Teaching Knowledge Test – Module 2

CAMBRIDGE ENGLISH ASSESSMENT

Teaching Knowledge Test - Module 2

Language and background to language learning and teaching

TEST TIME: 1 hour 20 minutes

Read the instructions for each part of the paper carefully. Answer all the questions. You must complete the test within the time limit.

There are 80 questions in this paper. Each question carries one mark.

Planning and preparing a lesson or sequence of lessons 40 questions
Selection and use of resources 40 questions

Describing language and language skills


For questions 1 - 6, match the textbook rubrics with their main teaching aims listed A, B or C.
There is one extra option which you do not need to use.




For questions 7-12, match the classroom activities with their main teaching aims listed A - G.
There is one extra option which you do not need to use.

  • A   to focus on pronunciation
  • B   to set the topic and activate vocabulary
  • C   to give oral practice of the target language
  • D   to encourage learning through guided discovery
  • E   to give practice in reading for specific information
  • F   to give practice in listening for gist
  • G   to focus on form

Classroom activities



For questions 13-19, match the lesson aims with the target language listed A - H.
There is one extra option which you do not need to use.


Target language

  • A   countable and uncountable nouns
  • B   intonation in polite requests
  • C   verb endings /s/, /z/, /ɪz/
  • D   the passive voice
  • E   prepositions of place
  • F   used to
  • G   defining relative clauses
  • H   second conditional



For questions 20 – 27, match the lesson plan components with the extracts from a teacher’s lesson plan listed A – D.
You will need to use some of the options more than once.


Lesson plan components

  • A   Personal aims
  • B   Main aims
  • C   Assumptions
  • D   Anticipated problems



For questions 28 – 33, read the stages from a reading and writing lesson. For each one, choose the next stage from the options listed A, B and C.




For questions 34-40, look at the assessment aims and the three instructions listed A, B and C.
Two of the instructions match the assessment aims. One instruction does NOT.
Choose the instruction (A, B or C) which does NOT match the assessment aim.



Selection and use of resources


For questions 41 – 47, match the reasons for using reference materials with the types of reference materials listed A – H.
There is one option you do not need to use.


Types of reference materials

  • A   A bilingual dictionary
  • B   A monolingual dictionary
  • C   A dictionary of phrasal verbs
  • D   A grammar reference book
  • E   A teacher’s book accompanying a coursebook
  • F   A book about L1 interference
  • G   A phonemic chart
  • H   A book of supplementary materials


Reasons for using reference materials



For questions 48 – 54, read the dictionary entry. Match the examples from the entry with the type of information it gives A - H.
There is one extra option which you do not need to use.

Dictionary entry

ramble verb /ˈræmbəl/

1. (intransitive)
To walk for pleasure, typically without a definite route.
They spent the afternoon rambling through the countryside.

2. (intransitive)
To talk or write at length in a confused or inconsequential way.
He rambled (on) about his childhood for hours.

First recorded in the late 15th century. Possibly from Middle Dutch rambelen.



Types of information

  • A   register
  • B   origin
  • C   part of speech
  • D   definition
  • E   verb does not need an object
  • F   dependent preposition
  • G   headword
  • H   alternative meaning of the headword



For questions 55 – 60, match the classroom activities with the most appropriate aid, listed A, B or C.



For questions 61 – 67, match the classroom activities using authentic materials with the main aims listed A – G.
There is one option you do not need to use.


Reasons for using authentic materials

  • A   to practise reading for gist
  • B   to provide extensive listening practice
  • C   to introduce question forms
  • D   to present new vocabulary
  • E   to encourage freer speaking practice
  • F   to provide writing practice
  • G   to present new grammar
  • H   to practise functional language for complaining

Classroom activities using authentic materials



For questions 68 – 73, look at the learners’ problems with their coursebook and the three possible strategies (A, B or C) a teacher can use to deal with these problems.

Two of the ideas are appropriate in each situation. One of the ideas is NOT appropriate.

Choose the strategy (A, B or C) which is NOT an appropriate way for the teacher to deal with the problem.




For questions 74 - 80, match the supplementary materials with the purposes they would be most useful for listed A - H.
There is one extra option which you do not need to use.


Supplementary materials

  • A   A board game with speaking questions
  • B   An exam practice book
  • C   A selection of graded readers
  • D   A podcast aimed at language learners
  • E   An interactive grammar practice website
  • F A pronunciation practice book with an accompanying CD
  • G A film on DVD with subtitles
  • H A website that helps the teacher make quizzes

Purposes for using supplementary materials