TKT U21

Reorder the following

• Learners read

  for detail.

• Introduce the

  topic

• Learners read

  for gist.

• Focus on

  interesting

  language in text.

• Pre-teach

  vocabulary for

  reading.

Reorder the following

• The teacher

  provides a

  model of the

  language.

• Students do a

  controlled

  practice activity.

• Establish the

  meaning of new

  language.

• The teacher

  drills language

  individually.

• The teacher

  drills language

  chorally.

Reorder the following

• The other

  students

  respond with

  some

  information

  about

  themselves.

• pair or small

  group work to

  help new

  student to

  integrate

• The new student

  tells the class

  something about

  himself.

• The teacher

  introduces a

  new student to

  the class.

• Teacher and

  students greet

  each other.

Reorder the following

• Language work,

  e.g.

  pronunciation

  practice

• Other students

  perform for each

  other.

• Two students

  perform their

  role play in front

  of the class.

• The students

  practise the role

  play in pairs.

• The teacher

  gives

  instructions for a

  role play.

Reorder the following

• The students

  write a story.

• Students rewrite

  their stories to

  improve them.

• Students read

  their partner’s

  stories and

  suggest

  improvements.

• listening to or

  reading a similar

  story as a model

• The students

  exchange their

  stories with a

  partner.

1. 1. The teacher asks students about which cities or big towns they have visited,

and which ones they prefer and why.

2. 2. The teacher puts the names of two of the cities, e.g. London and Hong Kong,

   on the board.

• The teacher points out how the comparative of long and short adjectives is formed.

• The teacher asks students how these cities are different, and puts relevant adjectives on the board, e.g. big, clean, old, busy, polluted, commercial.

• The teacher asks students to listen to her giving model sentences using the

  words in comparative sentences.

• In pairs, the students compare the two new cities.

1. 1. The teacher asks students how these cities are different, and puts relevant

   adjectives on the board, e.g. big, clean, old, busy, polluted, commercial.

2. 2. The teacher asks students to listen to her giving model sentences using the

   words in comparative sentences.

•  The teacher asks the students to report back their comparisons to the whole class.

• Students report back their decisions to the whole class.

• Students repeat each sentence after the teacher.

• Group work – the teacher puts the students in groups, and gives them the names of 6 cities. They must discuss to decide which two of the cities to visit on a week’s trip.

1. Students repeat each sentence after the teacher.

2. The teacher points out how the comparative of long and short adjectives is

formed.

• The teacher asks the students to report back their comparisons to the whole class.

• Students report back their decisions to the whole class.

• The teacher asks students to list in pairs different adjectives to compare two other cities, e.g. New York, Athens, and writes the adjectives on the board.

• In pairs, the students compare the two new cities.

Write the correct sequence. (e.g. ABCDE)

What helps to link a series of lessons?

• A work scheme

• Random topic choices

• Using only flashcards

Answer explanation

A work scheme provides a structured plan that connects lessons, ensuring a coherent flow of topics. In contrast, random topic choices and using only flashcards lack the organization needed to effectively link lessons.