TKT Module 2 study plan

List and define in your own words the core components of a lesson plan: main aim, stage aims, procedures, timing, interaction patterns, materials, anticipated problems, assessment.

Label every component on two published lesson-plan or teacher's-book extracts, and mark which components are absent.

Sequence a jumbled set of lesson stages into three coherent lesson shapes (a presentation-practice-production lesson, a test-teach-test lesson, and a receptive-skills lesson).

Draft a 45-minute lesson skeleton in which stage timings sum exactly to the lesson length and each stage names its interaction pattern.

Distinguish main aim, subsidiary aim and personal aim, and rewrite three vague aim statements so they are learner-centred and measurable.

Match twelve planning terms to definitions: lesson plan, scheme of work, syllabus, timetable, short-term plan, long-term plan, needs analysis, diagnostic, recycling, differentiation, lead-in, warmer.

Identify the interaction pattern (individual, pair, group, whole class, open class) implied by each stage of the plans you annotated in Week 1.

Explain in writing how a chosen stage recycles language or builds on the stage before it, using three concrete examples from real plans.

Design a three-lesson sequence on a single topic, stating one overall sequence aim and a distinct aim for each lesson.

Identify anticipated problems in four categories (linguistic, learner, material, timing) for each lesson and write one workable solution per problem.

Plan differentiation for a mixed-ability class by specifying one support and one extension task per lesson.

Justify your staging and sequencing choices in continuous prose, linking each choice to a stated learner need.

Compare two published lesson plans against a five-criterion checklist (clarity of aims, staging logic, balance of interaction, feasibility of timing, coverage of anticipated problems) and rank them.

Revise your Week 3 sequence using the same checklist and note every change made.

Explain how assessment evidence from one lesson should feed the planning of the next lesson in the sequence.

Complete a timed 30-item mixed quiz on Domains 1 and 2 without notes.

Classify twenty assessment terms and activity types by purpose: formal/informal, formative/summative, diagnostic, placement, achievement, proficiency, progress.

Match eight assessment activities (quiz, portfolio, peer observation, project, oral interview, self-assessment checklist, gap-fill test, presentation) to the purposes they best serve.

Design one assessment activity for a stated class, state its purpose, and write a four-criterion rubric for it.

Distinguish correction of errors by type (accuracy, fluency, meaning) and select an appropriate feedback technique for each.

Evaluate three assessment activities for validity, reliability, fairness and practicality, and state which you would reject and why.

Write five specific feedback comments on a sample piece of learner writing, each tied to a criterion rather than to a single error.

Plan a five-step follow-up lesson based on the errors identified in that sample, linking assessment back to planning.

Define washback and give two examples of how an assessment choice changes what learners study.

Compare four reference resources (a monolingual learner dictionary, a grammar reference, a teacher's book, an online corpus) and state the situation in which each is the right choice.

Classify ten materials as coursebook, supplementary or authentic, and state one advantage and one limitation of each category.

Select a teaching aid for five stated classroom purposes and justify each selection in one sentence.

Adapt one coursebook activity for a stated class by cutting, extending and supplementing it.

Evaluate one complete coursebook unit against five criteria (aims fit, level fit, balance of skills, authenticity, flexibility) and recommend adopt, adapt or reject.

Assemble a personal resource list of at least eight items you would take into a real classroom, with a stated use for each.

Sit a full-length 80-item mock paper covering all four domains under timed conditions.

Review every missed mock item, tag it to a domain, and write the correct reasoning for each.