Teaching Knowledge Test – Module 3

CAMBRIDGE ENGLISH ASSESSMENT

Teaching Knowledge Test - Module 3

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.

Teachers’ and learners’ language in the classroom 40 questions
Classroom management 40 questions

Teachers' and learners’ language in the classroom


For questions 1-6, match the examples of teachers' classroom language with their purposes listed A, B or C.




For questions 7 – 13, match the teacher’s instructions to a class of elementary learners with the trainer’s comments listed A - H.
There is one extra option which you do not need to use.


Teacher’s instructions


Trainer’s comments

  • A   Break down complex instructions so as not to overload learners with too many steps at once
  • B   Learners might feel demotivated by this. Try to be more encouraging.
  • C   Try to avoid narrating every action you take during the lesson—it can overwhelm learners with extra language to process.
  • D   It’s vital to make sure you have everyone’s attention before you start giving instructions.
  • E   These instructions are very clear. Well done.
  • F   It’s better to decide which order you want students to do things before you start giving instructions.
  • G   Try not to echo what your students say. If you think the other students didn’t hear them, then ask them to repeat what they said.
  • H   Make sure you grade your language to the level of the students.


For questions 14 – 19, match the teacher’s instructions with the activities that the class is doing listed A - G.
There is one extra option which you do not need to use.


Activities

  • A   The teacher is doing a pronunciation activity with an advanced class.
  • B   The teacher is doing a fluency activity with a low-level class.
  • C   The teacher is doing a reading comprehension task with a low-level class.
  • D  The teacher is doing a role-play activity with an intermediate class.
  • E   The teacher is doing a vocabulary review task with a low-level task.
  • F   The teacher is doing a fluency activity with an advanced class.
  • G   The teacher is doing a controlled oral practice activity with a low-level class.



For questions 20-26, match the examples of learner language with the functions listed A, B or C.
You will need to use some of the options more than once.


Lesson plan components



For questions 27-33, match the learners’ mistakes with the areas of types of error listed A - D.
You need to use some of the options more than once.


Types of error

  • A   prepositions
  • B   articles
  • C   spelling
  • D   verb forms



For questions 34 – 40, match the lines in the student’s writing with the types of error listed A - H.
There is one extra option which you do not need to use.


Types of error

  • A   wrong noun form
  • B   wrong verb pattern
  • C   inaccurate spelling
  • D   missing article
  • E   wrong adverb form
  • F   wrong word order
  • G   wrong adjective
  • H   wrong pronoun



Classroom management


For questions 41 – 47, look at the following classroom situations and three possible classroom management actions listed A, B and C.
Two of the actions are appropriate. One is NOT:




For questions 41 – 47, look at the following classroom situations and three possible classroom management actions listed A, B and C.
You need to use some options more than once.


Teacher roles

  • A   Manager
  • B   Language resource
  • C   Planner



For questions 55 – 61, match the features of interaction patterns with the ways of grouping students listed A - C.
You need to use some options more than once.


Ways of grouping students

  • A   Students work with the teacher in open class.
  • B   Students work in closed pairs.
  • C   Students work individually.


Features of interaction patterns



For questions 62 – 67, match the teacher’s actions with the method of giving feedback on students’ oral work listed A – G.
There is one option you do not need to use.


Feedback method

  • A   echo correcting
  • B   reformulating
  • C   recasting
  • D   using gestures
  • E   finger correction
  • F   using metalanguage
  • G   encouraging peer correction



For questions 68 – 74, match the learners’ comments with the correction strategies listed A, B and C
You need to use some options more than once.

  • A   delayed correction
  • B   peer correction
  • C   immediate feedback from the teacher



For questions 75 – 80, match the examples of teachers giving feedback on written work with the aims of feedback listed A, B and C.
You need to use some options more than once.


Aims of feedback

  • A   to focus on language mistakes
  • B   to encourage students to learn to edit their own work
  • C   to create a positive attitude to writing