TKT:

Young Learners
Teaching Knowledge Test

Handbook for teachers

Make the most of your handbook
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
cambridgeenglish.org/teaching-qualifications

About us 2 Knowledge of young learners and principles of 11

teaching English to young learners
Cambridge English teaching qualifications – 3
an overview Planning and preparing young learner lessons 12
Cambridge English Teaching Framework 4 Teaching young learners 12
Teaching English to young learners – an overview 6 Assessing young learner learning through 13
classroom-based assessment
Introduction to TKT 7
Preparing for TKT: YL 14
TKT: YL – an overview 7
Sample paper 15
Support for candidates and course providers 8
Answer key 22
TKT: YL administration 8
Sample answer sheet 23
Special Circumstances 9
More Cambridge English teaching 24
TKT: YL test overview 10
qualifications and courses
Syllabus 11
 About us
We are part of Cambridge University Press & Assessment, Our unique approach
a department of the University of Cambridge.
We create learning experiences for you that could only come
We believe that English can unlock a lifetime of experiences from Cambridge.
and, together with teachers and our partners, we help people to
learn and confidently prove their skills to the world. Our unique Our solutions for teaching and assessment are empowering
learning resources and assessments engage and inspire millions of millions of learners everywhere and are built on unique insights
learners throughout their entire learning journey. from our research and expertise.
cambridge.org/english

Supporting learners
Cambridge English Qualifications are in-depth exams that make
learning English enjoyable, effective and rewarding.

Our unique approach encourages continuous progression with a

clear path to improving language skills. Each of our qualifications
focused on a level of the Common European Framework of
Reference (CEFR), enabling learners to develop and build speaking,
writing, reading and listening skills.
cambridgeenglish.org/qualifications

A world ready for you, created by Cambridge Supporting teachers

Our unique approach meets the real-life needs of everyone we We provide a comprehensive range of industry-leading teaching
work with through inclusive and accessible products and services. qualifications, professional development and resources for
There’s not just one thing that helps us do this, it’s a combination teachers, wherever they are in their professional journey. We work
of listening, collaborating and partnering with our entire with teachers and partners like you, to ensure we’re learning from
community that shapes what we do. your classrooms so we can give you the best quality help and
support available.
cambridgeenglish.org/teaching-english

Our approach

2
Cambridge English teaching qualifications –
an overview
The following qualifications are available to teachers through Cambridge English teaching qualification centres:

Candidate requirements Qualification features

qualifications

Can be taken
Teaching age

participation

assessment/

Paper-based
coursework
Continuous
pre-service
experience

Assessed
Teaching

teaching
required

practice
Course
group
Entry

test
TKT: Modules 1, 2 and 3 Not essential Not required
Primary, secondary
Teaching Knowledge Test or adults

TKT: CLIL Primary, secondary

(Content and Language Not essential Not required
or adults
Integrated Learning)

TKT: Young Learners Not essential Not required Primary

CELTA Qualifications
Not required allowing access Adults Face-to-face,
Certificate in Teaching English to
Speakers of Other Languages to higher education online and
blended courses

DELTA Module One Initial teaching Primary, secondary

Diploma in Teaching English to Recommended
qualification or adults
Speakers of Other Languages

Initial teaching Primary, secondary

DELTA Module Two Required
qualification or adults
Face-to-face,
online and
blended courses
Initial teaching Primary, secondary Extended
DELTA Module Three Recommended
qualification or adults Assignment

Cambridge English teaching qualifications 3

 Cambridge English Teaching Framework
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.

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

Stages Foundation Developing

• Has a basic understanding of some • Has a reasonable understanding of many

Learning and language-learning concepts. language-learning concepts.
the learner • Demonstrates a little of this understanding when • Demonstrates some of this understanding when
planning and teaching. planning and teaching.

• Has a basic understanding of some key principles of • Has a reasonable understanding of many key principles
teaching, learning and assessment. of teaching, learning and assessment.
Teaching, • Can plan and deliver simple lessons with a basic • Can plan and deliver lessons with some awareness
learning and awareness of learners’ needs, using core of learners’ needs, using a number of different
assessment teaching techniques. teaching techniques.
• Can use available tests and basic assessment • Can design simple tests and use some assessment
procedures to support and promote learning. procedures to support and promote learning.

• Provides accurate examples of language points • Provides accurate examples of language points taught at
Language taught at A1 and A2 levels. A1, A2 and B1 levels.
ability
• Uses basic classroom language which is mostly accurate. • Uses classroom language which is mostly accurate.

Language • Has reasonable knowledge of many key terms for

• Is aware of some key terms for describing language.
knowledge describing language.
and • Can answer simple learner questions with the help of
• Can answer most learner questions with the help of
awareness reference materials.
reference materials.

• Can reflect on a lesson without guidance and respond

Professional • Can reflect on a lesson with guidance and learn
positively to feedback.
development from feedback.
and values • Can self-assess own needs and identify some areas
• Requires guidance in self-assessing own needs.
for improvement.

4
 Proficient Expert

• Has a good understanding of many • Has a sophisticated understanding of

language-learning concepts. language-learning concepts.
• Frequently demonstrates this understanding when • Consistently demonstrates this understanding when
planning and teaching. planning and teaching.

• Has a sophisticated understanding of key principles of

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

• Provides accurate examples of language points taught at A1, • Provides accurate examples of language points taught at
A2, B1 and B2 levels. A1–C2 levels.
• Uses classroom language which is consistently accurate • Uses a wide range of classroom language which is
throughout the lesson. consistently accurate throughout the lesson.

• Has sophisticated knowledge of key terms for

• Has good knowledge of key terms for describing language.
describing language.
• Can answer most learner questions with minimal use of
• Can answer most learner questions in detail with minimal
reference materials.
use of reference materials.

• Consistently reflects critically, observes other colleagues

• Can reflect critically and actively seeks feedback.
and is highly committed to professional development.
• Can identify own strengths and weaknesses as a teacher,
• Is highly aware of own strengths and weaknesses, and
and can support other teachers.
actively supports the development of other teachers.

Cambridge English Teaching Framework 5

 Teaching English to young learners – an overview
How young is a young learner? main medium of input, as children may not yet have the skills to
decode meaning from text.
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 4. Young learners often learn slowly and forget quickly. The popular
years of formal education, from the age of 6 to 12. This age range is belief that young learners find it somehow much easier to learn
used because formal schooling in many countries begins at 6, while than adults is attractive, but not supported by evidence from
the upper age of 12 approximates to when many children begin to classroom contexts where children have a few English lessons
experience significant cognitive and emotional changes. a week. From the rather limited evidence available, research
tends to show that older learners (from around age 13 and up)
How is teaching English to young learners different may have advantages in terms of remembering grammar and
vocabulary (Aitchison 2003, Snow and Hoefnagel-Hohle 1978),
from teaching English to adults? possibly due to advantages over younger learners in learning
There are similarities between teaching young learners and teaching skills and cognition. In addition, given similar conditions, older
adults. Teachers of young learners will need many of the same learners’ pronunciation may not differ significantly from that of
skills in planning, teaching, classroom management and language younger learners over time (Snow and Hoefnagel-Hohle 1977).
proficiency as teachers of adults. Depending upon the educational
and cultural context in which they are working, the aims of their Why teach English to young learners?
teaching may often be similar: helping learners to understand and
communicate, and to develop learning strategies which help them While there may not be immediate linguistic benefits in teaching
to learn independently. English to young learners, there are many good reasons for
doing so. Most crucially, positive early experiences of learning a
Like adults, young learners are individuals with their own foreign language may help young learners to develop self-esteem
characteristics, likes, dislikes and beliefs. It is therefore difficult to and positive attitudes that will equip them to study English with
generalise about teaching them. However, there are four key areas greater confidence when they are older. It can also help them apply
where teaching young learners differs from teaching adults: more developed learning and cognitive skills to the more formal
and abstract learning they may experience in secondary school.
1. Young learners are still developing cognitively, linguistically,
socially, emotionally and physically. Smith (1995) describes Intercultural benefits may derive from the realisation that other
young learners as ‘products in process’. Learners aged 6–12 countries have a language with sounds and rules different from
are still developing their thinking skills, their first language their own. As they realise both the similarities and differences
systems, their hand–eye co-ordination and other motor skills. between English-speaking people and themselves, they may also
They are still discovering the rules for interacting with others, learn values of tolerance, empathy and curiosity. These values will
and learning to understand their own reactions to others be useful in later life and for the society in which they live.
and to events. The breadth, volume and speed of this early
development also means there are significant differences in They may gain academic benefits from learning English, too: generic
the abilities, interests and characteristics of children within the concepts such as time, number and changes in the season can be
6–12 age range. There can be significant learner variables, for consolidated through learning English, as can learning skills such as
example, between children aged 8–9, and children aged 10–11 planning, organising and checking work. For more on the benefits of
(Cephe and Teflik 2001). early-start English, see Read (2003).

2. Young learners often have no obvious reason for learning Aitchison, J (2003) Trickles, Bangs, Spurts, or Whimpers? Profiling
English. Many adults choose to learn English for a specific job- the Development of the Lexicon, in Teaching English to Young
related purpose, or for personal reasons. Learners at secondary Learners, Second International TEYL Research Seminar, York:
school are often motivated to learn English in order to pass an University of York.
exam, get a job, or go to university. Young learners, by contrast,
are generally conscripts in language classes (even in private Cameron, L (2001) Teaching Languages to Young Learners,
tuition). They generally do not need, for example, to order a Cambridge: Cambridge University Press.
meal in English, give directions, or discuss the weather (Clark Cephe, P and Teflik, G (2001) Learner variables in learning English,
1990) – typical focuses of early language learning classes for MET 10 (1), 57–62.
adults. However, the lack of a clear reason for learning English
may not worry the young learner, who will very often bring Clark, J (1990) Teaching children: is it different? JET October 1990.
goodwill, energy and curiosity to learning.
Read, C (2003) Is younger better? English Teaching Professional 28,
3. Young learners may not always have well-developed literacy Modern English Publishing.
skills to support their learning of English. Many children at the Smith, K (1995) Assessing Young Learners. Can we? Should we?
younger end of the 6–12 year-old spectrum may not be able Testing and Young Learners Special Interest Group (IATEFL).
to read and write in their own language, or may be starting to
read and write – sometimes in a different script – in parallel with Snow, C and Hoefnagel-Hohle, M (1977) Age differences in the
learning English. It is often the case, therefore, that children pronunciation of foreign sounds, Language and Speech 20, 357–365.
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 Snow, C and Hoefnagel-Hohle, M (1978) The Critical Period for
(2001:108) refers to this phenomenon as a ‘literacy skills lag’. Language Acquisition: Evidence from Second Language Learning,
This means that in many young learner classrooms, talking is the Child Development 49, 1,114–28.

6
Introduction to TKT
TKT tests knowledge about English language teaching. The Who is TKT: YL suitable for?
tests are designed to encourage teachers in their professional
development by providing a step in their progression on the TKT: YL is suitable for teachers of young learners who already
Cambridge English Teaching Framework. Candidates can also use teach other curriculum subjects in their first language, specialist
TKT to access further training and enhance career opportunities. young learner teachers who teach only English, or teachers of
older learners or adults who also wish to teach young learners.

TKT – an overview It can also be taken by:

• pre-service teachers
TKT is divided into separate modules. Candidates can take them
all, or choose the modules that meet their needs. A certificate is • teachers who wish to refresh their teaching knowledge
received for each module completed. • teachers who are moving to teaching English after teaching
another subject.
The core modules are designed to provide a foundation in the
principles and practice of English language teaching:
Entry criteria and language requirements
• TKT: Module 1 – Language and background to language learning
and teaching Candidates are not required to fulfil any specific entry criteria
• TKT: Module 2 – Lesson planning and use of resources for for TKT: YL. There are no formal English language requirements;
language teaching however, candidates are expected to be familiar with language
relating to the practice of English language teaching. A non-
• TKT: Module 3 – Managing the teaching and learning process. exhaustive list of teaching terminology and definitions is provided
in the TKT Glossary, which can be downloaded from
Teaching knowledge is assessed by means of objective-format cambridgeenglish.org/tkt
tests, which are simple to administer and to take.

There are further specialist modules, which can be taken Test structure
separately or added to the core modules:
The TKT: YL module consists of a timed pencil-and-paper test,
• TKT: CLIL (Content and Language Integrated Learning) featuring 80 multiple-choice questions.
• TKT: Young Learners (YL).
It tests candidates’ knowledge of concepts related to teaching
Please note: TKT: KAL (Knowledge about Language), young learners, rather than their subject knowledge, proficiency in
TKT: Practical and computer-based TKT Modules 1, 2, and 3 are the English language, or their performance in classroom situations.
no longer available.
Approaches to teaching and learning
The aims of the modular format A range of approaches to teaching and learning may be covered
The format is designed to be accessible and offer candidates in the test. Materials are carefully selected so that they are
maximum flexibility, and therefore does not include a compulsory fair to candidates from all backgrounds and teaching contexts.
course component. However, it is likely that centres and other Knowledge of communicative and other approaches to teaching
institutions will wish to offer courses for TKT preparation. 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).
What can successful candidates do with TKT?
TKT increases teachers’ confidence and enables them to progress Sources and text types for TKT: YL preparation
to other Cambridge English teaching qualifications.
Extracts, original or adapted, from the following sources may
TKT is recognised as an English language teaching qualification by feature in TKT: YL:
many organisations and institutions around the world. • young learners’ coursebooks, activity books or supplementary
materials, including young learner materials found online

TKT: YL – an overview • the TKT Glossary

• articles relating to young learners from journals, magazines and
TKT: YL is a test of knowledge of teaching English to young the internet
learners. It tests knowledge of concepts related to:
• diagrams and other visuals
• the learning and development of young learners
• descriptions of classroom situations.
• 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.

Introduction to TKT 7
 Support for candidates and TKT: YL administration
course providers
Entry procedure
Support and general information for TKT: YL, including a
downloadable version of this handbook, can be found at Candidates must enter through an authorised Cambridge English
cambridgeenglish.org/tkt examination or teaching qualification centre. For a list of centres,
go to cambridgeenglish.org/teachingcentresearch
Materials for course providers TKT: YL is available throughout the year and examination centres
For course providers, teacher training session plans and other select their own test dates. Entries must be made at least six
trainer resources can be found at weeks in advance of a test date.
cambridgeenglish.org/resources-for-teachers
Please note that more notice may be necessary if candidates have
We also run free seminars and webinars for teachers, with replays special requirements and therefore need special arrangements
available on Cambridge English TV: (see section on Special Circumstances).

Webinars for teachers: For copies of the Regulations and more details on entry
cambridgeenglish.org/webinars procedure, current fees and further information about this and
our other examinations, contact your local examination centre.
Seminars and events:
cambridgeenglish.org/events Results
Cambridge English TV: Candidates receive a certificate for each module taken. Candidate
youtube.com/cambridgeenglishtv performance is reported using four bands.

Preparing for TKT: YL Band A candidate at this level demonstrates

It is not necessary to complete a course to enter for TKT: YL.
4 extensive knowledge of TKT: YL content areas
Candidates can prepare for their exam independently, or can
if they prefer, follow a course provided by an exam or teaching breadth and depth of knowledge of TKT: YL
qualification centre. 3
content areas
basic, but systematic knowledge of TKT: YL
Pretesting 2
content areas
Pretesting of TKT test material provides us with valuable 1 limited knowledge of TKT: YL content areas
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 Notification of results
task types under test conditions and to receive feedback on areas
of strength and weakness. TKT results are issued to centres approximately two to four weeks
after we receive the answer sheets in Cambridge.
If your centre or institution would like to be involved in TKT
pretesting, find out more at Please note that despatch of candidates’ results will be delayed
cambridgeenglish.org/about-pretesting if they need special consideration or if malpractice is suspected
(see section on Special Circumstances).

Further information Enquiries on results must be made through the candidate’s centre.
Contact your local authorised exam centre or teaching
qualification centre, or our helpdesk at Appeals procedure
cambridgeenglish.org/helpdesk for:
We provide a service to enable centres to appeal, on behalf of
• current fees candidates, against assessment decisions that affect grades
• details of exam sessions awarded to candidates, e.g. decisions relating to results and
• more information about TKT and other Cambridge English decisions relating to irregular conduct.
teaching qualifications and exams.
Candidates should first contact their centre for advice.
For more information about the appeals procedure, go to
cambridgeenglish.org/help/enquiries-and-appeals

8
Special Circumstances
Cambridge English Qualifications 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 long-
term 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

cambridgeenglish.org/help

Introduction to TKT 9
 1 hour 20 mins

TKT: YL test overview

Number Number
Paper Task types Answer format
of tasks of marks

Candidates indicate their answers by

shading the correct boxes on their
1 12 80 Objective tasks, such as matching
and multiple choice. answer sheets.
Candidates should use a pencil.

10
 TKT: YL
test

Syllabus Knowledge of young learners and principles of

TKT: YL is an examination for teachers and classroom assistants teaching English to young learners
who teach or will teach English to young learners. It tests This part of the TKT: YL module tests candidates’ knowledge of
knowledge of concepts related to young learner learning and children’s characteristics as language learners and knowledge of
development, and knowledge of young learners from a teaching how language learning can help young learners to develop learning
perspective: the planning, teaching and assessment of young strategies, cognitive strategies and communication strategies.
learners’ work.

Areas of teaching Task types Syllabus area Example testing focus

Title
knowledge and format
• capacity for play and fun
• children’s characteristics • capacity for indirect learning: tendency to
as language learners respond to meaning and the situation rather
(theory focused) than to language
 nowledge
K • developing children’s • need to feel relaxed/safe
of young learning strategies • learning from social interaction
through language 2 tasks consisting Children’s (with peers and teacher)
learners and of 13 questions.
learning characteristics • using chunks
principles
• developing children’s Tasks include as language • using limited language at their disposal
of teaching
cognitive strategies matching and learners creatively
English through language • some children may already be able or be
multiple choice. (theory
to young learning beginning to understand abstracts, generalise
focused)
learners • developing children’s and systematise
communication • characteristics which vary between children:
strategies through e.g. learner preferences, previous learning
language learning experience, L1 background, motivation,
personality, attention spans (depending on
• lesson plans – activity and topic)
components/headings
• providing support and • planning learning
3 tasks consisting
Planning challenge when selecting • setting learning objectives
of 21 questions.
and preparing and using coursebooks • selecting activities
Tasks include Developing • organising learning
young learner and supplementary
materials matching and children’s • reviewing learning
lessons
• additional resources – multiple choice. learning • remembering language or information
selecting, adapting and strategies about language
supplementing through • using reference resources
language • developing hypotheses about language rules
• scaffolding children’s learning • comparing
understanding of • contrasting
language and use of • self-assessment
language through teacher 5 tasks consisting • self-correction
Teaching language and teaching of 33 questions.
• predicting
young strategies Tasks include
Developing • skimming
learners • using practice activities matching and • scanning
to consolidate children’s multiple choice. children’s
• identifying
language learning cognitive
• matching
• managing young learners strategies
• categorising
in class through
• deducing meaning from context
language • risk-taking
• purposes of different learning
Assessing • sequencing
types of classroom-based
2 tasks consisting • ranking
young learner assessment
learning • focus of different types of 13 questions.
through of classroom-based Tasks include
classroom- assessment matching and
based • acting on classroom- multiple choice.
assessment based assessment
evidence

Syllabus 11
 Syllabus area Example testing focus Syllabus area Example testing focus

• asking for an object (Can I have …?) Planning and sequencing lessons involving
• asking for clarification or help coursebooks and supplementary materials
(Can you help me ?/How can I …?) through the use and adaptation of:
• asking for information
• stories
(What’s a dragon?/How do you …?)
• games (e.g. physical response, guessing,
• asking for permission
memory, categorisation games)
(Can I go/take/use/work with …?) Additional • puppets
• attracting someone’s attention (Miss!) resources • realia
• clarifying (Yes, a blue one.) – selecting,
Developing • flashcards, pictures and drawings
• describing routines or states adapting and • blackboard/whiteboard
children’s (I go to bed at …/It lives in the jungle.)
supplementing • art and craft materials and activities (e.g.
communication • describing a personal experience
making and designing mini-books, origami
strategies (We went to the park.)
animals, personal dictionaries, masks, puppets,
through • describing an action (He’s singing.)
weather charts, cards for special occasions)
language • describing appearance (It’s green.)
• action rhymes, songs and chants
learning • expressing a reason (Because I found it.)
• ICT
• video clips (both commercial and class made)
• expressing agreement/disagreement
(OK/I don’t think so ...)
• expressing an intention
(I’m going to draw a house.) Teaching young learners
• expressing an opinion (I like cats.)
This part of the TKT: YL module tests candidates’ knowledge of
• giving instructions (Open it! Don’t do that!)
strategies for teaching language to young learners.
• narrating (The king said …)
• offering something (Do you want some?)
Syllabus area Example testing focus
Planning and preparing young learner lessons
• using language at children’s level
This part of the TKT: YL module tests candidates’ knowledge of • adjusting language to children’s level:
planning and preparing language lessons for young learners. Scaffolding repeating, rephrasing, allowing wait time
children’s after asking a question
understanding • asking appropriate questions: closed, open,
Syllabus area Example testing focus of language and divergent, convergent
use of language • supporting language with gestures and
• learning outcomes through actions (facial expressions, making sounds,
• personal teaching aim teacher pointing, nodding)
• previous learning language • correcting: reformulating, recasting,
• resources needed ignoring error
• interaction patterns (plenary, groups, pairs, • using L1 when appropriate
Lesson plans individual)
(components/ • procedure • creating a clear or familiar context for an activity
headings) • possible problems and solutions • creating a clear purpose for an activity
• differentiation which makes sense from a child’s perspective
• assessment evidence • providing language models or prompts for an
• syllabus fit activity or topic (e.g. through puppets, drawings)
• follow-up suggestions • reviewing language needed for an activity or topic
• lesson evaluation • demonstrating through a model and/or
example how to do an activity
• adding to, omitting from and adapting • moving from known to unknown in an activity
coursebooks and supplementary materials to Scaffolding • focusing on visible objects, actions and
Providing
support and challenge through information
support and
children’s learning: teaching • using practical activities in which language is
challenge
• adding visual support strategies (see supported by action
when selecting
• adding word banks Moon 2000)* • supporting meaning with visuals and/or objects
and using (e.g. puppets, mascots)
• adding possible answers
coursebooks • creating opportunities for learning through
• omitting unnecessary detail
and • simplifying language different senses
supplementary • personalising content • relating activities to children’s personal
materials • changing layout experiences
• adapting tasks • 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

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

12
 TKT: YL
test

Assessing young learner learning through

Syllabus area Example testing focus classroom-based assessment
• stirrers and settlers This part of the TKT: YL module tests candidates’ knowledge
• competitive and co-operative activities of assessing young learner learning in the classroom, and
• listen-and-do (physical response), listen-and- knowledge of how to respond to the information provided by
make, listen-and-draw, listen-and-say classroom assessment.
• dictation
• visualisation
• brainstorming Syllabus area Example testing focus
Using practice
• drills
activities to • identifying progress in language, learning
• chants
consolidate strategies, use of skills
• dialogue
children’s Purposes of • identifying achievement in language, learning
• songs
language • role-play different types strategies, use of skills
learning • stories of classroom- • diagnosing strengths and weaknesses in
• surveys based language, learning strategies, use of skills,
• information-gap activities assessment gaining feedback on learning objectives of
• guessing activities lesson or of syllabus
• memory activities • identifying children’s likes and dislikes
• categorisation activities
• problem-solving activities Focus of • language
different types • behaviour
• getting and keeping children’s attention of classroom- • learning strategies
• checking understanding based • cognitive strategies
• correction strategies (recasting, reformulating, assessment • communication strategies
ignoring errors, plus a limited focus on direct
Managing Acting on • providing oral and written formative feedback
correction techniques)
young learners classroom- in class
• using and managing individual, pair, group and
in class based • adjusting teaching materials
whole-class work
• establishing routines to develop responsible assessment • adjusting task types
behaviour and help children to feel safe evidence • adjusting classroom management
• giving children practical responsibilities

Syllabus 13
 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. • young learners’ characteristics as language learners
Teachers may therefore be able to use their own teaching • how language learning can help young learners to develop
situation as a means of preparing for the test. learning strategies, cognitive strategies and communication
strategies.
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 Planning and preparing young learner lessons­
produce the language in spoken and written English Candidates can consider, discuss or read about:
• notice any particular difficulties and include additional support • what needs to be planned before teaching a young learner
for learners who need it lesson or series of lessons
• think about providing additional challenge for learners who • different ways of providing support and challenge in young
need it learner materials
• provide young learners with an opportunity to reflect on what • the use of additional classroom resources in young
they have learned at the end of the lesson. learner lessons.

While teaching a lesson, candidates could:

• note any common strengths and problems young learners have
Teaching young learners
in understanding and using key language Candidates can consider, discuss or read about:
• monitor and take note of young learners’ ability to work • scaffolding young learners’ understanding and use of language
effectively at different stages of the lesson.
• using practice activities in young learner lessons
After a lesson, candidates could: • managing young learners in class.
• consider possible reasons for young learners’ success or
difficulty in understanding and using key language Assessing young learner learning through
• consider possible reasons for the effectiveness or ineffectiveness classroom-based assessment
of different lesson stages
Candidates can consider, discuss or read about:­
• consider what changes, if any, they might make in their future
lesson with their young learners class. • purposes of and focuses for assessing young learners’ work
in class
Candidates should also become familiar with supplementary • ways of responding to the information classroom
materials for teaching English to young learners. When looking assessment provides.
at these materials it is useful to think about how the learner can
access them by asking questions such as:
• Is the topic appropriate for my young learners?
• Is the language load manageable and relevant for my young
learners?
• What will I need to adapt, omit or add to in the materials?

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.

14
 2 3

For questions 1 – 6, match the teacher’s comments on her approach to teaching with the young For questions 7 – 13, match the teachers’ instructions with the main cognitive strategies they are
learner needs and characteristics listed A – G. helping to develop listed A – D.

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

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

Main cognitive strategies

Young learner needs and characteristics A categorising

Young learners like to have: B predicting

A routines in the classroom. C ranking

B personalised feedback on their language. D inferring

C opportunities to respond to and use language creatively.

Teachers’ instructions
D the chance to have fun as a whole class.

E help with underlying language patterns. 7 Look at the monsters in these pictures. Which one’s naughty? How do you know?

F opportunities for physical movement/activity. Look at these letters and then try to find the animal word I’m thinking of. Are you ready?
8
First word: D – O …, Next word: S – N – …, next one: C – A ….
G enough time to complete their work.
9 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.
Teacher’s comments
10 Listen to these people’s voices. Which person sounds happy?
1 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. 11 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.
2 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. 12 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.
3 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! 13 Here are pictures of 10 things to take on holiday. In pairs, choose the five most important
for you.
4 At the start of the lesson, two pupils give out the books and another writes the date on the
board.

5 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.

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.
test
TKT: YL

Turn over f

15
16
4 5

For questions 14 – 20, match the teacher’s comments on a vocabulary lesson plan from a resource Memory Game Lesson plan
book with the lesson plan headings listed A – H.
Teacher comments
Mark the correct letter (A – H) on your answer sheet.
Vocabulary focus
There is one extra option which you do not need to use. kitchen, knife, fork, spoon, plate, cup, 14 Good: they’re doing healthy eating in science.
bowl, fruit, vegetables

Before class
Copy the vocabulary worksheet of
pictures and words, and cut them into
flashcards.

One group of children can’t read them, so I’ll make

Lesson plan headings 15
a set of matching pictures for them.

A Assumptions

B Assessment evidence
Great! Children could make their own game sets to
C Differentiation 16
keep and practise with.

D Extension activity
In class
E Interaction patterns y Review the topic of vocabulary.

F Syllabus fit y Explain the game by example, with

yourself as one player, and three Important, because this game might be new for
G Personal teaching aim 17
more children. some children.

H Procedure
Game rules
y Mix the cards, and put the word
cards face down on the table, in four Explain that they must pay attention to remember
18
rows of two, and the pictures face where their words are.
down on the other side of the table,
also in four rows of two.

y Ask a child to turn over a card from

the picture side and to say the word, I’ll know if they have learned something if they use
19
and to do the same for a card on the English rather than L1 for picture cards.
word side.

y If the picture and word cards are the

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.

y The next child continues in the same 20 I must try to listen to all the pairs this time.
way.

y The game is over when all the pictures

and words have been matched.
Turn over f
 6 7

For questions 21 – 27, match the problems teachers have with materials with the ways of For questions 28 – 34, look at the statements about using additional resources and choose the option
supplementing or adapting those materials listed A – H. (A, B or C) which completes each statement.

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

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

28 I often use action rhymes with my class because ____________ help the children to
associate words with meanings.
Teachers’ problems Ways of adapting the materials A the words that rhyme
B the movements
C the tunes
21 There was a text in the coursebook about pets. I A personalising the content
wasn’t sure if my learners would know the
difference between hamsters and guinea pigs and 29 I find computer games where children put sentences in the right order to make a story can
budgies and canaries. B omitting some unnecessary details be useful because children get ____________.

The children were keen to find out more about a A immediate feedback on their answers
22 B the chance to invent interesting stories
new film which came out recently. I found a good C adapting the task
review in a newspaper and although the language C plenty of listening practice
was above their level, I knew they would find it all
really interesting. D adding a transcript
30 Making origami animals in class is particularly useful for practising ____________.
23 The coursebook had a recipe for something that A the words for different animals
isn’t popular among children in our country. I E changing the layout B listening for gist
thought it would be more useful for them to study C following instructions
the language in a recipe for something they like.
F giving them some possible answers
24 I got some information about chocolate from a local 31 Wordsearch puzzles can be a useful way of ____________.
factory but I wanted the children to read only about
how it is made and not about the history of G adding some visual support A practising reading comprehension
chocolate making. B improving learners’ word stress
C reviewing a lexical set
25 The recording from the coursebook about the
H simplifying the language
festivals was really interesting. But I wanted the
children to do something more communicative than 32 When I’m showing a video clip for the first time, I sometimes turn the sound down and ask
just listen and answer the comprehension the children to ____________ what the characters are saying.
questions.
A repeat
I wanted my class to draw a Venn diagram of the B imagine
26 C translate
similarities and differences between camels and
giraffes. I knew they wouldn’t think of enough
things to make a very complete diagram.
33 I like making a video of my classes acting out little stories because they ____________.
27 The story in the coursebook was written as one
long paragraph in very small print and was hard to A realise their pronunciation is not very good
read. B want to practise until they can do it really well
C can see whose acting skills are particularly good

34 I find that flashcards are particularly useful for illustrating ____________.

A concrete vocabulary items

B lexical chunks
C words that are hard to translate
test
TKT: YL

Turn over f

17
18
8 9

For questions 35 – 41, match the teacher classroom language in the examples with the strategies for For questions 42 – 48, match the examples of what fast finishers do in class with the scaffolding
scaffolding children’s understanding and language use listed A – H. strategies for challenging them listed A, B and C.

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

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

Scaffolding strategies for challenging fast finishers

Strategies for scaffolding children’s understanding and language use

A Children check their own work.

A reformulating B Children help other children who have not finished yet.

B prompting C Children do an extension activity.

C echo correcting

D defining What fast finishers do

E giving an example 42 Write the name of five objects which are usually red.

F demonstrating
43 Compare their answers to a comprehension task about a story with the answer key at the
G ignoring error back of their coursebook.

H asking an open question 44 Explain in L1 how to do a sequencing task to a group having problems doing the task.

45 Draw a picture to illustrate the chant they have written.

Teacher classroom language

Child: What does ‘animal’ mean? 46 Proofread their short description of a typical day in their life before they give it to the
35 teacher.
Teacher: Cats and horses are animals.

36 Child: This Martin’s pen. 47 Choose a graded reader from a reading box the teacher keeps in the classroom.
Teacher: OK. Well can you give it back to him, please.
Child: Last Saturday my auntie take me to the cinema. 48 Answer another child’s questions about the meaning of some words in a survey the class
37 are preparing.
Teacher: Take?

38 Child: Sorry. I don’t understand.

Teacher: Put your chair like this. Then you can’t see Sam’s picture.

39 Child: This dinosaur is more big.

Teacher: OK, this dinosaur’s bigger.

40 Child: What’s an insect?

Teacher: It’s an animal with six legs.

41 Child: I can’t remember the name of the colour.

Teacher: Pur …
Child: Purple.

Turn over f
 10 11

For questions 49 – 54, match the descriptions of activities with the types of practice activity listed For questions 55 – 60, look at the statements about the uses of classroom practice activities and
A – G. choose the option (A, B or C) which completes each statement.

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

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

55 Brainstorming vocabulary before a task

Types of practice activity
A makes use of children’s own experience and memories of the topic.
B helps children deduce meaning from context.
A brainstorm creates an information-gap activity.
C
B information-gap

C visualisation 56 Role-play can provide children with the opportunity to

D guessing A practise writing skills.

B do jigsaw listening.
E memory activity
C consolidate language chunks.
F role-play

G drill 57 Settling activities aim to

A create a competitive classroom atmosphere.

Descriptions of activities B calm and focus children after a period of activity.
C provide group practice of target language.
49 Children close their eyes while the teacher removes one of the story sentences from the
board. They open their eyes, then say which one is missing.
58 Visualisation activities involve children in
50 The teacher says the sentence ‘I gave her a banana’, then shows pictures of, e.g. a little
girl, a man, a mother and father, a cat. Children have to say the sentence with the correct
pronoun for each. A using mind maps to record vocabulary.
B closing their eyes and listening to the teacher.
51 After reading the story, the teacher chooses different children to act it out. C looking at pictures in groups.

52 The teacher tells the children they are going to travel in a spaceship to another planet. In
groups, they make a list of things they want to take with them. 59 Total Physical Response activities involve mainly

53 Each child has a different version of a picture from their partner. Without looking at each A children’s writing skills.
other’s picture, they take turns to describe what they see in order to find five differences. B children’s reading skills.
C children’s listening skills.
54 The teacher asks the children a series of questions about an imaginary day out such as,
‘Where are you going?, Who’s with you? What’s the weather like?’ Children sit quietly with
their eyes closed, thinking about the answers.
60 Problem-solving activities consolidate children’s language learning by

A activating their cognitive skills.

B presenting new language.
C highlighting the importance of accurate pronunciation.
test
TKT: YL

Turn over f

19
20
12 13

For questions 61 – 67, match the teacher’s comments with the areas of managing the class to support For questions 68 – 73, look at the incomplete statements about assessing children in class and the
children’s language learning listed A – D. three options for completing them listed A, B and C.

Mark the correct letter (A – D) on your answer sheet. Two of the options would be good teacher decisions about assessing children in class. One of the
options would NOT be a good teacher decision.

Mark the option (A, B or C) which would NOT be a good teacher decision on your answer sheet.
Areas of managing a class

A getting children’s attention

68 To assess their cognitive skills, the teacher would NOT ask the children to
B checking understanding
A answer true/false questions about their favourite types of food.
C correcting language put pictures of food into two groups: food they like and food they don’t like.
B
D establishing routines to develop responsible behaviour C sequence the prices of different foods from the cheapest to the most expensive.

69 To assess their ability to use language creatively, the teacher would NOT ask the children to
Teacher’s comments
A listen to and perform a jazz chant in pairs.
61 Very good try Martha, but remember to change the order of the words to make a question.
B take part in a role-play in pairs.
C talk about their last holiday in pairs.
62 OK, thank you everyone. Are you ready to move on to the next task now?

70 To assess their listening comprehension skills, the teacher would NOT ask the children to
63 Where should I put usually on our list? Is it nearer to always or to never? listen and
A mime the words in a song.
64 Yes, I can hear a lot of people who know the right answer but if I don’t see any hands up, I B follow a text with the words of a song.
don’t know who to ask. C answer some questions about a song.

65 Five seconds to finish, and four, three, two, one excellent. Now let’s watch the next part.
71 To assess their spelling, the teacher would NOT ask the children to look at pictures and
66 It’s a lovely sunny day, so tell me which of these clothes I don’t need to wear – shorts,
gloves, a scarf, a T-shirt. A fill in a crossword puzzle using the pictures as clues.
B use the words in a substitution drill.
67 No, he said fifteen chocolates, not fifty. C label the items in the space provided.

72 To assess their ability to review their learning, the teacher would NOT ask the children to
think about the lesson and to
A decide what things they were good at.
B list the words they understood.
C say which activities they liked.

73 To assess their ability to remember language, the teacher would NOT ask the children to

A fill in the gaps in a text about different types of clothes.

B match words relating to clothes to pictures of different clothes.
C listen to a song about different clothes.

Turn over f
 14

For questions 74 – 80, match the examples of teacher feedback with the main focus of the feedback
listed A, B and C.

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

Main focus of feedback

A children’s use of learning strategies

B children’s use of language

C children’s behaviour

Examples of teacher feedback

74 OK: is it he or she for your sister?

75 This group, you gave everyone a chance to speak. Well done!

76 That’s interesting: why did you answer the easier story questions first and the harder ones
last?

77 It was a really good idea to plan your poster before you started to draw it.

78 That’s right, it’s a house.

79 Thanks for tidying up the desks so quickly.

80 Yes, sure, it’s fine to use the picture dictionary to find words.
test
TKT: YL

21
 Answer key
1 F 21 G 41 B 61 C
2 E 22 H 42 C 62 A
3 D 23 A 43 A 63 B
4 A 24 B 44 B 64 D
5 C 25 C 45 C 65 A
6 G 26 F 46 A 66 B
7 D 27 E 47 C 67 C
8 B 28 B 48 B 68 A
9 C 29 A 49 E 69 A
10 D 30 C 50 G 70 B
11 A 31 C 51 F 71 B
12 A 32 B 52 A 72 C
13 C 33 B 53 B 73 C
14 F 34 A 54 C 74 B
15 C 35 E 55 A 75 C
16 D 36 G 56 C 76 A
17 A 37 C 57 B 77 A
18 H 38 F 58 B 78 B
19 B 39 A 59 C 79 C
20 G 40 D 60 A 80 A

22
 Answer
sheet

28694
OFFICE USE ONLY - DO NOT WRITE OR MAKE ANY MARK ABOVE THIS LINE Page 1 of 2

Candidate Candidate
Name Number

Centre Centre
Name Number

Examination Examination
Title Details

Candidate Assessment
Signature Date

Supervisor: If the candidate is ABSENT or has WITHDRAWN shade here

Teaching Knowledge Test Candidate Answer Sheet
Instructions
Use a PENCIL (B or HB).
Rub out any answer you want to change with an eraser.

For Parts 1, 2, 3, 4 and 5:

Mark ONE letter for each answer.
For example: If you think A is the right answer to
the question, mark your answer sheet like this:

A B C D E F G H I A B C D E F G H I
1 13
A B C D E F G H I A B C D E F G H I
2 14
A B C D E F G H I A B C D E F G H I
3 15
A B C D E F G H I A B C D E F G H I
4 16
A B C D E F G H I A B C D E F G H I
5 17
A B C D E F G H I A B C D E F G H I
6 18
A B C D E F G H I A B C D E F G H I
7 19
A B C D E F G H I A B C D E F G H I
8 20
A B C D E F G H I A B C D E F G H I
9 21
A B C D E F G H I A B C D E F G H I
10 22
A B C D E F G H I A B C D E F G H I
11 23
A B C D E F G H I A B C D E F G H I
12 24

OFFICE USE ONLY - DO NOT WRITE OR MAKE ANY MARK BELOW THIS LINE Page 1 of 2
28694

Sample answer sheet 23

 28694
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A B C D E F G H I A B C D E F G H I
25 53
A B C D E F G H I A B C D E F G H I
26 54
A B C D E F G H I A B C D E F G H I
27 55
A B C D E F G H I A B C D E F G H I
28 56
A B C D E F G H I A B C D E F G H I
29 57
A B C D E F G H I A B C D E F G H I
30 58
A B C D E F G H I A B C D E F G H I
31 59
A B C D E F G H I A B C D E F G H I
32 60
A B C D E F G H I A B C D E F G H I
33 61
A B C D E F G H I A B C D E F G H I
34 62
A B C D E F G H I A B C D E F G H I
35 63
A B C D E F G H I A B C D E F G H I
36 64
A B C D E F G H I A B C D E F G H I
37 65
A B C D E F G H I A B C D E F G H I
38 66
A B C D E F G H I A B C D E F G H I
39 67
A B C D E F G H I A B C D E F G H I
40 68
A B C D E F G H I A B C D E F G H I
41 69
A B C D E F G H I A B C D E F G H I
42 70
A B C D E F G H I A B C D E F G H I
43 71
A B C D E F G H I A B C D E F G H I
44 72
A B C D E F G H I A B C D E F G H I
45 73
A B C D E F G H I A B C D E F G H I
46 74
A B C D E F G H I A B C D E F G H I
47 75
A B C D E F G H I A B C D E F G H I
48 76
A B C D E F G H I A B C D E F G H I
49 77
A B C D E F G H I A B C D E F G H I
50 78
A B C D E F G H I A B C D E F G H I
51 79
A B C D E F G H I A B C D E F G H I
52 80

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24
More Cambridge English teaching
qualifications and courses
We offer a number of practical, flexible courses and qualifications
for new or experienced English language teachers:

CELTA (Certificate in Teaching English to Speakers

of Other Languages)
CELTA is an initial qualification for people with little or no
previous teaching experience, or who have experience but no
qualification. The CELTA course focuses on the principles of
effective teaching and a range of practical skills for teaching
English to adult learners. The course includes hands-on teaching
practice and an alternative blended learning delivery option.

DELTA (Diploma in Teaching English to Speakers of

Other Languages)
DELTA is a flexible way for experienced English language teachers
to progress further in their careers. DELTA can be taken at any
stage in a teacher’s career and is ideal for those wanting to
develop/extend their teaching knowledge and improve their
teaching practice. It is made up of three independent modules
which can be taken in any order and over any time period.
Candidates receive a certificate for each module passed. On
completion of all three modules, teachers can request the
over-arching DELTA certificate. There are both face-to-face and
blended/online delivery options.

Our flexible professional learning and development services

support teachers to build their knowledge, skills and confidence.

Award-winning books
Our books will help teachers to develop their knowledge and
improve classroom practice. They cover all aspects of teacher
development and range from short, easy-to-understand
introductions to photocopiable resources, reference works
and research.

Online teacher development courses

Choose from a range of self-study courses to build core skills and
learn about emerging areas of interest.

cambridge.org/gb/cambridgeenglish/professional-learning-
development
 Together we
inspire learners
to go further
Discover more:
cambridgeenglish.org/teaching-english
cambridgeenglish.org/tkt

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