4930d teaching knowledge test

  Experts in Language Assessment Teaching Knowledge Test

  Handbook for teachers This handbook is intended for course providers who are, or intend to become, involved in preparing candidates for the Teaching Knowledge Test (TKT). For further information on any of the Cambridge ESOL examinations and teaching awards, please contact: Cambridge ESOL Information, 1 Hills Road, Cambridge, CB1 2EU, United Kingdom Tel: +44 1223 553355, Fax: +44 1223 460278, email: ESOL@ucles.org.uk, www.CambridgeESOL.org

Contents Preface

  27 Sample test

  3

  2

  1

  34 Grading and results

  34 TKT test administration

  Managing the teaching and learning process

  2 Introduction

  4 An overview of TKT

  Lesson planning and use of resources for language teaching TKT can be taken at any stage in a teacher’s career. It is suitable for pre-service or practising teachers and forms part of a framework of teaching awards offered by Cambridge ESOL. This includes CELTA (Certificate in English Language Teaching to Adults); CELTYL (Certificate in English Language Teaching to Young Learners); ICELT (In-service Certificate in English Language Teaching); and DELTA (Diploma in English Language Teaching to Adults). These are based on the following content areas: subject knowledge, pedagogical knowledge, pedagogical content knowledge and knowledge of context. TKT covers the first three of these areas of knowledge, but unlike the other teaching awards, TKT does not assess knowledge of teaching context. This area is most appropriately assessed through teaching practice, which does not form part of the assessment of TKT.

  18 Sample test

  16 Module 2: General description and syllabus

  Language and background to language learning and teaching

  8 Sample test

  5 Module 1: General description and syllabus

  4 Content of TKT

  25 Module 3: General description and syllabus

  Other teaching qualifications offered by Cambridge ESOL include two specifically designed for the further education and skills sector within the UK. A summary of the entry requirements and content of Cambridge ESOL’s Teaching Awards can be found on the following page.

  Introduction ■ Introduction to Cambridge ESOL

  The Teaching Knowledge Test (TKT) is designed and produced by University of Cambridge ESOL Examinations (Cambridge ESOL), a department of the University of Cambridge and part of the University of Cambridge Local Examinations Syndicate, which has provided examinations in English for speakers of other languages since 1913. Cambridge ESOL offers an extensive range of examinations, certificates and diplomas for learners and teachers of English, taken by over 1.5 million people a year, in more than 130 countries.

  ■ Introduction to TKT – a test of professional knowledge for English language teachers

  TKT tests knowledge about the teaching of English to speakers of other languages. This knowledge includes concepts related to language, language use and the background to and practice of language teaching and learning and is assessed by means of objective format tests, which are simple to administer and to take.

  TKT is designed to offer maximum flexibility and accessibility for candidates and therefore does not include a compulsory course component or compulsory teaching practice. However, it is likely that centres and other institutions will wish to offer courses for TKT preparation and these may also include some teaching practice, if desired. It should be noted that TKT tests teaching knowledge rather than teaching ability. TKT offers candidates a step in their professional development as teachers and enables them to move onto higher-level teaching qualifications and access professional support materials, such as journals about English language teaching (ELT). TKT candidates are encouraged to keep a portfolio, a record of their professional development and reflections on their teaching. Through their portfolio candidates should become reflective practitioners, analysing their teaching and how this impacts on their students’ learning. However, the portfolio

  Cambridge ESOL Teaching Awards

ICELT DELTA

  Selection procedure None Interview and task Interview and task Interview and task, Interview and task where appropriate Teaching experience None None None Must be teaching 2 years' (1200 hours) required relevant teaching experience

  Previous None Normally qualifications Normally qualifications Local requirements for Normally a university qualifications/ which allow access to which allow access to teacher training apply degree and an initial training required higher education higher education ELT qualification, such as CELTA

  Language level Minimum PET/Council Near first language Near first language Minimum FCE/Council Near first language of Europe B1 speaker speaker of Europe B2 speaker Teaching age group Primary, secondary or Adults (16+) Primary or secondary Primary, secondary or Adults (16+) adults adults

  Can be taken pre-service

  ✓ ✓ ✓ ✘ ✘

  Must be taken in-service

  ✘ ✘ ✘ ✓ ✓

  Obligatory course

  ✘ ✓ ✓ ✓ ✓

  Assessed teaching practice

  ✘ ✓ ✓ ✓ ✓

  Continuous assessment

  ✘ ✓ ✓ ✓ ✓

  Coursework

  ✘ ✓ ✓ ✓ ✓

  Portfolio

  ✓ ✓ ✓ ✓ ✓

  Written test/ examination

• to test candidates’ knowledge of concepts related to language, language use and the background to and practice of language teaching and learning
• to provide an easily accessible test about teaching

  A range of approaches to teaching and learning may be covered in the examination material. Approaches which might bias against candidates from particular backgrounds or teaching contexts are avoided. Knowledge of communicative and other approaches to teaching is expected, as is familiarity with ELT terminology.

  3 Managing the

  80 objective questions

  and use of resources for language teaching 1 hour 20 minutes Two parts with

  2 Lesson planning

  80 objective format questions

  background to language learning and teaching 1 hour 20 minutes Three parts with

  1 Language and

  Module Title Timing Test format

  Extracts, original or adapted, from the following sources may

  ■ Sources and text types used in TKT

  ■ TKT overview ■ Approaches to teaching and learning

  TKT consists of three modules. For each module, candidates are required to answer 80 questions by selecting a letter for the correct answer. As TKT tests candidates’ knowledge of teaching rather than their proficiency in the English language or their performance in classroom situations, candidates are not required to listen, speak or produce extended writing when taking TKT.

  Content of TKT ■ TKT content outline

• to encourage teachers in their professional development by providing a step in a developmental framework of awards for teachers of English

  TKT candidates are expected to be familiar with language relating to the practice of ELT. A non-exhaustive list of

  To access TKT, teachers need a level of English of at least Level B1 of the Council of Europe’s Common European Framework of Reference for Languages. This level is specified in the Council of Europe’s Threshold document (Threshold 1990, J A van Ek & J L M Trim; CUP August 1998). However, candidates are not required to have taken any English language examinations.

  Candidates taking TKT will normally have some experience of teaching English to speakers of other languages. TKT may also be taken by:

  TKT is suitable for teachers of English in primary, secondary or adult teaching contexts and is intended for an international audience of non-first language or first language teachers of English.

  ■ TKT candidature

  English to speakers of other languages, which is prepared and delivered to international standards, and could be used by candidates to access further training, and enhance career opportunities

  An overview of TKT ■ The aims of TKT

  teaching and learning process 1 hour 20 minutes Two parts with 80 objective questions

• pre-service teachers
• teachers who wish to refresh their teaching knowledge
• teachers who are moving to teaching English after teaching another subject.

Part Title Areas of teaching knowledge Task types and format

  1 Describing

  language and language skills Concepts and terminology for describing language: grammar, lexis, phonology and functions Concepts and terminology for describing language skills and subskills, e.g. reading for gist, scanning

  7–8 tasks consisting of approximately 40 questions Tasks include one-to-one matching; 3/4/5-option matching; 3-option multiple choice and odd one out.

• motivation
• exposure to language and focus on form

  2 Background to

  language learning Factors in the language learning process, e.g.

  2–3 tasks consisting of approximately 15 questions Tasks include one-to-one matching; 3/4/5-option

  1 MODULE Language and background to language learning and teaching

GENERAL DESCRIPTION Module format Module 1 consists of three parts

  Timing 1 hour 20 minutes No. of questions

  80 Task types Objective tasks, such as one-to-one matching; 3/4/5-option matching; 3-option multiple choice and odd one out. Answer format For all parts of this module, candidates indicate their answers by shading the correct lozenges on their answer sheets.

  Candidates should use a pencil and mark their answers firmly. Candidates should use an eraser to rub out any answer they wish to change.

  Marks Each question carries one mark.

  ■ Syllabus

  This module tests candidates’ knowledge of terms and concepts common in English language teaching. It also focuses on the factors underpinning the learning of English and knowledge of the range and functions of the pedagogic choices the teacher has at his/her disposal to cater for these learning factors.

  ■

Part 1 This part of Module 1 tests candidates’ knowledge of the terms and concepts common in English 1 language teaching that are used to describe language and its use, and language skills. Candidates need to demonstrate an understanding of concepts and terminology related to: Syllabus area Possible testing focus

  grammar • parts of speech

• the forms and use of grammatical structures lexis • types of meaning
• word formation, e.g. prefixes, suffixes, compounds
• word groupings, e.g. synonyms, antonyms, lexical sets, homophones, collocation
• register phonology • symbols from the International Phonetic Alphabet (IPA)
• phonemes, word stress, sentence stress, intonation and connected speech functions • context
• levels of formality
• appropriacy
• a range of functions and their typical exponents language skills • reading, listening, speaking, writing and their subskills
• features of spoken and written texts, e.g. layout, organisation, accuracy, fluency, authenticity

  ■

  Part 2 This part of Module 1 tests candidates’ knowledge of factors underpinning the learning of English

  by speakers of other languages. It focuses on those learner characteristics which distinguish one learner or group of learners from another in terms of their learning and those which affect both what and how a teacher chooses to teach a class or an individual learner. It also tests candidates' knowledge of aspects of the language learning process and their impact on teaching.

  Candidates need to demonstrate an understanding of concepts and terminology related to the following and their implications for the L2 classroom:

Syllabus area Possible testing focus

  motivation • influences on motivation

• the importance of motivation
• measures that can increase motivation exposure to language and focus • acquisition on form • silent period

  ■

  Part 3 This part of Module 1 tests candidates’ knowledge of the pedagogic choices the teacher has

  at his/her disposal to cater for learner characteristics, learning processes and the differences

  1

  between L1 and L2 learning. This part also tests knowledge of concepts and terms related to teaching and learning procedures and activities, including assessment. Candidates need to demonstrate an understanding of methods, tasks, activities and terminology related to:

Syllabus area Possible testing focus

  presentation techniques and • introductory activities such as warmers, lead-ins introductory activities • common ways of presenting language types of activities and tasks for • the design and purpose of a range of common comprehension and production tasks and activities language and skills development • teaching terms, e.g. prompting, eliciting, drilling

• frameworks for activities and tasks
• – Presentation, Practice and Production (PPP)
• – Task-based Learning (TBL)
• – Total Physical Response (TPR)
• – The Lexical Approach – Grammar-Translation
• – test-teach-test
• – guided discovery assessment types and tasks • purposes for assessment, e.g. diagnostic, placement, achievement, formative, progress, proficiency
>methods of assessment, e.g. self, peer, portfolio, informal and formal
• the design and purpose of a range of assessment tasks and activities

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  T e a c

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  hing Kn

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  dule 1: s ample t

  Sample T MODULE & ;84 5<,8

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  13 est

  Sample T MODULE

  14

  T e a

  est

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  1

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  ample t

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  Sample T MODULE & ;84 5<,8

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  15 est

  Lesson planning and use of resources for language teaching

  Timing 1 hour 20 minutes No. of questions

  80 Task types Objective tasks, such as one-to-one matching; 3/4/5-option matching; sequencing; 3-option multiple choice and odd one out. Answer format For all parts of this module, candidates indicate their answers by shading the correct lozenges on their answer sheets.

  Candidates should use a pencil and mark their answers firmly. Candidates should use an eraser to rub out any answer they wish to change.

  Marks Each question carries one mark.

  ■ SYLLABUS

  This module focuses on what teachers consider and do while planning their teaching of a lesson or series of lessons. Teaching in this context is intended also to refer to assessment. It focuses too on the linguistic and methodological reference resources that are available to guide teachers in their lesson planning as well as on the range and function of materials and teaching aids that teachers could consider making use of in their lessons. Knowledge of any particular book is not required.

  Part Title Areas of teaching knowledge Task types and format

• identifying and selecting aims appropriate to learners, the the stage of learning and lesson types
• identifying the different components of a lesson plan
• planning an individual lesson (or a sequence of lessons) by choosing and sequencing activities appropriate to

  1 Planning and

  preparing a lesson or sequence of lessons

  Lesson planning

  5-6 tasks consisting of approximately 40 questions Tasks include one-to-one matching; 3/4/5-option matching; 3-option multiple choice; odd one out and sequencing.

  2 MODULE

GENERAL DESCRIPTION Module format Module 2 consists of two parts

  ■

  Part 1 This part of Module 2 tests candidates’ knowledge of the relationship between activities and

  aims. It also tests knowledge of ways of sequencing activities within and across lessons in a

  2

  manner appropriate to particular groups of learners, and of selecting appropriate assessment activities to build into (a series of) lessons. Candidates need to demonstrate an understanding of concepts and terminology related to:

  Syllabus area Possible testing focus

  identifying and selecting lesson aims • main, subsidiary and personal aims

• specification of aims
• factors influencing the choice of aims identifying the different components • the standard components of a lesson plan: aims, procedures, stages, timing, aids, anticipated problems, of a lesson plan assumptions, interaction patterns, timetable fit planning an individual lesson or • common sequences, e.g. structures, skills, topic, project sequence of lessons choosing assessment activities • informal or formal assessment and related tasks and activities

  ■

  Part 2 This part of Module 2 tests candidates’ knowledge of how to make use of resources, materials and aids in their lesson planning. Candidates need to demonstrate an understanding of concepts and terminology related to the

  following and their implications for the L2 classroom:

Syllabus area Possible testing focus

  using reference resources for lesson • the range of resources available and teachers’ reasons for consulting them preparation the selection and use of coursebook • criteria for selection materials • ways of adapting materials the selection and use of • types of supplementary materials and activities supplementary materials and

• reasons for use activities
• how to select and adapt the selection and use of teaching • types of aids and their teaching functions aids

  Sample T MODULE

  18

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