Teaching

Knowledge
Test

Module 1
Examination Report

2007

©UCLES 2007 EMC/4878/7Y11

Teaching Knowledge Test

Examination Report Module 1

2007

CONTENTS

Page

Introduction to TKT 2

Overview of Module 1 5

Module 1 Part 1 – Tasks 1 – 6 9

Module 1 Part 2 – Tasks 7 – 9 10

Module 1 Part 3 – Tasks 10 – 13 11

Recommendations for Candidate Preparation 12

Dos and Don’ts for TKT Module 1 13

Feedback Form 14

WEBSITE REFERENCE

This report can be downloaded from the Cambridge ESOL website at:
www.CambridgeESOL.org

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INTRODUCTION

TKT was first administered in May 2005, since when there have been over 35,000
entries from Centres in approximately 60 countries.

TKT 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.

Candidates taking TKT will normally have some experience of teaching English to
speakers of other languages. TKT may also be taken by

• pre-service teachers
• teachers who wish to refresh their teaching knowledge
• teachers who are moving to teaching English after teaching another subject.

TKT has the following aims:

• to test candidates’ knowledge of concepts related to language, language use and

the background to and practice of language teaching and learning

• to provide an easily accessible test about teaching English to speakers of other

languages, which is prepared and delivered to international standards, and could
be used by candidates to access further training, and enhance career
opportunities

• to encourage teachers in their professional development by providing a step in a

developmental framework of awards for teachers of English.

Grading of TKT

Grading takes place very soon after the answer sheets have been received in
Cambridge. Each module is scored out of a total of 80 marks with each correct
answer carrying one mark. Each module is graded separately and certificates are
issued independently for each module.

The marks required to achieve each band are set according to the following
information:

ƒ statistics on the candidature

ƒ statistics on overall candidate performance
ƒ statistics on individual tasks and questions
ƒ comparison with statistics from previous versions of TKT.

Results are reported in Bands 1-4, with Band 4 being the highest.

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Special consideration

Special Consideration can be given to candidates affected by adverse circumstances

immediately before or during an examination. Examples of acceptable reasons for
giving Special Consideration include illness and bereavement. All applications for
Special Consideration must be made through the local Centre as soon as possible
after the examination affected.

Irregular conduct

Cases of candidates who are suspected of copying, collusion or breaking the

examination regulations in some other way will be considered by the Cambridge
ESOL Malpractice Committee. Results may be withheld because further
investigation is needed or because of infringement of the regulations.

Notification of results

Candidates’ certificates are despatched from Cambridge to their local Centres

approximately two weeks after their answer sheets have been received.

Requests for a check on results may be made through the local Centre, within one
month of the issue of certificates.

Cambridge ESOL produces the following documents which may be of use in

preparing candidates for TKT:

ƒ TKT Glossary
ƒ TKT Handbook
ƒ Examination report
ƒ Past Paper Pack
ƒ TKT Teaching Resource. See www.CambridgeESOL.org/teach/TKT
ƒ Teacher Portfolio. See www.teacherportfolio.CambridgeESOL.org

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Users of this Examination Report may find it useful to refer simultaneously to the
relevant Past Paper Pack, which can be found on our website. In addition, the 2006
Exam Report is available from our website. The Past Paper Pack for the 2006 Exam
Report can be purchased using the order form on-line at www.cambridgeesol.org

If you do not have access to the internet, you can obtain an order form by contacting:

Marketing Resources
1 Hills Road
Cambridge
CB1 2EU

Tel: +44 1223 553311

Fax +44 1223 553068
Email: [email protected]
Website: www.CambridgeESOL.org

Feedback on this report is very welcome and should be sent to the Reports
Co-ordinator, Cambridge ESOL at the above address. Please use the feedback form
at the end of this report.

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Module 1 - Language and background to language learning and teaching
General description and syllabus

Module format
Module 1 consists of three parts.

Timing
1 hour 20 minutes

Number of questions
80
Task Types
Objective tasks, such as one-to-one matching; 3/4/5-option matching; 3-option
multiple choice and odd one out.

Answer format
For all parts of this module candidates indicate their answers by shading the correct
lozenges on their answer sheets. Candidates should use a pencil and mark their
answers firmly. Candidates should use an eraser to rub out any answer they wish to
change.
Marks
Each question carries 1 mark.
Part Title Areas of teaching knowledge Task types and format
1 Describing language Concepts and terminology for describing 6 - 7 tasks consisting of
and language skills language: grammar, lexis, phonology and approximately 40
functions questions

Concepts and terminology for describing Tasks include one-to-one

language skills and subskills, e.g. reading for matching; 3/4/5-option
gist, scanning matching; 3-option
multiple choice and odd
one out

2 Background to Factors in the language learning process, e.g. 2-3 tasks consisting of
language learning approximately 15
• motivation questions
• exposure and focus on form
• the role of error Tasks include one-to-one
• differences between L1 and L2 learning matching; 3/4/5-option
• learner characteristics, e.g. matching; 3-option
- learning styles multiple choice and odd
- learning strategies one out
- maturity
- past language learning experience
• learner needs
3 Background to The range of methods, tasks and activities 4-5 tasks consisting of
language teaching available to the language teacher, e.g. approximately 25
questions
• presentation techniques and introductory
activities Tasks include one-to-one
• practice activities and tasks for language matching; 3/4/5-option
and skills development matching; 3-option
• assessment types and tasks multiple choice and odd
one out
Appropriate terminology to describe the
above

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Part 1

This part of Module 1 tests candidates’ knowledge of 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:

Syllabus area Examples

grammar • parts of speech
• the form and use of grammatical structures
lexis • types of meaning
• word formation, e.g. prefixes, suffixes, compounds
• word groupings, e.g. synonyms, antonyms, lexical sets,
homophones, collocation
• register
phonology • word stress, sentence stress, intonation, connected speech and
phonemes
• symbols from the International Phonetic Alphabet (IPA)
functions • context
• levels of formality
• appropriacy
• a range of functions and their typical exponents
language skills • reading, listening, speaking, writing and their subskills
• features of spoken and written texts, e.g. layout, organisation,
accuracy, fluency, authenticity

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Part 2

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 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 its impact on teaching.

Candidates need to demonstrate an understanding of concepts and terminology related to:

Syllabus area Examples

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

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Part 3
This part of Module 1 tests candidates’ knowledge of the range and function 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 of Module 1 also tests knowledge of concepts and terms related to teaching
and learning procedures and activities, such as: prompting, eliciting, drilling and
assessment.

Candidates need to demonstrate an understanding of methods, tasks, activities and

terminology related to:

Syllabus area Examples

presentation techniques and • introductory activities such as warmers, lead-ins
introductory activities
• common ways of presenting language
types of activities and tasks for • the design and purpose of a range of common
language and skills development comprehension and production tasks and activities
• teaching terms, e.g. prompting, eliciting, drilling
• 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
- guided discovery
assessment types and tasks • purposes for assessment (diagnostic, placement,
achievement, formative, progress, proficiency)
• methods of assessment (self, peer, portfolio, informal
and formal)
• the design and purpose of a range of assessment
tasks and activities

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Module 1 Version 7

This report is intended to provide a general view of how candidates performed in

Module 1 of TKT Version 7, and to offer guidance on the preparation of candidates. It
is based on a statistical analysis of candidates’ answers.

This analysis showed that overall most candidates handled the questions in this
module well. It also showed that the test provided a reliable assessment of
candidates’ abilities and that it discriminated well between weaker and stronger
performance.

Tasks 1-6 focus on Module 1, Part 1 of the TKT syllabus, tasks 7-9 on Module 1, Part
2 and tasks 10-13 on Module 1, Part 3.

Task 1, Questions 1 – 6

This task tested candidates’ ability to recognise the lexico-grammatical categories

that certain words or phrases belong to. The words and phrases were presented in a
short text and candidates were required to match the word or phrase to the correct
lexico-grammatical term. Generally speaking, candidates coped well with the task
and the task discriminated well between weaker and stronger performance. Answers
indicate however that not all candidates are sure of the meaning of these terms, and
the spread of answers amongst weaker candidates indicates that an amount of
guessing was taking place. There seemed to be particular uncertainty in the weaker
group about the differences between a word + affix and a compound noun, a
connector and a word family, and a connector and a word + affix. To perform well in
this kind of task, candidates need not only to be familiar with the range of relevant
terms but also to understand what these terms apply to in language use. Some
answers indicate that candidates may just have read the words or phrases of the
questions, rather than the text as a whole. Reading the whole text enables
candidates to pick up clues as to the part of speech that a word plays, which in turn
helps find the correct answer.

Task 2, Questions 7 – 13

This task focused on candidates’ ability to recognise the function of clauses in

sentences. They were required to match sentences containing clauses to a choice of
three kinds of clause: condition, reason and result. Once again, candidates generally
coped well with the task, and it discriminated well. The main problem that occurred
was when weaker candidates confused the two other kinds of clause with result
clauses, e.g. for Questions 8 and 10. It may be that weaker candidates were
analysing the meaning of the main clause or the whole sentence rather than that of
the subordinate clause, which was underlined. It is important that candidates read the
rubric to ensure they understand the focus of the task.

Task 3, Questions 14 – 19

This task required candidates to be able to recognise what lexical or phonological

categories particular sets of words were examples of. It was a 3-option multiple
choice task. Performance across the task was a little variable with candidates finding
some questions easier than others. So, for example, whereas recognising examples
of prefixes, homophones and contractions was well handled, recognising multi-word

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verbs and minimal pairs was less so. This may be because candidates did not know
the terms used or because they were unsure of the concepts referred to by the
terms.

Task 4, Questions 20 – 28

This task tested candidates’ ability to recognise which phonemic symbols

corresponded to particular vowel sounds. Candidates needed to match certain vowel
sounds underlined in a list of common words to one of four phonemic symbols for the
vowels. While the statistics showed that the task discriminated well between weaker
and stronger candidates, they also showed that the task was found more difficult than
the preceding tasks in the paper. Weaker answers did not show that candidates
found one particular symbol more difficult than others but rather that all the symbols
used posed problems. This indicates that weaker candidates may well be unsure of
what sounds these phonemic symbols refer to or of the symbols themselves.
Recognising symbols in the phonemic script is a skill which can help teachers make
fuller use of their coursebooks and dictionaries as well as aid them in planning and
delivering their lessons.

Task 5, Questions 29 – 34

This task tested candidates’ ability to recognise the functional meaning of a series of
sentences. It was a matching task, and candidates handled it well, showing a good
level of competence in their understanding of the functions of the language given.
The only slight confusion on the part of a few candidates was between D expressing
an intention and E predicting with some weaker candidates giving the wrong answer
from these two to Questions 30 and 34. Candidates should ask themselves why the
speaker has spoken each utterance, what was their general reason for speaking?

Task 6, Questions 35 – 40

This task focused on subskills of the four language skills and what those subskills
involved. This odd-one-out task required candidates to understand more than one
aspect of each subskill. While the task was handled well by the stronger candidates it
proved quite demanding for weaker candidates, while discriminating well between
these groups. Answers given may indicate that some of the terms were not well
known to weaker candidates, or that while weaker candidates are familiar with some
of the terms related to subskills, they are less familiar with the different processes the
subskills can involve e.g. in re-drafting, Question 36, or in listening for gist, Question
38. In preparation, attention can be usefully paid not only to the meaning of terms but
to understanding the concepts and practices they refer to.

Task 7, Questions 41 – 46

This task focused on different strategies for motivating students and what the teacher
can do in the classroom to engage those strategies. This was a matching task that
candidates generally handled well. Answers from weaker candidates indicate that
they may not have read the task’s rubric and headings, and may have matched the
questions with the options because they saw some association of their own between
them, rather than because of the strategy linking them. For example, giving D as an
answer to 41, or A as an answer to 42. Some candidates may also have been

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influenced by word spots. It is important for candidates to realise that rubrics set the
framework for a task and provide guidance to them on how to approach it, and also
that the same words occurring in the question and the option are most unlikely to
mean the two match.

Task 8, Questions 47 – 52

This task focused on learning strategies. Candidates seemed generally to

understand these strategies and what they require a student to do. There was a high
number of correct answers for most questions while the task also discriminated well
between weaker and stronger candidates. Wrong answers indicated that candidates
may have opted for answers they didn’t understand when they didn’t know the
answer. For example, option E focusing on collocations figured constantly in the
wrong answers. There was also evidence from Question 49 for which E was the right
answer that many candidates did not know what collocations are. In this task too
there was some evidence that weaker candidates selected answers on the basis of
finding an association between a question and an option, rather than working on the
questions by finding the association required by the rubric and headings.

Task 9, Questions 53 – 58

This task focused on testing knowledge of how to match students’ needs to different
types of courses. While discriminating well, the task seemed to be a little demanding
for weaker candidates. Answers suggested that some of these candidates may have
answered on the basis of finding a partial correspondence between a question and
an option rather than a full correspondence, e.g. B as an answer for Question 57 or
58. Sentences in both options and questions need to be read through completely and
processed fully.

Task 10, Questions 59 – 64

This task focused on testing understanding of what class activities might be typically
involved in certain teaching approaches. The task involved matching class activities
to the approaches. As for the task with a similar focus in last year’s exam report,
candidates showed that they did not find this task easy. The only question which both
weaker and stronger candidates had few difficulties with was 61, which focused on
Total Physical Response. Other answers indicated that weaker candidates were not
well acquainted with the different approaches and what teaching through them
involves. There was also evidence of word spotting e.g. E as an answer to 60 and
also to 63. The strategy did not work. As was stated in the last exam report, this area
of the syllabus may require some extra attention from candidates.

Task 11, Questions 65 – 70

The task focused on candidates’ understanding of what different teacher action

corresponded to which kinds of introductory activities. The task involved matching. It
discriminated well and candidates handled it well. There was evidence in the wrong
answers of candidates opting for options they did not understand and/or of not
reading sentences through to the end nor processing every bit of them.

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Task 12, Questions 71 – 75

The task tested candidates’ understanding of features in the design of a series of

common classroom activities. This multiple choice task was generally well handled,
though Question 72 proved difficult for weaker and stronger candidates alike. It
seemed from the wrong answers to this and the other questions that there was some
lack of understanding of terminology e.g. jigsaw reading, jumbled paragraphs and/or
what these activities involve in practice. It is important that preparation for the test
explores the practical implications of terms and the concepts behind them, and is not
limited to memorisation of, e.g. glossary explanations.

Task 13, Questions 76 – 80

This task focused on understanding different types of test. It involved matching

descriptions of test types to the descriptions. Results indicated that the task was
generally competently handled though this area of the syllabus seems more difficult
for candidates than some of the preceding ones. Weaker answers indicated a lack of
familiarity with the types of test and/or with the names for them. There seemed to be
a particular misunderstanding of proficiency as it was given (wrongly) as an answer
to most questions. Candidates are urged to make full use of the TKT Glossary when
preparing and to reflect on the practices adopted in their classrooms and schools.

RECOMMENDATIONS FOR CANDIDATE PREPARATION

This year’s recommendations are similar to those given last year as analysis of
candidate performance this year indicates similar trends.

Candidates are recommended to familiarise themselves with the content of all parts
of the Module 1 syllabus. It is not wise to select only certain areas from amongst
these. It would seem from answers given that candidates need to pay particular
attention to the areas of phonemic script, approaches to teaching and assessment.
Teacher trainers and candidates should, however, note that no single TKT paper
includes all possible tasks, task focuses or ELT terms. The TKT Handbook lists the
task types, task focuses and terminology that may appear on the paper.

When preparing for the test candidates should make full use of all resources
available: books, websites, discussion groups, reflection on their own teaching, the
TKT Glossary and try to ensure they go beyond learning terms in an abstract way,
but rather work on understanding what practices or practical implications terms refer
to. TKT concerns itself with language, teaching and learning in use. Combining
learning from published or on-line resources with reflection on one’s own practices
helps to take this focus on board.

Candidates could find the Cambridge ESOL Teacher Portfolio

(http://www.teacherportfolio.cambridgeESOL.org/) helpful in aiding their reflection.

Candidates should also familiarise themselves well with all the TKT task types and
their formats, and examine how rubrics set the framework for approaching tasks.

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DOs and DON’Ts for TKT Module 1

DO read each question and option very carefully, focusing on every word.

DO read all the text when language is presented in the context of

paragraphs or transcripts. The context will often reveal the meaning
and /or use of the language concerned.

DO familiarise yourself thoroughly with the contents of the TKT Glossary.

DO make sure all elements in questions and options match one another
before deciding on your answer.

DO learn phonemic script to see how words are pronounced.

DO make full use of the information given in rubrics and headings.

DO cover all aspects of the syllabus in your preparation for the exam.

DON’T base your answers on word-spotting. The occurrence of the same

word(s) in the question and an option is no guarantee that you have
found the right answer.

DON’T base your answer on just one part of a question or option.

DON’T assume that the right answer must be the term you don’t understand!

DON’T answer matching tasks on the basis of seeing some association

between a question and an option. You need to read the rubric and
headings to see what kind of association you should be looking for.

DON’T limit your TKT preparation to learning the meaning of terms without
trying to understand and reflect on what they mean in practice.

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FEEDBACK FORM

TKT Examination Report 2007

We are interested in hearing your views on how useful this report has been.

We would be most grateful if you could briefly answer the following questions and
return a photocopy of this page to the following address:

University of Cambridge
ESOL Examinations (TKT)
Reports Co-ordinator
1 Hills Road
Cambridge
CB1 2EU

Fax: +44 1223 460278

1. Please describe your situation: (e.g. EFL/ESOL teacher, teacher trainer, Director of
Studies, Examinations Officer, Local Secretary, etc.)

2. Have you prepared candidates for TKT? YES/NO

3. Do you plan to prepare candidates for TKT in the future? YES/NO

4. How have you used this report? (e.g. to provide feedback to other teachers, for
examination practice)

5. Which parts of this report did you find most useful?

6. Which parts are not so useful?

7. What extra information would you like to see included in this report?

8. Your name (optional) .........................................................................

Centre/School ...................................................................................

Thank you

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