1Teaching Knowledge Test | contents

Contents

Preface

This handbook is intended for course providers who are, or intend to become, involved in preparing

candidates for the Teaching Knowledge Test (TKT).

For further information on any of the Cambridge ESOL examinations and teaching awards, please

contact:

Cambridge ESOL Information, 1 Hills Road, Cambridge, CB1 2EU, United Kingdom

Tel: +44 1223 553355, Fax: +44 1223 460278, e-mail: ESOL@ucles.org.uk, www.CambridgeESOL.org

2 Introduction

4 An overview of TKT

4 Content of TKT

5 Module 1: General description and syllabus

8 Sample test

Language and backgroundto language learning andteaching

16 Module 2: General description and syllabus

18 Sample test

Lesson planning and use ofresources for languageteaching

25 Module 3: General description and syllabus

27 Sample testManaging the teaching andlearning process

34 TKT test administration

34 Grading and results

34 Special Circumstances

35 The production of TKT

35 Support for TKT candidates and course providers

36 Common questions and answers

36 TKT wordlist

42 Module 1 answer key

43 Module 2 answer key

43 Module 3 answer key

44 Sample OMR answer sheet

1

2

3

2 Teaching Knowledge Test | introduction

TKT can be taken at any stage in a teacher’s career. It is

suitable for pre-service or practising teachers and forms part

of a framework of Teaching Awards offered by Cambridge

ESOL. This includes CELTA (Certificate in English Language

Teaching to Adults); CELTYL (Certificate in English Language

Teaching to Young Learners); ICELT (In-service Certificate in

English Language Teaching); and DELTA (Diploma in English

Language Teaching to Adults). These are based on the

following content areas: subject knowledge, pedagogical

knowledge, pedagogical content knowledge and knowledge of

context. TKT covers the first three of these areas of

knowledge, but unlike the other Teaching Awards, TKT does

not assess knowledge of teaching context. This area is most

appropriately assessed through teaching practice, which does

not form part of the assessment of TKT.

Other teaching qualifications offered by Cambridge ESOL

include two specifically designed for the further education

and skills sector within the UK.

A summary of the entry requirements and content of

Cambridge ESOL’s Teaching Awards can be found on the

following page.

Introduction� Introduction to Cambridge ESOL

The Teaching Knowledge Test (TKT) is designed and produced

by University of Cambridge ESOL Examinations (Cambridge

ESOL), a department of the University of Cambridge and part

of the University of Cambridge Local Examinations Syndicate,

which has provided examinations in English for speakers of

other languages since 1913. Cambridge ESOL offers an

extensive range of examinations, certificates and diplomas for

learners and teachers of English, taken by over 1.5 million

people a year, in more than 130 countries.

� Introduction to TKT – a test of professionalknowledge for English language teachers

TKT tests knowledge about the teaching of English to speakers

of other languages. This knowledge includes concepts related

to language, language use and the background to and practice

of language teaching and learning and is assessed by means of

objective format tests, which are simple to administer and to

take.

TKT is designed to offer maximum flexibility and accessibility

for candidates and therefore does not include a compulsory

course component or compulsory teaching practice. However,

it is likely that centres and other institutions will wish to offer

courses for TKT preparation and these may also include some

teaching practice, if desired. It should be noted that TKT tests

teaching knowledge rather than teaching ability.

TKT offers candidates a step in their professional

development as teachers and enables them to move onto

higher-level teaching qualifications and access professional

support materials, such as journals about English language

teaching (ELT).

TKT candidates are encouraged to keep a portfolio, a record of

their professional development and reflections on their

teaching. Through their portfolio candidates should become

reflective practitioners, analysing their teaching and how this

impacts on their students’ learning. The portfolio does not

form part of the assessment for TKT, however.

3Teaching Knowledge Test | introduction

Note: Cambridge ESOL also offers IDLTM and the Young Learner Extension to CELTA. IDLTM is an educational management

qualification and, as such, does not focus on knowledge about or practice of teaching. The Young Learner Extension to CELTA shares

similarities with CELTYL, except that entry is conditional on candidates having completed CELTA.

TKT CELTA CELTYL ICELT DELTA

Selection procedure None Interview and task Interview and task Interview and task,

where appropriate

Interview and task

Teaching experiencerequired

None None None Must be teaching 2 years’ (1200 hours)

relevant teaching

experience

Previousqualifications/training required

None Normally qualifications

which allow access to

higher education

Normally qualifications

which allow access to

higher education

Local requirements for

teacher training apply

Normally a university

degree and an initial

ELT qualification, such

as CELTA

Language level Minimum PET/Council

of Europe B1

Near first language

speaker

Near first language

speaker

Minimum FCE/Council

of Europe B2

Near first language

speaker

Teaching age group Primary, secondary or

adults

Adults (16+) Primary or secondary Primary, secondary or

adults

Adults (16+)

Can be taken pre-service � � � � �

Must be taken in-service � � � � �

Obligatory course� � � � �

Assessed teachingpractice � � � � �

Continuousassessment � � � � �

Coursework� � � � �

Portfolio� � � � �

Written test/ examination � � � � �

Cambridge ESOL Teaching Awards

4 Teaching Knowledge Test | introduction

An overview of TKT� The aims of TKT

• to test candidates’ knowledge of concepts related to

language, language use and the background to and

practice of language teaching and learning

• to provide an easily accessible test about teaching

English to speakers of other languages, which is

prepared and delivered to international standards, and

could be used by candidates to access further training,

and enhance career opportunities

• to encourage teachers in their professional development

by providing a step in a developmental framework of

awards for teachers of English

� TKT candidature

TKT is suitable for teachers of English in primary, secondary or

adult teaching contexts and is intended for an international

audience of non-first language or first language teachers of

English.

Candidates taking TKT will normally have some experience of

teaching English to speakers of other languages. TKT may also

be taken by:

• pre-service teachers

• teachers who wish to refresh their teaching knowledge

• teachers who are moving to teaching English after

teaching another subject.

To access TKT, teachers need a level of English of at least Level

B1 of the Council of Europe’s Common European Framework of

Reference for Languages. This level is specified in the Council

of Europe’s Threshold document (Threshold 1990, J A van Ek &

J L M Trim; CUP August 1998). However, candidates are not

required to have taken any English language examinations.

TKT candidates are expected to be familiar with language

relating to the practice of ELT. A non-exhaustive list of

teaching terminology is provided in the TKT Glossary, which

can be found on our website: www.CambridgeESOL.org/TKT

Candidates are not required to fulfil any specific entry

requirements for TKT.

Content of TKT� TKT content outline

TKT consists of three modules. For each module, candidates

are required to answer 80 questions by selecting a letter for

the correct answer. As TKT tests candidates’ knowledge of

teaching rather than their proficiency in the English language

or their performance in classroom situations, candidates are

not required to listen, speak or produce extended writing

when taking TKT.

� TKT overview

� Approaches to teaching and learning

A range of approaches to teaching and learning may be

covered in the examination material.

Approaches which might bias against candidates from

particular backgrounds or teaching contexts are avoided.

Knowledge of communicative and other approaches to

teaching is expected, as is familiarity with ELT terminology.

� Sources and text types used in TKT

Extracts, original or adapted, from the following sources may

feature in TKT:

• ELT coursebooks or supplementary materials

• handbooks on English language teaching and learning

• ELT journals and magazines

• testing materials

• grammar books and dictionaries, including phonetic

transcription (IPA – International Phonetic Alphabet)

• diagrams or other visuals

• transcriptions of classroom talk

• descriptions of classroom situations.

Module Title Timing Test format

1 Language and

background to

language learning

and teaching

1 hour 20 minutes Three parts with

80 objective

format questions

2 Lesson planning

and use of

resources for

language teaching

1 hour 20 minutes Two parts with

80 objective

questions

3 Managing the

teaching and

learning process

1 hour 20 minutes Two parts with

80 objective

questions

5Teaching Knowledge Test | module 1: general description and syll abus

Part Title Areas of teaching knowledge Task types and format

1 Describing

language and

language skills

Concepts and terminology for describing language:

grammar, lexis, phonology and functions

Concepts and terminology for describing language skills

and subskills, e.g. reading for gist, scanning

7–8 tasks consisting of approximately 40 questions

Tasks include one-to-one matching; 3/4/5-option

matching; 3-option multiple choice and odd one out.

2 Background to

language learning

Factors in the language learning process, e.g.

• motivation

• exposure to language and focus on form

• the role of error

• differences between L1 and L2 learning

• learner characteristics, e.g.

– learning styles

– learning strategies

– maturity

– past language learning experience

• learner needs

2–3 tasks consisting of approximately 15 questions

Tasks include one-to-one matching; 3/4/5-option

matching; 3-option multiple choice and odd one out.

3 Background to

language teaching

The range of methods, tasks and activities available to the

language teacher, e.g.

• presentation techniques and introductory activities

• practice activities and tasks for language and skills

development

• assessment types and tasks

Appropriate terminology to describe the above

4–5 tasks consisting of approximately 25 questions

Tasks include one-to-one matching; 3/4/5-option

matching; 3-option multiple choice and odd one out.

1MODULELanguage and background to language learning andteaching

GENERAL DESCRIPTION

Module format Module 1 consists of three parts.

Timing 1 hour 20 minutes

No. of questions 80

Task types Objective tasks, such as one-to-one matching; 3/4/5-option matching; 3-option multiple choice and odd one out.

Answer format For all parts of this module, candidates indicate their answers by shading the correct lozenges on their answer sheets.Candidates should use a pencil and mark their answers firmly.Candidates should use an eraser to rub out any answer they wish to change.

Marks Each question carries one mark.

� Syllabus

This module tests candidates’ knowledge of terms and concepts common in English language

teaching. It also focuses on the factors underpinning the learning of English and knowledge

of the range and functions of the pedagogic choices the teacher has at his/her disposal to cater

for these learning factors.

6

� Part 2

This part of Module 1 tests candidates’ knowledge of factors underpinning the learning of English

by speakers of other languages. It focuses on those learner characteristics which distinguish one

learner or group of learners from another in terms of their learning and those which affect both

what and how a teacher chooses to teach a class or an individual learner. It also tests candidates’

knowledge of aspects of the language learning process and their impact on teaching.

Candidates need to demonstrate an understanding of concepts and terminology related to

the following and their implications for the L2 classroom:

Teaching Knowledge Test | module 1: general description and syll abus

Syllabus area Possible testing focus

motivation • influences on motivation

• the importance of motivation

• measures that can increase motivation

exposure to language and focus

on form

• acquisition

• silent period

• L2 learners’ need for interaction and focus on form as complements of exposure

the role of error • errors and slips

• interference and developmental errors

• interlanguage

the differences between L1 and L2

learning

• differences in age

• differences in the context of learning

• differences in ways of learning

learner characteristics • common learning styles and preferences

• common learning strategies

• maturity

• past language learning experiences

• how learner characteristics affect learning

learner needs • the personal, learning and (future) professional needs of learners

� Part 1

This part of Module 1 tests candidates’ knowledge of the terms and concepts common in English

language teaching that are used to describe language and its use, and language skills.

Candidates need to demonstrate an understanding of concepts and terminology related to:

Syllabus area Possible testing focus

grammar • parts of speech

• the forms and use of grammatical structures

lexis • types of meaning

• word formation, e.g. prefixes, suffixes, compounds

• word groupings, e.g. synonyms, antonyms, lexical sets, homophones, collocation

• register

phonology • symbols from the International Phonetic Alphabet (IPA)

• phonemes, word stress, sentence stress, intonation and connected speech

functions • context

• levels of formality

• appropriacy

• a range of functions and their typical exponents

language skills • reading, listening, speaking, writing and their subskills

• features of spoken and written texts, e.g. layout, organisation, accuracy, fluency, authenticity

1

7Teaching Knowledge Test | module 1: general description and syll abus

� Part 3

This part of Module 1 tests candidates’ knowledge of the pedagogic choices the teacher has

at his/her disposal to cater for learner characteristics, learning processes and the differences

between L1 and L2 learning. This part also tests knowledge of concepts and terms related to

teaching and learning procedures and activities, including assessment.

Candidates need to demonstrate an understanding of methods, tasks, activities and terminology

related to:

Syllabus area Possible testing focus

presentation techniques and

introductory activities

• introductory activities such as warmers, lead-ins

• common ways of presenting language

types of activities and tasks for

language and skills development

• the design and purpose of a range of common comprehension and production tasks and activities

• teaching terms, e.g. prompting, eliciting, drilling

• frameworks for activities and tasks

– Presentation, Practice and Production (PPP)

– Task-based Learning (TBL)

– Total Physical Response (TPR)

– The Lexical Approach

– Grammar-Translation

– test-teach-test

– guided discovery

assessment types and tasks • purposes for assessment, e.g. diagnostic, placement, achievement, formative, progress, proficiency

• methods of assessment, e.g. self, peer, portfolio, informal and formal

• the design and purpose of a range of assessment tasks and activities

1

8 Teaching Knowledge Test | module 1: sample test8

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MODULE 1 Sample test

9Teaching Knowledge Test | module 1: sample test

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MODULE 1Sample test

10 Teaching Knowledge Test | module 1: sample test

5

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11Teaching Knowledge Test | module 1: sample test

7

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model

B

D

raft

ing

C

P

eer-

evalu

ation

D

B

rain

sto

rmin

g

E

P

lannin

g

F

R

e-d

raft

ing

G

P

roofr

eadin

g

30

Befo

reIsta

rt,I

wri

te d

ow

n a

s m

any ideas a

s I

can.

31

I org

anis

e m

y m

ain

poin

ts into

diffe

rent

para

gra

phs in n

ote

form

.

32

I sta

rt w

riting,

develo

pin

g m

y m

ain

poin

ts.

33

Ire

-org

anis

e w

hat

I have w

ritt

en to

make

my ideas c

leare

r.

34

Ig

ive m

y w

ork

to s

om

eone e

lse t

o a

sk f

or

his

/her

opin

ion.

35

I g

ive m

y w

ork

a f

ina

l che

ck f

or

accu

racy.

8

For

questions 3

6-4

0,

look a

t th

efo

llow

ing

term

sfo

r la

ng

uag

e s

kill

s a

nd t

hre

e p

ossib

le d

escri

ptions o

fth

ete

rms.

Choose t

he c

orr

ect

option A

, B

or

C.

Mark

the c

orr

ect

letter

(A,

B o

rC

) on y

our

answ

er

sheet.

36

Sum

marisin

gis

A

expla

inin

g a

text

in d

eta

il.B

w

riting

the last sente

nce

of

a t

ext.

C

g

ivin

g the m

ain

poin

tsof a t

ext.

37

Inte

ractive lis

tenin

g is

A

liste

nin

g,

respondin

g a

nd

giv

ing

feedback.

B

liste

nin

gfo

r deta

il, m

ood

and a

ttitude.

C

liste

nin

g a

nd identify

ing

word

str

ess a

nd lin

kin

g.

38

Ora

l fluency

is

A

speakin

g w

ithout

makin

g a

ny m

ista

kes.

B

speakin

g n

atu

rally

without

hesitating

too m

uch.

C

speakin

g w

ithout

consid

eri

ng t

he lis

tener.

39

Para

phra

sin

gis

A

usin

g p

hra

ses t

o s

ay s

om

eth

ing

inste

ad o

f usin

g c

om

ple

te s

ente

nces.

B

connecting

sente

nces t

og

eth

er

in s

peech o

r w

riting b

y u

sin

g c

onju

nctions.

C

findin

g a

noth

er

way t

o s

ay s

om

eth

ing

when y

ou c

annotth

ink o

fth

e r

ight

lang

uag

e.

40

Scannin

gis

A

readin

g a

text q

uic

kly

to g

et th

e g

enera

l id

ea.

B

readin

g a

textq

uic

kly

to

find s

pecific

info

rmation.

C

readin

g a

textq

uic

kly

to identify

the w

rite

rís a

ttitude.

MODULE 1Sample test

12 Teaching Knowledge Test | module 1: sample test

9

[Tu

rn o

ver

For

questions 4

1-4

6,

matc

h t

he g

enera

l advic

e o

n m

otivation w

ith t

he t

echniq

ues

for

encoura

gin

gm

otivation lis

ted A

, B

, C

or

D.

Mark

the c

orr

ect

letter

(A,

B, C

or

D)

on y

our

answ

er

sheet.

You n

eed to u

se s

om

e o

ptions m

ore

than o

nce.

Tech

niq

ues

A

E

ncoura

ge learn

er

auto

nom

y.

B

F

ind o

ut

what

stu

dents

thin

k.

C

M

ake y

our

feedback p

ositiv

e a

nd c

onstr

uctive.

D

B

uild

variety

into

your

teachin

g.

Ad

vic

e

41

Lis

ten t

o s

tudent fe

edback u

sin

g a

cla

ss ësugg

estion b

oxí or

a s

hort

questionnair

e.

42

Tra

in s

tudents

to u

se r

efe

rence r

esourc

es to h

elp

them

stu

dy s

uccessfu

lly o

n t

heir o

wn.

43

Thin

k a

bout

how

you t

ell

stu

dents

aboutth

eir

pro

gre

ss.

How

can y

ou c

an

pra

ise o

r encoura

ge

the

m in

ste

ad o

f ju

stg

ivin

g m

ark

s?

44

Put

stu

dents

into

new

gro

ups f

or

diffe

rent

activitie

s.

45

Giv

e c

om

ments

on s

tudents

í w

ork

whic

h a

re h

elp

ful and e

nable

them

to

feel a s

ense o

fp

rog

ress.

46

Donít a

lwa

ys d

o t

he s

am

ekin

ds o

fth

ings in the c

lassro

om

. T

ry n

ew

activitie

s a

nd c

hang

eactivitie

s in e

ach lesson.

10

For

questions 4

7-5

3,

matc

h t

he l

earn

ers

í com

ments

to

the d

escri

ptions o

f le

arn

er

pre

fere

nces l

iste

d

A-H

.

Mark

the c

orr

ect

letter

(A-H

) on y

our

answ

er

sheet.

There

is o

ne e

xtr

a o

ption w

hic

h y

ou d

o n

ot

need t

o u

se.

Co

mm

en

ts

47

ëMost

of

the t

ime s

hould

be s

pent

doin

ggra

mm

ar

exerc

ises.í

48

ëI p

refe

r w

ork

ing

with o

ther

stu

dents

to s

peakin

g t

o t

he t

eacher

infr

ont

of

the c

lass.í

49

ëI r

eally

lik

e k

now

ing

how

lang

uag

e w

ork

s.í

50

ëRule

s just

confu

se m

e ñ

itís b

ett

er

to w

ork

out

lang

uag

efr

om

exam

ple

s.í

51

ëWhy s

hould

I lis

ten t

o o

ther

stu

dents

í m

ista

kes?

The t

eacher

should

talk

most

of

the tim

e.í

52

ëI just

want

people

to u

nders

tand w

hat

I m

ean.

I donít w

orr

y if

I m

ake

mis

takes.í

53

ëItís im

port

antfo

rm

eto

know

ho

w w

ell

Iím

doin

g.í

Prefe

ren

ces

A

This

learn

er

wants

expla

nations o

fg

ram

mar

rule

s.

B

This

learn

er

enjo

ys e

xpla

inin

g lang

uag

eto

oth

er

stu

dents

.

C

This

learn

er

enjo

ys p

ractisin

g lang

uag

e in p

airs a

nd g

roups.

D

This

learn

er

enjo

ys d

oin

g lang

uag

e p

ractice that fo

cuses o

n a

ccura

cy.

E

This

learn

er

doesnít w

antto

work

with o

ther

stu

dents

.

F

This

learn

er

needs to

feel a s

ense o

f pro

gre

ss.

G

This

learn

er

focuses o

ncom

munic

ating.

H

This

learn

er

doesnít w

antth

e teacher

to e

xpla

in g

ram

mar.

MODULE 1 Sample test

13Teaching Knowledge Test | module 1: sample test

11

[Tu

rn o

ver

For

questions 5

4-5

9,

matc

h w

hat

the s

tudent

does w

ith t

he learn

ing

str

ate

gie

s lis

ted A

-G.

Mark

the c

orr

ect

letter

(A-G

) on y

our

answ

er

sheet.

There

is o

ne e

xtr

a o

ption w

hic

h y

ou d

o n

ot

need t

o u

se.

Learn

ing

str

ate

gie

s

A

se

lf-m

on

ito

ring

B

g

uessin

g fro

mconte

xt

C

m

em

orisin

g

D

org

anis

ing learn

ing a

ids

E

re

peating

F

consultin

g r

efe

rence r

esourc

es

G

usin

g o

pport

unitie

s for

pra

ctice

54

ëTo learn

new

word

s,

I alw

ays c

reate

pic

ture

s o

fth

em

in m

y m

ind.í

55

ëI a

lwa

ys k

eep n

ew

voca

bula

ry o

n c

ard

s w

hic

h I

separa

te into

topic

s.í

56

ëWhenever

Ican,

I ta

lk w

ith n

ative E

ng

lish s

peakers

in s

ocia

l situations.í

57

ëI w

ork

out

the m

eanin

g o

f a n

ew

word

fro

mth

e lang

uag

e a

round it.

í

58

ëI p

ay a

ttention to

my o

wn lang

uag

e t

om

ake s

ure

it

is a

ccura

te.í

59

ëIf

I am

not

sure

of

the

meanin

g o

f a w

ord

or

of

how

to u

se it,

I lo

ok it

up in a

dic

tionary

.í

12

For

questions 6

0-6

6,

matc

h t

he s

tate

ments

with t

he t

eachin

g a

ppro

aches t

hatth

ey d

escri

be lis

ted

A,

B o

rC

.

Mark

the c

orr

ect

letter

(A,

B o

rC

) on y

our

answ

er

sheet.

Teach

ing

ap

pro

ach

es

A

Pre

senta

tion,

Pra

ctice a

nd P

roduction (

PP

P)

B

T

ask-b

ased

Learn

ing

(TB

L)

C

Gra

mm

ar-

Tra

nsla

tion

Sta

tem

en

ts

60

The t

eacher

moves fro

mpro

vid

ing

models

of

languag

e u

se to

monitoring learn

ers

í use o

fla

ng

uag

e.

61

Fir

stth

e learn

ers

com

ple

te a

com

munic

ative t

ask:

they a

re e

ncoura

ged to

use a

ny E

ng

lish

they k

now

and they d

o n

ot

have t

o u

se a

ny p

art

icula

r la

ng

uag

e ite

m.

62

The w

ritt

en form

ofth

e lang

uag

e is m

ore

im

port

antth

an the s

poken form

.

63

The lang

uag

efo

cus is a

t th

e s

tart

of

the

teachin

g s

eq

uence,

with

fluency a

ctivitie

s c

om

ing

late

r.

64

The lang

uag

efo

cus c

om

es a

fter

a c

om

munic

ative a

ctivity,

so that

learn

ers

notice g

aps in t

heir

lang

uag

e.

65

Learn

ers

acq

uir

e lang

uag

e b

y t

ryin

g t

o u

se it

in r

eal com

munic

ative s

ituations.

66

The learn

ers

ífirs

t la

ng

uag

e p

lays a

centr

al ro

le in the teachin

g.

MODULE 1Sample test

14

For

questions 7

4-8

0,

matc

h t

he e

xam

ple

s o

f te

achin

g o

r assessm

ent

activitie

s w

ith t

he t

ask-t

ypes

liste

d A

-H.

Mark

the c

orr

ect

letter

(A-H

) on y

our

answ

er

sheet.

There

is o

ne e

xtr

a o

ption w

hic

h y

ou d

o n

ot

need t

o u

se.

Task-t

yp

es

A

S

ente

nce tra

nsfo

rmation

B

Jum

ble

d s

ente

nce

C

O

dd o

ne o

ut

D

F

orm

-fill

ing

E

M

ultip

le c

hoic

e

F

C

ate

gorisin

g

G

Labelli

ng

H

G

ap-f

ill

Teaching Knowledge Test | module 1: sample test

13

[Tu

rn o

ver

For

questions 6

7-7

3,

matc

h t

he c

lassro

om

activitie

s w

ith t

he types o

f speakin

g p

ractice lis

ted

A,

B o

r C

.

Mark

the c

orr

ect

letter

(A,

B o

r C

) on y

our

answ

er

sheet.

Typ

es o

f sp

eakin

g p

racti

ce

A

ora

l fluency

pra

ctice

B

contr

olle

d o

ral pra

ctice

C

neither

Cla

ssro

om

acti

vit

ies

67

At

the b

eg

innin

g o

fth

e lesson,

we

got

into

gro

ups

and t

alk

ed a

bout

an inte

resting n

ew

spaper

art

icle

that

we h

ad r

ead.

68

The t

eacher

gave u

s w

ord

pro

mpts

such a

s ëcin

em

aí and ëfr

iendsí, a

nd w

e h

ad to s

ay

them

in

sente

nces u

sin

g the p

ast

sim

ple

, e.g

. ëW

e w

ent

to t

he c

inem

aí; ëW

e v

isited s

om

efr

iendsí.

69

We

liste

ned t

o a

record

ing o

f tw

o p

eople

talk

ing

aboutth

eir

hobbie

s,th

en d

id a

gap-f

ill

com

pre

hensio

n t

ask.

70

The t

eacher

gave u

s r

ole

s s

uch a

s ëfilm

sta

rí o

r ës

port

s s

tarí

and w

e h

ad t

o r

ole

pla

y a

part

y in

wh

ich w

e c

hatt

ed to e

ach o

ther.

71

We

had a

dis

cussio

n a

boutth

e a

dvanta

ges a

nd d

isadvanta

ges o

fth

e inte

rnet.

72

The t

eacher

read o

utsom

e s

ente

nces,

som

e o

fw

hic

h w

ere

corr

ect

and s

om

e incorr

ect.

We

had t

o s

hout

out

ëRig

htí o

r ëW

rong

í.

73

We

had t

o a

sk o

ur

part

ner

five

questions a

bout

their

abili

ties,

usin

g ëcaní, e

.g. C

an y

ou s

wim

?

MODULE 1 Sample test

14

Teaching Knowledge Test | module 1: sample test 15

15

[Tu

rn o

ve

r

Ac

tivit

ies

74

75

76

77

78

79

80

Co

mp

lete

th

e se

nte

nce

.

The

wea

ther

yes

terd

ay w

as ...........

Adel

icio

us

B

exci

tin

gC

fan

tast

ic

Find

the

wor

d th

at d

oes

not

fit.

bana

na,

apple,

onion

, pe

ar,

oran

ge

Put th

e wor

ds in

the l

ist in

the c

orre

ct bo

x.

Thai,

India

, Brita

in, C

hines

e, Sw

edish

, Hu

ngar

ian, C

zech

, Por

tugal

Coun

tries

Lang

uage

s

Malay

sia

Com

plet

e se

nten

ce B

so

it m

eans

the

sam

eas

sen

tenc

e A

.

ATh

e m

an b

uilt

the

brid

ge in

189

2

BTh

e br

idge

.....

......

Com

plet

e w

ith

you

r pe

rson

al d

etai

ls

Fam

ily n

ame:

......

......

......

......

......

......

...

Firs

t n

ame:

......

......

......

......

......

......

...

Dat

e of

bir

th:

......

......

......

......

......

......

...

Add

ress

: ...

......

......

......

......

......

......

Put

the w

ord

s in the r

ight

ord

er.

do

u

su

ally

w

ha

t in

yo

u d

o

su

mm

er

?

......................................................

Com

plet

e th

e se

nten

ce.

Last

nig

ht I

wen

t ..

......

... t

he c

inem

a.

MODULE 1Sample test

16 Teaching Knowledge Test | module 2: general description and syll abus

Lesson planning and use ofresources for language teaching

GENERAL DESCRIPTION

Module format Module 2 consists of two parts.

Timing 1 hour 20 minutes

No. of questions 80

Task types Objective tasks, such as one-to-one matching; 3/4/5-option matching; sequencing; 3-option multiple choice and odd one out.

Answer format For all parts of this module, candidates indicate their answers by shading the correct lozenges on their answer sheets.Candidates should use a pencil and mark their answers firmly.Candidates should use an eraser to rub out any answer they wish to change.

Marks Each question carries one mark.

� Syllabus

This module focuses on what teachers consider and do while planning their teaching

of a lesson or series of lessons. Teaching in this context is intended also to refer to

assessment. It focuses too on the linguistic and methodological reference resources that

are available to guide teachers in their lesson planning as well as on the range and

function of materials and teaching aids that teachers could consider making use of in

their lessons. Knowledge of any particular book is not required.

Part Title Areas of teaching knowledge Task types and format

1 Planning and

preparing a lesson

or sequence of

lessons

Lesson planning

• identifying and selecting aims appropriate to learners,

the stage of learning and lesson types

• identifying the different components of a lesson plan

• planning an individual lesson (or a sequence of lessons)

by choosing and sequencing activities appropriate to

learners and aims

• choosing assessment activities appropriate to learners,

aims and stages of learning

5–6 tasks consisting of approximately 40 questions

Tasks include one-to-one matching; 3/4/5-option

matching; 3-option multiple choice; odd one out and

sequencing.

2 Selection and use

of resources

Consulting reference resources to help in lesson preparation

Selection and use of:

• coursebook materials

• supplementary materials and activities

• teaching aids

appropriate to learners and aims

5–7 tasks consisting of approximately 40 questions

Tasks include one-to-one matching; 3/4/5-option

matching; 3-option multiple choice and odd one out.

2MODULE

17Teaching Knowledge Test | module 2: general description and syll abus

2

Syllabus area Possible testing focus

using reference resources for lesson

preparation

• the range of resources available and teachers’ reasons for consulting them

the selection and use of coursebook

materials

• criteria for selection

• ways of adapting materials

the selection and use ofsupplementary materials and activities

• types of supplementary materials and activities

• reasons for use

• how to select and adapt

the selection and use of teachingaids

• types of aids and their teaching functions

� Part 2

This part of Module 2 tests candidates’ knowledge of how to make use of resources, materials and

aids in their lesson planning.

Candidates need to demonstrate an understanding of concepts and terminology related to the

following and their implications for the L2 classroom:

Syllabus area Possible testing focus

identifying and selecting lesson aims • main, subsidiary and personal aims

• specification of aims

• factors influencing the choice of aims

identifying the different components

of a lesson plan

• the standard components of a lesson plan, e.g. aims, procedures, stages, timing, aids, anticipated problems,

assumptions, interaction patterns, timetable fit

planning an individual lesson or

sequence of lessons

• common sequences, e.g. structures, skills, topic, project

choosing assessment activities • informal or formal assessment and related tasks and activities

� Part 1

This part of Module 2 tests candidates’ knowledge of the relationship between activities and

aims. It also tests knowledge of ways of sequencing activities within and across lessons in a

manner appropriate to particular groups of learners, and of selecting appropriate assessment

activities to build into (a series of) lessons.

Candidates need to demonstrate an understanding of concepts and terminology related to:

18 Teaching Knowledge Test | module 2: sample test

© U

CLE

S 2

005

[Tu

rn o

ver

C

and

ida

te

Centr

e N

um

ber

Num

ber

Cand

ida

te N

am

e

UN

IVE

RS

ITY

OF

CA

MB

RID

GE

ES

OL

EX

AM

INA

TIO

NS

En

gli

sh

fo

r S

peakers

of

Oth

er

Lan

gu

ag

es

TE

AC

HIN

G K

NO

WL

ED

GE

TE

ST

00

2M

OD

UL

E 2

S

am

ple

Te

st

Lesson p

lan

nin

g a

nd u

se o

f re

sourc

es f

or

lang

uag

e te

achin

g

1 h

our

20 m

inute

s

Ad

ditio

nal m

ate

ria

ls:

An

sw

er

she

et

So

ft c

lea

n e

rase

r

S

oft

pe

ncil

(typ

e B

or

HB

is

recom

men

ded

)

TIM

E1 h

our

20 m

inute

s

INS

TR

UC

TIO

NS

TO

CA

ND

IDA

TE

S

Write

your

nam

e,

Centr

e n

um

ber

and c

andid

ate

num

ber

in t

he s

paces a

t th

e t

op o

f th

is p

ag

e.

Wri

teth

ese d

eta

ils o

n y

our

answ

er

sheetif

th

es

e a

re n

ot

alr

ea

dy p

rin

ted

.

Do n

ot

open

this

bookle

t until you a

re told

to d

o s

o.

There

are

eig

hty

questions in t

his

paper.

Answ

er

all

questions.

Mark

your

answ

ers

on

th

e s

ep

ara

te a

nsw

er

sh

eet.

U

se a

pencil.

You m

ay w

rite

on t

he q

uestion p

aper,

but

you m

ustm

ark

your

answ

ers

in p

encil

on t

he a

nsw

er

sheet.

You w

ill h

ave n

o e

xtr

a t

ime

for

this

, so y

ou m

ustfinis

h in o

ne h

our

and t

wenty

min

ute

s.

At

the e

nd o

f th

e t

est, h

and in b

oth

the

question p

aper

and t

he a

nsw

er

sheet.

INF

OR

MA

TIO

N F

OR

CA

ND

IDA

TE

S

Each q

uestion in t

his

paper

carr

ies o

ne m

ark

.

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

T

his

qu

esti

on

pap

er

co

nsis

ts o

f 14 p

rin

ted

pag

es a

nd

2 b

lan

k p

ag

es.

2

For

questions 1

-7,

matc

h t

he learn

er

activitie

s w

ith t

he a

ppro

priate

teachin

g a

ims lis

ted A

-H.

Mark

the c

orr

ect

letter

(A-H

) on y

our

answ

er

sheet.

There

is o

ne e

xtr

a o

ption w

hic

h y

ou d

o n

ot

need t

o u

se.

Teach

ing

aim

s

A

to

pra

ctise d

educin

gth

e m

eanin

g o

f w

ord

s fro

m c

onte

xt

B

to

develo

p t

he s

kill

s o

f peer

corr

ection

C

to

giv

e p

ractice in o

ral fluency

D

to

giv

e p

ractice in e

xte

nsiv

e r

eadin

g

E

to

giv

e c

ontr

olle

d p

ractice o

f str

uctu

res

F

to

recycle

vocabula

ry

G

to

focus o

n p

ronuncia

tion

H

to

giv

e p

ractice in u

sin

g n

ew

vocabu

lary

Learn

er

acti

vit

ies

1

Learn

ers

com

ple

te a

gap-f

ill g

ram

mar

exerc

ise in

a w

ork

book.

2

Learn

ers

have a

gro

up d

iscussio

n o

n a

topic

of

their

choic

e.

3

Learn

ers

exchang

e w

ork

books a

nd c

heck t

heir p

art

nerís w

ork

.

4

Learn

ers

pla

y a

word

gam

e b

ased o

n w

ord

s s

tudie

d lastte

rm.

5

Learn

ers

wri

te a

sto

ry u

sin

g w

ord

s the teacher

has just

pre

sente

d.

6

Learn

ers

mark

the s

tress o

n r

ecently t

aug

ht

word

s.

7

Learn

ers

find w

ord

s in a

readin

g t

ext

and m

atc

h t

hem

with d

efinitio

ns g

iven b

y t

he teacher.

MODULE 2Sample test

19Teaching Knowledge Test | module 2: sample test

3

[Tu

rn o

ver

For

questions 8

-14, m

atc

h t

he t

extb

ook r

ubrics w

ith t

he a

ctivity a

ims lis

ted

A-H

.

Mark

the c

orr

ect

letter

(A-H

) on y

our

answ

er

sheet.

There

is o

ne e

xtr

a o

ption w

hic

h y

ou d

o n

ot

need t

o u

se.

Textb

oo

k r

ub

rics

8

Com

ple

te the follo

win

gsente

nces s

o that

they

are

tru

e for

you.

9

Dis

cuss w

ith y

our

part

ner

the w

ays in w

hic

h y

ou r

evis

e v

ocabula

ry.

10

Matc

h t

he a

dje

ctives in c

olu

mn A

with t

he n

ouns in c

olu

mn B

.

11

Look a

t th

e t

hre

e s

ente

nces b

elo

w.

Then lis

ten a

nd m

ark

the w

eak form

s.

12

Now

read t

he s

tory

ag

ain

and a

nsw

er

the follo

win

g t

rue/f

als

e q

uestions.

13

Read t

he s

tory

quic

kly

and t

hen p

ut

the

four

pic

ture

s in o

rder.

14

Do t

he v

ocabula

ryq

uiz

in t

eam

s.

Ac

tivit

y a

ims

A

tora

ise s

tudents

í aw

are

ness o

f le

arn

ing

str

ate

gie

s

B

to g

ive

stu

dents

pra

ctice in r

eadin

g f

or

specific

info

rmation

C

tog

ive s

tudents

the c

hance t

o p

ers

onalis

e the lang

uag

e

D

to r

evis

e lang

uag

e thro

ug

ha g

am

e

E

tog

ive s

tudents

pra

ctice in p

rocess w

riting

F

to g

ive

stu

dents

pra

ctice in r

eadin

g f

or

gis

t

G

to h

ighlig

htfe

atu

res o

fconnecte

d s

peech

H

to d

evelo

p s

tudents

í unders

tandin

g o

fcollo

cation

4

For

questions 1

5-2

0,

look a

t th

e s

tag

es a

nd a

ims

from

a lesson p

lan a

bout

com

pla

inin

g.

Tw

o o

fth

eaim

s (

A-C

) in

each s

tag

e a

re a

ppro

pri

ate

. O

ne o

f th

e a

ims is N

OT

appro

priate

.

Mark

the a

im (

A,

B o

rC

) w

hic

h is N

OT

appro

pri

ate

on y

our

answ

er

sheet.

Sta

ges

A

ims

15

Lead

-in

•T

he t

eacher

asks the s

tudents

w

hen t

hey last

went

on h

olid

ay

and w

hat

pro

ble

ms t

hey c

an h

ave

when t

ravelli

ng

.

•T

he t

eacher

elic

its ideas a

bout

the p

roble

ms a

nd w

rite

s them

on

the b

oard

.

A

B

C

to c

reate

inte

rest in

the

topic

to intr

oduce the p

ast

sim

ple

tense

to p

ers

onalis

e t

he s

tart

ofth

e lesson

16

Lis

ten

ing

•S

tudents

lis

ten to a

custo

mer

com

pla

inin

gin

a tra

vel ag

entís.

•S

tudents

identify

the p

roble

ms

mentioned o

n the tape.

•S

tudents

com

pare

answ

ers

in

pair

s.

A

B

C

to c

heck s

tudents

í unders

tandin

g o

fth

e tape

to p

rovid

e a

model ofth

e t

arg

et

lang

uag

e in

conte

xt

to p

re-t

each the m

eanin

g o

f new

word

s

17

Lan

gu

ag

e f

ocu

s

•T

he t

eacher

hands o

utth

e

tap

escript.

•S

tudents

identify

the lang

uag

e o

fcom

pla

inin

g a

nd a

polo

gis

ing

in

the tapescri

pt.

A

B

C

to focus s

tudents

í att

ention o

n the targ

et

lang

uag

e

to g

ive

stu

dents

pra

ctice in r

eadin

g f

or

gis

t

to p

rovid

e s

tudents

with a

record

of

lang

uag

ein

conte

xt

18

Restr

icte

d p

racti

ce

•T

he t

eacher

show

s t

he targ

et

lang

uag

e o

n a

n O

HT

.

•S

tudents

try

to

say t

he p

hra

ses.

•T

he

teacher

giv

es f

eedback,

corr

ecting a

nd d

rilli

ng

where

necessary

.

A

B

C

to a

llow

stu

dents

to p

ers

onalis

e t

he targ

et

lang

uag

e

to a

llow

stu

dents

to u

se the t

arg

et

lang

uag

e in

a c

ontr

olle

d w

ay

to d

evelo

p s

tudents

í confidence in

pro

nouncin

g t

he

targ

et

lang

uag

e

MODULE 2Sample test

20 Teaching Knowledge Test | module 2: sample test

5

[Tu

rn o

ver

19

Pre

para

tio

n f

or

freer

pra

cti

ce

•S

tudents

stu

dy their

role

-card

s:

stu

dent

A is t

he c

om

pla

inin

gcu

sto

me

r stu

dent

B is t

he t

ravel agent.

A

B

C

tog

ive s

tudents

tim

e t

o t

hin

k o

f id

eas

to u

se in the r

ole

-pla

y

to d

evelo

p r

eadin

g c

om

pre

hensio

n

to a

llow

stu

dents

to c

heck w

ith t

he

teacher

what

they h

ave t

o d

o

20

Fre

er

pra

cti

ce

•S

tudents

act

out th

e s

ituation in

pairs.

A

B

C

to focus o

n the form

of th

eta

rget

lang

uag

e

tog

ive less c

ontr

olle

d p

ractice o

fth

e

targ

et

lang

uag

e

to p

repare

stu

dents

for

real

com

munic

ation

6

For

questions 2

1-2

9,

matc

h t

he info

rmation fro

m a

lesson p

lan w

ith t

he lesson p

lan h

eadin

gs lis

ted

A-E

.

Mark

the c

orr

ect

letter

(A-E

) on y

our

answ

er

sheet.

You n

eed to u

se s

om

e o

ptions m

ore

than o

nce.

Lesso

n p

lan

head

ing

s

A

Lesson a

im(s

)

B

A

nticip

ate

d p

roble

ms

C

P

rocedure

D

A

ids/r

esourc

es

E

P

ers

onal aim

(s)

of

teacher

Info

rmati

on

fro

m a

lesso

n p

lan

21

Copy o

f ta

pescri

pt

(teacherí

s b

ook)

and c

ours

ebook c

assett

e.

22

Stu

dents

mig

ht

not

wantto

talk

aboutth

eir

child

hood d

uri

ng

the lead-i

n s

tag

e.

23

Tell

stu

dents

to lis

ten a

second t

ime a

nd a

nsw

er

the d

eta

iled c

om

pre

hensio

n q

uestions.

24

Giv

e s

tudents

pra

ctice in t

he s

ubskill

s o

f pre

dic

tion,

liste

nin

gfo

r g

ist

and lis

tenin

g f

or

specific

in

form

ation.

25

Stu

dents

may n

otknow

severa

l w

ord

s in t

he lis

tenin

g,

e.g

. w

his

per,

uniform

, scary

.

26

Reduce t

eacher

talk

ing t

ime a

nd involv

e s

tudents

more

, especia

llyw

hen a

nsw

eri

ng

questions.

27

Stu

dents

copy d

ow

n t

he n

ew

word

s f

rom

the b

oard

.

28

Cla

ss s

et

of

dic

tionari

es.

29

Develo

p f

luency s

kill

s.

MODULE 2Sample test

21Teaching Knowledge Test | module 2: sample test

7

[Tu

rn o

ver

For

questions 3

0-3

6,

put th

e s

tag

es

(A-H

) of

a r

eadin

g s

kill

s lesson p

lan in o

rder.

Mark

the c

orr

ect

letter

(B-H

) on y

our

answ

er

sheet.

The f

irst sta

ge (

A)

is d

one f

or

you. Y

ou d

o n

ot

need t

o u

se o

ption A

ag

ain

.

0

... ...

30

... ...

31

... ...

32

... ...

33

... ...

34

... ...

35

... ...

36

... ...

A

B

C

D

E

F

G

H

The t

eacher

tells

stu

dents

the t

itle

of

the s

tory

ñ ëA

long journ

eyí.

Stu

dents

read f

or

gis

t to

see if

their

pre

dic

tions

were

rig

ht,

and the c

lass

dis

cuss t

heir a

nsw

ers

with t

he t

eacher.

The t

eacher

giv

es s

tudents

com

pre

hensio

n q

uestions t

o r

ead.

Stu

dents

bra

insto

rm w

ord

s c

onnecte

d w

ith journ

eys.

Stu

dents

read

for

specific

info

rmation.

Inpair

s, stu

dents

check their

answ

ers

.

Stu

dents

use their a

nsw

ers

tore

-tell

the s

tory

in p

airs.

The t

eacher

giv

es s

tudents

a lis

t of

word

s fro

m a

sto

ry a

bout

a journ

ey.

Stu

dents

check w

hic

h o

fth

eir

word

s a

re in the lis

t, a

nd then g

uess w

hat

the s

tory

will

be a

bout.

A

8

For

questions

37-4

1,

matc

h th

e

situations

in w

hic

h

a

teacher

sets

a

test

with

the

reasons fo

ra

sse

ssm

ent

liste

dA

-F.

Mark

the c

orr

ect

letter

(A-F

) on y

our

answ

er

sheet.

There

is o

ne e

xtr

a o

ption w

hic

h y

ou d

o n

ot

need t

o u

se.

Sit

uati

on

s

37

The t

eacher

has a

new

cla

ss. O

n t

he

firs

t day o

f th

e c

ours

e,she s

ets

a test

whic

h c

overs

som

ela

ng

uag

e p

oin

ts s

he e

xpects

the s

tudents

to b

e fam

iliar

with a

nd o

thers

that

she t

hin

ks t

he

stu

dents

may n

otknow

.T

he s

tudents

do n

ot

pre

pare

for

the t

est.

38

The t

eacher

notices that his

inte

rmedia

te s

tudents

are

makin

g c

are

less m

ista

kes w

ith b

asic

q

uestion f

orm

ation,

whic

h t

hey s

hould

know

. H

e a

nnounces t

hat

there

will

be a

test

on t

his

the

follo

win

g w

eek.

The s

tudents

have tim

eto

pre

pare

for

the t

est.

39

The s

tudents

are

goin

g t

o t

ake a

public

exam

ination s

oon.

The t

eacher

giv

es t

hem

an e

xam

ple

paper

to d

o u

nder

test conditio

ns.

40

The t

eacher

monitors

stu

dents

whenever

they c

arr

y o

ut

speakin

gta

sks

and k

eeps n

ote

s a

bout

each s

tudent.

41

The cla

ss has re

cently finis

hed a unit of

the cours

ebook w

hic

h fo

cused on th

e use of

the

pre

sent

perf

ect

sim

ple

with ëfo

rí a

nd ësin

ceí. T

he t

eacher

giv

es t

he c

lass a

surp

rise test

on t

his

.

Reaso

ns f

or

assessm

en

t

A

to fam

iliarise s

tudents

with the test fo

rmat

B

to a

llow

the t

eacher

to p

lan a

n a

ppro

pri

ate

schem

e o

f w

ork

C

to s

how

stu

dents

how

well

they h

ave learn

ed s

pecific

lang

uag

e

D

to a

llow

stu

dents

to a

ssess e

ach o

ther

E

tom

otivate

the s

tudents

tore

vis

e a

part

icula

r la

ng

uag

e a

rea

F

to a

ssess s

tudents

í pro

gre

ss o

n a

continuous b

asis

MODULE 2Sample test

22 Teaching Knowledge Test | module 2: sample test

9

[Tu

rn o

ver

For

questions 4

2-4

9,

matc

h t

he e

xam

ple

s o

f unit

conte

nt

with t

he u

nit h

eadin

gs f

rom

a b

ook o

n l

exis

liste

d A

-I.

Mark

the c

orr

ect

letter

(A-I

) on y

our

answ

er

sheet.

There

is o

ne e

xtr

a o

ption w

hic

h y

ou d

o n

ot

need t

o u

se.

Exam

ple

s o

f u

nit

co

nte

nt

U

nit

head

ing

s

42

Suff

ixes

43

Genera

l advic

e a

bout

learn

ing v

ocabula

ry

44

The d

iffe

rence b

etw

een ësom

e e

xperi

enceí and ëan e

xperi

enceí

45

Am

eri

can a

nd B

ritish s

pelli

ng

46

Get

up,

run o

ut

of,

set

off

47

Vocabula

ry a

bout

scie

nce

48

Idio

ms lik

e ëover

the m

ooní

49

Unle

ss,

besid

es,

although

A

B

C

D

E

F

G

H

I

Intr

oduction

Word

form

ation

Connecting a

nd lin

kin

g

Counta

ble

s a

nd u

ncounta

ble

s

Topic

s

Feelin

gs a

nd a

ctions

Fix

ed e

xpre

ssio

ns

Phra

sa

l verb

s

Varieties o

f E

ng

lish

10

For

questions 5

0-5

6,

read t

he d

ictionary

entr

y. M

atc

h the e

xtr

acts

from

the d

ictionary

entr

y w

ith t

he

info

rmation they p

rovid

e lis

ted A

-H.

Mark

the c

orr

ect

letter

(A-H

) on y

our

answ

er

sheet.

There

is o

ne e

xtr

a o

ption w

hic

h y

ou d

o n

ot

need t

o u

se.

Dic

tio

nary

en

try

co

nvin

ce

/ �

������� /

v [

T (

of)

] t

o m

ake

so

meo

ne

co

mp

lete

ly c

ert

ain

abo

ut

som

eth

ing;

pe

rsu

ad

e: W

e fin

ally

con

vinc

ed th

em o

f our

inno

cenc

e.

[ +

ob

j +

(th

at)

] Th

ey fa

iled

to c

onvi

nce

the

dire

ctor

s th

at th

eir

prop

osal

s w

ould

wor

k/

I'm

conv

ince

d th

at s

he is

tellin

g th

e tru

th.

50

Iím

convin

ced t

hat

she is t

elli

ng t

he t

ruth

.

51

convin

ce

52

v

53

pers

uade

54

[ +

obj +

(th

at)

]

55

(of)

56

tom

ake

som

eone c

om

ple

tely

cert

ain

aboutsom

eth

ing

A

B

C

D

E

F

G

H

Part

ofspeech

Exam

ple

sente

nce

Dependent

pre

positio

n

Sin

gle

-word

synonym

Phonem

ic t

ranscri

ption

Headw

ord

Verb

patt

ern

Definitio

n

MODULE 2Sample test

23Teaching Knowledge Test | module 2: sample test

11

[Tu

rn o

ver

For

questions 57-6

4,

choose w

hic

h book lis

ted A

-I could

he

lp a te

ache

r w

ho

is

in

tere

ste

d in

th

efo

llow

ing

topic

are

as.

Mark

the c

orr

ect

letter

(A-I

) on y

our

answ

er

sheet.

There

is o

ne e

xtr

a o

ption w

hic

h y

ou d

o n

ot

need t

o u

se.

Tit

le o

f b

oo

k

Au

tho

r P

ub

lish

er

A

Pri

mary

Vocabula

ry B

ox

Caro

line N

ixon a

nd M

ichael T

om

linson

CU

P

B

W

riting

Tricia

Hedge

OU

P

C

U

ncovering

Gra

mm

ar

Scott T

horn

bury

Macm

illan

D

Eng

lish P

ronuncia

tion in U

se

Mark

Hancock

CU

P

E

Readin

gs in T

eacher

Develo

pm

ent

Katie H

ead a

nd P

aulin

e T

aylo

r M

acm

illan

F

Desig

nin

g L

ang

uag

e T

eachin

g T

asks

Keith J

ohnson

Macm

illan

G

Choosin

g Y

our

Cours

ebook

Ala

n C

unnin

gsw

ort

h

Macm

illan

H

A

sse

ssm

ent

Mic

hael H

arr

is a

nd P

aul M

cC

ann

Macm

illan

I T

eachin

g C

hild

ren E

ng

lish

David

Vale

and A

nna F

eunte

un

CU

P

To

pic

are

as

57

pre

pari

ng

a c

lass test

58

activitie

s t

o p

ractise n

ew

word

s

59

reflecting o

n y

our

recentte

achin

g

60

teachin

g E

ng

lish s

ente

nce s

tructu

re

61

evalu

ating

textb

ooks

62

wri

ting

your

ow

n t

eachin

g m

ate

rials

63

focusin

g o

n t

he s

ounds o

f E

ng

lish

64

learn

ing

to teach

young

learn

ers

12

For

questions 6

5-7

2,

matc

h t

he u

ses o

f cours

ebook m

ate

rials

with t

he s

equence o

f cours

ebook

activitie

s lis

ted A

, B

, C

or

D o

n t

he

follo

win

g p

ag

e.

Mark

the c

orr

ect

letter

(A,

B, C

or

D)

on y

our

answ

er

sheet.

You n

eed to u

se s

om

e o

ptions m

ore

than o

nce.

65

invo

lves s

peakin

g p

ractice

66

pra

ctises n

ote

-takin

g s

kill

s

67

pre

-teaches v

ocabula

ry

68

develo

ps lis

tenin

gfo

r deta

il

69

pers

onalis

es t

he t

opic

70

bra

insto

rms ideas a

boutth

e topic

71

intr

oduces t

he t

hem

e o

fth

e lesson

72

pro

vid

es lang

uag

e n

eeded t

o d

o the a

ctivitie

s

MODULE 2Sample test

24 Teaching Knowledge Test | module 2: sample test

13

[Tu

rn o

ver

Get

tin

g Y

our

Ton

gue

Rou

nd

It

A1

Look a

t th

ese w

ord

s a

nd t

ry t

o p

air t

hem

up in o

pposites o

r near

opposites.

They

will

be u

sefu

l fo

rth

e tasks in t

his

lesson.

lou

d

qu

iet

so

ft

un

att

racti

ve

inte

resti

ng

beau

tifu

l

hard

no

isy

d

ull

g

en

tle

B

2

Lis

ten t

oth

ese four

people

.W

hat

lang

uag

es a

re they s

peakin

g?

C

3

What la

ng

uag

es d

o y

ou lik

e b

ecause o

f how

they

sound?

Work

with a

part

ner

and e

xpla

in w

hy y

ou lik

e t

hem

. (

Do they s

ound p

leasant,

att

ractive,

soft

, m

usic

al, e

tc.?

ñT

ryto

use s

om

e o

fth

e w

ord

s fro

m t

he

firs

t ta

sk.)

D

4

Lis

ten t

oth

ese p

eople

talk

ing

about

how

they t

hin

k d

iffe

rent fo

reig

n lang

uag

es

sound o

r how

they t

hin

kfo

reig

n a

ccents

in E

ng

lish s

ound.

Make a

lis

t of

the

lang

uag

es a

nd a

ccents

and w

rite

dow

n w

hat

the p

eople

thin

k a

bout

how

they

sound.

The p

eople

you a

reg

oin

g t

o h

ear

are

:

1

lain

4

Lesle

y2

Chris

5

Ravi

3

Donald

6

Pete

r

14

For

questions 7

3-8

0, m

atc

h t

he t

each

ers

íco

mm

en

ts w

ith

th

e r

esou

rce

s lis

ted

A-I

.

Mark

the c

orr

ect

letter

(A-I

) on y

our

answ

er

sheet.

There

is o

ne e

xtr

a o

ption w

hic

h y

ou d

o n

ot

need t

o u

se.

Reso

urces

A

g

raded r

eaders

B

overh

ead t

ranspare

ncie

s

C

ro

le-c

ard

s

D

new

spapers

E

stu

dent

poste

rs

F

song

s

G

bili

ng

ual dic

tionari

es

H

re

alia

I

puppets

Teach

ersí

co

mm

en

ts

73

Teachers

of

young

learn

ers

find t

hese a

good w

ay t

o m

otivate

their s

tudents

. Y

oung learn

ers

can m

ake their

ow

n a

nd a

ct

out

sto

ries u

sin

gth

em

.

74

These c

an b

e b

ased o

n a

uth

entic m

ate

rial but

conta

in lang

uag

eth

at

has b

een m

ade e

asie

rfo

rstu

dents

.T

hey c

an h

elp

stu

dents

to d

evelo

p t

heir

vocabula

ry.

75

These c

an h

elp

stu

dents

to u

nders

tand d

ifficult t

exts

.

76

These c

an b

e v

ery

usefu

l, b

ut findin

g s

uitable

texts

for

low

-level le

arn

ers

is o

ften a

pro

ble

m.

77

Stu

dents

find these u

sefu

l because they p

rovid

e ideas f

or

whatto

say.

78

These p

rovid

e e

njo

yable

lis

tenin

g p

ractice a

nd c

an a

lso b

e u

sed a

s t

he b

asis

for

lang

uag

ew

ork

.

79

They c

an h

ave m

any d

iffe

rent

uses,

such a

s c

orr

ection,fe

edback,sett

ing the s

cene a

nd

com

pre

hensio

n q

uestions.

80

I putth

ese u

p a

round the c

lassro

om

so

that

stu

dents

can s

ee t

heir o

wn w

ork

on d

ispla

y.

MODULE 2Sample test

25Teaching Knowledge Test | module 3: general description and syll abus

Managing the teaching andlearning process

GENERAL DESCRIPTION

Module format Module 3 consists of two parts.

Timing 1 hour 20 minutes

No. of questions 80

Task types Objective tasks, such as one-to-one matching; 3/4/5-option matching; 3-option multiple choice and odd one out.

Answer format For all parts of this module, candidates indicate their answers by shading the correct lozenges on their answer sheets.Candidates should use a pencil and mark their answers firmly.Candidates should use an eraser to rub out any answer they wish to change.

Marks Each question carries one mark.

� Syllabus

This module tests candidates’ knowledge of what happens in the classroom in terms

of the language used by the teacher or learners, the roles the teacher can fulfil and

the ways in which the teacher can manage and exploit classroom events and interaction.

Part Title Areas of teaching knowledge Task types and format

1 Teachers’ and

learners’ language

in the classroom

Using language appropriately for a range of classroom

functions, e.g.

• instructing

• prompting learners

• eliciting

• conveying meaning of new language

Identifying the functions of learners’ language

Categorising learners’ mistakes

5–6 tasks consisting of approximately 40 questions

Tasks include one-to-one matching; 3/4/5-option

matching; 3-option multiple choice; odd one out and

sequencing.

2 Classroom

management

Options available to the teacher for managing learners and

their classroom in order to promote learning, e.g.

• teacher roles

• grouping learners

• correcting learners

• giving feedback

appropriate to the learners and aims

5–7 tasks consisting of approximately 40 questions

Tasks include one-to-one matching; 3/4/5-option

matching; 3-option multiple choice and odd one out.

3MODULE

3

26 Teaching Knowledge Test | module 3: general description and syll abus

� Part 2

This part of Module 3 tests candidates’ knowledge of the range and function of strategies available

to a teacher for managing classes in ways appropriate to learners and to teaching and learning

aims. These include variety of activity and pace, ways of grouping learners, techniques for

correcting learners’ mistakes and the roles a teacher can fulfil at different stages of the lesson.

Candidates need to demonstrate an understanding of concepts and terminology related to the

following and their implications for the L2 classroom:

Syllabus area Possible testing focus

the roles of the teacher • common teacher roles, e.g. manager, diagnostician, planner

• functions of teacher roles, e.g. managing the teaching space, establishing systems for praise and reward,

establishing rules, routines and procedures; analysing learners’ needs; building variety into lessons,

planning lessons to meet learners’ needs

grouping learners • common classroom interaction patterns and their uses

• grouping of learners and reasons for this

correcting learners • methods of oral and written correction, and their appropriacy of use

giving feedback • the focus and purpose of feedback

• ways of giving feedback

� Part 1

This part of Module 3 tests candidates’ knowledge of the functions of classroom language, and how

to adapt teacher language according to its audience and purpose. It also tests candidates’

knowledge of the appropriacy of teachers’ classroom language, how to analyse learners’ language

and categorise learners’ errors.

Candidates need to demonstrate an understanding of concepts and terminology related to:

Syllabus area Possible testing focus

the functions commonly used by the

teacher in the classroom

• identification of a range of classroom functions and typical exponents

• appropriacy of use, e.g. degrees of simplicity of language, appropriateness of sequencing, degrees of formality

identifying the functions of language

used by learners in the classroom

(tasks may involve analysis of learner

language which is not completely

accurate)

• identification of common functions and typical exponents

• identification of communicative purpose

• appropriacy of use

categorising learners’ mistakes • categorising types of mistakes, e.g. spelling, wrong verb form, subject-verb agreement

27Teaching Knowledge Test | module 3: sample test

© U

CLE

S 2

005

[Tu

rn o

ver

C

and

ida

te

Centr

e N

um

ber

Num

ber

Cand

ida

te N

am

e

UN

IVE

RS

ITY

OF

CA

MB

RID

GE

ES

OL

EX

AM

INA

TIO

NS

En

gli

sh

fo

r S

peakers

of

Oth

er

Lan

gu

ag

es

TE

AC

HIN

G K

NO

WL

ED

GE

TE

ST

00

3M

OD

UL

E 3

S

am

ple

Te

st

Mana

gin

g t

he t

each

ing a

nd

learn

ing p

rocess

1 h

our

20 m

inute

s

Ad

ditio

nal m

ate

ria

ls:

An

sw

er

she

et

So

ft c

lea

n e

rase

r

S

oft

pe

ncil

(typ

e B

or

HB

is

recom

men

ded

)

TIM

E1 h

our

20 m

inute

s

INS

TR

UC

TIO

NS

TO

CA

ND

IDA

TE

S

Write

your

nam

e,

Centr

e n

um

ber

and c

andid

ate

num

ber

in t

he s

paces a

t th

e t

op o

f th

is p

ag

e.

Wri

teth

ese d

eta

ils o

n y

our

answ

er

sheetif

th

es

e a

re n

ot

alr

ea

dy p

rin

ted

.

Do n

ot

open

this

bookle

t until you a

re told

to d

o s

o.

There

are

eig

hty

questions in t

his

paper.

Answ

er

all

questions.

Mark

your

answ

ers

on

th

e s

ep

ara

te a

nsw

er

sh

eet.

U

se a

pencil.

You m

ay w

rite

on t

he q

uestion p

aper,

but

you m

ustm

ark

your

answ

ers

in p

encil

on t

he a

nsw

er

sheet.

You w

ill h

ave n

o e

xtr

a t

ime

for

this

, so y

ou m

ustfinis

h in o

ne h

our

and t

wenty

min

ute

s.

At

the e

nd o

f th

e t

est, h

and in b

oth

the

question p

aper

and t

he a

nsw

er

sheet.

INF

OR

MA

TIO

N F

OR

CA

ND

IDA

TE

S

Each q

uestion in t

his

paper

carr

ies o

ne m

ark

.

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

T

his

qu

esti

on

pap

er

co

nsis

ts o

f 13 p

rin

ted

pag

es a

nd

3 b

lan

k p

ag

es.

2

For

questions 1

-7,

matc

h t

he e

xam

ple

s o

f te

achers

í cla

ssro

om

lang

uage w

ith t

heir

functions l

iste

d

A-H

.

Mark

the c

orr

ect

letter

(A-H

) on y

our

answ

er

sheet.

There

is o

ne e

xtr

a o

ption w

hic

h y

ou d

o n

ot

need t

o u

se.

T

each

ers

ícla

ssro

om

lan

gu

ag

e

Fu

ncti

on

s

1

Lis

ten,I

like p

layin

gfo

otb

all,

repeat

every

one,

I lik

e p

layin

gfo

otb

all.

2

Maria ñ

colle

ct

the b

ooks,

ple

ase.

3

Tell

me

thre

e a

dje

ctives b

eg

innin

g w

ith t

he lett

er

ëCí.

4

Just

liste

n t

o h

ow

I s

ay itñ p

oT

Ato

es.

5

Okay,

dis

cuss it

with y

ou

r part

ner

now

, ple

ase.

6

Iím

really

full,

Iív

e just

eate

n a

big

lunch.

Am

I hungry

now

?

7

Letís h

ave a

look. Y

es,

thatís g

reat.

Now

try

the n

ext

one.

A

B

C

D

E

F

G

H

checkin

g u

nders

tandin

g

em

phasis

ing w

ord

str

ess

drilli

ng

checkin

g instr

uctions

monitoring

elic

itin

g

org

anis

ing p

air

work

nom

inating

MODULE 3Sample test

Teaching Knowledge Test | module 3: sample test28

3

[Tu

rn o

ver

For

questions 8

-16,

matc

h t

he e

xam

ple

s o

f cla

ssro

om

lang

uag

e w

ith

the d

escri

ptions lis

ted

A,

B o

rC

.

Mark

the c

orr

ect

letter

(A,

B o

r C

) on y

our

answ

er

sheet.

Descri

pti

on

s

A

lang

uag

efo

r le

arn

ers

to

use in t

he c

lassro

om

B

lang

uag

e for

pla

yin

g g

am

es

C

lang

uag

e for

the

teacher

to m

anag

ecla

ssro

om

routines

Cla

ssro

om

lan

gu

ag

e

8

Can I

borr

ow

your

pencil,

ple

ase?

9

Itís

your

team

ístu

rn.

10

Whose turn

is it

tog

et

the b

ooks

today?

Anna?

11

Red g

roup a

nd b

lue g

roup,

work

tog

eth

er.

12

Can I

have a

pair

ofscis

sors

, ple

ase?

13

Whatís the s

core

?

14

Sorr

y I

ím late

.

15

Pra

ctise

in p

airs.

16

Mis

s a

turn

.

4

For

questions 17-2

1,

read th

e fo

llow

ing

in

str

uctions w

hic

h a te

acher

used w

ith adult ele

menta

ryle

arn

ers

. S

om

e o

fth

ese instr

uctions m

ay n

ot

be a

ppro

pri

ate

.

Matc

h t

he instr

uctions w

ith

the tra

inerí

s c

om

ments

lis

ted A

-F.

Mark

the c

orr

ect

letter

(A-F

) on y

our

answ

er

sheet.

There

is o

ne e

xtr

a o

ption w

hic

h y

ou d

o n

ot

need t

o u

se.

Instr

ucti

on

s

17

Imag

ine y

ou w

ere

in a

shop a

nd y

ou h

ad d

ecid

ed to b

uy s

om

e c

hocola

tes.

What

do y

ou t

hin

kyou m

ight

say?

18

Read t

he text

and identify

the c

ohesiv

e d

evic

es.

19

Look a

t th

e t

ext and u

nderl

ine a

ll th

e v

erb

s.

20

Why d

onít y

ou justg

et

into

pair

s o

r a s

mall

gro

up,

if y

ou lik

e,

and d

iscuss a

few

of

the

questions

for

a little b

it?

21

Were

nít y

ou lis

tenin

g?

Isaid

exerc

ise t

hre

e.

Donít w

aste

my

tim

e!

Train

erís

co

mm

en

ts

A

T

his

is a

cle

ar

instr

uction f

or

adult e

lem

enta

ry learn

ers

.

B

T

he

gra

mm

ar

in t

his

instr

uction is a

bove e

lem

enta

ry level.

C

S

om

e a

dult s

tudents

mig

htfind t

his

instr

uction r

ude.

D

T

his

instr

uction is n

ot

well

seq

uenced.

E

T

his

instr

uction d

oes n

ot te

ll stu

dents

exactly w

hat

to d

o.

F

S

om

e o

fth

e lexis

in t

his

instr

uction is a

bove e

lem

enta

ry level.

MODULE 3Sample test

29Teaching Knowledge Test | module 3: sample test

5

[Tu

rn o

ver

For

questions 2

2-2

7,

matc

h w

hat

the t

eacher

is d

oin

g w

ith t

he p

urp

oses for

usin

g t

he s

tudents

ífirs

tla

ng

uag

e lis

ted

A,

B o

rC

.

Mark

the c

orr

ect

letter

(A,

B o

r C

) on y

our

answ

er

sheet.

Pu

rpo

ses f

or

usin

g t

he s

tud

en

tsí

firs

t la

ng

uag

e

A

C

heckin

gunders

tandin

g

B

E

xpla

inin

gpro

cedure

s

C

M

otivating

Th

e t

each

er

is

22

askin

g s

tudents

to s

how

they k

now

what

to d

o for

hom

ew

ork

.

23

giv

ing

indiv

idual w

ritt

en feedback t

o a

weak s

tudent.

24

encoura

gin

g e

lem

enta

rystu

dents

totr

y n

ew

wa

ys o

f le

arn

ing.

25

telli

ng

a larg

e g

roup o

fte

enag

ers

the r

ule

s o

f a

gam

e.

26

askin

g s

tudents

to t

ransla

teth

e m

eanin

g o

f new

word

s.

27

show

ing

a g

roup o

f beg

inners

exactly h

ow

to u

se a

self-a

ccess c

entr

e.

6

For

questions 2

8-3

2,

read t

he c

onvers

ation b

etw

een t

wo a

dvanced learn

ers

. A

nsw

er

the

questions

aboutth

eir

use o

f la

ng

uag

e b

y c

hoosin

g t

he c

orr

ect

option A

, B

or

C.

Mark

the c

orr

ect

letter

(A,

B o

r C

) on y

our

answ

er

sheet.

Cristin

a:

Are

yo

u a

go

od

sa

ilor?

H

ave

yo

u e

ve

r b

ee

n s

ea

sic

k?

Ra

qu

el:

Ye

ah

, I h

ave

be

en

se

asic

k, o

nce

. A

ctu

ally

, I ñ

lin

e 2

Cri

stin

a:

Was th

at o

n a

lo

ng

jo

urn

ey?

Ra

qu

el:

Yeah.

In f

act

Iím

quite a

good t

ravelle

r no

rmally

. B

ut

there

was e

rm .

.. e

r ...

not

on

alo

ng

journ

ey,

no,

sorr

y.

It

was a

bout

on

ly 3

0 k

ilom

etr

es.

And e

rm,

com

ing

... o

n t

he

wa

y b

ack,

it w

as a

ve

ry s

mall

bo

at, a

nd

it

wa

s v

ery

ho

t, a

nd

me

an

d t

he

rest

of

my

fam

ily w

ere

on

th

e v

ery

...

in

th

ein

sid

eo

f th

e b

oa

t.

An

dit w

as

just

like

bein

g i

na

...

on a

co

rk,

carr

ied b

y w

ate

r.

And m

y b

roth

er

sta

rted f

irst, a

nd t

hen e

very

one s

tart

ed

feelin

g s

ick.

line

4 lin

e 5

line

8

Cri

stin

a:

Oh

,te

rrib

le.

line

10

Ra

qu

el:

It w

as h

orr

ible

.lin

e 11

28

Why d

oes R

aq

uel sto

p a

fter

sayin

g ëA

ctu

ally

, I

ñí?

(lin

e 2

)

A

S

he c

anít r

em

em

ber

the r

ight

word

.

B

She h

asnít u

nders

tood the q

uestion.

C

S

he is s

uddenly

inte

rrupte

d b

y C

ristina.

29

Why d

oes R

aq

uel say ëY

eahí atth

e b

eg

innin

g o

f lin

e 4

?

A

to

show

that

she h

eard

Cri

stinaís

question

B

to

ask f

or

the q

uestion

tobe r

epeate

d

C

to

show

she is u

nsure

about

her

answ

er

30

Why d

oes R

aq

uel use ëIn

factí? (lin

e 4

)

A

S

heís

intr

oducin

g a

contr

ast

with w

hat

she s

aid

earl

ier.

B

S

heís

corr

ecting

what

Cristina s

aid

.

C

Sheís

giv

ing

hers

elf s

om

e t

ime t

o thin

k.

31

The m

any u

ses o

f ëa

ndí in

lin

es 5

-8 in R

aq

uelís

sto

ry

A

sum

mari

se R

aq

uelís

ideas.

B

re

peat

what

happened in t

he s

tory

.

C

mark

new

poin

ts in the s

tory

.

32

The a

dje

ctives ëte

rrib

leí and ëhorr

ible

í (l

ines 1

0 a

nd 1

1)

show

that

Raq

uel and C

ristina b

oth

A

dis

like t

he w

ay R

aq

uel to

ld t

he s

tory

.

B

have t

he s

am

ere

action.

C

have h

ad a

sim

ilar

experi

ence.

MODULE 3Sample test

Teaching Knowledge Test | module 3: sample test3030

7

[Tu

rn o

ver

For

questions 3

3-4

0,

matc

h t

he c

ircle

d m

ista

kes w

ith t

he t

ypes o

fm

ista

ke lis

ted A

-I.

Mark

the c

orr

ect

letter

(A-I

) on y

our

answ

er

sheet.

There

is o

ne e

xtr

a o

ption w

hic

h y

ou d

o n

ot

need t

o u

se.

C

ircle

dm

ista

kes

Typ

es o

f m

ista

ke

33

The w

eath

er

in L

ondon

is b

adder

than

the w

eath

er

in T

okyo.

34

The t

eacher

made m

eto

sta

y

in s

chool aft

er

cla

ss.

35

What you d

oin

g th

is w

eekend?

36

I g

o t

o t

he c

inem

a

last

week.

37

He

work

ed v

ery

hard

lyto

finis

h t

he p

roje

ct.

38

Donít b

lam

e y

ou.

Itís n

ot

your

fault.

39

She in s

um

mer

goes

to

the s

easid

e e

very

year.

40

Theyív

e b

een

aw

ay s

ince a

long

tim

e.

A

B

C

D

E

F

G

H

I

wro

ng

tense

wro

ng

verb

patt

ern

wro

ng

pre

positio

n

wro

ng

adverb

form

wro

ng

com

para

tive f

orm

wro

ng

word

ord

er

mis

sin

g a

uxili

ary

verb

mis

sin

g p

repositio

n

wro

ng

pro

noun

8

For

questions 4

1-4

9,

matc

h t

he t

eacher

activitie

s w

ith t

he t

eacher

role

s lis

ted A

, B

, C

or

D.

Mark

the c

orr

ect

letter

(A,

B, C

or

D)

on y

our

answ

er

sheet.

You n

eed to u

se s

om

e o

ptions m

ore

than o

nce.

Teach

er r

ole

s

A

MA

NA

GE

R (

manag

es s

tudents

and a

ctivitie

s d

uri

ng c

lass tim

e)

B

PL

AN

NE

R (

chooses m

ate

rials

and/o

rm

eth

odolo

gy b

efo

re the c

ours

e o

r le

sson)

C

PR

OV

IDE

R (

giv

es e

xpert

info

rmation a

boutta

rget

lang

uag

e)

D

DIA

GN

OS

TIC

IAN

(finds o

utth

e n

eeds a

nd inte

rests

ofstu

dents

)

41

The t

eacher

puts

stu

dents

into

gro

ups o

f th

ree for

a r

ole

-pla

y.

42

The t

eacher

asks a

nois

y s

tudentto

speak

more

quie

tly.

43

The t

eacher

invites s

tudents

to s

ugg

est

topic

sfo

r cours

e c

onte

nt.

44

While

stu

dents

wri

te a

sto

ry,

the t

eacher

walk

s r

ound t

he c

lass h

elp

ing

stu

dents

who m

ake

err

ors

or

ask for

new

word

s.

45

The t

eacher

wants

to identify

gaps in their

know

ledg

e s

o s

he a

sks s

tudents

to b

rain

sto

rmcri

me v

ocabula

ry.

46

The t

eacher

intr

oduces t

he p

resent

perf

ect

continuous.

47

The t

eacher

decid

es w

hic

h c

ours

ebook a

ctivitie

s w

ill f

it into

the tim

e a

vaila

ble

for

the lesson.

48

The t

eacher

finds a

vid

eo t

ofit

into

the t

opic

of

the u

nit.

49

The t

eacher

giv

es s

tudents

aq

uestionnair

e in o

rder

tofind o

ut m

ore

aboutth

eir

learn

ing

sty

les a

nd p

refe

rences.

MODULE 3Sample test

31Teaching Knowledge Test | module 3: sample test

9

[Tu

rn o

ver

For

questions 5

0-5

5,

choose t

he b

est

option t

o c

om

ple

te e

ach s

tate

ment

about

ways o

fg

roupin

gstu

dents

.

Mark

the c

orr

ect

letter

(A,

B o

r C

) on y

our

answ

er

sheet.

50

It is a

good idea to

gro

up less a

ble

stu

dents

tog

eth

er

so t

hat

A

they

feel m

ore

com

fort

able

when s

peakin

g.

B

they d

o n

ot

dom

inate

oth

er

stu

dents

.C

th

ey c

an w

ork

at

afa

ste

r pace.

51

Gro

up w

ork

is u

sefu

l because it

A

reduces teacher

talk

ing t

ime.

B

impro

ves c

lass d

iscip

line.

C

makes a

ll stu

dents

work

as h

ard

as they c

an.

52

In m

ixed a

bili

tycla

sses, usin

g g

roup w

ork

A

help

s t

o identify

weaker

stu

dents

.B

m

eans the teacher

can g

ive

att

ention to

all

stu

dents

.C

encoura

ges s

tudents

to h

elp

one a

noth

er.

53

Pair

work

activitie

s a

im t

o e

ncoura

ge s

tudents

A

to w

ork

independently o

fth

e teacher.

B

to a

ssess their o

wn p

rogre

ss.

C

to d

evelo

p lang

uag

e a

ware

ness.

54

If a

teacher

wants

to a

ssess s

tudents

í w

ritt

en w

ork

, itís

best

to d

o

A

gro

up w

ork

.B

in

div

idual w

ork

.C

m

ing

ling

activitie

s.

55

If a

teacher

wants

to c

ontr

ol w

hatth

e s

tudents

do a

s m

uch a

s p

ossib

le,

itís

best

to d

o

A

pair

work

.B

te

am

activitie

s.

C

who

le c

lass w

ork

.

10

For

questions 5

6-6

3,

matc

h t

he c

lassro

om

managem

ent

str

ate

gie

s w

ith t

he p

roble

ms o

fgro

up o

rpair

work

lis

ted

A,

B o

rC

.

Mark

the c

orr

ect

letter

(A,

B,or

C)

on y

our

answ

er

sheet.

Pro

ble

ms o

f g

rou

p o

r p

air

wo

rk

In g

rou

p o

r p

air

wo

rk ...

A

som

e s

tudents

get

bore

d.

B

som

estu

dents

use L

1 t

oo m

uch.

C

som

estu

dents

alw

ays d

om

inate

.

Cla

ssro

om

man

ag

em

en

t str

ate

gie

s

56

Pla

n e

xtr

a a

ctivitie

s f

or

stu

dents

who m

ay

finis

h b

efo

re t

he o

thers

.

57

Make s

ure

stu

dents

know

the lang

uag

e t

hey n

eed t

o c

om

ple

teta

sks.

58

Intr

oduce m

ore

challe

nge into

the a

ctivitie

s.

59

Arr

ang

e g

roups m

ore

care

fully

, and r

e-g

roup s

tudents

whenever

necessary

.

60

Cre

ate

a p

urp

ose for

doin

g g

roup o

r pairw

ork

in E

ng

lish.

61

Teach t

he lang

uag

e n

eeded f

or

freq

uent

cla

ssro

om

activitie

s.

62

Rais

e a

ware

ness o

fth

e im

port

ance o

fg

ivin

gevery

one a

chance to

take p

art

.

63

Sele

ct

topic

s a

nd tasks t

hatm

otivate

the s

tudents

.

MODULE 3Sample test

32

11

[Tu

rn o

ver

For

questions 6

4-7

0,

matc

h t

he c

lassro

om

situations w

ith t

he c

lassro

om

manag

em

ent

choic

es lis

ted

A-G

.

Mark

the c

orr

ect

letter

(A-G

) on y

our

answ

er

sheet.

Cla

ssro

om

sit

uati

on

s

64

You n

otice that

som

e o

fyour

stu

dents

are

unsure

about

how

to s

tart

som

e p

air

work

.

65

Aft

er

a r

eadin

g c

om

pre

hensio

n t

ask,

you a

sk t

he

cla

ss f

or

the a

nsw

er

to n

um

ber

one.

Nobody

says a

nyth

ing

.

66

You n

otice that

duri

ng a

n a

ctivity y

our

cla

ss o

f young learn

ers

is m

akin

gto

o m

uch n

ois

e.

67

During

agro

up w

ork

activity a

bouttr

avel, y

our

stu

dents

talk

about

a d

iffe

rentto

pic

. H

ow

ever,

they d

o t

his

in E

ng

lish.

68

You s

et

a task

for

liste

nin

g c

om

pre

hensio

n.

During t

he lis

tenin

g,

you n

otice t

hat

no o

ne is

wri

ting

the a

nsw

ers

.

69

You s

et

up a

speakin

g t

ask i

n g

roups.

You n

otice w

hen y

ou m

onitor

clo

sely

that

the g

roups

sto

p s

peakin

g c

om

ple

tely

.

70

You a

re teachin

g a

cla

ss a

fter

lunch.

Every

one is s

leepy.

Cla

ssro

om

man

ag

em

en

t ch

oic

es

A

Pra

ise t

hem

for

usin

gth

e lang

uag

e b

ut

rem

ind them

aboutth

e task.

B

Do a

ëw

arm

erí a

ctivity

wh

ich g

ets

the s

tudents

out of

their

seats

.

C

Mode

l th

e a

ctivity

yours

elf w

ith a

stu

dent,

so e

very

one u

nders

tands w

hat

they h

ave t

o d

o.

D

Use a

str

ate

gy t

hat

stu

dents

recog

nis

e f

or

ëturn

ing

dow

n t

he v

olu

meí, e

.g.

a h

and g

estu

re o

rdra

win

g o

n the b

oard

.

E

Ask t

he s

tudents

to c

om

pare

their

work

with t

heir p

art

ner

tog

ive t

hem

confidence.

F

Sta

nd b

ack a

nd lis

ten

from

a d

ista

nce.

G

Repeat

the instr

uctions a

nd a

sk ifth

ey w

ould

lik

e y

ou t

o p

lay it

ag

ain

.

12

For

questions 7

1-7

5,

look a

t th

e s

ituations in w

hic

h a

teacher

corr

ects

stu

dents

and a

t th

e c

orr

ection

str

ate

gie

s lis

ted A

, B

or

C.

Tw

o o

fth

e c

orr

ection s

trate

gie

s a

re a

ppro

priate

in e

ach s

ituation.

One o

fth

e c

orr

ection s

trate

gie

s is

NO

T a

ppro

pri

ate

.

Mark

the c

orr

ection s

trate

gy (

A,

B o

r C

) w

hic

h is N

OT

appro

pri

ate

on y

our

answ

er

sheet.

71

A s

tudent

says

the w

ord

ëAug

ustí w

ith p

oor

pro

nuncia

tion,

in o

pen c

lass.

The t

eacher

A

says t

he w

ord

corr

ectly,and a

sks t

he s

tudent

to r

epeat

it.

B

wri

tes t

he w

ord

in p

honem

ic s

cript

on

the w

hiteboard

.C

asks the s

tudent

to s

ay t

he w

ord

ag

ain

, w

ith n

o c

orr

ection,

and t

hen m

oves o

n.

72

Stu

dents

tell

sto

ries

about th

em

selv

es in g

roups o

f th

ree. T

he teacher

corr

ects

stu

dents

í la

ng

uag

e

A

quie

tly,

as s

he is m

onitoring

their

gro

up s

tory

telli

ng.

B

aft

er

the g

roup s

tag

e,

by

focusin

g o

n p

roble

ms s

he n

ote

d d

ow

n d

uri

ng t

he

gro

up s

tag

e.

C

late

r w

hen s

he a

sks the w

eaker

stu

dents

tote

ll th

eir

sto

ries to

the w

hole

cla

ss.

73

In a

contr

olle

d p

ractice e

xerc

ise o

n t

he p

ast

continuous,

a p

re-i

nte

rmedia

te s

tudentsays ëI

dri

vin

g d

ow

n t

he r

oad w

hen it

happened.í

The teacher

A

uses h

and g

estu

res to s

how

that th

ere

is a

mis

sin

g w

ord

.B

m

imes d

rivin

gto

show

the s

tudentth

at

she h

as u

nders

tood.

C

poin

ts t

oth

e m

odel sente

nce o

n the w

hiteboard

to r

em

ind t

he s

tudent

of

the f

orm

.

74

At

the s

tart

of

cla

ss,

whe

n s

tudents

are

talk

ing

in o

pen c

lass,

one o

fth

e learn

ers

says,

ëThe

film

was inte

reste

d.í

The t

eacher

A

says ëIn

tere

sting

or

inte

reste

d?í

B

says ëT

here

ís a

gra

mm

ar

pro

ble

m t

here

, M

aria.

What about

your

weekend,

Hassan?í

C

says ëY

ou w

ere

inte

reste

d,

so t

he

film

was

______

?í (

with r

isin

g into

nation)

75

In a

contr

olle

d w

riting

pra

ctice a

ctivity,

a learn

er

makes s

evera

l m

ista

kes in r

ecently s

tudie

dla

ng

uag

e.

The t

eacher

A

mark

sth

e w

riting u

sin

g a

corr

ection c

ode.

B

giv

es t

he w

riting

to a

peer

to c

orr

ect.

C

ig

nore

s t

he

mis

takes in the w

riting

.

32 Teaching Knowledge Test | module 3: sample test

MODULE 3Sample test

MODULE 3Sample test

33Teaching Knowledge Test | module 3: sample test

13

For

questions 7

6-8

0,m

atc

h t

he w

ays a

teacher

gave f

eedback o

n s

tudents

í w

ritt

en w

ork

with t

he a

ims

liste

d A

-F.

Mark

the c

orr

ect

letter

(A-F

) on y

our

answ

er

sheet.

There

is o

ne e

xtr

a o

ption w

hic

h y

ou d

o n

ot

need t

o u

se.

Feed

back o

n w

rit

ten

wo

rk

76

The t

eacher

mark

ed s

tudents

í w

riting u

sin

g a

corr

ection c

ode.

Then s

he

gave t

hem

tim

e in the

lesson t

o im

pro

ve their

work

while

she m

onitore

d.

77

The t

eacher

gave a

n o

vera

ll gra

de for

lett

ers

stu

dents

had w

ritt

en for

hom

ew

ork

. H

e a

lso

gave

them

an e

xam

ple

lett

er

to look a

t.

78

The t

eacher

used a

syste

m o

f sm

iling a

nd s

ad

faces t

og

ive s

tudents

feedback o

n their w

ritt

en

work

.

79

The t

eacher

note

d m

ista

kes

from

stu

dents

í w

ritt

en w

ork

and u

sed t

hese to p

repare

a lang

uag

eq

uiz

, w

hic

h s

tudents

did

in t

eam

s.

80

The t

eacher

only

com

mente

d o

n t

he c

onte

nt

of

sto

ries t

hatstu

dents

had w

ritt

en.

Aim

s

A

tofo

cus o

n c

om

mon lang

uag

e m

ista

kes thatm

any s

tudents

made in their

wri

ting

B

to info

rm s

tudents

of

their

genera

l pro

gre

ss in w

riting

atth

e e

nd o

fte

rm

C

to e

ncoura

ge

stu

dents

to learn

to e

dit their o

wn w

ork

D

to e

ncoura

ge

stu

dents

í cre

ativity a

nd t

o c

reate

apositiv

e a

ttitude t

o w

riting

E

to p

rovid

e s

tudents

with a

model fo

r sim

ilar

wri

tten w

ork

in t

he

futu

re

F

to info

rm p

rim

ary

ag

e s

tudents

aboutth

eir p

rogre

ss in a

fun w

ay

34 Teaching Knowledge Test | test administration34

TKT test administration� Modular structure

TKT has three modules. These can be taken together in one

examination session or separately, in any order, over three

sessions.

� Entry procedure

Candidates must enter through an authorised Cambridge

ESOL Centre. A list of Cambridge ESOL Examination Centres is

available from Cambridge ESOL from the address on page 1.

Institutions wishing to become Cambridge ESOL Examination

Centres should contact the Centre Registration Unit at

Cambridge ESOL.

TKT is available throughout the year and Centres contact

Cambridge ESOL to arrange a test date. Candidate details must

be submitted to Cambridge ESOL at least six weeks prior to

running the session. Please note that more notice may be

necessary if candidates have special requirements and

therefore need special arrangements (see below).

Candidates may not repeat a module within four months at

any centre.

Copies of the Regulations and more details on entry

procedure, current fees and further information about this and

other Cambridge ESOL examinations can be obtained from the

Cambridge ESOL Local Secretary in your area, or from the

address on page 1.

� Answer sheet completion

Candidates mark all their answers on OMR (Optical Mark

Reader) answer sheets, which are scanned by computer in

Cambridge. There is one answer sheet per module, and

candidates must fill in all their answers within the time

allowed for the test.

A sample OMR answer sheet can be found on page 44 of this

Handbook, and it is useful for candidates to practise filling in

an OMR sheet before taking the examination so that they are

familiar with the procedure.

Grading and results� Grading

Each module is free-standing, and there is no aggregate score.

Candidates receive a certificate for each module they take.

Each question carries one mark, so the maximum mark for

each module is 80. Candidate performance is reported using

four bands.

Our trialling research indicates that for a candidate to achieve

TKT Band 3, a score of at least 45–50 marks (out of 80) is

required.

The reporting of results for TKT is subject to ongoing research.

Further guidance on the interpretation of results will be issued

in the future.

� Notification of results

Certificates are despatched to Centres approximately two

weeks after receipt of answer sheets by Cambridge ESOL.

Please note that despatch of candidates’ certificates will be

delayed if they need Special Consideration or are suspected of

malpractice (see page 35).

Enquiries on results may be made through Cambridge ESOL

Local Secretaries within a month of the issue of certificates.

� Appeals procedure

Cambridge ESOL provides a service to enable Centres to

appeal, on behalf of candidates, against assessment decisions

that affect grades awarded to candidates, e.g. decisions

relating to results and decisions relating to irregular conduct.

Candidates should first contact their Cambridge ESOL Local

Secretary for advice. Further information about the appeals

procedure can be found at www.CambridgeESOL.org/support

Special CircumstancesSpecial Circumstances cover three main areas: special

arrangements, special consideration and malpractice.

� Special arrangements

These are available for candidates with disabilities. They may

include extra time, separate accommodation or equipment,

Braille versions of question papers, etc. If you think you may

need special arrangements, you must contact the Cambridge

ESOL Local Secretary in your area as soon as possible so that

the application can be sent to Cambridge ESOL in time

(usually 8–12 weeks before the examination, depending on

what is required).

Band A candidate at this level demonstrates

1 limited knowledge of TKT content areas

2 basic, but systematic knowledge of TKT content areas

3 breadth and depth of knowledge of TKT content areas

4 extensive knowledge of TKT content areas

35Teaching Knowledge Test | test administration

� Special consideration

Cambridge ESOL will give special consideration to candidates

affected by adverse circumstances before or during an

examination. Special consideration can be given where an

application is sent through the Centre and is made within ten

working days of the examination date. Examples of acceptable

reasons for giving special consideration are cases of illness or

other unexpected events.

� Malpractice

The Malpractice Committee will consider cases where

candidates are suspected of copying, collusion or breaking the

examination regulations in some other way. Results may be

withheld because further investigation is needed or because of

infringement of regulations. Centres are notified if a

candidate’s results are being investigated.

The production of TKTCambridge ESOL is committed to providing examinations of

the highest possible quality. This commitment is underpinned

by an extensive programme of research and evaluation, and by

continuous monitoring of the marking and grading of all

Cambridge ESOL examinations. Of particular importance is the

rigorous set of procedures which are used in the production

and pretesting of question papers.

The production process for TKT is the same as that for the

Cambridge ESOL language examinations. It begins with the

commissioning of materials and ends with the printing of

question papers.

There are five main stages in the production process

• commissioning

• pre-editing and editing

• pretesting

• analysis and banking of materials

• question paper construction

� Question paper production cycle

Pretesting of TKT test material provides Cambridge ESOL with

valuable information about candidates’ performance on

particular tasks. Pretesting is also useful for Centres or

institutions as it gives candidates the opportunity to

familiarise themselves with TKT task-types under test

conditions and to receive feedback on areas of strength and

weakness. If your Centre or institution would like to be

involved in TKT pretesting, please contact the Pretesting Unit

TKT Administrator on + 44 1223 553772.

Support for TKT candidatesand course providersGeneral information on TKT, including administration details

and downloadable versions of this Handbook and sample

materials, can be found by visiting

www.CambridgeESOL.org/TKT

Course providers and individual candidates can also access

the TKT Glossary on this website.

Support material for teacher trainers is available on the

Teaching Resources website

www.CambridgeESOL.org/teach/TKT

The TKT Course, published by Cambridge University Press in

collaboration with Cambridge ESOL, is available from mid-

April 2005. This coursebook provides approximately 60–90

hours of classroom-based or self-access study, and includes

practice tasks and tests.

Further support is also available in the form of seminar

programmes in different countries. Contact Cambridge ESOL

Information for further details by e-mailing:

ESOLinfo@ucles.org.uk

Commissioning of material

for question papers

Pre-editing and editing

of material

Pretest construction

Pretesting

Revision Rejection

Item analysis

Question paper

construction

� �Live materials bank

��

�

�

��

���

36

TKT wordlistThis list is indicative only. Other terms may also be used in TKT.

The words are entered into categories so as to help the reader.

Some words could fall into more than one category and could

appear in different modules. However, to economise on space

each word has been entered only once. Candidates who are

preparing for only one module should ensure they have an

understanding of all the TKT terminology.

The TKT Glossary contains definitions of the words in this list

and can be downloaded from www.CambridgeESOL.org/TKT

Module 1Concepts and terminology for describing language

GRAMMAR

Active voice

Adjective

Adverb

Article

Aspect

Auxiliary verb

Base form of the verb

Clause

Collective noun

Comparative adjective

Compound noun

Conditional

Conditional forms

Conjunction

Connector

Countable noun

Demonstrative adjective

Demonstrative pronoun

Dependent preposition

Determiner

Direct question

Direct speech

First conditional

Gerund, -ing form

Grammatical structure

Imperative

Indirect question

Indirect speech

Infinitive

Infinitive of purpose

-ing/-ed adjective

Intensifier

Teaching Knowledge Test | common questions and answers

Common questions andanswers

Can candidates make notes on the question paper?

Candidates may write on the question paper during the

examination, but their notes will not be marked. Candidates

must complete an answer sheet, which is then scanned.

Does it matter if candidates write in pen or pencil?

Candidates must use a pencil to mark their answers on the

answer sheet. Answer sheets marked in pen cannot be read by

computer.

Is the use of dictionaries allowed?

No.

What is the mark allocation?

One mark is given for each correct answer.

Do candidates have to take all three modules?

No. The modules are free-standing. Candidates may enter for

any number of modules in any order.

What is the pass mark?

Results are reported in four bands. There is no pass or fail.

Candidates receive a certificate for each module taken.

What is the date of the TKT examination?

Dates are set by Centres in consultation with Cambridge ESOL,

taking into account local needs and conditions.

Where can candidates enrol?

Your Cambridge ESOL Local Secretary can give you

information about Centres where the examination is taken.

Candidates enrol through local Centres, and not through the

Cambridge ESOL office in Cambridge. Fees are payable to the

local Centre.

How do candidates get their results?

TKT certificates are issued to Centres approximately two

weeks after receipt of answer sheets by Cambridge ESOL.

Do candidates need to have taken a particular English

language examination before taking TKT?

No. However, it is advisable for candidates to have a minimum

language level of Council of Europe Framework level B1.

What kind of teaching terminology will be tested in TKT?

Opposite is the TKT wordlist which contains terms which may

be used in TKT.

A non-exhaustive list of the teaching terms and their

definitions which could be tested in TKT can be found in the

TKT Glossary at www.CambridgeESOL.org/TKT

What is the TKT portfolio?

The portfolio is an electronic resource in which candidates

keep a record of their teaching experience, beliefs and

aspirations for the future. The portfolio does not form part of

the assessment for TKT. Candidates who register for TKT will

receive more information on how to access their portfolio.

Interrogative

Irregular verb

Main clause

Modal verb

Noun

Object

Object pronoun

Participle (past and present)

Passive voice

Past perfect simple and continuous, progressive

Past simple and past continuous, progressive

Personal pronoun

Phrase

Plural noun

Possessive adjective

Possessive pronoun

Possessive ‘s’ and whose

Preposition

Present continuous, progressive for future

Present perfect simple and continuous, progressive

Present simple and continuous, progressive

Pronoun

Proper noun

Punctuation

Quantifier

Question tag

Reflexive pronoun

Regular verb

Relative clause

Relative pronoun

Reported statement

Reporting verb

Second conditional

Singular noun

Subject

Subject-verb agreement

Subordinate clause

Superlative adjective

Tense

Third conditional

Third person

Time expression

Uncountable noun

Used to

Verb

Verb pattern

LEXIS

Affix

Affixation

Antonym

Collocation

Compounds

False friend

Homophone

Idiom

Lexical set

Lexis

Multi-word verb

Part(s) of speech

Phrasal verb

Prefix

Suffix

Synonym

PHONOLOGY

Connected speech

Consonant

Contraction

Diphthong

Feature (of connected speech)

Intonation

Linking

Main stress

Minimal pair

Phoneme

Phonemic script

Phonemic symbols

Phonemic transcription

Rhyme

Rhythm

Schwa

Sentence stress

Stress

Strong forms

Syllable

Unvoiced sound

Voiced sound

Vowel

Weak forms

Word stress

37Teaching Knowledge Test | wordlist

38

FUNCTIONS

Appropriacy

Appropriate

Colloquial

Declining, refusing an invitation

Enquiring

Express

Expressing ability

Expressing intention

Expressing necessity

Expressing obligation

Expressing permission

Expressing preference

Expressing probability

Formal (language)

Formality (level of)

Function

Functional exponent

Greeting

Inappropriate

Informal (language)

Informality (level of)

Instructing

Making a (polite) request

Negotiating

Neutral

Predicting

Register

Requesting

Speculating

Concepts and terminology for describing language skills

Accuracy

Authenticity

Context

Deduce meaning from context

Develop skills

Draft

Edit

Extensive listening/reading

Extract

Fluency

Infer attitude, feeling, mood

Intensive listening/reading

Interact

3838 Teaching Knowledge Test | wordlist

Interaction

Interactive strategies

Layout

Listen/read for detail

Listen/read for gist

Listen/read for mood

Note-taking

Oral fluency

Paragraph

Paraphrase

Predict

Prediction

Process

Process writing

Productive skills

Proofread

Receptive skills

Re-draft

Scan

Skill

Skim

Subskill

Summarise

Summary

Take notes

Text structure

Topic

Topic sentence

Background to language learning

Achievable target, goal

Acquire

Acquisition

Attention span

Auditory learner

Autonomous

Cognitive (processes)

Confidence

Conscious (of)

Deductive learning

Demotivate

Developmental error

Error

Expectation

Expose

Exposure

Factor

First language

Focus on form

Goals

Guidance

Ignore (errors)

Independent study

Inductive learning

Interference

Interlanguage

Kinaesthetic learner

L1/L2

Language awareness

Learner autonomy

Learner characteristics

Learner independence

Learner training

Learning resources

Learning strategies

Learning style

Linguistic

Mature

Maturity

Memorable

Memorise

Mother tongue

Motivate

Motivation

Natural order

Needs

Participate

Participation

Personalisation

Personalise

Pick up

Processing language

Proficient

Silent period

Slip

Target language culture

Unmotivated

Visual learner

Work language out

Background to language teaching

PRESENTATION TECHNIQUES, APPROACHES AND

INTRODUCTORY ACTIVITIES

Activity-based learning

Communicative Approach

Concept checking

Concept questions

Content-based learning

Contextualise

Define

Definition

Elicit

Emphasis

Emphasise

Functional Approach

Gesture

Grammar-Translation method

Guided discovery

Ice-breaker

Illustrate meaning

Introductory activity

Lexical Approach

Meaningful

Mime

Present

Presentation

Presentation, Practice and Production (PPP)

Situational presentation

Structural Approach

Task-based Learning (TBL)

Teaching strategy

Test-teach-test

Total Physical Response (TPR)

Warm up

Warmer

PRACTICE ACTIVITIES AND TASKS

Brainstorm

Categorisation

Categorise

Chant

Choral drill

Communicative activity

Controlled practice

Drill

Extension task

Freer practice

39Teaching Knowledge Test | wordlist

40 Teaching Knowledge Test | wordlist

Gap-fill

Guided writing

Individual drill

Information-gap activity

Jigsaw listening/reading

Jumbled paragraphs, pictures, sentences

Label

Less controlled practice

Mind map

Picture stories

Practice

Prioritising

Problem solving

Project work

Rank ordering

Restricted practice

Revise

Revision

Role-play

Substitution drill

Survey

Target language

Task

Task-type

Transformation drill

Visualisation

Visualise

Word map

ASSESSMENT

Achievement test

Assess

Assessment

Assessment criteria

Cloze test

Continuous assessment

Diagnose

Diagnostic test

Evaluation

Formal assessment, evaluation

Formative assessment, evaluation

Informal assessment, evaluation

Item

Learner profile

Matching task

Multiple-choice questions

Objective test

Open comprehension questions

Oral test

Peer assessment, evaluation

Placement test

Portfolio

Proficiency test

Progress test

Self-assessment, evaluation

Sentence completion

Sentence transformation

Subjective test

Summative test

Test

True/false questions

Tutorial

Module 2Lesson planning

Achieve aims, objectives

Aim

Analyse language

Anticipate language problems

Arouse, generate interest

Assumptions

Class profile

Components (of a lesson plan)

Conduct feedback

Consolidate

Elicit feedback

Enable

Encourage

Encouragement

Feedback

Focus on

Give feedback

Highlight

Lead-in

Main aim

Pace

Peer feedback

Personal aim

Pre-teach (vocabulary)

Procedure

Raise awareness

Recycle

Reflect on teaching

41Teaching Knowledge Test | wordlist

Reinforce

Scheme of work

Sequence

Set a question, task, test

Set the scene, the context

Specification, to specify (aims)

Stage

Step

Stimulate (discussion)

Student-centred

Subsidiary aim

Syllabus

Teacher talking time

Teacher-centred

Timing

Variety

Vary

Reference resources

Bilingual dictionary

Consult

Headword

Monolingual dictionary

Phonemic chart

Reference materials

Teaching materials and aids

Activity book

Adapt (material)

Audio script

Authentic material

Board game

Book

Brochure

Chart

Coursebook

Coursebook unit

Crossword puzzle

Dialogue

Dice

Exploit (material)

Flashcard

Flipchart

Graded reader

Graph

Grid

Handout

Language laboratory

Leaflet

Learning centre

Overhead projector (OHP)

Overhead transparency (OHT)

Puppet

Realia

Resources

Rubric

Self-access centre

Supplementary material

Tapescript

Teacher’s book

Teaching aids

Textbook

Transcript

Video clip

Visual (aid)

Workbook

Worksheet

Module 3Teachers’ and learners’ language in the classroom

Ask for clarification

Clarify

Convey meaning

Facial expression

Hesitate

Model

Narrate

Praise

Prompt

Respond

Response

Word prompt

Learners’ mistakes and correction strategies

Correction code

Echo correct

Over-application of the rule

Over-generalisation

Reformulate

Reformulation

Repetition

Self-correction

Time line

42 Teaching Knowledge Test | wordlist

Classroom management

Active role

Classroom management

Closed pairs

Co-operate

Co-operation

Co-operative

Discipline

Dominant

Dominate

Energy levels

Get students’ attention

Grade (language)

Group dynamics

Interaction patterns

Involvement

Learning contract

Mingle

Mixed ability

Mixed level

Monitor

Nominate

One-to-one

Open class

Open pairs

Passive role

Rapport, build rapport

Routine

Seating arrangement

Seating plan

Teacher role

Teaching space

MODULE 1answer key

1 B

2 F

3 C

4 A

5 E

6 E

7 D

8 A

9 F

10 B

11 A

12 A

13 B

14 B

15 B

16 C

17 F

18 A

19 C

20 E

21 D

22 I

23 A

24 G

25 H

26 C

27 D

28 F

29 B

30 D

31 E

32 B

33 F

34 C

35 G

36 C

37 A

38 B

39 C

40 B

41 B

42 A

43 C

44 D

45 C

46 D

47 D

48 C

49 A

50 H

51 E

52 G

53 F

54 C

55 D

56 G

57 B

58 A

59 F

60 A

61 B

62 C

63 A

64 B

65 B

66 C

67 A

68 B

69 C

70 A

71 A

72 C

73 B

74 H

75 E

76 C

77 F

78 A

79 D

80 B

43Teaching Knowledge Test | answer keys

MODULE 3answer key

1 E

2 C

3 B

4 F

5 H

6 G

7 A

8 C

9 A

10 H

11 G

12 B

13 F

14 D

15 B

16 C

17 B

18 A

19 B

20 A

21 D

22 B

23 C

24 A

25 B

26 E

27 C

28 D

29 A

30 D

31 H

32 B

33 C

34 E

35 F

36 G

37 B

38 E

39 A

40 F

41 C

42 B

43 A

44 D

45 I

46 H

47 E

48 G

49 C

50 B

51 F

52 A

53 D

54 G

55 C

56 H

57 H

58 A

59 E

60 C

61 G

62 F

63 D

64 I

65 C

66 D

67 A

68 D

69 C

70 C

71 B

72 A

73 I

74 A

75 G

76 D

77 C

78 F

79 B

80 E

1 C

2 H

3 F

4 B

5 G

6 A

7 E

8 A

9 B

10 C

11 C

12 A

13 B

14 A

15 C

16 B

17 B

18 F

19 A

20 E

21 C

22 A

23 C

24 C

25 B

26 A

27 B

28 C

29 A

30 A

31 C

32 B

33 E

34 B

35 G

36 A

37 D

38 I

39 F

40 C

41 A

42 A

43 D

44 C

45 D

46 C

47 B

48 B

49 D

50 A

51 A

52 C

53 A

54 B

55 C

56 A

57 B

58 A

59 C

60 B

61 B

62 C

63 A

64 C

65 E

66 D

67 A

68 G

69 F

70 B

71 C

72 C

73 B

74 B

75 C

76 C

77 E

78 F

79 A

80 D

MODULE 2answer key

44 Teaching Knowledge Test | sample omr answer sheet

TKTSample OMR answer sheet