TKTest HandbookforTeachers

Preface
This handbook is intended for course providers who are, or intend to become, involved in preparing
candidates for the Teaching Knowledge Test (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 553997, Fax: +44 1223 460278, email: ESOLhelpdesk@CambridgeESOL.org,
www.CambridgeESOL.org
Contents
2 Introduction
4 An overview of TKT
4 Content of TKT
1
5 Module 1: General description and syllabus
Language and background
8 Sample test to language learning and
teaching
2
Lesson planning and use of
18 Sample test resources for language
teaching

3
Managing the teaching and
27 Sample test
learning process
34 TKT test administration
34 Grading and results
34 Special Circumstances
35 The production of TKT
35 Support for TKT candidates and course providers
36 Common questions and answers
36 TKT wordlist
42 Module 1 answer key
44 Sample OMR answer sheet
45 Band descriptors
Te ac h i n g K n o w l e d g e Te s t | co nte nts 1
Introduction TKT can be taken at any stage in a teachers career. It is
suitable for pre-service or practising teachers and forms part
? Introduction to Cambridge ESOL of a framework of teaching awards and tests for teachers
offered by Cambridge ESOL.
The Teaching Knowledge Test (TKT) is designed and produced
by University of Cambridge ESOL Examinations (Cambridge Cambridge ESOLs tests for teachers include:
ESOL), a department of the University of Cambridge and part
The Teaching Knowledge Test (TKT)
of the University of Cambridge Local Examinations Syndicate,
which has provided examinations in English for speakers of TKT: Knowledge about Language (KAL)
other languages since 1913. Cambridge ESOL offers an TKT: Content and Language Integrated Learning (CLIL)
extensive range of examinations, certificates and diplomas for
learners and teachers of English, taken by over 2 million Cambridge ESOLs practical, course-based qualifications for
people a year, in more than 130 countries. teachers include:
? Introduction to TKT a test of professional CELTA (Certificate in English Language Teaching to

knowledge for English language teachers Adults)
CELTYL (Certificate in English Language Teaching to

TKT tests knowledge about the teaching of English to speakers
Young Learners)
of other languages. This knowledge includes concepts related
to language, language use and the background to and practice ICELT (In-service Certificate in English Language
of language teaching and learning and is assessed by means of Teaching)
objective format tests, which are simple to administer and to
take. Cambridge ESOL also offers the Delta Modules, which cover all
areas of knowledge at an advanced level and include teaching
TKT is designed to offer maximum flexibility and accessibility
practice. The Delta Modules are:
for candidates and therefore does not include a compulsory
course component or compulsory teaching practice. However, Delta Module One: a written examination
it is likely that centres and other institutions will wish to offer Delta Module Two: a course-based qualification
courses for TKT preparation and these may also include some
Delta Module Three: an extended assignment
teaching practice, if desired. It should be noted that TKT tests
teaching knowledge rather than teaching ability.
Other teaching qualifications offered by Cambridge ESOL
TKT offers candidates a step in their professional include two specifically designed for the further education
development as teachers and enables them to move onto and skills sector within the UK.
higher-level teaching qualifications and access professional
A summary of the entry requirements and content of
support materials, such as resource books for English language
Cambridge ESOLs teaching awards and tests for teachers can
teaching (ELT) and journals about ELT.
be found on the following page.
TKT candidates are encouraged to keep a portfolio, a record of
their professional development and reflections on their
teaching. Through their portfolio candidates can become
reflective practitioners, analysing their teaching and how this
impacts on their students learning. However, the portfolio
does not form part of the assessment for TKT. The Teacher
Portfolio is Cambridge ESOLs free online system that any
teacher can use to record and document their career progress.
Teachers can visit www.teacherportfolio.CambridgeESOL.org
for more information.
2 Te ac h i n g K n o w l e d g e Te s t | i ntr o d uc t i o n
Cambridge ESOL teaching awards and tests for teachers
TKT Module 1 TKT: CLIL TKT: KAL CELTA CELTYL ICELT Delta Delta Delta
TKT Module 2 Module Module Module
TKT Module 3 One Two Three
Teaching not essential not essential not essential not required not required required recommended required recommended
experience
Previous not essential not essential not essential qualifications qualifications local an initial an initial an initial
qualifications which allow which allow requirements teaching teaching teaching
/ training access to access to apply qualification qualification qualification
higher higher
education education
Suggested minimum minimum minimum minimum minimum minimum minimum minimum minimum
language Council of Council of Council of Council of Council of Council of Council of Council of Council of
level Europe B1 Europe B1 Europe B2 Europe C2/C1 Europe C2/C1 Europe B2 Europe C2/C1 Europe C2/C1 Europe C2/C1
Teaching age primary, primary, primary, adults (16+) primary or primary, primary, primary, primary,
group secondary or secondary or secondary or secondary secondary or secondary or secondary or secondary or
adults adults adults adults adults adults adults
Can be taken yes yes yes yes yes no not no not

pre-service recommended recommended
Course not required not required not required yes yes yes not required yes not required
attendance
Assessed no no no yes yes yes no yes no

teaching
practice
Continuous no no no yes yes yes no yes no

assessment
Involves no no no yes yes yes no yes no

coursework
Written test / yes yes yes no no no yes no no

examination
Note: Cambridge ESOL also offers IDLTM and the Young Learner Extension to CELTA. IDLTM is an educational management qualification.
The Young Learner Extension to CELTA shares similarities with CELTYL, except that entry is conditional on candidates having completed
CELTA.
Te ac h i n g K n o w l e d g e Te s t | i ntr o d uc t i o n 3
An overview of TKT Content of TKT
? The aims of TKT ? TKT content outline
to test candidates knowledge of concepts related to TKT consists of three modules. For each module, candidates
language, language use and the background to and are required to answer 80 questions by selecting a letter for
practice of language teaching and learning the correct answer. As TKT tests candidates knowledge of
teaching rather than their proficiency in the English language
to provide an easily accessible test about teaching
or their performance in classroom situations, candidates are
English to speakers of other languages, which is
not required to listen, speak or produce extended writing
prepared and delivered to international standards, and
when taking TKT.
could be used by candidates to access further training,
and enhance career opportunities ? TKT overview
to encourage teachers in their professional development
by providing a step in a developmental framework of Module Title Timing Test format
awards for teachers of English
1 Language and
background to
1 hour 20 minutes Three parts with
80 objective
? TKT candidature language learning questions
and teaching
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 2 Lesson planning
and use of
1 hour 20 minutes Two parts with
80 objective
English. resources for questions
language teaching
Candidates taking TKT will normally have some experience of
teaching English to speakers of other languages. TKT may also
be taken by: 3 Managing the
teaching and
1 hour 20 minutes Two parts with
80 objective
learning process questions
pre-service teachers
teachers who wish to refresh their teaching knowledge
teachers who are moving to teaching English after

teaching another subject.
? Approaches to teaching and learning
To access TKT, teachers need a level of English of at least Level
A range of approaches to teaching and learning may be
B1 of the Council of Europes Common European Framework of
covered in the examination material.
Reference for Languages. This level is specified in the Council
of Europes Threshold document (Van Ek, J.A. & Trim, J.L.M. Approaches which might bias against candidates from
(1998) Threshold, Cambridge: CUP). However, candidates are not particular backgrounds or teaching contexts are avoided.
required to have taken any English language examinations. Knowledge of communicative and other approaches to
teaching is expected, as is familiarity with ELT terminology.
TKT candidates are expected to be familiar with language
relating to the practice of ELT. A non-exhaustive list of ? Sources and text types used in TKT
teaching terminology is provided in the TKT Glossary, which
Extracts, original or adapted, from the following sources may
can be found on our website: www.CambridgeESOL.org/TKT
feature in TKT:
Candidates are not required to fulfil any specific entry
ELT coursebooks or supplementary materials
requirements for TKT.
handbooks on English language teaching and learning
ELT journals and magazines
testing materials
grammar books and dictionaries, including phonemic

transcription (IPA International Phonetic Alphabet)
diagrams or other visuals
transcriptions of classroom talk
descriptions of classroom situations.
4 Te ac h i n g K n o w l e d g e Te s t | ove r v i e w a n d co nte nt
Language and background
to language learning and MODULE 1
teaching
GENERAL DESCRIPTION
Module format Module 1 consists of three parts.
Timing 1 hour 20 minutes
No. 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 one mark.
? Syllabus
This module tests candidates knowledge of terms and concepts common in English language
teaching. It also focuses on the factors underpinning the learning of English and knowledge
of the range and functions of the pedagogic choices the teacher has at his/her disposal to cater
for these learning factors.
Part Title Areas of teaching knowledge Task types and format
1 Describing
language and
Concepts and terminology for describing language:
grammar, lexis, phonology and functions
6-8 tasks consisting of approximately 40 questions
language skills Tasks include one-to-one matching; 3/4/5-option

Concepts and terminology for describing language skills matching; 3-option multiple choice and odd one out.
and subskills, e.g. reading for gist, scanning
2 Background to
language learning
Factors in the language learning process, e.g.
motivation
exposure to language and focus on form Tasks include one-to-one matching; 3/4/5-option
the role of error matching; 3-option multiple choice and odd one out.
differences between L1 and L2 learning
learner characteristics, e.g.
learning styles
learning strategies
maturity
past language learning experience
learner needs
3 Background to
language teaching
The range of methods, tasks and activities available to the
language teacher, e.g.
presentation techniques and introductory activities Tasks include one-to-one matching; 3/4/5-option
practice activities and tasks for language and skills matching; 3-option multiple choice and odd one out.
development
assessment types and tasks
Appropriate terminology to describe the above
Te ac h i n g K n o w l e d g e Te s t | mo d u l e 1 : g e n e r a l d e sc r i p t i o n a n d s y l l a b us 5
1
? Part 1
This part of Module 1 tests candidates knowledge of the 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 Possible testing focus

grammar parts of speech
the forms and use of grammatical structures
lexis types of meaning

word formation, e.g. prefixes, suffixes, compounds
word groupings, e.g. synonyms, antonyms, lexical sets, homophones, collocation
register
phonology symbols from the International Phonetic Alphabet (IPA)

phonemes, word stress, sentence stress, intonation and connected speech
functions context
levels of formality
appropriacy
a range of functions and their typical exponents
language skills reading, listening, speaking, writing and their subskills
features of spoken and written texts, e.g. 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. It focuses on those learner characteristics which distinguish one
learner or group of learners from another in terms of their learning and those 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:

motivation influences on motivation
the importance of motivation
measures that can increase motivation
exposure to language and focus acquisition

on form silent period
L2 learners need for interaction and focus on form as complements of exposure
the role of error errors and slips

interference and developmental errors
interlanguage
the differences between L1 and L2 differences in age
learning differences in the context of learning
differences in ways of learning
learner characteristics common learning styles and preferences

common learning strategies
maturity
past language learning experiences
how learner characteristics affect learning
learner needs the personal, learning and (future) professional needs of learners
6 Te ac h i n g K n o w l e d g e Te s t | mo d u l e 1 : g e n e r a l d e sc r i p t i o n a n d s y l l a b us
1
? Part 3
This part of Module 1 tests candidates knowledge 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 also tests knowledge of concepts and terms related to
teaching and learning procedures and activities, including assessment.
Candidates need to demonstrate an understanding of methods, tasks, activities and terminology

related to:

presentation techniques and introductory activities such as warmers, lead-ins
introductory activities common ways of presenting language
types of activities and tasks for the design and purpose of a range of common comprehension and production tasks and activities
language and skills development teaching terms, e.g. prompting, eliciting, drilling
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
assessment types and tasks purposes for assessment, e.g. diagnostic, placement, achievement, formative, progress, proficiency
methods of assessment, e.g. self, peer, portfolio, informal and formal
the design and purpose of a range of assessment tasks and activities
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Te ac h i n g K n o w l e d g e Te s t | mo d u l e 1 : sa m p l e te s t 15
Lesson planning and use of
MODULE 2 resources for language teaching
GENERAL DESCRIPTION
Module format Module 2 consists of two parts.
No. of questions 80

sequencing; 3-option multiple choice and odd one out.
? Syllabus
This module focuses on what teachers consider and do while planning their teaching
of a lesson or series of lessons. Teaching in this context is intended also to refer to
assessment. It focuses too on the linguistic and methodological reference resources that
are available to guide teachers in their lesson planning as well as on the range and
function of materials and teaching aids that teachers could consider making use of in
their lessons. Knowledge of any particular book is not required.
1 Planning and
preparing a lesson
Lesson planning
identifying and selecting aims appropriate to learners,
or sequence of the stage of learning and lesson types Tasks include one-to-one matching; 3/4/5-option
lessons identifying the different components of a lesson plan matching; 3-option multiple choice; odd one out and
planning an individual lesson (or a sequence of lessons) sequencing.
by choosing and sequencing activities appropriate to
learners and aims
choosing assessment activities appropriate to learners,
aims and stages of learning
2 Selection and use

of resources
Consulting reference resources to help in lesson preparation 5-7 tasks consisting of 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
teaching aids
appropriate to learners and aims
16 Te ac h i n g K n o w l e d g e Te s t | mo d u l e 2 : G e n e r a l d e sc r i p t i o n a n d s y l l a b us
2
? Part 1
This part of Module 2 tests candidates knowledge of the relationship between activities and
aims. It also tests knowledge of ways of sequencing activities within and across lessons in a
manner appropriate to particular groups of learners, and of selecting appropriate assessment
activities to build into (a series of) lessons.

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

following and their implications for the L2 classroom:

using reference resources for lesson the range of resources available and teachers reasons for consulting them
preparation
the selection and use of coursebook criteria for selection

materials ways of adapting materials
the selection and use of types of supplementary materials and activities

supplementary materials and reasons for use
activities
how to select and adapt
the selection and use of teaching types of aids and their teaching functions
aids
Te ac h i n g K n o w l e d g e Te s t | mo d u l e 2 : G e n e r a l d e sc r i p t i o n a n d s y l l a b us 17
18
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19
MODULE 2
Sample Test
20
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Sample Test
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21
MODULE 2
Sample Test
22
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MODULE 2
Sample Test
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Managing the teaching and
learning process MODULE 3
GENERAL DESCRIPTION
Module format Module 3 consists of two parts.
No. of questions 80

3-option multiple choice and odd one out.
? Syllabus
This module tests candidates knowledge of what happens in the classroom in terms
of the language used by the teacher or learners, the roles the teacher can fulfil and
the ways in which the teacher can manage and exploit classroom events and interaction.
1 Teachers and
learners language
Using language appropriately for a range of classroom
functions, e.g.
in the classroom instructing Tasks include one-to-one matching; 3/4/5-option

prompting learners matching; 3-option multiple choice; odd one out.
eliciting
conveying meaning of new language
Identifying the functions of learners language
Categorising learners mistakes
2 Classroom
management
Options available to the teacher for managing learners and
their classroom in order to promote learning, e.g.
teacher roles Tasks include one-to-one matching; 3/4/5-option

grouping learners matching; 3-option multiple choice and odd one out.
correcting learners
giving feedback
appropriate to the learners and aims
3
? Part 1
This part of Module 3 tests candidates knowledge of the functions of classroom language, and how
to adapt teacher language according to its audience and purpose. It also tests candidates
knowledge of the appropriacy of teachers classroom language, how to analyse learners language
and categorise learners errors.

the functions commonly used by the identification of a range of classroom functions and typical exponents
teacher in the classroom appropriacy of use, e.g. degrees of simplicity of language, appropriateness of sequencing, degrees of formality,
use of L1
identifying the functions of language identification of common functions and typical exponents
used by learners in the classroom identification of communicative purpose
(tasks may involve analysis of learner appropriacy of use
language which is not completely
accurate)
categorising learners mistakes categorising types of mistakes, e.g. spelling, wrong verb form, subject-verb agreement
? Part 2
This part of Module 3 tests candidates knowledge of the range and function of strategies available
to a teacher for managing classes in ways appropriate to learners and to teaching and learning
aims. These include variety of activity and pace, ways of grouping learners, techniques for
correcting learners mistakes and the roles a teacher can fulfil at different stages of the lesson.
Candidates need to demonstrate an understanding of concepts and terminology related to the

following and their implications for the L2 classroom:

the roles of the teacher common teacher roles, e.g. manager, diagnostician, planner
functions of teacher roles, e.g. managing the teaching space, establishing systems for praise and reward,
establishing rules, routines and procedures; analysing learners needs; building variety into lessons,
planning lessons to meet learners needs
grouping learners common classroom interaction patterns and their uses

grouping of learners 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
26 Te ac h i n g K n o w l e d g e Te s t | mo d u l e 3 : g e n e r a l d e sc r i p t i o n a n d s y l l a b us
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29
MODULE 3
Sample Test
30
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MODULE 3
Sample Test
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31
MODULE 3
Sample Test
32
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MODULE 3
Sample Test
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33
MODULE 3
Sample Test
TKT test administration Each question carries one mark, so the maximum mark for
each module is 80. Candidate performance is reported using
four bands.
? Modular structure
Band A candidate at this level demonstrates
TKT has three modules. These can be taken together in one
examination session or separately, in any order, over three
sessions.
1 limited knowledge of TKT content areas
? Entry procedure 2 basic, but systematic knowledge of TKT content areas
Candidates must enter through an authorised Cambridge

ESOL Centre. A list of Cambridge ESOL Examination Centres is 3 breadth and depth of knowledge of TKT content areas
4
available from Cambridge ESOL from the address on page 1. extensive knowledge of TKT content areas
Institutions wishing to become Cambridge ESOL Examination
Centres should contact the Centre Registration Unit at
Cambridge ESOL.
See page 45 for a detailed description of each band for each
TKT is available throughout the year. Candidate details must module.
be submitted to Cambridge ESOL at least six weeks prior to
running the session. Please note that more notice may be ? Notification of results
necessary if candidates have special requirements and
Certificates are despatched to Centres approximately two
therefore need special arrangements (see below).
weeks after receipt of answer sheets by Cambridge ESOL.
Copies of the regulations and more details on entry procedure, Please note that despatch of candidates results will be
current fees and further information about this and other delayed if they need special consideration or are suspected of
Cambridge ESOL examinations can be obtained from the malpractice (see page 35).
Cambridge ESOL Centre Exams Manager in your area, or from
Enquiries on results may be made through Cambridge ESOL
the address on page 1.
Centre Exams Managers within a month of the issue of
certificates.
? Answer sheet completion
Candidates mark all their answers on OMR (Optical Mark ? Appeals procedure
Reader) answer sheets, which are scanned by computer in
Cambridge ESOL provides a service to enable Centres to
Cambridge. There is one answer sheet per module, and
appeal, on behalf of candidates, against assessment decisions
candidates must fill in all their answers within the time
that affect grades awarded to candidates, e.g. decisions
allowed for the test.
relating to results and decisions relating to irregular conduct.
A sample OMR answer sheet can be found on page 44 of this
Candidates should first contact their Cambridge ESOL Centre
Handbook, and it is useful for candidates to practise filling in
Exams Manager for advice. Further information about the
an OMR sheet before taking the examination so that they are
appeals procedure can be found at
familiar with the procedure.
www.CambridgeESOL.org/exams/exams-info/
results-information
? Computer-based TKT
A computer-based version of TKT (CB TKT) is also available
Special Circumstances
via the Cambridge Connect internet delivery system.
Please contact your local Cambridge ESOL Centre for more
information.
Special Circumstances cover three main areas: special
arrangements, special consideration and malpractice.
Grading and results ? Special arrangements
? Grading These are available for candidates with disabilities. They may
include extra time, separate accommodation or equipment,
Each module is free-standing, and there is no aggregate score. Braille versions of question papers, etc. If you think you may
Candidates receive a certificate for each module they take. need special arrangements, you must contact the Cambridge
ESOL Centre Exams Manager in your area as soon as possible
so that the application can be sent to Cambridge ESOL in time
(usually 8 12 weeks before the examination, depending on
what is required).
34 Te ac h i n g K n o w l e d g e Te s t | te s t a dm i n is tr at i o n
? Special consideration ? Question paper production cycle
Cambridge ESOL will give special consideration to candidates Pretesting of TKT test material provides Cambridge ESOL with
affected by adverse circumstances before or during an valuable information about candidates performance on
examination. Special consideration can be given where an particular tasks. Pretesting is also useful for Centres or
application is sent through the Centre and is made within ten institutions as it gives candidates the opportunity to
working days of the examination date. Examples of acceptable familiarise themselves with TKT task-types under test
reasons for giving special consideration are cases of illness or conditions and to receive feedback on areas of strength and
other unexpected events. weakness. If your Centre or institution would like to be
involved in TKT pretesting, please contact the Pretesting Unit
? Malpractice TKT Administrator on + 44 1223 552998 or
TKTpretesting@CambridgeESOL.org
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 Support for TKT candidates
infringement of regulations. Centres are notified if a
candidates results are being investigated.
and course providers
General information on TKT, including administration details
and downloadable versions of this Handbook and sample
The production of TKT materials, can be found by visiting
www.CambridgeESOL.org/TKT
Cambridge ESOL is committed to providing examinations of
Course providers and individual candidates can also access
the highest possible quality. This commitment is underpinned
the TKT Glossary on this website.
by an extensive programme of research and evaluation, and by
continuous monitoring of the marking and grading of all Support material for teacher trainers is available on the
Cambridge ESOL examinations. Of particular importance is the Teaching Resources website
rigorous set of procedures which are used in the production www.CambridgeESOL.org/teach/TKT
and pretesting of question papers.
The TKT Course is published by Cambridge University Press in
The production process for TKT is the same as that for the collaboration with Cambridge ESOL. This coursebook provides
Cambridge ESOL language examinations. It begins with the approximately 6090 hours of classroom-based or self-access
commissioning of materials and ends with the printing of study, and includes practice tasks and tests.
question papers.
Further support is also available in the form of seminar
There are five main stages in the production process: programmes in different countries. Contact Cambridge ESOL
Information for further details by emailing:
commissioning ESOLhelpdesk@CambridgeESOL.org
pre-editing and editing
pretesting
analysis and banking of materials
question paper construction
Commissioning of material
for question papers
"
Pre-editing and editing
!
of material
!
" "
Revision Pretest construction Rejection
"
Pretesting
! "
Item analysis !
"
Live materials bank
"
Question paper
construction
Te ac h i n g K n o w l e d g e Te s t | p r o d uc t i o n a n d s u p p o rt 35
Common questions and TKT wordlist
answers 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.

Can candidates make notes on the question paper?
Some words could fall into more than one category. However,
Candidates may write on the question paper during the
to economise on space each word has been entered only once.
examination, but their notes will not be marked. Candidates
Candidates who are preparing for only one module should
must complete an answer sheet, which is then scanned.
ensure they have an understanding of all the TKT terminology.
Does it matter if candidates write in pen or pencil? The TKT Glossary contains definitions of the words in this list
Candidates must use a pencil to mark their answers on the and can be downloaded from www.CambridgeESOL.org/TKT
answer sheet. Answer sheets marked in pen cannot be read by
computer. Approaches
Is the use of dictionaries allowed? Activity-based learning
No. Communicative approaches
Content-based learning
What is the mark allocation?
Functional Approach
One mark is given for each correct answer.
Grammar-Translation method
Do candidates have to take all three modules? Guided discovery
No. The modules are free-standing. Candidates may enter for Lexical Approach
any number of modules in any order. Presentation, Practice and Production (PPP)
Situational presentation
What is the pass mark?
Structural Approach
Results are reported in four bands. There is no pass or fail.
Task-based Learning (TBL)
Candidates receive a certificate for each module taken.
Test-teach-test
What is the date of the TKT examination? Total Physical Response (TPR)
Dates are set by Centres in consultation with Cambridge ESOL,
taking into account local needs and conditions.
Assessment
Where can candidates enrol? Achievement test
Your Cambridge ESOL Centre Exams Manager can give you Assess
information about Centres where the examination is taken. Assessment
Candidates enrol through local Centres, and not through the Assessment criteria
Cambridge ESOL office in Cambridge. Fees are payable to the Can-do statements
local Centre. Cloze test
Comprehension questions
How do candidates get their results?
Continuous assessment
TKT certificates are issued to Centres approximately two
Diagnose
weeks after receipt of answer sheets by Cambridge ESOL.
Diagnostic test
Do candidates need to have taken a particular English Evaluation
language examination before taking TKT? Formal assessment, evaluation
No. However, it is advisable for candidates to have a minimum Formative assessment, evaluation
language level of Council of Europe Framework level B1. Informal assessment, evaluation
Item
What kind of teaching terminology will be tested in TKT?
Learner profile
Opposite is the TKT wordlist which contains terms which may
Matching task
be used in TKT.
Multiple-choice questions
A non-exhaustive list of the teaching terms and their
Objective test
definitions which could be tested in TKT can be found in the
Oral test
TKT Glossary at www.CambridgeESOL.org/TKT
Peer assessment, evaluation
Placement test
Portfolio
Proficiency test
Progress test
Self-assessment, evaluation
Sentence completion
Sentence transformation
Subjective test
36 Te ac h i n g K n o w l e d g e Te s t | Com mo n q u e s t i o ns a n d a ns w e r s
Summative test Personalise
Test Pick up
True/false questions Processing language
Tutorial Proficient
Silent period
Slip
Background to language learning
Target language culture
Achievable target, goal
Unmotivated
Acquire
Visual learner
Acquisition
Work language out
Attention span
Auditory learner
Autonomous Classroom management
Cognitive (processes) Active role
Confidence Classroom management
Conscious (of) Closed pairs
Demotivate Co-operate
Developmental error Co-operation
Effective Co-operative
English-medium school Discipline
Error Dominant
Expectation Dominate
Expose Energy levels
Exposure Get students attention
Factor Grade (language)
First language Group dynamics
Focus on form Interaction patterns
Goals Involvement
Guidance Learning contract
Ignore (errors) Mingle
Independent study Mixed ability
Intensive course Mixed level
Interference Monitor
Interlanguage Nominate
Kinaesthetic learner One-to-one
L1/L2 Open class
Language awareness Open pairs
Learner autonomy Passive role
Learner characteristics Rapport, build rapport
Learner independence Routine
Learner training Seating arrangement
Learning resources Seating plan
Learning strategies Teacher role
Learning style Teaching space
Linguistic
Literacy
Functions
Mature
Appropriacy
Maturity
Appropriate
Memorable
Chunk
Memorise
Colloquial
Mother tongue
Declining, refusing an invitation
Motivate
Enquiring
Motivation
Express
Natural order
Expressing ability
Needs
Expressing intention
Participate
Expressing necessity
Participation
Expressing obligation
Personalisation
Te ac h i n g K n o w l e d g e Te s t | Wo r d l is t 37
Expressing permission Object
Expressing preference Object pronoun
Expressing probability Participle (past and present)
Formal (language) Passive voice
Formality (level of) Past perfect simple and continuous, progressive
Function Past simple and past continuous, progressive
Functional exponent Personal pronoun
Greeting Phrase
Inappropriate Plural noun
Informal (language) Possessive adjective
Informality (level of) Possessive pronoun
Instructing Possessive s and whose
Negotiating Preposition
Neutral Present continuous, progressive for future
Predicting Present perfect simple and continuous, progressive
Register Present simple and continuous, progressive
Requesting Pronoun
Speculating Proper noun
Punctuation
Grammar Quantifier
Active voice Question tag
Adjective Reflexive pronoun
Adverb Regular verb
Article Relative clause
Aspect Relative pronoun
Auxiliary verb Reported statement
Base form of the verb Reporting verb
Clause Second conditional
Collective noun Singular noun
Comparative adjective Subject
Compound noun Subject-verb agreement
Conditional Subordinate clause
Conditional forms Superlative adjective
Conjunction Tense
Connector Third conditional
Countable noun Third person
Demonstrative adjective Time expression
Demonstrative pronoun Uncountable noun
Dependent preposition Used to
Determiner Verb
Direct question Verb pattern
Direct speech
First conditional Introductory activities
Gerund, -ing form
Ice-breaker
Grammatical structure
Introductory activity
Imperative
Warm up
Indirect question
Warmer
Indirect speech
Infinitive
Infinitive of purpose Language skills
-ing/-ed adjective Accuracy
Intensifier Authenticity
Interrogative Cohesion
Irregular verb Cohesive
Main clause Coherence
Modal verb Coherent
Noun Context
38 Te ac h i n g K n o w l e d g e Te s t | Wo r d l is t
Discourse Lesson planning
Deduce meaning from context Achieve aims, objectives
Develop skills Aim
Draft Analyse language
Edit Anticipate (language) problems
Extensive listening/reading Arouse, generate interest
Extract Assumptions
Fluency Class profile
Infer attitude, feeling, mood Components (of a lesson plan)
Intensive listening/reading Conduct feedback
Interact Consolidate
Interaction Enable
Interactive strategies Encourage
Key word Encouragement
Layout Feedback
Listen/read for detail Focus on
Listen/read for gist Give feedback
Listen/read for mood Highlight
Note-taking Lead-in
Oral fluency Logical
Paragraph Main aim
Paraphrase Objective
Predict Outcome
Prediction Pace
Process Peer feedback
Process writing Personal aim
Productive skills Pre-teach (vocabulary)
Proofread Procedure
Receptive skills Raise awareness
Re-draft Rationale
Relevance Recycle
Relevant Reflect on teaching
Scan Reinforce
Skill Report back
Skim Scheme of work
Subskill Sequence
Summarise Set a question, task, test
Summary Set the scene, the context
Text structure Specification, to specify (aims)
Theme Stage
Thematic Step
Topic Stimulate (discussion)
Topic sentence Student-centred
Turn-taking Subsidiary aim
Version Syllabus
Teacher talking time
Learners mistakes and correction strategies Teacher-centred
Timetable fit
Correction code
Timing
Echo correct
Variety
Finger correction
Vary
Over-application of the rule
Over-generalisation
Reformulate Lexis
Reformulation Affix
Repetition Affixation
Self-correction Antonym
Time line Collocation
Compound Communicative activity
False friend Controlled practice
Homonym Drill
Homophone Extension task
Idiom Filler
Lexical set Freer practice
Lexis Gap-fill
Multi-word verb Guided writing
Part of speech Individual drill
Phrasal verb Information-gap activity
Prefix Jigsaw listening/reading
Suffix Jumbled paragraphs, pictures, sentences
Synonym Label
Less controlled practice
Mind map
Phonology
Open-ended (task)
Connected speech
Picture stories
Consonant
Practice
Contrast
Prioritising
Contrastive stress
Problem solving
Contraction
Project work
Diphthong
Rank ordering
Discriminate
Recall
Distinguish
Restricted practice
Feature
Revise
Identification
Revision
Identify
Role-play
Intonation
Solution
Linking
Solve
Main stress
Substitution drill
Minimal pair
Survey
Phoneme
Swap
Phonemic script
Target language
Phonemic symbol
Task
Phonemic transcription
Task-type
Primary stress
Transformation drill
Rhyme
Visualisation
Rhythm
Visualise
Schwa
Word map
Secondary stress
Sentence stress
Stress Presentation techniques
Strong forms Concept checking
Syllable Concept questions
Unvoiced sound Contextualise
Voiced sound Define
Vowel Definition
Weak forms Elicit
Word boundary Emphasis
Word stress Emphasise
Gesture
Illustrate meaning
Practice activities and tasks
Meaningful
Brainstorm
Mime
Categorisation
Present
Categorise
Presentation
Chant
Teaching strategy
Choral drill
40 Te ac h i n g K n o w l e d g e Te s t | Wo r d l is t
Reference resources Overhead projector (OHP)
Overhead transparency (OHT)
Bilingual dictionary
Puppet
Consult
Realia
Headword
Recording script
Monolingual dictionary
Resources
Phonemic chart
Rubric
Reference materials, resources
Self-access centre
Sticker
Teachers and learners language in the classroom Supplementary material
Acknowledge Tapescript
Ask for clarification Teachers book
Clarify Teaching aids
Convey meaning Textbook
Exchange Transcript
Facial expression Video clip
Filler Visual (aid)
Hesitate Workbook
Model Worksheet
Narrate
Praise
Prompt
Recast
Refer to
Respond
Response
Simplification
Simplify
Terminology
Utterance
Word prompt
Teaching materials and aids

Activity book
Adapt (material)
Audio script
Authentic material
Board game
Book
Brochure
Chart
Coursebook
Coursebook unit
Crossword puzzle
Dialogue
Dice
Exploit (material)
Flashcard
Flexible
Flipchart
Graded reader
Graph
Grid
Handout
Language laboratory
Leaflet
Learning centre
MODULE 1 MODULE 2
Answer key Answer key
1 B 36 C 74 H 1 E 37 B 73 I
2 F 37 A 75 E 2 C 38 E 74 A
3 C 38 B 76 C 3 B 39 A 75 G
4 A 39 C 77 F 4 F 40 F 76 D
5 E 40 B 78 A 5 H 41 C 77 C
79 D 6 G 78 F
6 E 41 B 80 B 7 A 42 B 79 B
7 D 42 A 43 A 80 E
8 A 43 C 8 C 44 D
9 F 44 D 9 A 45 I
10 B 45 C 10 H 46 H
46 D 11 G 47 E
11 A 12 B 48 G
12 A 47 D 13 F 49 C
13 B 48 C 14 D
14 B 49 A 50 B
15 B 50 H 15 B 51 F
16 C 51 E 16 C 52 A
52 G 17 B 53 D
17 F 53 F 18 A 54 G
18 A 19 B 55 C
19 C 54 C 20 A 56 H
20 E 55 D
21 D 56 G 21 D 57 H
57 B 22 B 58 A
22 I 58 A 23 C 59 E
23 A 59 F 24 A 60 C
24 G 25 B 61 G
25 H 60 A 26 E 62 F
26 C 61 B 27 C 63 D
27 D 62 C 28 D 64 I
28 F 63 A 29 A
29 B 64 B 65 C
65 B 30 D 66 D
30 D 66 C 31 H 67 A
31 E 32 B 68 D
32 B 67 A 33 C 69 C
33 F 68 B 34 E 70 C
34 C 69 C 35 F 71 B
35 G 70 A 36 G 72 A
71 A
72 C
73 B
42 Te ac h i n g K n o w l e d g e Te s t | a ns w e r k e ys
MODULE 3
Answer key
1 C 33 E 64 C
2 H 34 B 65 E
3 F 35 G 66 D
4 B 36 A 67 A
5 G 37 D 68 G
6 A 38 I 69 F
7 E 39 F 70 B
40 C
8 A 71 C
9 B 41 A 72 C
10 C 42 A 73 B
11 C 43 D 74 B
12 A 44 C 75 C
13 B 45 D
14 A 46 C 76 C
15 C 47 B 77 E
16 B 48 B 78 F
49 D 79 A
17 B 80 D
18 F 50 A
19 A 51 A
20 E 52 C
21 C 53 A
54 B
22 A 55 C
23 C
24 C 56 A
25 B 57 B
26 A 58 A
27 B 59 C
60 B
28 C 61 B
29 A 62 C
30 A 63 A
31 C
32 B
Te ac h i n g K n o w l e d g e Te s t | a ns w e r k e ys 43
TKT
Sample OMR answer sheet
44 Te ac h i n g K n o w l e d g e Te s t | Sa m p l e om r a ns w e r s h e e t
Module 1: Module 2: Module 3:
Language and background to Lesson planning and Managing the teaching and learning
language learning and teaching use of resources process
The candidate demonstrates comprehensive and The candidate demonstrates comprehensive and The candidate demonstrates comprehensive and
accurate knowledge of all areas on the TKT Module 1 extensive knowledge of all areas on the TKT Module 2 extensive knowledge of all areas on the TKT Module 3
syllabus, i.e. language systems and background to syllabus, i.e. lesson planning and use of resources for syllabus, i.e. managing the teaching and learning
language learning and teaching. He/she shows language teaching. He/she shows familiarity with the process. He/she shows familiarity with the full range of
familiarity with the full range of concepts, terminology, full range of concepts, terminology, practices and concepts, terminology, practices and processes tested
BAND practices and processes tested in TKT Module 1, which processes tested in TKT Module 2, which relate to in TKT Module 3, which relate to teachers and learners
4 relate to describing language and language skills, general practice in lesson planning and materials use, language in the classroom and options available for
factors in the language learning process and the range of reasons for carrying out particular activities in the classroom management in order to promote learning.
methods, tasks and activities available to the language classroom, and for using particular resources and The candidate is able to relate existing knowledge to
teacher. The candidate is able to relate existing materials. The candidate is able to relate existing both familiar and unfamiliar classroom situations.
knowledge to both familiar and unfamiliar classroom knowledge to both familiar and unfamiliar classroom
situations. situations.
The candidate generally demonstrates comprehensive The candidate generally demonstrates comprehensive The candidate generally demonstrates comprehensive
and accurate knowledge of areas on the TKT Module 1 and extensive knowledge of areas on the TKT Module 2 and extensive knowledge of areas on the TKT Module 3
syllabus, i.e. language systems and background to syllabus, i.e. lesson planning and use of resources for syllabus, i.e. managing the teaching and learning
language learning and teaching. He/she shows language teaching. He/she shows familiarity with most process. He/she shows familiarity with most of the
familiarity with most of the concepts, terminology, of the concepts, terminology, practices and processes concepts, terminology, practices and processes tested
practices and processes tested in TKT Module 1, which tested in TKT Module 2, which relate to general practice in TKT Module 3, which relate to teachers and learners
BAND 3 relate to describing language and language skills, in lesson planning and materials use, reasons for language in the classroom and options available for
factors in the language learning process and the range of carrying out particular activities in the classroom, and classroom management in order to promote learning.
methods, tasks and activities available to the language for using particular resources and materials. The The candidate is generally able to relate existing
teacher. The candidate is generally able to relate existing candidate is generally able to relate existing knowledge knowledge to both familiar and unfamiliar classroom
knowledge to both familiar and unfamiliar classroom to both familiar and unfamiliar classroom situations. situations.
situations.
The candidate demonstrates basic knowledge of areas The candidate demonstrates basic knowledge of areas The candidate demonstrates basic knowledge of areas
on the TKT Module 1 syllabus, i.e. language systems on the TKT Module 2 syllabus, i.e. lesson planning and on the TKT Module 3 syllabus, i.e. managing the
and background to language learning and teaching. use of resources for language teaching. He/she shows teaching and learning process. He/she shows
He/she shows familiarity with some of the concepts, familiarity with some of the concepts, terminology, familiarity with some of the concepts, terminology,
terminology, practices and processes tested in TKT practices and processes tested in TKT Module 2, which practices and processes tested in TKT Module 3, which
Module 1, which relate to describing language and relate to general practice in lesson planning and relate to teachers and learners language in the
BAND 2 language skills, factors in the language learning materials use, reasons for carrying out particular classroom and options available for classroom
process and the range of methods, tasks and activities activities in the classroom, and for using particular management in order to promote learning. The
available to the language teacher. The candidate is able resources and materials. The candidate is able to relate candidate is able to relate existing knowledge to
to relate existing knowledge to familiar classroom existing knowledge to familiar classroom situations, familiar classroom situations, and occasionally to
situations, and occasionally to unfamiliar ones. and occasionally to unfamiliar ones. unfamiliar ones.
The candidate demonstrates restricted knowledge of The candidate demonstrates restricted knowledge of The candidate demonstrates restricted knowledge of
areas on the TKT Module 1 syllabus, i.e. language areas on the TKT Module 2 syllabus, i.e. lesson areas on the TKT Module 3 syllabus, i.e. managing the
systems and background to language learning and planning and use of resources for language teaching. teaching and learning process. He/she shows
teaching. He/she shows familiarity with a limited range He/she shows familiarity with a limited range of the familiarity with a limited range of the concepts,
of the concepts, terminology, practices and processes concepts, terminology, practices and processes tested terminology, practices and processes tested in TKT
tested in TKT Module 1, which relate to describing in TKT Module 2, which relate to general practice in Module 3, which relate to teachers and learners
BAND 1 language and language skills, factors in the language lesson planning and materials use, reasons for carrying language in the classroom and options available for
learning process and the range of methods, tasks and out particular activities in the classroom, and for using classroom management in order to promote learning.
activities available to the language teacher. The particular resources and materials. The candidate is The candidate is able to relate existing knowledge to
Te ac h i n g K n o w l e d g e Te s t | ba n d d e sc r i p to r s
candidate is able to relate existing knowledge to able to relate existing knowledge to familiar classroom familiar classroom situations only.
familiar classroom situations only. situations only.
45
Band descriptors
TKT

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Preface

25 Module 3: General description and syllabus

34 TKT test administration

34 Grading and results

35 The production of TKT

35 Support for TKT candidates and course providers

36 Common questions and answers

42 Module 1 answer key

42 Module 2 answer key

43 Module 3 answer key

44 Sample OMR answer sheet

? Introduction to TKT a test of professional CELTA (Certificate in English Language Teaching to

CELTYL (Certificate in English Language Teaching to

Can be taken yes yes yes yes yes no not no not

Assessed no no no yes yes yes no yes no

Continuous no no no yes yes yes no yes no

Involves no no no yes yes yes no yes no

Written test / yes yes yes no no no yes no no

teachers who wish to refresh their teaching knowledge

teachers who are moving to teaching English after

ELT journals and magazines

grammar books and dictionaries, including phonemic

diagrams or other visuals

transcriptions of classroom talk

descriptions of classroom situations.

Module format Module 1 consists of three parts.

Timing 1 hour 20 minutes

Task types Objective tasks, such as one-to-one matching; 3/4/5-option matching;

Marks Each question carries one mark.

Part Title Areas of teaching knowledge Task types and format

language skills Tasks include one-to-one matching; 3/4/5-option

Appropriate terminology to describe the above

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

Syllabus area Possible testing focus

lexis types of meaning

phonology symbols from the International Phonetic Alphabet (IPA)

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

Syllabus area Possible testing focus

exposure to language and focus acquisition

the role of error errors and slips

learner characteristics common learning styles and preferences

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

Syllabus area Possible testing focus

Module format Module 2 consists of two parts.

Timing 1 hour 20 minutes

Task types Objective tasks, such as one-to-one matching; 3/4/5-option matching;

Marks Each question carries one mark.

Part Title Areas of teaching knowledge Task types and format

2 Selection and use

Selection and use of: Tasks include one-to-one matching; 3/4/5-option

appropriate to learners and aims

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

Syllabus area Possible testing focus

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

Syllabus area Possible testing focus

the selection and use of coursebook criteria for selection

the selection and use of types of supplementary materials and activities

78" ! 9&**&".&/3013*" ! " " ! '" " >'(("+$.*-:(;$

Module format Module 3 consists of two parts.

Timing 1 hour 20 minutes

Task types Objective tasks, such as one-to-one matching; 3/4/5-option matching;

Marks Each question carries one mark.

Part Title Areas of teaching knowledge Task types and format

in the classroom instructing Tasks include one-to-one matching; 3/4/5-option

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