TKT Module 2 cheat sheet

A lesson plan typically records: class profile, aims, timetable fit, assumptions, target language, materials and aids, anticipated problems, and a staged procedure with timing and interaction patterns.

The main aim states the overall purpose, often written as 'By the end of the lesson learners will be able to...'; subsidiary aims cover secondary language, skills or attitude outcomes.

Every procedure stage carries its own stage aim, and each stage aim must serve the main aim rather than exist for its own sake.

A common stage sequence for a language lesson is: lead-in or warm-up, presentation or exposure, controlled practice, freer practice, feedback, and a closing stage.

Interaction patterns are recorded per stage: T-Ss (teacher to whole class), S-S (pair work), Ss-Ss (group work), individual work, and open class.

Anticipated problems are written as problem plus proposed solution and cover meaning, form, pronunciation, skills and classroom management.

Assumptions record what learners already know or have already covered, so the plan neither repeats known language nor assumes unknown language.

Timetable fit explains what came before and what follows, linking the individual lesson to the wider scheme of work.

Materials and aids are listed separately from aims and include board, handouts, audio, realia, projector and a backup for any technology used.

A scheme of work sequences lessons across a term or unit; each individual lesson plan realises one or more of the scheme's aims.

Common lesson shapes are PPP, test-teach-test, task-based learning, guided discovery, and skills lessons built as pre-, while- and post-stages.

Receptive skills shape: lead-in, pre-teach key lexis, gist task, detailed comprehension task, follow-up productive or language work.

Productive skills and writing shape: lead-in, model analysis, language focus, controlled practice, freer production, feedback.

In test-teach-test the first task diagnoses needs, the middle stage addresses the gap, and the final task demonstrates progress.

Planning decisions draw on learners' level, age, needs, interests, first language, class size and the time available.

A sequence should vary interaction patterns, skills and stage types, and should recycle earlier language in later lessons.

Limiting the number of new items per lesson reduces overload; the plan should state what is recycled and what is deferred to a later lesson.

Sequence-level anticipated problems include overload, insufficient recycling, and mismatch between lesson aims and the scheme's assessment points.

Match purpose to instrument: diagnostic before teaching, formative during, summative at the end, placement before a course, proficiency independent of any course.

Assessment criteria must be derived from the lesson or course aims and shared with learners in advance.

Validity means the assessment measures what it claims to measure; reliability means it gives consistent results across markers, occasions and versions.

Washback is the effect of assessment on teaching and learning; it is positive when assessment tasks resemble real classroom activity.

Informal assessment tools include monitoring, concept-checking questions, observation checklists, exit tickets and mini-whiteboard checks.

Formal tools include progress tests, achievement tests, portfolios, projects, presentations and standardised examinations.

Peer and self-assessment require explicit criteria or rubrics and build autonomy plus awareness of standards.

Practicality constrains choice: marking time, class size, equipment and lesson time determine which assessment activity is feasible.

Assess what was taught and how it was taught; assessing untaught content lowers validity and produces negative washback.

The coursebook supplies a ready syllabus, texts and tasks; teachers select, adapt, supplement or omit according to learners' needs.

Selection criteria for materials: level, age-appropriateness, relevance to learners' needs, cultural fit, interest, cost and availability.

Supplementary materials such as worksheets, songs, video, games, graded readers and authentic texts fill gaps the coursebook leaves.

Authentic materials are not designed for teaching, so they need task design and often language support before classroom use.

Reference resources (dictionaries, grammar references, corpora, teacher's resource books) are consulted for information rather than used as tasks.

Teaching aids such as the board, flashcards, realia, projector, interactive whiteboard and audio player support comprehension, engagement and clear staging.

Adaptation techniques are simplify, add, cut, reorder, replace and personalise.

Prepare a backup for technology failure and check equipment, copyright and photocopying before the lesson.

Evaluate materials against the lesson aim before use; material that does not serve the aim is replaced rather than forced into the plan.