& EEE] CAMBRIDGE ENGLISH qi Language Assessment Part ofthe University of Cambridge TEACHING KNOWLEDGE TEST MODULE 3 Managing the teaching and learning process Test 68 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 complete 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 Pva ©UCLES 20172 For questions 1 ~ 6, look at the functions of teacher language and the three examples of language listed A, B and C. ‘Two of the examples are appropriate for the function. One of the examples is NOT. Mark the example (A, B or C) which is NOT appropriate on your answer sheet. 1 Which of the teachers’ sentences does NOT prompt learners? A _ Right, who can tell us what a detective does? B Right, can you think of another word for discover? € _ Right, so if you're depressed, you feel very sad and unhappy, OK? 2 | — Which of the teachers’ sentences is NOT an example of eliciting? A OK, who has finished reading the story? B OK, can you remind us what Ali's parents said to him in our story? © OK, so can you show me three irregular verbs in this story? 3] Which of the teachers’ sentences does NOT give an instruction? ‘A Can you choose a timekeeper for your group, please? B Can you remind me how much time your group has, please? © Can you work together in your group for five minutes, please? 4 | Which of the teachers’ sentences does NOT check meaning? ‘A Sois accommodation one m or double m? B_ Soif you have accommodation, have you got a place to live? © Sois a supermarket an example of accommodation? 5 | — Which of the teachers’ sentences does NOT set the scene? ‘A Soif you remember, Viadimir and Ivan were brothers. B Sof you remember, we role-played the story in class last time. CC Soif you remember, someone found some money. 6 | — Which of the teachers’ sentences does NOT speculate? ‘AI could swim a length of the pool when | was 8. B You could both be late for the train. © They could both be Chinese.3 For questions 7 — 13, look at the teacher's model sentences and the three concept questions listed A, BandC. ‘Two of the concept questions are appropriate for the model sentence. One of the concept questions is NOT, Mark the question (A, B or C) which is NOT appropriate on your answer sheet. 7 | Steven's known Maria since they started school together in 1994. ‘A How long ago did Steven start school? B__ Does Steven still know Maria? When did Steven leave school? 8 | — Kate needn't go to the bank. A Why isn't it necessary for Kate to go to the bank? B__Isit necessary for Kate to go to the bank later? © Does Kate have to go to the bank? 9 | This is the first time Annie has ever eaten in a Chinese restaurant. A Did Annie enjoy Chinese food the last time she had it? B Where is Annie now? How many times has Annie been to a Chinese restaurant before? 10| — The secretary had finished the report by 4.30. ‘A Was the report ready to read before 4.307 B_ When did the secretary start the report? C Was the secretary still writing the report at 4.307 11 I had just emailed Donna when she phoned me. A__ Did you answer the phone? B Did the phone ring before you emailed Donna? © Were the actions close together? 42| John: It's time we went home. Edward: OK. A Are they at home now? B What's the time now? © When are they going home? Turn over > &13 ‘There wasn't much milk in Linda's coffee. A Does Linda usually like white coffee? B Was the coffee black? Was there a lot of milk in the coffee?For questions 14 — 19, match the teacher trainer's comments with the ways of encouraging learners to use English listed A, B and C. Mark the correct letter (A, B or C) on your answer sheet. 14 15 16 7 19 Ways of encouraging learners to use English A setting achievable targets for classroom tasks B using L1 in situations where it is necessary and appropriate © showing learners that English is relevant and useful outside the classroom Teacher trainer's comments \ liked the way you explained the homework to the lower-level group in their language, and then explained it in English to the whole class. Having guest learners from local English-speaking organisations was a very good idea and the class was well-prepared for these visits. It might be easier not to use English in tutorials when you are addressing issues such as poor classroom behaviour. Asking the leamers to learn 10 new English words a week and to use these to create group dictionaries with pictures instead of translations is working well, I'm not sure all the learners knew enough about Antarctica to take part in the quiz. The role-plays based on situations in the workplace helped these business learners to realise they need to use English much more frequently. Turn over >6 For questions 20 - 26, match the mistake in each line of the learner's writing to the types of mistake 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. 20 2 22 23 25 26 Types of mistake wrong auxiliary missing article wrong preposition oo @ > wrong verb pattern wrong adjective form unnecessary word missing relative pronoun =O wrong conjunetion Learner's writing | was born on the countryside and spent my early years there, ‘Our house wasn't even in a village so we were even more as lonely than other families in the country. People are brought up in towns think that such a life must be bored for children because it is too quiet for them but | am not agree at all. My parents used to taking me on long walks through the forest and | remember learning names of all the birds and plants that we found there.7 For questions 27 — 33, match the underlined examples of language used by learners doing a Prioritising activi groups with their functions 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. Istvan Irena Michael Irena: Istvan: Irena: Michael: Irena: Istvan’ Functions asking for an opinion summarising A B C giving reasons D speculating E asking for clarification of language F checking an instruction G expressing polite disagreement H interrupting to move the discussion forward Examples of learner language OK, you start. What do you think? (27) Me? Oh, I'm not, oh OK ... It's difficult but | think maybe I'd choose the box of matches, the blanket, the book, ... er ...(28) Michael? (29) The book, mmm ... really? |'m not sure. (30) A book’s useful ~ you can read about the area, to get directions. Then we can find our way It's about stars. | think we don't know stars. | think we won't know where to go. How will we find (31) Well, the box of matches. We definitely need matches to make a fire. Right. To keep warm ... wait, what about this? (32) What means ‘canvas’? It's a kind of material, like for a tent. It can keep us warm, too. (33) Good, so we can take that, the matches, but not the book. OK, next. Turn over >For questions 34 — 40, look at the text. Read the questions about the functions of learner language in the leamer's letter and the three answers listed A, B and C. Choose the answer which matches the function. Mark the correct letter (A, B or C) on your answer sheet. Letter of invitation Dear Angela How are you? I'm well and happy and living in my own apartment now in the city centre. | wanted to let you know that I'm going to have a party for my birthday this year and | want to invite everyone from our old school. Can you remember when my birthday is? | think you can as it's the same day as yours! You must come! It'll be fun to see all of the old faces again, don't you think? I've been trying to decide if | should have it on the Friday or the Saturday. I'd rather the Saturday so everyone will be able to sleep late the next day. My flat is very small so I'm afraid that | can't ask you if you want to stay over for the night but you can get a taxi. 'm sure that there will be other people to share it with so it won't be too expensive. Let me know if you can come. You know what? You'll have a great time! Best wishes tine 1 line 2 line 3 line 4 line 5 line 6 ine line 8 tine 9 Monica In which line in the text is the learner asking for agreement? A line 4 B lines Cc iine5 36| —_Inwhich line in the text is the learner giving an opinion? A line B line 7 C lined 36| In which line in the text is the learner giving information about recent events? A iinet B lines Cline37 38 39 40 In which line in the text is the learner giving an invitation? A line 3 B line 4 Cc lines In which line in the text is the leaner stating a preference? A line 4 B lineé cline 9 In which line in the text is the learner stating an intention? A line2 B line 4 Cline 8 In which line in the text is the learner making a suggestion? A lines B line7 C lines Turn over >10 For questions 41 — 47, match the trainee teacher's comments with the reasons for classroom management decisions 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. Reasons for classroom management decisions A to deal with unexpected learner difficulties B _tohelp learners remember vocabulary to increase leamer participation D __toexplain a cultural reference E to develop learner independence F to promote peer assessment G to meet the requirements of the syllabus H to improve learner concentration Trainee teacher's comments 41] [realise | included a bit too much material in this lesson but we have to finish this book by the end of the year. 42| __ {insisted on a time limit for reading the text otherwise learners can take a long time to finish reading tasks 43| _|'Spent more time on the reading comprehension questions than I'd put in my lesson plan but the questions turned out to be quite challenging for this class. 44] | organised the class into mixed-ability groups to work on this week's project and told them that they could use L1 to plan it. 45] | mimed the actions for the new verbs | wanted to present at the beginning of this lesson and then asked the learners to do the same at the end of the lesson. 46 | __ | decided to teach the learners how to use an online dictionary so that they can find out how to pronounce words as well as what they mean 47| Since we don't have the same education system as in the UK, | had to talk about it in L1 to these pre-intermediate learners."1 For questions 48 - 54, look at the teacher's classroom management problems and the three solutions listed A, B and C. ‘Two of the solutions are appropriate for each problem. One of the solutions is NOT, Mark the solution (A, B or C) which is NOT appropriate on your answer sheet. 43| During a reading task, learners often use bilingual dictionaries, which do not always give them an accurate translation. Which solution is NOT appropriate? A Ask the leamers to check words in pairs so that they will spend less time on this. B Keep a set of monolingual dictionaries in the classroom and encourage their use. © Give them some practice in dealing with unknown vocabulary in context. 49| __ | think sometimes I talk too much, especially when presenting target language. Which solution is NOT appropriate? ‘A Keep your language at a speed you know your leamers can understand easily. B Try and use questions rather than statements as this involves the learners more actively. © Plan what you need to say and try not to add too much detail which can confuse learners. 50 | think | have made learners depend on me too much for everything, so they do not think for themselves. Which solution is NOT appropriate? A Spend some time on developing study skills early on in the course. B__ Introduce your learners to group projects and encourage clear roles/responsi each group © Make sure you give your learners regular tests which focus on speaking and writing, ities in 51] When I'm monitoring pairwork, I'm worried that some learners get nervous and talk less when | am near them. Which solution is NOT appropriate? A Give these learners extra encouragement so that they feel more confident. B Join each pair's discussion for a few minutes and then move away. € Tell the class you will note down examples of good use of language as well as errors. Turn over >52 54 12 | find it difficult to get learners to listen to each other when we are checking answers in open class. Which solution is NOT appropriate? ‘A Make sure you always repeat all the answers so that this is not a problem. B Ask learners why it is a good idea to listen to each other as well as the teacher. Introduce some rules for checking which leamners understand and agree with. | sometimes feel the learners are bored with doing the same kind of work every lesson. Which solution is NOT appropriate? A You might find that using authentic materials will increase the motivation of learners. B You could try using a greater variety of interaction at different stages of the lesson. Ifyou make the pace of the lesson faster, the learners won't have time to get bored. Sometimes it feels as if the learners have spent a lot of time doing exercises, but still need more practice. Which solution is NOT appropriate? A. Try to adapt the practice exercises from published material to make them more interesting BB Make sure the learners get the chance to use the language in a personal context. © You could ask learners to do the exercises again a few days later for extra practice.13 For questions 55 — 61, match the comments in a teacher's reflective journal with the teacher's roles listed A, B and C. Mark the correct letter (A, B or C) on your answer sheet, [=] 57 58 60 61 Teacher's roles A clarifying language B collecting information about learners’ performance © adapting materials for classroom use Comments in teacher's reflective journal They talked a lot during the lesson because | made the matching task on giving directions into a mingle activity. | need to provide the strong language learners with some more challenging work because they often finish early. So I'm going to write extra questions for them, following the same pattem as the ones in the book. |'m worried about having such a big class this year; it's easy to know how the talkative leamers are getting on with the coursebook but I'm not sure if some of the quiet leamers are finding it too hard or too easy We're nearly halfway through the term and I think | need to informally monitor learners’ use of narrative tenses next week to make sure they'te making progress I need to do some research about the role of translation in the classroom; is it a way of making concepts easier for learners to understand, | wonder? I'm expecting next week's test results to be really good and I'll use them to decide who can go to a higher level class. Because we don't have continuous forms of verbs in our language, my learners are finding it hard to know when to use the present continuous. | must ask more experienced colleagues how they've presented this concept. Turn over >14 For questions 62 — 67, look at the statements about interaction patterns and choose the option (A, B or C) which completes each statement. Mark the correct letter (A, B or C) on your answer sheet. 62| The teacher gives leamers a mingle activity at the start of the class where they find out LP’) about each other because the teacher wants to A. set the scene for a free speaking role play. B be able to listen and immediately correct learners’ mistakes. € provide an opportunity to develop group rapport. @3| The teacher wants leamers to write a description of their home town. First she puts them into groups to brainstorm because the teacher wants leamers to A. produce a final draft of the writing with the group. B share ideas and to stimulate interest for the writing © do controlled speaking practice of related vocabulary for the writing 64| _ Ina reading comprehension lesson, the teacher asks learners to discuss their answers to a comprehension task in pairs because she wants learners to ‘A _ compare their ideas on how to paraphrase the text B practise reading texts aloud C develop confidence with reading tasks. @5| After the presentation stage, the teacher asks learners concept questions in open class about example sentences written on the board because the teacher wants to ‘A focus on individual problems. B check understanding develop fluency in the target language, ‘@6| When they are working on a project, the teacher puts confident learners to work together with less confident leamers because the teacher wants to ‘A encourage peer teaching. B help kinaesthetic learners. praise the better students. Learners complete a multiple-choice comprehension task while listening to a recording. The teacher plays the recording again because she wants learners to fa ‘A develop a global understanding of the recording. B__ repeat the dialogue of the people in the recording © check their answers to the task using the recording,15 For questions 68 - 73, match the leamers’ errors with the correction techniques the teacher should use 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. Correction techniques the teacher should use ‘A The teacher draws a timeline to remind learners of the use of the continuous form. B The teacher does a review on the board of regular past tense endings: /t/, /d/, hd. The teacher asks learners to put their fingers on their throat and to feel the difference when they say words beginning with /t/ and words beginning with Il. D The teacher repeats the error and uses a gesture to indicate that the event was in the past. E The teacher makes some comments on the content and only focuses on some| language errors F The teacher shows that the vowel sound should be shorter and that the lips need to be more relaxed G The teacher uses a correction code when correcting, Learners’ errors @8| Aleamer says, ‘Last week we went to the cinema and we see the new James Bond movie. It was brilliant.’ 69] — Alearner says, ‘I fi:vd/ in Paris until | was 18 years old.’ 70] _ Learners preparing for an exam hand in homework which has some problems with the use of past and present tenses and vocabulary. 74] _ Aleamer says, ‘I was planning to go to bed early last night but there was a good film on so | Awotfidl it on TV instead’. 72] — Alearner says, ‘I was at home and | watched TV when the telephone rang.’ 73] An elementary leamer gives the teacher a story she has written about her last holiday which she has done as extra homework. It has many mistakes, most of which are above level Turn over >16 For questions 74 — 80, look at the trainee teacher's comments about feedback and the three suggestions made by the teacher trainer listed A, B, and C. ‘Two of the teacher trainer's suggestions are appropriate in each situation. One of the suggestions is NOT. Mark the letter (A, B or C) which is NOT appropriate on your answer sheet. 74| _ I did feedback after the task but when | asked the questions, no one answered. | know they had the answers. A Put leamers into pairs to compare answers first. B__ Why not do a choral drill of the answers? © Aska learner by name to tell you the answer. ] 75] | got the learners to write their answers on the board but it took a long time for each person LI tohave a tum. ‘A This method is fine when the task produces short answers. B__ Have more pens to get more leamers writing at the same time. Write the answers yourself and get them to copy them into their books. 76| _ | have a class of teenagers and | want to know more about their interests and language needs. A Give out a questionnaire with a list of topics for them to choose from B Have a class discussion about which lessons they liked and didn't like, C Use the course book as it includes most of the topics teenagers like. 77| The leamers were practising the language they had just learnt in pairs but they were all making the same mistakes. | didn't know if | needed to stop the pairwork. A Go round and correct each pair each time they make an error. B__ Interrupt the pair work and do some open class revision of the error. © Let the pair work continue but spend time later dealing with errors. 78| | usually do open class feedback after monitoring tasks by asking leamers to say the answers while others listen. It's a bit boring, ‘A Ifthe leamers all have the right answers, you don't need to do feedback. B Give them a handout with the answers for them to check themselves, C Tell the leamers the answers while they are working on the task. 79| — My business English leamers have done presentations and I want to give them feedback. A Show the leamers a DVD of a presentation made by a former learner. B Listen to the presentations and make notes to give to the leamers later. C Video the presentations and let the learners watch and self correct.80 7 In feedback to a group discussion, all of the learners were shouting out ideas and | couldn't hear what they were saying. ‘A When you set the task, choose a person to speak for the group at the end B_ Raise your voice and speak louder so that they can hear you. © Get leamers in one group to ask questions to another group.