TKT Young Learners Worksheets: With Trainer Notes

TKT
YOUNG LEARNERS
WORKSHEETS
WITH TRAINER NOTES
COMPILED BY
TKT: YL (Young Learners) Part 1: Developing children’s cognitive and
communication strategies through language learning – Trainer’s notes
Description
This session covers the syllabus area of children’s learning and development and focuses on developing
their cognitive and communication strategies through language learning. It uses a mingling and matching
activity to examine ways in which children can develop these strategies. The session ends with a 3/4/5-
option matching task.
Time required: 45 minutes

Materials  Participant’s worksheet 1 (copied and cut into slips)
required  Participant’s worksheet 2 (one copy for each participant)
 Sample Task (one copy for each participant)
Aims: to consider children as language learners and ways of

developing cognitive and communication strategies
 to examine implications for the young learner classroom

 to share classroom knowledge and experience
 to practise a 1-1 and a 3/4/5 – option matching task
Procedure
1. Before the session, copy and cut up Participant’s worksheet 1 so there is one slip for each participant.
If there are fewer or more than 24 participants in your group, make sure that each slip you give out has
a matching pair from the other column. If there is an odd number of participants in your group, give one
participant 2 slips and tell that person they must make a group of 3.
2. Remind or elicit from participants:
• TKT: YL focuses on children from 6–12 years

• Part 1 focuses on children as language learners and how they learn language
• This session is about developing children’s cognitive and communication strategies through learning
English
3. (15 minutes) Give out a slip of paper from Participant’s Worksheet 1 to each participant. Explain that
each piece of paper contains a different strategy for developing children’s cognitive or communication
strategies, or an example of a strategy. Participants mingle to find their partner by matching a strategy
with its example. If you have an odd number of participants, give one person 2 slips, to form a group of 3
(see Key below).
© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom
use provided no charge is made. For further information see our Terms and Conditions.
4. Feed back with whole group. Elicit or point out:
• cognitive strategies include the mental processes involved in thinking, understanding or learning.
• children’s communication strategies may be developed through their functional language, e.g.
describing, asking for information or telling stories.
• Participant’s worksheet 1 gives many examples of the strategies children use in language learning
and participants can identify others through observation of learners in class and reviewing the TKT:
YL Handbook.
5. (15 minutes) Hand out Participant’s worksheet 2 and ask participants to work in pairs to complete the
matching task.
6. Feedback with whole group (see Key below). Point out:
• TKT: YL focuses on children from 6–12 years and within this age range learners are at different
stages of development
7. (10 minutes) Give out the Sample task. Participants work individually to complete the task. Allow no more
than 7 minutes for this (candidates have an average of 1 minute per question in the TKT: YL exam). They
then compare answers with a partner.
8. Check answers together (see Key below). Point out:
• TKT: YL tests candidates’ knowledge of cognitive and communication strategies and is
contextualised within a teaching framework
• TKT: YL tests its syllabus through objective tasks
9. (5 minutes) Round up to review and summarise points covered. Ask participants:
• Which part of TKT: YL have they covered? (Part 1: Developing children’s cognitive and
communication strategies through learning English)
• Which test types have they practised? (1:1 matching and ratio matching)
• What have they learned about this part of TKT: YL and how confident are they to answer test
questions on it?
• How can they prepare for this part of TKT: YL? (To prepare for this part of the test, candidates
can monitor and take notes of young learners’ ability to work effectively at different stages of the
lesson using cognitive and communication strategies to do this).
Additional Information
• For information on the other three parts of TKT: YL, see the TKT: YL handbook at
http://www.cambridgeenglish.org/images/tkt-young-learners-handbook.pdf
• Participants can do the Teaching Resources activities for TKT: Task types 1–4,
and TKT: YL Part 1 Children as language learners and Developing children’s
learning strategies for more information on the test format and content.
http://www.cambridgeenglish.org/teaching-english/resources-for-teachers/
communication strategies through language learning – Answer keys
Key to Procedure Step 3

Cognitive or communication Example of cognitive or communication strategy
strategy
Matching exercise Find someone whose definition or strategy corresponds
to yours
Asking for clarification or help I don’t understand, can you tell me what ‘ranking’
means?
Predicting What other activities do you think we will do in today’s
session?
Describing a personal experience It was a good day for me - I felt confident and passed
the test.
Classifying Put the strategies into two groups - ‘cognitive’ and
‘communication’.
Saying what you are going to do You are going to read different people your piece of
paper until you find the matching word or definition.
Ranking Can anyone put the cognitive strategies on order of
difficulty?
Giving instructions First of all talk to people in the group, next find your
partner and then sit down.
Remembering Look at the list of strategies for 1 minute and then see
how many you can say without looking.
Telling a story or saying what First we discussed strategies, then we did a mingling
happened exercise and finally we tried a TKT: YL test task.
Repeating Say each new word from the list in a different way, for
example slowly, quickly or very quietly.
Asking for permission I’ve finished, can I borrow some TKT: YL practice tests,
please?
Key to Participant’s worksheet 2
1. A 2. E 3. C 4. B 5. A 6. B 7. D
Key to Sample task

1. D 2. B 3. C 4. D 5. A 6. A 7. C
communication strategies through language learning – Participant’s
worksheet 1
Find someone whose definition or strategy corresponds to

Matching exercise
yours.
Asking for clarification or I don’t understand, can you tell me what ‘ranking’ means?
help
What other activities do you think we will do in today’s

Predicting
session?
Describing a personal It was a good day for me - I felt confident and passed the
experience test.
Put the strategies into two groups -‘cognitive’ and

Classifying
‘communication’.
Saying what you are going to You are going to read different people your piece of paper
do until you find the matching word or definition.
Can anyone put the cognitive strategies on order of

Ranking
difficulty?
First of all talk to people in the group, next find your

Giving instructions
partner and then sit down.
Look at the list of strategies for 1 minute and then see

Remembering
how many you can say without looking.
Telling a story or saying what First we discussed strategies, then we did a mingling
happened exercise and finally we tried a TKT: YL test task.
Say each new word from the list in a different way, for
Repeating
example slowly, quickly or very quietly.
I’ve finished, can I borrow some TKT: YL practice tests,

Asking for permission
please?
communication strategies through language learning – Participant’s
worksheet 2
For questions 1–7, match the trainer’s instructions with the cognitive or communication strategies they
are practising, listed A – E.
Mark the correct letter (A – E) on your answer sheet.
You will need to use some of the options more than once.
Strategies
A scanning
B risk-taking
C inferring
D describing routines or states
E expressing a reason
Trainer’s instructions
1 Look at the 8 pieces of information about TKT: YL around the room. Here’s a list of questions about
the test. Walk around the room and see how quickly you can write an answer for each one.
2 We are doing a ratio matching task because it is one of 4 types of task in the TKT: YL test.
3 Listen to these people’s voices. Which ones do you think have passed the TKT: YL test? How do
you know?
4 Who can say some other cognitive strategies children use to learn English?
5 This is a syllabus for TKT: YL without the headings for each part. Look at it quickly and match the 4
headings on the board to the 4 different parts.
6 Can anyone write on the board some other communication strategies children use when learning
English?
7 We usually start sessions with a reminder of features of TKT: YL and finish with a review of the
main points
communication strategies through language learning – Sample task
For questions 1 – 7, match the teachers’ instructions with the main cognitive strategies they are helping
to develop listed A – D.
Mark the correct letter (A – D) on your answer sheet.
Main cognitive strategies
A categorising
B predicting
C ranking
D inferring
Teachers’ instructions
1 Look at the monsters in these pictures. Which one’s naughty? How do you know?
Look at these letters and then try to find the animal word I’m thinking of. Are you
2
ready? First word: D – O…, Next word: S – N - …, next one: C – A …
Cut out the five pictures of food. Stick your favourite one here at the top and write
3
the name under it. Then put your next favourite one under it, and so on.
4 Listen to these people’s voices. Which person sounds happy?
On this paper you’ve got two circles. In this circle, draw two things you only wear in
5
winter and in the other, circle two things you only wear in summer.
On the board there are pictures of Sue, a shoe and a zoo. Listen to this word and
6
tell me which picture to write it under. Now listen to these words.
Here are pictures of 10 things to take on holiday. In pairs, choose the five most
7
important for you.
TKT: YL (Young Learners) Part 1: Children as language learners and
Developing children’s learning strategies – Trainer’s notes
Description
This activity focuses on children as language learners and how they learn language. Children’s needs
and different activities which support them are looked at through a matching activity. Participants also
consider ways of developing children’s learning strategies. There is also a sample task.

Materials Participant’s worksheet 1 (one copy for each group of three
required: participants)
Participant’s worksheet 2 (one copy for each group of three
participants, cut into strips)
Sample Task (one copy for each participant)
Aims: to discuss children as language learners and YL classroom activities
to consider ways of developing their learning strategies
to share classroom knowledge and experience
to practise a 1-1 matching task
Procedure
1. Before the session copy Participant’s worksheets 1 and 2 so there are enough for
each group of three participants. Cut up Participant’s worksheet 2 into strips. Copy
the Sample task so there is one copy for each participant.
2. Remind or elicit from participants:
• Part 1 focuses on children as language learners and how language learning can
help young learners to develop learning strategies, cognitive strategies and
communication strategies.
• This session focuses on children as language learners and ways of developing
their learning strategies.
3. (5 minutes) In groups of three, participants talk together about the types of classroom activities
that young learners between 6 and 12 years enjoy e.g. songs and chants, whole class games.
Put the heading Activities in the young learner classroom on the board and brainstorm ideas
from the whole group (see Key below). Point out:
• in TKT: YL tasks focus on classroom practice

• tasks may focus on young children, older children or on a range of ages between 6 and 12
years
• all classroom practice has to consider that young learners are developing physically,
emotionally and cognitively, which makes classes very different to those of older students
4. (10 minutes) Give out Participant’s worksheet 1 to groups of three participants.
Working together, participants read some teachers’ comments about young learner characteristics
and activities. They discuss whether they agree with the comments and would consider using the
activities in class. Feed back with whole group.
5. (10 minutes) Give out Participant’s worksheet 2, cut into strips, to each group of three
participants. They should match the activities to the comments on Participant’s worksheet 1.
6. Feed back with whole group to check answers and share opinions (see Key below).
Point out:
• this exercise is similar to the 1:1 matching tasks used in TKT: YL
• they have less than 10 minutes to do similar tasks in the test
7. (10 minutes) Review the session so far, which has discussed children as language learners and
activities that are suitable for them. Explain that you will now move on to discuss different ways in
which children learn English. Write the following ways children learn on the board:
Memorising Words and Phrases Reviewing Work
Brainstorm other ideas from participants, writing them on the board (see Key below). Point out:
• TKT: YL Part 1 tests candidates’ knowledge of ways of developing children’s language
learning strategies through language learning
• Test items are objectively tested and put into young learner classroom contexts. There are
examples of this on Participants’ worksheet 1 and 2 and also in the Sample task.
8. (10 minutes) Give out Sample Task. Participants work individually to complete the task. Allow no
more than 6 minutes for this (candidates have an average of 1 minute per question in the TKT: YL
exam.) They then compare answers with a partner.
• In the test there a total of 80 questions to complete in 1 hour 20 minutes
10. (5 minutes) Round up to review and summarise points covered. Ask participants:
• Which part of TKT: YL have they covered? (two areas of knowledge for Part 1: Children’s
characteristics as language learners (theory-focused) and Developing children’s learning
strategies through language learning)
• Which task type have they practised? (1-1 matching)
• What have they learned about this area of the syllabus and how confident do they feel
about doing test tasks on it?
• How can they prepare for this part of TKT: YL? (Participants can:
• look at the language demands of their own lessons and decide what type of support is
needed so that learners can understand and produce the language in spoken and written
English.
• note any strengths and problems children have in their own classes in understanding and
using key language.)
Additional Information
http://www.cambridgeenglish.org/exams-and-qualifications/tkt/how-to-prepare/
• Participants can do the Teaching Resources activities for TKT: Task types 1 – 4, and TKT: YL Part
1 Developing children’s cognitive and communication strategies for more information on the test
format and content.
Developing children’s learning strategies – answer keys
Key to procedure step 3

Young learner classroom tasks and activities include:
• songs and chants • telling stories

whole class games such as ‘I spy with handicrafts e.g. making finger puppets
my little eye’
• making finger puppets • using flashcards
memory games with picture/word cards • drawing and colouring
• picture/word dominoes • stirrers (arousing activities) or settlers

(calming activities)
• listen and do e.g. TPR activities • class surveys
• mime • circle games
Key to Participant’s worksheet 2

“I always plan whole class activities as an integral part of the lesson as children respond positively and
learn quickly while they are having fun. Playing TPR games
“Children learn language in context through their own understanding and experience so I always try to
activate this knowledge when starting new themes.” Brainstorming activities
“Children are at different stages of emotional and social development and so I plan lessons so they feel
relaxed and safe as soon as they come into the classroom.” Developing classroom routines
“It’s interesting how children are able to use whole language chunks such as ‘Have a good weekend!’
without knowing any grammar rules.” Using classroom language posters
“I always plan further activities to challenge children who finish quickly and may be more advanced than
others in their development.” Planning follow-up activities
“As each child has their own characteristics such as learning style or previous learning experience, I
always review language in different ways throughout the course to support these differences.” Reviewing
language
Key to procedure step 7
 self-correcting during speaking activities, pair games or chants
 practising English outside the classroom
 setting goals
 self-assessment tasks e.g. checklists with ‘Can Do’ statements
 organising learning
 choosing what to do
 using reference resources such as dictionaries and the internet
 comparing/contrasting
 planning learning
 reviewing learning
 remembering language or information about language
 developing hypothesis about language rules
Key to Sample Task
1. F 2. E 3. D 4. A 5. C 6. G
Developing children’s learning strategies – Participant’s worksheet 1
Children’s characteristics as language learners

Look at these comments by teachers about young learners. Discuss the activities and
characteristics, in particular:
• Do you agree with the comments?
• Would consider using these activities in your classes?
1. “I always plan whole class activities as an integral part of the lesson as children
respond positively and learn quickly while they are having fun.”
2. “Children learn language in context through their own understanding and experience so
I always try to activate this knowledge when starting new themes.”
3. “Children are at different stages of emotional and social development and so I plan
lessons so they feel relaxed and safe as soon as they come into the classroom.”
4. “It’s interesting how children are able to use whole language chunks such as ‘Have a
good weekend!’ without knowing any grammar rules.”
5. “I always plan further activities to challenge children who finish quickly and may be
more advanced than others in their development.”
6. “As each child has their own characteristics such as learning style or previous
learning experience, I always review language in different ways throughout the
course to support these differences.”
Developing children’s learning strategies – Participant’s worksheet 2
Playing TPR games: The class sit on chairs in a circle and the teacher gives commands
such as ‘Change places if… you have got a brother/ are wearing a watch etc’. One chair is
removed after each change and the child who loses their chair gives the commands.
Brainstorming activities: On introducing the topic ‘Pollution’ the teacher asks the class for
vocabulary which is linked to it and writes key words/sentences on the board.
Developing classroom routines: The teacher welcomes the class, organizes the room, and
takes the register. Ten minutes before finishing, the children finish their work, put away
materials and the teacher reviews learning.
Using classroom language posters: At the start of term children prepare posters for the
notice boards which review short phrases and sentences used in everyday classroom
language. Children use them throughout the course.
Planning follow-up activities: Children know what to do when they finish a task. This might
include doing a worksheet, playing a memory game to review language or helping a friend to
finish.
Reviewing language: Children can practise language over several weeks through songs,
chants, games and reading stories.
Developing children’s learning strategies – Sample Task
For questions 1 – 6, match the teacher’s comments on her approach to learning with the
young learner needs and characteristics listed A – G.
Mark the correct letter (A – G) on your answer sheet.

There is one extra option which you do not need to use.
Young learner needs and characteristics
Young learners like to have:
A routines in the classroom
B personalised feedback on their language
C opportunities to respond to and use language creatively
D chance to have fun as a whole class
E help with underlying language patterns
F physical movement/ activity
G enough time to complete their work
Teacher’s comments
They’re often sleepy in the afternoons so we generally do some group project work
1
where they’re measuring or doing something like a science experiment.
They worry about their spelling so, each week, we choose a vowel sound and
2 brainstorm all the words we can think of. Then we look at how they’re spelt and
categorise them.
One of the things my pupils like most if to learn a chant and then try to say it faster
3
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
4
on the board.
We often do visualisations. They close their eyes and I ask them questions about a
5 story. Who’s in it? Where are they? What happens? Then they draw a picture and
write a few sentences about it.
I’ve got a bank of worksheets at the back of the room for fast finishers so that they
6
don’t get bored waiting for everyone else.
TKT: YL (Young Learners) Part 2: Lesson plans – Trainer’s notes
Description
This session covers components and headings in lesson plans for young learners. Participants do a
matching task to examine this area of the syllabus. At the end of the session,participants practise doing
a 1-1 matching task.

Materials  Participant’s worksheet 1 (one copy for every two participants)
required:  Participant’s worksheet 2 (cut up – see Procedure Step 1 below)
Aims: to consider areas of lesson planning and lesson plan heading

to practise a TKT: YL Part 2 task
Procedure
1. Make copies of Participant’s Worksheet 1 so there is one for every pair. Copy Participant’s
Worksheet 2 and cut up the trainer’s notes. Stick up these notes around the room for later in the
session.
2. Elicit or make the following points about TKT: YL Part 2:
 it focuses on planning and preparing lessons for young learners
 this session will focus on lesson planning and materials preparation
 TKT: YL is for children from 6-12 years
 children in this age group have different literacy skills which has implications for lesson
preparation.
3. (10 minutes) Ask participants to work in pairs and discuss how they prepare lessons.
Feed back some ideas with the whole group and compare procedures.
Write: Lesson Plan Headings on the board and elicit examples of possible headings that participants
use in their lesson plans (see Key below). Tell participants that 12 headings are used in the TKT: YL
syllabus and elicit as many as possible.
4. (15 minutes) Matching activity. Ask participants to work in pairs and give a copy of Participant’s
Worksheet 1 to each pair. Explain that around the room there are 8 different notes from a trainer’s
lesson plan. Participants should take it in turns to find one of the notes, read it silently to themselves,
report the main points to their partner and match it to one of the 8 lesson plan headings on the
worksheet.
5. Feed back with the whole group to check answers and share opinions (see Key below).
6. Make the following points about TKT: YL:
 There are 12 lesson plan headings/components in TKT: YL and teachers can select from them to
support their own lesson planning
 Participants usually have to answer one task on lesson planning in the TKT: YL test.
7. (15 minutes) Hand out a copy of the Sample Task to each participant. It focuses on lesson plan
headings and stages in a lesson plan. Point out or elicit:
• the format of this task is 1-1 matching, which is one of the task types used in TKT: YL. It is
important to read instructions carefully so you know what the task is asking you to do.
• There are 4 different question types in the test – 3 option multiple choice, 1-1 matching, 3/4/5
option ratio matching and odd one out.
8. Check the sample task together (see Key below). Ask participants what they have learnt about
lesson planning in the session and how confident they feel about answering test questions on this
area of the syllabus.
9. (5 minutes) Round up to review and summarize main points covered. Ask participants:
 What is covered in this area of the syllabus? (Planning and preparing lessons and lesson plan
headings/components).
• What have they learnt about the TKT: YL test in this session? (They have to answer one task
on lesson planning and have less than 10 minutes per task).
• How can they prepare for this part of TKT: YL? (Candidates can:
• consider using these lesson plan components when planning their own lessons
• after teaching a lesson, reflect on how the lesson plan could be improved and try to implement
these improvements in their next lessons
• look at the ideas in the TKT: YL Handbook
Additional information
• Participants can do the Teaching Resources activities for TKT: Task types 1 – 4 and TKT: YL
Part 2 Providing support and challenge when selecting and using materials and TKT: YL
Part 2 Using additional resources for more information on the test format and content.
Suggested follow-up activity
• Show participants the practice test and a sample answer sheet from the TKT: YL
handbook and point out:
• In the TKT: YL test they have to write answers on a separate answer sheet
• The answer sheet has to be completed in 1 hour 20 minutes. Some people complete it as they work
through the test; others leave it until they have finished all the questions. It doesn’t matter which
technique you use so long as the answer sheet is completed accurately before the end of the test
• There are 4 different question types in the test – 3 option multiple choice, 1-1 matching, 3/4/5 ratio
matching, odd one out
• In the TKT: YL test there are 80 questions to do in 1 hour 20 minutes.
TKT: YL (Young Learners) Part 2: Lesson plans – answer keys
Key to Procedure Steps

Step 3
Learning outcomes Language aims

Previous learning Possible problems and solutions
Procedure Follow up suggestions
Syllabus fit Extension activity
Assumptions Learning aims
Interaction patterns Resources
Personal teaching aim Differentiation
Assessment evidence Lesson evaluation
Note: the underlined headings appear on the TKT: YL syllabus
Key to Participant’s Worksheet 1
Learning outcomes
By the end of the session participants will have considered their own methods for lesson planning and
identified different lesson plan headings
Resources needed
For this session I’ll need:

- a black board for the brainstorming activity
- worksheet 1 (1 between 2)
- cut up comments for matching activity
- drawing pins to put comments on notice boards around the room
- sample task (1 each)
Possible problems and solutions
Each participant has his/her own way of preparing lessons so there will be different procedures. Point out
that TKT: YL gives lesson plan headings to support lesson planning and teachers can select and use
them according to teaching/learning needs
Differentiation
Some participants have just started teaching and preparing lessons while others have been teaching for a
longer time so experience is very different
Interaction patterns
Comparing lesson planning - pairs

Brainstorming - whole group
Matching - pairs
Feedback - whole group
Sample task – individual
Syllabus fit
This session ties in with TKT: YL other sessions on Part 2
Assessment evidence
I’ll know who is familiar with lesson plan headings from participation in the brainstorming activity and
completing the sample task
Follow up suggestions
Participants might use lesson plan components when preparing their own lesson plans in future
Key to Sample Task
1. F 2. C 3. D 4. A 5. H 6. B 7. G
TKT: YL (Young Learners) Part 2: Lesson plans – Participant’s worksheet 1
Lesson Plan Components
• Learning outcomes
• Resources needed
• Possible problems and solutions
• Differentiation
• Interaction patterns
• Syllabus fit
• Assessment evidence
• Follow up suggestions
TKT: YL (Young Learners) Part 2: Lesson plans – Participant’s
Worksheet 2
By the end of the session participants will have considered their own methods for
lesson planning and identified different lesson plan headings
For this session I’ll need
- a black board for the brainstorming activity
- worksheet 1 (1 between 2)
- cut up comments for matching activity
- drawing pins to pin comments to notice boards around the room
- sample task (1 each)
Each participant has his/her own way of preparing lessons so there will be
different procedures. Point out that TKT: YL gives lesson plan headings to support
lesson planning and teachers can select and use them according to
teaching/learning needs
Some participants have just started teaching and preparing lessons while others have
been teaching for a longer time so experience is very different
Comparing lesson planning - pairs
Brainstorming - whole group Matching -
pairs
Feedback - whole group
Sample task – individual
This session ties in with TKT: two other sessions on Part 2
I’ll know who is familiar with lesson plan headings from participation in the
brainstorming activity and completing the sample task
Participants might use lesson plan components when preparing their own lesson
plans in future
TKT: YL (Young Learners) Part 2: Lesson plans – Sample Task
For questions 1 – 7, match the teacher’s notes on a vocabulary lesson plan from a resource book
with the lesson plan headings listed A – H.
Mark the correct letter (A – H) on your answer sheet.
Lesson plan headings
A Assumptions
B Assessment evidence
C Differentiation
D Extension activity
E Interaction patterns
F Syllabus
G Personal teaching aim
H Procedure
Memory Game Lesson Plan
Teacher comments
Vocabulary focus
Kitchen, knife, fork, spoon, plate, cup, 1 Good: they’re doing healthy eating
bowl, fruit, vegetables in science
Before class
Copy the vocabulary worksheet of pictures
and words, and cut them into flashcards. 2 One group of children can’t read
it, so I’ll make a set of matching
pictures for them.
Great! Children could make their

3 own game sets to keep and
In Class practise with.
Review the topic of vocabulary.
Explain the game by example, with yourself

as one player, and three more children.
Important, because this game
4 might be new for some children
Game rules
Mix the cards, and put the word cards face
down on the table, in four rows of two, and Explain that they must pay
the pictures face down on the other side of 5 attention to remember where their
the table, also in four rows of two. words are.
Ask a child to turn over a card from the I’ll know if they have learned
picture side and to say the word, and 6 something if they use English
to do the same for a card on the word rather than L1 for picture cards.
side.
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
I must try to listen to all the pairs
The next child continues in the same 7 this time.
way.
The game is over when all the pictures

and words have been matched.
TKT: YL (Young Learners) Part 2: Providing support and challenge
when selecting and using materials – Trainer’s notes
Description
The session covers the syllabus area of adding to, omitting from and adapting coursebooks and
supplementary materials to support and challenge children’s learning. At the end of the session there is a 1
-1 matching task which focuses on this area of knowledge.

Materials • Participant’s worksheet 1 (one copy for each participant)
required:
• Participant’s worksheet 2 (one copy for each participant)
• Sample Task (one copy between two participants)

Aims: • to familiarise participants with the format, content and task types of
TKT: YL Part 2
• to look at ways of adding to, omitting from and adapting
coursebooks and supplementary materials to support and
challenge children’s learning
• to share classroom knowledge and experience
• to practise a TKT: YL 1-1 matching task
Procedure
1. Elicit or make the following points about Part 2 of TKT: YL:
• Part 2 covers the syllabus area of planning and preparing young learner lessons
• This session focuses on adding to, omitting from and adapting coursebooks and supplementary
materials to support and challenge children’s learning
• The other areas of learning for Part 2 are planning lessons and using additional resources.
2. (10 minutes) Ask participants to work in fours to list problems and solutions when working with
coursebooks and supplementary materials. A volunteer in each group can make notes for group
feedback. If necessary, elicit or point out that:
• TKT: YL is for children from 6-12 years
• Within this age group children are at different stages of development
• They have different levels of literacy skills which has implications for lesson planning and
materials preparation.
3. Put the following heading on the board:
Using course books and supplementary materials
Problems Solutions
4. Ask 2 volunteers to write a list for Problems and a list for Solutions on the board from group feedback
(see Key below).
Make or elicit further points about providing support and challenge:
• problems with parts of coursebooks may occur because e.g. skills work is at the right level but
the grammar/vocabulary development is too easy
• coursebooks are too slow-moving
• levels within the coursebook are inconsistent.
•
5. (15 minutes) Give out Participant’s Worksheet 1 and explain that there is a list of problems the trainer
might have with materials when preparing this session. Ask participants to work together in fours to write
solutions by adapting those from the blackboard and noting them down on the worksheet.
6. Look at Information and Word banks on Participant’s Worksheet 2 (one worksheet for each participant)
and ask participants to underline anything which is new for them.
7. Feed back with the whole group to check solutions to Participant’s Worksheet 1 and share key
vocabulary for the session (see Key below). Discuss with participants some different ways of using
information and word banks in the young learner classroom, e.g. the teacher provides word banks or
children build their own word banks in notebooks.
8. (15 minutes) Give each participant a copy of the Sample Task. The task focuses on using and adapting
materials to support children’s learning. Point out:
• The format of the Sample Task is 1-1 matching, which is the one of the task types used in TKT:
YL. It is always important to read instructions carefully so you are clear what you need to do in a
task.
• There is usually one task on adapting coursebooks and supplementary materials in the TKT: YL
test.
• The task shows how TKT: YL tests its syllabus through objective tasks.
9. Allow participants about 6 minutes to complete the task. Participants work in pairs to do the task and
consider whether working together makes the task easier or more difficult. Feed back with the whole
group and share opinions on the challenges of working together or individually (see Key below).
 What is covered in Part 2 of YKT: YL? (Planning lessons, adapting coursebooks and
supplementary materials and using additional resources to support children’s learning.)
• What have they learnt about this area of the syllabus? (Participants share areas of learning.)
• How can they prepare for this part of TKT: YL? (Candidates can
• consider ways of adapting coursebooks and materials to support children’s learning and
incorporate them into lesson plans
• think about providing additional challenge for the more able learners in their classes
• consider ways of supporting less able learners.)
• Show participants the practice test and sample answer sheet from the TKT: YL handbook and point out:
• The answer sheet has to be completed in 1 hour 20 minutes. Some people complete it as they work
through the test; others leave it until they have finished all the questions. It doesn’t matter which
technique you use so long as the answer sheet is completed accurately before the end of the test.
• The TKT: YL handbook is available to download at
• http://www.cambridgeenglish.org/exams-and-qualifications/tkt/how-to-prepare/
• Participants can look at TKT: YL Part 2 sessions for more information on test format and content.
• Participants can do the Teaching Resources activities for TKT: Task types 1 – 4, TKT: YL Part 2
Overview, TKT: YL Part 2 Lesson plans and TKT: YL Part 2 Using additional resources for more
information.
TKT: YL (Young Learners) Part 2: Providing support and challenge when
selecting and using materials – Answer keys

Step 3
Using course books and supplementary materials

Problems Solutions
The level of grammar is too advanced Simplify language
Vocabulary is difficult/complicated Simplify language/add visual support
The content is unfamiliar to the class Personalise content
The text is too detailed/complicated Omit sentences/words
(DVD/Listening Exercise) Dialogues are Show subtitles/read transcript
too fast
(DVD/Listening Exercise) The vocabulary Provide a glossary/word bank
is difficult
Tasks are difficult/complicated Adapt the tasks/change the layout
Note: The solutions above appear in the TKT: YL syllabus. Other reasonable problems and
solutions should be accepted.
Problems with materials Possible Solutions

Using practice tests in class can become Personalise the content for teachers with
repetitive TKT: YL syllabus areas and test format
Change the layout
There may be new vocabulary Each group writes a list of key words for this
session on their worksheets
Provide a Word bank
There is a lot of information about TKT: YL Omit unnecessary detail
syllabus content in the handbook Select key information for this session and
provide an Information bank
The sample task in this session may be Add possible answers
difficult
There is a lot of information about TKT: YL Omit unnecessary information.
test format on the website Select key information for this session and
provide an Information bank
Key to Sample Task

1. G (given) 2. H 3. A 4. B 5. C 6. F 7.E (given)
(Note: Number 1 and 7 are given in this sample test to support learning. Answers are NOT
given in the TKT: YL test)
selecting and using materials – Participant’s Worksheet 1
Participants work in fours to suggest solutions to the trainer’s problems when using TKT: YL
materials. Information and Word banks are given.
Problems with materials Possible Solutions
Using practice tests in class can become

repetitive.
There is new vocabulary.
There is a lot of information about TKT: YL

syllabus content in the handbook.
The sample task in this session may be

difficult.
There is a lot of information about TKT: YL

test format on the website.
selecting and using materials – Participant’s Worksheet 2
Underline any new information and words in the banks below.

Information for TKT: YL test format
• There are 4 different question types in the test – 3 option multiple choice, 1-1 matching, 3/4/5
option matching and odd one out.
• In the TKT: YL test there are 80 questions to do in 1 hour 20 minutes.
• Candidates have to do three tasks on Part 2 and one task focuses on adapting course books
and supplementary materials.
• Candidates write answers on a separate answer sheet.
Information for TKT: YL Syllabus Content
There are 4 syllabus areas, or parts, in TKT: YL
• Part 1: Knowledge of young learners and principles of teaching English to young learners
• Part 2: Planning and preparing young learner lessons
• Part 3: Teaching young learners
• Part 4: Assessing young learner learning through classroom based assessment
Three areas of knowledge are covered in Part 2:
i. lesson plans – components/headings
ii. providing support and challenge when selecting and using course books and supplementary
materials
iii. additional resources – selecting, adapting and supplementing
Word bank for this session
• personalise
• simplify
• add
• omit
• adapt
• select
selecting and using materials – Sample Task
For questions 1 – 7, match the problems teachers have with materials with the ways of supplementing
or adapting those materials listed A – H.

(Note: 2 answers are given in this sample test to support learning. Answers are NOT given in
the TKT: YL test)
Teachers’ problems Ways of adapting the materials

There was a text in the coursebook about pets. I wasn’t sure if
1 my learners would know the difference between hamsters and
guinea pigs and budgies and canaries. So I…(G). A personalized the content
The children were keen to find out more about a new film
which came out recently. I found a good review in a B omitted some unnecessary details.
2
newspaper and although the language was above their level, I
knew they would find it all really interesting. So I….
The coursebook had a recipe for something that isn’t popular C. adapted the task.
among children in our country. I thought it would be more
3
useful for them to study the language in a recipe for something
they like. So I… D. added a transcript.
I got some information about chocolate form a local factory but

4 I wanted the children to read only about how it is made and
E. changed the layout.
not about the history of chocolate making. So I….
The recording from the coursebook about the festivals was

really interesting. But I wanted the children to do something F. gave them some possible answers.
5
more communicative than just listen and answer the
comprehension questions. So I….
G. added some visual support.
I wanted my class to draw a Venn diagram of the similarities
and differences between camels and giraffes. I knew they
6
wouldn’t think of enough things to make a very complete
diagram. So I…. H. simplified the language.
The story in the coursebook was written as one long

7
paragraph in very small print and was hard to read. So I… (E)
TKT: YL (Young Learners) Part 2: Using additional resources- Trainer’s notes
Description
This session covers the syllabus area of selecting, adapting and supplementing materials with additional
resources to support children’s learning. It focuses on developing an additional resource for a selected
topic. There is a 3 option multiple choice task.

Materials • Participant’s worksheet 1 (one copy for each participant)
required:
• Participant’s worksheet 2 (one copy for each participant)
• Sample Task (one copy for each participant)
Aims: • to familiarise participants with Part 2 content and task types

• to consider selecting, adapting and supplementing additional
resources and use knowledge to prepare materials
• to review and use TKY :YL lesson plan headings and selecting
materials
• to share knowledge and experience
• to practise a 3 option multiple choice test task
Note: This session focuses on additional resources, but involves lesson plan headings and selecting
materials. These two areas of Part 2 are covered in two other sessions for TKT: YL Part 2, TKT: YL Part 2
Lesson plans and TKT: YL Part 2 Providing support and challenge when selecting and using materials,
which can both be found on the Teaching Resources website. To support participants’ learning, it is
recommended they are done before this session.
Procedure
1. Make the following points about TKT: YL Part 2:
• Part 2 focuses on planning and preparing young learner lessons
• This session focuses on selecting, adapting and supplementing materials with additional
resources such as stories, songs or DVDs
• The other sessions in Part 2 are planning lessons and adapting materials to support children’s
learning and have relevance to the task in this session
2. (5 minutes) Put the heading Additional Resources on the board and brainstorm as many examples as
possible (see Key below).
3. (20 minutes) Tell the group they are going to work in threes to prepare part of a lesson using one of the
additional resources from the board. Give out Participant’s Worksheets 1 and 2. Participant’s
Worksheet 1 gives topic boxes for participants to select from. They should then complete the lesson
plan, using the lesson plan headings on Participant’s Worksheet 2. Ask them to write clearly as
groups will read each others’ lesson plans later. Elicit or point out:
• TKT: YL is for children from 6-12 years
• In the TKT: YL test some tasks focus on younger children from 6–8 years, others focus on older
ones from 9–12 years and some focus on a mixture of age groups.
• Participants need to think about children’s age for the task in the session and consider stage of
development and varying literacy skills
4. As the groups are working, the trainer can move from group to group to monitor progress and support
lesson planning. Resources can be used to refer to and support participants, e.g.
• The example lesson plan
• Lesson plan headings (Participant’s worksheet 1 in the Teaching Resources activity TKT: YL Part 2:
Lesson plans)
• Materials - Problems and Solutions (Participant’s worksheet 1 in the Teaching Resources activity
TKT: YL Part 2: Providing support and challenge when selecting and using materials)
5. Display participants’ lesson plans around the room and circulate to read all the plans.
6. (5 minutes) Feedback to the whole group by asking:
• Have you used any of the additional resources before? If so, which ones?
• Which ones did you like?
• Which additional resources would you use in your classes?
• What are the problems of using additional resources? (e.g. preparation time, organisation,
tidying up, cost, availability, etc)
• What are the benefits of using them? (e.g. appeal to children’s need to be active and play,
provide concrete examples of language in use, provide variety and change of pace, provide
context for language learning and practice, motivating, cater for different learning styles etc)
7. (10 minutes) Hand out the Sample Task to each participant. The task focuses on the rationale for
using additional resources to support children’s learning. Point out:
• The task format is multiple choice, which is one of the task types used in TKT: YL. It is important
to read instructions carefully to know what you are required to do.
• Candidates have to answer 80 questions and have 1 hour 20 minutes to complete the test.
• The task shows how TKT: YL tests its syllabus through objective tasks.
8. Allow participants about 8 minutes to complete the test individually. Feed back with the whole group to
check answers. Ask participants what they have learnt through the task and how confident they feel
about answering questions on this area of the syllabus.
• What is covered in Part 2 of TKT: YL? (Lesson plans, adapting course books and
supplementary materials, and using additional resources to support children’s learning.)
• What new ideas for additional resources will they use in classes?
• try to use a range of additional resources to supplement course books and support
children’s learning when preparing classes
• share resource ideas with colleagues
• reflect on how using additional resources has affected the lesson.
• Lesson plan headings in this session are those used in the Part 2 area of knowledge: lesson plans
– components/headings.
• In the TKT: YL test candidates have to answer one question on lesson planning and one on using
additional resources to supplement course books and supplementary materials.
• Participants can do the Teaching Resources activities for TKT: Task types 1 – 4, and TKT: YL Part
2 Lesson plans and TKT: YL Part 2 Providing support and challenge when selecting and using
materials for more information on the test format and content.
TKT: YL (Young Learners) Part 2: Using additional resources
Answer keys

Step 2
• Stories
• Songs, chants and action rhymes
• Games (e.g. TPR, guessing, circle, memory, categorisation, etc.)
• Puppets
• Flashcards, pictures and drawings
• Realia
• Black/white board
• Handicraft activities (making mini-books, masks, personal dictionaries, posters, cards for
special occasions, etc)
• ICT
• Pictures and photos
• DVDs
Note: These resources are listed in the TKT: YL syllabus. Other reasonable examples should be
accepted.
Key to Participant’s Worksheets 1 and 2
Example Lesson Plan
Topic: Food
Additional Resources: Storybook ‘The Tiger who came to Tea’ (Judith Kerr) and
Flashcards of 8 target vocabulary food items
Age group: 6–7 years
Learning Outcomes: Children practise and learn topic vocabulary: milk, cakes, water,
biscuits, sandwich, sausages, cheese, eggs.
Previous Learning: Children are used to listening to stories and working with
flashcards.
Possible Problems and -The storybook is authentic so language is not graded or
Solutions: selected - I will need to simplify some of the language
- I may use L1 to explain milkman, having tea and the grocer boy
if children are confused
Children will get excited after the flashcard game and will need
settling before the end of class
Assessment Evidence I’ll know if they have learnt food vocabuilary when they
have to say target words in the memory flashcard game
at the end of class.
Procedure steps:
1. Ask class to sit in a circle on the floor and brainstorm food vocabulary.
2. Use food flashcards to check pronunciation of target words.
3. Show class the story book and ask them what it is about (It’s about a tiger who visits a
little girl for tea and eats all the food in the house).
4. Tell the story prompting children to use target vocabulary.
5. Ask the class to sit at their desks and put the food flashcards on the board.
6. Tell the class to close their eyes. Remove one flashcard and ask them to put up
hands to say which one it is.
7. Review language and finish class.
Key to Sample Task

1. B 2. A 3. C 4. C 5. B 6. B 7. A
Participant’s Worksheet 1
Choose from the following topic boxes to select an additional resource from the list on the
board to supplement the coursebook and support children’s learning.
• Use the course book notes in the topic box you choose as a starting point.
• Complete information under the lesson plan headings on Participant’s Worksheet 2.
Weather bout a dolphin – Our new Clothes

Focus: Vocabulary and friend
Focus: Vocabulary and
Structure Focus: Vocabulary and structure
It’s ing structure
s/he was ing
It’s +y e.g. it’s windy he likes
His/ her was
Skills: listen to children saying he doesn’t like
what they are going to do in Skills: read the descriptions
relation to the weather and tick Skills: listen to the story and of five different spies and what
the things they need order the story pictures in they were doing. Match the
from the list. your book. Write the number texts with the pictures of the
in the box on the picture. spies.
Save Our Planet Animal Magic Celebrations, e.g. Valentine’s

Day or birthdays
Focus: Vocabulary and Focus: Vocabulary and
structure descriptions Focus: Vocabulary and
pronunciation
You should/ shouldn’t It has got_
e.g. you should turn Skills: listen to the Valentine’s
It likes/doesn’t like
off the tap while you are poems and underline the
brushing your teeth It can words that rhyme. Then say
Skills: listen to an expert the poems.
Skills: Writing - Make a
poster to show to your talking about wild animals.
classmates showing ways to Write the number of the
save our planets’ resources. description next to the
correct animal picture.
Lesson Plan
Topic:
Additional Resources:
Age group:
Learning Outcomes:
Previous Learning:
Possible Problems and

Solutions:
Assessment Evidence
Procedure steps:
1.
2.
3.
4.
5.
6.
7.
Sample Task
For questions 1 – 7, choose the best option (A, B or C) to complete each statement about using
additional resources.
Mark the correct letter (A, B or C) on your answer sheet.
I often use action rhymes with my class because ______________ help the children to
associate words with meanings.
1 A the words that rhyme
B the movements
C the tunes
I find computer games where children put sentences in the right order to make a story
can be useful because children get .
2 A immediate feedback on their answers
B the chance to invent interesting stories
C plenty of listening practice
Making origami animals in class is particularly useful for practising

3 A the words for different animals
B listening for gist
C following instructions
Word search puzzles can be a useful way of .

4 A practising reading comprehension
B improving learners’ word stress
C reviewing a lexical set
When I’m showing a DVD clip for the first time, I sometimes turn the sound down and
ask the children to what the characters are saying.
5 A repeat
B imagine
C translate
I like making a video of my classes acting out little stories because they
6 A realise their pronunciation is not very good
B want to practise until they can do it really well
C can see whose acting skills are particularly good
I find that flashcards are particularly useful for illustrating .

7 A concrete vocabulary items
B lexical chunks
C words that are hard to translate
TKT: YL (Young Learners) Part 3: Managing young learners in class – Trainer’s
notes
Description
This session covers the area of knowledge of managing the class to support children’s language learning.
Participants do a mingling task to examine aspects of classroom management such as challenging fast
finishers and establishing classroom routines. There is a sample task covering this area and information on
the test format.

Materials  Participant’s worksheet 1 (see Procedure Step 1)
required:  Sample Task (one copy for each participant)
Aims:  to familiarise participants with the format and content of TKT: YL

Part 3
 to consider different aspects of managing the class to support
children’s language learning
to share classroom knowledge and experience by personalising a
task
 to practise a 3 option matching task
Procedure
1. Before the session, copy and cut up Participant’s worksheet 1 so there is one slip for each participant.
If there are fewer or more than 20 participants in your group, make sure that each slip A you give out
has a matching slip B. If there is an odd number of participants in your group, give one participant 2
slips and tell that person they must make a group of 3. Copy the Sample task for each participant.
2. Elicit or make the following points about TKT: YL:
 TKT: YL focuses on children from 6-12 years
 Children at this age are developing physically and emotionally as well as cognitively, so
classroom management is different to managing older students and adults
 This session focuses on areas of managing young learners in class such as getting and keeping
children’s attention and establishing routines and responsible behaviour.
3. (5 minutes) Write the following heading and example on the board:
Aspects of managing young learners in class
e.g. getting children’s attention
Participants brainstorm areas of young learner classroom management from their own experience
(see Key below).
4. (10 minutes) Give each participant a slip from Participant’s Worksheet 1. Participants do a mingling
activity to match an aspect of managing young learners in class (slip A) to an example of the technique
(slip B). Once participants have found their match they should sit together with their partner. If you have
an odd number of participants, give one person 2 slips, to form a group of 3.
5. Feed back with the whole group (see Key below).
6. (15 minutes) In their pairs, participants write examples of what they say or do in class to illustrate some
of the classroom management areas from the mingling activity. They can think of verbal and non-verbal
examples such as tone of voice, gesture or using music.
7. Feed back in plenary. Ask volunteers to read out one example. The rest of the group listens and
identifies the aspect of managing young learners in class.
Point out that:
 classroom management is dependent on many things such as teaching style, school
expectations, the role and use of L1 in class and cultural norms. Teachers develop their own
management techniques depending on the combination of these factors and personal preferences.
8. (10 minutes) Give out the Sample Task. Participants work individually to complete the task in no more
than 6 minutes.
Point out:
 The format of the task is 3-option matching which is one of the task types used in TKT, including
TKT: YL. It is important to read instructions carefully to know what you are required to do.
 The task shows how the TKT: YL syllabus is tested through objective tasks.
 The task is contextualised within a teaching framework – in this case that of managing a young
learner class.
 In the TKT: YL test there are 80 questions to do in 1 hour 20 minutes (i.e. roughly one minute
per question, including writing answers onto the answer sheet).
9. Feed back in plenary to check answers and ask participants which classroom management strategies
they already use and which new ones they are likely to use in their own classes (see Key below).
 What is covered in Part 3 of the test? (The title of Part 3 is teaching young learners, which
includes:
• scaffolding children’s understanding of language and use of language through teacher language
and teaching strategies
• using practice activities to consolidate children’s language learning
• managing young learners in class.)
 What areas of classroom management are covered? (Participants suggest any areas
discussed in the brainstorming and mingling activities.)
 What have they learnt about the TKT: YL test in this session? (Participants can identify and
share their own gaps in knowledge of TKT: YL)
 How can they prepare for this part of TKT: YL? (Participants can:
o try a strategy from today’s session during lesson preparation to support teaching and
learning
o review and reflect on the effectiveness of their chosen classroom management
techniques after a lesson
• The four syllabus areas for TKT: YL are:
• The TKT: YL handbook is available to download at http://www.cambridgeenglish.org/exams-
and-qualifications/tkt/how-to-prepare/
• Participants can do the Teaching Resources activities for TKT: Task types 1 – 4 and TKT: YL
Part 3 Scaffolding learning, and TKT: YL Part 3 Practice activities for more information on the
test format and content. http://www.cambridgeenglish.org/teaching-english/resources-for-
teachers/
TKT: YL (Young Learners) Part 3: Managing young learners in class – Answer
keys

Step 3
- Getting children’s attention
- Keeping their attention
- Giving children practical responsibilities
- Managing individual, pair, group and whole class work
- Establishing routines to develop responsible behaviour and help children feel safe
- Using correction strategies
Note: This list covers the points on the TKT: YL syllabus (in the Handbook). There are other examples of
classroom management which participants give and can be added to those already listed above.
Key to Sample Task

1. C 2. A 3. B 4. D 5. A 6. B 7. C
A B
‘Everyone look at me please. Now, watch very carefully,
Keeping children’s attention
watch my mouth and see how I say the words in English’
‘I want Aziz to give out these worksheets and Hamid…

Giving children practical responsibilities
please write the date on the board.’
‘Can I have a volunteer to repeat the instructions for this

Checking understanding activity… first you colour the puppet, then... O.K. Maira can
you continue? ’
‘O.K., 10 seconds to finish off and put pens away, 9, 8, 7,

Establishing classroom routines such as signalling let’s see who has finished…good Pau and Xavi, 6, 5, 4,
change books and pencil cases tidy please, 3, 2 and … 1. Well
done everyone!’
The teachers matches her fingers to the words of a

Using correction strategies sentence to show where the mistake is and focus learner’s
attention while she corrects speaking
‘Everyone stand up and come to the front of the class.

Getting children’s attention by stirring the class Come here and make a circle. Are you ready? Let’s sing…
Head, shoulders knees and toes...’
‘O.K. everyone, let’s keep the classroom tidy. Please hang

Helping children feel safe by organising the
your coats on the hooks and put your bags under your table
classroom
like this…’
‘Let’s sit down on the floor in a circle. Don’t touch anyone

Managing the whole class such as settling
else, just cross your legs and relax… and … rest. That’s
children after activity
very quiet…well done.’
Correction strategies e.g. correcting children’s Use  to show good written work and write clear
written work
corrections for target language.
‘Have you finished Adriana? … Good girl, now can you help
Managing individual work by challenging fast Maria to finish her work, please’
finishers
TKT: YL (Young Learners) Part 3: Managing young learners in class –
  
B. ‘Everyone look at me please. Now, watch very

A. Keeping children’s attention carefully, watch my mouth and see how I say the words
in English’
A. Giving children practical B. ‘I want Aziz to give out these worksheets and
responsibilities Hamid… please write the date on the board.’
B. ‘Can I have a volunteer to repeat the instructions for

A. Checking understanding this activity… first you colour the puppet, then... O.K.
Maira can you continue? ’
B. ‘O.K., 10 seconds to finish off and put pens away, 9,

A. Establishing classroom routines such 8, 7, let’s see who has finished…good Pau and Xavi, 6,
as signalling change 5, 4, books and pencil cases tidy please, 3, 2 and … 1.
Well done everyone!’
B. The teachers matches her fingers to the words of a

A. Using correction strategies sentence to show where the mistake is and focus
learner’s attention
B. ‘Everyone stand up and come to the front of the class.

A. Getting children’s attention by stirring
Come here and make a circle. Are you ready? Let’s
the class
sing… Head, shoulders knees and toes...’
B. ‘O.K. everyone, let’s keep the classroom tidy. Please

A. Helping children feel sage by
hang your coats on the hooks and put your bags under
organising the classroom
your desks like this…’
B. ‘Let’s sit down on the floor in a circle. Don’t touch

A. Managing the whole class such as
anyone else, just cross your legs and relax… and …
settling children after activity
rest. That’s very quiet…well done.’
A. Correction strategies e.g. correcting B. Use  to show good written work and write clear
children’s written work corrections of target language on learner’s worksheets.
A. Managing individual work by B. ‘Have you finished Adriana? … Good girl, now can
challenging fast finishers you help Maria to finish her work, please.’
TKT: YL (Young Learners) Part 3: Managing young learners in class – Sample
task
For questions 1 – 7, match the teacher’s comments with the areas of managing the class to support
children’s language learning listed A – D.
Mark the correct answer (A – D) on your answer sheet.
Areas of managing a class
A getting children’s attention
B checking understanding
C correcting language
D establishing routines to develop responsible behaviour
Teacher’s comments
1 Very good try Martha, but remember to change the order of the words to make a question.
2 Ok, thank you everyone. Are you ready to move on to the next task now?
3 Where should I put usually on our list? Is it nearer to always or to never?
4 Yes, I can hear a lot of people who know the right answer but if I don’t see any hands up, I
don’t know who to ask.
5 Five seconds to finish, and four, three, two, one excellent. Now let’s watch the next part.
6 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.
7 No, he said fifteen chocolates not fifty.
TKT: YL (Young Learners) Part 3: Scaffolding Children’s Understanding and
Use of Language – Trainer’s notes
Description
This session focuses on scaffolding children’s understanding and use of language, an area of knowledge
from Part 3 of TKT: YL. It looks at teacher language and teaching strategies. There is a sample task for
participants to complete.

Materials  Participant’s worksheet 1(cut up into strips: see Procedure)
required:
 Sample Task (one copy for each participant)
Aims:  to familiarise participants with the format, content and task types of
TKT: YL Part 3
 to consider teacher language and teaching strategies which scaffold
children’s understanding and use of language
 to practise a 1-1matching type task
Procedure
1. Before the session copy and cut up Participant’s Worksheet 1 so there is one set of slips for each pair
of participants. Copy the Sample Task for each participant.
2. Elicit or make the following points about TKT: YL if necessary:
 TKT: YL focuses on children from 6–12 years
 Children at this age are developing physically and cognitively, so teaching strategies and teacher
language are used to support their understanding and use of language
 Children come to class with varying levels of English and at times can be very active, both of which
have implications when choosing approaches and activities
 This session focuses on ways of scaffolding young learner understanding and use of language
through teacher language and teaching strategies
Note: Check additional information below for meaning and examples of scaffolding.
3. (5 minutes) Write on the board the following two areas of scaffolding with an example of each.
Teacher language Teaching strategy
e.g. supporting language with gesture e.g. demonstrating how to do an activity
and facial expression with a model or example
Ask the group to suggest further examples for each area from their own experience. Note: There is a
further input of examples of scaffolding in the next step of the activity, so don’t worry if participants can’t
come up with many ideas at the moment.
Ask participants to draw three columns in their notebooks and to write the headings from the board at the
top of the first two columns. Clean the board before going on to the next step.
4. (15 minutes) Hand out the Participant’s Worksheet and a set of cut-up slips to each pair. Ask
participants to categorise the scaffolding techniques on the slips into Teacher language and Teaching
strategies.
5. In the third column participants then personalise the task by adding an example for each teaching
strategy from their own experience. (See Key below for examples, if required).
6. Feed back with the whole group, including some of participants’ examples of teaching strategies (see
Key below).
7. (10 minutes) Give out the Sample Task for participants to complete in pairs. Point out:
 The format of the task is 1-1 matching, which is one of the task types used in TKT, including TKT: YL.
It is important to read instructions carefully to know what you are required to do.
 The task shows how TKT: YL tests its syllabus through objective tasks and is contextualised within a
teaching framework.
 In the TKT: YL test there are 80 questions to do in 1 hour 20 minutes (i.e. roughly one minute per
question, including writing answers onto the answer sheet).
8. (10 minutes) Check answers with whole group. Clarify strategies for scaffolding children’s understanding
and language use in the Sample Task by eliciting an example or definition for each one (see Key below).
 What is covered in Part 3 of the test? (The title of Part 3 is teaching young learners, which
includes:
 What have you learnt from part 3 of TKT: YL in this session? (Participants can compare and
contrast their learning from the session and could discuss how confident they feel about answering
test questions on this area of the syllabus)
 How can you prepare for this part of TKT: YL? (Participants can:
o use the strategies described here and in the TKT: YL handbook to support teaching and
learning
o incorporate scaffolding techniques into lesson plans
o consider how well they were able to scaffold children’s learning when reflecting on lessons
• Scaffolding refers to different ways in which teachers support children’s learning and understanding
through language and action. It is the process by which an expert provides temporary support to
learners to help bridge the gap between what the learner knows and can do and what he or she
needs to accomplish in order to succeed at a particular task.
• A more complete list of scaffolding techniques can be found in the TKT: YL Handbook.
The four syllabus areas for TKT: YL are:

• The TKT: YL Handbook is available to download at http://www.cambridgeenglish.org/images/tkt-
young-learners-handbook.pdf
• Participants can do the Teaching Resources activities for TKT: Task types 1 – 4 and for TKT: YL Part
3 for more information on the test format and content. http://www.cambridgeenglish.org/teaching-
english/resources-for-teachers/
TKT: YL (Young Learners) Part 3: Scaffolding Children’s Understanding and
Use of Language – Answer keys
Key to Procedure steps

Step 6
Teacher language Teaching strategy Example of teaching

strategy
Using language at Creating a clear or familiar Personalising topic and
children’s level context for an activity language
Using L1 when Using visual aids to support Using masks to role-play story
appropriate language characters
Correcting young learners’ Focusing on visible objects, Playing mime games to learn
language actions and information action verbs
Using varying question Creating opportunities for Doing listen and do activities
forms, e.g. open, closed, learning through the five such as colour dictations to
concrete and creative senses review the topic ‘clothes’
questions
Allowing wait time after Revising language children Using flashcards of animals
asking a question need for a task for a listening task about pets
Varying the delivery of Demonstrating using a model Preparing a finger puppet
language, e.g. slowly, or example before making one to practise
quickly, loudly or quietly greetings
Other ideas from participants might include:

• Adjusting language to children’s level
• Moving from known to unknown in an activity
• Relating activities to children’s experience
• Examples of visual aids to support language might include e.g. word banks, language frames,
substitution tables, sentence starters, speech bubbles, different kinds of charts, diagrams and grids to
support both input and output
Participants will have further examples for teaching strategies and other reasonable examples can be
accepted.
Step 8
Reformulating An indirect way of correcting language, such as when parents correct

their children. For example, a teacher can correct what a child says by
repeating the sentence correctly without drawing attention to it.
Prompting Teachers can help learners think of ideas, remember words or phrases
and correct language by saying a part of the word or phrase or giving
another type of clue.
Echo correcting The teacher repeats a mistake with rising intonation to show something
is wrong and encourage self-correction.
Defining Giving an explanation of the meaning of a word, as in a dictionary.
Giving an Using an example of language to show its meaning.
example
Demonstrating Showing the meaning of words or phrases through using models,
actions or picture sequences.
Ignoring error Teachers may focus on meaning and not form and can choose to
ignore errors to encourage fluency.
Asking an open Open questions start with How, When, Where, Why, What, Which etc.
question and require a long answer. Closed questions, starting with Do, Does or
Did, are followed by Yes/No answers.
Key to Sample Task

1. E 2. G 3. C 4. F 5. A 6. D 7. B
TKT: YL (Young Learners) Part 3: Scaffolding Children’s Understanding
and Use of Language – Participant’s Worksheet 1
  
Creating a clear or familiar context for an

Using language at children’s level
activity
Using visual aids to support language, e.g.

Using L1 when appropriate
word banks & language frames
Focusing on visible objects, actions and

Correcting young learners’ language
information
Using varying question forms e.g. open, Creating opportunities for learning through
closed, concrete and creative questions the five senses
Allowing wait time after asking a question Revising language children need for a task
Varying the delivery of language, e.g. slowly,

Demonstrating using a model or example
quickly, loudly or quietly
TKT: YL (Young Learners) Part 3: Scaffolding Children’s Understanding
and Use of Language – Sample task
For questions 1 – 7, match the teacher classroom language in the examples with the strategies for
scaffolding children’s understanding and language use listed A – H.
Strategies for scaffolding children’s understanding and language use
A reformulating
B prompting
C echo correcting
D defining
E giving an example
F demonstrating
G ignoring error
H asking an open question
Teacher classroom language
1 Child: What does ‘animal’ mean?

Teacher: Cats and horses are animals.
2 Child: This Martin’s pen.

Teacher: OK. Well can you give it back to him, please.
3 Child: Last Saturday my auntie take me to the cinema.

Teacher: Take?
4 Child: Sorry. I don’t understand.

Teacher: Put your chair like this. Then you can’t see Sam’s picture.
5 Child: This dinosaur is more big.

Teacher: OK, this dinosaur’s bigger.
6 Child: What’s an insect?

Teacher: It’s an animal with six legs.
7 Child: I can’t remember the name of the colour.

Teacher: Pur …
Child: Purple.
TKT: YL (Young Learners) Part 3: Using practice activities – Trainer’s notes
Description
This session covers the area of knowledge ‘using practice activities to consolidate children’s language
learning’. Participants do an information gap activity and a true/false statement task as well as a sample
task which focuses on types of practice activities.

Materials required:  Participant’s worksheet 1 (one copy for each participant)
 Participant’s worksheet 2 ((A and B) (one copy for each pair of
participants)
 Sample task (one copy for each participant)
Aims: to familiarise participants with the format, content and task types of TKT:
YL Part 3.
to consider different practice activities to consolidate children’s language
learning.

to practise a 1-1 matching task.
Procedure
1. Before the class, copy the Participant’s Worksheets and Sample Task. Cut Participant’s
Worksheet 2 into two parts, 2A and 2B, so that there is one copy of 2A for half the group and one
copy of 2B for the other half of the group.
2. If necessary, elicit or make the following points about TKT: YL:
• children at this age are developing cognitively and will come to class with different levels of
literacy skills
• This has implications for planning and preparing practice activities, since young children are just
starting to read and write.
3. (5 minutes) Put the heading Practice Activities on the board and elicit from participants examples of
practice activities they use to consolidate children’s language learning, e.g. information gaps or chants
(see Key below).
4. (10 minutes) Discuss briefly whether the activities on the board all have the same purpose or should be
used to meet different objectives. Elicit the reasons for using one or two of the practice activities.
5. Give out Participant’s Worksheet 1. Participants work in pairs to read the statements about different
the purposes of practice activities, and decide which statements are correct and which are not.
6. Feed back with the whole group (see Key below).
7. (10 minutes) The same pairs now re-write the false statements to make them true.
8. Feed back together, asking volunteers to read out versions of corrected statements (see Key
to Participant’s Worksheet 1, third column).
9. Discuss with participants how each activity is affected by children’s level of literacy.
For example, the level and complexity of the language of songs and chants for younger children is at a
lower level and more simple than for older children. Young learners with more developed literacy skills
can read and write chants to invent or learn them.
10. (15 minutes) Arrange participants so they sit back to back with a partner. Give out copies of
Participant’s Worksheet 2A to one member of each pair, and Participant’s Worksheet 2B to the
other member of each pair. Participants do the information gap activity about TKT: YL (see Key
below).
11. Give out the Sample Task to each participant. Allow participants about 5 minutes to complete this task.
12. Feed back together to check answers (see Key below). Ask participants for alternative ways of using
the types of practice activities in the sample test to share classroom experience.
• What syllabus areas are covered in Part 3 of the test? (The title of Part 3 is teaching young
learners, which includes:
• What have they learnt about the TKT: YL test in this session? (Participants can comment on
areas of learning about the content and format of TKT: YL)
• plan and prepare young learner classes using a variety of practice activities to consolidate
children’s language learning
• reflect on the effectiveness of different practice activities during and after teaching.)
• The four syllabus areas for TKT: YL are:
• The TKT: YL handbook is available to download at

• Participants can do the Teaching Resources activities for TKT: Task types 1 – 4 and TKT:
YL Part 3 Scaffolding learning, and TKT: YL Part3 Managing young learners for more information on
the test format and content.
Suggested follow-up activity

• Show participants the practice test and a sample answer sheet from the TKT: YL Handbook and
point out:
• The answer sheet has to be completed in 1 hour 20 minutes. Some people complete it as they
work through the test; others leave it until they have finished all the questions. It doesn’t matter
which technique you use so long as the answer sheet is completed accurately before the end of
the test.
TKT: YL (Young Learners) Part 3: Using practice activities – Answer keys

Step 2
Possible practice activities: (Participants will have other examples from their own experience; a list of
practice activities on TKT: YL syllabus is on p.8 of the Handbook.)
• Memory games • Brainstorming

• True and false activities • Role-plays
• Songs • Surveys
• Total Physical Response Activities • Information gap activities
(TPR)
Competitive and co-operative
• Stories activities
Listen and Do (listen and draw, listen • Dictation
and make etc)
• Drills
• Guessing games
• Dialogues
• Categorisation activities
Key to Sample Task

1. E 2. G 3. F 4. A 5. B 6. C
1. Brainstorming vocabulary before a task True

makes use of children’s own knowledge
of the topic.
2. Songs, chants and rhymes are used only at False Songs, chants and rhymes can be used at different
the start of class to review language from times and in different ways in class: as warmers, to
the last class. close the lesson, as a transition from one activity to
the next, to introduce new language or practise
language or to channel high levels of energy.
3. Settling activities aim to provide group False Settling activities aim to calm and focus children
practice of target language. after a period of activity.
4. Only stories which children know in False Many different types of stories, including simplified
L1 are used in YL classes. versions of well-known fairy tales and stories
written especially for children, are used to
consolidate children’s language learning.
5. Total Physical Response (TPR) activities True

mainly involve children’s listening skills.
6. Problem-solving activities consolidate True

children’s language learning by activating
their cognitive skills.
7. Stirring activities aim to calm and focus False Stirring activities aim to awaken children after a
children after a period of excitement or period of quiet or of concentration.
activity.
8. Mind map activities consolidate True
children’s language learning by
creating a visual record of vocabulary
on the same topic.
9. Surveys consolidate children’s language False Surveys consolidate children’s language learning
learning through reading information on through finding out information from others by
resources such as CD-ROMS. asking questions and practising speaking skills.
10. Categorisation activities activate True
children’s cognitive powers because
they have to put things into groups
depending on characteristics, for
example food into fruit or vegetable
groups.
A and B
The sample task is an example of 1 - 1 matching question type.
There are 80 questions in the test.
Candidates have 1 hour 20 minutes to complete the test.
TKT: YL covers 4 syllabus areas.
The syllabus areas are Children’s learning and development, Planning and
preparing lessons, Teaching strategies for young learners and Assessment.
TKT: YL (Young Learners) Part 3: Using practice activities –
1. Brainstorming vocabulary before a task makes use of children’s own knowledge of the
topic.
2. Songs, chants and rhymes should only be used at the start of class to review
language from the last class.
3. Settling activities aim to provide group practice of target language.
4. Only stories which children know in L1 should be used in YL classes.
5. Total Physical Response (TPR) activities mainly involve children’s listening skills.
6. Problem-solving activities consolidate children’s language learning by activating their

cognitive skills.
7. Stirring activities aim to calm and focus children after a period of activity.
8. Mind map activities consolidate children’s language learning by creating a visual

record of vocabulary on the same topic.
9. Surveys consolidate children’s language learning through reading information on

resources such as CD-ROMS.
10. Categorisation activities activate children’s cognitive powers because they have to put
things into groups depending on characteristics, for example food into fruit or
vegetable groups.
TKT: YL (Young Learners) Part 3: Using practice activities –
Participant’s Worksheet 2A
The sample task is an example of question type.
Candidates have to complete the test.
TKT: YL covers 4 syllabus areas.
The syllabus areas are , ,

and .
TKT: YL (Young Learners) Part 3: Using practice activities – Participant’s

Worksheet 2B
The sample task is an example of 1 - 1 matching question type.
There are questions in the test.
TKT: YL covers syllabus areas.
The syllabus areas are Children’s learning and development, Planning and preparing
lessons, Teaching strategies for young learners and Assessment.
TKT: YL (Young Learners) Part 3: Using practice activities – Sample task
For questions 1 – 6, match the descriptions of activities with the types of practice activity
listed A – G.
Mark the correct letter (A – G) on your answer sheet.
Types of practice activity
A brainstorm
B information - gap
C visualisation
D guessing
E memory activity
F role play
G drill
Descriptions of activities
Children close their eyes while the teacher removes one of the story sentences from the
1
board. They open their eyes, then say which one is missing.
The teacher says the sentence ‘I gave her a banana’ then shows pictures of e.g. a little
2 girl, a man, a mother and father, a cat, etc. Children have to say the sentence with the
correct pronoun for each.
3 After reading the story, the teacher chooses different children to act it out.
4 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.
Each child has a different version of a picture to their partner. Without looking at each
5
other’s picture, they take turns to describe what they see in order to find five differences.
The teacher asks the children a series of questions about an imaginary day out such as,
6 where are you going? Who’s with you? What’s the weather like? Children sit quietly with
their eyes close, thinking about the answers.
TKT: YL (Young Learners) Part 4: Acting on assessment evidence –
Trainer’s notes
Description
This session looks at different ways of acting on assessment evidence, from TKT: YL Part 4.
Participants practise two test types, including a one to one matching task about ways of acting on
assessment evidence, and a ratio matching task which matches examples of
teacher feedback their focuses.

Materials  Participant’s worksheet 1 (one copy for each pair, cut up)
required:  Participant’s worksheet 2 (one copy for each pair of participants)
Aims: to familiarise participants with the content and task types of TKT:
YL Part 4
to consider different ways of acting on assessment evidence
to practise TKT: YL Part 4 tasks.
Procedure
1. Before the session make enough copies of Participants’ worksheet 1 to provide one set of cut
up strips for each pair for the matching task in step 4. Make enough copies of Participants’
worksheet 2 for each pair of participants for steps 5 and 6 and copies of the Sample task for
each individual.
• there can be considerable learner differences between children in this age range, affecting
their literacy skills and levels of cognitive development. Both have implications for assessing
their learning
• this session deals with the testing focus of acting on assessment evidence and looks at
areas such as adjusting teaching materials
• there are two different task types to practise, including 1-1 matching and ratio matching
3. (5 minutes) Write the following heading and example on the board:
Ways of acting on assessment evidence
adjusting teaching materials
Brainstorm ideas with the group of ways teachers can or should act on the evidence they receive from
assessment (see Key below).
4. (15 minutes) Give out the cut up strips from Participants’ Worksheet 1 to each pair.
Participants work together to match categories of acting on assessment evidence with examples of
ways teachers do this. There is one example for each category (see Key below). Point out:
• This task is similar to the 1-1 matching tasks in the TKT: YL test
• The task is contextualised within a teaching framework – in this case ways a teacher acts on
assessment evidence
5. (10 minutes) Give out Participant’s Worksheet 2. Participants work in the same pairs to look at
an example of how a teacher acts on assessment evidence. Participants identify which category
of action the example belongs to, using the list brainstormed in Step 3 and the categories from
Participant’s Worksheet 1. Check answers together (adjusting classroom management).
6. Now participants work in small groups or pairs to prepare a similar example, choosing any of the
categories of action from Step 3 and Participant’s Worksheet 1. Allow 5 minutes for this. When
they have finished, pairs/groups take turns to read their examples to the rest of the group, who
should identify the category of action that the example belongs to
7. (10 minutes) Give out the Sample Task, which gives some examples of oral feedback in the
classroom. They have to match the examples with the focus of that feedback. Elicit or point out
the following:
• The format of the task is ratio matching, which is one of the TKT: YL task formats.
Participants should always read instructions carefully so they are clear about what they are
expected to do
• The task shows how TKT: YL tests its syllabus through objective tasks
• There are 4 different task types in TKT: YL:
 3 option multiple choice
 1-1 matching
 3/4/5 option matching
 odd one out
Participants work individually to complete the Sample Task. Allow no more than 7 minutes for
this (candidates have an average of 1 minute per question in the TKT: YL exam). Feed back to
whole group to check answers (see Key below).
• What is covered in Part 4 of the test? (Informal assessment through three testing focuses,
which are Purposes of assessing learning, Focuses of assessing learning and Acting on
assessment evidence.)
• In what ways can teachers act on assessment evidence? (The Key to Procedure Step 3
gives examples of this.)
• What have they learnt about area of assessment from today’s session?
• How can they prepare for this part of TKT: YL? (Candidates can prepare by:
• Considering assessment in their own teaching context/s and ways of acting on that evidence
• Incorporating acting on assessment evidence into their lessons and lesson planning
• Doing TKT: YL practice tests from the TKT: YL website)
• Participants can do the Teaching Resources activities for TKT: Task types 1 – 4 and TKT:
YL Part 4 Purposes of assessment and TKT: YL Part 4 Focuses of assessment for more
information on the test format and content. http://www.cambridgeenglish.org/teaching-
english/resources-for-teachers/
• The TKT: YL Handbook is available to download at

answer keys
Keys to Procedure Steps
Step 3
• Giving oral formative feedback in class
• Giving written formative feedback in class
• Adjusting task types
• Adjusting classroom management
• Adjusting teaching materials
• Reviewing areas of learning
Note: The first five ways of acting on assessment evidence are covered in the TKT: YL syllabus
(see Handbook) Additional ways, such as reviewing areas of learning, can be added to the list.

Giving oral formative feedback in class “That was very good English in the role-play because you
spoke slowly and clearly and looked at each other. Well done
Aziz and Hamid!”
Giving written formative feedback in class I put a positive comment on workbooks or worksheets
with a suggestion of something to improve.
Adjusting task types The level of language in the reading task was too high so I
simplified some grammar and omitted difficult vocabulary.
Adjusting classroom management The group were noisy as they left the classroom so the next
time I finished a bit earlier and let them leave in pairs after
answering a vocabulary question.
5 children in the group were just starting to read and write so I

Adjusting teaching materials used picture flashcards to support learning and simplified
writing tasks on their worksheets.
Reviewing areas of learning I often play a guessing game such as ‘20 questions’
or’ I spy with my little eye’ to practise vocabulary and
speaking.
Key to Sample Task
1. B 2. C 3. A 4. A 5. B 6. C 7. A
Participant’s worksheet 1
 
“That was very good English in the role-play

because you spoke slowly and clearly and
Giving oral formative feedback in class
looked at each other. Well done Aziz and
Hamid!”
I put a positive comment on notebooks or

Giving written feedback in class worksheets with a suggestion of something
to improve.
The level of language in the reading task

Adjusting task types was too high so I simplified some grammar
and omitted difficult vocabulary.
The group were noisy as they left the

classroom so the next class I finished a bit
Adjusting classroom management
earlier and let them leave in pairs after
answering a vocabulary question.
5 children in the group were just starting to

read and write so I used picture flashcards to
Adjusting teaching materials
support learning and simplified writing tasks
on their worksheets.
I often play a guessing game such as 20

Reviewing areas of learning questions or I spy with my little eye to
practise vocabulary and speaking.
Look at this example of how a teacher acts on assessment evidence. With your partner, identify
which category of action the example belongs to. Then choose another category and make up your
own example of how a teacher might act/react.
Teacher’s action Category of action on assessment

evidence
Increase wait time for children to answer

after asking open questions
Sample task
For questions 1 – 7, match the examples of teacher feedback with the main focus of the feedback
listed A, B and C.
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
1 OK: is it he or she for your sister?
2 Well done! This group, you gave everyone a chance to speak.
That’s interesting: why did you answer the easier story questions first and the
3
harder ones last?
It was a really good idea to plan your poster before you started to draw it.
4
That’s right, it’s a house.

5
6 Thanks for tidying up the desks so quickly.
7 Yes, sure, it’s fine to use the picture dictionary to find words.
TKT: YL (Young Learners) Part 4: Focuses of assessing learning – Trainer’s
notes
Description
This session covers the area of knowledge of focuses of assessing learning from TKT: YL Part 4.
Participants do a categorisation task and an information gap activity to look at these areas and the format
and content of the TKT: YL. There is an odd one out type sample task.

Materials  Participant’s worksheet 1 (one copy for each pair, cut up)
required:  Participant’s worksheet 2 (one copy for each pair of participants)
Aims:  to familiarise participants with the TKT: YL Part 4 testing focus of

focuses of assessing learning.
 to consider different focuses of assessing learning
 to practise a TKT: YL Part 4 odd one out question type.
Procedure
1. Before the session, copy Participant’s worksheet 1 so there is one copy for each pair or group of
three participants, and cut each copy into strips. Copy and cut Participant’s Worksheet 2 into two
parts, 2A and 2B, so that there is one copy of 2A for half the class and one copy of 2B for the other
half of the class. Copy the Sample Task so there is one copy for each participant.
• children at this age are at different stages of development. Young children are just starting
to read and write, which has implications for teachers when selecting the focus of
assessment
• this session covers the testing focus of ‘focuses of assessing learning’.
3. . (5 minutes) Write the following heading and example on the board:
Focuses of assessing learning
Behaviour e.g. observe how children come into the room at the
start of class (confidently, nervously etc.)
Brainstorm ideas with the group of other focuses and examples of them (see Key below).
4. (10 minutes) Ask participants to divide a clean piece of paper into four. At the top of each quarter,
they should write the following headings:
Language Use of learning strategies
Behaviour Use of cognitive strategies
5. Give out Participant’s worksheet 1, cut into strips, to each pair. They should categorise the ways
of assessing learning into these four different focuses.
6. Feedback with whole group to check answers. Ask participants which ways of assessing they have
used in class and which ones they will try (see Key below).
7. (5 minutes) Participants now consider the other focuses of assessing learning from the
brainstorming activity in Step 3. In pairs, they should discuss ways of assessing progress in those
areas.
8. Feed back together, asking pairs to share ideas and classroom experience (see Key below).
9. (optional: this step can be omitted if already covered in other sessions) Participants now work with a
partner, sitting back to back to ask and answer questions. Give out Participant’s worksheet 2A to
one member of each pair and Participant’s worksheet 2B to their partner. They complete the
information gap activity about the format and content of the TKT: YL test. Pairs check answers with
each other if necessary (see Key below).
10. (10 minutes) Give out Sample Task. Participants work individually to complete the task. Allow no
more than 6 minutes for this (candidates have an average of 1 minute per question in the TKT: YL
exam). They then compare answers with a partner.

• this is an odd one out type question
• the task is contextualized within a teaching framework – in this case it exemplifies different
types of young learner assessment tasks.
• Which part of TKT: YL have they covered? (Part 4: Assessing young learners through
classroom based assessment. This session looked at the testing focus. Focuses of
assessing learning).
• What have they learnt about assessment in the session? (Participants will learn
different things depending on their own experience and knowledge gaps).
• How can they prepare for this part of TKT: YL? (To prepare for this part of the teachers
test teachers can:
o try out way of assessing learning from the session in their own teaching situations.
o consider possible reasons for the effectiveness or ineffectiveness of different types
of assessment.
o Participants can do the Teaching Resources activities for TKT. Task types 1-4 and
look at the TKT: YL Part 4 for more information on the test format and content.
• Show participants the practice test and a sample answer sheet from the TKT: YL Handbook
and point out:
 In the TKT: YL test they have to write answers on a separate answer sheet
 The answer sheet has to be completed in 1 hour 20 minutes. Some people
complete it as they work through the test; others leave it until they have
finished all the questions. It doesn’t matter which technique you use so long
as the answer sheet is completed accurately before the end of the test.
• The TKT: YL Handbook is available to download at:
TKT: YL (Young Learners) Part 4: Focuses of assessing learning – Answer
keys
Step 3
Focuses of assessing young Examples

learner learning
• Children’s use of cognitive matching, ranking and predicting
strategies
• Language vocabulary, pronunciation and grammar
• Behaviour in pair or small group work
• Children’s use of learning reviewing, planning work and self-assessment
strategies
• Motivation willingness to do homework and determination to
finish tasks
• Attitude feelings towards the class and relationships with
other children
Note: The first four assessment focuses are on the TKT: YL syllabus (see Handbook ). Other focuses,
including motivation and attitude, can be added to lists.
Step 8
Other focuses for assessing learning may include:
• Motivation Observe children’s determination to finish tasks and enthusiasm for

activities
• Attitude Ask children for opinions about the class, activities and their learning
Language Use of learning strategies

• Change nouns from singular to plural. • Ask children how they review work
• Sequence time expressions e.g. today • Children use Can Do statements for self-
yesterday tomorrow. assessment tasks.
• Correct grammar mistakes in a sentence • Check young learner notebooks to assess
• Listen and correct pronunciation. how work is organised.
• Discuss how young learners plan their work
Behaviour Use of cognitive strategies
Teacher observes behaviour while: • Match pictures of animals with simple
• children work in pairs or small groups. descriptions.
• the class follow instructions. • Rang the class in order of age from oldest to
• young learners work alone on tasks. youngest.
• the group arrive and leave the classroom. • Predict the next part of a film on DVD.
• Sequence picture cards as they listen to a
story.
1 The sample task is an example of odd one out question type.

2 There are 80 questions in the TKT: YL test.
3 Candidates have 1 hour 20 minutes to do the test.
4 TKT: YL covers four syllabus areas.
5 The syllabus areas are children’s learning and development, planning and preparing
lessons, young learner teaching strategies and assessment.
Key to Sample Task

1. A 2. A 3. B 4. B 5. C 6. C
  
Sequence time expressions, e.g. today

Change nouns from singular to plural.
yesterday tomorrow.
Correct grammar mistakes in a sentence. Listen and correct pronunciation.
Children use Can Do statements for self-

Ask children how they review their work.
assessment tasks.
Check young learner notebooks to assess Teacher observes behaviour while children
how their work is organised. work in pairs or small groups.
Discuss how young learners plan their Teacher observes behaviour while the
work. class follow instructions.
Teacher observes behaviour while young Teacher observes behaviour while the
learners work alone on tasks. group arrive and leave the classroom.
Match pictures of animals with simple Rank the class in order of age from oldest
descriptions. to youngest.
Sequence picture cards as they listen to a

Predict the next part of a film on DVD.
story.
Participant’s worksheet 2A
Complete the information on your sheet by asking your partner, and respond to her/his questions.
The sample task is an example of question type.
Candidates have to complete the test.
TKT: YL covers four syllabus areas.
The syllabus areas are and
Participant’s worksheet 2B
Complete the information on your sheet by asking your partner, and respond to her/his
questions.
B
The sample task is an example of ‘1 to 1 matching’ question type.
There are questions in the test.
TKT: YL covers syllabus areas.
The syllabus areas are Children’s learning and development, Planning and preparing
lessons, Teaching strategies for young learner and Assessment.
Sample Task
For questions 1 – 6, look at the incomplete statements about assessing children in class and the three
options for completing them listed A, B and C.
Two of the options complete the statements correctly. One of the options does NOT.
Mark the letter (A, B or C) which does NOT complete the statement correctly on your answer sheet.
To assess their cognitive skills, the teacher asks the children to
1 A answer true/false questions about their favourite types of food.

B put pictures of food into two groups: food they like and food they don’t like.
C sequence the prices of different foods from the cheapest to the most expensive.
To assess their ability to use language creatively, the teacher asks the children to
2 A listen to and perform a jazz chant in pairs.

B take part in a role-play in pairs.
C talk about their last holiday in pairs.
To assess their listening comprehension skills, the teacher asks the children to listen and
3 A mime the words in a song.

B follow a text with the words of a song.
C answer some questions about a song.
To assess their spelling, the teacher asks the children to look at pictures and
4 A fill in a crossword puzzle using the pictures as clues.

B use the words in a substitution drill.
C label the items in the space provided.
To assess their ability to review their learning, the teacher asks the children to think
about the lesson and to
5 A decide what things they were good at.
B list the words they understood.
C say which activities they liked.
To assess their ability to remember language, the teacher asks the children to
6 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.
TKT: YL (Young Learners) Part 4: Purposes of assessing learning – Trainer’s
notes
Description
This session looks at different types of informal assessment and specifically at the purposes of assessing
learning, as well as the content and format of the TKT: YL test. Participants work with various task types
including a True/ False and an information gap activity.

Materials Participant’s worksheet 1 (1 copy for each participant)
required: Participant’s worksheet 2 (A and B) (one copy for each
participant)
Aims: to familiarise participants with the format, content and task types of TKT: YL
Part 4
to consider purposes of informal assessment and different ways of

assessing learning
Procedure
1. Before the class, copy the Participant’s Worksheets. Cut Participant’s Worksheet 2 into two
parts, 2A and 2B, so that there is one copy of 2A for half the class and one copy of 2B for the other
half of the class.
• TKT: YL focuses on children from 6-12 years
• children at this age are at different stages of their development and come to with varying levels
of English, so groups can have mixed abilities
• these factors have implications for informal assessment
• this session focuses on purposes of different types of classroom- based assessment and
reflects learners’ needs related to different stages of development and levels of English.
3. (10 minutes) Write the following heading on the board:
Purposes of assessing learning

Elicit examples of different purposes of assessing learning from participants’ experience, e.g.
identifying progress in language (See Key below for further examples).
4. Participants work in pairs to write examples of classroom tasks and activities which they use or
could use for the purposes elicited in Step 3 (see Key below). Feedback in plenary to share
classroom experience and practice. Point or elicit the following about progress and achievement:
• Progress in language involves comparing ability in a specific language area with previous ability,
for example, doing an exercise already completed earlier in the course and comparing results.
• Achievement in language involves looking at what children can do at any given time in the
course, for example, asking them how they are going to do their homework can assess
achievement in organising learning.
5. (15 minutes) Give out Participants’ worksheet 1. Participants work in pairs to read some
statements about the purposes of assessing learning, some of which are true and some of which are
false. Participants identify which are true or false before checking their answers with another pair.
6. Feed back in plenary (see Key below).
7. (10 minutes) Participants either continue to work in their pairs, or in groups of four. They should write
a correct statement to replace the false ones. Feed back in plenary, asking volunteers to read out
their corrected statements (see Key below for examples).
8. (optional: this step can be omitted if already covered in other sessions) Put participants into pairs,
sitting back to back. Give out Participant’s worksheet 2A to one member of each pair and
Participant’s worksheet 2B to their partner. They complete the information gap activity about the
format and content of the TKT: YL test. Pairs check answers with each other if necessary (see Key
below).
• What is covered in Part 4 of the test? (The title of Part 4 is assessing young learner learning
through classroom-based assessment, which covers informal assessment and includes:
• purposes of assessing learning
• focuses of assessing learning
• acting on assessment evidence)
• How confident do participants feel about answering questions on this part of the
syllabus?
• What have they learnt about the TKT: YL test in this session? (Participants learn different
things depending on their own experience and knowledge gaps)
• How can they prepare for this part of TKT: YL? (Candidates can do the following:
• plan different types of informal assessment to support teaching and learning in their own
situation
• reflect on any informal assessment they use in the classroom and how it could be
improved or extended
The four syllabus areas for TKT: YL are:
• The TKT: YL Handbook is available to download at http://www.cambridgeenglish.org/exams-and-
qualifications/tkt/how-to-prepare/
• Participants can do the Teaching Resources activities for TKT: Task types 1 – 4 and TKT: YL Part 4
Focuses of assessment and TKT: YL Part 4 Acting on assessment evidence for more information on
the test format and content. http://www.cambridgeenglish.org/teaching-english/resources-for-
teachers/
TKT: YL (Young Learners) Part 4: Purposes of assessing learning
– Answer keys
Steps 3 and 4
Purpose for assessing learning Example

Identifying progress in language compare ability in a specific language area with
previous ability for example set a reading
comprehension task which uses vocabulary/structures
children have recently learnt
Identifying achievement in use of skills ask children to volunteer in pairs to sing a verse of a
class song or repeat a line of a chant to assess
achievement in pronunciation and intonation
Diagnosing strengths and weaknesses in do simple role plays to assess speaking skills
use of skills
Identifying children’s likes and dislikes ask the class what they think about an activity after
they have finished it
Giving children and parents feedback on build portfolios during the course to include class work
progress or achievement and homework
Identifying children who need extra support monitor children as they work by walking around the
class and noting which children are last to finish tasks
Identifying achievement in learning strategies ask children how they remember difficult spellings in
English.
Note: These are points covered on the TKT: YL syllabus (see Handbook). Other reasonable examples
which fit with purposes of assessment can be added to the list.
1 Giving positive feedback at the end of a task can True Teachers review target language and
increase motivation. children develop a positive attitude to
assessment.
2 Children are good at giving feedback about different True It helps a teacher to identify children’s likes
topics on the syllabus. and dislikes.
3 Using checklists to identify progress in language, False Children can be motivated by and quickly
distracts children when they are working. become used to the teacher using checklists for
short periods of assessment to record levels of
achievement.
4 Playing a game such as ‘Passing on a telephone True Teachers can listen to target pronunciation
message’ gives feedback on speaking objectives. or notice children’s ability to remember language
and assess achievement against a checklist of
speaking objectives.
5 Asking the class to rank animals in size from biggest True Children need to think abstractly about the
to smallest shows progress in developing cognitive size of different animals to consider an order
strategies from large to small.
6 Doing simple reading games at word level such as False. Doing reading games at word level
‘Odd one out’ identifies progress in learning strategies. identifies progress or achievement in reading
and language skills.
7 Doing a colour dictation shows learners’ achievement False It shows achievement in listening skills and
in reading skills. recognition of target language such as colours
and clothes.
8 Reference resources like dictionaries or websites True Doing project work shows progress in
assesses children’s progress in using learning finding, reading, remembering and using
strategies. information in the target language.
9 Asking children to review their work before handing it True Children can sometimes correct their own
in gives feedback on progress in language learning. mistakes and so show their progress in using
target language.
10 Gaining feedback on the effectiveness of teaching False It is a valid reason for assessing children’s
methods is not a valid reason for assessing learning. learning. For example schools and teachers
need to evaluate the effectiveness of different
approaches or coursebook methodologies.

2 Candidates have about 1 minute to do each question.
4 All answers are written on an answer sheet.
5 There are 4 question types including 3/4/5 ratio matching, 3 option multiple choice, odd one
out and 1-1 ratio matching.
6 There are 4 knowledge areas covered by TKT: YL syllabus.
7 The first part covers children’s learning and development and the second focuses on
planning and preparing lessons.
8 The third and fourth parts cover young learner teaching strategies and Assessment.
TKT: YL (Young Learners) Part 4: Purposes of assessing learning –
Read the statements about purposes of assessing learning. Some statements are true,
and others are false.
1 Giving positive feedback at the end of a task can increase motivation.
2 Children are good at giving feedback about different topics on the syllabus.
3 Identifying progress by using checklists of language items which the teacher ticks or
comments on distracts children when they are working.
4 Playing a game such as ‘Passing on a telephone message’ gives feedback on speaking

objectives.
5 Asking the class to rank animals in size from biggest to smallest shows achievement in
developing cognitive strategies.
6 Doing simple reading games at word level such as ‘odd one out’ identifies progress in learning
strategies.
7 Doing a colour dictation shows children’s achievement in reading skills.
8 Reference resources like dictionaries or websites assess children’s progress in using learning
strategies.
9 Asking children to review their work before handing it in gives feedback on progress in
language learning.
10 Gaining feedback on the effectiveness of teaching methods is not a valid reason for assessing
learning.
Participant’s Worksheet 2A
A
2 Candidates have about to do each question.
4 All answers are written on an .
5 There are 4 question types including 3/4/5 option matching, 3 option multiple choice,
odd one out and 1-1 ratio matching.
6 There are knowledge areas covered by TKT: YL syllabus.
Planning and Preparing lessons.
8 The third and fourth parts cover and assessment

Participant’s Worksheet 2B
B
1 There are questions in the TKT: YL test.
2 Candidates have about 1 minute to do each question.

3 Candidates have minutes to do the test.
4 All answers are written on an answer sheet.

5 There are question types including ratio matching, multiple choice,
odd one out and 1-1 ratio matching.
6 There are four knowledge areas covered by TKT: YL syllabus.
.
8 The third and fourth parts cover young learner teaching strategies and assessment.

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TKT

Time required: 45 minutes

Aims: to consider children as language learners and ways of

 to examine implications for the young learner classroom

2. Remind or elicit from participants:

• TKT: YL focuses on children from 6–12 years

Key to Procedure Step 3

Key to Sample task

Find someone whose definition or strategy corresponds to

What other activities do you think we will do in today’s

Put the strategies into two groups -‘cognitive’ and

Can anyone put the cognitive strategies on order of

First of all talk to people in the group, next find your

Look at the list of strategies for 1 minute and then see

I’ve finished, can I borrow some TKT: YL practice tests,

D describing routines or states

Main cognitive strategies

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

Time required: 50 minutes

• in TKT: YL tasks focus on classroom practice

Key to procedure step 3

• songs and chants • telling stories

• picture/word dominoes • stirrers (arousing activities) or settlers

Key to Participant’s worksheet 2

Key to Sample Task

Children’s characteristics as language learners

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

Young learner needs and characteristics

Young learners like to have:

A routines in the classroom

B personalised feedback on their language

C opportunities to respond to and use language creatively

D chance to have fun as a whole class

E help with underlying language patterns

F physical movement/ activity

G enough time to complete their work

Time required: 45 minutes

Aims: to consider areas of lesson planning and lesson plan heading

Key to Procedure Steps

Learning outcomes Language aims

Note: the underlined headings appear on the TKT: YL syllabus

Key to Participant’s Worksheet 1

For this session I’ll need:

Possible problems and solutions

Comparing lesson planning - pairs

Key to Sample Task

Lesson Plan Components

• Possible problems and solutions

For this session I’ll need

- a black board for the brainstorming activity

- cut up comments for matching activity

- drawing pins to pin comments to notice boards around the room

- sample task (1 each)

Brainstorming - whole group Matching -

Feedback - whole group

Sample task – individual

This session ties in with TKT: two other sessions on Part 2

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

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