Session 1

Study & Work History

Teacher at the UAA since 1996.

• BA in ELT – Universidad Autónoma de Coordinator in Latino´s since 2012
Aguascalientes (secondary school).
• Psicología Espiritual Teacher in IH Live University since 2020.
• TKT Cambridge (3 Modules)
• CAM Cambridge (Certification in
Advanced Methodology)
• Coach Ontológico (INACEC
Guadalajara)
• Coach PNL (Ruano)
 TKT – an overview
TKT is divided into separate modules. Candidates can take them all, or
choose the modules that meet their needs.
A certificate is received for each module completed.
The core modules are designed to provide a foundation in the principles
and practice of English 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 (Teaching Knowledge Test) is developed by Cambridge English
Language Assessment of the University of Cambridge.
We are one of three major exam boards which form the
Cambridge Assessment Group (Cambridge Assessment for
Teachers).
Cambridge English Teaching Qualifications
Our internationally recognised teaching qualifications provide a
route into the English language teaching profession for new
teachers and a comprehensive choice of career development for
experienced teachers.
 What can successful candidates do with
TKT?
TKT increases teachers’ confidence and enables them to progress to
other Cambridge English Teaching Qualifications.
TKT is recognised as an English language teaching qualification by
many organisations and institutions around the world.
Test structure Each TKT module consists of a timed pencil-and-paper
test featuring 80 multiple-choice questions.
TKT Modules 1, 2 and 3 test candidates’ knowledge of concepts related
to language teaching and learning, rather than their proficiency in the
English language, or their performance in classroom situations.
Syllabus
• This module tests candidates’
knowledge of what happens in
the classroom in terms of the
language used by the teacher or
learners, the roles the teacher
can fulfill and the ways in which
the teacher can manage and
exploit classroom events and
interaction.
 1
https://quizlet.com/24423629/tkt-module-3-terminology-flash-
cards/#_=_

2
https://www.cambridgeenglish.org/images/22184-tkt-glossary-
document.pdf
How many questions are there in the TKT Will I get a certificate?
papers? Yes, you will receive a separate certificate for each
There are 80 questions in each of the three module taken.
modules. When is the TKT exam?
How many marks is each question worth? TKT exams take place throughout the year.
Each question is worth one mark. All questions are Contact your local Cambridge ESOL exam centre
equally weighted. for specific dates.
How do I mark the answers on the answer sheet? How can I enrol for the TKT?
You shade the lozenge for the answer you think is You can enrol and pay at local Cambridge ESOL
correct. centres.
Do I need to take all the TKT modules? Will my own English language skills be tested in
No. You can take one, two or all three of the TKT the exam?
modules, in any order. No, the TKT tests teachers’ knowledge of teaching,
What is the highest mark I can get? not their language skills.
Band 4. The other possible results are band 3, Do candidates need to have a certain level of
band 2 and band 1. English before taking the TKT?
No, but it is strongly advised that you have at least
an intermediate level of English (CEF: B1 / PET
level).
Where can I find out about the teaching TKT but helps develop ideas on teaching. Find it
terminology that is tested in the TKT? at: www.teacherportfolio.cambridgeesol.org
The TKT glossary has definitions of the teaching Can I make notes on the question paper?
terminology tested in the TKT. You can find it at Yes, you can make notes on the question paper
during the examination.
www.cambridgeesol.org/tkt
Will my notes on the question paper be
Will my teaching be observed as part of the marked?
TKT?
No. Only the machine-readable answer papers
No, TKT tests knowledge of language and will be marked.
teaching methodology but does not involve
observations. Does it matter if I write in pen or pencil?
What is the TKT portfolio? You must use a pencil to mark your answers on
the answer sheet as a pen cannot be read by
The portfolio is an electronic resource in which the computer.
teachers keep a record of their experiences and
goals for future development. Can I use a dictionary?
Is the portfolio assessed? No. The use of dictionaries is not allowed.
It does not form part of the assessment for the
 TKT
https://docs.google.com/forms/d/e/
1FAIpQLSeAwffhxQOOysNMbRegQza2pl-
aXaBW1wucDcq12htSgRKVzg/viewform?usp=sf_link
Functions of Learner Language
 Functions of Learner Language
A. Agree C 1. To ask for an explanation of what a speaker means.
B. Apologise 2. To give or add something to a discussion by taking
F part and giving ideas.
C. Ask for clarification 3. To pause before or while doing or saying something.
G

E. Clarify
MATCH THE COLUMNS.
D. Ask for repetition
A
E
4. To have the same opinion as someone else.
5. To make clear what you mean.
F. Contribute
G. Hesitate WRITE “THE LETTER”
B
6. To say sorry for something.
7. To use a word or sound which fills the time while
you are thinking of what to say.
H
H. Use fillers 8. To ask someone to say what they have just said
again.
D
TASK
1
Give examples of the functions in TASK
2
TASK 1
Functions of Learner Language
For questions 1–7, read the conversation between two advanced
learners. Answer the questions about their
use of language by choosing the correct option A, B, or C.

TASK 3
Teacher
Language: Ideas
Appropriacy
of Use

https://wordwall.net/es/resource/28143715/tkt-appropriacy-of-language-use
Work with a partner and discuss whether the
examples of teacher language are appropriate or
inappropriate. Give reasons for your answers.
Task
1
1. Said to a class of elementary secondary students:
appropriate
‘Please tell me your names.’ _____________________________
2. Said to an adult elementary learner:
‘I believe that your Inappropriate; because
hard work has really producedthe language is too
results.
Congratulations!’ ______________________________________
complicated for an elementary student (not clear)
3. Said to a teenage intermediate student:
‘You clever boy!Inappropriate.
Your mummy willThis language
be pleased is too
with your mark.’
_____________________________________________________
childish for a teenager (wrong register)
 Work with a partner and discuss whether the
examples of teacher language are appropriate or
inappropriate. Give reasons for your answers.

4. Said to a group of 9–10-year-old intermediate students:

‘While it is possible to use the past tense here, it’s much more common
and natural to use the present simple instead.’
Inappropriate. The language and the ideas are
__________________________________________________________
too complicated and abstract for this age group (not clear).
5. Said to a group of advanced adult business students:
‘What excellent work. You really have been very, very good students.’
Inappropriate: too childish for use
__________________________________________________________
with adult learners (wrong register)
Work with a partner and discuss whether the
examples of teacher language are appropriate or
inappropriate. Give reasons for your answers.

6. Said to an elementary adult student:

‘This work is awful - careless and poor quality. Do it again.’
Inappropriate: it is rude and disrespectful /impolite
_______________________________________________________
7. Said to a group of teenage intermediate students:
‘Could you get into groups and check your answers together?’
Appropriate
_______________________________________________________
8. Said to a group of secondary beginners:
Inappropriate:
‘Just get into groups and do the writing.’ _____________________
too casual and vague / informal
Work with a partner and discuss whether the
examples of teacher language are appropriate or
inappropriate. Give reasons for your answers.

9. Said to a group of primary intermediate students:

‘Colour the pictures for homework, and write the names of the objects
under each picture. OK?’
Appropriate
__________________________________________________________
10. Said to an adult student who is very shy:
‘OK. Stand up and sing us the song.’
Inappropriate for this student, insensitive
__________________________________________________________
Session 2
https://wordwall.net/es/resource/28155863/tkt-module-3-is-that-really-appropriate
The teacher?

L
The learners?
 Teacher language: Task
Appropriacy of use 2.1

• For questions 1–6, match what the teacher is doing with the
purposes for using the students’ first language, listed A, B and C.

Purposes for using the students’ first language

A. Checking understanding
B. Explaining procedures
C. Motivating
 Purposes for using the students’ first language
A. Checking understanding
B. Explaining procedures
C. Motivating
The teacher is

1) asking students to show they know what to do for homework. A

2) giving individual written feedback to a weak student. C
3) encouraging elementary students to try new ways of learning. C
4) telling a large group of teenagers the rules of a game. B
5) asking students to translate the meaning of new words. A
6) showing a group of beginners exactly how to use a self-access centre. B
For questions 1–6, match the teacher’s instructions to an elementary class with the teacher trainer’s
comments, listed A–G. There is one extra option which you do not need to use. Task
3

Teacher’s instructions Teacher trainer’s comments

B
1) Compare your answers with what the others have A. I don’t think you’ve allowed them enough time,
written down. Oh, first you should get into groups. check that they don’t have any other homework
to do.
2) Write the essay tonight and hand it in tomorrow, B. You need to think before you speak and decide
please.
3) Now, we’re going to move on to the role play on page
7. Read the instructions and start when you’re ready. OK,
A on the order you want the class to do things in.
C. Don’t be in such a hurry to start new work – it’s
more important for students to understand what
off you go!
4) Can anybody tell me the answer to number 1? G they’ve done so far.
D. Check references in your lesson plan in
advance, not while you’re giving the instructions.
5) Right, could you all turn to page 72. Or is it 62? Wait a
minute, I’ll just look…it’s 52. Sorry. F E. Try to avoid repeating yourself – it doesn’t
necessarily make students understand
instructions any better.
6) Sorry, no more time for questions. We need to move
on. We’ve got a lot to get through this morning. D F. It’s better to nominate a particular student,
rather then asking the whole class, in order to
give the weaker ones a chance.

C
G. Always check students have understood your instructions. A demonstration of the activity is a good idea.
For questions 1–6 look at the classroom activities and the
teachers’ instructions listed A, B and C. Choose the
instruction that would come first, A, B or C.

1. The teacher gives learners an article from a newspaper to read for

the first time. The teacher says:

A) Discuss what you think about the opinions in the article in pairs.
B) Read the article quickly and decide on a good title for it.
C) Look at these 10 questions. The answers are in the text. You have
fifteen minutes.
Task
4
2. The teacher wants to teach learners some new vocabulary connected to
food. The teacher says:
A) Look at this picture. What is this? Yes, good, biscuit.
B) Listen and repeat – biscuit, all together – biscuit.
C) Can you make a sentence using the word biscuit?

3. The teacher wants learners to practise language learnt in the lesson by

doing a role play. The teacher says:
A) Gina and Laura, come to the front here and do your role play for the whole
class.
B) Look at the cards I have given you. This is some more information about
the people.
C) ‘A’s, you are the interviewer and ‘B’s, you are a famous person being
interviewed.
4. The teacher wants learners to develop their oral fluency in a discussion
activity. The teacher says:
A) Antonio, what did your group think about question number 1?
B) Talk about these questions in groups. Choose someone to report back for
the group.
C) There are some comments you made on the board. Can you correct
them?
5. The teacher wants learners to use a recording of a song as a listening
comprehension exercise in class. The teacher says:
A) Read the transcript and underline the words that you don’t know.
B) Listen and tell me what kind of song you think this is: happy? sad?
romantic?
C) While you listen to the song, fill in the gaps in the transcript.
6. The teacher wants to help learners with intonation patterns. The
teacher says:
A) Practise the sentences with your partner. Make sure you sound
interested or bored.
B) Come to the board and write your answers. I if they’re interested
and B if they’re bored.
C) Listen to these people talking. Do they sound interested or bored?