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là một sự kết hợp kiến thức và kỹ năng giảng dạy tiếng Anh dành cho mọi đối tượng. Học viên sẽ được trang bị kiến thức để tham gia kỳ thi lấy chứng chỉ quốc tế Teaching Knowledge Test (TKT) của Đại học Cambridge, đồng thời được bồi dưỡng và thực hành kỹ năng giảng dạy trên lớp để tự tin trở thành một giáo viên tiếng Anh chuyên nghiệp.
Teaching Knowledge Test TKT: Practical Handbook for teachers ISBN 978-1-906438-85-2 *8377839149* © UCLES 2010 EMC/6412/0Y04 www.CambridgeESOL.org/tktpractical University of Cambridge ESOL Examinations Hills Road Cambridge CB1 2EU United Kingdom Tel Fax email +44 1223 553355 +44 1223 460278 ESOL@CambridgeESOL.org www.CambridgeESOL.org 781906 438852 Preface This handbook is for centres and candidates and provides information to help prepare for TKT: Practical For further information on any of the Cambridge ESOL examinations and teaching awards, please contact: Cambridge ESOL Information, Hills Road, Cambridge, CB1 2EU, United Kingdom Tel: +44 1223 553355, Fax:+44 1223 460278, email: ESOLhelpdesk@CambridgeESOL.org www.CambridgeESOL.org Contents Introduction An overview of TKT: Practical Requirements of TKT: Practical 10 TKT: Practical assessment Guidance for candidates on completing the TKT: Practical lesson plan Completed lesson plans and Principal Assessor comments 10 Example 13 Principal Assessor comments on Example 14 Example 17 Principal Assessor comments on Example 18 Example 24 Principal Assessor comments on Example 25 26 27 27 27 Information for candidates Information for centres Grading and results Special Circumstances Support for TKT: candidates and course providers 28 Appendix 1 TKT: Practical lesson plan template 29 Appendix 2 Sample completed assessment form x 20 minutes 30 Appendix 3 Sample completed assessment form x 40 minutes T K T P R A C T IC A L H A N DB O O K | c o nte n t s 1 Introduction ■ Introduction to Cambridge ESOL TKT: Practical is designed and produced by University of Cambridge ESOL Examinations (Cambridge ESOL), a department of the University of Cambridge and part of the University of Cambridge Local Examinations Syndicate, which has provided examinations in English for speakers of other languages since 1913 Cambridge ESOL offers an extensive range of examinations, certificates and diplomas for learners and teachers of English, taken by over million people a year, in more than 130 countries ■ Introduction to TKT: Practical – a test of professional practice for English language teachers TKT: Practical is an assessment of English language teaching ability It tests teachers’ ability to demonstrate a range Cambridge ESOL’s practical, course-based qualifications for teachers include: • CELTA (Certificate in English Language Teaching to Adults) • The Young Learner Extension to CELTA Cambridge ESOL teaching awards and tests for teachers TKT Module 1 TKT: CLIL TKT: KAL TKT: Practical CELTA ICELT Delta Delta Delta TKT Module Module Module Module TKT Module One Two Three • ICELT (In-service Certificate in English Language Teaching) Teaching not essential not essential not essential required not required required recommended required recommended an initial an initial an initial teaching teaching teaching qualification qualification qualification experience Cambridge ESOL also offers the Delta Modules, which cover all areas of knowledge at an advanced level and include teaching Previous practice The Delta Modules are: qualifications • Delta Module One: assessed through a written examination not essential not essential not essential not essential qualifications / training local which allow requirements access to apply higher education • Delta Module Two: a course-based assessment • Delta Module Three: assessed through an extended assignment 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 primary, primary, primary, primary, Europe C2/C1 Europe C2/C1 Europe C2/C1 of teaching skills in a classroom context, and includes the ability to engage learners in both language and skills Achievement of a pass in all three modules confers the status development of a full Delta qualification TKT: Practical is designed to offer maximum flexibility and Other teaching qualifications offered by Cambridge ESOL accessibility for candidates and therefore does not include include two specifically designed for the further education a compulsory course component However, it is likely that sector within the UK centres and other institutions will wish to offer teacher development courses leading to TKT: Practical TKT: Practical offers candidates a step in their professional development as teachers and can enable them to move onto higher level teaching qualifications and benefit from professional support materials such as resource books for English language teaching (ELT) and journals about ELT A summary of the entry requirements and content of Cambridge ESOL’s teaching awards and tests for teachers can be found on the following page Teaching age group secondary or secondary or secondary or secondary or adults adults adults CELTA: adults (16+) adults primary, primary, primary, primary, secondary or secondary or secondary or secondary or adults adults adults not no adults Can be taken yes yes yes no yes no pre-service Course not required not required not required not required yes yes recommended not required not recommended yes not required yes no yes no yes no no no attendance Assessed no no no yes yes yes no TKT: Practical candidates are encouraged to keep a portfolio, teaching a record of their professional development and reflections practice on their teaching Through their portfolio candidates can become reflective practitioners, analysing their teaching Continuous and how this impacts on their students’ learning However, assessment no no no no yes yes no the portfolio does not form part of the assessment for TKT: Practical 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 TKT: Practical can be taken at any stage in a teacher’s career Involves no no no no yes yes no coursework Written test / yes yes yes no no no yes examination It forms part of a framework of teaching awards and tests for teachers offered by Cambridge ESOL Cambridge ESOL’s tests for teachers include: Note: Cambridge ESOL also offers IDLTM and the Young Learner Extension to CELTA IDLTM is an educational management qualification Entry for the Young Learner Extension to CELTA is conditional on candidates having completed CELTA • TKT: Modules One, Two and Three • TKT: Knowledge about Language (KAL) • TKT: Content and Language Integrated Learning (CLIL) 2 TK T PR ACTICAL H A ND BOOK | i n t r odu ct i on T K T PR A C TI C A L HA NDBOOK | i ntroducti on 3 An overview of TKT: Practical ■ The aims of TKT: Practical TKT: Practical aims to provide candidates with the opportunity to: • apply their knowledge of planning and teaching to a practical classroom situation • plan and deliver a lesson/lessons which focus on language and skills development • set up and manage learning activities designed to achieve specified aims • manage the classroom environment in a way that encourages learner participation ■ TKT: Practical candidature TKT: Practical is suitable for teachers of English in primary, secondary or adult teaching contexts and is intended for an international audience of non-first language or first language teachers of English 20-minute lessons may be peer teaching The other 20-minute lesson must be with real learners TKT: Practical candidates may include: • teachers who wish to develop their teaching practice • teachers who are moving to teaching English after teaching another subject least Level B1 of the Council of Europe’s Common European Framework of Reference for Languages This level is specified such as procedures, stages, timing, interaction patterns, anticipated problems and solutions • give details of stages, activities and tasks which are ■ Assessment of the lesson Planning to plan and deliver one 40-minute lesson or two 20- minute includes a record of lesson preparation and procedures for the lessons They must demonstrate an ability to focus on lesson There are five lesson planning criteria language and develop learners’ skills in their teaching Teaching lessons There are five teaching criteria These are double The teaching criteria are double weighted ‘band’ for each lesson There are four bands: Teachers are likely to have a teaching style which is usual in Band of communicative and other approaches to teaching, and show familiarity with ELT terminology The teacher is expected to demonstrate strategies to motivate and engage learners ■ Sources and text types for TKT: Practical preparation Extracts, original or adapted, from the following sources may be helpful in preparing for TKT: Practical: • ELT coursebooks (teacher and student books) and supplementary materials • methodology books on English language teaching and learning • grammar books and dictionaries in the Council of Europe’s Threshold document (Van Ek, J A • ELT journals and magazines & Trim, J L M (1998) Threshold, Cambridge: CUP) However, • internet forums candidates are not required to have taken any English • Cambridge ESOL Teacher Support website language examinations www.teachers.CambridgeESOL.org/ts meaning and phonology of teaching terminology is provided in the TKT Glossary, which can be found on our website: www.CambridgeESOL.org/TKT skills/subskills to be used The five teaching criteria The candidate has to demonstrate an ability to: • create a positive learning atmosphere, ensuring involvement of learners The candidate has demonstrated in the practical teaching • – focus on language: form, meaning and pronunciation test an ability to plan and deliver both language skills and and include appropriate practice language focused lessons that are of a very good standard The candidate has shown a high level of competence in most of the TKT: Practical teaching assessment criteria – follow appropriate procedures and use activities to improve learners’ skills • set up and manage whole class and individual, pair or Band group activities, using materials, resources and aids effectively The candidate has demonstrated in the practical teaching • use English appropriately e.g when explaining, test an ability to plan and deliver both language skills and language focused lessons that are of a good standard The instructing, prompting learners, eliciting, conveying candidate has shown a good level of competence in most of meaning the TKT: Practical teaching assessment criteria • monitor learners and provide feedback on language and tasks including oral and/or written correction Band The assessor completes the TKT: Practical assessment form The candidate has demonstrated in the practical teaching for each lesson See Appendix 2/3 for a copy of the assessment test an ability to plan and deliver both language skills and language focused lessons that have some satisfactory form elements The candidate has shown a satisfactory level of Assessment criteria a–e on the TKT: Practical assessment competence in some of the TKT: Practical teaching assessment form relate to the candidate’s lesson plan criteria Assessment criteria f–j on the TKT: Practical assessment form TKT: Practical candidates are expected to be familiar with language relating to the practice of ELT A non-exhaustive list – describe appropriate strategies to develop the target • plan the use of appropriate materials and/or resources The grades are then totalled to provide an overall grade or ■ Approaches to teaching and learning However, candidates are expected to demonstrate a knowledge • – analyse target language including aspects of form, assessment criteria The grades are: = Very good, = Good, 2 = Satisfactory, = Basic, = Not included their teaching context There is no set approach for lessons learners and the lesson aims Candidates are awarded a grade by the assessor for each of the Candidates teach one 40-minute lesson or two 20-minute weighted logically ordered and which are appropriate to the Candidates taking TKT: Practical are assessed on their ability Candidates must complete a lesson plan template which • teachers on initial teacher training courses To access TKT: Practical, teachers need a level of English of at • give details of the different components of a lesson plan TKT: Practical consists of two parts: planning and teaching Candidates taking TKT: Practical will normally have some experience of teaching English to speakers of other languages TKT: Practical – assessment Band relate to the candidate’s lesson The candidate has demonstrated in the practical teaching The table on pages 6-7 illustrates ways in which teachers can meet the criteria test an ability to plan and deliver both language skills and Candidates are not required to fulfil any specific entry language focused lessons that are of a basic standard The requirements for TKT: Practical candidate has shown a basic level of competence in some of the TKT: Practical teaching assessment criteria Requirements of TKT: Practical ■ The assessment criteria There are ten TKT: Practical assessment criteria Five focus on lesson planning and five focus on teaching ■ TKT: Practical structure Candidates are assessed on 40 minutes’ teaching This may consist of a single session with real learners or two 20-minute lessons If two 20-minute lessons are taught, then one of the The five lesson planning criteria The candidate has to demonstrate an ability to: • write detailed and clearly stated main aims, subsidiary aims and aims for individual stages in the lesson 4 TK T PR ACTICAL H A ND BOOK | r e qu i r e m e n t s o f tk t: p r a c tic al T K T PR A C TI C A L HA ND B O O K | t kt : practi cal – assessment 5 Assessment criteria: the plan Ways in which the assessment criteria may be achieved (the suggestions may not all be relevant to every lesson) a The candidate demonstrates ability to write detailed and clearly stated main aims, subsidiary aims and aims for individual stages in the lesson Candidates need to: • write clear aims showing their aims for the lesson overall • write clear subsidiary aims which include other skills or language covered in the lesson • write aims for individual stages of the lesson showing the reasons for including each stage b The candidate demonstrates ability to give details of the different components of a lesson plan such as procedures, stages, timing, interaction patterns, anticipated problems and solutions Candidates need to: • write details of the procedure of the lesson, stating what the teacher will and what the learners will in the lesson • divide the procedures in the lesson plan into appropriate stages • provide timings for each stage of the lesson showing how long each stage will take • provide interaction patterns for each stage of the lesson • list possible problems for learners with materials and activities • list possible problems with language: form, meaning, pronunciation • show how the problems listed will be dealt with c The candidate demonstrates ability to give details of stages, activities and tasks which are logically ordered and which are appropriate to the learners and the lesson aims Candidates need to: • order appropriate stages, activities and the tasks in the lesson in a logical way where one stage builds on the previous stage so that the aims of the lesson are achieved The candidate demonstrates ability to analyse target language including aspects of form, meaning and phonology For lessons which have a language focus, candidates need to: • complete the language analysis table in the lesson plan template showing that they have analysed the language to be taught with attention to form, meaning and phonology The candidate demonstrates an ability to describe appropriate strategies to develop the target skills/subskills For lessons which have a skills focus, candidates need to: • include in their aims and procedures for skills lessons, terminology which relates to developing receptive and productive skills and subskills – e.g developing skim reading skills, listening for gist The candidate demonstrates ability to plan the use of appropriate materials and/or resources to be used Candidates need to: • choose resources, materials, tasks and activities from coursebooks and other sources that 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 a positive learning atmosphere, ensuring involvement of learners Candidates need to: • establish good rapport with learners • ensure that learners are fully involved in activities during teacher-fronted and learnercentred stages of the lesson • maintain a positive classroom atmosphere g The candidate demonstrates ability to focus on language: form, meaning and pronunciation, and include appropriate practice For lessons which have a language focus, candidates need to: • provide a context for language using a text, situation or task • 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 • provide accurate and appropriate models of oral and written language in the classroom • choose natural examples of language from context • ensure new language models are natural and accurate when drilling d e 6 TK T PR ACTICAL H A ND BOOK | t k t : p r a ct i cal – a ssessm ent Assessment criteria: the lesson g or Ways in which the assessment criteria may be achieved (the suggestions may not all be relevant to every lesson) • highlight the target language clearly • ensure language used 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 The candidate demonstrates an ability to follow appropriate procedures and use activities to improve learners’ skills For lessons which have a skills focus, candidates need, as appropriate to the selected skills focus, to: • 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 and manage whole class and individual, pair or group activities, using materials, resources and aids effectively Candidates need to: • show they can arrange the furniture and equipment in the classroom to suit different types of activity • 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 • organise learners for pair, group, individual and plenary work • maintain an appropriate pace in lessons by allowing time for learners to complete tasks without allowing activities to go on for too long • make use of materials, resources and technical aids to help learners learn and to provide practice • ensure there is an appropriate balance between teacher-fronted and learner-centred activities • be sufficiently directive when appropriate • keep a low profile when appropriate • know when to intervene or not i The candidate demonstrates ability to use English appropriately e.g when explaining, instructing, prompting learners, eliciting, conveying meaning Candidates need to: • keep teacher language and explanation to a minimum • use simple language to give instructions and when explaining • keep their simplified language natural • use simple language to give and check instructions for tasks and activities • 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 monitor learners and provide feedback on language and tasks including oral or written correction Candidates need to: • show they can monitor learners appropriately by: – listening to learners – knowing when to intervene or not in learner-centred activities – ensuring that their attention is spread evenly amongst the learners • provide learners with appropriate feedback on tasks and activities • give learners time to check the answers to tasks in pairs as appropriate • use a variety of techniques in order to give feedback on activities • show an awareness of student errors • correct learners’ language sensitively • give feedback on oral and written errors after a communicative activity T K T PR A C TI C A L HA ND B O O K | t kt : practi cal – assessment 7 Guidance for candidates on completing the TKT: Practical lesson plan ■ The lesson plan template Candidates entering for the TKT: Practical assessment must complete a TKT: Practical lesson plan template for each ■ Information about the class ■ Assumptions ■ Stage In this section you provide information for the assessor on the Write what you think the learners already know or what you Write the stage of the lesson e.g lead-in, reading, exercise 1, learners and the lesson You can include information about: think the learners are able to relating to the lesson e.g ‘I’m listening, speaking, writing • the type of learners you are teaching e.g year olds, adult learners, teenage learners • learners’ backgrounds e.g nationality, professions where relevant • the learners’ reason for attending the classes e.g teaching should and shouldn’t in the context of travel and the things you should or shouldn’t take with you when you go abroad We had a lesson last week on travelling so the learners will know some of the vocabulary for this lesson (passport, insurance, sun cream).’ preparing for a particular examination, learners ■ Anticipated difficulties with tasks Examples of completed lesson plans are included on pages choosing to attend lessons, learners attending because 10–11, 14–15, and 18–21 of this handbook the lessons are part of a set school routine This section is for you to mention difficulties that you and the the template ■ Candidate name Write your full name as you wish it to appear on your certificate ■ Lesson number For your TKT: Practical assessment you will teach either one 40-minute lesson or two 20-minute lessons If you are teaching one 40-minute lesson, you should write ‘N/A’ in this section of the plan If you are teaching two 20-minute lessons, you should write ‘1’ if this lesson is the first lesson or ‘2’ if this is the second assessed lesson • the type of course the learners are following e.g the This refers to the learners’ level of English in the class you are teaching e.g beginners, elementary, pre-intermediate, intermediate, upper-intermediate, advanced ■ Date Write the date that the lesson is taught and assessed ■ Lesson length Write ‘20’ if you are teaching a 20-minute lesson or ‘40’ if you organisation e.g ‘The people on the tape speak quite quickly.’ ‘Some of the learners are more dominant than others so time quieter learners may not get a chance to speak.’ N.B Do not use this section to discuss problems learners you have known the class, how long you will be teaching may have with language Use the language analysis table for them language difficulties • the materials you have selected for the lesson e.g the use of particular materials because your institution Write possible solutions to the problems mentioned in anticipated difficulties with tasks e.g ‘Pause the tape to give learners time to write their answers.’ ‘Organise learners into Write the main aim for the lesson either stating what the groups so that quieter learners will have a chance to speak.’ lesson the learners will be able to give advice using should and work you will ask the learners to e.g ‘Give out the handout and ask learners to read the text and choose the best title for the text’ Remember to include procedures relating to monitoring learners when they are doing tasks, checking that learners ■ Interaction This section is for you to note the interaction patterns during the lesson e.g S–S would indicate a student to student interaction pattern when pair/group work is taking place or Write how long you intend to spend on each stage of the for giving advice’ ■ Language analysis ■ Subsidiary aim This section needs to be completed for lessons which include Write any subsidiary aims for the lesson e.g the main aim language See completed language analysis table below would be to develop a reading skill or skills In this section write what you will in the lesson and what ■ Time shouldn’t’ Or ‘To present and practise should and shouldn’t used aim would be to teach should/shouldn’t but a subsidiary aim ■ Procedure when there is whole class activity Sign this section to confirm that the lesson plan is your own used as a context for the language presentation The main letters T–S would indicate a teacher-to-students interaction pattern ■ Declaration what you want to achieve in the lesson e.g ‘By the end of the of the lesson might be to teach should/shouldn’t, but a text is information, to develop fluency, to practise writing formal feedback ■ Solutions materials, the use of particular coursebook material ■ Main aim interest in the topic, to practise gist reading, to provide have completed tasks successfully and giving/responding to requires that you use them, the use of self made learners will have done by the end of the lesson or stating ■ Level learners might have with tasks and other aspects of classroom number of hours they attend each week, part time or full • the relationship you have with the learners e.g how long Write the aim for each stage of the lesson e.g to create controlled practice, to practise listening for detailed assessed lesson (See Appendix for the lesson plan template.) The following notes give further information on completing ■ Stage aim lesson language work – vocabulary or grammar or functional You not need to complete the language analysis table if there is no vocabulary, grammar or functional language being taught in the lesson are teaching a 40-minute lesson ■ Personal aim ■ Lesson type Personal aims are individual teaching skills the teacher For your TKT: Practical assessment you must show that you wants to focus on and improve in this lesson e.g reducing can develop learners’ skills and deal with language Skills work teacher language, giving clearer instructions, asking concept includes reading, listening, speaking and writing Language questions Form Meaning Phonology Anticipated problems ■ Materials (including source) You should buy a map Used for giving advice In this section you should list the materials that will be You + should + base form of the verb + noun /ʃυd/ silent ‘l’ Should is not stressed, the stress is on the verb and the noun Pronunciation of /∫υd/ and silent ‘l’ Learners may not see the difference between advice and obligation Learners may use ‘to’ with the verb work includes dealing with grammar, vocabulary or functional language In this section of the plan write what type of lesson you are planning e.g Reading or Reading/Speaking or Grammar/Listening or Writing Remember that if you are being assessed on one 40-minute lesson, you must include some skills work and some language work If you are being assessed on two 20-minute lessons, one lesson must have a main language focus and the other a main skills focus 8 Example language analysis table used in the lesson e.g pictures from the internet, vocabulary handout, text on Page 45 from face2face Pre-intermediate Student’s Book, C Redston & G.Cunningham, CUP Remember to state which publication material is taken from to keep within copyright rules TK T PR ACTICAL H A ND BOOK | gu i da n ce f or ca nd id a tes o n c o mpl eting th e tk t: p r a c tic al l esso n plan Solutions Drill and show learners silent ‘l’ Ask concept question to clarify meaning Highlight base form without ‘to’ on the board TK T PR A C TI C A L HA ND B O O K | guidan c e fo r c an didat e s o n c o mpl e t in g t he t kt : practi cal lesson plan 9 Completed lesson plans and Principal Assessor comments Example Stage Stage aim Procedure Interaction Time Lead in To introduce the topic and to get learners interested in the topic of the lesson Show learners the map of Italy on the board and write ‘Rome’ Ask learners to say what they know about Rome and what they think a tourist would in Rome T–S mins Reading To develop reading skills and Give out text and ask learners to read the text and to underline all of S to provide an example of a text the things that a tourist can in Rome advertising a city holiday Monitor learners to check that they are completing the task mins Feedback To prepare learners for their writing task Elicit list of things mentioned in the text and write them on the board: Ancient sights, Famous places, Galleries, Museums, Parks, Gardens, Shopping, Sports, Theatres Check learners know these words T–S mins Brainstorming For learners to share ideas for the content of their writing Tell learners that they will write a short text like the one about Rome T–S advertising our city Ask them to tell me things a tourist can in our city Make a list on the board of their ideas mins First draft For learners to practise writing Ask learners to use the ideas from the previous activity and to write a text advertising the city Tell them that they have five minutes to write a short text Monitor learners to check that they are completing the task and help as necessary S–S mins Learners exchange texts For learners to improve their editing skills and to focus on accuracy Ask learners to exchange their text with their partner Ask them to read their partner’s text and to make some suggestions which would improve the text Monitor learners to check that they are completing the task and help as necessary S mins Pair work For learners to share ideas on Ask learners to work in pairs and to discuss their suggestions for improving the accuracy of their improving their work with their partners writing Monitor learners to check that they are completing the task and help as necessary S–S mins Set homework To provide an opportunity for learners to practise writing at home T–S TKT: Practical lesson plan template Candidate name: Xxxxx Xxxxx Lesson number: Level: Pre-Intermediate Date: 00/00/0000 Lesson length: 20 minutes Lesson type: Reading and Writing Information about the class: There are sixteen teenage learners in the class They have four one-hour lessons every week as part of their school curriculum I have been teaching them in these four hours for nearly a year They use a school English coursebook which has a structural syllabus There is not much authentic material for learners to read so I have chosen a text from the internet advertising City Breaks They have recently learnt vocabulary related to travel and tourism and have also learnt adjectives describing places Main aim: By the end of the lesson learners will have practised writing Subsidiary aim: By the end of the lesson learners will have practised looking for specific information in a text Personal aim: Giving clear instructions for the reading and writing tasks Materials (including source): Map of Italy Text adapted from a text on the Thomson Holidays website advertising City Breaks http://www.thomson.co.uk/destinations/europe/italy/italian-cities/rome/holidays-rome.html Assumptions: Learners will know most of the vocabulary in the text and will have enough language from previous lessons to complete the written texts Anticipated difficulties with tasks: Solutions: Learners may want to read every word in the text Learners may spend too long writing Set time limit Set time limit Declaration: This lesson plan is my own work (candidate’s signature) Form Meaning Phonology Anticipated problems ancient Very old /eın∫(ə)nt/ sights Interesting places that people go to see /saIts/ Differences in meaning between museum and gallery park and garden galleries Private buildings where you can look at and buy paintings and other works of art /æləri:z/ museums Public buildings where many valuable and important objects are kept so that people can go and see them /mjuːziːəmz/ parks A place in a town, an open public area with grass and trees, often with sports fields or places for children to play /pɑː(r)ks/ gardens A place with flowers, trees etc that is open to the public for their enjoyment /ɑː(r)d(ə)nz/ 10 TKT: Practical board plan template Board plan: Things to in Rome Language analysis table Ask learners for homework to rewrite their texts using their partners’ ideas and their own and to produce a final draft of their texts Things to in our city Ancient sights Famous places Galleries Museums Parks Gardens Shopping Sports Theatres Solutions Ask concept questions TK T PR ACTICAL H A ND BOOK | comple t e d l e s s o n pla ns a nd p r inc ipal a ssesso r c o mments ex ampl e T K T PR A C TI C A L HA ND B O O K | c o mpl e t e d le s s o n plan s an d prin c ipal as s e s s o r comm ents example 11 Principal Assessor comments Example advertising their city, and that they are expected to review the language learned earlier The subsidiary aim needs to say what reading subskill will be practised in this lesson i.e scan reading This lesson plan is a Band for TKT: Practical The section on anticipated difficulties with tasks has identified ■ Strengths two areas of difficulty but the solutions need to include This is a good plan where all of the lesson plan components have been completed The lesson is well designed and uses appropriate authentic material which would be interesting for this age group It builds on work done in previous lessons and the teacher gives good reasons for selecting the material The plan is logically ordered with clear stages, activities and Read the text and underline the things tourists can in Rome An introduction to Rome So you’re on holiday in Rome! The Eternal City is also the City of Seven Hills, so make sure things people can in Rome and in the writing to focus only on ideas and not accuracy in the first draft stage The language analysis table has been completed but the following would improve it Form: include part of speech for the vocabulary listed e.g and procedures are well detailed noun, plural noun, adjective etc The language analysis table includes a record of vocabulary Phonology: include stress marks In the anticipated difficulties that may come up in the lesson and accurate phonemic section, some pronunciation difficulties could be anticipated script is included Some appropriate anticipated problems are In the solutions section, examples of concept questions could suggested have been included An appropriate scan reading task is provided and writing tasks In the procedure section of the plan, the first half of the fit a process writing model plan is overly teacher-centred – for example the warmer and brainstorming activity could be done in pairs or groups as this ■ Weaknesses would allow weaker/shyer learners, who may not want to call The main aim is not specific enough It is not clear what The city within the ancient walls is full or original classics You can visit many ancient sights e.g in the reading, the learners could be told to look only for tasks Aims for individual stages are mostly clearly expressed you’re ready to go when you set out on a journey of discovery around Italy’s incredible capital specific strategies for how learners should use the time given things out in class, more chance to participate kind of text the learners have to produce i.e descriptive text from the Colosseum to the Forum, the Pantheon to the Catacombs Renaissance and Baroque influence is around every corner, the Piazza del Campidoglio by Michelangelo, countless palazzos and more majestic piazzas Plus the famous Trevi fountain and Spanish Steps Did we mention Michelangelo? He’s not the only artist represented in the numerous galleries, museums and buildings of Rome You can see the work of Da Vinci, Raphael, Botticelli and more Then there are fantastic stately parks and gardens, designer boutiques, sporting events and concerts And the food, of course You may well have eaten Italian back home, but there’s nothing better than enjoying an al fresco pizza on your holidays to Rome You need to keep your energy levels up after all because there’s the Vatican City to explore tomorrow Text adapted from a text on the Thomson Holidays website advertising City Breaks http://www.thomson.co.uk/destinations/europe/italy/italiancities/rome/holidays-rome.html 12 TK T PR ACTICAL H A ND BOOK | comple t e d l e s s o n pla ns a nd p r inc ipal a ssesso r c o mments ex ampl e TK T PR A C TI C A L HA ND B O O K | prin c ipal as s e s s o r comm ents example 13 Completed lesson plan Language analysis Example TKT: Practical lesson plan template Candidate name: Xxxxx Xxxxx Lesson number: Level: Pre-Intermediate Date: 00/00/0000 Lesson length: 20 minutes Lesson type: Functional language/ listening Information about the class: There are sixteen teenage learners in the class They have four one-hour lessons every week as part of their school curriculum I have been teaching them in these four hours for nearly a year They use a school English coursebook which has a structural syllabus and there is not very much functional language covered I decided to make my own recording to include some functional language which I think goes with this structure Main aim: By the end of the lesson the learners will have practised and will be better able to talk about and ask about people’s arrangements, invite someone to something, say yes or no to invitations and to make arrangements Form Meaning Phonology Anticipated problems Are you doing anything this evening? What are you doing tomorrow? What are you doing at the weekend? Asking questions Intonation for asking questions Students may forget to use ‘ing’ with the present continuous Why don’t you come? Why don’t we meet for a meal on Saturday? Why don’t we + infinitive without to Where shall we meet? Shall we meet at 7.00? What time shall we meet? I’d love to, but I can’t Yes, that’d be great! Yes, that sounds fine OK Responding to questions Intonation for responding I would = I’d I am = I’m Solutions Highlight form in language focus stage I’m having dinner with a friend from university I’m going to the cinema I’m taking my sister to the airport Subsidiary aim: Develop listening comprehension – gist and detail Personal aim: Stage Stage aim Procedure Interaction Monitoring more effectively Lead in Unassessed warmer To introduce the topic and practice saying different activities Ask learners what they did at the weekend T–S Listening To contextualise the language and to provide learners with a first listening Ask learners to listen to the recording T–S mins Feedback To check learners understand the context of the conversation Ask learners: How many people are talking? (They are talking about their plans.) What is the conversation about? (Making arrangements to meet.) T–S Listening For learners to listen for detail and target language Give out handout – gap fill Ask learners to listen again and to fill in the gaps in the sentences Play the tape once/ twice more while learners complete the gap fill Monitor learners to check that they are completing the task S mins Correcting gap fill task To check learners have the correct answers Check learners’ answers to the gap fill T–S mins Categorising sentences To focus on the meaning/use of the target language Ask learners to look at the transcript again and think about what the sentences are used for Ask them to fill in the table with the letter for the appropriate sentences from the recording Tell them not to write the sentences again just write the letter S–S mins Feedback To check understanding and provide controlled practice of language Get answers from learners and write examples of the target language on the board Explain use of infinitive with ‘to’ and without ‘to’ and the use of the present continuous for future arrangements, also accepting invitations and making excuses Drill target sentences T–S mins Pair practice To provide further practice of the target language Ask learners to practise the dialogue in pairs They can substitute their own plans and ideas if they want to S–S mins Close To bring the lesson to a close and get learners to share their practice activity As a final activity ask a couple of pairs to their pair practice activity in open class T–S Materials (including source): Clip art pictures of different activities Recording (own material) Handout with gap fill (own material) Handout with transcript and table to fill in (own material) Assumptions: The activities in the pictures were covered in previous lessons so my students will know the vocabulary Anticipated difficulties with tasks: Solutions: The tape is my own so it will be easy for the learners to understand I don’t think they will find the tasks difficult Declaration: This lesson plan is my own work (candidate’s signature) 14 TK T PR ACTICAL H A ND BOOK | c ompl e t e d l e s s o n pla n e xample Time T K T PR A C TI C A L HA ND B O O K | co mpl eted l esson plan ex ampl e 15 Handout Handout Fill in the gaps with the words from the recording Check your answers Juan: Are you (1) anything this evening? Juan: Are you (1) doing anything this evening? Paulo: I’m having dinner with a friend from university Paulo: I’m having dinner with a friend from university Juan: What are you (2) _ tomorrow? Juan: What are you (2) doing tomorrow? Paulo: I’m going to the cinema Why don’t (3) _ Paulo: I’m going to the cinema Why don’t (3) you come? Juan: I’d (4) love to, but I can’t I’m taking my sister to _? Juan: I’d (4) to, but I can’t I’m taking my sister to the airport Paulo: Yes, that’d be (6) ! Where shall we (7) ? Paulo: Shall we (8) at the station? Juan: OK What time shall we meet? (9) _ we meet at 7.00? Paulo: Paulo: What (5) doing at the weekend? Why don’t we meet for a meal on Saturday? Juan: the airport What (5) are you doing at the weekend? Why don’t we meet for a meal on Saturday? Principal Assessor comments Example is not clear how the teacher will explain the target language This lesson plan is a Band for TKT: Practical available There is no board plan for this section This is a well presented plan where all of the lesson plan components have been filled in The lesson includes different stages and the teacher has designed interesting material to supplement the coursebook The topic would be appropriate for these learners Main and subsidiary aims overall are clearly expressed and individual stage aims are well justified in parts Procedures are included for each stage Paulo: Shall we (8) meet at the station? In the language analysis table the exponents are grouped into Juan: OK What time shall we meet? (9) Shall we meet at Yes, that (10) sounds fine There are too many different concepts to explain in the time ■ Strengths Yes, that’d be (6) great! Where shall we (7) meet? Paulo: write the target models on the board This is not necessary as they are in the transcript on the handout the learners have It Juan: 7.00? In the language focus stage the teacher indicates that she will categories and there is an attempt to look at pronunciation and to anticipate difficulties with language There is good variety of tasks in the lesson ■ Weaknesses Yes, that (10) _ fine The main and subsidiary aims are appropriate but too ambitious There are too many exponents to cover in 20 minutes at this level as well as doing gist and detailed listening Handout Task for categorising sentences The teacher does not anticipate difficulties with tasks Look at the table below Which sentences from the conversation in the recording match these meanings/uses? Meaning/Use Examples from the recording Asking about people’s future plans/arrangements E.g The language analysis table has been completed but the following areas are weak: Form – there is no analysis of form; examples of the form are provided without analysis Meaning – there is no analysis of the meanings of the individual groups of target language e.g invitations, Inviting someone to something with you in the future suggestions, making arrangements Labelling the examples as questions/responses is insufficient Saying yes/no to an invitation E.g 10 Phonology – there is no explanation of what is meant by ‘Intonation for asking questions’ and ‘Intonation for responding’ Arranging a time and place to meet in the future Anticipated problems: although one anticipated problem is identified, this is insufficient as there are so many different Saying what your plans/arrangements are for the future forms For example, it is likely that the learners will have problems pronouncing the functional phrases and there may be problems with use of the infinitive with and without ‘to’ (Shall we go? and I’d love to go) In the procedure section of the plan, in Listening 1, there is no task and no clear stage aim In the feedback to Listening there are questions for learners to answer but these have not been prepared for (the questions needed to be set before the first listening) There is no pair check after either listening The plan does not indicate how the answers to the task will be checked e.g on the board? nominating individuals? self check? 16 TK T PR ACTICAL H A ND BOOK | c ompl e t e d l e s s o n pla n e xample TK T PR A C TI C A L HA ND B O O K | prin c ipal as s e s s o r comm ents example 17 Completed lesson plan TKT: Practical board plan template Example Board Plan: TKT: Practical lesson plan template Candidate Name: Xxxxx Xxxxx Lesson Number: Level: Pre-Intermediate Date: 00/00/0000 Lesson length: 40 minutes Lesson type: Grammar and Reading Information about the class: /d/ /id/ /t/ Irregular verbs Negatives died stayed learned moved closed continued travelled needed started decided visited worked stopped developed went left had came became made sold bought could didn’t open Verb to be was/were Verb to be wasn’t The class is a multi lingual class of young adults studying on a part time course two evenings a week The class began two weeks ago and we are following a pre-intermediate course using face2face Pre-intermediate (Redston & Cunningham CUP) The learners all have a copy of the book and we have done Unit For this lesson I have planned to start Unit which focuses on the past simple of regular and irregular verbs I have decided to work on past simple affirmative and negative and to leave question forms for a later lesson as I don’t think there is enough time in this 40 minute lesson to all of the forms I am using the text and the exercises in Unit that focus on the affirmative and negative At this pre-intermediate level the learners have been taught the past simple before so this will be revision for them and I will use the text for guided discovery Main aim: To review/revise and provide controlled and freer practice of the past simple – regular and irregular verbs, affirmative and negative Subsidiary aim: To practise reading for gist and for detail Personal aim: To reduce teacher language in whole class activities and provide more learner interaction Materials (including source): Pictures of fast food and fast food restaurants face2face Pre-intermediate Student’s Book Unit Pages 12 and 13 (Redston & Cunningham CUP) Handout with language form Word cards for optional activity Assumptions: Learners have been taught the past simple before The text does not have many difficult words so the learners should be able to the tasks Anticipated difficulties with tasks: Solutions: Some learners may have difficulty with some I will be prepared to explain any words while monitoring of the vocabulary in the texts individuals and pairs Possible problems with shirt factory, service station, recipe, public spokesman Learners may have more difficulty with the target language than anticipated Spend more time on the controlled practice and clarification stage Declaration: This lesson plan is my own work (candidate’s signature) 18 TK T PR ACTICAL H A ND BOOK | c ompl e t e d l e s s o n pla n e xample Language analysis Form Meaning Phonology Anticipated problems Past simple – regular verbs from text /d/ died (die), stayed (stay), learned (learn), moved (move), closed (close), continued (continue), travelled (travel) /id/ needed (need), started (start), decided (decide), visited (visit) /t/ stopped (stop), developed (develop), worked (work) The past simple is used to talk about the past, about something that is finished We know when the events happened Regular verbs /id/, /d/, /t/ Pronunciation problems with /d/, /id/, /t/ Knowing that the action happened at a particular time in the past Knowing if verbs are regular or irregular Past simple regular verbs affirmative (same for all subjects) Subject + verb + d/ed/ied e.g He worked on a farm Solutions Past simple negative regular/irregular verbs from text Subject + did + not (didn’t) + bare infinitive e.g It didn’t open until 1952 Past simple – irregular verbs from text go – went, leave – left, have – had, became – became, come – came, can – could, make – made, sell – sold, buy – bought Drill endings and listen to examples Show dates and times in the text during clarification stage Show learners the list of irregular verbs on Page 159 of the coursebook Past simple irregular verbs affirmative (not verb to be) Subject + past simple of irregular verb e.g She went to work in a factory Past simple of be I/he/she/it + was You/we/they + were Past simple negative of be I/he/she/it + was + not You/we/they + were + not T K T PR A C TI C A L HA ND B O O K | co mpl eted lesson pla n exampl e 19 20 TK T PR ACTICAL H A ND BOOK | c ompl e t e d l e s s o n pla n e xample T K T PR A C TI C A L HA ND B O O K | co mpl eted lesson pla n exampl e 21 To create interest in the topic and to set the context of the text For learners to practise reading for gist To allow learners to discuss their answers in pairs To check learners have the correct answers For learners to practise reading for detailed information To allow learners to discuss their answers in pairs To get learners to focus on the form of the past simple regular and irregular and to find examples in the text To clarify the form of the past simple regular and irregular and check understanding of meaning and to provide controlled practice of past simple examples from the text To provide further controlled practice of regular past tense endings (/t/, /d/, /id/) To prepare for the pair practice activity To provide further practice of past simple Group discussion Reading Pair check Feedback Reading Pair check Language focus Feedback Optional stage if time Practice Pair practice For learners to share some of their experiences To introduce the topic Lead in Feedback Stage aim Stage Ask some of the learners to talk about their partner’s special meal Monitor learners to check that they are completing the task and help with past tenses and vocabulary as necessary Ask learners to work with a partner and to tell their partner about the special meal they had Monitor learners to check that they are completing the task and help as necessary Ask learners to look at Exercise on page 13 of Unit 2A face2face Pre-intermediate Student’s Book (Redston and Cunningham, CUP) Ask them to work alone and to make notes about a special meal they had They use the ideas in Exercise to help them Tell them they have two minutes to think about this Clean the board Give the learners sets of cards with the verbs from the text on them Learners work in pairs and say the words to each other and put them into categories according to their endings (/t/, /d/, /id/) Elicit answers to exercise 3b to clarify form of affirmative and negative of regular verbs, irregular verbs and verb to be Give handout for their record Elicit answers to exercise 3a in open class Drill and write examples on the board as students give them in five columns /t/, /d/, /id/, irregular, negative (students should be able to say which column after a while) Check understanding of the meaning/use of the past simple Ask learners ‘When did these actions happen?’ ‘Are they finished?’ ‘When did they finish?’ Ask learners to look at Exercise on page 13 of Unit 2A face2face Pre-intermediate Student’s Book (Redston and Cunningham CUP) Ask learners work in pairs and to read the text again and answer questions 3a and 3b (not 3c and d) Ask learners to check their answers in pairs Listen and check that their answers are correct Deal with any common difficulties I hear in open class Ask learners to look at Exercise 2b on page 12 of Unit 2A face2face Pre-intermediate Student’s Book (Redston and Cunningham CUP) Ask learners to read the text again and underline the sections in the text which answer the questions Monitor learners to check that they are completing the task and help as necessary Write the answers on the board and ask learners to check that they have the correct answers Monitor learners to check that they are completing the task Ask learners to check their answers in pairs Monitor learners to check that they are completing the task Ask learners to look at Exercise 2a and the text on page 12 of Unit 2A face2face Pre-intermediate Student’s Book (Redston and Cunningham CUP) Ask learners to read the text on their own quickly and to put the events in the correct order Set a time limit of two minutes Monitor learners to check that they are completing the task Put learners into groups of three Ask learners to look at discussion task on page 12 of Unit 2A face2face Pre-intermediate Student’s Book (Redston and Cunningham CUP) Ask learners to work in pairs and to discuss the questions Put pictures on the board of different well known fast food restaurants and foods – McDonalds, Kentucky Fried Chicken, hamburgers, hot dogs etc Ask learners to look at the pictures and to talk about the pictures Get learners’ ideas about fast food and check that they know the term ‘fast food’ Procedure T–S S–S S S–S T–S S–S S–S S T–S S–S S S–S T–S Interaction mins 4–6 mins mins mins 6–8 mins mins mins mins mins mins mins Time Handout Form of the past simple Past simple – regular verbs from text /d/ died, stayed, learned, moved, closed, continued, travelled Coursebook material used: face2face Pre-intermediate Student’s Book, C Redston & G Cunningham, CUP /id/ needed, started, decided, visited 22 TK T PR ACTICAL H A ND BOOK | c ompl e t e d l e s s o n pla n e xample /t/ stopped, developed, worked Past simple regular verbs affirmative (same for all subjects) Subject + verb + d/ed/ied e.g He worked on a farm Past simple negative regular/irregular verbs from text Subject + did + not (didn’t) + bare infinitive e.g It didn’t open until 1952 Past simple – irregular verbs from text was/were, went, left, had, became, came, could, made, sold, bought Past simple irregular verbs affirmative (not verb to be) Subject + past simple of irregular verb e.g She went to work in a factory Past simple of be I/he/she/it + was You/we/they + were Past simple negative of be I/he/she/it + was + not You/we/they + were + not Meaning/use of the past simple The past simple is used to talk about the past, about something that is finished We know when the events happened T K T PR A C TI C A L HA ND B O O K | co mpl eted lesson pla n exampl e 23 Principal Assessor comments Example Information for candidates Where can I take TKT: Practical? You can enter for TKT: Practical at any registered Cambridge ESOL TKT: Practical centre If you are participating in a teacher development course, the course may include the option of entering TKT: Practical If you are not attending a course but wish to take TKT: Practical as an individual This lesson plan is a Band for TKT: Practical candidate, you should contact the centre direct ■ Strengths This is a well thought through lesson plan The candidate When can I take TKT: Practical? You can enter for TKT: Practical at any time However, the centre must register you with Cambridge ESOL in advance of the practical assessment date has made some sensible decisions about the material in the coursebook, firstly by reducing the language input (focusing on the affirmative and negative of regular and irregular verbs Who assesses me? You will be assessed by a Cambridge ESOL assessor who will observe your teaching for one and the verb to be and leaving question forms for a later 40-minute session or two 20-minute sessions If you teach two 20-minute sessions, one of these lesson) and secondly using tasks in the unit which support may be a peer teaching session Refer also to information for centres on peer teaching, page 26 this more limited aim The lesson is logically staged, moving The other 20-minute session must be with real learners from personalisation, to identification of target language, to a focus on form and meaning, followed by practice and use, and Where are the assessors? location Main and subsidiary aims are clear and detailed for the lesson as a whole and for individual stages Flexible timing has been given for some stages so that the teacher can give When I complete the lesson plan? Refer also to the assessment criteria on the TKT: Practical assessment form so that you are aware 40-minute lesson and the teacher has included a skills focus of what the assessor will be looking for when assessing the plan See pages and for guidance and a language focus as required for TKT: Practical, and uses on completing the plan terminology for describing language skills correctly Documentation for the assessor On the day of the assessment you need to give the assessor two copies of your completed lesson plan and any handouts you will give to the students If you are using a coursebook, you should there is a good variety of interaction patterns provide the assessor with a copy of the book or a photocopy of the pages you will use The language analysis table has been completed with language problems Before the assessment, you must complete a lesson plan on the lesson plan template which the centre will give you The headings in the template act as a guide to what you need to include more time to controlled or freer practice as required This is a All components of the lesson plan have been included and All Cambridge ESOL registered TKT: Practical centres will have assessors who have been trained to conduct assessments The centre will allocate the nearest available assessor to your teaching finally back to personalisation at the end of the lesson Your lesson plan should be ready one hour before the assessment so that it can be given to the assessor to read before the lesson starts If you not have a completed lesson plan, the ■ Weaknesses The lesson is ambitious in the number of forms being considered i.e affirmative, negative, regular, irregular and the assessor will not observe the lesson Assessment of the lesson This could include standard activities such as taking the register, collecting homework, a quick verb to be There are no strategies for dealing with learners review of the last lesson or a brief warmer to settle the learners and introduce the topic of the who not have the basics of the structure as anticipated The learners may need more practice than has been planned for They move from controlled open class to free practice Your lesson may begin with an unassessed lead-in which should not last more than two minutes lesson You should try to keep to the planned overall timing for the lesson, but pace activities in response to learners For example, you may need to shorten activities if the learners not need as long as planned, or lengthen the time allowed if the learners need more time to complete an activity Inclusion of one or two optional activities in your lesson plan will give you some flexibility, but still allow you to achieve your overall aims If your lesson goes on longer than planned, you should finish the activity as soon as possible (The assessor may indicate that you should this.) You should not over-run by more than five minutes The role of the assessor Your assessor is a sympathetic observer of the lesson Assessors understand that candidates may be a little nervous Assessors not participate in the lesson in any way and should not be asked to so Your assessor will pass the completed the TKT: Practical assessment form to the centre The assessor will not discuss the lesson with you and is not permitted to discuss the results with you Certificates You will receive your results two to three weeks after submission by the centre Check the submission date with the centre 24 TK T PR ACTICAL H A ND BOOK | p r i n ci pal a s s e s so r c o mments ex ampl e TK T PR A C TI C A L HA ND B O O K | in fo rmati on f or candi dates 25 Information for centres Registering as a centre Grading and results To administer TKT: Practical you need to be a Cambridge ESOL registered TKT: Practical centre See page for contact details Entering candidates Scheduling of assessments examination Special consideration can be given where an Each TKT module is free-standing, and there is no aggregate application is sent through the centre and is made within ten Candidates may take TKT: Practical at any time The centre must enter candidates at least three score Candidates receive a certificate for each module they working days of the examination date Examples of acceptable weeks in advance of submission of the assessment forms to Cambridge ESOL take For the TKT: Practical assessment, each assessment reasons for giving special consideration are cases of illness or criterion is given a maximum score out of Teaching criteria other unexpected events Assessments take place within the entry period and may need to be scheduled over several days The centre selects an assessor from their list of eligible assessors Where the candidate is teaching two 20-minute sessions, the same assessor or different assessors may be used Documentation for the assessor The centre provides the assessor with the TKT: Practical assessment form and details of the time and location of the assessment Preparing candidates for the assessment The lesson(s) assessed for TKT: Practical should be prepared and delivered by the candidate independently The candidate may need to be given information about the class if the candidate are double weighted ■ Malpractice A candidate at this level demonstrates Basic standard in planning and teaching candidates are suspected of copying, collusion or breaking the Satisfactory standard in planning and teaching examination regulations in some other way Results may be Good standard in planning and teaching Very good standard in planning and teaching ■ Notification of results candidate’s results are being investigated Support for TKT candidates and course providers timing needs to be adjusted, or the number of activities reduced The candidate should not ESOL Please note that despatch of candidates’ results will be formally practise the lesson beforehand and should not receive feedback on any practice delayed if they need special consideration or are suspected of General information on TKT, including administration details malpractice (see below) and downloadable versions of this Handbook and sample take place using the peers as learners It may be possible for the candidate to teach the peers new language – this should be encouraged as it gives the peers the opportunity to respond as real learners Enquiries on results may be made through Cambridge ESOL Centre Exams Managers within a month of the issue of certificates Cambridge ESOL provides a service to enable centres to appeal, on behalf of candidates, against assessment decisions that target learner group would respond affect grades awarded to candidates, e.g decisions relating to local customs require it, or the assessor is being monitored At the end of the lesson the assessor completes the assessment form either manually or electronically and sends it to the centre Results are submitted electronically to Cambridge ESOL Support materials for teacher trainers are available on the Teaching Resources website www.CambridgeESOL.org/teach/TKT The TKT Course is published by Cambridge University Press in Candidates should first contact their Cambridge ESOL Centre collaboration with Cambridge ESOL This coursebook provides Exams Manager for advice Further information about the approximately 60–90 hours of classroom-based or self-access appeals procedure can be found at study, and includes practice tasks and tests for Modules www.CambridgeESOL.org/exams/exams-info/resultsinformation One, Two and Three These modules cover key concepts and principles which teachers can apply to their practice in the TKT: Practical Certificates are issued two to three weeks after submission of results Special Circumstances Further support is also available in the form of seminar programmes in different countries Contact Cambridge ESOL Information for further details by emailing ESOLhelpdesk@ Copies of the regulations and more details on entry procedure, current fees and further information about this and other Cambridge ESOL examinations can be obtained from the Cambridge ESOL Centre Exams Manager in your area, or from the address on page www.CambridgeESOL.org/TKT the TKT Glossary on this website ■ Appeals procedure Where this is not relevant or appropriate, the peer group should be guided to respond as the The assessor observes the lesson There will not normally be any other observer present unless materials, can be found by visiting Course providers and individual candidates can also access results and decisions relating to irregular conduct Issue of certificates of infringement of regulations Centres are notified if a weeks after receipt of the assessment forms by Cambridge Where it is not possible to provide two 20-minute sessions with learners, one assessment can Sending the results withheld because further investigation is needed or because lesson plan e.g advice that more detail is needed in certain sections of the template, or that Use of peers Observing the lesson The Malpractice Committee will consider cases where Certificates are despatched to centres approximately two There should be a minimum of five learners in the class Band has not taught the learners previously The candidate may be given general feedback on a draft Minimum class numbers Cambridge ESOL will give special consideration to candidates affected by adverse circumstances before or during an ■ Grading This will depend on the number of candidates and the lesson schedules Selecting an assessor ■ Special consideration Special Circumstances cover three main areas: special CambridgeESOL.org arrangements, special consideration and malpractice ■ Special arrangements These are available for candidates with disabilities They may include extra time, Braille versions of materials etc If you think you may need special arrangements, you must contact the Cambridge ESOL Centre Exams Manager in your area as soon as possible so that arrangements can be made in advance of the assessment 26 TK T PR ACTICAL H A ND BOOK | i n f or ma t i on f o r c entr es TK T PR A C TI C A L HA ND B O O K | s uppo rt fo r t kt c an didat e s and course provi ders 27 Language analysis Appendix Form Meaning Phonology Anticipated problems TKT: Practical lesson plan template Candidate number: Centre number: Candidate name: Lesson number: Level: Lesson length: Lesson type: Solutions Date: Information about the class: Main aim: Stage Stage aim Procedure Interaction Time Subsidiary aim: Personal aim: Materials (including source): Assumptions: Anticipated difficulties with tasks: Solutions: Declaration: This lesson plan is my own work (candidate’s signature) 28 TK T PR ACTICAL H A ND BOOK | app e n di x TK T PR A C TI C A L HAN DBOOK | appendi x 29 TKT: Practical board plan template Appendix Sample completed assessment form for two 20‑minute lessons Board plan: Checklist: I have completed the lesson plan template. I have attached copies of the handouts and materials used in the lesson. I have included details of copyright photocopies of published material. I have completed and I attach the Cambridge ESOL questionnaire for candidates. I have signed the declaration to confirm that this lesson plan is my own work. 30 TK T PR ACTICAL H A ND BOOK | app e n di x TK T PR A C TI C A L HA ND B O O K | appe n dix s ample c o mpl e t e d as s e s s me n t fo rm fo r t wo 20‑mi nute lessons 31 Appendix Sample completed assessment form for one 40-minute lesson 32 TK T PR ACTICAL H A ND BOOK | app e n di x s ampl e c o mpl eted a ssessm ent fo r m fo r o ne -m inu te l e s s o n ... Contents Introduction An overview of TKT: Practical Requirements of TKT: Practical 10 TKT: Practical assessment Guidance for candidates on completing the TKT: Practical lesson plan Completed lesson... ESOL teaching awards and tests for teachers TKT Module 1 TKT: CLIL TKT: KAL TKT: Practical CELTA ICELT Delta Delta Delta TKT Module Module Module Module TKT Module One Two Three • ICELT (In-service... An overview of TKT: Practical ■ The aims of TKT: Practical TKT: Practical aims to provide candidates with the opportunity to: • apply their knowledge of planning and teaching to a practical classroom