TKT Module 2 flashcards
TKT Module 2 · Build recall with a focused review session.
32 cards. Read the term and the definition here. The deck at the top of this page is optional.
- Main aim
- The overall purpose of a lesson, usually expressed as what learners will be able to do by the end; it drives all stage choices.
- Subsidiary aim
- A secondary aim of a lesson covering additional language, skills or attitude outcomes that support, but are not, the main aim.
- Anticipated problems
- Difficulties a teacher expects learners to meet with language, skills or management, recorded in the plan with a matching solution.
- Interaction pattern
- The arrangement of participants in a stage: teacher to whole class, pair work, group work, individual work or open class.
- Timetable fit
- The place of a lesson within the course sequence, showing what learners have already done and what will follow it.
- Class profile
- A description of the learners, including level, age, number, first language, needs and interests, used to make planning decisions.
- Personal aim
- A teacher's own development goal for a lesson, such as reducing teacher talking time or giving clearer instructions.
- Stage aim
- The specific purpose of one step in a lesson procedure, which should contribute directly to the main lesson aim.
- Lesson shape
- The overall pattern of stages in a lesson, such as presentation-practice-production, test-teach-test or guided discovery.
- Presentation, practice, production
- A lesson shape that presents new language, practises it through controlled tasks, then moves learners to freer, more personal production.
- Test-teach-test
- A lesson shape that starts with a diagnostic task, then focuses on the language learners lacked, then returns to the task.
- Guided discovery
- An approach where learners work out a language rule from examples, with the teacher guiding through questions rather than explaining first.
- Task-based learning
- A lesson shape where learners do a meaningful task, then study language that arose from it, then repeat the task.
- Receptive skills lesson shape
- A sequence of lead-in, pre-teaching vocabulary, gist task, detailed comprehension task and a follow-up activity for reading or listening lessons.
- Lesson sequence plan
- A plan for several lessons around a topic or language area, showing how aims, language and skills build and recycle over time.
- Recycling
- Revisiting previously taught language in later activities, lessons or homework so learners meet it again and remember it.
- Formative assessment
- Ongoing assessment during a course that gives feedback on learning and informs teaching decisions rather than producing a final grade.
- Summative assessment
- Assessment at the end of a course or unit that measures achievement and usually results in a grade, report or certificate.
- Diagnostic assessment
- Assessment used before or early in teaching to identify learners' strengths, gaps and needs so planning can respond to them.
- Achievement test
- A test based on the material taught in a course, used to measure how much of that syllabus learners have learned.
- Washback
- The effect assessment has on teaching and learning; it is positive when classroom tasks resemble the assessment tasks.
- Validity
- The extent to which an assessment measures what it claims to measure, for example a speaking test that truly assesses speaking.
- Reliability
- The consistency of an assessment, meaning whether it gives similar results with different markers, at different times or in parallel versions.
- Peer assessment
- Learners judge each other's work against agreed criteria, which raises awareness of standards and of their own learning.
- Coursebook
- A published book giving a structured syllabus, texts and tasks for a course; teachers select, adapt, supplement or omit its material.
- Supplementary materials
- Resources used alongside the coursebook, such as worksheets, songs, video, games, graded readers and authentic texts, to fill gaps.
- Authentic material
- Text, audio or video not produced for language teaching, such as a news article, used to expose learners to real language.
- Realia
- Real objects brought into the classroom, such as packaging, tickets or clothes, used to make language concrete and memorable.
- Teaching aids
- Equipment and materials such as the board, flashcards, projector, audio player and realia that support teaching and understanding.
- Reference resources
- Materials consulted for information rather than used as tasks, including dictionaries, grammar references, corpora and teacher's resource books.
- Graded reader
- A book written or simplified for language learners, with vocabulary and grammar controlled and graded to suit their level.
- Adapting materials
- Changing published materials to suit learners better by simplifying, adding, cutting, reordering, replacing or personalising tasks and texts.