M1: Language + Skills
50%of exam
M1: Language Learning
18.75%of exam
M1: Language Teaching
31.25%of exam
Teaching ApproachesPractice ActivitiesAssessmentPresentation25 questions
M2: Lesson Planning
50%of exam
M2: Resource Use
50%of exam
Reference ResourcesCoursebook MaterialsSupplementary MaterialsTeaching Aids40 questions
M3: Classroom Language
50%of exam
Teacher LanguageLearner LanguageInstructionsLearner Mistakes40 questions
M3: Classroom Management
50%of exam
Teacher RolesGroupingCorrectionFeedback40 questions
Quick Facts
- Core modules
- Three separate tests
- Questions
- 80 per module
- Time
- 80 minutes per module
- Format
- Matching and multiple choice
- Results
- Bands 1–4 per module
- Certificates
- One per completed module
- Module order
- Any order or combination
- Combined test
- None; modules stay separate
- Module 1 split
- 40 / 15 / 25
- Module 2 split
- 40 / 40
- Module 3 split
- 40 / 40
Module 1 Split
Language 40, learning 15, teaching 25
Language + skills: 40Learning: 15Teaching: 25
Function vs Exponent
Function
- Communicative purpose
- Request or apologise
- Meaning in context
Exponent
- Actual language form
- Could you...?
- Expresses a function
Purpose vs wording
Reading + Listening Purpose
- Need overall meaning→Read/listen for gist
- Need one fact→Scan/selective listen
- Need precise meaning→Read/listen for detail
- Before input→Predict content
- Meaning is unstated→Infer from context
- Track text organisation→Notice discourse markers
Language Systems
- Grammar
- Language structure rules
- Lexis
- Words and fixed phrases
- Phonology
- Language sound system
- Function
- Communicative purpose
- Exponent
- Language expressing a function
- Register
- Context-linked language variety
- Appropriacy
- Suitability for context
- Collocation
- Words commonly used together
Four Skills
Read-listen receive; speak-write produce
Receptive: R + LProductive: S + W
Gist vs Scanning
Gist
- Overall meaning
- Fast broad reading
- Ignore minor details
Scanning
- Specific information
- Search names or numbers
- Ignore surrounding text
Big picture vs one fact
Skills + Subskills
- Receptive skills
- Reading and listening
- Productive skills
- Speaking and writing
- Gist
- Overall text meaning
- Scanning
- Find specific information
- Detail
- Understand precise information
- Inference
- Derive unstated meaning
- Drafting
- Create preliminary text
- Editing
- Improve and correct text
Learning Factors
- Motivation
- Drive to learn
- Exposure
- Contact with language
- Focus on form
- Attention to language features
- L1 transfer
- First-language influence
- Interlanguage
- Developing learner system
- Learning strategy
- Chosen learning technique
- Learner needs
- Required learning outcomes
- Maturity
- Age-linked learning factor
Accuracy vs Fluency
Accuracy
- Correct language
- Controlled practice
- Prompt correction
Fluency
- Smooth communication
- Freer practice
- Delayed correction
Correctness vs flow
Teaching + Assessment
- PPP
- Present, practise, produce
- TTT
- Test, teach, test
- Guided discovery
- Learners infer rules
- Task-based learning
- Meaningful task drives learning
- Diagnostic test
- Identify strengths and gaps
- Formative assessment
- Guide ongoing learning
- Summative assessment
- Measure completed learning
- Proficiency test
- Measure general ability
Module 2 Split
Plan 40, resources 40
Planning: 40Resources: 40Separate 80-question module
Aim vs Activity
Aim
- Intended learning outcome
- Learner-centred result
- Drives lesson choices
Activity
- Classroom procedure
- Means toward aim
- Observable task
Outcome vs method
Lesson Stage Picker
- Activate topic→Lead-in(Engage learners)
- Clarify target→Presentation(Meaning, form, pronunciation)
- Build accuracy→Controlled practice(Limited choices)
- Build fluency→Freer practice(Personalised output)
- Check progress→Formative assessment(Adjust teaching)
- Consolidate learning→Review stage(Recall key points)
Plan Components
- Main aim
- Primary lesson outcome
- Subsidiary aim
- Supporting lesson outcome
- Personal aim
- Teacher development target
- Procedure
- Ordered teaching actions
- Stage
- Distinct lesson phase
- Timing
- Minutes allocated per stage
- Assumption
- Expected prior knowledge
- Anticipated problem
- Predicted learner difficulty
Formative vs Summative
Formative
- During learning
- Guides next teaching
- Low-stakes feedback
Summative
- After learning
- Measures achievement
- End-point result
Improve vs measure
Lesson Sequencing
- Lead-in
- Engage and establish context
- Presentation
- Introduce target language
- Controlled practice
- Accuracy with limited choices
- Freer practice
- Personalised language use
- Pre-task
- Prepare task demands
- While-task
- Complete main task
- Post-task
- Reflect and extend
- Timetable fit
- Links adjoining lessons
Resource Selection
- Coursebook
- Core sequenced materials
- Supplementary material
- Adds targeted practice
- Reference grammar
- Checks language rules
- Dictionary
- Checks meaning and use
- Realia
- Real-world classroom objects
- Visual aid
- Image-based support
- Worksheet
- Task-focused handout
- Adaptation
- Modify materials for learners
Module 3 Split
Language 40, management 40
Classroom language: 40Management: 40Separate 80-question module
CCQ vs ICQ
CCQ
- Checks meaning
- Targets language concept
- Avoid target wording
ICQ
- Checks procedure
- Targets task steps
- Confirms what happens
Meaning vs procedure
Classroom Language
- Instruction
- Tell learners what to do
- Prompt
- Cue learner response
- Elicit
- Draw out known language
- Model
- Provide example language
- CCQ
- Check concept meaning
- ICQ
- Check task instructions
- Drill
- Repeat language pattern
- Metalanguage
- Language describing language
Immediate vs Delayed Correction
Immediate
- Interrupts now
- Supports accuracy
- Use selectively
Delayed
- Discusses later
- Protects fluency
- Collect while monitoring
Accuracy now vs fluency first
Classroom Response Picker
- Instructions unclear→Model then ICQ
- Meaning unclear→Clarify then CCQ
- Learners know answer→Elicit response
- Accuracy activity error→Correct promptly
- Fluency activity error→Delay correction
- Participation is uneven→Change grouping
Classroom Management
- Manager
- Organises classroom activity
- Planner
- Prepares lesson choices
- Monitor
- Observes learner work
- Facilitator
- Supports learner autonomy
- Pairwork
- Two learners collaborate
- Groupwork
- Several learners collaborate
- Correction
- Address learner mistakes
- Feedback
- Respond to performance
Common Traps
Three modules, not one
80 questions each ≠ No 240-question sitting
Knowledge, not proficiency
Tests teaching concepts ≠ Not English ability
Knowledge, not teaching practice
Objective paper test ≠ No observed lesson
Function is not exponent
Function means purpose ≠ Exponent means wording
Aim is not procedure
Aim states outcome ≠ Procedure states actions
CCQ is not ICQ
CCQ checks meaning ≠ ICQ checks instructions
Error is not slip
Error is systematic ≠ Slip is accidental
Feedback is not correction
Feedback evaluates performance ≠ Correction targets errors
Last Minute
- 1.Each module is a separate test
- 2.Each module: 80 questions
- 3.Each module: 80 minutes
- 4.M1 split: 40 / 15 / 25
- 5.M2 split: 40 / 40
- 6.M3 split: 40 / 40
- 7.Matching and multiple choice only
- 8.Band result is module-specific
- 9.Function means communicative purpose
- 10.Scanning finds specific information
- 11.Aim drives activity choice
- 12.CCQ meaning; ICQ instructions
- 13.Feedback matches learner needs
- 14.CLIL and YL are separate
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