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OTEI%WORKBOOK%CONTENTS%MODULE%1%
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INTRODUCTION! 3!–!!15!
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WEB!LINKS! 16!–!18!
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PART!1! !
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UNIT!1!Grammar! 21!–!40!
UNIT!2!Lexis! 41!–!88!
UNIT!3!Phonology! 89!,!!122!
UNIT!4!Functions! 123!–!138!
UNIT!5!Reading! 139!–!152!
UNIT!6!Writing! 153!–!160!
UNIT!7!Listening! 161!–!168!
UNIT!8!Speaking! 169!,!174!
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PART!2! !
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UNIT!9!Motivation! 177!–!188!
UNIT!10!Exposure!and!Focus!on!Form! 189!–!194!
UNIT!11!The!role!of!error! 195!–!206!
UNIT!12!Difference!between!L1!and!L2!learning! 207!–!218!
UNIT!13!Learner!Characteristics! 219!–!234!
UNIT!14!Learner!needs! 235!,!!242!
UNIT!15!Approaches!to!language!and!teaching! 243!–!250!
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PART!3! !
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UNIT!16!Presentation!techniques!and!introductory!activities! 253!–!268!
UNIT!17!Practice!activities!!and!tasks!for!language!and!skills!development! 269!–!280!
UNIT!18!Assesment!types!and!tasks! 281!,!296!
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MOCK!TESTS! !
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MOCK!1! 299!–!310!
MOCK!2! 311!,!328!
MOCK!3! 329!,!350!
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2
University of Cambridge ESOL Examinations

Teaching
Knowledge
Test
Information for candidates

3
Introduction could be used by candidates to access further training,
and enhance career opportunities
■ Introduction to TKT – a test of professional • to encourage teachers in their professional development
knowledge for English language teachers by providing a step in a developmental framework of
awards for teachers of English.
TKT is the new test about teaching English to speakers of
other languages. It aims to increase teachers’ confidence and
enhance job prospects by focusing on the core teaching
■ TKT candidature
knowledge needed by teachers of primary, secondary or adult TKT is suitable for teachers of English in primary, secondary
learners, anywhere in the world. This new award will help you or adult teaching contexts and is intended for an
to understand: international audience of non-first language or first language
teachers of English.
• different methodologies for teaching

• the ‘language of teaching’ Candidates taking TKT will normally have some experience of
teaching English to speakers of other languages. TKT may also
• the ways in which resources can be used
be taken by:
• the key aspects of lesson planning
• pre-service teachers
• classroom management methods for different needs.
• teachers who wish to refresh their teaching knowledge

TKT has three core modules: • teachers who are moving to teaching English after
teaching another subject.
■ Module 1 – Language and background to language
learning and teaching
TKT candidates are expected to be familiar with language

• Describing language and language skills relating to the practice of ELT. A non-exhaustive list of
teaching terminology is provided in the TKT Glossary, which
• Background to language teaching
can be found on our website: www.CambridgeESOL.org/TKT
• Background to language learning.

■ Module 2 – Planning lessons and use of resources Content of TKT

for language teaching
■ TKT content outline
• Planning and preparing a lesson or sequence of lessons
TKT consists of three modules. For each module, candidates
• Selection and use of resources and materials.
are required to answer 80 questions by selecting a letter for
the correct answer. As TKT tests candidates’ knowledge of
■ Module 3 – Managing the teaching and learning teaching rather than their proficiency in the English language
process or their performance in classroom situations, candidates are
not required to listen, speak or produce extended writing
• Teachers’ and learners’ language in the classroom
when taking TKT.
• Classroom management.

■ TKT overview
A detailed handbook for TKT is available to download from
www.CambridgeESOL.org/TKT and includes full sample
Module Title Timing Test format
papers for each module. The website also includes detailed
Teaching Resources for tutors who are helping candidates to
prepare for TKT and a glossary of teaching terms.
1 Language and
background to
1 hour 20 minutes Three parts with
80 objective
language learning format questions
A dedicated textbook The TKT Course is published by and teaching
Cambridge University Press.

2 Lesson planning
and use of
1 hour 20 minutes Two parts with
80 objective

An overview of TKT resources for

language teaching
questions

■ The aims of TKT

• to test candidates’ knowledge of concepts related to

3 Managing the
teaching and
1 hour 20 minutes Two parts with
80 objective
learning process questions
language, language use and the background to and
practice of language teaching and learning

• to provide an easily accessible test about teaching

English to speakers of other languages, which is
prepared and delivered to international standards, and

2 Te ac h i n g K n o w l e d g e Te s t 4
MODULE 1
Language and background to language learning and teaching
GENERAL DESCRIPTION

Module format Module 1 consists of three parts.

Timing 1 hour 20 minutes

No. of questions 80

Task types Objective tasks, such as one-to-one matching; 3/4/5-option matching;

3-option multiple choice and 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 question carries one mark.

■ Syllabus

This module tests candidates’ knowledge of terms and concepts common in English language teaching. It also focuses on the
factors underpinning the learning of English and knowledge of the range and functions of the pedagogic choices the teacher
has at his/her disposal to cater for these learning factors.

Module 1 example questions

For questions 1-5, match the example language with the grammatical terms listed A-F.

F prepositions of movement
D demonstrative adjectives
A possessive adjectives

E prepositions of place
Grammatical terms

C reflexive pronouns
B relative pronouns
There is one extra option which you do not need to use.
2

Mark the correct letter (A-F) on your answer sheet.

yourself, ourselves, themselves

Example language

above, against, by
across, along, off
who, which, that

your, his, our

1

5 Te ac h i n g K n o w l e d g e Te s t 3
4
6 8

For questions 22-29, look at the two vowel sounds in each word. Match the vowel sounds in the For questions 36-40, look at the following terms for language skills and three possible descriptions of
words with the pairs of phonemic symbols listed A-I. the terms.

Mark the correct letter (A-I) on your answer sheet. Choose the correct option A, B or C.

There is one extra option which you do not need to use. Mark the correct letter (A, B or C) on your answer sheet.

Te ac h i n g K n o w l e d g e Te s t
36 Summarising is
Words Phonemic symbols
A explaining a text in detail.
B writing the last sentence of a text.
C giving the main points of a text.
22 curly !"#$"! !"#"!
A

37 Interactive listening is
23 over B !"%&"! !"&"!
A listening, responding and giving feedback.
B listening for detail, mood and attitude.
C !"#$"! !"'("! C listening and identifying word stress and linking.
24 village

!"'("! !"#"!

6
D 38 Oral fluency is
25 paper

!")&"! !"#"! A speaking without making any mistakes.

E
B speaking naturally without hesitating too much.
26 homework C speaking without considering the listener.
F !")&"! !"*"!"
39 Paraphrasing is
27 learner
G !"&"! !"&"!
A using phrases to say something instead of using complete sentences.
B connecting sentences together in speech or writing by using conjunctions.
28 nightclub H !"%&"! !"#"! C finding another way to say something when you cannot think of the right language.

I !"'("! !"&"! 40 Scanning is

29 baby
A reading a text quickly to get the general idea.
B reading a text quickly to find specific information.
C reading a text quickly to identify the writerís attitude.
We had to ask our partner five questions about their abilities, using ëcaní, e.g. Can you swim?
The teacher gave us roles such as ëfilm starí or ësports starí and we had to role play a party in
The teacher gave us word prompts such as ëcinemaí and ëfriendsí, and we had to say them in
At the beginning of the lesson, we got into groups and talked about an interesting newspaper

[Turn over
The teacher read out some sentences, some of which were correct and some incorrect. We
sentences using the past simple, e.g. ëWe went to the cinemaí; ëWe visited some friendsí.

We listened to a recording of two people talking about their hobbies, then did a gap-fill
For questions 67-73, match the classroom activities with the types of speaking practice listed

We had a discussion about the advantages and disadvantages of the internet.

controlled oral practice
Types of speaking practice

oral fluency practice

Mark the correct letter (A, B or C) on your answer sheet.
13

neither

had to shout out ëRightí or ëWrongí.

which we chatted to each other.
A

article that we had read.

Classroom activities

comprehension task.
A, B or C.

67

68

69

70

71

72

73
MODULE 2
Lesson planning and use of resources for language teaching

GENERAL DESCRIPTION

Module format Module 2 consists of two parts.

Timing 1 hour 20 minutes

No. of questions 80

Task types Objective tasks, such as one-to-one matching; 3/4/5-option matching;

sequencing; 3-option multiple choice and 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 question carries one mark.

■ Syllabus

This module focuses on what teachers consider and do while planning their teaching of a lesson or series of lessons. Teaching
in this context is intended also to refer to assessment. It focuses too on the linguistic and methodological reference resources
that are available to guide teachers in their lesson planning as well as on the range and function of materials and teaching aids
that teachers could consider making use of in their lessons. Knowledge of any particular book is not required.

7 Te ac h i n g K n o w l e d g e Te s t 5
6
4 5

For questions 15-20, look at the stages and aims from a lesson plan about complaining. Two of the
aims (A-C) in each stage are appropriate. One of the aims is NOT appropriate.
19 Preparation for freer practice
Mark the aim (A, B or C) which is NOT appropriate on your answer sheet.
A to give students time to think of ideas
to use in the role-play
• Students study their role-cards:
student A is the complaining
B to develop reading comprehension
Stages Aims customer
student B is the travel agent. C to allow students to check with the

Te ac h i n g K n o w l e d g e Te s t
15 Lead-in teacher what they have to do
• The teacher asks the students
when they last went on holiday
A to create interest in the topic
and what problems they can have 20 Freer practice
when travelling.
B to introduce the past simple tense
A to focus on the form of the target
• The teacher elicits ideas about C to personalise the start of the lesson language
the problems and writes them on • Students act out the situation in
the board. pairs. B to give less controlled practice of the
target language

16 Listening C to prepare students for real

communication
• Students listen to a customer
Module 2 example questions

complaining in a travel agentís. A to check studentsí understanding of the tape

• Students identify the problems B to provide a model of the target language in

8
mentioned on the tape. context

• Students compare answers in C to pre-teach the meaning of new words

pairs.

17 Language focus

A to focus studentsí attention on the target

• The teacher hands out the
language
tapescript.
B to give students practice in reading for gist
• Students identify the language of
complaining and apologising in C to provide students with a record of language
the tapescript. in context

18 Restricted practice

• The teacher shows the target A to allow students to personalise the target
language on an OHT. language

• Students try to say the phrases. B to allow students to use the target language in
a controlled way
• The teacher gives feedback,
correcting and drilling where C to develop studentsí confidence in
necessary. pronouncing the target language

[Turn over
8 10

For questions 37-41, match the situations in which a teacher sets a test with the reasons for For questions 50-56, read the dictionary entry. Match the extracts from the dictionary entry with the
assessment listed A-F. information they provide listed A-H.

Mark the correct letter (A-F) on your answer sheet. Mark the correct letter (A-H) on your answer sheet.

There is one extra option which you do not need to use. There is one extra option which you do not need to use.

Dictionary entry
Situations

37 The teacher has a new class. On the first day of the course, she sets a test which covers some convince / !"#$%&#' / v [ T (of) ] to make someone completely certain about something;
language points she expects the students to be familiar with and others that she thinks the
persuade: We finally convinced them of our innocence.
students may not know. The students do not prepare for the test.
[ + obj + (that) ] They failed to convince the directors that their proposals would work / I'm
convinced that she is telling the truth.

38 The teacher notices that his intermediate students are making careless mistakes with basic
question formation, which they should know. He announces that there will be a test on this the
following week. The students have time to prepare for the test.

39 The students are going to take a public examination soon. The teacher gives them an example
paper to do under test conditions.
50 Iím convinced that she is telling the truth. A Part of speech

9
40 The teacher monitors students whenever they carry out speaking tasks and keeps notes about
each student. B Example sentence
51 convince

The class has recently finished a unit of the coursebook which focused on the use of the C Dependent preposition
41 52 v
present perfect simple with ëforí and ësinceí. The teacher gives the class a surprise test on this.

D Single-word synonym
53 persuade
Reasons for assessment E Phonemic transcription
A to familiarise students with the test format
54 [ + obj + (that) ]
F Headword
B to allow the teacher to plan an appropriate scheme of work

C to show students how well they have learned specific language 55 (of) G Verb pattern
D to allow students to assess each other

E to motivate the students to revise a particular language area 56 to make someone completely certain about something H Definition

F to assess studentsí progress on a continuous basis

Te ac h i n g K n o w l e d g e Te s t
7
MODULE 3
Managing the teaching and learning process

GENERAL DESCRIPTION

Module format Module 3 consists of two parts.

Timing 1 hour 20 minutes

No. of questions 80

Task types Objective tasks, such as one-to-one matching; 3/4/5-option matching;

3-option multiple choice and 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 question carries one mark.

■ Syllabus

This module tests candidates’ knowledge of what happens in the classroom in terms of the language used by the teacher or
learners, the roles the teacher can fulfil and the ways in which the teacher can manage and exploit classroom events and
interaction.

Module 3 example questions

B emphasising word stress
A checking understanding
For questions 1-7, match the examples of teachersí classroom language with their functions listed

D checking instructions

G organising pairwork

H nominating
Functions

E monitoring

F eliciting
C drilling
Listen, I like playing football, repeat everyone, I like playing football.

Iím really full, Iíve just eaten a big lunch. Am I hungry now?

Letís have a look. Yes, thatís great. Now try the next one.
Tell me three adjectives beginning with the letter ëCí.
There is one extra option which you do not need to use.

Okay, discuss it with your partner now, please.

Mark the correct letter (A-H) on your answer sheet.
2

Just listen to how I say it ñ poTAtoes.

Maria ñ collect the books, please.
Teachersí classroom language
A-H.

8 Te ac h i n g K n o w l e d g e Te s t 10
4 6

For questions 17-21, read the following instructions which a teacher used with adult elementary For questions 28-32, read the conversation between two advanced learners. Answer the questions
learners. Some of these instructions may not be appropriate. about their use of language by choosing the correct option A, B or C.

Match the instructions with the trainerís comments listed A-F. Mark the correct letter (A, B or C) on your answer sheet.

Mark the correct letter (A-F) on your answer sheet.

There is one extra option which you do not need to use.

Cristina: Are you a good sailor? Have you ever been seasick?
Raquel: Yeah, I have been seasick, once. Actually, I ñ line 2

Cristina: Was that on a long journey?

Raquel: Yeah. In fact Iím quite a good traveller normally. But there was erm ... er ... not on a line 4
Instructions long journey, no, sorry. It was about only 30 kilometres. And erm, coming ... on the line 5
way back, it was a very small boat, and it was very hot, and me and the rest of my
family were on the very ... in the inside of the boat. And it was just like being in a ...
17 Imagine you were in a shop and you had decided to buy some chocolates. What do you think
on a cork, carried by water. And my brother started first, and then everyone started line 8
you might say?
feeling sick.
18 Read the text and identify the cohesive devices. Cristina: Oh, terrible. line 10

Raquel: It was horrible. line 11

19 Look at the text and underline all the verbs.

28 Why does Raquel stop after saying ëActually, I ñí? (line 2)

20 Why donít you just get into pairs or a small group, if you like, and discuss a few of the questions
for a little bit?
A She canít remember the right word.
21 Werenít you listening? I said exercise three. Donít waste my time! B She hasnít understood the question.
C She is suddenly interrupted by Cristina.

11
29 Why does Raquel say ëYeahí at the beginning of line 4?

A to show that she heard Cristinaís question

Trainerís comments B to ask for the question to be repeated
C to show she is unsure about her answer
A This is a clear instruction for adult elementary learners.
30 Why does Raquel use ëIn factí? (line 4)
B The grammar in this instruction is above elementary level.

C Some adult students might find this instruction rude. A Sheís introducing a contrast with what she said earlier.
B Sheís correcting what Cristina said.
D This instruction is not well sequenced. C Sheís giving herself some time to think.

E This instruction does not tell students exactly what to do. 31 The many uses of ëandí in lines 5-8 in Raquelís story

F Some of the lexis in this instruction is above elementary level. A summarise Raquelís ideas.
B repeat what happened in the story.
C mark new points in the story.

32 The adjectives ëterribleí and ëhorribleí (lines 10 and 11) show that Raquel and Cristina both

A dislike the way Raquel told the story.

B have the same reaction.
C have had a similar experience.

Te ac h i n g K n o w l e d g e Te s t
9
The teacher decides which coursebook activities will fit into the time available for the lesson.
While students write a story, the teacher walks round the class helping students who make

The teacher wants to identify gaps in their knowledge so she asks students to brainstorm

The teacher gives students a questionnaire in order to find out more about their learning
PLANNER (chooses materials and/or methodology before the course or lesson)
For questions 41-49, match the teacher activities with the teacher roles listed A, B, C or D.

DIAGNOSTICIAN (finds out the needs and interests of students)

MANAGER (manages students and activities during class time)

The teacher invites students to suggest topics for course content.

PROVIDER (gives expert information about target language)

The teacher puts students into groups of three for a role-play.

The teacher asks a noisy student to speak more quietly.

The teacher finds a video to fit into the topic of the unit.
The teacher introduces the present perfect continuous.
Mark the correct letter (A, B, C or D) on your answer sheet.
8

You need to use some options more than once.

errors or ask for new words.

styles and preferences.

crime vocabulary.
Teacher roles

41

42

43

44

45

46

47

48

49
TKT test administration Band A candidate at this level demonstrates

■ Modular structure
1 limited knowledge of TKT content areas

TKT has three modules. These can be taken together in one

examination session or separately, in any order, over three
sessions.
2 basic, but systematic knowledge of TKT content areas

■ Entry procedure 3 breadth and depth of knowledge of TKT content areas

Candidates must enter through an authorised Cambridge

ESOL Centre. A list of Cambridge ESOL Examination Centres is
4 extensive knowledge of TKT content areas

available from Cambridge ESOL online at

www.CambridgeESOL.org/TKT Our trialling research indicates that for a candidate to achieve
TKT Band 3, a score of at least 45–50 marks (out of 80) is
Institutions wishing to become Cambridge ESOL Examination required.
Centres should contact the Centre Registration Unit at The reporting of results for TKT is subject to ongoing research.
Cambridge ESOL. Further guidance on the interpretation of results will be issued
in the future.

Grading and results ■ Notification of results

■ Grading Certificates are despatched to Centres approximately two

weeks after receipt of answer sheets by Cambridge ESOL.
Each module is free-standing. Candidates receive a certificate Please note that despatch of candidates’ certificates will be
for each module they take. delayed if they need Special Consideration or are suspected of

Each question carries one mark, so the maximum mark for malpractice.

each module is 80. Candidate performance is reported using

four bands.

10 Te ac h i n g K n o w l e d g e Te s t 12
Support for TKT candidates Where can candidates enrol?
Your Cambridge ESOL Local Secretary can give you
and course providers information about Centres where the examination is taken.
Candidates enrol through local Centres, and not through the
General information on TKT, including administration details
Cambridge ESOL office in Cambridge. Fees are payable to the
and downloadable versions of this Handbook and sample
local Centre.
materials, can be found by visiting
www.CambridgeESOL.org/TKT How do candidates get their results?
TKT certificates are issued to Centres approximately two
Course providers and individual candidates can also access
weeks after receipt of answer sheets by Cambridge ESOL.
the TKT Glossary on this website.
Do candidates need to have taken a particular English
Support material for teacher trainers is available on the
language examination before taking TKT?
Teaching Resources website
No. However, it is advisable for candidates to have a minimum
www.CambridgeESOL.org/teach/TKT
language level of Council of Europe Framework Level B1.
The TKT Course is published by Cambridge University Press in
What kind of teaching terminology will be tested in TKT?
collaboration with Cambridge ESOL. This coursebook provides
A non-exhaustive list of the teaching terms and their
approximately 60–90 hours of classroom-based or self-access
definitions which could be tested in TKT can be found in the
study, and includes practice tasks and tests.
TKT Glossary at www.CambridgeESOL.org/TKT
Further support is also available in the form of seminar
What is the TKT portfolio?
programmes in different countries. Contact Cambridge ESOL
The portfolio is an electronic resource in which candidates
Information for further details by e-mailing:
keep a record of their teaching experience, beliefs and
[email protected]
aspirations for the future. The portfolio does not form part of
the assessment for TKT. Candidates who register for TKT will
receive more information on how to access their portfolio.
Common questions and
answers
Can 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 all three modules?

No. The modules are free-standing. Candidates may enter for
any number of modules in any order.

What is the pass mark?

Results are reported in four bands. There is no pass or fail.
Candidates receive a certificate for each module taken.

What is the date of the TKT examination?

Dates are set by Centres in consultation with Cambridge ESOL,
taking into account local needs and conditions.

13 Te ac h i n g K n o w l e d g e Te s t 11
OVERVIEW OF TKT MODULES 1-3

Content of TKT Modules 1–3

Content outline
For each module, candidates are required to answer 80 questions
by selecting a letter for the correct answer. As TKT Modules 1–3 test
candidates’ knowledge of teaching rather than their proficiency in
the English language, candidates are not required to listen, speak or
produce extended writing when taking TKT Modules 1–3.

Overview
An overview of TKT Modules 1–3 Module Title Timing Test format
1 Language and 1 hour 20 minutes Three parts with
Aims background to 80 objective
language learning questions
ʺͶ To test candidates’ knowledge of concepts related to language, and teaching
language use and the background to and practice of language
2 Lesson planning 1 hour 20 minutes Two parts
teaching and learning
and use of with 80 objective
ʺͶ To provide an easily accessible test about teaching English to resources for questions
speakers of other languages, which is prepared and delivered language teaching
to international standards, and could be used by candidates to
3 Managing the 1 hour 20 minutes Two parts
access further training, and enhance career opportunities
teaching and with 80 objective
ʺͶ To encourage teachers in their professional development by
learning process questions
providing a step in a developmental framework of awards for
teachers of English

Candidature Approaches to teaching and learning

TKT Modules 1–3 are suitable for teachers of English in primary, A range of approaches to teaching and learning may be covered in
secondary or adult teaching contexts and are intended for an the examination material. Approaches which might bias against
international audience of non-first language or first language teachers candidates from particular backgrounds or teaching contexts are
of English. Candidates taking TKT Modules 1–3 will normally have avoided. Knowledge of communicative and other approaches to
some experience of teaching English to speakers of other languages. teaching is expected, as is familiarity with ELT terminology.
TKT Modules 1–3 may also be taken by:

ʺͶ pre-service teachers
Sources and text types used in TKT Modules 1–3
ʺͶ teachers who wish to refresh their teaching knowledge Extracts, original or adapted, from the following sources may feature
ʺͶ teachers who are moving to teaching English after teaching in TKT Modules 1–3:
another subject.
ʺͶ ELT coursebooks or supplementary materials
Candidates are not required to fulfil any specific entry criteria for ʺͶ handbooks on English language teaching and learning
TKT Modules 1–3 and there are no formal English requirements. ʺͶ ELT journals and magazines
However, candidates are expected to be familiar with language ʺͶ testing materials
relating to the practice of ELT. A non-exhaustive list of teaching ʺͶ grammar books and dictionaries, including phonemic
terminology is provided in the TKT Glossary, which can be found on transcription (IPA – International Phonetic Alphabet)
our website: www.CambridgeESOL.org/TKT ʺͶ diagrams or other visuals
ʺͶ transcriptions of classroom talk
ʺͶ descriptions of classroom situations
ʺͶ examples of learners’ writing.

14
TEACHING KNOWLEDGE TEST MODULES 1–3 HANDBOOK FOR TEACHERS 5
BAND DESCRIPTORS

Band descriptors

Module 1: Module 2: Module 3:

Language and background to Lesson planning and use of resources Managing the teaching and learning
language learning and teaching for language teaching process

BAND 4 The candidate demonstrates comprehensive The candidate demonstrates comprehensive The candidate demonstrates comprehensive
and accurate knowledge of all areas on the and extensive knowledge of all areas on the and extensive knowledge of all areas on the
TKT Module 1 syllabus, i.e. language systems TKT Module 2 syllabus, i.e. lesson planning TKT Module 3 syllabus, i.e. managing the
and background to language learning and and use of resources for language teaching. teaching and learning process. He/she shows
teaching. He/she shows familiarity with the He/she shows familiarity with the full range familiarity with the full range of concepts,
full range of concepts, terminology, practices of concepts, terminology, practices and terminology, practices and processes tested
and processes tested in TKT Module 1, which processes tested in TKT Module 2, which in TKT Module 3, which relate to teachers’
relate to describing language and language relate to general practice in lesson planning and learners’ language in the classroom and
skills, factors in the language learning and materials use, reasons for carrying out options available for classroom management
process and the range of methods, tasks and particular activities in the classroom, and in order to promote learning. The candidate
activities available to the language teacher. for using particular resources and materials. is able to relate existing knowledge to both
The candidate is able to relate existing The candidate is able to relate existing familiar and unfamiliar classroom situations.
knowledge to both familiar and unfamiliar knowledge to both familiar and unfamiliar
classroom situations. classroom situations.
BAND 3 The candidate generally demonstrates The candidate generally demonstrates The candidate generally demonstrates
comprehensive and accurate knowledge comprehensive and extensive knowledge comprehensive and extensive knowledge
of areas on the TKT Module 1 syllabus, of areas on the TKT Module 2 syllabus, i.e. of areas on the TKT Module 3 syllabus, i.e.
i.e. language systems and background to lesson planning and use of resources for managing the teaching and learning process.
language learning and teaching. He/she language teaching. He/she shows familiarity He/she shows familiarity with most of
shows familiarity with most of the concepts, with most of the concepts, terminology, the concepts, terminology, practices and
terminology, practices and processes tested practices and processes tested in TKT processes tested in TKT Module 3, which
in TKT Module 1, which relate to describing Module 2, which relate to general practice in relate to teachers’ and learners’ language
language and language skills, factors in the lesson planning and materials use, reasons in the classroom and options available for
language learning process and the range of for carrying out particular activities in the classroom management in order to promote
methods, tasks and activities available to the classroom, and for using particular resources learning. The candidate is generally able to
language teacher. The candidate is generally and materials. The candidate is generally relate existing knowledge to both familiar
able to relate existing knowledge to both able to relate existing knowledge to both and unfamiliar classroom situations.
familiar and unfamiliar classroom situations. familiar and unfamiliar classroom situations.
BAND 2 The candidate demonstrates basic The candidate demonstrates basic The candidate demonstrates basic
knowledge of areas on the TKT Module knowledge of areas on the TKT Module 2 knowledge of areas on the TKT Module 3
1 syllabus, i.e. language systems and syllabus, i.e. lesson planning and use of syllabus, i.e. managing the teaching and
background to language learning and resources for language teaching. He/she learning process. He/she shows familiarity
teaching. He/she shows familiarity with shows familiarity with some of the concepts, with some of the concepts, terminology,
some of the concepts, terminology, practices terminology, practices and processes tested practices and processes tested in TKT
and processes tested in TKT Module 1, which in TKT Module 2, which relate to general Module 3, which relate to teachers’ and
relate to describing language and language practice in lesson planning and materials use, learners’ language in the classroom and
skills, factors in the language learning reasons for carrying out particular activities options available for classroom management
process and the range of methods, tasks and in the classroom, and for using particular in order to promote learning. The candidate
activities available to the language teacher. resources and materials. The candidate is is able to relate existing knowledge
The candidate is able to relate existing able to relate existing knowledge to familiar to familiar classroom situations, and
knowledge to familiar classroom situations, classroom situations, and occasionally to occasionally to unfamiliar ones.
and occasionally to unfamiliar ones. unfamiliar ones.
BAND 1 The candidate demonstrates restricted The candidate demonstrates restricted The candidate demonstrates restricted
knowledge of areas on the TKT Module knowledge of areas on the TKT Module 2 knowledge of areas on the TKT Module 3
1 syllabus, i.e. language systems and syllabus, i.e. lesson planning and use of syllabus, i.e. managing the teaching and
background to language learning and resources for language teaching. He/she learning process. He/she shows familiarity
teaching. He/she shows familiarity with a shows familiarity with a limited range of with a limited range of the concepts,
limited range of the concepts, terminology, the concepts, terminology, practices and terminology, practices and processes tested
practices and processes tested in TKT processes tested in TKT Module 2, which in TKT Module 3, which relate to teachers’
Module 1, which relate to describing language relate to general practice in lesson planning and learners’ language in the classroom and
and language skills, factors in the language and materials use, reasons for carrying out options available for classroom management
learning process and the range of methods, particular activities in the classroom, and in order to promote learning. The candidate
tasks and activities available to the language for using particular resources and materials. is able to relate existing knowledge to
teacher. The candidate is able to relate The candidate is able to relate existing familiar classroom situations only.
existing knowledge to familiar classroom knowledge to familiar classroom situations
situations only. only.

44 TEACHING KNOWLEDGE TEST MODULES 1–3 HANDBOOK FOR TEACHERS 15

WEB LINKS ­ MODULE 1 ­ PART 1  
 
Unit 1. Grammar 
http://www.cambridgeesol.org/assets/pdf/tkt_glossary.pdf​  x 
http://englishpage.com/verbpage/simplepresent.html 
http://learnenglishteens.britishcouncil.org/grammar­vocabulary 
http://www.nea.org/tools/tips/Teaching­Parts­of­Speech.html 
http://www.teachthemenglish.com/2013/10/14/20­resources­for­teaching­and­practicing­parts­o
f­speech/ 
http://www.storyboardthat.com/articles/education/english/parts­of­speech 
http://grammar.yourdictionary.com/parts­of­speech/interjections/interjections­worksheet.html 
http://englishforeveryone.org/PDFs/Crossword%20Puzzle%20­%20Verbs%20in%20Present%20Te
nse%201.pdf 
http://www.rong­chang.com/ex/contents.htm 
 
Unit 2. Lexis  
http://www.cambridgeesol.org/teach/pet/index.htm​ x 
http://www.bbc.co.uk/skillswise/topic/prefixes­and­suffixes 
http://www.english­grammar.at/worksheets/phrasal_verbs/phrasal_verbs.htm 
 
Worksheets 
http://www.esltower.com/PRONUNCIATION/worksheets/quizzes/Vowel%20sounds%20phonetic
%20exercise%20Quiz.pdf 
http://www.esltower.com/PRONUNCIATION/worksheets/quizzes/Diphthongs%20or%20double%2
0vowel%20sound%20pratice%20test%20Quiz.pdf 
http://www.esltower.com/PRONUNCIATION/worksheets/quizzes/Phonetic%20Vowel%20Sound%
20Quiz%20­%20EI%20Quiz.pdf 
http://www.esltower.com/PRONUNCIATION/worksheets/quizzes/Vowel%20sounds%20phonetic
%20practice%20test%202%20Quiz.pdf 
http://www.esltower.com/PRONUNCIATION/worksheets/crosswords/Phonetic%20Double%20Vo
wel%20Sounds%20Crosswordai,oiei,.pdf 
http://www.esltower.com/PRONUNCIATION/worksheets/crosswords/vowelsoundscrossword.pdf 
 
Unit 3. Phonology 
http://phonmap.com/download.asp 
http://www.teachingenglish.org.uk/try/resources/pronunciation/phonemic­chart 
https://www.teachingenglish.org.uk/article/telephone­number­pronunciation 
https://www.teachingenglish.org.uk/article/whats­pronunciation 
https://www.teachingenglish.org.uk/article/pronunciation­past­simple­verbs 
https://www.teachingenglish.org.uk/article/phonemic­symbols 
https://www.teachingenglish.org.uk/article/using­phonemic­chart­autonomous­learning 
https://www.teachingenglish.org.uk/article/phonemic­cha​rt 
http://busyteacher.org/14764­how­to­introduce­phonetic­alphabet­schwa­ipa.html 
http://busyteacher.org/8168­top­10­ways­teach­vowel­pronunciation­in­english.html 
http://www.bbc.co.uk/learningenglish/english/features/pronunciation 
http://soundsofspeech.uiowa.edu/english/english.html 

16
http://www.bbc.co.uk/worldservice/learningenglish/grammar/pron/ 
http://inglesparalatinos.com/escuchar/alfabeto­fonetico­internacional­los­sonidos­del­ingles/ 
http://www.ompersonal.com.ar/omphonetics/diphthongs/practice2.htm 
http://www.ompersonal.com.ar/omphonetics/vowels/practice1.htm 
http://stuff.co.uk/calcul_nd.htm 
http://www.cambridge.org/elt/peterroach/exercises.htm  
http://www.cambridgeenglishonline.com/Phonetics_Focus/ 
https://new.vk.com/wall­ 1 06472_ 0  
https://new.vk.com/doc6 7 1681_148207 2 hash 2ffb78b788334fbe0b dl bfb22288 c 44ba
4 d 
 
ho et   e ts 
Tibbitts,  .  1 63  A Phonetic Reader For Foreign  earners Of English: Cambridge. 
 
  
Sounds → http://www.macmillaneducationapps.com/soundspron/ 
Sounds Right → ​https://learnenglish.britishcouncil.org/es/apps/sounds­right 
https://www.teachingenglish.org.uk/sites/teacheng/files/TEphonemic_ rey lue2_0.swf 
 
Unit  .  n tions 
http://www.myonlineenglishtutor­co­uk.blogspot.mx/2012/0 /tefl­functions­and­exponents.html 
http://www.esl­library.com/ gclid COrrj4jxmsACFQto7AodC UAkQ  
http://akoaotearoa.ac.nz/download/ng/file/group­4/n2464­esol­teaching­skills­taskbook­unit­4­i­­
­teaching­functional­language.pdf  
 
Unit  .  ea ing 
http://literacytrust.org.uk/ 
http://iienglish2.blogspot.com/2011/06/skimming­exercise.html 
http://www.sparknotes.com 
 
Unit  .  riting 
http://www.makebeliefcomix.com/​   x 
http://web.archive.org/web/2004080407 00 ​ x 
http://www.kented.org.uk/ngfl/literacy/ riting­frames/frames1.html​ x 
 
Unit  . Listening  
http://www.bbc.co.uk/worldservice/learningenglish/ 
 
 
Unit  .  ea ing 
http://eltnotebook.blogspot.com/2006/10/complete­list­of­contents.html 
http://englshfromzerotake2.blogspot.com/ 
http://towerofenglish.com 
 
 
 

17
 
WEB LINKS ­ MODULE 1 ­ PART   
 
Unit  .  oti ation 
http://www.ltscotland.org.uk/mfle/sharingpractice/peoplecitizens/motivation/index.asp​ x 
http://www.educationscotland.gov.uk/learningandteaching/ 
http://ourworld.compuserve.com/homepages/A_ ittlejohn/articles.htm​ x 
 
Unit 1 .  x os re an   o s on  orm 
http://www.perfect­english­grammar.com/english­verb­patterns.html 
http://www.bbc.co.uk/worldservice/learningenglish/flatmates/episode30/languagepoint.shtml 
http://reallifeglobal.com/english­grammar­made­easy­how­to­use­verb­patterns/ 
 
Unit 11.  he role o  error 
http://www.cambridge.org/elt/ces/methodology/errors.htm 
 
Unit 12. L1 an  L2 learning 
http://www.bbc.co.uk/worldservice/learningenglish/ 
http://www.bbc.co.uk/skillswise/english 
 
Unit 1 . Learner nee s 
http://www.hltmag.co.uk/nov0 /mart06.htm 
http://www.actj.org/joomla/index.php option com_content task view id 44 ltemid 31 
 
Unit 1 .  roa hes to lang age tea hing 
http://www.sk.com.br/sk­revie.html 
 
 
WEB LINKS ­ MODULE 1 ­ PART   
 
Unit 1 . Presentation  e hni es 
http://www.ehow.com/how_13 18_play­hangman.html 
http://www.onestopenglish.com 
http://ihworld.com/ihjournal/articles/03A RIEF ISTOR .pdf 
 
Unit 1 . Pra ti e a ti ities an  tas s  or lang age an  s ills  e elo ment 
http://www.onestopenglish.com 
 
Unit 1 .  ssessment  y es 
http://www.willis­elt.co.uk/lesson­plans­2/ 
 
 

18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
DIAGNOSTIC TEST 1

For each underlined word in the following sentences, identify and then write the part of
speech on the line next to the number. Each part of speech is used at least once.

Use the following abbreviations:

noun—N adverb—ADV
pronoun—PRO preposition—PREP
verb—V conjunction—CONJ
adjective—ADJ interjection—INT

1. _____ They attended the concert last weekend.

2. _____ Several cats ran into Rob’s garage.
3. _____ The truck driver delivered the packages quickly.
4. _____ Fast runners won all the awards at the track meet.
5. _____ My friends and I walked home after school.
6. _____ I wanted a peanut butter and jelly sandwich for lunch yesterday.
7. _____ She was counting the ballots during social studies class.
8. _____ Hey! That is my seat.
9. _____ Will they finish the test on time?
10. _____ The diagram was pretty complicated for us.
11. _____ He will practice his musical piece soon.
12. _____ Reggie saw the awesome sight from the air.
13. _____ Her sister is the oldest member of the group.
14. _____ Check the score, Tom.
15. _____ Will the students be able to find the answer by themselves?
16. _____ Are you sure of yourself?
17. _____ They slowly carried the couch down the stairs.
18. _____ Can you see beyond the hills from the top of the tower?
19. _____ Hurray! Our team has finally scored a touchdown.
20. _____ The troop had been scattered throughout the woods.

33
DIAGNOSTIC TEST 2

On the line next to the number, write the first letter of the word indicated by the part of
speech in the parentheses. Underline the indicated word within the sentence. If your
consecutive letters are correct, you will spell out the names of four trees in items 1 through
12 and four first names in items 13 to 25. Write these six names on the lines below the last
numbered item.

1. __________ (preposition) He walked around the corner.

2. __________ (pronoun) Paul hopes that she will sing with the choir.
3. __________ (pronoun) Can Jerry help him with the science project?
4. __________ (noun) Have you seen the eraser?
5. __________ (noun) The lock was stuck.
6. __________ (noun) She purchased the margarine with him.
7. __________ (adjective) Older people tire more easily.
8. __________ (adjective) He is agile.
9. __________ (adjective) Kind people are often rewarded.
10. __________ (adverb) The police officer ran fast.
11. __________ (adverb) My sister answered the question intelligently.
12. __________ (adverb) You really should see this art exhibit, Kenny.
13. __________ (preposition) Reggie fell by the stairs.
14. __________ (preposition) Can you jump over the hurdle?
15. __________ (preposition) May I sit between you two?
16. __________ (verb) Joke about it now.
17. __________ (verb) They overcharged me.
18. __________ (verb) Ozzie, eat up.
19. __________ (conjunction) I cannot go, for I have much to do.
20. __________ (conjunction) I like peanuts and potato chips.
21. __________ (conjunction) He wants to buy the house, yet he knows it is too
expensive.
22. __________ (interjection) Jeepers! This is a great deal.
23. __________ (interjection) Ah! The sun is so warm.
24. __________ (interjection) No! I will never try that.
25. __________ (adverb) Georgette eventually walked her brother to the station.

34
Exercise 1

abo a e es a es r be e e s a o s. o a ’ re ea
adjectives.

1. Name three complimentary adjectives that describe one of your friends:

________________ _________________ _______________

2. a e ree a e es a es r be e bea o a s er’s a

_______________ ________________ _______________

3. Name three adjectives that describe a Super Bowl crowd:

________________ _________________ _______________

4. Name three adjectives that describe one of your Halloween costumes:

________________ ________________ _______________

5. Name three adjectives that describe a famous actor or actress:

________________ _________________ _______________

6. Name three adjectives that describe a book or magazine article that you recently
read:
________________ _________________ _______________

7. Name three adjectives that describe a typical spring day where you live:
________________ _________________ ______________

8. Name three adjectives that describe your favorite song:

________________ _________________ ______________

9. Name three adjectives that describe one of your recent math tests:
________________ _________________ ______________

10. Name three adjectives that describe one of your most difficult experiences
________________ _________________ ______________

35
!

Exercise*2!
!
Underline! each! noun! in! the! following! sentences.! Then! write! the! first! letter! of! each! noun! on! the!
line!next!to!the!sentence.!If!your!answers!are!correct,!you!will!spell!out!the!words!of!a!quotation!
and! the! name! of! the! famous! American! who! said! the! quotation.! Write! the! quotation! and! its!
author’s!name!on!the!lines!below.!!
!
1. ___________!Wendy!located!her!housekeeper.!!
2. ___________!!Some!answers!on!this!test!are!about!electricity.!!
3. ___________!!Her!violin!and!easel!were!missing.!!
4. ___________!!Their!rabbit!that!left!the!yard!was!returned!by!the!officer.!!
5. ___________!!He!used!this!umbrella!in!Alabama.!!
6. ___________!!After!the!rain,!the!electrician!checked!the!box.!!
7. ___________!!The!end!of!the!afternoon!arrived!quickly.!!
8. ___________!!This!group!is!funny.!!
9. ___________!!The!ostrich!and!the!orangutan!are!interesting.!!
10. ___________!My!doctor!and!my!orthodontist!are!neighbors.!!
11. ___________!In!the!evening,!Archie!likes!to!go!boating.!!
12. ___________!Unfortunately,!he!had!a!rash!and!an!allergy.!!
13. ___________!Her!height!and!agility!helped!her!win!the!match.!!
14. ___________!Linda!cared!for!the!infant!throughout!the!night.!!
15. ___________!The!garbage!carton!near!the!oven!had!licorice!and!noodles!in!it.!!
!
!
The!quotation!and!its!author:!
!
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

!
Exercise*3!
!
On!the!line!next!to!the!sentence!number,!tell!whether!the!underlined!adverb!modifies!a!verb,!an!
adjective,!or!another!adverb!by!writing!the!correct!answer’s!corresponding!letter.!Then!fill!in!the!
spaces! within! the! three! sentences! after! sentence! 15.! If! your! answers! are! correct,! you! will!
understand!this!activity’s!title.!!
!
1.!Patricia!slept!peacefully.!!** * * * * (b)!verb!(c)*adjective!(d)!adverb!!
2.!Our!teachers!are!very!happy!with!the!results.!!!! ! (t)!verb!!(s)!adjective!!(l)!adverb!!
3.!Larry’s!unusually!good!cooking!skills!came!in!handy!last!weekend.!!!
(b)!verb!(h)!adjective!(o)!adverb!!

36
!

4.!He!ran!swiftly!away!from!the!tackler.!!!! ! ! (e)!verb!(a)!adjective!!(i)!adverb!!
5.!She!danced!so!gracefully!in!the!competition.!!!! ! (d)!verb!(m)!adjective!(p)!adverb!!
6.!They!sang!beautifully!during!the!entire!winter!concert.!!!! (l)!verb!(n)!adjective(p)!adverb!!
7.!My!aunt!was!extremely!hungry!after!we!completed!the!threeehour!hike.!!!!!
(r)!verb!(o)!adjective!(d)!adverb!!
8.!We!had!met!somewhat!earlier!than!you!think.!!!!! ! (v)!verb!(n)!adjective!(a)!adverb!!
9.!Are!they!going!away?!!!!! ! ! ! ! (t)!verb!(e)!adjective!(r)!adverb!!
10.!His!rather!clever!remarks!were!not!appreciated.!!!! ! (g)!verb!(e)!adjective!(u)!adverb!!
11.!These!stories!seem!strangely!familiar!to!me.!!!!! ! (x)!verb!(s)!adjective!(o)!adverb!!
12.!They!will!hardly!try!to!win.!!!!! ! ! ! (n)!verb!(r)!adjective!(s)!adverb!!
13.!Francine!earns!high!grades!quite!often.!!!! ! ! !(t)!verb!(e)!adjective!(t)!adverb!!
14.!Do!not!walk!alone!in!the!forest.!!! ! ! ! !(s)!verb!(u)!adjective!(f)!adverb!!
15.!We!met!only!!recently.!!!! ! ! ! ! (g)!verb!(h)!adjective!(s)!adverb!!
!
!
1.! The! five! sentences! that! illustrate! an! adverb! modifying! a! verb! are! numbers! ! __________,!
________,!_________,!________,!_______!and!__________.!Their!corresponding!letters!spell!the!
word!___________________________.!
2.! The! five! sentences! that! illustrate! an! adverb! modifying! an! adjective! are! numbers! __________!
,________!,_______!,!________,!_______!and!___________.!Their!corresponding!letters!spell!the!
word!___________________________.!!
3.!The!five!sentences!that!illustrate!an!adverb!modifying!another!adverb!are!numbers!!________!
,_______,! _________! ,_________! ,! ________! and! __________.! Their! corresponding! letters! spell!
the!word!____________________________.!!
!
!
Exercise*4!
!
In!the!following!sentences,!identify!the!interjection!and!underline!it,!also!analyse!the!meaning!
according!to!the!sentence.!
!
!
1.!Hi,!I’m!glad!that!you!could!make!it!to!my!party.!
Meaning:!
!!
2.!Wow!!You!look!great!tonight.!
Meaning:!
!!
3.!That!was!the!best!performance!that!I!have!ever!seen,!bravo!!
Meaning:!
!!
4.!I!can’t!believe!you!broke!my!favorite!toy,!bah.!
Meaning:!
!!
5.!Hmm,!I!wonder!where!I!put!my!keys!and!wallet.!
Meaning:!

37
!

!!
6.!Miners!used!to!shout!“eureka!”!when!they!struck!gold.!
Meaning:!
!!
7.!“Shoo!”!shouted!the!woman!when!she!saw!the!cat!licking!milk!from!her!cereal!bowl.!
Meaning:!
!!
8.!I!guess!that’s!the!end!of!the!movie,!darn.!
Meaning:!
!!
9.!Stop!!You!should!always!wear!a!helmet!when!riding!a!bike.!
Meaning:!
!!
10.!Yippee,!I!made!this!picture!all!by!myself.!
Meaning:!
!
*
Exercise*5!
!
Circle!the!conjunction!or!pair!of!conjunctions!in!each!sentence:!!
1.!Lyle!chose!both!steak!and!salad!for!his!dinner.!!
2.!I!chose!neither!steak!nor!salad!for!my!dinner.!!
3.!Either!you!or!he!can!drive!Dad!to!the!train!station!tomorrow!morning.!!
4.!The!panda!wanted!to!eat,!for!he!was!hungry.!!
5.!Peanut!butter!and!jelly!is!Rex’s!favorite!sandwich.!
6.!Not!only!the!girls!but!also!the!boys!will!be!invited!to!the!assembly.!!
7.!Sara!did!not!know!whether!to!swing!at!the!ball!or!take!the!pitch.!!
8.!Mark!would!like!to!go,!but!he!cannot.!!
9.!Rich!likes!the!food!at!this!restaurant,!yet!he!seldom!eats!here.!!
10.!Run!with!him!or!her.!!
!
Use!these!coordinating!and!correlative!conjunctions!in!your!own!sentences:!!
!
11.!Use!neither'.'.'.'nor:!!
!
!
12.!Use!but:'!
!
!
13.!Use!for:!!
!
!
14.!Use!or:'!
!
!
15.!Use!either'.'.'.'or:!!

38
!

!
Exercise*6!
!
Read! the! clues! below! to! fill! in! the! crossword! puzzle! with! the! correct! verb! in! present! tense! and!
write!a!sentence!with!each!one!of!them.!
! ! ! ! !
Across:!
! ! ! ! ! !
1.!This!word!means:!to!use!your!legs!to!make!your!
body!leave!the!ground.!!
! ! ! ! ! !
2.!You!must!do!this!to!learn.!!
! ! ! ! ! !
3.!This!action!is!fun!to!do.!You!do!it!at!parties!and!at!
night.!You!do!it!when!music!is!playing.!!
! ! ! ! ! !
! !
!
!
!
Down:!
! ! ! ! ! !
1.!You!do!this!to!move!and!to!get!exercise.!It!is!faster!than!a!walk.!!
! ! ! ! ! !
2.!This!action!is!fun!to!do.!You!use!your!mouth!and!tongue!to!make!pretty!sounds.!You!usually!do!
this!when!music.!!
! ! ! ! ! !
3.!This!is!fun.!You!normally!do!it!with!your!friends.!
! ! ! !
Sentences:!
!
1. ________________________________________________________.!
2. ________________________________________________________.!
3. ________________________________________________________.!
4. ________________________________________________________.!
5. ________________________________________________________.!
6. ________________________________________________________.!
!
!
!
!
!
!
!

39
Exercise 7

Choose the correct answer.

1. John introduced _________. 6. He told me only part of the story

A. him to she and that was ______.
B. him to his A. this
C. him to her B. it
D. her to he C. that
D. One
2. _________ have been good friends
since childhood. 7. Your teacher is sick today. ________ is
A. You, he and I why I have come here to give the lesson.
B. You, I and he A. It
C. I, you and he B. That
C. There
3. Tom! Can you see your pen and book
8. What I want to tell you is __________:
on the floor? __________.
The meeting is put off till next Tuesday.
A. Pick it up
A. this
B. Pick up them B. these
C. Pick them up C. it
D. Pick up it D. that

4. What time is it? ______five o'clock. 9. Those people have worked for a long
A. it's time. They are ______ tired and hungry,
B. Its but ______ of them would stop to take a
C. It's break.
D. It was A. all --- neither
B. all --- none
C. both --- none
5. She writes _______ from time to time.
D. both --- neither
A. him to letter
B. him a letter
10. A: Does she study French or German?
C. a letter him B: She studies ______ of them.
D. letter to him A. none
B. neither
C. all
D. either

40
41
42
43
44
Using different word types in
sentences
Sentences are made up of different types of words. Each type of word
has been given a different shape.

nouns verbs pronouns adjectives linking

words

How many sentences can you make with the words on page 2?

Here is an example:

Mrs Hill ate dinner

Entry 1 & 2 Worksheet bbc.co.uk/skillswise © BBC 2012

Page451 of 2
How many sentences can you make with the words below?

Each type of word has a different shape. The key is on page 1.

Mrs Hill curry dinner chips

cooked was burned ate

it she they her

nasty tasty hot cold

the and a but

Entry 1 & 2 Worksheet bbc.co.uk/skillswise © BBC 2012

Page462 of 2
Nouns and verbs odd-one-out
Which word is not a noun?

cat furry

rabbit dog Which word is not a verb?

feed operate

tooth growl

Make your own adjective odd-one-out.

Entry 1 & 2 Worksheet bbc.co.uk/skillswise © BBC 2012

47
48
49
WORD FORMATION WF 2

Put the correct form of the word in brackets into the blank .

1. The results were very strange! In fact, they were ___________________ ! (BELIEVE)
2. He has an unfortunate ___________________ to understand people’s feelings (ABLE)
3. Due to the clerk’s ______________________ we missed the train (STUBBORN)
4. What we saw was beyond all ______________________ (EXPECT)
5. She is a student of the ______________________ (HUMAN)
6. The book contains some great ______________________ (ILLUSTRATE)
7. Please give us details of your present ______________________ (OCCUPY)
8. What is the ______________________ of the Danube River (LONG)
9. The ______________________ of our agriculture is important if we want to produce more
food (MECHANIC)
10. Drug ______________________ is a problem causing great concern (ADDICT)
11. The ______________________ of the awards is scheduled for next Friday (PRESENT)
12. I have been sworn to ______________________ so I can’t say a word (SECRET)
13. After losing her job she was ______________________ for a month (EMPLOY)
14. Pushing into a queue is considered to be extremely ______________________ (POLITE)
15. The audience gave the violinist a round of ______________________ (APPLAUD)
16. He isn’t happy with his job because he feels he is ______________________ (PAY)
17. We have just been shown another example of ______________________ killing (SENSE)
18. My sister’s ______________________ makes hers social life difficult (SHY)
19. I’m not sure at all I really can’t say with ______________________ (CERTAIN)
20. My ______________________ is the history of Elizabethan England (SPECIAL)
21. The police were told by their ______________________ where to find the criminal (INFORM)
22. He received many medals for his acts of ______________________ during the war (HERO)
23. The ______________________ of the company is said to be dangerous to small firms
(EXPAND)
24. For all of us, Marilyn Monroe was the ______________________ of beauty (PERSON)
25. I can guarantee the ______________________ of our new product (RELY)
26. The government is encouraging heavy ______________________ (INVEST)
27. People who suffer from ______________________ should buy themselves a pet (LONELY)
28. George and I have been friends since ______________________ (CHILD)
29. Everybody is worried about the ______________________ of the rain forest (DESTROY)
30. Some MPs are calling for ______________________ without trial (DETAIN)
31. My grandfather was given a medal for ______________________ (BRAVE)
32. My father takes great ______________________ in his work (PROUD)
33. This bag contains all my photographic ______________________ (EQUIP)
34. ______________________ is probably the most useful form of energy (ELECTRIC)
35. John turned up on the wrong day because of a ______________________ (UNDERSTAND)
36. Jake had another ______________________ with his boss (AGREE)
37. The bank robbers were sentenced to twelve years of ______________________ (PRISON)
38. Mary suddenly felt sick, so we needed a ______________________ for her part in the play
(REPLACE)
39. Failure to apply in time may result in a ______________________ of benefits (LOSE)
40. Pat was accused of stealing some ______________________ documents (CONFIDENT)

50
51
52
53
54
55
Rw/L1.3

What is a suffix?

A suffix is a word ending - a group of letters you can add to the end of a root word*
eg walking, helpful

*A root word stands on its own as a word, but you can make new words from it by adding
beginnings (prefixes) and endings (suffixes).

For example, ‘comfort’ is a root word. By adding the suffix ‘able’ you can make new words
such as ‘comforting’ and ‘comfortable’.

Adding suffixes to words can change or add to their meaning. But they can also show how a word
will be used in a sentence and what part of speech the word belongs to (eg noun, verb, etc).

eg If you want to use the root word ‘talk’ in the sentence “I was (talk) to Samina”, then you must
add the suffix -ing so that the word ‘talk’ makes better sense grammatically:
“I was talking to Samina”.

There are various suffixes. The most common are probably -ed and -ing.

Suffix Example
-ed walk + ed = walked
Verb suffixes
-ing say + ing = saying
-ness happy + ness = happiness
-sion divide + sion = division
Noun suffixes -ment excite + ment = excitement
-tion educate + tion = education
-cian music + cian = musician
-al accident + al = accidental
-er tall + er = taller
-able accept + able = acceptable
Adjective suffixes
-ary imagine + ary = imaginary
-est large + est = largest
-ful help + ful + helpful
-ly love + ly = lovely
Adverb suffixes
-fully hope + fully = hopefully

NB: Adding a suffix to some root words will change the spelling of the new word. There are some
spelling rules to help you learn why and when this happens. For more about this, see the
factsheets on suffix spelling rules.

56 © BBC 2011
Ww/E3.1
Ww/E3.2

Prefixes and suffixes

Some words (root words) can have words or parts of words added to the beginning or end that
change their meaning.

If you add parts of words to the beginning of a word, it is called a prefix.

If you add parts of words to the end of a word, it is called a suffix.

un help ful
The children were unhelpful to their mother
prefix root word suffix

I ended up repainting the kitchen

re paint ing

prefix root word suffix

Knowing about these parts of words is useful for spelling because they help you break down
longer words into smaller parts and they also give you clues about their meanings.

Prefixes

Prefix Meaning
means not or the opposite of the rest of the word: eg uneaten means not
un-
eaten
dis- also means not: eg disagreed means not agreed
re- means again: eg redone means done again
pre- means before e.g. predate means to come before

Suffixes

Suffix Meaning
-s, -es means more than one (plural): eg one book but many books.
shows when something happened - in the present (ing) or past (ed) tense:
-ing or -ed
eg I am working there now or I worked there last week
means more or the most of something: eg that drink was colder (more cold )
-er, -est
or that was the coldest drink (the most cold)
shows there is a lot of something (hopeful - a lot of hope) or none of
-ful or -less
something (hopeless - no hope)

57 © BBC 2011
Rw/L1.3

Suffix spelling rules: double letters

When adding a suffix to a root word the spelling of both usually stays the same:
eg care + ful = careful

But there are several important groups of words in which the spelling of the root word changes
when you add a suffix.

Sometimes the spelling changes because of the Doubling rules.

As always, there are exceptions to these four rules, but they are a good starting guide:

1. For most short (one syllable) words that end in a single consonant (anything but ‘a’, ‘e’, ‘i’, ‘o’,
‘u’), double the last letter when adding a suffix:

eg run + ing = running

sun + y = sunny

If the word ends with more than one consonant, don't double the last letter:

eg pump + ed = pumped
sing + ing = singing

2. For most longer (more than one syllable) words that end in ‘l’, double the ‘l’ when adding the
suffix:

eg travel + ing = travelling

cancel + ed = cancelled

3. If you have a word ending in a consonant and a suffix starting with a consonant, you don’t need
to double the last letter of the word:

eg enrol + ment = enrolment

commit + ment = commitment

4. For most longer (more than one syllable) words that have the stress on the last syllable when
you say them and end with a single consonant (anything but 'a', 'e', 'i', 'o', 'u'), double the last
letter:
eg begin + er = beginner
prefer + ing = preferring

If the word has more than one syllable and ends with a single consonant, but the stress isn’t on
the last syllable, you don’t need to double the last letter before adding a suffix:
eg offer + ing = offering
benefit + ed = benefited

58 © BBC 2011
PREFIX' MEANING' Hyper#$ extreme&

Re#$ Again&or&back& In#$ the&converse&of&

Dis#$ Reverses&the&meaning&of&the& In#$ inside&

verb&
Inter#$ between&&
Over#$ Too&much&
Kilo#$ thousand&
Un#$ reverses&the&meaning&of&the&
verb& Mal#$ bad&

Mis#$ badly&or&wrongly& Mega#$ million&

Out#$ more&or&better&than&others& Mis#$ wrong&

Be#$ make&or&cause& Mini#$ small&

Co#$ together& Mono#$ one&

De#$ do&the&opposite&of&& Neo#$ new&&

Fore#$ earlier,&before& Out#$ separate&

Inter#$ between& Poly#$ many&

Pre#$ before& Pseudo#$ false&

Sub#$ under/below& Re#$ again&

Trans#$ across,&over& Semi#$ half&

Under.$ not&enough& Sub#$ below&

Anti#$ against& Super#$ more&than,&above&

Auto#$ self& Sur#$ over&and&above&

Bi#$ two& Tele#$ distant&

Co#$ joint& Tri#$ three&

Counter#$ against& Ultra#$ beyond&

Dis#$ the&converse&of& Under$ below,&too&little&

Ex#$ former& Vice#$ deputy&

59
Ww/L1.1

Building on root words

Build your own words adding prefixes and suffixes to the root words. How many words can you
make?

Remember that root words ending in ‘t’ lose the ‘t’ when a suffix beginning with ‘t’ is added.

prefixes root words suffixes

dis cover able

un correct ing

mis employ ed

under stand tion

re act ment

vdvv
60
ent© BBC 2011
Ww/L1.1
Rw/L1.3

Choosing suffixes for root words

In the table below, only one out of the three suffixes next to each root word is right for that word.

Choose the one you think is correct and write the new word in the space provided, as in
the example. Don’t forget the suffix spelling rules.

Root word Suffixes Correct word

origin al / ly / ary original

music sion / cian / tion

noise y / ly / ary

happy ness / less / ful

beauty ful / est / ly

like ed / er / ful

manage ment / ible / al

friend y / ly / ary

comfort able / ible / ly

love y / ary / ly

subtract sion / tion / cian

divide cian / sion / tion

61 © BBC 2011
Ww/L1.1
Rw/L1.3

Taking away the prefix to find the root word

Take away the prefix from each of the root words in the table. Write the root word in the space
provided, as in the example.

Prefix + root word Root word

untidy tidy

indecent

immature

misprint

underarm

reappear

transplant

intercity

unusual

immobile

inaccurate

unimportant

supermarket

antifreeze

prejudge

decrease

submerge

triangle

misspent

dissatisfy

62 © BBC 2011
Ww/L1.1
Rw/L1.3

Taking away the suffix to find the root word

Write the correctly spelled root word in the space provided, as in the example. Don’t forget the
suffix spelling rules.

Root word + suffix Root word

biggest big

friendship

quietly

sadness

hoping

secondary

employment

funny

professional

confusing

magician

decision

63 © BBC 2011
!

Quiz%Root%words

Level%A% !

!
Circle!the!right!answer!for!each!question.%
5) Which!ending!can!you!add!to!root!word!
1) These!words!all!have!the!same!root!
'help'!to!describe!an!action!in!the!past?!
word.!Which!is!the!root!word?!
A) ing!
A) takes!
B) ful!
B) taken!
C) ed!
C) mistaken!
D) less!
D) take!
6) Which!beginning!can!you!add!to!root!
2) These!words!all!have!the!same!root!
word!'do'!to!give!an!opposite!meaning?!
word.!Which!is!the!root!word?!
A) re!
A) test!
B) un!
B) testing!
C) pre!
C) tested!
Level%B%
!
1) These!words!all!have!the!same!root!
3) These!words!all!have!the!same!root!
word.!Which!is!the!root!word?!
word.!Which!is!the!root!word?!
A) baker!
A) trying!
B) baked!
B) try!
C) unbaked!
C) untried!
D) bake!
D) retried!
!
!
2) These!words!all!have!the!same!root!
4) These!words!all!have!the!same!root!
word.!Which!is!the!root!word?!
word.!Which!is!the!root!word?!
A) unkind!
A) careful!
B) kindly!
B) careless!
C) kind!
C) caring!
D) kindness!
D) care!
!
!
!
!
!
!

Entry 1 & 2 Quiz bbc.co.uk/skillswise © BBC 2012

Page641 of 3
!

3) These!words!all!have!the!same!root! 2) These!words!all!have!the!same!root!
word.!Which!is!the!root!word?! word.!Which!is!the!root!word?!

A) child! A) unreliable!
B) children! B) relying!
C) childish! C) reliance!
D) rely!
!
3) These!words!all!have!the!same!root!
4) These!words!all!have!the!same!root! word.!Which!is!the!root!word?!
word.!Which!is!the!root!word?!
A) allied!
A) reviewed! B) ally!
B) preview! C) alliance!
C) viewer!
D) view! !

5) Which!ending!can!you!add!to!root!word! 4) Which!ending!can!you!add!to!root!word!
'dish'!to!make!a!plural!noun?! 'post'!to!make!a!person?!

A) s! A) ing!
B) ed! B) al!
C) es! C) box!
D) ing! D) man!

! !

6) Which!ending!can!you!add!to!root!word! 5) Which!ending!can!you!add!to!root!word!
'bake'!to!make!the!name!of!a!place?! 'ox'!to!make!a!plural!noun?!

A) r! A) tail!
B) ry! B) en!
C) d! C) es!
D) ing! D) s!

Level%C% !

Circle!the!right!answer!for!each!question.! 6) Which!word!from!the!root!word!'like'!can!
be!used!to!describe!a!person?!
!
A) unlikely!
1) These!words!all!have!the!same!root! B) likeable!
word.!Which!is!the!root!word?! C) dislike!
D) liking!
A) acceptance!
B) accepting! !
C) accept!
D) acceptable!

Entry 1 & 2 Quiz bbc.co.uk/skillswise © BBC 2012

Page652 of 3
Cambridge Advanced Learner’s Dictionary, 2nd edition
1522

Word families: building possibilities...

Words often come in families. You can expand your vocabulary by becoming familiar
with these word families and this can also enable you to become a more fluent speaker
and writer of English. If you know all the possible words within a word family, you can
express yourself in a wider range of ways. For example, if you know the verb and the
noun forms related to the adjective boring, you can say:
• The lesson was boring.
• The lesson bored me.
• That lesson was such a bore.
An extra reason for paying attention to word families is that for some exams you
have to know them.

In the list below, the words printed in bold are words which are very common and
important to learn. The other words in the same row are words in the same family,
often formed with prefixes and suffixes. Sometimes they are just a different part of
speech (e.g. anger, which is a noun and a verb). All the words in this list have entries
in the dictionary except for some beginning with un-, im-, in- or ir-, or ending with
-ly or -ily, where the meaning is always regular. Sometimes words in a word family
can have meanings which are quite different from others in the group, so you should
always check in the dictionary if you are not sure of the meaning.
Nouns Adjectives Verbs Adverbs
ability, disability, inability able, unable, disabled enable, disable ably
acceptance acceptable, unacceptable, accepted accept acceptably,
unacceptably
accident accidental accidentally
accuracy, inaccuracy accurate, inaccurate accurately, inaccurately
accusation, the accused, accuser accusing accuse accusingly
achievement, achiever achievable achieve
act, action, inaction, interaction, acting act
reaction, transaction
activity, inactivity active, inactive, interactive, proactive activate actively
addition additional add additionally
admiration, admirer admirable admire admirably
advantage, disadvantage advantageous, disadvantaged advantageously
advertisement, advertiser, advertise
advertising
advice, adviser advisable, inadvisable, advisory advise
agreement, disagreement agreeable agree, disagree agreeably
aim aimless aim aimlessly
amazement amazed, amazing amaze amazingly
anger angry anger angrily
announcement, announcer unannounced announce unannounced
appearance, disappearance, appear, disappear, reappear
reappearance
applicant, application applicable, applied apply
appreciation appreciable, appreciative appreciate appreciatively
approval, disapproval approving, disapproving approve, disapprove approvingly
approximation approximate approximate approximately
argument arguable, argumentative argue arguably
arrangement arrange, rearrange
art, artist, artistry artistic artistically
shame ashamed, unashamed, shameful, shame shamefully, shamelessly
shameless
attachment attached, unattached, detachable, attach, detach
detached
attack, counter-attack, attacker attack, counter-attack
attention attentive, inattentive attend attentively
attraction, attractiveness attractive, unattractive attract attractively

© Cambridge University Press 2005

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Cambridge Advanced Learner’s Dictionary, 2nd edition
1523 W O R D FA M I L I E S

Nouns Adjectives Verbs Adverbs

authority, authorization authoritarian, authoritative, authorize
unauthorized
availability available, unavailable
avoidance avoidable, unavoidable avoid
awareness aware, unaware unawares
base, the basics, basis baseless, basic base basically
bearer bearable, unbearable bear
beat, beating unbeatable, unbeaten beat
beauty, beautician beautiful beautifully
beginner, beginning begin
behaviour/US behavior, behavioural/US behavioral behave, misbehave
misbehaviour/US misbehavior
belief, disbelief believable, unbelievable believe, disbelieve unbelievably
block, blockage blocked, unblocked block, unblock
blood, bleeding bloodless, bloody bleed
the boil, boiler boiling boil
bore, boredom bored, boring bore boringly
break, outbreak, breakage unbreakable, broken, unbroken break
breath, breather, breathing breathless breathe breathlessly
brother, brotherhood brotherly
build, builder, building build, rebuild
burn, burner burning, burnt burn
burial buried bury
calculation, calculator incalculable, calculated, calculating calculate
calm, calmness calm calm calmly
capability capable, incapable capably
care, carer careful, careless, caring, uncaring care carefully, carelessly
celebration, celebrity celebrated, celebratory celebrate
centre/US center, centralization, central, centralized centre/US center, centralize, centrally
decentralization decentralize
certainty, uncertainty certain, uncertain certainly, uncertainly
challenge, challenger challenging challenge
change changeable, interchangeable, change
unchanged, changing
character, characteristic, characteristic, uncharacteristic characterize characteristically
characterization
chemical, chemist, chemistry chemical chemically
circle, semicircle, circulation circular circle, circulate
cleaner, cleaning, cleanliness clean, unclean clean cleanly
clarity, clearance, clearing clear, unclear clear clear, clearly
close, closure closed, closing close
closeness close close, closely
clothes, clothing clothed, unclothed clothe
collection, collector collected, collective collect collectively
colour/US color, coloured/US colored, colour/US color colourfully/US colorfully
colouring/US coloring discoloured/US discolored,
colourful/US colorful,
colourless/US colorless
combination combined combine
comfort, discomfort comfortable, comfort comfortably
uncomfortable, comforting
commitment noncommittal, committed commit
communication, communicator communicative, uncommunicative communicate
comparison comparable, incomparable, compare comparatively
comparative
competition, competitor competitive, uncompetitive compete competitively
completion, incompleteness complete, incomplete complete completely, incompletely
complication complicated, uncomplicated complicate
computer, computing, computerize
computerization
concentration concentrated concentrate
concern concerned, unconcerned concern
conclusion concluding, conclusive, inconclusive conclude conclusively
condition, precondition, conditional, unconditional condition conditionally,
conditioner, conditioning unconditionally
confidence confident, confidential confide confidently, confidentially
confirmation confirmed, unconfirmed confirm
confusion confused, confusing confuse confusingly
connection connected, disconnected, connect, disconnect
unconnected
subconscious, unconscious, conscious, subconscious, consciously, unconsciously
consciousness, unconsciousness unconscious

© Cambridge University Press 2005

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W O R D FA M I L I E S 1524

Nouns Adjectives Verbs Adverbs

consequence consequent, inconsequential consequently
consideration considerable, considerate, consider, reconsider considerably,
inconsiderate, considered considerately
continent continental, intercontinental
continuation, continuity continual, continued, continuous continue, discontinue continually, continuously
contribution, contributor contributory contribute
control, controller controlling, uncontrollable control uncontrollably
convenience, inconvenience convenient, inconvenient inconvenience conveniently
convinced, convincing, unconvincing convince convincingly
cook, cooker, cookery, cooking cooked, uncooked cook
cool, coolness cool cool coolly
correction, correctness correct, incorrect, corrective correct correctly, incorrectly
count, recount countable, uncountable, countless count, recount
cover, coverage, covering undercover, uncovered cover, uncover undercover
creation, creativity, creator creative, uncreative create, recreate creatively
crime, criminal, criminologist criminal, incriminating incriminate criminally
critic, criticism critical, uncritical criticize critically
crowd, overcrowding crowded, overcrowded crowd
cruelty cruel cruelly
cry, outcry crying cry
culture, subculture cultural, cultured culturally
cure cured, incurable cure
custom, customer, customs customary accustom customarily
cut, cutting cutting cut, undercut
damage, damages damaging, undamaged damage
danger endangered, dangerous endanger dangerously
dare, daring daring dare daringly
dark, darkness dark, darkened, darkening darken darkly
date dated, outdated date, predate
day, midday daily daily
dead, death dead, deadly, deathly deaden deadly, deathly
deal, dealer, dealings deal
deceit, deceiver, deception deceitful, deceptive deceive deceptively
decision, indecision decided, undecided, decisive, decide decidedly, decisively,
indecisive indecisively
decoration, decorator decorative decorate decoratively
deep, depth deep, deepening deepen deeply
defeat, defeatism, defeatist undefeated, defeatist defeat
defence/US defense, defenceless/US defenseless, defend defensively
defendant, defender indefensible, defensive
definition definite, indefinite define definitely, indefinitely
demand, demands demanding, undemanding demand
democracy, democrat democratic, undemocratic democratically
demonstration, demonstrator demonstrable, demonstrative demonstrate demonstrably
denial undeniable deny undeniably
dependant, dependence, dependable, dependent, depend dependably,
independence, dependency independent independently
description describable, indescribable, describe descriptively
nondescript, descriptive
desire desirable, undesirable, desired, desire
undesired
destroyer, destruction indestructible, destructive destroy destructively
determination, determiner determined, predetermined, determine determinedly
indeterminate
developer, development, developed, undeveloped, developing develop, redevelop
redevelopment
difference, indifference, different, indifferent differ, differentiate differently
differentiation
directness, direction, direct, indirect direct, redirect directly, indirectly
directions, director
disagreement disagreeable disagree disagreeably
disappointment disappointed, disappointing disappoint disappointingly
disaster disastrous disastrously
disciplinarian, discipline disciplinary, disciplined, undisciplined discipline
discoverer, discovery discover
distance distant distance distantly
disturbance disturbed, undisturbed, disturbing disturb disturbingly
divide, division, subdivision divided, undivided, divisible, divisive divide, subdivide
divorce, divorcee divorced divorce
do, doing done, overdone, undone do, outdo, overdo, redo, undo
doubt, doubter undoubted, doubtful, doubtless doubt undoubtedly, doubtfully
dream, dreamer dream, dreamless, dreamy dream dreamily

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Nouns Adjectives Verbs Adverbs

dress, dresser, dressing dressed, undressed, dressy dress, redress, undress dressily
drink, drinker, drinking, drunk, drunk, drunken drink drunkenly
drunkenness
drive, driver, driving driving drive
due, dues due, undue due, duly, unduly
earner, earnings earn
earth earthy, earthly, unearthly unearth
ease, unease, easiness easy, uneasy ease easily, uneasily, easy
east, easterner east, easterly, eastern east, eastward(s)
economics, economist, economy economic, economical, economize economically
uneconomic(al)
education educated, uneducated, educational educate educationally
effect, effectiveness, ineffectiveness effective, ineffective, ineffectual effect effectively, ineffectively
effort effortless effortlessly
election, re-election, elector, unelected, electoral elect, re-elect
electorate
electrician, electricity electric, electrical electrify electrically
electronics electronic electronically
embarrassment embarrassed, embarrassing embarrass embarrassingly
emotion emotional, emotive emotionally
emphasis emphatic emphasize emphatically
employee, employer, employment, unemployed employ
unemployment
encouragement, discouragement encouraged, encouraging, encourage, discourage encouragingly
discouraging
end, ending unending, endless end endlessly
energy energetic energize energetically
enjoyment enjoyable enjoy enjoyably
enormity enormous enormously
entrance, entrant, entry enter
entertainer, entertainment entertaining entertain entertainingly
enthusiasm, enthusiast enthusiastic, unenthusiastic enthuse enthusiastically,
unenthusiastically
environment, environmentalist environmental environmentally
equality, inequality equal, unequal equalize equally, unequally
escape, escapism escaped, inescapable escape inescapably
essence, essentials essential essentially
estimate, estimation estimated estimate, overestimate,
underestimate
event, non-event eventful, uneventful, eventual eventfully, eventually
exam, examination, cross-examination, examine, cross-examine
examiner
excellence excellent excel excellently
excitement excitable, excited, exciting, excite excitedly, excitingly
unexciting
excuse excusable, inexcusable excuse inexcusably
existence non-existent, existing, pre-existing exist, coexist
expectancy, expectation expectant, unexpected expect expectantly, unexpectedly
expenditure, expense, expenses expensive, inexpensive expend expensively, inexpensively
experience, inexperience experienced, inexperienced experience
experiment experimental experiment experimentally
expert, expertise expert, inexpert expertly
explaining, explanation unexplained, explanatory, explicable, explain inexplicably
inexplicable
explosion, explosive exploding, explosive explode explosively
exploration, explorer exploratory explore
expression expressive express expressively
extreme, extremism, extremist, extreme, extremist extremely
extremity
fact factual factually
fail, failure unfailing fail unfailingly
fairness fair, unfair fairly, unfairly
faith, faithfulness faithful, unfaithful faithfully
familiarity, family familiar, unfamiliar familiarize familiarly
fame famed, famous, infamous famously, infamously
fashion fashionable, unfashionable fashion fashionably,
unfashionably
fat fat, fattening, fatty fatten
fastener fasten, unfasten
fault faultless, faulty fault faultlessly
fear fearful, fearless, fearsome fear fearfully, fearlessly
feel, feeling, feelings unfeeling feel

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W O R D FA M I L I E S 1526

Nouns Adjectives Verbs Adverbs

fiction, nonfiction fictional
fill, refill, filling filling fill, refill
final, semifinal, finalist final finalize finally
finish finished, unfinished finish
firmness, infirmity firm, infirm firmly
fish, fishing fishy fish fishily
fit, fittings fitted, fitting fit fittingly
fix, fixation, fixture fixed, transfixed, unfixed fix
flat flat flatten flat, flatly
flower flowered/flowery, flowering flower
fold, folder folded, folding fold, unfold
follower, following following follow
force forceful, forcible force forcefully, forcibly
forest, deforestation, forestry forested
forgetfulness forgetful, unforgettable forget forgetfully
forgiveness forgiving, unforgiving forgive
form, formation, transformation, reformed form, reform, transform
reformer, transformer
formality formal, informal formalize formally, informally
fortune fortunate, unfortunate fortunately,
unfortunately
freebie, freedom free free free, freely
freeze, freezer, freezing freezing, frozen freeze
frequency, infrequency frequent, infrequent frequent frequently, infrequently
freshness, refreshments fresh, refreshing freshen, refresh freshly, refreshingly
friend, friendliness friendly, unfriendly befriend
fright frightened, frightening, frightful frighten frighteningly, frightfully
fruit, fruition fruitful, fruitless, fruity fruitfully, fruitlessly
fund, refund, funding funded fund, refund
furnishings, furniture furnished, unfurnished furnish
garden, gardener, gardening garden
generalization general generalize generally
generosity generous generously
gentleness gentle gently
gladness glad gladden gladly
glass, glasses glassy
good, goodies, goodness, goods good
government, governor governmental, governing govern governmentally
gratitude, ingratitude grateful, ungrateful gratefully
greatness great greatly
green, greenery, greens green
ground, underground, grounding, groundless, underground ground underground
grounds
grower, growth, undergrowth growing, grown, overgrown grow, outgrow
guilt, guiltiness guilty guiltily
habit habitual habitually
hair, hairiness hairless, hairy
hand, handful underhand, handy hand
handle, handler, handling handle
hanger hanging hang, overhang
happiness, unhappiness happy, unhappy happily, unhappily
hardship hard harden hard, hardly
harm, harmfulness unharmed, harmful, harmless harm harmlessly
head, heading, overheads overhead, heady head, behead overhead
health healthy, unhealthy healthily, unhealthily
hearing unheard, unheard of hear, overhear
heart heartened, heartening, heartless, heartily, heartlessly
hearty
heat, heater, heating heated, unheated heat, overheat heatedly
height, heights heightened heighten
help, helper, helpfulness, helping helpful, unhelpful, helpless help helpfully, helplessly
highness high high, highly
historian, history historic, prehistoric, historical historically
hold, holder, holding hold
home homeless, homely home home
honesty, dishonesty honest, dishonest honestly, dishonestly
hope, hopefulness, hopelessness hopeful, hopeless hope hopefully, hopelessly
human, humanism, humanity, human, inhuman, superhuman, humanly, humanely inhumanity
humane
hunger hungry hungrily
hurry hurried, unhurried hurry hurriedly
hurt unhurt, hurtful hurt hurtfully

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1527 W O R D FA M I L I E S

Nouns Adjectives Verbs Adverbs

ice, icicle, icing icy ice icily
identification, identity identifiable, unidentified identify
imagination imaginable, unimaginable, imaginary, imagine unimaginably,
imaginative imaginatively
importance important, unimportant importantly
impression impressionable, impressive impress impressively
improvement improved improve
increase increased increase increasingly
credibility, incredulity incredible, credible, incredulous incredibly, incredulously
independence, independent independent independently
industrialist, industrialization, industry industrial, industrialized, industrious industrially, industriously
infection, disinfectant infectious infect, disinfect infectiously
inflation inflatable, inflated, inflationary inflate, deflate
informant, information, informer informative, uninformative, informed, inform, misinform
uninformed
injury injured, uninjured injure
innocence innocent innocently
insistence insistent insist insistently
instance, instant instant, instantaneous instantly, instantaneously
instruction, instructor instructive instruct instructively
intelligence intelligent, unintelligent, intelligible, intelligently
unintelligible
intent, intention intended, unintended, intentional, intend intentionally,
unintentional unintentionally
interest interested, disinterested, interest interestingly
uninterested, interesting
interruption uninterrupted interrupt
interview, interviewee interview
introduction introductory introduce
invention, inventiveness, inventor inventive invent, reinvent inventively
invitation, invite uninvited, inviting invite invitingly
involvement involved, uninvolved involve
item itemized itemize
joke, joker joke jokingly
journal, journalism, journalist journalistic
judge, judg(e)ment judgmental judge
juice, juices juicy
keenness keen keenly
keep, keeper, keeping kept keep
kill, overkill, killer, killing kill
kindness, unkindness kind, unkind kindly, unkindly
knowledge knowing, knowledgeable, known, know knowingly, unknowingly,
unknown knowledgeably
enlargement large enlarge largely
laugh, laughter laughable laugh laughably
law, lawyer, outlaw lawful, unlawful outlaw lawfully, unlawfully
laziness lazy lazily
lead, leader, leadership lead, leading lead
learner, learning learned, unlearned learn
legality, illegality, legalization legal, illegal legalize legally, illegally
length lengthy, lengthening lengthen lengthily
liar, lie lying lie
life lifeless, lifelike, lifelong lifelessly
light, lighter, lighting, lightness light light, lighten lightly
dislike, liking likeable like, dislike
likelihood likely, unlikely likely
limit, limitation, limitations limited, unlimited limit
literature, literacy literary, literate, illiterate
liveliness, living live, lively, living live, outlive, relive live
local, location, relocation local dislocate, relocate locally
loser, loss lost lose
loud aloud, loud/loudly
love, lover lovable, unlovable, loveless, lovely, love lovingly
loving
low low, lower, lowly lower low
luck lucky, unlucky luckily, unluckily
machine, machinery, mechanic, mechanical, mechanized mechanically
mechanics, mechanism, machinist
magic, magician magic, magical magically
make, remake, maker, making unmade make, remake
man, manhood, mankind, manliness, manly, manned, unmanned, man mannishly, manfully
mannishness mannish

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W O R D FA M I L I E S 1528

Nouns Adjectives Verbs Adverbs

management, manager, manageress manageable, unmanageable, manage
managerial
mark, marker, markings marked, unmarked mark markedly
market, marketing, marketability, marketable market
marketer, marketeer
marriage married, unmarried, marriageable marry, remarry
match, mismatch matching, unmatched, matchless match matchlessly
material, materialism, materialist, material, immaterial, materialistic materialize materially
materials, materialization
meaning, meaningfulness meaningful, meaningless mean meaningfully,
meaninglessly
measure, measurement measurable, immeasurable, measured measure immeasurably
medical, medication, medicine medical, medicated, medicinal, medically
medicinally
memorial, memory memorable memorize memorably
mentality mental mentally
method, methodology methodical, methodological methodically
militancy, militant, the military, militia, military, militant, militaristic, militantly, militarily
militarist, militarism demilitarized
mind, minder, reminder, mindlessness mindless, mindful mind, remind mindlessly
minimum, minimization minimal, minimum, minimalist minimize minimally
miss missing miss
mistake mistaken, unmistakable mistake unmistakably, mistakenly
mix, mixer, mixture mixed mix
modernity, modernization modern, modernistic modernize
moment momentary, momentous momentarily
mood, moodiness moody moodily
moral, morals, morality, immorality moral, amoral, immoral, moralistic moralize morally
mother, motherhood motherly mother
move, movement, removal, remover, movable, unmoved, moving move, remove movingly
mover
murder, murderer murderous murder murderously
music, musical, musician, musical, unmusical musically
musicianship, musicality,
musicologist, musicology
name named, unnamed, nameless name, rename namely
nation, national, multinational, national, international, nationalize nationally, internationally
nationalism, nationalist, nationality, multinational, nationalistic
nationalization
nature, naturalist, naturalization, natural, supernatural, naturalize naturally, unnaturally
naturalness the supernatural, unnatural, naturalistic
naturist, naturism
necessity necessary, unnecessary necessitate necessarily, unnecessarily
need, needs needless, needy, needed need needlessly
nerve, nerves, nervousness nervous, nervy, nerveless, unnerving unnerve nervously, nervelessly,
unnervingly
news, renewal, newness new, renewable, renewed renew newly, anew
night, midnight overnight, nightly, nights
noise, noisiness noisy, noiseless noisily
normality/US normalcy, abnormality, normal, abnormal normalize normally, abnormally
norm
north, northerner north, northerly, northern, north, northward(s),
northward(s), northbound northbound
notice noticeable, unnoticed notice noticeably
number, numeral innumerable, numerical, numerous, number, outnumber, enumerate
numbered, numerate
nurse, nursery, nursing nurse
obedience, disobedience obedient, disobedient obey, disobey obediently, disobediently
occasion occasional occasionally
offence/US offense, offender, offensive, inoffensive offend offensively
offensive
office, officer, official, officialdom official, unofficial officiate officially, unofficially
the open, opener, opening, openness open, opening open openly
operation, cooperation, operative, operational, operative, cooperative, operate, cooperate operationally
cooperative, operator operable
opposition, opposite opposed, opposing, opposite oppose opposite
option optional opt optionally
order, disorder disordered, orderly, disorderly, ordered order
organization, disorganization, organizational, organized, disorganized organize, disorganize,
reorganization, organizer reorganize
origin, original, originality, originator original, unoriginal originate originally
owner, ownership own, disown

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Nouns Adjectives Verbs Adverbs

pack, package, packaging, packet, packed pack, unpack, package
packing, packer
pain pained, painful, painless pain painfully, painlessly
paint, painter, painting paint
part, counterpart, parting, partition partial, parting, impartial part, partition, depart, impart part, partially, partly
pass, overpass, underpass, passage, passing, passable pass
passing
patience, impatience, patient patient, impatient patiently, impatiently
pay, payment, repayment, payee, unpaid, underpaid pay, repay
payer, payoff, payback, payout
peace peaceful pacify peacefully
perfection, imperfection, perfectionist, perfect, imperfect perfect perfectly
perfectionism
performance, performer perform
permission, permit, permissiveness permissible, impermissible, permissive permit
person, personality personal, impersonal, personalized, personalize, personify personally
personable
persuasion, persuasiveness persuasive persuade, dissuade persuasively
photo, photograph, photographer, photogenic, photographic photograph
photography
picture pictorial, picturesque picture
place, placement, displacement, misplaced place, displace, replace
replacement
plan, planner, planning unplanned plan
plant, transplant, plantation, planter plant, transplant
play, interplay, replay, player, playful, playable play, outplay, replay, downplay, playfully
playfulness, playback, playoff underplay
pleasantry, pleasure, displeasure pleasant, unpleasant, pleased, please, displease pleasantly, unpleasantly
displeased, pleasing, pleasurable
poem, poet, poetry poetic poetically
point, pointer, pointlessness pointed, pointless, pointy point pointlessly, pointedly
politeness polite, impolite politely, impolitely
politician, politics, politicking political, politicized politicize politically
popularity, unpopularity, popular, unpopular popularize popularly
popularization
population populated, unpopulated, populous populate
possibility, impossibility, possible, impossible possibly, impossibly
the impossible
post, postage postal post
power, superpower, powerlessness powerful, overpowering, powerless power, empower, overpower powerfully
practical, practicalities, practicality, practicable, practical, impractical practically
practicability
practice, practitioner practised/US practiced, practising/ practise/US practice
US practicing
precision precise, imprecise precisely
preference preferable, preferential, preferred prefer preferably
preparation, preparations, prepared, unprepared, preparatory prepare
preparedness
presence, present, presentation, present, presentable present, represent presently
presenter
press, pressure pressed, pressing, pressurized press, pressure/pressurize, depress, repress
prevention preventable, preventive/preventative prevent
price overpriced, priceless, pricey/pricy price
print, printer, printing printed, printable print
prison, prisoner, imprisonment imprison
privacy, private, privatization private privatize privately
probability probable, improbable probably, improbably
process, processing, procession, processed, processional process
processor
produce, producer, product, productive, counterproductive, produce, reproduce unproductive,
productively
production, reproduction, reproductive, unproductive
productivity
profession, professional, professional, unprofessional professionally
professionalism
profit, profitability, profiteer, profitable, unprofitable profit profitably
profiteering
progress, progression progressive progress progressively
proof proven, unproven prove, disprove, proof
protection, protector, protectionism, protected, unprotected, protective, protect
protectorate protectionist, protectively
provider, provision, provisions provisional provide provisionally

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W O R D FA M I L I E S 1530

Nouns Adjectives Verbs Adverbs

public, publication, publicist, publicity public publicize publicly
publisher, publishing published, unpublished publish
punishment punishable, punishing punish punishingly
purification, purist, purity, impurity, pure, impure purify purely
purifier
purpose, purposelessness purposeful, purposeless purposefully, purposely,
purposelessly
push, pusher, pushiness pushed, pushy push
qualification, disqualification, qualified, unqualified qualify, disqualify
qualifier
quarter, quarters quarterly quarter quarterly
question, questioning, questioner, questionable, unquestionable question unquestionably
questionnaire
quiet, disquiet quiet quieten/quiet quietly
race, racism, racist racial, multiracial, racist race racially
rarity rare, rarefied, rarified rarely
rate, rating, ratings overrated, underrated rate, underrate
reaction, reactor, reactant reactionary react, overreact
read, reader, readership, reading readable, unreadable read
readiness ready readily
realism, realist, reality, unreality, real, unreal, realistic, unrealistic, realize real, really, realistically
realization realisable
reason, reasoning, reasonableness reasonable, unreasonable, reasoned reason reasonably, unreasonably
receipt, receipts, receiver, reception, receptive, reciprocal, received receive reciprocally
recipient, reciprocity
recognition recognizable, unrecognizable, recognize recognizably
recognized
record, recorder, recording recorded, unrecorded record
referee, reference, referral refer, referee
reflection, reflector reflective reflect reflectively
regret regrettable, regretful regret regrettably, regretfully
regular, regularity, irregularity regular, irregular regulate regularly, irregularly
relation, relations, relationship, related, unrelated, relative relate relatively
relative
relaxation relaxed, relaxing relax
reliability, reliance reliable, unreliable, reliant rely reliably
religion religious, irreligious religiously
the remainder, remains remaining remain
remark remarkable, unremarkable remark remarkably
repair, disrepair irreparable repair irreparably
repeat, repetition repeated, repetitive/repetitious repeat repeatedly, repetitively
report, reporter unreported report reportedly
representation, representative representative, unrepresentative represent
reputation, disrepute reputable, disreputable, reputed reputedly, reputably
respect, disrespect, respectability, respectable, respected, respectful, respect respectably, respectfully,
respecter, respects disrespectful, respective disrespectfully,
respectively, irrespective
respondent, response, responsiveness responsive, unresponsive respond responsively
responsibility, irresponsibility responsible, irresponsible responsibly, irresponsibly
rest, unrest, restlessness restless, rested, restful rest restlessly
retiree, retirement retired, retiring retire
reward rewarding, unrewarding reward
riches, richness, enrichment, the rich rich enrich richly
ride, rider, riding overriding, riderless ride, override
right, rightness, rights, righteousness, right, righteous, rightful, rightist right right, rightly, rightfully
rightist
roll, roller roll, unroll
romance, romantic, romanticism romantic, unromantic, romanticized romance, romanticize romantically
rough, roughage, roughness rough rough, roughen rough, roughly
round, rounders, roundness round, rounded round round, roundly
royal, royalist, royalty royal, royalist royally
rudeness rude rudely
rule, ruler, ruling, unruliness ruling, unruly rule, overrule
run, rerun, runner, running, rundown running, runny run, outrun, overrun
sadness sad, saddened sadden sadly
safe, safety safe, unsafe safely
satisfaction, dissatisfaction satisfactory, unsatisfactory, satisfy satisfactorily,
satisfied, dissatisfied, unsatisfied, unsatisfactorily
satisfying
save, saver, saving, savings, saviour/ save
US savior
scare scared, scary scare

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1531 W O R D FA M I L I E S

Nouns Adjectives Verbs Adverbs

school, pre-school, schooling pre-school, scholastic school scholastically
science, scientist scientific, unscientific scientifically
score, scorer scoreless score, outscore, underscore
search, research, researcher searching, searchable search, research searchingly
seat, seating seated seat, unseat
secrecy, secret, secretiveness secret, secretive secretly, secretively
sense, nonsense, sensibility, sensitivity, sensible, senseless, sensitive, sense, sensitize, desensitize sensibly, sensitively,
insensitivity, sensitiveness, sensor insensitive, nonsensical, sensory insensitively, senselessly
separation, separatism, separatist separable, inseparable, separate separate inseparably, separately
seriousness serious seriously
servant, serve, server, service, serviceable, servile serve, service
disservice, services, serving, servitude,
servicing
sex, sexism, sexuality sexist, sexual, bisexual, sexy, asexual sexually, sexily
shadow, shade shadowy shadow, overshadow
shake, shakiness, shaker shaky shake shakily
shape, shapeliness, shapelessness shapeless, shapely, shaped shape shapelessly
(pencil) sharpener, sharpness sharp sharpen sharp, sharply, sharpish
shine, shininess shiny shine, outshine
shock, shocker shocked, shocking, shockable shock shockingly
shop, shopper, shopping shop
short, shortage, shortness, shorts short, shortish shorten short, shortly
shyness shy shy shyly
sick, sickness sick, sickening, sickly sicken sickeningly
sight, insight, oversight, sighting sighted, unsightly sight
sign, signal, signatory, signature, signed, unsigned sign, signal
signing
significance, insignificance, significant, insignificant signify significantly,
signification insignificantly
silence, silencer silent silence silently
similarity similar, dissimilar similarly
simplicity, simplification simple, simplistic simplify simply
singer, singing unsung sing
single, singles single, singular single singly
skill skilful/US skillful, skilled, unskilled skilfully/US skillfully
sleep, sleeper, sleepiness, sleeplessness asleep, sleepless, sleepy, sleeping sleep sleepily
slight slight, slighted, slightest slight slightly
slip, slipper slippery slip
smoke, smoker, non-smoker, smoking smoked, smoking, non-smoking, smoky, smoke
smokeless
smoothness, smoothie smooth smooth smoothly
society, sociologist, sociology, sociable, unsociable, social, socialize socially, sociologically
socialism, socialist, socialite anti-social, unsocial, sociological
softness, softy, softener soft soften softly
solid, solidarity, solidity, solids solid solidify solidly
solution, solvent, solubility, solvency soluble, insoluble, unsolved, solvent, solve
solvable
south, southerner south, southerly, southern, southbound, south, southward(s),
southward, southernmost southbound
speaker, speech unspeakable, speechless, outspoken, speak unspeakably
unspoken
special, specialist, speciality/US special, specialized specialize specially
specialty, specialization, specialism
speed, speeding, speediness speedy speed speedily
spelling, speller spell, misspell
spoils spoilt/spoiled, unspoiled/unspoilt spoil
sport sporting, sporty, unsporting sport
spot spotted, spotless, spotty spot spotlessly
stand, standing, standoff, standstill standing, outstanding stand, withstand outstandingly
standard, standardization standard, substandard standardize
start, starter, non-starter start, restart
statement, understatement understated state, overstate
steam, steamer steamy, steaming steam
steepness steep steepen steeply
sticker, stickiness sticky, stuck, unstuck stick
stiffness stiff stiffen stiff, stiffly
stone stoned, stony stone
stop, stoppage, stopper non-stop stop non-stop
storm stormy storm
straight straight straighten straight
stranger, strangeness strange, estranged strangely
strength strong strengthen strongly

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Nouns Adjectives Verbs Adverbs

stress, distress stressed, stressful, distressing stress distressingly
strike, striker striking, strikebound strike strikingly
structure, restructuring, structuralism, structural, structuralist structure, restructure structurally
structuralist
student, study, studies, studiousness studious, studied study studiously
stupidity stupid stupidly
style, stylist, stylishness stylish, stylistic style stylishly, stylistically
substance substantial, insubstantial, substantive substantiate substantially
success, succession, successor successful, unsuccessful, successive succeed successfully,
unsuccessfully
suddenness sudden suddenly
sufferer, suffering, sufferance insufferable suffer insufferably
suggestion suggestive, suggestible suggest suggestively
summer, midsummer summery
supplier, supplies, supply supply
support, supporter, supportiveness supportive, supporting support supportively
supposition supposed suppose, presuppose supposedly
surface surface surface, resurface
surprise surprised, surprising surprise surprisingly
surroundings, surrounds surrounding surround
survival, survivor surviving, survivable survive
suspect, suspicion suspect, suspected, unsuspecting, suspect suspiciously
suspicious
swearing sworn swear
sweet, sweetener, sweetness, sweety sweet sweeten sweetly
swim, swimmer, swimming swim swimmingly
symbol, symbolism, symbolist symbolic, symbolist symbolize symbolically
sympathy, sympathizer, sympathies sympathetic, unsympathetic sympathize sympathetically
system, systematization systematic systematize systematically
takings, undertaking, taker taken take, overtake, undertake
talk, talks talkative talk
taste, distaste, taster tasteful, distasteful, tasteless, tasty taste tastefully, distastefully,
tastelessly
tax, taxation taxable, taxing tax
teacher, teaching, teachings taught teach
tear, tearfulness tearful tearfully
technicalities, technicality, technician, technical technically
technique
technology, technologist technological technologically
thanks, thankfulness thankful, thankless thank thankfully
theorist, theory, theorem theoretical theorize theoretically
thick, thickness, thickener thick thicken thickly
thinness, thinner thin thin thinly
think, rethink, thinker, thinking unthinkable think, rethink
thirst thirsty thirstily
thought, thoughtfulness, thoughtful, thoughtless thoughtfully,
thoughtlessness thoughtlessly
threat threatening threaten threateningly
tie tie, untie
tightness tight tighten tight, tightly
time, overtime, timer, timing timeless, timely, untimely time
tiredness tired, tireless, tiresome, tiring tire tirelessly, tiredly,
tiresomely
title, subtitles, surtitle, titles titled entitle
top, topping top, topless, topmost top
touch touched, untouched, touching, touchy touch touchingly, touchily
tough toughen toughly
trade, trader, trading trade
tradition, traditionalist, traditionalism traditional traditionally
trainee, trainer, training, retraining untrained train
transport, transportation, transporter transport
treat, treatment, mistreatment, untreated treat, mistreat, maltreat
maltreatment
trick, trickery tricky trick
trouble troubled, troublesome, troubling trouble troublingly
trust, distrust, mistrust, trustee, trusting, trustworthy trust, distrust, mistrust, entrust trustfully
trusteeship
truth, untruth, truthfulness true, untrue, truthful truly, truthfully
try, trier trying, untried try
turn, upturn, turning, turnout, upturned turn, overturn
turnaround, turnover
twist, twister twisted, twisty twist

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Nouns Adjectives Verbs Adverbs

type, typing, typist typical typify typically
understanding, misunderstanding understandable, understanding, understand, misunderstand understandably
misunderstood
upset upset, upsetting upset
urgency, urge, urging urgent urgently
usage, use, disuse, misuse, usefulness, reusable, used, disused, unused, use, misuse, reuse usefully
user useful, useless
valuables, value, values, valuer, valuable, invaluable, undervalued, value, devalue, evaluate
valuation valueless
variable, variance, variant, variety, variable, varied, various vary invariably, variously
variation
vegetable, vegetarian vegetarian
view, overview, preview, review, viewer view, preview, review
violence violent, non-violent violate violently
visit, visitor, visitation visit, revisit
vote, voter, voting vote
want, wants wanted, unwanted want
war, warfare, warrior postwar, warring, warlike
warmth warm warm warmly
wash, washer, washing, washout washable, unwashed, awash wash
wastage, waste, waster waste, wasteful waste wastefully
watch, watchfulness watchful watch
water, waters underwater, waterproof, watery water underwater
way, subway wayward midway
weakling, weakness weak weaken weakly
wear, underwear wearing, worn, wearable wear
week, midweek weekly, midweek weekly, midweek
weight, weights, weighting overweight, underweight, weighted, weigh, outweigh weightlessly
weighty, weightless
welcome welcome, unwelcome, welcoming welcome
west, western, westerner, westerly, western, westernized, westernize west, westward(s),
westernization westbound, westernmost westbound
white, whiteness, whitening, whites white, whitish whiten
whole whole, wholesome, unwholesome wholly
width wide widen wide, widely
wild, wildness wild wildly
willingness, unwillingness willing, unwilling willingly, unwillingly
win, winner, winnings winning win
winter, midwinter wintry
wire, wireless, wiring wiry wire
woman, womanhood womanly womanize
wonder wonderful wonder wonderfully
wood wooded, wooden, woody woodenly
wool, woollens, woolliness woollen/US woolen, woolly/US
wooly
word, wording wordy, worded, wordless word, reword
work, workaholic, worker, workings, workable, unworkable, overworked, work, rework
workout working
world, underworld world, worldly, unworldly, worldwide worldwide
worry, worrier worried, unworried, worrying, worry worryingly
worriedly, worrisome
worth, worthlessness worth, worthless, worthwhile, worthy, worthily
unworthy
writer, writing, writings written, unwritten write, rewrite
wrong, wrongdoer wrong, wrongful wrong wrong, wrongly,
wrongfully
year yearly yearly
young, youngster, youth young, youthful youthfully

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Exercise 1

In the chart below are some words from the texts in 2. Match each word with both its literal
and its metaphorical meaning.

Words Literal meanings Metaphorical meanings

path a place in a desert where there is a person or place that attracts many
water and plants grow other people or things because it is so
interesting
diet the particular taste of a food or
drink the particular quality of something that
makes what it is
flavour a track that people walk along,
sometimes covered with concrete, too much of something which you
etc. think is boring or unpleasant
oasis
a piece of iron or steel which a set of actions, which lead to a
attracts other metal object towards particular goal
magnet it
a pleasant, peaceful place surrounded
the kind of food and drink that by something unpleasant or noisy
somebody eats regularly

Exercise 2

Complete these definitions by underlining the most suitable word.

a) If you have time to spare, you have more / less time than you need.
b) If you waste time, you use more / less than you should, in a way that is not helpful.
c) If you make time, you find enough / a lot time to do something, even though you are
very busy.
d) If you invest time in something, you use a a lot / a small amount of time in order to
make it successful.
e) If you run out of time, you have none left / a few minutes left.
f) If you are short of time, you need more / less time and there is not enough / too much
time.
g) e sa ere’s o e o ose’ e ea a o s o so e g be a se
there is very little / a lot of time.

78
Exercise 3

Do you know how use MAKE and DO correctly? With the words below to help you, decide
whether to use MAKE or DO to describe the pictures.
DO your best and try not to MAKE a mistake.

progress housework joke choice washing-up speech shopping

trouble friends cake film homework effort business faces
gardening

79
Exercise(4(
What’s!the!opposite!of!the!following?!!
1. dead!
2. true!
3. same!
4. animate!
5. imperfect!
!
!
How!are!they!called?!A!_____________!
!
!
!
Exercise(5!
!
e.g.!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!BIG!/!SMALL!
huge!/!very!big!/!BIG!/!quite!big!/!mediumLsized!/!quite!small!/!SMALL!/!tiny!
!
Add!the!rest!of!the!scale,!as!in!the!example.!
!
!
1. HOT!/!COLD!(water)!
!
___________________________________________________________________!
!
2.!LOVE!/!HATE!
!
___________________________________________________________________!
!
3.L!INTERESTING!/!BORING!(a!film)!
!
___________________________________________________________________!
!
!
4.!GOOD!/!BAD!(a!book)!
!
___________________________________________________________________!
!
!
(
(
(
(
(

80
Exercise(6(

!
!

81
!
Exercise(7!

!
!
!
!
(
(

82
Exercise(8!

!
!

83
!

84
(
Exercise(9!
!

!
!
!
!
!
!
!

85
PHRASAL VERBS PV005

Fill in the correct form of one of the phrasal verbs from the box!

get along give away step down

make up ring back find out
cut off carry out take over
fall over give up hold up
go off make out sort out

1. I have all the information that you need but I’m busy. Can I ___________ you __________
in half an hour?
2. The Prime Minister has decided to ______________________ after 10 years in office.
3. We heard the bomb ______________________ from the hotel where we checked in.
4. Large companies sometimes ______________________ smaller ones.
5. My brother and I ______________________ very well most of the time, but occasionally
we do have a fight.
6. I ______________________ playing football a long time ago because of a knee injury.
7. Don’t worry, we’ll try to ______________________ the problems and find a solution for
everyone.
8. That story cannot be true. You have surely ______________ it ______________ .
9. After browsing the internet for some time, we finally ______________________ where he
lived.
10. I had no use for the books so I _____________ them ______________ to the library.
11. I can’t ______________________ if it’s a woman or a man, because the person is too far
away.
12. The pavement is very icy so be careful you don’t ______________________ .
13. There have been a number of robberies, but up to now the police don’t know who
___________ them ______________.
14. The traffic on the motorway was ___________________ by construction work.
15. The energy company __________________ our electricity because we didn’t’ pay.

www.english-grammar.at
86
PHRASAL VERBS PH 1

Fill in the correct form of one of the phrasal verbs from the box.
fall for fall for
1. I looked for my keys everywhere but I couldn’t ________________ figure out
figure out
where I put them
give in give in
2. I ________________ you at the party but I couldn’t see you.
3. Although he tried to eat less he ________________ some weight go along
go along
with with
during the holidays
look for look for
4. I ________________ Karen and her new boyfriend when I went
shopping pull through
pay for
5. Over a hundred people ________________ for the news conference
put onpull through
6. Our plane ________________ an hour late because of the fog.
7. My son drove me crazy about buying a new bike, so finally I run into put on
________________.
show uprun into
8. Erich is very sick at the moment but I am sure he’ll ________________
9. She shouldn’t ____________________ him like that. You’re not his take off show up
boss.
take
talk down to off
10. I understand you opinion but I have to ____________________ Linda
on this question. talk down to
11. John told me that he didn’t steal but I didn’t ________________ his
lies.
12. Can I ________________ the drinks with a credit card?

Fill in the correct form of one of the phrasal verbs from the box. call in

1. Can you ____________________ the man carrying the gun? cheat on

2. Hank has been ____________________ his wife for years. get around to
3. The police chief couldn’t solve the case , so he wanted to
____________________ the FBI hand back
4. The guard ____________ my ID card ______________ to me. look at
5. I ____________________ her and told her that I loved her.
6. She ____________________ a meeting with Jimmy and his lawyer. look up
7. Don’t worry about the broken window. I’ll ____________________ it pick out
one of these days.
8. I ____________________ the words that our teacher dictated. point out
9. The general showed me a satellite photo and I ____________________ point to
the enemy tanks.
10. When I saw Melanie I ____________________ to her and gave her a run over
hug set up
11. The clock is completely broken. I’ll try to ______________ it
___________ and fix it. take apart
12. Have you ____________________ a dress to wear at the party?

87
PHRASAL VERBS PH 3

Fill in the correct form of one of the phrasal verbs from the box.
fall for believe in
1. Betty ____________________ the door and sat down at our table. figure out
carry on
2. If you are going to a fancy restaurant you’d better _________yourself
give in come over
____________.
3. She needs to find a blouse that ____________________ her new skirt. go along
comewith
through
4. Tomorrow we are going to leave Madrid and ____________________
look for count on
Paris.
5. I ____________________ working hard and making money. pull through
fall apart
6. It was difficult for the woman to ____________________ after her
put on fix up
husband had died.
7. The governor said she’s ____________________ our support. run into
get through
8. Nancy tried calling him last night but she didn’t __________________.
show upgo about
9. Mary ____________________ to the house every night.
10. These old shoes are starting to ____________________ completely. take off go with
11. I had no idea how to ____________________ starting a restaurant, so
grow
talk down to out
I read a book about it.
12. I bought Suzy some new shoes a few months ago but she’s already head for
____________________ of them.

Fill in the correct form of one of the phrasal verbs from the box.

1. The bus stopped and I ____________________. bring back

2. Sally borrowed my blue sweater and I ____________________ it end up
____________________ today.
3. I found some money in the street and I ____________________ over get off
to the police. go around
4. The soup is cold. You can _________________it ____________ in the
microwave. go off
5. The taxi driver didn’t understand me so we ____________________ in hand over
High Street instead of Main Street.
6. The children have to stay on the merry-go-round until it stops hang around
____________________. look over
7. The terrorists were killed when the bomb ____________________ by
accident. start out
8. He has been ____________________ the house all day and he doesn’t stay up
know what to do.
9. The stock market ____________________ very well but closed badly. take out on
10. Don’t ____________________ too late. Tomorrow’s a school day. warm up
11. He should ____________________ the car ____________________
carefully before he buys it.
12. If you’re mad at your boss you shouldn’t _______________ it
____________________ your wife or husband.

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Consonants

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4. Phonology true or false 
 
ook at the statements below and in groups decide whether they are true or false. 
 
1 Phonology deals with the system and pattern of sounds. 

2 Stress is usually placed on words such as in, on, at. 

3 Two or three words in a sentence can have main stress. 

4 A phoneme is the smallest unit of sound that can make a difference in meaning. 

There are 26 letters in the alphabet and 26 sounds. 

6 Connected speech involves sentence stress, contractions and rhythm. 

7 inimal pairs are two words which have the same phonemes. 

8 Diphthongs are the same as double vowel sounds. 

Each phonemic symbol represents one phoneme. 

10 Nouns which end with the letters tion always have the stress in the same place. 

 
 
 
. Pronunciation and teaching 
 
In small groups, discuss the following: 
There should be separate lessons for pronunciation. 
Stress and rhythm is more important than correct pronunciation. 
Students don t need to know the terminology for pronunciation but teachers do. 
Students can t learn pronunciation from each other, only from the teacher. 
 
 
 
 
HOW TO PLAY

Roll  the  dice  and  advance  according  to  the number  that  shows  on  the  dice,  hen  a  player  lands 
on  a  space  s/he  has to decode  the  phonetic symbol first by  reading  the  word and then  trying  to 
spell  the  word.  If  correct, the player advances after the other player has taken a turn. If wrong the 
player  loses a turn.  If  player  lands  on  a  box  with  instructions,  s/he  follows  the  instructions.  I the 
instruction  is  ­ START  A AIN ­, the player goes back to start. If it is ­  O FOR ARD­,  s/he advances 
according to the instruction. The first person to get to finish wins. 
 

96
Say it right!

Pronunciation Board Game  Let’s have fun!

33. 34. 36. Vowels

/†i˜k/ /juÄ/ 35. Finish
Start again
/Å/= hot
/øÄ/= store
/¨/= cook
32. 31. 30. /uÄ/= shoe
29. /±Ä/= girl
/ta¨WB/ /ß±Ät/ /håÄt/ Go back 5 /W/= other
spaces /√/= bus
/æ/= fat
/åÄ/= car
/iÄ/= bee
26. 27. 28.
/e/= bed
25.
Go forward 3
/'pleΩWB/ /'leˆtW/ /'daˆnˆ˜/ /eˆ/= play
/aˆ/= kite
spaces /øˆ/= toy
/ˆW/= fear
/¨W/=tour
23. 22. 21. /eW/= air
/W¨/= go
24. /nˆWB/ /tßiÄp/ /t¨WB/ /a¨/= how
Start again
Consonants
17. 18. 19. 20.
/reˆs/ /ma¨s/ /bøˆ/ /dΩ√mp/ /v/= van
/f/ = fan
/t/ = tie
/dΩ/= job
/∂/= that
16. 15. 14. /†/= thin
13
/væn/ /'fe∂WB/ /tßeWB/ Go forward 3
/˜/= sing
/z/=prize
spaces /s/=price
/ß/= shop
/tß/=chop
10. 11. 12. /w/=wall/
9. /kjuÄt/ /bˆWd/ /praˆz/ /Ω/=treasure
/j/= yes
Start again
/m/=mice
/n/=nice
/r/= run
8. 7. 5. /b/=bat
6. /†æ˜ks/
/∂W¨z/ /gaˆd/ Go back 3
/p/=pat
/l/= late
spaces /d/=dance
/k/= cake
/h/= high
1. 2. 3. 4. /g/=goat
Start /b¨k/ /ß√t/ /w±Äk/

Copyright, Futonge Kisito, 2008 97

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ENGLISH FILE ENGLISH FILE
Vowels Consonants
1 2 3 21 22 23

4 5 6 24 25 26
1

7 8 9 27 28 29

30 31 32
10 11 12

33 34 35
Diphthongs
13 14 15

36 37 38

16 17 18

39 40 41

19 20

42 43 44

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Vowel sounds phonetic exercise 
 

1. Which of the following words does not have the sound shown on the picture?

a) Bean 
b) Pick  
c) Bead    
d) Peak 

2. Which of the following words does not have the sound shown on the picture?

a) Bin 
b) Bit  
c) Bead   
d) Bid  

3. Which of the following words does not have the sound shown on the picture?

a) Bell 
b) Bed  
c) Feed  
 
d) Fed 

4. Which of the following words does not have the sound shown on the picture?

a) Hat 
b) Bat  
c) Park  
d) Pack 

5. Which of the following words does not have the sound shown on the picture?

a) Bus 
b) Bud  
c) Bun  
 
d) Bat 

6. Which of the following words does not have the sound shown on the picture?

a) Car 
b) Barn  
c) Pack    
d) Park  
 

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101
Single vowel sounds phonetic practice test 2 

1. Fill in the gap with the  owel soun  that is in the wor    

         
2. Fill in the gap with the  owel soun  that is in the wor  C  
         t     
3. Fill in the gap with the  owel soun  that is in the wor  C  
         t  
4. Fill in the gap with the  owel soun  that is in the wor  C  
         r  
5. Fill in the gap with the  owel soun  that is in the wor    
      h     

Copyright, 2007 102

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Phonetic Vowel Sound Quiz  sound 
Fill in the space with the word represented by the phonetic symbol. 

1. Which word is represented by the phonetic symbol?

___________________________________

2. Which word is represented by the phonetic symbol?

___________________________________

3. Which word is represented by the phonetic symbol?

___________________________________

4. Which word is represented by the phonetic symbol?

____________________________________

5. Which word is represented by the phonetic symbol?

____________________________________

Copyright, Futonge Kisito, 2008 105

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Phonetic Vowel Sounds   OI as in BOY 
Fill in the gaps with a word represented by the phonetic sound symbol. Practice the OI sound. 

1. What word is represented by the phonetic symbol?

_____________________________________

2. What word is represented by the phonetic symbol?

_____________________________________

3. What word is represented by the phonetic symbol?

_______________________________________

4. What word is represented by the phonetic symbol

_______________________________________________

5. What word is represented by the phonetic symbol?

___________________________________________

Copyright, Futonge Kisito, 2008 106

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Phonetic Vowel Sounds   AI as in FLY 
Fill in the gaps with a word represented by the phonetic sound symbol. Practice the AI sound as in FLY.

1. What word is represented by the phonetic symbol?

_____________________________________________

2. What word is represented by the phonetic symbol?

________________________________________

3. What word is represented by the phonetic symbol?

______________________________________________

4. What word is represented by the phonetic symbol?

______________________________________________

5. What word is represented by the phonetic symbol

________________________________________________

Copyright, Futonge Kisito, 2008 107

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Diphthongs or double vowel sound pratice test 

1. Fill in the gap with the double vowel sound in the word DAY. /d ____ /

2. Fill in the gap with the double vowel sound in the word EAR. /______r/

3. Fill in the gap with the double vowel sound in the word BOY. /b____ /

4. Fill in the gap with the double vowel sound in the word BUY. /b ____/

5. Fill in the gap with the double vowel sound in the word HOUSE. /h ____ s/

6. Fill in the gap with the double vowel sound in the word COLD. /k _____d /

7. Fill in the gap with the double vowel sound in the word TOUR. / t _____ /

8. Fill in the gap with the double vowel sound in the word HAIR. /h ____ r /

Copyright, 2007 108

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E  1 
ow  many  sounds  are  there  in  each  word   rite  the  order of  consonant  sounds  C   and  vowel  
sounds  V . 
 
E A P E 
night: ​CVC ​ three sounds: first a consonant, then a vowel and finally another consonant  
 
1.­ dog ____________                                     2.­ rabbit ____________ 
3.­ frog ____________                                     4.­ gorilla ____________ 
.­ snake __________                                      6.­ bee ______________ 
 
E    
Say out loud these  possible  names of cartoon  animals. Do  they have the same first sounds   write 
A  Do they rhyme   write   
 
E A P E               Sam the lamb  ​   
 
1.­ Phil the fox _____________                        2.­  ary the canary   _____________ 
3.­ Ida the spider ___________                        4.­ Claire the bear    ______________ 
.­ Polly the parrot __________                        6.­ Deborah the zebra    ___________ 
7.­  yrtle the turtle __________                        8.­  itty the cat   ________________ 
 
E    
rite words for the things in the pictures in the correct part of the table. 
 

 
 
 
 
 
 
 

 
 
  110
 
 

E    
Find  a  way  from Start  to Finish.  ou may not pass a square  if  the word contains the sound /z/.  ou 
can move horizontally or vertically only. 
 
START  
 
spots  squares  prize  since  six  sports 

streets  wise  sells  sits  exact  escapes 

rice  rise  sense  science  lose  lost 

oasis  desert  smokes  songs  crisps  box 

place  face  snacks  seas  voice  boxes 

plays  phase  nose  smiles  focus  concert 

 
 FINIS  
 
 
E    
Circle the word does ​not have the sound /t/. 
 
E A P E               asked   castle   letter   first 
 
1.­ eight    Thames   whistle   walked                            2.­ Thomas   needed   time    liked 
3.­ listen    winter      eaten   after                                  4.­ ended      wished    left      hoped 
.­ whiter   greater   soften   written 
 
 
E    
Change the vowel sound from /e/ to /i:/ in these words.  rite the new words. 
 
E A P E  met ­​ meat 
 
1.­ check _________                                      2.­ red __________ 
3.­ bet ___________                                          4.­ men __________ 
.­ fell ___________                                          6.­ sweat ________ 
7.­ well __________                                           8.­ set __________ 
.­ fed ___________                                          10.­ led __________ 
 
 
 
 
 
 

 
 
  111
 
 

E    
rite the words in the correct part of the table. 
 
ret rn      olle t     mar et      egin      isit     aslee      sala  
tea hes     nee e      letter     so a      ea hes      arter      omen 
 
 
vowel in weak syllable   / /  vowel in weak syllable   /i/ 

woman  orange 

 
 
E    
ow many /f/ and /v/ sound are there when you say these numbers   rite the number. 
 
E A P E    ­ 4 
 
1.­  12  _____   2.­ 74  _____   3.­   ______   4.­ 11.7  ______    .­ 7,474 ______ 
 
 
 
E    
Find 12 words beginning or ending with /f/ or /v/. The words are written horizontally or vertically. 
Note that the last letter is not always F or V. Use all the letters. 
 
D  C    A  U      I 

R  O    S  A  V  E  F 

I  U  I    F  I  V  E 

V    F  I    A  V  E 

E    E  V    O    F 

O  F  F  E  S  A  F  E 
 
 
 
 
 
 
 
 
 
  112
 
 

E  1  
Add  the sound  /g/  or  /k/  to  the beginning of  theses words  and  write  the new words. Remember: 
think  of   sounds,  not  spelling. For example,  if  you  add  /k/  to  the beginning of  water /w :t /,  you 
get quarter  /kw :t /. The sound is similar but the spelling is completely different  
 
E A P E    eight  ​ gate 
 
1.­ up _________________                                2.­ aim _________________ 
3.­ ache _______________                                4.­ round _______________ 
.­ old ________________                                 6.­ lime _________________ 
7.­ air _________________                                8.­ all __________________ 
.­ rate ________________                               10.­ ill __________________ 
 
 
 
E  11 
Each sentence contains four or five examples of one of these sounds: /h/, /w/, /j/. 
 
E A P E A fusion of Cuban and European music. /j/. 
j    j j  j 
 
1. our uniform used to be yellow. /j/ 
2. aley s horse hurried ahead. /h/ 
3. This is a quiz with twenty quick questions. /w/ 
4. e went to work at quarter to twelve. /w/ 
. New  ork University student s union. /j/ 
6. The hen hid behind the hen house. /h/ 
7. hich language would like to work in  /w/ 
 
 
 
E  1  
Read  the  dialogue.  Circle  the  sound /ai/  and  underline  /i/.  COunt  them  and  write  the number  at 
the end of the line. 
 
A:  h​ ​ d​i​d  im h​i​t  ​i​ll    /a /   ​1   / /   ​4 
:  ell,  im s a guy who likes a fight.   /a /   _____       / /   _____ 
A:  ut  ill s twice his size.   /a /   _____       / /   _____ 
:  eah, that s why  im got a black eye and a thick lip.    /a /   _____       / /   _____ 
A: And  ill s git a big smile.  /a /   _____       / /   _____ 
: That s right   /a /   _____       / /   _____ 
 
 
 
 
 

 
 
  113
 
 

E  1  
  rite these nationality words in the correct column. 
 
elgian     elsh     t h    ssian    hinese    German   
a anese     Polish     ren h     hilean    r ish 
 
contains / /  contains / /   contains / / 

elgian     

 
 
 
E  1  
Add  the  sound  /l/  or  /r/  to  the beginning  of  theses words  and  write  the  new  words.  Remember: 
think  of   sounds,   not  spelling. For example,  if  you  add /l/  to the  beginning  of ache  /e k/,  you  get 
lake  /le k/. The sound is similar but the spelling is completely different  
 
E A P E    ache  ​ lake  or rake  
 
1.­ eight _________________                            2.­ owes _________________ 
3.­ air __________________                              4.­ earn ________________ 
.­ end _________________                              6.­ eye _________________ 
7.­ egg _________________                              8.­ each _________________ 
 
 
 
E  1  
ake words with these beginnings and endings and write them in the correct part of the table. 
 
beginnings   ba   fa   ra   da   sta   squa   ca   ha   cha 

endings        r      re   lf   ir   rd   rt   lm   
  
words with the vowel / :/  words with the vowel /e / 

bar  bare 
 
 
 
 
 
  114
 
 

 
E  1  
Find  a  way  from Start to Finish.  ou may not pass a square  if  the word contains the sound / /.  ou 
can move horizontally or vertically only. 
 
START  
 
sing  think  thick  strong  wrong  rung 

sign  uncle  unless  drug  strange  comb 

thanks  angry  signal  drank  English  finger 

anxious  angel  single  monkey  money  young 

language  tongue  skiing  skin  came  ink 

lounge  danger  band  dream  swim  wing 

 
 FINIS  
 
 
 
E  1  
Complete these sentences with words from the box. The vowel sound is given. 
 
rother    oo    moon    i e    on   month 
o l     ll       son   goo     ne 
 
E A P E 
Two things you can ​ put ​ / / on a foot are a show and a ​ boot ​ /u:/. 
 
1.­ The ______________ / / after ____________ /u:/ is  uly. 
2.­  y mother s other ____________ / / is my ____________ / /. 
3.­  razil ____________ / / the  orld _________/ / in 2002. 
4.­ Fruit ___________ /u:/ is _________ / / for you. 
.­ There is a ____________ / / ___________ /u:/ once a month. 
6.­  ou pronounce ____________ / / exactly the same as _____________ / /. 
 
 
 
 
 
 
 
 
 

 
 
  115
 
 

 
E  1  
Find  14  words  in  the  puzzle  every  letter  is  used  once  and  write  then in  the  correct  part  of the 
table. The words are written horizontally   →   or vertically. 
 
 
c  s  h  o  p  r  w 

o  s  o  n  g  o  h 

l  r  s  w  s  c  a 

d  o  h  a  n  k  t 

b  a  o  n  o  r  w 

o  d  w  t  w  o  a 

t  j  o  k  e  l  s 

h  c  o  a  t  l  h 
 
words w/ / /  words w/ / / 

   
 
 
 
 
 
 
 
 
 
 
 
E  1  
rite   these  numbers  out  in  full.  hich  of  the  two  vowel  sounds do  they contain   rite / :/ or 
/ :/. 
 
E A P E  3rd       ​third​          / :/ 
 
1.  _______________________ 4. 1st _____________________ 
2. 30 _______________________ . 14 _____________________ 
3. 4th _______________________ 
 
 
 

 
 
  116
 
 

E    
Find 14 words in the puzzle  every letter is used once  and write then in the correct part of the 
table. The words are written horizontally   →   or vertically. 
 
 
b  b  t  c  o  u  r  s  e 

i  a  u  h  w  s  w  a  r 

r  l  r  e  o  o  h  g  m 

d  l  n  a  r  r  e  i  o 

s  a  w  r  d  t  r  r  r 

l  a  w  d  a  l  l  l  e 
 
 
words w/ / :/  words w/ / :/ 

bird   
 
 
 
 
 
 
 
 
 
 
 
E   1 
Put one  of  the letters  ​y  i    or ​   in each gap to make  a  word.  The word  must  contain the sound  
/ / or /a /  rite / / or /a / after each word. 
 
E A P E   to_n  town /a / 
 
1.­ bo_s  ________                       2.­ no_se _______                           3.­ fo_nd _______ 
4.­ po_nt ________                       .­ ho_ _________                           6.­ bo_l ________ 
7.­ ho_r _________                      8.­ flo_er _______                             .­ enjo_ _______ 
 
 
 
 
 
 
 
 
 
  117
 
 

E    
The spelling changes if you change the order of sound in these one­syllable words from CV to VC. 
rite the missing words. 
 
E A P E                 CV                                    VC 
                         /l :/   law                              / :l/   all 
 
1.­ /de /   _________                                    /e d/   aid 
2.­ /n /   _________                                   / n/   own  
3.­ /pe /   __________                                  /e p/   ape 
4.­ /ti:/   tea                                                    /i:t/   _________ 
.­ /me /   may                                               /e m/   ________ 
6.­ /se /   _________                                    /e s/   ace   
 
 
 
E    
rite the full words in the correct column, according to their stress pattern. 
 
on x     Tues      Thu      Sat      today      tomorrow      Apr       ul    Aug      Sept      Oct 
Nov      holiday      2nd      11th      13      30      13th      30th      17      70      afternoon 
   
 
O   O  O   O   O 

onday         
 
 
 
 
 
 
 
 
 
 
 
E    
rite these words. 
 
E A P E                           /boks/ ____​box​____ 
 
1. /kl k/______________        3. /w nt/___________              . / s ri/___________ 
2. /g n/______________         4. / w nt d/_________                    6. /w t/____________ 
 
 

 
 
  118
 
 

E    
  rite these words. 
 
E A P E                           /boks/ ____​map​____ 
 
1. /h nd/______________  . /men/____________ 
2. /best/______________ 6. / meni/___________ 
3. /eg/_______________ 7. /h v/____________ 
4. /m n/_______________ 8. nekst/____________ 
 
E    
Seven numbers have /e/.  hich are they  
 
3 7 8 10 11 12
13 17 18 20 70 80 100 
 
____________  ____________   ____________  ____________   
 
____________   ____________  ____________  ____________ 
 
E    
Underline the word with a different vowel sound. 
E A P E  houses                   ​soup about  mountains  
 
1. stone gone closed coast 
2. brown flower snow town 
3. old over lost no 
4. coach boat some road 
 
 
E    
Classify the following words according to the sound. 
 
beard     car     chair     curtains     dirty     doors     floor     four     girl     horse 
large      arch      near     nurse     pair     parked     purse   shirt    shorts   stars   surfer 
third       warm     wearing 
 
words with / :/           words with / :/             words with / :/  w/ other sounds 
1. ____________      1. ____________         1.____________ 1.____________ 
2. ____________      2.____________          2.____________ 2.____________ 
3. ____________      3.____________          3.____________ 3.____________ 
4. ____________      4.____________          4.____________ 4.____________ 
. ____________       .____________           .____________ .____________ 
6. ____________      6.____________ 
7. ____________ 
8. ____________ 
. ____________ 
 
 
  119
 
 

E    
Read this note and find four / / words and four /e / words. 
 
 
 
 
 
 
 
 
/ /  ______________   ______________   ______________   ______________ 
 
/e / ______________   ______________   ______________   ______________ 
 
 
E    
rite these words 
 
E A P E                 /f n/ 
 
1. /fa v/ ______________   3. /f :st/ ______________    . /li:v/ _____________ 
2. / v z t/ _____________      4. /fri:/ ________________  6. / f t /_________ 
 
E   1 
Complete the titles of these pictures. All the missing words have /e /. 
 
E A P E      Ch​anging the d​ate. 
1. _______ing for the tr___________. 
2. T________ing a br______________. 
3. R________ing in Sp_____________. 
4. ________ing a m______________. 
. ________ing a c_______________. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

 
 
  120
 
 

 
 
E    
  rite the words. Choose from the words in the box. 
back      beard      bill      black      bomb      book      boot      boots       bought     bread 
  build      but     butter      buy      pack    paper      part      party      pay      pepper      pie 
piece       pool      pull      purse      put 
 
1. /b l/ ______________    8./p k/ ______________ 1 ./b k/ ____________ 
2. /pi:s/ ______________     . /b m/ ______________ 16./bu:ts/ ____________ 
3. /ba / _____________ 10./ pep / _____________ 17./pu:l/ _____________ 
4. /p :s/ _____________   11./ b t / ______________ 18./b d/_____________ 
. /bl k/ ______________ 12./p :t/ _______________ 1 ./p t/ _____________ 
6. /pe / ______________ 13./b k/ _______________ 20./b :t/ _____________ 
7. /b t/ ______________   14./ p :ti/ ______________  
 
E    
  rite the words. Choose from the words in the box. 
 
ache      again      ago      back      bag      big      bigger      bike       black    called 
  cake      carry     classical      coffee      cold    comb      come      copy      gave      get  
     give   great   grey   guess   guest   keys   kiss   walk   work 
 
1. /g v/ ______________    8./e k/ _______________ 1 ./b g/ ____________ 
2. /b g/ ______________     . /gest/ ______________ 16./ b g / ___________ 
3. /get/ _____________  10./b k/ ______________ 17./k ld/___________ 
4. /k m/ _____________ 11./ k fi/ _______________ 18./ k ri/____________ 
. /ki:z/ ______________   12./ gen/ ______________     1 ./w :k/ ____________ 
6. /ke k/ ______________13. /w :k/ ______________     20./gre / ____________ 
7. /k s/ ______________  14./k :ld/ _______________ 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

 
 
  121
 
122
123
124
1) What is a function?

Part 1
Look at the situations below. Work with a partner in each case decide what the speaker o writer’s
purpose is.

In the staffroom, one colleague to another:

“Could you give me a hand please? The photocopier is jammed.”

Written reply from a company to a customer:

“Thank you for your letter. I am sorry to hear that you have been experiencing difficulties with our
product.”

Doctor to patient:
“I am afraid you’ll have to stop eating sweet food for a few months.”

Post-it-note on a colleague’s computer

“Lunch? I’m buying – Chris”

Part 2
What other functions are there? Make a list below:

Functions

125
2) Exponents
Work together and decide on the function for each of the exponents below.

Exponent Function

Let’s go out for dinner tomorrow night.

Why don´t you see a doctor?

Good morning, my name is Khaled.

Thank you so much for your letter.

So you mean you can’t come on later.

John, could you turn down the lights please.

3) Exponents and functions

Cut up and give each participant a card. Make multiple copies if necessary.

agreeing disagreeing giving advice

complaining suggesting apologizing

explaining thanking clarifying

inviting expressing obligation refusing

interrupting comparing offering

expressing dislikes requesting introducing

126
4) Formality and appropiacy

Look at the exponents below and rank them in order from most informal to most formal.

1. Could you offer you something to drink?

2. Fancy a drink?

3. Would you like a drink?

4. Do you want a drink?

5. I would be delighted to offer you some refreshment. What would you like?

6. Coffee?

Now for each exponent, decide:

What is the context? (place, time, situation)

What is the relationship between the speakers?

127
Exercise 1

128
129
Exercise(2(

Read%the%text,%identify%and%write%in%the%line%which%function(s)%
should%be%accomplished%at%the%end%of%the%lesson.%
!
!

M I LYING? 1-4
Unit I / GROUP DYNAMICS / Level: Low intermediate and above / Time: 20-30 minutes

L a n g u a g e F u n c t i o n ( s ) : Asking questions; evaluating content; telling or disguising the truth

Materials: Pictures (see Method Two below)

In Class
Method One. Tell a short anecdote which may either 2. To follow u p , ask a student to tell a story or describe
be true or be a complete fabrication. Have the group a picture in the same way. Again, the remainder of
ask you questions about it. Give additional informa- the class must decide whether the student is telling
tion as necessary to generate more questions. Then the truth or lying.
ask the students to decide whether you were telling
the truth or making the whole thing up—lying, that
is. Put it to a vote.
Method Two. A variation is to bring in a picture 3. As an optional extra with either method, you may
(which the students cannot see) and describe it to wish to ask students to explain why they voted as
the class. Again, the description may be true or it they did. This can be done individually, student by
may be completely false. Let the group quiz you student, or by a panel of three or four students.
about the details. As with Method One, the stu- Encourage the students to give contextual reasons
dents must decide whether you are telling the truth for their verdicts rather than make comments such
or lying. as "(S)he always lies / exaggerates."

Authors' Note
For Method Two, it is a good idea to use an "unlikely" picture—perhaps even an
abstract or surrealistic one—the first time you do this exercise. This will create an
atmosphere in which the improbable is on a par with one's more "normal"
expectations.
Joan Hewitt
Christopher Sion

130
NECDOTE ANALYSIS II-6
Unit II / CREATIVE WRfTINGANDTTffl^
Time: 30 minutes each, 2 days

L a n g u a g e F u n c t i o n ( s ) : Narrating; combining items of information

Materials: None
In Class
1. Work with the class to create a story. The story can to put the story together in sequence. Provide help
be based on anything: an amusing incident, some- only if there is a serious problem.
thing that has happened to the students in using
their English, a few unrelated pictures, a book, or 4. Once the sentences are in the correct order, ask
anything else. Encourage each student to make a individual students to dictate the story to you and
contribution so that all the students can feel that it is write it on the board. Hesitate obviously at garbled
their story. You may wish to write it on the board so pronunciation and encourage the rest of the class to
that all the students can see it as it is constructed, or help in making you understand what to write. Al-
you may write it in a notebook as the students low time for those who want to copy the story for
dictate it to you. themselves.

2. Before the next class, condense the story into about

5. There will probably be many verbs in the simple
twelve sentences and type or print each sentence on
past, comparatives, and/or relative pronouns in the
a separate strip of paper. This is a good place to
story. The exercise provides an opportunity to ana-
introduce new words: the students are likely to
lyze and discuss these. Ask the students to tell you
remember them because they are in "their" story.
the words to write on the board for this purpose.
Make sure that the sentences include something
You can also have them list regular past endings,
from every member of the group and that there are
put irregular verbs into their logical groupings, and
enough strips so that each student will have one.
cover other related points the class may have
missed.
3. At the next session pass out the strips, making sure
that everybody gets at least one. Then ask the class Mike Perry

<53*fo)

131
25
EAR ANN LANDERS III-2
Unit III / READING AND WRITING / Level: Intermediate / Time: 45 minutes

L a n g u a g e F u n c t i o n ( s ) : Discussing problems and solutions to problems; replying to letters

Materials: Letters and replies from typical, personal advice columns

Before Class
Cut out several letters and their replies from typical Method Two. As an alternate, ask each student to
advice columns such as "Dear Abby" or "Ann Lan- write a reply to a letter that has been read to the
ders." Paste them on cards, with a letter on one side of class. Or give each student one of the letters and
the card and the answer to a different letter on the ask him or her to draft a reply to it. In either case,
other side. For example, the answer to letter " A " may compare the student reply with the columnist's an-
appear on the back of letter " C , " and so on. However swer.
the entire set will include all the letters and their an-
swers. Method Three. (This can be used either as an alterna-
tive to Methods One and Two or as a follow-up to
either.) Give each student a reply, and ask him or
her to write a letter to which it might be the re-
sponse. Then ask them to look through the cards
In Class and find the original letter. (If this Method is used
as a follow-up, be sure that the responses used are
1. Method One. Have one student read one of the let- not among those already seen by the class.)
ters to the class. The class discusses the problem
and suggests solutions. After one or more letters 2. After the students have completed the exercise with
have been read and discussed, the students look at the letters, lead a discussion on related topics such
the backs of the cards for the columnist's answer as loneliness in the modern world, communication
and discuss that, comparing it with their own breakdowns between people, and what leads men
replies. and women to write to advice columns of this kind.

Publisher's Note
If your students are teenagers or young people in their early twenties, you may
wish to use a column directed specifically toward young people. "Ask Beth" is
one such syndicated column in the United States. However, both Abigail
VanBuren ("Dear Abby") and Ann Landers include letters from young people as
well as those from older adults, and their columns, because of wider syndica-
tion, may be easier to find.
Mike Levy

132
31
OUNDS DIFFERENT IV-6
Unit IV / LISTENING / Level: Intermediate / Time: 20-30 minutes

L a n g u a g e F u n c t i o n ( s ) : Identifying and practicing sounds

Materials: Cards with an illustration on one side and, ideally, the relevant word written on
the other, with contrasts such as "bear/beer" or "pen/pan." Ann Baker's Ship
and Sheep: Introducing English Pronunciation (Cambridge University Press)
has some excellent examples.

Before Class
Select the pairs of pictures you w a n t to use. 3. Ask the students to call out words from the col-
u m n s while the teacher or other students indicate
In Class which words they think are being said. Again, if the
word has not been pronounced correctly, both parts
1. Show the class the pictures one by one and ask the of the minimal pair must be repeated.
students to identify the objects in them. Elicit the
vocabulary from the group as much as possible, 4. Variations
prompting as necessary. Write the words in two
a. Give a sentence incorporating one of the relevant
numbered columns on the board on the basis of
words and have the students choose which is
contrasting sounds, like this:
correct, for example: "Yesterday I went for a ride
in a ship" or "I had a beer with my dinner." Ask
the class to make sentences in the same way.
1 2 b. Put some of the cards in various places around
the class and ask questions like "Where is the
beer bear bear?" or "Is the pan on the table?"
pan pen
c. Divide the class into teams. Divide the cards
bed bad
equally between the teams and tell them to write
ETC.
a short story containing all the words on their
cards*. When they are ready, a group spokes-
man reads the story to the rest of the class.
2. Say one of the words without indicating how it is Illustrate it on the board, pretending to mis-
spelled. The students have to decide which column understand words that are incorrectly pro-
on the board it comes from and should repeat the nounced, so that the students have to empha-
word. If they get the wrong column they must size. For example: " N o , not ship; sheep." This
repeat both parts of the minimal pair, for example will show that they have genuinely grasped the
"ship/sheep." difference.

'Author's Note
Be sure to check that the stories are in correct English. This can give you valuable
insight into many other areas that need to be dealt with as a basis for future
work.
Mike Levy

45
133
w
HE OPEN-ENDED
INTERVIEW V-4
Unit V / ROLE PLAYING / Level: Low intermediate and above / Time: 5-20 minutes

L a n g u a g e Function(s): Asking and answering questions

Materials: None
Before Class
Select one or more characters from any story, dialogue, Example:
book, or picture that the class has recently studied. It
Teacher: Fortunato, are you married?
should be a fictional, not a real-life person. Prepare
questions to ask as described below. Student X: Yes.
Teacher: What did your wife do when you failed
to come home after visiting Montressor?
Student X: Well, you see, she was having an affair
In Class with him and she knew about the plot
all along.
1. Assign the role(s) of the character(s) to one (or
Teacher: Montressor, is that true?
more) of your better students. Tell them to respond
to the questions you will ask them. Suppose the And so on.
class has studied Poe's story "Cask of Amontil-
lado." Announce that students X and Y are to be Once the students are familiar with the game, let
Montressor and Fortunate Immediately begin by the class members themselves assume the roles of
firing "nosey-reporter" questions at them.* These reporters interviewing the others. Finish with a dis-
should be questions that do not have answers in the cussion of how convincing the characters' accounts
story. Simply invent the questions as you go along are. How would the other students have responded
once you have used all your prepared questions. to the questions?

"Author's Note
The teacher rather than a student acts as interviewer at first, to ensure that the
questions will be far-ranging and unexpected, and to guide the students away
from looking for answers anywhere but in their imaginations. By holding such
interviews frequently, all the students will eventually have the chance to be on
the "firing line."
John Pint

134 59 •
Exercise 3

135
Exercise 4

136
Exercise 5

137
138
139
140
1) What do you read?

Make a list of the things you have read in the past few days.

With reference to the list of reading texts above, work in pairs and answer the following questions:

What were your reasons for reading them?

What were the differences in the way you read them?

141
2) Ways of reading

For each of the text types on the left below choose the sub-skill is typical of how you might read it.
Some text types may involve using more than one sub-skill.

Subskills

Skimming (reading for gist)

Scanning (reading for specific information)
Intensive reading (analyzing the language in a text closely)
Reading for detail (analyzing a text very closely in order to understand its meaning)
Extensive reading (reading for pleasure/interest)

Text Subskill

novel

recipe

travel brochure

instructions

train of bus timetable

newspaper

advertisement

text-book passage accompanied by a grammar

exercise

menu

legal document

email

magazine

142
4) Terminology check

Match the terms in the table with the definitions below. The first one has been done for you.

a) (four) skills b) receptive skill c) productive skill d) cohesion

e) subskill f) inferring g) scanning h) skimming

i) reading for detail j) extensive reading k) intensive reading l) authentic material

Definitions

c Reading which Techniques for A reading technique

A term used to focuses learners on dealing with texts. to get the general
describe writing and the linguistic aspects E.g. skimming and meaning of a text
speaking. of a text. scanning. quickly.

Any text which hasn’t

Reading a longer text, Reading to find a been specifically A term used to
e.g. novel, for specific piece of written for language describe reading and
pleasure or interest. information. learners, e.g. books, listening.
newspapers, adverts.

The use of devices to Reading a text

link words so that a Deducing meaning carefully for Reading, listening,
text makes sense and from context. maximum speaking and writing.
holds together. understanding.

143
5) Key concepts

Discuss the following statements. Write a T next to any which you consider to be True and
an F next to any you consider to be False.

1) Extensive reading, both inside and outside the classroom, helps to improve learners’
reading skills.

2) You can help learners to deal even with difficult texts by providing the right kind of task.

3) Learners should be encouraged to use dictionaries during reading lessons.

4) Only give your learners texts from authentic sources, such as newspapers, etc. as these
are more meaningful than texts which are specially created for learners.

5) Teachers should teach sub-skills such as skimming and scanning to their learners, as
they do not come naturally.

6) Learners should read texts where they are likely to understand the majority of the
words.

7) When preparing a reading lesson, teachers need to bear in mind that learners need
different skills at different agers and different competency levels.

8) Teachers should use texts which relate to learners’ interests when possible, as this will
help to motivate them to read.

9) Learners should not read texts on unfamiliar subjects as this makes them difficult to
interpret.

10) Reading lessons should always include a set of comprehension questions.

144
Exercise 1

Read each paragraph and then select the appropriate title.

Understanding the plan of the text

Note making
Guessing the meanings of unfamiliar words
Global comprehension
Understanding discourse markers
Local comprehension
Understanding the organization of a text
Making predictions and informed guesses.
Skimming and Scanning

Reading involves…

1. _________________________________
In rea g a e or ea g s es rab e o go ro e o e’ o e ar s’ a o
vice versa, as unskilled readers tend to do. A poor reader will pick up information from the
text in small bits and pieces, as he/she reads from one word or one sentence to the next,
and try to assemble the bits together. An efficient reader, on the other hand, will first try to
or a o era re’ o e e re e .

oba o re e s o ’ or e ab o ge o er-a ’ ea g ro a e re res e

sub-skill of skimming i.e. reading through the text at high speed in order to identify and pick
e a ea or eas e e e er g o ’ e e essar e a s.

2. ___________________________________
A good reader usually reads a text more than once in order to understand it adequately.
e rs rea g s o e a s ee e e o o a g a ge era s r e ’ o e
text. Then the reader returns to the text as many times as needed in order to fill in the
details.

Efficient readers are ab e o or a a ’ o e e a s be g rea e s e o

recover meaning from it. Most texts unless they are badly written possess unity of
o g . ere s ge era o e e ra ea or e e’ e e s os ro nent.
There may be other ideas as well, but they are usually introduced in order to provide
s or or e a ea. e rea er’s e a a e s er o a ga e’ ro g e
text confidently instead of groping about blindly.

145
3. ____________________________________________________
An unskilled reader plods through a text laboriously, trying to get the meaning of every
word. The skilled reader, after reading a few sentences, paragraphs or pages, is able to form
a fairly accurate picture of what the a or s r g o sa a s ab e o o ’ a s ’
through the text, omitting quite substantial portions of it without missing important
information. Most writers have a tendency to repeat themselves in order to ensure that
their readers do not miss the significance of what they are saying; good readers are aware
of this and know that portions of the text can be safely omitted. Making reliable predictions
about what is likely to be found in the text is an important sub-skill of reading.

4. _____________________________________
After reading through the text quickly to form an overall impression, one should focus on
the details of the information provided by the writer, which will generally be located in
different parts of the text.
A reader begins by ga er g e a s’ rese e b e a or e e . e er
a a o re e s o ’ re ers o e ab o absorb a re r e e a a or a o
contained in the text i.e., information which has been explicitly stated by the writer and
is directly available in the text. Factual comprehension must come before deeper and more
oro g ers a go e e ess o e ers a s e a se se’ o e e
one cannot reach the other levels of comprehension.
Inferential comprehension refers o e rea er’s ab o rea be ee e es’. e
reader has to understand not just what the writer has said but also what he/she might have
said but has chosen to leave unsaid. This is done on the basis of clues provided in the text
as well as e rea er’s o ba gro o e ge.
Evaluative comprehension requires the reader to make a considered judgment on the truth
and the value of what the writer is trying to say, and how far he/she has succeeded in saying
it. This is a more sophisticated skill than the two previously referred to since the author has
o res o o e e ore r a o e a o g o er gs e r er’s b as or e
and accuracy of argument and the effectiveness of what he/she is trying to say.

5. __________________________________
Good readers tackle unknown words in a text by trying to guess their meanings from the
context. It is not possible to look up the meanings of all unknown words in the dictionary. If
the reader attempts to do that the flow of reading is interrupted. However, this is possible
only when the text does not have too many difficult words.

146
6. ________________________________________
'Skimming' a text means going through it quickly to get an overall idea of the content. We
are not interested in details or any specific information while skimming.
'Scanning' on the other hand , involves searching the text for specific piece of information
in which the reader is interested.
7. _________________________________________
s o rse ar ers are s g os s’ ro e b e r er. ese are se a e o ae
se e e o eas a s g a e r er’s o o e . ers a g e r er’s se o
discourse markers is an important sub-skill of reading. These signposts are helpful because
they indicate to the reader the relationship between two parts of the text.

8. ______________________________________
Every text contains a number of different ideas, which are presented in different parts of
the text. The manner in which different ideas are related to each other in a text is referred
o as e s r re or orga a o o a e . s s o ro e b e o e r er’s
purpose and the audience that he/she has in mind. A good reader should be able to trace
the organizational pattern in the text. Once readers understand how a text is organized,
they are better able to get meaning from a difficult text.

9. _____________________________
Note-making is a sub-skill of reading that is highly useful for study purposes. It involves
understanding the organization of the text and being able to identify the main points and
the supporting details, in skeleton or outline form.

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DIAGNOSTIC TEST

Read the questions and answer them based on what you know.

1. Are skim and scan reading the same thing?

2. Are gist and skim reading more or less the same thing?

3. Can you infer meaning before you read?

4. Do you typically scan a bus timetable?

5. What kind of text do you typically read extensively?

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Exercise 3

Look at different reading sub-skills and strategies 1 - 7. Match the definitions a -g below
with the correct sub-skill.

Reading sub-skills and strategies Definitions

1- prediction

2- skimming

3- gist reading

4- scan reading

5- intensive reading

6- inferring meaning

7- extensive reading

Definitions

a) Reading to get detailed information from the text.

b) Reading a text to locate a specific piece of information such as a word or a number

or a time. It is not necessary to understand the whole text in order to do this.

c) Either guessing the meaning of new vocabulary in a text or understanding meaning

or a message in the text that is not immediately obvious.

d) Reading to get a general but not detailed understanding of the text.

e) Also reading to get an overall but not detailed understanding of the text.

f) Reading longer texts frequently over a period of time. This is usually done
independently and not in the classroom.

g) Looking at headlines, pictures, typeface and layout to guess what you think a text
will be about.

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Exercise 4

Read the description of the different texts and the motivations for reading (a-h) below.
Decide which reading sub-skill or strategy (1-7) you would probably use to read each. You
will need to use some of the skills more than once, and some texts may use more than one
skill.

Texts and the motivations for reading Sub-skill / strategies

eg. A novel you are really enjoying 7

a- A job advertisement for a vacancy you are really interested in.

b- A couple of unknown words in a text that is included in an

exam you are doing.

c- A telephone directory.

d- The editorial of a newspaper that you are not familiar with and
whose political viewpoint you would like to understand.

e- A series of articles, only some of which will be useful to you, for

a report you are writing.

f- Instructions for a kitset furniture you are assembling (you are

usually not very good at doing this!)

g- A travel brochure when you are trying to decide on a holiday

destination.

h- An armchair travel book about a country you have enjoyed

visiting.

i- An online flight timetable.

Reading sub-skills and strategies

1. Prediction.
2. Skim reading.
3. Gist reading.
4. Scanning.
5. Intensive reading.
6. Inferring meaning.
7. Extensive reading.

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Exercise 5

Letters a-h show some typical reading tasks or instructions for reading texts in different
ways. Match them with the reading sub-skills and strategies from the previous exercise (1-
7) above.

Typical reading tasks or instructions Reading sub-skills

a. Does John go overseas before or after finishing his degree?

b. Talk about the headline and pictures and decide what you think
the article will be about.

c. Does this article discuss a problem and offer a solution, or does

it talk about two different points of view?

d. Look at the words immediately before and after and see if they
can help you guess the meaning.

e. The government will change the law in the near future

TRUE/FALSE

f. Find the best times for leaving and returning.

g. Do you think the writer of the letter supports the City Council or
not? Why do you think so?

h. Complete the following table by making notes on all the

advantages and disadvantages of the proposal.

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1) What have you written?

Part 1
In pairs or small groups, make a list of all the things you have written in the last week.

Part 2

In groups, discuss the following questions:

Who were you writing the items to or for?

Were there differences in the way you wrote each of them?
How were they different from speaking?

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2) Good writing skills
Below are some of the subskills required for effective writing? Work in pairs. Can you add any more
to the list?

(accuracy)
spelling
punctuation

(communication)
planning (making notes, etc)

3) Accuracy and communication

Part 1
Work in groups and brainstorm what kind of writing activities you did when you were at school.
Make a list in the box below.

Part 2
Which of these focus mainly on accuracy and which are more concerned with communicating the
writer’s message?

Put an A next to the writing activities for those relating to accuracy and a C next to those relating
to communicating the message.

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e i ing o es…

The three main stages of the writing process are:

But in the practice process is often more like this:

The writing process depends on:

-who are you writing to or for (reader)
-why are you writing (purpose)
-what are you writing about (content)
-where you are, how much time you have, how you feel, etc. (situation)

How is writing different to speaking?

- There is no immediate feedback
- There is possibly no known reader
- Writing has more permanence
- Writing gives more time to plan
- In writing, intonation (the way the voice moves up and down) is shown by punctuation

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What can be written?
- Essays
- Reports
- Notes
- Poems
- Letters (business & personal)
- Plays
- Diaries
- Instructions etc

Why do we write?
- To communicate ideas and information
- To recall experiences
- To entertain
- To explore feelings

The sub-skills of writing are:

- Copying
AIM: - To give student model examples to promote success rather than failure.
METHODS:
- a s or ro res or s es ro s e s. r e o e b a boar s a e’
of students. Elicit corrections, then students copy.
- Copy cards to passed around class, can be organized from easy and short to long and more
difficult, according to students needs.
- Story first to be re-ordered, (from cut-up sentences) then finally copied.
- Multiple choice storylines/answers chosen then copied.

- Filling in the blanks

AIMS: - To encourage limited creativity on a correct base.
METHODS:
- One word (verb/noun/adjective etc) or random gaps (from 1:5 to 1: 10 missing words)
- To make this more learner centered, have 2 copies of a text with different words blanked out,
students then work in pairs to give each other correct answers.

- Parallel writing
AIMS: - To encourage creative/guided writing with reference to model examples.
METHODS:
- Using a model sentence/paragraph students change:
- grammar (noun/verb/adjective/adverb)
- content (event/situations/description/ending)
a og e re or s e s’ o s a o

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- Describing a picture or series of pictures
AIMS: - To further encourage creative/guided writing, but with a given situation/stories line to
keep words flowing.
METHODS:
- Put a picture/series of pictures on the blackboard. Elicit words/structures, then ask individuals or
groups to write the whole story.
- Give each group the same picture and together they write a group story, pin on blackboard or
pass around the groups to check spelling/grammar.
- Give each group one of a series of pictures to write about, discuss together, but write an
individual story. Regroup the class, so each new group has representative of each picture. Take
away t e res a as s e s o e s or or er a e ea o er’s
spelling/grammar.

- Sentence/paragraph completion
AIMS: - Giving guided practice in writing from given clues.
METHODS:
- Give students half sentences to finish
- Give students a word bank to create story around (with or without a picture)
- Give students the last paragraph of a story and ask them to create the previous events leading up
to the given conclusion.
- Give students the first paragraph of a story and ask them to complete it.
- All these can be done: individually / in pairs/in groups
- Students can compare their results by reading aloud or pinning their work up for comments
and/or corrections.

- Editing and drafting

AIM: - To give practice in finding and correcting mistakes (own and others) in grammar and
spelling and content.
- Give back homework (coded to help with whereabouts and type of mistake)
- a ass or a orre ea o er’s or
- Give students 5 10 mins near the end of writing lesson and ask them to check their work
before giving it to the Teacher.

- Reacting to a situation
AIM: - To encourage written responses to everyday situations.
METHODS:
- Listen to news item, conversation or read a newspaper/letter/invitation or watch an experiment,
then:
- write a letter (complaint / query / acceptance / refusal / thanks)
- write a letter to a newspaper - write a report about an observation / experiment
- students write what they think/feel/know about the topic under discussion.

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4) Listening Focus

Read the statements below. Do you agree or disagree with them? Discuss your reasons with a
partner.

1) You can’t teach students listening as a skill – we can only teach them grammar and vocabulary
and hope for the best!

2) Listening to recordings can be more difficult to understand because you cannot see the body
language and gestures of the speakers.

3) It is important to understand every word in a listening text; if we don’t, we won’t be able to

understand what we are listening to.

4) You should always pre-teach students any difficult vocabulary they might come across in a
listening text.

5) Listening lessons tend to follow this structure: pre-listening tasks; during listening tasks and
post-listening tasks.

6) When we listen in our own language, we don’t always have a reason for listening.

7) When we listen in our own language, we rely on our existing knowledge of the world to help us.

8) Focusing on aspects of listening (e.g. connected speech, sub-skills, problem sounds, new vocab
and grammar) help to develop students’ listening skills.

9) When teaching students to listen, we should aim to get them to use listening strategies they use
in their first language.

10) Meaning is carried in the stress and intonation of a sentence as well as in the content words.

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Sub-skills

Here are the three listening sub-skills which are often practiced in the language classroom:

* Listening for gist. s s e e s e o so e g o ge a ge era ea o a ’s

abo o a ’s be g sa . e o ’ a or ee o ers a e er or .
a e s e g oas ar o e a ’s e s o e ra o.

* Listening for specific information. This is when we listen to something because we want
o s o er a ar ar e e o or a o . e o a a e a e’re o g o
o . e a g ore o er or a o oes ’ eres s.
Example: listening to a weather report to find out about the weather in your part of the
country.

* Listening in detail. This is when we listen we listen very closely, paying attention to all
the words and trying to understand as much information as possible.
Example: a member of a jury listening to a statement from a witness.

Exercise 1

Think about these listening situations. In your opinion, which listening sub-skill(s) would
normally use in each situation? Why? Complete the table.

Note: more than one answer may be possible. Sometimes different people might listen in
different ways, or they might start listening using one sub-skill and then switch to another.

Situation Listening sub-skill Reasons

. o ’re a e a r or s e g or
information about your flight.

. o ’re a a o o ’ o . o ’ e
asked someone for directions to your hotel.

. o ’re s e g o a so g o e ra o.

. o ’re a g o a o re a
exchanging news.

. o ’re a g or o r s o ga e
supermarket.

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Exercise 2

Numbers 1 to 5 show a typical order for different steps in a listening lesson. Imagine your
students are listening to a conversation between a tourist and someone who lives in your
town the local. The tourist is asking the local for directions. Letters a to e are the
different activities for this lesson. Match the activities to the steps.

Steps in a listening lesson Activities

1. Pre- s e g a oa a es e s’
knowledge on the topic of the text.

2. Listening for a general understanding

(listening for gist).

3. Listening for a more detailed

understanding of information in the text.

4. Very detailed listening for language

(vocabulary, grammar, phonology) in the
text.

5. Follow-on speaking activity.

Activities
a. Students listen and mark the route the local suggests on the map.
b. Students listen to find out where the tourist wants to go and why they want to go
there.
c. Students evaluate whether the route suggested by the local is the best one.
d. Students look at a map of the city and find different landmarks.
e. e ea er a es o se e es ro e o a ’s re o s.

Additional question:
In steps 2 and 3, should the teacher give students the task before or after they listen?
Why do you think this?

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S ­   A  

   Activities   which  require  students  to  focus  on   meaning  in 

Students  practice  speaking  with  communication  without  immediate  concern  for  accuracy 
a  logical  flow  without   planning  errors can be corrected afterwards . 
or rehearsing. 

A     W     Students  need  to   be  able  to use  and  pronounce  words  and 

P   Students practice  structures  correctly  in  order  to   be  understood.  Controlled 
using  words,  structures  and  practice  activities  are the  most  common  way of  working  on 
pronunciation accurately.   spoken accuracy. 

U      Activities   which  stress  that  verbal  communication  is  for  a 

Students use specific phrases for  reason or function. Role plays and simulations are ideal.  
purposes  like  giving  advice, 
apologizing, etc. 

A    Activities   which  stress  that  the  purpose  of  talking 

Students  practice  using  determines  what   language  is  appropriate.  Students  are 
language  appropriate  for  a  required  to  make  choices  about  grammar  and  vocabulary 
situation  and  making  decisions  and also other aspects of communication like intonation and 
about  formality  and  choice  of  length  of  turn.  For  example,  hat s  the  damage   is 
grammar or vocabulary.   inappropriate in a four­star restaurant.  

T ­  S    Turn­taking  skills  involve  knowing  how  and  when  to 

Students  practice  ways  of  interject,  eliciting  an  interjection   or  preventing  one. 
interjecting,  eliciting  an  Students  can  practice  listening for appropriate gaps in order 
interjection or preventing one  to  take  their  turn  without  irritating  the  speaker.  hile 
speaking they can practice techniques such as pausing which 
purposely  allows  others  to  take a  turn  or  they  can practice 
using  hesitation  devices  such  as   ums   and  errs   to  hold  on 
to a turn while they search for the next thing to say. 

R  L    Activities   which  demonstrate  that  the  purpose  of speaking 

Students  practice  speaking  at  a  or  the  context determines  the appropriate  length of  a  turn. 
length appropriate to a situation  For  example, a  one­word  answer is  acceptable  for  a market 
research  survey  but  would  not  be  sufficient  in  a  job 
interview.  Activities  which  require students  to  elaborate  or 
be concise are useful. 

R    I    Activities   which  get  students  to  practice  managing  a 

Students  practice  managing   a  conversation  in  an  appropriate way  with  specific words and 
conversation  by  making  phrases  such  as,  hat  do  you  think  about ,  Speaking 
responses,  asking  for a response  of ,  Really ,  etc.  estures  and  other  paralinguistic tools 
or  introducing  a  new  topic  or  are also used in conversation management. 
idea. 

R    R    The  spontaneous  nature  of  conversation  requires  that 

Students  practice  repeating  or  participants  constantly have  to  make  sure that what s being 
rephrasing  parts  of  a  said  is  understood.  hen  misunderstanding is  suspected,  a 
conversation  when  they  suspect  participant   will  repair   parts of  the  conversation.  The  most 

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that  what  was  said  was  not  common  form of  repair is repetition and individual words  or 
understood.   groups  of  words  can  be  repeated  by  either  the  speaker or 
listener.  Students   can  practice  repairing when they suspect 
they  haven t  been  understood  or  as  listeners  they  can 
repeat to seek clarification or correction from the speaker 

R    W        Students  need to  know  a  range  of  words  and  grammar and 

Students  practice  using  have  the  ability  to  choose  from  that  bank  the  most 
particular  grammar  and/or  appropriate  words  and structures for a specific task or topic. 
vocabulary  for  speaking  on  a  They  are  taught  or   made  aware  of  words  or  structures 
specific  topic  or  for  doing  a  appropriate  for  specific  tasks  or  contexts  and  then  are 
specific task.  required to use them appropriately. 

D  M    hen  speakers  are  required to take a particularly long turn, 

Students  practice  using  for  example  when  giving  a  presentation,  they  use  specific 
words/phrases which  organize  a  words  and  phrases  to  help  the  listener recognize  how  their 
talk  e.g.  firstly, secondly,  on the  talk  has  been  organized.  Activities  can be  used  which  teach 
other hand, to summarize    discourse  markers  and  then  require  students  to  use  them 
appropriately 

W        
The  goal  of  language  is  communication  and  the  aim  of  speaking  in  a  language  context  is   to 
promote communicative efficiency  teachers want students to actually be able to use the language 
as  correctly  as  possible  and  with  a  purpose. Students often  value  speaking  more  than  the other 
skills  of  reading, writing and listening  so motivation is not always as big of an issue, but what often 
happens  is  students  feel  more anxiety  related to their oral production.  As speaking is interrelated 
with  the  other skills,  its development results in the development of the others. One of the primary 
benefits  of  increased  communicative  competency  is  the  resulting  job,  education  and  travel 
opportunities  it is always an asset to be able to communicate with other people. 

W                
In planning  speaking  activities, teachers  need to decide whether students need high structure  for 
example  drills  and  controlled  practice   for  practice  in  learning or ​ etting  It  or  low  structure  for 
example  role  plays,  simulations   for  using  it.  Questions  to consider in relation to speaking include 
the following: 
Is it necessary to review the language to be used in a task  
ill the learners work in pairs or small groups  
ow will learners be monitored as they complete task  
ow will teachers provide feedback to students  
hen  developing  activities,   lessons  or  tasks  around  speaking,  teachers  should  also be  aware  of 
the  3  areas  of  knowledge  that  speaking encompasses.  Each area should receive attention, though 
not necessarily all at  once.  It  is  advisable to inform the students of these areas, so  they are aware 
of the purpose of the activities. 
echanics:  This  area  involves  the  different  pieces  that  make  up  speaking  including 
pronunciation, vocab, grammar and word order. 
Functions:  This area describes  the  uses of speaking whether for transaction or interaction, 
and when precise understanding is or is not required. 

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Social/Cultural  rules  and  norms: This  area involves the more subtle cultural value inherent 

in  the language s  culture,  such  as turn  taking, social norms, roles of participants, etiquette 
and social register etc. 
hen  creating  activities  that  focus  on student speaking,  teachers  can  create activities relative to 
different types output and their purposes: 
Structured  output  focuses  on  using  a  correct  form,  usually  something  specific  that  has 
been worked on in class. The purpose it to develop comfort with certain forms/structures 
Communicative  output  focuses  less  on  form  and  more  on  the  completion  of  a task  that 
includes  using  specific  language.  The  purpose  is  for  the  students  to  get  their  meaning 
across  accuracy not as big of a consideration. 

                 SL   
hen assisting students in the development of their oral skills, there are some tips and techniques 
that  teachers can  use  to minimize students  anxiety and to make the development as  efficient and 
practical as possible. This way, students will learn more and have increased motivation to continue 
this skill development. 
Create authentic practice activities that as similar to real­life as possible 
Create  different  contexts  in  which   students  can  practice  in  order  to  broaden  their 
vocabulary and experiential horizons 
Provide  scaffolding  and  support  for  each  context   this  means  making  sure  students  are 
aware of the appropriate vocabulary and what social or cultural norms are appropriate 
Don t focus  solely  on  errors   correct as much as each student can handle,  more advanced 
students  can  often  handle  more  correction,  but  avoid  excessive  correction  if  it  will 
promote anxiety 
e aware of  iggs, what students at different levels can focus on 
ive  students options to use when responding to questions and teach  them those options  
allow  them  to  use  minimal  responses  if  it  reduces anxiety  but make  sure  all students  are 
aware  of  the  possibilities.  This  allows  for  differentiation,  as  students  can use  the  level  of 
response that they feel comfortable with 
Develop  routines  involving  certain  scripts  ie  greetings,  compliments,  asking  certain 
questions  so students become comfortable and familiar with those scripts 
Use  gestures  to  help  get  meaning  across  and  encourage  students   to  do  the  same  
emphasize that what is important is the meaning. 
ake it fun  
 

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1) What makes a good teacher?

Part 1

Work in pairs.

Think back to when you were at school. Who was your best teacher? Why?
Who was your worst teacher? Why?

Part 2

Join with another pair to form a small group. In your group brainstorm the qualities of a good
teacher. Organize the qualities into the following three categories:

Skills Attitude Knowledge

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2) Motivation and classroom activities

Work in groups. Decide which motivational factors are covered by each of the activities on the left.
Put a symbol in the appropriate boxes for each activity, following the example.

There may be more than one motivational factor for each activity.
Factor Setting Personali- Learner Self- Interest Motivating
learning sation autonomy/ confidence in target class
Activity goals independence culture atmosphere
Showing learners
resources to help
them improve
outside class
Carrying out an
activity based on
learners’ favorite
hobbies
Allowing learners to
choose the kind of
activity they want to
do
Helping learners
evaluate their
strengths and
weaknesses and
identify how they
can improve
Setting up an email
project with
schoolchildren in UK
Praising learners
even when they
haven’t quite got it
right
Including games
which you know
learners enjoy
Asking learners to
work in pairs and
groups to find and
feedback answers
Doing activities
where learners
engage in giving and
finding out
classmates’ opinions

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Top tips for teachers

1. Give Ss something to work towards. Have goals for yourself and encourage Ss to have goals of
their own.

2. Be enthusiastic in lessons and enthusiastic about the material you are using. Sell it’ to the Ss.

3. Make sure your material is well presented and attractive for learners.

4. Give clear instructions for tasks so that Ss can achieve your aims.

5. Provide a good variety of activities in your lessons.

6. Provide a variety of interaction patterns in lessons.

7. Find out about your Ss’ interests so that you can provide material on topics that the Ss are
interested in.

8. Encourage Ss to relax in lessons and encourage them to talk to each other and to help each
other.

9. Praise all Ss when they have done something well, especially weaker learners, to build self-
confidence.

10. Encourage Ss to continue studying outside the classroom.

Match each of the activities below with the ‘top tip’ above that it would put in action. ______

A. Demonstrate tasks so that Ss know what to do. Check understanding of instructions. _______

B. If Ss arrive early for class, encourage them to chat to amongst themselves. _______

C. Try different activities within a lesson, e.g. speaking and reading rather than just reading. _____

D. Start your lessons with a warmer to raise energy levels. ______

E. Set up a research project. Get learners to look things up on the internet. ______

F. Provide a questionnaire with topics so that Ss can choose which ones they like best. ______

G. When monitoring a speaking or writing task, select some examples of good English to put on
the board at the end for everyone to share. ______

H. Use pictures on handouts and vary the font size, layout, etc. _____

I. Tell Ss what you intend to achieve by the end of the course and find out what they want to
achieve. _____

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Exercise 1

e a ors a rease s e ’s o a o are ro e b e ea er

a o es are re a e o e s e ’s o development (S).

1. Enthusiasm about what they are teaching.

2. Interest in the subject.

3. Desire to achieve.

4. Genuine interest in students.

5. Frequent, early, positive feedback.

6. View of its usefulness.

7. Tasks that are appropriate to students' abilities and interests.

8. Self-confidence and self-esteem.

9. Avenues for students to find meaning and merit in the activity being presented.

10. An environment that is inclusive and optimistic.

11. A setting where students can see that they are valued.

12. Levels of endurance and persistence.

13. A well-organised system.

14. Attitudes concerning the approval of others.

15. Tenacity to overcome challenges.

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Exercise 2

r e ea area e reaso s o ’s important to influence the learners and

how you would do that.

1. Classroom atmosphere.

2. Rapport.

3. Self-confidence.

4. The task.

5. Goal/Target.

6. Autonomy.

7. The teacher.

8. Autonomy.

9. Culture.

10. Personal relevance.

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Exercise 3

Make a list of the factors that influence motivation. Answering these questions will help:
- Why are some students motivated and others not?
-Why do students come to class, and keep coming to class?

1. ___________________________________________________________________
_________________________________________________________

2. ___________________________________________________________________
_________________________________________________________

3. ___________________________________________________________________
_________________________________________________________

4. ___________________________________________________________________
_________________________________________________________

5. ___________________________________________________________________
_________________________________________________________

6. ___________________________________________________________________
_________________________________________________________

7. ___________________________________________________________________
_________________________________________________________

8. ___________________________________________________________________
_________________________________________________________

9. ___________________________________________________________________
_________________________________________________________

10. ___________________________________________________________________
_________________________________________________________

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Exercise 4

185
Exercise 5

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What do you think?

Here are some opinions on what makes a good teacher from students all around the
world. Read them and discuss:

- Which qualities would you like to achieve?

- Do you agree with everything that the students say?
- Do you think that the factors that make a good teacher are different around the
world?

Yuventius, Jakarta, Indonesia

A great teacher Interacts with the child (physically, and mentally).
A great teacher gives affection to the pupils, makes them understand what emotion is.
A great teacher smiles to his/her pupils even when they screw him up.
A great teacher teaches not only textbook materials but also The truth that's happening
outside. Practice balanced with theory.
A great teacher dedicates him/herself to the job. They made a commitment. Then they have
to do it.
A great teacher understands that a child is not only a tiny bundle of joy that can cry, smile,
laugh. He/she must understand that in front of him stands a true miracle of life.

Migena Mullaj, Reseda, California, USA

I was graduated as a teacher of english in Albania. What really makes a very good teacher
is having a lot of intuition and intelligence because having these qualities you will have the
power to understand your students' psychology and behaviour and helping them out would
be much easier. A teacher should also be super comprehensive to understand what's going
on in the student's' world.And a teacher should the subject that he/she is teaching.

Claudia Thiel, Kiel, Germany

A teacher should have various qualities. First of all he/she should love to be a teacher and
fond of his/her subjects. He/she should be patient with his/her students and be able to
explain the subject matter to them well. His/her class should be a mixture of learning by
doing and theoretical learning and should be fun as well. A teacher should be a person you
can always speak to and be able to give you some advice in case you need help. He/she also
needs to be friendly but also a little strict so students pay respect.

187
Mohamad Hazawawi Yusof, Perak, Malaysia
A good teacher is the one who:
1. is a master in the subjects taught.
2. always thinks to improve the teaching techniques.
3. always tries to produce quality students (quality results).
4. does 'needs assessments' to help students meet the requirements.

Arif Raza, Pakistan

A real friend is someone who knows all about you and still he loves you. A good teacher is
a good friend. A good teacher is someone who teaches us like children with love.

Ana Laura Garcia Gutierrez, Special Education Teacher, Mexico

Everyone in the world is a teacher in a sense. We all teach something to someone at one
point in our lives. However, some of us succeed to be great teachers. I believe this happens
when a teacher believes in the power of education. When you teach with the certitude that
everyone can learn from you. When the student does not learn the way the teacher teaches,
then the good teacher teaches the way the student learns.

http://www.unicef.org/teachers/teacher/teacher.htm

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191
Exercise 1

192
Exercise 2

Read the text again and answer the following questions.

1. a s a s o ’

2. so e eo e’s o o o s language acquisition different to language

learning?

3. How do children learn their first language?

4. What is second language acquisition?

5. What are the three considerations mentioned regarding second language

acquisition?

6. a s e os re’

7. What s e s e er o ’

8. s era o ’ or a

9. a s o so or ’

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Exercise 3
Look at the activities and decide if they are related to (A) acquisition, (I) interaction, or (F)
focus on form. Write A, I or F in the column on the right.

Exercise 4

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200
Exercise 1
The following are all errors commonly made by students. Look at the sentences/questions
and correct them. Then discuss why you think these errors are frequently made by
students.

1. I have a good news for you.

2. He has not yet gone to bed.
3. e a eb e o’ o ra .
4. I have strong headache.
5. Tell me why did you go there?
6. Does he needs a ticket for the bus?

Sentence with correction Possible reason for error

1.

2.

3.

4.

5.

6.

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Exercise 2

1. a ’s a error?

2. a ’s a slip?

3. Why do people think it is important for students to make mistakes?

4. What can teachers learn from s e s’ s a es

5. a s e ea ers’ ro e re a o os e s’ s a es

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Exercise 3

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Exercise 4

Look at these examples of student errors. Decide what the error is in each sentence, and
discuss why you think the error is being made. You should use the terms in the box.

1. She li:vz in London in a small flat.

2. He throwed the ball over the fence.

3. I have seen that film yesterday.

4. She told me a fantastic history about her last holiday.

5. Where do you come from? ’ o g ro e e .

6. You should better can to go now.

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Exercise 5

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213
Exercise 1

Discuss the following questions with your group. Write some conclusions.

1. Where and when did you start learning your second language?

2. What do you think is the best age to start learning a second language?

3. Why do you think is this the best age to start learning a second language?

4. What do you think are some differences between learning your first language and
learning a second language?

5. What do you think are some of the difficulties in learning a second language? Are
these the same as the difficulties children have when learning a first language?

Conclusions

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Exercise 2

Divide the class into two groups, Group A and Group B. Each group will read their text
and decide on an appropriate title for the text.

Group A Text 1

We learn our first language as a baby and as a young child and continue to build our
language as we grow older and learn different kinds of language and language skills.

Babies and children are surrounded by their first language. They hear and see their families,
friends and strangers talking and interacting with each other and friends and family interact
with them. Children are constantly provided with opportunities to use the language and to
experiment with the language as they are learning it and they receive constant praise and
encouragement for their efforts. Parents encourage and persuade their children to talk by
simplifying their own language and directing simple questions and requesting simple
res o ses. e re ’s a g age s a ra e a lts very rarely correct them or make
them repeat accurate forms and they will, more often than not, respond to the utterance
in a natural way.

ab es a re ear a g age b a r g’ ro g e os re a b g .
They are generally highly motivated to learn their first language because they have a great
need and desire to communicate with others around them. They hear and see friends and
family communicating with each other and they will listen and take in this language and
process i r ga s e er o ’ oss b as g a o s be ore s g a g age
themselves. When children start using language the language they use will be about things
they see around them and they will play and experiment with new language. They learn
through this experimentation and through interaction with family and friends.

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Group B Text 2

Most people learn their second language at school in a classroom. Some start at primary
school or secondary school and their learning might continue in later life. Some people
begin second language learning as adults and attend lessons along with the other things
they do in their lives.

Second language learners do not usually hear or read more than three or four hours a week
of the second language, so they do not have much exposure to the language. The exposure
they do get is generally in the classroom, where they will hear recordings and read texts
and will have the teacher to listen to. Teachers often simplify their language so are not
necessarily a source of additional exposure to language and they usually correct students
frequently. In class, the opportunities for second language learners to use the language
vary, as does the amount of praise and encouragement provided by the teacher and other
learners.

e o a g age ear ers e ear ers o ear a g age b a r g’ ro g

exposure but they are more likely to learn language in a classroom and the language they
learn is selected by teachers. They learn by interacting with the teacher and with other
learners and by using language in controlled practice activities. In the classroom, learners
often want to produce the language as soon as possible and do not always welcome the
opportunity of a silent period. They use language for talking about experiences and things
relating to their lives outside the classroom. Learning is often dependent on motivation and
this can vary in second language learners, from learners having little or no motivation to
learners being very highly motivated.

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Exercise 3

217
Exercise 4

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Exercise 1
Here are some questions to reflect about, read them and discuss them with your
classmates.

Which ways do you like to learn?

How have you learnt in the past?
How does age affect the way that you learn?

Exercise 2
Complete the puzzle with learning styles using the clues below.

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Exercise 3

226
Exercise 4

Identify which learning style fits better with each activity; VISUAL, KINESTHETIC or
AUDITORY.

1. Flashcards ____________________
2. Role Play ____________________
3. Audiobooks ____________________
4. Role recitals ____________________
5. Floor Games ____________________
6. Comics And Cartoons ____________________
7. Mime and Pantomime ____________________
8. Active-problem solving ____________________
9. Debates ____________________
10. Word Puzzles ____________________
11. Storytelling ____________________
12. Reading Out Loud ____________________
13. Charades ____________________
14. Pictionary ____________________
15. Whiteboard Games ____________________
16. Dance ____________________
17. Oral surveys ____________________
18. Treasure Hunts ____________________
19. Graphic Organizers ____________________
20. Musical Performances ____________________
21. Video ____________________
22. Podcast ____________________
23. Simulations ____________________
24. Peer tutoring ____________________
25. Multimedia ____________________
26. Illustrated reading ____________________
27. TED talks ____________________

227
Exercise 5

In the following word search there are some verbs to complete some learning strategies,
find them and discuss with your partners which ones are better or which ones would you
apply.

1. _______________ words in your head until you remember them.

2. _______________ with just learnt language in conversation.
3. _______________ the meaning of unknown words.
4. _______________ others to comment on your use of the language.
5. _______________ the language as much as possible outside class.
6. _______________ yourself speaking, then judging and correcting your
pronunciation.
7. _______________ someone to repeat what they said.
8. _______________ which vocabulary you need to learn
9. _______________ lexis from your notebook after lessons.

228
Exercise 6

Read the situations and choose to which kind of learner the teacher is trying to help.

1. The teacher creates a substitution table with the target language on the board.

2. The teacher contextualises target language by telling the students a story.

3. The teacher asks learners to come to the board and to write their answer to a task.

4. The teacher says the new words she is teaching three times before asking the
students to repeat them.

5. The teacher does a mingling activity, where learners walk around asking questions
to find out information from each other.

6. The teacher shows learners a picture of the object she is trying to elicit.

229
Exercise 7

What learning strategies could learners use to help them improve in the following areas?

1. ea g or s e s a re or gs a o o ’ o
2. remembering new vocabulary
3. learning new grammar
4. improving pronunciation
5. developing oral fluency
6. developing comprehension skills
7. becoming more independent

Match the learner strategies below with the areas for improvement above.

230
Exercise 8

Describe how you would make a specific activity work for different learning styles.
R

231
Exercise 9

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E  1 
 
Check if the current classification is correct  ​ ​, if it is not  x  write in which column should the 
need be classified. 
 
Personal Needs  earning Needs   Professional Needs 

age  cultural background  training  

learning gap  training  past  language  learning 
interest  educational background  experiences 
employment  learning goals  motivation 
gender  expectations  employment 
education  learning autonomy  learning styles 
   

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

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Scanned by CamScanner
Exercise 1
Match each concept with their meaning.

Procedure The different activities.

Approach Realisation of the approach.

Decisions about types of activities,
roles of the teachers and learners, the
kinds of material, etc.

Method An ordered sequence of techniques.

Technique Theories about the nature of the

language and language learning.
Describes how language is used.

Exercise 2
Write down the similarities and differences between PPP and ESA

PPP ESA

248
Exercise 3
Collocate the following activities in order from the non-communicative to the most
communicative.
Jigsaw listening.
Reading out loud a dialogue.
Speed dating.
Find someone who.
Do a real play.

COMMUNICATIVE

NON-COMMUNICATIVE

Exercise 4
Which of the statements below do you think characterizes communicative language
teaching (CLT)?

People learn a language best when using it to do things rather than through studying
how language works and practicing rules.
Grammar is no longer important in language teaching.
People learn a language through communicating in it.
Errors are not important in speaking a language.
CLT is only concerned with teaching speaking.
Classroom activities should be meaningful and involve real communication.
Dialogs are not used in CLT.
Both accuracy and fluency are goals in CLT.
CLT is usually described as a method of teaching.

249
Exercise 5
Consider the following sentences that are all requests for someone to open a door. Imagine
that the context is normal communication between two friends. Check if you think they
conform to the rules of grammatical competence (GC), communicative competence (CC),
or both.

CC CG
1. Please to opens door.
2. I want the door to be opened by you.
3. Would you be so terribly kind as to open the door for me?
4. Could you open the door?
5. To opening the door for me.
6. Would you mind opening the door?
7. The opening of the door is what I request.

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Exercise 1

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Exercise 2

Discuss the following questions and answer them.

a. What reasons are there for doing introductory activities such as warmers, ice
breakers and lead-ins?

b. What introductory activities to start a lesson with do you know?

264
Exercise 3

265
Exercise 4

266
Exercise 5

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Exercise 3

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Exercise 4

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Exercise 1

s ss e ea ers’ o e s be o o assess e . o o agree or sagree Why/

Why not?

283
Exercise 2

284
Exercise 3

What are these assessment task and activities called?

Exercise 4

Which of the activities and tasks are subjective tests and which are objective tests?

285
Exercise 5

286
TKT Module 1: Types of activities and tasks for language and skills
development – Teacher’s Notes

Description
This activity begins with a review of teaching terms, then explores the purpose of some
typical classroom activities. Participants discuss what approaches different activity types fit
into. The syllabus area discussed here is ‘types of activities and tasks for language and skills
development’, tested in TKT Module 1 Part 3.

Time required: 60 minutes

Materials Participant’s Worksheet 1 (cut into strips)
required: Participant’s Worksheet 2 (one for each participant)
Participant’s Worksheet 3 (one for each participant)
Participant’s Worksheet 4 (one for each participant)
Sample Task (one for each participant)
Aims: To introduce and review teaching terms
To provide an opportunity for participants to discuss the design and
purpose of a range of common comprehension and production tasks
and activities
To provide an opportunity for participants to discuss frameworks for
activities and tasks
To provide practice in completing tasks in which types of activities
and tasks for language and skills development is the testing focus

Procedure
1. (10 minutes) Cut up Participant’s worksheet 1 into strips before the session. The
strips are organised in matching pairs of teaching term and definition on the
worksheet. For example: to tell someone they have done well matches with Praise.
Give each participant one strip. Reduce or repeat the number of strips as
appropriate, making sure that you give out matching pairs of definitions and teaching
terms.
2. Tell participants that they have either a definition or a teaching term on their strips of
paper. They walk around the room saying their definitions/terms until they find
someone whose strip matches with theirs. When they find their partner, they should
sit down next to each other and discuss when teachers would use these terms in the
classroom.
3. Tell participants that knowledge of teaching terms falls into the syllabus area of ‘types
of activities and tasks for language and skills development’, which is tested in TKT
Module 1 Part 3 and that the terms in this activity were taken from the TKT Glossary.

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4. Explain that this syllabus area also tests candidates on their knowledge of ‘the design
and purpose of a range of comprehension and production tasks and activities’. Ask
participants:
• What do comprehension activities do? (test or develop listening or reading
skills and subskills)
• What do production tasks and activities do? (provide opportunities for
learners to practise and extend their productive skills, i.e. speaking and writing)
5. (10 minutes) Hand out Participant’s worksheet 2. Participants work with their
partners and choose the correct name for each task from the list at the top of the
worksheet. Check answers together (see key below).
6. (10 minutes) Refer participants again to the first activity on Participant’s worksheet
2 – a survey. Ask:
• Is a survey used for testing or developing comprehension or for
practising and extending productive skills? (practising and extending
productive skills)
• Which productive skills? (speaking)
• Is this a controlled practice activity, a less controlled practice activity or a
free practice activity? That is, how much choice do students have in the
language they use? (It depends on the survey. They can be designed to
practice specific language (controlled practice or less controlled practice), or
they could be designed to allow students to develop oral fluency (free practice).
Sum up by confirming that surveys are used to practise or extend speaking skills and
can be used for controlled practice, less controlled practice or free practice.
7. Participants work in pairs again and refer to Exercise 2 on Participant’s worksheet
2. Point out that some of the activities may be designed for more than one purpose.
Check answers together (see key below).
8. (15 minutes) Ask participants to think about lessons they have had and about how
activities can be linked in a lesson. Point out that the types of activities, the ways the
activities are used and how they follow each other in the lesson depends on the
approach, and the ‘framework’ or procedures that the approach uses.
9. Participants work in groups of three. Give out Participant’s worksheet 3 Exercise
1, and ask participants to fold the worksheet in half along the dotted line (they should
not look at Exercise 2 yet). Participants discuss the frameworks/procedures and the
activities that are used for these approaches. Allow 5 minutes for this discussion.
10. Participants now unfold Participant’s worksheet 3 and look at Exercise 2. They
continue to work in their groups of three and decide which of the approaches go with
each of the frameworks in Exercise 2. Give out Participant’s worksheet 4 for
participants to check their answers.
11. (10 minutes) Give out the Sample Task. Participants complete the task on their own
then compare their answers with a partner. Check answers together (see key below).

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12. (5 minutes) Round up to summarise points covered. Ask participants:
• What is the TKT Module 1 syllabus area for this lesson? (types of activities
and tasks for language and skills development)
• What is the testing focus for this syllabus area? (the design and purpose of
a range on common comprehension and production tasks and activities,
teaching terms, frameworks for activities and tasks)
• How can participants prepare for this section of the test? (look at the
section in the TKT Glossary on practice activities and tasks and make sure that
they are familiar with the terms and their meanings)

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TKT Module 1: Types of activities and tasks for language and skills
development – Participant’s Worksheet 1

Drill - choral drilling and individual drilling

The teacher says a word or sentence and the students repeat it together as a class
or individually.

Revise/Review

When a teacher or a student looks again at language or skills that have already been
taught in order to remember this language better.

Contextualise

to put new language into a situation that shows what it means

Elicit

When a teacher asks specially designed questions or gives clues to get students to
give the information.

Model

The teacher says the language for students to repeat in a drilling.

Praise

to tell someone they have done well

Prompt

to help learners think of ideas or to remember a word or phrase by giving them a part
of it or by giving another kind of clue

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TKT Module 1: Types of activities and tasks for language and skills
development – Participant’s Worksheet 2
Exercise 1
Choose one of the task types (A–K) for each of the activities below (1–11).

A guided writing B role-play C problem solving D survey

E brainstorming F chant G jumbled text H warmer
I rank ordering/prioritising J visualisation K jigsaw listening /reading

1. Students find out information from others by asking questions or using questionnaires in
order to practise speaking skills and/or specific language.
2. Students repeat a phrase, sentence, rhyme, verse, poem or song, usually with others, in
a regular rhythm.
3. An activity that a teacher uses at the beginning of a lesson to give the class more
energy.
4. A text is divided into two or more different parts. Students listen to or read their part
only, then share their information with other students so that in the end everyone knows
all the information.
5. Students think of ideas (usually quickly) about a topic (often noting these down). This is
often done as preparation before writing or speaking.
6. An activity where the teacher asks students to close their eyes and create the pictures in
their minds of the story she is telling them.
7. Students produce a text after a lot of preparation by the teacher. The teacher may give
the students a plan to follow, or ideas for the language to use.
8. A classroom activity in which students are given parts to act out in a given situation.
They usually work in pairs or groups.
9. Students are given a list of things to put in order of importance. It involves discussion,
agreeing/disagreeing and negotiating.
10. Students work in pairs or groups talking together to find the solution to a problem.
11. Students are given a text in which the paragraphs or sentences are not in the correct
order. The students put the paragraphs or sentences into the correct order.

Exercise 2
Look at the activities again. Is the activity a comprehension task or a production task? If it’s a
comprehension task, which skill? If it’s a production task, which skill?

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TKT Module 1: Types of activities and tasks for language and skills
development – Participant’s Worksheet 3

Exercise 1

Guided discovery Task-based learning (TBL)

Grammar-translation method Test-teach-test
Lexical approach Total Physical Response (TPR)
Presentation, practice and production (PPP) Skills-based lessons

____________________________________________________________________

Exercise 2

Frameworks for activities and task Approaches

1. Activity with a task and discussion of the task → activity to
focus on language used in the task
2. Grammar rule → students translate a text

3. The teacher presents language items as instructions → the

students do the actions → the students give the instructions
4. Lead in → pre-teach key vocabulary → gist task → detailed
comprehension task → follow up productive activity
5. Activity with a task to see if students can use a particular
structure → the teacher presents the new language to the
students → students do another task using new language
6. The teacher presents the language in context → controlled
practice activities →less controlled → freer practice
7. Activity with examples of the target language provided →
activity for students to work out language rules for themselves
→ activity for students to practice the language
8. Activity for students to ‘notice’ words or chunks of language →
discussion of the meaning of the chunks of language →
activity to practise the language

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TKT Module 1: Types of activities and tasks for language and skills
development – Participant’s Worksheet 4

Key to Participant’s worksheet 3 Exercise 2

Frameworks for activities and task Approaches

1. Activity with a task and discussion of the task → activity to Task-based learning
focus on language used in the task (TBL)
2. Grammar rule → students translate a text Grammar-translation
method
3. The teacher presents language items as instructions → the Total Physical
students do the actions → the students give the instructions Response(TPR)
4. Lead in → pre-teach key vocabulary → gist task → detailed Skills-based lessons
comprehension task → follow up productive activity
5. Activity with a task to see if students can use a particular Test-teach-test
structure → the teacher presents the new language to the
students → students do another task using new language
6. The teacher presents the language in context → controlled Presentation, practice
practice activities →less controlled → freer practice and production (PPP)
7. Activity with examples of the target language provided → Guided discovery
activity for students to work out language rules for themselves
→ activity for students to practice the language
8. Activity for students to ‘notice’ words or chunks of language → Lexical approach
discussion of the meaning of the chunks of language →
activity to practise the language

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TKT Module 1: Types of activities and tasks for language and skills
development – Sample Task

For questions 1–7, match the classroom activities with the types of speaking practice listed
A, B or C.
Mark the correct letter (A, B or C) on your answer sheet.
You need to use some options more than once
Types of speaking practice

A oral fluency practice

B controlled oral practice

C neither

Classroom activities

1 At the beginning of the lesson, we got into groups and talked about an interesting
newspaper article we had read.

2 The teacher gave us word prompts such as ‘cinema’ and ‘friends’, and we had to
say them in sentences using the past simple, e.g. ‘We went to the cinema.’ ‘We
visited some friends.’

3 We listened to a recording of two people talking about their hobbies, then did a
gap-fill comprehension task.

4 The teacher gave us roles such as ‘film star’ or ‘sports star’ and we had to role play
a party in which we chatted to each other.

5 We had a discussion about the advantages and disadvantages of the internet.

The teacher read out some sentences, some of which were correct and some
6 incorrect. We had to shout out ‘Right’ or ‘Wrong’.

We had to ask our partner five questions about abilities, using ‘can’, e.g. ‘Can you
7 swim?’

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SAMPLE PAPER | MODULE 1

TEACHING
EXAM
KNOWLEDGE | PAPER
| LEVEL TEST | MODULE 1 SAMPLE PAPER

301 TKT MODULES 1–3 HANDBOOK FOR TEACHERS 13

SAMPLE PAPER | MODULE 1

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TEACHING
EXAM
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| LEVEL TEST | MODULE 1 SAMPLE PAPER

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SAMPLE ANSWER SHEET

Sample answer sheet

Do not write in this box

Candidate Name Centre No.

If not already printed, write name
in CAPITALS and complete the
Candidate No. grid (in pencil).

Candidate Signature Candidate No.

0 0 0 0
1 1 1 1
Examination Title Examination 2 2 2 2
Details 3 3 3 3
Centre 4 4 4 4
5 5 5 5
6 6 6 6
7 7 7 7
Supervisor: 8 8 8 8
If the candidate is ABSENT or has WITHDRAWN shade here 9 9 9 9

Use a pencil. 23 A B C D E F G H I 52 A B C D E F G H I

Mark ONE letter for each question. 24 A B C D E F G H I 53 A B C D E F G H I

For example, if you think F is the 25 A B C D E F G H I 54 A B C D E F G H I
right answer to the question, mark
B

26 A B C D E F G H I 55 A B C D E F G H I
H

your answer sheet like this:

A B C D E F G H I 27 A B C D E F G H I 56 A B C D E F G H I
0
Rub out any answer you wish to 28 A B C D E F G H I 57 A B C D E F G H I
change with an eraser. A B C D E F G H I A B C D E F G H I
29 58
1 A B C D E F G H I 30 A B C D E F G H I 59 A B C D E F G H I

2 A B C D E F G H I 31 A B C D E F G H I 60 A B C D E F G H I

3 A B C D E F G H I 32 A B C D E F G H I 61 A B C D E F G H I

4 A B C D E F G H I 33 A B C D E F G H I 62 A B C D E F G H I

5 A B C D E F G H I 34 A B C D E F G H I 63 A B C D E F G H I

6 A B C D E F G H I 35 A B C D E F G H I 64 A B C D E F G H I

7 A B C D E F G H I 36 A B C D E F G H I 65 A B C D E F G H I

8 A B C D E F G H I 37 A B C D E F G H I 66 A B C D E F G H I

9 A B C D E F G H I 38 A B C D E F G H I 67 A B C D E F G H I

10 A B C D E F G H I 39 A B C D E F G H I 68 A B C D E F G H I

11 A B C D E F G H I 40 A B C D E F G H I 69 A B C D E F G H I

12 A B C D E F G H I 41 A B C D E F G H I 70 A B C D E F G H I

13 A B C D E F G H I 42 A B C D E F G H I 71 A B C D E F G H I

14 A B C D E F G H I 43 A B C D E F G H I 72 A B C D E F G H I

15 A B C D E F G H I 44 A B C D E F G H I 73 A B C D E F G H I

16 A B C D E F G H I 45 A B C D E F G H I 74 A B C D E F G H I

17 A B C D E F G H I 46 A B C D E F G H I 75 A B C D E F G H I

18 A B C D E F G H I 47 A B C D E F G H I 76 A B C D E F G H I

19 A B C D E F G H I 48 A B C D E F G H I 77 A B C D E F G H I

20 A B C D E F G H I 49 A B C D E F G H I 78 A B C D E F G H I

21 A B C D E F G H I 50 A B C D E F G H I 79 A B C D E F G H I

22 A B C D E F G H I 51 A B C D E F G H I 80 A B C D E F G H I

A-I 80 CAS DP777/042

42 TKT MODULES 1–3 HANDBOOK FOR TEACHERS 309

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Candidate
Centre Number Number

Candidate Name

UNIVERSITY OF CAMBRIDGE ESOL EXAMINATIONS

English for Speakers of Other Languages
TEACHING KNOWLEDGE TEST 001
MODULE 1 Version 07
Language and background to language learning and teaching 1 hour 20 minutes

Additional materials:
Answer sheets
Soft clean eraser
Soft pencil (type B or HB is recommended)

TIME 1 hour 20 minutes

INSTRUCTIONS TO CANDIDATES
Write your name, Centre number and candidate number in the spaces at the top of this page.
Write these details on your answer sheet if they are not already printed.
Do not open this booklet until you are told to do so.
There are eighty questions in this paper.
Answer all questions.
Mark your answers on the separate answer sheet. Use a pencil.
You may write on the question paper, but you must mark your answers in pencil on the answer
sheet. You will have no extra time for this, so you must finish in one hour and twenty minutes.
At the end of the test, hand in both the question paper and the answer sheet.

INFORMATION FOR CANDIDATES

Each question in this paper carries one mark.

This question paper consists of 14 printed pages and 2 blank pages.

PV4
© UCLES 2006 313 [Turn over
2

For questions 1-6, match the underlined words/groups of words in the text with the language terms
listed A-G.

Mark the correct letter (A-G) on your answer sheet.

There is one extra option which you do not need to use.

Language terms

A word with affix

B idiom

C compound adjective

D connector

E phrasal verb

F compound noun

G word family

Text

My oldest brother is quite different from me – he’s a bit (1) old-fashioned really. I

suppose he’s just very traditional. For example, he always wears (2) a suit, a tie and

leather shoes, listens to the radio and plays cricket. But the worst thing is that he’s got

no sense of humour and that really (3) gets on my nerves. I also get the impression that

he thinks I’m pretty (4) worthless, which doesn’t help our relationship. We rarely see

each other these days. He sometimes (5) calls in when he’s in the area and then we

may go out together. But we usually end up arguing about which (6) bus stop to walk to,

or something silly like that.

314
3

For questions 7-13, match the underlined clauses with their meanings in the sentences listed
A, B or C.

Mark the correct letter (A, B or C) on your answer sheet.

Meanings

A condition

B reason

C result

Clauses

7 It was such a bad film that we walked out.

8 I decided to go and see him since he hadn’t phoned me.

9 I fell asleep in the car because I was so tired.

10 As there was no coffee left, I had a cup of tea.

11 I won’t speak to him again unless he apologises.

12 As long as you can save the money yourself, you can go on the trip.

13 I walked into town so that I could avoid the traffic.

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315
4

For questions 14-19, choose the correct lexical or phonological terms to complete the sentences.

Mark the correct letter (A, B or C) on your answer sheet.

14 Unhappy, disagree and incorrect include examples of

A prefixes.
B informal language.
C synonyms.

15 Hole and whole; mail and male; by and buy are examples of

A homophones.
B unvoiced sounds.
C false friends.

16 Put out; put off; put away are examples of

A antonyms.
B verb patterns.
C multi-word verbs.

17 Vehicle – car, bicycle, plane; pet – dog, cat, rabbit; food – bread, pizza, meat are examples of

A collocations.
B lexical sets.
C collective nouns.

18 Can’t; don’t; he’s are examples of

A connected speech.
B weak forms.
C contractions.

19 Fit and feet; fear and fair; track and truck are examples of

A rhymes.
B minimal pairs.
C linking.

316
5

For questions 20-28, match the underlined letter ‘a’ in each example word with the phonemic symbols
which would be used in a dictionary entry listed A, B, C or D.

Mark the correct letter (A, B, C or D) on your answer sheet.

You need to use some options more than once.

Phonemic symbols

A /æ/

B / eˆ /

C / å… /

D /W/

Example words

20 late

21 player

22 party

23 alphabet

24 island

25 hard

26 pizza

27 grandson

28 invitation

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317
6

For questions 29-34, match the example sentences with the functions listed A-G.

Mark the correct letter (A-G) on your answer sheet.

There is one extra option which you do not need to use.

Example sentences Functions

29 I can’t decide whether this radio is worth buying or not.

A expressing obligation

30 I’m going to visit my mother this afternoon.

B expressing a preference

31 I’d rather have the blue one. C offering help

D expressing an intention
32 If I finish the work earlier, can I get paid more?
E predicting

33 You must fill in the form before the end of the month.
F expressing doubt

34 Paula’s got a chance of winning the race. G negotiating

318
7

For questions 35-40, look at the language skills and three possible descriptions of them.

Two of the descriptions are appropriate in each situation. One of the descriptions is NOT appropriate.

Mark the description (A, B or C) which is NOT appropriate on your answer sheet.

35 Productive skills involve

A expressing rather than understanding language.

B speaking and writing activities.
C listening and reading tasks.

36 Re-drafting involves

A copying a piece of writing out neatly.

B doing a piece of writing for the second or third time.
C making changes to a piece of writing.

37 Process writing involves

A planning a piece of writing.

B writing without editing.
C using writing subskills.

38 Listening for gist involves

A being able to understand every word of a text.

B working out the overall meaning of a text without concentrating on the details.
C forming a general idea of what a text is about.

39 Proofreading involves

A checking for language errors.

B reading your written work word by word.
C paraphrasing parts of a text.

40 Speaking accurately involves

A using the right expressions to convey meaning.

B using colloquial language to express ideas.
C using lexis and structures correctly.

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319
8

For questions 41-46, match the classroom activities with the strategies for motivating learners
listed A-G.

Mark the correct letter (A-G) on your answer sheet.

There is one extra option which you do not need to use.

Classroom activities

41 At the start of the class, the teacher writes on the board what she hopes the learners will
achieve in the lesson.

42 The teacher introduces a new topic by using situations from the learners’ own lives.

43 The teacher gives only positive feedback on language used in an activity.

44 Students A and B exchange information in order to complete a text.

45 The teacher finds out how and when the learners like to be corrected.

46 The teacher shows the learners how to use the self-access centre.

Strategies for motivating learners

A Ask learners about their learning preferences.

B Build up learners’ confidence in their abilities.

C Personalise lessons.

D Make sure that learners understand instructions.

E Encourage learner autonomy.

F Make the learning aims clear to learners.

G Give learners a reason for communicating with one another.

320
9

For questions 47-52, match what the student does with the learning strategies listed A-G.

Mark the correct letter (A-G) on your answer sheet.

There is one extra option which you do not need to use.

Learning strategies

A illustrating meaning

B guessing from context

C memorising

D highlighting pronunciation features

E focusing on collocations

F predicting content from titles

G consulting reference sources

What the student does

47 I try to identify the part of speech from the other words in the sentence.

48 I make a note of the stress when I put words into my vocabulary notebook.

49 I try to listen out for new words in expressions, rather than individual words.

50 If I’m not sure what form to use, I look it up in a grammar book.

51 I sometimes draw timelines in my grammar notebook.

52 Occasionally, I test myself on recently taught words so I don’t forget them.

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321
10

For questions 53-58, match the needs of each group of students with the most suitable type of
course listed A-G.

Mark the correct letter (A-G) on your answer sheet.

There is one extra option which you do not need to use.

Groups of students

53 These young adults need a range of study skills before going to a British university.

54 These adult beginners are going on holiday, and need to learn how to communicate in an
English-speaking environment.

55 This group of young children have a short attention span; their parents want them to learn
English while having some fun.

56 These business people need to meet and work with people from other countries at
international conferences.

57 These secretaries and receptionists want to focus on vocabulary and skills which are
useful for them in their work.

58 These scientists need to keep up-to-date with the latest developments in their subjects.

Types of courses

A a course focusing on basic language skills for everyday situations

B a course focusing on listening and note-taking, and writing academic essays

C a course based on role-plays and situations, such as greeting visitors and telephoning clients

D an activity-based course with lots of games, songs and stories

E a course based on grammar revision and written practice

F an oral skills course based on cross-cultural material

G an online course in which students read texts on specific topics and answer detailed
comprehension questions

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For questions 59-64, match the class activities with the teaching approaches listed A-G.

Mark the correct letter (A-G) on your answer sheet.

There is one extra option which you do not need to use.

Teaching approaches

A Presentation, Practice and Production (PPP)

B Task-based Learning (TBL)

C Total Physical Response (TPR)

D The Lexical Approach

E Grammar Translation

F Test-teach-test

G Guided discovery

Class activities

59 I asked groups to design an advertisement for a new type of cereal. While they were
working, we looked at some real advertisements together, and the students practised writing
some ‘slogans’.

60 I gave the class an exercise on the past simple and past continuous. Lots of students
found it difficult, so I explained the grammar, then they practised in pairs.

61 I gave the class a series of instructions, for instance, to stand up and turn around, which
they followed. Then some students gave me the same instructions.

62 I introduced a new structure to the class by showing a set of pictures while I said sentences
containing the structure. Then I gave pairs some sentence prompts to complete. Finally,
students talked in groups about a similar set of pictures while I monitored their conversations.

63 I gave the class some ‘if’ sentences containing second and third conditional structures.
In pairs, they discussed the sentences and completed a set of grammar rules for the form
and use of the two structures.

64 I gave the class an authentic text from a magazine about unusual sports. We found lots of
useful sports collocations in it and looked in some detail at how the text was written.
The students then practised using some of the new language, orally and in writing.

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12

For questions 65-70, match the teacher’s actions with the introductory activities for different lessons
listed A-G.

Mark the correct letter (A-G) on your answer sheet.

There is one extra option which you do not need to use.

Introductory activities

A asking concept questions

B eliciting language

C doing a warmer

D miming

E setting the scene

F explaining

G drilling

Teacher’s actions

65 The teacher asks the students to look at pictures of Paris before they listen to a recording
about tourist attractions there.

66 The teacher asks the students to repeat sentences after her.

67 The teacher checks whether the students understand when the new language is used.

68 The teacher does a short game with the students to give them energy.

69 The teacher asks the students for examples of different kinds of fruit and writes them on
the board.

70 The teacher does an action which shows the meaning of a new word.

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13

For questions 71-75, look at the questions about classroom activities and three possible answers.
Choose the correct answer A, B or C.

Mark the correct letter (A, B or C) on your answer sheet.

71 Which one of these does not involve putting things in order?

A ranking
B jumbled paragraphs
C labelling

72 Which one of these does not usually involve pair or groupwork?

A jigsaw reading
B choral repetition
C information-gap activities

73 Which one of these does not usually focus on grammar practice?

A project work
B transformation exercises
C gap-fills

74 Which one of these is not a speaking activity?

A mind map
B mingle
C role-play

75 Which one of these is not a vocabulary-learning strategy?

A visualisation
B problem solving
C categorisation

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325
14

For questions 76-80, match the descriptions of different tests with the types of test listed A-F.

Mark the correct letter (A-F) on your answer sheet.

There is one extra option which you do not need to use.

Types of test

A progress

B achievement

C subjective

D proficiency

E diagnostic

F placement

Descriptions

76 These tests are designed to test language taught on the whole course.

77 These tests are designed to help teachers to plan course content.

78 The purpose of these tests is to test language taught on part of a course.

79 These tests help teachers to put students in classes at the appropriate level.

80 The marking of these tests depends on decisions made by individual examiners.

326
SAMPLE ANSWER SHEET

Sample answer sheet

Do not write in this box

Candidate Name Centre No.

If not already printed, write name
in CAPITALS and complete the
Candidate No. grid (in pencil).

Candidate Signature Candidate No.

0 0 0 0
1 1 1 1
Examination Title Examination 2 2 2 2
Details 3 3 3 3
Centre 4 4 4 4
5 5 5 5
6 6 6 6
7 7 7 7
Supervisor: 8 8 8 8
If the candidate is ABSENT or has WITHDRAWN shade here 9 9 9 9

Use a pencil. 23 A B C D E F G H I 52 A B C D E F G H I

Mark ONE letter for each question. 24 A B C D E F G H I 53 A B C D E F G H I

For example, if you think F is the 25 A B C D E F G H I 54 A B C D E F G H I
right answer to the question, mark
B

26 A B C D E F G H I 55 A B C D E F G H I
H

your answer sheet like this:

A B C D E F G H I 27 A B C D E F G H I 56 A B C D E F G H I
0
Rub out any answer you wish to 28 A B C D E F G H I 57 A B C D E F G H I
change with an eraser. A B C D E F G H I A B C D E F G H I
29 58
1 A B C D E F G H I 30 A B C D E F G H I 59 A B C D E F G H I

2 A B C D E F G H I 31 A B C D E F G H I 60 A B C D E F G H I

3 A B C D E F G H I 32 A B C D E F G H I 61 A B C D E F G H I

4 A B C D E F G H I 33 A B C D E F G H I 62 A B C D E F G H I

5 A B C D E F G H I 34 A B C D E F G H I 63 A B C D E F G H I

6 A B C D E F G H I 35 A B C D E F G H I 64 A B C D E F G H I

7 A B C D E F G H I 36 A B C D E F G H I 65 A B C D E F G H I

8 A B C D E F G H I 37 A B C D E F G H I 66 A B C D E F G H I

9 A B C D E F G H I 38 A B C D E F G H I 67 A B C D E F G H I

10 A B C D E F G H I 39 A B C D E F G H I 68 A B C D E F G H I

11 A B C D E F G H I 40 A B C D E F G H I 69 A B C D E F G H I

12 A B C D E F G H I 41 A B C D E F G H I 70 A B C D E F G H I

13 A B C D E F G H I 42 A B C D E F G H I 71 A B C D E F G H I

14 A B C D E F G H I 43 A B C D E F G H I 72 A B C D E F G H I

15 A B C D E F G H I 44 A B C D E F G H I 73 A B C D E F G H I

16 A B C D E F G H I 45 A B C D E F G H I 74 A B C D E F G H I

17 A B C D E F G H I 46 A B C D E F G H I 75 A B C D E F G H I

18 A B C D E F G H I 47 A B C D E F G H I 76 A B C D E F G H I

19 A B C D E F G H I 48 A B C D E F G H I 77 A B C D E F G H I

20 A B C D E F G H I 49 A B C D E F G H I 78 A B C D E F G H I

21 A B C D E F G H I 50 A B C D E F G H I 79 A B C D E F G H I

22 A B C D E F G H I 51 A B C D E F G H I 80 A B C D E F G H I

A-I 80 CAS DP777/042

42 TKT MODULES 1–3 HANDBOOK FOR TEACHERS 327

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330
TEACHING KNOWLEDGE TEST
MODULE 1

Language and background to language learning and teaching

SAMPLE PAPER 4

Time 1 hour 20 minutes

INSTRUCTIONS TO CANDIDATES
Do not open this question paper until you are told to do so.
Write your name, centre number and candidate number on your answer sheet if they
are not already there.
Read the instructions for each part of the paper carefully.
Answer all the questions.
Read the instructions on the answer sheet.
Mark your answers on the answer sheet. Use a pencil.
You must complete the answer sheet within the time limit.
At the end of the test, hand in both this question paper and your answer sheet.

INFORMATION FOR CANDIDATES

There are 80 questions in this paper.
Each question carries one mark.

PV5
© UCLES 2015

331
2

For questions 1 – 7, read the text. Match the underlined examples in the text with the grammatical
terms listed A – H.

Mark the correct letter (A – H) on your answer sheet.

There is one extra option which you do not need to use.

Grammatical terms

A conjunction

B preposition

C adverb

D superlative adjective

E object pronoun

F demonstrative adjective

G possessive adjective

H demonstrative pronoun

Text

For me the (1) best thing about the weekend is that I don’t have to go to work. I like
(2) my job but I have to spend all day in an office and I’m someone who loves being
outside. Another good thing about the weekend is (3) that I don’t have to get up at half
past six every day. It isn’t (4) too bad in summer but I hate (5) it in winter when it’s dark
in the morning. (6) That’s the time when I dream about moving away from (7) this
country to somewhere light and bright.

332
3

For questions 8 – 13, read the text. Match the underlined words or phrases in the text with the lexical
terms listed A – G.

Mark the correct letter (A – G) on your answer sheet.

There is one extra option which you do not need to use.

Lexical terms

A phrasal verb

B compound noun

C word with negative affix

D compound adjective

E word family

F verb and noun collocation

G noun with affix

Text

During his career, Sean Connery made over 70 films and became very rich. However, as a
child (8) growing up in Scotland during the Great Depression in the 1930s, he was poor. He
and his family were not (9) unusual in living in a two-roomed flat with no (10) bathroom.
Sean left school at thirteen and did a variety of jobs to (11) make money including being a
milkman and a (12) builder. Eventually he began acting and his role as the first James Bond
made him (13) well-known all over the world.

Turn over ►

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4

For questions 14 – 19, complete the sentences about the uses of adverbs with one of the three
possible endings A, B or C.

Mark the correct letter (A, B or C) on your answer sheet.

14 ‘This is quite nice.’ ‘You’re quite wrong.’ These examples show that quite can be used

A to modify adverbs.
B to express a negative idea.
C to strengthen or weaken adjectives.

15 ‘This is the best book I’ve ever read.’ In this sentence ever is used

A to give emphasis.
B to show there is only one of something.
C to show that the action has recently been completed.

16 ‘I have just been speaking to him.’ In this sentence just is used

A to describe an unfinished action.

B to highlight when the action was done.
C to show a repeated action.

17 ‘I’d rather go somewhere else.’ In this sentence rather is used because

A the speaker doesn’t mind what he does.

B the speaker is saying that something is special.
C the speaker is making a polite suggestion.

18 ‘I can hardly see – it’s so dark.’ In this sentence hardly is used because

A the speaker is trying very hard to see.

B the speaker is unable to see.
C it is difficult for the speaker to see.

19 ‘Joe worked particularly well this month.’ In this sentence particularly is used to

A show agreement with what Joe did.

B emphasise how well Joe worked.
C focus on when Joe worked well.

334
5

For questions 20 – 25, match the underlined parts of the email with the functions listed A – G.

Mark the correct letter (A – G) on your answer sheet.

There is one extra option which you do not need to use.

Functions

A expressing ability

B making an offer

C making a prediction

D expressing intention

E expressing possibility

F making a request

G expressing preference

Email

Dear Juan,
Thought I’d let you know (20) I’m planning to come to Chile next year and I’m hoping to visit
you there! (21) January is my first choice, but I might stay with Mum then, so (22) it could
be that I’ll visit you in February instead.
Anyway, (23) I’d be really grateful if you could share your knowledge. What’s the weather
like in February? How much can I see in two weeks? (24) I know how to check all this on
the internet, but it would be good to speak to someone who knows the country. By the way,
(25) would you like me to bring you anything special from Britain?
Speak soon, I hope.
Frank

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335
6

For questions 26 – 33, look at the phonemic symbols and the three words listed A, B and C.

Choose the word which contains the sound matching the phonemic symbol.

Mark the correct letter (A, B or C) on your answer sheet.

26 /iː/

A leave
B wear
C heard

27 /tʃ/

A share
B lots
C question

28 /dʒ/

A danger
B cheap
C nation

29 /uː/

A but
B new
C book

30 /ʒ/

A edge
B pleasure
C ocean

31 /θ/

A this
B father
C teeth

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7

32 /j/

A June
B university
C guest

33 / /

A night
B manager
C drink

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337
8

For questions 34 – 40, choose the best option (A, B or C) to complete each statement on speaking
skills.

Mark the correct letter (A, B or C) on your answer sheet.

34 Adapting your speech to the listener can involve

A giving attention to register.

B making use of prompting.
C politely correcting.

35 A common feature of speech which is not fluent is

A hesitation.
B encouragement.
C turn taking.

36 Interactive speaking involves

A developing a topic.
B using a variety of language patterns.
C exchanging ideas.

37 An example of self-correction is

A No, what I actually said was ..

B I mean coming down the stairs, sorry.
C That’s right. In other words, a lot of people think that ..

38 Trying to help the listener can involve

A requesting clarification.
B interrupting.
C paraphrasing.

39 A speaker uses repetition to

A explain things more simply when communication has broken down.

B speed up the interaction process.
C clarify things for a listener who has not heard properly.

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40 Linking devices are important when

A giving a presentation to an audience.

B using corrected speech.
C communicating the meaning of individual words.

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339
10

For questions 41 – 45, match the teacher’s comments with the types of mistake listed A, B and C.

Mark the correct letter (A, B or C) on your answer sheet.

You will need to use some of the options more than once.

Types of mistake

A developmental errors

B L1 interference

C slips

Teacher’s comments

41 It’s natural for all beginners to say things like I goed home instead of I went home.

42 Even though his level of English was good, the student was so excited yesterday that he
made several mistakes which he wouldn’t normally make.

43 This advanced student still has problems distinguishing between / / and / /. / / doesn’t
exist in his language.

44 After we’d done the unit on comparatives using more several students started saying more
nicer.

45 This intermediate level student did the written exercises on irregular verbs perfectly but she
said cutted when she recorded the exercises. She was probably just a bit nervous.

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11

For questions 46 – 50, look at the learning strategies and the three learner activities A, B and C.

Two of the learner activities are examples of the learning strategy. One learner activity is NOT.

Mark the letter (A, B or C) which is NOT an example of the learning strategy on your answer sheet.

46 using a written reference resource to clarify meaning

A Learners check pronunciation of a new phrase in a dictionary.

B Learners check the register of a new phrase on the internet.
C Learners use examples on a worksheet to check understanding of a new phrase.

47 notetaking

A Learners record the main points from a lecture in writing.

B Learners make a mind map of what they have learned from a lesson.
C Learners complete gaps in a coursebook text.

48 organising work

A A learner categorises vocabulary into words she knows and doesn’t know.
B A learner writes vocabulary quiz questions for his partner.
C A learner notes down important vocabulary under headings according to topic.

49 guessing meaning from context

A Learners use the intonation of a speaker in a recording to work out what he is feeling.
B Learners use a picture in a story to identify what a new word means.
C Learners use a picture dictionary to find out what a word in the title of a story means.

50 organising participation

A A group of learners agree a time limit for a speaking game.

B Learners discuss mistakes in a speaking game.
C Learners agree rules for taking turns to speak in a speaking game.

Turn over ►

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12

For questions 51 – 55, match the statements about first and second language learning with the
categories listed A, B and C.

Mark the correct letter (A, B or C) on your answer sheet.

You will need to use some of the options more than once.

Categories

A L1 learning

B L2 learning in the classroom

C Both

Statements about first and second language learning

51 There is always a strong social need for the learner to acquire the language.

52 It is necessary to process information you’ve heard.

53 Acquisition of the language always happens together with cognitive development.

54 The language isn’t always an essential skill in the learner’s life.

55 Many learners fail to become proficient users.

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13

For questions 56 – 61, match the teacher’s actions with the techniques for presenting new language
listed A – G.

Mark the correct letter (A – G) on your answer sheet.

There is one extra option which you do not need to use.

Techniques for presenting new language

A encouraging prediction of target language

B using a familiar text

C drilling of language forms

D concept checking

E using a visual context

F personalising a topic

G giving a model for pronunciation

Teacher’s actions

56 The teacher tells a favourite fairy story to introduce narrative tenses.

57 After the students have read a text about a person who used to live in New York, the
teacher asks the students if the person still lives in New York.

58 The teacher repeats the words walk and work.

59 The teacher shows an interview with a singer and asks the students to identify five fillers
the singer uses.

60 The teacher asks the students what sport they play.

61 The teacher asks the students to repeat some conditional sentences from a recording.

Turn over ►

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14

For questions 62 – 68, match the practice activities with the task types listed A – H.

Mark the correct letter (A – H) on your answer sheet.

There is one extra option which you do not need to use.

Task types

A brainstorming

B choral drill

C jumbled sentence

D rank ordering

E role-play

F survey

G transformation drill

H visualisation

Practice activities

62 You want to go out to visit the zoo. Your partner wants to stay at home. Try to persuade your
partner to come with you.

63 Close your eyes and imagine you are walking in a forest. What animals do you see?
What noises can you hear? What can you smell?

64 Put these words in the right order to make questions

is colour a What zebra?

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15

65 Listen to these animal names and say them together.

66
Which of these animals is most useful to humans? Number them from most useful (1) to least
useful (5).
rabbit donkey camel sheep elephant

67 Work with a partner. Write down the names of as many animals as you can.

68 Complete this table by asking your friends about animals they like and don’t like

Name Animal he/she likes Animal he/she doesn’t like

Turn over ►

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For questions 69 – 74, match the features of lessons which students describe with the teaching
approaches listed A, B and C.

Mark the correct letter (A, B or C) on your answer sheet.

You will need to use some of the options more than once.

Teaching approaches

A Grammar-Translation

B Total Physical Response

C Lexical Approach

Features of lessons

69 We analyse the language, focusing especially on everyday expressions and learning their
meanings.

70 We focus on understanding the rules of the structures in L2 reading passages.

71 We work a lot on collocation and this helps us to memorise common phrases.

72 In my class everyone speaks the same language, so our teacher often asks us to look at
English texts and write them out in our own language.

73 Our teacher often tells us stories, and we listen or maybe mime parts of them.

74 We often do lots of exercises on different structures.

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For questions 75 – 80, match the assessment tasks with the descriptions of assessment listed A – D.

Mark the correct letter (A – D) on your answer sheet.

You will need to use some of the options more than once.

Descriptions of assessment

A summative and objective

B summative and subjective

C formative and objective

D formative and subjective

Assessment tasks

75 For their final test, students are given a picture and they talk about it. They are assessed
on their ability to communicate.

76 Students write an article about leisure facilities in their area. The teacher gives comments
later on layout and organisation, content and vocabulary and grammar.

77 Students read three texts on a topic they have studied on the course and do true/false and
matching tasks.

78 Students do a vocabulary test at the end of every term on the words they have learnt. This
term they have to match words with pictures.

79 Students do a multiple-choice diagnostic test which covers a range of grammar and

vocabulary. The teacher then tells the students their main strengths and weaknesses.

80 As part of a monthly test, students write a composition. They then exchange compositions
and choose comments from a list, to evaluate the writing. They then return it.

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SAMPLE ANSWER SHEET

Sample answer sheet

Do not write in this box

Candidate Name Centre No.

If not already printed, write name
in CAPITALS and complete the
Candidate No. grid (in pencil).

Candidate Signature Candidate No.

0 0 0 0
1 1 1 1
Examination Title Examination 2 2 2 2
Details 3 3 3 3
Centre 4 4 4 4
5 5 5 5
6 6 6 6
7 7 7 7
Supervisor: 8 8 8 8
If the candidate is ABSENT or has WITHDRAWN shade here 9 9 9 9

Use a pencil. 23 A B C D E F G H I 52 A B C D E F G H I

Mark ONE letter for each question. 24 A B C D E F G H I 53 A B C D E F G H I

For example, if you think F is the 25 A B C D E F G H I 54 A B C D E F G H I
right answer to the question, mark
B

26 A B C D E F G H I 55 A B C D E F G H I
H

your answer sheet like this:

A B C D E F G H I 27 A B C D E F G H I 56 A B C D E F G H I
0
Rub out any answer you wish to 28 A B C D E F G H I 57 A B C D E F G H I
change with an eraser. A B C D E F G H I A B C D E F G H I
29 58
1 A B C D E F G H I 30 A B C D E F G H I 59 A B C D E F G H I

2 A B C D E F G H I 31 A B C D E F G H I 60 A B C D E F G H I

3 A B C D E F G H I 32 A B C D E F G H I 61 A B C D E F G H I

4 A B C D E F G H I 33 A B C D E F G H I 62 A B C D E F G H I

5 A B C D E F G H I 34 A B C D E F G H I 63 A B C D E F G H I

6 A B C D E F G H I 35 A B C D E F G H I 64 A B C D E F G H I

7 A B C D E F G H I 36 A B C D E F G H I 65 A B C D E F G H I

8 A B C D E F G H I 37 A B C D E F G H I 66 A B C D E F G H I

9 A B C D E F G H I 38 A B C D E F G H I 67 A B C D E F G H I

10 A B C D E F G H I 39 A B C D E F G H I 68 A B C D E F G H I

11 A B C D E F G H I 40 A B C D E F G H I 69 A B C D E F G H I

12 A B C D E F G H I 41 A B C D E F G H I 70 A B C D E F G H I

13 A B C D E F G H I 42 A B C D E F G H I 71 A B C D E F G H I

14 A B C D E F G H I 43 A B C D E F G H I 72 A B C D E F G H I

15 A B C D E F G H I 44 A B C D E F G H I 73 A B C D E F G H I

16 A B C D E F G H I 45 A B C D E F G H I 74 A B C D E F G H I

17 A B C D E F G H I 46 A B C D E F G H I 75 A B C D E F G H I

18 A B C D E F G H I 47 A B C D E F G H I 76 A B C D E F G H I

19 A B C D E F G H I 48 A B C D E F G H I 77 A B C D E F G H I

20 A B C D E F G H I 49 A B C D E F G H I 78 A B C D E F G H I

21 A B C D E F G H I 50 A B C D E F G H I 79 A B C D E F G H I

22 A B C D E F G H I 51 A B C D E F G H I 80 A B C D E F G H I

A-I 80 CAS DP777/042

42 TKT MODULES 1–3 HANDBOOK FOR TEACHERS 349

350