TKT: YL Teaching Knowledge Test: Young Learners

1. TKT: YL Teaching Knowledge Test: Young Learners

2. Aims of the seminar • to identify the benefits of taking TKT YL Module • to give a brief overview of the format and content of TKT YL Module • to practice some tasks in the test format • to discuss the strategies for successful test preparation

3. Benefits of Taking TKT • helps systemize and structure knowledge of language and teaching & learning the language • boosts professional development and leads to a higher level of proficiency in language teaching methodology • is up-to-date and recognized internationally • is helpful (gives a model of how complex concepts and techniques can be dealt with in relatively straightforward ways) • is motivating (teacher – friendly, gives a sense of achievement, certificates)

4. The test aims to test knowledge in 4 syllabus areas: • Knowledge of young learners and principles of teaching English to young learners (Part 1) • Planning and preparing young learner lessons (Part 2) • Teachingyounglearners (Part 3) • Assessing young learner through classroom-based learning (Part 4)

5. 80 questions • Task types: 3-option multiple choice; 1-1 matching; 3/4/5-option matching; odd one out.

6. How is TKT:YL graded?

7. Part 1 - Knowledge of young learners and principles of teaching English to young learners • focuses on the ways young learners are different to older students • considers these differences on three levels which are physical, emotional and cognitive • looks at developing their learning strategies, cognitive strategies and communication strategies

8. Learner Needs Emotional Needs Cognitive Needs Physical Needs

9. Learner Needs Emotional Needs Cognitive Needs Physical Needs • To play and be active • To develop manual dexterity for writing and handicrafts

10. Learner Needs Emotional Needs To feel relaxed and safe To feel valued For routines To express emotions Cognitive Needs Physical Needs • To play and be active • To develop manual dexterity for writing and handicrafts

11. Learner Needs Emotional Needs To feel relaxed and safe To feel valued For routines To express emotions Cognitive Needs To develop numeracy/ literacy skills To develop the ability to think abstractly Physical Needs • To play and be active • To develop manual dexterity for writing and handicrafts

12. Part 2 Planning and preparing young learner lessons • focuses on planning and preparing young learner lessons and aspects of materials preparation • It also looks at ways of supporting children’s learning through adapting coursebooks and supplementary materials and using additional resources such as games, songs and handicrafts

13. Lesson Plan Components • Lesson outcomes • Personal teaching aim • Resources • Assessment evidence • Assumptions and possible solutions • Differentiation • Interaction patterns • Procedure • Syllabus fit

14. Using Coursebooks and Supplementary Materials Problems Solutions • The level of grammar is advanced • Vocabulary is difficult • The content is unfamiliar to the class • The text is too detailed • DVD/ listening task is too fast/ the vocabulary is too difficult • Tasks are too difficult

15. Using Coursebooks and Supplementary Materials • Key words: • Personalise • Simplify • Add • Omit • Adapt • Select

16. Part 3 Teaching young learners It focuses on teaching young learners, covering 3 areas of knowledge: • scaffolding children’s understanding of language and use of language through teacher language and teaching strategies • using practice activities to consolidate children’s language learning • managing young learners in class.

17. Scaffolding • Scaffolding learning through teacher language and teaching strategies

18. Practice activities * role-plays • dictation • stories • songs and chants • surveys • listen and do tasks • information gap activities • brainstorming

19. Managing • Managing young learners in class • e.g. getting children’s attention

20. Managing young learners • getting children’s attention • keeping children’s attention • giving children practical responsibilities • establishing routines • challenging fast finishers • using stir and settle activities • managing individual, pair, group and whole class work

21. Part 4 Assessing young learner learning through classroom-based assessment It focuses on informal assessment, covering three areas of knowledge: • Purposes of assessing learning, • Focuses of assessing learning • Acting on assessment evidence.

22. Further information www.cambridgeenglish.org

23. Online Professional Development • CoursesEarn a certificate from Cambridge. • WebinarsInteract with expert trainers. • KnowledgeArticles with industry-leading ideas. • Join at • www.CambridgeEnglishTeacher.org