This document contains information about an English language teaching knowledge test, including instructions for candidates taking the test. It provides details such as the time limit, materials allowed, and that there are 80 multiple choice questions to be completed in the test. It also notes that candidates should write their identifying information on the answer sheet and question paper, and to hand both in at the end of the test.
The document provides instructions for candidates taking the Teaching Knowledge Test Module 1 exam. It states that the exam is 1 hour and 20 minutes long and contains 80 questions. Candidates are instructed to write their identifying information on the answer sheet if not already included. They are to read the instructions for each section carefully and mark their answers on the answer sheet using a pencil within the time limit. At the end, candidates must hand in both the question paper and answer sheet.
Group 6 presented on assessing speaking skills. They explored the key points in assessing speaking abilities based on H. Douglas Brown's book "Language Assessment", including the skills to be evaluated, test design, rating scales, scoring methods, and issues. Speaking tests should assess a range of micro skills like pronunciation and macro skills like accomplishing communicative functions. Tasks range from imitative repetition to extensive speaking and include responsive questions, role plays, and oral presentations. Careful consideration of factors like test purpose and test-taker characteristics is needed to develop effective and reliable speaking assessments.
The document provides information about an English language proficiency exam, including instructions for candidates, information about the structure and timing of the exam, and sample exam questions. It consists of 14 printed pages, 2 blank pages, and 80 multiple choice questions testing a range of English language skills. Candidates have 1 hour and 20 minutes to complete the exam.
TPR is a language teaching method that uses physical movement to teach language. The instructor gives commands to the students, who act them out. Key characteristics include coordinating speech and action, using gestures, and having active and engaged students. Typical classroom techniques are giving commands as materials, not basing lessons on grammar, and starting with short simple sentences. Strengths are that it is fun, memorable, and good for kinesthetic learners. A weakness is that shy students may not like it and students can get bored if TPR is overused.
This document provides an overview of communicative language testing. It begins with the historical perspective and debates around the nature of language. It then defines communicative testing as intended to assess a test-taker's ability to perform language tasks in specific contexts. It discusses types of communicative competence and principles of communicative language testing. Advantages include assessing integrated language skills in realistic tasks. Weaknesses include difficulty assessing grammar separate from communication and potential cultural bias. The document provides examples of communicative language test questions.
This document discusses guidelines for testing vocabulary. It recommends selecting vocabulary items from sources like textbooks, reading materials, and student work. Multiple choice items should provide context and have options that are the same word class and difficulty. The stem should be simple and options related or have similar associations. Too little or too much context can make items unreliable, so an appropriate amount is needed. Collocations and culturally neutral contexts can also be tested.
This document provides instructions and information for candidates taking the Key English Test (KET) Reading and Writing sample test 1. It outlines the structure and timing of the test, which consists of reading and writing sections. It provides examples of the different question types in each section, including multiple choice, sentence completion, short answer and longer writing questions. Candidates are instructed to write their answers on the answer sheet provided and to complete it within the time limit.
The document provides instructions for candidates taking the Teaching Knowledge Test Module 1 exam. It states that the exam is 1 hour and 20 minutes long and contains 80 questions. Candidates are instructed to write their identifying information on the answer sheet if not already included. They are to read the instructions for each section carefully and mark their answers on the answer sheet using a pencil within the time limit. At the end, candidates must hand in both the question paper and answer sheet.
Group 6 presented on assessing speaking skills. They explored the key points in assessing speaking abilities based on H. Douglas Brown's book "Language Assessment", including the skills to be evaluated, test design, rating scales, scoring methods, and issues. Speaking tests should assess a range of micro skills like pronunciation and macro skills like accomplishing communicative functions. Tasks range from imitative repetition to extensive speaking and include responsive questions, role plays, and oral presentations. Careful consideration of factors like test purpose and test-taker characteristics is needed to develop effective and reliable speaking assessments.
The document provides information about an English language proficiency exam, including instructions for candidates, information about the structure and timing of the exam, and sample exam questions. It consists of 14 printed pages, 2 blank pages, and 80 multiple choice questions testing a range of English language skills. Candidates have 1 hour and 20 minutes to complete the exam.
TPR is a language teaching method that uses physical movement to teach language. The instructor gives commands to the students, who act them out. Key characteristics include coordinating speech and action, using gestures, and having active and engaged students. Typical classroom techniques are giving commands as materials, not basing lessons on grammar, and starting with short simple sentences. Strengths are that it is fun, memorable, and good for kinesthetic learners. A weakness is that shy students may not like it and students can get bored if TPR is overused.
This document provides an overview of communicative language testing. It begins with the historical perspective and debates around the nature of language. It then defines communicative testing as intended to assess a test-taker's ability to perform language tasks in specific contexts. It discusses types of communicative competence and principles of communicative language testing. Advantages include assessing integrated language skills in realistic tasks. Weaknesses include difficulty assessing grammar separate from communication and potential cultural bias. The document provides examples of communicative language test questions.
This document discusses guidelines for testing vocabulary. It recommends selecting vocabulary items from sources like textbooks, reading materials, and student work. Multiple choice items should provide context and have options that are the same word class and difficulty. The stem should be simple and options related or have similar associations. Too little or too much context can make items unreliable, so an appropriate amount is needed. Collocations and culturally neutral contexts can also be tested.
This document provides instructions and information for candidates taking the Key English Test (KET) Reading and Writing sample test 1. It outlines the structure and timing of the test, which consists of reading and writing sections. It provides examples of the different question types in each section, including multiple choice, sentence completion, short answer and longer writing questions. Candidates are instructed to write their answers on the answer sheet provided and to complete it within the time limit.
The document provides information about a book that aims to help candidates prepare and do well on the TKT (Teaching Knowledge Test) exam. The book is divided into three chapters that correspond to the three modules on the TKT exam. It contains practice exercises and tasks similar to those on the real TKT exam to help candidates understand the structure and learn tips to achieve the highest band score of 4. An English teacher from New York is quoted saying this book was a powerful tool that helped him feel confident enough to get band 4 on the TKT exam.
This document provides information about the Teaching Knowledge Test (TKT) Practical module, including an overview of the module and guidance for candidates. It outlines the requirements of TKT Practical, which involves submitting a lesson plan and teaching a 40-minute lesson or two 20-minute lessons. It includes examples of completed lesson plans with assessor comments to illustrate how candidates can meet the assessment criteria. The criteria cover both lesson planning and live teaching, with a focus on language development, skills work, classroom management and use of English.
The document discusses the key dimensions and principles of task design for language teaching, including making tasks as authentic as possible by using real-world examples, making relationships between form and function transparent, and sequencing tasks from simple to more complex. It provides examples of task-based activities and considerations for designing a sequence of tasks to build on each other pedagogically.
The document discusses various types of language tests that teachers may design or utilize, including language aptitude tests, proficiency tests, placement tests, diagnostic tests, and achievement tests. It provides details on the purpose and objectives of each test type, as well as considerations for designing, administering, and scoring the tests. Specific examples discussed include the Modern Language Aptitude Test and Pimsleur Language Aptitude Battery, as well as components of sample language tests like their format, scoring criteria, and feedback approaches.
This document discusses error correction in language learning. It defines slips, errors, and attempts and discusses sources of errors like L1 interference and developmental errors. It provides questions for teachers to consider when deciding whether and how to correct errors, such as whether the correction will help learning. The document also discusses techniques for correcting errors gently without hindering fluency and gives examples of written feedback methods for different writing tasks. Throughout, it emphasizes the importance of gentle correction and avoiding overcorrection.
The communicative approach views language as a tool for communication. The goal is to develop students' communicative competence by having them use the language for meaningful purposes through tasks and activities. It focuses on fluency over accuracy and sees culture as everyday lifestyle. Lessons incorporate information gap, choice, and feedback activities. The syllabus is based on functions, notions, tasks or skills. Errors are tolerated during fluency activities.
The document outlines the typical steps in a lesson plan for teaching speaking and grammar: warm-up, presentation, practice, and use. The warm-up activates students' prior knowledge to engage them in the new lesson. During presentation, the teacher conveys new language and ensures student understanding. Practice then has students work with the new material in controlled, guided activities to develop accuracy before moving to freer activities. Finally, use provides opportunities for students to apply what they learned in less structured contexts through activities like role plays and discussions.
This lesson plan is for a 60-minute English class for 13-16 year old Thai students at an intermediate proficiency level. The lesson focuses on listening skills and the use of modals. Students will listen to an audio about Couchsurfing and cultural exchange. They will work in groups to understand the content, discuss advantages and disadvantages of smartphone use, and role play conversations using modals. The lesson incorporates group work, competitions, and personalization to engage students and have them practice the target language in a meaningful way.
This document discusses considerations for different types of language tests. It notes that proficiency testing has low importance for directly testing limits, while placement tests have high importance. Achievement and diagnostic tests are more applicable for testing grammar through techniques like paraphrase, completion, and modified cloze exercises. Careful allocation of points is needed, separating points for items testing multiple skills. Vocabulary tests for placement should sample high frequency words according to their usefulness and occurrence in texts. Both recognition and production can be tested, though production is only possible for achievement tests. Communicative tests are less important for learning but suitable for assessing the learning process with less backwash effect.
This document discusses using tasks to teach language to young learners. It explains that tasks should provide both demands and support to encourage learning. Tasks involve preparation, a core activity, and follow up. They should have clear learning goals and balance cognitive, linguistic, and other demands with support like pictures and modeling. An example task teaches past tense verbs through a grid showing a child's weekend activities. Preparation activates vocabulary while follow up has children write the sentences.
The document discusses the design of pronunciation syllabi. It recommends beginning with an assessment of learner variables like age, occupation, and attitude. Samples of students' speech should be collected through techniques like contrastive analysis, in-class surveys, oral reading, and spontaneous speech. Issues like consonants, vowels, stress, rhythm, and intonation are then diagnosed. This informs the syllabus design, with a focus on suprasegmentals like stress and intonation over segmentals based on the Zoom Principle. The syllabus should be tailored to each student based on their diagnostic profile.
This document discusses two teaching approaches: TTT (Test Teach Test) and PPP (Presentation Practice Production). It defines each approach and outlines their stages. TTT involves an initial test to determine students' knowledge, followed by teaching to address gaps, and a final test. PPP moves from the teacher presenting new language, to students practicing it in controlled activities, to freer production. The document notes advantages of each approach, like how TTT bases teaching on test results and PPP encourages independence. It also outlines disadvantages, such as TTT potentially discouraging students or being time-consuming. Examples are given of how to structure lessons for each approach.
12 activities to integrate pronunciationPaul Emmerson
Pronunciation is the ugly sister of language teaching, coming way behind vocabulary and grammar. It deserves a higher profile. Here are 12 short, easy activities to try in class.
This was part of our school's Teacher Development Workshop. In this particular workshop we delved into the realm of vocabulary teaching. We established some common grounds about vocabulary, then we went on to discuss common ways of teaching lexical items to students as well as testing them.
1. There are challenges to reliably testing productive language skills like writing and speaking, such as eliciting representative samples of ability and obtaining consistent scores.
2. These problems can be addressed by setting clear, appropriate tasks; restricting responses; using varied test formats; and developing well-structured scoring criteria and scales.
3. Scoring can be done using holistic scales that provide an overall assessment, or analytic scales that separately score different skill aspects. Both approaches have advantages depending on testing needs and context.
Tets types
Language Aptitude Test
Proficiency Tests
Placement Tests
Diagnostic Tests
Achievement Tests
Language Aptitude Test
Is designed to measure capacity or general ability to learn a foreign language and ultimate success in that undertaking. Language aptitude tests are ostensibly designed to apply to the classroom learning of any language. Two standardized aptitude tests have been used in the USA: the Modern Language Aptitude Test (MLAT) (Carroll and Sapon, 1958) and the Pimsleur Language Aptitude Battery (PLAB) (Pimsleur, 1966). Both are English language tests and require students to perform a number of Language-related tasks.
This lesson plan is for a listening lesson on shopping. The instructor will introduce listening skill tips and have students do 3 activities to practice their listening comprehension. Activity 1 focuses on vocabulary, pre-listening, and answering comprehension questions about a conversation on shopping. Activity 2 involves another listening conversation and vocabulary practice. Activity 3 has students listen to and role play conversations about shopping for different items. The lesson will conclude with an assignment and evaluation of the students' listening skills.
This document provides information about an English language teaching knowledge test (TKT) that took place in 2007. It includes the instructions for candidates taking the test, informing them that it will consist of 80 multiple choice questions to be completed in 1 hour and 20 minutes. Candidates are told to write their identifying information on the answer sheet and question paper and to hand both in at the end of the test. The test assesses areas such as matching aims of lessons to textbook rubrics, matching information from lesson plans to headings, and identifying appropriate assessment methods and ways to adapt texts for different teaching purposes.
This document provides information and instructions for candidates taking the Teaching Knowledge Test 002 Module 2 exam. The exam tests lesson planning and use of resources for language teaching. It contains 80 multiple choice questions to be completed in 1 hour and 20 minutes. Candidates are instructed to write their identifying information on the answer sheet and question paper. They should answer all questions by marking their responses on the separate answer sheet using a pencil. The test assesses areas such as matching aims to rubrics, lesson plan components, integrated skills lesson stages, and grammar focuses. It also contains questions on matching assessment items and testing methods to syllabus areas.
The document provides information about a book that aims to help candidates prepare and do well on the TKT (Teaching Knowledge Test) exam. The book is divided into three chapters that correspond to the three modules on the TKT exam. It contains practice exercises and tasks similar to those on the real TKT exam to help candidates understand the structure and learn tips to achieve the highest band score of 4. An English teacher from New York is quoted saying this book was a powerful tool that helped him feel confident enough to get band 4 on the TKT exam.
This document provides information about the Teaching Knowledge Test (TKT) Practical module, including an overview of the module and guidance for candidates. It outlines the requirements of TKT Practical, which involves submitting a lesson plan and teaching a 40-minute lesson or two 20-minute lessons. It includes examples of completed lesson plans with assessor comments to illustrate how candidates can meet the assessment criteria. The criteria cover both lesson planning and live teaching, with a focus on language development, skills work, classroom management and use of English.
The document discusses the key dimensions and principles of task design for language teaching, including making tasks as authentic as possible by using real-world examples, making relationships between form and function transparent, and sequencing tasks from simple to more complex. It provides examples of task-based activities and considerations for designing a sequence of tasks to build on each other pedagogically.
The document discusses various types of language tests that teachers may design or utilize, including language aptitude tests, proficiency tests, placement tests, diagnostic tests, and achievement tests. It provides details on the purpose and objectives of each test type, as well as considerations for designing, administering, and scoring the tests. Specific examples discussed include the Modern Language Aptitude Test and Pimsleur Language Aptitude Battery, as well as components of sample language tests like their format, scoring criteria, and feedback approaches.
This document discusses error correction in language learning. It defines slips, errors, and attempts and discusses sources of errors like L1 interference and developmental errors. It provides questions for teachers to consider when deciding whether and how to correct errors, such as whether the correction will help learning. The document also discusses techniques for correcting errors gently without hindering fluency and gives examples of written feedback methods for different writing tasks. Throughout, it emphasizes the importance of gentle correction and avoiding overcorrection.
The communicative approach views language as a tool for communication. The goal is to develop students' communicative competence by having them use the language for meaningful purposes through tasks and activities. It focuses on fluency over accuracy and sees culture as everyday lifestyle. Lessons incorporate information gap, choice, and feedback activities. The syllabus is based on functions, notions, tasks or skills. Errors are tolerated during fluency activities.
The document outlines the typical steps in a lesson plan for teaching speaking and grammar: warm-up, presentation, practice, and use. The warm-up activates students' prior knowledge to engage them in the new lesson. During presentation, the teacher conveys new language and ensures student understanding. Practice then has students work with the new material in controlled, guided activities to develop accuracy before moving to freer activities. Finally, use provides opportunities for students to apply what they learned in less structured contexts through activities like role plays and discussions.
This lesson plan is for a 60-minute English class for 13-16 year old Thai students at an intermediate proficiency level. The lesson focuses on listening skills and the use of modals. Students will listen to an audio about Couchsurfing and cultural exchange. They will work in groups to understand the content, discuss advantages and disadvantages of smartphone use, and role play conversations using modals. The lesson incorporates group work, competitions, and personalization to engage students and have them practice the target language in a meaningful way.
This document discusses considerations for different types of language tests. It notes that proficiency testing has low importance for directly testing limits, while placement tests have high importance. Achievement and diagnostic tests are more applicable for testing grammar through techniques like paraphrase, completion, and modified cloze exercises. Careful allocation of points is needed, separating points for items testing multiple skills. Vocabulary tests for placement should sample high frequency words according to their usefulness and occurrence in texts. Both recognition and production can be tested, though production is only possible for achievement tests. Communicative tests are less important for learning but suitable for assessing the learning process with less backwash effect.
This document discusses using tasks to teach language to young learners. It explains that tasks should provide both demands and support to encourage learning. Tasks involve preparation, a core activity, and follow up. They should have clear learning goals and balance cognitive, linguistic, and other demands with support like pictures and modeling. An example task teaches past tense verbs through a grid showing a child's weekend activities. Preparation activates vocabulary while follow up has children write the sentences.
The document discusses the design of pronunciation syllabi. It recommends beginning with an assessment of learner variables like age, occupation, and attitude. Samples of students' speech should be collected through techniques like contrastive analysis, in-class surveys, oral reading, and spontaneous speech. Issues like consonants, vowels, stress, rhythm, and intonation are then diagnosed. This informs the syllabus design, with a focus on suprasegmentals like stress and intonation over segmentals based on the Zoom Principle. The syllabus should be tailored to each student based on their diagnostic profile.
This document discusses two teaching approaches: TTT (Test Teach Test) and PPP (Presentation Practice Production). It defines each approach and outlines their stages. TTT involves an initial test to determine students' knowledge, followed by teaching to address gaps, and a final test. PPP moves from the teacher presenting new language, to students practicing it in controlled activities, to freer production. The document notes advantages of each approach, like how TTT bases teaching on test results and PPP encourages independence. It also outlines disadvantages, such as TTT potentially discouraging students or being time-consuming. Examples are given of how to structure lessons for each approach.
12 activities to integrate pronunciationPaul Emmerson
Pronunciation is the ugly sister of language teaching, coming way behind vocabulary and grammar. It deserves a higher profile. Here are 12 short, easy activities to try in class.
This was part of our school's Teacher Development Workshop. In this particular workshop we delved into the realm of vocabulary teaching. We established some common grounds about vocabulary, then we went on to discuss common ways of teaching lexical items to students as well as testing them.
1. There are challenges to reliably testing productive language skills like writing and speaking, such as eliciting representative samples of ability and obtaining consistent scores.
2. These problems can be addressed by setting clear, appropriate tasks; restricting responses; using varied test formats; and developing well-structured scoring criteria and scales.
3. Scoring can be done using holistic scales that provide an overall assessment, or analytic scales that separately score different skill aspects. Both approaches have advantages depending on testing needs and context.
Tets types
Language Aptitude Test
Proficiency Tests
Placement Tests
Diagnostic Tests
Achievement Tests
Language Aptitude Test
Is designed to measure capacity or general ability to learn a foreign language and ultimate success in that undertaking. Language aptitude tests are ostensibly designed to apply to the classroom learning of any language. Two standardized aptitude tests have been used in the USA: the Modern Language Aptitude Test (MLAT) (Carroll and Sapon, 1958) and the Pimsleur Language Aptitude Battery (PLAB) (Pimsleur, 1966). Both are English language tests and require students to perform a number of Language-related tasks.
This lesson plan is for a listening lesson on shopping. The instructor will introduce listening skill tips and have students do 3 activities to practice their listening comprehension. Activity 1 focuses on vocabulary, pre-listening, and answering comprehension questions about a conversation on shopping. Activity 2 involves another listening conversation and vocabulary practice. Activity 3 has students listen to and role play conversations about shopping for different items. The lesson will conclude with an assignment and evaluation of the students' listening skills.
This document provides information about an English language teaching knowledge test (TKT) that took place in 2007. It includes the instructions for candidates taking the test, informing them that it will consist of 80 multiple choice questions to be completed in 1 hour and 20 minutes. Candidates are told to write their identifying information on the answer sheet and question paper and to hand both in at the end of the test. The test assesses areas such as matching aims of lessons to textbook rubrics, matching information from lesson plans to headings, and identifying appropriate assessment methods and ways to adapt texts for different teaching purposes.
This document provides information and instructions for candidates taking the Teaching Knowledge Test 002 Module 2 exam. The exam tests lesson planning and use of resources for language teaching. It contains 80 multiple choice questions to be completed in 1 hour and 20 minutes. Candidates are instructed to write their identifying information on the answer sheet and question paper. They should answer all questions by marking their responses on the separate answer sheet using a pencil. The test assesses areas such as matching aims to rubrics, lesson plan components, integrated skills lesson stages, and grammar focuses. It also contains questions on matching assessment items and testing methods to syllabus areas.
This document is a past examination paper for the Teaching Knowledge Test, Module 1. It contains 80 multiple choice questions testing knowledge of language and background to language learning and teaching. The questions cover topics such as parts of speech, phonology, grammar, vocabulary and classroom activities. Learners have 1 hour and 20 minutes to complete the test.
This document contains a daily lesson log for an English class in Grade 6. It outlines the objectives, content, learning resources, and procedures for the week's lessons. The lessons focus on developing students' understanding and use of English grammar, verbal and nonverbal communication skills, and filling out forms accurately. Activities include reading passages, group discussions, exercises with adjectives and their degrees of comparison, defining mathematical terms from context clues, and practicing completing biodata forms. Student learning is evaluated through group presentations, exercises, and filling out a sample biodata form. The teacher reflects on what teaching strategies were most effective and any difficulties experienced.
This document outlines the policies, requirements, curriculum, and formatting guidelines for an English language course. It provides details on expectations for student behavior, assignments, notebooks, spelling tests, essays, class discussions, activities, and criteria for grading various assessments. The goal is to teach students English language skills like nouns, oral communication, questioning, and interviews through different lessons, activities, and evaluations.
This document provides a mark scheme for assessing students' responses to various questions on grammar, reading comprehension, and writing. It outlines the assessment objectives, answers, and evaluation criteria for each section. For the grammar correction questions, students must identify one correct answer per line. For the reading comprehension sections, answers are evaluated for accuracy and lifting of irrelevant text is not awarded marks. For the writing sections, responses are placed into bands based on the demonstration of language, thinking, and reading skills, with accuracy and fulfillment of the task being prioritized over length.
The document provides information about skills-building activities for speaking in a KS3 (key stage 3) language classroom. It includes a student reflection sheet where students can evaluate their participation and language used during speaking tasks. The document also includes tables to track student progress in listening, speaking, reading and writing skills and language levels over the course of year 7.
This document contains questions about various language teaching methods and approaches. It asks the reader to identify characteristics, principles and examples of Presentation-Practice-Production (PPP), Task-Based Language Teaching (TBL), Total Physical Response (TPR), Grammar Translation (GT), Communicative Language Teaching (CLT), Audio-Lingual Method (ALM) and Direct Method (DM). The reader must match examples of classroom activities to the appropriate teaching method and identify features and techniques that belong to specific approaches.
This document provides the answer scheme and marking criteria for an English language exam for secondary school students in Malaysia. It includes answers and marks for multiple choice questions, short answer questions, an email response, and two short story writing prompts. Scoring is assessed on a banded scale based on how fully the task is fulfilled, language accuracy, sentence structure variety, vocabulary, and mechanics. Full marks require successfully fulfilling requirements, well-developed ideas, varied structures, wide vocabulary, and accurate language usage and writing mechanics.
This document provides an overview of communication and teaching English as a second language. It discusses various aspects of communication like nonverbal cues, importance of accuracy and fluency. It also summarizes research which found students' fluency and vocabulary improved more than accent after a month long exchange trip. The document then provides exercises and tasks for teachers like explaining vocabulary words, assessing students' writing and speaking skills, discussing grammar rules and more. The overall document covers a wide range of topics related to analyzing and improving English communication skills.
This passage provides information about a new phone shop that is opening. It discusses the shop's opening day offer of half price for the first 100 phones sold. It also notes that experienced staff will be available to answer questions and provide advice to customers without obligation. The shop aims to offer a wide range of phones and extra items to make phoning easier and cheaper.
This document provides guidance and practice exercises for preparing for Part 1 of the Cambridge First Certificate Examination in English. Part 1 involves matching headings or summaries to paragraphs of text. The document explains how Part 1 is structured, emphasizes reading the full paragraph and heading/summary before choosing, and provides 6 practice exercises for single paragraphs to build skills. It also gives advice on timing for each exam part and using the book for study and practice.
The document provides a daily lesson log for an English teacher covering grades 7-9 over one week. It includes:
- Objectives focused on content and performance standards for each grade level, including understanding literature and oral communication skills.
- Details of the lessons each day, including readings, activities to introduce and practice concepts like similes and determiners, and formative assessments.
- Learning resources like textbooks, pictures, and handouts used to support the lessons.
- Procedures for each lesson covering reviewing prior knowledge, modeling skills, group discussions, and opportunities for application.
- Reflections on students' mastery of the objectives and need for remediation.
The document provides instructions and sample questions for a Content and Language Integrated Learning (CLIL) exam, which focuses on assessing candidates' language skills through content-based questions. The exam covers topics like matching classroom activities to CLIL aims, identifying central language areas for tasks, and matching questions to thinking skills. It requires candidates to demonstrate understanding of language teaching concepts over 1 hour and 20 minutes.
The document summarizes the key topics covered in the CTEL Module 1 review, including:
- Language structure and use, covering phonology, morphology, syntax, semantics, language functions/variations, discourse, and pragmatics.
- First and second language development, covering theories of language acquisition, second language acquisition, and cognitive/linguistic/social factors affecting development.
It then provides sample questions testing knowledge of these topics, with explanations of correct answers.
This document provides guidance on designing questionnaires. It discusses preliminary questions to consider, such as whether to conduct interviews first and how large the sample size should be. It also covers types of questions to include, how questions should be worded, and how to pilot the questionnaire. An example needs analysis questionnaire for Cantonese learners is also included, covering situations where Cantonese would be useful, the learner's current ability level, and activities and experiences that helped study Cantonese.
ENGLISH 9 Q1 W6 Employ the appropriate communicative styles for various situa...CRISTINABLANCANIZAEL
The document outlines a daily lesson plan for a 9th grade English class. The objectives are to understand different communicative styles and determine the appropriate style for various situations. The lesson plan includes reviewing communicative styles, providing examples of jargon, discussing the different styles, and having students practice identifying and demonstrating the styles through role plays and dialogues. Formative assessment involves students analyzing phrases and situations to determine the proper communicative style. The goal is for students to understand that language choice depends on social relationships and context.
The document is a past examination paper for the Teaching Knowledge Test (TKT) Module 3 exam. It contains 80 multiple choice questions testing knowledge of managing the teaching and learning process. The questions cover topics such as classroom language, lesson planning, classroom management, feedback, and different types of teaching knowledge. Candidates have 1 hour and 20 minutes to complete the exam.
The document is a past examination paper for a Teaching Knowledge Test. It contains 80 multiple choice questions testing various aspects of classroom language, teaching techniques, and classroom management. The test is designed to evaluate candidates' understanding of managing the teaching and learning process. Candidates have 1 hour and 20 minutes to complete the test.
ielts listening short answers note table matching.pptxAlexander Benito
The document provides strategies for different types of IELTS listening questions:
Short answer questions involve predicting possible answers and listening for answers in the given order. Note/table completion questions involve understanding the context and identifying missing information types from headings. Matching questions involve identifying key words in answers, focusing on relevant speakers, and matching answers in the given audio order. Pre-listening strategies for all question types include understanding instructions, predicting answers, and identifying signposting language to find relevant information.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
4. 2
For questions 1-6, match the underlined words/groups of words in the text with the language terms
listed A-G.
Mark the correct letter (A-G) on your answer sheet.
There is one extra option which you do not need to use.
Language terms
A word with affix
B idiom
C compound adjective
D connector
E phrasal verb
F compound noun
G word family
Text
My oldest brother is quite different from me – he’s a bit (1) old-fashioned really. I
suppose he’s just very traditional. For example, he always wears (2) a suit, a tie and
leather shoes, listens to the radio and plays cricket. But the worst thing is that he’s got
no sense of humour and that really (3) gets on my nerves. I also get the impression that
he thinks I’m pretty (4) worthless, which doesn’t help our relationship. We rarely see
each other these days. He sometimes (5) calls in when he’s in the area and then we
may go out together. But we usually end up arguing about which (6) bus stop to walk to,
or something silly like that.
5. 3
[Turn over
For questions 7-13, match the underlined clauses with their meanings in the sentences listed
A, B or C.
Mark the correct letter (A, B or C) on your answer sheet.
Meanings
A condition
B reason
C result
Clauses
7 It was such a bad film that we walked out.
8 I decided to go and see him since he hadn’t phoned me.
9 I fell asleep in the car because I was so tired.
10 As there was no coffee left, I had a cup of tea.
11 I won’t speak to him again unless he apologises.
12 As long as you can save the money yourself, you can go on the trip.
13 I walked into town so that I could avoid the traffic.
6. 4
For questions 14-19, choose the correct lexical or phonological terms to complete the sentences.
Mark the correct letter (A, B or C) on your answer sheet.
14 Unhappy, disagree and incorrect include examples of
A prefixes.
B informal language.
C synonyms.
15 Hole and whole; mail and male; by and buy are examples of
A homophones.
B unvoiced sounds.
C false friends.
16 Put out; put off; put away are examples of
A antonyms.
B verb patterns.
C multi-word verbs.
17 Vehicle – car, bicycle, plane; pet – dog, cat, rabbit; food – bread, pizza, meat are examples of
A collocations.
B lexical sets.
C collective nouns.
18 Can’t; don’t; he’s are examples of
A connected speech.
B weak forms.
C contractions.
19 Fit and feet; fear and fair; track and truck are examples of
A rhymes.
B minimal pairs.
C linking.
7. 5
[Turn over
For questions 20-28, match the underlined letter ‘a’ in each example word with the phonemic symbols
which would be used in a dictionary entry listed A, B, C or D.
Mark the correct letter (A, B, C or D) on your answer sheet.
You need to use some options more than once.
Phonemic symbols
A / æ /
B / eˆ /
C / å… /
D / W /
Example words
20 late
21 player
22 party
23 alphabet
24 island
25 hard
26 pizza
27 grandson
28 invitation
8. 6
For questions 29-34, match the example sentences with the functions listed A-G.
Mark the correct letter (A-G) on your answer sheet.
There is one extra option which you do not need to use.
Example sentences Functions
29 I can’t decide whether this radio is worth buying or not.
30 I’m going to visit my mother this afternoon.
31 I’d rather have the blue one.
32 If I finish the work earlier, can I get paid more?
33 You must fill in the form before the end of the month.
34 Paula’s got a chance of winning the race.
A
B
C
D
E
F
G
expressing obligation
expressing a preference
offering help
expressing an intention
predicting
expressing doubt
negotiating
9. 7
[Turn over
For questions 35-40, look at the language skills and three possible descriptions of them.
Two of the descriptions are appropriate in each situation. One of the descriptions is NOT appropriate.
Mark the description (A, B or C) which is NOT appropriate on your answer sheet.
35 Productive skills involve
A expressing rather than understanding language.
B speaking and writing activities.
C listening and reading tasks.
36 Re-drafting involves
A copying a piece of writing out neatly.
B doing a piece of writing for the second or third time.
C making changes to a piece of writing.
37 Process writing involves
A planning a piece of writing.
B writing without editing.
C using writing subskills.
38 Listening for gist involves
A being able to understand every word of a text.
B working out the overall meaning of a text without concentrating on the details.
C forming a general idea of what a text is about.
39 Proofreading involves
A checking for language errors.
B reading your written work word by word.
C paraphrasing parts of a text.
40 Speaking accurately involves
A using the right expressions to convey meaning.
B using colloquial language to express ideas.
C using lexis and structures correctly.
10. 8
For questions 41-46, match the classroom activities with the strategies for motivating learners
listed A-G.
Mark the correct letter (A-G) on your answer sheet.
There is one extra option which you do not need to use.
Classroom activities
41 At the start of the class, the teacher writes on the board what she hopes the learners will
achieve in the lesson.
42 The teacher introduces a new topic by using situations from the learners’ own lives.
43 The teacher gives only positive feedback on language used in an activity.
44 Students A and B exchange information in order to complete a text.
45 The teacher finds out how and when the learners like to be corrected.
46 The teacher shows the learners how to use the self-access centre.
Strategies for motivating learners
A Ask learners about their learning preferences.
B Build up learners’ confidence in their abilities.
C Personalise lessons.
D Make sure that learners understand instructions.
E Encourage learner autonomy.
F Make the learning aims clear to learners.
G Give learners a reason for communicating with one another.
11. 9
[Turn over
For questions 47-52, match what the student does with the learning strategies listed A-G.
Mark the correct letter (A-G) on your answer sheet.
There is one extra option which you do not need to use.
Learning strategies
A illustrating meaning
B guessing from context
C memorising
D highlighting pronunciation features
E focusing on collocations
F predicting content from titles
G consulting reference sources
What the student does
47 I try to identify the part of speech from the other words in the sentence.
48 I make a note of the stress when I put words into my vocabulary notebook.
49 I try to listen out for new words in expressions, rather than individual words.
50 If I’m not sure what form to use, I look it up in a grammar book.
51 I sometimes draw timelines in my grammar notebook.
52 Occasionally, I test myself on recently taught words so I don’t forget them.
12. 10
For questions 53-58, match the needs of each group of students with the most suitable type of
course listed A-G.
Mark the correct letter (A-G) on your answer sheet.
There is one extra option which you do not need to use.
Groups of students
53 These young adults need a range of study skills before going to a British university.
54 These adult beginners are going on holiday, and need to learn how to communicate in an
English-speaking environment.
55 This group of young children have a short attention span; their parents want them to learn
English while having some fun.
56 These business people need to meet and work with people from other countries at
international conferences.
57 These secretaries and receptionists want to focus on vocabulary and skills which are
useful for them in their work.
58 These scientists need to keep up-to-date with the latest developments in their subjects.
Types of courses
A a course focusing on basic language skills for everyday situations
B a course focusing on listening and note-taking, and writing academic essays
C a course based on role-plays and situations, such as greeting visitors and telephoning clients
D an activity-based course with lots of games, songs and stories
E a course based on grammar revision and written practice
F an oral skills course based on cross-cultural material
G an online course in which students read texts on specific topics and answer detailed
comprehension questions
13. 11
[Turn over
For questions 59-64, match the class activities with the teaching approaches listed A-G.
Mark the correct letter (A-G) on your answer sheet.
There is one extra option which you do not need to use.
Teaching approaches
A Presentation, Practice and Production (PPP)
B Task-based Learning (TBL)
C Total Physical Response (TPR)
D The Lexical Approach
E Grammar Translation
F Test-teach-test
G Guided discovery
Class activities
59 I asked groups to design an advertisement for a new type of cereal. While they were
working, we looked at some real advertisements together, and the students practised writing
some ‘slogans’.
60 I gave the class an exercise on the past simple and past continuous. Lots of students
found it difficult, so I explained the grammar, then they practised in pairs.
61 I gave the class a series of instructions, for instance, to stand up and turn around, which
they followed. Then some students gave me the same instructions.
62 I introduced a new structure to the class by showing a set of pictures while I said sentences
containing the structure. Then I gave pairs some sentence prompts to complete. Finally,
students talked in groups about a similar set of pictures while I monitored their conversations.
63 I gave the class some ‘if’ sentences containing second and third conditional structures.
In pairs, they discussed the sentences and completed a set of grammar rules for the form
and use of the two structures.
64 I gave the class an authentic text from a magazine about unusual sports. We found lots of
useful sports collocations in it and looked in some detail at how the text was written.
The students then practised using some of the new language, orally and in writing.
14. 12
For questions 65-70, match the teacher’s actions with the introductory activities for different lessons
listed A-G.
Mark the correct letter (A-G) on your answer sheet.
There is one extra option which you do not need to use.
Introductory activities
A asking concept questions
B eliciting language
C doing a warmer
D miming
E setting the scene
F explaining
G drilling
Teacher’s actions
65 The teacher asks the students to look at pictures of Paris before they listen to a recording
about tourist attractions there.
66 The teacher asks the students to repeat sentences after her.
67 The teacher checks whether the students understand when the new language is used.
68 The teacher does a short game with the students to give them energy.
69 The teacher asks the students for examples of different kinds of fruit and writes them on
the board.
70 The teacher does an action which shows the meaning of a new word.
15. 13
[Turn over
For questions 71-75, look at the questions about classroom activities and three possible answers.
Choose the correct answer A, B or C.
Mark the correct letter (A, B or C) on your answer sheet.
71 Which one of these does not involve putting things in order?
A ranking
B jumbled paragraphs
C labelling
72 Which one of these does not usually involve pair or groupwork?
A jigsaw reading
B choral repetition
C information-gap activities
73 Which one of these does not usually focus on grammar practice?
A project work
B transformation exercises
C gap-fills
74 Which one of these is not a speaking activity?
A mind map
B mingle
C role-play
75 Which one of these is not a vocabulary-learning strategy?
A visualisation
B problem solving
C categorisation
16. 14
For questions 76-80, match the descriptions of different tests with the types of test listed A-F.
Mark the correct letter (A-F) on your answer sheet.
There is one extra option which you do not need to use.
Types of test
A progress
B achievement
C subjective
D proficiency
E diagnostic
F placement
Descriptions
76 These tests are designed to test language taught on the whole course.
77 These tests are designed to help teachers to plan course content.
78 The purpose of these tests is to test language taught on part of a course.
79 These tests help teachers to put students in classes at the appropriate level.
80 The marking of these tests depends on decisions made by individual examiners.
17. TKT Module 1 Answer Key
Question Answer Question Answer
1 C 41 F
2 G 42 C
3 B 43 B
4 A 44 G
5 E 45 A
6 F 46 E
7 C 47 B
8 B 48 D
9 B 49 E
10 B 50 G
11 A 51 A
12 A 52 C
13 B 53 B
14 A 54 A
15 A 55 D
16 C 56 F
17 B 57 C
18 C 58 G
19 B 59 B
20 B 60 F
21 B 61 C
22 C 62 A
23 A 63 G
24 D 64 D
25 C 65 E
26 D 66 G
27 A 67 A
28 B 68 C
29 F 69 B
30 D 70 D
31 B 71 C
32 G 72 B
33 A 73 A
34 E 74 A
35 C 75 B
36 A 76 B
37 B 77 E
38 A 78 A
39 C 79 F
40 B 80 C