[PDF] TKT teaching knowledge test glossary - Cambridge English

5367_122184_tkt_glossary_document.pdf 1 TKT

Teaching Knowledge Test

Glossary

TKT GLOSSARY OF ENGLISH LANGUAGE TEACHING (ELT) TERMINOLOGY

The words in this glossary are in alphabetical order and are for all the TKT modules. Candidates preparing for any one module

should make sure that they are familiar with all the words and phrases in the glossary. Candidates for all modules are also

expected to be familiar with the Cambridge English: Preliminary (PET) Vocabulary List.

The words and phrases included in the TKT Glossary are not intended to provide a full or complete list of English language

teaching terminology. This glossary includes words and phrases for teaching knowledge connected to language, language use

and the background to and practice of language teaching and learning as assessed in TKT. Words which are in bold are explained in the glossary.

Terms included in the Appendix

Abbreviation noun

A short form of a word or phrase; e.g. in addresses, Rd is an abbreviation of Road. See contraction.

Abstract adjective

Connected to thoughts and ideas rather than real objects, situations or actions. A text can be abstract and we use abstract words

to express things like thoughts (e.g. believe), feelings (e.g. love) or ideas (e.g. beauty). Words for things that cannot be seen or

touched are abstract words. See concrete.

Academic adjective

Things which are connected with education or connected with studying in schools, colleges or universities. For example, in school,

maths is an academic subject; playing football is not.

Access verb, accessible adjective (material)

To be able to find and to use materials for lessons. For example, teachers can access materials such as games and songs from the

internet. Materi als which are easy to find and to use are accessible.

Accuracy noun

The ability to do something without making mistakes. Accuracy is the use of correct forms of grammar, vocabulary, spelling and

pronunciation. In an accuracy activity, teachers and learners usually focus on using and producing language correctly. See fluency.

Achievement noun, achieve verb, achievable adjective

Something you succeed in doing usually by making an effort; something done successfully, e.g. Sarah worked hard and passed her

exam. This was an achievement. Something which is achievable for learners is something they can succeed in.

Achievement test: see test.

Acknowledge verb

To show that you have seen or understood something, e.g. the teacher acknowledged the learner͛s answer by looking at him and

saying ͚Yes͛. Acquire verb, acquisition noun (language acquisition)

To learn a language without studying it, just by hearing and/or reading it and then using it. This is the way people usually learn

their first language. See exposure, pick up (language).

Action rhyme noun

A classroom activity used mostly with young learners which includes words and sentences which end in the same sound. For

edžample ͚One, two, three, touch your knee.͛ Learners say the rhyme and perform the actions. See Listen and do/make/draw.

Page 1 of 57

actiǀate learners͛ preǀious Research has shown that when learners͛ preǀious knowledge is actiǀated, reading and : The captain (the subject) scored the winning goalThe winning goal was scored by the captain a cold day

He is taller than she is

this book is interesting that window is open ---The book is very interesting. -I am very interested in the book.

It͛s my book.

He is the tallest boy in the class

he worked quickly and well interviewinterviewer͚er͛ interview interviewer the teacher͛s to teach the present perfect simple develop listening skills to provide controlled practice of the present perfect simple to develop listening for gist. to reduce the time I spend writing on the whiteboard. learners͛ vegetable

Teachers also think about how learners͛

hot cold integrated learning ͚͛

Hi Good morning

the definite a/an indefinite

I was in the sitting roomI heard a

noiseI was at (-) home

What do you mean?

To discoǀer, judge, or form

an opinion on learners͛ ability, assessing learners͛ and thinking about learners͛ - - and information on learners͛ progress during a course to giǀe their opinions on each other͛s language ͛ by checking learners͛ performance against criteria. Teachers can see if learners . It consists of a collection of learners͛ work done includes learners͛ names and teacher uses it to record comments on learners͛ progress and The Ƌualities against which a learner͛s performance i

learners͛ writing may be͗ accuracy of grammaruse of vocabularyspelling and punctuation, organisation of ideas.

͚At͛ symbol

eat breakfast

I eat breakfast at 7.00

teacher͛s book

͚Can

o͛ statements Sentences that describe learners͛ language use or an aspect of it on a scale of proficiency, e.g. This learner CAN express simple opinions or requirements in a familiar context.

They went to Spain last year.

get onit drives me crazy make the bedHow do you do? past perfect had past participle it͛s used for an earlier pashad ͛d When the teacher arrivedthe learners stopped talking When the teacher arrivedthe learners stopped talking The learners who were sitting near the front stood up.

Did you come to school by bus? Yes. What did you

have for breakfast? Toast.

Firstlysecondly)

itthemthis thennextafter that, hehimhoweveralthough, depend on, good at, make do do the shoppingmake a plan

We went the wrong way We went the incorrect way

Give Gran a ring, OK?

should shouldn͛t, -

To say you are not pleased about something; to say something isn͛t good. For edžample, learners sometimes

The learners stopped talking when

the teacher arrived assistant office managerlong-legged.

You should go to the doctor

͚used to͛, He used to live in Paris - Does he live in

Paris now? - No.

believelove - If it rains, the ground gets wet - I will come if I can. - I would play for West Ham United if they asked me. - I would have seen her if I had arrived earlier (but I didn͛t so I couldn͛t). - If I͛d arriǀed

on time, I wouldn͛t haǀe to wait now. ͚If I͛d arriǀed͛ ͚I wouldn͛t haǀe to wait͛

I like tea but I don͛t like coffee because

it͛s too strong for me.

Is he busy ࡁzibࡁzi

e.g. ͬɽͬ in ͚ing͛, ͬbͬ in ͚oy͛. See AEAE

Note: A separate glossary is available for candidates preparing for TKT: CLIL (Content and Language Integrated Learning).

I drove my van

to the town centre and parked it in the car parkvan drive park you have LJŽƵ͛ǀĞit is ŝƚ͛Ɛ like unlike, dislike, likes -

He don͛t like it.

Don͛t͍

He doesn͛t like it.

- - each other͛s mistakes - A series of symbols a teacher may use to mark learners͛ writing so that they can To say what you don͛t like about something; to say what you think is b book that they don͛t like. early Early - arriving before the planned time. OPP LATE. early . ͙͙ dinner (ǀerb. Verb to be͗ I am, You ͙͙

I like н ing ͬ I don͛t like н ing

I like + swimming I

don͛t like н swimming

I͛m sorry but I can͛t come to your party

I drove my van to the town centre and parked it in the central car parkvan drive park where when how long what things did theathisthatmysomeThat car is mine Hello Sarah. How are you? I͛m fine, thanks, and youFine aࡁas in ͚my͛ ࡁ He said, ͚My name is Ron.͛ ͚What do you mean, Sue͍͛, asked Peter not/lotship/sheep -

I bought a book. Pen

I bought a pen

I bought a pen. Didn͛t

I didn͛t buy a pen.

I went to the cinema. Didn͛t

I didn͛t go to the cinema.

learners might

What͛s this͍

It͛s a carrot.

I want to start the lesson at SIX

o͛clock, not seǀen o͛clock. learners͛ writing Of course you can do it! You͛re doing ǀery well.

What time does the train leave?

Easy: ढ़i।ziadj. 1. not

difficult, and not needing much physical and mental effort: an easy job. n͛t work for this particular case e.g. I goed there last week learner͛s language and mple, a B2 learner might habitually not add an ͚s͛ when saying

He like ice-cream, I mean, he likes ice-cream

learners͛ progress or

How are you today TomasI͛m fine thanks.

Can you open the window, pleasemaking requests

I can swim.

͛

CinderellaHansel and Gretel The Frog Prince

which looks or sounds similar to a word in the learners͛ first language but does not haǀe the same

n French, ͚librairie͛ is a pllibrary bookshop

I can play

tenniscan ࠯- ࠯of this sentence because it͛s important to

͚͛

When I

went to London ͙ um ͙ I think it was about ͙ er ͙ 4 years agoEr um by the way, pleased to meet you, what͛s the matter͍ - - have + past participle have + past participle .

Yours faithfully

All the best

habitually not add an ͚s͛ when saying making a suggestiongiving advice

͚making suggestions͛,

͚giǀing adǀice͛, ͚making reƋuests͛Can you ͙?

Could you ͙?Would you mind ͙?

Let͛s ..., Shall we ͙, How about ...

John _______ to the park yesterday

-ing I hate shopping

Get learners͛ attention

Stop everyone now, please, and listen

- e.g. a teacher͛s

Hello, how are you?

run verb: to move using your legs, going faster than you can walk͚͛

How can we

change the design of the building to make it more energy efficient?

It͛s close to the riǀer

Please close the window

bit of ͚bite͛) and a bit write right

I knew he had

wonI bought a new book The ground is very wet here; it must have rained a lot

If I were the president, I͛d reduce tadžes

͛

She felt under the weather she felt ill

Turn to page 10

Open the door, will you?

Would you mind opening the door, please?

I was wondering if you could help

me. Could you help me?

Oh no!

The clothes! Look at those cloudsQuick! It͛s going to rain and the clothes will get wet.

Hurry and help me to bring them in.

I joined the course to learn English

Hi John.

places they don͛t know about. -ing -ed -ing

Please turn to page 12 and do

exercise 1. He͛s much taller than his brother; I͛m very tired.

YouTube

happens when the learner͛s

What time is it? Where͛s the bank͍

The way the leǀel of a speaker͛s ǀoice changes to show

She never cried.

is the learner͛s learner͛s

is the learner͛s second language. For edžample, for a Spanish person who learned English as an adult, English is their

A teacher͛s or learner͛s knowledge about language; an understanding of the rules of how language works and how it is used.

The diagram shows ͙

First of all ͙

Then ͙

Nedžt ͙

After that ͙

Finally ͙

- weather stormrainwindcloud car car park car park attendant homeworkstudywhiteboardget dressedbe on time it͛s a good day - ࡁ࠯࠷ࡡࡁ

I went

shopping, then I went to the gym. I bought a dress and a hat. their learners͛ er͛s maturity (physical, emotional and mental) influences a teacher͛s

Appendix -Terms used for TKT KAL

hit ࡁ; heat hi।t. Listen to the weather report. What will the weather be like tomorrow?

A very sunny

B a bit sunny

C not at all sunny

͚͛

͚͚͛͛

Teachers try to recognise their learners͛

If you help me now, I͛ll help you nedžt week

͚How do you do͛ ͚Hello͛.

͚Hi͛ or ͚Hello͚͛Hello͛

-ed -ed elephantgirlgrassschool the policethe government. table, book a flower shopa headache book AEbooks boyswomen

RobertLondon

information

I saw Mary in the

classroom.

He gave the book to me. the

book

He gave the book to me.

the book me a lesson͛s Learners will be able to understand the gist of the text. How did you spend last weekend? Why do you think many people prefer to drive rather than use public transport? Why do you think the writer likes living in Paris?

There were three girls and two mans-

man rs͛ - - -ed -ing I͛m going home I haǀen͛t seen him today after look after The winning goal was scored by the captainThe captain scored the winning goal - - - - I we - you - heshe, it they panban ࠲।ͬ, t࡚ͬ, ͬɽͬ. dࠨkt࠯doctor doctor dࠨkt࠯ the green caron Friday morning

By the wayround the corner

Possessiǀe ͚s͛

Whose book is it͍ It͛s Sue͛s.

something they bought, which doesn͛t work properly, back to a shop. John gets up at 7.00, he has breakfast, he gets dressed etc.

That ͛s edžcellent. Well done!

clear - unclear

He was in the garden

- interested independ onbored with John gets up at 7.00, he has breakfast, he gets dressed etc. cloudy sunnyfoggy . When a teacher suggests a word that the learner hasn͛t remembered, e.g.

I want to ͙͙ in an office.

Work?

Yes, I want to work in an office.

He don͛t like that.

Grammar.

Sorry - he doesn͛t like that.

Thisthatthesethose

Those are my shoes

Me, you, himher, it, us, you, them I gave

him the book

Iyouhesheitweyouthey

She͛s Spanish

Mine, yours, his, hers, its, ours,

yours, theirs the house is mine. self selvesmyself, yourself, himself, herself, itself, ourselves, yourselvesthemselves

He cut himself

Who, which, that, whose, whom the book which

I͛m reading is interesting

͛͛ ͚s͛

Mae͛s house. He͛s

He is He has.

͚at͛ symbol

used instead of ͚at͛ in email addresses, e.g.
i
}
Z
v