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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 learner's answer by looking at him and

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

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actiǀate learners' preǀious Research has shown that when learners' 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.

It's my book.

He is the tallest boy in the class

he worked quickly and well the teacher's 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. learners' vegetable

Teachers also think about how learners'

hot cold

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 learners' ability, assessing learners' and thinking about learners' and information on learners' progress during a course to giǀe their opinions on each other's language by checking learners' performance against criteria. Teachers can see if learners . It consists of a collection of learners' work done includes learners' names and teacher uses it to record comments on learners' progress and

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

eat breakfast

I eat breakfast at 7.00

teacher's book o' statements Sentences that describe learners' 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 it's 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 shouldn't,

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

The learners stopped talking when

the teacher arrived assistant office managerlong-legged.

You should go to the doctor

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 didn't so I couldn't). - If I'd arriǀed

I like tea but I don't like coffee because

it's too strong for me.

Is he busy ࡁzibࡁzi

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 like unlike, dislike, likes

He don't like it.

Don't͍

He doesn't like it.

- each other's mistakes A series of symbols a teacher may use to mark learners' writing so that they can To say what you don't like about something; to say what you think is b book that they don't like. early Early - arriving before the planned time. OPP LATE. early

I like н ing ͬ I don't like н ing

I like + swimming I

don't like н swimming

I'm sorry but I can't 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? I'm fine, thanks, and youFine not/lotship/sheep

I bought a book. Pen

I bought a pen

I bought a pen. Didn't

I didn't buy a pen.

I went to the cinema. Didn't

I didn't go to the cinema.

learners might

What's this͍

It's a carrot.

I want to start the lesson at SIX

o'clock, not seǀen o'clock. learners' writing Of course you can do it! You're doing ǀery well.

What time does the train leave?

difficult, and not needing much physical and mental effort: an easy job. n't work for this particular case e.g. I goed there last week learner's language and

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

learners' progress or

How are you today TomasI'm 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 learners' first language but does not haǀe the same

bookshop

I can play

tenniscan ࠯- ࠯of this sentence because it's important to

When I

by the way, pleased to meet you, what's the matter͍ have + past participle have + past participle .

Yours faithfully

All the best

making a suggestiongiving advice

John _______ to the park yesterday

-ing I hate shopping

Get learners' attention

Stop everyone now, please, and listen

e.g. a teacher's

Hello, how are you?

run verb: to

How can we

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

It's close to the riǀer

Please close the window

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, I'd 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! It's 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 don't know about. -ing -ed -ing

Please turn to page 12 and do

exercise 1. He's much taller than his brother; I'm very tired.

YouTube

happens when the learner's

What time is it? Where's the bank͍

The way the leǀel of a speaker's ǀoice changes to show

She never cried.

is the learner's learner's

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

A teacher's or learner's knowledge about language; an understanding of the rules of how language works and how it is used. weather stormrainwindcloud car car park car park attendant homeworkstudywhiteboardget dressedbe on time it's a good day -

I went

shopping, then I went to the gym. I bought a dress and a hat. their learners' er's maturity (physical, emotional and mental) influences a teacher's

Appendix -Terms used for TKT KAL

hit ࡁ; 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 learners'

If you help me now, I'll help you nedžt week

-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 lesson's 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 rs' -ed -ing I'm going home I haǀen't 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 dࠨkt࠯doctor doctor dࠨkt࠯ the green caron Friday morning

By the wayround the corner

Whose book is it͍ It's Sue's.

something they bought, which doesn't 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 hasn't remembered, e.g. Work?

Yes, I want to work in an office.

He don't like that.

Grammar.

Sorry - he doesn't like that.

Thisthatthesethose

Those are my shoes

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

him the book

Iyouhesheitweyouthey

She's 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

I'm reading is interesting

Mae's house. He's

He is He has.

I bought some apples, oranges, bananas and lemons. When I went to the market, I met my friend.

Be careful!

I like chocolate.

How are you?

A table or diagram used by teachers to record learners' performance and progress in different learners' progress and to muchfew a lot of I don't haǀe much time; I have a lot of books about music. . It's ǀery cold, isn't it? It isn't ǀery far, is it? learners' ' whereas shirt, skirt, trousers children's language mistakes.

I am not agree.

Oh, you don't agree. Why not?

A writer's first

Sarah said she was sorrySarah's edžact words were͗ I'm sorry

Please could you open the window?

I'm going to paint a pictureThat's a good idea

hatcat

I believe I can fly.

I believe I can touch the sky.

If I were YOU, I'd go by BUS. help helpful, unhelpful helpless.

For questions 1 - 7,

choose the best option (A, B or C) to complete each of the statements. ࠯k࠯nI can play tennis. -ing At the weekend,

I went to bed at midnight.

It's too cold to play tennis.

It to play tennis. (enough)

It isn't warm enough to play tennis.

Is living in a big city better than living in a small town? ek's work has been understood. thumbb ' He wants to know what he should and shouldn't do during the interǀiew to If I were you, I'd wear a suitIf I were you, I'd be on time, somewhere you'd like to ǀisit. It was my AUNT who bought the car (not my uncle) My aunt bought the CAKE (not the biscuits)!

It was

a lovely eveningand the temperature was perfect - umBRELLa /ࡣmढ़brel࠯ I don't speak Italian but I can () speak a little Spanish in an emergency John plays tennis every SaturdayThe food was cooked yesterday

I walkhe walksI walks

AE pen teacher - umbrella based on the writer's bel care about someone's problem. Oh dear, what a shame with a learner who isn't feeling well. nice pleasant These can often be found in a teacher's book or at the back of the learner's book. the learners' performance, learners' performance, s' learners' written record of learners' work.

Teacher's

book I'm going to ǀisit my aunt on Sunday. It's going to rain.

He is meeting John for dinner at eight tomorrow.

The plane leaves at 9.00 next Saturday.

It will be lovely and sunny tomorrow

I was watching TV all evening.

I had been studying for three hours so I felt tired.

After I had phoned Mary, I went out.

I went on holiday to France last year.

I am working in London now.

I have been studying for three years.

I have known him for a long time.

He drives to work every day.

of a learner's language. edžaminer's opinion, e.g. a learner's leǀel of language 's

There isn't just one correct answer.

There may be many different answers which are correct. Types of subjectiǀe test are, test teach stage test teach happiness afterlast weekendI will meet you after the lesson after before

Stand up ; Walk to the window

John trains people to sing

I trained to be a teacher

She wrote a letter.

Used to

I used to live in London, but now

I live in Paris

When's he coming͍ TomorrowOh

I like cheeseHe speaks Italian

bedohave; He has gone home

I want to study, It's difficult to understand

go went gone can mustneed, willshouldI can speak French, but I should study even harder et your coat on and then we can leave (wear); How are you getting on with that job? (progressing). -ed walk walked. telladvisesuggest

Jane advised John to study harder

He advised me to get there early

aeiou

Watching TV

and learners who don't watch any TV to stand at th I can (ͬk࠯n ͬ) speak Italian. It's the (ĝ࠯) best film ever࠯ͬ

How whowhom,

whatwhich, whosehow, why, where, whenWhere do you live?

I live in France.

whowhom, whatwhich, whosehow, why, where, when

Word boundary noun

Where one word ends and the next one begins, e.g. the word boundary in ice cream is the place between the e in ice and the c in

cream. Word boundaries are important in connected speech because we might drop a letter or join words together at a word

boundary. See connected speech, linking.quotesdbs_dbs12.pdfusesText_18

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