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TKT: Practical: Assessment criteria trainers notes

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:

Participants worksheet 1 (one copy for each pair of participants)

Participants worksheet 2 (one copy for each pair of participants, cut


into strips)

Participants worksheet 3 (one for each participant)

Participants worksheet 4A (one for each participant in Group A)

Participants worksheet 4B (one for each participant in Group B)

Participants worksheet 4C (one for each participant in Group C)

Participants worksheet 4D (one for each participant in Group D)

to introduce the assessment criteria for TKT: Practical

to familiarise participants with the content of the assessment criteria

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.

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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 many assessment criteria are there? (ten)

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.

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TKT: Practical: Assessment criteria answer keys


Key to Participants Worksheet 1
M

(aims, analysis, language, management, materials, planning, rapport, resources, skills,


staging)

Key to Participants Worksheet 4A


1h

2d

Key to Participants Worksheet 4B


1b

2c

3j

Key to Participants Worksheet 4C


1a

2g

Key to Participants Worksheet 4D


1i

2e

3f

UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
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TKT: Practical: Assessment criteria Participants Worksheet 1


Can you find ten words related to teaching?

G M

M G

D W G

N W E

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TKT: Practical: Assessment criteria Participants Worksheet 1

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TKT: Practical: Assessment criteria Participants Worksheet 2


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

plan the use of appropriate (referenced) materials and/or resources to be used

create a positive learning atmosphere, ensuring involvement of all the learners

(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
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TKT: Practical: Assessment criteria Participants Worksheet 2

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TKT: Practical: Assessment criteria Participants Worksheet 3


Lesson planning
The candidate can:
a

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

plan the use of appropriate (referenced) materials and/or resources to be used

Teaching
The candidate can:
f

create a positive learning atmosphere, ensuring involvement of all the learners

(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

TKT: Practical: Assessment criteria Participants Worksheet 3

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TKT: Practical: Assessment criteria Participants Worksheet 4 A


Which one of the TKT: Practical assessment criteria is exemplified in each of the
boxes below?
Group A
1. Candidates need to:
show they can arrange the furniture and equipment in the classroom to suit different types
of activity
organise learners for pair, group, individual and plenary work
give clear instructions at appropriate stages of the lesson
check that learners have understood instructions for tasks and activities
give an example or demonstration of the task if appropriate
maintain an appropriate pace in lessons by allowing time for learners to complete tasks
without allowing activities to go on for too long
give learners time to check the answers to tasks in pairs as appropriate.
use materials, resources and technical aids effectively to help learners learn and to
provide practice
ensure there is an appropriate balance between teacher-fronted and learner-centred
activities
be sufficiently directive when appropriate.
2. For lessons which have a language focus, candidates need to:
complete the language analysis table in the lesson plan template, analysing the language
to be taught with attention to form, meaning and phonology
list possible problems relating to the analysed language
show how problems will be dealt with.
For lessons which have a skills focus, candidates need to:
complete the skills analysis table in the lesson plan template, listing the
productive/receptive skills and subskills to be focused on in the lesson
identify appropriate strategies to be used in the lesson to develop the target skills and
subskills
list possible problems learners may have with skills work
state how the problems listed will be dealt with.

UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
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TKT: Practical: Assessment criteria Participants Worksheet 4 B


Which one of the TKT: Practical assessment criteria is exemplified in each of the
boxes below?
Group B
1. Candidates need to:
provide information about the class, including relevant information about the learners and
the lesson
give details of the procedure of the lesson, stating what the teacher will do and what the
learners will do in the lesson
provide timings for each stage of the lesson indicating how long each stage will take
provide interaction patterns for each stage of the lesson
list possible problems for learners with materials, activities and tasks
show how the problems listed will be dealt with.

2. Candidates need to:


divide the procedures of the lesson plan into appropriate stages
order the stages, activities and the tasks in the lesson in a logical way so that one stage
builds on the previous stage and the aims of the lesson are achieved.

3. Candidates need to:


show they can monitor learners appropriately by:
listening to learners
knowing when to intervene or not in learner-centred activities
ensuring that their attention is spread evenly amongst the learners
keeping a low profile when appropriate
provide learners with appropriate feedback on tasks and activities
use a variety of techniques in order to give feedback on activities
show an awareness of student errors
use a variety of correction techniques to correct learners language sensitively
give feedback on oral and written errors after a communicative activity.

UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
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TKT: Practical: Assessment criteria Participants Worksheet 4 B

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TKT: Practical: Assessment criteria Participants Worksheet 4 C


Which one of the TKT: Practical assessment criteria is exemplified in each of the
boxes below?
Group C
1. Candidates need to:
write clear aims for the lesson
write clear subsidiary aims which include other skills or language covered in the lesson
write aims for individual stages of the lesson showing the reasons for including each
stage.
write personal aims which are appropriate for the lesson type.

2. For lessons which have a language focus, candidates need to:


provide a context for language using a text, situation or task
ensure there is a clear link between the context and the target language
ensure that the context provides learners with sufficient opportunity for communicative
practice
provide accurate and appropriate models of oral and written language in the classroom
choose natural examples of language from context
ensure language written on the white board and on worksheets is correct in terms of
spelling and punctuation
use appropriate ways of clarifying the form, meaning and pronunciation of the selected
language in language-focused lessons.
ensure new language models are natural and accurate when drilling.
For lessons which have a skills focus, candidates need, as appropriate to the selected skills
focus, to:
show they can help learners to understand reading and listening texts by following
appropriate teaching procedures for developing receptive skills
show they can focus on developing receptive skills and subskills
show they can help learners develop oral fluency by following appropriate teaching
procedures for developing speaking skills
ensure a communicative focus in speaking activities
show they can help learners to produce written texts by following appropriate teaching
procedures for developing writing skills.

UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
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TKT: Practical: Assessment criteria Participants Worksheet 4 C

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TKT: Practical: Assessment criteria Participants Worksheet 4 D


Which one of the TKT: Practical assessment criteria is exemplified in each of the
boxes below?
Group D
1. Candidates need to:
keep teacher language and explanation to a minimum
use simple language to give and check instructions for tasks and activities and when
explaining
keep their simplified language natural
use simple language to praise
show they can use questions effectively for
setting context, building up information, assessing learners prior knowledge, checking
meaning of language items, checking understanding of instructions.

2. Candidates need to:


choose resources, materials, tasks and activities from coursebooks and other sources that
match the lesson aims
choose resources, materials, tasks and activities which provide variety and maintain a
communicative focus
create extra materials and tasks when appropriate
be able to adapt tasks/texts so they are easier, more challenging or more relevant for their
learners when appropriate
plan board work
present materials for use in the classroom in a professional way, making sure that they
can be read by learners
make sure that they have stated where published material comes from to keep within
copyright laws.

3. Candidates need to:


establish good rapport with learners
ensure that learners are fully involved in activities during teacher-fronted and learnercentred stages of the lesson
maintain a positive classroom atmosphere.

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

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