10/27/2018

The TKT TKT

An important stepping stone in
your career
You can do it!!

Get to know the teacher

The TKT Course
38
14
Global Training Centre Eggs
years

Amina Shebani
1 Abdullah
October 27– December 8, 2018 Amina
Muscat,
Fish
Oman
The best teachers never stop learning!!
White 6
Computer
science

Get to know your partner Students won’t care about school

until they feel cared about at
school

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What do you know about the TKT?

The TKT Exam

Registration through the British Council

Exam: Saturday, December 22, 2018

40 hour preparation course Self Study

 Official material  5-7 hours per week
 33 units in the book  TKT Glossary (500 words)
 Practice Tests  Phonemic chart
 Homework  Grammar
 Practice tests
Book available from Alresala
Bookshop – Dhahra
021-4443503

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Resources Lessons
Official website Lesson 1 : 9:00 – 10:30
 http://cambridgeenglish.org/TKT Break: 10:30 – 10:45
Lesson 2: 10:45 – 12:15
TKT Glossary Break: 12:15 – 12:30
 Sent to you via email Lesson 3: 12:30 – 2:00

Course plan Lesson Date

1 Oct 27
Units to cover
Introduction, Units 1, 2, 3, 4
 Module 1 2 Nov 3 5, 6, 7, 8, 9, 10
 3 Parts - 18 units 3 Nov 10 11 ,12, 13, 14, 15
 Practice test
4 Nov 17 16, 17, 18, 19, 20, 21
 Module 2
5 Nov 24 Module 1 Practice exam, 22, 23, 24
 2 parts - 8 units
 Practice test 6 Dec 1 25, 26, 27, 28, 29, 30
 Module 3 7 Dec 8 Module 2 practice test, 31, 32, 33
 2 parts – 7 units
8 Module 1, 2 & 3 Practice Exam
 Complete Practice Tests
Dec 22 TKT EXAM

• Parts of speech

Part 1: Describing Language and language skills • Grammatical Structures

• Grammatical Use
Part 2: Language Learning
• Video – Teaching Grammar to YL
Part 3 : Language Teaching

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Parts of speech
Can you make a list of the parts of speech?
1. Nouns
1. C
2. Verbs 2. E
3. Adjectives 3. D
4. Adverbs 4. F
5. G
5. Determiners 6. A
6. Prepositions
7. Pronouns
8. Conjunctions
9. exclamations

Types of Nouns Types of verbs

 Countable car, book, apple  Transitive (require an object) The boy hit the ball.
 Uncountable sugar, honey, milk, money  Intransitive (no object) The girl sang.
 Proper Amina Shebani, Mahari Hotel, Sony  Regular played, walked, talked
 Common shop, telephone, phone,  Irregular wrote, swam, spoke
 Infinitive base form (see, have, do, open, sleep)
 Abstract hate, kindness, honesty, hope
 Modal can, will, should, ought to, must
 Collective class, family, audience, herd
 Phrasal verbs keep up, turn off, speak up
 Compound living room, sunrise
 Imperative (commands). Open the door. Sit down.
 Active / passive My father built this house / This house
was built by my father.

To look up Grammatical Structures (Form)

 types of pronouns Present continuous
 Types of determiners He is running.
 Types of prepositions  Subject + present (verb to be) + verb –ing
 Types of conjunctions Past passive voice
 Types of adverbs The bridge was built in 1999.
 Subject + past (to be) + past participle .
http://myenglishgrammar.com/ Conditional
If I was younger, I’d run a marathon.
 If + subject + past simple, subject + would + infinitive

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Grammatical Use Homework

Present Simple  Follow up activities 1, 2, 3, 4 Page 12 – 13
1. To describe a present state
 She is happy.
2. To describe actions/situations that happen
repeatedly
We get up late on Fridays.
1.
3. To refer to the future in a scheduled timetable
 The plane takes off at 4:00
4. To provide a commentary
 He runs. He kicks the ball and he misses!

Exam Tasks - Grammar Grammar Review

 The TKT always contains a task on grammatical form Samuel stood on the bank of (1) Swamp River and looked
and a task on grammatical use at the (2)people swimming. His (3) classmates went off
to get something to eat. He thought of his future and it
 Turn to page 14
seemed full of (4) hope.
 Work on your own to answer Task 1 Match the underlined words with the grammatical
terms.
 Check with your partner
A collective noun
B compound noun
C proper noun
D abstract noun

Exam Task1 – Grammar Exam Task2 – Grammar

 Turn to page 14 Turn to page 15
1. C 1. A
2. B 2. B
3. B 3. C
4. A 4. B
5. A 5. C
6. C 6. C
7. A

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Teaching Grammar to YL

What is lexis? Affixation

Prefixes (added a the beginning of a word)
Individual words or sets of phrases  Change the meaning
 tree  undo, ex-wife, retype
 get up  To give opposite meaning
 first of all  -un, -il, -ir, -im, -in, -dis

 a piece of cake
Suffixes (added at the end of the word)
 Change the part of speech
 Translate – translation, slow - slowly
 Change the form (make comparative, superlative, etc)
 Bigger, smallest, walked

Collocations: words that often occur

together
 Heavy rain Idioms
 watch out
 Once in a blue moon
 high temperature
 raining cats and dogs
 Commit murder

natural English... unnatural English... Chunks: (Semi)-fixed expressions

the fast train
fast food
the quick train
quick food
 Have a good trip
 How about …?
a quick shower a fast shower
a quick meal a fast meal  My name’s ..

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Relationships between words False friends

Synonyms
 happy – cheerful – joyful – content
Antonyms
 happy– sad ; sorrowful - joyful
Lexical sets
Groups of words belonging to the same topic area
 shirt, skirt, trousers, dress - clothes
Word family
 Words that come through affixations from the same base
word
 real, really, realistic, unrealistic, reality
Compound nouns
 A noun made from two or more words
 Lifestyle, sunrise, living room, hair cut, fire-fly
Same or similar forms/pronunciation in two languages
but different meaning ( ‫ فول‬- fool)
Homophones
Same pronunciation but different meaning & spelling
 know – no; whether – weather; there – their – they’re
Homonyms
Same pronunciation and spelling but different meaning
 They sat on the river bank. I put all my money in the
bank.
Varieties of English
Different kinds of English spoken around the word
 flat – apartment – unit; biscuit - cookie

Practice Exam Task - Lexis

Turn to page 19  Turn to page 20
Work in groups of 3. 1. A
Answer follow–up activity 1 (A – E) 2. C
A. Lexical set 3. D
B. Antonyms 4. F
C. Idioms 5. B
D. Collocations 6. G
E. synonyms

Phonology
Phonology is the study of the sound features in a
language to communicate meaning
 Phonemes
 word stress
 Sentence stress
 Intonation

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 Do all the letters in the alphabet only have one sound?

Phonemes can /k/
 What do these symbols represent? cell /s/
/ð/ /æ/ /ʒ/
A phoneme is the smallest unit of sound that can make a  Are all the sounds represented in the alphabet?
difference in meaning
 Symbols are called: phonetic symbols The sound “sh” has no alphabet equivalent, the
 Sounds they make: phonemes phoneme for ‘sh’ sound is /ʃ/
 When a word is written all in phonetic symbols:
phonetic transcription
beautiful /ˈbjuːtəfʊl/

Vowels Consonants
Sounds made with the mouth partly open and where air is Flow of air is partly blocked by the tongue, lips or teeth
not stopped
Monophthongs : pure vowel sound (one tone one mouth
position (cat, trip)  Voiced: spoken with vibration of voice
 Diphthongs: movement from one vowel sound to another /b/, /d/, /g/
(oil)

 cat oil
 bit bite  Unvoiced: spoken without vibration of voice
 lot low /p/, /t/, /k/
 tall toy

The phonetic chart

The phonemic Chart

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Syllables
Words are split into syllables
 How many syllables in theses words?

 stop
 begin
 furniture
 chocolate
 identical
 America

Word stress Syllables and word stress

Word stress: pronounce stressed syllable with more
energy

 Student
 Student
 ‘student
 STUdent

 We pronounce other syllables with less energy

Sentence Stress Sentence stress

Sentences have two types of words
 Content words : important words that carry the
meaning or sense—the real content
 Nouns, verbs, adjectives, adverbs
 Structural words
 Prepositions, articles, pronouns, determiners
Primary Stress (Main stress)
The word which the speaker thinks is the most
important meaning of the sentence
 The girl ran to the sea and jumped in quickly.

 The girl ran to the sea and jumped in quickly.

The boy sat on the beach.
 The girl ran to the sea and jumped in quickly.
 Sentence stress falls on content words

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Connected Speech Weak forms

 Sentence Stress
 Contractions
 Can’t, isn’t, she’s, they’re
 Weak forms
 How do you pronounce the word “been”?
 Linking
 “up above”
 “go away”
 Intonation
 rhythm

Intonation Rhythm
Rise and the fall of the voice when speaking

Teaching pronunciation
 Learners need to understand a variety of accents
 Drilling – repeating models
 Activities that focus on words stress, sentence stress,
minimal pairs (words distinguished by only one 1. B
phoneme) 2. C
 ship sheep 3. B
4. A
 hat hit
5. C
 think thing
 Focus on problematic phonemes
 /p/ for Arabic speaker

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Homework Exam Task - Phonology

TKT Book page 24 Page 25 – 26
Follow up activities 3, 4, 5
1. C
2. C
3. A
4. B
5. A
6. B
7. B
8. B

What are functions?

 suggesting  thanking
 greeting  interrupting
 clarifying  expressing obligation
 inviting  expressing preference
 advising
 agreeing/disagreeing
 refusing

Exponents Example
The language we use to express functions Sam : Oh, I’m sorry. I’ll buy you another one.
 I’m so sorry Ali : Don’t worry about it. It wasn’t a special one.
 My name’s Sara. Sam : Sorry?
 Could you please explain? Ali : I said it wasn’t a special one.

 One exponent can express different functions at the Sorry 1 : Apologizing

same time -- depends on the context Sorry 2: Asking for clarifications

How do you know? Context / situation

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I’m so tired
Making a suggestion
A boy talking to his mother while he does
Different exponents
his homework.
 How about ….?
 Requesting ( asking to stop doing
homework)  What about …?
 Why don’t we…?
 Let’s ….
A patient talking  I suggest …..
to his doctor
 Describing a
physical state

Asking for permission Levels of formality

 Can I ...? informal  Formal language: more socially distant
 May I ...?  Informal: more socially casual
 Could I ...?  Neutral: when we don’t want to show neither great
respect nor too much casualness
 Could I possibly ...?
 Why don’t you come to lunch with us?
 Do you mind if I ...?  Appropriacy: choosing the level of formality for the
 Would it be possible for me to ...? situation
formal Teacher to students
 I’d like to wish you a very good morning.
 Hi guys!
 Good morning everyone.

Functions in the classroom

 Some coursebooks organized around Functions 
functional approach
 Focus on functions - emphasis on communication
 Writing can be taught through functions
 Greeting; asking for information, complaining, signing
off
 Nowadays functions are taught with grammar
Unit Function Grammar
Unit 6 Expressing likes First and third person present simple affirmative
Unit 7 Expressing dislikes First and third person present simple negative

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Exam Task - Functions

Page 30

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

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