COD 2015 - G805
English for teachers II - TKT- KAL: Knowledge of Language
KAL has been designed for pre- or in- service or practicing teachers and can be taken at any stage in a teacher's career. KAL is suitable for teachers of English in primary, secondary or adult teaching contexts. It is part of a framework of teaching awards and tests for teachers offered by Cambridge ESOL
8
sessions, start: 13-Aug
The course chosen does not allow any new enrolment
Course detail
Year: 2015
Level: General
Language: English
Status: Ended
Lugar: ESSARP - Deheza 3139, CABA
Facilitator/s: Mr. Stella Maris Schulte MA
ESSARP Schools
ARS
ARS
Exams Schools
ARS
ARS
Non affiliate
ARS 1600.00
ARS 1600.00
Sessions
| Sessions | Dates | Start | Finish |
|---|---|---|---|
| 1 | 13 August 2015 | 05:30 pm | 08:30 pm |
| 2 | 20 August 2015 | 05:30 pm | 08:30 pm |
| 3 | 27 August 2015 | 05:30 pm | 08:30 pm |
| 4 | 03 September 2015 | 05:30 pm | 08:30 pm |
| 5 | 10 September 2015 | 05:30 pm | 08:30 pm |
| 6 | 17 September 2015 | 05:30 pm | 08:30 pm |
| 7 | 24 September 2015 | 05:30 pm | 08:30 pm |
| 8 | 01 October 2015 | 05:30 pm | 08:30 pm |
Facilitator/s
Stella Maris Schulte
KAL has been designed for pre- or in- service or practicing teachers and can be taken at any stage in a teacher's career.
KAL is suitable for teachers of English in primary, secondary or adult teaching contexts.
It is part of a framework of teaching awards and tests for teachers offered by Cambridge ESOL
KAL is suitable for teachers of English in primary, secondary or adult teaching contexts.
It is part of a framework of teaching awards and tests for teachers offered by Cambridge ESOL
• to test candidates’ knowledge of concepts related to language and language use.
• to provide an easily accessible test of English language knowledge to teachers of English, which is prepared and delivered to international standards, and could be used by candidates to access further training, and enhance career opportunities
• to encourage teachers in their professional development by providing a step in a developmental framework of awards for teachers of English.
• to provide an easily accessible test of English language knowledge to teachers of English, which is prepared and delivered to international standards, and could be used by candidates to access further training, and enhance career opportunities
• to encourage teachers in their professional development by providing a step in a developmental framework of awards for teachers of English.
TKT-KAL is concerned with knowledge about language relevant to teaching English. As such, it comprises four areas summarized as follows:
1) Lexis: types of meaning, sense relationships, word formation, lexical units, lexico-grammatical features, register.
2) Phonolgy: segmental and suprasegmental features.
3) Grammar: the noun phrase, the verb phrase, the sentence.
4) Discourse: coherence, lexical and grammatical cohesion, register, written and spoken English, genre, pragmatic and semantic meaning.
1) Lexis: types of meaning, sense relationships, word formation, lexical units, lexico-grammatical features, register.
2) Phonolgy: segmental and suprasegmental features.
3) Grammar: the noun phrase, the verb phrase, the sentence.
4) Discourse: coherence, lexical and grammatical cohesion, register, written and spoken English, genre, pragmatic and semantic meaning.
Each area will take up two teaching modules. Each three-hour module will be self-contained and will cover the four areas of language knowledge described above.
The students will be provided with material prepared by the teacher, including appropriate material to develop each area of study. Authentic material will be provided and students will be encouraged to do some research on the different areas, which can be later discussed in class.
There will be discussions of the content of each area and examples of each aspect will be provided. Recognition and awareness of language will be paramount in the course as KAL candidates are expected to be familiar with language and terminology relating to the description of lexical, phonological, grammatical and discoursal features of the English language.
The students will be provided with material prepared by the teacher, including appropriate material to develop each area of study. Authentic material will be provided and students will be encouraged to do some research on the different areas, which can be later discussed in class.
There will be discussions of the content of each area and examples of each aspect will be provided. Recognition and awareness of language will be paramount in the course as KAL candidates are expected to be familiar with language and terminology relating to the description of lexical, phonological, grammatical and discoursal features of the English language.
• Harmer, J. (2007) The Practice of English Language Teaching (Pearson-Longman)
• Ur, P., (1996) A Course in Language Teaching (Cambridge)
• Yule, G. (1996) Pragmatics (OUP)
• Carter, R., Hughes R., & McCarthy M., (2000) Exploring Grammar in Context (Cambridge UP)
• Coulthard, M (1977) An Introduction to Discourse Analysis (Longman)
• Thornbury, S (1997) About Language, Tasks for teachers of English. (CUP)
• Thornbury, S (1999) How to Teach Grammar, Longman
• Ur, P., (1996) A Course in Language Teaching (Cambridge)
• Yule, G. (1996) Pragmatics (OUP)
• Carter, R., Hughes R., & McCarthy M., (2000) Exploring Grammar in Context (Cambridge UP)
• Coulthard, M (1977) An Introduction to Discourse Analysis (Longman)
• Thornbury, S (1997) About Language, Tasks for teachers of English. (CUP)
• Thornbury, S (1999) How to Teach Grammar, Longman