TKT MODULE 1

1. GRAMMATICAL TERMS (EX.1-7)

• CONJUNCTION
• PREPOSITION
• ADVERB
• SUPERLATIVE ADJECTIVE
• OBJECT PRONOUN
• DEMONSTRATIVE ADJECTIVE
• POSSESSIVE ADJECTIVE
• DEMONSTRATIVE PRONOUN
 CONJUNCTION

• CONJUNCTIONS ARE LINKING WORDS

LIKE AND, OR, BUT, THEN AND BECAUSE. THE TWO MAIN TYPES OF
CONJUNCTIONS ARE COORDINATING (WORDS SUCH AS AND AND BUT) AND
SUBORDINATING.
• SUBORDINATING CONJUNCTIONS (E.G. BECAUSE, IF, WHEN, IN ORDER TO)
LINK A SUBORDINATE CLAUSE TO A MAIN CLAUSE.
• TEMPORAL SUBORDINATING CONJUNCTIONS ARE WORDS SUCH
AS WHEN, WHILE, BEFORE, AFTER, UNTIL, ONCE, AS SOON AS.
PREPOSITION
SUPERLATIVE ADJECTIVE
 OBJECT PRONOUN/SUBJECT

• SUBJECT PRONOUNS ARE THOSE PRONOUNS THAT PERFORM THE ACTION IN A

SENTENCE. THEY ARE I, YOU, HE, SHE, WE, THEY, AND WHO. ANY NOUN PERFORMING
THE MAIN ACTION IN THE SENTENCE, LIKE THESE PRONOUNS, IS A SUBJECT AND IS
CATEGORIZED AS SUBJECTIVE CASE (NOMINATIVE CASE). ENGLISH GRAMMAR REQUIRES
THAT THE SUBJECT COME BEFORE THE VERB IN A SENTENCE (EXCEPT IN QUESTIONS).
• OBJECT PRONOUNS ARE THOSE PRONOUNS THAT RECEIVE THE ACTION IN A
SENTENCE. THEY ARE ME, YOU, HIM, HER, US, THEM, AND WHOM. ANY NOUN
RECEIVING AN ACTION IN THE SENTENCE, LIKE THESE PRONOUNS, IS AN OBJECT AND IS
CATEGORIZED AS OBJECTIVE CASE.* AN OBJECT PRONOUN CAN ALSO BE USED AFTER
PREPOSITIONS, I.E. “I WILL GO WITH HIM.”
 DEMONSTRATIVE ADJECTIVES

• ENGLISH HAS FOUR PRIMARY DEMONSTRATIVE ADJECTIVES: “THIS,”

“THAT,” “THESE,” AND “THOSE.” DEMONSTRATIVE ADJECTIVES GIVE
INFORMATION ABOUT THE LOCATION OF A NOUN OR PRONOUN.
• THE CHOICE OF DEMONSTRATIVE ADJECTIVE DEPENDS ON THE NUMBER
(SINGULAR OR PLURAL) AND THE RELATIVE DISTANCE (NEAR OR FAR) OF THE
NOUN BEING MODIFIED.

Singular This shirt is too small. That shirt looks like it

would fit me.
Plural These plants are thriving. Those plants, in the shade,
are dying.
 POSSESSIVE ADJECTIVE

• A POSSESSIVE ADJECTIVE (ALSO CALLED A POSSESSIVE DETERMINER)

IS A WORD THAT IS USED TO MODIFY A NOUN TO INDICATE OWNERSHIP. IN
ENGLISH, THERE ARE EIGHT POSSESSIVE ADJECTIVES: “MY,” “YOUR,” “HER,”
“HIS,” “ITS,” “OUR,” “THEIR,” AND “WHOSE.”
• POSSESSIVE ADJECTIVE EXAMPLES:
• YOUR EARRINGS ARE SO BEAUTIFUL.
• I TOLD MADELINE AND PILAR TO BRING THEIR KAYAK.
• THIS PLANT IS ABOUT TO DIE. ITS LEAVES ARE DROOPING.
 DETERMINER

• A DETERMINER, ALSO KNOWN AS A LIMITING ADJECTIVE, IS A WORD THAT

APPEARS BEFORE A NOUN, PROVIDING CLARIFYING CONTEXT ABOUT THE
NUMBER, DEFINITENESS, OR OWNERSHIP OF THE NOUN. HERE ARE SOME
EXAMPLES OF DETERMINERS IN SENTENCES:
• THE PAINTING ON THE LEFT IS OUR FAVORITE.
• SHE BOUGHT THREE BOXES OF PASTA.
• I HAVE GONE TO SEE THAT MOVIE SEVERAL TIMES.
 TYPES OF DETERMINERS
1. AN ARTICLE IS A DETERMINER THAT PRECEDES A NOUN OR NOUN PHRASE AND IDENTIFIES IT AS EITHER SPECIFIC OR NONSPECIFIC.
THE DEFINITE ARTICLE IS THE, AND THE INDEFINITE ARTICLESARE A AND AN. AN ARTICLE CAN APPEAR ALONE BEFORE THE NOUN IT
MODIFIES OR IN COMBINATION WITH ONE OR MORE DESCRIPTIVE ADJECTIVES.

2. DEMONSTRATIVE DETERMINERS, ALSO KNOWN AS DEMONSTRATIVE ADJECTIVES, COMMUNICATE THE PLACEMENT OF A NOUN IN SPACE OR
TIME. THE DEMONSTRATIVE DETERMINERS ARE THIS, THAT, THESE, AND THOSE.

3. DISTRIBUTIVE DETERMINERS REFER TO A GROUP OR INDIVIDUAL PARTS WITHIN A GROUP. WORDS LIKE EACH, EVERY, ALL, AND BOTH ARE
DISTRIBUTIVE DETERMINERS.

4. INTERROGATIVE DETERMINERS NARROW DOWN A NOUN’S ATTRIBUTES BY ASKING A DIRECT OR AN INDIRECT QUESTION. THE
INTERROGATIVE DETERMINERS ARE WHOSE, WHAT, AND WHICH. AS WITH THE DEMONSTRATIVE DETERMINERS AND PRONOUNS, THE
INTERROGATIVE DETERMINERS ARE THE ADJECTIVE FORMS OF THE INTERROGATIVE PRONOUNS. HERE ARE THREE SENTENCES USING
THE THREE INTERROGATIVE DETERMINERS.

5. POSSESSIVE DETERMINERS, ALSO KNOWN AS POSSESSIVE ADJECTIVES, ARE THE POSSESSIVE FORMS OF THE PERSONAL PRONOUNS
AND CAN APPEAR BEFORE A NOUN: MY, YOUR, HIS, HER, ITS, OUR, THEIR, AND WHOSE. THEY TELL US SOMETHING ABOUT THE
OWNERSHIP OF THE NOUN OR A RELATIONSHIP IT HAS WITH ANOTHER WORD IN THE SENTENCE.

6. QUANTIFYING DETERMINERS SPECIFY SOMETHING ABOUT THE NOUNS THEY APPEAR IN FRONT OF BY GROUPING THEM TOGETHER OR
INDICATING HOW MUCH OR HOW MANY OF THEM THERE ARE. THEY INCLUDE WORDS LIKE MANY, SOME, FEW, ANY, ALL, AND SEVERAL.

7. RELATIVE DETERMINERS, ALSO KNOWN AS RELATIVE ADJECTIVES, SPECIFY SOMETHING ABOUT NOUNS IN NOUN PHRASES THAT
INTRODUCE RELATIVE DEPENDENT CLAUSES. THE RELATIVE DETERMINERS ARE WHAT, WHATEVER, WHICH, AND WHICHEVER. THEY ARE
CLOSELY RELATED TO THE RELATIVE PRONOUNS. HERE ARE SOME EXAMPLES.
 WORD WITH AFFIX

• A SUFFIX CONSISTS OF A GROUP OF LETTERS THAT ARE ADDED TO

THE END OF THE ROOT OF A WORD TO CHANGE ITS MEANINGAND USE.
THERE ARE MANY SUFFIXES IN THE ENGLISH LANGUAGE. IN THE TABLE
BELOW, YOU CAN SEE SOME OF THE MOST COMMON ONES WITH THEIR
EXAMPLES.
• BEAUTIFUL, COLORFUL
 COMPOUND ADJECTIVES
• COMPOUND ADJECTIVES ARE COMPOUND WORDS THAT ACT AS ADJECTIVES. A COMPOUND WORD IS ANY WORD THAT’S
MADE UP OF TWO OR MORE WORDS, LIKE:

• DOGHOUSE

• FIRE TRUCK

• BOTH OF THOSE EXAMPLES ARE COMPOUND NOUNS, WHICH ARE COMPOUND WORDS THAT COMMUNICATE A SPECIFIC
PERSON, PLACE, THING, OR CONCEPT. COMPOUND ADJECTIVES DESCRIBE NOUNS (EITHER REGULAR NOUNS OR
COMPOUND NOUNS, FOR THAT MATTER).

• TAKE A LOOK AT THESE COMPOUND ADJECTIVES EXAMPLES:

• FAST-PACED

• WELL-KNOWN

• OLD-FASHIONED

• YELLOW-STRIPED
 CONNECTORS
• CONNECTORS ARE WORDS OR SHORT PHRASES THAT LINK IDEAS OR STATEMENTS TOGETHER ACROSS DIFFERENT SENTENCES OR
PARAGRAPHS. THE STATEMENTS CAN EXIST WITHOUT A CONNECTOR, BUT USING ONE HELPS DEFINE THE RELATIONSHIP BETWEEN THEM
AND CAN ADD A RICH LAYER OF MEANING.

• TAKE THE FOLLOWING TWO SENTENCES: SONJA WENT TO ALL HER LESSONS. SHE DID WELL IN HER EXAMS.

• SONJA MAY HAVE DONE WELL IN HER EXAMS EVEN IF SHE DIDN’T GO TO ALL HER LESSONS. ADD IN THE CONNECTOR ‘CONSEQUENTLY’ AND
IT CLARIFIES THE CAUSE AND EFFECT.

• CONJUNCTION: THE DOG RAN TO THE GATE, BUT IT WAS NOT FRIENDLY.

• CONNECTOR: THE DOG RAN TO THE GATE. HOWEVER, IT WAS NOT FRIENDLY.
COMPOUND NOUN
 DEMONSTRATIVE PRONOUN
The four English demonstrative pronouns are this, that, these,
and those. They are used to highlight something that was previously
mentioned or that is clear from the context.
Demonstrative pronouns “demonstrate” something; using them is the verbal
equivalent of pointing at something or someone. They draw attention to the
thing or person you’re referring to.
Demonstrative pronouns indicate number (singular or plural) and the relative
distance of the thing being referred to.

Examples of the demonstrative pronouns

Near (proximal) Far (distal)
Singular This is my friend Jamie. I don’t know
about that. Let’s
discuss it tomorrow.
Plural I like all kinds of Those are my
chocolates, notebooks on the desk.
but these are my
1. GRAMMAR TERMS. PRACTICE.
1. GRAMMAR TERMS. PRACTICE.
1. GRAMMAR TERMS. PRACTICE.
1. GRAMMAR TERMS. PRACTICE.
1. GRAMMAR TERMS. PRACTICE.
 1. GRAMMAR TERMS. PRACTICE. ANSWERS

1.
2. 1- D, 2 – G, 3 – A, 4 – C, 5 – E, 6 – H, 7 - F
3. 1- C, 2 – G, 3 – B, 4– A, 5 – E, 6 - F
4. TASK 1 - 1F - 2D - 3A - 4B - 5C. NOT USED: E
5. TASK2 -6A-7C-8D
 2. SPEAKING SKILLS (EX.34-40)
• ACCURACY: THE USE OF CORRECT FORMS OF GRAMMAR, VOCABULARY AND PRONUNCIATION. IN AN ACCURACY ACTIVITY, STUDENTS TYPICALLY GIVE MORE ATTENTION TO
CORRECTNESS. SEE FLUENCY.

• AUTHENTICITY: SEE AUTHENTIC MATERIAL.

• CONTEXT: 1) THE SITUATION IN WHICH LANGUAGE IS USED OR PRESENTED IN THE CLASSROOM, 2) THE WORDS OR PHRASES BEFORE OR AFTER A WORD WHICH HELP A
STUDENT TO UNDERSTAND THAT WORD.

• DEDUCE MEANING FROM CONTEXT: TO GUESS THE MEANING OF AN UNKNOWN WORD BY USING THE INFORMATION IN A SITUATION AND/OR AROUND THE WORD TO
HELP, E.G. I DROVE MY VAN TO THE TOWN CENTRE AND PARKED IT IN THE CENTRAL CAR PARK. VAN MUST BE SOME KIND OF VEHICLE BECAUSE YOU DRIVE IT AND PARK IT.

• DEVELOP SKILLS: TO TEACH STUDENTS HOW TO DO ACTIVITIES LIKE LISTENING, AND HELP THEM TO UNDERSTAND HOW TO LISTEN.

• DRAFT NOUN + VERB, RE-DRAFT VERB: A DRAFT IS A PIECE OF WRITING THAT IS NOT YET FINISHED, AND MAY BE CHANGED. A WRITER DRAFTS A PIECE OF WRITING. THAT
IS, THEY WRITE IT FOR THE FIRST TIME BUT NOT EXACTLY AS IT WILL BE WHEN IT IS FINISHED. WHEN THE WRITING IS CHANGED, IT IS REDRAFTED.

• EDIT: TO CORRECT MISTAKES IN A PIECE OF WRITING, AND PERHAPS SHORTEN OR CHANGE THE WORDS OF SOME PARTS OF THE TEXT TO MAKE IT CLEARER OR EASIER TO
UNDERSTAND.

• EXTENSIVE LISTENING/READING: LISTENING TO OR READING LONG PIECES OF TEXT, SUCH AS STORIES. YOU MAY LISTEN TO OR READ SOME PARTS IN DETAIL AND
MAY SKIM OTHER PARTS. SEE INTENSIVE LISTENING/READING.

• EXTRACT: PART OF A TEXT.

• FLUENCY, ORAL FLUENCY

• THE USE OF CONNECTED SPEECH AT A NATURAL SPEED WITHOUT HESITATION, REPETITION OR SELF-CORRECTION. IN A FLUENCY ACTIVITY, STUDENTS TYPICALLY GIVE
MORE ATTENTION TO THE COMMUNICATION OF MEANING, RATHER THAN CORRECTNESS. SEE ACCURACY.

• INFER ATTITUDE, FEELING, MOOD: TO DECIDE HOW A WRITER OR SPEAKER FEELS ABOUT SOMETHING FROM THE WAY THAT THEY SPEAK OR WRITE, RATHER THAN FROM
WHAT THEY ACTUALLY AND OPENLY SAY OR THE WORDS THEY USE.

• INTENSIVE LISTENING/READING: READING OR LISTENING TO FOCUS ON HOW LANGUAGE IS USED IN A TEXT. SEE EXTENSIVE READING/LISTENING.

• INTERACTION NOUN, INTERACT VERB, INTERACTIVE STRATEGIES: INTERACTION IS ‘TWO-WAY COMMUNICATION’. INTERACTIVE STRATEGIES ARE THE MEANS USED,
 2. SPEAKING SKILLS (EX.34-40)

• LAYOUT: THE WAY IN WHICH PARTS OF A TEXT ARE ORGANISED AND PRESENTED ON A PAGE. CERTAIN TEXTS HAVE SPECIAL LAYOUTS, E.G. LETTERS AND NEWSPAPER ARTICLES.

• LISTEN/READ FOR DETAIL: TO READ OR LISTEN TO A TEXT IN ORDER TO GET MEANING OUT OF EVERY WORD.

• LISTEN/READ FOR GIST: TO READ OR LISTEN TO A TEXT TO UNDERSTAND ITS GENERAL MEANING OR PURPOSE. SEE SKIM.

• LISTEN/READ FOR MOOD: TO READ OR LISTEN TO A TEXT IN ORDER TO IDENTIFY THE FEELINGS OF THE WRITER OR SPEAKER. SEE INFER ATTITUDE/FEELING/MOOD.

• NOTE-TAKING NOUN, TAKE NOTES VERB: NOTE-TAKING IS ONE OF THE SUBSKILLS OF WRITING. TO TAKE NOTES MEANS TO WRITE DOWN IDEAS IN SHORT FORM.

• ORAL FLUENCY: SEE FLUENCY.

• PARAGRAPH NOUN + VERB: A PARAGRAPH IS PART OF A LONGER PIECE OF WRITING SUCH AS AN ESSAY, WHICH STARTS ON A NEW LINE AND USUALLY CONTAINS A SINGLE NEW IDEA. WHEN A WRITER IS PARAGRAPHING,
HE/SHE IS CREATING PARAGRAPHS. SEE TOPIC SENTENCE.

• PARAPHRASE NOUN + VERB: TO SAY OR WRITE SOMETHING IN A SHORT AND CLEAR WAY, USING DIFFERENT WORDS. IF A LEARNER IS NOT SURE OF THE EXACT LANGUAGE THEY NEED TO USE, THEY CAN PARAPHRASE,
I.E. EXPLAIN THEIR MEANING USING DIFFERENT LANGUAGE.

• PREDICTION NOUN, PREDICT VERB: A TECHNIQUE OR LEARNER STRATEGY STUDENTS CAN USE TO HELP WITH LISTENING OR READING. STUDENTS THINK ABOUT THE TOPIC BEFORE THEY READ OR LISTEN. THEY TRY
TO IMAGINE WHAT THE TOPIC WILL BE OR WHAT THEY ARE GOING TO READ ABOUT OR LISTEN TO. THIS MAKES IT EASIER FOR THEM TO UNDERSTAND WHAT THEY READ OR HEAR.

• PROCESS NOUN: A SERIES OF ACTIONS PERFORMED IN ORDER TO DO, MAKE OR ACHIEVE SOMETHING.

• PROCESS WRITING: AN APPROACH TO WRITING, WHICH LOOKS AT WRITING AS A PROCESS AND INCLUDES DIFFERENT STAGES OF WRITING SUCH AS PLANNING, DRAFTING, RE-
DRAFTING, EDITING, PROOFREADING.

• PRODUCTIVE SKILLS: WHEN STUDENTS PRODUCE LANGUAGE. SPEAKING AND WRITING ARE PRODUCTIVE SKILLS. SEE RECEPTIVE SKILLS.
 2. SPEAKING SKILLS (EX.34-40)
• PROOFREAD: TO READ A TEXT CHECKING TO SEE IF THERE ARE ANY MISTAKES IN SPELLING, GRAMMAR ETC.

• RE-DRAFT: SEE DRAFT.

• RECEPTIVE SKILLS: WHEN STUDENTS DO NOT HAVE TO PRODUCE LANGUAGE; INSTEAD THEY READ OR LISTEN TO A TEXT. SEE PRODUCTIVE SKILLS.

• SCAN: TO READ A TEXT QUICKLY TO PICK OUT SPECIFIC INFORMATION.

• SKILL, SUBSKILL: THE FOUR LANGUAGE SKILLS ARE LISTENING, SPEAKING, READING AND WRITING. EACH SKILL CAN BE DIVIDED INTO SMALLER SUBSKILLS THAT ARE ALL PART OF THE MAIN SKILL, E.G. IDENTIFYING
TEXT ORGANISATION (READING); IDENTIFYING WORD STRESS (LISTENING).

• SKIM: TO READ A TEXT QUICKLY TO GET A GENERAL IDEA OF WHAT IT IS ABOUT.

• SUBSKILL: SEE SKILL.

• SUMMARY NOUN, SUMMARISE VERB: TO TAKE OUT THE MAIN POINTS OF A LONG TEXT, AND REWRITE THEM IN A SHORT, CLEAR WAY, USING FULL SENTENCES.

• TEXT STRUCTURE: THE WAY A TEXT IS ORGANISED. FOR EXAMPLE, AN ESSAY TYPICALLY HAS AN INTRODUCTION, MAIN SECTION AND CONCLUSION.

• TOPIC: THE SUBJECT OF A TEXT OR LESSON.

• TOPIC SENTENCE: A SENTENCE THAT GIVES THE MAIN POINT OR SUBJECT OF A PARAGRAPH. THIS IS USUALLY THE OPENING SENTENCE IN A PARAGRAPH.
2. SPEAKING SKILLS (EX.34-40). PRACTICE
2. SPEAKING SKILLS (EX.34-40). PRACTICE
 2. SPEAKING SKILLS. PRACTICE. ANSWERS

1. 1 – A, 2 – A, 3 – C, 4 – B, 5 – C, 6 – C, 7 – A
2. 1 – C, 2 – A, 3 – B, 4 – A, 5 – C, 6 - B
 3. LEARNING STRATEGIES
What you need to know
Learning strategies are the techniques a student uses to help them learn or use their language more effectively
and more efficiently. The student makes a conscious choice to use a specific strategy at a particular time. For
example, a student who always tries to speak English whenever they meet someone else who speaks English
could be said to be using the learning strategy of making use of every opportunity to get practice.
The question focuses on four learning strategies:
Self-monitoring: The verb monitor means to watch someone or something in order to see if there are any
problems or other things that need attention. It is typically used to talk about the way that a teacher watches
what the students are doing so that she or he can make sure that they are doing what they have been asked to
do, and help them if they are having problems. However, a student can also monitor themselves. This self-
monitoring refers to the way that a student might pay careful attention to what they say, taking particular trouble
to make sure that what they say is correct and well-expressed. A student who is good at self-monitoring may be
better at correcting their own language because they are more aware of what they are getting wrong.
Guessing from context: When a student doesn’t understand the meaning of a word in a story they are reading,
they might decide to try and guess by looking at the surrounding language and thinking about its form and its
meaning. This strategy is known as guessing from contextor deducing meaning from context.
Organising learning aids: Just as teaching aids are things that help a teacher to teach a lesson, learning aids
are any things that help a student to learn better. These might include, for example, vocabulary notebooks, mind
maps of vocabulary, posters with grammar notes on the wall, diagrams showing time lines, substitution tables to
summarise a verb tense, cards with words written on one side and definitions on the other, and so on.
Some of these aids may need some careful organisation in order to be most effective. For example, a vocabulary
notebook that is just a random list of words will be considerably less useful than a notebook in which the words
have been carefully arranged into groups of items that have the same topics or grammatical features.
Some students like to keep records of vocabulary with each word on a separate card – sometimes with a
translation or definition on the reverse side of the card. They find this helpful because cards are very easy to
separate and carry around with them, and the student can test themselves on the tram or bus into work. Even
just sorting out the cards into different sets can itself be a useful activity as this forces the learner to think about
the words and their meanings. Other learning strategies include:
Memorising: This is the process by which we put things into our memory. How we do this will vary for different •using a dictionary to check unknown words;
people and for different things that we want to memorise, but will typically involve actions such as reading and•repeating language items aloud to yourself;
re-reading the thing we want to remember or saying something again and again to ourselves. Many people have •being open to accepting corrections and learning from them;
particular strategies to help them memorise things more efficiently. One popular way involves thinking of an •thinking about the best way to approach studying something new;
image to associate with the item you want to remember. For example, a learner who wants to remember the •experimenting in communication by trying to use recently studied language
word cupboard may try to think of an image of a cupboard they know and say the word cupboard a few times
while they think of this image. An extension of this idea would be to find something else to help you recall the
word. For example, the student may notice that the first three letters of the word spell cup and try to picture
some cups in the cupboard. If they forget the word cupboard, they may be able to find it again by thinking of the
3. LEARNING STRATEGIES. PRACTICE
 3. LEARNING STRATEGIES. PRACTICE.
ANSWERS

1. BDEGAC
2. ACBCB