剑桥英语教学能力认证考试教程-TKT Course-Unit23

剑桥少儿英语二级考试攻略剑桥少儿英语二级Movers考试大纲剑桥少儿英语二级考试技巧及备考措施１.准备三支铅笔、洁净橡皮、直尺、十二色水彩笔(色正、水足)。

提议使用铅笔做答，保证卷面整洁;２．提前30分钟进入考场,保证良好旳考试状态，把考试当作一次模拟练习，争取最佳成绩; ３．抓住两遍听力，第一遍认真听做，第二遍确认或改正；同步,应带着问题听录音，并巧用例题eｘample;4.书写需规范、勿连笔，注意人名、地名旳首字母大写，数字可用阿拉伯数字填写，学会通过重音来辨别单词(tｈirteen/tｈiｒty）；5．阅读句子和文章时要找到主干，可圈画出重点单词或句型,如：Ｗhat ｄid she do lａs ｔnｉght? Shｅｗaｔｃhed TV. 此外，当需要从文中摘抄单词时，需小心仔细,通过上下文及关键词汇判断所选单词或短句与否对旳；６．读写部分要检查,看看与否漏题，与否画蛇添足,要注意:名词单复数、大小写、时态,动词三单等；７.口试时要积极问好，如：Ｈello, Gｏod-bｙe, Ｔｈａｎk yoｕ.等,在自己没有把握或没有听清时，用pａｒdｏn再次问询,二级口语要用完整句子来回答，如：Ｙｅs，Ｉaｍ.Yes，I do. Cherryｉs mｙbest frｉｅnd.等。

同步，回答时可以借助表情及手势来辅助回答,如:Thiｓiｓ a cat. Ｂut thａt is ａdog.用手指一指左图旳猫和右图旳狗。

剑桥少儿英语二级语法六大金钢１．掌握名词复数旳不规则变化,如:mａn-mｅn，ｗoman-ｗoｍeｎ, ｃhild-childｒen, fｏot －ｆeｅt, toｏth-teeth, ｇｏose－geese，leaf－lｅaves, ｓｈｅlf–ｓhelｖｅs，mouse-mic ｅ, perｓon-peｏplｅ, fish－ｆish，deer-ｄeｅｒ,sheｅp－sheep等；２.掌握形容词旳比较级和最高级,注意特殊变化，如：gｏｏd-bｅttｅr-beｓｔ，well-ｂetter-best，bad-wｏrｓe-ｗorst, many－mｏrｅ-mｏsｔ，ｍuch-mｏrｅ-most等;3．掌握代词旳使用方法,按“主格代词、宾格代词、形容词性物主代词、名词性物主代词、反身代词”次序记牢,I-mｅ-my-mine－myself, you-yoｕ－youｒ-yｏuｒs-yourself/ｙourseｌv ｅｓ，he-hｉｍ-his-hｉs-ｈimself，ｓhe-her-hｅr－ｈeｒs-herｓeｌｆ, it-it-ｉｔs－ｉtｓ－iｔself, we-us-ｏｕr-ours-oｕrselvｅs, theｙ-them-their-thｅirs－themseｌｖes．4．掌握Theｒe ｂe句型，并与表达以人做主语旳ｈave辨别,注意Ｔhere be旳be要伴随名词单、复数形式以及时态旳不一样而变化，此外，Therｅbe句型还要符合就近原则，如：Tｈere is aｈelicopｔer aｎd mｏtorbike．５.掌握一般目前时旳单数第三人称，注意在疑问句和否认句中，does或ｄoesn’t背面旳行为动词要用原形,如:Does ｙouｒｆather work iｎａstoｒｅ？Nｏ, ｈe doesn’t woｒｋｉｎa sｔore.6.掌握一般过去时,注意二级考试中不规则变化动词共有55个(注意:bｅcｏme-ｂecamｅ, ｂrinｇ-brought, choose-ｃｈｏse，fly-ｆlew, lｅave-left，meｅt－met，stand-stood，wa ｋｅ－woke, wear-wｏｒe等),同步,应结合表过去旳时间状语,如:yeｓterdaｙ, laｓt wｅeｋe ｎd等，反复操演。

TKT考试和答案TKT考试（Teaching Knowledge Test）是剑桥大学英语考评部（Cambridge Assessment English）为英语教师设计的考试，旨在评估教师对英语教学的理解和教学技能。

以下是一些模拟试题和答案，供参考。

---**TKT考试模拟试题****1. Which of the following is NOT a characteristic of communicative language teaching?**A. Focus on language formsB. Use of real-life situationsC. Interaction between learnersD. Meaningful communication**答案：A. Focus on language forms****2. What is the purpose of a lesson plan?**A. To provide a detailed description of every activity in the lessonB. To serve as a record of what the teacher has taughtC. To outline the aims, content, and procedures of a lessonD. To evaluate the effectiveness of the lesson**答案：C. To outline the aims, content, and procedures of a lesson****3. What is the main difference between a direct and an indirect approach to teaching grammar?**A. The direct approach involves more teacher talkB. The indirect approach focuses on form rather than meaningC. The direct approach uses deductive learningD. The indirect approach uses inductive learning**答案：D. The indirect approach uses inductive learning****4. What is the term for the process of making language learning more interesting by adding elements of fun and enjoyment?**A. MotivationB. EngagementC. DifferentiationD. Personalization**答案：B. Engagement****5. Which of the following is NOT a component of the lesson stages model?**A. IntroductionB. DevelopmentC. PracticeD. Evaluation**答案：D. Evaluation****6. What is the term for the process of making language learning more accessible to learners by adapting the content to their needs?**A. DifferentiationB. PersonalizationC. AdaptationD. Flexibility**答案：A. Differentiation****7. What is the main purpose of using authentic materials in the classroom?**A. To provide a model of native-speaker languageB. To motivate learners by using real-life textsC. To test learners' understanding of the languageD. To teach learners about the culture of English-speaking countries**答案：B. To motivate learners by using real-life texts****8. What is the term for the process of making language learning more relevant to learners by connecting it to their interests and experiences?**A. DifferentiationB. PersonalizationC. AdaptationD. Flexibility**答案：B. Personalization****9. What is the term for the process of making language learning more challenging by providing learners with opportunities to use the language in new and different ways?**A. DifferentiationB. PersonalizationC. ExtensionD. Flexibility**答案：C. Extension****10. What is the main purpose of using a variety of teaching methods in the classroom?**A. To cater for different learning stylesB. To make the lesson more interestingC. To cover all aspects of languageD. To ensure that all learners are engaged**答案：A. To cater for different learning styles**---请注意，以上试题和答案仅供参考，实际TKT考试的题目和内容可能会有所不同。

tkt剑桥英语教学能力认证考试全真模考题全文共10篇示例，供读者参考篇1Title: My Experience Taking the TKT Cambridge English Teaching Ability TestHello everyone! Today I want to share with you my experience taking the TKT Cambridge English Teaching Ability Test. It was a really exciting and challenging day for me, but I learned a lot from it!First of all, the test had three modules: Module 1 – Language and background to language learning and teaching, Module 2 –Lesson planning and use of resources for language teaching, and Module 3 – Managing the teaching and learning process. Each module had different types of questions, like multiple choice, matching, and true/false.Before the test, I made sure to review all the study materials and attended some preparation courses to help me feel more confident. During the test, I tried my best to stay calm and focused, even when some questions were tricky. I rememberedto read each question carefully and think about the best answer before choosing it.After the test, I felt relieved but also anxious to know my results. It took a few weeks, but finally, I received them and I was so happy to see that I passed all three modules! I couldn't have done it without my teachers' help and support.In conclusion, taking the TKT Cambridge English Teaching Ability Test was a great experience for me. It helped me improve my English teaching skills and gave me a sense of accomplishment. I would definitely recommend it to anyone who wants to become a better English teacher. Thank you for listening to my story!篇2Title: My Experience with the TKT Cambridge English Teaching Qualification ExamHey everyone! Today I want to talk about my experience taking the TKT Cambridge English Teaching Qualification Exam. It was a big deal for me because I really want to be a great English teacher when I grow up. So, let me tell you all about it.First of all, the exam was kind of tough. There were three modules to complete, and each one tested my knowledge of different teaching skills. I had to study a lot to make sure I was ready. But you know what? It was actually kind of fun too. I got to learn so many new things about teaching English that I never knew before.The first module was all about language and background to language learning and teaching. I had to answer questions about grammar, vocabulary, and how people learn languages. It was a bit tricky, but I remembered what my teacher told me in class and I think I did pretty well.The second module was about lesson planning and use of resources for language teaching. I had to think about how to plan a lesson and what kind of materials I could use to help my students learn better. I even had to make a lesson plan for a class of imaginary students. It was super cool!The last module was about managing the teaching and learning process. This one was a bit challenging because I had to think about how to keep my students interested and motivated during the lesson. It made me realize that being a teacher is not just about knowing stuff, but also about how to make learning fun for everyone.Overall, the TKT Cambridge English Teaching Qualification Exam was a great experience for me. I learned a lot and I feel more prepared to become a great English teacher in the future. I can't wait to keep learning and growing as a teacher. Wish me luck, guys!篇3Hello everyone! Today I want to tell you about the TKt Cambridge English Teaching Knowledge Test.The Tkt exam is super important for teachers who want to show off their English teaching skills. It's like a badge of honor that says "I know how to teach English really well!"In the Tkt exam, you have to answer lots of different questions about teaching English. Like, how to make sure your students understand what you're saying, or how to help kids who are struggling with English.One question might be something like: "How can you make sure your students are having fun while learning English?" You might think, "Hmm, I can use games or songs to make learning English more fun!" That's a great answer!Another question might be: "What can you do to help a student who is having trouble understanding a lesson?" You could say, "I can use simpler language or visual aids to help the student understand better." That's a smart answer!The Tkt exam is all about showing that you know how to teach English in a way that's engaging and effective. So, if you want to be a super awesome English teacher, make sure to study hard and practice lots for the Tkt exam!Good luck, future English teachers! You got this!篇4Title: My Experience Taking the TKT Cambridge English Teaching Qualification TestHi guys! Today I want to share with you all about my experience taking the TKT Cambridge English Teaching Qualification Test. It was super exciting and I learned a lot from it!First of all, let me tell you what the TKT test is all about. TKT stands for Teaching Knowledge Test. It's a test for teachers who want to prove they have the skills to teach English to speakers of other languages. The test has three modules: Module 1 -Language and Background to Language Learning and Teaching, Module 2 - Lesson Planning and Use of Resources for Language Teaching, and Module 3 - Managing the Teaching and Learning Process.So, on the day of the test, I was a bit nervous but also very excited. I had studied really hard and felt ready to show what I knew. The test had multiple choice questions and some short answer questions too. I had to think carefully and use all the knowledge I had gained from my teacher training.During the test, I focused and answered each question to the best of my ability. Some questions were easy, while others were a bit tricky. But I didn't give up, I kept going and tried my best. After finishing the test, I felt relieved and proud of myself for completing it.A few weeks later, I got my results and I was so happy to see that I had passed the test! It was such a great feeling to know that I had proven my teaching abilities and was ready to take on the world as an English teacher.In conclusion, taking the TKT Cambridge English Teaching Qualification Test was a challenging but rewarding experience. I learned a lot from studying for the test and I now feel more confident in my teaching skills. I would recommend this test toany teacher who wants to improve their teaching abilities and prove their knowledge in the field of English language teaching.篇5Oh! Hi everyone! Today I'm gonna tell you all about this super cool test called the TKT (Teaching Knowledge Test) Cambridge English Teaching Qualification Exam. It's like a superhero test for teachers!So, the TKT exam is all about testing teachers on their teaching abilities and knowledge. It's like a secret mission to make sure teachers are super duper good at what they do. The test has three parts: Part 1 is about language and background to language learning, Part 2 is about planning lessons and use of resources for language teaching, and Part 3 is about managing the teaching and learning process. Sounds fun, right?To pass this amazing test, you have to answer lots of questions and show off your teaching skills. You gotta know all about teaching methods, how to make lesson plans, the best ways to help students learn, and lots of other awesome stuff. It's like a puzzle to solve, but with teaching instead of numbers!But don't worry, if you study hard and practice lots, you can totally ace this test and become a teaching superhero! So grabyour pencils, get ready to learn, and let's rock this TKT exam together! Go, go, TKT power!篇6Title: My Experience Taking the TKT Cambridge English Teaching Knowledge TestHey everyone,I want to share with you all about my experience taking the TKT Cambridge English Teaching Knowledge Test! It was quite an adventure, let me tell you.First of all, the test was super duper long, like over 3 hours! There were three different parts to the test – Part 1, Part 2, and Part 3. Part 1 was all multiple-choice questions, Part 2 was about teaching practice, and Part 3 was an interview about teaching. It was a lot to remember!I remember feeling nervous at first, but then I remembered all the things I learned in my English class and my teacher training sessions. I knew I could do it! The questions were pretty tough, but I tried my best to answer them all.In Part 2, I had to pretend to be a teacher and answer questions about different teaching scenarios. I had to think onmy feet and come up with answers quickly. It was a bit tricky, but I managed to get through it.Finally, in Part 3, I had to talk about teaching with one of the examiners. They asked me lots of questions about my teaching style and how I would handle different situations in the classroom. It was like having a real-life teaching interview!Overall, taking the TKT Cambridge English Teaching Knowledge Test was a great learning experience. Even though it was tough, I feel proud that I was able to challenge myself and show what I know about teaching English.So, if any of you are thinking about taking the TKT test, don't worry! Just study hard, stay calm, and believe in yourself. You can do it too! Good luck, everyone!篇7Title: My Experience with Taking the TKT Cambridge English Teaching Qualifications TestHi guys! Today I want to share with you about my experience of taking the TKT Cambridge English Teaching Qualifications Test. It was a super cool but also a little bit scary experience!First of all, I had to study really hard to prepare for the test. I had to learn about different teaching methods, how to manage a class, and how to engage students in learning English. It was tough, but I knew I needed to do my best to pass the test.On the day of the test, I was so nervous! But when it started, I tried to stay calm and remember all the things I had studied. There were different sections in the test, like understanding language, teaching language, and classroom management. I had to answer a lot of questions and write some short essays too.After the test was over, I felt a mix of relief and worry. I was glad it was done, but I wasn't sure if I had done well enough to pass. I had to wait for a few weeks to get my results.Finally, when I got my results, I was so happy! I had passed the test and I felt really proud of myself. It was a big accomplishment for me and I knew all my hard work had paid off.So, that's my story of taking the TKT Cambridge English Teaching Qualifications Test. It was a challenge, but I did it! If you ever want to become an English teacher, remember to study hard and believe in yourself. You can do it too! Good luck!篇8Hello everyone! Today, I want to talk about the TKT Cambridge English Teaching qualification exam. It's a super important test for English teachers like me to show our teaching skills!First, let's talk about what the TKT exam is all about. It's like a big test that shows if we know how to teach English well. We have to answer lots of questions about teaching methods, lesson planning, and how to help students learn English better.To pass the TKT exam, we need to study really hard and practice teaching English to our friends or classmates. We need to understand things like how to explain grammar rules, how to make lessons fun, and how to help students feel confident when they speak English.I remember when I took the TKT exam, I was super nervous! But I studied every day and practiced teaching English with my friends. When I finally took the test, I felt prepared and ready to show what I knew.After the exam, I felt so proud of myself for passing! I got my TKT certificate and now I can teach English to people all around the world. It's such a cool feeling to know that I have the skills to help others learn English.So, if you want to become an awesome English teacher like me, remember to study hard, practice teaching, and believe in yourself. You can do it! Good luck on your TKT exam!篇9Hey guys, today I want to tell you about the TKT Cambridge English Teaching Qualification Exam! It's a test for teachers to show that they have the skills to teach English really well.In the exam, there are three parts. The first part is about language and background to language learning. It asks questions like "How do students learn new words?" or "What are the different types of language skills?"The second part is about how to plan lessons. You have to think about things like what activities you can do in class, how to make sure all students are involved, and how to help students practice their English.The last part is about how to manage the classroom. You have to know how to deal with problems that might come up, like students who are bored or disruptive. You also have to think about how to give feedback to your students so they can improve.It's a tough exam, but if you study hard and practice, you can do it! Just remember to think about what you would do in different situations and how you can be the best teacher you can be.I hope this helps you understand a bit more about the TKT exam. Good luck, everyone! You can do it!篇10Oh boy, here we go! So, like, this is a pretend test thingy for the TKT Cambridge English Teaching Qualification Exam. The test is super duper important and it's all about showing how good you are at teaching English. Sounds cool, right?Alrighty, so the first question is all about lesson planning. You gotta plan a lesson on animals for a group of kids. What activities would you do and what materials would you use? Make sure it's fun and engaging 'cause kids get bored real quick!Next up, let's talk about classroom management. How would you handle a situation where one of your students is being a bit of a troublemaker and disrupting the class? Would you give them a time out, chat with them after class, or something else?Now, onto the last question! It's all about assessing your students' progress. How would you check if your students are really understanding the English you're teaching them? Would you use tests, games, or maybe even have a little chat with them?So there you have it, three questions for our pretend TKT Cambridge English Teaching Qualification Exam. Remember, it's all about being a super awesome teacher and helping your students learn English in the bestest way possible. Good luck, my friend! You got this!。

Unit22 Consulting reference resources to help in lesson preparation⏹How do we consult reference resources?Reference resources are all the sources of information about language and about teaching that we can refer to for help in lesson preparation. They include reference materials, such as dictionaries and grammar books, books and articles about methodology in teachers’ magazines, the teacher’s book accompanying a coursebook that contains answers and teaching ideas, and websites on the internet.Reference resources may also include people, for example, the head of Department or colleagues who teach foreign languages or other subjects. We consult reference resources by knowing where we can find the information we need and how to find it.⏹Key conceptsList as may reasons as you can think of for making use of reference resources.When we are planning a lesson, there are many reasons for using reference resources. Some of the main ones are as follow:Checking the from and use of grammatical structuresSome grammar books are written for teachers, with very detailed explanations.Others, designed for learners at different levels, use simpler language to give essential information about grammatical structure. Grammar books for learners can help us to see what information our learners need about grammatical structures and can provide us with suitable ways of describing or explaining grammar. The easiest books to use are those organized in alphabetical order, or which have a detailed index or table of contents. Some grammar books also include practice exercises, which teachers (and learners) often fin useful.Checking the spelling, pronunciation and use of lexical itemsThe most useful dictionaries for teachers to use themselves are advanced learners’dictionaries, which include example sentences, as well as information about the form and use of words. Most of these are also available on CD-ROM and online on publishers’ websites. Bilingual dictionaries (which explain the meanings of words in the learner’s own language), including electronic dictionaries, are useful when learners are looking for a word that they don’t know in English. But these dictionaries usually give very little information about how to use a word, so it’s a good idea for learners to check the words they find in a monolingual dictionary(i.e. one that explains the meaning of words in the language learners are learning).Learner dictionaries, like learner grammar books, can help teachers to find the most suitable ways of defining words and giving examples of their use.Developing your own understanding of languageThere are a number of books for teachers which aim to increase our language awareness (our understanding of how language works) and our awareness of how to teach language. They often include tasks that we can do by ourselves or with a colleague and detailed explanations and comments as well as answers.Anticipating learners’ difficultiesReference materials about learners’errors can help us anticipate particular language problems that our learners might have. Many difficulties with vocabulary or grammar are the result of interference from LI. Books or articles about specific differences between the learner’s LI and English can help to explain these problems.Looking for new approaches to teaching lessons and new classroom activitiesIf we are looking for new approaches or activities, or if we want to give our learners something different from their coursebook, there is a wide range of supplementary materials (i.e. materials you can use in addition to or instead of your coursebook), focusing on grammar, vocabulary and particular skills. There are also very many teacher’s resource books ideas and materials for all kinds of lessons. Some of these provide a wide range of activities for extra grammar or communicative practice, for example, while others focus on a particular type of classroom activity, such as dictation or storytelling. Most of these books have very clear indexes, giving information about timing, preparation, level, etc. There is also a growing number of free websites with articles for teachers on different teaching topics.Finding out how to use the material in your coursebookTeacher’s books provide suggestions about how to use the material in the coursebook. Even if the lesson planning ideas in the teacher’s book do not suit a particular teaching situation, it is still useful to look at these suggestions, as it may be possible to adapt them. Some teacher’s books include different possible ways of planning a lesson, as well as explanations of answers to exercises and extra resources (i.e. things teachers can use to support their teaching in the classroom), such as homework tasks and activities for further practice.Getting advice about particular lessons or teaching materialsColleagues who have taught at the same level or used the same teaching materials may be able to offer useful advice. As with the suggestions in teacher’s books, a colleague’s approach may not suit us, but may help us to think about our own planning.⏹Key concepts and the language teaching classroom●Some grammar books and dictionaries may contain clearer explanations orexamples. So when checking a language item, we should try to look at mor than one reference resource.●Language changes, as new words appear and people stop using some olderwords. Grammatical usage, too, changes slowly over time. One way to keep up to date is to use the most recently published grammar books and dictionaries.●Dictionaries on CD-ROM have many extra features, such as practice activities,collocation searches and audio recordings of pronunciation.●We can learn a great deal from other teachers’experiences. Many teachers’magazines include regular articles by teachers describing successful lessons they have taught.●It may be easier to visit websites than to find the books and articles we need.There are may sites on the internet where we can find free resources such as lesson plans, worksheets(pages with tasks and exercises on them that a teacher gives to learners during a lesson) and ideas for teaching. Some sites also offer simple programs for making classroom resources, such as crosswords and gap-fill exercises. The best way to find these materials is to visit one of the sites that has lists of links to useful teaching resources on the internet.FOLLOW-UP ACTIVITY (See page 174 for answers)Try to find resources 1-10 below. Then decide which type of resource(A-D)they are.1.A-Z of English Grammar and Usage by Geoffrey Leech, Pearson EducationLtd 2001.2.Cambridge Learner’s Dictionary, Cambridge University Press 2001.3.Discussions That Work by Penny Ur, Cambridge University Press 1981.4.Planning from Lesson to Lesson by Tessa Woodward and Seth Lindstromberg,Pearson Education Ltd 1995.5./hut/LangHelp/Grammar6.Working with Words by Ruth Gairns and Stuart Redman, CambridgeUniversity Press 1986.7.8.Motivating High-Level Learners by David Cranmer, Person Education 19969.Five-Minute Activities by Penny Ur and Andrew Wright, CambridgeUniversity Press 199210.nguage reference resourceB.ideas for planning lessonsC.resources for teachers and learners producing their own materialsD.materials for very young learnersREFLECTION1.What were the reference resources you used when you were studying English?Do they still help you?2.What are the reference resources you use most often when preparing lesson?In what ways do they help you?3.If you had to go and teach in a place with very few resources, which threereference books would you take with you?DISCOVERY ACTIVITIES1.In your TKT portfolio, keep a record of the reference resources you use. Makenotes of the source (title and author, website address, etc.), the lesson (s) you taught and any comments on the advantages or disadvantages of the resource.2.Carry out an informal survey amongst your colleagues to find out what are themost popular and useful reference resources for the age(s) and level(s) of learners you teach. Keep a record of the results of your survey in your portfolio.3.For some good advice on using reference resources for finding informationabout language, have a look at Chapter 12 of The Practice of English Language Teaching (third edition) by Jeremy Harmer, Pearson Education Ltd 2001.4.For ideas on building up your own library of resources, look at Unit 12(‘Building a Resource Bank’) of Language Assistant by Clare Lavery, downloadable free from:/languageassistant-manual.htm5.Two very useful websites with large numbers of links to other sites withlesson plans, games, ideas about teaching and many other resources are:/links andTKT practice task (See page 176 for answers)For questions 1-7, match the teachers’ descriptions with the reference resources listed A-H.There is one extra option with you do not need to use.Teachers’ descriptions1.Sometimes I just need to check what a word means in my own language.2.If you teach beginners all the time, it’s good to have a book that helps youkeep up your own language level.3.I want my learners to read English definitions of English words.4.It gives me information about rules and usage, written in language I can use inthe classroom, and there are exercises for learners, too.5.My school has just got some new computers, and this book gives me the ideasI need about how to use them.6.My young learners find it easier to remember new words if they can see whatthings look like.7.It has articles by teachers, lesson plans and worksheets you can print out andlots of useful links.。

Unit32 Giving feedback⏹How do we give feedback?Giving feedback is giving information to learners about their learning. Feedback can focus on learners’ language or skills, the ideas in their work, their behaviour, their attitude to learning or their progress. Sometimes we give feedback to the whole class, at other times we give feedback to small groups or individual learners. The purposes of feedback are to motivate learners and to help them understand what their problems are and how they can improve.⏹Key conceptsThink of three comments you often give to your learners as feedback. What do they focus on? Why do you give them?Here are some examples of teacher feedback to learners:We can give feedback to individual learners (individual feedback) or groups of learners (group feedback). When learners give feedback to one another, this is called peer feedback. Feedback can be oral or written.Feedback can be linked to formal or informal assessment and can be given to learners in the classroom or during individual meetings. We can also write regular feedback in the form of comments, grades or marks on a learner’s record sheet. The learner can keep this sheet in their portfolio or we might keep it with our records of their overall progress and achievement. We can use this feedback when we make our end-of-course assessment.Peer feedback is useful for all learners. The learners who give the feedback reflect on the work their classmates have done. The learners who receive feedback are given information on how they can improve. The learners are often guided by a feedback observation sheet. Young learners, though, are not able to give very detailed peer feedback because they are not yet able to think about their classmates’work very carefully. Peer feedback can have a positive effect on classroom dynamics and can help to train learners in skills they need to become autonomous.Learners can also give teachers feedback about the lessons, activities and materials. They can tell us when they like what they are doing and when they are not so interested in the materials of activities, or when they are having problems with the language. They can also make suggestions for materials and activities to use.⏹Key concepts and the language teaching classroom.●Feedback should be positive. We should tell learners what is good, what theyare doing well, what they need to do to improve and how. This is particularly important for weaker of less confident learners.●We can give feedback in the classroom during an activity, while we aremonitoring learners doing pairwork or group work or at the end of or after the lesson.●During feedback we can revisit or recycle language that learners are havingproblems with.●Learners will need training in how to give feedback to each other.●We can organize small-group feedback sessions, where the teacher and thelearners can give and receive feedback on the classes and on their learning.●Feedback which is particularly personal or sensitive should be given tolearners in individual meetings and not in front of the whole class.●It is useful to give learners written or oral feedback after assessment inaddition to giving them a score - to provide encouragement and guidance for how to improve.See Units 17 and 21 for assessmentFOLLOW-UP ACTIVITY (See page 175 for answers)Here are some examples of feedback. For each one identify its focus and purpose.REFLECTIONDo you agree with these teachers’ comments about giving feedback? Why?/Why not?1.My learners are only interested in the marks they get for their work. They arenot interested in my comments. They don’t even read them.2.My groups of adult learners are always asking me for feedback on their levelsand want to know how they are doing in every lesson. I think it’s very difficult for the learners who are making slower progress. They don’t like it when I tell them they are not doing as well as the others.3.When I get my learners to give feedback to each other, they just say ‘That’sfine’ and don’t say any moreDISCOVERY ACTIVITIES1.If you teach younger learners, try the feedback chat on page 111 of English forPrimary Teachers by Mary Slattery and Jane Willis, Oxford University Press 2011. Note down what happened in your TKT portfolio.2.For more ideas on how to give feedback, have a look at Units Three and Fourof A Course in Language Teaching by Penny Ur, Cambridge University Press 1996.3.Try introducing peer feedback sessions in some of your classes. Is it effective?How do the learners feel about this approach? Note down what happens and the learners’ reactions in your TKT portfolio.e the TKT Glossary to find the meaning of these terms: get learners’attention, one-to-one, seating arrangemen..TKT practice task (See page 176 for answers)For questions 1-5, match the situations with the kinds of feedback listed A-C. You need to use some options more than once.1.The teacher notices that all the learners are having problems with the newlanguage. She notes the problem down and discusses it later with the learners.A. peer feedbackB. teacher feedback to the classC. teacher feedback to an individual2. A young learner has just finished talking to the class about his hobby. Theteacher say: ‘Thank you very much. That was very interesting.’A. feedback on languageB. feedback on attitudeC. feedback on ideas3. A teenage learner has written a story for homework. The teacher has written:‘This is so much better than last week’s homework. Well done.’A. specific instructions on what to doB. indentifying problemsC. encouragement4. The teacher writes on the first draft of a learner’s composition: ‘Look at thiswebsite for more ideas.’A. feedback on grammatical mistakesB. instructions on planningC. help with using reference resources5. The teacher is talking to a group of primary-school children at the end of agroup work activity. She says: ‘You talked a lot today and I was pleased to see everyone working so well together.’A. feedback on pronunciationB. feedback on behaviourC. feedback on progress。

剑桥英语教学能力认证考试教程摘要：I.引言- 简要介绍剑桥英语教学能力认证考试（TKT）的目的和意义T 考试的基本信息- 考试结构：笔试和面试- 考试内容：阅读、写作、听力、口语、语法和教学知识T 考试的准备- 了解考试大纲和评分标准- 参加培训课程或自学- 练习模拟考试T 考试的注意事项- 考试时间和地点- 考试费用和支付方式- 考试需要的证件和材料T 考试的收益- 提升英语教学能力和自信心- 增加就业机会和职业发展- 获得国际认可的英语教学资格证书正文：剑桥英语教学能力认证考试（TKT, Teaching Knowledge Test）是英国剑桥大学考试委员会（Cambridge Assessment English）针对英语教师推出的一项国际认证考试，旨在评估和认证非英语母语的英语教师的教学能力。

该考试涵盖了阅读、写作、听力、口语、语法和教学知识等多个方面，全面评估教师的教学水平和能力。

TKT 考试分为笔试和面试两个部分。

笔试包括阅读、写作和听力三个模块，面试包括口语模块。

考试内容涵盖了英语教学的各个方面，包括语法、词汇、发音、课堂管理等。

考试合格后，考生将获得由剑桥大学考试委员会颁发的TKT 证书，这是国际上广泛认可的英语教学资格证书。

要参加TKT 考试，考生需要先了解考试大纲和评分标准，以便了解考试的要求和难度。

然后，考生可以选择参加培训课程或自学，提高自己的英语教学能力。

此外，考生还需要练习模拟考试，熟悉考试的流程和题型。

在参加TKT 考试时，考生需要注意考试时间和地点，并提前做好考试准备。

考试费用和支付方式也需要提前了解，以便做好财务安排。

在考试当天，考生需要携带有效的身份证件和材料，以便通过考试的审核。

通过TKT 考试，考生可以提升自己的英语教学能力和自信心，增加就业机会和职业发展。

Unit30 Grouping learners⏹How do we group students?Grouping learners is using different ways to organize our learners when they are working in the classroom. We usually organize them to work in different ways during each lesson. The groupings we choose depend on the type of activity, the students and the aim of the activity.⏹Key conceptsWhat are the different ways we group learners in the classroom?There are two different ways in which the teacher can group learners in the classroom. The first is when she chooses particular interaction patterns for the learners, i.e. ways in which learners work together and with the teacher in class.They include open class, group work, pairwork and individual work, and the teacher to learner(s) and learner(s) to teacher.In this table you can see examples of different interaction patterns.In our lesson plans we usually use short forms for showing interaction patterns, for example T-Ss’ rather than writing out ‘teacher to students’. We use ‘S’ to mean one student, and ‘Ss’ to mean more than one student.The second way in which the teacher groups learners is when she decides which learners will work together in pairs, groups or teams. The teacher considers the learners’ levels, learning styles, learner needs, personalities and relationships with others in the class before asking learners to work together. She needs to think which learners will work together in order to learn best.⏹Key concepts and the language teaching classroom.When deciding how to group learners, we need to consider a number of different factors:●The teaching aim. It is much easier to choose how to choose how to grouplearners when we have decided on the aim of the lesson and the aim of each activity.●The learning styles of the learners. For example, some learners prefer to workas individuals, others in groups. Learners also have different personalities and find it easier to work with some partners or groups than with others●The ability and level of the learners. Most classes are ‘mixed ability’, i.e. theyinclude learners of different abilities. We can group learners for some activities so that learners of the same ability work together, and for other activities so that learners of different abilities work together.●The personalities of our learners. Most of the time learners will work welltogether, but sometimes there are learners who do not work together positively,e.g. when one learner is shy and another is quite dominant(i.e. alwaystalking and stopping others from taking part). We need to think carefully about how to group these learners.●The class size. With a class of between 20 and 30 learners, we can managepair and group work quite easily. With classes of more than 30 learners, pair and group work are possible, but need more careful planning.●The previous experience of the learners. When learners are not used pair andgroup work we need to plan how to introduce this way of working. We can start by doing short pairwork activities and gradually introduce longer and more varied groupings.●The activities than we have chosen. For example, a discussion activity can bedone in groups, a role-play can be done in pairs. But we can also choose to do these activities differently, depending on the needs of the group and the aims of the lesson. So, for example, a discussion activity can be done in pairs or asa whole class, and a role-play can be done in groups.●The balance of interaction patterns in a lesson. A lesson where learners aredoing pairwork for the whole lesson will probably not be successful: learners will become bored and there might be discipline problems. A lesson where learners are doing individual work for the whole lesson will probably not be successful either: learners will lose concentration and become bored. Equally,a lesson which is wholly teacher-led is unlikely to be successful: learners needa balance of different interaction patterns within one lesson.●The group dynamics of the class. i.e. the relationships between the learnersand how learners will behave towards each other.The first part of a lesson plan from a methodology book for primary learners is on the next page. In each activity learners are grouped in different ways: they work as a whole class, in groups and individually.adapted from Children Learning English by Jayne Moon, Macmillan 2000The interaction patterns in the lesson are:●Activity 1: two large groups/teams●Activities 2, 3 and 4: whole class and groups. In Activities 2 and3 the teacher isworking with the whole class. The teacher than divides the pupils into groups for the prediction activity.●Activity 5: individual work. In this activity the teacher is telling the story and thepupils are working on their own, listening and colouring.See Units 13 for more information on learning styles and other learner characteristics.FOLLOW-UP ACTIVITY (See page 175 for answers)Here is the second part of the same lesson. For each activity, identify the interaction patterns and their purpose for the stage of the lesson.adapted from Children Learning English by Jayne Moon, Macmillan 2000REFLECTIONWhich of the following statements do you agree with and why?1.I try to have a balance of different interaction patterns in a lesson..2.It’s best to separate weak/strong or shy/dominant learners into differentgroups or pairs.3.The age of learners that I teach makes some interaction patterns different.4.My learners don’t like group work, so I don’t do it.5.When learners work in pairs or groups, they have more opportunities to speakthan when they work alone.DISCOVERY ACTIVITIES1.Try out some different groupings and interaction patterns and write up theresults in your TKT portfolio.2.You will find some useful information on grouping young learners in Chapters7 and 8 of Children Learning English by Jayne Moon, Macmillan 2000.3.For more information on practical aspects of grouping and interaction patterns,have a look at Module 16 of A Course in Language Teaching by Penny Ur, Cambridge University Press 1996.TKT practice task (See page 176 for answers)For questions 1-6, match the different activities with the most suitable interaction patterns listed A, B or C,Activities1.Learners do an information-gap activity with two sets of information.2.Learners write their own stories.3.Learners decide together how to report their conclusions to the rest of theclass.4.All the learners act out a play for the parents.5.Learners do a written test.6.Learners take part in a choral drill.。

Unit19 Identifying the different components of a lesson plan⏹How do we identify the different components of a lesson plan?Choose the comparison that you think best describes a lesson plan.A lesson plan is like …an instruction leaflet a photograph a storya road map a computer programme a series of road signsa written summary something else?A lesson plan is a set of notes that helps us to think through what we are going toteach and how we are going to teach it. It also guides us during and after the lesson. We can identify the most important components of a lesson plan by thinking carefully about what we want our learners to do and how we want them to do it.The main components of a lesson show us what the lesson is for (the aims) and what the teacher and the learners will do during the lesson and how they will do it (the procedures). Other components help us to think about possible problems and remind us of things we need to remember about the learners. So a lesson plan is most like a road map or a series of road signs, i.e. something that shows us where we are going and how we are going to get here – although we may sometimes find that during the journey we have to take a different route!Here are some ways a lesson plan helps the teacher.⏹Key conceptsA lesson plan can include the following headings. Which ones do you thinkshould always appear? Which ones may only appear sometimes?It is usually a good idea to anticipate possible problems and solutions, but in a revision lesson we may not need these headings. Also, we may not have personal aims for every lesson, and we may not always give learners homework!Key concepts and the language teaching classroomLook carefully at this example of part of a lesson plan which aims to introduce and practise language for giving advice. Then read the points below.●When we make a lesson plan, we need to ask ourselves how the procedureswe have planned will help to achieve our aims and to make sure there are strong connections between the different stages.●We also need to consider variety, i.e. how we can use different activity types,language skills and interaction patterns. Learners of all ages need different activities in a lesson, but this is especially important for younger learners.●During the lesson we should teach the learners, not the lesson plan! We mustbe prepared, if necessary, to change our plan while we are teaching. If we have a clear plan, we will be more aware of what we are changing and why.We can include some different possibilities in a lesson plan, e.g. an extra activity to use if learners take less time than expected to complete a task, and this can help if we are not sure how well parts of the plan will work.See Unit 18 for indentifying and selecting aims and Unit 20 for planning an individual lesson or a sequence of lessons.FOLLOW-UP ACTIVITY (See page 173 for answers)Some of the teacher’s notes for this lesson plan are missing. Put the notes A-E in the correct places in the plan.A.To enable students to use past tenses accurately and put events in order insimple narrativesB.Students listen to the model story, than in groups, plan and write their ownstoriese gestures to remind students to use past tenseD.To follow on from work on past tense and to prepare for the storytellingprojectE.To make sure than board writing is clear and readableREFLECTIONThink about these comments from teachers. Which do you agree with and why?1.Written lesson plans are helpful when you first start teaching, but experiencedteachers don’t need them. I plan all my lessons in my head2.Lesson plans don’t help me teach because I always try to respond to learners’needs during the lesson.3.Writing a lesson plan is the important thing. I always have a written plan, butoften I don’t look at it while I’m teaching.DISCOVERY ACTIVITIES1.Try out different ways of writing lesson – e.g. in columns, on cards – to findout which style suits you best. Have a look at Chapter 8 (‘Why did I do it like this?’) of children Learning English by Jayne Moon, Macmillan 2000, for some useful examples.2.In your TKT portfolio, collect examples of plans you write for different kindsof lessons. Also write comments on what the strong and weaker points of the lesson were, and what you would change next time.3.For some good ideas about lesson planning read two short articles on planningby Callun Robertson, BBC English at:/think/methodology/planning1.shtml and /think/methodology/planning2.shtml4.For more detailed advice on planning and further examples of how to write aplan, look at Chapter 22, Sections A, B1-3 and C of The Practice of English Language Teaching (third edition) by Jeremy Harmer, Pearson Education Ltd 2001 and Chapter 8 of Teaching Practice Handbook (second edition) by Roger Gower, Diane Phillips and Steve Walters, Macmillan 1995.5.For lesson plans on a wide variety of topics that you can download free, visit:/teachingTKT practice task (See page 176 for answers)For question 1-7, match the stages of the lesson with the subsidiary aims listed A-H. There is one extra option which you do not need to use.Lesson stages1.Check vocabulary from the last lesson.2.Introduce the topic and elicit/present new words and phrases.3.Learners reorder jumbled paragraphs of a text.4.Learners match words in the text with possible meanings.5.Learners answer true/false questions.6.Learners underline examples of reported speech.7.Learners exchange texts and give feedback.Subsidiary aimsA.focus on formB.deducing meaning from contextC.peer correctionD.check detailed comprehensionE.contextualize and pre-teach vocabularyF.check learners’ awareness of text organization (pronouns, linking, etc.)G.controlled practice of target structureH.revise language already learnt。

Unit 20 Planning an individual lesson of a sequence lessonsHow do we plan an individual lesson or a sequence of lessons?When we plan an individual lesson, we need to think about its aims, the ‘shape’ of the lesson and the kind of techniques that are most appropriate for a particular group of learners. For example, if we are introducing a new grammatical structure, we might choose a Presentation, Practice and Production (PPP) approach or a Task-based Learning (TBL)approach. Skills lessons, too have regular shapes that we can use to organize lesson plans; for example, for receptive skills, we usually plan tasks or activities for learners to do before, while and after reading or listening; for productive skills, there is usually an introductory stage to set the scene(i.e. to explain the context) and a feedback stage after the speaking or writing activity.We also need to think about the connections between the aims of the lesson and the procedures we will use to achieve those aims. The available materials, the length of the lesson and the information we have about our learners will all help us to identify possible procedures. But the most important things is to make sure that the materials, tasks and activities we select are the ones that will help a particular group of learners to achieve the aim we have identified.A sequence of lesson is a number of related lessons that develop languageknowledge and/or language skills over a period of time. Sequences may develop a single topic or language area, or may involve topic or language area that are very closely connected. Here are three examples:⏹Key conceptsPlanning an individual lessonWhen we plan an individual lesson, we have to ask ourselves a number of questions:●Will the topic be interesting and motivating for my learners?●Are the activities and teaching materials at the right level for all the learners?●Have I planned enough for the time available? Do I need any extra material?●Have I planned too much for the time available? Are there any stages I can cutif necessary?●Have I thought about exactly how to start and end the lesson?●Does each step in the lesson help to achieve the aim?Planning a sequence of lessonsLook at these three teachers’schemes of work (i.e. outline plans) for a sequence of four lessons. What do you think might be the advantages and disadvantages of each scheme?A scheme of work helps us plan a sequence of lessons in the best way to cover theschool syllabus or the units of a coursebook in the time available. It also helps us to think about what we want to achieve and what materials we might need. It also helps us to include enough variety across our lessons. Teacher and learners need clear aims beyond the single lesson and need to see how lessons are linked to each other. Here are some of the main advantages and disadvantages of the three schemes of work on page 97:You can see that schemes of work are less detailed than lesson plans. Like any individual lesson, a sequence of lessons should have a logical and learning-friendly progression and a good balance of approaches and activities.Like a lesson plan, a scheme of work helps us to identify our aims and make sure we choose materials and procedures that match those aims.⏹Key concepts and the language teaching classroom●It’s a good idea to make lesson plans as simple as possible, so notes are betterthan full sentences, and there’s no need to describe every step in great detail.However, we may want to write down some important thins in a complete form-for example, prompts for drilling, questions to check learners’understanding, instructions, tec.● A lesson plan should be clear and easy to read during the lesson. Differentcolours, boxes, underlining, etc. are useful. It is often helpful to include drawings of the way the blackboard (or white board) will look at differentstages.●Variety is very important both in a sequence of lessons and in a single lesson.We should avoid always doing the same kinds of things in the same order, e.g.always beginning the lesson with a conversation or always ending with a role-play. There are several different ways of introducing variety into lessons.Here is a list of things we can vary:adapted from A Course in Language Teaching by Penny Ur, Cambridge University Press 1996●Learners may well require more frequent revision than the coursebookprovides. A scheme of work is a good way to make sure that we recycle language (i.e. use it again) and include regular revision activities during a sequence of lessons.●Coursebook units are often arranged around a specific topic (such as sport orrelationships), which may be a useful way of linking together a sequence of lessons. This kind of sequence give us the chance to develop particular areas of vocabulary, but learners may feel that the lessons are repetitive, so we need plenty of variety of texts and tasks.See Units 5-8 for skills-based lessons, Unit 18 for identifying and selecting aims and Unit 19 for identifying the different components of a lesson plan.FOLLOW-UP ACTIVITIES (See page 174 for answers)1. The lesson summaries 1-6 below are part of a scheme of work to introduce and practise language for describing people, clothes and places. Complete the scheme of work with the correct summaries (A, B or C) for lessons 1, 5 and 6.2 In the scheme of work in Activity I, which lesson or lessons:A.Has/have a variety of pace?e(s) different interaction patterns?C.Practise(s) receptive skills?D.Practise(s) productive skills?E.Increase(s) the level of difficulty?F.Has/have a change of topic?G.Has/have a change of language focus?H.Is/are lively change of language focus?I.Is/are calm and quiet?REFLECTIONThink about these comments from teachers. Which do you agree with and why?1.The coursebook gives me everything I need to plan a sequence of lessons.2.If I do a scheme of work, I don’t have to spend so much time planningindividual lessons.3.I want to respond to my learners’ needs from lesson to lesson. A scheme ofwork stops me from doing that.DISCOVERY ACTIVITIES1.Design a scheme of work for your next few lessons. Then summarise the aimsof your sequence of lessons as a handout for learners or a poster for the classroom wall. Put a copy in your TKT portfolio.2.For some very practical ideas on planning, look at Chapter 7 of PlanningLessons and Courses by Tessa Woodward, Cambridge University Press 2001 and Planning Class work: A Task-based Approach by Sheila Estaire and Javier Zanon, Macmillan 1994.3.Project work is a good way of planning a motivating sequence of lessons withplenty of variety. For ideas on planning project work and some good examples, have a look at this website:/think/methodology/project_work.shtml 4. Use the TKT Glossary to find the meaning of these terms: guided discovery,student-centred, teacher-centred.TKT practice task (See page 176 for answers)For question 1-5, look at the lessons in the project work sequence below and fill in the missing lessons from the options listed A-H.A.Some learners look for information on the internet or in the library andmake notes; some plan surveys to find out information from others using questionnaires.B.Groups exchange their work, check it and make final suggestions forediting.C.In each group learners read each other’s work, and make suggestions forediting.D.Groups plan their work and decide how to share tasks.E.Learners plan their writing or carry out survey interviews.。

剑桥英语教学能力认证考试教程-T K T-C o u r s e-U n i t16-CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIANUnit16 Practice activities and tasks for language and skills developmentWhat are practice activities and tasks for language and skills developmentThese are activities and tasks designed to give learners opportunities to practice and extend their use of language, such as new vocabulary, functional exponents or grammatical structures, or of the subskills of reading, listening, speaking or writing. There are many different kinds of activities and tasks with different names and different uses.Key conceptsHere are two writing activities. Can you find three teaching differences between them?Activity 1Complete these sentences about yourself with can or can’t.1.I ……… swim.2.I ……… speak Mandarin.3.I ……… play the guitar.4.I ……… use a computer.5.I ……… run very fast.Activity 2Write an invitation inviting your friends to your birthday party.Invite them.Tell them:the datethe timethe address of the party.We can see that both these activities give learners an opportunity to use language, but in different ways.Activity 1Activity 2is a controlled/restricted practice activity because learners can only usecertain items of languagefocuses on accurate use of languageis a gap-fill exercise.is a less controlled/freer practice activity because the language the learners will use is not carefully limited or controlledfocuses on communicating a messageis a task.The same kinds of differences can also be seen in other activities for speaking, writing and learning new language. Drills (guided repetitions), copying words or sentences, jazz chants, dictation and reading aloud are other examples of controlled practice activities. In freer activities the teacher or the materials do not limit the language that learners use. Examples of these are:discussions; solving problems through exchanging ideas; sharing or comparing ideas, information or experiences; writing emails, stories, letters, invitations or compositions.Here are six more activities. What skill/subskill/language do they focus onWhat is the name of the type of activity?1.Read the story. Then answer these question:a How old is girl?bc Where does she live?de What is her friend’s name?f2. A Listen to the tape and choose the best answer:The children’s school is:a near their houseb near the shopsc opposite the post officeB Now listen again. Are these sentences true or false?a The school is new.b The classroom is big.c The library has may books.3. Look at these pictures and then read the story. Put the pictures in thecorrect order. Write the correct number (1-6) under each picture.4. Listen to the tape, and in pairs fill in this form:Girl’s name: ………………….Girl’s address: ………………..Name of girl’s friend: ………..5. Work in pairs. Each of you should use one of these role cards.A Your friend has a problem. Give him/her the best advice you can.B You have a problem. You want to go to university, but you findstudying very difficult. Ask your friend for advice.6. Get into groups of four. Find out which food your friends like and dislikemost. Ask:Which food do you like most?Which food do you dislike most?Here are the answers to the question above:We can see that activities can differ in several ways: the skill or subskill they focus on; what type they are and what interaction patterns they use. The kinds of skills or language they focus on and the interaction patterns they use are not fixed. So, for example, multiple-choice questions could be used for reading, listening or grammar activities and can be done individually, in pairs or in groups. Similarly, form-filling could be used for reading, listening or grammar practice, and done individually, in pairs or in groups.Activities 5 and 6 both involve learners talking to one another to exchange information they don’t know. This means they are talking order to communicate, not just to practice language. This kind of activity in which learners exchange information that only one of them has is called an information gap or a communicative activity.An activity may focus on accuracy or communication depending on how it is introduced by the teacher or the materials. For example, the survey above is focused on accuracy because it limits the language that learners use to ask and answer two specific questions. If the instructions for the activity were ‘Find out about your friends’ likes and dislikes in food’, this would not restrict learners’choice of language and the activity would focus on communication.Key concepts and the language teaching classroomWhen selecting activities for practising language or the skills of speaking or writing, we need to decide whether to do a controlled practice or a freer practice activity, an activity that focuses on accuracy or on communication.When choosing activities for developing skills, we need to decide which skill or subskill to focus on.Lessons usually consist of a series of linked activities. There are severaldifferent ways of linking activities in lessons. These are just some of them:1.PPP: Presentation → controlled practice activities → freer practiceactivities2.TBL: Discussion → tasks → presentation → focus on form3.Skills-based lessons: Warmer and lead-in → comprehension tasks →post-task activitiesExample I: A listening skills lessonLead-in: discussing the topic of the listening and learning any importantnew vocabulary → Comprehension tasks: listening to the recordedconversation again and completing a form with specific information →Post-task activities: brief discussion of the topic of the conversation.You can see that the comprehension activities (for listening or reading) start with focusing on more general levels of comprehensionbefore moving on to subskills that require paying more detailed orspecific attention to the text.Example 2: A topic-based lesson which develops several skillsLead-in: speaking about the topic and doing related language work → Tasks: listening to a recording about the topic → reading a text about the topic→ Post-task activities: discussing the topic and/or focus on the languageof the topic → writing a composition about the topic.See Unit 18 and 20 for planning activities for lessons and Unit 26 for language useful to the teacher for carrying out activities.FOLLOW-UP ACTIVITIES (See page 173 for answers)1.What do these activities aim develop Put them into the correct column.A.choral drilling of pronunciationB.role-playC.dictationD.discussionsE.gap-fill exercisesF.story writingG.copying wordsH.repeating new wordsI.describing picturesJ.learning conversations by heartK.problem solving2.Which skill(s) could these activities be used to develop?A.story completionB.form-fillingrmation gapD.true/false questionsE.role-playREFLECTIONThink about these learners’ comments:1.I don’t like doing lots of different activities – it’s confusing.2.I like doing a mixture of activities with some focusing on accuracy and someon fluency. That really helps me learn.DISCOVERY ACTIVITIES1.Look through two pages of your coursebook. Can you name all the differentkinds of activities it contains What is the purpose of each activity?2.Look at to see lots of different activities fordeveloping skills and language.3.Look back over this unit and find a type of activity that you have never taughtbefore. Try it with one of your classes. Did it work well4.Was it successful5.Write up your thoughts in your TKT portfolio.e the TKT Glossary to find the meaning of these terms: chant, jumbledpictures, labeling, prioritizing, project work.TKT practice task (See page 176 for answers)For question 1-7, match the descriptions with the teaching activities listed A-H. There is one extra option which you do not need to use.Teaching activitiesDescriptions1.The teacher says a word and asks all the learners to repeat it together.2.The teacher puts learners in pairs and asks one of them to act as a losttourist asking the way, and the other as a local person giving directions.3.The learners use maps to work out the best way to get from X to Y.4.The learners listen to a tape and complete a timetable.5.The learners ask all their classmates their opinion about something and thennote it down.6.The learners go to the local museum, the library and the internet to find outabout dinosaurs. They then make an exhibition of wall posters about them.7.The learners choose names of objects from a list and write the names underpictures of the objects.。