Teaching Knowledge Test

A test of professional knowledge for English

language teachers

Handbook

Draft October 2004

Preface

This handbook is intended for course providers who are, or intend to become, involved in preparing candidates for the
Teaching Knowledge Test (TKT), or for candidates who are preparing themselves for 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.Cambridge ESOL.org

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DRAFT 2
Contents

Introduction ................................................................................................................................................................... 4

An overview of TKT ......................................................................................................................................................... 6

Content of TKT ................................................................................................................................................................ 7

Module 1 Language and background to language learning and teaching ................................................................. 8

General description and syllabus ............................................................................................................... 8

Module 2 Lesson planning and use of resources for language teaching................................................................. 11

General description and syllabus ............................................................................................................. 12

Module 3 Managing the teaching and learning process .......................................................................................... 14

General description and syllabus ............................................................................................................. 15

TKT test administration.................................................................................................................................................. 17

Marking, grading and results ......................................................................................................................................... 18

Special Circumstances .................................................................................................................................................. 19

The production of TKT ................................................................................................................................................... 20

Support for TKT candidates and course providers ........................................................................................................ 21

Common questions and answers .................................................................................................................................. 21

TKT wordlist ................................................................................................................................................................. 23

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DRAFT 3
Introduction
Introduction to Cambridge ESOL
TKT is designed and produced by Cambridge ESOL, a department of the University of Cambridge and part of the
University of Cambridge Local Examinations Syndicate (UCLES), 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. In 2003 over 1.6 million people took these examinations at centres
in over 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.

It is anticipated that in preparing for TKT, candidates will have the opportunity to extend their knowledge of English
language teaching. They will familiarise themselves with concepts related to language, language use and the
background to and practice of language teaching and learning. This knowledge is tested in an objective format test,
which is simple to administer and to take. It should be noted that TKT tests teaching knowledge rather than teaching
ability.

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.

TKT offers candidates a step in their professional development as a teacher and enables them to access higher-level
teaching qualifications and professional support materials, such as journals about English language teaching (ELT).

In order to keep a record of their professional development and reflections on their teaching, candidates are
encouraged to keep a portfolio. Through the portfolio candidates are encouraged to become reflective practitioners
by analysing their teaching and how this impacts on their students’ learning. The portfolio does not form part of the
assessment for TKT, however.

TKT can be taken at any stage in a teacher’s career. It fits into a framework of teaching awards offered by Cambridge
ESOL, as shown below:

Pre-service/Introductory CELTYL CELTA

In-service ICELT YL Extension TKT

Experienced DELTA

ELT Management IDLTM

Cambridge ESOL’s Teaching Awards (CELTA, CELTYL, YL Extension to CELTA, ICELT and DELTA) 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.

A summary of the entry requirements and content of Cambridge ESOL’s Teaching Awards can be found on the
following page.

Other teaching qualifications offered by Cambridge ESOL include two specifically designed for the further education
and skills sector within the UK.

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DRAFT 4
Cambridge ESOL Teaching Awards

TKT CELTA CELTYL ICELT DELTA

Entry procedure None Interview and Interview and Interview and Interview and
task task task, where task
appropriate

Teaching None None None Must be 2 years’ (1200

experience teaching hours) relevant
required teaching
experience

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

Language level Minimum Near first Near first Minimum FCE/ Near first
PET/Council of language language Council of language
Europe B1 speaker speaker Europe B2 speaker

Teaching age Primary, Adults (16+) Primary or Primary, Adults (16+)

group secondary or secondary secondary or
adults adults

Can be taken pre-

service ! ! ! " "
Must be taken in-
service " " " ! !

Obligatory course " ! ! ! !

Assessed
teaching practice " ! ! ! !

Continuous
assessment " ! ! ! !

Coursework " ! ! ! !

Portfolio ! ! ! ! !
Written test /
examination ! " " " !

Cambridge ESOL also offers the Young Learner Extension to CELTA and IDLTM. The Young Learner Extension to
CELTA shares similarities with CELTYL, except that entry is contingent on candidates having completed the CELTA.
IDLTM is an educational management qualification and as such does not focus on knowledge about or practice of
teaching.

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DRAFT 5
An overview of TKT
The aims of TKT
TKT aims to:

- test candidates’ knowledge of concepts related to language, language use and the background to and practice of
language teaching and learning.

- provide an easily accessible test in teaching 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.

- encourage teachers in their professional development by providing a step in a developmental framework of

awards for teachers of English.

TKT candidature
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.

Candidates taking TKT will normally have some experience of teaching English to speakers of other languages.
However, TKT may also be taken by: pre-service teachers
teachers who wish to refresh their teaching knowledge
teachers who are moving to teaching English after teaching another subject.

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.

TKT candidates are expected to be familiar with language relating to the practice of ELT. A non-exhaustive glossary
of teaching terminology is provided in the TKT Glossary, which can be found on our website
www.CambridgeESOL.org/TKT

Candidates are not required to fulfil any specific entry requirements for TKT.

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DRAFT 6
Content of TKT
TKT content outline
TKT consists of three modules. Each module requires candidates to read questions and then answer by selecting a
letter for the correct answer. Listening, speaking or extended writing are not required in taking this test. It is important
to note that TKT tests candidates’ knowledge of teaching rather than their proficiency in the English language or their
performance in classroom situations.

TKT overview
Module Description Timing Content

1 Language and background to language 80 minutes Three parts with 80 objective

learning and teaching format questions

2 Lesson planning and use of resources for 80 minutes Two parts with 80 objective format
language teaching questions

3 Managing the teaching and learning 80 minutes Two parts with 80 objective format
process questions

Approaches to teaching and learning

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 nevertheless expected, as is familiarity with ELT
terminology.

Sources and text types used in TKT

The following may feature in TKT:

• extracts and material adapted from ELT coursebooks or supplementary materials

• handbooks on English language teaching and learning
• ELT journals and magazines
• testing materials
• reference materials on language, e.g. grammar books and dictionaries, including phonemic transcription (IPA)
• diagrams or other visuals
• transcriptions of classroom talk
• descriptions of classroom situations.

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DRAFT 7
Module 1 Language and background to language learning and teaching
General description and syllabus

Module format
Module 1 consists of three parts.

Timing
80 minutes

Number 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 item carries one mark.

Title Areas of teaching knowledge Task types and format

Part 1 Describing Concepts and terminology for describing language: 7-8 tasks consisting of
language and grammar, lexis, phonology and functions approximately 40 questions
language skills
Concepts and terminology for describing language Tasks include one-to-one
skills and subskills e.g. reading for gist, scanning matching; 3/4/5-option
matching; 3-option multiple
choice and odd one out.

Part 2 Background to Factors in the language learning process, e.g. 2-3 tasks consisting of
language approximately 15 questions
learning − motivation
− exposure and focus on form Tasks include one-to-one
− the role of error matching; 3/4/5-option
− differences between L1 and L2 language learning matching; 3-option multiple
− learner characteristics, e.g. choice and odd one out.
• learning styles
• learning strategies
• maturity
• past learning experience
− learner needs

Part 3 Background to The range of methods, tasks and activities available to 4-5 tasks consisting of
language the language teacher, e.g. approximately 25 questions
teaching
− presentation techniques and introductory activities Tasks include one-to-one
− practice activities and tasks for language and matching; 3/4/5-option
skills development matching; 3-option multiple
− assessment types and tasks choice and odd one out.

Appropriate terminology to describe the above

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DRAFT 8
Part 1

This part of Module 1 tests candidates’ knowledge of terms and concepts common in English 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 Examples

grammar • parts of speech
• the form and use of grammatical structures
lexis • types of meaning
• word formation (prefixes, suffixes, compounds, collocation)
• word groupings (synonyms, antonyms, lexical sets, homophones)
• register
phonology • word stress, sentence stress, intonation, connected speech and phonemes including
minimal pairs
• symbols from the phonemic script (IPA)
functions • context
• levels of formality
• appropriacy
• a range of functions and their typical exponents
language skills • reading, listening, speaking, writing and their subskills
• the features of spoken and written texts (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, focusing particularly on those learner characteristics which distinguish one learner or group of learners
from another in terms of their learning and 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 Examples

motivation • influences on motivation
• the importance of motivation
• measures that can increase motivation
exposure to language and focus on form • acquisition
• a silent period
• the need of L2 learners for interaction and focus on form as
complements to exposure

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DRAFT 9
 the role of error • errors v slips
• interference v developmental errors
• interlanguage
the differences between L1 and L2 learning • differences in age
• differences in the context of learning
learner characteristics • common learning styles and preferences
• common learning strategies
• maturity
• past learning experiences
• how learner characteristics affect learning
learner needs • the personal, learning and (future) professional needs of
learners

Part 3
This part of Module 1 tests candidates’ knowledge of the range and function of the pedagogic choices the teacher has
at his/her disposal to cater for learner characteristics, learning processes and the differences between L1 and L2
learning. This part of Module 1 also tests knowledge of concepts and terms related to teaching and learning
procedures and activities, such as: repeating, prompting, eliciting, pairwork.

Candidates need to demonstrate an understanding of methods, tasks, activities and terminology related to:

Syllabus area Examples

presentation techniques and introductory activities
types of activities and tasks for language and skills
development
assessment types and tasks
• introductory activities such as warmers, lead-ins
• common ways of presenting language
• the design and purpose of a range of common
comprehension and production tasks and activities
• 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
• purposes for assessment (diagnostic, placement,
achievement, formative, proficiency)
• methods of assessment (self, peer, portfolio, informal and
formal)
• the design and purpose of a range of assessment tasks
and activities

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DRAFT 10
Module 1 Answer Key

1 B 41 B
2 F 42 D
3 C 43 C
4 A 44 D
5 E 45 C
46 A
6 E
7 D 47 D
8 A 48 C
9 F 49 A
10 B 50 H
51 E
11 A 52 G
12 A 53 F
13 B
14 B 54 C
15 B 55 D
16 C 56 G
57 B
17 F 58 A
18 A 59 F
19 C
20 E 60 A
21 D 61 B
62 C
22 I 63 A
23 A 64 B
24 G 65 B
25 H 66 C
26 C
27 D 67 A
28 F 68 B
29 B 69 C
70 A
30 D 71 A
31 E 72 C
32 B 73 B
33 F
34 C 74 H
35 G 75 E
76 C
36 C 77 F
37 A 78 A
38 B 79 D
39 C 80 B
40 B

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DRAFT 11
Module 2 Lesson planning and use of resources for language teaching

General description and syllabus

Module format
Module 2 consists of two parts.

Timing
80 minutes

Number 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 1 mark.

Description Areas of teaching knowledge Task types and format

Part 1 Planning and preparing Lesson planning 5-6 tasks consisting of

a lesson or sequence of
lessons − identifying and selecting aims
appropriate to learners, stage of
learning and lessons
− identifying the different components of
a lesson plan
approximately 40 questions
Tasks include one-to-one
matching; 3/4/5-option
matching; 3-option multiple
choice; odd one out and
sequencing.

− planning an individual lesson (or a

sequence of lessons), choosing and
sequencing activities appropriate to
learners and aims

− choosing assessment activities

appropriate to learners, aims and
stages of learning

Part 2 Selection and use of Consulting reference resources to help in 5-7 tasks consisting of
resources and materials lesson preparation approximately 40 questions

Selection and use of: Tasks include one-to-one

matching; 3/4/5-option
− coursebook materials matching; 3-option multiple
choice and odd one out.
− supplementary materials and activities

− aids

appropriate to learners and aims

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DRAFT 12
Part 1
This part of Module 2 tests candidates’ knowledge of how to identify appropriate teaching aims and translate them into
plans for lessons or series of lessons, sequence activities within and across lessons in a manner appropriate to
particular groups of students, and select and build in to (a series of) lessons appropriate assessment activities.

Candidates need to demonstrate an understanding of concepts and terminology related to:

Syllabus area Examples

identifying and selecting lesson aims
identifying the different components of a lesson
plan
planning an individual lesson or sequence of
lessons
choosing assessment activities
• main, subsidiary and personal aims
• specification of aims
• factors influencing the choice of aims
• common sequences – structural/skills/topic/project
• the standard components of a lesson plan: aims,
procedures, stages, timing, aids, anticipated problems,
assumptions, interaction patterns, timetable fit
• 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:

Syllabus area Examples

using reference resources for lesson preparation
the selection and use of coursebook materials
the selection and use of supplementary materials
and activities
the selection and use of teaching aids
• the range of resources available and teachers’ purposes
for consulting them
• criteria for selection, ways of adapting materials
• types of supplementary materials and activities
• reasons for use
• how to select and adapt
• types of aids and their teaching functions

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DRAFT 13
Module 2 Answer Key

1 E 42 B
2 C 43 A
3 B 44 D
4 F 45 I
5 H 46 H
6 G 47 E
7 A 48 G
49 C
8 C
9 A 50 B
10 H 51 F
11 G 52 A
12 B 53 D
13 F 54 G
14 D 55 C
56 H
15 B
16 C 57 H
17 B 58 A
18 A 59 E
19 B 60 C
20 A 61 G
62 F
21 D 63 D
22 B 64 I
23 C
24 A 65 B
25 B 66 C
26 E 67 A
27 C 68 A
28 D 69 A
29 A 70 D
71 C
30 D 72 C
31 H 73 B
32 B
33 C 74 A
34 E 75 G
35 F 76 D
36 G 77 C
78 F
37 B 79 B
38 E 80 E
39 A
40 F
41 C

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DRAFT 14
Module 3 Managing the teaching and learning process
General description and syllabus

Module format
Module 3 consists of two parts.

Timing
80 minutes
Number 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 1 mark.

Description Areas of teaching knowledge Task types and format

Part 1 Teachers’ and learners’ Using language appropriately for a range of 6-7 tasks consisting of
language in the classroom functions, e.g. approximately 40
classroom questions
− instructing
− prompting learners
− eliciting Tasks include one-to-one
− conveying meaning of new language matching; 3/4/5-option
matching; 3-option multiple
Identifying the functions of learners’ choice; odd one out and
language sequencing.

Categorising learners’ mistakes

Part 2 Classroom management Options available to the teacher for 6-8 tasks consisting of
managing learners and their classroom in approximately 40
order to promote learning, e.g. questions

− teacher roles
− grouping students Tasks include one-to-one
− correcting learners matching; 3/4/5-option
− giving feedback matching; 3-option multiple
choice and odd one out.
appropriate to learners and aims

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DRAFT 15
Part 1
This part of Module 3 tests candidates’ ability to understand the functions of classroom language, to adapt teacher
language according to its audience and purpose, to evaluate teachers’ classroom language, to analyse learners’
language and categorise learner errors.

Candidates need to demonstrate an understanding of concepts and terminology related to:

Syllabus area Examples

the functions commonly used by the teacher
in the classroom
identifying the functions of language used by
learners in the classroom (this may involve
analysis of language which is not completely
accurate)
categorising learners’ mistakes
• identification of a range of functions and typical exponents
• appropriacy of use (degrees of simplicity of language,
appropriateness of sequencing, degrees of formality)
• identification of common functions and typical exponents
• identification of communicative purpose
• appropriacy of use.
• categorising types of mistakes

Part 2
This part of Module 3 tests candidates’ knowledge of the function of strategies available to a teacher for effectively
managing classes (e.g. interaction patterns, variety of activity and pace, techniques for correcting learners’ oral
mistakes) as well as the roles a teacher can fulfil at different stages of the lesson, in ways appropriate to learners and
to teaching and learning aims.

Candidates need to demonstrate an understanding of concepts and terminology related to:

Syllabus area Examples

the roles of the • common teacher roles and their functions (e.g. building rapport; managing the
teacher teaching space; planning to introduce variety; catering for learning factors;
establishing systems for praise and reward; establishing rules, routines and
procedures)
grouping students • common classroom interaction patterns and their uses
• grouping of students and reasons for this
correcting learners • methods of oral and written correction, and their appropriacy of use
giving feedback • the focus and purpose of feedback
• ways of giving feedback

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DRAFT 16
Module 3 Answer Key

1 C 41 A
2 H 42 A
3 F 43 D
4 B 44 C
5 G 45 D
6 A 46 C
7 E 47 B
48 B
8 A 49 D
9 B
10 C 50 A
11 C 51 A
12 A 52 C
13 B 53 A
14 A 54 B
15 C 55 C
16 B
56 A
17 B 57 B
18 F 58 A
19 A 59 C
20 E 60 B
21 C 61 B
62 C
22 A 63 A
23 C
24 C 64 C
25 B 65 E
26 A 66 D
27 B 67 A
68 G
28 C 69 F
29 A 70 B
30 A
31 C 71 C
32 B 72 E
73 F
33 E 74 A
34 B 75 D
35 G
36 A 76 C
37 D 77 C
38 I 78 B
39 F 79 B
40 C 80 C

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DRAFT 17
TKT test administration

Modular structure
TKT has three modules. These can be taken together in one examination session or separately, in any order, over
three sessions.
There is no obligatory course component for TKT.

Entry procedure
Candidates must enter through an authorised Cambridge ESOL Centre. A list of Cambridge ESOL Examination
Centres is available from Cambridge ESOL using the address on page 2. Institutions wishing to become Cambridge
ESOL Examination Centres should contact the Centre Registration Unit at Cambridge ESOL.
TKT is available throughout the year and Centres contact Cambridge ESOL, to arrange a test date. Candidate Details
must be submitted to Cambridge ESOL at least six weeks prior to running the session. Please note that more notice
may be required if candidates have special needs and therefore require Special Arrangements (see below).
Copies of the Regulations and more details on entry procedure, current fees and further information about this and
other Cambridge examinations can be obtained from the Cambridge ESOL Local Secretary in your area, or from the
address on page 2.

Marking, grading and results

Marking

Candidates mark all their answers on OMR (Optical Mark Reader) Answer Sheets, which are scanned by computer in
Cambridge. There is one answer sheet per module, and candidates must fill in all their answers within the time
allowed for the test.
A sample OMR answer sheet can be found on page XX (after sample test for module 3) of this Handbook, and it is
useful for candidates to practise filling these in before taking the examination so that they are familiar with the
procedure.

Grading and results

Each question carries one mark, so the maximum mark for each module is 80. Candidate scores are converted to
percentages, and candidate performance will be reported using four bands.
Each module is free-standing, and there is no aggregate score. Candidates will receive a certificate for each module
that is taken.
Candidates achieving the top band, Band 4, will have demonstrated very good knowledge of the content areas
described in the syllabus for the relevant module. The lowest band, Band 1, reflects limited knowledge of these
areas.

To gain a Band 4, candidates need to achieve approximately 85% of the available marks.
To gain a Band 3, candidates need to achieve approximately 50% of the available marks.
To gain a Band 2, candidates need to achieve approximately 20% of the available marks.
Band 1 indicates that candidates achieved less than 20% of the available marks.

TKT and the issuing of results are subject to ongoing research and further guidance on the interpretation of results will
be issued in the future.

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DRAFT 18
Notification of results
Certificates are despatched to centres approximately two weeks after receipt of Answer Sheets by Cambridge ESOL.
Please note that despatch of candidates’ results will be delayed if they need Special Consideration or are suspected
of malpractice (see below).
Enquiries on results may be made through Local Secretaries, within a month of the issue of certificates.

Appeals procedure
Cambridge ESOL provides a service to enable centres to appeal, on behalf of candidates, against assessment
decisions that affect grades awarded to candidates (e.g. decisions relating to results and decisions relating to irregular
conduct).

In the first place candidates should contact their Local Secretary for advice. Further information about the appeals
procedure can be found at www.CambridgeESOL.org/support

Special Circumstances

Special Circumstances cover three main areas: special arrangements, special consideration and malpractice.

Special arrangements
These are available for candidates with disabilities. They may include extra time, separate accommodation or
equipment, Braille versions of question papers, etc. If you think you may need special arrangements, you must
contact the Cambridge ESOL Local Secretary in your area as soon as possible so that s/he can send your application
to Cambridge ESOL in time (usually 8 - 12 weeks before the exam, depending on what is required).

Special consideration
Cambridge ESOL will give special consideration to candidates affected by adverse circumstances before or during an
examination. Special consideration can be given where an application is sent through the centre and is made within
ten working days of the examination date. Examples of acceptable reasons for giving special consideration are in
cases of illness or other unexpected events.

Malpractice
The Malpractice Committee will consider cases where candidates are suspected of copying, collusion or breaking the
examination regulations in some other way. Results may be withheld because further investigation is needed or
because of infringement of regulations. Centres are notified if a candidate’s results have been investigated.

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DRAFT 19
The production of TKT
Cambridge ESOL is committed to providing examinations of the highest possible quality. This commitment is
underpinned by an extensive programme of research and evaluation, and by continuous monitoring of the marking
and grading of all Cambridge ESOL examinations. Of particular importance is the rigorous set of procedures which
are used in the production and pretesting of question papers.

The production process for TKT is the same as that for the Cambridge ESOL language examinations. It begins with
the commissioning of materials and ends with the printing of question papers.

There are five main stages in the production process:

• commissioning
• pre-editing and editing
• pretesting
• analysis and banking of materials
• question paper construction

Question Paper Production Cycle

Commissioning of
material for question
papers

Pre-editing and
editing of
material

Pretest
construction

Revision Rejection

Pretesting

Item
analysis

Live Materials Bank

Question paper
construction

_____________________________________________________________________________
DRAFT 20
Support for TKT candidates and course providers
General information on TKT, including administration details and downloadable versions of this Handbook and sample
materials, can be found by visiting www.CambridgeESOL.org/TKT

Course providers and individual candidates can also access the TKT Glossary on this website, as well as a
bibliography they can refer to.

From January 2005, support material for teacher trainers will be available on the Teaching Resources website
www.CambridgeESOL.org/teach/TKT
Support material for candidates will be available later in the year on this website.

Cambridge University Press is publishing The TKT Course in mid-April 2005. This coursebook is published in
collaboration with Cambridge ESOL. It provides approximately 60-90 hours of classroom-based or self-access study,
and includes practice tasks and tests.

Further support will also be available in the form of seminar programmes in different countries. Contact Cambridge
ESOL Information for further details: ESOLinfo@ucles.org.uk

Common questions and answers

Can candidates make notes on the question paper?

Candidates may write on the question paper during the examination, but their notes will not be marked. Candidates
must complete an answer sheet, which is then scanned.

Does it matter if candidates write in pen or pencil?

Candidates must write use a pencil to mark their answers on the answer sheet. Answer sheets marked in pen cannot
be read by computer.

Is the use of dictionaries allowed?

No.

What is the mark allocation?

One mark is given for each correct answer.

Do candidates have to take all three modules?

Candidates may enter for any number of modules in any order.

What is the pass mark?

Results are reported in four bands. There is no pass/fail. Candidates receive a certificate for each module taken.

What is the date of the TKT examination?

Dates are set by Centres in consultation with Cambridge ESOL, taking into account local needs and conditions.

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DRAFT 21
Where can candidates enrol?
The Cambridge ESOL Local Secretary can give you information about Centres where the examination is taken. You
enrol through local Centres, and not through the Cambridge ESOL office in Cambridge. Fees are payable to the local
Centre.

How do candidates get their results?

TKT certificates are issued to Centres approximately two weeks after receipt of Answer Sheets by Cambridge ESOL.

Do candidates need to have taken a particular English language examination before taking TKT?
No. It is advisable for candidates to have a minimum language level of Council of Europe Framework level B1 or PET
level.

What kind of teaching terminology will be tested in TKT?

The TKT Glossary can found at www.CambridgeESOL.org/TKT
This contains a non-exhaustive list of teaching terms with definitions which could be tested in TKT.

What is the TKT portfolio?

The portfolio is a place where candidates keep a record of their teaching experience, beliefs and aspirations for the
future. The portfolio does not form part of the assessment for TKT. It is an electronically available resource, and
candidates registering for TKT will receive more information on how to access their portfolio.

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DRAFT 22
TKT wordlist
This list is indicative only. Other terms may also be used in TKT.
The words are entered into categories so as to help the reader. Some words could fall into more than one category
and could appear in different modules. Candidates who are preparing only for one module should ensure they have
an understanding of all the TKT terminology. However, to economise on space they have only been entered once.
The TKT glossary contains definitions of the words in this list and can be downloaded from
www.CambridgeESOL.org/TKT

Module 1

CONCEPTS AND TERMINOLOGY FOR DESCRIBING LANGUAGE AND LANGUAGE SKILLS

GRAMMAR

Active voice
Adjective
Adverb
Article
Aspect
Auxiliary verb
Base form of the verb
Clause
Collective noun
Comparative adjective
Compound noun
Conditional (forms)
Conjunction
Connector
Countable noun
Dependent preposition
Determiner
Direct speech
Direct question
Gerund, -ing form
Grammatical structure
Imperative
Indirect question
Infinitive
Infinitive of purpose
-ing/-ed adjective
Intensifier
Interrogative
Irregular verb
Main clause
Modal verb
Noun
Object

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DRAFT 23
Object pronoun
Part of speech
Participle (past and present)
Passive voice
Past simple and past continuous/progressive
Past perfect simple and continuous
Personal pronoun
Phrase
Plural
Possessive adjective
Possessive pronoun
Possessive ‘s’ and whose
Preposition
Present perfect simple and continuous
Present simple and continuous
Pronoun
Proper noun
Quantifier
Question tag
Reflexive pronoun
Regular/irregular verb
Relative clause
Relative pronoun
Reported speech
Reporting verb
Singular
Singular noun
Subject
Subject-verb agreement
Subordinate clause
Superlative adjective
Tense
Third person
Time expression
Uncountable noun
Used to
Verb
Verb pattern

LEXIS

Affix
Affixation
Antonym
Collocation
Compounds
Homophone
Idiom
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DRAFT 24
Lexis
Lexical set
Multi-word verb
Phrasal verb
Prefix
Register
Suffix
Synonym

PHONOLOGY

Connected speech
Consonant
Contraction
Diphthong
Intonation
Linking
Main stress
Minimal pair
Phoneme
Phonemic script
Phonemic symbol
Phonemic transcription
Rhyme
Rhythm
Sentence stress
Stress
Strong forms
Syllable
Voiced/unvoiced sound
Vowel
Weak forms
Word stress

FUNCTIONS

Accepting an invitation
Appropriacy
Appropriate
Colloquial
Declining an invitation
Enquiring
Expressing ability
Formal/informal
Function
Functional exponent
Greeting

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DRAFT 25
Inappropriate
Informal
Instructing
Inviting
Level of formality
Negotiating
Neutral
Predicting
Refusing an invitation
Requesting, making a (polite) request
Speculating

LANGUAGE SKILLS

Accuracy
Context
Deduce meaning from context
Develop skills
Draft
Edit
Extensive reading/listening
Fluency
Infer attitude, mood, feeling
Intensive reading/listening
Interact
Interaction
Interactive
Interactive strategies
Lay-out
Note-taking
Oral fluency
Paragraph
Paraphrase
Prediction
Process writing
Productive skills
Proof-read
Read/listen for gist
Read/listen for detail
Read/listen for mood
Receptive skills
Re-draft
Scan
Skill
Skim
Strategy
Subskill
Summary, summarise
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DRAFT 26
Take notes
Text structure
Topic

BACKGROUND TO LANGUAGE LEARNING

LANGUAGE LEARNING

Achievable (target, goal)

Acquisition
Activity-based learning
Attention span
Auditory learner
Cognitive
Confidence (give, build up)
Conscious
Deductive learning
Demotivate
Demotivated
Developmental error
Error
Expectation
Expose
Exposure
Focus on form
Goals
Guidance
Ignore (errors)
Independent study
Inductive learning
Interference
Interlanguage
Kinaesthetic learner
Language awareness
Learner autonomy
Learner characteristics
Learner independence
Learning resources
Learning strategies
Learning style
Learner training
L1/L2
Maturity
Memorable
Memorise
Mother tongue
Motivate
Motivation

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DRAFT 27
Natural order
Needs
Over-application
Over-generalisation
Participation
Personalisation
Process (language)
Proficiency
Proficient
Silent period
Slip
Target language culture
Unmotivated
Visual learner
Work language out

BACKGROUND TO LANGUAGE TEACHING

PRESENTATION TECHNIQUES AND INTRODUCTORY ACTIVITIES

Communicative approaches
Concept checking
Content-based learning
Contextualise
Define
Definition
Elicit
Emphasise
Emphasis
Gesture
Grammar-Translation method
Guided discovery
Illustrate meaning
Introductory activities
Lexical Approach
Meaningful
Mime
Present
Presentation
Presentation, Practice and Production (PPP)
Situational presentation
Target language
Task-based Learning (TBL)
Test-teach-test
Total Physical Response (TPR)

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DRAFT 28
PRACTICE ACTIVITIES AND TASKS

Brainstorm
Categorise
Categorisation
Chant
Choral drill
Communicative activity
Controlled practice
Drill
Extension tasks
Freer practice
Gap-fill
Guided writing
Ice-breaker
Individual drill
Information-gap activity
Jigsaw reading/listening
Jumbled paragraphs/pictures/sentences
Labelling
Less-controlled, freer practice
Picture stories
Prioritising
Problem solving
Project work
Rank ordering
Record vocabulary
Restricted practice
Revise
Revision
Role-play
Structural approach
Substitution table/drill
Surveys
Task
Task type
Transformation drill
Transformation exercise
Visualisation
Warmer
Warm-up
Word map

ASSESSMENT TYPES AND TASKS

Achievement assessment
Assessment
Assessment criteria
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DRAFT 29
Cloze test
Continuous assessment
Diagnose
Diagnostic test
Evaluation
Formative assessment
Informal assessment
Learner profile
Matching task
Multiple-choice questions
Objective test
Open comprehension questions
Oral test
Peer assessment
Placement test
Portfolio
Proficiency test
Progress test
Self-assessment
Sentence completion
Sentence transformation
Subjective test
Summative assessment
Test
True/False questions
Tutorial

Module 2

PLANNING AND PREPARING A LESSON OR SEQUENCE OF LESSONS

LESSON PLANNING

Achieve aims
Aim
Analyse language
Anticipate language problems
Arouse, generate interest
Class profile
Components (of a lesson plan)
Consolidate
Enable
Encourage
Encouragement
Lead-in
Main aim
Objective
Pace
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DRAFT 30
Peer feedback
Personal aim
Pre-teach (new language)
Procedure
Raise awareness
Recycle
Reflect on teaching
Reinforce
Scheme of work
Sequence
Set a question, task
Set the scene, the context
Stage
Step
Stimulate discussion
Student-centred
Subsidiary aim
Syllabus
Teacher-centred
Teacher talking time
Timetable fit
Timing
Varied
Variety
Vary

SELECTION AND USE OF RESOURCES AND MATERIALS

REFERENCE RESOURCES

Bilingual dictionary
Consult
Headword
Monolingual dictionary
Reference materials

COURSEBOOK AND SUPPLEMENTARY MATERIALS AND ACTIVITIES

Activity book
Adapt (material)
Audio script
Authentic material
Board game
Brochure
Coursebook
Crossword puzzle
Dialogue
Graded reader
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DRAFT 31
Graph
Grid
Handout
Leaflet
Resource
Supplementary material
Tapescript
Textbook
Transcript
Video clip
Workbook
Worksheet

AIDS

Chart
Dice
Flashcard
Flipchart
Language laboratory
Learning centre
Overhead projector (OHP)
Overhead transparency (OHT)
Phonemic chart
Puppet
Realia
Self-access centre
Teaching aids
Visual (aid)

Module 3

TEACHERS’ AND LEARNERS’ LANGUAGE IN THE CLASSROOM

CLASSROOM FUNCTIONS

Clarify
Clarification (ask for)
Convey meaning
Facial expression
Hesitate
Model
Narrate
Praise
Prompt
Respond
Response

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DRAFT 32
CATEGORISING LEARNERS’ MISTAKES

Punctuation
Word order

CLASSROOM MANAGEMENT

TEACHER ROLES AND MANAGING LEARNERS

Active role
Assessor
Classroom management
Co-operate
Co-operation
Co-operative
Diagnostician
Discipline
Energy levels
Get students’ attention
Grade language
Involvement
Learning contract
Mixed ability
Monitor
Nominate
Passive role
Planner
Provider
Rapport (build)
Resource
Routine
Teaching space

GROUPING STUDENTS

Closed pairs
Dominant
Dominate
Group dynamics
Interaction pattern
Mingle
One-to-one
Open class
Open pairs
Seating arrangement
Seating plan

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DRAFT 33
CORRECTING LEARNERS AND GIVING FEEDBACK

Correction code
Echo correct
Feedback (conduct, elicit, give)
Highlight (a mistake)
Peer feedback
Reformulate
Reformulation
Repetition
Self-correction
Time line
Word prompt

Language used in TKT task rubrics

Appropriate
Aspect
Circled
Extract
Factor
Feature
Item
Listed
Match
Option
Rubric
Underline

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DRAFT 34
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DRAFT 35
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DRAFT 36