Teaching

Knowledge
Test

Module 3
Past Examination Paper

2007

©UCLES 2007 EMC/4877/7Y11

 Candidate 2
Centre Number Number
For questions 1-8, match the examples of teachers’ classroom language with their purposes
Candidate Name listed A-I.

Mark the correct letter (A-I) on your answer sheet.

UNIVERSITY OF CAMBRIDGE ESOL EXAMINATIONS
There is one extra option which you do not need to use.
English for Speakers of Other Languages
TEACHING KNOWLEDGE TEST 003
MODULE 3 Version 07 Purposes
Managing the teaching and learning process 1 hour 20 minutes
A giving feedback
Additional materials:
Answer sheets
Soft clean eraser B eliciting language
Soft pencil (type B or HB is recommended)
C organising a mingling activity

D asking for clarification

TIME 1 hour 20 minutes
E drilling

INSTRUCTIONS TO CANDIDATES F setting up pairwork

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 printed. G managing a jigsaw task
Do not open this booklet until you are told to do so. H dictating
There are eighty questions in this paper.
Answer all questions. I concept checking

Mark your answers on the separate answer sheet. Use a pencil.

You may write on the question paper, but you must mark your answers in pencil on the answer
sheet. You will have no extra time for this, so you must finish in one hour and twenty minutes. Teachers’ classroom language
At the end of the test, hand in both the question paper and the answer sheet.
1 It’s a person who checks your ticket on the train. Does anyone know the name of this job?

INFORMATION FOR CANDIDATES

2 Listen and repeat after me: I always eat eggs for breakfast.
Each question in this paper carries one mark.
3 Look at this sentence: I’ve just broken my computer. Did I break the computer a long time
ago, or a short time ago?

4 Good, Marek. You used the new vocabulary very well.

5 This part of the class, read section A, and this part, read section B, and the rest of you,
read section C.

6 Listen and write what you hear: Last summer I went camping for the first time.

7 Stand up and ask your questions to as many people as you can in five minutes.

8 Sorry Maria, I don’t understand. Did you come to school by train or bus?
This question paper consists of 12 printed pages.

PV4
© UCLES 2006 [Turn over
 3 4

For questions 9-16, match the teacher’s instructions to an elementary class with the teacher trainer’s For questions 17-23, read the transcript in which the teacher asks a student to talk about a picture.
comments listed A-I. Answer the questions about the student’s use of language by choosing the correct option A, B or C.

Mark the correct letter (A-I) on your answer sheet. Mark the correct letter (A, B or C) on your answer sheet.

There is one extra option which you do not need to use.

Teacher’s instructions
Teacher: Anna, here are your two pictures. They show people playing games. I’d like
9 Compare your answers with what the others have written down. Oh, first you should get into
you to compare and contrast these pictures, and say how you feel about
groups.
games like these.
10 Today, we’re going to learn some functional exponents – they’re on the syllabus.

Anna: Well, they are both pictures of people playing games, as you said. In the first line 4
11 Can’t you get it right, just for a change? Come on, you two!
picture there are some old men playing cards at a table outside a café, I think.
They look very ... how to say ... concentrated in, I mean, on what they are line 6
12 Write the essay tonight and hand it in tomorrow, please.
doing. Some of the men are not playing but just watching what the others are
Now we’re going to move onto the role-play on page 7. Read the instructions and start doing. The second picture shows some boys, some teenagers playing kind of line 8
13
when you’re ready. OK, off you go! ... games in a ... I think that you call it an amusement arcade. Actually they line 9

14 Can anybody tell me the answer to number 1? look as if they are enjoying themselves. I quite like playing these games too,
but I don’t like playing cards so much. I sometimes play with my grandmother,
15 Right, could you all turn to page 72. Or is it 62? Wait a minute, I’ll just look It’s 52. Sorry. though. line 12

16 Sorry, no more time for questions. We need to move on. We’ve got a lot to get through this
Teacher: Thank you, Anna.
morning.

Teacher trainer’s comments

Adapted from First Certificate Gold: Exam Maximiser by Acklam R. and Burgess S. Longman, 2000
A I don’t think you’ve allowed them enough time – check that they don’t have any other homework
to do.
B You need to think before you speak, and decide on the order you want the class to do things in.
C Don’t be in such a hurry to start new work – it’s more important for students to understand what
they’ve done so far.
D Check references in your lesson plan in advance, not while you’re giving the instructions.
E Try to avoid repeating yourself – it doesn’t necessarily make students understand instructions
any better.
F It’s better to nominate a particular student, rather than asking the whole class, in order to give the
weaker ones a chance.
G Your students won’t understand such technical language – it would be better to paraphrase it.
H You shouldn’t really speak to students like that – it sounds rude.
I Always check students have understood your instructions. A demonstration of the activity is also
a good idea.

[Turn over
 5 6

For questions 24-30, match the teacher’s instructions with the activities that the class is doing
17 Why does Anna say ‘as you said’ in line 4? listed A-H.

Mark the correct letter (A-H) on your answer sheet.

A to remind the teacher of a previous topic
B to show that it isn’t her own idea There is one extra option which you do not need to use.
C to give a reason for her next statement

18 Anna says ‘how to say’ in line 6 because

A she is describing the way the men are speaking. Teacher’s instructions
B she wants to give herself some time to think.
C she doesn’t know whether to continue her description. Right, now everybody, please pass your paper to the person on your left. Then read and
24
reply to the message.
19 Why does Anna say ‘I mean’ in line 6?

A She is showing what the players intend to do. 25 The man gives lots of reasons why he is late. Write down three of them.
B She wants to emphasise her opinion.
C She is correcting herself.
26 OK, now you Paola. Tell us about your family – your parents and brothers and sisters.
20 Anna uses ‘kind of’ in line 8 because

A she intends to say which type of game they are playing. Don’t forget to take your coursebook with you – the Useful Language section on reports is
B she is describing the teenagers themselves. 27
very good.
C she is not sure what language to use.

21 Why does Anna stop herself in line 9 and complete her sentence in a different way? 28 OK, now, all the Student Bs, listen very carefully, as you have to give detailed feedback on
your partner’s story.
A She has remembered the language she needs.
B She realises that she has used the wrong structure.
29 OK everybody, repeat after the tape.
C She wants to start talking about a new idea.

22 Anna uses ‘Actually’ in line 9 in order to

30 Jacques, turn away from Brigitte so you can’t see her text.
A involve her listener more fully.
B give an objective opinion of the situation.
C add a little more to the description. Activities

23 Anna uses ‘though’ in line 12 to show that this sentence A The teacher is doing a fluency activity with an advanced class.

B The teacher is giving a written homework task to an advanced class.

A is in contrast to the one before.
B refers to something she does regularly. C The teacher is doing a jigsaw-reading task with an intermediate class.
C describes something very important to her.
D The teacher is doing a classroom writing activity with an intermediate class.

E The teacher is doing a word-building activity with an intermediate class.

F The teacher is doing a listening comprehension task with an intermediate class.

G The teacher is doing a fluency activity with a low-level class.

H The teacher is doing a pronunciation activity with a low-level class.

[Turn over
 7 8

For questions 31-40, match the circled mistakes in the student composition with the types of mistake For questions 41-46, match the classroom management problems a teacher is experiencing while
listed A, B, C or D. doing group project work with the solutions listed A-G.

Mark the correct letter (A, B, C or D) on your answer sheet. Mark the correct letter (A-G) on your answer sheet.

You need to use some options more than once. There is one extra option which you do not need to use.

Student composition Types of mistake

Classroom management problems
31 People like to live in specail places. They prefer to design
41 Weaker students are relying on stronger students and not participating.

32 there own house, not live in an old house. I always think 42 Students are copying directly from the internet and books.

A articles 43 Some groups are not working quickly enough.

33 about design my own house in the future.

B spelling 44 Some students are relying on the teacher to correct work as they are doing it.
34 Every day I have new idea. I don’t know which idea I
45 Some groups are spending all their time on the content of their text and are not thinking
C punctuation about how it looks.
35 should use, one of my ideas is a house on the beach.
46 Some students appear uninterested in the subject of their project.
D verb forms
36 First of all, I would like the house to be long way from
Classroom management solutions

A Make sure that all students have a clear role within the group.
37 the city. I also want it being big and strong. That way
B Remind students that marks will be given for paragraphing and layout.

38 I can relax and to have fun. Secondly, the design of C Tell students that they are responsible for the process of checking and editing language.

D Allow students to choose their own topic.

the living room is very important. I want a big screen E Teach students some useful exponents of classroom language.

F Explain to students the importance of trying to use their own words in their writing.
39 TV with an exellent sound system.
G Set time limits and deadlines for completing stages of the project.

40 Rest of the house will be empty for future plans.

[Turn over
 9 10

For questions 47-56, match what the teacher knows with the types of teaching knowledge listed A-E. For questions 57-64, match the features of interaction patterns with the ways teachers interact with
students listed A, B or C.
Mark the correct letter (A-E) on your answer sheet.
Mark the correct letter (A, B or C) on your answer sheet.
You need to use some options more than once.

Ways teachers interact with students

Types of teaching knowledge

A teaching from the front of the class

A linguistic
B teaching by moving around the classroom
B pedagogical
C both A and B
C psychological

D cross-cultural

E technological
Features of interaction patterns

57 This makes the teacher the focus of attention for everyone.

What the teacher knows
58 This allows the teacher to maintain eye contact with all the students.
47 the importance of respecting differences between people from all national and racial groups
59 This can improve rapport with the class.
48 theories of how memory works
60 This allows the teacher to monitor the quality of individual students’ work.
49 the importance to language learners of feeling confident and independent
61 This is more appropriate for introducing language.
50 all areas of the target language
62 This helps the teacher to maintain discipline.
51 how multi-media resources work
63 This allows the teacher to check whether individual students are paying attention.
52 how to use a variety of techniques, strategies and tasks as teaching tools
64 This can give shy students the confidence to ask questions.
53 the fact that motivation is a factor in learning

54 a range of methodologies and types of instruction

55 the communicative value of style and register

56 the fact that regular revision must be built into lessons by the teacher

[Turn over
 11 12

For questions 65-70, look at the situations in which a teacher needs to correct students and at the For questions 71-80, match the learner comments on feedback with the types of feedback on oral
possible correction strategies. work listed A-E.

Two of the correction strategies are appropriate in each situation. One of the correction strategies is Mark the correct letter (A-E) on your answer sheet.
NOT appropriate.
You need to use some options more than once.
Mark the correction strategy (A, B or C) which is NOT appropriate on your answer sheet.

Types of feedback on oral work

65 When you are conducting an individual drill of a new structure, one student finds the
pronunciation very difficult.
A peer feedback
A Without saying it again yourself, ask the student to keep repeating it.
B Model it for the student and suggest he practises at home. B giving a grade
C Ask another student to say it and then ask the first student to try again.
C echo-correction

You hear one student using target language incorrectly during a controlled practice pairwork D using facial expressions
66
activity, while other students are using the language appropriately.
E praise
A Prompt the student to correct the language herself.
B Repeat the language correctly for the student to say after you.
C Stop the activity and explain the point again to the class. Learner comments on feedback

71 At first it seemed strange when the teacher repeated my mistake. But now I think it’s a great
way to help me put it right myself.
67 During a role-play a student makes a mistake but his partner understands what he means.

A Interrupt the role-play and make sure the student corrects the mistake. 72 I know immediately when I’ve made a mistake – I only have to look at my teacher!
B Ignore the mistake; the pair have used a lot of good language too.
C Make a note of the mistake to give to the student later.
73 Sometimes you learn as much from other students’ comments as from the teacher’s.

68 During an open-pair demonstration of an activity, a student stops because she cannot

remember a key word which has been covered in a recent class. 74 It’s nice to be told you’ve done the task well. It makes you feel more positive towards the
teacher.
A Ask if anyone in the class can supply the word.
B Write the word on the board and say it out loud.
75 I need to know what my level is, so that I can improve on it another time.
C Tell the student that it is not important and to carry on.

76 As it might be us getting the comments next time, we’re usually careful to say positive things
69 The first piece of writing from a new student is full of basic mistakes. about each other’s work.

A Focus on two important areas and correct only those mistakes for the student. 77 The teacher tries to say nice things about everybody’s language, but you can see it’s quite
B Say that it is disappointing to see so many mistakes, and ask the student to re-do it. difficult with some students!
C Underline the most serious mistakes and ask the student to rewrite it for homework.
78 I started to say persons, not people but when I saw the teacher’s reaction, I quickly corrected
myself.
70 Students in a large, intermediate class are writing a short dialogue to practise telephone
language, but many of them are making the same mistakes. My parents want to check whether I’m making progress or not, so I need to show them
79
something to prove that I’m doing well.
A Walk round the class monitoring, and correcting each pair’s dialogue.
B Stop the class and clarify the language areas they are having problems with.
C Look at the common mistakes with the class at the end of the activity and ask them to 80 The teacher’s voice goes up a bit when he says it, almost like a question, and I always know
correct their dialogues. what he means.

[Turn over
TKT Module 3 Answer Key

Question Answer Question Answer

1 B 41 A
2 E 42 F
3 I 43 G
4 A 44 C
5 G 45 B
6 H 46 D
7 C 47 D
8 D 48 C
9 B 49 C
10 G 50 A
11 H 51 E
12 A 52 B
13 1 53 C
14 F 54 B
15 D 55 A
16 C 56 B
17 B 57 A
18 B 58 A
19 C 59 C
20 C 60 B
21 A 61 A
22 C 62 C
23 A 63 C
24 D 64 B
25 F 65 A
26 G 66 C
27 B 67 A
28 A 68 C
29 H 69 B
30 C 70 A
31 B 71 C
32 B 72 D
33 D 73 A
34 A 74 E
35 C 75 B
36 A 76 A
37 D 77 E
38 D 78 D
39 B 79 B
40 A 80 C