CALENDAR AND OVERVIEW

DATE SCHEDULE TOPICS HOURS

07/12/19 10:00 a 16:00 Lesson Planning and review of 6
topics already seen
08/01/20 10:00 a 16:00 Learner Needs/ Error Correction / 12
Learner Characteristics
09/01/20 8:00 a 14:00 Learning Styles/ Multiple 18
Intelligences / Difference between
L1 and L2 learning
10/01/20 8:00 a 14:00 Integrating Skills Lesson Plan 24
15/01/20 10:00 a 16:00 Coursebook/Supplementary 30
material/Consulting different
resources
16/01/20 8:00 a 14:00 Assessment / choosing the right 36
assessing activities
17/01/20 8:00 a 14:00 Teacher talk / sequencing teacher 42
talk/ Teacher’s role
21/01/20 10:00 a 16:00 Functions of learner language / 48
Role of error / Grouping learners
22/01/20 8:00 a 14:00 Classroom management / 54
correcting learners and feedback
23/01/20 8:00 a 14:00 Mock exam and Final Lesson Plan 60
Overview First Module
Overview Second Module
Overview Third Module
 Topics for Phonology

 phonemes: minimal pairs, allophones, voicing, aspiration, consonants, vowels, semi-vowels and
diphthongs
 transcription
 syllables: poly- and mono-syllabic words
 word and sentence stress
 connected speech: linkage, rhythm, weak forms
 intonation
 Make a note of your answer to the question

What is:
the smallest unit of sound in a language
which makes a difference to meaning?
What is a minimal pair?
Give two examples.
What is the difference between the /k/ in
cabin and the /k/ in back?
What are the two sounds called?
The sounds /p/ and /b/ are produced with
the mouth parts in the same position.
What is the difference between them?
Give two more examples of this
difference in English phonology.
What do these marks mean?
ˈ (a raised small line)
ˌ a lowered small line
l ̩ (/l/ with a small line below it)
Three things happen when we stress a
word in a sentence.
What are they?
Give an example.
What is special stress?
Give an example.
What is the pronunciation of four and for
in this sentence?
She arrived a four for the meeting.
What is this called?
Give another example of the issue.
When your voice falls and rises on what
you say, what does this mean?
 Topics for Productive Skills

 transaction vs. interaction

 elements of speaking and writing
 preparation: topic knowledge, drafting, proofreading
 style and register (Note: Cambridge uses no distinction in TKT between style and register so you
should go to the guide on this site for information in this area.)
 initiating and responding
 accuracy vs. fluency

There are two productive skills.

What are they?
What is the difference between
transaction and interaction?
Give an example of each type.
Writing is
decontextualized
planned
permanent
static
conservative
formal.
What is speaking?
The TKT test doesn't know the
difference between style and
register but you do.
What is it?
What is meant by style can affect
pronunciation?

What is meant by style can affect

grammar?

What is meant by style can affect

lexis?

What is meant by register can affect

grammar?

What is meant by register can affect

lexis?
 What is meant by awareness of
audience?

What is meant by speaking is

dynamic?

Topics for Presenting Grammar

 grammatical form, grammatical function and inflexion

 context and co-text
 content words
o noun (proper, mass, count), verb (lexical or main, copular, primary auxiliary, modal
auxiliary), adjective (predicative and attributive), adverb (manner, time, place, frequency,
degree), interjection
 function words
o determiner (article, demonstrative, wh-word, possessive, quantifier), preposition (place
and time), pronoun (personal and other), conjunction (coordinating, subordinating,
correlating)
 modification
 tense
 aspect
 phrases

What is the difference between

grammatical form and grammatical
function?
What is the difference between content
words and grammar or function words?
Define the term 'proper noun'
What is the difference between mass and
count nouns?
What is the difference between main or
lexical verbs and auxiliary verbs?
What is the difference between primary
and modal auxiliary verbs?
What is a copular verb?
Give an example of a predicative and an
attributive adjective use.
There are 5 sorts of adverbs. What are
they? Give an example of each in a
clause.
Identify the words in black in this
sentence and explain the difference in
meaning:
A car arrived at the hotel and the driver
came in.
Identify the words in black in this
sentence and explain the difference in
meaning:
Those cakes are delicious but so is this ice
cream.
Identify the words in black in this
sentence and explain what function they
have:
They have three children and lots of pets
including several birds and a few fish but
they have no cats.
Identify the word class of the words in
black in this sentence and say what is
unusual about the word order:
He has nothing useful to do and must find
something interesting to fill his time.
What do prepositions do?
What are the two main kinds?
Identify the word in black in this sentence
and explain what function it has:
She saw the accident and telephoned the
police.
Identify the word in black in this sentence
and explain what function it has:
She took the car before I could stop her.
Identify the tense and the aspect of the
verb in this sentence:
They were out walking all morning.
Identify the tense and the aspect of the
verb in this sentence:
They will have had dinner by now.
Identify:
the noun phrases
the verb phrases
the adjective phrases
the adverb phrases
the prepositional phrase
in this sentence:
My dear old cat frequently likes to lie lazily
in the warm sunshine.

Topics for functions

 analysing functions: function, exponent, realisation

 form and function
 adjacency pairs
 intention
 context and setting
 relationships

someone says:
It's two o'clock in the morning and
you have to work tomorrow
and means:
You must go to bed
how can you describe what is
happening?
What is an exponent?
What is contextual information?
What are adjacency pairs?
What is meant by speaker intention?
Why are roles and relationships
important?

Why can't we fully understand

someone when she says:
I have been to France.?
 Topics for Motivation

 global types of motivation

o intrinsic
o extrinsic
o integrative
o instrumental
 motivation in the classroom
o task: personalisation and engagement
o institutional motivation
o responding to learners

Explain the difference between global and

task motivation.
Explain what is meant by institutional
motivation and suggest one-way teachers
can affect it positively and one way the can
affect it negatively.
What kind of motivation is this?
I love learning English! It's fun to speak
another language properly.
What kind of motivation is this?
I'm learning English to get a better job.
What kind of motivation is this?
I'm learning English because I have just
moved to India and I want to join in with
people at work and in clubs.
What kind of motivation is this?
I'm learning English because my company
says everyone must before we change to an
English-only international business.
What kind of motivation is this?
I'm learning English because my father says
it will be useful and, anyway, I like getting
to know about British culture because I
want to study in Britain.
What kind of motivation is this?
I'm learning English because I go abroad
quite often and English is the international
language. I really enjoy studying and I feel
good when I speak it well.
Topics for Lexis

 meaning: denotation, figurative, connotation

 word formation and morphemes
o conversion
o prefixes
o suffixes (inflexional and derivational)
o compounding
 collocation (strength and types)
 fixed expressions
o idioms
o binomials
o chunks
 lexical relationships: synonymy, antonymy, hyponymy, homonymy, homograph, homophone,
lexical set, word family, lexical field
 cognates and false friends
 what it means to 'know' a word: passive and active vocabulary

In this clause, can you describe the

meaning of the verb?
The light burned by eyes.
In this clause, can you describe the
meaning of the adjectives?
She's not pig headed, just very
determined.
Define the term 'conversion' in
relation to word formation
Identify and explain the function of
the morphemes in unforgettably.
Explain the difference between a
derivational and an inflexional
suffix.
Explain the following in terms of
word formation:
doorbell
space-saving
loudspeaker
Explain why we can say thick fog
but not heavy fog.
Explain, with two examples, what
you understand by a lexical chunk.

Explain the relationship between

the words in black:
The water was completely
transparent.
The water was completely clear.
Explain the relationship between
the words in black:
The man was huge
The man was tiny
Explain the relationship between
the words in black:
He has four means of transport: a
car, a bike, a moped and a small
van.
Explain the characteristics of
homonym
homograph
homophone
Explain the characteristics of
word family
lexical set
lexical field
Give an example of a cognate word
in two languages and explain the
meaning of 'cognate'.
Give an example of a false friend in
two languages and explain the
meaning of 'false friend'.
Explain the difference between
passive and active vocabulary.
 Topics for Receptive Skills

 text types
 text purposes
 text staging
 layout
 generic knowledge
 world knowledge
 intensive and extensive reading and listening
 skimming, scanning and monitoring
 listening and reading for gist
 back channelling
 top-down and bottom-up processing

There are two receptive skills.

What are they?
What does text staging mean?
What information can be got by
looking at the layout of a text?
If we are trying to understand
someone giving us spoken
directions to the airport or
reading the instructions for a new
computer program, what kind of
listening and reading are we
doing?
If we are at a train station and
want to catch a train to Margate,
how do we listen when we hear
the announcer's voice?
What is back channelling?
If you are looking at a recipe to
see how long to cook something
for, what are you doing?
Define the meaning of skim
reading.
What does bottom-up processing
mean and how is it different from
top-down processing?
Topics for types of activities and tasks

 practice vs. assessment

 task vs. activity: process and product
 controlled and free practice
 scaffolding and level of challenge (zone of development)
 task types:
o language systems practice
o productive skills practice
o receptive skills practice

Explain the difference between

a task and an activity.
What sort of feedback is it
appropriate to get from tasks
and activities?
Give one example of each of
these:
controlled practice
semi-controlled practice
free practice
Explain the zone of development
and say why it is important.
 Topics for Presentation Techniques and Introductory Activities

 lesson structures: PPP and TTT

 framing and transitions
 introductory activities and focus
 presentation and target setting
o teacher-led
o materials-led
o learner-led

What is a PPP approach to

lesson design?
What is a TTT approach to
lesson design?
If the teacher stops and claps
her hands, saying
Right! That was excellent. Now
...
what is happening?
The teacher starts the lesson by
saying:
Here's a postcard from my
brother who has moved to the
USA.
Read it and decide if he is happy
with everything or has some
problems.
What is the purpose of this?
 Topics for identifying and selecting aims

 identifying aims
 characteristics of good aims
 aims vs. objectives
 main, subsidiary and personal aims
 lesson types and aims
 stage aims
 responding to learners

What is the difference between an

aim and a procedure?
Why is this an important distinction?
What does CLEAR stand for?
Briefly explain each part.
Give two reasons for having clear
aims.
What is the difference between aims
and objectives?
Explain what is meant by:
presentation lessons
revision lessons
extension lessons
revision plus extension lessons
What are stage aims and why are they
important?
 Topics for components of a lesson plan

 the nature of plans

 the components of a plan
o the learners
o aims
o the lesson focusses
o timetable fit
o assumptions
o possible problems
o procedures and timing
o materials and equipment

Why do plans have a section on

the learners?
What should go here?
Why do plans have a section on the
aims?
What should go here?
Why do plans have a section on the
lesson focus?
What should go here?
Why do plans have a section on the
timetable fit?
What should go here?
Why do plans have a section on the
assumptions?
What should go here?
Why do plans have a section on the
possible problems?
What should go here?
Why do plans have a section on the
procedures and timing?
What should go here?
Why do plans have a section on the
materials and equipment?
What should go here?