TKT: Young Learners study plan

Define 20 core terms for learning and the young learner (e.g. scaffolding, zone of proximal development, intrinsic motivation) in your own words

Categorise the developmental characteristics of three age bands (5-7, 8-9, 10-11) into cognitive, social, motor and linguistic columns

Match five classroom activities to the learning style or multiple intelligence they most support, and justify each match in one sentence

Explain in writing how L1 interference and silent period affect a young learner's early L2 production

Describe how motivation, attention span and self-esteem change across the primary age range using three concrete teaching implications each

Identify the components of a lesson plan (aims, stages, timing, interaction patterns, materials) and label them on two published-style sample plans you write yourself

Distinguish syllabus types (linear, cyclical, topic-based, story-based) and select one for a given class profile with a written rationale

Write three lesson aims that are observable and measurable, then rewrite two vague aims into measurable form

Draft a 45-minute lesson plan for a class of 8-year-olds with staged timings, interaction patterns and transition notes

Sequence five activity types (warm-up, presentation, controlled practice, freer practice, review) and justify the order in two sentences per stage

Adapt one activity for a mixed-ability class by specifying a support version and a challenge version

Select and justify three materials or resources suitable for a class with limited technology

Produce a timed 30-question practice set on planning and teaching strategies and score it without notes

Explain the rationale for each of six classroom management routines (e.g. signal for silence, lining up, handing out materials) in one sentence each

Compare teacher-centred and learner-centred interaction patterns and state when each is appropriate for young learners

List eight instruction-giving techniques that reduce reliance on the learners' first language

Design three listening activities and three speaking activities that use minimal resources and state the sub-skill each develops

Demonstrate five techniques for teaching vocabulary to young learners (e.g. realia, mime, story context) and note the age band each suits best

Write a set of six graded teacher instructions and mark the language level of each (e.g. imperatives, short clauses)

Plan how to use a story or song across three stages of a lesson

Differentiate error correction types (self-correction, peer correction, reformulation, delayed correction) and select the most suitable for four given learner errors you write yourself

Explain how to develop early reading and writing sub-skills (phonics, sight words, letter formation, labelling) in a sequence of five steps

Describe four strategies for maintaining engagement and four for managing off-task behaviour with young learners

Analyse three short teaching scenarios you write and decide on the most appropriate teacher response for each

Distinguish formative and summative assessment and give three classroom examples of each for young learners

Design one informal assessment task (observation checklist or portfolio entry) with three clear success criteria

Explain how to give feedback that protects young learners' confidence, using four concrete techniques

Interpret the purpose of four assessment formats (portfolio, self-assessment, peer assessment, continuous observation) and state one limitation of each

Complete a full-length timed mock test across all four domains and score it under exam conditions

Review the error log from week 4 and week 8 and identify your three weakest sub-topics

Re-teach each weak sub-topic by writing a one-page summary from memory, then checking it against your notes

Consolidate all glossary terms into a final 60-term revision sheet covering all four domains