TKT考核复习资料
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TkT—M1考点总结Part 1:What is TKT?Teaching Knowledge Test.英语教学能力证书(TKT) 是剑桥大学考试委员会外语考试部(Cambridge ESOL)专为英语教师开发设计的证书考试。
TKT是为母语为非英语国家的中小学或成人英语教师研发的英语教学能力证书,主要测试考生对语言及语言应用基本概念的掌握,以及对教学与学习的背景知识及实践过程的把握。
Part 2:What does TKT involve?TKT包含五个证书:证书1即M1--语言及语言教学背景知识Language and background to languagelearningand teaching证书2即M2--计划制定及教学资源利用Lesson planning and use of resources forlanguage teaching证书3即M3--教学组织与学习过程管理Managing the teaching and learningprocess证书4即M4-- 英语语言知识Knowledge about Language (不在考试范围)证书5即M5-- 学科内容与语言整合教与学Content and Language IntegratedLearning(不在考试范围)考生可以分别参加各个证书的考试,没有先后顺序,TKT每个考试均包含80道选择题,考试时间为80分钟。
M1:语言及语言学习、语言教学背景知识1、主要测试在英语语言教学中用来描述语言、语言应用及语言技能的常用术语及概念。
例如:a) 语言及语言应用:名词,连词,从句,音素,重音,前缀,同义词,邀请,建议,同意。
b) 语言技能:略读,精读,听要点,通过听判断说话者态度,准确度,流利度,写主题句,拟草稿,编辑等。
2、对影响英语学习因素的了解,教师如何根据不同学习者的特性因材施教,同时测试考生对英语学习过程及对教学的影响的了解。
tkt考试试题TKT考试试题TKT(Teaching Knowledge Test)是由剑桥大学考试委员会开发的一项英语教学知识测试。
它旨在评估英语教师的教学能力和专业知识水平。
TKT考试试题涵盖了教学方法、语言知识、教学技能等多个方面,对于想要从事英语教学工作的人来说,这是一项非常重要的考试。
首先,TKT考试试题涉及教学方法。
教学方法是指教师在教学过程中所采用的方式和手段。
TKT考试试题会测试考生对于不同教学方法的了解和运用能力。
例如,考生需要了解什么是任务型教学法,以及如何设计一个有效的任务型教学活动。
此外,考生还需要了解和掌握其他教学方法,如游戏教学法、合作学习法等。
这些教学方法的灵活运用,可以提高学生的学习兴趣和参与度,从而提高教学效果。
其次,TKT考试试题还涉及语言知识。
语言知识是指教师对于英语语言的掌握程度。
TKT考试试题会测试考生对于语音、词汇、语法和语用等方面的知识。
例如,考生需要了解英语中的重音规则,以及如何帮助学生正确地发音。
此外,考生还需要了解常见的英语词汇和短语,以及它们的用法和搭配。
语法也是考生需要掌握的重要内容,他们需要了解英语语法的基本概念和常见的语法错误,以便能够帮助学生纠正错误并提高语言表达能力。
最后,TKT考试试题还涉及教学技能。
教学技能是指教师在教学过程中所需要具备的技能和能力。
TKT考试试题会测试考生的课堂管理能力、教学评估能力和教学反思能力。
例如,考生需要了解如何管理一个多样化的学生群体,如何处理学生之间的冲突和问题。
此外,考生还需要了解如何评估学生的学习成果,以及如何根据评估结果调整教学内容和方法。
教学反思也是考生需要具备的能力,他们需要能够对自己的教学进行反思和改进,以提高教学效果。
综上所述,TKT考试试题涵盖了教学方法、语言知识和教学技能等多个方面。
通过参加TKT考试,考生可以全面了解自己的教学能力和专业知识水平,发现自己的不足之处,并有针对性地进行提升和改进。
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考试】 TKT Module 1 Practice Test 2 错题汇总1. Example Language - Grammatical Terms⽆2. Words - Grammatical Terms⽆3. Lexical Terms(1) A clause usually consists of a subject and ( B )A. an infinitiveB. a finite verbC. a phrasal verbAnalysis:'A' and 'C' are incorrect because, although a clause may contain an infinitive or a phrasal verb, they aren't necessary for the grammatical accuracy of the clause.4. Phonology⽆5. Conversation - Functions⽆6. Teacher's Comments - Aspects of Speaking⽆7. Readers' Statements - Terms about Reading(1) I am enjoying reading this novel I got for my birthday. --> extensive readingAnalysis:'Extensive reading' refers to reading long pieces of text, such as stories or newspaper (usually for pleasure).'B' is incorrect because 'intensive reading' means reading carefully to focus on how language is used.8. Advice for Motivating Learners(1) Create a positive classroom atmosphere. ( C )A. Acknowledge all student contributions.B. Establish a safe, secure environment.C. Invite native speakers to give talks.Analysis:A guest talk by a native speaker may motivate or engage learners, but this depends on the speaker, the level of language, the speed of speech, the topic, and etc. It may even frustrate some learners. For this reason, simply inviting a guest speaker is not considered a strategy for creating a positive learning atmosphere.9. Teachers' Comments - Types of Mistakes(1) For some reason, this student and others from this language background often say library when they mean bookshop. --> lexical interference errorAnalysis:This is not a lexical development error (only made by native speakers learning their own language), or a one-time lexical slip. What it suggests is lexical interference-the learners may be confusing the words because the work for bookshop in their firstlanguage may look like the word library.(2) One student said to another this morning, 'My bottom's in my bag-ah, bottle, I should have said, "My bottle's in my bag".' --> lexical slipAnalysis:Here the learner makes a 'lexical slip'. He/She uses the word 'bottom' before quickly realising she has made a mistake in word choice and correcting it to 'bottle'.10. Learners' Statements - Learners' Needs(1) I am a very shy person and I feel embarrassed if I have to talk in front of other students, so I never ask questions in class. --> securityAnalysis:Feeling too shy to speak in class is a form of insecurity so this learner needs security.11. Terms about Introductory Activities and Presentation Techniques(1) Controlled practice ( C )A. Students talk about what they did at the weekend. The teacher walks around correcting inaccurate use of the past tense.B. Students do a role-play based on a recorded conversation they listened to.C. Students listen to jazz chants and repeat them, trying to use the same pronunciation and intonation. Analysis:Repeating jazz chants is a form of controlled practice, i.e. learners use the target language repeatedly focusing on accuracy. 'A' and 'B' are both examples of freer practice, where the learners have more control over the language they choose to use.(2) Test-teach-test ( B )A. The teacher explains the rules about using some or any. Students do an exercise using some or any. The teacher tests the students on the target language.B. The students do a task on the target language some or any. The teacher explains the rules about using some or any. The students do a task filling in gaps with some or any.C. The teacher tests the students on the target language of the previous lesson. She teaches the new language (when to use some or any). The students do a test on the new language.Analysis:'Test-teach-test' is a way of teaching new language where learners first do a task to see how well they know a certain piece of language (this is the first test). The teacher presents the target language (teach), then asks the learners to do another task using the new language correctly (this is the second test).'C' is incorrect because the first test and the second test assess different languages, and only after the language has been taught.(3) Focus on form ( C )A. The teacher displays a set of useful language items and asks students to predict how likely it is that these items would occur in spoken language.B. The teacher gives students a task-based learning activity, such as a role-play, in which the students should ideally use modals.C. The teacher models accurate pronunciation of contractions of auxiliary verbs and the class repeats. Analysis:'Focus on form' is paying attention to the words in a particular language structure or to pronunciation.12. Teacher's Instructions - Activity⽆13. Terms about Assessment - Activities(1) Which one is NOT an example of the term 'placement test'? ( B )A. The enrollment process at the school includes a written language test.B. Students discuss with their teacher any specific problems whey have with English.C. Students all have an oral interview to decide which level of class they go into.Analysis:A 'placement test' usually involves a written assessment and sometimes an oral assessment. It does not involve learners discussing individual language learning problems with a teacher.(2) Which one is NOT an example of the term 'formal assessment'? ( A )A. The teacher observes students while they work in pairs and provides feedback to some of them on their performance.B. At the end of term, students present their research findings in the form of an oral presentation and receive a mark that forms part of their final grades.C. The teacher sets a reading skills' test and gives the students marks according to how many questions they answered correctly.14. Task Types(1) giving antonyms(反义词)。
T K T培训内容要点TKT培训补充材料2009年11月26日谢强备课和使用相关资源备课第一部分计划和准备一节课和系列课第18单元识别和选择目标必背要点概念1.main aim, subsidiary aim, personal aim 主要目标、分项目标、教师个人目标2.syllabus 教学大纲3.procedure 上课进程必须理解和背记的重要练习1.表格题:确定上课每一进程的分项目的 88页2.配对题:识别教学目的 90页第19单元识别教案的组成部分必背要点概念1.level and number of learners 学生水平和人数2.timetable fit 与前一节课和后一节课的合理连接安排3.main aim 主目标4.subsidiary aim 分项目标5.personal aim 教师个人授课方面的目标6.assumption 对学生现有水平的认定7.anticipated language problems 预期学习难点8.possible solutions 可能的解决方案9.teaching aids, materials, equipment 教学辅助工具、材料和设备10.procedure 上课进程11.timing 上课每一阶段的时间12.interaction patterns 互动方式13.homework 作业必须理解和背记的重要练习1.表格题:教案要素对应的具体内容 94页2.配对题:识别课程每一阶段的分目的 95页第20单元准备一节课或者几节系列课必背要点概念(8个)1.语法课顺序:PPP 3P教学法;TBL任务型教学法2.输入课productive顺序:TBL3.输出课receptive顺序:set the scene事先确定场景; feedback事后老师给出反馈4.系列课结构型顺序:复习、复习、对比5.系列课综合型顺序:词汇、阅读、写作6.系列课任务型顺序:输入(听、读)、课堂问答讨论、制作张贴板7.scheme of work教案大纲、教案的大体框架8.peer correction 相互纠正、互相改错必须理解和背记的重要练习1.排序题:几节课的顺序 99页2.排序题:一节课的顺序 101页第21单元评估手段必背要点概念rmal assessment 非正式评估2.formal assessment 正式评估3.表格:两者差异 102页4.proficiency test语言水平测试,achievement test成果测试,progress test阶段测试5.multiple-choice questions选择题, matching tasks配对题, true/false questions对错题, objective test客观性测试6.正式评估和非正式评估的特点 103页必须理解和背记的重要练习1.对错题:正式评估与非正式评估的特点 104页2.配对题:配对测试目的第二部分选择和使用相关资源备课第22单元查资料必背要点概念1.teacher’s book教师用书2.bilingual dictionary双语字典, monolingual dictionary单语字典nguage awareness语用意识4.collocation搭配5.worksheet活页练习题必须理解和背记的重要练习1.配对题:参考资料和参考目的 108页2.配对题:参考资料和参考目的 109页第23单元选用教材资料必背要点概念1.coursebook package全套教材: a student book学生用书, a teacher’s book教师用书 (tapescript录音文本), audio/video recordings磁带录像带, workbook练习册(activity book活动手册)2.coursebook adaptation教材改变3.realia实观教具必须理解和背记的重要练习:配对题:教学活动与目的 113页第24单元选用补充材料与活动必背要点概念1.syllabus教学大纲-coursebook教材-supplementary materials补充材料2.graded readers 分级读物3.authentic sources真实渠道4.scheme of work工作计划5.不同补充材料的优缺点 115页必须理解和背记的重要练习配对题:教师需求与补充材料 118页第25单元选用教学辅助工具必背要点概念1.teaching aids教具2.overhead projector投影仪3.visual aids视觉辅助工具4.realia实观教具5.transparency幻灯片nguage laboratory语音室rmation gap信息不对称8.flashcard抽认图9.puppet木偶10.chart图表11.prompt提醒12.leaflet单页13.poster招贴画14.wallchart挂图15.lexical set词汇上下文16.phonemic chart口型发音图17.phonemic symbols音标18.hand gesture手势19.facial expression面部表情20.mime哑剧21.elicit引出22.context上下文必须理解和背记的重要练习:1.问答题:情况与辅助工具 122页2.配对题:教学目的和辅助工具 123页MODULE2模考的考查内容、考试词汇与考试技巧MODULE2模拟题的考察内容1.面对不同学生对象的教学目的2.教师不同指令所代表的教学目的3.教案组成部分的定义4.课程顺序(TBL)5.评估目的6.字典标注的含义7.教学需求和选用参考资料8.改编教材的策略9.为实现教学目的选用补充材料10.选用教具MODULE2考试常见词汇1.match配对,TKT最常见的考试形式;extra option多余的选择,这是比较容易的情况,相对复杂的是可以多次选择某一个选项,所以审清题干非常重要。
作为一名合格的少儿英语教师,除了拥有良好的语言能力之外,是否具备英语教学专业知识与技能更是关键指标。
为提升泡泡少儿英语教师的专业水准,加强泡泡少儿英语师资教学能力的权威认证,新东方教育科技集团泡泡(POP)少儿英语全国推广管理中心特引进由英国剑桥大学ESOL考试中心最新推出的具有理论基础与实际教学能力相结合的测评体系---TKT(Teaching knowledge Test),即剑桥英语教学能力证考试。
它是为母语为非英语国家的中小学或成人英语教师研发的英语教学能力证书,主要测试教师对于语言及语言应用基本概念的理解,以及对教学与学习的背景知识及实践过程的掌握能力。
TKT测试的考查内容包括了教学语言、教学方法、教学资源利用、教学准备、课堂管理等方面,反映出对现代外语教师的基本要求以及为达成目标而必须参加的相应培训。
它是目前全球范围内考核英语教师专业教学能力的一套权威、具有公信力的测评标准。
通过准备参加TKT考试,考生们可以:✧熟悉与语言、语言应用相关的基本概念,掌握教学与学习的北京知识与实践过程;✧进一步丰富教学专业知识,拓展事业发展前景;✧为参加更高级别师资证书考试做好准备;✧为考生奠定了教师职业生涯的发展基础。
TKT内容说明TKT考试适合于全球的中、小学教师和成人教育的老师。
在职教师可以在他们职业生涯的任何一个阶段参加TKT考试。
对于希望成为教师的考生,TKT考试无疑是理想的证书考试。
TKT能够帮助考生丰富教学专业知识,奠定并拓展职业生涯发展前景。
TKT包含四个证书的考试,每个证书的考试都是独立的,教师可以分别参加各个证书的考试。
教师参加完每项考试都会获得一张由剑桥大学外语考试部颁发的证书。
TKT每项考试均包含80道选择题,每题1分,满分为80分。
考试时间为80分钟。
考试按成绩分为四个级别:1、掌握有限的TKT考试范围内的教学知识;2、具有基本且系统的TKT考试范围内的教学知识;3、具有一定广度和深度的 TKT考试范围内的教学知识;4、具有广播的TKT考试范围内的教学知识。
tk内衣行业考试试题和答案**TK内衣行业考试试题和答案**一、单选题(每题2分,共20分)1. 以下哪个品牌不是TK内衣行业的代表品牌?A. 维密B. 黛安芬C. 优衣库D. 爱慕答案:C2. 内衣的主要功能不包括以下哪一项?A. 支撑B. 保护C. 装饰D. 保暖3. 以下哪种面料不是内衣常用的面料?A. 棉B. 莫代尔C. 聚酯纤维D. 皮革答案:D4. 内衣尺码的表示方式中,以下哪个是错误的?A. 70BB. 34CC. 32DD. 36E答案:B5. 以下哪种设计不是内衣设计中常见的元素?A. 蕾丝C. 印花D. 拉链答案:D6. 以下哪个国家不是内衣生产大国?A. 中国B. 印度C. 意大利D. 巴西答案:B7. 以下哪种洗涤方式不适合内衣?A. 手洗B. 机洗C. 干洗D. 温水洗涤8. 以下哪种材料不是内衣中常用的弹性材料?A. 氨纶B. 橡胶C. 莱卡D. 尼龙答案:B9. 以下哪个不是内衣行业的发展趋势?A. 环保材料的使用B. 个性化定制C. 快时尚D. 手工制作答案:D10. 以下哪个不是内衣行业的专业术语?B. 底围C. 钢圈D. 领口答案:D二、多选题(每题3分,共15分)11. 以下哪些因素会影响内衣的舒适度?()A. 面料B. 尺码C. 设计D. 颜色答案:A、B、C12. 以下哪些是内衣行业的知名品牌?()A. 爱慕C. 优衣库D. 维密答案:A、B、D13. 以下哪些是内衣设计时需要考虑的因素?()A. 人体工程学B. 时尚趋势C. 材料成本D. 功能性答案:A、B、D14. 以下哪些是内衣行业的常见面料?()A. 棉B. 莫代尔C. 丝绸D. 聚酯纤维答案:A、B、C、D15. 以下哪些是内衣行业的销售渠道?()A. 实体店B. 电商平台C. 社交媒体D. 电视购物答案:A、B、C、D三、判断题(每题2分,共20分)16. 内衣的尺码越大,其对应的底围尺寸也越大。
tkt剑桥英语教学能力认证考试备考指南Cambridge English Teaching Knowledge Test (TKT) is a globally recognized qualification for teachers who want to prove their teaching abilities. This certification is widely recognized by schools, colleges, and universities around the world as a benchmark for quality teaching.If you are planning to take the TKT exam, here are some key tips to help you prepare effectively for the test:1. Understand the exam format: The TKT exam consists of three modules – TKT Module 1 (Language and background to language learning and teaching), TKT Module 2 (Lesson Planning and use of resources for language teaching), and TKT Module 3 (Managing the teaching and learning process). Make sure you familiarize yourself with the format of each module and the types of questions you can expect.2. Study the TKT course materials: Cambridge English offersa range of course materials and resources to help you prepare for the TKT exam. Make use of these materials to improve your understanding of key teaching concepts and strategies.3. Practice with sample questions: One of the best ways to prepare for the TKT exam is to practice with sample questions.This will help you become familiar with the types of questions you can expect and improve your time management skills during the exam.4. Join a TKT preparation course: If you prefer a more structured approach to studying for the TKT exam, consider enrolling in a TKT preparation course. These courses are designed to help you improve your teaching abilities and prepare for the exam effectively.5. Participate in teaching practice: As part of the TKT exam, you may be required to demonstrate your teaching abilities through a teaching practice task. Make sure you get plenty of teaching practice to improve your confidence and skills in the classroom.6. Seek feedback from experienced teachers: To improve your teaching abilities, seek feedback from experienced teachers who can provide valuable insights and suggestions for improvement.7. Stay updated on teaching trends: The field of language teaching is constantly evolving, so make sure you stay updated on the latest teaching trends and methodologies to enhance your teaching abilities.By following these tips and dedicating time and effort to your TKT exam preparation, you can improve your teaching abilities and pass the exam with flying colors. Good luck!。
Bilingualised TKT Glossary for Module 1 剑桥英语教学能力证书模块1 英语教学术语表(英汉双解)! 21 Concepts and terminology for describing language 语言概念和术语!21GRAMMAR 语法! 211. Active voice! 212. Adverbial! 213. Adverb! 214. Punctuation! 215. Apostrophe! 226. ‘at’ symbol! 227. Comma! 228. Exclamation mark! 229. Full stop! 2210. Question mark! 2211. Speech marks! 2212. Article! 2213. Aspect! 2314. Verb! 2315. auxiliary verb! 2316. base form of a verb! 2317. infinitive form! 2318. irregular verb! 2319. modal verb! 2420. multiword verb! 2421. phrasal verb! 2422. regular verb! 2423. reporting verb! 2424. Clause! 2425. Main clause! 2526. Subordinate clause! 2527. Relative clause! 2528. Noun! 2529. collective noun! 2530. common noun! 2531. compound noun! 2532. countable noun! 2533. plural noun! 2634. proper noun! 2635. uncountable noun! 2636. Adjective! 2637. comparative adjective! 2638. demonstrative adjective! 2639. -ing/-ed adjective! 2640. possessive adjective! 2741. superlative adjective! 2742. Conditional (forms)! 2743. First (Type 1) conditional! 2744. Second (Type 2) conditional! 2745. Third (Type 3) conditional! 2746. Mixed conditional! 2747. Conjunction! 2848. Pronoun! 2849. demonstrative pronoun! 2850. object pronoun! 2851. Personal pronoun! 28Page 352. possessive pronoun! 2853. reflexive pronoun! 2854. relative pronoun! 2855. Preposition! 2956. Dependent preposition! 2957. Determiner! 2958. Direct speech, question! 2959. Tense! 2960. Future with going to! 2961. Future with present continuous! 2962. Future with present simple! 2963. Future with will or shall! 3064. Past continuous, progressive! 3065. Past perfect continuous, progressive! 3066. Past perfect simple! 3067. Past simple! 3068. Present continuous, progressive! 3069. Present perfect continuous, progressive! 3070. Present perfect simple! 3071. Present simple! 3072. Gerund, -ing form! 3073. Imperative! 3074. Reported speech, statement, question! 3175. Infinitive of purpose! 3176. Intensifier! 3177. Interrogative! 3178. Intransitive! 3179. Object! 3180.direct object! 3181. indirect object! 3182. Participle (past and present)! 3283. Particle! 3284. Passive role! 3285. Passive voice! 3286. Person! 3287. First person! 3288. Second person! 3289. Third person! 3290. Phrase! 3391. Possessive ‘s’ and whose! 3392. Quantifier! 3393. Question tag, tag question! 3394. Subject! 3395. Subject-verb agreement! 3396. Subordinating conjunction! 3397. Transitive! 3498. Used to! 3499. Verb pattern! 34100. Verb phrase! 34101. Verbs of perception! 34102. Wh- question! 34103. Wh- word! 34104. Abbreviation! 35105. Acronym! 35106. Initialism! 35107. Anaphoric reference! 35108. Cataphoric reference! 36109. Exophoric reference! 36110. Causative passive! 36111. Complement! 36112. Connotation! 36113. Declarative form, declarative question! 37 114. Ellipsis! 37115. Fronting! 37116. Hypothetical! 37117. Hypothesise! 37118. Parallelism! 37119. Reduced relative clause! 37120. Complex sentence! 38121. Rhetorical question! 38122. Syntax! 38123. Noun phrase! 38124. Hypothesise! 38125. Idiom noun, idiomatic adjective! 38 126. Indirect question! 38127. Particle! 39128. Time expression! 39LEXIS 词汇! 401. Affix verb, affixation noun! 402. Antonym! 403. Chunk! 404. Collocation noun, collocate verb! 405. Compound! 406. False friend! 417. Homonym! 418. Homophone! 419. Hyponym! 4110. Lexical chain! 4111. Lexical set! 4112. Lexis (Also vocabulary)! 4213. Part of speech! 4214. Prefix! 4215. Root word, base word! 4216. Suffix! 4217. Core! 4218. Synonym! 4219. Word family! 4320. Capital letter! 4321. Delexicalised! 4322. Dynamic verbs! 4323. State (stative) verbs! 4324. Finite verb! 4325. Function word! 4426. Content word! 4427. Co-ordinating conjunction! 4428. Gradable/ungradable! 4429. Superordinate! 4430. Meaning! 4531. Denotation! 4532. Figurative! 4533. Literal! 4535. Semantic! 4536. Modifier! 4537. Morpheme! 4538. Non-finite verb! 4639. Qualify verb! 4640. Semi-modal! 4641. Separable phrasal verb! 46PHONOLOGY 语音! 471. Connected speech! 472. Consonant! 473. Contrast! 474. Stress! 475. Contrastive stress! 476. Primary, main stress! 477. Secondary stress! 478. Sentence stress! 489. Word stress! 4810. Strong form! 4811. Contraction! 4812. Diphthong! 4813. Discriminate, distinguish! 4814. Emphasis noun, emphasise verb, emphatic adjective! 4915. Feature! 4916. Identify verb, identification noun! 4917. Intonation! 4918. Linking! 4919. Minimal pair! 4920. Phoneme! 50Page 821. Phonemic chart! 5022. Rhyme! 5023. Rhythm! 5024. Schwa! 5025. Syllable! 5026. Unvoiced sound! 5127. Voiced sound! 5128. Vowel! 5129. Weak form! 5130. Word boundary! 5131. Affricate! 5132. Alveolar (ridge)! 5233. Assimilation! 5235. Consonant cluster! 5236. Dental! 5237. Elision! 5238. Fricative! 5239. Glottal (stop)! 5340. Intrusion/intrusive! 5341. Labio-dental! 5342. Nasal! 5343. Palate – palatal! 5344. Plosive! 5345. Velar! 5346. Phonology noun, phonological adjective! 5347. Silent letter! 54FUNCTIONS 功能! 551. Appropriacy noun, appropriate adjective! 552. Colloquial! 553. Decline, refuse an invitation! 554. Enquire! 555. Express! 556. Express ability! 557. Express intention! 558. Express necessity! 559. Express obligation! 5610. Express permission! 5611. Express preference! 5612. Express probability! 5613. Express prohibition! 5614. Formal language! 5615. Function! 5616. Functional exponent! 5617. Greet! 5618. Inappropriate! 5719. Instruct verb! 5720. Negotiate! 5721. Neutral! 5722. Register! 5723. Request, make a (polite) request! 5724. Speculate! 5725. Exponent! 5826. Function! 5827. Informal language! 5828. Response noun, respond verb! 58Concepts and terminology for describing language skills 语言技能概念和术语! 591. Abstract adjective! 592. Accuracy! 593. Coherence noun, coherent adjective! 594. Cohesion noun, cohesive adjective! 595. Cohesive device! 596. Complex! 607. Comprehension! 608. Concrete! 609. Context! 6010. Discourse! 6011. Deduce meaning from context! 6012. Develop skills! 6013. Draft noun + verb! 6114. Edit verb! 6115. Extensive listening/reading! 6116. Extract! 6117. Fossilisation! 6118. Error! 6119. developmental error! 6219. fossilised error! 6220. slip! 6221. Infer attitude, feeling, mood! 6222. Integrated skills! 6223. Intensive listening/reading! 6224. Interaction noun, interact verb, interactive strategies! 6225. Key word, language! 6326. Layout! 6327. Detail, read for detail, listen for detail! 6328. Gist, global understanding, listening/reading for gist, listening/readingfor global understanding! 6329. Mood, listen for mood, read for mood! 6330. Note-taking noun, take notes verb! 6331. Fluency! 6332. Oral fluency! 6433. Written fluency! 6434. Paragraph noun + verb! 6435. Paraphrase noun + verb! 6436. Prediction noun, predict verb! 6437. Process noun + verb! 6438. Process writing! 6539. Product writing! 6540. Productive skills! 6541. Proofread verb! 6542. Re-draft! 6543. Receptive skills! 6544. Relevance noun, relevant adjective! 6645. Scan! 6646. Skills! 6647. Skim! 6648. Subskill! 6649. Summary noun, summarise verb! 6650. Text structure! 6651. Text type! 6752. Theme noun, thematic adjective! 6753. Topic! 6754. Topic sentence! 6755. Turn, turn-taking! 6756. Version! 6757. Collaborate verb, collaborative adjective! 6758. Discourse marker! 6859. Repair strategy! 6860. Sentence level! 6861. Word level! 6862. Text level! 6863. Word level! 68Background to language learning 语言学习背景知识! 691. Achievement noun, achieve verb, achievable adjective! 692. Acquisition noun, acquire verb! 693. Attention span! 694. Attention spread! 695. Clue! 696. Cognitive (processes)! 697. Confidence noun, confident adjective! 708. Effective adjective! 709. English-medium school! 7010. Expectation! 7011. Exposure noun, expose verb! 7012. Factor! 7013. Focus on form! 7014. Goal, target! 7015. Guidance noun, guide verb! 7116. Ignore (errors)! 7117. Independent study! 7118. Intensive course! 7119. Interference! 7120. Interlanguage! 7121. L1/L2! 7222. Language awareness! 7223. Learn by heart! 7224. Learner autonomy noun, autonomous adjective, learner independence ! 7225. Learner characteristics! 7226. Learner training! 7227. Learning resources! 7228. Learning strategies! 7329. Learning style! 7330. Auditory learner! 7331. Kinaesthetic learner! 7332. Visual learner! 7333. Linguistic! 7334. Literacy! 7335. Maturity noun, mature adjective! 7436. Memorise verb, memorable adjective! 7437. Mother tongue! 7438. Motivation noun, motivate verb! 7439. Demotivate verb; demotivated adjective! 7440. Unmotivated adjective! 7441. Natural order! 7442. Needs! 7543. Notice language! 7544. Participation noun, participate verb! 7545. Personalisation noun, personalise verb! 7546. Pick up (language)! 7547. Proficiency noun, proficient adjective! 7548. Silent period! 7549. Target language! 7650. Target language culture! 7651. Work out! 7652. Varieties of English! 7653. Back-channeling! 7654. Form! 7655. Grammatical structure! 7756. Lower-order thinking skills (LOTS)! 7757. Higher-order thinking skills (HOTS)! 7758. Native speaker! 77Background to language teaching 语言教学背景知识! 78 PRESENTATION TECHNIQUES, APPROACHES AND INTRODUCTORY ACTIVITIES 语言导入技巧、方法和介绍性活动! 781. Activity-based learning! 782. Communicative approaches! 783. Concept! 784. Concept questions, concept checking! 785. Content-based instruction, content-based learning! 796. Content and Language Integrated Learning (CLIL)! 797. Contextualise! 798. Definition noun, define verb! 799. Eclectic adjective! 7910. Elicit verb! 79Page 15。
TKT培训补充材料备课和使用相关资源备课第一部分计划和准备一节课和系列课第18 单元识别和选择目标必背要点概念1. main aim, subsidiary aim, personal aim 主要目标、分项目标、教师个人目标2. syllabus 教学大纲3. procedure 上课进程必须理解和背记的重要练习1. 表格题:确定上课每一进程的分项目的88 页2. 配对题:识别教学目的90 页第19 单元识别教案的组成部分必背要点概念1. level and number of learners 学生水平和人数2. timetable fit 与前一节课和后一节课的合理连接安排3. main aim 主目标4. subsidiary aim 分项目标5. personal aim 教师个人授课方面的目标6. assumption 对学生现有水平的认定7. anticipated language problems 预期学习难点8. possible solutions 可能的解决方案9. teaching aids, materials, equipment 教学辅助工具、材料和设备10. procedure 上课进程11. timing 上课每一阶段的时间12. interaction patterns 互动方式13. homework 作业必须理解和背记的重要练习1. 表格题:教案要素对应的具体内容94 页2. 配对题:识别课程每一阶段的分目的95 页第20 单元准备一节课或者几节系列课必背要点概念(8 个)1. 语法课顺序:PPP 3P教学法;TBL任务型教学法2. 输入课productive 顺序:TBL3. 输出课receptive顺序:set the scene事先确定场景;feedback事后老师给出反馈4. 系列课结构型顺序:复习、复习、对比5. 系列课综合型顺序:词汇、阅读、写作6. 系列课任务型顺序:输入(听、读)、课堂问答讨论、制作张贴板7. scheme of work 教案大纲、教案的大体框架8. peer correction 相互纠正、互相改错必须理解和背记的重要练习1. 排序题:几节课的顺序99 页2. 排序题:一节课的顺序101 页第21 单元评估手段必背要点概念1. informal assessment 非正式评估2. formal assessment 正式评估3. 表格:两者差异102 页4. proficiency test 语言水平测试,achievement test 成果测试,progress test 阶段测试5. multiple-choice questions 选择题, matching tasks 配对题, true/false questions 对错题,objective test 客观性测试6. 正式评估和非正式评估的特点103 页必须理解和背记的重要练习1. 对错题:正式评估与非正式评估的特点104 页2. 配对题:配对测试目的第二部分选择和使用相关资源备课第22 单元查资料必背要点概念1. teacher ' s b教师用书2. bilingual dictionary 双语字典, monolingual dictionary 单语字典3. Ian guage aware ness 语用意识4. collocation 搭配5. worksheet 活页练习题必须理解和背记的重要练习1. 配对题:参考资料和参考目的108 页2. 配对题:参考资料和参考目的109页第23 单元选用教材资料必背要点概念1. coursebook package 全套教材: a student book 学生用书, a teacher 'bosok 教师用书(tapescript 录音文本), audio/video recordings 磁带录像带, workbook 练习册(activity book 活动手册)2. coursebook adaptation 教材改变3. reaIia 实观教具必须理解和背记的重要练习:配对题:教学活动与目的113页第24 单元选用补充材料与活动必背要点概念1. syIIabus 教学大纲-coursebook 教材-suppIementary materiaIs 补充材料2. graded readers 分级读物3. authe ntic sources 真实渠道4. scheme of work 工作计划5. 不同补充材料的优缺点115 页必须理解和背记的重要练习配对题:教师需求与补充材料118 页第25 单元选用教学辅助工具必背要点概念1. teaching aids 教具2. overhead projector 投影仪3. visual aids 视觉辅助工具4. realia 实观教具5. transparency 幻灯片6. language laboratory 语音室7. information gap 信息不对称8. flashcard 抽认图9. puppet 木偶10. chart 图表11. prompt 提醒12. leaflet 单页13. poster 招贴画14. wallchart 挂图15. lexical set 词汇上下文16. phonemic chart 口型发音图17. phonemic symbols 音标18. hand gesture 手势19. facial expression 面部表情20. mime 哑剧21. elicit 引出22. context 上下文必须理解和背记的重要练习:1. 问答题:情况与辅助工具122 页2. 配对题:教学目的和辅助工具123 页MODULE2 模考的考查内容、考试词汇与考试技巧MODULE2 模拟题的考察内容1. 面对不同学生对象的教学目的2. 教师不同指令所代表的教学目的3. 教案组成部分的定义4. 课程顺序(TBL )5. 评估目的6. 字典标注的含义7. 教学需求和选用参考资料8. 改编教材的策略9. 为实现教学目的选用补充材料10. 选用教具MODULE2 考试常见词汇1. match 配对,TKT 最常见的考试形式;extra option 多余的选择,这是比较容易的情况,相对复杂的是可以多次选择某一个选项,所以审清题干非常重要。
Teaching Knowledge TestA test of professional knowledge for English language teachersHandbook___________________________________________________________________ TKT wordlistThis list is indicative only. Other terms may also be used in TKT.The words are entered into categories so as to help the reader. Some words could fall into more than one categoryand could appear in different modules. Candidates who are preparing only for one module should ensure they havean understanding of all the TKT terminology. However, to economise on space they have only been entered once.The TKT glossary contains definitions of the words in this list and can be downloaded from /TKTModule 1CONCEPTS AND TERMINOLOGY FOR DESCRIBING LANGUAGE AND LANGUAGE SKILLSGRAMMARActive voice AdjectiveAdverbArticleAspectAuxiliary verbBase form of the verb ClauseCollective noun Comparative adjective Compound noun Conditional (forms)ConjunctionConnectorCountable nounDependent prepositionDeterminerDirect speechDirect questionGerund, -ing formGrammatical structureImperativeIndirect questionInfinitiveInfinitive of purpose-ing/-ed adjectiveIntensifierInterrogativeIrregular verbMain clauseModal verbNounObjectObject pronounPart of speechParticiple (past and present) Passive voicePast simple and past continuous/progressive Past perfect simple and continuousPersonal pronoun PhrasePluralPossessive adjectivePossessive pronounPossessive .s. and whosePrepositionPresent perfect simple andcontinuousPresent simple andcontinuousPronounProper nounQuantifierQuestion tagReflexive pronounRegular/irregular verbRelative clauseRelative pronounReported speech Reporting verb SingularSingular nounSubjectSubject-verb agreement Subordinate clause Superlative adjective TenseThird personTime expressionUncountable nounUsed toVerbVerb patternLEXISAffixAffixationAntonymCollocationCompoundsHomophoneIdiomLexisLexical set Multi-word verb Phrasal verbPrefixRegisterSuffixSynonymPHONOLOGYConnected speech Consonant Contraction DiphthongIntonationLinkingMain stressMinimal pair PhonemePhonemic script Phonemic symbol Phonemic transcription RhymeRhythmSentence stressStressStrong formsSyllableVoiced/unvoiced soundVowelWeak formsWord stressFUNCTIONSAccepting an invitationAppropriacyAppropriateColloquialDeclining an invitationEnquiringExpressing abilityFormal/informalFunctionFunctional exponentGreetingInappropriate Informal Instructing Inviting Level of formalityNegotiatingNeutralPredictingRefusing an invitationRequesting, making a (polite)requestSpeculatingLANGUAGE SKILLSAccuracyContextDeduce meaning from contextDevelop skillsDraftEditExtensive reading/listening FluencyInfer attitude, mood, feeling Intensive reading/listening InteractInteraction InteractiveInteractive strategiesLay-outNote-takingOral fluencyParagraphParaphrasePredictionProcess writingProductive skillsProof-readRead/listen for gistRead/listen for detailRead/listen for moodReceptive skillsRe-draftScanSkillSkimStrategySubskillSummary, summariseTake notesText structureTopicBACKGROUND TO LANGUAGE LEARNINGLANGUAGE LEARNING Achievable (target, goal) AcquisitionActivity-based learningAttention spanAuditory learnerCognitiveConfidence (give, build up) ConsciousDeductive learning DemotivateDemotivated Developmental errorErrorExpectationExposeExposureFocus on formGoalsGuidanceIgnore (errors) Independent study Inductive learning InterferenceInterlanguageKinaesthetic learnerLanguage awarenessLearner autonomyLearner characteristicsLearner independenceLearning resourcesLearning strategiesLearning styleLearner trainingL1/L2MaturityMemorableMemoriseMother tongueMotivateMotivationNatural orderNeedsOver-applicationOver-generalisationParticipationPersonalisationProcess (language)ProficiencyProficientSilent periodSlipTarget language cultureUnmotivatedVisual learnerWork language outBACKGROUND TO LANGUAGE TEACHING PRESENTATION TECHNIQUES AND INTRODUCTORY ACTIVITIESCommunicative approaches Concept checkingContent-based learning ContextualiseDefineDefinitionElicitEmphasiseEmphasisGestureGrammar-Translation methodGuided discoveryIllustrate meaning Introductory activities Lexical Approach MeaningfulMimePresentPresentation Presentation, Practice and Production (PPP) Situational presentation Target languageTask-based Learning (TBL) Test-teach-testTotal Physical Response(TPR)DRAFT 29PRACTICE ACTIVITIES ANDTASKSBrainstormCategoriseCategorisationChantChoral drillCommunicative activityControlled practiceDrillExtension tasksFreer practiceGap-fillGuided writingIce-breakerIndividual drillInformation-gap activityJigsaw reading/listeningJumbledparagraphs/pictures/sentencesLabellingLess-controlled, freerpracticePicture storiesPrioritisingProblem solvingProject workRank orderingRecord vocabularyRestricted practiceReviseRevisionRole-playStructural approachSubstitution table/drillSurveysTaskTask typeTransformation drillTransformation exerciseVisualisationWarmerWarm-upWord mapASSESSMENT TYPES ANDTASKSAchievement assessment Assessment Assessment criteria Cloze testContinuous assessment DiagnoseDiagnostic test EvaluationFormative assessment Informal assessment Learner profileMatching taskMultiple-choice questionsObjective testOpen comprehensionquestionsOral testPeer assessmentPlacement testPortfolioProficiency testProgress testSelf-assessmentSentence completionSentence transformationSubjective testSummative assessmentTestTrue/False questionsTutorialModule 2PLANNING AND PREPARING A LESSON OR SEQUENCE OF LESSONS LESSON PLANNINGAchieve aimsAimAnalyse language Anticipate language problemsArouse, generate interest Class profile Components (of a lesson plan)ConsolidateEnableEncourage EncouragementLead-inMain aimObjectivePacePeer feedbackPersonal aimPre-teach (new language) ProcedureRaise awareness RecycleReflect on teaching ReinforceScheme of work SequenceSet a question, taskSet the scene, the context StageStepStimulate discussionStudent-centredSubsidiary aimSyllabusTeacher-centredTeacher talking timeTimetable fitTimingVariedVarietyVarySELECTION AND USEOF RESOURCES ANDMATERIALSREFERENCE RESOURCESBilingual dictionaryConsultHeadwordMonolingual dictionaryReference materialsCOURSEBOOK ANDSUPPLEMENTARYMATERIALS ANDACTIVITIESActivity bookAdapt (material)Audio scriptAuthentic materialBoard gameBrochureCoursebookCrossword puzzleDialogueGraded readerGraphGridHandoutLeafletResourceSupplementary materialTapescriptTextbookTranscriptVideo clipWorkbookWorksheetAIDSChartDiceFlashcardFlipchartLanguage laboratoryLearning centreOverhead projector (OHP)Overhead transparency(OHT)Phonemic chart Puppet RealiaSelf-access centreTeaching aidsVisual (aid)Module 3TEACHERS. AND LEARNERS. LANGUAGE IN THE CLASSROOM CLASSROOM FUNCTIONSClarifyClarification (ask for) Convey meaning Facial expression Hesitate ModelNarratePraisePromptRespondResponseCATEGORISING LEARNERS.MISTAKESPunctuationWord orderCLASSROOM MANAGEMENT TEACHER ROLES AND MANAGING LEARNERSActive roleAssessorClassroom management Co-operateCo-operationCo-operative Diagnostician DisciplineEnergy levelsGet students. attention Grade language Involvement Learning contractMixed abilityMonitorNominatePassive rolePlannerProviderRapport (build)ResourceRoutineTeaching spaceGROUPING STUDENTSClosed pairsDominantDominateGroup dynamicsInteraction patternMingleOne-to-oneOpen classOpen pairsSeating arrangementSeating planCORRECTING LEARNERS AND GIVING FEEDBACKCorrection codeEcho correctFeedback (conduct, elicit, give) Highlight (a mistake)Peer feedbackReformulateReformulationRepetitionSelf-correctionTime lineWord promptLanguage used in TKT task rubricsAppropriate Aspect Circled Extract FactorFeatureItemListedMatchOptionRubricUnderline。