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TKT Module 2 Common Sequences in Lessons PDF
TKT Module 2 Common Sequences in Lessons PDF
Description
In this activity, participants explore common sequences in lessons through different
sequencing activities. They consider sequences typical to different lesson types and
complete a sample task. Common sequencing in lessons is tested in TKT Module 2 Part 1.
Time required:
50 minutes
Materials
required:
Participants Worksheet 2 (cut into strips, one set for each pair)
Aims:
Procedure
1. Before the session, cut up Participants worksheet 1 into separate boxes. Each box
is a stage of a lesson, and each row of three boxes forms one lesson sequence.
There are six lesson sequences in total. Repeat or reduce the number of boxes
according to the size of your group, ensuring each lesson sequence is complete. If
the number of participants is not divisible by 3, repeat one or two of the stages from
one lesson sequence.
Cut up Participants worksheet 2 into strips so there is one set of strips for each
pair of participants.
2. (10 minutes) Give each participant one stage of a lesson from Participants
worksheet 1. Explain that the pieces of paper are the stages of different lesson
sequences and that there are three stages for each lesson sequence. Participants
walk around saying their stages to other participants until they find two other people
with stages from the same lesson sequence. They should then sit together in groups
of three, put their stages in order and discuss what would come before and what
would come after the three stages.
3. Feed back with the whole group so that participants can share their sequences (see
key below). Ask participants to think about what they had to do in the activity
(sequence stages of lessons). Tell participants that sequencing stages of lessons is
a syllabus area tested in TKT Module 2 Part 1.
4. (10 minutes) Hand out Participants worksheet 2, cut into strips, to each pair. In
pairs, participants look at the stages of the lesson on the strips and arrange them into
a logical sequence. Check answers together (see key below).
UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo
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Page 1 of 7
What is the TKT Module 2 syllabus area for this lesson? (common sequences
in lessons)
What issues do you find difficult about this syllabus area? (allow participants
to share ideas)
How can you prepare for this section of the test? (review different types of
lessons, e.g. reading lessons, listening lessons, language focus lessons, writing
lessons, speaking lessons, looking at the stages and the sequencing)
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
www.teachers.cambridgeesol.org
Page 2 of 7
Stage 1
Stage 2
Stage 3
After
Introduce the
topic
Pre-teach
vocabulary for
reading.
Learners read
for gist.
Learners read
for detail.
Focus on
interesting
language in text.
Establish the
meaning of new
language.
The teacher
provides a
model of the
language.
The teacher
drills language
chorally.
The teacher
drills language
individually.
Students do a
controlled
practice activity.
Introduce the
topic.
Pre-teach
vocabulary for
listening.
Learners listen
for gist.
Learners listen
for detail.
discussion
based on topic
Teacher and
students greet
each other.
The teacher
introduces a
new student to
the class.
The other
students
respond with
some
information
about
themselves.
pair or small
group work to
help new
student to
integrate
Language work,
e.g.
pronunciation
practice
The teacher
gives
instructions for a
role play.
The students
practise the role
play in pairs.
Two students
perform their
role play in front
of the class.
Other students
perform for each
other.
The students
write a story.
The students
exchange their
stories with a
partner.
Students read
their partners
stories and
suggest
improvements.
Students rewrite
their stories to
improve them.
listening to or
reading a similar
story as a model
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
www.teachers.cambridgeesol.org
Page 3 of 7
When you read an individual stage, think about what would be necessary for the teacher
to do before this stage, as well as what would most naturally follow this stage.
What are the useful words/phrases to look out for that can help with sequencing
lesson stages?
Lead in usually comes at the start of the lesson
Gist listening or reading comes before detailed listening or reading
again signals that something connected to this happened in an earlier stage
for homework is likely to come towards the end
checking in pairs usually comes after an activity has been completed individually.
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
www.teachers.cambridgeesol.org
Page 4 of 7
Pre-teach
vocabulary for
reading.
The teacher
provides a model of
the language.
Pre teach
vocabulary for
listening.
The teacher
introduces a new
student to the class.
The students
practise the role
play in pairs.
Two students
perform their role
play in front of the
class.
The students
exchange their
stories with a
partner.
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
B. 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.
C. The teacher asks the students to report back their comparisons to the whole
class.
D. The teacher points out how the comparative of long and short adjectives is
formed.
E. The teacher asks students about which cities or big towns they have visited,
and which ones they prefer and why.
G. The teacher asks students how these cities are different, and puts relevant
adjectives on the board, e.g. big, clean, old, busy, polluted, commercial.
I.
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 weeks trip.
J. The teacher puts the names of two of the cities, e.g. London and Hong Kong,
on the board.
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
Groups check each others letters for grammar and spelling errors and correct these.
Students read the text and answer some questions. The teacher checks answers with
the whole class.
Students choose the best reasons and the teacher writes them on the board.
The teacher collects all the letters to send to the editor of the newspaper.
The teacher asks students in groups to brainstorm reasons for keeping the pool open.
Stages of a lesson
The teacher gives the students a short newspaper article about a swimming pool in
their town that may close down.
......
The teacher tells the students that they are going to write a letter to the newspaper
to ask for the pool to stay open.
.....
.....
The teacher asks the students in their groups to write a draft letter using three of
the reasons from the written list.
.....
The teacher and the learners discuss recent changes to their town which have
happened because a new road has been built nearby.
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
www.teachers.cambridgeesol.org
Page 7 of 7