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Description
This activity introduces the assessment criteria for TKT: Practical. It familiarises participants
with the assessment criteria and provides an opportunity for participants to discuss the
criteria and what skills they assess.
Time required:
60 minutes
Materials
required:
Aims:
Note: this activity is intended to be given as the second activity in the sequence of four TKT:
Practical activities.
Procedure
1. On the board write: Assessing teaching. Ask participants what kinds of things they
think an assessor evaluates when assessing teaching. Elicit a few ideas, e.g.
planning, teaching grammar, etc.
2. Put participants into pairs. Give each pair a copy of the word search activity
Participants worksheet 1. Tell participants that there are ten words relating to
teaching in the word search activity. Ask them to find as many as they can in five
minutes. If participants are finding it difficult to find the words you can give them
some of the words or give clues (see Key below).
3. Check answers with whole group (see Key below). Tell participants that these are
some of the things that are included in the TKT: Practical assessment criteria.
4. Tell participants that there are ten assessment criteria for TKT: Practical five relate
to planning and five relate to classroom teaching.
5. Participants continue to work in their pairs. Each pair will receive ten strips of paper,
each with one of the TKT: Practical assessment criteria. They should organise these
into two categories: planning and teaching (five for each category). Give each pair a
set of strips from Participants worksheet 2. Allow about 5 minutes for this.
UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo
www.teachers.cambridgeesol.org
Page 1 of 10
6. Give out Participants worksheet 3 and ask participants to check their answers and
discuss briefly how they think the criteria could be met in the TKT: Practical.
7. Divide participants into four groups: Group A, Group B, Group C and Group D. If
possible, participant should work with new partners. Explain that you are going to
give each group will some ways in which certain of the TKT: Practical assessment
criteria can be met. They should decide which of the assessment criteria on
Participants worksheet 3 are described on their worksheet.
8. Hand out Participants worksheet 4A to Group A, Participants worksheet 4B to
Group B, Participants worksheet 4C to Group C and Participants worksheet 4D
to Group D. Allow about 58 minutes for this.
9. As groups complete the exercise, write the key on the board for them to check their
answers in their groups (see Key below).
10. Regroup participants into groups of four, made up of one participant from Group A,
one from Group B, one from Group C and one from Group D. Ask participants to go
through the TKT: Practical assessment criteria on Participants worksheet 3 and to
tell each other what they have learnt about the ways in which the criteria can be
achieved. They can use their memory or refer to Participants worksheet 4. Allow
up to 10 minutes for this.
11. Round up to summarise main points covered. Discuss:
What two areas does TKT: Practical assess? (It assesses planning and
teaching skills.)
How are they divided? (five for planning and five for teaching)
12. Allow a few minutes for participants to ask questions, then direct them to the
Cambridge ESOL website www.CambridgeESOL.org where they can access the
TKT: Practical Handbook and get information about TKT: Practical.
UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo
www.teachers.cambridgeesol.org
Page 2 of 10
2d
2c
3j
2g
2e
3f
UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo
www.teachers.cambridgeesol.org
Page 3 of 10
G M
M G
D W G
N W E
UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo
www.teachers.cambridgeesol.org
Page 4 of 10
give adequate details of the different components of a lesson plan such as information about
the class; procedures; timing; interaction patterns; anticipated problems with materials,
activities and tasks; suggested solutions
give details of stages, activities and tasks which are logically ordered and which are
appropriate to the learners and the lesson aims
(i) analyse target language, including aspects of form, meaning and phonology; anticipate
possible problems and suggest solutions relating to the analysed language and/or (ii) identify
appropriate strategies to develop the target skills/subskills; anticipate problems and suggest
solutions relating to the identified skills
(i) focus on language: form, meaning and pronunciation, and include appropriate practice
and/or (ii) follow appropriate procedures and use activities to improve learners skills
set up, manage and time whole-class and individual, pair or group activities, using materials,
resources and aids effectively to deliver the planned lesson so that aims are achieved
use English appropriately e.g. when explaining, instructing, prompting learners, eliciting,
conveying meaning, praising
monitor learners and provide feedback on language and tasks, including oral or written
correction
UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo
www.teachers.cambridgeesol.org
Page 5 of 10
write detailed, clearly stated and appropriate main aims, subsidiary aims, aims for
individual stages in the lesson and personal aims
give adequate details of the different components of a lesson plan such as information
about the class; procedures; timing; interaction patterns; anticipated problems with
materials, activities and tasks; suggested solutions
give details of stages, activities and tasks which are logically ordered and which are
appropriate to the learners and the lesson aims
(i) analyse target language, including aspects of form, meaning and phonology;
anticipate possible problems and suggest solutions relating to the analysed language
and/or (ii) identify appropriate strategies to develop the target skills/subskills; anticipate
problems and suggest solutions relating to the identified skills
Teaching
The candidate can:
f
(i) focus on language: form, meaning and pronunciation, and include appropriate
practice and/or (ii) follow appropriate procedures and use activities to improve learners
skills
set up, manage and time whole-class and individual, pair or group activities, using
materials, resources and aids effectively to deliver the planned lesson so that aims are
achieved
use English appropriately e.g. when explaining, instructing, prompting learners, eliciting,
conveying meaning, praising
monitor learners and provide feedback on language and tasks, including oral or written
correction
UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo
www.teachers.cambridgeesol.org
Page 6 of 10
UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo
www.teachers.cambridgeesol.org
Page 7 of 10
UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo
www.teachers.cambridgeesol.org
Page 8 of 10
UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo
www.teachers.cambridgeesol.org
Page 9 of 10
UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo
www.teachers.cambridgeesol.org
Page 10 of 10