Teaching Knowledge Test (TKT)

Knowledge
About
Language (KAL)

Handbook for teachers

-8
Preface

This handbook is intended for course providers who are, or intend to become, involved in preparing
candidates for TKT: KAL (Knowledge about Language).

For further information on any of the Cambridge ESOL examinations and teaching awards,
please contact:

Cambridge ESOL Information, 1 Hills Road, Cambridge, CB1 2EU, United Kingdom
Tel: +44 1223 553355, Fax: +44 1223 460278, email: [email protected]
www.CambridgeESOL.org

Contents
2 Introduction

4 An overview of TKT: Knowledge about Language

4 Content of TKT: Knowledge about Language

5 General description and syllabus

7 Preparation

9 Sample test

17 Test administration

17 Grading and results

17 Special Circumstances

18 Test production

18 Support for candidates and course providers

19 Common questions and answers

19 Sample test answer key

20 Sample OMR answer sheet

TKT: KAL HANDBOOK | CO N T E N T S 1

Introduction KAL can be taken at any stage in a teacher’s career. It is
suitable for pre- or in-service or practising teachers and
forms part of a framework of teaching awards and tests for
■ Introduction to Cambridge ESOL
teachers offered by Cambridge ESOL.
TKT: Knowledge about Language is designed and produced by
University of Cambridge ESOL Examinations (Cambridge Cambridge ESOL’s tests for teachers include:
ESOL), a department of the University of Cambridge and part
• The Teaching Knowledge Test (TKT)
of the University of Cambridge Local Examinations Syndicate,
which has provided examinations in English for speakers of • TKT: Knowledge about Language (KAL)
other languages since 1913. Cambridge ESOL offers an • TKT: Content and Language Integrated Learning (CLIL)
extensive range of examinations, certificates and diplomas for
• TKT: Practical
learners and teachers of English, taken by over 3 million
people a year, in more than 130 countries.
Cambridge ESOL’s practical, course-based qualifications for
■ Introduction to TKT: Knowledge about Language – teachers include:
a test of professional knowledge for English language
• CELTA (Certificate in English Language Teaching to
teachers
Adults)
TKT: Knowledge about Language (KAL) is an extension module
• CELTYL (Certificate in English Language Teaching to
of the Teaching Knowledge Test (TKT). It tests knowledge
Young Learners)
about the systems of the English language that aid a teacher
• ICELT (In-service Certificate in English Language
in planning and delivering their lessons. The systems referred
Teaching)
to are lexis, phonology, grammar and discourse, seen from the
perspective of a teacher’s language knowledge needs.
Cambridge ESOL also offers the Delta Modules, which cover all
KAL is designed to offer maximum flexibility and areas of knowledge at an advanced level and include teaching
accessibility for candidates and therefore does not include a practice. The Delta Modules are:
compulsory course component or compulsory teaching
practice. However, it is likely that centres and other • Delta Module One: a written examination
institutions will wish to offer preparation courses for KAL • Delta Module Two: a course-based qualification
and these may also include some teaching practice, if • Delta Module Three: an extended assignment
desired. It should be noted that KAL tests subject knowledge
rather than teaching ability. Other teaching qualifications offered by Cambridge ESOL

KAL offers candidates a step in their professional development include two specifically designed for the further education

as teachers and enables them to move on to higher-level and skills sector within the UK.

teaching qualifications and more readily access professional

support materials, such as resource books for English language A summary of the entry requirements and content of

teaching (ELT) and journals about ELT. Cambridge ESOL’s Teaching Awards and tests for teachers can
be found on the following page.
KAL candidates are encouraged to keep a portfolio, a record of
their professional development and reflections on their
teaching. Through their portfolio candidates can become
reflective practitioners, analysing their teaching and how this
impacts on their students’ learning. However, the portfolio
does not form part of the assessment for KAL. The Teacher
Portfolio is Cambridge ESOL’s free online system that any
teacher can use to record and document their career progress.
Teachers can visit www.teacherportfolio.CambridgeESOL.org
for more information.

2 TKT: KAL HANDBOOK | INTRODUCTION

Cambridge ESOL teaching awards and tests for teachers

TKT Module 1 TKT: CLIL TKT: KAL TKT: Practical CELTA ICELT Delta Delta Delta
TKT Module 2 CELTYL Module Module Module
TKT Module 3 One Two Three

Teaching not essential not essential not essential required not required required recommended required recommended
experience

Previous not essential not essential not essential not essential qualifications local an initial an initial an initial
qualifications which allow requirements teaching teaching teaching
/ training access to apply qualification qualification qualification
higher
education

Suggested minimum of minimum of minimum of minimum of minimum of minimum of minimum of minimum of minimum of
language Council of Council of Council of Council of Council of Council of Council of Council of Council of
level Europe B1 Europe B1 Europe B2 Europe B1 Europe C2/C1 Europe B2 Europe C2/C1 Europe C2/C1 Europe C2/C1

Teaching age primary, primary, primary, primary, CELTA: primary, primary, primary, primary,
group secondary or secondary or secondary or secondary or adults (16+) secondary or secondary or secondary or secondary or
adults adults adults adults CELTYL: adults adults adults adults
primary or
secondary

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

pre-service recommended recommended

Course not required not required not required not required yes yes not required yes not required
attendance

Assessed no no no yes yes yes no yes no

teaching
practice

Continuous no no no no yes yes no yes no

assessment

Involves no no no no yes yes no yes no

coursework

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

examination

Note: Cambridge ESOL also offers IDLTM and the Young Learner Extension to CELTA. IDLTM is an educational management qualification.
The Young Learner Extension to CELTA shares similarities with CELTYL, except that entry is conditional on candidates having completed
CELTA.

TKT: KAL HANDBOOK | INTRODUCTION 3

An overview of TKT: Content of TKT: Knowledge
Knowledge about Language about Language
■ The aims of TKT: Knowledge about Language ■ TKT: Knowledge about Language content outline

• to test candidates’ knowledge of concepts related to KAL tests knowledge of the lexical, phonological, grammatical
language and language use and discoursal features of the English language. It focuses on
those areas of language that are relevant to teachers of English
• to provide an easily accessible test of English language
when preparing lessons, delivering lessons, responding to
knowledge to teachers of English, which is prepared and
learners’ queries or language use, or evaluating or giving
delivered to international standards, and could be used
feedback on homework.
by candidates to access further training, and enhance
career opportunities KAL consists of 80 questions in four parts. Candidates are
• to encourage teachers in their professional development required to answer the questions by selecting a letter for the
by providing a step in a developmental framework of correct answer. As KAL tests candidates’ knowledge of
awards for teachers of English language systems rather than their proficiency in the English
language or their performance in classroom situations,
■ TKT: Knowledge about Language candidature candidates are not required to listen, speak or produce
extended writing when taking KAL.
KAL is suitable for teachers of English in primary, secondary or
adult teaching contexts and is intended for an international ■ Teaching contexts
audience of non-first language or first language teachers of
KAL tests the knowledge about language that underpins a
English.
teacher’s preparation and delivery of lessons regardless of the
Candidates taking KAL will normally have some experience of approach to teaching and learning that they adopt. It is
teaching English to speakers of other languages. KAL may also relevant to teachers from a wide range of teaching contexts
be taken by: and methodological backgrounds. It does not test approaches
to teaching and learning English.
• pre-service teachers
■ Sources and text types used in TKT: Knowledge
• teachers who wish to refresh their teaching knowledge
about Language
• teachers who are moving to teaching English after
Extracts, original or adapted, from the following sources may
teaching another subject
feature in KAL:

To access KAL, teachers need a level of English of at least level

• ELT coursebooks or supplementary materials
B2 of the Council of Europe’s Common European Framework of
• reading and listening texts from articles, books, radio
Reference for Languages. This level is specified in the Council
etc. that could be used in the language classroom
of Europe’s Vantage document (Van Ek, J A and Trim, J L M
(2001) Vantage, Cambridge: CUP). However, candidates are not • grammar books, dictionaries and other language
required to have taken any English language examinations. reference materials for teachers
KAL candidates are expected to be familiar with language and • phonemic transcriptions (using the IPA – International
terminology relating to the description of lexical, Phonetic Alphabet)
phonological, grammatical and discoursal features of the • diagrams or other visuals
English language.
• transcriptions of spoken language
Candidates are not required to take any other modules of TKT
or to fulfil any specific entry requirements for KAL.

4 TKT: KAL HANDBOOK | OV E R V I E W A N D CO N T E N T

 TKT: KNOWLEDGE
ABOUT LANGUAGE

GENERAL DESCRIPTION PART 2

Title Phonology

Examination TKT: Knowledge about Number of items 15

format Language consists of four parts Areas of • segmental features
Timing 1 hour 20 minutes language • suprasegmental features
knowledge • the role of phonology in
No. of questions 80 tested conveying meaning
Task types 3-option multiple-choice; 4-option • the role of phonology in discourse
multiple-choice; matching; ‘odd Task types 2 tasks
one out’ 3-option multiple-choice; 4-option
Answer format For all parts, candidates indicate multiple-choice; matching; ‘odd
their answers by shading the correct one out’
lozenges on their answer sheets.
Candidates should use a pencil and PART 3
mark their answers firmly. Title Grammar
Candidates should use an eraser to
rub out any answer they wish to Number of items 30
change. Areas of • form, meaning and use:
Marks Each question carries one mark. language – word classes and the functional
knowledge role of words in a sentence e.g.
tested ‘adverbials’ can be made up of
preposition + noun phrase
– grammatical roles performed by
words in a sentence e.g. subject,
object
– structural patterns e.g. verb
SYLLABUS patterns, types of clauses, verb
KAL is an examination for English language
tenses
teachers. It tests candidates’ knowledge of the
• the role of context in conveying
lexical, phonological, grammatical, and discoursal
features of English from a teaching perspective. It meaning
also focuses on the teacher’s awareness of learners’ Task types 4 tasks
language needs (e.g. understanding of concepts, 3-option multiple-choice; 4-option
meaning and forms; working with interlanguage;
multiple-choice; matching; ‘odd
errors and other linguistic difficulties).
one out’

PART 1 PART 4
Title Discourse
Title Lexis
Number of items 15
Number of items 20
Areas of • coherence
Areas of • different types of meaning
language • cohesion
language • sense relations
knowledge • register
knowledge • word formation
tested • distinctive features of common
tested • lexical units (e.g. fixed phrases,
written and spoken genres
collocations)
• pragmatic and semantic meaning
• lexico-grammatical features
• functions
• register
Task types 2 tasks
Task types 3 tasks
3-option multiple-choice; 4-option
3-option multiple-choice; 4-option
multiple-choice; matching; ‘odd
multiple-choice; matching; ‘odd
one out’
one out’

TKT: KAL HANDBOOK | KNOWLEDGE ABOUT LANGUAGE 5

■ Part 1 ■ Part 3

This part of KAL tests candidates’ knowledge of different types of This part of KAL tests candidates’ knowledge of the form, meaning
meaning; sense relations; word formation; lexical units; lexico- and use of grammatical structures in English.
grammar and register.
■ Syllabus area Grammar
■ Syllabus area Lexis
■ Possible testing focus
■ Possible testing focus
• the role of context in determining meaning and use of
• types of meaning: denotation, connotation, figurative, grammatical forms
contextual e.g. situational, collocational
• word classes and the functional role of words in a
• sense relationships: synonyms, antonyms, hyponyms, sentence
whole/part, lexical sets, false friends
• grammatical roles performed by words in a sentence
• word formation: morphemes, affixation, compounds,
• the form, meaning and use of structural patterns
types of abbreviations, acronyms, spelling rules, word
families
The noun phrase:
• lexical units: collocations, idioms, fixed phrases,
• different types of nouns e.g. countable, collective,
formulaic phrases
pronouns
• lexico-grammatical features: grammatical function of
• determiners e.g. articles, possessives, quantifiers
words and morphemes
• adjectives
• register: domain-specific vocabulary; degrees of
formality in vocabulary and their contexts of occurrence • noun phrase structures

• nominalisation
■ Part 2
The verb phrase:
This part of KAL tests candidates’ knowledge of segmental and
suprasegmental phonological features. • verb types e.g. transitive and intransitive, reflexive,
phrasal, stative and dynamic
■ Syllabus area Phonology
• verb patterns
■ Possible testing focus • mood e.g. declarative, negative, interrogative and
imperative
Segmental features:
• modality
• phonemes: the different phonemes of English and their
• time and tense
places and manner of articulation e.g. bilabial plosive;
voiced or unvoiced consonant; front or back vowels etc. • aspect: perfect and progressive aspects in present, past
and future forms
• word stress: primary, secondary stresses and weak
syllables; contrastive word stress and changing word • hypotheticality e.g. conditional and wish structures
stress • adverbials e.g. time, manner, place, degree,
• standard word patterns in word stress e.g. words ending comparatives, position of adverbials
in sion/tion • the passive
• the role of segmentals in conveying meaning e.g. full vs. • reported speech and reporting verbs
weak forms, contrastive word stress
The sentence:
Suprasegmental features:
• simple sentences e.g. elements and word order
• sentence stress: primary and secondary stresses in a
• complex sentences e.g. main, subordinate and
sentence; emphatic and contrastive stress
co-ordinate clauses; non-finite and finite clauses; types
• connected speech: linking, assimilation, elision, of clauses (e.g. time, condition, relative, purpose, reason,
intrusion (liaison), weak forms, contraction result, concessive); sentence linking
• intonation: pitch direction and range; common
intonational patterns such as for ‘yes/no’ questions; the
grammatical, attitudinal and interactive functions of
intonation

• the role of suprasegmentals in conveying meaning

6 TKT: KAL HANDBOOK | KNOWLEDGE ABOUT LANGUAGE

■ Part 4
Preparation
This part of KAL tests candidates’ knowledge of coherence; cohesion;
register; distinctive features of common written and spoken genres; General
pragmatic and semantic meaning; and functions.
■ As KAL is concerned with knowledge about language
■ Syllabus area Discourse relevant to teaching English, it would be useful for candidates
to exploit their teaching situation for opportunities to prepare
■ Possible testing focus
for the test. They could use every opportunity to become
• coherence: what it is and how it is achieved in writing aware of the features of language related to the different
and speaking stages of teaching a lesson e.g. lesson preparation, lesson
delivery – including responding to learners’ queries and use of
• grammatical cohesion: linking words; anaphoric,
language – and evaluating homework.
cataphoric and exophoric reference; substitution and
ellipsis; parallelism At the preparation stage candidates could, for example:
• lexical cohesion: lexical chains, discourse markers; text
• look up new vocabulary, notice its stress features, find
structuring
synonyms and opposites for it, find what it collocates
• register/appropriateness: the relationship of register to
with or how it could be used to build words
audience, message and setting; degrees of
• check grammar points in a reference book or teacher’s
appropriateness: formal, neutral, informal
book, focusing on their form, meaning and use
• recognising register: choice of vocabulary, grammar,
• take note of the discoursal features of texts they are
layout, genre, functions
planning to use
• general distinctions between written and spoken English
• notice the features of connected speech in recordings
e.g. sentences v utterances, complexity and simplicity of
they are preparing for their class.
grammar and lexis, cohesion, register, organisation of
discourse While delivering a lesson, candidates could:
• genres: notion of audience; features of common genres
• note what conceptual difficulties learners are having
for writing and speaking
with learning new language
• distinctive features of spoken genres e.g. turn-taking,
• note what kinds of problems learners are having in
feedback and adaptation to audience, incomplete
using specific features of lexis, grammar, phonology and
utterances
discourse
• differences between pragmatic and semantic meaning
• analyse after the lesson the linguistic causes of learners’
• different ways of expressing a range of written and
problems e.g. false friends, problems with producing
spoken functions using grammatical and lexical means
particular sounds, problems with understanding
• the significance of phonology and context in particular features of connected speech, problems with
determining coherence and pragmatic meaning recognising the meaning of cohesive devices, misuse of
verb tenses because of confusion over their meaning or
use.

TKT: KAL HANDBOOK | P R E PA R AT I O N 7

When evaluating homework, candidates could: ■ Part 2: Phonology

• note the types of problems learners have Candidates

• think about what the linguistic reasons for those

• can listen to recordings that they will use in class,
problems might be
becoming aware of the segmental and suprasegmental
• consider how to word feedback to students about these features they contain that are mentioned in the syllabus,
problems. or focusing on particular features. They could also do this
while listening to the radio or to any spoken interaction.
■ Candidates should make use of reference material about
language. There are many useful reference materials available • can test their knowledge through the online worksheets
for teachers both in book form and on the web. When looking available on many websites.
at these materials it would be useful to see them from a • can consult the many reference books and websites
teacher’s perspective by asking questions such as: what is it available on the features of phonology and connected
about this piece of language that my class might need to speech.
know? Do my learners need to know all the information
given? What aspects of this piece of language might my ■ Part 3: Grammar
learners find difficult to learn or use? Why? Do I need to teach
Candidates
my learners the terminology for this language or is it
unnecessary for them to understand it? • can take advantage of their teaching to help them

■ Candidates should become fully familiar with the exam prepare for this section of the test. They are advised to

format and task types for KAL. See page 5 for details of the consult reference books on the use, meaning and form of

number of sections the test contains, the number of tasks in key language that is the focus of texts or coursebook

each section and the task types that could be used in each units. The teachers’ books accompanying coursebooks

section. Look too at the sample paper on pages 9–16 of this can also give useful information about these aspects of

handbook. The task types used are: grammar.

• can note errors made by their students in speaking and

• multiple choice (See sample paper page 2 for example)
writing and analyse why these are errors and what is
• matching (See sample paper page 4 for example) wrong with the language produced in the particular
• ‘odd one out’ multiple choice (See sample paper page 7 contexts. Errors may be in form, meaning or use.
for example) • can test their knowledge through the online worksheets
available on many websites.
Notice the instructions for each task, read them carefully and
always do as instructed. • can consult the many reference books and websites
available on the form, meaning and use of grammar.
■ Candidates should check that they can complete the
questions in the given time limit (80 minutes) and make sure
■ Part 4: Discourse
they know how to record their answers on the answer sheet
(See page 20 for a sample answer sheet). Remember that all Candidates
answers must be given on the answer sheet by shading the
• could use spoken or written texts they will work on with
lozenge underneath the correct letter.
their classes to become aware of the features of
By part discourse mentioned in the syllabus. They could
similarly make use of texts they read or listen to in their
■ Part 1: Lexis spare time.
Candidates • could analyse their students’ written work for the
strengths and weaknesses in the handling of features of
• are advised to build up their awareness of the different discourse that they contain.
lexical features mentioned in the syllabus by noting
• can consult the many reference books and websites
these features in the texts they read or listen to in their
available on aspects of discourse.
spare time or use in lessons

• can study dictionary entries to see what types of

information are given about the word in the entry

• can consult the many reference books and websites

available on features of vocabulary.

8 TKT: KAL HANDBOOK | P R E PA R AT I O N

 Sample test

TKT: KAL HANDBOOK | SA M P L E T E S T 9

10 TKT: KAL HANDBOOK | SA M P L E T E S T
TKT: KAL HANDBOOK | SA M P L E T E S T 11
12 TKT: KAL HANDBOOK | SA M P L E T E S T
TKT: KAL HANDBOOK | SA M P L E T E S T 13
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TKT: KAL HANDBOOK | SA M P L E T E S T 15
16 TKT: KAL HANDBOOK | SA M P L E T E S T
TKT: Knowledge about The reporting of results for KAL is subject to ongoing research.
Further guidance on the interpretation of results will be issued
Language test administration in the future.

■ Entry procedure
■ Notification of results
Candidates must enter through an authorised Cambridge
Certificates are despatched to Centres approximately two
ESOL Centre. A list of Cambridge ESOL Examination Centres is
weeks after receipt of answer sheets by Cambridge ESOL.
available from Cambridge ESOL from the address on page 1.
Please note that despatch of candidates’ results will be
Institutions wishing to become Cambridge ESOL Examination
delayed if they need special consideration or are suspected of
Centres should contact the Centre Registration Unit at
malpractice (see below).
Cambridge ESOL.
Enquiries on results may be made through Cambridge ESOL
KAL is available throughout the year and Centres contact
Local Secretaries within a month of the issue of certificates.
Cambridge ESOL to arrange a test date. Candidate details must
be submitted to Cambridge ESOL at least six weeks prior to
■ Appeals procedure
running the session. Please note that more notice may be
necessary if candidates have special requirements and Cambridge ESOL provides a service to enable Centres to
therefore need special arrangements (see below). appeal, on behalf of candidates, against assessment decisions
Copies of the Regulations and more details on entry that affect grades awarded to candidates, e.g. decisions
procedure, current fees and further information about this and relating to results and decisions relating to irregular conduct.
other Cambridge ESOL examinations can be obtained from the
Candidates should first contact their Cambridge ESOL Local
Cambridge ESOL Local Secretary in your area, or from the
Secretary for advice. Further information about the appeals
address on page 1.
procedure can be found at www.CambridgeESOL.org/support

■ Answer sheet completion

Special Circumstances
Candidates mark all their answers on OMR (Optical Mark
Special Circumstances cover three main areas: special
Reader) answer sheets, which are scanned by computer in
arrangements, special consideration and malpractice.
Cambridge. Candidates must fill in all their answers within
the time allowed for the test. ■ Special arrangements
A sample OMR answer sheet can be found on page 20 of this
These are available for candidates with disabilities. They may
Handbook, and it is useful for candidates to practise filling in
include extra time, separate accommodation or equipment,
an OMR sheet before taking the examination so that they are
Braille versions of question papers, etc. If you think you may
familiar with the procedure.
need special arrangements, you must contact the Cambridge
ESOL Local Secretary in your area as soon as possible so that
Grading and results the application can be sent to Cambridge ESOL in time
(usually 8–12 weeks before the examination, depending on
■ Grading
what is required).
Candidates receive a certificate for KAL.
■ Special consideration
Each question carries one mark, so the maximum mark for
Cambridge ESOL will give special consideration to candidates
KAL is 80. Candidate performance is reported using four bands.
affected by adverse circumstances before or during an
Our trialling research indicates that for a candidate to achieve examination. Special consideration can be given where an
KAL Band 3, a score of at least 45–50 marks (out of 80) is required. application is sent through the Centre and is made within 10
working days of the examination date. Examples of acceptable
reasons for giving special consideration are cases of illness or
BAND A candidate at this level demonstrates other unexpected events.

■ Malpractice
1 limited knowledge of KAL content areas
The Malpractice Committee will consider cases where
candidates are suspected of copying, collusion or breaking the
2 basic, but systematic knowledge of KAL content areas
examination regulations in some other way. Results may be
withheld because further investigation is needed or because of
infringement of regulations. Centres are notified if a
3 breadth and depth of knowledge of KAL content areas
candidate’s results are being investigated.

4 extensive knowledge of KAL content areas

TKT: KAL HANDBOOK | T E S T A D M I N I S T R AT I O N 17

The production of TKT: Support for TKT: Knowledge
Knowledge about Language about Language candidates
Cambridge ESOL is committed to providing examinations of
and course providers
the highest possible quality. This commitment is underpinned
General information on KAL, including administration details
by an extensive programme of research and evaluation, and by
and downloadable versions of this Handbook and sample
continuous monitoring of the marking and grading of all
materials, can be found by visiting
Cambridge ESOL examinations. Of particular importance is the
www.CambridgeESOL.org/KAL
rigorous set of procedures which are used in the production
and pretesting of question papers. Support material for teacher trainers will be available on the
Teaching Resources website
The production process for KAL is the same as that for the
www.CambridgeESOL.org/teach/KAL
Cambridge ESOL language examinations. It begins with the
commissioning of materials and ends with the printing of Further support is also available in the form of seminar
question papers. programmes in different countries. Contact Cambridge ESOL
Information for further details by emailing
There are five main stages in the production process:
[email protected]
• commissioning

• pre-editing and editing

• pretesting

• analysis and banking of materials

• question paper construction

Commissioning of material
for question papers

Pre-editing and editing

of material

Pretest construction
Revision Rejection

Pretesting

Item analysis

Live materials bank

Question paper
construction

■ Question paper production cycle

Pretesting of KAL test material provides Cambridge ESOL with

valuable information about candidates’ performance on
particular tasks. Pretesting is also useful for Centres or
institutions as it gives candidates the opportunity to
familiarise themselves with KAL task-types under test
conditions and to receive feedback on areas of strength and
weakness. If your Centre or institution would like to be
involved in KAL pretesting, please contact the Pretesting Unit
TKT Administrator on + 44 (0) 1223 558454 or
[email protected].

18 TKT: KAL HANDBOOK | P R O D U C T I O N A N D S U P P O RT

Common questions and Sample test answer key
answers 1 B 41 C

Can candidates make notes on the question paper? 2 B 42 C

Candidates may write on the question paper during the 3 A 43 B

examination, but their notes will not be marked. Candidates 4 A
must complete an answer sheet, which is then scanned. 5 C 44 C

Does it matter if candidates write in pen or pencil? 6 B 45 A

Candidates must use a pencil to mark their answers on the 46 E
answer sheet. Answer sheets marked in pen cannot be read by 7 A 47 H
computer.
8 C 48 B
Is the use of dictionaries allowed? 9 C 49 D
No. 10 A 50 F

What is the mark allocation? 11 D

One mark is given for each correct answer. 12 B 51 B

Do candidates have to take the other TKT modules? 13 B 52 C

No. KAL is free-standing. Candidates are not required to take 53 C
TKT Modules 1, 2 and 3 in addition to KAL. 14 C 54 A

What is the pass mark? 15 B 55 B

Results are reported in four bands. There is no pass or fail. 16 C 56 A
Candidates receive a certificate for each TKT module taken. 17 D 57 B

What is the date of the TKT: Knowledge about Language 18 A

examination? 19 B 58 G
Dates are set by Centres in consultation with Cambridge ESOL, 20 A 59 I
taking into account local needs and conditions. 60 D
Where can candidates enrol? 21 B 61 C
Your Cambridge ESOL Local Secretary can give you 22 C 62 E
information about Centres where the examination is taken.
23 A 63 A
Candidates enrol through approved local Centres, and not
24 C 64 H
through the Cambridge ESOL office in Cambridge. Fees are
25 A 65 F
payable to the local Centre.
26 D
How do candidates get their results?
27 A 66 C
KAL certificates are issued to Centres approximately two
28 D 67 B
weeks after receipt of answer sheets by Cambridge ESOL.
68 E
Do candidates need to have taken a particular English language
29 C 69 C
examination before taking TKT: Knowledge about Language?
30 A 70 D
No. However, it is advisable for candidates to have a minimum
language level of Council of Europe Framework level B2. 31 C 71 A
32 B 72 B
What kind of teaching terminology will be tested in TKT:
Knowledge about Language? 33 A 73 B

KAL does not test candidates’ knowledge of terminology. It 34 C

tests their knowledge of language systems. In doing this it 35 B 74 A
may include terminology about language. See the TKT 75 C
Glossary for an indication of the kinds of terms that may
36 A 76 A
appear, but please note that this list is indicative only.
37 C 77 A
Candidates will be expected to know this terminology. Terms
38 B 78 B
about language included in the test will be ones that are
regularly used in teachers’ books and coursebooks. Any other 39 B 79 C
more specific terms will be glossed in the test paper if they 40 A 80 C
appear.

TKT: KAL HANDBOOK | FAQS AND ANSWER KEY 19

TKT: Knowledge about Language sample OMR answer sheet

20 TKT: KAL HANDBOOK | SA M P L E O M R A N S W E R S H E E T

 TKT Knowledge About Language (KAL)
*0247747851*

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