TKT Module 2 Comprehensive
Questions (Frequently Tested)
with Verified Answers Graded
A+
Aids - Answer: Aids are the things that a teacher uses in a class, e.g. handouts, pictures,
flashcards. When teachers plan lessons they think about what aids they will need.
Aim - Answer: What the teacher wants to achieve in the lesson or in the course.
The main aim is the most important aim, e.g. the teacher´s main aim in a lesson could be to
teach the present perfect or develop listening skills.
A stage aim is the aim or purpose of a stage, step or short section of a lesson, e.g. to provide
controlled practice of the present perfect or to develop listening for gist.
A subsidiary aim is the secondary focus of the lesson, less important than the main aim. It could
be the language or skills learners must be able to use in order to achieve the main aim of the
lesson or a skill or language area which is practiced while focusing on the main aim.
A personal aim is what the teacher would like to improve in his/her teaching, e.g. To reduce the
time I spend writing on the whiteboard.
Analyse Language - Answer: To think about language, to examine it and to break it into parts in
order to understand it, e.g. wha the form of the structure is and why it is being used in this way
in this situation.
, Anticipated (language) problems - Answer: When teachers are planning a lesson, they think
about what their learners might find difficult about the language or skills in the lesson so that
they can help them learn more effectively at certain points in the lesson. They may also think
about how learners´previous learning experience may affect their learning in a specific lesson.
Arouse, generate, stimulate interest - Answer: To get learners interested in a task or topic.
Assumptions - Answer: When teachers think about what they believe their learners will or will
not know or how they will behave in a particular lesson. For example, a teacher plans to teach
the present simple using the context of jobs and daily routines. The teacher may make the
assumption that learners will know basic job vocabulary and so knows he/she will not need to
spend time in the lesson presenting these words.
Class, learner profile - Answer: A description of all the learners and any other information
related to their learning in a class or each leraner, including their age, ability, strengths and
weaknesses in language and skills.
Components (of a lesson plan) - Answer: The main parts of a lesson plan, e.g. aims, procedure,
timing, aids, interaction patterns, anticipated problems, assumptions, timetable fit, personal
aims.
Consolidate - Answer: To return to something in order to allow learners to understand and
remember it more completely. For example, learners can consolidate a grammar point by doing
extra practice.
Enable - Answer: To help someone be able to do something.
Encouragement noun, encourage verb - Answer: When a teacher helps learners to succeed by
giving them confidence, e.g. "Of course you can do it! you´re doing very well". See confidence.
Questions (Frequently Tested)
with Verified Answers Graded
A+
Aids - Answer: Aids are the things that a teacher uses in a class, e.g. handouts, pictures,
flashcards. When teachers plan lessons they think about what aids they will need.
Aim - Answer: What the teacher wants to achieve in the lesson or in the course.
The main aim is the most important aim, e.g. the teacher´s main aim in a lesson could be to
teach the present perfect or develop listening skills.
A stage aim is the aim or purpose of a stage, step or short section of a lesson, e.g. to provide
controlled practice of the present perfect or to develop listening for gist.
A subsidiary aim is the secondary focus of the lesson, less important than the main aim. It could
be the language or skills learners must be able to use in order to achieve the main aim of the
lesson or a skill or language area which is practiced while focusing on the main aim.
A personal aim is what the teacher would like to improve in his/her teaching, e.g. To reduce the
time I spend writing on the whiteboard.
Analyse Language - Answer: To think about language, to examine it and to break it into parts in
order to understand it, e.g. wha the form of the structure is and why it is being used in this way
in this situation.
, Anticipated (language) problems - Answer: When teachers are planning a lesson, they think
about what their learners might find difficult about the language or skills in the lesson so that
they can help them learn more effectively at certain points in the lesson. They may also think
about how learners´previous learning experience may affect their learning in a specific lesson.
Arouse, generate, stimulate interest - Answer: To get learners interested in a task or topic.
Assumptions - Answer: When teachers think about what they believe their learners will or will
not know or how they will behave in a particular lesson. For example, a teacher plans to teach
the present simple using the context of jobs and daily routines. The teacher may make the
assumption that learners will know basic job vocabulary and so knows he/she will not need to
spend time in the lesson presenting these words.
Class, learner profile - Answer: A description of all the learners and any other information
related to their learning in a class or each leraner, including their age, ability, strengths and
weaknesses in language and skills.
Components (of a lesson plan) - Answer: The main parts of a lesson plan, e.g. aims, procedure,
timing, aids, interaction patterns, anticipated problems, assumptions, timetable fit, personal
aims.
Consolidate - Answer: To return to something in order to allow learners to understand and
remember it more completely. For example, learners can consolidate a grammar point by doing
extra practice.
Enable - Answer: To help someone be able to do something.
Encouragement noun, encourage verb - Answer: When a teacher helps learners to succeed by
giving them confidence, e.g. "Of course you can do it! you´re doing very well". See confidence.
