TKT考核复习

A test of professional knowledge for English language teachers Handbook

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TKT wordlist

This list is indicative only. Other terms may also be used in TKT.

The words are entered into categories so as to help the reader. Some words could fall into more than one category

and could appear in different modules. Candidates who are preparing only for one module should ensure they have

an understanding of all the TKT terminology. However, to economise on space they have only been entered once.

The TKT glossary contains definitions of the words in this list and can be downloaded from

Module 1

CONCEPTS AND TERMINOLOGY FOR DESCRIBING LANGUAGE AND LANGUAGE SKILLS

GRAMMARActive voice Adjective Adverb Article Aspect Auxiliary verb Base form of the verb Clause Collective noun Comparative adjective Compound noun Object pronoun Part of speech

Participle (past and present) Passive voice Past simple and past continuous/progressive Past perfect simple and continuous Personal pronoun Phrase

Conditional (forms) Conjunction Connector Countable noun Dependent preposition Determiner Direct speech Direct question Gerund, -ing form Grammatical structure Imperative Plural

Possessive adjective Possessive pronoun Possessive .s. and whose Preposition

Present perfect simple and continuous Present simple and continuous Pronoun

Indirect question Infinitive

Infinitive of purpose -ing/-ed adjective Intensifier Interrogative Irregular verb Main clause Modal verb Noun ObjectProper noun Quantifier Question tag Reflexive pronoun Regular/irregular verb Relative clause Relative pronoun Reported speech Reporting verb Singular

Singular noun Time expression Subject

Uncountable noun Subject-verb agreement Used to Subordinate clause Verb Superlative adjective Verb pattern Tense LEXIS Third person Affix Lexis Phrasal verb Lexical set Prefix Multi-word verb Register Connected speech Rhyme Consonant Rhythm Contraction Sentence stress Diphthong Stress Intonation Strong forms Linking Syllable

Main stress Voiced/unvoiced sound Minimal pair Vowel Phoneme Weak forms Phonemic script Word stress Phonemic symbol FUNCTIONS

Phonemic transcription Accepting an invitation Inappropriate Level of formality Informal Negotiating Instructing Neutral Inviting

Predicting LANGUAGE SKILLSAccuracy Interactive

Context

Interactive strategies Deduce meaning from Lay-out context Note-taking Develop skills Oral fluency Draft Paragraph Edit

Paraphrase Extensive reading/listening Prediction Fluency

Process writing Infer attitude, mood, feeling Productive skills Intensive reading/listening Proof-read Interact Read/listen for gist Interaction

Read/listen for detail BACKGROUND TO LANGUAGE LEARNING

LANGUAGE LEARNING Activity-based learning Achievable (target, goal) Attention span Acquisition

Auditory learner

Affixation Antonym Collocation Compounds Homophone IdiomSuffix Synonym PHONOLOGYAppropriacy Appropriate Colloquial

Declining an invitation Enquiring Expressing ability Formal/informal Function

Functional exponent Greeting

Refusing an invitation Requesting, making a (polite) request Speculating

Read/listen for mood Receptive skills Re-draft Scan Skill Skim Strategy Subskill

Summary, summarise Take notes Text structure Topic

Cognitive

Confidence (give, build up) Conscious

Deductive learning Demotivate Demotivated Developmental error Error Expectation Expose Exposure Focus on form Goals Guidance Ignore (errors) Independent study Inductive learning Interference Interlanguage

Kinaesthetic learner Language awareness Learner autonomy Learner characteristics Learner independence Learning resources Learning strategies Learning style Learner training L1/L2 Maturity Memorable Memorise Mother tongue Motivate Motivation

Natural order Needs

Over-application Over-generalisation Participation Personalisation Process (language) Proficiency Proficient Silent period Slip

Target language culture Unmotivated Visual learner Work language out

BACKGROUND TO LANGUAGE TEACHING

PRESENTATION TECHNIQUES AND INTRODUCTORY ACTIVITIESCommunicative approaches Concept checking Content-based learning Contextualise Define Definition Elicit Emphasise Emphasis Gesture

Grammar-Translation method

Guided discovery Illustrate meaning Introductory activities Lexical Approach Meaningful Mime Present Presentation

Presentation, Practice and Production (PPP) Situational presentation Target language

Task-based Learning (TBL) Test-teach-test

Total Physical Response (TPR)

DRAFT 29

practice Picture stories Prioritising Problem solving Project work Rank ordering Record vocabulary Restricted practice Revise Revision Role-play

Structural approach Substitution table/drill Surveys Task Task type

Transformation drill Transformation exercise Visualisation Warmer Warm-up Word map

ASSESSMENT TYPES AND TASKS

Achievement assessment Assessment

PRACTICE ACTIVITIES AND TASKS Brainstorm Categorise Categorisation Chant Choral drill

Communicative activity Controlled practice Drill

Extension tasks Freer practice Gap-fill Guided writing Ice-breaker Individual drill

Information-gap activity Jigsaw reading/listening Jumbled

paragraphs/pictures/sentences Labelling

Less-controlled, freer

Assessment criteria Cloze test

Continuous assessment Diagnose Diagnostic test Evaluation

Formative assessment Informal assessment Learner profile Matching task

Multiple-choice questions Objective test Open comprehension questions Oral test Peer assessment Placement test Portfolio Proficiency test Progress test

Self-assessment Sentence completion Sentence transformation Subjective test

Summative assessment Test

True/False questions Tutorial

Module 2

PLANNING AND PREPARING A LESSON OR SEQUENCE OF LESSONS

LESSON PLANNINGAchieve aims Aim

Analyse language Anticipate language problems

Arouse, generate interest Class profile

Components (of a lesson plan) Consolidate Enable Encourage Encouragement Lead-in Main aim Objective Pace

Peer feedback Personal aim

Pre-teach (new language) Procedure Raise awareness Recycle

Reflect on teaching Reinforce Scheme of work Sequence

Set a question, task Set the scene, the context Stage Step

Stimulate discussion Student-centred Subsidiary aim Syllabus Teacher-centred Teacher talking time Timetable fit Timing Varied Variety Vary

Crossword puzzle Dialogue Graded reader Graph Grid Handout Leaflet Resource

Supplementary material Tapescript Textbook Transcript Video clip Workbook Worksheet AIDS Chart Dice Flashcard Flipchart

Language laboratory Learning centre

Overhead projector (OHP) Overhead transparency (OHT)

Phonemic chart Puppet Realia

Self-access centre Teaching aids Visual (aid)

SELECTION AND USE OF RESOURCES AND MATERIALS

REFERENCE RESOURCES Bilingual dictionary Consult Headword

Monolingual dictionary Reference materials COURSEBOOK AND SUPPLEMENTARY MATERIALS AND ACTIVITIES Activity book Adapt (material) Audio script Authentic material Board game Brochure Coursebook

Module 3

TEACHERS. AND LEARNERS. LANGUAGE IN THE CLASSROOM

CLASSROOM FUNCTIONSClarify

Model Clarification (ask for) Narrate Convey meaning Praise Facial expression Prompt Hesitate

Respond

CLASSROOM MANAGEMENT

TEACHER ROLES AND MANAGING LEARNERSActive role Learning contract Assessor

Mixed ability Classroom management Monitor Co-operate Nominate Co-operation Passive role Co-operative Planner Diagnostician Provider Discipline Rapport (build) Energy levels

Resource Get students. attention Routine Grade language Teaching space Involvement GROUPING STUDENTS CORRECTING LEARNERS AND GIVING FEEDBACK

Correction code Highlight (a mistake) Echo correct

Peer feedback Feedback (conduct, elicit, Reformulate give) Reformulation Language used in TKT task rubrics

Appropriate Factor Aspect Feature Circled Item Extract

Listed

Response

CATEGORISING LEARNERS. MISTAKES Punctuation Word order

Closed pairs Dominant Dominate Group dynamics Interaction pattern Mingle One-to-one Open class Open pairs

Seating arrangement Seating plan

Repetition Self-correction Time line Word promptMatch Option Rubric Underline