ey CAMBRI jae TEACHING KNOWLEDGE TEST MODULE 1 Rene Language and background to language learning and teaching 001 Test 64 Time 1 hour 20 minutes INSTRUCTIONS TO CANDIDATES Do not open this question paper until you are told to do so. Write your name, centre number and candidate number on your answer sheet if they are not already there. Read the instructions for each part of the paper carefully. Answer all the questions. Read the instructions on the answer sheet, Mark your answers on the answer sheet. Use a pencil ‘You must complete the answer sheet within the time limit. ‘atthe end of the test, hand in both this question paper and your answer sheet. INFORMATION FOR CANDIDATES -There are 80 questions in this paper. Each question carries one mark pve ucies zie‘Which of these sentences contains an i ‘A He's going to be taller han his mum soon. B He was much busier today than yesterday. © He spent most of his money on souvenirs. Which of these sentences contains an auxiliary verb? A He had a really expensive haircut last week. B Heis smarter looking with his new haircut. © He's had his hair cut recently at the new salon. 3 Which of these sentences contains a gerund? A | went to a concert on Saturday, and | stayed in the following night B That woman had the most beautiful singing voice I've ever heard. © She had always loved singing, especially to a big audience. 4 Which of these sentences contains a demonstrative adjective? A Can! borrow this pencil? | can't find mine. B John, this is Clare. Have you two met before? What cid we talk about? This and that | suppose. & Which of these sentences contains a conjunction? John wanted to see different countries without travelling too far. 3 He spent a year travelling so that he could learn about different cultures. C The people that he met in different countries were friendly and helpful. 6 | Which of these sentences contains a dependent preposition? along the High Street every day for twenty minutes. 5 He Jostens to lessical music on his phone when he’s jogging, He enjoys running in the fresh air for exercise.eet ip Which of these Sentences contains @ Verb used transitively? 4 A Can you help me lift my bag onto the Shelf, please? a, I'm so tired, | think | ‘Il sleep well tonight. C What's for dinner? It sm pes 1 & ells delicious. . ] Sy‘Uses listed AG. ~ 13, match the underiined grammatical structures in the exemple sen Mark the correct letter (A — G) on your answer sheet. There is one extra option which you do not need to use. Uses A toexpress an obligation B to report what someone has said © to help someone identify something D_ to describe something in progress at a moment in the past E to express a formed intention F to show that the speaker is not certain of the facts 6 to focus on new information about Something already under discussion 10 11 42 Example sentences | am fifty-five and in a few years I'm goin to retire. The motorbike? Oh, that was put there by mpenter. ‘She advised us to be as quick 2s we could, So that we're not late, we should set of at 10,” I'm going to give you the two boxes which are.on the kitchen table, The two of them were laughing, softly and quietly,latter (A 6) on your answer sheet : ee ‘i seca de ob | Lexical descriptions synonyms homophones 2 phrasal verb a lexical set an idiom a verb-noun collocation a compound noun used as an adjective Example sentences nia 14| — She's got twin sons and a daughter, and a new baby—no wonder she's busy! 3 The right word's on the tip of my tongue but I just can’t rememberitnow, a The chidren mace a.cadhonrd modal of acaule and en patedPhonological features xO 7 m 0 Olu Groups of words comfortable another action protect ideal over relax dirty They all start with a diphthong. They all start with unvoiced consonants ‘They all contain the phoneme /3:/ They alll contain the phoneme /2o/ They all contain a schwa, They all have the stress pattern o O They all have three syllables, They all start with voiced consonants They all contain the phoneme /a/ money oven aged defeat world behaviour ‘granddaughter34 32 complaining A Why couldn't they let us know they weren't ee M ke ren't o* B iil have the paper if you've ‘inishea with it, SUG C They're always getting the information ‘wrong. asking for recommendations ‘A Which part of France should we go to this year? B Do you know of any good places to eat in the area? C Isn't that shop rather expensive these days? giving encouragement - A It's best not to do it that way. oad B Go on—you haven't got far to go. ' © That's so much better than the last time. speculating A | suppose it must be number 4. c wont B_ She could be Terry's sister. # C | thought they would help us. refusing an offer politely ‘A_I'mafraid we can't, but thanks anyway. B Thanks, I don't mind coming at all. We'd love to come another time.‘A planning and note-taking. B Grafting and redratting, © copying and labeling, Writing at discourse level does NOT involve writing A lists of words. B paragraphs. © essays. Paying attention to layout doss NOT involve A organising a text appropriately for its text type. B beginning a text with an introduction, © making use of features such as headings and ‘sub-headings. Whiting coherent texts does NOT involve A writing a text neatly. B organising a text logically. C using vocabulary appropriate to a text typeA could be made by an L2 or 11 leamer. 3 taten: make aa they ae beat influenced by other learners. © ismade by younger leamers because of their lack of maturity. Aslip is a type of mistake which A is only made when speaking, B the leamer can correct on their own, € causes hesitation Interlanguage is A aleamer’s version of the target language. & colloquial language used in informal conversations language between elementary and advanced lever ‘Overgeneralisation involves making a mistake by A forgetting a rule in the Lo Busing an L1 rule for the L2. c applying an L2 rule too widely, Interference is due to the influence ofoat tr (Fon our awe sea ity Thao onesmoton chy dorerecneae, Learning ‘Strategies highlighting key words deducing the meaning of words from context memorising chunks focusing on pronunciation building a personal dictionary drawing pictures to go with words Learners’ comments Rather than learning individual words, | find it much easier to learn whole phrases. They're sometimes easier to use than a single word. | always get my teacher to repeat the word to me before | write it down —it helps me to la remember it if | know how it's said. | always put the new words | meet in alphabetical order, then write my own ceftins so that | can look them up again later. ; ‘When I'm reading, | often find new vocabulary, but i's boring to keep on using a 80 | try to work it out for myself. ee eT wl | SES annette: Aleamer needs more exposure to spoken English. He should ‘A try to be more active in class discussions. reading dialogues aloud. ¢ start watching British and American films. A leamer is having problems remembering which nouns to use with do and make. In her vocabulary book, she should ‘A note down parts of speech. Buse phonemic script. € keep a record of collocations. [53] A learner makes lots of mistakes in his writing. He should think about A paraphrasing more. B editing his work. © extending his range of lexis. | A leamer is having problems understanding connect [4] pore & Ig connected speech. He should listen to ‘A when contractions are used. B when voices rise and fall. © _how many syllables there are.2] [8] cy [a] cy 61 Fay, i bats A Presentation, Practice and Production (PPP) B Task-based Learning (TBL) c Total Physical Response (TPR) Trainers’ suggestions to teachers Why don't you start the lesson by demonstrating the verb patterns in a situation, then say sentences containing them and see if you can elicit similar sentences from the learners? You could give the learners a series of instructions of simple things to do, such as open your books, look at the picture, and so on, and then get them to repeat these instructions back to you while you do these things. ‘One idea that might work is to ask the learners to pian their ideal holiday together, and 4 then go on to discuss the language of suggesting and negotiating with them, iid introduce the new language patterns by getting the leamers ine circle around Rei catelre them to do certain actions. The last one to do the action each time is ‘out’. Finally, there is one learner left, who is the winner. ‘the new structures orally I don't think you should expect the learners to practise r have ilustrated or explained them carefull. While | » there are learners are doing an activity, they will notice need eae ‘When they have finished the activity, olson these, » poate Lae byt < soy ors tls Ae ta one so: areata nab‘Techniques for presenting new language concept checking encouraging prediction of target language using realia diling for pronunciation illustrating meaning Personalising language on mao om p> sing text as input Teacher's actions ‘The teacher frst asks the learners to do a quiz on the names of Countries. Then, she asks — [e| them fo guess the adjectives for the nationalities of people from these ecunthen The teacher gives the learners the sentence Mary's been to New York and then she asks ie them ‘Do we know when she went there?” i [64] Thetescherasks the class to say the word com/ortable in several different sentences 7 Tre leecher asks half the class to read the beginning of a story and the other half to read ‘theend. They then workin pairs and share what they have rece i [66] To introduce a lescon on holidays, the teacher shows the class some photos of the USA = ‘ {he teacher asks her learners which TV programmes the like to watch | Ke ”& recording from the book about a TV quiz show, my oriSome parts of this business email have been filed in already. Think steed ate rosa Practice activities brainstorming A B guided writing c D survey project work E labelling F chanting G categorisation H__ jigsaw listening Teachers’ instructions It's really useful to know how to say the letters of the alphabet, so | want you to repeat this alphabet poem after me. For homework, find useful information - group A use the internet, group B take these magazines and group © use the study centre, Be ready fo exchange the information you find to create your posters in next week’s lesson. i the chart that you've got information for from your part of the recording, Bo De apace) Tater, you'll have to tell the others in the group what you know. about the kind of information that goes into each paragraph and then complete the emai yn the sheet, I've started sist of words you could use to talk about this topic: Inyour ee ear ve siarejgest ten more words oad tothe Ist :assessment listed For questions 7§ ~ 80, match what the Jeamers say with the types of Mark the correct letter (A — G) on your answer sheet There is one extra option which you do not need to use. Types of assessment ‘A formative assessment B achievement test | © placement test | D proficiency test E continuous assessment F subjective test G - self-assessment What the learners say At the end of the course, we do cloze tests on the grammar we have studied the year and we're given a grade. ‘The teacher takes in o4 ‘our final mark. Every 80 often, the teacher gives us a ‘More work on a particular area, she d ur exercise books every week and gives us a mark, which is 9ap-fill task to do and then, if she thinks we es Some revision with us. V'm studying to take an extemal exam, which | need to get into university, Before | started classes, | had todo tis ean ‘ mutiple-choice test so the school could see FEA RAE Seiieiosnneonh sacred es 5 tt cae and gmat omy og