TKT (Teaching Knowledge Test) Set "B & C"

Consonant, noun

1. A sound in which the air is partly blocked by the lips, tongue, teeth etc., e.g. /θ/ in 'thing', /b/ in 'boy'. See diphthong and vowel. 2. Any letter of the English alphabet which represents consonant sounds, e.g. d /d/, c /k/.

Context noun

1. The situation in which language is used or presented; e.g. a story about a holiday experience could be used as the context to present and practise past tenses. Photographs can help to provide a context for a magazine article. 2. The words or phrases before or after a word in discourse which help someone to understand that word, e.g. I drove my van to the town centre and parked it in the car park. We know that van must be some kind of vehicle because the words drive and park provide a context.

Clarify verb, clarification noun

1. To make clear what you mean, e.g. to repeat something using clearer words or say something again in a clearer way. 2. Clarify language. When teachers focus on form, meaning and pronunciation in a lesson to help learners understand the use and rules of target language. For example, showing learners that the past perfect is made of had + the past participle, that it's used for an earlier past action and telling them that had can be written 'd is clarifying language.

Cue card, prompt card

A card on which there is/are (a) word(s) or (a) picture(s) to prompt or encourage learners to produce particular language, often during a controlled practice activity or drill; e.g. a teacher presenting I like + ing / I don't like + ing could have a number of picture cue cards with different activities (swimming, reading etc.). Learners have to respond to the cue card using I like + swimming or I don't like + swimming. See flashcard.

Communicative activity, noun

A classroom activity in which learners need to talk or write to other learners to complete the activity, e.g. a role play.

Clause, noun

A clause generally consists of a subject and a finite verb connected to the subject and sometimes other things, e.g. an object. A clause can be a full sentence or a part of a sentence.

Conjunction noun, connector noun

A conjunction (or connector) is used to connect words, phrases, clauses or sentences, e.g. I like tea but I don't like coffee because it's too strong for me.

Class profile, learner profile noun

A description of the learners and information about their learning, including their age, ability, strengths and weaknesses in language and skills.

Cohesive device noun

A feature in a text which provides cohesion (joins texts together), e.g. use of vocabulary about the topic throughout a text, of sequencing words (then, next, after that, etc.), of pronouns (he, him, etc.), of conjunctions (however, although, etc.).

Board game, noun

A game played by two or more players on a board using dice. Players throw the dice and move around squares on the board. By writing different instructions in the squares, teachers can use board games for controlled language practice or oral fluency; e.g. the teacher writes daily routines such as eat breakfast in the squares. When a learner lands on a square, they say a daily routine using the present simple (e.g. I eat breakfast at 7.00).

Checklist, noun

A list of things that a learner or teacher needs to focus on or consider. Examples could include assessment checklist, resources checklist, lesson planning checklist.

Cross reference

A note that tells the reader of a book to go to another place in the book to get more information; e.g. in a dictionary entry for early it might say: Early - arriving before the planned time. OPP LATE. This is a cross reference showing the reader that there is information about the opposite of the word early in another entry.

Clue, noun

A piece of information that helps someone to find the answer to a problem; e.g. a teacher could give the first letter of a word he/she is trying to elicit as a clue to learners to help them find the word.

Closed question, noun

A question which leads to a yes/no answer or another very short response, e.g. Did you come to school by bus? Yes. What did you have for breakfast? Toast.

Complex sentence, noun

A sentence containing a main clause and one or more subordinate clauses, e.g. The learners stopped talking (main clause) when the teacher arrived (subordinate clause).

Correction code

A series of symbols a teacher may use to mark learners' writing so that they can correct mistakes by themselves, e.g. P = punctuation mistake, T = tense mistake.

Contraction, noun

A shorter form of a group of words, which usually occurs in auxiliary verbs, e.g. you have = you've; it is = it's.

Block, noun

A small object, often made of wood, with straight sides. Some teachers give learners coloured blocks for use in listen and make activities.

Cloze test, noun

A task-type in which learners read a text with missing words and try to work out what the missing words are. The missing words are removed regularly from the text, e.g. every seventh word. A cloze test is used for testing reading ability or general language use. It is different from a gap-fill activity, which can focus on practising or testing a specific language point and particular words connected to the language point are removed from the text.

Conditional noun (forms)

A verb form that is used for a possible or imagined situation. Grammar books often mention five kinds of conditionals: Zero conditional - is used when we talk about something that is always true if another action takes place, e.g. If it rains, the ground gets wet. First (Type 1) conditional - is used for present or future possible or likely situations, e.g. I will come if I can. Second (Type 2) conditional - is used for present or future situations which the speaker thinks are impossible or unlikely, e.g. I would play for West Ham United if they asked me. Third (Type 3) conditional - is used for past situations that cannot be changed, e.g. I would have seen her if I had arrived earlier (but I didn't so I couldn't). Mixed conditional - is used when the speaker wants to talk about different time frames in one sentence, e.g. If I'd arrived on time, I wouldn't have to wait now. 'If I'd arrived' is about the past and 'I wouldn't have to wait' is about the present.

Finger correction

A way of drawing attention to where a learner has made a mistake. The teacher counts out the words a learner has said on her fingers. The fingers represent words and the teacher can show clearly in which word (finger) the mistake was made. A teacher may use finger correction to show that a mistake has been made with word or sentence stress, word order, grammar, pronunciation of sounds etc.

Crossword puzzle

A word game in which learners complete a grid. Learners write the answers to clues in the squares on the grid. It is often used to review and consolidate vocabulary.

Content and Language Integrated Learning (CLIL) noun

An approach in which learners are taught a non-language subject such as science or geography through a target language. Subject content and language are interrelated. For example, in Spain, teaching young learners science in English and using science material in English so that learners can think about and then communicate their ideas about science in English.

Communicative approach(es), noun

An approach to teaching and practising language which is based on the principle that learning a language successfully involves real written and spoken communication rather than just memorising a series of rules. Teachers using communicative approaches try to focus on meaningful communication by providing activities for learners to do which involve practising language in real life situations. For example, to practise should and shouldn't, learners give each other advice about the best way to improve their English.

Content-based instruction noun, content-based learning noun

An approach to teaching, traditionally associated with the US and Canada, in which non-native speakers, often from minority language groups, learn about a topic or a subject through the target language. For example, migrant children in the US studying science using English only in class and using English material. The children develop their English and learn about science at the same time.

Chunk, noun

Any pair or group of words commonly found together or near one another, e.g. phrasal verbs (get on), idioms (it drives me crazy), collocations (make the bed), fixed expressions (How do you do?).

Complex adjective

Complicated, not simple; e.g. some English grammar is easy to understand, some grammar is more complex.

Concept, noun

Idea or meaning; e.g. the concept of You should go to the doctor is giving advice.

Chart noun

Information in the form of diagrams, lists or drawings often placed on the classroom wall for learners to use. Common examples are lists of irregular verb forms or drawings illustrating the meanings of prepositions.

Concept questions noun, concept checking verb

It is a question asked by the teacher to make sure that a learner has understood the meaning of new language, e.g. teaching the new grammatical structure 'used to', using the example He used to live in Paris concept question - Does he live in Paris now? Answer - No.

Concept checking

It is the technique of asking concept questions or using other techniques to check that learners have understood the meaning of a new structure or item of vocabulary.

Colloquial adjective

Language normally used in informal conversation but not in formal speech or writing, e.g. Give Gran a ring, OK?

Compound, noun

Nouns, verbs, adjectives or prepositions that are made up of two or more words and have one unit of meaning, e.g. assistant office manager, long-legged.

Concrete, adjective

Relating to real objects, situations or actions. Words can be concrete, e.g. words for real objects like clothes, food, animals which can be seen or touched, or they can be abstract, e.g. believe, love.

'Can Do' statements, noun

Sentences that describe learners' language use or an aspect of it on a scale of proficiency, e.g. This learner CAN express simple opinions or requirements in a familiar context.

Connected speech, noun

Spoken language in which the words join to form a connected stream of sounds. In connected speech some sounds in words may be left out or some sounds may be pronounced in a weak way or some words might join together, e.g. Is he busy /ɪzibɪzi/..

correction

Teachers helping learners to make what they write or say better or right.

Components, noun (of a lesson plan)

The different parts of a lesson plan, e.g. aims, procedure, timing, aids, interaction patterns, anticipated problems, assumptions, timetable fit, personal aims.

Confidence noun, confident adjective

The feeling someone has when they are sure of their ability to do something well. Teachers often do activities that help learners to feel more confident about their own ability.

Cognitive, adjective (processes)

The mental processes involved in thinking, understanding and learning, e.g. recognising, analysing, remembering, problem solving.

Core

The most important, central or most basic part of something. The core of a word is the main part of a word from which other words can be made; e.g. like is the core of the words unlike, dislike, likes.

Curriculum

The subjects which make up an educational programme; e.g. maths, science and English are subjects on most school curriculums. They are taught differently in different contexts and in different cultures.

Classroom management, noun

The things teachers do to organise the classroom, the learning and the learners, such as organising seating arrangements, organising different types of activities, and managing interaction patterns.

Cohesion noun, cohesive adjective

The way spoken or written texts are joined together with grammar or lexis, e.g. conjunctions (Firstly, secondly), topic related vocabulary, pronouns (e.g. it, them, this).

Behave verb, behaviour noun

The way we do things; to be polite or rude, to be noisy or quiet. Examples of good behaviour are being polite and respecting each other

Contrast, verb

To compare the differences between two things, e.g. talking about the differences between China and France.

Consolidate verb, reinforce verb

To do something again in order to allow learners to understand and remember it more completely. For example, learners can consolidate a grammar point by doing extra practice.

Consult, verb

To get advice or information from someone or something; e.g. teachers and learners might consult a dictionary or grammar book.

Contribute verb, contribution noun

To give or add something; e.g. in the classroom, learners can contribute to a discussion by taking part and giving their ideas.

Contextualise, verb

To put new language into a situation that shows what it means, e.g. when teaching the past simple tense showing learners a series of pictures of a family holiday that went wrong.

Categorise verb, categorisation noun, category noun

To put things into the group to which they belong. For example, learners might categorise a list of different foods into groups such as fruit and vegetables.

Brainstorm, noun and verb

To quickly think of ideas about a topic and also possibly note them down. This is often done as preparation before a writing or speaking activity; e.g. before learners write a description of their city they make a list of all the positive and negative adjectives they know to describe places.

Chant noun and verb

To repeat a phrase, sentence, rhyme, verse, poem or song, usually with others, in a regular rhythm. Teachers use chants to practise pronunciation and to help learners remember vocabulary.

Compliment, verb

To say something is nice, to give praise; e.g. a teacher might compliment a learner on a good story they wrote.

Criticise

To say what you don't like about something; to say what you think is bad or wrong about something. Teachers might criticise a book that they don't like.

Complain verb, complaint noun

To say you are not pleased about something; to say something isn't good. For example, learners sometimes complain if they are given too much homework or a teacher might focus a lesson on writing letters of complaint.

Convey meaning, phrase

To show, express or communicate meaning. Teachers focus on conveying meaning when they present new language.

Collaborate verb, collaborative adjective

To work together. Learners often collaborate in class when carrying out tasks which typically involve working together on planning, creating, discussing, evaluating, etc.

Comprehension, noun

Understanding something which is spoken or written. Teachers give learners comprehension tasks to help them understand listening and reading texts or to assess understanding.

Coherence noun, coherent adjective

When ideas in a spoken or written text fit together clearly and smoothly, and so are logical and make sense to the listener or reader. Teachers help learners to be coherent by getting them to plan what they will include in a text before they write it.

Peer correction

When learners correct each other's mistakes, perhaps with some help from the teacher.

Self-correction

When learners correct language mistakes they have made, perhaps with some help from the teacher. See ignore (errors).

Echo correction

When learners make a mistake, the teacher repeats the mistake with rising intonation encouraging learners to correct themselves, e.g. Learner: He don't like it. Teacher: Don't? Learner: He doesn't like it.

Collocation noun, collocate verb

Words which are regularly used together. The relation between the words may be grammatical, for example when certain verbs/adjectives collocate with particular prepositions, e.g. depend on, good at, or when a verb like make or do collocates with a noun, e.g. do the shopping, make a plan. Collocations may also be lexical when two content words are regularly used together, e.g. We went the wrong way NOT We went the incorrect way.

Co-operation noun, co-operate verb, co-operative adjective

Working together and helping each other. In some group work activities learners co-operate to find the answer or solve a problem.