Teaching Knowledge TestAn internationally recognized teaching qualification from Cambridge ESOL for teachers of English in primary, secondary or adult teaching contexts
TKT COURSEA three module course aiming to increase teachers' confidence and enhance job prospects by focusing on core teaching knowledge related to language, language use and the background to and practice
of language teaching and learning.
The Three Modules
Language and background to language learning and teaching
•Describing what language is and language skills
•Background to language learning
•Background to language teaching
The Three Modules
Planning lessons and use of resources for language teaching
•Planning and preparing a lesson or sequence of lessons
•Selection and use of resources and materials
The Three Modules
Managing the teaching and learning process
•Teachers’ and learners’ language in the classroom
•Classroom management
•Describing what language is and language skills
•Background to language learning
•Background to language teaching
•Planning and preparing a lesson or sequence of lessons
•Selection and use of resources and materials
•Teachers’ and learners’ language in the classroom
•Classroom management
Are we constantly and consistently helping students to understand what language is?
Have we constantly and consistently introduced English as it is a language?
班級 :____________ 座號 :___________ 姓名 : ___________
1. Meg and I love mom very much. She roller-skate with _______
every Saturday.
(A) her (B) me (C) us (D) we
2. Kevin plays basketball everyday( 改成被動式 )
__________________________________________________________
• “I would like to buy a hamburger”
---Sound: Inadequate phonological training
• “The moon walking bear”
---Form: Unbalanced formal processing
• “Basketball is played by him everyday”
--- Meaning: Non-functional view of forms
• “Meg and I love mom very much. She roller-skates with us/me/her on Saturday”
--- Message: De-contextualization
Solutions
Through phonological awareness, we learn to associate sounds with symbols and create links to word recognition and decoding skills necessary for reading. http://www.phonologicalawareness.org/
The Significant Other
Solutions
“What learners notice in input is what becomes intake for learning.”
Schmidt, R. (1995). Consciousness and foreign language learning
50 Below Zerohttp://www.tumblebooks.com/library/asp/full_book.asp?ProductID=2490
Solutions
Since language is fundamentally a tool, it is reasonable to assume that its structures are best analyzed and understood with reference to the
functions they carry out.http://en.wikipedia.org/wiki/Functional_theories_of_grammar
Historian, Scientist and Fortune Teller