Eaching Knowledge Test Portfolio

Introduction

TKT tests knowledge about the teaching of English to speakers of other languages. This knowledge includes concepts related to language, language use and the background to and practice of language teaching and learning.

Module 3 tests candidates’ knowledge of what happens in the classroom in terms of:

• Language used by the teacher and the students
• The roles thatthe teacher can fulfill
• The way in which the teacher can manage and exploit the classroom events and interaction

This module is divided in two parts:

Part 1 - Teacher’s and learners’ language in the classroom
• Using language appropriately for a range of classroom functions
• Identifying the functions of learners’ language
• Categorising learners’ mistakes

Part 2 –Classroom Management (consisting of options available to the teacher for managing learners and their classroom in order to promote learning)
• Teacher roles
• Grouping learners
• Correcting learners
• Giving feedback

To sum up, TKT Module 3 consists of 2 parts, it must be completes in 1 hour and 20 minutes. Tasks are in the form of multiple choice tasks, odd-one out tasks andsequencing tasks. There are 80 questions to answer in the test.

Class material

PART 1. “TEACHER’S AND LEARNERS’ LANGUAGE IN THE CLASROOM”

A) USING LANGUAGE APPROPRIATELY FOR A RANGE OF CLASSROOM FUNCTIONS

Classroom functions are the purposes for which teachers and learners use language in the classroom. For teachers these purposes include, for instance, to manage activities andlearning, to explain learning points and to move smoothly from one stage of the lesson to the next.

Here are some terms for ways that teachers can use language. They are often called “functions”:

1. Check learning – When we find out if learners have understood what we have tried to teach.
2. Convey meaning - To express or communicate meaning. Teachers focus on conveying meaning when theypresent new language
3. Correct – When we show learners that they ae made a mistake of some kind. Teachers can correct an exam, drafts or letters.
4. Elicit - When a teacher thinks that some learners will know a piece of language or some information, rather than giving the class the information, he/she asks targeted questions or gives clues to get learners to give the information. Teacherscan use posters, spidergram or key words to invite the learners to give information about it.
5. Explain – When we tell learners about something, for instance how a certain grammar rule works or how a particular activity will help to practice new vocabulary.
6. Instruct – When we order or tell learners to do something in the classroom, for instance, Please turn to page 12 and do exercise 1.It is very important to sequence the instructions we give to learners.
7. Narrate - To tell a story or talk about something that has happened. Teachers often narrate stories to young learners.
8. Present - When the teacher introduces new language before they study it mpore closely, practice it, and so on, usually by focusing on it formally, often by using the board and speaking to thewhole class.
9. Prompt - To help learners think of ideas or to remember a word or phrase by giving them a part of it or by giving another kind of clue. When a teacher suggests a word that the learner hasn’t remembered, for instance:
Learner: I want to …… in an office.
Teacher: Work?
Learner: Yes, I want to work in an office
A teacher can also use a wordprompt to correct a learner, for instance:
Learner: He don’t like that.
Teacher: Grammar.
Learner: Sorry – he doesn’t like that.
10. Asking concept questions – A concept question is a question asked by the teacher to make sure that a learner has understood the meaning of new language, e.g. the new language structure – used to – He used to live in Paris....