TKT Module 2 key terms

A written description of what a teacher intends to do in one lesson, usually showing aims, stages, procedures, timing, materials and anticipated problems.

The general things a teacher wants learners to achieve in a lesson or course, for example to practise speaking fluently or to learn a new tense.

The specific things learners will be able to do by the end of a lesson or course, usually described with action verbs so that progress can be checked.

The step-by-step sequence of activities a teacher plans for a lesson, showing what the teacher and the learners will do at each stage.

One distinct part of a lesson with its own purpose and interaction pattern, such as a lead-in, a presentation or a freer practice activity.

Difficulties a teacher expects learners may have in a lesson, such as confusing two similar words, together with the solutions the teacher plans to use.

The language, skills and experience a teacher expects learners to have before a lesson starts, which affects what can be taught in it.

Goals a teacher sets for their own performance in a lesson, such as giving clearer instructions or reducing the amount they talk.

The way learners and the teacher work together during an activity, for example whole class, pair work, group work or individual work.

A short question a teacher asks after presenting language to check that learners understand its meaning, usually answered with yes or no.

A short activity at the beginning of a lesson that introduces the topic, raises interest and helps learners recall what they already know.

A list or description of the language and skills to be covered on a course, often organised by grammar, functions, topics or situations.

A plan covering a series of lessons, such as a term's work, showing aims, content and activities for each lesson in the sequence.

Two or more lessons planned together so that each one builds on the language and skills worked on in the lessons before it.

Bringing back language or skills learners have met before so that they meet them again, which helps them remember and use them more confidently.

The temporary support a teacher gives learners, such as examples, prompts or models, so they can complete a task they could not yet do alone.

Planning tasks of different difficulty or with different amounts of support so that learners of mixed ability can all take part successfully.

A lesson shape in which the teacher presents a language item, learners practise it in controlled exercises, then use it in freer, more personal activities.

A lesson shape built around a meaningful task that learners do first, with language focus work coming out of the task afterwards.

The process of collecting information about learners' knowledge, skills or progress in order to make judgements and decisions about their learning.

Assessment that happens during learning to show what learners can do and to help the teacher and learners decide what to do next.

Assessment of learning at the end of a unit or course, used to measure what has been achieved and often to give a grade.

Judging learners' work regularly throughout a course, using classwork, homework and short tasks rather than only one final examination.

Learners looking at each other's work and giving feedback or a judgement on it, usually against criteria the teacher has provided.

Learners judging their own work or progress, often with checklists or simple criteria, so that they become more aware of how they learn.

A test that measures how much of a taught course or syllabus learners have learned, usually given at or near the end of it.

A test used before or at the start of a course to find learners' strengths and weaknesses so that teaching can be planned to help them.

A test used to decide which level or class a new learner should join, often taken before the course begins.

A test given regularly during a course to check what learners have learned from recent lessons and whether they are ready to move on.

Descriptions of what a learner must do to reach a particular grade or level in a task, test or piece of work.

Information given to learners about how successful their work or performance was, and sometimes about how they could improve it.

A book written for learners to use throughout a course, organised in units that present language and provide practice of language and skills.

A book that accompanies a coursebook and gives teachers teaching notes, answer keys, language explanations and extra activity ideas.

Extra materials used alongside the coursebook, such as worksheets, games, videos or authentic texts, to add variety or cover gaps.

Spoken or written language not produced for language teaching, such as a real news article, menu, radio interview or timetable.

Real objects brought into the classroom, such as fruit, clothes, tickets or kitchen equipment, used to make meaning clear and prompt talk.

Cards showing a picture, word or number that the teacher shows to present, practise or review language and to prompt learners.

The equipment and objects a teacher uses to support learning, such as the board, projector, flashcards, realia or recordings.

Changing published materials to suit a class, for example by adding, omitting, simplifying, extending or reordering exercises in a coursebook.

Materials people consult for information about language, such as dictionaries, grammar reference books, thesauruses and reliable websites.