TKT Module 1 Overview – Participant’s Worksheet 3

Exercise 1
Complete the following examples of Module 1 Part 2 and Part 3 tasks.
Task 1: Match the questions (1–4) with the options (A–E). There is one extra option
which you do not need to use.

At the start of the class, the teacher

Build up learners’ confidence in their
A 1 writes on the board what she hopes the
abilities
learners will achieve in the lesson.

Make the learning aims clear to The teacher introduces a new topic by
B 2
learners using situations from learners’ own lives.

The teacher gives only positive

C Encourage learner autonomy 3
feedback on language.

Ask learners about their learning

D
preferences The teacher finds out how and when the
4
learners like to be corrected.
E Personalise lessons

Task 2: Choose the most appropriate answer to the questions.

1 Which of these does not involve putting things in order?

A ranking
B jumbled paragraphs
C labelling

2 What of these does not involve pair or group work?

A jigsaw reading
B choral repetition
C information gap

Task 3: Match the questions (1–3) with the options (A–D). There is one extra option
which you do not need to use.
1 To put students into a class at the correct level A progress test

2 To help students evaluate their own progress B placement test

3 To give students a test on language taught in the last C self-assessment

unit of their coursebook
D diagnostic test

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TKT Module 1 Overview – Participant’s Worksheet 3 www.teachers.cambridgeesol.org

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Task 4: Match the questions (1–3) with the options (A–D). There is one extra option
which you do not need to use.
A Grammar Translation Lessons focus on completing an activity after
1 which relevant language is highlighted and
B Task-based learning (TBL) worked on.

Learners practise new structures orally only

C Total Physical Response (TPR) 2
after the teacher has introduced them.

Presentation, Practice and Learners perform actions in response to the

D 3
Production (PPP) teacher’s instructions.

Task 5: Match the questions (1–3) with the options (A–D). There is one extra option
which you do not need to use.

The learner enjoys practising

A
language in pairs and groups.
‘Most of the time should be spent doing
1
grammar exercises.’
The learner doesn’t want the
B
teacher to explain grammar.

The learner enjoys doing

‘I prefer working with other students to speaking
C language practice that focuses on 2
to the teacher in front of the class.’
accuracy.

The learner wants explanations of ‘Rules just confuse me – it’s better to work out
D 3
grammar rules. language from context.’

Exercise 2
Which syllabus area is being tested in the example tasks above? You may find that
each task focuses on more than one syllabus area.
A motivation E learner characteristics/learner needs
B exposure to language and focus on F presentation techniques and introductory
form activities
C the role of error G types of activities and tasks for language
and skills development
D differences between L1 and L2 H assessment types and tasks
learning

© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo

TKT Module 1 Overview – Participant’s Worksheet 3 www.teachers.cambridgeesol.org

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