Cambridge TKT study plan

Define the core terminology strands of Domain 1: lexis, phonology, grammar, functions, and the four language skills, writing each term with a one-line example

Distinguish between first- and second-language acquisition accounts (behaviourist, innatist, interactionist) and match each to a classroom practice it would justify

Classify learner differences (age, motivation, learning style, prior knowledge, L1 literacy) and predict one concrete teaching implication for each category

Categorise learner errors as developmental, transfer, or teacher-induced, and explain the interlanguage reasoning behind each label

Analyse three learner profiles (a young beginner, an adult false beginner, an exam-preparation teenager) and derive needs, motivation type, and preferred interaction pattern for each

Compare teacher roles (controller, facilitator, resource, monitor, diagnostician) and select the appropriate role for four described classroom moments

Map classroom interaction patterns (IRF, pair, group, open-class) onto learning purposes and justify each pairing

Explain how a teacher's choice of role and interaction pattern affects learner anxiety, talking time, and uptake

Draft main aims, subsidiary aims, and stage aims for three different lesson types, keeping aims learner-centred and observable

Compare syllabus models (structural, functional, lexical, task-based, integrated) and select the best fit for three stated course contexts

Sequence activities within a PPP, a task-based, and a receptive-skills lesson, labelling each stage with purpose and expected interaction pattern

Anticipate and write solutions for three likely problems per lesson (language, timing, learner factors, materials)

Adapt one coursebook unit for a stated class by supplementing, simplifying, and extending activities, and label which component of the plan each adaptation serves

Evaluate a set of supplementary resources (visual, authentic text, digital, realia) against criteria of level, relevance, and cognitive challenge

Write and refine instruction-giving and concept-checking scripts for four activities, then test them on a real or imagined listener for clarity

Apply error-correction and feedback strategies selectively, deciding for six sample errors whether, when, and how to correct

Complete a timed 40-question practice set covering Domains 2 and 3 and convert every wrong item into a one-line rule statement

Manage the learning environment by planning grouping, seating, and transition routines for a 45-minute lesson, stating the management reason for each decision

Differentiate one task at three levels of support and explain how each version maintains the same learning objective

Define CLIL and distinguish it from immersion, bilingual education, and content-based instruction using stated criteria

Apply the 4Cs framework (content, cognition, communication, culture) to a chosen topic and identify the language demands it creates

Compare BICS and CALP and explain the implications of each for task design in a CLIL classroom

Distinguish language OF, FOR, and THROUGH learning and sort a set of teaching objectives into the three categories

Design scaffolding (models, substitution tables, sentence frames, glossaries, visuals) for one CLIL task and justify each scaffold against a specific language demand

Adapt a content-heavy text for CLIL learners by reducing linguistic load while preserving conceptual demand, and annotate the changes made

Select assessment approaches that capture both content and language outcomes, and design a short rubric covering both dimensions

Complete a 30-item Domain 4 practice set and reach 85% accuracy

Characterise young learners across the 5–8 and 9–12 age bands in terms of attention span, motor skills, literacy, and social development, then derive teaching implications

Design activities that use TPR, songs, chants, stories, and games, and state the language purpose and management routine for each

Plan routines and signals for managing a young-learner classroom, including settling, transitions, and giving instructions without L1 reliance

Adapt assessment for young learners using observation checklists, portfolio evidence, and low-stress formats

Complete a 25-item Domain 5 practice set and reach 85% accuracy

Sit one full-length timed mock paper under exam conditions and record per-domain accuracy

Rank the five domains by mock score and re-teach the two weakest using glossary entries, rule sheets, and past error logs

Re-attempt every previously missed item across all weeks and confirm each is now answered with a stated reason

Consolidate the glossary, rule sheets, and lesson-plan templates into one indexed revision document for final review