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How Essential Teacher Knowledge supports learning for the TKT A LANGUAGE TKT Exam Specs TDI Module Grammar Core Module 1 1] What’s in a sentence? Core Module 1 a) Parts of speech Core Module 1 1B b) Sentence elements Core Module 1 1B c) Getting things in the right order Core Module 1 d) Teaching ideas: word order Core Module 1 2] How we use clauses KAL3 a) Main clauses and subordinate clauses KAL3 b) Clause functions and meanings KAL3 c) Relative clauses KAL3 d) Conditional clauses KAL3 e) Teaching ideas: conditional clauses KAL3 3] Asking questions a) Saying yes, saying no b) Different types of questions c) Learning English by telephone and Skype 4] Introducing verbs a) Types of verb b) How verbs are made c) Verbs in combination d) Total physical response 5] Verb tenses (form and meaning) KAL3 a) How verbs show time KAL3 b) One form, many meanings KAL3 c) One meaning, many forms KAL3 d) The homework issue 6] Aspect KAL3 a) What is aspect? KAL3 b) Simple and continuous KAL3 c) Perfect verbs KAL3 d) Burnout 7] Teaching verbs (and adverbs) a) Teaching ideas b) Teaching the present continuous and present simple KAL3 c) Teaching the present perfect KAL3 d) Teaching the future KAL3 e) Teaching the past simple KAL3 f) Teaching the past continuous and the past simple KAL3 g) Teaching the past perfect KAL3 h) Teaching used to KAL3 i) Teaching the passive KAL3 j) Teaching adverbs KAL3 8] Auxiliaries and modals a) Auxiliaries and modal auxiliaries KAL3 b) What modal auxiliaries mean KAL3 c) How modal verbs behave KAL3 d) Modal verbs and modality KAL3
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Page 1: How Essential Teacher Knowledge supports … · Web viewHow Essential Teacher Knowledge supports learning for the TKT A LANGUAGE TKT Exam Specs TDI Module Grammar Core Module 1 What’s

How Essential Teacher Knowledge supports learning for the TKTA LANGUAGE TKT Exam

SpecsTDI Module

Grammar Core Module 11] What’s in a sentence? Core Module 1

a) Parts of speech Core Module 1 1Bb) Sentence elements Core Module 1 1Bc) Getting things in the right order Core Module 1d) Teaching ideas: word order Core Module 1

2] How we use clauses KAL3a) Main clauses and subordinate clauses KAL3b) Clause functions and meanings KAL3c) Relative clauses KAL3d) Conditional clauses KAL3e) Teaching ideas: conditional clauses KAL3

3] Asking questionsa) Saying yes, saying no b) Different types of questions c) Learning English by telephone and Skype

4] Introducing verbsa) Types of verb b) How verbs are made c) Verbs in combination d) Total physical response

5] Verb tenses (form and meaning) KAL3a) How verbs show time KAL3b) One form, many meanings KAL3c) One meaning, many forms KAL3d) The homework issue

6] Aspect KAL3a) What is aspect? KAL3b) Simple and continuous KAL3c) Perfect verbs KAL3d) Burnout

7] Teaching verbs (and adverbs)a) Teaching ideas b) Teaching the present continuous and present simple KAL3c) Teaching the present perfect KAL3d) Teaching the future KAL3e) Teaching the past simple KAL3f) Teaching the past continuous and the past simple KAL3g) Teaching the past perfect KAL3h) Teaching used to KAL3i) Teaching the passive KAL3j) Teaching adverbs KAL3

8] Auxiliaries and modalsa) Auxiliaries and modal auxiliaries KAL3b) What modal auxiliaries mean KAL3c) How modal verbs behave KAL3d) Modal verbs and modality KAL3e) Using the students’ language – their LI f) Teaching ideas: modal verbs

9] Multi-word and phrasal verbsa) What are multi-word verbs? KAL3b) Four types of phrasal verb KAL3c) Teaching ideas: phrasal verbs d) When war breaks out!

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10] Verb complementation a) Reporting what people say KAL3b) Other ways of reporting conversations KAL3c) Substitution can be fun

11] Introducing adverbs KAL3a) What is an adverb? KAL3b) How to make one-word adverbs KAL3c) Where we put adverbs KAL3d) Teaching ideas: adverbs e) Using drama in the classroom

12] Introducing nouns KAL3a) Different kinds of noun KAL3b) Pronouns KAL3c) The pronoun gender problem

13] Articlesa) What are articles? KAL3b) Using the indefinite article KAL3c) Using the definite article KAL3d) No article KAL3e) Native speaker or non-native speaker?

14] Quantifiersa) What are quantifiers? KAL3b) Quantifiers, nouns, sentences and questions KAL3c) Quantifiers plus! KAL3d) Praise, medals and rewards

15] Introducing adjectives KAL3a) What are adjectives? KAL3b) Making adjectives KAL3c) How adjectives work KAL3d) Do you like being corrected?

16] What comes after nouns?a) Before and after KAL3b) Describing nouns KAL3c) Participles (and gerunds) KAL3d) Technophile or technophobe? e) Teaching ideas: post-modification

17] Teaching the noun phrase KAL3a) Elements of the noun phrase KAL3b) Making noun phrases KAL3

Lexis and vocabulary18] What words mean Core Module 1

a) What does head mean? Core Module 1b) How head is related to other words Core Module 1c) Teaching ideas: word meaning Core Module 1

19] How words are formed Core Module 1, KAL1

a) Making words from different bits and pieces Core Module 1b) Teaching ideas: word formation Core Module 1c) American and British English d) Bullying

20] Collocation and lexical phrases Core Module 1a) Words alone, words together Core Module 1b) Lexical phrases, lexical chunks Core Module 1c) Why collocations and chunks matter Core Module 1d) Being observed

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21] Metaphor, idiom, proverb and clichéa) Describing one thing as something else b) More about metaphors c) Teaching ideas: idiom and metaphor

22] Meeting and remembering wordsa) How do students remember words? b) Examples of word-remembering activities

Pronunciation23] The phonemic alphabet Core Module 1,

KAL21C

a) Sounds and spelling Core Module 1, KAL2

1C

b) The phonemic alphabet Core Module 1, KAL2

1C

c) Using phonemic symbols in teaching Core Module 1, KAL2

24] Where sounds are madea) Making consonants b) What vocal cords are for c) Making vowels d) Making diphthongs e) Show, explain or listen?

25] Sounds in combinationa) Sounds alone, sounds together b) Do students have to learn sounds together? c) Teaching ideas: contractions

26] Stress Core Module 1a) All words have a stressed syllable Core Module 1,

KAL2b) All phrases have a main stressed syllable Core Module 1,

KAL2c) We can change where and how we place stress in a

phrase Core Module 1 1C

d) Showing stress 1Ce) Giving presentations

27] Intonation Core Module 1a) What is intonation? Core Module 1,

KAL2b) What do pitch and intonation mean? Core Module 1,

KAL2c) Showing intonation Core Module 1

28] Teaching soundsa) Distinguishing between sounds

29] Teaching stress and intonationa) Hearing stress and intonation patterns Core Module 1

Text and discourse30] Language functions Core Module 1 5B

a) What we say and what we mean Core Module 1 5Bb) Language and language functions Core Module 1 5Bc) Teaching language functions Core Module 1 5Bd) Teaching ideas: functional dialogues 5B

31] Written and spoken English Core Module 1 1Da) Speaking or writing? Core Module 1 1Db) Differences between speaking and writing Core Module 1 1Dc) Punctuation

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32] Genre KAL4a) What is genre? KAL4b) How do we know about genre? KAL4c) Teaching ideas: genre

33] Register KAL4 5Ca) What is register? KAL4 5Cb) What do u think? R txt msgs gr8 or not?

34] Cohesion and coherence KAL4a) What is cohesion? KAL4b) What is coherence? KAL4c) Teaching ideas: cohesion and coherence KAL4d) Going to conferences

B BACKGROUND TO LANGUAGE TEACHING METHODOLOGY

35] How people learn languages Core Module 2 2Ba) Acquisition and learning Core Module 2 2Bb) Why does the difference between acquisition and

learning matter? Core Module 2

c) Which way is best? Core Module 2d) How Fernando learnt English

36] How people learn languages Core Module 2 2Ba) Four methods Core Module 2 2Cb) How people learn; how people teach Core Module 2c) Adrian’s story d) Pavlov’s dogs

37] Students make mistakes Core Module 2 2Ba) We all make mistakes Core Module 2 2Bb) Why do learners make mistakes? Core Module 2 5Cc) What kind of mistakes do learners make? Core Module 2 5Cd) What do mistakes look like? Core Module 2 5Ce) Do mistakes matter? Core Module 2 5C

38] Learning at different ages Core Module 2a) Young learners Core Module 2b) Adult and older learners Core Module 2c) Adolescents Core Module 2d) Tips for teaching adults e) Tips for teaching teenagers

39] Student-centred teaching Core Module 2a) The right priorities b) Personalisation, agency and learner training c) Talking about adults Core Module 2d) Talking about teenagers Core Module 2

40] Learner characteristics Core Module 2a) Getting to know our students Core Module 2b) The good learner Core Module 2c) Talking about differences Core Module 2d) What to do about student differences Core Module 2

41] Different contexts, different levels Core Module 2a) Different kinds of English learning Language levels Core Module 2

42] Large and mixed-ability classes Core Module 2a) Teaching large classes Core Module 2b) Teaching mixed-ability classes Core Module 2

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43] Motivation Core Module 2a) The importance of motivation Core Module 2 B1b) Where motivation comes from Core Module 2c) Sustaining motivation Core Module 2

C TEACHING LANGUAGE AND LANGUAGE SKILLS

44] Introducing new language Core Module 3 2Ca) A popular way of introducing new language Core Module 3 2Cb) An example of PPP in action Core Module 3 2Cc) Teaching ideas: showing language construction Core Module 3

45] Introducing new language Core Module 3a) Ways of introducing new language Core Module 3 2Cb) Alternatives to introducing new language Core Module 3

46] Researching new language Core Module 3a) Making discoveries Core Module 3 2Cb) Puzzling it out c) Looking for information (research) d) Mining texts e) Accidental meetings f) Teaching ideas: research g) Teaching ideas: mining a text

47] Repetition and drilling Core Module 3a) Repetition: choral and individual Core Module 3b) Drills and drilling Core Module 3c) How much repetition and drilling is the right amount? Core Module 3d) An example of a cue–response drill e) An example of a question and answer cue–response

drill f) Have a good mumble!

48] Practising new language 1 Core Module 3a) Controlled practice Core Module 3b) Sentence activities Core Module 3c) Dictation Core Module 3d) Dictogloss Core Module 3e) Matching activities Core Module 3

49] Practising new language 2 Core Module 3 a) Practice of specific language items Core Module 3b) Story chains Core Module 3c) Interviewing each other Core Module 3d) Quizzes Core Module 3e) Games Core Module 3

50] Practising new language 3 Core Module 3a) Information-gap activities Core Module 3

51] Teaching speaking Core Module 1 1Da) The reasons for speaking activities Core Module 1b) Building the speaking habit Core Module 1c) Interview Core Module 1d) Turning on the inner voice Core Module 1

52] Teaching speaking Core Module 1 1Da) Discussions Core Module 1b) Reaching a consensus Core Module 1c) The teacher’s role in speaking activities Core Module 1d) Turn-taking

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53] Teaching speaking Core Module 1 1Da) Telling stories Core Module 1b) Making oral presentations Core Module 1c) Simulation and roleplay Core Module 1

54] Teaching reading Core Module 1 1Da) The need for reading Core Module 1b) Extensive reading Core Module 1/3c) Intensive reading Core Module 1/3

55] Teaching reading Core Module 1/3 1Da) What texts should we give students for intensive

reading? Core Module 1/3

b) What to do before students read a text Core Module 1/3c) Reading activities Core Module 1/3

56] Teaching reading Core Module 1/3 1Da) Responding to a text Core Module 1/3b) More comprehension Core Module 1/3c) Language questions Core Module 1/3d) Follow-up tasks Core Module 1/3

57] Teaching writing Core Module 1/3 1Da) The importance of accuracy Core Module 1/3b) Teaching the ‘nuts and bolts’ of writing Core Module 1/3c) The process of writing Core Module 1/3

58] Teaching writing Core Module 1/3 1Da) Encouraging writing Core Module 1/3b) Spontaneous writing Core Module 1/3c) Students writing together Core Module 1/3d) Pictures and writing Core Module 1/3e) Music and writing Core Module 1/3

59] Teaching writing Core Module 1/3 1Da) Producing a finished product Core Module 1/3b) Preparing for writing Core Module 1/3c) From analysis to production Core Module 1/3d) Portfolio writing Core Module 1/3e) Writing journals Core Module 1/3f) Blogs, wikis and contacts Core Module 1/3

60] Teaching listening Core Module 1/3 1Da) The importance of listening Core Module 1/3b) Types of listening Core Module 1/3c) Audio devices and who uses them Core Module 1/3d) How often should students listen? Core Module 1/3 1D

61] Teaching listening Core Module 1/3a) Prediction Core Module 1/3b) Before listening Core Module 1/3c) Listening tasks Core Module 1/3

62] Teaching listening 3 Core Module 1/3 1Da) Listening again Core Module 1/3b) Listening again: language matters Core Module 1/3c) Extensive listening Core Module 1/3d) Using video Core Module 1/3

63] Using poetrya) Choosing the right poems b) Predicting poetry c) Poetry and language d) Poetry and meaning e) Writing poems

64] Using music and dramaa) Using songs and music b) Talking about music and songs c) Being careful with music d) Using drama

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D MANAGING LEARNING AND TEACHING

65] Teacher rolesa) A variety of roles 5Cb) The teacher’s role, the teacher’s place 5Cc) What scaffolding means

66] Teachers and studentsa) Establishing rapport b) The teacher in the classroom c) Celebrating success d) Respecting students

67] Where students sit 5Ca) What classrooms look like b) Working alone, working together c) Putting students into pairs and groups

68] Teacher languagea) Who does the talking in class? b) The teacher’s voice c) Giving instructions d) Teaching ideas: demonstrating a Find someone who ...

activity69] Giving instructions, checking meaning

a) Giving instructions b) Checking instructions c) Checking meaning d) An example of instruction giving

70] Classroom momentsa) How to start a lesson b) When students are late 5Dc) When the class needs to be quiet 5Dd) Finishing the lesson 5D

71] Discipline 5Da) Reasons for discipline problems 5Db) Preventing discipline problems 5Dc) But when there are discipline problems, what then? 5D

72] Giving feedbacka) Teacher feedback b) Acknowledgement and evaluation c) Going further d) Which kind of feedback e) Giving feedback on written work

73] Correcting speaking Core Module 2a) Different kinds of correction Core Module 2b) Students correct themselves Core Module 2c) Students correct each other Core Module 2d) Reformulation Core Module 2e) From correction to (re)teaching Core Module 2f) The Silent Way

74] Correcting speaking Core Module 2a) When should we correct? Core Module 2b) Correcting while the activity is taking place Core Module 2c) Making a record of what is being said Core Module 2d) Correcting after the event Core Module 2e) Correcting for the future Core Module 2

75] Correcting writing Core Module 2a) How much to correct Core Module 2b) What to correct Core Module 2c) Using correction symbols Core Module 2d) Other kinds of correction Core Module 2

76] Homework

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a) The magic of homework b) What kind of homework? c) Using mobile devices for homework d) Making homework ‘work’ for students e) Making homework ‘work’ for teachers

77] Using the L1a) L1 in the classroom b) Some background facts c) Arguments against using the students’ L1 in the

classroom d) Arguments in favour of using the students’ L1 in the

classroom e) An L1 ‘policy’ Translation activities f) Teaching ideas: translating a poem

78] Teacher developmenta) Continuous professional development b) Burnout just around the corner? c) Doing it ourselves d) Doing it with others

E PLANNING, RESOURCES AND ASSESSMENT

79] Planning lessons 3B, 3C / FTYL 2B

a) Different attitudes to planning 3Bb) To plan or not to plan? 3Bc) What are lessons like? 3B /

FTYL 2B

d) What goes into a plan? FTYL 2C

80] Planning sequencesa) Lesson shapes, stages and sequences FTYL

2Bb) Planning a sequence of lessons FTYL

2Bc) ESA Syllabus, curriculum, course

81] Using coursebooks 4Ba) The coursebook issue 4B /

FTYL 3B

b) Thinking about the next coursebook 4Bc) How to choose a coursebook 4B /

FTYL 3B

d) Using coursebooks 4B / FTYL 3B

82] Using dictionariesa) Different kinds of dictionary b) What students can find in good learners’ dictionaries c) Using dictionaries with students

83] Supplementary materials and activities 4Ca) Why use supplementary material and activities? 4C /

FTYL 3C

b) What supplementary materials can teachers use? 4C / FTYL 3C

c) Deciding what materials and activities to take into class 4C

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d) Deciding on games FTYL 4C

84] Teaching without materialsa) Teaching unplugged b) Why teaching without materials is a good idea c) Why teaching without materials may not be a good

idea d) What the teacher needs to do when teaching without

materials e) Examples of materials-light teaching

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85] Classroom technology 4Da) Teaching with technology 4Db) Deciding what technology to use 4Dc) Using boards and other ‘showing’ technology 4D /

FTYL 4B

86] Classroom technology 4Da) Using pictures, cards and strips of paper FTYL

4Db) Using realia and other devices FTYL

4Dc) Mobile learning

87] Classroom technology 4Da) Software in the classroom 4Db) Researching online (and on mobile devices) 4Dc) Making recordings Presenting online 4Dd) Using internet programs for learning and social

interaction e) Using virtual learning environments and learning

platforms f) Blended learning

88] Assessment and testing Core Module 3 2D, 3Da) Assessing students Core Module 3 2D, 3Db) Types of assessment Core Module 3 2D, 3Dc) Designing and making tests Core Module 3

89] Test items and how to teach them Core Module 3a) Types of test item Core Module 3b) Direct test items Core Module 3c) Indirect test items Core Module 3d) How to prepare students for tests Core Module 3

90] Marking and grading tests Core Module 3a) After the test Core Module 3b) The trouble with marking and how to deal with it Core Module 3c) Using assessment scales Core Module 3d) Involving the students Core Module 3

F TEACHING YOUNG LEARNERS

91] Describing young learners YL1 FTYL 1B

a) Theories of learning and child development YL1 FTYL 1B

b) How young are young learners? YL1 FTYL 1B

c) Instructional scaffolding YL3 FTYL 1C

d) Children aged 5–7 FTYL 1B

e) Children aged ten and above FTYL 1B

92] Teaching young learners in a foreign language classroom

YL1

a) Creating the right conditions for language learning YL2 FTYL 1C

b) The classroom as a learning environment YL2 FTYL 1C

c) Some examples of useful classroom English FTYL 1D

93] Movement, games and special friends YL2 FTYL 4C

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a) Movement YL2 FTYL 4C

b) Special friends YL2c) Games YL2

94] Chants, rhymes and songs YL2a) Chants and rhymes YL2b) Songs and singing YL2

95] Language teaching with young learners YL2a) Teaching language to children YL2 FTYL

4Bb) Some examples of language teaching sequences YL2

96] Young learner listening YL3a) The importance of listening YL3b) Listen and do YL3c) Listen for information YL3d) Stories YL3

97] Young learner speaking YL3a) Creating confident speakers YL3b) Speaking activities YL3c) Storytelling YL3d) Using drama and play acting YL3

98] Young learner reading YL3a) Encouraging reading YL3b) Learning sounds, learning words YL3c) A few things that young learners can do with reading YL3d) Reading aloud YL3e) Let students read! YL3

99] Young learner writing YL3a) The value of writing YL3b) Copying activities YL3c) Dictation YL3d) Portfolio writing (and other writing tasks) YL3

100] Topics and themesa) Planning around a subject b) Thinking about topics and themes c) Themes, topics and activities

101] Assessing young learners YL4 FTYL 4D

a) Why we test young learners YL4 FTYL 5B

b) Continuous assessment YL4 FTYL 5B

c) Students assess themselves YL4 FTYL 5B

d) Types of test items YL4 FTYL 5C

G CONTENT AND LANGUAGE INTEGRATED LEARNING

102] Introducing CLIL CLIL1a) What is CLIL? CLIL1b) CLIL methodology CLIL1c) How is CLIL offered around the world (and who teaches

it)? CLIL1

d) How to make CLIL successful CLIL1103] The language of CLIL

a) Types of language Grammar and CLIL CLIL2b) Language for a purpose CLIL2

104] Genre in CLIL CLIL2a) Language functions and tasks CLIL2b) Genre and CLIL CLIL2c) Helping students to understand and produce genre CLIL2

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features105] Using visual organisers CLIL2

a) Presenting information in a visual way CLIL2b) Why visual organisers matter CLIL2c) Types of visual organiser CLIL2

106] Materials and resources for CLIL CLIL2a) Differences between materials for CLIL and general

English CLIL1

b) Adapting materials for CLIL CLIL1c) CLIL resources CLIL2

107] Teaching CLILa) The teacher’s responsibilities CLIL2b) How teachers can help students with language CLIL3c) How teachers can help students with cognitive skills CLIL3d) How CLIL teachers encourage good learning CLIL2

108] CLIL activitiesa) Balancing activities CLIL5b) Cats and dogs CLIL5c) Rivers CLIL5d) Music, anyone? CLIL5e) Life on the edge CLIL5

109] Planning CLILa) Planning CLIL lessons CLIL5b) Outcomes and demands CLIL5c) Lesson shapes CLIL5d) What goes into a CLIL lesson plan CLIL5

110] Assessing CLIL CLIL4a) Types of assessment CLIL4b) What is special about assessing CLIL? CLIL4c) Supporting students in CLIL assessment CLIL4d) Some CLIL test types CLIL4e) Students assessing themselves and each other CLIL4

KEYCore Module = Core Modules from TKT TestKAL = section from Knowledge about Language optional supplementary TKT ModuleYL = section from Young Learners optional supplementary TKT ModuleCLIL = section from CLIL optional supplementary TKT ModuleFTYL = Fundamentals of Teaching Young Learners (TDI Module)