Centre Number Candidate Number Candidate Name UNIVERSITY OF CAMBRIDGE ESOL EXAMINATIONS English for Speakers of Other Languages CZ TEACHING KNOWLEDGE TEST . . 001 MODULE 1 Version 57 Language and background to language learning and teaching 1: hour 20 minutes Additonal materials: ‘Answer sheet Time * 4 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 in the spaces at the top of this Page. Write these details 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 thie time limit. At the end of the test, hand in both this question paper and your answer sheet. INFORMATION FOR CANDIDATES There are 80 questions on this paper. Each question carries one mark. This paper consists of 19 printed pages and 1 blank page.2 For questions 1-7, look at the grammatical terms and the three sentences listed A, B and C ‘Two of the sentences contain examples of the grammatical term, One sentence does NOT. Mark the letter (A, B or C) which does NOT contain an example of the grammatical term on your answer sheet, [1] reported statement A Arthur told Mary he'd see her later. B Ronnie recommended that we went to the cinema, © John chose to work abroad. first conditional [s] A | won't have time to do ittoday unless my meeting is cancelled. B I'lltake the dog for a walk if you want me to. € Illhave a think about it and get back to you 3 | infinitive of purpose A He tried to repair it, but it didn't work. B | put my head out of the window to get some fresh air, © Jack waited outside for hours to take the singer's photo present perfect A There haven't been many hotter days than this, B I'm afraid that woman's got a lot of problems, © I've had enough of your bad behaviour. 5 | passive A She's been sent ail the details of the trip. B The police have said the money was left in a red car. © I've been taking the pills for a month now.1 gerund ‘A One of my sisters is having a baby. B Having a walk every day is good for you © _ enjoy having a good chat with my friends imperative form A Show me which one you want. B You do the washing up and I'll clean the bathroom, © Don't tell me he's changed his mind again.4 For questions 8 ~ 13, look at the questions about grammatical use and the three possible answers listed A, B and C. Choose the correct answer. . Mark the correct letter (A, B or C) on your answer sheet. 8 | Which sentence contains a conjunction used to introduce a contrast? ‘A I'm not sure if | agree with you. B Despite the fact that the weather was bad, the match went ahead © When | tried to turn it on, there was a loud noise and all the lights went out. 9 | Which sentence contains a future form used to describe an event arranged before now? A We're leaving the country on 16” April B Let's now have a five-minute coffee break. John’s going to be 40 on his next birthday. 10| . Which sentence contains a clause used to give a reason? A twas such a lovely day that they decided to go to the seaside. B [il meet you in the park at 2.30 unless you call me. She took a book with her on the train as she gets bored easily 41| Which sentence contains a present perfect form used to talk about a past action with an 1 effect on the present? ‘A Your hair looks nice — have you had it cut? B How many countries has she visited so far? C__ I've often wondered where she goes every Friday. 12] Which sentence contains a conditional used to express an unlikely situation? A Ifyou like tomatoes, you'll love her cooking. B Ifyou want to come to the cinema tomorrow, just give me a call © If found somebody's purse, I'd return it to them. 13| Which sentence contains a past tense used to describe a repeated action? ‘A _ I went to the gym for five years without ever really enjoying it. B John was mending his bike outside when the rain started. © Dr Porter wanted to see his patients in the morning,For questions 14 — 19, look at the lexical terms and the three options listed A, B and C. Two of the options are examples of the term. One option is NOT. Mark the letter (A, B or C) which is NOT an example of the termn on your answer sheet. 14 collocations A asstrong smell B astrong wind © a strong rock antonyms ‘A smooth, rough B_ bad, worse C send, receive words with suffixes A advisor B funny flower synonyms A water, river B false, untrue © cost, price lexical sets A ball, hit, tennis B click, keyboard, print write, writing, written phrasal verbs A runoitof B recover from C ringupFor questions 20 - 27, look at the sentences and the three transcriptions listed A, B and C. Two of the transcriptions are possible ways of saying the sentence in fluent connected speech. One of the transcriptions is NOT. Mark the letter (A, B or C) which is NOT a possible way of saying the sentence on your answer sheet 20 a 22 23 24 25 They are swimming A /det ja: swimun/ B /dea swimin/ Cc /derwaswimm/ Do you like the book? A /did u: lak Ba bok/ B /dsa lak da buk/ © /du ju laik da bok/ ‘Are you going to walk to the bank? A/a: jv gavin ta wack ta da baenk/ B /a: jv gauy wok ta da baeyk/ © /a: ju gana wok ta da baenk/ She has never been to London. A /fisheez neva bin ta landan/ B /fizneva bin talandan/ ¢ /fiss neva bi:n ta landan/ He must be a teacher! A /his mof bi: ja ti:tfa/ B /hi: mast bi: ja titfa/ * © /hi: mas bi: ja tistfo/ Could you pass me that spoon? A /kud ju: pa:s mi det spu:n/ B _/kod hu: pass mi deet spusn/ | /kudga pais mr dat spusn/| 26 My car is really old. A /mai ka: iz rili: jauld/ B /mar ka: riz ricki: javld / © /mar ka iz rishi: jauld/ [27] They wor't let you in A /derwaunt let ju: win/ B /det waunt let ju: n/ © /de1 want let ju: m/For questions 28 ~ 34, look at the terms related to language skills and the three possible definitions listed A, B and C. Choose the definition which matches the term. Mark the correct letter (A, B or C) on your answer sheet, 28 | _ intensive listening ‘A. listening in order to identify the attitude of the speakers B listening carefully to a short text to get the main idea € listening with a focus on how language is used 29| paraphrasing A giving'a prompt to your listener B repeating somebody else's words © using other words to express the same meaning 30| * oral fluency A speaking naturally without hesitating or repeating B speaking naturally without mistakes speaking naturally without looking at notes 31} receptive skills A listening, reading, speaking and writing B speaking and writing CC listening and reading 32| developing skills, ‘A reminding yourself why you are listening, reading, speaking or writing B helping yourself leam haw to listen, read, speak or write having a clear idea of what you will listen to or read, speak or write about33| — deducing meaning from context A finding out the meaning of an unknown word from a friend B guessing the meaning of an unknown word by using knowledge of other words nearby © getting the meaning of an unknown word by using a dictionary 34| interactive strategies A. strategies a person uses when speaking to keep a listener interested B strategies a person uses to search the intemet efficient|y C strategies a person uses to learn better* 10 For questions 38 - 40, match the underlined parts of the dialogue with the functions listed A- G. Mark the correct letter (A — G) on your answer sheet. ‘There is one extra option which you do not need to use. Dialogue Mike: Henry: Henry: Mike: Henry: Mike: Henry: Mike: Henry: Functions recommending sympathising | paying someone a compliment expressing a decision giving an explanation predicting on7nmmoom p> drawing a conclusion I'm really tired after that football match. | can imagine. (38) You scored two great goals. Thanks. Greg did too, (36) so we've got more goals than anyone else now. That's great, | wish | could play like Greg. Has he been playing long? About four years. By the way, are you coming to training on Saturday? 1 have to miss it, (37) We're going to my cousin's wedding, That's a shame. ‘Yes, but (38) it should be fun'to see all the family together. We have a big family party every summer. It's a good way to stay in touch with everyone. (38) It's Something your family could do maybe, Yeah, good idea, (40) I'll try and organise one.1 For questions 41 ~ 45, match the reasons why learners made mistakes with the types of mistake listed A -F. Mark the correct letter (A —F) on your answer sheet. There is one extra option which you do not need to use. a 42 43 45 Types of mistake grammatical slip grammatical developmental error lexical developmental error oo @ > grammatical interference error E lexical interference error F pronunciation interference error Reasons why learners made mistakes Kumiko used the wrong form of a verb because, without realising, she was over- generalising a rule Sofia was translating in her head as she was speaking, and produced an idiom that nobody understood ‘Svetlana had not fully understood the difference in meaning between several linking words and wrote the wrong one. Hanna used the wrong tense because she thought its use was the same as in her L1 Jan used word stress patterns typical of his own language, which made the teacher misunderstand him.42 For questions 46 — 80, look at the teaching strategies for motivating learners and the three possible examples listed A, B and C. Choose the correct example of the strategy A, B or C. ‘Mark the correct letter (A, B or C) on your answer sheet, 46| personalising the learning process for learners . ‘A suggesting leamers give themselves English-language names B nominating learners to give answers individually © choosing reading texts about learners’ hobbies and interests 47| developing learners’ interest in the target culture A. helping them to meet some native speakers of English B gating them ta translate tevts they write inte Enalish © _ asking them to use their imagination when learning English 48 | “ encouraging leamer autonomy : ‘A giving assessment tasks which are just below the leamers’ level B discussing strategies for learning effectively outside class C setting up competitions with prizes for the best learners 49| increasing learners’ self-confidence ‘A _ returning learners’ marked homework quickly B giving learners tasks which are fairly easy to complete C pointing out leamers’ common errors 50| helping leamers to establish goals ‘A asking them to work in pairs when doing exercises B__ making sure that the lessons use a variety of activity types showing a video of a leamer using English on holiday13 For questions 61 — 85, match what a leamer did in a week of independent study with the learning strategies listed A - F. ‘Mark the correct letter (A — F) on your answer sheet, ‘There is one extra option which you do not need to use. Learning strategies focusing on fluency memorising personalising noticing moog > making use of exposure 7 predicting What the learner did 51| — He watched a film in English and read several magazines. 52| He practised speaking for one minute without correcting himself. 53| — He wrote down the words he might'find in a news article before reading it 54| He practised letter writing by writing a letter to an English friend about his holidays. '55| He underlined all the examples of the present perfect in a text from the coursebook to see how they were used.4 For questions 86 — 61, match the parts of a presentation on ‘used to’ with the presentation techniques they employ listed A - G. Mark the correct letter (A ~ G) on your answer sheet. There is one extra option which you do not need to use. Presentation techniques ‘A _ introducing the context | B eliciting target language © focusing on the written form D using gesture to illustrate meaning E explaining use | F highlighting the spoken form __ making the target language relevant! Parts of a presentation on ‘used to’ 56] — The teacher says: ‘Look at the negative. There isn't a ‘d’ at the end of 'use’.’ 87] The teacher asks the class to talk about the things that children enjoy doing 58| The teacher asks; ‘So, what's another way to say ‘she rode a bicycle then, but now she doesn't?” 59 The teacher gives students the names of different childhood activities and tells tham to write true sentences about themselves using used to’ and ‘didn't use to! 60| — The teacher repeats the model sentence with natural linking, stress and intonation 61] The teacher says: ‘t's for when we want to talk about things we did in the past but don't do now."45 For questions 62 ~ 67, match the key features with the approaches listed A, B and C. Mark the correct letter (A, B or G) on your answer sheet. ‘You will need to use some of the options more than once. B _ CLIL (Content and Language Integrated Learning) Structural approach Key features The main focus of the approach is on meaningful use of language rather than language accuracy. This gives equal importance to grammar and vocabulary learning and subject knowledge. The syllabus focuses on teaching simpler grammatical items before more difficult ones. Learners.are encouraged to experiment with new language. 3| [a] [e] [3] [8] Leamers are given the opportunity to study topics in depth 67| The language taught is generally ungraded and decided by the topics on the syllabus.6 For questions 68 - 74, look at the questions about activities and the three possible answers listed A, Band. ‘Choose the correct answer. Mark the correct letter (A, B or C) on your answer sheet. 68] — Which of the following is NOT a speaking activity? ‘A negotiating B_ chanting © labelling 69| — Which of the following is NOT an interactive activity? A choral drilling B role plays C problem solving 70|- Which of the following does NOT involve focusing on students’ own ideas? A. rank ordering B substitution drilling € brainstorming 71| Which of the following is NOT a stage in process writing? A inferring B editing planning |72| Which of the following does NOT require productive skills? ‘A acommunication activity B amatching task © amingle 73| — Which of the following does NOT involve a restricted choice of language? A extensive reading B controlled speaking exercises © guided writing7 Which of the following does NOT focus on sorting vocabulary or ideas? [2] A aword map B _ acategorisation acti C . an information gap18 } For questions 75 — 80, ook at the types of assessment and the descriptions of how learners can be assessed listed A, B and C ‘Two of the descriptions match the type of assessment. One description does NOT, Mark the letter (A, B or C) which does NOT match the type of assessment on your answer sheet, 75) formal assessment A Leamers do a grammar test in order to enter secondary school. B Learners do a grammar test in order to get @ course certificate. The pass mark is 75%. © Learners do a grammar test in groups and discuss their answers in order to practise for a national exam 76| — informal assessment ‘A Leamers do a dictation, mark each other's work and discuss the results, B Learners do a dictation. They get a grade for their work as part of their final mark for the term © Leamers do a dictation and compare their work with the original, making any necessary corrections. 77| summative assessment Learners are assessed on their speaking at the end of the course and receive a mark. Learners are assessed on their speaking at the end of the course. The teacher suggests ways they can improve. C Learners are assessed on their speaking at the end of the course and told if they have passed oF failed o> 78| — formative assessment A. Leamers receive a report based on a diagnostic test at the start of the term which tells, them the language they need to work on B Learners receive a report in the middle of the term which tells them about their progress. t © Leamers receive ares sh the end of tine term wriith ehs them then Mate } 79| peer assessment ‘A Learners receive their test scores then discuss what they found difficult B Learners practise a dialogue then discuss how good their pronunciation was. Learners proofread each other's essays then discuss their use of cohesion19 80| self-assessment A B c Learners write a mark from 1 to 3 on the board to show how well they think they leamed. Learners list their homework tasks in date order in their notebooks Learners write in their notebooks about what they need to improve in their writing