TKT Module 1

TKT Module 1 - An Overview   This module tests candidates’ knowledge of terms and concepts common in English language...

TKT Module 1 – An Overview

 

This module tests candidates’ knowledge of terms and concepts common in English language teaching. It also focuses on the factors underpinning the learning of English and knowledge of the range and functions of the pedagogic choices the teacher has at their disposal to cater for these learning factors.

 

 

Describing Language and Language Skills

 

This part of Module 1 tests candidates’ knowledge of the terms and concepts common in English language teaching that are used to describe language and its use, and language skills. Candidates need to demonstrate an understanding of concepts and terminology related to:

 

  1. Grammar: parts of speech and the forms and use of grammatical structures
  2. Lexis: types of meaning, word formation, e.g. prefixes, suffixes, compounds, word groupings, e.g. synonyms, antonyms, lexical sets, homophones, collocation and register
  3. Phonology: symbols from the International Phonetic Alphabet (IPA), phonemes, word stress, sentence stress, intonation and connected speech
  4. Functions: context, levels of formality, appropriacy, a range of functions and their typical exponents
  5. Language skills: reading, listening, speaking, writing and their subskills and features of spoken and written texts, e.g. layout, organisation, accuracy, fluency, authenticity.

 

 

Background to Language Learning

 

This part of Module 1 tests candidates’ knowledge of factors underpinning the learning of English by speakers of other languages. It focuses on those learner characteristics which distinguish one learner or group of learners from another in terms of their learning and those which affect both what and how a teacher chooses to teach a class or an individual learner. It also tests candidates’ knowledge of aspects of the language learning process and their impact on teaching. Candidates need to demonstrate an understanding of concepts and terminology related to the following and their implications for the L2 classroom:

 

  1. Motivation: influences on motivation, the importance of motivation, measures that can increase motivation.
  2. Exposure to language and focus on form: acquisition, silent period and L2 learners’ need for interaction and focus on form as complements of exposure.
  3. The role of error: errors and slips, interference and developmental errors and interlanguage.
  4. The differences between L1 and L2 learning: differences in age, differences in the context of learning and differences in ways of learning.
  5. Learner characteristics: common learning styles and preferences, common learning strategies, maturity, past language learning experiences and how learner characteristics affect learning
  6. Learner needs: the personal, learning and (future) professional needs of learners

 

 

Background to Language Teaching

 

This part of Module 1 tests candidates’ knowledge of the pedagogic choices the teacher has at his/her disposal to cater for learner characteristics, learning processes and the differences between L1 and L2 learning. This part also tests knowledge of concepts and terms related to teaching and learning procedures and activities, including assessment. Candidates will learn methods, tasks, activities and terminology related to:

 

  1. Presentation techniques and introductory activities: introductory activities such as warmers and lead-ins and common ways of presenting language.
  2. Types of activities and tasks for language and skills development: the design and purpose of a range of common comprehension and production tasks and activities and teaching terms, e.g. prompting, eliciting, drilling.
  3. Lesson frameworks for activities and tasks: Presentation, Practice and Production (PPP), Task-based Learning (TBL), Total Physical Response (TPR), the Lexical Approach, Grammar-Translation, test–teach–test and guided discovery
  4. Assessment types and tasks: purposes for assessment, e.g. diagnostic, placement, achievement, formative, progress, proficiency, methods of assessment, e.g. self, peer, portfolio, informal and formal and the design and purpose of a range of assessment tasks and activities

 

 

TKT Module 1 Band Descriptors

 

BAND 4:   The candidate demonstrates comprehensive and accurate knowledge of all areas on the TKT: Module 1 syllabus, i.e. language systems and background to language learning and teaching. He/she shows familiarity with the full range of concepts, terminology, practices and processes tested in TKT: Module 1, which relate to describing language and language skills, factors in the language learning process and the range of methods, tasks and activities available to the language teacher. The candidate is able to relate existing knowledge to both familiar and unfamiliar classroom situations.

 

BAND 3:   The candidate generally demonstrates comprehensive and accurate knowledge of areas on the TKT:  Module 1 syllabus, i.e. language systems and background to language learning and teaching. He/she shows familiarity with most of the concepts, terminology, practices and processes tested in TKT: Module 1, which relate to describing language and language skills, factors in the language learning process and the range of methods, tasks and activities available to the language teacher. The candidate is generally able to relate existing knowledge to both familiar and unfamiliar classroom situations

 

BAND 2:   The candidate demonstrates basic knowledge of areas on the TKT: Module 1 syllabus, i.e. language systems and background to language learning and teaching. He/she shows familiarity with some of the concepts, terminology, practices and processes tested in TKT: Module 1, which relate to describing language and language skills, factors in the language learning process and the range of methods, tasks and activities available to the language teacher. The candidate is able to relate existing knowledge to familiar classroom situations, and occasionally to unfamiliar ones.

 

BAND 1:   The candidate demonstrates restricted knowledge of areas on the TKT: Module 1 syllabus, i.e. language systems and background to language learning and teaching. He/she shows familiarity with a limited range of the concepts, terminology, practices and processes tested in TKT: Module 1, which relate to describing language and language skills, factors in the language learning process and the range of methods, tasks and activities available to the language teacher. The candidate is able to relate existing knowledge to familiar classroom situations only.

 

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