{3 Cambridge Assessment iB English TEACHING KNOWLEDGE TEST MODULE 4 Language and background to language learning and teaching Test 75 e26EeL 265764 Time 1 hour 20 minutes INSTRUCTIONS TO CANDIDATES Do not open this question paper until you are told to do so. Write your name, centre number and candidate number on your answer sheet if they are not already there. Read the instructions for each part of the paper carefully ‘Answer all the questions. Read the instructions on the answer sheet, Mark your answers on the answer sheet. Use a pencil ‘You must compiete the answer sheet within the time limit. ‘At the end of the test, hand in both this question paper and your answer sheet. INFORMATION FOR CANDIDATES ‘There are 80 questions in this paper. Each question carries one mark.2 For questions 1 - 6, choose the correct option (A, B or C) to answer the questions about grammar terms. Mark the correct letter (A, B or C) on your answer sheet, Which of the sentences does NOT contain a quantifier? ‘A One of the participants disagreed with him. B_ We almost missed the train this morning. CI decided not to buy either of the paintings. Which of the sentences does NOT contain a dependent preposition? A She's still thinking about the news B Jack biamed me for the mistake. | saw him walking down the road. Which of the sentences does NOT contain 2 modal verb? A I'll 10k for it in a minute. B He ought to sign the contract next week [haven't got any idea what you're talking about. Which of the sentences does NOT contain a subordinate clause? ‘A He wants to come but he has no money. B | think we should go as soon as they get here. © When the teacher claps, we have to stop speaking. ‘Which of the sentences does NOT contain an adverb? ‘A Lonce met a famous actor. B She's ready to meet us. C It’s the only possible decision Which of the sentences does NOT contain a conditional clause? A ‘As longas | help you, we can be ready in time. B | won't go unless he pays his share. © Let me know as soon as you get there.< For questions 7 — 12, choose the correct option (A, B or C) to answer the questions about the use of grammar. Mark the correct letter (A, B or C) on your answer sheet. " 12 Which sentence uses a passive form to describe a process? A Everybody thought the meeting was poorly planned. B The coffee beans are picked and left to dry in the sun. The match has been postponed for a few weeks, Which sentence uses an adverb to express a contrast? ‘A Actually, she lives right in the centre of Khartoum. B Recently, I've changed the hairdresser | go to. C Finally, | decided not to buy a new car. Which sentence uses a modal verb to express future possibility? A filtalk to him later. = B You ought to come tomorrow. Cit may snow tonight. Which sentence uses a past form to describe an event which finished before another event in the past? ‘A They were sleeping when the rain started. B_ They smiled when they saw him. © They had left when | got there. Which sentence uses an if clause to describe something that the speaker thinks is not likely? A Ifyou add salt to water, it boils at a higher temperature, B If he could live in Australia, he'd leave tomorrow. C If | get home before 6, we could cook dinner together. Which sentence uses gaing to to express a prediction? A. You're going to fall in a minute, B_ We're going to Japan soon, © _ I'm going to repair my bike tomorrow.For questions 13 - 19, match the descriptions of sentences containing specific lexical features with the example sentences listed A - H. Mark the correct letter (A — H) on your answer sheet. There is one extra option which you do not need to use. Example sentences A Keep that information under your hat — no one outside the family is supposed to know. B They're looking for someone who can drive a minibus. € I've just read a book called Caring and Sharing in the Foreign Language Class. D This car's really on its last legs — I'l have to get rid of it and buy a new one. E The thing is, Philip's generally a very easy-going person. F The applicant has wide experience of public relations in addition to all aspects of sales and marketing G _ I told you your handbag was here, on the table ~ didn't you hear me? H_ The kids really want to see that film but | don't think i's suitable for children Descriptions of sentences containing specific lexical features A sentence which contains 13| _anidiom followed later in the sentence by a phrasal verb 14] alexical set which is in a formal register 15| — acommon collocation including a word with a prefix 16| two synonyms, one of which is colloquial and one neutral in style 17] a.chunk used to begin the sentence, with a compound adjective later in the sentence a compound noun, and two words which are homophones of one another 18| two rhyming words which both have the same suffixgee terms ie cnt wets ar aon ‘tine promi recin arc cae tA ua sat Prana nerptione reee sane venience ean vered ta gota a hing nce wes co east urn AREAS EB) vere gene gee.For questions 28 — 33, match the underlined language in the conversation with the functions listed A -G. Mark the correct letter (A - G) on your answer sheet, There is one extra option which you do not need to use. Functions A encouraging B expressing certainty | © reminding D agreeing | warming F expressing mild irritation G asking for information Conversation at work Emma: (28) |t must be nearly time to go by now. Alex: (29) That's what | thought too, but actually it's only four o'clock. Emma: Well | think I'll go anyway. I've had enough! Alex: (30) The boss is still around, you realise? Emma: Oh, he won't mind! (31) Anyway, he told us he's got another meeting at 4.15, Alex: That's true. (32) Go on then, before it finishes. Emma: OK, I'm off. You're sure you don't mind? Ale, Of course not. I'll see you on Monday, Emma: Cheers. (33) Now, why can | never find my bag?7 For questions 34 ~ 40, look at the statements about Janguage skills and choose the option (A, B or C) that completes each statement. Mark the correct letter (A, B or C) on your answer sheet. 35 36 37 [3] Skimming a text involves ‘A identifying new vocabulary in it. 8 searching for specific information in it reading it quickly to get @ global understanding, Deducing meaning from context involves ‘A _using the situation to support understanding, B__ making judgements about the appropriacy of register. seeing vocabulary in several contexts before understanding its meaning Cohesion involves A. producing ideas for a text. B connecting ideas in discourse. © summarising ideas to check understanding. Drafting a text involves ‘A producing a text which will need further work. B explaining meaning by using different words in a text © checking a text for slips and errors Writing a topic sentence involves ‘A developing the main theme by putting it in a wider context. B explaining the details of the main idea of a text. providing the reader with the main point of a paragraph, Intensive listening involves ‘A hearing a text once and identifying the speakers’ moods. B examining how language is used in a text. C listening to a long text for global understanding, Working on layout involves ‘A rewriting a long text in a shorter, clearer way. B brainstorming the ideas to be included in a text. © organising the presentation of a piece of writing.For questions 41 - 45, match the learners’ comments with the learning strategies listed A—F. Mark the correct letter (A —F) on your answer sheet There is one extra option which you do not need to use. 41 42 Learning strategies avoiding using L1 to remember vocabulary using diagrams to illustrate concepts recycling vocabulary discussing new language with peers increasing exposure to the L2 _ nmooow > identifying the focus of a task Learners’ comments | often do a gap-fill task and then later a multiple-choice task which includes the same new words in order to remember them. | copy the teacher's timelines to help me understand the use of tenses, | highlight the key words. in comprehension questions. | always write definitions in the target language, rather than translations. | often barrow CDs, DVDs and books from the library.For questions 46 - 50, match the teacher's instructions for activities with the learner characteristics listed A — F. Mark the correct letter (A — F) on your answer sheet. There is one extra option which you do not need to use. 46 47 48 49 50 Learner characteristics Learners like personalised activities working language out A B C learning by heart D interacting with others E the teacher correcting them F getting feedback on their progress Teacher’s instructions OK, are you ready? The students on the right are the shopkeepers. The students on the left are customers returning something to the shop. Off you go. Read the text again and underline the sentences with used fo. Do we use used to for the past or the present? Change the sentences on this worksheet so that they are true for you. Link the words. You said /fudhzv/ but it’s /fudav/ He /Judav/ worked harder. Listen, Judav. Now you say it. Look at the conversation now for a few minutes so that you can say the dialogue without looking at your notebook.* 410 For questions 61 ~ 6, match the teacher's comments on learners’ errors with the types of error Visted AF ‘Mark the correct letter (A — F) on your answer sheet. There is one extra option which you do not need to use. Types of error grammatical slip grammatical development error phonological interference error A B © grammatical fossilised error D E lexical slip | F lexical interference error ‘Teacher's comments on learners’ errors 51| She said ‘my fathers’ instead of ‘my parents’ because they use the same word for both in her language. 52| He never uses the 3rd person -s when he's speaking, even though he's in an advanced class now. '53| Shenearly always stresses the last syllable of a word, because that's where the stress falls, in her language. 54] When he's tired, he often uses the present tense to talk about the past, even when he knows the correct form of the past tense. 55] We studied the past passive last week, and now he's putting the verb ‘was’ in front of all his past tense verbs."1 For questions 66 — 61, look at the presentation techniques and the three reasons for using them listed A, BandC. ‘Two of the reasons are appropriate for each technique. One of the reasons is NOT. Mark the letter (A, B or C) which is NOT appropriate on your answer sheet e 88| eliciting - Which reason is NOT appropriate? ‘Ato create a pool of words to use as the basis of a presentation B__ to check how much of the language to be presented is already known to highlight grammar rules using a short text 87| miming - Which reason is NOT appropriate? ‘A tohelp establish small differences in meaning in ways of walking B__ to present the words for different types of houses around the world C to clarify for fow-level students the meaning of words for different emotions 58. storytelling - Which reason is NOT appropriate? ‘Ato focus on proofreading new language B to contextualise new language and establish meaning to help make new language more memorable asking learners to listen to a conversation - Which reason is NOT appropriate? A toestablish that stress and intonation patterns add to meaning B__ to demonstrate the use of register in functional language C to focus on how a text is ordered 60| showing a picture and the title of an article - Which reason is NOT appropriate? ‘A. to get learners to predict what new language is going to be presented B to encourage leamers to do some fluency practice to set the context for 8 new lexical set [2] test-teach-test - Which reason is NOT appropriate? A to show leamers how they have the ability to improve B_tohelp the teacher focus on what the leamers are unsure of to introduce to the learners a completely new lexical set12 For questions 62 ~ 67, match the teachers’ comments on different groups of learners with the teaching approaches listed A — D. Mark the correct letter (A —_D) on your answer sheet. 62 64 65 66 67 Teaching approaches Lexical Approach ‘Structural Approach Functional Approach oom > Guided Discovery Teachers’ comments In the end-of-year test, my learners have to take part in a discussion, so | make sure they do plenty of practice speaking tasks where they have to give their opinion, agree, disagree, ete | often give my classes of older learners examples of language and prompt them to find the rules for themselves, My elementary learners are really lacking in confidence, so I'm giving them a lot of practice with simple tenses before we move on to more complex language. My young leamers have leant several ways of expressing likes and dislikes, which is just what they need ‘The book I'm using has made my class aware of collocations and they're now using them naturally. Their grammar was already at a good level Phrasal verbs are difficult for my leamers, so |’m focusing on these in reading and listening texts this term13 For questions 68 - 74, match the leamers’ descriptions of what they did with the practice activities listed AH. Mark the correct letter (A = H) on your answer sheet. There is one extra option which you do not need to use. [=] [3] (3) [3] [3 Practice activities A categorising B__ problem-solving © Visualisation D jigsaw activity E. ranking F survey G substitution drilling H project work Learners’ descriptions of what they did ‘The teacher gave each group a different part of a newspaper article. We had to answer as many questions about it as we could from a list on the board, then work with people from the ther groups to find the remaining answers. The teacher said a sentence containing a verb in the past, then pointed to someone and gave them a new infinitive. They had to say the sentence using that verb correctly. And it went on like that round the class. ‘We had a map of an island and had 10 minutes to choose where to build a hut that was safe from bad weather and attack We looked back at the lesson on clothes and had to write the words on a Venn diagram, depending on whether they're worn by men, women or both in pairs, we chose a famous person to research on the intemet. We prepared a handout for the class and then gave a.five-minute presentation. It took three lessons to get it ready. ‘We were given a questionnaire to take home and give to our families to see how ‘green’ they are. in thé lesson about law yesterday, we worked in small groups and had to put alist of crimes in order from the most to the least serious.14 For questions 78 ~ 80, choose the correct option (A, B or C) to answer the questions about types of assessment, Mark the correct letter (A, B or C) on your answer sheet 75 76 7 78 Which of these is NOT an example of formal assessment? o> Leamers take @ grammar and reading comprehension test to enter university. Leamers do a grammar and reading comprehension test for which they need to get 70% to move to a new class, : Leamers do a grammar and reading comprehension test and discuss their answers in class afterwards. Which of these is NOT an exampie of informal assessment? oo Leamers do a speaking task. The teacher gives them feedback on their performance by grading their work as part of their final mark for the term. Leamers do a speaking task and give each other feedback on their performance. Leamers do a speaking task, and get feedback on their performance by comparing it witha tapescript of two Australians doing the same task Which of these is NOT an example of formative assessment? Leamers are assessed by the teacher at the start of term. He tells them what they need to concentrate on to improve their performance from last term. Leamers are assessed by the teacher in a mid-term test. He tells them how to get a higher mark in the next test Leamers are assessed by the teacher in an end-of-term report. He gives them a mark out of ten for listening, speaking, reading and writing, ‘Which of these is NOT an example of continuous assessment? A Leamers are assessed on their participation in class and their three best essays during the school term. Leamers are assessed on the content, accuracy and organisation of an essay completed during the school term. Leamers are assessed on an essay, a storytelling activity and a mini-project completed at different times during the school term.15 lz] Which of these is NOT an example of peer assessment? ‘A Learners ook through a coursebook unit they have just finished and give each other feedback on what they found easy and difficult. B__ Learners practise a presentation and give each other feedback on the accuracy of their language. © Learners proofread each others’ written dialogue and give each other feedback on spelling and punctuation Which of these is NOT an example of self-assessment? A _Leamers think about how much they took part in a lesson. B _Leamers think about how well they planned and designed a poster. C _ Leamers think about how much they agreed with the opinions in an article.