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Candidate
2
Centre Number Number

Candidate Name
For questions 1-7, match the learner activities with the appropriate teaching aims listed A-H.

Mark the correct letter (A-H) on your answer sheet.

MODULE 2
Sample test
UNIVERSITY OF CAMBRIDGE ESOL EXAMINATIONS
There is one extra option which you do not need to use.
English for Speakers of Other Languages

TEACHING KNOWLEDGE TEST 002

MODULE 2 Sample Test
Lesson planning and use of resources for language teaching 1 hour 20 minutes
Teaching aims

Additional materials:
Answer sheet A to practise deducing the meaning of words from context
Soft clean eraser
Soft pencil (type B or HB is recommended) B to develop the skills of peer correction

C to give practice in oral fluency

TIME 1 hour 20 minutes
D to give practice in extensive reading

INSTRUCTIONS TO CANDIDATES E to give controlled practice of structures

Write your name, Centre number and candidate number in the spaces at the top of this page. Write
these details on your answer sheet if these are not already printed. F to recycle vocabulary
Do not open this booklet until you are told to do so. G to focus on pronunciation
There are eighty questions in this paper.
H to give practice in using new vocabulary
Answer all questions.

Te ac h i n g K n o w l e d g e Te s t | mo d u l e 2 : sa m p l e te s t
Mark your answers on the separate answer sheet. Use a pencil.
You may write on the question paper, but you must mark your answers in pencil on the answer sheet.
You will have no extra time for this, so you must finish in one hour and twenty minutes. Learner activities
At the end of the test, hand in both the question paper and the answer sheet.
1 Learners complete a gap-fill grammar exercise in a workbook.

INFORMATION FOR CANDIDATES 2 Learners have a group discussion on a topic of their choice.
Each question in this paper carries one mark.
3 Learners exchange workbooks and check their partnerís work.

4 Learners play a word game based on words studied last term.

5 Learners write a story using words the teacher has just presented.

6 Learners mark the stress on recently taught words.

7 Learners find words in a reading text and match them with definitions given by the teacher.

________________________________________________________
This question paper consists of 14 printed pages and 2 blank pages.

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For questions 8-14, match the textbook rubrics with the activity aims listed A-H. For questions 15-20, look at the stages and aims from a lesson plan about complaining. Two of the
aims (A-C) in each stage are appropriate. One of the aims is NOT appropriate.
Mark the correct letter (A-H) on your answer sheet.
Mark the aim (A, B or C) which is NOT appropriate on your answer sheet.
There is one extra option which you do not need to use.

Stages Aims

Textbook rubrics 15 Lead-in

• The teacher asks the students
8 Complete the following sentences so that they are true for you.
when they last went on holiday
A to create interest in the topic
and what problems they can have
9 Discuss with your partner the ways in which you revise vocabulary. when travelling.
B to introduce the past simple tense
• The teacher elicits ideas about C to personalise the start of the lesson
10 Match the adjectives in column A with the nouns in column B. the problems and writes them on
the board.

11 Look at the three sentences below. Then listen and mark the weak forms.
16 Listening
12 Now read the story again and answer the following true/false questions. • Students listen to a customer
complaining in a travel agentís. A to check studentsí understanding of the tape
13 Read the story quickly and then put the four pictures in order. • Students identify the problems B to provide a model of the target language in
mentioned on the tape. context
14 Do the vocabulary quiz in teams. C to pre-teach the meaning of new words
• Students compare answers in
pairs.

17 Language focus
Activity aims
A to focus studentsí attention on the target
• The teacher hands out the
A to raise studentsí awareness of learning strategies language
tapescript.
B to give students practice in reading for specific information B to give students practice in reading for gist
• Students identify the language of
C to give students the chance to personalise the language complaining and apologising in C to provide students with a record of language
the tapescript. in context
D to revise language through a game

E to give students practice in process writing

18 Restricted practice
F to give students practice in reading for gist The teacher shows the target
• A to allow students to personalise the target
language on an OHT. language
G to highlight features of connected speech
• Students try to say the phrases. B to allow students to use the target language in
H to develop studentsí understanding of collocation
a controlled way
• The teacher gives feedback,
correcting and drilling where C to develop studentsí confidence in
necessary. pronouncing the target language

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Te ac h i n g K n o w l e d g e Te s t | mo d u l e 2 : sa m p l e te s t
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MODULE 2
Sample test
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For questions 21-29, match the information from a lesson plan with the lesson plan headings listed
A-E.
MODULE 2
Sample test
19 Preparation for freer practice
Mark the correct letter (A-E) on your answer sheet.
A to give students time to think of ideas
to use in the role-play You need to use some options more than once.
• Students study their role-cards:
student A is the complaining
B to develop reading comprehension
customer
student B is the travel agent. C to allow students to check with the
teacher what they have to do
Lesson plan headings

20 Freer practice A Lesson aim(s)

A to focus on the form of the target B Anticipated problems

language
• Students act out the situation in C Procedure
pairs. B to give less controlled practice of the
target language D Aids/resources

C to prepare students for real E Personal aim(s) of teacher

communication

Information from a lesson plan

Te ac h i n g K n o w l e d g e Te s t | mo d u l e 2 : sa m p l e te s t
21 Copy of tapescript (teacherís book) and coursebook cassette.

22 Students might not want to talk about their childhood during the lead-in stage.

23 Tell students to listen a second time and answer the detailed comprehension questions.

24 Give students practice in the subskills of prediction, listening for gist and listening for specific
information.

25 Students may not know several words in the listening, e.g. whisper, uniform, scary.

26 Reduce teacher talking time and involve students more, especially when answering questions.

27 Students copy down the new words from the board.

28 Class set of dictionaries.

29 Develop fluency skills.

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For questions 30-36, put the stages (A-H) of a reading skills lesson plan in order. For questions 37-41, match the situations in which a teacher sets a test with the reasons for
assessment listed A-F.
Mark the correct letter (B-H) on your answer sheet.
Mark the correct letter (A-F) on your answer sheet.
The first stage (A) is done for you. You do not need to use option A again.
There is one extra option which you do not need to use.

Situations

37 The teacher has a new class. On the first day of the course, she sets a test which covers some
0 ...A... language points she expects the students to be familiar with and others that she thinks the
students may not know. The students do not prepare for the test.
A The teacher tells students the title of the story ñ ëA long journeyí.

30 ... ...
B Students read for gist to see if their predictions were right, and the class
38 The teacher notices that his intermediate students are making careless mistakes with basic
discuss their answers with the teacher. question formation, which they should know. He announces that there will be a test on this the
following week. The students have time to prepare for the test.
31 ... ...
C The teacher gives students comprehension questions to read.

39 The students are going to take a public examination soon. The teacher gives them an example
32 ... ... paper to do under test conditions.
D Students brainstorm words connected with journeys.

33 ... ... E Students read for specific information. 40 The teacher monitors students whenever they carry out speaking tasks and keeps notes about
each student.

F In pairs, students check their answers.

34 ... ...
41 The class has recently finished a unit of the coursebook which focused on the use of the
present perfect simple with ëforí and ësinceí. The teacher gives the class a surprise test on this.
G Students use their answers to re-tell the story in pairs.
35 ... ...
H The teacher gives students a list of words from a story about a journey.
Students check which of their words are in the list, and then guess what Reasons for assessment
36 ... ... the story will be about.
A to familiarise students with the test format

B to allow the teacher to plan an appropriate scheme of work

C to show students how well they have learned specific language

D to allow students to assess each other

E to motivate the students to revise a particular language area

F to assess studentsí progress on a continuous basis

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Te ac h i n g K n o w l e d g e Te s t | mo d u l e 2 : sa m p l e te s t
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MODULE 2
Sample test
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For questions 42-49, match the examples of unit content with the unit headings from a book on lexis For questions 50-56, read the dictionary entry. Match the extracts from the dictionary entry with the
listed A-I. information they provide listed A-H.
MODULE 2
Sample test
Mark the correct letter (A-I) on your answer sheet. Mark the correct letter (A-H) on your answer sheet.

There is one extra option which you do not need to use. There is one extra option which you do not need to use.

Dictionary entry

convince / kWnÇvöns / v [ T (of) ] to make someone completely certain about something;

Examples of unit content Unit headings
persuade: We finally convinced them of our innocence.
[ + obj + (that) ] They failed to convince the directors that their proposals would work / I'm
convinced that she is telling the truth.
42 Suffixes
A Introduction

43 General advice about learning vocabulary B Word formation

C Connecting and linking

44 The difference between ësome experienceí and ëan experienceí

Te ac h i n g K n o w l e d g e Te s t | mo d u l e 2 : sa m p l e te s t
50 Iím convinced that she is telling the truth. A Part of speech
D Countables and uncountables
45 American and British spelling
51 convince B Example sentence
E Topics

46 Get up, run out of, set off C Dependent preposition

F Feelings and actions 52 v

D Single-word synonym
47 Vocabulary about science
G Fixed expressions
53 persuade
E Phonemic transcription
48 Idioms like ëover the mooní H Phrasal verbs
54 [ + obj + (that) ]
F Headword
I Varieties of English
49 Unless, besides, although
55 (of) G Verb pattern

56 to make someone completely certain about something H Definition

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For questions 57-64, choose which book listed A-I could help a teacher who is interested in the For questions 65-72, match the uses of coursebook materials with the sequence of coursebook
following topic areas. activities listed A, B, C or D on the following page.

Mark the correct letter (A-I) on your answer sheet. Mark the correct letter (A, B, C or D) on your answer sheet.

There is one extra option which you do not need to use. You need to use some options more than once.

Title of book Author Publisher

A Primary Vocabulary Box Caroline Nixon and Michael Tomlinson CUP

B Writing Tricia Hedge OUP

65 involves speaking practice
C Uncovering Grammar Scott Thornbury Macmillan

D English Pronunciation in Use Mark Hancock CUP

66 practises note-taking skills

E Readings in Teacher Development Katie Head and Pauline Taylor Macmillan

67 pre-teaches vocabulary
F Designing Language Teaching Tasks Keith Johnson Macmillan
68 develops listening for detail
G Choosing Your Coursebook Alan Cunningsworth Macmillan

H Assessment Michael Harris and Paul McCann Macmillan 69 personalises the topic

I Teaching Children English David Vale and Anna Feunteun CUP

70 brainstorms ideas about the topic

71 introduces the theme of the lesson

Topic areas

57 preparing a class test 72 provides language needed to do the activities

58 activities to practise new words

59 reflecting on your recent teaching

60 teaching English sentence structure

61 evaluating textbooks

62 writing your own teaching materials

63 focusing on the sounds of English

64 learning to teach young learners

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MODULE 2
Sample test
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For questions 73-80, match the teachersí comments with the resources listed A-I.

Mark the correct letter (A-I) on your answer sheet.

MODULE 2
Sample test
Getting Your Tongue Round It There is one extra option which you do not need to use.

Resources

A 1 Look at these words and try to pair them up in opposites or near opposites. They
will be useful for the tasks in this lesson. A graded readers

loud quiet soft unattractive interesting B overhead transparencies

beautiful hard noisy dull gentle C role-cards

D newspapers

E student posters

2 Listen to these four people. What languages are they speaking? F songs
B
G bilingual dictionaries

H realia

Te ac h i n g K n o w l e d g e Te s t | mo d u l e 2 : sa m p l e te s t
C 3 What languages do you like because of how they sound? I puppets

Work with a partner and explain why you like them. (Do they sound pleasant, attractive,
soft, musical, etc.? ñ Try to use some of the words from the first task.)
Teachersí comments

73 Teachers of young learners find these a good way to motivate their students. Young learners
can make their own and act out stories using them.

4 Listen to these people talking about how they think different foreign languages 74 These can be based on authentic material but contain language that has been made easier for
D students. They can help students to develop their vocabulary.
sound or how they think foreign accents in English sound. Make a list of the
languages and accents and write down what the people think about how they
sound. 75 These can help students to understand difficult texts.

The people you are going to hear are:

76 These can be very useful, but finding suitable texts for low-level learners is often a problem.

1 lain 4 Lesley 77 Students find these useful because they provide ideas for what to say.
2 Chris 5 Ravi
3 Donald 6 Peter
78 These provide enjoyable listening practice and can also be used as the basis for language
work.

79 They can have many different uses, such as correction, feedback, setting the scene and
comprehension questions.

80 I put these up around the classroom so that students can see their own work on display.

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 MODULE 2 MODULE 3
answer key answer key

1 E 37 B 73 I 1 C 33 E 64 C

2 C 38 E 74 A 2 H 34 B 65 E

3 B 39 A 75 G 3 F 35 G 66 D

4 F 40 F 76 D 4 B 36 A 67 A

5 H 41 C 77 C 5 G 37 D 68 G

6 G 78 F 6 A 38 I 69 F

7 A 42 B 79 B 7 E 39 F 70 B
43 A 80 E 40 C
8 C 44 D 8 A 71 C

9 A 45 I 9 B 41 A 72 C

10 H 46 H 10 C 42 A 73 B

11 G 47 E 11 C 43 D 74 B

12 B 48 G 12 A 44 C 75 C

13 F 49 C 13 B 45 D
14 D 14 A 46 C 76 C

50 B 15 C 47 B 77 E

15 B 51 F 16 B 48 B 78 F

16 C 52 A 49 D 79 A

17 B 53 D 17 B 80 D

18 A 54 G 18 F 50 A
19 B 55 C 19 A 51 A
20 A 56 H 20 E 52 C
21 C 53 A
21 D 57 H 54 B
22 B 58 A 22 A 55 C
23 C 59 E 23 C

24 A 60 C 24 C 56 A
25 B 61 G 25 B 57 B
26 E 62 F 26 A 58 A
27 C 63 D 27 B 59 C
28 D 64 I 60 B
29 A 28 C 61 B
65 C 29 A 62 C
30 D 66 D 30 A 63 A
31 H 67 A 31 C

32 B 68 D 32 B

33 C 69 C
34 E 70 C
35 F 71 B
36 G 72 A

Te ac h i n g K n o w l e d g e Te s t | a ns w e r k e ys 43