*2589198370*
© UCLES 2010 EMC/6583/0Y08
9 7 8 1 9 0 6 4 3 8 9 6 8
ISBN 978-1-906438-96-8
Teaching Knowledge Test (TKT)
Young Learners (YL)
Handbook for teachers
https://www.teachers.CambridgeESOL.org/ts/teachingqualifications/tktyl
University of CambridgeESOL Examinations1 Hills RoadCambridgeCB1 2EU United Kingdom
Tel +44 1223 553997email [email protected]
www.CambridgeESOL.org
1TKT: YL HANDBOOK | CONTENTS
Contents
Preface
This handbook is intended for course providers who are, or intend to become, involved in preparing
candidates for the TKT: Young Learners module.
For further information on any of the Cambridge ESOL examinations and teaching awards,
please contact:
Cambridge ESOL Information, 1 Hills Road, Cambridge, CB1 2EU, United Kingdom
Tel: +44 1223 553997, Fax: +44 1223 460278, email: [email protected]
www.CambridgeESOL.org
2 Introduction
5 An overview of TKT: YL
6 General description and syllabus
10 Preparing for the TKT: YL module
12 Sample test
21 TKT: YL test administration
21 Grading and results
22 Special Circumstances
23 Test production
23 Support for candidates and course providers
24 Frequently asked questions and answers
24 Sample test answer key
25 Sample OMR answer sheet
26 References
Introduction■ Introduction to Cambridge ESOL
TKT: Young Learners is designed and produced by University
of Cambridge ESOL Examinations (Cambridge ESOL), a
department of the University of Cambridge and part of the
University of Cambridge Local Examinations Syndicate, which
has provided examinations in English for speakers of other
languages since 1913. Cambridge ESOL offers an extensive
range of examinations, certificates and diplomas for learners
and teachers of English, taken by over 3 million people a year,
in more than 130 countries.
■ Introduction to TKT: Young Learners – a test ofprofessional knowledge for English language teacherswho teach English to young learners
How young is a young learner?
The term young learner is interpreted differently around the
world. TKT: Young Learners defines a young learner as a child
who is in their first six years of formal education, from the age
of 6 to 12. The reason for this choice is that the lower limit of
6 roughly corresponds to the start of formal schooling in many
countries, while the upper age of 12 approximates to a time
when many children have begun to experience significant
cognitive and emotional changes. This definition is also
broadly in line with Cambridge ESOL’s own definition of 7-12
for its Starters, Movers and Flyers exams for young learners.
How is teaching English to young learners differentfrom teaching English to adults?
There are of course similarities between teaching young
learners and teaching adults. Teachers of adults and teachers
of young learners may need many of the same skills in
planning, teaching and classroom management, for example.
They need good language proficiency. Depending upon the
educational and cultural context in which they are working,
the aims of their teaching may often be similar. Both, for
example, may be concerned with helping learners to
understand and communicate, and to develop learning
strategies which help them to learn independently of the
teacher.
Like adults, young learners are individuals with their own
characteristics, likes, dislikes and beliefs. It is therefore
difficult to generalise about teaching them. However, four key
differences between teaching young learners and adults are
summarised in the following section.
1. Unlike many adults, young learners are stilldeveloping cognitively, linguistically, socially,emotionally and physically. To a far greater extent than adults, young learners aged 6-12
are developing their thinking skills, their first language
systems, discovering rules for interacting with others,
understanding their own reactions to others and to events,
and learning to develop hand-eye coordination and other
motor skills. Smith (1995) summarises by describing young
learners as ‘products in process’. The breadth, volume and
speed of this early development also means that there are
significant differences in the abilities, interests and
characteristics of children within the 6-12 age range. There
can, for example, be significant learner variables between say,
children aged 8-9, and children aged 10-11 (Cephe and Teflik
2001).
2. Unlike many adults, young learners often have noobvious reason for learning English.Many adults choose to learn English for specific job-related or
personal purposes. Learners at secondary school are often
motivated to learn English in order to pass an exam, get a job,
or go to university. Young learners, by contrast, are generally
conscripts in language classes (even in private language
classes), and may have no obvious reasons for learning
English. They generally do not need, for example, to order a
meal in English, give directions, or discuss the weather (Clark
1990), all typical focuses of an adult early language learning
class. However, the lack of a clear reason for learning English
may not worry the young learner, who will very often bring
goodwill, energy and curiosity to learning.
3. Unlike many adults, young learners may notalways have well-developed literacy skills to supporttheir learning of English. Many children at the younger age of the 6-12 spectrum may
not be able to read and write in their own language, or may be
starting to read and write L1, sometimes in a different script,
in parallel with learning to read and write in English. It is
often the case, therefore, that children up to the age of about 9
may not be able to use an ability to read or write to support
their learning in a foreign language. Cameron (2001:108) refers
to this phenomenon as a ‘literacy skills lag’. This means that
in many young learner classrooms talk is the main medium of
input, as children may not yet have the skills to decode
meaning from text.
TKT: YL HANDBOOK | INTRODUCTION2
professional development. However, it is likely that centres
and other institutions will offer preparation courses for the
TKT: YL module. These may include practical issues arising
from specific young learner contexts and some teaching
practice. It should be noted that TKT: YL tests knowledge of
teaching young learners rather than teaching ability.
The TKT: YL module offers candidates a step in their
professional development as teachers. As a result of the global
need for language learning, candidates who are language
teachers can add TKT: YL to their existing qualifications.
The TKT: YL module can be taken at any stage in a teacher’s
career. It is suitable for pre- or in-service teachers of English
or classroom assistants who work with young learners of
English. It is intended for international candidates who may
either be non-first language or first language teachers. It is
suitable for general young learner teachers who already teach
other curriculum subjects in their first language, specialist
young learner teachers who teach only English, or teachers of
older learners or adults who also teach young learners. This
module forms part of a framework of teaching awards and
tests for teachers offered by Cambridge ESOL. This includes
the Teaching Knowledge Test (TKT); TKT: Content and
Language Integrated Learning (CLIL); TKT: Knowledge about
Language (KAL); TKT: Practical; CELTA (Certificate in English
Language Teaching to Adults); ICELT (In-service Certificate in
English Language Teaching); and the three Delta (Diploma in
English Language Teaching to Adults) modules. These are
based on the following content areas: language knowledge,
pedagogical knowledge, pedagogical content knowledge and
knowledge of context. A summary of the entry requirements
and content of Cambridge ESOL’s teaching awards and tests
for teachers can be found on page 4.
4. Unlike many adults, young learners often learnslowly and forget quickly.The popular belief that somehow young learners find it much
easier to learn than adults is attractive, but not supported by
evidence from classroom contexts where children learn
English as a foreign language in their own country for a few
lessons a week. From the rather limited evidence available,
research tends to show that older learners (from 13 or so and
up) may have advantages in terms of remembering grammar
and vocabulary (Aitchison 2003, Snow and Hoefnagel-Hohle
1978), possibly due to advantages over younger learners in
learning skills and cognition. In addition, given similar
conditions, older learners’ pronunciation may not differ
significantly from that of younger learners over time (Snow
and Hoefnagel-Hohle 1977).
■ Why teach English to young learners?
Though there may not necessarily be immediate linguistic
benefits in teaching English to young learners, there are good
attitudinal, intercultural, personal and academic reasons for
doing so. Most crucially, positive early experiences of learning
a foreign language may help young learners to develop self-
esteem and positive attitudes to learning English. This will
equip them to study English with greater confidence when
they are older and can bring more developed learning and
cognitive skills to the more formal and abstract learning they
may experience in secondary school.
Intercultural benefits may derive from the realisation that
other countries have a language with sounds and rules which
are different from their own. As they realise that there are
similarities as well as differences between English-speaking
people and them, they may also be able to learn values of
tolerance, empathy and curiosity. These values will be useful
in their later life and for the society in which they live. They
may gain academic benefits from learning English, too:
generic concepts such as time, number and changes in the
season can be consolidated through learning English, as can
learning skills such as planning, organising and checking
work. For more on the benefits of early start English, see
Read (2003).
■ TKT: YL is an additional module of the TeachingKnowledge Test (TKT).
It tests knowledge of teaching English to young learners. It
tests knowledge of concepts related to young learner learning
and development, knowledge about planning young learner
lessons and knowledge of teaching strategies, practice
activities and resources used to support and challenge young
learners’ language learning. It also tests knowledge of
informal classroom assessment of young learners’ work.
TKT: YL is designed to offer maximum flexibility and
accessibility for candidates and therefore does not test
context-specific knowledge nor does it include compulsory
teaching practice. It is intended to be a platform for
TKT: YL HANDBOOK | INTRODUCTION 3
Cambridge ESOL teaching awards and tests for teachers
Note: Cambridge ESOL also offers IDLTM and the Young Learner Extension to CELTA. IDLTM is an educational management qualification.Entry for the Young Learner Extension to CELTA is conditional on candidates having completed CELTA.
TKT Module 1TKT Module 2TKT Module 3
TKT: CLIL TKT: KAL TKT: Practical TKT: YL CELTA ICELT Delta Module One
Delta Module Two
Delta Module Three
Teachingexperience
not essential not essential not essential required not essential not required required recommended required recommended
Previousqualifications / training
not essential not essential not essential not essential not essential qualificationswhich allowaccess tohigher
education
local requirements
apply
an initialteaching
qualification
an initialteaching
qualification
an initialteaching
qualification
Suggestedlanguagelevel
minimum ofCouncil of Europe B1
minimum ofCouncil of Europe B1
minimum ofCouncil of Europe B2
minimum ofCouncil of Europe B1
minimum ofCouncil of Europe B1
minimum ofCouncil of
Europe C2/C1
minimum ofCouncil ofEurope B2
minimum ofCouncil of
Europe C2/C1
minimum ofCouncil of
Europe C2/C1
minimum ofCouncil of
Europe C2/C1
Teaching agegroup
primary,secondary or adults
primary,secondary or adults
primary,secondaryor adults
primary,secondaryor adults
children aged 6 - 12
adults (16+) primary, secondary or adults
primary, secondary or
adults
primary, secondary or
adults
primary, secondary or
adults
Can be takenpre-service
yes yes yes no yes yes no not recommended
no not recommended
Courseattendance
not required not required not required not required not required yes yes not required yes not required
Assessedteachingpractice
no no no yes no yes yes no yes no
Continuousassessment
no no no no no yes yes no yes no
Involvescoursework
no no no no no yes yes no yes no
Written test /examination
yes yes yes no yes no no yes no no
TKT: YL HANDBOOK | INTRODUCTION4
An overview of TKT: YoungLearners■ The aims of TKT: YL
• to test candidates’ knowledge of
- concepts related to young learner learning and
development
- planning and preparing young learner lessons
- the practice of teaching young learners
- the practice of assessing young learner work in the
classroom
• to provide an easily accessible test about teaching young
learners to speakers of other languages which is
prepared and delivered to international standards, and
could be used by candidates to access further training,
and to enhance career opportunities
• to encourage teachers in their professional development
by providing a step in a developmental framework of
awards for teachers of English.
■ TKT: Young Learners candidature
TKT: YL is suitable for:
• teachers who teach young learners aged 6-12
• teachers who will teach this age group in the future
• classroom assistants who work with young learners
aged 6-12
• classroom assistants who will work with this age group
in the future.
Candidates taking TKT: YL will normally have some experience
of teaching English to speakers of other languages. TKT: YL
may also be taken by:
• pre-service teachers
• teachers involved in training programmes
• candidates studying for teaching qualifications who may
have non-native learners in their classrooms.
To access TKT: YL, teachers need at least an intermediate level
of English – Level B1 of the Council of Europe’s Common
European Framework of Reference for Languages (CEFR) – e.g.
PET or IELTS band score of 4. However, candidates are not
required to have taken any English language examinations.
Candidates taking the TKT: YL module are expected to be
familiar with the language of teaching as represented in the
separate TKT glossary. Candidates are not required to take
any other modules of TKT or to fulfil any specific entry
requirements for the TKT: YL module. Successful candidates
are likely to have some experience of teaching English to
young learners.
■ Test format
The TKT: Young Learners module consists of 80 questions in four
parts. Candidates are required to answer the questions by
selecting a letter for the correct answer. As the module tests
candidates’ knowledge related to teaching young learners rather
than proficiency in the English language or performance in
classroom situations, candidates are not required to listen,
speak or produce extended writing when taking TKT: Young
Learners.
■ Approaches to teaching and learning
A range of approaches to teaching and learning may be covered
in the test material. Approaches which might bias against
candidates from particular backgrounds or teaching contexts are
avoided. Knowledge of communicative and other approaches to
teaching is expected, as is familiarity with common ELT
terminology.
■ Sources and text types used in TKT: YL
Extracts, original or adapted, from the following sources may
feature in the TKT: YL module:
• young learner coursebooks, activity books or
supplementary materials including young learner
materials found on the web
• articles relating to young learners from journals,
magazines and the internet
• diagrams and other visuals
• descriptions of classroom situations.
TKT: YL HANDBOOK | AN OVERVIEW OF TKT: YL 5
GENERAL DESCRIPTION
Examination format TKT: YL consists of four parts.
Timing 1 hour 20 minutes
Number of items 80
Task types 3-option multiple choice; 1-1
matching; 3/4/5-option
matching; odd one out.
Answer format For all parts of this module,
candidates indicate their
answers by shading
the correct lozenges on their
answer sheets.
Candidates should use a pencil
and mark their answers firmly.
Candidates should use an eraser
to rub out any answer they wish
to change.
Marks Each item carries one mark.
TKT: YL HANDBOOK | GENERAL DESCRIPTION AND SYLLABUS6
TKT: Young Learners
SYLLABUS
TKT: YL is an examination for teachers and classroom
assistants who teach or will teach English to young
learners. It tests knowledge of concepts related to young
learner learning and development, and knowledge of
young learners from a teaching perspective: the planning,
teaching and assessment of young learners’ work.
PART 1 Title Knowledge of young learners and
principles of teaching English toyoung learners
Number of items 13
Areas ofknowledge
• children’s characteristics aslanguage learners (theory-focused)
• developing children’s learningstrategies through languagelearning
• developing children’s cognitivestrategies through languagelearning
• developing children’scommunication strategies throughlanguage learning
Task types 3-option multiple choice;1-1 matching; 3/4/5-option matching; odd one out
PART 2 Title Planning and preparing young
learner lessons
Number of items 21
Areas ofknowledge
• lesson plans – components /headings
• providing support and challengewhen selecting and usingcoursebooks and supplementarymaterials
• additional resources – selecting,adapting and supplementing
Task types 3-option multiple choice;1-1 matching; 3/4/5-option matching; odd one out
PART 3 Title Teaching young learners
Number of items 33
Areas ofknowledge
• scaffolding children’sunderstanding of language and useof language through teacherlanguage and teaching strategies
• using practice activities toconsolidate children’s languagelearning
• managing young learners in class
Task types 3-option multiple choice;1-1 matching; 3/4/5-option matching; odd one out
PART 4 Title Assessing young learner learning
through classroom-basedassessment
Number of items 13
Areas ofknowledge
• purposes of different types ofclassroom-based assessment
• focus of different types ofclassroom-based assessment
• acting on classroom-basedassessment evidence
Task types 3-option multiple choice;1-1 matching; 3/4/5-option matching; odd one out
TKT: YL HANDBOOK | GENERAL DESCRIPTION AND SYLLABUS 7
■ Part 1
This part of the TKT: YL module tests candidates’ knowledge ofchildren’s characteristics as language learners and knowledge of howlanguage learning can help young learners to develop learningstrategies, cognitive strategies and communication strategies.
■ Syllabus area Knowledge of Young Learners and
Principles of Teaching English to
Young Learners
■ Possible testing focus
• Children’s characteristics as language learners
(theory-focused)
- capacity for play and fun
- capacity for indirect learning: tendency to respond to
meaning and the situation rather than to language
- need to feel relaxed/safe
- learning from social interaction (with peers and teacher)
- using chunks
- using limited language at their disposal creatively
- some children may already be able or be beginning to
understand abstracts, generalise and systematise
- characteristics which vary between children: e.g. learning
styles, previous learning experience, L1 background,
motivation, personality, attention spans (depending on
activity and topic)
• Developing children’s learning strategies through
language learning
- planning learning
- setting learning objectives
- selecting activities
- organising learning
- reviewing learning
- remembering language or information about language
- using reference resources
- developing hypotheses about language rules
- comparing
- contrasting
- self assessment
- self correction
• Developing children’s cognitive strategies through
language learning
- predicting
- skimming
- scanning
- identifying
- matching
- categorising
- deducing meaning from context
- risk-taking
- sequencing
- ranking
• Developing children’s communication strategies
through language learning
- asking for an object (Can I have…?)
- asking for clarification or help (Can you help me?/ How
can I…?)
- asking for information (What’s a dragon? / How do
you…?)
- asking for permission (Can I go/take/use/work with…?)
- attracting someone’s attention (Miss!)
- clarifying (Yes, a blue one.)
- describing routines or states (I go to bed at…/ It lives in
the jungle.)
- describing a personal experience (We went to the park.)
- describing an action (He’s singing.)
- describing appearance (It’s green.)
- expressing a reason (Because I found it.)
- expressing agreement/disagreement (OK/I don’t
think so...)
- expressing an intention (I’m going to draw a house.)
- expressing an opinion (I like cats.)
- giving instructions (Open it! Don’t do that!)
- narrating (The king said…)
- offering something (Do you want some?)
■ Part 2
This part of the TKT: YL module tests candidates’ knowledge ofplanning and preparing language lessons for young learners.
■ Syllabus area Planning and preparing young
learner lessons
■ Possible testing focus
• Lesson plans (components/headings)
- learning outcomes
- personal teaching aim
- previous learning
- resources needed
- interaction patterns (plenary, groups, pairs, individual)
- procedure
- possible problems and solutions
- differentiation
- assessment evidence
- syllabus fit
- follow up suggestions
- lesson evaluation
8 TKT: YL HANDBOOK | GENERAL DESCRIPTION AND SYLLABUS8
• Providing support and challenge when selecting and
using coursebooks and supplementary materials
Adding to, omitting from and adapting coursebooks and
supplementary materials to support and challenge
children’s learning:
- adding visual support
- adding word banks
- adding possible answers
- omitting unnecessary detail
- simplifying language
- personalising content
- changing layout
- adapting tasks
• Additional resources – selecting, adapting and
supplementing
Planning and sequencing lessons involving coursebooks
and supplementary materials through the use and
adaptation of:
- stories
- games (e.g. physical response, guessing, memory,
categorisation games)
- puppets
- realia
- flashcards, pictures and drawings
- blackboard/whiteboard
- art and craft materials and activities (e.g. making and
designing mini-books, origami animals, personal
dictionaries, masks, puppets, weather charts, cards for
special occasions)
- action rhymes, songs and chants
- ICT
- DVD clips (both commercial and class-made)
■ Part 3
This part of the TKT: YL module tests candidates’ knowledge ofstrategies for teaching language to young learners.
■ Syllabus area Teaching young learners
■ Possible testing focus
• Scaffolding children’s understanding of language and use
of language through teacher language
- using language at children’s level
- adjusting language to children’s level: repeating, rephrasing,
allowing wait time after asking a question
- asking appropriate questions: closed, open, divergent,
convergent
- supporting language with gestures and actions (facial
expressions, making sounds, pointing, nodding)
- correcting: reformulating, recasting, ignoring error
- using L1 when appropriate
• Scaffolding through teaching strategies (see Moon,
2000)
- creating a clear or familiar context for an activity
- creating a clear purpose for an activity which makes
sense from a child’s perspective
- providing language models or prompts for an activity or
topic (e.g. through puppets, drawings)
- revising language needed for an activity or topic
- demonstrating through a model and/or example how to
do an activity
- moving from known to unknown in an activity
- focusing on visible objects, actions and information
- using practical activities in which language is supported
by action
- supporting meaning with visuals and/or objects (e.g.
puppets, mascots)
- creating opportunities for learning through different
senses
- relating activities to children’s personal experiences
- use of word banks, language frames, substitution tables,
sentence starters, speech bubbles, different kinds of
charts, diagrams and grids to support both input and
output
• Using practice activities to consolidate children’s
language learning
- stirrers and settlers
- competitive and cooperative activities
- listen and do (physical response), listen and make, listen
and draw, listen and say
- dictation
- visualisation
- brainstorming
- drills
- chants
- dialogue
- songs
- role-play
- stories
- surveys
- information-gap activities
- guessing activities
- memory activities
- categorisation activities
- problem-solving activities
TKT: YL HANDBOOK | GENERAL DESCRIPTION AND SYLLABUS 9
• Managing young learners in class
- getting and keeping children’s attention
- checking understanding
- correction strategies (recasting, reformulating, ignoring
errors, plus a limited focus on direct correction techniques)
- using and managing individual, pair, group and whole
class work
- establishing routines to develop responsible behaviour and
help children to feel safe
- giving children practical responsibilities
■ Part 4
This part of the TKT: YL module tests candidates’ knowledge ofassessing young learner learning in the classroom, and knowledge ofhow to respond to the information provided by classroom assessment.
■ Syllabus area Assessing young learner learning
through classroom-based assessment
■ Possible testing focus
• Purposes of assessing learning
- identifying progress in language, learning strategies, use ofskills
- identifying achievement in language, learning strategies,use of skills
- diagnosing strengths and weaknesses in language, learningstrategies, use of skills, gaining feedback on learningobjectives of lesson or of syllabus
- identifying children’s likes and dislikes
• Focuses of assessing learning
- language
- behaviour
- learning strategies
- cognitive strategies
• Acting on assessment evidence
- providing oral and written formative feedback in class
- adjusting teaching materials
- adjusting task types
- adjusting classroom management
TKT: YL HANDBOOK | PREPARATION
■ Become fully familiar with the exam format and task types
for TKT: Young Learners. See page 7 for details of the
number of sections the test contains, the number of tasks
in each section and the task types that could be used in
each section. Look too at the sample paper on pages 12-20
of this handbook. The task types used are:
– 1-1 matching (See the first task on page 13 for an
example.)
– 3/4/5-option matching (See the second task on page 13 for
an example.)
– 3-option multiple choice (See the second task on page 17
for an example.)
– odd one out (See the second task on page 18 for an
example.)
Notice the instructions for each task, read them carefully
and always do as instructed.
■ Check that you can complete the questions in the given
time limit (80 minutes) and make sure you know how to
record your answers on the answer sheet. (See page 25 for a
sample answer sheet.) Remember that all answers must be
given on the answer sheet by lozenging the correct letter.
Preparing for the TKT: YLmodule
General ■ TKT: YL is concerned with teaching English as a foreign
language to young learners. Teachers may therefore be able
to use their own teaching situation as a means of preparing
for the test.
Before a lesson, teachers could:
– look at the language demands of the lesson and decide
what kind of support is needed so that learners can
understand and produce the language in spoken and
written English
– notice any particular difficulties and include additional
support for the less able young learners
– think about providing additional challenge for the more
able young learners
– provide young learners with an opportunity to reflect on
what they have learned at the end of the lesson.
While teaching a lesson, teachers could:
– note any common strengths and problems young learners
have in understanding and using key language
– monitor and take note of young learners’ ability to work
effectively at different stages of the lesson.
After a lesson, teachers could:
– consider possible reasons for young learners’ success or
difficulty in understanding and using key language
– consider possible reasons for the effectiveness or
ineffectiveness of different lesson stages
– consider what changes, if any, they might make in their
future lesson with their young learners class.
■ Become familiar with supplementary materials for teaching
English to young learners. When looking at these materials
it is useful to think about how the learner can access them
by asking questions such as:
– Is the topic appropriate for my young learners?
– Is the language load manageable and relevant for my
young learners?
– What will I need to adapt, omit or add to in the materials?
10
TKT: YL HANDBOOK | PREPARATION
By part■ Part 1: Knowledge of young learners and principlesof teaching English to young learners
Candidates can consider, discuss or read about:
• young learners’ characteristics as language learners
• how language learning can help young learners to
develop learning strategies, cognitive strategies and
communication strategies.
■ Part 2: Planning and preparing young learnerlessons
Candidates can consider, discuss or read about:
• what needs to be planned before teaching a young
learner lesson or series of lessons
• different ways of providing support and challenge in
young learner materials
• the use of additional classroom resources in young
learner lessons.
■ Part 3: Teaching young learners
Candidates can consider, discuss or read about:
• scaffolding young learners’ understanding and use of
language
• using practice activities in young learner lessons
• managing young learners in class.
■ Part 4: Assessing young learner learning throughclassroom-based assessment
Candidates can consider, discuss or read about:
• purposes of and focuses for assessing young learners’
work in class
• ways of responding to the information classroom
assessment provides.
11
TKT: YL HANDBOOK | SAMPLE TEST12
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f the
test
, han
d in
bot
h th
e qu
estio
n pa
per a
nd th
e an
swer
she
et.
INFO
RM
ATI
ON
FO
R C
AN
DID
ATE
S
Th
ere
are
80 q
uest
ions
on
this
pap
er.
Eac
h qu
estio
n ca
rrie
s on
e m
ark.
Th
is p
aper
con
sist
s of
14
prin
ted
page
s an
d 2
blan
k pa
ges.
P
V7
©
UC
LES
201
0 TK
T: Y
oung
Lea
rner
s
Sample test
Sample test
TKT: YL HANDBOOK | SAMPLE TEST 13
2 Fo
r que
stio
ns 1
� 6
, mat
ch th
e te
ache
r�s c
omm
ents
on
her a
ppro
ach
to le
arni
ng w
ith th
e yo
ung
lear
ner n
eeds
and
cha
ract
eris
tics
liste
d A
� G
. M
ark
the
corr
ect l
ette
r (A
� G
) on
your
ans
wer
she
et.
Th
ere
is o
ne e
xtra
opt
ion
whi
ch y
ou d
o no
t nee
d to
use
.
Youn
g le
arne
r nee
ds a
nd c
hara
cter
istic
s
You
ng le
arne
rs li
ke to
hav
e:
A
rout
ines
in th
e cl
assr
oom
B
pe
rson
alis
ed fe
edba
ck o
n th
eir l
angu
age
C
oppo
rtuni
ties
to re
spon
d to
and
use
lang
uage
cre
ativ
ely
D
ch
ance
to h
ave
fun
as a
who
le c
lass
E
help
with
und
erly
ing
lang
uage
pat
tern
s
F
phys
ical
mov
emen
t/act
ivity
G
enou
gh ti
me
to c
ompl
ete
thei
r wor
k
Teac
her�s
com
men
ts
1
Th
ey�re
ofte
n sl
eepy
in th
e af
tern
oons
so
we
gene
rally
do
som
e gr
oup
proj
ect w
ork
whe
re
they
�re m
easu
ring
or d
oing
som
ethi
ng li
ke a
sci
ence
exp
erim
ent.
2
Th
ey w
orry
abo
ut th
eir s
pelli
ng s
o, e
ach
wee
k, w
e ch
oose
a v
owel
sou
nd a
nd b
rain
stor
m
all t
he w
ords
we
can
thin
k of
. The
n w
e lo
ok a
t how
they
�re s
pelt
and
cate
goris
e th
em.
3
O
ne o
f the
thin
gs m
y pu
pils
like
mos
t is
to le
arn
a ch
ant a
nd th
en tr
y to
say
it fa
ster
and
fa
ster
but
stil
l kee
p in
tim
e. T
hat p
art�s
real
ly h
ard!
4
A
t the
sta
rt of
the
less
on, t
wo
pupi
ls g
ive
out t
he b
ooks
and
ano
ther
writ
es th
e da
te o
n th
e bo
ard.
5
W
e of
ten
do v
isua
lisat
ions
. The
y cl
ose
thei
r eye
s an
d I a
sk th
em q
uest
ions
abo
ut a
sto
ry:
who
�s in
it?
whe
re a
re th
ey?
wha
t hap
pens
? Th
en th
ey d
raw
a p
ictu
re a
nd w
rite
a fe
w
sent
ence
s ab
out i
t.
6
I�v
e go
t a b
ank
of w
orks
heet
s at
the
back
of t
he ro
om fo
r fas
t fin
ishe
rs s
o th
at th
ey d
on�t
get b
ored
wai
ting
for e
very
one
else
.
3
Turn
ove
r !
For q
uest
ions
7 �
13,
mat
ch th
e te
ache
rs� i
nstru
ctio
ns w
ith th
e m
ain
cogn
itive
stra
tegi
es th
ey a
re
help
ing
to d
evel
op li
sted
A �
D.
Mar
k th
e co
rrec
t let
ter (
A �
D) o
n yo
ur a
nsw
er s
heet
.
You
will
nee
d to
use
som
e of
the
optio
ns m
ore
than
onc
e.
M
ain
cogn
itive
str
ateg
ies
A
ca
tego
risin
g
B
pr
edic
ting
C
rank
ing
D
infe
rrin
g
Teac
hers
� ins
truc
tions
7
Look
at t
he m
onst
ers
in th
ese
pict
ures
. Whi
ch o
ne�s
nau
ghty
? H
ow d
o yo
u kn
ow?
8
Look
at t
hese
lette
rs a
nd th
en tr
y to
find
the
anim
al w
ord
I�m th
inki
ng o
f. Ar
e yo
u re
ady?
Fi
rst w
ord:
D �
O �
, Nex
t wor
d: S
� N
� �
, nex
t one
: C �
A �
9
Cut
out
the
five
pict
ures
of f
ood.
Stic
k yo
ur fa
vour
ite o
ne h
ere
at th
e to
p an
d w
rite
the
nam
e un
der i
t. Th
en p
ut y
our n
ext f
avou
rite
one
unde
r it,
and
so o
n.
10
Li
sten
to th
ese
peop
le�s
voi
ces.
Whi
ch p
erso
n so
unds
hap
py?
11
On
this
pap
er y
ou�v
e go
t tw
o ci
rcle
s. In
this
circ
le, d
raw
two
thin
gs y
ou o
nly
wea
r in
win
ter
and
in th
e ot
her,
circ
le tw
o th
ings
you
onl
y w
ear i
n su
mm
er.
12
On
the
boar
d th
ere
are
pict
ures
of S
ue, a
sho
e an
d a
zoo.
Lis
ten
to th
is w
ord
and
tell
me
whi
ch p
ictu
re to
writ
e it
unde
r. N
ow li
sten
to th
ese
wor
ds.
13
Her
e ar
e pi
ctur
es o
f 10
thin
gs to
take
on
holid
ay. I
n pa
irs, c
hoos
e th
e fiv
e m
ost i
mpo
rtant
fo
r you
.
TKT: YL HANDBOOK | SAMPLE TEST14
Sample test5
Turn
ove
r !
Mem
ory
Gam
e Le
sson
pla
n
Te
ache
r com
men
ts
Voca
bula
ry fo
cus
14ki
tche
n, k
nife
, for
k, s
poon
, pla
te, c
up,
bow
l, fru
it, v
eget
able
s
Good
: the
y�re
doin
g he
alth
y ea
ting
in s
cien
ce.
B
efor
e cl
ass
Cop
y th
e vo
cabu
lary
wor
kshe
et o
f pi
ctur
es a
nd w
ords
, and
cut
them
in
to fl
ashc
ards
.
15
One
gro
up o
f ch
ildre
n ca
n�t r
ead
it, s
o I�
ll m
ake
a
set
of m
atch
ing
pict
ures
for
the
m.
16
Grea
t! Ch
ildre
n co
uld
mak
e th
eir
own
gam
e se
ts t
o ke
ep a
nd p
ract
ise
with
.
! In
cla
ss
Rev
iew
the
topi
c of
voc
abul
ary.
! 17
Impo
rtan
t, b
ecau
se t
his
gam
e m
ight
be
new
for
so
me
child
ren.
Exp
lain
the
gam
e by
exa
mpl
e, w
ith
your
self
as o
ne p
laye
r, an
d th
ree
mor
e ch
ildre
n.
G
ame
rule
s
18Ex
plai
n th
at t
hey
mus
t pa
y at
tent
ion
to r
emem
ber
wher
e th
eir
word
s ar
e.
! M
ix th
e ca
rds,
and
put
the
wor
d ca
rds
face
dow
n on
the
tabl
e, in
four
ro
ws
of tw
o, a
nd th
e pi
ctur
es fa
ce
dow
n on
the
othe
r sid
e of
the
tabl
e,
also
in fo
ur ro
ws
of tw
o.
19
! A
sk a
chi
ld to
turn
ove
r a c
ard
from
th
e pi
ctur
e si
de a
nd to
say
the
wor
d,
and
to d
o th
e sa
me
for a
car
d on
the
wor
d si
de.
I�ll
know
if t
hey
have
lear
ned
som
ethi
ng if
the
y us
e En
glis
h ra
ther
tha
n L1
for
pic
ture
car
ds.
! If
the
pict
ure
and
wor
d ca
rds
are
the
sam
e ob
ject
, the
chi
ld k
eeps
the
two
card
s. If
the
pict
ure
and
wor
d do
not
m
atch
, the
chi
ld p
uts
the
two
card
s fa
ce d
own
agai
n.
20
!
The
next
chi
ld c
ontin
ues
in th
e sa
me
way
.
I m
ust
try
to li
sten
to
all t
he p
airs
thi
s ti
me.
! Th
e ga
me
is o
ver w
hen
all t
he p
ictu
res
and
wor
ds h
ave
been
mat
ched
.
4 Fo
r que
stio
ns 1
4 �
20, m
atch
the
teac
her�s
not
es o
n a
voca
bula
ry le
sson
pla
n fro
m a
reso
urce
boo
k w
ith th
e le
sson
pla
n he
adin
gs li
sted
A �
H.
Mar
k th
e co
rrec
t let
ter (
A �
H) o
n yo
ur a
nsw
er s
heet
.
Ther
e is
one
ext
ra o
ptio
n w
hich
you
do
not n
eed
to u
se.
Le
sson
pla
n he
adin
gs
A
A
ssum
ptio
ns
B
Ass
essm
ent e
vide
nce
C
Diff
eren
tiatio
n
D
E
xten
sion
act
ivity
E
Inte
ract
ion
patte
rns
F
S
ylla
bus
fit
G
P
erso
nal t
each
ing
aim
H
P
roce
dure
TKT: YL HANDBOOK | SAMPLE TEST 15
Sample test
7
Turn
ove
r !
For q
uest
ions
28
� 34
, cho
ose
the
best
opt
ion
(A, B
or C
) to
com
plet
e ea
ch s
tate
men
t abo
ut u
sing
ad
ditio
nal r
esou
rces
. M
ark
the
corr
ect l
ette
r (A
, B o
r C) o
n yo
ur a
nsw
er s
heet
.
28
I ofte
n us
e ac
tion
rhym
es w
ith m
y cl
ass
beca
use
____
____
____
hel
p th
e ch
ildre
n to
as
soci
ate
wor
ds w
ith m
eani
ngs.
A
the
wor
ds th
at rh
yme
B
the
mov
emen
ts
C
the
tune
s
29
I fin
d co
mpu
ter g
ames
whe
re c
hild
ren
put s
ente
nces
in th
e rig
ht o
rder
to m
ake
a st
ory
can
be u
sefu
l bec
ause
chi
ldre
n ge
t ___
____
____
_.
A
imm
edia
te fe
edba
ck o
n th
eir a
nsw
ers
B
the
chan
ce to
inve
nt in
tere
stin
g st
orie
s
C
pl
enty
of l
iste
ning
pra
ctic
e
30
Mak
ing
orig
ami a
nim
als
in c
lass
is p
artic
ular
ly u
sefu
l for
pra
ctis
ing
____
____
____
.
A
th
e w
ords
for d
iffer
ent a
nim
als
B
liste
ning
for g
ist
C
follo
win
g in
stru
ctio
ns
31
Wor
dsea
rch
puzz
les
can
be a
use
ful w
ay o
f ___
____
____
_.
A
prac
tisin
g re
adin
g co
mpr
ehen
sion
B
im
prov
ing
lear
ners
� wor
d st
ress
C
re
view
ing
a le
xica
l set
32
Whe
n I�m
sho
win
g a
DV
D c
lip fo
r the
firs
t tim
e, I
som
etim
es tu
rn th
e so
und
dow
n an
d as
k th
e ch
ildre
n to
___
____
____
_ w
hat t
he c
hara
cter
s ar
e sa
ying
.
A
repe
at
B
imag
ine
C
trans
late
33
I lik
e m
akin
g a
vide
o of
my
clas
ses
actin
g ou
t litt
le s
torie
s be
caus
e th
ey _
____
____
___.
A
re
alis
e th
eir p
ronu
ncia
tion
is n
ot v
ery
good
B
w
ant t
o pr
actis
e un
til th
ey c
an d
o it
real
ly w
ell
C
can
see
who
se a
ctin
g sk
ills
are
parti
cula
rly g
ood
34
I fin
d th
at fl
ashc
ards
are
par
ticul
arly
use
ful f
or il
lust
ratin
g __
____
____
__.
A
conc
rete
voc
abul
ary
item
s
B
le
xica
l chu
nks
C
wor
ds th
at a
re h
ard
to tr
ansl
ate
6 Fo
r que
stio
ns 2
1 �
27, m
atch
the
prob
lem
s te
ache
rs h
ave
with
mat
eria
ls w
ith th
e w
ays
of
supp
lem
entin
g or
ada
ptin
g th
ose
mat
eria
ls li
sted
A �
H.
Mar
k th
e co
rrec
t let
ter (
A �
H) o
n yo
ur a
nsw
er s
heet
.
Ther
e is
one
ext
ra o
ptio
n w
hich
you
do
not n
eed
to u
se.
Teac
hers
� pro
blem
s
Way
s of
ada
ptin
g th
e m
ater
ials
21
Ther
e w
as a
text
in th
e co
urse
book
abo
ut p
ets.
I w
asn�
t sur
e if
my
lear
ners
wou
ld k
now
the
diffe
renc
e be
twee
n ha
mst
ers
and
guin
ea p
igs
and
budg
ies
and
cana
ries.
So
I
22
The
child
ren
wer
e ke
en to
find
out
mor
e ab
out a
new
fil
m w
hich
cam
e ou
t rec
ently
. I fo
und
a go
od re
view
in
a n
ewsp
aper
and
alth
ough
the
lang
uage
was
ab
ove
thei
r lev
el, I
kne
w th
ey w
ould
find
it a
ll re
ally
in
tere
stin
g. S
o I
23
The
cour
sebo
ok h
ad a
reci
pe fo
r som
ethi
ng th
at is
n�t
popu
lar a
mon
g ch
ildre
n in
our
cou
ntry
. I th
ough
t it
wou
ld b
e m
ore
usef
ul fo
r the
m to
stu
dy th
e la
ngua
ge
in a
reci
pe fo
r som
ethi
ng th
ey li
ke. S
o I
24
I got
som
e in
form
atio
n ab
out c
hoco
late
from
a lo
cal
fact
ory
but I
wan
ted
the
child
ren
to re
ad o
nly
abou
t ho
w it
is m
ade
and
not a
bout
the
hist
ory
of c
hoco
late
m
akin
g. S
o I
25
The
reco
rdin
g fro
m th
e co
urse
book
abo
ut th
e fe
stiv
als
was
real
ly in
tere
stin
g. B
ut I
wan
ted
the
child
ren
to d
o so
met
hing
mor
e co
mm
unic
ativ
e th
an
just
list
en a
nd a
nsw
er th
e co
mpr
ehen
sion
que
stio
ns.
So
I
26
I wan
ted
my
clas
s to
dra
w a
Ven
n di
agra
m o
f the
si
mila
ritie
s an
d di
ffere
nces
bet
wee
n ca
mel
s an
d gi
raffe
s. I
knew
they
wou
ldn�
t thi
nk o
f eno
ugh
thin
gs
to m
ake
a ve
ry c
ompl
ete
diag
ram
. So
I
27
The
stor
y in
the
cour
sebo
ok w
as w
ritte
n as
one
long
pa
ragr
aph
in v
ery
smal
l prin
t and
was
har
d to
read
. S
o I
A
B
C
D
E F G H
pers
onal
ised
the
cont
ent.
omitt
ed s
ome
unne
cess
ary
deta
ils.
adap
ted
the
task
.
adde
d a
trans
crip
t.
chan
ged
the
layo
ut.
gave
them
som
e po
ssib
le a
nsw
ers.
adde
d so
me
visu
al s
uppo
rt.
sim
plifi
ed th
e la
ngua
ge.
TKT: YL HANDBOOK | SAMPLE TEST16
Sample test9
Turn
ove
r !
For q
uest
ions
42
� 48
, mat
ch th
e ex
ampl
es o
f wha
t fas
t fin
ishe
rs d
o in
cla
ss w
ith th
e sc
affo
ldin
g st
rate
gies
for c
halle
ngin
g th
em li
sted
A, B
and
C.
Mar
k th
e co
rrec
t let
ter (
A, B
or C
) on
your
ans
wer
she
et.
Y
ou w
ill n
eed
to u
se s
ome
of th
e op
tions
mor
e th
an o
nce.
Scaf
fold
ing
stra
tegi
es fo
r cha
lleng
ing
fast
fini
sher
s
A
C
hild
ren
chec
k th
eir o
wn
wor
k.
B
Chi
ldre
n he
lp o
ther
chi
ldre
n w
ho h
ave
not f
inis
hed
yet.
C
Chi
ldre
n do
an
exte
nsio
n ac
tivity
.
Wha
t fas
t fin
ishe
rs d
o
42
Writ
e th
e na
me
of fi
ve o
bjec
ts w
hich
are
usu
ally
red.
43
Com
pare
thei
r ans
wer
s to
a c
ompr
ehen
sion
task
abo
ut a
sto
ry w
ith th
e an
swer
key
at t
he
back
of t
heir
cour
sebo
ok.
44
Exp
lain
in L
1 ho
w to
do
a se
quen
cing
task
to a
gro
up h
avin
g pr
oble
ms
doin
g th
e ta
sk.
45
D
raw
a p
ictu
re to
illu
stra
te th
e ch
ant t
hey
have
writ
ten.
46
Pro
ofre
ad th
eir s
hort
desc
riptio
n of
a ty
pica
l day
in th
eir l
ife b
efor
e th
ey g
ive
it to
the
teac
her.
47
Cho
ose
a gr
aded
read
er fr
om a
read
ing
box
the
teac
her k
eeps
in th
e cl
assr
oom
.
48
Ans
wer
ano
ther
chi
ld�s
que
stio
ns a
bout
the
mea
ning
of s
ome
wor
ds in
a s
urve
y th
e cl
ass
are
prep
arin
g.
8 Fo
r que
stio
ns 3
5 �
41, m
atch
the
teac
her c
lass
room
lang
uage
in th
e ex
ampl
es w
ith th
e st
rate
gies
for
scaf
fold
ing
child
ren�
s un
ders
tand
ing
and
lang
uage
use
list
ed A
� H
. M
ark
the
corr
ect l
ette
r (A
� H
) on
your
ans
wer
she
et.
Th
ere
is o
ne e
xtra
opt
ion
whi
ch y
ou d
o no
t nee
d to
use
.
Stra
tegi
es fo
r sca
ffold
ing
child
ren�
s un
ders
tand
ing
and
lang
uage
use
A
re
form
ulat
ing
B
prom
ptin
g
C
ec
ho c
orre
ctin
g
D
de
finin
g
E
givi
ng a
n ex
ampl
e
F
dem
onst
ratin
g
G
igno
ring
erro
r
H
as
king
an
open
que
stio
n
Te
ache
r cla
ssro
om la
ngua
ge
35
Chi
ld:
W
hat d
oes
�ani
mal
� mea
n?
Teac
her:
Cat
s an
d ho
rses
are
ani
mal
s.
36
Chi
ld:
Th
is M
artin
�s p
en.
Teac
her:
OK
. Wel
l can
you
giv
e it
back
to h
im, p
leas
e.
37
Chi
ld:
La
st S
atur
day
my
aunt
ie ta
ke m
e to
the
cine
ma.
Te
ache
r: Ta
ke?
38
Chi
ld:
S
orry
. I d
on�t
unde
rsta
nd.
Teac
her:
Put
you
r cha
ir lik
e th
is. T
hen
you
can�
t see
Sam
�s p
ictu
re.
39
Chi
ld:
Th
is d
inos
aur i
s m
ore
big.
Te
ache
r: O
K, t
his
dino
saur
�s b
igge
r.
40
Chi
ld:
W
hat�s
an
inse
ct?
Teac
her:
It�s
an a
nim
al w
ith s
ix le
gs.
41
Chi
ld:
I c
an�t
rem
embe
r the
nam
e of
the
colo
ur.
Teac
her:
Pur
�
Chi
ld:
P
urpl
e.
TKT: YL HANDBOOK | SAMPLE TEST 17
Sample test
11
Turn
ove
r !
For q
uest
ions
55
� 60
, cho
ose
the
best
opt
ion
(A, B
or C
) to
com
plet
e ea
ch s
tate
men
t abo
ut th
e us
es
of c
lass
room
pra
ctic
e ac
tiviti
es.
Mar
k th
e co
rrec
t let
ter (
A, B
or C
) on
your
ans
wer
she
et.
55
B
rain
stor
min
g vo
cabu
lary
bef
ore
a ta
sk
A
mak
es u
se o
f chi
ldre
n�s
own
expe
rienc
e an
d m
emor
ies
of th
e to
pic.
B
he
lps
child
ren
dedu
ce m
eani
ng fr
om c
onte
xt.
C
crea
tes
an in
form
atio
n-ga
p ac
tivity
.
56
R
ole-
play
can
pro
vide
chi
ldre
n w
ith th
e op
portu
nity
to
A
prac
tise
writ
ing
skill
s.
B
do ji
gsaw
list
enin
g.
C
cons
olid
ate
lang
uage
chu
nks.
57
S
ettli
ng a
ctiv
ities
aim
to
A
crea
te a
com
petit
ive
clas
sroo
m a
tmos
pher
e.
B
calm
and
focu
s ch
ildre
n af
ter a
per
iod
of a
ctiv
ity.
C
prov
ide
grou
p pr
actic
e of
targ
et la
ngua
ge.
58
Vis
ualis
atio
n ac
tiviti
es in
volv
e ch
ildre
n in
A
us
ing
min
d m
aps
to re
cord
voc
abul
ary.
B
cl
osin
g th
eir e
yes
and
liste
ning
to th
e te
ache
rs.
C
look
ing
at p
ictu
res
in g
roup
s.
59
Tota
l Phy
sica
l Res
pons
e ac
tiviti
es in
volv
e m
ainl
y
A
child
ren�
s w
ritin
g sk
ills.
B
ch
ildre
n�s
read
ing
skill
s.
C
child
ren�
s lis
teni
ng s
kills
.
60
P
robl
em-s
olvi
ng a
ctiv
ities
con
solid
ate
child
ren�
s la
ngua
ge le
arni
ng b
y
A
activ
atin
g th
eir c
ogni
tive
skill
s.
B
pres
entin
g ne
w la
ngua
ge.
C
high
light
ing
the
impo
rtanc
e of
acc
urat
e pr
onun
ciat
ion.
10
For q
uest
ions
49
� 54
, mat
ch th
e de
scrip
tions
of a
ctiv
ities
with
the
type
s of
pra
ctic
e ac
tivity
list
ed
A �
G.
Mar
k th
e co
rrec
t let
ter (
A �
G) o
n yo
ur a
nsw
er s
heet
.
Ther
e is
one
ext
ra o
ptio
n w
hich
you
do
not n
eed
to u
se.
Ty
pes
of p
ract
ice
activ
ity
A
br
ains
torm
B
in
form
atio
n-ga
p
C
vi
sual
isat
ion
D
gues
sing
E
mem
ory
activ
ity
F
ro
le-p
lay
G
dr
ill
Des
crip
tions
of a
ctiv
ities
49
Chi
ldre
n cl
ose
thei
r eye
s w
hile
the
teac
her r
emov
es o
ne o
f the
sto
ry s
ente
nces
from
the
boar
d. T
hey
open
thei
r eye
s, th
en s
ay w
hich
one
is m
issi
ng.
50
The
teac
her s
ays
the
sent
ence
�I g
ave
her a
ban
ana�
, the
n sh
ows
pict
ures
of e
.g. a
littl
e gi
rl, a
man
, a m
othe
r and
fath
er, a
cat
, etc
. Chi
ldre
n ha
ve to
say
the
sent
ence
with
the
corr
ect p
rono
un fo
r eac
h.
51
Afte
r rea
ding
the
stor
y, th
e te
ache
r cho
oses
diff
eren
t chi
ldre
n to
act
it o
ut.
52
The
teac
her t
ells
the
child
ren
they
are
goi
ng to
trav
el in
a s
pace
ship
to a
noth
er p
lane
t. In
gr
oups
, the
y m
ake
a lis
t of t
hing
s th
ey w
ant t
o ta
ke w
ith th
em.
53
Eac
h ch
ild h
as a
diff
eren
t ver
sion
of a
pic
ture
to th
eir p
artn
er.
With
out l
ooki
ng a
t eac
h ot
her�s
pic
ture
, the
y ta
ke tu
rns
to d
escr
ibe
wha
t the
y se
e in
ord
er to
find
five
diff
eren
ces.
54
The
teac
her a
sks
the
child
ren
a se
ries
of q
uest
ions
abo
ut a
n im
agin
ary
day
out s
uch
as,
�Whe
re a
re y
ou g
oing
?, W
ho�s
with
you
? W
hat�s
the
wea
ther
like
?� C
hild
ren
sit q
uiet
ly w
ith
thei
r eye
s cl
osed
, thi
nkin
g ab
out t
he a
nsw
ers.
TKT: YL HANDBOOK | SAMPLE TEST18
Sample test13
Turn
ove
r !
For q
uest
ions
68
� 73
, loo
k at
the
inco
mpl
ete
stat
emen
ts a
bout
ass
essi
ng c
hild
ren
in c
lass
and
the
thre
e op
tions
for c
ompl
etin
g th
em li
sted
A, B
and
C.
Two
of th
e op
tions
com
plet
e th
e st
atem
ents
cor
rect
ly.
One
of t
he o
ptio
ns d
oes
NO
T .
Mar
k th
e le
tter (
A, B
or C
) whi
ch d
oes
NO
T co
mpl
ete
the
stat
emen
t cor
rect
ly o
n yo
ur a
nsw
er s
heet
. 68
To
ass
ess
thei
r cog
nitiv
e sk
ills,
the
teac
her a
sks
the
child
ren
to
A
answ
er tr
ue/fa
lse
ques
tions
abo
ut th
eir f
avou
rite
type
s of
food
.
B
pu
t pic
ture
s of
food
into
two
grou
ps: f
ood
they
like
and
food
they
don
�t lik
e.
C
sequ
ence
the
pric
es o
f diff
eren
t foo
ds fr
om th
e ch
eape
st to
the
mos
t exp
ensi
ve.
69
To a
sses
s th
eir a
bilit
y to
use
lang
uage
cre
ativ
ely,
the
teac
her a
sks
the
child
ren
to
A
liste
n to
and
per
form
a ja
zz c
hant
in p
airs
.
B
ta
ke p
art i
n a
role
pla
y in
pai
rs.
C
talk
abo
ut th
eir l
ast h
olid
ay in
pai
rs.
70
To a
sses
s th
eir l
iste
ning
com
preh
ensi
on s
kills
, the
teac
her a
sks
the
child
ren
to li
sten
and
A
m
ime
the
wor
ds in
a s
ong.
B
fo
llow
a te
xt w
ith th
e w
ords
of a
son
g.
C
answ
er s
ome
ques
tions
abo
ut a
son
g.
71
To a
sses
s th
eir s
pelli
ng, t
he te
ache
r ask
s th
e ch
ildre
n to
look
at p
ictu
res
and
A
fill i
n a
cros
swor
d pu
zzle
usi
ng th
e pi
ctur
es a
s cl
ues.
B
us
e th
e w
ords
in a
sub
stitu
tion
drill
.
C
la
bel t
he it
ems
in th
e sp
ace
prov
ided
.
72
To a
sses
s th
eir a
bilit
y to
revi
ew th
eir l
earn
ing,
the
teac
her a
sks
the
child
ren
to th
ink
abou
t th
e le
sson
and
to
A
deci
de w
hat t
hing
s th
ey w
ere
good
at.
B
list t
he w
ords
they
und
erst
ood.
C
sa
y w
hich
act
iviti
es th
ey li
ked.
73
To
ass
ess
thei
r abi
lity
to re
mem
ber l
angu
age,
the
teac
her a
sks
the
child
ren
to
A
fill i
n th
e ga
ps in
a te
xt a
bout
diff
eren
t typ
es o
f clo
thes
.
B
m
atch
wor
ds re
latin
g to
clo
thes
to p
ictu
res
of d
iffer
ent c
loth
es.
C
liste
n to
a s
ong
abou
t diff
eren
t clo
thes
.
12
For q
uest
ions
61
� 67
, mat
ch th
e te
ache
r�s c
omm
ents
with
the
area
s of
man
agin
g th
e cl
ass
to s
uppo
rt ch
ildre
n�s
lang
uage
lear
ning
list
ed A
� D
. M
ark
the
corr
ect a
nsw
er (A
� D
) on
your
ans
wer
she
et.
Y
ou w
ill n
eed
to u
se s
ome
of th
e op
tions
mor
e th
an o
nce.
Are
as o
f man
agin
g a
clas
s
A
ge
tting
chi
ldre
n�s
atte
ntio
n
B
ch
ecki
ng u
nder
stan
ding
C
co
rrec
ting
lang
uage
D
es
tabl
ishi
ng ro
utin
es to
dev
elop
resp
onsi
ble
beha
viou
r
Teac
her�s
com
men
ts
61
V
ery
good
try
Mar
tha,
but
rem
embe
r to
chan
ge th
e or
der o
f the
wor
ds to
mak
e a
ques
tion.
62
O
k, th
ank
you
ever
yone
. Are
you
read
y to
mov
e on
to th
e ne
xt ta
sk n
ow?
63
W
here
sho
uld
I put
usu
ally
on
our l
ist?
Is it
nea
rer t
o al
way
s or
to n
ever
?
64
Yes
, I c
an h
ear a
lot o
f peo
ple
who
kno
w th
e rig
ht a
nsw
er b
ut if
I do
n�t s
ee a
ny h
ands
up,
I do
n�t k
now
who
to a
sk.
65
Five
sec
onds
to fi
nish
, and
four
, thr
ee, t
wo,
one
exc
elle
nt. N
ow le
t�s w
atch
the
next
par
t.
66
It�s
a lo
vely
sun
ny d
ay, s
o te
ll m
e w
hich
of t
hese
clo
thes
I do
n�t n
eed
to w
ear �
sho
rts,
glov
es, a
sca
rf, a
T-s
hirt.
67
No,
he
said
fifte
en c
hoco
late
s, n
ot fi
fty.
TKT: YL HANDBOOK | SAMPLE TEST 19
Sample test14
Fo
r que
stio
ns 7
4 �
80, m
atch
the
exam
ples
of t
each
er fe
edba
ck w
ith th
e m
ain
focu
s of
the
feed
back
lis
ted
A, B
and
C.
Mar
k th
e co
rrec
t let
ter (
A, B
or C
) on
your
ans
wer
she
et.
Y
ou w
ill n
eed
to u
se s
ome
of th
e op
tions
mor
e th
an o
nce.
Mai
n fo
cus
of fe
edba
ck
A
ch
ildre
n�s
use
of le
arni
ng s
trate
gies
B
ch
ildre
n�s
use
of la
ngua
ge
C
child
ren�
s be
havi
our
Exam
ples
of t
each
er fe
edba
ck
74
O
K: i
s it he
or she
for y
our s
iste
r?
75
W
ell d
one!
Thi
s gr
oup,
you
gav
e ev
eryo
ne a
cha
nce
to s
peak
.
76
That
�s in
tere
stin
g: w
hy d
id y
ou a
nsw
er th
e ea
sier
sto
ry q
uest
ions
firs
t and
the
hard
er o
nes
last
?
77
It
was
a re
ally
goo
d id
ea to
pla
n yo
ur p
oste
r bef
ore
you
star
ted
to d
raw
it.
78
Th
at�s
righ
t, it�
s a
hous
e.
79
Th
anks
for t
idyi
ng u
p th
e de
sks
so q
uick
ly.
80
Y
es, s
ure,
it�s
fine
to u
se th
e pi
ctur
e di
ctio
nary
to fi
nd w
ords
.
15
BLA
NK
PA
GE
TKT: YL HANDBOOK | SAMPLE TEST20
Sample test16
B
LAN
K P
AG
E
21TKT: YL HANDBOOK | TEST ADMINISTRATION
BAND A candidate at this level demonstrates
1 limited knowledge of Young Learners content areas
2 basic, but systematic knowledge of Young Learners content areas
3 breadth and depth of knowledge of Young Learners content areas
4 extensive knowledge of Young Learners content areas
Our trialling research indicates that for a candidate to achieve
Band 3, a score of at least 45 – 50 marks (out of 80) is required.
The reporting of results for all TKT modules is subject to
ongoing research. Further guidance on the interpretation of
results will be issued in the future.
■ Notification of results
Candidates receive a certificate for TKT: YL. Certificates are
despatched to Centres approximately two weeks after receipt
of answer sheets by Cambridge ESOL. Please note that
despatch of candidates’ results will be delayed if they need
special consideration or are suspected of malpractice (see
page 22).
Enquiries on results may be made through Cambridge ESOL
Centre Exams Managers within a month of the issue of
certificates.
■ Appeals procedure
Cambridge ESOL provides a service to enable Centres to
appeal, on behalf of candidates, against assessment decisions
that affect grades awarded to candidates, e.g. decisions
relating to results and decisions relating to irregular conduct.
Candidates should first contact their Cambridge ESOL Centre
Exams Manager for advice. Further information about the
appeals procedure can be found at
www.CambridgeESOL.org/support
Grading and results■ Grading
Each question carries one mark, so the maximum mark for
the YL module is 80. Candidate performance is reported using
four bands.
TKT: Young Learners testadministration
■ Entry procedure
Candidates must enter through an authorised Cambridge
ESOL Centre. A list of Cambridge ESOL Examination Centres is
available from Cambridge ESOL from the address on page 1.
Institutions wishing to become Cambridge ESOL Examination
Centres should contact the Centre Registration Unit at
Cambridge ESOL.
The TKT: Young Learners module is available throughout the
year and Centres contact Cambridge ESOL to arrange a test
date. Candidate details must be submitted to Cambridge ESOL
at least six weeks prior to running the session. Please note
that more notice may be necessary if candidates have special
requirements and therefore need special arrangements (see
page 22).
Copies of the Regulations and more details on entry
procedure, current fees and further information about this and
other Cambridge ESOL examinations can be obtained from the
Cambridge ESOL Centre Examinations Manager in your area,
or from the address on page 1.
■ Answer sheet completion
Candidates mark all their answers on OMR (Optical Mark
Reader) answer sheets, which are scanned by computer in
Cambridge. There is one answer sheet, and candidates must
fill in all their answers within the time allowed for the test.
A sample OMR answer sheet can be found on page 25, and it is
useful for candidates to practise filling in an OMR sheet before
taking the examination so that they are familiar with the
procedure.
22 TKT: YL HANDBOOK | SPECIAL CIRCUMSTANCES
Special CircumstancesSpecial Circumstances cover three main areas: special
arrangements, special consideration and malpractice.
■ Special arrangements
These are available for candidates with disabilities. They may
include extra time, separate accommodation or equipment,
Braille versions of question papers, etc. If you think you may
need special arrangements, you must contact the Cambridge
ESOL Centre Exams Manager in your area as soon as possible
so that the application can be sent to Cambridge ESOL in time
(usually 8 – 12 weeks before the examination, depending on
what is required).
■ Special consideration
Cambridge ESOL will give special consideration to candidates
affected by adverse circumstances before or during an
examination. Special consideration can be given where an
application is sent through the Centre and is made within 10
working days of the examination date. Examples of acceptable
reasons for giving special consideration are cases of illness or
other unexpected events.
■ Malpractice
The Malpractice Committee will consider cases where
candidates are suspected of copying, collusion or breaking the
examination regulations in some other way. Results may be
withheld because further investigation is needed or because of
infringement of regulations. Centres are notified if a
candidate’s results are being investigated.
23TKT: YL HANDBOOK | TEST PRODUCTION
The production of TKT: Young LearnersCambridge ESOL is committed to providing examinations of
the highest possible quality. This commitment is underpinned
by an extensive programme of research and evaluation, and by
continuous monitoring of the marking and grading of all
Cambridge ESOL examinations. Of particular importance is the
rigorous set of procedures which are used in the production
and pretesting of question papers.
The production process for TKT: YL is the same as that for the
Cambridge ESOL language examinations. It begins with the
commissioning of materials and ends with the printing of
question papers.
There are five main stages in the production process:
• commissioning
• pre-editing and editing
• pretesting
• analysis and banking of materials
• question paper construction
■ Question paper production cycle
Pretesting of TKT: YL test material provides Cambridge ESOL
with valuable information about candidates’ performance on
particular tasks. Pretesting is also useful for Centres or
institutions as it gives candidates the opportunity to
familiarise themselves with the standard task-types under
test conditions and to receive feedback on areas of strength
and weakness.
If your Centre or institution would like to be involved in the
pretesting of materials for the TKT: Young Learners module,
please contact the Pretesting Unit TKT Administrator on
+ 44 (0) 1223 558454 or [email protected]
Support for candidates andcourse providersGeneral information on TKT: Young Learners, including
administration details and downloadable versions of this
Handbook, the Sample Test and other support materials, can
be found by visiting
https://www.teachers.CambridgeESOL.org/ts/
teachingqualifications/tktyl
Support material for teacher trainers will be available on the
Teaching Resources website
www.CambridgeESOL.org/teach/TKT
Further support is also available in the form of seminar
programmes in different countries. Contact Cambridge ESOL
Information for further details by emailing
Commissioning of material for question papers
Pre-editing and editing of material
Pretest construction
Pretesting
Revision Rejection
Item analysis
Question paperconstruction
< <
Live materials bank
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TKT: YL HANDBOOK | FAQS AND SAMPLE TEST ANSWER KEY
1 F
2 E
3 D
4 A
5 C
6 G
7 D
8 B
9 C
10 D
11 A
12 A
13 C
14 F
15 C
16 D
17 A
18 H
19 B
20 G
21 G
22 H
23 A
24 B
25 C
26 F
27 E
28 B
29 A
30 C
31 C
32 B
33 B
34 A
35 E
36 G
37 C
38 F
39 A
40 D
41 B
42 C
43 A
44 B
45 C
46 A
47 C
48 B
49 E
50 G
51 F
52 A
53 B
54 C
55 A
56 C
57 B
58 B
59 C
60 A
61 C
62 A
63 B
64 D
65 A
66 B
67 C
68 A
69 A
70 B
71 B
72 C
73 C
74 B
75 C
76 A
77 A
78 B
79 C
80 A
What kind of teaching terminology will be tested in TKT: Young
Learners?
See syllabus guidelines on pages 6 - 9. Candidates are also
expected to be familiar with the contents of the TKT glossary
www.CambridgeESOL.org/assets/pdf/tkt_glossary.pdf
Sample test answer key
Frequently asked questions andanswersCan candidates make notes on the question paper?
Candidates may write on the question paper during the
examination, but their notes will not be marked. Candidates
must complete an answer sheet, which is then scanned.
Does it matter if candidates write in pen or pencil?
Candidates must use a pencil to mark their answers on the
answer sheet. Answer sheets marked in pen cannot be read by
computer.
Is the use of dictionaries allowed?
No.
What is the mark allocation?
One mark is given for each correct answer.
Do candidates have to take the other TKT modules?
No. The Young Learners module is free-standing. Candidates are
not required to take TKT Modules 1, 2 and 3 in addition to TKT:
Young Learners.
What is the pass mark?
Results are reported in four bands. There is no pass or fail. All
candidates receive a certificate stating which band has been
achieved.
What is the date of the TKT: YL examination?
Dates are set by Centres in consultation with Cambridge ESOL,
taking into account local needs and conditions.
Where can candidates enrol?
Your Cambridge ESOL Centre Exams Manager can give you
information about Centres where the examination is taken.
Candidates enrol through local Centres, and not through the
Cambridge ESOL office in Cambridge. Fees are payable to the
local Centre.
How do candidates get their results?
Certificates for TKT: YL candidates are issued to Centres
approximately two weeks after receipt of answer sheets by
Cambridge ESOL.
Do candidates need to have taken a particular English language
examination before taking TKT: YL?
No. However, it is advisable for candidates to have a minimum
language level of Council of Europe Framework level B1.
24
TKT: YL HANDBOOK | SAMPLE OMR ANSWER SHEET 25
TKT: Young Learners sample OMR answer sheet
TKT: YL HANDBOOK | REFERENCES26
ReferencesAitchison, J (2003) Trickles, Bangs, Spurts, or Whimpers?
Profiling the Development of the Lexicon Teaching English to
Young Learners Second International TEYL Research Seminar York:
University of York.
Cameron, L (2001) Teaching Languages to Young Learners
Cambridge: Cambridge University Press.
Cephe, P and Teflik, G (2001) Learner variables in learning
English MET vol 10/1 57-62.
Clark, J (1990) Teaching children: is it different?
JET October 1990.
Moon, J (2000) Children Learning English Oxford: Macmillan
Heinemann.
Read, C (2003) Is younger better? English Teaching Professional
Issue 28, Modern English Publishing.
Smith, K (1995) Assessing Young Learners. Can we? Should we?
Testing and Young Learners Special Interest Group (IATEFL).
Snow, C and Hoefnagel-Hohle, M (1977) Age differences in the
pronunciation of foreign sounds Language and Speech
20 357-365.
Snow, C and Hoefnagel-Hohle, M (1978) The Critical Period for
Language Acquisition: Evidence from Second Language
Learning Child Development 49 1114-28.
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