Cambridge English

TKT
Teaching Knowledge Test
TKT Module 2: Identifying the different components of a lesson plan –
Participant’s Worksheet 1

Match the lesson plan components with the descriptions below.

1. Procedure 2. Interaction pattern 3. Timetable fit 4. Stage

5. Main aim 6. Timing 7. Aids 8. Assumptions

9. Personal aim 10. Anticipated problems and solutions 11. Subsidiary aim

A. The most important aim, e.g. the teacher’s main aim could be to teach the present
perfect or develop listening skills.

B. What the teacher would like to improve on in his/her teaching, e.g. To reduce the time I spend
writing on the whiteboard.

C. The details of exactly what is going to happen in each stage of a lesson, e.g. students
practise the language of complaints in a role-play in pairs.

D. A section of a lesson. Lessons work through different steps such as lead-in,

presentation, controlled practice, etc.

E. When teachers plan lessons, they think about how long each activity will take and they
usually write this on their plan.

F. The things that a teacher uses in a class, e.g. handouts, pictures, flashcards. When
teachers plan lessons they think about what things they will need.

G. W hen teachers are planning a lesson, they think about what their students might find
difficult about the language or skills in the lesson so that they can help them learn more
effectively at certain points in the lesson.

H. When teachers think about what they believe their students will know or how they will
behave in a particular lesson.

I. The different ways students and the teacher work together in class, e.g. student to
student, in pairs or groups or teacher to student, in open class.

J. How a lesson fits logically into a sequence of lessons; what goes before a particular
lesson, how a lesson links to, and helps students with, the following lesson.

K. The secondary focus of the lesson, less important then the main aim. It could be the
language or skills learners must be able to use in order to achieve the main aim.

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© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom
use provided no charge is made. For further information see our Terms and Conditions ,.:·:, CAMBRIDGE ENGLISH
"~" Language Assessment
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 Cambridge English

TKT
Teaching Knowledge Test
TKT Module 2: Identifying the different components of a lesson plan –
Participant’s Worksheet 2
Group A Fill in the gaps in the lesson plan.
Level: Intermediate Length of lesson: 50 minutes Topic: extra lessons
1) _ : to practise the skills of listening for gist and listening for detail, and to provide practice in the language
of the topic
2) Subsidiary aim: to develop oral fluency
3) _: to simplify teacher language in class
4) Assumptions: students will be interested in the topic as it is relevant to them
5) _and 6) solutions: two of the students are less good at listening so the recording will be difficult. I’ll
pair them with stronger students for support
Stages/Time Stage Aims Procedure Int Aids
7) Lead in 8) Ask the students if any of them do extra lessons after
W/C
5 minutes school, what kind they do and if they enjoy them.
9) to help students
Elicit/teach: enjoyable, boring, expensive, time-
understand vocabulary W/C B
5 minutes consuming, exciting, then write them on the board.
in the recording
Drill 11) to provide practice Choral drill, individual drill and ask students to give 12)
B
10) _ of new vocabulary me examples of the words in sentences. W/C
Lead in to
Write the title of the recording on the board: ‘Never
recording and to provide practice in W/C
waste a moment after school’. Students 13) B
set task predicting content SS
5 minutes
Recording x1 to provide practice in Students listen to the recording to check their 15)
CD
14) 3 minutes listening for gist predictions. S
Feedback
to check answers Students share their answers in open class. W/C
2 minutes
Recording x2
to provide practice in Hand out worksheet. 16) 17)
and 3 W/C
listening for detail W/S
6 minutes
Pair check to encourage peer 19)
18) Students check their answers in pairs.
3 minutes cooperation
Feedback
to check answers Report back on answers. W/C
3 minutes
Class survey to develop oral fluency Put students into groups with a worksheet. Students 20)
SSS
9 minutes and provide practice carry out a class survey on the topic in groups.
Feedback to allow students to W/C
Report back and class discussion of survey results
4 minutes share views
Key to symbols:
Int = interaction pattern SSS = students work in groups B = board
W/C = whole class S = students work individually CD = compact disc
SS = student to student W/S = worksheet

www.ca m bridgeengl ish.org

© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom
use provided no charge is made. For further information see our Terms and Conditions ,.:·:, CAMBRIDGE ENGLISH
"~" Language Assessment
1°1 Part of the Un1veo1ty of C1mbridge
Cambridge English

TKT
Teaching Knowledge Test
TKT Module 2: Identifying the different components of a lesson plan – Sample
Task 1

For questions 1–8 match the classroom management strategies with the problems of group or pair work
listed A, B, C and D
Mark the correct letter (A, B, C or D) on your answer sheet.
You need to use some options more than once.

Lesson plan components

A Aim(s)

B Personal aim(s)

C Teaching aids

D Procedure

Information from a lesson plan

1 keep the pace of the lesson lively

2 students talk about what they did at the weekend

3 tell students to put four photographs in the correct order

4 practise listening for specific information

5 recycle recently taught vocabulary in a different context

6 tape of two people talking about what they did at the weekend

7 students check their answers in pairs

8 make better use of the whiteboard

www.ca m bridgeengl ish.org

© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom
use provided no charge is made. For further information see our Terms and Conditions ,.:·:, CAMBRIDGE ENGLISH
"~" Language Assessment
1°1 Part of the Un1veo1ty of C1mbridge