
g
<".Please
<". Please turn
turn to page "8 A. An7u
An7uiririn
ing
g
$. Axpre
Axpressi
ssing
ng prefer
preferen
ences
ces

$or 7uestions 22-25 choose the correct WordCs# to complete each definition of phonolog%, mar! the
correct letter C A( 6 or 8# on %our answer sheet.

<<.&wo words which are different from each other b% onl% one meaningful sound are.

 . (inimal pairs

pairs
5. Homo
Homophphon
ones
es
. ons
onson
onan
ants
ts

<1.n the sentence Dhe gave the ring to 9ohnQ it can be implied that.

 . Dhe onl%

onl% gave the
the ring to 9ohn
5. 9ohn was the
the person
person she gave
gave the
the ring to.
. Dhe could
could have
have given the ring to somebod%
somebod% else.
else.

<=.&he wa% the level of a spea!er-s voice changes, to show meaning such as how the% feel
about something is.

 . Bin!ing
5. Dtress
. nto
ntona
nati
tion
on
 <>.Words that sound similar because the% have the same ending.

 . Eh%me
5. Eh%thm
. ont
ontra
ract
ctio
ion
n

$or 7uestions 1C-3I( match the minimal pairs with the phonemic s%mbols listed A-F. (ar! the correct
letter C A-F# on %our answer sheet.

&here is one extra option which %ou do not need to use.

<?. darling/dialling  .

<@. cart/cut 5.
<4. tile/toil .
<6.pu
<6.pullll/b
/bu
ull *.
18. worse/worth A.
$.
$or 7uestions 31-35( match what the writer does with the writing subs!ills listed A-G. (ar! the correct
letter C A-F# on %our answer sheet.

&here is one extra option which %ou do not need to use

A. Edit
6. >roo7-
>roo7-reread
adin
ingg
8. >lan
>lanni
ning
ng
!. !ra7
!ra7ti
ting
ng
E. 6rai
6rains
nsto
torm
rmin
ing
g
F. Extr
Extrac
acti
ting
ng

B1.
B1.  chan
change
ge or corr
correc
ectt the
the wor
words
ds or
or cont
conten
entt of some
some part
parts
s of
of my
my te+
te+tt to mak
make it
it
clearer or easier to understand.

1<.5efore
1<. 5efore finishing,
finishing,  give m%
m % wor! a final chec! for accurac%

11. organi0e m% main ideas into different paragraphs in note form.

1=.
1=.  start writing, developing m% main ideas.

1>.5efore  start,  tr% to imagine ever%thing  can about the topic and start writing as man% ideas
as  can without an specific order.
$or 7uestions 3C-42 loo! at the following terms for language s!ills and three possible descriptors of
terms.
hoose the correct letter C A( 6 or 8# on %our answer sheet.

1?.Axtensiv
1?. Axtensive
e reading is

 . reading long pieces

pieces of text,
text, such as stories
stories or newspapers.
newspapers.
5. Part of a text which is
is removed
removed from an original
original text.
text.
. written language
language in texts
texts or groups of sentences.
sentences.

1@.ccurac% is

 . &he use of correct

correct forms of grammar,
grammar, vocabular%
vocabular%,, spelling
spelling and pronunciation.
pronunciation.
5. When ideas
ideas in a spo!en
spo!en or written text
text fit together
together clearl%
clearl% and smoothl%,
smoothl%,
. nderstanding
nderstanding a spo!en
spo!en or written
written text.

14.:ral fluenc% is.

 . &he use of connected

connected speech
speech at a natural speed with
with little hesitatio
hesitation,
n, repetition
repetition or selfI
selfI
correction.
5. &he use
use of connected
connected speech without ma!ing mista!es.
. &he use of intonation
intonation to express
express feelings.
feelings.

16.Bisten/re
16. Bisten/read
ad for mood is

A. &o read or listen to a text in order to identif% the feelings of the writer or spea!er.
6. &o listen to or read a text in order to understand most of what it sa%s or particular details.
8. &o understand the general meaning of a text, without pa%ing attention to specific details.

=8.ntensiv
=8. ntensive
e listening
listening or
or reading
reading is

 . &o focus

focus on how language
language is used
used in a text
5. &o liste
listen
n or read in
in a intensive
intensive wa%
wa%
. &o listen
listen or read
read with
with an intense
intense interaction
interaction
$or 7uestions 41-4C( match the student-s comments with the learning characteristics listed A-G. (ar!
the correct letter C A-F# on %our answer sheet.

&here is one extra option which %ou do not need to use

A. Ac;ui
c;uisi
siti
tion
on
6. Focu
Focus s on
on 7orm
7orm
8. *gno
*gnore
re error
errorss
!. *nte
*nter7e
r7eren
rencece
E. *nte
*nterl
rlang
anguauage
ge
F. ear
earne
nerr auton
autonomom

G. angua
anguage ge A<aren
A<areness
ess

%tudents 8omments

=". feel 7uite confident because  am ma!ing less mista!es that those  used to ma!e when 
was starting to stud% Anglish
=<.:ne of m% most difficult problems when spea!ing Anglish is that  ma!e a lot of mista!es
because  unconsciousl% use grammatical items and vocabular% from m% first language.
=1.&he teacher reall% li!es pa%ing attention to rules and how language is used rather than
letting us sa% what we want even though it is incorrect.
==.t is strange for me that the teacher just lets me tal! and doesnZt reall% stop me when 
ma!e mista!es, even if  can notice them.
=>. am learning Anglish in a ver% particular wa%, the teacher just uses it in real life situations
avoiding grammar revision,  feel li!e a child learning in this wa%.
$or 7uestions 4C-53( match the teaching methods description with the names listed A-G. mar! the
correct letter C A-*# on %our answer sheet.

&here is one extra option which %ou do not need to use

A. Acti0i
Acti0it
t "ased
"ased learn
learning
ing
6. 8ommun
8ommunica icati0
ti0e
e approac
approac 
8. ol
olisti
istic
c
!. Functio
Functional
nal approac
approac 
E. Total
otal >si
>sical
cal +esp
+espons
onsee
F. Gram
Grammamar-t
r-tra
rans
nslalati
tion
on
metod
G. exica
exicall Approa
Approac
c
. >resen
>resentati
tation
on practi
practice
ce and
and
production >>>
*. Tas& "as
"ased
ed lea
learn
rnin
ing
g T6
T6

Teacing
Teacing Metods

=?. wa% of teaching in which the teacher gives learners meaningful tas!s to do, but the main
focus for learners is on the tas! itself.
=@. &eachers tr% to focus on meaningful communication, rather than focusing on accurac% and
correcting mista!es
=4.n approach to language teaching in which the teacher uses techni7ues and activities
ta!en from different methods together in one lesson.
=6. wa% of teaching new language in which the teacher presents the language, gets learners
to practice it in exercises or other controlled practice activities and then as!s learners to
use or produce the same language in a communicative and less controlled wa%
>8. wa% of teaching language that focuses on lexical items or chun!s such as words.
>". wa% of teaching in which learners stud% grammar and translate words and texts into their
own language or the target language.
><. wa% of teaching which uses a s%llabus based on functions
>1. wa% of learning b% doing activities. &he rules of language used in the activit% are loo!ed
at either after the activit% or not at all
$or 7uestions 54-5H( match the teachersZ comments on the strategies described with the names
listed A-G. (ar! the correct letter C A-G# on %our answer sheet.

&here is one extra option which %ou do not need to use

A. Elic
Elicit
itin
ing
g
6. %u"stit
%u"stituti
ution
on !rill
!rill
8. Trans
rans7o
7orm
rmati
ation
on

!rill
!. +estri
+estricted
cted practi
practice
ce
E. Free
Freerr pract
practic
ice
e
F. +ole-pl
-pla
G. %ur0e
r0e

Teacers
Teacers comments

>=. li!e as!ing targeted 7uestions ahead of time to see whether m% learners !now what  am
going to teach them.

>>. li!e giving m% learners a base sentence and then providing them with different words for
them to change in that sentence.
>?. thin! that less freer practice is ver% important because  can wor! on accurac%.
>@. thin! that ever% time  do fluenc% based activities m% learners feel more confident to spea!.
>4. li!e having m% learners to put what the% have learnt in context through real life exercises.
>6.n m% opinion using internet for m% students to find information and then wor!ing based on it in
class is ver% motivating and encourages interaction.
$or 7uestions CI-C'( match the practice activities and tas!s listed A-*. with the course boo!
instructions, mar! the correct letter C A-*# on %our answer sheet.

&here is one extra option which %ou do not need to use

A. 6rai
6rains
nsto
torm
rmining
g
6. %enten
%entence ce trans7
trans7orm
ormati
ation
on
8. um"
um"le led
d parag
paragrarap
pss
!. a"e
a"eliling
ng
E. Gap
Gap 7ill
7illin
ing
g
F. Matci
cing
G. dd-
dd-onone-o
e-out
ut
. +ead
+eadiningg 7or
7or gist
gist
*. ist
isten
eniing 7or
7or moo
mood d

>ractice acti0ities and tas&s

?8.Bisten to the following conversation and describe how the woman feels.
?".Eead the paragraph and select the best heading for it.
?<.Boo! at the list of words and underline the one which does not belong to the topic
?1.hoose the correct verb in column  and the appropriate preposition in column 5
?=.Boo!
?=. Boo! at the pictures and put the correct
correct names on them.
?>.Bisten
?>. Bisten and fill in the correct word.
word.
??.Eead the text and put all the paragraphs in the appropriate order.
[email protected]! at each sentence and use the words provided to reIwrite them.

$or 7uestions CD-'3( match the aids and resources listed A-*. With the uses described, mar! the
correct letter C A-*# on %our answer sheet.

&here is one extra option which %ou do not need to use

A. >
6. +ealia
8. >uppets
!. 8omp
8ompu uter 
ter 
E. !ict
!ictio
iona
nar
r
F. 6oard
G. %&ills
%&ills practi
practice
ce "oo&
"oo&
. Grad
Graded
ed reade
reader 
r 
*. T

Aids and +esources

?4.&his can be used b% the teacher or learners to show what one or two people are tal!ing about
b% moving it and ma!ing it loo! real.
?6.&his can be used for a range of purposes b% the teacher to show real meaning of concepts.
@8.&his can be used to displa% greater pictures on the wall or to wor! on groupIreading.
@".&his is an excellent tool for students to research information when wor!ing on a project3 it
enables them to share what the% find with other people.
@<.&his is a tool help learners enhance autonom%.
@1.&his is a tool used b% the teacher to displa% grammatical structures, vocabular% items, etc.
@=.&his is a resource that enables the learner to extend his/her !nowledge about a language
area.
@>.&his is an excellent tool to encourage extensive reading.
$or 7uestions '5-DI( match the assessment t%pes A-F With the definitions described b% a teacher,
mar! the correct letter C A-*# on %our answer sheet.

&here is one extra option which %ou do not need to use

A. Form
Formalal assess
assessmement
nt
6. *n7orm
*n7ormal
al assess
assessmen
mentt
8. %el7
%el7 asse
assessssme
ment
nt
!. Assess
Assessmenmentt criteri
criteria
a
E. "e
"ecti
cti0e
0e test
test
F. %u"
%u"ec
ecti
ti0
0e test
test

Teacer
Teacer comments

@?.  li!e giving m% learners tests that ma!e them reflect on their own progresses.
@@. li!e using software to evaluate what m% learners learn in a neutral wa%, without interference

from what  thin! about them.

@4. want m% learners to ta!e a test based on a third examinerZs opinion.
@6.&he topics for next exam are the following3 simple present, simple past and pluralsQ.
48.Put %our name on the answer sheet and write all answers on it.
&'& (:*BA " 'A
"H =" A
<' =< *
1B =1 5
= == 
>9 => 
? =? 
@5 =@ 5
4 =4 
6 =6 H
"8  >8 G
""  >" $
"< 5 >< *
"1 5 >1 
"=  >= 
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"?  >? *
"@ $ >@ A
"4  >4 $
"6 A >6 G
<8 * ?8 
<"  ?"H
<<  ?< G
<1 5 ?1 $
<=  ?= *
<>  ?> A
<? A ?? 
<@  ?@ 5
<4 5 ?4 
<6 * ?6 5
18  @8 
1"  @" *
1< 5 @< A
11  @1 $
1= * @= G
1> A @> H
1?  @? 
1@  @@ A
14  @4 $
16  @6 *
=8  48 