Preparation for TKT

• Grammar
• Phonologs
• Lexis
• Functions
• Skills and auxiliary skills

• Motivation
• Interaction with language
• Role of a mistake
• Native and second languages
• Learning styles and strategies
• Students’ age groups
• Student’s needs

• The Communicative Approach
• Task-based learning
• Integrated study of language and subject
• Language presentation
• Assessment (basic types)
• Practical exercises and assignments

• Main, subsidiary and personal aims
• Specification of aims
• Factors influencing the choice of aims

Aims, procedures, stages, timing, aids, anticipated problems, assumptions, interaction patterns, timetable fit

Common sequences, e.g. structures, skills, topic, project

Formal and informal assessment, and related tasks and activities

The range of resources available and teachers’ reasons for self-checking

• Criteria for selection
• Ways of adapting materials

• Types of supplementary materials and activities
• Reasons for use
• How to select and adapt what is necessary

• Types of aids and their teaching functions

• Identification of a range of classroom functions and typical exponents
• Identification of communicative purpose
• Appropriacy of use

Categorising types of mistakes, e.g. spelling, wrong verb form, subject–verb agreement

Common teacher roles, e.g. manager, diagnostician, planner

• Managing the teaching space
• Installation of praise and prizes systems
• Setting rules, routines and procedures
• Students’ needs nalysis
• Adding variety to the lessons
• Lesson planning based on students’ needs

• Common classroom interaction patterns and their uses
• Grouping of learners and reasons for this

Methods of correction and their appropriacy of use

• The focus and purpose of feedback
• Ways of giving feedback

• Children’s characteristics as language learners
• Developing children’s learning strategies through language learning
• Developing children’s cognitive strategies through language learning
• Developing children’s communication strategies through language learning

• Lesson plans, lesson components
• How to select and use coursebooks and materials so that they suit children’s needs
• Additional resources – selecting, adapting and using

• Scaffolding children’s understanding of language and use of language through teacher language and teaching strategies
• Using practice activities to consolidate children’s language learning
• Managing children in class

• Purposes of different types of classroom-based assessment
• Focus of different types of classroom-based assessment
• Acting on classroom-based assessment evidence