TKT Module Three explores the decisions English language teachers make while a lesson is under way. It covers two areas that often come together in practice: classroom language and classroom management. When setting up a speaking activity, for example, a teacher needs to choose words the class can understand, decide how to group learners, and judge when to step in and help.

Candidates examine how teachers adapt their language to the learners’ level and the purpose of an activity. This includes explaining a task in manageable steps, prompting learners to contribute, and checking understanding. Before a role-play, a teacher might demonstrate one exchange with a volunteer, then ask, “Who is the customer?” and “What do you need to find out?” The answers show whether the class is ready to begin.

Candidates learn to recognise what learners are trying to communicate, even when their English contains mistakes. A learner who asks, “What means refund?” is asking for clarification. Recognising that purpose helps the teacher respond to the immediate need. The teacher can explain the word and then model a question the learner can use again: “What does refund mean?”

The module considers when learners benefit from working individually, in pairs, in groups, or as a whole class. Candidates also explore how the teacher’s role changes during a lesson. In the role-play, the teacher might first demonstrate the conversation, then listen as pairs practise. If a learner gets stuck, a brief prompt such as “What would you like the shop assistant to do?” can help them continue the exchange independently.

Candidates consider how the aim of an activity shapes the timing and type of feedback. During pronunciation practice, an immediate correction gives learners a chance to try a word again. During a role-play focused on fluency, the teacher might save a recurring error for later so the conversation can continue. Afterwards, feedback can identify both a phrase that helped the speaker communicate politely and one sentence the class could improve together.

Candidates answer 80 multiple-choice and matching questions in 80 minutes. The first 40 questions cover the language teachers and learners use in class. The remaining 40 cover classroom management, including teacher roles, grouping, correction, and feedback.