Cambridge TKT

parts of speech; the forms and use of grammatical structures

types of meaning; word formation, e.g. prefixes, suffixes, compounds; word groupings, e.g. synonyms, antonyms, lexical sets, homophones, collocation; register

symbols from the International Phonetic Alphabet (IPA); phonemes; word stress, sentence stress; intonation; connected speech

context; levels of formality; appropriacy; a range of functions and their typical exponents

reading, listening, speaking, writing and their subskills; features of spoken and written texts, e.g. layout, organisation, accuracy, fluency, authenticity

influences on motivation; the importance of motivation; measures that can increase motivation

acquisition; silent period; L2 learners' need for interaction and focus on form as complements of exposure

errors and slips; interference and developmental errors; interlanguage

differences in age; differences in the context of learning; differences in ways of learning

common learning preferences; common learning strategies; maturity; past language-learning experiences; how learner characteristics affect learning

the personal, learning and (future) professional needs of learners

introductory activities such as warmers and lead-ins; common ways of presenting language

the design and purpose of a range of common comprehension and production tasks and activities; teaching terms, e.g. prompting, eliciting, drilling; frameworks for activities and tasks; Presentation, Practice and Production (PPP); Task-based Learning (TBL); Total Physical Response (TPR); the Lexical Approach; Grammar-Translation; test-teach-test; guided discovery

purposes for assessment, e.g. diagnostic, placement, achievement, formative, progress, proficiency; methods of assessment, e.g. self, peer, portfolio, informal and formal; the design and purpose of a range of assessment tasks and activities

main, subsidiary and personal aims; specification of aims; factors influencing the choice of aims

the standard components of a lesson plan: aims, procedures, stages, timing, aids, anticipated problems, assumptions, interaction patterns, timetable fit

common sequences, e.g. structures, skills, topic, project

informal or formal assessment and related tasks and activities

the range of resources available and teachers' reasons for consulting them

types of aids and their teaching functions

criteria for selection; ways of adapting materials

types of supplementary materials and activities; reasons for use; how to select and adapt

identification of a range of classroom functions and typical exponents; appropriacy of use, e.g. degrees of simplicity of language, appropriateness of sequencing, degrees of formality, use of L1

identification of common functions and typical exponents; identification of communicative purpose; appropriacy of use

categorising types of mistakes, e.g. spelling, wrong verb form, subject-verb agreement

common teacher roles, e.g. manager, diagnostician, planner

managing the teaching space, establishing systems for praise and reward, establishing rules, routines and procedures; analysing learners' needs; building variety into lessons, planning lessons to meet learners' needs

common classroom interaction patterns and their uses; grouping of learners and reasons for this

methods of correction and their appropriacy of use

the focus and purpose of feedback; ways of giving feedback

CLIL aims; The 4 Cs (Coyle) - Content, Communication, Cognition and Culture; BICS (Basic Interpersonal Communicative Skills) and CALP (Cognitive Academic Language Proficiency) (Cummins); introduce learners to new ideas and concepts in curricular subjects; improve learners' performance in both curricular subjects and the target language; encourage stronger links with the citizenship curriculum; increase learners' confidence in the target language; make the content subject the primary focus of classroom materials; enable learners to access curricular subjects by modifying lesson plans to take into account pupils' ability in the target language; provide cognitively challenging materials from the beginning; provide scaffolding to support learning of content and language

the use of present, past and future forms; comparative/superlative forms; modal verbs for expressing: ability; certainty; deduction; obligation; permission; prediction; preference; possibility; probability; prohibition; speculation; conditionals; passive forms; imperatives; questions; reported speech; personal and impersonal pronouns; time expressions; connectors (and, but, or, because); collocations; synonyms; opposites; use of specialist subject vocabulary

agreeing or disagreeing; asking questions; clarifying what has been said; comparing and contrasting; describing cause and effect; diagrams; images; a process; evaluating work (own and others'); expressing ideas; giving examples; information; reasons; hypothesising; instructing; interpreting data; justifying answers or opinions; persuading; predicting; presenting solutions; presenting work; stating facts and opinions; suggesting changes; ideas

remembering: recognise, recall; understanding: explain, interpret; applying: carry out, do; analysing: examine, reason; evaluating: evaluate, assess; creating: make, produce

carrying out investigations; drafting, writing and editing work; estimating then checking or measuring; guessing from context; locating, organising and interpreting information; note-taking; planning; recording results; reviewing; setting own learning goals; scanning and skimming text; selecting and using reference materials; summarising; transferring information from one source to another

teaching objectives; learning outcomes; activating prior knowledge; tasks to develop the 4Cs: content, communicative and cognitive skills, focus on culture; differentiation; support strategies; learner interaction; resources; Can Do statements; links to other curricular subjects

word and sentence-level features of oral and written language; text types (genre) in CLIL and their features: layout, organisation, purpose; discussion: balanced argument, essay, one-sided argument; explanation: process, cycle, cause and effect; procedure: instructions (technical or general); persuasion: advertisement, notice, proposal, review; recount: account of an event or an experiment, autobiography, biography, diary; report: article, description of characteristics of something e.g. scientific, historical, geographical; other text types: letter, narrative, email

multimedia: visual, auditory, digital; graphs: bar chart, pie chart and line graph; Carroll diagram; cause-effect or process diagram; cycle; flowchart; grid; identification key (binary); mind map; quadrant; storyboard; T-chart; table; timeline; tree diagram; Venn diagram; adding animation; still images and diagrams; changing and interpreting digital images; collating information on spreadsheets; creating PowerPoint presentations; designing and using a database; doing web searches; using draw or paint software; word processing; exchanging and sharing information; to present and revisit subject vocabulary; to encourage learner autonomy; to provide learning support; to handle data; to develop enquiry skills; to be creative

adding visuals and diagrams; omitting unnecessary detail; simplifying language; paraphrasing vocabulary; highlighting key subject vocabulary; inserting a word bank or glossary; reordering activities to progress from least to most demanding; using a variety of layout designs, font sizes and styles; personalising topics; adding web links

classifying words, numbers or objects into groups; dictation: whole class, group and pair; feature identification; freeze frames; gap-fill; information transfer; interviews and hot seat; labelling; matching; multiple choice; ordering letters, words, sentences and paragraphs; poster presentations; predicting from images, words, titles, sentences, sound or objects; pyramid discussion; questionnaires; summarising; true/false; yes/no; word, sentence, diagram, text completion; word searches; revisiting subject-specific language; developing communicative and/or cognitive skills; developing accuracy; developing fluency; encouraging collaborative learning; developing creativity; personalising learning; encouraging learner autonomy

Use of questions to scaffold and promote thinking: lower order talk (what, where, when, who) -> higher order talk (why, how, what is the evidence, what do you think of ...?); presenting subject content, developing understanding, commenting on what's happening during practical work, developing learners' communicative and/or cognitive skills, discussing ideas, encouraging learners, explaining subject concepts, instructing, modelling subject language, questioning, recasting, classroom management; pair work; task-based learning; group presentations; role play; explaining results; peer and group feedback

allowing longer wait time(s); breaking down tasks into small steps; creating interest in the subject; doing practical demonstrations; giving constructive feedback; providing word banks, glossaries, sentence support and language frames for input and output of content and language; providing models of effective work; relating subject topics to personal experience; allowing some use of the L1 (code switching)

encouraging predicting and estimating skills; encouraging personalising of content; encouraging risk taking - not worrying about mistakes; encouraging guessing from context; helping set learners' own learning goals; helping develop study skills - using dictionaries, the internet, reading around subject concepts; encouraging use of visual prompts to aid memory; helping take quick and accurate notes; encouraging reviewing of vocabulary and ideas; encouraging questions and problem solving

reminding; repeating; demonstrating again; directing to further practice; directing learners to help others; revisiting concepts through a different medium; making links with other curricular subjects; Providing less challenge; (modified input) providing additional language frames, word banks, glossaries in L1 and target language, additional visual support, simplified texts; (modified output) answering fewer questions, producing shorter texts; (modified outcome) e.g. produce a simple design rather than a complex one; Providing more challenge; checking own work; helping peers; doing extension activities; designing activities for others

content and/or language; cognitive skills; learning skills; practical skills; communication skills

formative, summative, peer, self, portfolio, performance; Use of Can Do statements, use of criteria

changing vocabulary; simplifying language structures; adding visuals; some use of L1 or target language glossaries; modifying test instructions; providing additional examples; allowing extra time; repeating oral instructions in L1; reading instructions aloud; explaining instructions; allowing questions from learners in L1

capacity for play and fun; capacity for indirect learning: tendency to respond to meaning and the situation rather than to language; need to feel relaxed/safe; learning from social interaction (with peers and teacher); using chunks; using limited language at their disposal creatively; some children may already be able or be beginning to understand abstracts, generalise and systematise; characteristics which vary between children: e.g. learner preferences, previous learning experience, L1 background, motivation, personality, attention spans (depending on activity and topic)

planning learning; setting learning objectives; selecting activities; organising learning; reviewing learning; remembering language or information about language; using reference resources; developing hypotheses about language rules; comparing; contrasting; self-assessment; self-correction

predicting; skimming; scanning; identifying; matching; categorising; deducing meaning from context; risk-taking; sequencing; ranking

asking for an object (Can I have ...?); asking for clarification or help (Can you help me ?/How can I ...?); asking for information (What's a dragon?/How do you ...?); asking for permission (Can I go/take/use/work with ...?); attracting someone's attention (Miss!); clarifying (Yes, a blue one.); describing routines or states (I go to bed at .../It lives in the jungle.); describing a personal experience (We went to the park.); describing an action (He's singing.); describing appearance (It's green.); expressing a reason (Because I found it.); expressing agreement/disagreement (OK/I don't think so ...); expressing an intention (I'm going to draw a house.); expressing an opinion (I like cats.); giving instructions (Open it! Don't do that!); narrating (The king said ...); offering something (Do you want some?)

learning outcomes; personal teaching aim; previous learning; resources needed; interaction patterns (plenary, groups, pairs, individual); procedure; possible problems and solutions; differentiation; assessment evidence; syllabus fit; follow-up suggestions; lesson evaluation

adding to, omitting from and adapting coursebooks and supplementary materials to support and challenge children's learning; adding visual support; adding word banks; adding possible answers; omitting unnecessary detail; simplifying language; personalising content; changing layout; adapting tasks

Planning and sequencing lessons involving coursebooks and supplementary materials through the use and adaptation of; stories; games (e.g. physical response, guessing, memory, categorisation games); puppets; realia; flashcards, pictures and drawings; blackboard/whiteboard; art and craft materials and activities (e.g. making and designing mini-books, origami animals, personal dictionaries, masks, puppets, weather charts, cards for special occasions); action rhymes, songs and chants; ICT; video clips (both commercial and class made)

using language at children's level; adjusting language to children's level: repeating, rephrasing, allowing wait time after asking a question; asking appropriate questions: closed, open, divergent, convergent; supporting language with gestures and actions (facial expressions, making sounds, pointing, nodding); correcting: reformulating, recasting, ignoring error; using L1 when appropriate

creating a clear or familiar context for an activity; creating a clear purpose for an activity which makes sense from a child's perspective; providing language models or prompts for an activity or topic (e.g. through puppets, drawings); reviewing language needed for an activity or topic; demonstrating through a model and/or example how to do an activity; moving from known to unknown in an activity; focusing on visible objects, actions and information; using practical activities in which language is supported by action; supporting meaning with visuals and/or objects (e.g. puppets, mascots); creating opportunities for learning through different senses; relating activities to children's personal experiences; use of word banks, language frames, substitution tables, sentence starters, speech bubbles, different kinds of charts, diagrams and grids to support both input and output

stirrers and settlers; competitive and co-operative activities; listen-and-do (physical response), listen-and-make, listen-and-draw, listen-and-say; dictation; visualisation; brainstorming; drills; chants; dialogue; songs; role-play; stories; surveys; information-gap activities; guessing activities; memory activities; categorisation activities; problem-solving activities

getting and keeping children's attention; checking understanding; correction strategies (recasting, reformulating, ignoring errors, plus a limited focus on direct correction techniques); using and managing individual, pair, group and whole-class work; establishing routines to develop responsible behaviour and help children to feel safe; giving children practical responsibilities

identifying progress in language, learning strategies, use of skills; identifying achievement in language, learning strategies, use of skills; diagnosing strengths and weaknesses in language, learning strategies, use of skills, gaining feedback on learning objectives of lesson or of syllabus; identifying children's likes and dislikes

language; behaviour; learning strategies; cognitive strategies; communication strategies

providing oral and written formative feedback in class; adjusting teaching materials; adjusting task types; adjusting classroom management