Teaching Qualifications TKT Practical module Teaching Knowledge Test Handbook for Teachers CONTENTS Preface This handbook provides information for centres and candidates interested in taking TKT: Practical. For further information on any Cambridge English exams and teaching qualifications or if you need further copies of this handbook, please email [email protected] Contents About Cambridge ESOL 2 Example 2 Completed lesson plan 21 Introduction to TKT – a test of professional Assessor comments on Example 2 28 knowledge and practice for English language teachers 3 Example 3 Completed lesson plan 30 Cambridge English teaching qualifications 4 Assessor comments on Example 3 38 An overview of TKT: Practical 5 Example 4 Completed lesson plan 40 Requirements of TKT: Practical 5 Assessor comments on Example 4 46 Special Circumstances 5 Example 5 Completed lesson plan 48 Assessor comments on Example 5 52 Support for TKT candidates and course providers 6 Example 6 Completed lesson plan 54 Further information 6 Assessor comments on Example 6 58 TKT: Practical – assessment 7 Information for candidates 60 Guidance for candidates on completing the TKT: Practical lesson plan 10 Information for centres 61 Introduction to lesson plans and assessor comments 12 Grading and results 62 Completed lesson plans and assessor comments 13 Appendix 1 TKT: Practical lesson plan template 63 Example 1 Completed lesson plan 13 Appendix 2 TKT: Practical band descriptors 66 Assessor comments on Example 1 19 TKT: PRACTICAL HANDBOOK FOR TEACHERS 1 ABOuT CAmBRiDgE ESOl About Cambridge ESOL To find out more about Cambridge English exams and the CEFR, go to www.CambridgeESOL.org/CEFR TKT (Teaching Knowledge Test) is developed and produced by Cambridge English Teaching Qualifications University of Cambridge ESOL Examinations (Cambridge ESOL), Cambridge ESOL’s internationally recognised teaching qualifications a not-for-profit department of the University of Cambridge. provide a route into the English language teaching profession for Cambridge ESOL is one of three major exam boards which form the new teachers and a comprehensive choice of career development for Cambridge Assessment Group (Cambridge Assessment). More experienced teachers. than 8 million Cambridge Assessment exams are taken in over 160 countries around the world every year. Proven quality Cambridge ESOL’s commitment to providing exams of the highest possible quality is underpinned by an extensive programme of research and evaluation, and by continuous monitoring of the marking and grading of all Cambridge English exams. Of particular One of the oldest universities in the world and one of the largest in the United Kingdom importance is the rigorous set of procedures which are used in the production and pretesting of question papers. Departments of the University All systems and processes for designing, developing and delivering exams and assessment services are certified as meeting the internationally recognised ISO 9001:2008 standard for quality management and are designed around five essential principles: Validity – are our exams an authentic test of real-life English or teaching knowledge? Reliability – do our exams behave consistently and fairly? Cambridge Assessment: the trading name for the Impact – does our assessment have a positive effect on teaching and University of Cambridge Local Examinations Syndicate (UCLES) learning? Practicality – does our assessment meet learners’ needs within Departments (exam boards) available resources? Quality – how we plan, deliver and check that we provide excellence in all of these fields Cambridge ESOL: University of Cambridge ESOL Examinations How these qualities are brought together is outlined in our Provider of the world's most valuable range of qualifications for publication Principles of Good Practice, which can be downloaded free learners and teachers of English from www.CambridgeESOL.org/Principles Cambridge International Examinations The world’s largest provider of international education programmes and qualifications for 5 to 19 year olds OCR: Oxford Cambridge and RSA Examinations One of the UK’s leading providers of qualifications The world’s most valuable range of English qualifications Cambridge ESOL offers the world’s leading range of qualifications for learners and teachers of English. Nearly 4 million people take our exams each year in 130 countries. Cambridge ESOL offers assessments across the full spectrum of language ability. We provide examinations for general communication, for professional and academic purposes and also specialist legal and financial English qualifications. All of our exams are aligned to the principles and approach of the Common European Framework of Reference for Languages (CEFR). 2 TKT: PRACTICAL HANDBOOK FOR TEACHERS iNTRODuCTiON TO TkT Introduction to TKT – a test of • Module Two: Developing Professional Practice (assessed by assignments incorporating background essays and observed professional knowledge and teaching) • Module Three: Extending Practice and ELT Specialism (assessed practice for English language by an extended assignment) teachers All three Delta modules can be taken independently and are certificated separately. Achievement of a pass or above in all three modules confers the status of a full Delta qualification, the Diploma in TKT tests knowledge about the teaching of English to speakers Teaching English to Speakers of Other Languages. of other languages. This knowledge includes concepts related to language, language use and the background to and practice of language teaching and learning and is assessed by means of objective format tests, which are simple to administer and to take. TKT: Practical gives candidates the opportunity to demonstrate their practical teaching competence. TKT is designed to offer maximum flexibility and accessibility to candidates and therefore does not include a compulsory course component. However, it is likely that centres and other institutions will wish to offer courses for TKT preparation. TKT offers candidates a step in their professional development as teachers and enables them to move on to higher-level teaching qualifications and access professional support materials, such as resource books for English language teaching (ELT) and journals about ELT. TKT can be taken at any stage in a teacher’s career. It is suitable for pre-service or practising teachers and forms part of a framework of teaching qualifications offered in the Cambridge English Teaching Qualifications range. TKT is divided into separate modules. Candidates can take all of them or just choose the ones that meet their needs. A certificate is received for each module completed. The modules are divided into two main areas. There are four core modules designed to provide a foundation in the principles and practice of language teaching: • TKT: Module 1 – Language and background to language learning and teaching • TKT: Module 2 – Lesson planning and use of resources for language teaching • TKT: Module 3 – Managing the teaching and learning process • TKT: Practical There are a further three specialist modules, which can be taken completely separately or added to the core modules: • TKT: Knowledge About Language (KAL) • TKT: Content and Language Integrated Learning (CLIL) • TKT: Young Learners (YL) Cambridge ESOL’s practical, course-based qualifications for teachers include: • CELTA (Certificate in Teaching English to Speakers of Other Languages) • ICELT (In-service Certificate in English Language Teaching) Cambridge ESOL also offers Delta, which covers all areas of knowledge at an advanced level and includes teaching practice. The Delta modules are: • Module One: Understanding Language, Methodology and Resources for Teaching (assessed by a written examination) TKT: PRACTICAL HANDBOOK FOR TEACHERS 3 TEACHiNg quAliFiCATiONS Cambridge English teaching qualifications The table below outlines the information you need to know when selecting the right teaching qualification to suit your requirements. Teaching qualifications Key :Download for free Item availability (see Key) TKT: Modules 1–3 Teaching Knowledge Test TKT: Practical TKT: CLIL (Content and Language Integrated Learning) TKT: Knowledge About Language TKT: Young Learners CELTA Certificate in Teaching English to Speakers of Other Languages Delta Module One Diploma in Teaching English to Speakers of Other Languages Delta Module Two Diploma in Teaching English to Speakers of Other Languages Delta Module Three Diploma in Teaching English to Speakers of Other Languages ICELT In-service Certificate in English Language Teaching Teaching experience s nt e Local m Not Not Not Not Not e Previous qualifications/training Yes Yes Yes Yes requirements uir essential essential essential essential essential apply q e e r Primary, Primary, Primary, Primary, Primary, Primary, Primary, Primary, dat Teaching age group secondary secondary secondary secondary Primary or Adults secondary secondary secondary secondary ndi or adults or adults or adults or adults secondary or adults or adults or adults or adults a C Can be taken pre-service Paper-based test (PB) Scheduled test dates * s Course attendance required e ur at Assessed teaching practice e st f e Continuous assessment T Involves coursework Computer-based test (CB) Candidate exam information Computer-based practice test Online Blended Learning Course ort pp Handbook for Teachers/Sample u S papers Exam reports for centres Teacher Support website * Computer-based only 4 TKT: PRACTICAL HANDBOOK FOR TEACHERS AN OVERViEW OF TkT: PRACTICAL An overview of TKT: Practical Teaching Candidates teach one 40-minute lesson or two 20-minute lessons. There are five teaching criteria. Aims Approaches to teaching and learning TKT: Practical aims to provide candidates with the opportunity to demonstrate that they can: Teachers are likely to have a teaching style which is usual in their teaching context. There is no set approach for lessons. • apply their knowledge of planning and teaching to a practical However, candidates are expected to demonstrate a knowledge classroom situation of communicative and other approaches to teaching, and show • plan and deliver a lesson/lessons which focus on language and familiarity with ELT terminology. The teacher is expected to skills development demonstrate strategies to motivate and engage learners. • set up and manage learning activities designed to achieve specified aims Sources and text types for TKT: Practical • manage the classroom environment in a way that encourages preparation learner participation. Extracts, original or adapted, from the following sources may be Candidature helpful in preparing for TKT: Practical: TKT: Practical is suitable for teachers of English in primary, secondary • The TKT Course: Modules 1, 2, and 3 (Cambridge University Press, or adult teaching contexts and is intended for an international 2011) audience of non-first language or first language teachers of English. • ELT coursebooks (teacher and student books) and supplementary Candidates taking TKT: Practical will normally have some experience materials of teaching English to speakers of other languages. • methodology books on English language teaching and learning TKT: Practical candidates may include: • grammar books and dictionaries • ELT journals and magazines • teachers who wish to develop their teaching practice • internet forums • teachers who are moving to teaching English after teaching • see page 6 for additional materials. another subject • teachers on initial teacher training courses. Candidates are not required to fulfil any specific entry criteria for Special Circumstances TKT: Practical and there are no formal English requirements. However, candidates are expected to be familiar with language relating to the practice of ELT. A non-exhaustive list of teaching terminology is Cambridge English exams are designed to be fair to all test takers. provided in the TKT Glossary, which can be found on the Cambridge This commitment to fairness covers: ESOL website: www.CambridgeESOL.org/TKT Special arrangements These are available for candidates with a permanent or long-term Requirements of TKT: Practical disability. Centres should consult the Cambridge ESOL Centre Exams Manager (CEM) in their area for more details as soon as they become aware of a candidate who may need special arrangements. Structure Special consideration Candidates are assessed on 40 minutes’ teaching. This may consist of a single lesson with real learners in which the candidate Cambridge ESOL will give special consideration to candidates demonstrates that they can focus on language and develop learners’ affected by adverse circumstances such as illness or bereavement skills. Or the assessment can take place in two 20-minute lessons. If immediately before or during an exam. Applications for special two 20-minute lessons are taught, then one of the 20-minute lessons consideration must be made through the centre no later than 10 may be peer teaching. The other 20-minute lesson must be with real working days after the exam date. learners. One of the 20-minute lessons must focus on language and the other must focus on developing learners’ skills. Malpractice TKT: Practical consists of two parts: planning and teaching. Marks Cambridge ESOL will investigate all cases where candidates are awarded to teaching are given greater weight in the overall suspected of copying, collusion or breaking the exam regulations assessment. in some other way. Results may be withheld while they are being investigated, or because Cambridge ESOL has found an infringement Planning of regulations. Centres are notified if a candidate’s results have been Candidates must complete a lesson plan template which includes a investigated. record of lesson preparation and procedures for the lesson. There are five lesson planning criteria. TKT: PRACTICAL HANDBOOK FOR TEACHERS 5 SuPPORT Support for TKT candidates and course providers General information on TKT, including administration details and downloadable versions of this handbook and sample materials, can be found at www.CambridgeESOL.org/TKT Course providers and individual candidates can also access the TKT Glossary on this website. Support materials for teacher trainers are available on the Teacher Support website. www.Teachers.CambridgeESOL.org/teachingqualifications Further support is also available in the form of seminar programmes in different countries. Contact Cambridge ESOL Information for further details by emailing [email protected] Cambridge English Teacher Developed by Cambridge University Press and University of Cambridge ESOL Examinations (Cambridge ESOL), Cambridge English Teacher provides opportunities for English teachers to engage in continuing professional development through online courses, share best practice and network with other ELT professionals worldwide. For more information on how to become a Cambridge English Teacher, visit www.CambridgeEnglishTeacher.org Further information Contact your local Cambridge ESOL centre, or Cambridge ESOL direct (using the contact details on the back cover of this handbook) for: • copies of the regulations • details of entry procedures • current fees • more information about TKT and other Cambridge English exams and teaching qualifications. 6 TKT: PRACTICAL HANDBOOK FOR TEACHERS TkT: PRACTICAL – ASSESSmENT TKT: Practical – assessment • give details of stages, activities and tasks which are logically ordered and which are appropriate to the learners and the lesson aims Assessment of the lesson • – analyse target language, including aspects of form, meaning and phonology; anticipate possible problems and suggest Candidates taking TKT: Practical are assessed on their ability to solutions relating to the analysed language plan and deliver one 40- minute lesson or two 20- minute lessons. – identify appropriate strategies to develop the target skills/ They must demonstrate an ability to focus on language and develop subskills; anticipate problems and suggest solutions relating to learners’ skills in their teaching. the identified skills Candidates are awarded a score by the assessor for each of the • plan the use of appropriate (referenced) materials and/or assessment criteria. The scores are: 4 = Very good, resources to be used. 3 = Good, 2 = Satisfactory, 1 = Basic, 0 = Not included. The five teaching criteria Scores awarded for teaching are given greater weight in the The candidate has to demonstrate an ability to: assessment. • create a positive learning atmosphere, ensuring involvement of all The scores are then totalled to provide an overall grade or ‘band’ for the learners each lesson. There are four bands: • – focus on language: form, meaning and phonology, and include appropriate practice Band 4 – follow appropriate procedures and use activities to improve The candidate has demonstrated in the practical teaching test an learners’ skills ability to plan and deliver both language skills and language-focused • set up, manage and time whole-class and individual, pair or group lessons that are of a very good standard. The candidate has shown activities, using materials, resources and aids effectively to deliver a high level of competence in most of the TKT: Practical teaching the planned lesson so that aims are achieved assessment criteria. • use English appropriately e.g. when explaining, instructing, prompting learners, eliciting, conveying meaning, praising Band 3 • monitor learners and provide feedback on language and tasks, The candidate has demonstrated in the practical teaching test an including oral and/or written correction. ability to plan and deliver both language skills and language-focused lessons that are of a good standard. The candidate has shown a good The assessor completes the TKT: Practical assessment form for level of competence in most of the TKT: Practical teaching assessment each lesson. See assessor comments, examples 1–6 for examples of criteria. completed assessment forms. Assessment criteria a–e on the TKT: Practical assessment Band 2 form relate to the candidate’s lesson plan. The candidate has demonstrated in the practical teaching test an ability to plan and deliver both language skills and language-focused Assessment criteria f–j on the TKT: Practical assessment form relate lessons that have some satisfactory elements. The candidate has to the candidate’s lesson. shown a satisfactory level of competence in some of the TKT: Practical The table on pages 8–9 illustrates ways in which teachers can meet teaching assessment criteria. the criteria. Band 1 The candidate has demonstrated in the practical teaching test an ability to plan and deliver both language skills and language-focused lessons that are of a basic standard. The candidate has shown a basic level of competence in some of the TKT: Practical teaching assessment criteria. The assessment criteria There are ten TKT: Practical assessment criteria. Five focus on lesson planning and five focus on teaching. The five lesson planning criteria The candidate has to demonstrate an ability to: • write detailed, clearly stated and appropriate main aims, subsidiary aims, aims for individual stages in the lesson and personal aims • give adequate details of the different components of a lesson plan such as information about the class; procedures; timing; interaction patterns; anticipated problems with materials, activities and tasks; suggested solutions TKT: PRACTICAL HANDBOOK FOR TEACHERS 7 TkT: PRACTICAL – ASSESSmENT Ways in which the assessment criteria may be achieved (the suggestions may not all be relevant to Assessment criteria every lesson) a The candidate demonstrates ability to write Candidates need to: detailed, clearly stated and appropriate main • write clear overall aims for the lesson aims, subsidiary aims, aims for individual • write clear subsidiary aims which include other skills or language covered in the lesson stages in the lesson and personal aims. • write aims for individual stages of the lesson showing the reasons for including each stage • write personal aims which are appropriate for the lesson type. b The candidate demonstrates ability to give Candidates need to: adequate details of the different components • provide information about the class, including relevant information about the learners and of a lesson plan such as information about the the lesson class; procedures; timing; interaction patterns; • give details of the lesson procedures, stating what the teacher will do and what the anticipated problems with materials, activities learners will do in the lesson and tasks; suggested solutions. • provide timings for each stage of the lesson indicating how long each stage will take • provide interaction patterns for each stage of the lesson • list possible problems learners may have with materials, activities and tasks • state how the problems listed will be dealt with. c The candidate demonstrates ability to give Candidates need to: details of stages, activities and tasks which are • divide the procedures of the lesson plan into appropriate stages logically ordered and which are appropriate to • order the stages, activities and the tasks in the lesson in a logical way so that one stage the learners and the lesson aims. builds on the previous stage and the aims of the lesson are achieved. d The candidate demonstrates ability to analyse For lesson stages which have a language focus, candidates need to: target language including aspects of form, • complete the language analysis table in the lesson plan template, analysing the language meaning and phonology, and anticipate to be taught with attention to form, meaning and phonology possible problems and suggest solutions • list possible problems and solutions relating to the analysed language relating to the analysed language. • show how the problems listed will be dealt with. The candidate demonstrates ability to identify For lesson stages which have a skills focus, candidates need to: appropriate strategies to develop the target skills/subskills, and anticipate problems and • complete the skills analysis table in the lesson plan template, listing the productive/ suggest solutions relating to the identified receptive skills and subskills to be focused on in the lesson skills. • identify appropriate strategies to be used in the lesson to develop the target skills and subskills • list possible problems learners may have with skills work • state how the problems listed will be dealt with. e The candidate demonstrates ability to plan Candidates need to: the use of appropriate (referenced) materials • choose resources, materials, tasks and activities from coursebooks and other sources that and/or resources to be used. match the lesson aims • choose resources, materials, tasks and activities which provide variety and maintain a communicative focus • create extra materials and tasks when appropriate • be able to adapt tasks/texts so they are easier, more challenging or more relevant for their learners when appropriate • plan board work • present materials for use in the classroom in a professional way, making sure that they can be read by learners • make sure that they have stated where published material comes from to keep within copyright laws. f The candidate demonstrates ability to create Candidates need to: a positive learning atmosphere, ensuring • establish good rapport with learners involvement of all the learners. • ensure that learners are fully involved in activities during teacher- fronted and learner- centred stages of the lesson • maintain a positive learning atmosphere. g The candidate demonstrates ability to focus For lesson stages which have a language focus, candidates need to: on language: form, meaning and phonology, • provide a context for language, using a text, situation or task and include appropriate practice. • ensure there is a clear link between the context and the target language • ensure that the context provides learners with sufficient opportunity for communicative practice 8 TKT: PRACTICAL HANDBOOK FOR TEACHERS TkT: PRACTICAL – ASSESSmENT Ways in which the assessment criteria may be achieved (the suggestions may not all be relevant to Assessment criteria every lesson) g (continued) • provide accurate and appropriate models of oral and written language in the classroom • choose natural examples of language from context • highlight the target language clearly • ensure language written on the white board and on worksheets is correct in terms of spelling and punctuation • use appropriate ways of clarifying the meaning, form and pronunciation of the selected language in language-focused lessons and/or • ensure new language models are natural and accurate when drilling. The candidate demonstrates ability to follow For lesson stages which have a skills focus, candidates need, as appropriate to the selected appropriate procedures and use activities to skills focus, to: improve learners’ skills. • show they can help learners to understand reading and listening texts by following appropriate teaching procedures for developing receptive skills • show they can focus on developing receptive skills and subskills • show they can help learners develop oral fluency by following appropriate teaching procedures for developing speaking skills • ensure a communicative focus in speaking activities • show they can help learners to produce written texts by following appropriate teaching procedures for developing writing skills. h The candidate demonstrates ability to set up, Candidates need to: manage and time whole-class and individual, • show they can arrange the furniture and equipment in the classroom to suit different types pair or group activities, using materials, of activity resources and aids effectively to deliver the • organise learners for individual, pair, group and plenary work planned lesson so that aims are achieved. • give clear instructions at appropriate stages of the lesson • check that learners have understood instructions for tasks and activities • give an example or demonstration of the task if appropriate • maintain an appropriate pace in lessons by allowing time for learners to complete tasks without allowing activities to go on for too long • give learners time to check the answers to tasks in pairs as appropriate • use materials, resources and technical aids effectively to help learners learn and to provide practice • ensure there is an appropriate balance between teacher- fronted and learner-c entred activities • be sufficiently directive when appropriate. i The candidate demonstrates ability to use Candidates need to: English appropriately e.g. when explaining, • keep teacher language and explanation to a minimum instructing, prompting learners, eliciting, • use simple language to give and check instructions for tasks and activities and when explaining conveying meaning, praising. • keep their simplified language natural • use appropriate language to praise learners • show they can use questions effectively for – setting context – building up information – assessing learners’ prior knowledge – checking meaning of language items – checking understanding of instructions. j The candidate demonstrates ability to Candidates need to: monitor learners and provide feedback on • show they can monitor learners appropriately by: language and tasks, including oral and written – listening to learners correction. – knowing when to intervene or not in learner- centred activities – ensuring that their attention is spread evenly among the learners – keeping a low profile when appropriate • provide learners with appropriate feedback on tasks and activities • use a variety of techniques in order to give feedback on tasks and activities • show an awareness of student errors • use a variety of correction techniques to correct learners’ language sensitively • give feedback on oral and written errors after a communicative activity. 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