Sample tasks-TKT Module 3

TKT Module 3: Teacher language: Appropriacy of use –
Participant’s Worksheet 3
Task A
For questions 1–6, match what the teacher is doing with the purposes for using the students’
first language, listed A, B and C.
Mark the correct letter (A, B or C) on your answer sheet.
Purposes for using the students’ first language
A checking understanding
B explaining procedures
C motivating
The teacher is
1 asking students to show they know what to do for homework.
2 giving individual written feedback to a weak student.
3 encouraging elementary students to try new ways of learning.
4 telling a large group of teenagers the rules of a game.
5 asking students to translate the meaning of new words.
6 showing a group of beginners exactly how to use a self-access centre.
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TKT Module 3: Teacher language: Appropriacy of use – Participant’s Worksheet 3

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Page 6 of 9
Task B
For questions 1–6, match the teacher’s instructions to an elementary class with the teacher
trainer’s comments, listed A–G. Mark the correct letter (A, B or C) on your answer sheet.
There is one extra option which you do not need to use.
Teacher’s instructions
1 Compare your answers with what the others have written down. Oh, first you should get
into groups.
2 Write the essay tonight and hand it in tomorrow, please.
3 Now, we’re going to move on to the role play on page 7. Read the instructions and start
when you’re ready. OK, off you go!
4 Can anybody tell me the answer to number 1?
5 Right, could you all turn to page 72. Or is it 62? Wait a minute, I’ll just look…it’s 52. Sorry.
6 Sorry, no more time for questions. We need to move on. We’ve got a lot to get through this
morning.
Teacher trainer’s comments

A I don’t think you’ve allowed them enough time, check that they don’t have any other homework
to do.
B You need to think before you speak and decide on the order you want the class to do things
in.
C Don’t be in such a hurry to start new work – it’s more important for students to understand
what they’ve done so far.
D Check references in your lesson plan in advance, not while you’re giving the instructions.
E Try to avoid repeating yourself – it doesn’t necessarily make students understand instructions
any better.
F It’s better to nominate a particular student, rather then asking the whole class, in order to give
the weaker ones a chance.
G Always check students have understood your instructions. A demonstration of the activity is a
good idea.

Page 7 of 9
Task C
For questions 1–6 look at the classroom activities and the teachers’ instructions listed A, B and
C. Choose the instruction that would come first, A, B or C. Mark the correct letter (A, B or C) on
your answer sheet.
The teacher gives learners an article from a newspaper to read for the first time. The teacher
1
says:
A Discuss what you think about the opinions in the article in pairs.
B Read the article quickly and decide on a good title for it.
C Look at these 10 questions. The answers are in the text. You have fifteen minutes.
The teacher wants to teach learners some new vocabulary connected to food. The teacher
2
says:
A Look at this picture. What is this? Yes, good, biscuit.

B Listen and repeat – biscuit, all together – biscuit.
C Can you make a sentence using the word biscuit?
The teacher wants learners to practise language learnt in the lesson by doing a role play. The
3
teacher says:
A Gina and Laura, come to the front here and do your role play for the whole class.
B Look at the cards I have given you. This is some more information about the people.
C ‘A’s, you are the interviewer and ‘B’s, you are a famous person being interviewed.
The teacher wants learners to develop their oral fluency in a discussion activity. The teacher
4
says:
A Antonio, what did your group think about question number 1?

B Talk about these questions in groups. Choose someone to report back for the group.
C There are some comments you made on the board. Can you correct them?
The teacher wants learners to use a recording of a song as a listening comprehension

5
exercise in class. The teacher says:
A Read the transcript and underline the words that you don’t know.
B Listen and tell me what kind of song you think this is: happy? sad? romantic?
C While you listen to the song, fill in the gaps in the transcript.
6 The teacher wants to help learners with intonation patterns. The teacher says:
A Practise the sentences with your partner. Make sure you sound interested or bored.
B Come to the board and write your answers. I if they’re interested and B if they’re bored.
C Listen to these people talking. Do they sound interested or bored?

Page 8 of 9

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TKT Module 3: Teacher language: Appropriacy of use –

2 giving individual written feedback to a weak student.

3 encouraging elementary students to try new ways of learning.

4 telling a large group of teenagers the rules of a game.

5 asking students to translate the meaning of new words.

6 showing a group of beginners exactly how to use a self-access centre.

TKT Module 3: Teacher language: Appropriacy of use – Participant’s Worksheet 3

2 Write the essay tonight and hand it in tomorrow, please.

4 Can anybody tell me the answer to number 1?

Teacher trainer’s comments

TKT Module 3: Teacher language: Appropriacy of use – Participant’s Worksheet 4

A Look at this picture. What is this? Yes, good, biscuit.

A Antonio, what did your group think about question number 1?

The teacher wants learners to use a recording of a song as a listening comprehension

TKT Module 3: Teacher language: Appropriacy of use – Participant’s Worksheet 5

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