CAMBRIDGE ENGLISH ASSESSMENT
Teaching Knowledge Test - Module 2
Lesson planning and use of resources for language 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
For questions 1 - 6, match the textbook rubrics with their main
teaching aims listed
A, B or C.
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.
Main teaching aims
| 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 |
Lesson aims
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 |
Extracts from a teacher's lesson plan
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.
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 reasons for using them 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 develop essay writing skills |
| 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