THE AIM OF PRACTICE TASKS AND TESTS FOR CAMBRIDGE TEACHING KNOWLEDGE TEST (TKT WORKBOOK)  

 
This TKT Workbook, in term of knowledge, aims at helping studentteachers to systematize what they have known about three aspects of the English language, four language skills, reasons for using English (functions) and background to language learning and teaching (in Module 1). Then they can apply these types of knowledge to describe components of a lesson plan and list appropriate teaching materials, references and teaching aids to obtain the aims of the lesson plan (in Module 2). Also, they will be able to describe issues related to managing the teaching and learning process (in Module 3). 

Besides assisting student-teachers to consolidate the different areas tested in the three modules of the official Cambridge Teaching Knowledge Test (the Cambridge TKT test), in terms of skills, this workbook introduces student-teachers different types of test items, ways to deal with them, and other testing taking strategies. Therefore, after finishing this workbook, student-teachers will be confident to do the official Cambridge TKT test because they are equipped enough required knowledge and skills that help them to get Band 3 and Band 4.    

THE STRUCTURE OF THIS WORKBOOK 

The structure of this workbook is based on the format of the Cambridge TKT. There are three modules as follows: 

Module 1 is about language and background to language learning and teaching. This module includes three main parts. Part (1) consists of eight units describing language and language skills. Part (2) consists of seven units describing background to language learning. Part (3) consists of three units describing background to language teaching and assessment. 

Module 2 focuses on lesson planning and use of resources for language teaching. This module includes two parts. Part (1) consists of four units describing issues related lesson planning, preparing (a) lesson plan(s), and assessing English learners’ knowledge and skills. Part (2) consists of four units about selection and use of resources. 

Module 3 introduces issues about managing the teaching and learning process. This module includes two parts. Part (1) consists of three units describing the teacher’s and learners’ language in the classroom. Part (2) consists of four units describing areas related to classroom management such as teacher’s roles, grouping and correcting learners, and giving feedback. 

Totally, this workbook consists of 33 units (33 topics); and each unit covers four main sections: 

(1) Review: for student-teachers to review terms relevant to the topic of the unit found in the Cambridge TKT test; 

(2) Practice tasks: for student-teachers to apply what they have reviewed in section (1) to deal with various kinds of items and to train their testing taking strategies; 

(3) TKT practice tasks: familiarizing student-teachers with different test items; and 

(4) Quiz: for student-teachers to consolidate relevant knowledge after fulfilling one unit or topic. 

In addition to 33 units for student-teachers to review required knowledge and practice doing various items found in the Cambridge TKT test, this workbook introduces two sample tests so that they will be able to test themselves after finishing one module. 

THE OBJECTIVES OF THE TKT PREPARATION COURSE 

After fulfilling the TKT preparation course, student-teachers will be able to: 

- in terms of knowledge, describe three aspects of the English language, four language skills, reasons for using English (functions), and background to language learning and teaching (in Module 1). Then they can apply these types of knowledge to describe components of a lesson plan and list appropriate teaching materials, references and teaching aids to obtain the aims of the lesson plan (Module 2). Also, they will be able to describe issues related to managing the teaching and learning process; and

- in terms of skills, apply the knowledge areas above and testing taking strategies to deal with various types of items tested in the Cambridge TKT test.  

THE REQUIREMENTS FOR STUDENT-TEACHERS 

According to Spratt, et al. (2011), the TKT test has no entry requirements, such as previous teaching experience and/or teaching or language qualifications, but student-teachers (candidates) are recommended to have at least an intermediate level of English or the recommended level is B2 (Common European Framework of Reference). Candidates for all modules are expected to understand a range of 500 terms in English Language Teaching, and these terms appear in all modules of the Cambridge TKT test.   

Therefore, students majoring in English language teaching must finish professional courses such as TESOL Foundation, English Language Teaching Methodology, Educational Psychology, Testing and Assessment Methods, Classroom Management and Instructional Technology. Students who major in Business English and TranslationInterpretation but wish to work as a teacher of English after graduation, should self-study the textbooks in the above courses, especially the textbook with the title “the TKT Course Modules 1, 2 and 3” (2nd edition, by Spratt et al., 2011, Cambridge University Press), and self-assess by using a list of terms provided in the TKT Glossary, which is available at https://www.cambridgeenglish.org/Images/22184-tkt-glossarydocument.pdf before doing practice tasks in this workbook.

HOW TO SELF-STUDY WITH THIS WORKBOOK 

Before starting each unit (topic) in this workbook, student-teachers as well as candidates whose majors are Business English and English Translation-Interpretation must read the similar topic in the TKT Course Modules 1, 2 and 3 (2nd edition, by Spratt et al., 2011, Cambridge University Press) because each unit in this textbook provides relevant key concepts required for reviewing and doing practice tasks in this TKT workbook. After completing all sections in each unit, student-teachers can check the answer keys at the end of this workbook. When completing all units in one module, student-teachers should do two practice tests to self-assess their knowledge and testing taking skills.   

HOW TO DO THE CAMBRIDGE TKT TEST  

The Cambridge TKT test consists of three modules. It takes candidates 80 minutes to complete each module which includes objective items such as multiple-choice, matching, and ordering. Therefore, candidates do not write long answers. They only mark their answers on an answer sheet by shading the correct lozenge. They are advised to do this as they complete each item because there is no additional time provided to fill in the answer sheet at the end.  

THE AUTHOR 

Phan Thi Thu Nga is a lecturer of English and a teacher trainer. She began her career in the mid-1990s teaching English to both non-major and major English students in Can Tho University. Also, she taught young and adult learners at all levels in the foreign language center of Can Tho University. For the past 18 years, she has been working as a teacher trainer in Ho Chi Minh City Open University (HCMCOU). She has written many articles on various aspects of English teacher training. Phan Thi Thu Nga is interested in learners’ autonomy in English education, teacher training, and especially the application of technology in English teaching and teacher training.

ACKNOWLEDGEMENTS 

I would like to thank most sincerely many authors who have in one way or another contributed to this internal learning material. My greatest gratefulness must first and foremost come to authors (whose names I do not know) who wrote free digital resources such as the handbook for teachers, teachers’ guides, lesson plans, and sample papers uploaded on the official website of the Cambridge University Press and Assessment (at https://www.cambridgeenglish.org). Without these valuable free resources, it is not easy for me to have ideas for this internal learning material. In addition to these, I would like to thank other authors such as Dave Davies, Craig Thaine, Mary Spratt, Alan Pulverness, Melaine William, Roger Gower, Diane Phillips and Steven Walters because some practice tasks and sample tasks in this workbook are adapted from these authors’ books.      

I would also like to thank my former student-teachers whom I have worked with over years on professional courses in the faculty of foreign languages in HCMCOU. For many years, I have been awareness of the strengths as well as weaknesses of student-teachers before taking the Cambridge TKT test, which stimulates me to compile materials in this workbook for internal use at HCMCOU. 

Besides my former student-teachers, I am very grateful to my colleagues at HCMCOU for their suggestions for the aims of each unit in this workbook, and very special thanks to the proofreaders for their careful reading for the manuscript. Finally, my great thanks go to the colleagues at the center of learning resources of HCMCOU for their support at every stage of the development of this internal learning material. It would be my greatest honor, and I would be most grateful if I could get comments on both contents and layout of this textbook from student-teachers as well as my colleagues at Ho Chi Minh City Open University. Your comments will be extremely valuable, which will help me to edit or make some changes in this internal learning material so that it would be a useful textbook for student-teachers in Ho Chi Minh City Open University. Any comments on this textbook can be sent to my email: nga.ptt@ou.edu.vn.       

               
Thank you!