TKT Module 3 Exam Overview and Practice
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Татьяна АндрющенкоTKT Module 3 Exam Overview and Practice
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Татьяна Андрющенко- Training Overview
- Core TKT Concepts
- Classroom Functions
- Classroom Language Examples
- Instruction Techniques
- Sequencing Instructions
- Learners’ Language Functions
- Key Concepts of Learners’ Language
- Examples of Learner Language
- Function Matching Exercise
TKT Module 3.
Session 2
PLAN
1. Review of the TKT format exam
2. The insights of the teacher’s functions in the classroom.
3. Functions of learners in the classroom interaction with other learners and a teacher.
4. Practising.
Choose the correct option.
1. There are 2 / 3 / 4 core modules of the TKT.
2. There are also 1 / 2 / 3 additional modules.
3. Each module has 1 / 2 / 3 / 4 / 5 exam paper(s).
4. Each paper lasts for 60 / 80 / 100 minutes.
5. Each paper has 80 / 100 / 120 questions.
6. Each question is worth the same number of points / weighted differently.
7. Lesson planning is tested in module 1 / 2 / 3.
8. Background to language learning is tested in module 1 / 2 / 3.
9. Classroom management is tested in module 1 / 2 / 3.
10. Which of the following is NOT one of the task types in the TKT?
matching / multiple-choice / sequencing / odd-one-out / true and false
11. How is the TKT graded?
pass–fail / distinction–pass–narrow fail–fail / bands 4–3–2–1 / A–B–C–D–F
12. Only the top two / All bands receive a certificate.
13. To demonstrate a more than basic knowledge on the TKT
(i.e. be awarded bands 4 or 3) you need to score at least 45–50 / 55–60 / 65–70 points (out of 80).
14. You get 5 / 3 / just 1 certificate(s) if you sit all the core TKT modules.
15. The certificates arrive 2–3 days / 2–3 weeks / 2–3 months after you sit the exam.
16. You can take each paper only once / twice / as many times as you like.
Classroom functions are purposes for which we
use language in the classroom. Exponents are
phrases which are used for a particular function
Classroom functions examples:
Instructing(Open your books on page 7)
Eliciting (What can you see in the picture?)
Acknowledging(The teacher nods her head or say ‘yes’
Conveying meaning(something which is huge is something very, very big, an elephant is huge)
Narrating: Last year I went to France for my summer holiday…
Praise: Very good, Well done, That’s excellent work.
Prompting: It’s the opposite of big or huge. It is very small. It begins with a T.
Recast: Student: I’m go to the bank today. Teacher: I’m going to the bank today
Simplifying: ‘I’d like you to look at the second exercise on the right there, exercise number 2 on page 12
of your coursebook’. To simplify this, the teacher could say ‘Open your book. Look at exercise 2, page 12,
please’.
Checking learning. (Do you understand?)
Correcting (S: We is studying English now.T: Mind grammar.S: We are studying now.
Modelling (T: I am going to go out tomorrow. I am going to. S: I am going to)
Encouraging (Come on)
Nominating (Sam, it’s your turn)
Getting learner’s attention(Look at the board!)
Teacher: Stand up, Adam. Stand up, Evi. OK, Adam will ask and Evi will answer.
(points to dialogue on board). Urn, yes, read this one. 2
Adam: May I borrow your pencil, please? (reads from board) 3
Evi: Here you are. 4
Teacher: Now come on, Evi, look at Adam. (Evi is looking fixedly at the board). 5
Adam: Thank you. 6
Evi: You are welcome. (turns round and looks shyly at Adam). 7
Teacher: Oh er, Shona (pause) and (pause) Brenda (pause). Come on, Shona, 8
ask ... (pause) 9
Shona: May I borrow your pencil, please? 10
Teacher: Brenda, look at Shona. 11
Brenda: You are welcome. 12
Teacher: Welcome (teacher is not satisfied with pupil's pronunciation) 13
Brenda: Welcome (pupil repeats) 14
Teacher: May I borrow your pencil, please? Brenda, a bit louder. 15
Look at each other when you ask questions. 16
For questions 1–9, match each example of teachers’ classroom language with its function listed A–F. You need to use
some options more than once. Functions
A giving instructions B correcting student errors C eliciting vocabulary D narrating E explaining about language
Examples of teachers’ classroom language
T = teacher S = student
1 T: Turn your chairs round and sit back to back
2 S: The man is working home.
T: Pronunciation.
S: Er…he’s walking home.
T: That’s right.
3 T: The present perfect is also used to talk about recent events.
4 T: While Maria was working the thief took her handbag.
S: Where was her handbag?
T: Under her chair. Anyway then she turned round and ….
5 T: Read the postcard quickly and decide if the writer is enjoying his holiday.
6 T: What’s the man doing in the picture?
S: He’s going up the mountain
T: Yes, and do you know another word for ‘going up’?
7 T: If you don’t sleep well, how do you feel?
8 S: I spoke with grandmummy.
T: You spoke with your grandma.
S: Yes, I spoke with my grandma.
9 T: This sound is produced by putting your tongue against your teeth
The functions of learners’ language are purposes
for which learners use language in the classroom
greeting suggesting asking for an confirming
opinion information
apologising giving reasons acknowledging checking
answers/instructi
ons
speculating asking for Retelling a story disagreeing
clarification
explaining negotiating summarising self-correcting
expressing doubt agreeing giving a saying goodbye
definition
Key concepts of the learners’ language
Exponents the learners use depend on their age, needs, level and learning context.
Functions the learners use can be the same with teachers’ ones.(giving a definition,
checking the instructions..)
Exponents must be neutral and appropriate for all learners.
Students can learn the exponents as language chunks.
Sets of exponents may be displayed on the classroom walls.
a)Giving a definition/explaining,b)adding own opinion,
c)self-correcting,d)agreeing,e)adding opinion,f)introducing the topic, g)confirming
understanding, h)disagreement, i) asking to clarify,j) confirming the idea, k) developing the
idea
