Ағылшын тілін үйренушілерге арналған әдістемелік құрал

Handbook for teachers
TKT: YL (Young Learners)

CONTENTS

Preface
This handbook is intended for tutors and candidates and provides information to help prepare for the TKT: Young Learners (YL) module.
For further information on any Cambridge English Teaching Qualifications and courses, please go to
www.cambridgeenglish.org/teachingqualifications
For further copies of this handbook, please email marketingsupport@cambridgeenglish.org

Contents
About Cambridge English Language Assessment 2

TKT: YL test overview 11

Cambridge English Teaching Qualifications – an overview 3

Syllabus 12

Cambridge English Teaching Framework 4

Knowledge of young learners and principles of teaching
English to young learners 12

Continuing development opportunities at every level 6
Teaching English to young learners – an overview 7
Introduction to TKT 8
TKT: YL – an overview 8
Support for candidates and course providers 9
TKT: YL administration 9
Special Circumstances 10

Planning and preparing young learner lessons 13
Teaching young learners 13
Assessing young learner learning through classroom-based
assessment 14
Preparing for TKT: YL 15
Sample paper 16
Answer key 23
Sample answer sheet 24
More Cambridge English teaching courses and qualifications 25

TKT: YL HANDBOOK FOR TEACHERS

1

ABOUT CAMBRIDGE ENGLISH LANGUAGE ASSESSMENT

About Cambridge English
Language Assessment
TKT (Teaching Knowledge Test) is developed by Cambridge English
Language Assessment, a not-for-profit department of the University
of Cambridge.
We are one of three major exam boards which form the Cambridge
Assessment Group (Cambridge Assessment). More than 8 million
Cambridge Assessment exams are taken in over 170 countries
around the world every year.

One of the oldest universities in the world
and one of the largest in the United Kingdom

Departments of the University

Cambridge Assessment: the trading name for the
University of Cambridge Local Examinations Syndicate (UCLES)

Departments (exam boards)

Cambridge English Language
Assessment
Provider of the world’s most
valuable range of qualifications for
learners and teachers of English

Cambridge International
Examinations
Prepares school students for life,
helping them develop an informed
curiosity and a lasting passion for
learning

OCR: Oxford Cambridge and RSA
Examinations
Oxford Cambridge and RSA

One of the UK’s leading providers
of qualifications

The world’s most valuable range of English
qualifications
We develop and produce the most valuable range of
qualifications for learners and teachers of English in the world.
Over 5 million people in 130 countries take our exams every year.
We offer assessments across the full spectrum of language ability.
We provide examinations for general communication and for
professional and academic purposes. All of our English language
exams are aligned to the principles and approach of the Common
European Framework of Reference for Languages (CEFR).
2

TKT: YL HANDBOOK FOR TEACHERS

To find out more about Cambridge English exams and the CEFR, go to
www.cambridgeenglish.org/cefr

Cambridge English Teaching Qualifications
Our internationally recognised teaching qualifications provide
a route into the English language teaching profession for new
teachers and a comprehensive choice of career development for
experienced teachers.

Supporting teachers
Cambridge English Teaching Qualifications such as TKT form an
important part of our teacher development range. All of our teaching
qualifications are mapped onto the Cambridge English Teaching
Framework, which is designed to help teachers identify where
they are in their career, plan where they want to get to and identify
development activities to get there.

Proven quality
Our commitment to providing assessment of the highest possible
quality is underpinned by an extensive programme of research and
evaluation, and by continuous monitoring of the marking and grading
of all Cambridge English exams. Of particular importance are the
rigorous procedures which are used in the production and pretesting
of question papers.
All our systems and processes for designing, developing and
delivering exams and assessment services are certified as meeting
the internationally recognised ISO 9001:2015 standard for quality
management and are designed around five essential principles:
Validity – are our exams an authentic test of real-life English or
teaching knowledge?
Reliability – do our exams behave consistently and fairly?
Impact – does our assessment have a positive effect on teaching and
learning?
Practicality – does our assessment meet candidates’ needs within
available resources?
Quality – how we plan, deliver and check that we provide excellence
in all of these fields.
How these qualities are brought together is outlined in our
publication Principles of Good Practice, which can be downloaded free
from www.cambridgeenglish.org/principles

CAMBRIDGE ENGLISH TEACHING QUALIFICATIONS – AN OVERVIEW

Cambridge English Teaching Qualifications – an overview
The following qualifications are available to teachers through Cambridge English Teaching Qualifications centres:

Not essential

Not required

Primary,
secondary or
adults

TKT: Young Learners

Not essential

Not required

Primary

Not required

Qualifications
allowing access
to higher
education

Adults

Required

Local requirements
for teachers apply

Primary,
secondary or
adults

Recommended

Initial teaching
qualification

Primary,
secondary or
adults

Required

Initial teaching
qualification

Primary,
secondary or
adults

Recommended

Initial teaching
qualification

Primary,
secondary or
adults

CELTA

Certificate in Teaching English to
Speakers of Other Languages

ICELT

In-service Certificate in English
Language Teaching

Delta Module One

Diploma in Teaching English to
Speakers of Other Languages

Delta Module Two
Delta Module Three

Paper-based test

(Content and Language
Integrated Learning)

TKT: CLIL

Continuous
assessment/
coursework

Primary,
secondary or
adults

Assessed teaching
practice

Not required

Teaching Knowledge Test

Course
participation
required

Teaching age
group

Not essential

TKT Modules 1, 2 and 3

Can be taken
pre-service

Entry
qualifications

Qualification features

Teaching
experience

Candidate requirements

Face-to-face or
online/blended
options

Extended
assignment

The following courses and qualifications are available to teachers through institutions and educational authorities:

Candidate requirements

Required

Local
requirements for
teachers apply

Secondary

Train the Trainer

Required

Teaching
qualification

Adults

Certificate in EMI Skills

Required

Local
requirements
apply

Students in
higher education
contexts

Language for Teaching – A2

N/A

A1 level English

Primary,
secondary

Language for Teaching – B1

N/A

A2 level English

Primary,
secondary

Language for Teaching – B2

N/A

B1 level English

Primary,
secondary

English as a Medium of Instruction

Online/blended
learning course
option

Certificate in English Language
Teaching – Secondary

CELT-S

Continuous
assessment/
coursework

Primary

Assessed
teaching practice

Teaching age
group

Local
requirements for
teachers apply

Certificate in English Language
Teaching – Primary

Course
participation
required

Entry
qualifications

Required

CELT-P

Can be taken
pre-service

Teaching
experience

Course/qualification features

TKT: YL HANDBOOK FOR TEACHERS

3

CAMBRIDGE ENGLISH TEACHING FRAMEWORK

Cambridge English Teaching Framework – at the heart of professional
development
We developed the Cambridge English Teaching Framework:
•
•

to help teachers identify where they are in their professional career
to help teachers and their employers think about where they want to go next and identify development activities to get there.

Foundation

Learning and the
Learner

Teaching, Learning
and Assessment

Language Ability

Language Knowledge
and Awareness

Professional
Development
and Values

4

TKT: YL HANDBOOK FOR TEACHERS

Developing

• Has a basic understanding of some
language–learning concepts.

• Has a reasonable understanding of many
language–learning concepts.

• Demonstrates a little of this understanding
when planning and teaching.

• Demonstrates some of this understanding
when planning and teaching.

• Has a basic understanding of some
key principles of teaching, learning and
assessment.

• Has a reasonable understanding of many
key principles of teaching, learning and
assessment.

• Can plan and deliver simple lessons with a
basic awareness of learners’ needs, using
core teaching techniques.

• Can plan and deliver lessons with some
awareness of learners’ needs, using a
number of different teaching techniques.

• Can use available tests and basic
assessment procedures to support and
promote learning.

• Can design simple tests and use some
assessment procedures to support and
promote learning.

• Provides accurate examples of language
points taught at A1 and A2 levels.

• Provides accurate examples of language
points taught at A1, A2 and B1 levels.

• Uses basic classroom language which is
mostly accurate.

• Uses classroom language which is mostly
accurate.

• Is aware of some key terms for describing
language.

• Has reasonable knowledge of many key
terms for describing language.

• Can answer simple learner questions with
the help of reference materials.

• Can answer most learner questions with
the help of reference materials.

• Can reflect on a lesson with guidance and
learn from feedback.

• Can reflect on a lesson without guidance
and respond positively to feedback.

• Requires guidance in self-assessing own
needs.

• Can self-assess own needs and identify
some areas for improvement.

CAMBRIDGE ENGLISH TEACHING FRAMEWORK

Proficient

Expert

• Has a good understanding of many
language–learning concepts.

• Has a sophisticated understanding of
language–learning concepts.

• Frequently demonstrates this understanding
when planning and teaching.

• Consistently demonstrates this
understanding when planning and teaching.

• Has a good understanding of key principles
of teaching, learning and assessment.

• Has a sophisticated understanding of
key principles of teaching, learning and
assessment.

• Can plan and deliver detailed lessons with
good awareness of learners’ needs, using a
wide range of teaching techniques.
• Can design effective tests and use a range
of assessment procedures to support and
promote learning.

• Can plan and deliver detailed and
sophisticated lessons with a thorough
understanding of learners’ needs, using a
comprehensive range of teaching techniques.
• Can design a range of effective tests and
use individualised assessment procedures
consistently to support and promote
learning.

• Provides accurate examples of language
points taught at A1, A2, B1 and B2 levels.

• Provides accurate examples of language
points taught at A1–C2 levels.

• Uses classroom language which is
consistently accurate throughout the
lesson.

• Uses a wide range of classroom language
which is consistently accurate throughout
the lesson.

• Has good knowledge of key terms for
describing language.

• Has sophisticated knowledge of key terms
for describing language.

• Can answer most learner questions with
minimal use of reference materials.

• Can answer most learner questions in detail
with minimal use of reference materials.

• Can reflect critically and actively seeks
feedback.

• Consistently reflects critically, observes
other colleagues and is highly committed to
professional development.

• Can identify own strengths and weaknesses
as a teacher, and can support other
teachers.

• Is highly aware of own strengths and
weaknesses, and actively supports the
development of other teachers.

See the full version of the framework for detailed competency statements: www.cambridgeenglish.org/teaching-framework

TKT: YL HANDBOOK FOR TEACHERS

5

CONTINUING DEVELOPMENT OPPORTUNITIES AT EVERY LEVEL

Continuing development opportunities at every level
Our teaching qualifications and range of teacher support are mapped onto the framework, so teachers and
educational institutions can find the combination of development activities that suits them best.

Foundation

Developing

Proficient

Expert

CELTA

Courses and qualifications

TKT
CELT-P
CELT-S
Language for Teaching
ICELT
Delta
EMI Skills
Train the Trainer

Resources

Online teaching support
Face-to-face seminars
Methodology titles from Cambridge University Press
See page 25 for more information about Cambridge English teaching courses and qualifications.

6

TKT: YL HANDBOOK FOR TEACHERS

TEACHING ENGLISH TO YOUNG LEARNERS – AN OVERVIEW

Teaching English to young learners
– an overview
How young is a young learner?
The term young learner is interpreted differently around the world.
TKT: YL defines a young learner as a child who is in their first six
years of formal education, from the age of 6 to 12. This age range is
used because formal schooling in many countries begins at 6, while
the upper age of 12 approximates to when many children begin to
experience significant cognitive and emotional changes.

How is teaching English to young learners
different from teaching English to adults?
There are similarities between teaching young learners and teaching
adults. Teachers of young learners will need many of the same
skills in planning, teaching, classroom management and language
proficiency as teachers of adults. Depending upon the educational
and cultural context in which they are working, the aims of their
teaching may often be similar: helping learners to understand and
communicate, and to develop learning strategies which help them to
learn independently.
Like adults, young learners are individuals with their own
characteristics, likes, dislikes and beliefs. It is therefore difficult to
generalise about teaching them. However, there are four key areas
where teaching young learners differs from teaching adults:
1. Young learners are still developing cognitively, linguistically,
socially, emotionally and physically. Smith (1995) describes
young learners as ‘products in process’. Learners aged 6–12 are
still developing their thinking skills, their first language systems,
their hand–eye co-ordination and other motor skills. They are
still discovering the rules for interacting with others, and learning
to understand their own reactions to others and to events. The
breadth, volume and speed of this early development also means
there are significant differences in the abilities, interests and
characteristics of children within the 6–12 age range. There can
be significant learner variables, for example, between children
aged 8–9, and children aged 10–11 (Cephe and Teflik 2001).
2. Young learners often have no obvious reason for learning English.
Many adults choose to learn English for a specific job-related
purpose, or for personal reasons. Learners at secondary school
are often motivated to learn English in order to pass an exam,
get a job, or go to university. Young learners, by contrast, are
generally conscripts in language classes (even in private tuition).
They generally do not need, for example, to order a meal in
English, give directions, or discuss the weather (Clark 1990)
– typical focuses of early language learning classes for adults.
However, the lack of a clear reason for learning English may
not worry the young learner, who will very often bring goodwill,
energy and curiosity to learning.
3. Young learners may not always have well-developed literacy skills
to support their learning of English. Many children at the younger
end of the 6–12 year-old spectrum may not be able to read and
write in their own language, or may be starting to read and
write – sometimes in a different script – in parallel with learning
English. It is often the case, therefore, that children up to the age
of about 9 may not be able to use reading or writing to support
their learning in a foreign language. Cameron (2001:108) refers to

this phenomenon as a ‘literacy skills lag’. This means that in many
young learner classrooms, talking is the main medium of input, as
children may not yet have the skills to decode meaning from text.
4. Young learners often learn slowly and forget quickly. The popular
belief that young learners find it somehow much easier to learn
than adults is attractive, but not supported by evidence from
classroom contexts where children have a few English lessons
a week. From the rather limited evidence available, research
tends to show that older learners (from around age 13 and up)
may have advantages in terms of remembering grammar and
vocabulary (Aitchison 2003, Snow and Hoefnagel-Hohle 1978),
possibly due to advantages over younger learners in learning
skills and cognition. In addition, given similar conditions, older
learners’ pronunciation may not differ significantly from that of
younger learners over time (Snow and Hoefnagel-Hohle 1977).

Why teach English to young learners?
While there may not be immediate linguistic benefits in teaching
English to young learners, there are many good reasons for doing so.
Most crucially, positive early experiences of learning a foreign
language may help young learners to develop self-esteem and
positive attitudes that will equip them to study English with greater
confidence when they are older. It can also help them apply more
developed learning and cognitive skills to the more formal and
abstract learning they may experience in secondary school.
Intercultural benefits may derive from the realisation that other
countries have a language with sounds and rules different from their
own. As they realise both the similarities and differences between
English-speaking people and themselves, they may also learn values
of tolerance, empathy and curiosity. These values will be useful in
later life and for the society in which they live.
They may gain academic benefits from learning English, too: generic
concepts such as time, number and changes in the season can be
consolidated through learning English, as can learning skills such as
planning, organising and checking work. For more on the benefits of
early-start English, see Read (2003).
Aitchison, J (2003) Trickles, Bangs, Spurts, or Whimpers? Profiling
the Development of the Lexicon, in Teaching English to Young Learners,
Second International TEYL Research Seminar, York: University of York.
Cameron, L (2001) Teaching Languages to Young Learners, Cambridge:
Cambridge University Press.
Cephe, P and Teflik, G (2001) Learner variables in learning English,
MET 10 (1), 57–62.
Clark, J (1990) Teaching children: is it different? JET October 1990.
Read, C (2003) Is younger better? English Teaching Professional 28,
Modern English Publishing.
Smith, K (1995) Assessing Young Learners. Can we? Should we? Testing
and Young Learners Special Interest Group (IATEFL).
Snow, C and Hoefnagel-Hohle, M (1977) Age differences in the
pronunciation of foreign sounds, Language and Speech 20, 357–365.
Snow, C and Hoefnagel-Hohle, M (1978) The Critical Period for
Language Acquisition: Evidence from Second Language Learning,
Child Development 49, 1,114–28.

TKT: YL HANDBOOK FOR TEACHERS

7

TKT: YL | INTRODUCTION

Introduction to TKT

TKT: YL – an overview

TKT tests knowledge about English language teaching. The tests are
designed to encourage teachers in their professional development
by providing a step in their progression on the Cambridge English
Teaching Framework. Candidates can also use TKT to access further
training and enhance career opportunities.

TKT: YL is a test of knowledge of teaching English to young learners. It
tests knowledge of concepts related to:

TKT – an overview
TKT is divided into separate modules. Candidates can take them all,
or choose the modules that meet their needs. A certificate is received
for each module completed.
The core modules are designed to provide a foundation in the
principles and practice of English language teaching:
•
•
•

TKT: Module 1 – Language and background to language learning
and teaching
TKT: Module 2 – Lesson planning and use of resources for
language teaching
TKT: Module 3 – Managing the teaching and learning process.

Teaching knowledge is assessed by means of objective-format tests,
which are simple to administer and to take.
There are further specialist modules, which can be taken separately
or added to the core modules:
•
•

TKT: CLIL (Content and Language Integrated Learning)
TKT: Young Learners (YL).

Please note: TKT: KAL (Knowledge about Language), TKT: Practical and
computer-based TKT Modules 1, 2, and 3 are no longer available after
December 2016.

The aims of the modular format
The format is designed to be accessible and offer candidates
maximum flexibility, and therefore does not include a compulsory
course component. However, it is likely that centres and other
institutions will wish to offer courses for TKT preparation.

•
•
•

the learning and development of young learners
planning lessons for young learners
teaching strategies, practice activities and resources used to
support and challenge language learning in young learners.

It also tests knowledge of informal classroom assessment of young
learners’ work.

Who is TKT: YL suitable for?
TKT: YL is suitable for teachers of young learners who already teach
other curriculum subjects in their first language, specialist young
learner teachers who teach only English, or teachers of older learners
or adults who also wish to teach young learners.
It can also be taken by:
•
•
•

pre-service teachers
teachers who wish to refresh their teaching knowledge
teachers who are moving to teaching English after teaching
another subject.

Entry criteria and language requirements
Candidates are not required to fulfil any specific entry criteria for
TKT: YL. There are no formal English language requirements; however,
candidates are expected to be familiar with language relating to
the practice of English language teaching. A non-exhaustive list of
teaching terminology and definitions is provided in the TKT Glossary,
which can be downloaded from www.cambridgeenglish.org/tkt

Test structure
The TKT: YL module consists of a timed pencil-and-paper test,
featuring 80 multiple-choice questions.

What can successful candidates do with TKT?

It tests candidates’ knowledge of concepts related to teaching young
learners, rather than their subject knowledge, proficiency in the
English language, or their performance in classroom situations.

TKT increases teachers’ confidence and enables them to progress to
other Cambridge English Teaching Qualifications.

Approaches to teaching and learning

TKT is recognised as an English language teaching qualification by
many organisations and institutions around the world.

A range of approaches to teaching and learning may be covered
in the test. Materials are carefully selected so that they are fair to
candidates from all backgrounds and teaching contexts. Knowledge
of communicative and other approaches to teaching is expected,
as is familiarity with the common terminology of English language
teaching (a non-exhaustive list of teaching terminology and
definitions is provided in the TKT Glossary).

Sources and text types for TKT: YL preparation
Extracts, original or adapted, from the following sources may feature
in TKT: YL:
•
•
•
•
•
8

TKT: YL HANDBOOK FOR TEACHERS

young learners’ coursebooks, activity books or supplementary
materials, including young learner materials found online
the TKT Glossary
articles relating to young learners from journals, magazines and
the internet
diagrams and other visuals
descriptions of classroom situations.

TKT: YL | INTRODUCTION

Support for candidates and course
providers

TKT: YL administration

Support and general information for TKT: YL, including a
downloadable version of this handbook, can be found at
www.cambridgeenglish.org/tkt

Candidates must enter through an authorised Cambridge English
examination or teaching qualification centre. For a list of centres, go
to www.cambridgeenglish.org/teachingcentresearch

Materials for course providers

TKT: YL is available throughout the year and examination centres
select their own test dates. Entries must be made at least six weeks in
advance of a test date.

For course providers, teacher training session plans and other trainer
resources can be found at
www.cambridgeenglish.org/resources-for-teachers
We also run free seminars and webinars for teachers, with replays
available on Cambridge English TV:

Entry procedure

Please note that more notice may be necessary if candidates have
special requirements and therefore need special arrangements (see
section on Special Circumstances).

Webinars for teachers:
www.cambridgeenglish.org/webinars

For copies of the Regulations and more details on entry procedure,
current fees and further information about this and our other
examinations, contact your local examination centre.

Seminars and events:
www.cambridgeenglish.org/events

Results

Cambridge English TV:
www.youtube.com/cambridgeenglishtv

Candidates receive a certificate for each module taken. Candidate
performance is reported using four bands.

Preparing for TKT: YL
It is not necessary to complete a course to enter for TKT: YL.
Candidates can prepare for their exam independently, or can
if they prefer, follow a course provided by an exam or teaching
qualification centre.

Pretesting
Pretesting of TKT test material provides us with valuable information
about candidates’ performance on particular tasks. Pretesting is
also useful for centres or institutions, as it gives candidates the
opportunity to familiarise themselves with TKT task types under
test conditions and to receive feedback on areas of strength
and weakness.
If your centre or institution would like to be involved in TKT pretesting,
find out more at www.cambridgeenglish.org/about-pretesting

Further information
Contact your local authorised exam centre or teaching qualification
centre, or our helpdesk at www.cambridgeenglish.org/helpdesk for:
•
•
•
•

details of entry procedure
current fees
details of exam sessions
more information about TKT and other Cambridge English
Teaching Qualifications and exams.

Band A candidate at this level demonstrates

4
3
2
1

extensive knowledge of TKT: YL content areas
breadth and depth of knowledge of TKT: YL content areas
basic, but systematic knowledge of TKT: YL content areas
limited knowledge of TKT: YL content areas

Notification of results
TKT results are issued to centres approximately two to four weeks
after we receive the answer sheets in Cambridge.
Please note that despatch of candidates’ results will be delayed
if they need special consideration or if malpractice is suspected
(see section on Special Circumstances).
Enquiries on results must be made through the candidate’s centre.

Appeals procedure
We provide a service to enable centres to appeal, on behalf of
candidates, against assessment decisions that affect grades awarded
to candidates, e.g. decisions relating to results and decisions relating
to irregular conduct.
Candidates should first contact their centre for advice.
For more information about the appeals procedure, go to
www.cambridgeenglish.org/help/enquiries-and-appeals

TKT: YL HANDBOOK FOR TEACHERS

9

TKT: YL | INTRODUCTION

Special Circumstances
Cambridge English exams are designed to be fair to all test takers.
This commitment to fairness covers:
•

•

•

Special arrangements
These are available for candidates with a permanent or longterm disability. Consult your Centre Exams Manager (CEM) for
more details.
Special consideration
We will give special consideration to candidates affected
by adverse circumstances such as illness or bereavement
immediately before or during an exam. Applications for special
consideration must be made through the centre no later than
10 working days after the exam date.
Malpractice
We will investigate all cases where candidates are suspected of
copying, collusion or breaking the exam regulations in some other
way. Results may be withheld while they are being investigated,
or because we have found an infringement of regulations. Centres
are notified if a candidate’s results have been investigated.

For more information about special circumstances go to
www.cambridgeenglish.org/help

10

TKT: YL HANDBOOK FOR TEACHERS

TKT: YL TEST OVERVIEW

TKT: YL test overview
Overview
TIMING
NO. OF QUESTIONS
TASK TYPES
ANSWER FORMAT

MARKS

1 hour 20 minutes
80
Objective tasks, such as matching
and multiple choice.
Candidates indicate their answers by
shading the correct boxes on their
answer sheets.
Candidates should use a pencil.
Each question carries 1 mark.

TKT: YL HANDBOOK FOR TEACHERS

11

SYLLABUS

Syllabus

Knowledge of young learners and principles of
teaching English to young learners

TKT: YL is an examination for teachers and classroom assistants
who teach or will teach English to young learners. It tests knowledge
of concepts related to young learner learning and development,
and knowledge of young learners from a teaching perspective: the
planning, teaching and assessment of young learners’ work.

This part of the TKT: YL module tests candidates’ knowledge of
children’s characteristics as language learners and knowledge of
how language learning can help young learners to develop learning
strategies, cognitive strategies and communication strategies.

Title

Areas of teaching
knowledge

Task types and format

Knowledge of
young learners
and principles of
teaching English
to young learners

• children’s characteristics as
language learners (theoryfocused)

2 tasks consisting of
13 questions.

Syllabus area

Example testing focus

Children’s
characteristics as
language learners
(theory-focused)

• capacity for play and fun

Tasks include matching and
• developing children’s learning multiple choice.
strategies through language
learning

• using chunks
• using limited language at their disposal creatively
• some children may already be able or be beginning to
understand abstracts, generalise and systematise
• characteristics which vary between children: e.g. learning
styles, previous learning experience, L1 background,
motivation, personality, attention spans (depending on
activity and topic)

• developing children’s
communication strategies
through language learning
• lesson plans – components/
headings

3 tasks consisting of
21 questions.

• providing support and
challenge when selecting
and using coursebooks and
supplementary materials

Tasks include matching and
multiple choice.

Developing children’s
learning strategies
through language
learning

• scaffolding children’s
understanding of language
and use of language through
teacher language and
teaching strategies

• focus of different types
of classroom-based
assessment
• acting on classroom-based
assessment evidence

• selecting activities
• organising learning

• using reference resources
• developing hypotheses about language rules
• comparing

5 tasks consisting of
33 questions.

• contrasting
• self-assessment

Tasks include matching and
multiple choice.

• self-correction
Developing children’s
cognitive strategies
through language
learning

• managing young learners
in class
• purposes of different
types of classroom-based
assessment

• setting learning objectives

• remembering language or information about language

• using practice activities
to consolidate children’s
language learning

Assessing
young learner
learning through
classroom-based
assessment

• planning learning

• reviewing learning

• additional resources –
selecting, adapting and
supplementing
Teaching young
learners

• need to feel relaxed/safe
• learning from social interaction (with peers and teacher)

• developing children’s
cognitive strategies through
language learning

Planning and
preparing young
learner lessons

• capacity for indirect learning: tendency to respond to meaning
and the situation rather than to language

• predicting
• skimming
• scanning
• identifying
• matching
• categorising

2 tasks consisting of
13 questions.

• deducing meaning from context
• risk-taking

Tasks include matching and
multiple choice.

• sequencing
• ranking
Developing children’s
communication
strategies through
language learning

• asking for an object (Can I have …?)
• asking for clarification or help (Can you help me ?/
How can I …?)
• asking for information (What’s a dragon? / How do you …?)
• asking for permission (Can I go/take/use/work with …?)
• attracting someone’s attention (Miss!)
• clarifying (Yes, a blue one.)
• describing routines or states (I go to bed at … / It lives in the
jungle.)
• describing a personal experience (We went to the park.)
• describing an action (He’s singing.)
• describing appearance (It’s green.)
• expressing a reason (Because I found it.)

12

TKT: YL HANDBOOK FOR TEACHERS

SYLLABUS

Syllabus area

Example testing focus

Teaching young learners

• expressing agreement/disagreement (OK / I don’t
think so ...)

This part of the TKT: YL module tests candidates’ knowledge of
strategies for teaching language to young learners.

• expressing an intention (I’m going to draw a house.)
• expressing an opinion (I like cats.)

Syllabus area

Example testing focus

• giving instructions (Open it! Don’t do that!)

Scaffolding children’s
understanding of
language and use of
language through
teacher language

• using language at children’s level

• narrating (The king said …)
• offering something (Do you want some?)

Planning and preparing young learner lessons

Example testing focus

Lesson plans
(components/
headings)

• learning outcomes
• personal teaching aim
• previous learning

• correcting: reformulating, recasting, ignoring error
• using L1 when appropriate
Scaffolding through
teaching strategies
(see Moon 2000)*

• creating a clear or familiar context for an activity
• creating a clear purpose for an activity which makes sense
from a child’s perspective

• resources needed

• providing language models or prompts for an activity or topic
(e.g. through puppets, drawings)

• interaction patterns (plenary, groups, pairs, individual)

• reviewing language needed for an activity or topic

• procedure
• possible problems and solutions

• demonstrating through a model and/or example how to do
an activity

• differentiation

• moving from known to unknown in an activity

• assessment evidence

• focusing on visible objects, actions and information

• syllabus fit

• using practical activities in which language is supported by
action

• follow-up suggestions
• lesson evaluation
Providing support
and challenge when
selecting and using
coursebooks and
supplementary
materials

• asking appropriate questions: closed, open, divergent,
convergent
• supporting language with gestures and actions (facial
expressions, making sounds, pointing, nodding)

This part of the TKT: YL module tests candidates’ knowledge of
planning and preparing language lessons for young learners.

Syllabus area

• adjusting language to children’s level: repeating, rephrasing,
allowing wait time after asking a question

Adding to, omitting from and adapting coursebooks and
supplementary materials to support and challenge
children’s learning:
• adding visual support
• adding word banks
• adding possible answers

• supporting meaning with visuals and/or objects (e.g. puppets,
mascots)
• creating opportunities for learning through different senses
• relating activities to children’s personal experiences
• use of word banks, language frames, substitution tables,
sentence starters, speech bubbles, different kinds of charts,
diagrams and grids to support both input and output

• omitting unnecessary detail
• simplifying language
• personalising content
• changing layout
• adapting tasks
Additional resources
– selecting, adapting
and supplementing

Planning and sequencing lessons involving coursebooks and
supplementary materials through the use and adaptation of:
• stories
• games (e.g. physical response, guessing, memory,
categorisation games)
• puppets
• realia
• flashcards, pictures and drawings
• blackboard/whiteboard
• art and craft materials and activities (e.g. making and
designing mini-books, origami animals, personal dictionaries,
masks, puppets, weather charts, cards for special occasions)
• action rhymes, songs and chants
• ICT
• video clips (both commercial and class-made)

* Moon, J (2000) Children Learning English, Oxford: Macmillan Heinemann.

TKT: YL HANDBOOK FOR TEACHERS

13

SYLLABUS

Syllabus area

Example testing focus

Using practice
activities to
consolidate children’s
language learning

• stirrers and settlers
• competitive and co-operative activities
• listen-and-do (physical response), listen-and-make, listenand-draw, listen-and-say
• dictation
• visualisation
• brainstorming
• drills
• chants

Assessing young learner learning through
classroom-based assessment
This part of the TKT: YL module tests candidates’ knowledge of
assessing young learner learning in the classroom, and knowledge
of how to respond to the information provided by classroom
assessment.

Syllabus area

Example testing focus

Purposes of assessing
learning

• identifying progress in language, learning strategies, use of
skills
• identifying achievement in language, learning strategies, use
of skills

• dialogue
• songs
• stories

• diagnosing strengths and weaknesses in language, learning
strategies, use of skills, gaining feedback on learning
objectives of lesson or of syllabus

• surveys

• identifying children’s likes and dislikes

• role-play

• information-gap activities
• guessing activities

Focuses of assessing
learning

• memory activities

• cognitive strategies

• problem-solving activities
• getting and keeping children’s attention
• checking understanding
• correction strategies (recasting, reformulating, ignoring errors,
plus a limited focus on direct correction techniques)
• using and managing individual, pair, group and wholeclass work
• establishing routines to develop responsible behaviour and
help children to feel safe
• giving children practical responsibilities

14

TKT: YL HANDBOOK FOR TEACHERS

• behaviour
• learning strategies

• categorisation activities
Managing young
learners in class

• language

• communication strategies
Acting on assessment
evidence

• providing oral and written formative feedback in class
• adjusting teaching materials
• adjusting task types
• adjusting classroom management

PREPARING FOR TKT: YL

Preparing for TKT: YL

Knowledge of young learners and principles of
teaching English to young learners

General

Candidates can consider, discuss or read about:

TKT: YL is concerned with teaching English to young learners.
Teachers may therefore be able to use their own teaching situation as
a means of preparing for the test.

•
•

Before a lesson, candidates could:
•

•
•
•

look at the language demands of the lesson and decide what kind
of support is needed so that learners can understand and produce
the language in spoken and written English
notice any particular difficulties and include additional support
for learners who need it
think about providing additional challenge for learners who
need it
provide young learners with an opportunity to reflect on what
they have learned at the end of the lesson.

While teaching a lesson, candidates could:
•
•

note any common strengths and problems young learners have in
understanding and using key language
monitor and take note of young learners’ ability to work
effectively at different stages of the lesson.

After a lesson, candidates could:
•
•
•

consider possible reasons for young learners’ success or difficulty
in understanding and using key language
consider possible reasons for the effectiveness or ineffectiveness
of different lesson stages
consider what changes, if any, they might make in their future
lesson with their young learners class.

Candidates should also become familiar with supplementary
materials for teaching English to young learners. When looking at
these materials it is useful to think about how the learner can access
them by asking questions such as:
•
•
•

young learners’ characteristics as language learners
how language learning can help young learners to develop
learning strategies, cognitive strategies and communication
strategies.

Planning and preparing young learner lessons­
Candidates can consider, discuss or read about:
•
•
•

what needs to be planned before teaching a young learner lesson
or series of lessons
different ways of providing support and challenge in young
learner materials
the use of additional classroom resources in young learner
lessons.

Teaching young learners
Candidates can consider, discuss or read about:
•
•
•

scaffolding young learners’ understanding and use of language
using practice activities in young learner lessons
managing young learners in class.

Assessing young learner learning through
classroom-based assessment
Candidates can consider, discuss or read about:­
•
•

purposes of and focuses for assessing young learners’ work
in class
ways of responding to the information classroom assessment
provides.

Is the topic appropriate for my young learners?
Is the language load manageable and relevant for my young
learners?
What will I need to adapt, omit or add to in the materials?

Candidates will find it helpful to familiarise themselves with the exam
format and task types by looking at the TKT: YL syllabus information
and the sample paper in this handbook.

TKT: YL HANDBOOK FOR TEACHERS

15

16

TKT: YL HANDBOOK FOR TEACHERS

One of the things my pupils like most is to learn a chant and then try to say it faster and
faster but still keep in time. That part’s really hard!

At the start of the lesson, two pupils give out the books and another writes the date on the
board.

2

3

4

6

I’ve got a bank of worksheets at the back of the room for fast finishers so that they don’t
get bored waiting for everyone else.

We often do visualisations. They close their eyes and I ask them questions about a story:
who’s in it? where are they? what happens? Then they draw a picture and write a few
sentences about it.

They worry about their spelling so, each week, we choose a vowel sound and brainstorm
all the words we can think of. Then we look at how they’re spelt and categorise them.

1

5

They’re often sleepy in the afternoons so we generally do some group project work where
they’re measuring or doing something like a science experiment.

Teacher’s comments

physical movement/activity

enough time to complete their work

F

Listen to these people’s voices. Which person sounds happy?

10

13

12

Turn over ►

Here are pictures of 10 things to take on holiday. In pairs, choose the five most important
for you.

On the board there are pictures of Sue, a shoe and a zoo. Listen to this word and tell me
which picture to write it under. Now listen to these words.

On this paper you’ve got two circles. In this circle, draw two things you only wear in winter
and in the other, draw two things you only wear in summer.

Cut out the five pictures of food. Stick your favourite one here at the top and write the
name under it. Then put your next favourite one under it, and so on.

9

11

Look at these letters and then try to find the animal word I’m thinking of. Are you ready?
First word: D – O …, Next word: S – N – …, next one: C – A …

8

help with underlying language patterns

E

G

chance to have fun as a whole class

D

Look at the monsters in these pictures. Which one’s naughty? How do you know?

opportunities to respond to and use language creatively

C

inferring

ranking

predicting

categorising



7

D

personalised feedback on their language

Teachers’ instructions

C

routines in the classroom

B

B

A

A

Young learners like to have:

Young learner needs and characteristics

Main cognitive strategies

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

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

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

For questions 7 – 13, match the teachers’ instructions with the main cognitive strategies they are
helping to develop listed A – D.

3

For questions 1 – 6, match the teacher’s comments on her approach to learning with the young
learner needs and characteristics listed A – G.

2

SAMPLE PAPER

EXAM
TKT: YOUNG
| LEVEL
LEARNERS
| PAPER
SAMPLE PAPER



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
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
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
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
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
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
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
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

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



























Memory
Game Lesson plan




 In

class


the topic of vocabulary.
 Review

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
20

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
19

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
18

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
17

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
16


15




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 

The
game is over when all the pictures 

and
words have been matched.


 

the game by example, with
 Explain

yourself
as one player, and three

more
children.


 Game

rules

the cards, and put the word
 Mix

cards
face down on the table, in four

rows
of two, and the pictures face

down
on the other side of the table,

also
in four rows of two.

 

 

a child to turn over a card from
 Ask

the picture side and to say the word,

and
to do the same for a card on the

word
side.

 
the picture and word cards are the
 If

same
object, the child keeps the two

cards.
If the picture and word do not

match,
the child puts the two cards

face
down again.

 



next child continues in the same
 The

way.



 
 
 














►


I must try to listen to all the pairs this time.


I’ll know if they have learned something if they use

English rather than L1 for picture cards.

22

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
Explain that they must pay attention to remember

where their words are.


Important, because this game might be new for

some children.


Great! Children could make their own game sets to

keep and practise with.


One group of children can’t read it, so I’ll make a

set of matching pictures for them.

Teacher notes




Vocabulary
focus



kitchen,
knife, fork, spoon, plate, cup, 

14
Good: they’re doing healthy eating in science.

bowl,
fruit, vegetables

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
Before
class



Copy
the vocabulary worksheet of

pictu