TKT: Practical, ESOL Examination, Handbook for teachers

18 Pages·2.024 MB·English

Teaching Knowledge Test
TKT: Practical
Handbook for teachers
ISBN978-1-906438-85-2
www.CambridgeESOL.org/tktpractical
9 781906 438852
UniversityofCambridgeESOLExaminations
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Preface
This handbook is for centres and candidates and provides information to help prepare for TKT: Practical.
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: [phone], Fax:[phone], email: [email protected]
www.CambridgeESOL.org
contents
2 Introduction
4 An overview of TKT: Practical
Requirements of TKT: Practical
5 TKT: Practical assessment
8 Guidance for candidates on completing the TKT: Practical lesson plan
10 Completed lesson plans and Principal Assessor comments
10 Example 1
13 Principal Assessor comments on Example 1
14 Example 2
17 Principal Assessor comments on Example 2
18 Example 3
24 Principal Assessor comments on Example 3
25 Information for candidates
26 Information for centres
27 Grading and results
27 Special Circumstances
27 Support for TKT: candidates and course providers
28 Appendix 1 TKT: Practical lesson plan template
29 Appendix 2 Sample completed assessment form 2 x 20 minutes
30 Appendix 3 Sample completed assessment form 1 x 40 minutes
TKT PRACTICAL HANDBOOK | contents 1
introduction Cambridge ESOL’s practical, course- based qualifications for Cambridge ESOL teaching awards and tests for teachers
teachers include:
■ Introduction to Cambridge ESOL • CELTA (Certificate in English Language Teaching to
tKt Module 1 tKt: cLiL tKt: KAL tKt: Practical ceLtA iceLt delta delta delta
Adults)
tKt Module 2 Module Module Module
TKT: Practical is designed and produced by University
• The Young Learner Extension to CELTA tKt Module 3 one two three
of Cambridge ESOL Examinations (Cambridge ESOL), a
• ICELT (In- service Certificate in English Language
department of the University of Cambridge and part of the
University of Cambridge Local Examinations Syndicate, which Teaching). teaching not essential not essential not essential required not required required recommended required recommended
experience
has provided examinations in English for speakers of other
Cambridge ESOL also offers the Delta Modules, which cover all
languages since 1913. Cambridge ESOL offers an extensive
areas of knowledge at an advanced level and include teaching
range of examinations, certificates and diplomas for learners Previous not essential not essential not essential not essential qualifications local an initial an initial an initial
and teachers of English, taken by over 3 million people a year, practice. The Delta Modules are: qualifications which allow requirements teaching teaching teaching
in more than 130 countries. / training access to apply qualification qualification qualification
• Delta Module One: assessed through a written
higher
examination
■ Introduction to TKT: Practical – a test of education
• Delta Module Two: a course- based assessment
professional practice for English language teachers
• Delta Module Three: assessed through an extended suggested minimum of minimum of minimum of minimum of minimum of minimum of minimum of minimum of minimum of
TKT: Practical is an assessment of English language teaching
assignment. language Council of Council of Council of Council of Council of Council of Council of Council of Council of
ability. It tests teachers’ ability to demonstrate a range level Europe B1 Europe B1 Europe B2 Europe B1 Europe C2/C1 Europe B2 Europe C2/C1 Europe C2/C1 Europe C2/C1
of teaching skills in a classroom context, and includes
the ability to engage learners in both language and skills Achievement of a pass in all three modules confers the status
teaching age primary, primary, primary, primary, CELTA: primary, primary, primary, primary,
development. of a full Delta qualification.
group secondary or secondary or secondary or secondary or adults (16+) secondary or secondary or secondary or secondary or
TKT: Practical is designed to offer maximum flexibility and Other teaching qualifications offered by Cambridge ESOL adults adults adults adults adults adults adults adults
accessibility for candidates and therefore does not include include two specifically designed for the further education
a compulsory course component. However, it is likely that sector within the UK.
centres and other institutions will wish to offer teacher
A summary of the entry requirements and content of
development courses leading to TKT: Practical. can be taken yes yes yes no yes no not no not
Cambridge ESOL’s teaching awards and tests for teachers can
pre-service recommended recommended
TKT: Practical offers candidates a step in their professional be found on the following page.
development as teachers and can enable them to move
course not required not required not required not required yes yes not required yes not required
onto higher level teaching qualifications and benefit from
attendance
professional support materials such as resource books for
English language teaching (ELT) and journals about ELT.
Assessed no no no yes yes yes no yes no
TKT: Practical candidates are encouraged to keep a portfolio, teaching
a record of their professional development and reflections practice
on their teaching. Through their portfolio candidates can
become reflective practitioners, analysing their teaching
continuous no no no no yes yes no yes no
and how this impacts on their students’ learning. However, assessment
the portfolio does not form part of the assessment for TKT:
Practical. The teacher portfolio is Cambridge ESOL’s free online
involves no no no no yes yes no yes no
system that any teacher can use to record and document their
coursework
career progress. Teachers can visit www.teacherportfolio.
CambridgeESOL.org for more information.
Written test / yes yes yes no no no yes no no
TKT: Practical can be taken at any stage in a teacher’s career. examination
It forms part of a framework of teaching awards and tests for
teachers offered by Cambridge ESOL.
Note: Cambridge ESOL also offers IDLTM and the Young Learner Extension to CELTA. IDLTM is an educational management q ualification.
Cambridge ESOL’s tests for teachers include: Entry for the Young Learner Extension to CELTA is conditional on candidates having completed CELTA.
• TKT: Modules One, Two and Three
• TKT: Knowledge about Language (KAL)
• TKT: Content and Language Integrated Learning (CLIL).
2 TKT PRACTICAL HANDBOOK | introduction TKT PRACTICAL HANDBOOK | introduction 3
An overview of tKt: Practical 20-minute lessons may be peer teaching. The other 20-minute tKt: Practical – assessment • give details of the different components of a lesson plan
lesson must be with real learners. such as procedures, stages, timing, interaction patterns,
anticipated problems and solutions
TKT: Practical consists of two parts: planning and teaching
■ The aims of TKT: Practical
■ Assessment of the lesson • give details of stages, activities and tasks which are
TKT: Practical aims to provide candidates with the opportunity Planning logically ordered and which are appropriate to the
Candidates taking TKT: Practical are assessed on their ability learners and the lesson aims
to:
Candidates must complete a lesson plan template which to plan and deliver one 40- minute lesson or two 20- minute
• – analyse target language including aspects of form,
• apply their knowledge of planning and teaching to a includes a record of lesson preparation and procedures for the lessons. They must demonstrate an ability to focus on meaning and phonology
practical classroom situation lesson. There are five lesson planning criteria. language and develop learners’ skills in their teaching.
– describe appropriate strategies to develop the target
• plan and deliver a lesson/lessons which focus on Candidates are awarded a grade by the assessor for each of the skills/subskills
Teaching
language and skills development assessment criteria. The grades are: 4 = Very good,
• plan the use of appropriate materials and/or resources
• set up and manage learning activities designed to Candidates teach one 40- minute lesson or two 20- minute 3 = Good, 2 = Satisfactory, 1 = Basic, 0 = Not included. to be used.
achieve specified aims lessons. There are five teaching criteria. These are double The teaching criteria are double weighted.
weighted.
• manage the classroom environment in a way that The grades are then totalled to provide an overall grade or The five teaching criteria
encourages learner participation. ‘band’ for each lesson. There are four bands:
■ Approaches to teaching and learning The candidate has to demonstrate an ability to:
■ TKT: Practical candidature Teachers are likely to have a teaching style which is usual in Band 4 • create a positive learning atmosphere, ensuring
their teaching context. There is no set approach for lessons. involvement of learners
TKT: Practical is suitable for teachers of English in primary, The candidate has demonstrated in the practical teaching
However, candidates are expected to demonstrate a knowledge
secondary or adult teaching contexts and is intended for an test an ability to plan and deliver both language skills and • – focus on language: form, meaning and pronunciation
of communicative and other approaches to teaching, and
international audience of non- first language or first language language focused lessons that are of a very good standard. and include appropriate practice
show familiarity with ELT terminology. The teacher is expected
teachers of English. The candidate has shown a high level of competence in most – follow appropriate procedures and use activities to
to demonstrate strategies to motivate and engage learners.
of the TKT: Practical teaching assessment criteria. improve learners’ skills
Candidates taking TKT: Practical will normally have some
experience of teaching English to speakers of other languages. ■ Sources and text types for TKT: Practical • set up and manage whole class and individual, pair or
Band 3
TKT: Practical candidates may include: preparation group activities, using materials, resources and aids
effectively
The candidate has demonstrated in the practical teaching
• teachers who wish to develop their teaching practice Extracts, original or adapted, from the following sources may
test an ability to plan and deliver both language skills and • use English appropriately e.g. when explaining,
be helpful in preparing for TKT: Practical:
• teachers who are moving to teaching English after language focused lessons that are of a good standard. The instructing, prompting learners, eliciting, conveying
teaching another subject • ELT coursebooks (teacher and student books) and candidate has shown a good level of competence in most of meaning
• teachers on initial teacher training courses. supplementary materials the TKT: Practical teaching assessment criteria. • monitor learners and provide feedback on language and
• methodology books on English language teaching and tasks including oral and/or written correction.
To access TKT: Practical, teachers need a level of English of at Band 2
learning
least Level B1 of the Council of Europe’s Common European The assessor completes the TKT: Practical assessment form
• grammar books and dictionaries The candidate has demonstrated in the practical teaching
Framework of Reference for Languages. This level is specified for each lesson. See Appendix 2/3 for a copy of the assessment
test an ability to plan and deliver both language skills and
in the Council of Europe’s Threshold document (Van Ek, J A • ELT journals and magazines form.
language focused lessons that have some satisfactory
& Trim, J L M (1998) Threshold, Cambridge: CUP). However, • internet forums
elements. The candidate has shown a satisfactory level of Assessment criteria a–e on the TKT: Practical assessment
candidates are not required to have taken any English
• Cambridge ESOL Teacher Support website competence in some of the TKT: Practical teaching assessment form relate to the candidate’s lesson plan.
language examinations.
www.teachers.CambridgeESOL.org/ts criteria.
Assessment criteria f–j on the TKT: Practical assessment form
TKT: Practical candidates are expected to be familiar with
language relating to the practice of ELT. A non- exhaustive list Band 1 relate to the candidate’s lesson.
of teaching terminology is provided in the TKT Glossary, which The table on pages 6-7 illustrates ways in which teachers can
The candidate has demonstrated in the practical teaching
can be found on our website: www.CambridgeESOL.org/TKT meet the criteria.
test an ability to plan and deliver both language skills and
Candidates are not required to fulfil any specific entry language focused lessons that are of a basic standard. The
requirements for TKT: Practical. candidate has shown a basic level of competence in some of
the TKT: Practical teaching assessment criteria.
requirements of tKt:
■ The assessment criteria
Practical
There are ten TKT: Practical assessment criteria. Five focus on
lesson planning and five focus on teaching.
■ TKT: Practical structure
The five lesson planning criteria
Candidates are assessed on 40 minutes’ teaching. This may
The candidate has to demonstrate an ability to:
consist of a single session with real learners or two 20- minute
lessons. If two 20-m inute lessons are taught, then one of the
• write detailed and clearly stated main aims, subsidiary
aims and aims for individual stages in the lesson
4 TKT PRACTICAL HANDBOOK | requireMents of tKt: PrActicAL TKT PRACTICAL HANDBOOK | tKt: PrActicAL – AssessMent 5
Ways in which the assessment criteria may be achieved (the suggestions may Ways in which the assessment criteria may be achieved (the suggestions may
Assessment criteria: the plan not all be relevant to every lesson) Assessment criteria: the lesson not all be relevant to every lesson)
a The candidate demonstrates ability to write Candidates need to: g or • highlight the target language clearly
detailed and clearly stated main aims, • write clear aims showing their aims for the lesson overall • ensure language used on the white board and on worksheets is correct in terms of
subsidiary aims and aims for individual stages • write clear subsidiary aims which include other skills or language covered in the lesson spelling and punctuation
in the lesson. • write aims for individual stages of the lesson showing the reasons for including each • use appropriate ways of clarifying the meaning, form and pronunciation of the selected
stage. language in language focused lessons.
b The candidate demonstrates ability to give Candidates need to: The candidate demonstrates an ability to For lessons which have a skills focus, candidates need, as appropriate to the selected skills
details of the different components of a lesson • write details of the procedure of the lesson, stating what the teacher will do and what the follow appropriate procedures and use focus, to:
plan such as procedures, stages, timing, learners will do in the lesson activities to improve learners’ skills. • show they can help learners to understand reading and listening texts by following
interaction patterns, anticipated problems • divide the procedures in the lesson plan into appropriate stages appropriate teaching procedures for developing receptive skills
and solutions. • provide timings for each stage of the lesson showing how long each stage will take • show they can focus on developing receptive skills and subskills
• provide interaction patterns for each stage of the lesson • show they can help learners develop oral fluency by following appropriate teaching
• list possible problems for learners with materials and activities procedures for developing speaking skills
• list possible problems with language: form, meaning, pronunciation • ensure a communicative focus in speaking activities
• show how the problems listed will be dealt with. • show they can help learners to produce written texts by following appropriate teaching
procedures for developing writing skills.
c The candidate demonstrates ability to Candidates need to:
give details of stages, activities and tasks • order appropriate stages, activities and the tasks in the lesson in a logical way where one h The candidate demonstrates ability to set up Candidates need to:
which are logically ordered and which are stage builds on the previous stage so that the aims of the lesson are achieved. and manage whole class and individual, pair • show they can arrange the furniture and equipment in the classroom to suit different
appropriate to the learners and the lesson or group activities, using materials, resources types of activity
aims. and aids effectively. • give clear instructions at appropriate stages of the lesson
• check that learners have understood instructions for tasks and activities
d The candidate demonstrates ability to analyse For lessons which have a language focus, candidates need to:
• give an example or demonstration of the task if appropriate
target language including aspects of form, • complete the language analysis table in the lesson plan template showing that they have
• organise learners for pair, group, individual and plenary work
meaning and phonology. analysed the language to be taught with attention to form, meaning and phonology.
• maintain an appropriate pace in lessons by allowing time for learners to complete tasks
The candidate demonstrates an ability to For lessons which have a skills focus, candidates need to: without allowing activities to go on for too long
describe appropriate strategies to develop the • include in their aims and procedures for skills lessons, terminology which relates to • make use of materials, resources and technical aids to help learners learn and to provide
target skills/subskills. developing receptive and productive skills and subskills – e.g. developing skim reading practice
skills, listening for gist. • ensure there is an appropriate balance between teacher-f ronted and learner-c entred activities
• be sufficiently directive when appropriate
e The candidate demonstrates ability to plan the Candidates need to: • keep a low profile when appropriate
use of appropriate materials and/or resources • choose resources, materials, tasks and activities from coursebooks and other sources • know when to intervene or not.
to be used. that match the lesson aims
i The candidate demonstrates ability to use Candidates need to:
• choose resources, materials, tasks and activities which provide variety and maintain a
English appropriately e.g. when explaining, • keep teacher language and explanation to a minimum
communicative focus
instructing, prompting learners, eliciting, • use simple language to give instructions and when explaining
• create extra materials and tasks when appropriate
conveying meaning. • keep their simplified language natural
• be able to adapt tasks/texts so they are easier, more challenging or more relevant for their
• use simple language to give and check instructions for tasks and activities
learners when appropriate
• show they can use questions effectively for
• plan board work
– setting context
• present materials for use in the classroom in a professional way, making sure that they
– building up information
can be read by learners
– assessing learners’ prior knowledge
• make sure that they have stated where published material comes from to keep within
– checking meaning of language items
copyright laws.
– checking understanding of instructions.
f The candidate demonstrates ability to create Candidates need to:
j The candidate demonstrates ability to monitor Candidates need to:
a positive learning atmosphere, ensuring • establish good rapport with learners
learners and provide feedback on language • show they can monitor learners appropriately by:
involvement of learners. • ensure that learners are fully involved in activities during teacher- fronted and learner-
and tasks including oral or written correction. – listening to learners
centred stages of the lesson
– knowing when to intervene or not in learner- centred activities
• maintain a positive classroom atmosphere.
– ensuring that their attention is spread evenly amongst the learners
g The candidate demonstrates ability to For lessons which have a language focus, candidates need to: • provide learners with appropriate feedback on tasks and activities
focus on language: form, meaning and • provide a context for language using a text, situation or task • give learners time to check the answers to tasks in pairs as appropriate
pronunciation, and include appropriate • ensure there is a clear link between the context and the target language • use a variety of techniques in order to give feedback on activities
practice. • ensure that the context provides learners with sufficient opportunity for communicative • show an awareness of student errors
practice • correct learners’ language sensitively
• provide accurate and appropriate models of oral and written language in the classroom • give feedback on oral and written errors after a communicative activity.
• choose natural examples of language from context
• ensure new language models are natural and accurate when drilling.
6 TKT PRACTICAL HANDBOOK | tKt: PrActicAL – AssessMent TKT PRACTICAL HANDBOOK | tKt: PrActicAL – AssessMent 7
guidance for candidates on ■ Information about the class ■ Assumptions ■ Stage
completing the tKt: Practical In this section you provide information for the assessor on the Write what you think the learners already know or what you Write the stage of the lesson e.g. lead-in, reading, exercise 1,
learners and the lesson. You can include information about: think the learners are able to do relating to the lesson e.g. ‘I’m listening, speaking, writing.
lesson plan
teaching should and shouldn’t in the context of travel and the
• the type of learners you are teaching e.g. 9 year olds, things you should or shouldn’t take with you when you go ■ Stage aim
adult learners, teenage learners
abroad. We had a lesson last week on travelling so the learners
■ The lesson plan template Write the aim for each stage of the lesson e.g. to create
• learners’ backgrounds e.g. nationality, professions where will know some of the vocabulary for this lesson (passport,
interest in the topic, to practise gist reading, to provide
Candidates entering for the TKT: Practical assessment must relevant insurance, sun cream).’
controlled practice, to practise listening for detailed
complete a TKT: Practical lesson plan template for each • the learners’ reason for attending the classes e.g.
information, to develop fluency, to practise writing formal
assessed lesson. (See Appendix 1 for the lesson plan template.) preparing for a particular examination, learners ■ Anticipated difficulties with tasks
letters.
Examples of completed lesson plans are included on pages choosing to attend lessons, learners attending because
This section is for you to mention difficulties that you and the
10–11, 14–15, and 18–21 of this handbook. the lessons are part of a set school routine learners might have with tasks and other aspects of classroom ■ Procedure
The following notes give further information on completing • the type of course the learners are following e.g. the organisation e.g. ‘The people on the tape speak quite quickly.’
In this section write what you will do in the lesson and what
the template. number of hours they attend each week, part time or full ‘Some of the learners are more dominant than others so
you will ask the learners to do e.g. ‘Give out the handout and
time quieter learners may not get a chance to speak.’
ask learners to read the text and choose the best title for the
■ Candidate name • the relationship you have with the learners e.g. how long N.B. Do not use this section to discuss problems learners
text’. Remember to include procedures relating to monitoring
you have known the class, how long you will be teaching may have with language. Use the language analysis table for
Write your full name as you wish it to appear on your certificate. learners when they are doing tasks, checking that learners
them language difficulties.
have completed tasks successfully and giving/responding to
■ Lesson number • the materials you have selected for the lesson e.g. the feedback.
■ Solutions
use of particular materials because your institution
For your TKT: Practical assessment you will teach either one
requires that you use them, the use of self made Write possible solutions to the problems mentioned in ■ Interaction
40- minute lesson or two 20- minute lessons. If you are teaching
materials, the use of particular coursebook material. anticipated difficulties with tasks e.g. ‘Pause the tape to give
one 40-m inute lesson, you should write ‘N/A’ in this section This section is for you to note the interaction patterns during
learners time to write their answers.’ ‘Organise learners into
of the plan. If you are teaching two 20- minute lessons, you ■ Main aim groups so that quieter learners will have a chance to speak.’ the lesson e.g. S–S would indicate a student to student
should write ‘1’ if this lesson is the first lesson or ‘2’ if this is interaction pattern when pair/group work is taking place or
the second assessed lesson. Write the main aim for the lesson either stating what the T–S would indicate a teacher-to-students interaction pattern
■ Declaration
learners will have done by the end of the lesson or stating when there is whole class activity.
■ Level what you want to achieve in the lesson e.g. ‘By the end of the Sign this section to confirm that the lesson plan is your own
lesson the learners will be able to give advice using should and work. ■ Time
This refers to the learners’ level of English in the class you
shouldn’t’. Or ‘To present and practise should and shouldn’t used
are teaching e.g. beginners, elementary, pre- intermediate, Write how long you intend to spend on each stage of the
for giving advice’. ■ Language analysis
intermediate, upper-i ntermediate, advanced. lesson.
This section needs to be completed for lessons which include
■ Subsidiary aim
■ Date language work – vocabulary or grammar or functional
Write any subsidiary aims for the lesson e.g. the main aim language. See completed language analysis table below.
Write the date that the lesson is taught and assessed.
of the lesson might be to teach should/shouldn’t, but a text is
You do not need to complete the language analysis table if
used as a context for the language presentation. The main
■ Lesson length there is no vocabulary, grammar or functional language being
aim would be to teach should/shouldn’t but a subsidiary aim
taught in the lesson.
Write ‘20’ if you are teaching a 20-m inute lesson or ‘40’ if you would be to develop a reading skill or skills.
are teaching a 40- minute lesson.
■ Personal aim
■ Lesson type
Personal aims are individual teaching skills the teacher
For your TKT: Practical assessment you must show that you wants to focus on and improve in this lesson e.g. reducing Example language analysis table
can develop learners’ skills and deal with language. Skills work teacher language, giving clearer instructions, asking concept
includes reading, listening, speaking and writing. Language questions.
form Meaning Phonology Anticipated problems
work includes dealing with grammar, vocabulary or functional
language. In this section of the plan write what type of ■ Materials (including source) You should buy a map Used for giving advice /ʃυd/ silent ‘l’ 1. Pronunciation of /∫υd/ and silent ‘l’
lesson you are planning e.g. Reading or Reading/Speaking or Should is not stressed, the 2. Learners may not see the difference between
In this section you should list the materials that will be
You + should + base form of the verb stress is on the verb and the advice and obligation.
Grammar/Listening or Writing. Remember that if you are being
used in the lesson e.g. pictures from the internet, vocabulary
+ noun noun 3. Learners may use ‘to’ with the verb.
assessed on one 40- minute lesson, you must include some
handout, text on Page 45 from face2face Pre-intermediate
skills work and some language work. If you are being assessed Solutions
Student’s Book, C Redston & G.Cunningham, CUP. Remember
on two 20-minute lessons, one lesson must have a main 1. Drill and show learners silent ‘l’.
to state which publication material is taken from to keep
language focus and the other a main skills focus. 2. Ask concept question to clarify meaning.
within copyright rules.
3. Highlight base form without ‘to’ on the board.
8 TKT PRACTICAL HANDBOOK | guidAnce for cAndidAtes on coMPLeting the tKt: PrActicAL Lesson PLAn TKT PRACTICAL HANDBOOK | guidAnce for cAndidAtes on coMPLeting the tKt: PrActicAL Lesson PLAn 9
completed lesson plans and Principal Assessor comments
stage stage aim Procedure interaction time
example 1
Lead in To introduce the topic and to Show learners the map of Italy on the board and write ‘Rome’. Ask T–S 2 mins
get learners interested in the learners to say what they know about Rome and what they think a
topic of the lesson tourist would do in Rome.
TKT: Practical lesson plan template
Reading To develop reading skills and Give out text and ask learners to read the text and to underline all of S 3 mins
Candidate Xxxxx Xxxxx Lesson 1 Level: Pre-Intermediate
to provide an example of a text the things that a tourist can do in Rome.
name: number:
advertising a city holiday Monitor learners to check that they are completing the task.
Date: 00/00/0000 Lesson 20 minutes Lesson type: Reading and Writing
length:
Feedback To prepare learners for their Elicit list of things mentioned in the text and write them on the T–S 3 mins
writing task board: Ancient sights, Famous places, Galleries, Museums, Parks,
Information about the class:
Gardens, Shopping, Sports, Theatres. Check learners know these
There are sixteen teenage learners in the class. They have four one-hour lessons every week as part of their words.
school curriculum. I have been teaching them in these four hours for nearly a year. They use a school English
Brainstorming For learners to share ideas for Tell learners that they will write a short text like the one about Rome T–S 2 mins
coursebook which has a structural syllabus. There is not much authentic material for learners to read so I have
the content of their writing advertising our city. Ask them to tell me things a tourist can do in
chosen a text from the internet advertising City Breaks. They have recently learnt vocabulary related to travel
our city. Make a list on the board of their ideas.
and tourism and have also learnt adjectives describing places.
First draft For learners to practise writing Ask learners to use the ideas from the previous activity and to write S–S 5 mins
Main aim:
a text advertising the city. Tell them that they have five minutes to
By the end of the lesson learners will have practised writing. write a short text.
Monitor learners to check that they are completing the task and
Subsidiary aim:
help as necessary.
By the end of the lesson learners will have practised looking for specific information in a text.
Learners For learners to improve their Ask learners to exchange their text with their partner. Ask them S 2 mins
exchange texts editing skills and to focus on to read their partner’s text and to make some suggestions which
Personal aim:
accuracy would improve the text.
Giving clear instructions for the reading and writing tasks.
Monitor learners to check that they are completing the task and
help as necessary.
Materials (including source):
Map of Italy Pair work For learners to share ideas on Ask learners to work in pairs and to discuss their suggestions for S–S 2 mins
Text adapted from a text on the Thomson Holidays website advertising City Breaks. improving the accuracy of their improving their work with their partners.
http://www.thomson.co.uk/destinations/europe/italy/italian-c ities/rome/holidays- rome.html writing Monitor learners to check that they are completing the task and
help as necessary.
Assumptions:
Set homework To provide an opportunity for Ask learners for homework to rewrite their texts using their T–S 1 min
Learners will know most of the vocabulary in the text and will have enough language from previous lessons to learners to practise writing at partners’ ideas and their own and to produce a final draft of their
complete the written texts. home texts.
Anticipated difficulties with tasks: Solutions:
Learners may want to read every word in the text. Set time limit
Learners may spend too long writing. Set time limit
TKT: Practical board plan template
Declaration:
This lesson plan is my own work .......................................................................................... (candidate’s signature). Board plan:
Things to do in Rome Things to do in our city
Language analysis table
Ancient sights
form Meaning Phonology Anticipated problems Famous places
Galleries
ancient Very old /eın∫(ə)nt/ Differences in meaning between
Museums
museum and gallery
sights Interesting places that people go to see /saIts/ Parks
park and garden
Gardens
galleries Private buildings where you can look at and buy paintings and other /æləri:z/
Shopping
works of art
Sports
museums Public buildings where many valuable and important objects are kept so /mjuːziːəmz/ Theatres
that people can go and see them Solutions
Ask concept questions.
parks A place in a town, an open public area with grass and trees, often with /pɑː(r)ks/
sports fields or places for children to play
gardens A place with flowers, trees etc that is open to the public for their /ɑː(r)d(ə)nz/
enjoyment
10 TKT PRACTICAL HANDBOOK | coMPLeted Lesson PLAns And PrinciPAL Assessor coMMents exAMPLe 1 TKT PRACTICAL HANDBOOK | coMPLeted Lesson PLAns And PrinciPAL Assessor coMMents exAMPLe 1 11
Principal Assessor comments advertising their city, and that they are expected to review the
language learned earlier.
example 1
The subsidiary aim needs to say what reading subskill will be
practised in this lesson i.e. scan reading.
This lesson plan is a Band 3 for TKT: Practical.
The section on anticipated difficulties with tasks has identified
■ Strengths two areas of difficulty but the solutions need to include
specific strategies for how learners should use the time given
This is a good plan where all of the lesson plan components
e.g. in the reading, the learners could be told to look only for
have been completed. The lesson is well designed and uses
things people can do in Rome and in the writing to focus only
appropriate authentic material which would be interesting for
on ideas and not accuracy in the first draft stage.
this age group. It builds on work done in previous lessons and
the teacher gives good reasons for selecting the material. The language analysis table has been completed but the
following would improve it.
The plan is logically ordered with clear stages, activities and
tasks. Aims for individual stages are mostly clearly expressed Form: include part of speech for the vocabulary listed e.g.
and procedures are well detailed. noun, plural noun, adjective etc.
The language analysis table includes a record of vocabulary Phonology: include stress marks. In the anticipated difficulties
that may come up in the lesson and accurate phonemic section, some pronunciation difficulties could be anticipated.
Read the text and underline the things tourists can do in Rome. script is included. Some appropriate anticipated problems are In the solutions section, examples of concept questions could
suggested. have been included.
An introduction to Rome
An appropriate scan reading task is provided and writing tasks In the procedure section of the plan, the first half of the
So you’re on holiday in Rome! The Eternal City is also the City of Seven Hills, so make sure
fit a process writing model. plan is overly teacher-centred – for example the warmer and
you’re ready to go when you set out on a journey of discovery around Italy’s incredible brainstorming activity could be done in pairs or groups as this
■ Weaknesses would allow weaker/shyer learners, who may not want to call
capital.
things out in class, more chance to participate.
The main aim is not specific enough. It is not clear what
The city within the ancient walls is full or original classics. You can visit many ancient sights kind of text the learners have to produce i.e. descriptive text
from the Colosseum to the Forum, the Pantheon to the Catacombs.
Renaissance and Baroque influence is around every corner, the Piazza del Campidoglio by
Michelangelo, countless palazzos and more majestic piazzas. Plus the famous Trevi fountain
and Spanish Steps.
Did we mention Michelangelo? He’s not the only artist represented in the numerous galleries,
museums and buildings of Rome. You can see the work of Da Vinci, Raphael, Botticelli and
more. Then there are fantastic stately parks and gardens, designer boutiques, sporting events
and concerts.
And the food, of course. You may well have eaten Italian back home, but there’s nothing
better than enjoying an al fresco pizza on your holidays to Rome. You do need to keep your
energy levels up after all because there’s the Vatican City to explore tomorrow.
Text adapted from a text on the Thomson Holidays website advertising City Breaks.
http://www.thomson.co.uk/destinations/europe/italy/italian-
cities/rome/holidays-rome.html
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completed lesson plan Language analysis
example 2
form Meaning Phonology Anticipated problems
Are you doing anything this evening? Asking questions Intonation for asking questions 1. Students may forget to
TKT: Practical lesson plan template
What are you doing tomorrow? use ‘ing’ with the present
What are you doing at the weekend? continuous.
Candidate Xxxxx Xxxxx Lesson 2 Level: Pre-Intermediate
name: number: Why don’t you come?
Why don’t we meet for a meal on Saturday?
Date: 00/00/0000 Lesson 20 minutes Lesson type: Functional language/
Why don’t we + infinitive without to
length: listening
Where shall we meet?
Shall we meet at 7.00?
Information about the class:
What time shall we meet?
There are sixteen teenage learners in the class. They have four one-hour lessons every week as part of their
I’d love to, but I can’t. Responding to questions Intonation for responding solutions
school curriculum. I have been teaching them in these four hours for nearly a year. They use a school English
Yes, that’d be great! 1. Highlight form in language
coursebook which has a structural syllabus and there is not very much functional language covered. I decided to
Yes, that sounds fine. I would = I’d focus stage.
make my own recording to include some functional language which I think goes with this structure.
OK. I am = I’m
Main aim:
I’m having dinner with a friend from university.
By the end of the lesson the learners will have practised and will be better able to talk about and ask about I’m going to the cinema.
people’s arrangements, invite someone to do something, say yes or no to invitations and to make arrangements. I’m taking my sister to the airport.
Subsidiary aim:
Develop listening comprehension – gist and detail
Personal aim: stage stage aim Procedure interaction time
Monitoring more effectively
Lead in To introduce the topic and Ask learners what they did at the weekend. T–S
Unassessed practice saying different
Materials (including source):
warmer activities
Clip art pictures of different activities
Listening 1 To contextualise the language Ask learners to listen to the recording. T–S 2 mins
Recording (own material)
and to provide learners with a
Handout with gap fill (own material)
first listening
Handout with transcript and table to fill in (own material)
Feedback To check learners understand the Ask learners: How many people are talking? (They are T–S 1 min
Assumptions:
context of the conversation talking about their plans.) What is the conversation about?
The activities in the pictures were covered in previous lessons so my students will know the vocabulary. (Making arrangements to meet.)
Listening 2 For learners to listen for detail Give out handout 1 – gap fill. Ask learners to listen again S 3 mins
Anticipated difficulties with tasks: Solutions:
and target language and to fill in the gaps in the sentences. Play the tape once/
The tape is my own so it will be easy for the learners to understand.
twice more while learners complete the gap fill.
I don’t think they will find the tasks difficult.
Monitor learners to check that they are completing the task.
Declaration: Correcting To check learners have the Check learners’ answers to the gap fill. T–S 2 mins
gap fill task correct answers
This lesson plan is my own work .......................................................................................... (candidate’s signature).
Categorising To focus on the meaning/use of Ask learners to look at the transcript again and think about S–S 3 mins
sentences the target language what the sentences are used for. Ask them to fill in the
table with the letter for the appropriate sentences from the
recording. Tell them not to write the sentences again just
write the letter.
Feedback To check understanding and Get answers from learners and write examples of the target T–S 5 mins
provide controlled practice of language on the board. Explain use of infinitive with ‘to’
language and without ‘to’ and the use of the present continuous for
future arrangements, also accepting invitations and making
excuses.
Drill target sentences.
Pair practice To provide further practice of the Ask learners to practise the dialogue in pairs. They can S–S 3 mins
target language substitute their own plans and ideas if they want to.
Close To bring the lesson to a close As a final activity ask a couple of pairs to do their pair T–S 1 min
and get learners to share their practice activity in open class.
practice activity
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Principal Assessor comments In the language focus stage the teacher indicates that she will
Handout 1 Handout 2 write the target models on the board. This is not necessary as
example 2 they are in the transcript on the handout the learners have. It
Fill in the gaps with the words from the recording. Check your answers
is not clear how the teacher will explain the target language.
There are too many different concepts to explain in the time
Juan: Are you (1) __________ anything this evening? Juan: Are you (1) doing anything this evening?
This lesson plan is a Band 2 for TKT: Practical.
available. There is no board plan for this section.
Paulo: I’m having dinner with a friend from university. Paulo: I’m having dinner with a friend from university. ■ Strengths
Juan: What are you (2) _________ tomorrow? Juan: What are you (2) doing tomorrow?
This is a well presented plan where all of the lesson plan
Paulo: I’m going to the cinema. Why don’t (3) ___ Paulo: I’m going to the cinema. Why don’t (3) you come? components have been filled in. The lesson includes different
_______? stages and the teacher has designed interesting material to
Juan: I’d (4) love to, but I can’t. I’m taking my sister to
supplement the coursebook. The topic would be appropriate
Juan: I’d (4) __________ to, but I can’t. I’m taking my the airport.
for these learners.
sister to the airport.
Paulo: What (5) are you doing at the weekend? Why
Main and subsidiary aims overall are clearly expressed and
Paulo: What (5) ____ ____doing at the weekend? Why don’t we meet for a meal on Saturday?
individual stage aims are well justified in parts. Procedures are
don’t we meet for a meal on Saturday?
Juan: Yes, that’d be (6) great! Where shall we (7) meet? included for each stage.
Juan: Yes, that’d be (6) ________! Where shall we
Paulo: Shall we (8) meet at the station? In the language analysis table the exponents are grouped into
(7) __________?
categories and there is an attempt to look at pronunciation
Juan: OK. What time shall we meet? (9) Shall we meet at
Paulo: Shall we (8) __________ at the station? and to anticipate difficulties with language.
7.00?
Juan: OK. What time shall we meet? (9) _______ we There is good variety of tasks in the lesson.
Paulo: Yes, that (10) sounds fine.
meet at 7.00?
■ Weaknesses
Paulo: Yes, that (10) _________ fine.
The main and subsidiary aims are appropriate but too
ambitious. There are too many exponents to cover in 20
minutes at this level as well as doing gist and detailed
listening.
Handout 3 Task for categorising sentences
The teacher does not anticipate difficulties with tasks.
Look at the table below. Which sentences from the conversation in the recording match these meanings/uses?
The language analysis table has been completed but the
following areas are weak:
Meaning/use examples from the recording
Form – there is no analysis of form; examples of the form are
Asking about people’s future plans/arrangements E.g. 1
provided without analysis.

Meaning – there is no analysis of the meanings of the
Inviting someone to do something with you in the future individual groups of target language e.g. invitations,
suggestions, making arrangements. Labelling the examples as
questions/responses is insufficient.
Saying yes/no to an invitation E.g. 10 Phonology – there is no explanation of what is meant
by ‘Intonation for asking questions’ and ‘Intonation for
responding’.
Arranging a time and place to meet in the future
Anticipated problems: although one anticipated problem is

identified, this is insufficient as there are so many different
forms. For example, it is likely that the learners will have
Saying what your plans/arrangements are for the future
problems pronouncing the functional phrases and there may

be problems with use of the infinitive with and without ‘to’
(Shall we go? and I’d love to go).
In the procedure section of the plan, in Listening 1, there is
no task and no clear stage aim. In the feedback to Listening 1
there are questions for learners to answer but these have not
been prepared for (the questions needed to be set before the
first listening). There is no pair check after either listening.
The plan does not indicate how the answers to the task will be
checked e.g. on the board? nominating individuals? self check?
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