TKT YL Trainer Notes

TKT: YL (Young Learners) Part 1: Overview – Trainer’s notes
Description
TKT: YL Part 1 focuses on knowledge of young learners and principles of teaching English
to young learners. The session looks at how young learners differ from older students on
physical, emotional and cognitive levels and the effects of these differences. It outlines the
test format and task types.
Time required: 45 minutes

Materials Participant’s worksheet 1 (one copy for each pair or group of three
required: participants, cut into strips)
Sample Task
Aims: to familiarise participants with the format and content of TKT: YL
Part 1
to consider ways young learners are different to older students and
implications in the classroom
to share classroom knowledge and experience
to practise a TKT: YL odd one out task
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.
2. Make these general points about TKT: YL :
• Young learners in TKT: YL are from 6–12 years
• The test aims to encourage professional development of teachers and classroom
assistants who work with young learners
• TKT: YL aims to test candidates’ knowledge in 4 syllabus areas
Knowledge of young learners and principles of teaching English to young
learners
Planning and preparing young learner lessons
Teaching young learners
Assessing young learner learning through classroom based assessment
• There are 80 questions to do in 1 hour 20 minutes in the test.
3. Elicit or make the following points about TKT: YL Part 1:
• it focuses on the ways young learners are different to older students
© 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 of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo
TKT: YL (Young Learners) Part 1: Overview – Trainer’s notes www.teachers.cambridgeesol.org

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• it considers these differences on three levels which are physical, emotional and
cognitive
• it looks at developing their learning strategies, cognitive strategies and
communication strategies
4. (10 minutes) Write the following three headings on the board:
Physical Emotional Cognitive
Brainstorm ideas with the group of children’s needs in these areas e.g. children have
a physical need for play and activity (see Key below).
5. (15 minutes) Hand out Participant’s worksheet 1 cut up into strips. Ask participants
to work in pairs or groups of three with the two headings (Young Learners and Older
Students) and to classify the characteristics of the two different groups of language
learners (see Key below).
6. Point out that some characteristics may overlap between young and older learners.
Participants might discuss, from their own experience, the changes that occur in
children as they develop on different levels. Examples are:
• physical changes shown through growth and improved co-ordination
• emotional changes seen in behaviour and language used
• cognitive changes shown through language and understanding of abstract ideas
Feedback to whole group to check answers and share ideas.
7. Give out the Sample Task. Elicit or point out the following:
• the format of this task is odd one out, which is one of the TKT: YL task formats.
Participants should always read instructions carefully so they are clear of what
they are expected to do.
• there are 4 different task types in TKT: YL:
3 option multiple choice
1-1 matching
3/4/5 ratio matching
odd one out
a. Show participants the practice task and a sample answer sheet from the TKT:
YL Handbook (page 25) and point out:
• in the test they have to write answers on a separate answer sheet
• the answer sheet has to be completed in the 1 hour 20 minutes allocated for the
exam. 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.
8. (10 minutes) 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). Feedback to whole group to check answers and share opinions
(see Key below).

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9. (5 minutes) Round up to review and summarise the main points covered. Ask
participants:
• What is covered in Part 1 of the test? (children as language learners and
developing their cognitive, learning and communication strategies)
• What have they learnt about the TKT: YL test in this session? (The test has
80 questions and candidates have 1 hour 20 minutes to complete it. There are 4
different question types and today they have practised an odd one out task type)
• How can they prepare for this part of TKT: YL? (Candidates can prepare by:
considering children’s physical, emotional and cognitive needs when
planning classes
looking at other worksheets on TKT: YL which cover Part 1
becoming familiar with the TKT glossary
Additional Information
• For the TKT glossary and information on the other three parts of TKT: YL, see the
TKT: YL handbook at
http://www.cambridgeesol.org/resources/teacher/tkt.html
• Participants can do the Teaching Resources activities for TKT: Task types 1 – 4,
TKT: YL Part 1 Children as language learners and Developing children’s learning
strategies and TKT: YL Part 1 Developing children’s cognitive and communication
strategies for more information on the test format and content.
https://www.teachers.cambridgeesol.org/ts/teachingresources
Suggested follow-up activity

Ask pairs to write 3 ‘facts’ about Part 1 of TKT: YL – some of them should be true
and some should be false. Participants then pass their statements to another pair
who decides if they are true or false. Give whole group feedback.

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TKT: YL (Young Learners) Part 1: Overview – Answer keys
Key to Procedure Steps

Step 4
Children’s physical needs • to have opportunities for play and activity
• to have opportunities to develop manual dexterity for
writing and handicrafts
Children’s emotional • to feel relaxed and safe
needs • to feel valued
• for routines
• to express emotions e.g. excitement
Children’s cognitive needs • to have opportunities to develop numeracy/literacy
skills
• to have opportunities to develop the ability to think
abstractly
Key to Participant’s Worksheet 1

Young Learners Older Students
need to feel safe and valued can work independently
are excitable are emotionally mature
have capacity for play are responsible
need to be active can think abstractly and out of
are developing manual dexterity context
are developing numeracy and literacy have developed literacy skills
skills are in high school, university or
have limited world knowledge working
are developing the ability to think can talk about language
abstractly have external pressures to succeed
need for games, songs and stories can sit quietly for long periods
tend to be self-centred and have wide knowledge and experience
preoccupied with their own world of the world
Key to Sample Task

1. C 2. A 3. B 4. B 5. A 6. C 7. B
TKT: YL (Young Learners) Part 1: Overview – Answer keys www.teachers.cambridgeesol.org

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TKT: YL (Young Learners) Part 1: Overview – Participant’s
worksheet 1

Young Learners Older Students
tend to be self-centred and preoccupied

can talk about language
with their own world
are excitable are emotionally mature
need to feel safe and valued can work independently
have capacity for play are in high school, university or working
need to be active have external pressures to succeed
are developing numeracy and literacy have wide knowledge and experience of
skills the world
are developing manual dexterity can think abstractly and out of context
Are developing the ability to think

have developed literacy skills
abstractly
need games, songs and stories are responsible
have limited world knowledge can sit quietly for long periods
TKT: YL (Young Learners) Part 1: Overview – Participant’s worksheet 1 www.teachers.cambridgeesol.org

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TKT: YL (Young Learners) Part 1: Overview – Sample task
For questions 1 – 7, look at some teacher’s comments about children learning English and the three
options for completing them listed A, B and C.
Two of the options complete the statements correctly. One option does NOT.
Mark the letter (A, B or C) which does NOT complete the statement correctly.
1. At the start of class I always ask two children A. need routines and responsibilities.
to give out books and another to write the B. like to feel valued.
date on the board because young learners
C. need time to finish their work.
2. I ask the class to make ‘classroom language A. numeracy skills.

posters’ to put on the notice boards and use B. use of everyday English.
throughout the term to develop
C. ability to ask for things in the lesson.
3. Children need to develop learning strategies A. find ways of remembering words and
in English so I often ask them to practise a phrases.
new song for homework to B. use reference resources.
C. encourage them to review class work at
home.
4. After reading a story I usually do an activity A. sequencing the events of the story using
to develop children’s cognitive strategies picture cards.
such as B. drilling target language from the story.
C. using flashcards to match target language
with pictures.
5. Children come to class with different A. ask them to work in pairs.

language learning experiences, motivation B. plan a variety of tasks to include visual,
and learning styles so I auditory and kinaesthetic challenges.
C. use star charts to reward good English,
behaviour and progress.
6. I encourage pairs and groups to A. giving instructions.

communicate in English when they are B. expressing reasons.
playing games to practise
C. role-plays.
7. I want to raise awareness of their learning so A. look at their own written work and correct 3
I often ask the children to mistakes.
B. do follow up activities if they finish quickly.
C. complete ‘Can do’ self assessment
statements at the end of term.
TKT: YL (Young Learners) Part 1: Overview – Sample task www.teachers.cambridgeesol.org

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

© 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.
• 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.
9. Check answers together (see Key below). Point out:
• 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.)
• For information on the other three parts of TKT: YL, see the TKT: YL handbook 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
1 Developing children’s cognitive and communication strategies for more information on the test
format and content.
http://www.cambridgeenglish.org/teaching-english/resources-for-teachers/
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 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.

Materials Participants’ worksheet 1 (copied and cut into slips)
required:
Participants’ worksheet 2 (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 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:
• 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
TKT: YL (Young Learners) Part 1: Developing children’s cognitive and communication strategies through
language learning – Trainer’s notes www.teachers.cambridgeesol.org
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example. If you have an odd number of participants, give one person 2 slips, to form
a group of 3 (see Key below).
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 (page 7).
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.
• 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.)
Page 2 of 8
TKT: YL Part 1 Overview and TKT: YL Part 1 Children as language learners and
Developing children’s learning strategies for more information on the test format
and content.
Page 3 of 8
and 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
language learning – Answer keys www.teachers.cambridgeesol.org
Page 4 of 8
Key to Sample task
1. D 2. B 3. C 4. D 5. A 6. A 7. C
language learning – Answer keys www.teachers.cambridgeesol.org
Page 5 of 8
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?
language learning – Participant’s worksheet 1 www.teachers.cambridgeesol.org
Page 6 of 8
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.
language learning – Participant’s worksheet 2 www.teachers.cambridgeesol.org
Page 7 of 8
and 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?
2 Look at these letters and then try to find the animal word I’m thinking of. Are you ready?
First word: D – O …, Next word: S – N – …, next one: C – A …
3 Cut out the five pictures of food. Stick your favourite one here at the top and write the
name under it. Then put your next favourite one under it, and so on.
4 Listen to these people’s voices. Which person sounds happy?
5 On this paper you’ve got two circles. In this circle, draw two things you only wear in winter
and in the other, circle two things you only wear in summer.
6 On the board there are pictures of Sue, a shoe and a zoo. Listen to this word and tell me
which picture to write it under. Now listen to these words.
7 Here are pictures of 10 things to take on holiday. In pairs, choose the five most important
for you.
language learning – Sample task www.teachers.cambridgeesol.org
Page 8 of 8
Description
This session gives an overview of TKT: YL Part 2, which covers planning and preparing
young learner lessons, including working with coursebooks and supplementary materials
and using additional resources such as DVD, stories and songs. Participants practise doing
an odd one out task.

Materials Participant’s worksheet 1 (one copy for each pair cut into strips)
required:
Sample task (one copy for each participant)
Aims: to familiarise participants with the format, content and task types of
TKT: YL Part 2
to consider lesson planning and working with supplementary
materials and additional resources
to practise an odd one out test question
Procedure
1. Before the session make enough copies of Participant worksheet 1 for each pair
and of the Sample task for each participant. Cut Participants’ Worksheet 1 into
strips, so there is one set of strips for each pair.
TKT: YL focuses on children from 6-12 years
This age group are at different stages of development with varying literacy skills
which has implications for lesson preparation
Part 2 focuses on planning and preparing young learner lessons and aspects of
materials preparation
It also looks at ways of supporting children’s learning through adapting
coursebooks and supplementary materials and using additional resources such
as games, songs and handicrafts
3. (15 minutes) Tell participants they are going to do a categorisation activity in pairs
which reviews the three syllabus areas of TKT: YL Part 2. Elicit or tell the group the
three area headings and write them on the board:
Lesson Plan Headings Ways of Adapting Materials Possible Additional Resources
Ask participants to write these headings at the top of a clean page or piece of paper.
Give out a copy of Participant’s Worksheet 1, cut up into strips, to each pair.
Participants work together to arrange the cut up strips under the correct headings.
There are 5 examples of each heading.

Page 1 of 7
Feedback to whole group and brainstorm more examples for each category together
on the board (see Key below).
4. (15 minutes) Give out the Sample Task. Elicit or point out the following:
the format of this task is ‘odd one out’, which is one of the TKT: YL task formats.
Participants should always read instructions carefully so they are clear of what
they are expected to do.
there are 4 different task types in TKT: YL (which is the same for all TKT modules
except for TKT: Practical ): 3 option multiple choice, 1-1matching, 3/4/5 - option
matching, odd one out
the task shows how TKT: YL tests its syllabus through objective tasks
the task is set within a teaching framework
5. Show participants the practice task and a sample answer sheet from the TKT: YL
Handbook (page 25) and point out:
in the test they have to write answers on a separate answer sheet
the answer sheet has to be completed in the 1 hour 20 minutes allocated for the
exam. 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.
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). Feedback to whole group to check answers and share opinions (see Key
below).
6. (10 minutes) Ask pairs to write 3 statements about Part 2 of TKT: YL. Some
statements should be true and some should be false. Participants then pass their
statements to another pair, who decides if they are true or false. Feed back some
points with the whole group.
7. (5 minutes) Round up to review and summarize main points covered. Ask
participants:
What is covered in Part 2 of the test? ((Lesson plans, adapting course books
and supplementary materials, and using additional resources such as ICT,
flashcards and games to support children’s learning.)
How confident to they feel about answering questions on this area of the
syllabus?
How can they prepare for this part of TKT: YL? (Candidates can:
• consider using TKT: YL headings for lesson planning
• consider using additional resources and ways of adapting materials to support
children’s learning (Point out that this is covered in more detail in the sessions
dealing with these areas of knowledge).

Page 2 of 7
Additional information
• The four syllabus areas for TKT: YL are:
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
• For information on the other three parts of TKT: YL, and a copy of the TKT: YL
answer sheet, see the TKT: YL handbook at
TKT: YL Part 2 Lesson plans, TKT: YL Part 2 Selecting and adapting materials and
TKT: YL Part 2 Using additional resources for more information on the test format
and content.

Page 3 of 7
Lesson Plan Headings Ways of Adapting Possible Additional

Materials Resources
Lesson outcomes Adding word banks Puppets
Personal teaching aim Omitting unnecessary detail Games
Resources Simplifying language Black/white board
Possible problems and Personalising content Songs, chants and action
solutions rhymes
Adding visual support
Assessment evidence DVD
Further activities from participants might include:
Previous learning Adding possible answers Flash cards, pictures and

drawings
Interaction patterns Changing layout
ICT
Syllabus fit Showing sub-titles on DVDs
Realia
Follow-up suggestions Adapting tasks
Handicrafts
Stories
Key to Sample Task

1. C 2. A 3. C 4. A 5. C 6. B 7. A

Page 4 of 7
Worksheet 1

Lesson outcomes Adding word banks Puppets
Personal teaching Omitting

Games
aim unnecessary detail
Resources Simplifying language Black/white board
Possible problems Personalising Songs, chants and

and solutions content action rhymes
Assessment Adding visual

DVD
evidence support
TKT: YL (Young Learners) Part 2: Overview – Participant’s Worksheet 1 www.teachers.cambridgeesol.org

Page 5 of 7
TKT: YL (Young Learners) Part 2: Overview – Sample Task
For questions 1 – 7, look at some teacher’s comments about their lessons and the three
options for completing them listed A, B and C.
Two of the options complete the statements correctly. One option does NOT.
Mark the letter (A, B or C) which does NOT complete the statement correctly.
1. When planning classes I always consider possible problems and solutions because
A. the children have different levels in English.
B. some children in the group find it hard to concentrate for very long.
C. using puppets in class is fun.
2. The resources for the lesson I’m planning about weather in different countries include
A. TPR games.
B. realia.
C. flashcards.
3. Understanding the layout of the zoo and where the different animals are is very important
for following the story and the children will find this challenging so I
A. add a labelled diagram.
B. omit unnecessary information.
C. personalise the content.
4. The children were very interested in a new film that just came out. The newspaper review
I found was really interesting but the language was above their level so I
A. changed the layout.
B. simplified the language.
C. added a word bank.
5. Before reading a story to the class I always

A. pre-teach target vocabulary.
B. activate children’s knowledge of the theme.
C. let children look through the storybook.
6. Playing games in class is a good way to

A. create a fun atmosphere.
B. use DVDs.
C. review vocabulary.
TKT: YL (Young Learners) Part 2: Overview – Sample Task www.teachers.cambridgeesol.org

Page 6 of 7
7. When I want to stir or settle the class I sometimes
A. personalise vocabulary.
B. sing a song, chant or action rhyme.
C. read the class a story.

Page 7 of 7
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.
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:
TKT: YL (Young Learners) Part 2: Lesson plans – Trainer’s notes www.teachers.cambridgeesol.org

Page 1 of 11
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.
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).
• 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 pp. 10 –11)
TKT: YL Part 2 Overview, 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.

Page 2 of 11
• 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.

Page 3 of 11
TKT: YL (Young Learners) Part 2: Lesson plans – answer keys

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

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
TKT: YL (Young Learners) Part 2: Lesson plans – answer keys www.teachers.cambridgeesol.org

Page 4 of 11
Brainstorming - whole group
Matching - pairs
Feedback - whole group
Sample task – individual
Syllabus fit
This session ties in with TKT: YL Part 2 overview and 2 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. E 5. H 6. B 7. G
TKT: YL (Young Learners) Part 2: Lesson plans – answer keys www.teachers.cambridgeesol.org

Page 5 of 11
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 1 www.teachers.cambridgeesol.org

Page 6 of 11
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
TKT: YL (Young Learners) Part 2: Lesson plans – Participant’s Worksheet 2 www.teachers.cambridgeesol.org

Page 7 of 11
Comparing lesson planning - pairs
Brainstorming - whole group
Matching - pairs
Feedback - whole group
Sample task – individual
This session ties in with TKT: YL Overview and 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 – Participant’s Worksheet 2 www.teachers.cambridgeesol.org

Page 8 of 11
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 fit
G Personal teaching aim
H Procedure
TKT: YL (Young Learners) Part 2: Lesson plans – Sample Task www.teachers.cambridgeesol.org

Page 9 of 11
Memory Game Lesson plan
Teacher comments
Vocabulary focus
kitchen, knife, fork, spoon, plate, cup,
1 Good: they’re doing healthy eating in science.
bowl, fruit, vegetables
Before class
Copy the vocabulary worksheet of
pictures and words, and cut them into
flashcards.
One group of children can’t read it, so I’ll make a

2
set of matching pictures for them.
Great! Children could make their own game sets to

3
keep and practise with.
In class
y Review the topic of vocabulary.
y Explain the game by example, with

yourself as one player, and three more Important, because this game might be new for some
4
children. children.
Game rules
y Mix the cards, and put the word cards
face down on the table, in four rows of Explain that they must pay attention to remember
5
two, and the pictures face down on the where their words are.
other side of the table, also in four rows
of two.
y Ask a child to turn over a card from the

picture side and to say the word, and to I’ll know if they have learned something if they use
6
do the same for a card on the word side. English rather than L1 for picture cards.
y If the picture and word cards are the same

object, the child keeps the two cards. If the
picture and word do not match, the child
puts the two cards face down again.
y
The next child continues in the same way. 7 I must try to listen to all the pairs this time.
y The game is over when all the pictures

and words have been matched.

Page 10 of 11

Page 11 of 11
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 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 headings on the board:
Using course books and supplementary materials

TKT: YL (Young Learners) Part 2: Providing support and challenge when selecting and using materials –
Trainer’s notes www.teachers.cambridgeesol.org
Page 1 of 8
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).
participants:
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.)
Page 2 of 8
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:
as the answer sheet is completed accurately before the end of the test.
The TKT: YL handbook is available to download at
• Participants can look at TKT: YL Part 2 sessions and TKT Overview of task types for
more information on test format and content.
TKT: YL Part 2 Overview, TKT: YL Part 2 Lesson plans and TKT: YL Part 2 Using
additional resources for more information.
Page 3 of 8
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
TKT: YL (Young Learners) Part 2: Providing support and challenge when selecting and using materials – Answer
keys www.teachers.cambridgeesol.org
Page 4 of 8
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)
TKT: YL (Young Learners) Part 2: Providing support and challenge when selecting and using materials – Answer
keys www.teachers.cambridgeesol.org
Page 5 of 8
when 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.
Participant’s Worksheet 1 www.teachers.cambridgeesol.org
Page 6 of 8
when 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 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
Participant’s Worksheet 2 www.teachers.cambridgeesol.org
Page 7 of 8
when 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
1 There was a text in the coursebook about pets. I wasn’t

sure if my learners would know the difference between
hamsters and guinea pigs and budgies and canaries.
So I ... (G) A personalised the content.
2 The children were keen to find out more about a new

film which came out recently. I found a good review in B omitted some unnecessary details.
a newspaper and although the language was above
their level, I knew they would find it all really
interesting. So I ... C adapted the task.
3 The coursebook had a recipe for something that isn’t

popular among children in our country. I thought it
would be more useful for them to study the language in D added a transcript.
a recipe for something they like. So I ...
4 I got some information about chocolate from a local E changed the layout.
factory but I wanted the children to read only about
how it is made and not about the history of chocolate
making. So I ... F gave them some possible answers.
5 The recording from the coursebook about the festivals

was really interesting. But I wanted the children to do
something more communicative than just listen and G added some visual support.
answer the comprehension questions. So I ...
I wanted my class to draw a Venn diagram of the H simplified the language.

6
similarities and differences between camels and
giraffes. I knew they wouldn’t think of enough things to
make a very complete diagram. So I ...
7 The story in the coursebook was written as one long

paragraph in very small print and was hard to read. So
I ... (E)
TKT: YL (Young Learners) Part 2: Providing support and challenge when selecting and using materials – Sample
Task www.teachers.cambridgeesol.org
Page 8 of 8
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)
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
TKT: YL (Young Learners) Part 2: Using additional resources- Trainer’s notes

www.teachers.cambridgeesol.org
Page 1 of 8
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.

Page 2 of 8
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.
participants:
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.
TKT: YL Part 2 Overview, 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.

Page 3 of 8
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
TKT: YL (Young Learners) Part 2: Using additional resources Answer keys www.teachers.cambridgeesol.org
Page 4 of 8
-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 vocabulary 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
TKT: YL (Young Learners) Part 2: Using additional resources Answer keys www.teachers.cambridgeesol.org
Page 5 of 8
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 Story about a dolphin – Our Clothes

Focus: Vocabulary and new 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 Skills: listen to the story and of five different spies and
tick the things they need order the story pictures in what they were doing. Match
from the list. your book. Write the number the texts with the pictures of
in the box on the picture. the 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.
TKT: YL (Young Learners) Part 2: Using additional resources Participant’s Worksheet 1

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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.
TKT: YL (Young Learners) Part 2: Using additional resources Participant’s Worksheet 2

Page 7 of 8
TKT: YL (Young Learners) Part 2: Using additional resources –
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.
1 I often use action rhymes with my class because ____________ help the children to
associate words with meanings.
A the words that rhyme
B the movements
C the tunes
2 I find computer games where children put sentences in the right order to make a story can
be useful because children get ____________.
A immediate feedback on their answers
B the chance to invent interesting stories
C plenty of listening practice
3 Making origami animals in class is particularly useful for practising ____________.

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

A practising reading comprehension
B improving learners’ word stress
C reviewing a lexical set
5 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.
A repeat
B imagine
C translate
6 I like making a video of my classes acting out little stories because they ____________.
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
7 I find that flashcards are particularly useful for illustrating ____________.

A concrete vocabulary items
B lexical chunks
C words that are hard to translate
TKT: YL (Young Learners) Part 2: Using additional resources – Sample Task www.teachers.cambridgeesol.org
Page 8 of 8
Description
This session gives an overview of TKT: YL Part 3, which covers the syllabus area of
teaching young learners. Participants familiarise themselves with the content of this syllabus
area, and practise a 3-option matching task.

Materials Participants’ worksheet 1 (copied and cut up; see Procedure below)
required:
Participants’ worksheet 2 (one copy for each participant)
TKT: YL Part 3
to consider different teaching strategies to support children’s
language learning
to practise a TKT: YL 3 option matching task
Procedure
1. Before the session, copy and cut up Participant’s Worksheet 1 so that there will be
enough strips for each participant to have one teaching strategy and one example
each. Copy Participant’s Worksheet 2 and the Sample Task so there is enough for
one for each participant.
2. Elicit or make the following points about TKT: YL:
• It focuses on children from 6–12 years
• Children at this age are developing physically, emotionally and cognitively, which
has implications for selecting teaching strategies
• Part 3 focuses on teaching young learners, covering 3 areas of knowledge:
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.
Note: Check Additional Information below for meaning and examples of scaffolding.

Page 1 of 10
3. (5 minutes) Put on the board the three areas of knowledge for Part 3, and one
example of each:
Scaffolding learning Using practice activities to Managing young
through teacher language consolidate language learners in class
and teaching strategies learning
e.g. using language at e.g. role-plays e.g. getting children’s
children’s level attention
Brainstorm examples from the group for each area from their own experience (see
Key below).
4. (15 minutes) Give out 2 cut up slips from Participant’s Worksheet 1 to each
participant (one strategy and one example). Ask participants to find an example
which matches their teaching strategy by mingling and talking to each other. When
they find a match, participants should keep their teaching strategy and hand over
their example, so everyone finishes with a strategy and its example.
5. Give out Participant’s Worksheet 2. Participants now work in pairs or small groups
to complete the table with six teaching strategies and examples that they remember
from Step 4. Stop the activity when participants are running out of ideas, even if they
have not completed six strategies.
6. Feed back answers with the whole group, allowing participants to complete their
tables with strategies and examples that they did not already have (see Key to
Participant’s Worksheet 1 below).
7. (10 minutes) Give out the Sample Task to each participant. Point out:
The format of this task is ratio matching, which is one of the task types in TKT:
YL. It is important to read instructions carefully so that you know what the
requirements of the task are.
There are 4 different task types in the test – 3-option multiple choice, 1-1
matching, 3/4/5-option ratio matching and odd one out.
In the TKT: YL test there are 80 questions to do in 1 hour 20 minutes
There are 4 knowledge areas covered by TKT: YL syllabus (see Additional
Information)
8. Allow participants up to 8 minutes to complete the task. Feed back with the whole
group to check answers. Ask participants how confident they feel about answering
questions on Part 3 and share opinions (see Key below).
9. (10 minutes) Ask pairs to write 3 statements about Part 3 of TKT: YL. Some
statements should be true and some should be false. Participants then pass their
statements to another pair, who decide if they are true or false. Feed back with the
whole group.
participants:

Page 2 of 10
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 have you learnt about the TKT: YL test in this session? (Participants
can share learning about the content and format of this part of the syllabus so
answers are varied)
How can you prepare for this part of TKT: YL? (Participants can:
• consider using some of the ideas covered in this session to support
teaching and learning;
• consider what changes, if any, they might make in their future lessons
with young learners
• try TKT: YL practice tests and become familiar with the task types and
answer sheet format)
• Scaffolding refers to different ways in which teachers support children’s learning and
understanding through language and action. There are examples of strategies for
scaffolding children’s understanding and use of language in the activities in this
session and in the session TKT: YL Part 3: Scaffolding learning.
young learners
assessment
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

Page 3 of 10
• The TKT: YL handbook is available to download at
• Participants can do the Teaching Resources activities for TKT: Task types 1 – 4 and
for TKT: YL Part 3 Scaffolding learning, TKT: YL Part 3 Practice activities and TKT:
YL Part 3 Managing young learners for more information on the test format and
content. https://www.teachers.cambridgeesol.org/ts/teachingresources

Page 4 of 10

Step 3
Scaffolding learning Using practice activities to Managing young

through teacher language consolidate language learners in class
and teaching strategies learning
e.g. using language at e.g. role-plays e.g. getting children’s
children’s level attention
• using gesture • dictation • keeping children’s
attention
• correcting children’s • stories
language • giving children practical
• songs and chants
responsibilities
• rephrasing
• surveys
• establishing routines
• varying question types
• listen and do tasks
e.g. open, closed • challenging fast finishers
• information gap activities
• allowing wait time after • using stir and settle
questions • brainstorming activities
• managing individual,
pair, group and whole
class work
Note: These points are covered on the TKT: YL syllabus. Other reasonable examples can be
added to lists.
YL Teaching Strategy Example

Using language at children’s level The teacher tells the story in the present and
changes or omits difficult vocabulary
Using role-plays to consolidate learning After reading the story, the teacher chooses
different children to act it out
Reformulating learner language The teacher corrects learner language by
repeating it correctly

Page 5 of 10
Stirring and settling the group The teacher changes the pace of class by
doing an active task after a period of quiet or
a quiet activity after movement or excitement
Creating a clear or familiar context for The teacher presents language in a familiar
language situation or in a personalised way
Using information-gaps to consolidate Each child has a different version of a picture
learning to their partner. Without looking at each
other’s, they take turns to describe what they
see to find five differences
Dealing with fast finishers The teacher prepares follow up activities
such as a worksheet or helping classmates
to challenge those who complete tasks first
Supporting meaning with visuals The teacher uses puppets, realia or
flashcards to give meaning to language
Using mind maps Learners use a diagram to make a visual
record of vocabulary on the same topic
Creating a clear purpose for an activity which Learners do a survey of their classmates to
makes sense to children find out the most and least favourite foods in
the class
Key to Sample Task

1. C 2. A 3. B 4. C 5. A 6. C 7. B

Page 6 of 10
Worksheet 1
Æ È

Using language at children’s level The teacher tells the story in the present and
changes or omits difficult vocabulary

Using role-plays to consolidate learning After reading the story, the teacher chooses
different children to act it out

Reformulating learning language The teacher corrects learner language by
repeating it correctly

Stirring and settling the group The teacher changes the pace of class by
doing an active task after a period of quiet or
vice versa

Creating a clear or familiar context for The teacher presents language in a familiar
language situation or in a personalised way
Example
YL Teaching Strategy Each child has a different version of a picture to
their partner. Without looking at each other’s,
Using information-gaps to consolidate they take turns to describe what they see to find
learning five differences.

Dealing with fast finishers The teacher prepares follow up activities
such as a worksheet or playing a game to
challenge those who complete tasks first

Page 7 of 10
Supporting meaning with visuals The teacher uses puppets, realia or
flashcards to give meaning to language

Using mind maps Learners use a diagram to make a visual
record of vocabulary on the same topic

Creating a clear purpose for an activity which Learners do a survey to find out the most
makes sense to children and least favourite foods in the class so they
can draw a graph

Page 8 of 10
Worksheet 2
Complete the table from memory with 6 strategies and examples from the previous activity.
Then check with other people in the group to complete all the strategies and examples.
Teaching Strategy Example

Page 9 of 10
TKT: YL (Young Learners) Part 3: Overview – Sample task
For questions 1 – 7, match the examples of what fast finishers do in class with the
scaffolding strategies for challenging them listed A, B and C.
Scaffolding strategies for challenging fast finishers
A Children check their own work.
B Children help other children who have not finished yet.
C Children do an extension activity.
What fast finishers do
1 Write the name of five objects which are usually red.
2 Compare their answers to a comprehension task about a story with the answer key at the
back of their coursebook.
3 Explain in L1 how to do a sequencing task to a group having problems doing the task.
4 Draw a picture to illustrate the chant they have written.
5 Proofread their short description of a typical day in their life before they give it to the
teacher.
6 Choose a graded reader from a reading box the teacher keeps in the classroom.
7 Answer another child’s questions about the meaning of some words in a survey the class
are preparing.
TKT: YL (Young Learners) Part 3: Overview – Sample task www.teachers.cambridgeesol.org

Page 10 of 10
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.
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
TKT: YL (Young Learners) Part 3: Managing young learners in class – Trainer’s notes
Page 1 of 7
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).
participants:
• scaffolding children’s understanding of language and use of language through
teacher language and teaching strategies
Page 2 of 7
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:
• try a strategy from today’s session during lesson preparation to support
teaching and learning
• review and reflect on the effectiveness of their chosen classroom
management techniques after a lesson
young learners
assessment
Participants can do the Teaching Resources activities for TKT: Task types 1 – 4 and
for TKT: YL Part 3 Overview, TKT: YL Part 3 Scaffolding learning, and TKT: YL Part
3 Practice activities for more information on the test format and content.
Page 3 of 7
– 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 (Handbook p. 9). 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. D 6. B 7. C
TKT: YL (Young Learners) Part 3: Managing young learners in class – Answer keys
Page 4 of 7
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.
Managing individual work by challenging fast ‘Have you finished Adriana? … Good girl, now can you help
finishers Maria to finish her work, please’
TKT: YL (Young Learners) Part 3: Managing young learners in class – Answer keys
Page 5 of 7
– Participant’s Worksheet 1
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 8, 7, let’s see who has finished…good Pau and Xavi,
such as signalling change 6, 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

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

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

A. Managing the whole class such
anyone else, just cross your legs and relax… and …
as settling children after activity
rest. That’s very quiet…well done.’
A. Correction strategies e.g. B. Use ☺ to show good written work and write clear
correcting 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 – Participant’s Worksheet 1
Page 6 of 7
– 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
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: Managing young learners in class – Sample task
Page 7 of 7
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 (cut up into strips: see Procedure)
required:
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 the Participant’s Worksheet 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
TKT: YL (Young Learners) Part 3: Scaffolding children’s understanding and use of language – Trainer’s notes
Page 1 of 7
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, cut up into 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).
participants:
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:
Page 2 of 7
• use the strategies described here and in the TKT: YL handbook to support
teaching and learning
• incorporate scaffolding techniques into lesson plans
• 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 p.8.
young learners
assessment
for TKT: YL Part 3 Overview, TKT: YL Part 3 Practice activities, and TKT: YL Part 3
Managing young learners for more information on the test format and content.
Page 3 of 7
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.
TKT: YL (Young Learners) Part 3: Scaffolding children’s understanding and use of language – Answer keys
Page 4 of 7
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. H 3. C 4. F 5. A 6. D 7. B
TKT: YL (Young Learners) Part 3: Scaffolding children’s understanding and use of language – Answer keys
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understanding and use of language – Participant’s Worksheet
Æ È
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 – Participant’s
Worksheet www.teachers.cambridgeesol.org
Page 6 of 7
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: Scaffolding children’s understanding and use of language – Sample task
Page 7 of 7
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 Participant’s Worksheet 1 (one copy for each participant)
required:
Participant’s Worksheet 2 (A and B) (one copy for each pair of
participants)
TKT: YL Part 3.
to consider different practice activities to consolidate children’s
language learning.
to share classroom knowledge and experience.
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.
TKT: YL (Young Learners) Part 3: Using practice activities – Trainer’s notes www.teachers.cambridgeesol.org
Page 1 of 9
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.
participants:
What syllabus areas are covered in Part 3 of the test? (The title of Part 3 is
teaching young learners, which includes:
How is children’s learning affected by their stage of development? (Young
children are still developing literacy skills so teachers choose practice activities
depending on their stage of development.)
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.)
Page 2 of 9
young learners
assessment
for TKT: YL Part 3 Overview, TKT: YL Part 3 Scaffolding learning, and TKT: YL Part
3 Managing young learners for more information on the test format and content.

Page 3 of 9
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, • Dictation
listen 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
TKT: YL (Young Learners) Part 3: Using practice activities – Answer keys www.teachers.cambridgeesol.org
Page 4 of 9
1. Brainstorming vocabulary before a True

task makes use of children’s own
knowledge of the topic.
2. Songs, chants and rhymes are used False Songs, chants and rhymes can be used
only at the start of class to review at different times and in different ways in
language from the last class. class: as warmers, to 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 False Settling activities aim to calm and focus
group practice of target language. children after a period of activity.
4. Only stories which children know in False Many different types of stories, including
L1 are used in YL classes. simplified 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) True
activities mainly involve children’s
listening skills.
6. Problem-solving activities True
consolidate children’s language
learning by activating their cognitive
skills.
7. Stirring activities aim to calm and False Stirring activities aim to awaken children
focus children after a period of after a period of quiet or of
excitement or activity. concentration.
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 False Surveys consolidate children’s language
language learning through reading learning through finding out information
information on resources such as from others by asking questions and
CD-ROMS. 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.
Page 5 of 9
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.
Page 6 of 9
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 1

Page 7 of 9
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 _____________ .

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 – Participant’s Worksheet 2A

Page 8 of 9
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
1 Children close their eyes while the teacher removes one of the story sentences from the
board. They open their eyes, then say which one is missing.
2 The teacher says the sentence ‘I gave her a banana’, then shows pictures of e.g. a little
girl, a man, a mother and father, a cat, 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.
5 Each child has a different version of a picture to their partner. Without looking at each
other’s picture, they take turns to describe what they see in order to find five differences.
6 The teacher asks the children a series of questions about an imaginary day out such as,
‘Where are you going?, Who’s with you? What’s the weather like?’ Children sit quietly with
their eyes closed, thinking about the answers.
TKT: YL (Young Learners) Part 3: Using practice activities – Sample task www.teachers.cambridgeesol.org
Page 9 of 9
Description
This session gives an overview of TKT: YL Part 4. It focuses on informal assessment and
covers three areas of knowledge for Part 4. There is a questionnaire and a mind map activity
to examine some of the areas and a sample task for participants to complete.

Materials Participants’ worksheet 1 (1 copy for each participant)
required:
Aims: to consider Informal Assessment for young learners and gain an
overview of different aspects of assessing their learning
to familiarise participants with the format and task types of TKT: YL
Part 4
to practise a 3-option matching test task
Procedure
1. Make or elicit the following points about TKT: YL:
• It focuses on children from 6-12 years
• Part 4 is the final syllabus area, and covers assessing young learner learning
through classroom based assessment (see Additional Information for the other
syllabus areas)
• children from 6-12 are developing literacy skills and very young learners are just
starting to read and write which has implications for selecting assessment tasks
• they are also growing on physical, emotional and cognitive levels and make
progress at different rates
• Part 4 focuses on informal assessment, covering three areas of knowledge:
Purposes of assessing learning,
Focuses of assessing learning
Acting on assessment evidence.
2. (5 minutes) Write the following heading on the board:
Different ways teachers assess learning
Brainstorm ideas with the group (see Key below).
3. (15 minutes) Hand out Participant’s worksheet 1 and tell the group they are going
to fill in a questionnaire to find out about how teachers in the group assess learning.

Page 1 of 7
The questions are related to the reasons for and focuses of assessment, and to
actions following assessment.
4. Feed back in plenary. Summarise the questionnaire answers on the board to
compare different classroom practices, e.g.
1. often occasionally never
12 1 0
5. As a follow-up activity, ask participants who answer ‘Often’ or ‘Yes’ to a question to
give an example of what they do from their own experience (see Key below for
possible examples).
6. (10 minutes) Give out the Sample Task. Elicit or point out the following:
• there are 4 different task types in TKT and TKT: YL:
1-1 matching
3/4/5 option matching
odd one out
• in the TKT: YL test there are 80 questions to do in 1 hour 20 minutes
• the TKT:YL syllabus is tested through objective tasks and contextualised within a
teaching framework – in this case the framework is areas of assessing children’s
learning.
7. Participants work individually to complete the Sample Task. Allow no more than 7
exam) Feed back to whole group to check answers (see Key below).
8. Ask participants how confident they feel about answering test questions on
assessment and then lead into the mind map drawing task which reviews Part 4 of
the syllabus (see Key below).
8. (10 minutes) Write the following in the middle of the board and elicit the main
headings for Part 4 of TKT: YL (Purposes of assessing learning, Focuses of
assessing learning, Acting on assessment evidence). Add them to the mind map on
the board.
Assessing young
learner learning
through classroom
based assessment
Ask participants to fill in information about Part 4 of TKT: YL they have learned during
the session on their own mind maps and compare them in pairs. Feed back in
plenary to share ideas and answer queries (see Key below).

Page 2 of 7
participants:
• What is covered in Part 4 of the test? (It focuses on Informal Assessment and
covers three area of knowledge, which are Purposes of assessing learning,
Focuses of assessment and Acting on assessment evidence).
• What have they learned about the TKT: YL test in this session? (The test has
80 questions and 4 different question types. Candidates have 1 hour 20 minutes
to complete it. There are 4 knowledge areas covered on the TKT: YL syllabus).
• How can they prepare for this part of TKT: YL? (candidates can prepare by:
considering aspects of assessment in their own teaching situations
look at the Teaching Resources website for more information about the
test.
young learners
assessment
• The TKT: YL Handbook is available to download at
for TKT: YL Part 4 Purposes of assessment, 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.

Page 3 of 7

Step 3
Different ways teachers assess learning
observing behaviour
listening to oral work
asking learners their opinions
through self-assessment tasks
correcting written work
using checklists
Note: Participants will have further examples from their own experience which can be added
to the list.
Step 5
Reasons for Assessing Learning

How often do you assess learning to ... Examples
1. identify progress in language learning? Use a language frame to focus on target
language.
2. identify children’s likes and dislikes? Ask the class what they liked or didn’t
like about a task on completion.
3. diagnose strengths and weaknesses? Use ‘Can do’ statements on self-
assessment tasks at the end of a topic.
Focuses of Assessing Learning
How often do you assess the following? Examples
4. behaviour Observe the class to see if they shout out
answers or put up hands to answer
questions.
5. attitudes Ask them what they think about
characters and their actions in stories.
6. learning strategies Ask successful learners how they
remember words or spellings.
7. motivation Observe effort and interest a child shows
for a task.
Acting on Assessment Evidence
Following assessment do you ever ... Examples
8. adjust classroom management? Increasing wait time for the class to be

Page 4 of 7
quiet before giving task instructions.
9. give oral feedback in class? Holding up a child’s work to praise and
identify good points.
10. adjust teaching materials? Simplifying language in a text.
Step 8 Acting on assessment

evidence
Purposes of assessing Assessing young Adjust classroom
learning learner learning management
through classroom Change interaction
Give children feedback
based assessment patterns
Diagnose strengths &
Adapt materials
weaknesses
Give written formative
Identify likes and feedback in class
dislikes
Increase motivation
Behaviour
Motivation
Language e.g. vocabulary
Cognitive strategies
Key to Sample Task

1. C 2. A 3. B 4. C 5. A 6. C 7. A

Page 5 of 7
worksheet 1
Answer these questions about assessing learning in your classes by circling the answers on
the questionnaire.
Reasons for Assessing Learning
How often do you assess learning to ...
11. identify progress in language learning? often occasionally never
12. identify children’s likes and dislikes? often occasionally never
13. diagnose strengths and weaknesses? often occasionally never
Focuses of Assessing Learning
How often do you assess the following?
14. behaviour often occasionally never
15. attitudes often occasionally never
16. learning strategies often occasionally never
17. motivation often occasionally never
Acting on Assessment Evidence
Following assessment do you ever ...
18. adjust classroom management? yes no
19. give oral feedback in class? yes no
20. adjust teaching materials? yes no
TKT: YL (Young Learners) Part 4: Overview – Participant’s worksheet 1 www.teachers.cambridgeesol.org

Page 6 of 7
TKT: YL (Young Learners) Part 4: Overview – Sample Task
For questions 1 – 7 match a teacher’s comments about assessment with the areas of
assessing learning listed A, B and C.
Areas of Assessing Learning
A Purposes of assessing learning.
B Focuses of assessing learning.
C Acting on assessment evidence.
The listening task was very difficult so I will omit some of the unnecessary details next
1
time.
2 We have a parents’ meeting next week so I’ll try and listen to everyone reading before
then.
Some children use English computer games at home so I’ll talk to them about the best
3
ones.
I always put an encouraging comment and a suggestion for things to improve on written
4
work.
5 I want to check achievement on learning objectives on the syllabus.
6 Asha and Hamid copied each other’s work so I’ll change the seating plan for next time.
7 I’ll use a multi-slot substitution table to assess understanding of target language.

Page 7 of 7
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)
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
Ways of acting on assessment evidence
adjusting teaching materials
TKT: YL (Young Learners) Part 4: Acting on assessment evidence – Trainer’s notes

Page 1 of 8
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:
o This task is similar to the 1-1 matching tasks in the TKT: YL test
o 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:
1-1 matching
3/4/5 option matching
odd one out
Participants work individually to complete the Sample Task. Allow no more than 7
exam). Feed back to whole group to check answers (see Key below).
participants:
• 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.)

Page 2 of 8
• 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)
for TKT: YL Part 4 Overview, TKT: YL Part 4 Purposes of assessment and TKT: YL
Part 4 Focuses of assessment for more information on the test format and content.

Page 3 of 8
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 p.9) Additional ways, such as reviewing areas of
learning, can be added to the list.
Giving oral formative feedback in “That was very good English in the role-play
class because you spoke slowly and clearly and looked at
each other. Well done Aziz and Hamid!”
Giving written formative feedback in I put a positive comment on workbooks or
class 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

Adjusting teaching materials write so I 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.
TKT: YL (Young Learners) Part 4: Acting on assessment evidence – answer keys

Page 4 of 8
Key to Sample Task
1. B 2. C 3. A 4. A 5. B 6. C 7. A
TKT: YL (Young Learners) Part 4: Acting on assessment evidence – answer keys

Page 5 of 8
Æ È
“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.
TKT: YL (Young Learners) Part 4: Acting on assessment evidence – Participant’s worksheet 1

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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
TKT: YL (Young Learners) Part 4: Acting on assessment evidence – Participant’s worksheet 2

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Sample task
For questions 1 – 7, match the examples of teacher feedback with the main focus of the
feedback listed A, B and C.
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.
3 That’s interesting: why did you answer the easier story questions first and the harder ones
last?
4 It was a really good idea to plan your poster before you started to draw it.
5 That’s right, it’s a house.
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: Acting on assessment evidence – Sample task

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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)
Sample task (one copy for each participant)
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’.
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).
TKT: YL (Young Learners) Part 4: Focuses of assessing learning – Trainer’s notes

Page 1 of 8
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

Teacher observes behaviour while:
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. Feed back 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 contextualised within a teaching framework – in this case it
exemplifies different types of young learner assessment tasks
participants:
• 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
test teachers can:

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try out ways of assessing learning from the session in their own teaching
situations
consider possible reasons for the effectiveness or ineffectiveness of
different types of assessment
Participants can do the Teaching Resources activities for TKT: Task types
1 – 4 and look at TKT: YL Part 4 for more information on the test format
and content.

Page 3 of 8
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 p. 9).
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 • Check young learner notebooks to
sentence. assess how work is organised.
• Listen and correct pronunciation. • Discuss how young learners plan their
work.
TKT: YL (Young Learners) Part 4: Focuses of assessing learning – Answer keys

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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. • Rank the class in order of age from
oldest to youngest.
• young learners work alone on tasks.
• Predict the next part of a film on DVD.
• the group arrive and leave the
classroom. • 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. C 3. A 4. B 5. C 6. C
TKT: YL (Young Learners) Part 4: Focuses of assessing learning – Answer keys

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Æ È
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.
TKT: YL (Young Learners) Part 4: Focuses of assessing learning – Participant’s worksheet 1

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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
questions.
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.
TKT: YL (Young Learners) Part 4: Focuses of assessing learning – Participant’s worksheet 2A

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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.
1 To assess their cognitive skills, the teacher asks the children to
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.
2 To assess their ability to use language creatively, the teacher asks the children to
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.
3 To assess their listening comprehension skills, the teacher asks the children to listen and
A mime the words in a song.

B follow a text with the words of a song.
C answer some questions about a song.
4 To assess their spelling, the teacher asks the children to look at pictures and
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.
5 To assess their ability to review their learning, the teacher asks the children to think about
the lesson and to
A decide what things they were good at.

B list the words they understood.
C say which activities they liked.
6 To assess their ability to remember language, the teacher asks the children to
A fill in the gaps in a text about different types of clothes.

B match words relating to clothes to pictures of different clothes.
C listen to a song about different clothes.
TKT: YL (Young Learners) Part 4: Focuses of assessing learning – Sample Task

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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 Participants’ worksheet 1 (1 copy for each participant)
required
Participant’s worksheet 2 (A and B) (one copy for each participant)
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.
children at this age are at different stages of their development and come to class
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). Feed back
TKT: YL (Young Learners) Part 4: Purposes of assessing learning – Trainer’s notes

Page 1 of 7
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).
participants:
• 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

Page 2 of 7
reflect on any informal assessment they use in the classroom and how it
could be improved or extended
young learners
assessment
for TKT: YL Part 4 Overview, 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.

Page 3 of 7
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 p.9). 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 True It helps a teacher to identify children’s
different topics on the syllabus. likes and dislikes.
3 Using checklists to identify progress in language, False Children can be motivated by and
distracts children when they are working. quickly 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
message’ gives feedback on speaking objectives. pronunciation or notice children’s ability to
remember language and assess achievement
TKT: YL (Young Learners) Part 4: Purposes of assessing learning – Answer keys

Page 4 of 7
against a checklist of speaking objectives.
5 Asking the class to rank animals in size from True Children need to think abstractly about
biggest to smallest shows progress in developing the size of different animals to consider an
cognitive strategies order from large to small.
6 Doing simple reading games at word level such False. Doing reading games at word level
as ‘Odd one out’ identifies progress in learning identifies progress or achievement in reading
strategies. and language skills.
7 Doing a colour dictation shows learners’ False It shows achievement in listening skills
achievement in reading skills. and 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 True Children can sometimes correct their
handing it in gives feedback on progress in own mistakes and so show their progress in
language learning. using target language.
10 Gaining feedback on the effectiveness of False It is a valid reason for assessing
teaching methods is not a valid reason for children’s learning. For example schools and
assessing learning. 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 – Answer keys

Page 5 of 7
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.
TKT: YL (Young Learners) Part 4: Purposes of assessing learning – Participant’s Worksheet 1

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Participant’s Worksheet 2A
questions.
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.
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 _________________________ and assessment

Participant’s Worksheet 2B
questions.
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.
7 The first part covers children’s learning and development and the second focuses on
____________.
8 The third and fourth parts cover young learner teaching strategies and assessment.
TKT: YL (Young Learners) Part 4: Purposes of assessing learning – Participant’s Worksheet 2A

Page 7 of 7

TKT YL Trainer Notes

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What are the four parts of the TKT: YL test?

What are the four parts of the TKT: YL test?

What are the three levels used to consider differences between young and older learners?

What are the three levels used to consider differences between young and older learners?

TKT: YL (Young Learners) Part 1: Overview – Trainer’s notes

Time required: 45 minutes

TKT: YL (Young Learners) Part 1: Overview – Trainer’s notes www.teachers.cambridgeesol.org

TKT: YL (Young Learners) Part 1: Overview – Trainer’s notes www.teachers.cambridgeesol.org

Suggested follow-up activity

TKT: YL (Young Learners) Part 1: Overview – Trainer’s notes www.teachers.cambridgeesol.org

Key to Procedure Steps

Key to Participant’s Worksheet 1

Key to Sample Task

TKT: YL (Young Learners) Part 1: Overview – Answer keys www.teachers.cambridgeesol.org

Young Learners Older Students

tend to be self-centred and preoccupied

are excitable are emotionally mature

need to feel safe and valued can work independently

have capacity for play are in high school, university or working

need to be active have external pressures to succeed

Are developing the ability to think

need games, songs and stories are responsible

TKT: YL (Young Learners) Part 1: Overview – Participant’s worksheet 1 www.teachers.cambridgeesol.org

2. I ask the class to make ‘classroom language A. numeracy skills.

5. Children come to class with different A. ask them to work in pairs.

6. I encourage pairs and groups to A. giving instructions.

TKT: YL (Young Learners) Part 1: Overview – Sample task www.teachers.cambridgeesol.org

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

Key to Procedure Step 3

Cognitive or communication Example of cognitive or communication strategy

Key to Participant’s worksheet 2

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,

Main cognitive strategies

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

Time required: 45 minutes

TKT: YL (Young Learners) Part 2: Overview – Trainer’s notes www.teachers.cambridgeesol.org

Possible problems and solutions

What is covered in Part 2 of YKT: YL? (Planning lessons, adapting