The TKT Course Paperback PDF
Preview The TKT Course Paperback
TKT Contents Module arta art area Module 2 Pare Inxroduction Language and background to language learning and teaching Describing language and language skills Phonology Functions Reading Weiing Histening Units Speaking Background to language learning Monivation Frpsiente anid fase fern “heroleof error Dilerences neneen 12 and 2 learn eavner characterises Leanignaiseat Background to language teaching OMC15.Fresemtationtehnlgues and imraduct [ULICL6 Praciceacties an asks for language ane srills development UUaic 17 Assessment typesad tasks ‘TicT Module I Practice test, Lesson planning and use of resources for language teaching. Planning and preparing a lesson or sequence of lessons ‘UsitL8 Mlemtying and seleting aims Unie 19. Mendy ihe diferent eumponents ot. ‘essan plan ref lessons Pant2 Module3 Para rare2 Selection and use of resources and materials ‘Unit22. CousiLting velerence resources taepin lesion prepatation Unit23_ Selection and use of coursebook materials ‘Unil24. Selection and use ofsuoplementary msterals and actices Unit 25. Selection and ase of aids ‘Tict Module 2 Practice test ‘Managing the teaching and learning process ‘Teachers’ and leamers' language in the classroom ‘Unig26 Cin logge anpaicy ora range of easseo0n fa Unit 27 ueniying the furctoss learners langage Unie 28 Caregosng lesene:s” mistakes Classroom management ‘Unit29 Teacher mies Unie 30. Grouping inden Unit 31 Correcting lamers Unit 32. Giving feedback ‘TRI Module 3 Practice test, Sanaple TET answer sees eam ups for TT Anstver key for Ell ‘Answer key for IKE pe Ansizer key or TKT “Alphabetical is: often Unit by unt ist of ens Phoreiaicsymbols Ackuwulesgeset's sie sie Introduction What is the Teaching Knowlecge Test (TKT)? ‘the Teaching Knowledge Test (L<1) a west developed by Canieidye ESOL far teachers ot English to speekers of other languages. TST sexs candidctey’ knomlce of concep Teated 0 language, laiguage use and tbe background 1 aed orate ol laguage teaching sd learn seismot atest ol 3 skills seachers need te ase im their own clssroors oof Eis leauge peoiceney. TET consis of ree eecses which cin be ken together, o separate in eny one. Th canient of TAT is tested 3y means af objective sash, uel habit and multe die “The fs fr cach le consis! 80 cues “There are no ely vequtements, sic ss previous teschingespesene snd teasing olan nage pa tictions tor TST, cardates should have ar leas an ster eve ol Engh fe PURITANS 4, CF / ALTE I, They ave alo expected to uncerstd 9 range of about 400 terme deserting the pracice al English Tanguage Teaching (ELT. A se-ecia of these corms sppwors in esch TT module. A tis of she tts that nay ger in THT Fe provided In he TAT fsa which som she Cambridge ESOL ebsites hts! cambridge org TT Canutidtes are encouraged to Keep a teaching gortflio to help them reflect on thelr eseking practice, but this portoio rot asessed Whatis The TKT Course? ‘he TAT Coyne has fort main ams: 1 Tointeoduce seeders (othe cancep's and vets abo each aad eau that are ential to TRT. and to give them opportunist do exam aractce with FT samp est tasks and ‘am papers fo niyorice readers ro she main enrromt shoves, approaches and actives FLY and assess Uneiruselulnessto the dassoan. 4 “io shate with yeaders same ofthe may resonrees vatiahle w English languege warhers 4 To provide iaterils aad ativities-hat sve teehets epperinies cor pros Adeveiapmienehy exploring she concerts which have been intends ‘Who is The TKT Course written for? ‘The TE Cones writen tor cx loo eer > Seadersin‘erdiagto take TRT. They may be studying foriton a course, orelone as selmccestulens Reaieis flowin iinctony teacles Jevelopaieat voutses ‘teat Bgl 0 retraining so become tings anguag> teachers Readers working by themselves to improve sete knowledge of FT enders who have not stared teaching yt, and tears who ae already tezchng in prose ‘orsecordary schaals + Bother and second language speakers of English lneredustion The fe sei The TAP doure is at the same level a5 the language ¥sed inv TKR, fl Englsl: at approxinately IELTS bend 4 or CEF (Comuen Eurogeat 1 book is designed wo provide spyoosizasely 69-90 sn a study yntents of The TKT Course? “The contents of the TAP Cou we fallow the contents and onéer of the TKE spesfcaions. The book case sodules, each focesing on ¢nte module of TKT. Each module i diided into units ‘sovering the etcnts of he TAT spesifistions for that mode. The unis foes om opis foe the module, and then provide tests and aciities exploring the topics an poepaving the veader lon THT “ELT ers frum the 1&F Glows: These eur it eal vn and are shown i bold the dst ine tmey appear in aaite-Taey are defined the tnt sime they appear in the hock: an sons are Aelined again lates i bey have anorber wesaieg Unee TKI practice ess. one foreach module. ‘xan tps for taking TRT. auisiver Keys forthe cctivies, TEI practice 138ks and VKT practic ests tovo st ofthe ELT tera Iran Uae TAT Csr al ace used i Use ok. Ta is Hist gives te revs forthe wole ook, and the second gives she zerms or cach unit she fist is gles the poge were each term is delined, ‘he uit bald on one soother, sotharthe ideas introduced in one uni provide she foxndation {the leas intact fn the next Unie Srelaely, cack module provides owmdation forthe next male, as tke design of TA {© Moshe ffaetises terns nl concepts conmnunly used to dese: langage ail language sll the sackgroun n language letnng: activites aaa spproactes in LL and assess + Moshe 2foeuss on leso" planning and the use of resqurees snd materials © ove 3 focuses ou te luguage that eachers an learners se inthe dassreodi atc on fechniques foe classroom management How is each unit organised and how can it be used? ‘he adic in the tble opposites intended for hone sige book oe ‘aces teers, fomalio be aapte fons by anes. J: course or for sll ach nisin The TAT Cour fltows Introduetion section Puipose “ugpestionsior se Starercueition [Toprevizeseetintionatthekey | Tytomawerthe question sind ast esmsinhedieo be beforeveauyg dressie ey concents Tolavoducettemain deasoftte | There sashortquestionatthe ‘opie fheusieandte Pain ‘thet tam beginning aftisserior ty rsweringtbetrereadingthe texcthst lone thierecton cou db aad outs ce class ey concepts a the aeuage teaching clastoem Tosa how te kay coneais influence Ents nguage tezch ng end amin would be usealothineabout ow eachpe neigh inluesce ‘what you ointh eisstoon, Follow-up acts elerton To aleve cheresierta warkwth he ey concep inom" a Ice sTaNC ther mores No. Treseaethiles zonotuserne samequest onformatsas heseusee "Kt “Tosreourage tie readertoueveop hsfher opirions on thekey concepts by considering questions cream ‘rom tears ane lens. Diswesy atts “ohep be ewer fin oot noe about key concep, toexper ment ‘shen incheclasroom 36410 assess the sefulness These acti es are cesignedfor sein arcursidethecassroon, ‘ompletingthen eadstoamuc> fuller understanding oF: ant’s ey concent. There san answer eyfortheseactiies on Pees Discuss hese ois with e*hess possible As this section stout opinions, Ir éoes nat fave ancvers, These aces vive aig things ostsice teciassroam, egiteadngchaztes from tooks, fincing websites, seeing ow key concepts ae appd in ‘oursedooks tng outldeasin ‘the :lssream nd tng, sorrmencs Inshe tk porfl, NAL Brcielti «mn aot ta ‘ie te Terps english Ti practice task "over the unis consent anda hebpreaters become ami at the TAT sash omats ade Na. Tresetase usethe same stston formats athnse ose Dothistaikte filets youre vit the frnats oT and ‘styeurselFonthe contents ‘hen Yaucan ch snsnersin the anewerkey on sages 1) sugges that ceaders using abs lock oy themselves dhuose 2 caurseliock 40 use for the Discovery saiviies and think of a specilc group of learners for the ReLection and Biscovery Wealsors hoy work thr bo be uselul 10 have @ good dictionary neat yo (Cembrisge Univesity Pest 2003, Eno? aur teaching and your election on your reaching, and sad luck to these who tke TK, sunmend veade's to ook a: the Yio hsp warcanridgeesol e683) a5 ‘he book, 10 help bmsidate end extend tngerstding vf ELT terms, fk ro Candie Advonued Leones Dison. Moduler Par oer Tronpie | Freon ‘Adjectives eos + ta gaccilsew ae nave nfermarionahavta ra [ee comperatoe) bronouncrparcefasemance | ‘Adverds camper) | + ra.descibag-gve moreinfermat an about how, leg ofcenee quietly ‘shen or where something happens mannentire) yystedoy | toadd nformationtosdctves, verbs, otter scverbs sentences Determines mm ~ taaaiecleatuhich anon etd To arcaahe i porme: whe Inforstionsbeut quant fedjetvesanices, | ah ojecves, quan) Prepositions To canneea 10un,nenphseor praROUT To (eguot tine place, noche: wore ar phrase recon) ‘ranouns | | taveplceor eferteanaun or nasn phsejure (eg-parsral, rmertioned Dessessve. celatve, teres} nese ‘conjunctions a5 Tojsin vos seniencesar pais sentenees (eg orrnem ana aii, cont - selamntions: we showa (song) feeling spect nformal leg-ofdoubs.pain) | ow spatenlangiag2 ‘We can dude she pam of spel nto furher categorie, ex eaurtable ard uncountable nous ed transiive ad invansicve verbs Gramma” rules ako éesenbe-grammatieal structures, Lethe arangemen: of ons into pacers which have sean. The rubs for grammatical sutures use pramunat eer (0 lescibe forms and uses. “Form! rele 10 the specie grammatical pars that make up the Ssructue and tke onder Caey nour in, “Use eles to tke meaning tha Uke sieacure ss use 0 spins, Look at these examples 2s suojeate pastienseafverb tgbering | todescibeetemporryar continuous | fomatverd baciground stuatoy or ateninche nse geno ning pas sieves. | subjet + eaGer pastparenl toshaw what happersto people (ray agent crthings 1g the rosa was buy hema) more lengadective- than 7 geval sedi erties chav eg.henesmoceemborassedthan is | sylabiesormerero compsreseparste fiend things or nee Unity Ceara We also use grammar to describe how words are formed, Lnglsh uses prfixes (a gtoup of letters added 3 te hexiing of word) aed walfbes a group of lees cle ay ehe end ‘oid to ceace new words, Le prefixes an sulixes are ald o 2a: wns (9 rake new gram alia units se 2 teres pots of verbs. she pea af ashe, posiessves © tee cs, oh. bos, gs. Many oer prefixes fe wi pre li and suliaes (6 ‘en -f-able ane ass use it Een to uae new words ey. sippear el ferele, Sone languages. ex furciss and German, make a lot of nse of predtes and Sues to create ae ‘words. Orher languages make ft €or na use ol the, GGraramar ineues 2 large number of tems, grammatical suewtes, uses ahd erms. his uuyt only meocuces them generaly, The #47 Ginny up! wscamiradgeesoLog/TKT) and the grammar backs and wersies suggested ia the Discovery activities on aaye-8 provide move infant, Key concepts and the language teaching classroom © Graminse res desestbe the way that Ingoge vos, bal angiage changes cer ime, sa grammar rules are not vec. They charges, Cniortnatcy,granavar rules and racanar Inks on” aways change csc 9 te lutguage so they a ot always ut eae, Fo example, sone grammar books sy sa we shold use whe ater than ike ater prepositions, but in at, exrep in some stations wos generally used, witha difeven werdurdes eg. Tve just et ake gil wh lke 19 on Feiday is much more comuor- aad Accoped than 17 ust et the lw y7hom Lake on Friday ¢ eachersueee 1e keep up 10 date wih wat pars of ie language are charging ead how Grammar oles nadinnnallydesenbe wren langviage rather than spoker:angrage. Hor example eepedtion, exlamtiocs and eantractions (svo words tage are renter ced oF wntien as on, edo rors dono ray, wo from WHT rat ate cor Features of spoken language, Lut they are not slvays deserted ia grammar books, Sou syemmar bons are nowy available which describe spoken langnage ro. + Very often. speakers ofa language eanspeat and vite it well without coaseously knoising any gtamatial res orterns, Learning some grarunatieal rules ad lems makes langue lear learners, ther eamers—e yormngcvildren ray not fe them tser tl. + Jus learning georenatical res and succes doesnt give eamers enough vel wie Ikaminghaw to communicate whichis the main purpose o! langage. 50, much language teaching has moved away Com teaching only graroatae andl uow texehes, e., lunutions language stllsanel fencyas well es arama asi orsome Sess) fshow ne em sta Ue ands or esching granite suena nts 2 0(6"plannirg lessons on ronal seuctrs and Unis 24 ard or pprnctes tend ays oF ronecingarenmot Modules OLLOW-UP ACTIVITIES 1 Whi pi af speech seach ofthese was? To help yom. think ofthe word in sentences ard Toole the able mages 5-6, Sime worse are mare than one Vor dung walle” Gecaute ‘younger well wow al decide water we lever erelf hough 2 Use petixes and sulixes 20 make as many words as you can bom these words: ew peste min 5 ind the gramumatia structures in our easesebook and complete this tale REFLECTION ‘What do you think ete leeansis’ comments mess? Bo yeu aye with them? Why2/Why now 2 Leaning giatanar duesn't ep. speck “glish vit Fagishespecking >euple 2 earning gatamar rales elly usu but Jsrmiag gamma ea eras 3 [didi teed 1oleara yreinmarwhen Learn my fst Tangage ‘DISCOVERY ACTIVITIES, 1 Find oug wich veferense mereria ere avatlablein vou school help you wh grammar: Which are most useul? Way? 2 Canipare any two ofthese books ca grammar arte gramriarinlormation on these wo wes tes, Wh et do you prefer? WE y2 Pract Bg Usage (second edtao\ by Michael Swan, Oxford University Press 1995, iar Bal by Red litho and Rein Tem insor, Mace 1995 ‘ali Gramoor (e ahi edton) by Raymond Murray, Cambridge Ualverity Press 2008 ives Greasy Seon Ehownbery, Macmillan 2001 Luapivonyaeainenalshcags aperivonwenglsticub cas se gremmarbook or she 1X? Gis 10 Hind the meaning af rese terms! setespassive whe, las. mdal verb, phrase questo ag tens.
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