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Cheat sheet

Cambridge TKT Modules 1–3 Cheat Sheet

Practice this exam

M1: Language + Skills

50% of exam
Language Systems Language Skills Grammar + Lexis Phonology 40 questions

M1: Language Learning

18.75% of exam
Learning Factors Learner Characteristics L1 + L2 Learner Needs 15 questions

M1: Language Teaching

31.25% of exam
Teaching Approaches Practice Activities Assessment Presentation 25 questions

M2: Lesson Planning

50% of exam
Lesson Aims Plan Components Lesson Sequence Assessment Choice 40 questions

M2: Resource Use

50% of exam
Reference Resources Coursebook Materials Supplementary Materials Teaching Aids 40 questions

M3: Classroom Language

50% of exam
Teacher Language Learner Language Instructions Learner Mistakes 40 questions

M3: Classroom Management

50% of exam
Teacher Roles Grouping Correction Feedback 40 questions

Quick Facts

Core modules Three separate tests
Questions 80 per module
Time 80 minutes per module
Format Matching and multiple choice
Results Bands 1–4 per module
Certificates One per completed module
Module order Any order or combination
Combined test None; modules stay separate
Module 1 split 40 / 15 / 25
Module 2 split 40 / 40
Module 3 split 40 / 40

Module 1 Split M1

Language 40, learning 15, teaching 25
Language + skills: 40 Learning: 15 Teaching: 25

Function vs Exponent M1

Function

Communicative purpose
Request or apologise
Meaning in context

Exponent

Actual language form
Could you...?
Expresses a function
Purpose vs wording

Reading + Listening Purpose M1

Need overall meaning → Read/listen for gist
Need one fact → Scan/selective listen
Need precise meaning → Read/listen for detail
Before input → Predict content
Meaning is unstated → Infer from context
Track text organisation → Notice discourse markers

Language Systems M1

Grammar Language structure rules
Lexis Words and fixed phrases
Phonology Language sound system
Function Communicative purpose
Exponent Language expressing a function
Register Context-linked language variety
Appropriacy Suitability for context
Collocation Words commonly used together

Four Skills M1

Read-listen receive; speak-write produce
Receptive: R + L Productive: S + W

Gist vs Scanning M1

Gist

Overall meaning
Fast broad reading
Ignore minor details

Scanning

Specific information
Search names or numbers
Ignore surrounding text
Big picture vs one fact

Skills + Subskills M1

Receptive skills Reading and listening
Productive skills Speaking and writing
Gist Overall text meaning
Scanning Find specific information
Detail Understand precise information
Inference Derive unstated meaning
Drafting Create preliminary text
Editing Improve and correct text

Learning Factors M1

Motivation Drive to learn
Exposure Contact with language
Focus on form Attention to language features
L1 transfer First-language influence
Interlanguage Developing learner system
Learning strategy Chosen learning technique
Learner needs Required learning outcomes
Maturity Age-linked learning factor

Accuracy vs Fluency M1

Accuracy

Correct language
Controlled practice
Prompt correction

Fluency

Smooth communication
Freer practice
Delayed correction
Correctness vs flow

Teaching + Assessment M1

PPP Present, practise, produce
TTT Test, teach, test
Guided discovery Learners infer rules
Task-based learning Meaningful task drives learning
Diagnostic test Identify strengths and gaps
Formative assessment Guide ongoing learning
Summative assessment Measure completed learning
Proficiency test Measure general ability

Module 2 Split M2

Plan 40, resources 40
Planning: 40 Resources: 40 Separate 80-question module

Aim vs Activity M2

Aim

Intended learning outcome
Learner-centred result
Drives lesson choices

Activity

Classroom procedure
Means toward aim
Observable task
Outcome vs method

Lesson Stage Picker M2

Activate topic → Lead-in ( Engage learners )
Clarify target → Presentation ( Meaning, form, pronunciation )
Build accuracy → Controlled practice ( Limited choices )
Build fluency → Freer practice ( Personalised output )
Check progress → Formative assessment ( Adjust teaching )
Consolidate learning → Review stage ( Recall key points )

Plan Components M2

Main aim Primary lesson outcome
Subsidiary aim Supporting lesson outcome
Personal aim Teacher development target
Procedure Ordered teaching actions
Stage Distinct lesson phase
Timing Minutes allocated per stage
Assumption Expected prior knowledge
Anticipated problem Predicted learner difficulty

Formative vs Summative M2

Formative

During learning
Guides next teaching
Low-stakes feedback

Summative

After learning
Measures achievement
End-point result
Improve vs measure

Lesson Sequencing M2

Lead-in Engage and establish context
Presentation Introduce target language
Controlled practice Accuracy with limited choices
Freer practice Personalised language use
Pre-task Prepare task demands
While-task Complete main task
Post-task Reflect and extend
Timetable fit Links adjoining lessons

Resource Selection M2

Coursebook Core sequenced materials
Supplementary material Adds targeted practice
Reference grammar Checks language rules
Dictionary Checks meaning and use
Realia Real-world classroom objects
Visual aid Image-based support
Worksheet Task-focused handout
Adaptation Modify materials for learners

Module 3 Split M3

Language 40, management 40
Classroom language: 40 Management: 40 Separate 80-question module

CCQ vs ICQ M3

CCQ

Checks meaning
Targets language concept
Avoid target wording

ICQ

Checks procedure
Targets task steps
Confirms what happens
Meaning vs procedure

Classroom Language M3

Instruction Tell learners what to do
Prompt Cue learner response
Elicit Draw out known language
Model Provide example language
CCQ Check concept meaning
ICQ Check task instructions
Drill Repeat language pattern
Metalanguage Language describing language

Immediate vs Delayed Correction M3

Immediate

Interrupts now
Supports accuracy
Use selectively

Delayed

Discusses later
Protects fluency
Collect while monitoring
Accuracy now vs fluency first

Classroom Response Picker M3

Instructions unclear → Model then ICQ
Meaning unclear → Clarify then CCQ
Learners know answer → Elicit response
Accuracy activity error → Correct promptly
Fluency activity error → Delay correction
Participation is uneven → Change grouping

Classroom Management M3

Manager Organises classroom activity
Planner Prepares lesson choices
Monitor Observes learner work
Facilitator Supports learner autonomy
Pairwork Two learners collaborate
Groupwork Several learners collaborate
Correction Address learner mistakes
Feedback Respond to performance

Common Traps

Three modules, not one

80 questions each ≠ No 240-question sitting

Knowledge, not proficiency

Tests teaching concepts ≠ Not English ability

Knowledge, not teaching practice

Objective paper test ≠ No observed lesson

Function is not exponent

Function means purpose ≠ Exponent means wording

Aim is not procedure

Aim states outcome ≠ Procedure states actions

CCQ is not ICQ

CCQ checks meaning ≠ ICQ checks instructions

Error is not slip

Error is systematic ≠ Slip is accidental

Feedback is not correction

Feedback evaluates performance ≠ Correction targets errors

Last Minute

1. Each module is a separate test
2. Each module: 80 questions
3. Each module: 80 minutes
4. M1 split: 40 / 15 / 25
5. M2 split: 40 / 40
6. M3 split: 40 / 40
7. Matching and multiple choice only
8. Band result is module-specific
9. Function means communicative purpose
10. Scanning finds specific information
11. Aim drives activity choice
12. CCQ meaning; ICQ instructions
13. Feedback matches learner needs
14. CLIL and YL are separate

Cambridge TKT (Teaching Knowledge Test)

Practice Questions 180 questions Study Guide 38 topics Cheat Sheet 72 facts Flashcards 50 cards Videos 1 video Blogs 1 blog Free CE