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Grammar

Grammar is the backbone of language learning, giving structure and clarity to communication.
In the ESL classroom, teachers often face the challenge of balancing grammatical forms with
grammatical uses. While forms show how words and sentences are built, uses explain how
those structures convey meaning in real-life situations. For Cambridge TKT candidates,
developing a strong understanding of both is essential, not only for passing the test but also for
becoming an eective teacher.

Learning Outcomes
By the end of this lesson, you will be able to:

. Define grammar in terms of both forms and uses.

. Identify the main parts of speech and explain their functions.
. Recognise common grammatical structures and their paerns.
. Explain how aixes (prefixes and suixes) contribute to word building.
. Distinguish between dierent grammatical uses of the same structure.

TKT Core Module 1: Unit 1 – Grammar

Grammar
Learning Outcomes
What is Grammar?
Forms
Uses
Parts of Speech
Nouns
Verbs
Adjectives
Adverbs
Determiners
Prepositions
Pronouns
Conjunctions
Exclamations
TKT Exam Task Relevance: Parts of Speech
Grammatical Structures
Progressive Forms
Contrast Clause
Active Voice
Passive Voice
Comparatives
Prepositional Phrases
Conditional Sentences
Relative Clauses
Reported Speech
Question Forms
Grammatical Uses
Present Simple
Present Continuous
Aixes: Prefixes and Suixes
Prefixes
Suixes
Summary: Grammar
Noel’s Questions and Answers Corner
Do all learners need grammar terminology?
What is the dierence between grammatical form and use?
Should I teach grammar through rules or communication?
How can I make grammar lessons interesting?
Why does TKT test both form and use?
TKT Exam Practice Tasks: Grammar
TKT Unit 1 Grammar: Practice Task 1 – Parts of Speech
Parts of speech
Sentences
TKT Unit 1 Grammar: Practice Task 1 – Grammatical Structures
Grammatical Structure
Sentences
TKT Unit 1 Grammar: Practice Task 3 – Grammatical Uses
Grammatical Purpose of Tense/Structure
Sentences
Reference Resources: Grammar
Textbooks
Online Resources

What is Grammar?

Grammar is the system of a language. It refers to the way we combine, organise, and change words to make meaning. It gives structure to
communication, just as the frame of a building supports its walls. Without grammar, words remain isolated, and communication becomes unclear.
With grammar, words connect in logical paerns so that ideas can be understood.

Grammar operates on several levels:

Words – the smallest units carrying meaning (e.g. book, run, beautiful).
Phrases – groups of words that work together (e.g. a tall building, in the garden).
Clauses – groups of words with a subject and a verb (e.g. She was smiling).
Sentences – complete thoughts that may contain one or more clauses (e.g. She was smiling because she passed the exam).
In the ESL classroom, teachers usually highlight grammar in two main ways:

Forms Uses

Use refers to the meaning that grammar communicates in

Form refers to the paerns, structures, and rules that show how context. The same form can be used in dierent ways,
words are arranged. It includes: depending on the situation. Teachers often say that “form
is the shell, and use is the message inside it.”
Word endings (-s for plural nouns, -ed for past tense verbs).
Sentence structures (e.g. subject + verb + object → The boy Example of use (Present Continuous):
kicked the ball).
Word order (e.g. She quickly answered vs. Quickly she
answered). She is reading can mean:
An action happening now (She is reading at the
moment).
Form is about accuracy. Learners often practise it through gap-fill A fixed plan (She is reading at the library
exercises, sentence transformations, or verb conjugation drills. tomorrow morning).
A temporary situation (She is reading a lot
Example of form: these days because of exams).
Use is about communication. Learners practise it through
subject + auxiliary verb + main verb-ing → She is reading. role-plays, storytelling, and tasks where they must choose
the correct structure based on meaning.
Here, the structure follows a clear paern: subject (she) + auxiliary
(is) + main verb (read) + ending (-ing).

Parts of Speech

English has nine parts of speech, also known as word classes. Each word class has a distinct function in a sentence, and together they form the
building blocks of communication. Understanding these categories is essential for ESL learners because it helps them see how words fit together. For
teachers, recognising parts of speech makes it easier to explain grammar, correct errors, and design practice activities. Here are the nine parts of
speech in brief with their subcategories you will need for TKT.

Nouns Verbs

Nouns are words that name people, places, things, ideas, or

qualities. Verbs express actions, states, or experiences.

My students enjoy music. She sings beautifully.

London is a busy city. They are watching a movie.

Types of nouns: Types of verbs:

Collective nouns: groups (team, family). Multi-word verbs: phrasal verbs (take o, look after).
Countable nouns: can be counted (book, chair). Transitive: need an object (She plays the piano.).
Uncountable nouns: cannot be counted (water, advice). Intransitive: no object (He sleeps well.).
Proper nouns: names of specific people or places (Sri Regular: past tense formed with -ed (walk → walked).
Lanka, Maria). Irregular: change form (go → went).
Common nouns: general names (teacher, school). Auxiliary verbs: help form tenses (be, have, do).
Abstract nouns: ideas or qualities (happiness, honesty) Modal verbs: express ability, possibility, necessity (can,
must, should).

Adjectives Adverbs

Adjectives give more information about nouns. Adverbs describe how, when, where, or to what extent
something happens.
The tall student answered first.
It was a diicult exam. They worked quickly.
She often visits her grandmother.
Types of adjectives:
Types of adverbs:
Superlative: compare more than two (biggest, most
expensive). Aitude markers (fortunately, sadly).
Comparative: compare two things (bigger, more Manner (slowly, carefully).
expensive). Time (yesterday, soon).
Place (here, upstairs).
Frequency (always, sometimes).
Degree (very, quite).
Focus (only, even).

Determiners Prepositions

Determiners specify which noun is being referred to.

Prepositions show the relationship between words, usually of
place, time, or direction.
This book is mine.
Both children are ready.
The bag is under the chair.
We met after the lesson.
Types of determiners:
Types of prepositions:
Quantifiers (some, many, few, all).
Articles (a, an, the).
Demonstratives (this, that, these, those). Contrast/cause (despite, because of).
Possessives (my, your, their). Time (at, during, since).
Place (on, under, beside).
Direction (into, towards).

Pronouns Conjunctions

Pronouns replace nouns to avoid repetition.

Conjunctions connect words, clauses, or sentences.
He is my friend.
This is theirs. I stayed at home because it rained.
She likes both apples and bananas.
Types of pronouns:
Types of conjunctions:
Demonstrative (this, those).
Personal (I, you, he, she). Correlative (both…and, either…or).
Possessive (mine, yours, theirs). Coordinating (and, but, or).
Relative (who, which, that). Subordinating (because, although, if).
Reflexive (myself, yourself).

Exclamations TKT Exam Task Relevance:

Parts of Speech
Exclamations express strong feelings, usually in informal
spoken English. Candidates may need to:

Ouch! That hurt. Match words to their part of speech.

Wow! That’s amazing. Identify which part of speech is underlined in a sentence.
Recognise learner errors related to parts of speech.
Decide how to teach or practise a part of speech in a
classroom context.

Grammatical
Structures

Grammatical structures are the arrangements or paerns of words that create meaning. They show how dierent parts of speech combine at the
level of phrases, clauses, and sentences. While individual words carry meaning, grammatical structures determine how those words interact and how
messages are communicated. For example, the same set of words can change meaning when rearranged:

The cat chased the dog. (The cat is the subject, the doer of the action.)
The dog was chased by the cat. (The dog becomes the subject, but it is not the doer.)
Both sentences use the same vocabulary but dierent structures, and this changes how the information is presented.

Progressive Forms Contrast Clause

Definition Definition
Progressive (or continuous) forms describe actions in Contrast clauses show a dierence between two ideas. They
progress. They combine a form of the verb to be with the -ing are introduced by subordinating conjunctions like although,
form of the main verb. though, even though.

Form and Examples Form and Examples

Present Progressive: subject + am/is/are + verb-ing conjunction of contrast + clause

She is studying now. Although it was cold, they went swimming.
Past Progressive: subject + was/were + verb-ing Even though she was tired, she continued working.
They were playing football when it started to rain.
Future Progressive: subject + will be + verb-ing Uses
I will be working tomorrow at 10.
To highlight unexpected results.
Uses To balance two opposing ideas.

Present: action happening at the moment, temporary Common Learner Problems

situations, future arrangements.
Past: action in progress at a specific time, interrupted
Using but with although (Although it was cold, but they
action.
went swimming).
Future: action that will be happening at a future time.
Confusing contrast conjunctions (Despite she was
tired instead of Despite being tired).
Common Learner Problems Forgeing subject-verb agreement in the clause.

Forgeing the auxiliary (She studying now instead of She

is studying). TKT Relevance
Using progressive with stative verbs (I am knowing the Tasks may ask candidates to identify contrast clauses or
answer instead of I know). explain their communicative purpose in a text.
Confusing past simple and past progressive.

TKT Relevance
Tasks may ask candidates to identify the dierence
between past simple and past progressive or to match
uses (temporary vs. habitual).

Active Voice Passive Voice

Definition Definition
The active voice is a grammatical structure where the subject The passive voice changes the focus of a sentence from the
of the sentence performs the action of the verb. It is the most doer (agent) to the action or the receiver of the action.
common sentence paern in English and is usually simpler and
more direct than the passive voice. Form and Examples

Form and Examples subject + be + past participle (+ by + agent)

The leer was wrien yesterday.
subject + verb + object The song was sung by the choir.
The teacher explained the lesson.
My friend baked a cake. Uses
They are repairing the road.
When the doer is unknown, unimportant, or obvious.
Uses To emphasise the action or result rather than the agent.
Common in scientific, academic, and formal writing.
To state facts and describe everyday actions.
Birds build nests in trees. Common Learner Problems
To highlight the agent (the doer of the action).
The police arrested the thief.
Forgeing the correct tense of be (The leer is wrien
To keep sentences clear, short, and natural.
yesterday instead of was wrien).
Preferred in spoken English and most wrien English,
Using the active form incorrectly (The cake ate by
except when the passive is needed for emphasis or
children).
formality.
Overusing by when it is not necessary.
Common Learner Problems
TKT Relevance
Learners sometimes confuse active and passive forms, Tasks may test recognition of active vs. passive voice or
especially when changing between them. Example: ask candidates to explain why the passive was chosen in a
Error: The thief caught by police. text.
Correction: The police caught the thief. (active) /
The thief was caught by police. (passive)
Overusing passive constructions when active voice would
be more natural.
Misplacing word order in questions or negatives.
What you are doing? instead of What are you doing?

TKT Relevance
In the TKT exam, candidates may be asked to:

Match examples to functions, e.g., Active voice =

focusing on the subject as doer of the action.
Identify whether a sentence is in the active or
passive voice.
Convert active sentences into passive, or vice versa.
Recognise when active or passive voice is more
appropriate in classroom contexts.

Comparatives Prepositional Phrases

Definition Definition
Comparative forms are used to compare two people, things, or A prepositional phrase begins with a preposition and is
situations. followed by a noun phrase.

Form and Examples Form and Examples

One-syllable adjectives: adjective + -er (+ than) preposition + noun phrase

This street is quieter than the main road. She waited in front of the cinema.
Two-syllable or longer adjectives: more + adjective (+ The book is on the table.
than)
This book is more interesting than that one. Uses
Superlatives: adjective + -est / most + adjective
She is the tallest in the class.
To show place (on the desk, under the chair).
To show time (at night, during the lesson).
Uses To show direction (into the garden, towards the station).
To express abstract relationships (because of the rain, in
To compare qualities, quantities, or actions. spite of the delay).
To describe dierences.
Common Learner Problems
Common Learner Problems
Direct translation from L1 (married with instead of married
Double marking (more easier instead of easier). to).
Omiing than in comparisons. Using the wrong preposition (good in maths instead of
Using most instead of more (the most bigger). good at maths).
Omiing the article in the noun phrase (in front cinema).

TKT Relevance
Tasks may ask candidates to identify comparative TKT Relevance
structures or match examples to functions (e.g., showing Candidates may be asked to identify prepositional phrases
dierence, emphasis). in sentences or correct misuse of prepositions.

Conditional Sentences Relative Clauses

Definition Definition
Conditional sentences express a relationship between a Relative clauses describe or give more information about a
condition (the “if” part) and a result (the main clause). noun. They usually start with a relative pronoun.

Forms and Examples Forms and Examples

Zero Conditional: If + present simple, present simple Defining Relative Clauses: essential information.
If you heat water, it boils. (general truth, fact) The man who lives next door is a teacher.
First Conditional: If + present simple, will + base verb Non-defining Relative Clauses: extra information (set
If I study, I will pass the exam. (real future possibility) o by commas).
Second Conditional: If + past simple, would + base verb My mother, who is retired, enjoys gardening.
If I had more time, I would learn Italian.
(hypothetical/unreal present or future) Relative pronouns: who, which, that, whose, where, when.
Third Conditional: If + past perfect, would have + past
participle
Uses
If she had studied, she would have passed the test.
(imaginary past situation)
To link ideas.
To avoid repetition.
Uses
To add detail.
Zero: Facts, scientific truths.
Common Learner Problems
First: Real or possible situations in the future.
Second: Unreal or hypothetical situations in the
present/future. Omiing necessary pronouns (The man lives next door is
Third: Imaginary past, regrets, or criticism. a teacher).
Overusing that in place of who or which.
Forgeing commas in non-defining clauses.
Common Learner Problems

Confusing second and third conditional (e.g., If I would TKT Relevance

have studied, I passed). In exam tasks, candidates may:
Using “will” in the if-clause (If I will see her, I will tell her
instead of If I see her…). Identify whether a clause is defining or non-defining.
Spot incorrect pronoun use.
Match example sentences to grammatical terms like
TKT Relevance
“relative clause.”
TKT exam tasks may ask candidates to:

Identify which type of conditional is used.

Match examples to uses.
Correct errors learners might make with conditionals.

Reported Speech Question Forms

Definition Definition
Reported speech (or indirect speech) is used to repeat what Question forms are structures used to ask for information,
someone else has said, without quoting their exact words. confirmation, or clarification.

Forms and Examples Types and Examples

Direct Speech: She said, “I am tired.” Yes/No Questions: auxiliary + subject + main verb
Reported Speech: She said (that) she was tired. Do you like coee?
Wh- Questions: wh-word + auxiliary + subject + main verb
Typical Changes Where are you going?
Tag Questions: statement + short question at the end
You’re coming, aren’t you?
Tense backshift: present → past (I am → she was).
Indirect Questions: polite forms
Pronouns: adjusted to fit the new speaker/listener.
Could you tell me where the station is?
Time and place words: now → then; today → that day;
here → there.
Uses
Uses
Yes/No: closed responses.
Wh-: ask for specific information.
To report what someone else has said.
Tag: confirm information or seek agreement.
To summarise without repeating exact words.
Indirect: politeness and formality.
Common Learner Problems
Common Learner Problems
Forgeing to change the tense (She said she is tired
Omiing auxiliaries (Where you go? instead of Where are
instead of was tired).
you going?).
Misusing pronouns (He said I was late instead of she was
Word order mistakes (You like coee? instead of Do you
late).
like coee?).
Misusing tags (You’re a teacher, isn’t it?).
TKT Relevance
Exam questions may ask candidates to:
TKT Relevance
Exam tasks may require candidates to:
Recognise the changes from direct to reported
speech.
Identify the type of question.
Match examples to reported functions (statements,
Spot errors in learner examples.
questions, commands).
Match a question form to its communicative
Identify incorrect learner sentences and explain why.
function.

Grammatical Uses

Grammar is not only about how sentences are formed (form) but also about the meaning and function those structures carry in dierent situations
(use). The same grammatical structure may express dierent ideas depending on context. For TKT candidates, it is important to distinguish between
form (the paern of words) and use (what the speaker or writer is trying to communicate).

Present Simple Present Continuous

Form: Form:
subject + base verb (with -s for third person singular) subject + am/is/are + verb-ing

Examples and Uses Examples and Uses

State (permanent fact or truth): Action happening now (immediate time of speaking):
I live in London. She is cooking dinner now.
→ Refers to something generally true over a long period. → The activity is in progress at this very moment.
Scheduled future (timetable, programme, fixed Future arrangement (fixed plan):
event): She is meeting her cousin tomorrow.
The train leaves at 6 pm. → The structure communicates a definite plan, often
→ Although the form is “present,” the meaning is future, connected to a diary or schedule.
based on a fixed schedule. Temporary activity (around the present, but not
Habitual or repeated action: necessarily at the moment):
He writes stories in his free time. She is studying a lot these days.
→ Used for routines, habits, or repeated events. → Indicates a short-term routine, not a permanent habit.
Storytelling / commentary (less common but useful to
know): Common Learner Problems
So, he opens the door and sees a stranger waiting
outside.
Learners confuse “future arrangement” with “future
→ Used in jokes, sports commentary, or informal
intention,” mixing it with will.
narratives.
Learners sometimes overuse present continuous for
permanent states: I am living in London (instead of I live in
Common Learner Problems London).

Confusing timetable future with will: The train will leave at

6 pm (grammatical, but less natural when referring to
schedules).
Learners often forget the third-person singular -s (She
live in London).

Affixes:
Prefixes and Suffixes

Aixes are groups of leers added to a base word (also called a root word) that change either its grammatical function or its meaning. They are
central to understanding how English grammar works, because they influence:

Word endings for grammatical purposes (plural, tense, aspect).

The word class of a word (noun, verb, adjective, adverb).
The meaning of a word (positive vs. negative, degree, time, etc.).
By recognising aixes, learners can understand why words change form in sentences and how grammar shapes communication.

Prefixes Suffixes

Definition Definition
A prefix is added to the beginning of a word. Prefixes usually A suix is added to the end of a base word. Suixes can
change the meaning, but they do not normally change the change both meaning and word class.
word class.
Examples
Examples
teach + -er → teacher (verb → noun).
un- + happy → unhappy (changes meaning to opposite). hope + -less → hopeless (noun → adjective).
dis- + agree → disagree (changes meaning to opposite). quick + -ly → quickly (adjective → adverb).
re- + write → rewrite (changes meaning to again).
Influence on Grammar
Influence on Grammar Suixes play a much bigger role in grammar than prefixes:
careful vs. careless (both adjectives, but opposite meanings).
The prefix changes meaning, but the word still behaves
grammatically as an adjective.
Prefixes rarely provide grammatical information (tense, Indicating grammatical information
number, aspect).
Instead, they influence meaning within the same word Plural nouns: book → books
class, which aects how sentences are understood. Past tense verbs: walk → walked
Example: possible (adjective) → impossible (adjective). Present participle: play → playing
These endings show number, tense, or aspect, which are
crucial for sentence grammar.

Changing word class (derivational suixes)

Verb → Noun: develop → development

Noun → Adjective: danger → dangerous
Adjective → Adverb: happy → happily
These changes allow words to take on new grammatical
roles in sentences.

Summary: Grammar

Grammar has two sides: forms (how language is structured) and uses (how meaning is communicated).
The nine parts of speech form the building blocks of English sentences.
Grammatical structures include paerns like passive voice, comparatives, and prepositional phrases.
Aixes (prefixes and suixes) change word meaning, class, or function.
A single structure can serve dierent grammatical uses depending on context.
In teaching, balance accuracy and communication by linking form to real-life use.

Noel’s Questions and

Answers Corner

Do all learners need grammar terminology? What is the difference between grammatical form
and use?
Not always. The usefulness of grammar terminology depends
on the age, level, and learning style of the learners. Adult Grammatical form is the structure — how words are arranged
learners often appreciate explicit explanations with terms and combined. It is about the “shape” of language. For
such as past perfect or modal verbs, because these give them example: He is running follows the form: subject + auxiliary verb
labels to organise their knowledge and compare with their first + main verb-ing.
language. For example, a student preparing for IELTS might find
it helpful to learn that would have gone is part of the third Grammatical use, however, is about meaning in context. The
conditional. same form can be used in dierent ways:

For TKT purposes, candidates should know that terminology is He is running now → an action in progress.
a tool, not a goal. It helps some learners, but not all. Eective He is running in a race tomorrow → a future arrangement.
teachers adjust their approach based on who is in the He is running a lot these days → a temporary habit.
classroom.
This shows that form does not always equal one fixed
meaning. Learners often master forms (e.g., conjugating verbs
correctly) but still misuse them in communication. Teachers
therefore need to highlight both.

In the TKT exam, candidates are often tested on distinguishing

between form and use, so being able to explain the dierence
is essential.

Should I teach grammar through rules or How can I make grammar lessons interesting?
communication?
Grammar lessons become engaging when they are connected
Both are important, and the most eective lessons combine to real communication rather than just abstract rules. Teachers
the two. Teaching only rules can make lessons dry and can:
disconnected from real communication. Learners may know
that the third person singular adds -s but still struggle to use it Use games: for example, “grammar auctions,” where
naturally in conversation. Teaching only communication may learners bid on sentences they think are correct.
help fluency but can leave learners making repeated errors Include role-plays: learners act out real-life situations
without correction. (ordering food, making holiday plans) that require specific
grammar.
The recommended approach is a balance: Bring in real-world materials: menus, bus schedules, or
news articles provide authentic contexts for grammar.
. Start with a meaningful context (a dialogue, picture, or Encourage learner creativity: ask students to write funny
story). stories using comparatives (This house is bigger than a
. Guide learners to notice the rule within the context (e.g., castle!).
all the verbs in -ing in a conversation about what people
are doing). The key is variety — mixing controlled drills with interactive
. Provide controlled practice for accuracy (gap-fills, tasks. When grammar is linked to communication, learners see
sentence transformations). it as a tool for expression rather than a set of rules to
. Move to freer practice where learners use the structure memorise.
to communicate (role-plays, problem-solving tasks).

This balance ensures that learners not only understand the

rules but also apply them in real-life situations.

Why does TKT test both form and use?

Because an eective teacher needs to understand not only how grammar is formed but also how it functions in real communication.
Knowing forms allows teachers to explain and correct errors (subject + auxiliary + main verb), while knowing uses allows them to show
learners when and why to use a structure.

For example, teaching the present continuous without discussing its dierent uses (action now, future plan, temporary situation) leaves
learners with a limited view. Similarly, teaching only uses without the forms can result in learners producing inaccurate sentences.

The TKT exam therefore includes tasks on both. A typical question might ask candidates to identify a form (Which structure is present
continuous?) or a use (What meaning does “She is leaving tomorrow” express?). By testing both, TKT ensures that teachers are prepared to
give learners a complete understanding of grammar.

TKT Exam Practice

Tasks: Grammar

TKT Unit 1 Grammar: Practice Task 1 – Parts of TKT Unit 1 Grammar: Practice Task 1 –
Speech Grammatical Structures

Instructions: Instructions:
For questions 1–7, match each bold-faced word in For questions 1–7, match each bold-faced word
sentences 1–7 with the parts of speech (A G). There is one in sentences 1–7 with the grammatical structure it uses(A–
correct answer for each. G). There is one correct answer for each.

Parts of speech Grammatical Structure

A. Noun A. Comparative / Superlative structure
B. Verb B. Future intention
C. Adjective C. Prepositional phrase
D. Adverb D. Passive voice
E. Preposition E. Contrast clause
F. Pronoun F. Past continuous
G. Conjunction G. Conditional sentence

Sentences Sentences
. Only the manager approved the draft. . She was cooking when the phone rang.
. I had my laptop repaired yesterday. . This poem was wrien by an unknown author.
. That was an unusual claim. . If I had a car, I would drive to work.
. He left before I arrived. . The children are siing under the tree.
. The poor need aordable housing. . He is the tallest player in the team.
. The baby is asleep. . Although she was tired, she finished the project.
. I like the book about whales. . We are going to visit our grandparents tomorrow.

TKT Unit 1 Grammar: Practice Task 3 – Grammatical Uses

Instructions:
For questions 1–7, match each bold-faced phrase in sentences 1–7 with the purpose of the tense or structure (A G). There is one correct
answer for each.

Grammatical Purpose of Tense/Structure

A. Action happening now
B. Action in progress when another happened
C. Scheduled future event
D. Habitual or repeated action
E. Temporary action around now
F. Completed past action with present relevance
G. Future arrangement

Sentences
. She is teaching online this week because her school is closed.
. The train leaves at 8:30 tomorrow morning.
. He writes poems in his free time.
. Look! The children are playing in the park.
. I have seen that film before.
. She is meeting her friend at the café tonight.
. We were watching TV when the lights went out.

Reference Resources:
Grammar

Textbooks
. Practical English Usage by Michael Swan
. English Grammar in Use by Raymond Murphy
Organized in bite-sized units with clear explanations and exercises. Great for reinforcing grammar points with learners. You can
assign units corresponding to your lesson (e.g. passive, continuous, comparatives) for extra practice.
. Grammar for English Language Teachers by Martin Parro
Combines grammar explanation with classroom teaching ideas. Many TKT trainers and teachers find this helpful for planning
lessons.
. The English Tenses by Phil Williams
Focused entirely on tenses: it lays out forms, uses, timelines, and exceptions in a very accessible way.
Good book to use when you want to deepen students’ understanding of temporal uses (continuous, perfect, etc).
. Longman Grammar of Spoken and Wrien English by Biber, Johansson, Leech, Conrad & Finegan

Online Resources
. Cambridge English – Prepare for TKT
– Contains sample papers, handbooks, and glossaries for all TKT modules

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