Teaching

Knowledge
Test
Experts in Language Assessment
Handbook for teachers
© UCLES 2008
EMC/2819/8Y02
1
Teachi ng 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, email: 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 background
to language learning and
teaching
16 Module 2: General description and syllabus
18 Sample test
Lesson planning and use of
resources for language
teaching
25 Module 3: General description and syllabus
27 Sample test
Managing the teaching and
learning 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
Teachi ng Knowledge Test | i ntroducti on
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
I 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.
I Introduction to TKT – a test of professional
knowledge 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. However, the portfolio
does not form part of the assessment for TKT.
3
Teachi ng Knowledge Test| i ntroducti on
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 experience
required
None None None Must be teaching 2 years' (1200 hours)
relevant teaching
experience
Previous
qualifications/
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 teaching
practice

Continuous
assessment

Coursework

Portfolio

Written test/
examination

Cambridge ESOL Teaching Awards
4
Teachi ng Knowledge Test | i ntroducti on
An overview of TKT
I 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
I 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
I 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.
I TKT overview
I 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.
I 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
5
Teachi ng Knowledge Test | module 1: general descri pti on and syllabus
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.
1
MODULE
Language and background
to language learning and
teaching
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.
I 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
I 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:
Teachi ng Knowledge Test | module 1: general descri pti on and syllabus
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
I 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
7
Teachi ng Knowledge Test | module 1: general descri pti on and syllabus
I 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
Teachi ng Knowledge Test | module 1: sample test
8



©

U
C
L
E
S

2
0
0
5





































[
T
u
r
n

o
v
e
r

C
a
n
d
i
d
a
t
e

C
e
n
t
r
e

N
u
m
b
e
r

N
u
m
b
e
r

C
a
n
d
i
d
a
t
e

N
a
m
e




U
N
I
V
E
R
S
I
T
Y

O
F

C
A
M
B
R
I
D
G
E

E
S
O
L

E
X
A
M
I
N
A
T
I
O
N
S

E
n
g
I
i
s
h

f
o
r

S
p
e
a
k
e
r
s

o
f

O
t
h
e
r

L
a
n
g
u
a
g
e
s

T
E
A
C
H
I
N
G

K
N
O
W
L
E
D
G
E

T
E
S
T

0
0
1

M
O
D
U
L
E

1

S
a
m
p
I
e

T
e
s
t

L
a
n
g
u
a
g
e

a
n
d

b
a
c
k
g
r
o
u
n
d

t
o

l
a
n
g
u
a
g
e

l
e
a
r
n
i
n
g

a
n
d

t
e
a
c
h
i
n
g

1

h
o
u
r

2
0

m
i
n
u
t
e
s


A
d
d
i
t
i
o
n
a
l

m
a
t
e
r
i
a
l
s
:





A
n
s
w
e
r

s
h
e
e
t





S
o
f
t

c
l
e
a
n

e
r
a
s
e
r





S
o
f
t

p
e
n
c
i
l

(
t
y
p
e

B

o
r

H
B

i
s

r
e
c
o
m
m
e
n
d
e
d
)

T
I
M
E

1

h
o
u
r

2
0

m
i
n
u
t
e
s

I
N
S
T
R
U
C
T
I
O
N
S

T
O

C
A
N
D
I
D
A
T
E
S

W
r
i
t
e

y
o
u
r

n
a
m
e
,

C
e
n
t
r
e

n
u
m
b
e
r

a
n
d

c
a
n
d
i
d
a
t
e

n
u
m
b
e
r

i
n

t
h
e

s
p
a
c
e
s

a
t

t
h
e

t
o
p

o
f

t
h
i
s

p
a
g
e
.


W
r
i
t
e

t
h
e
s
e

d
e
t
a
i
l
s

o
n

y
o
u
r

a
n
s
w
e
r

s
h
e
e
t

i
f

t
h
e
s
e

a
r
e

n
o
t

a
I
r
e
a
d
y

p
r
i
n
t
e
d
.

D
o

n
o
t

o
p
e
n

t
h
i
s

b
o
o
k
l
e
t

u
n
t
i
l

y
o
u

a
r
e

t
o
l
d

t
o

d
o

s
o
.

T
h
e
r
e

a
r
e

e
i
g
h
t
y

q
u
e
s
t
i
o
n
s

i
n

t
h
i
s

p
a
p
e
r
.

A
n
s
w
e
r

a
I
I

q
u
e
s
t
i
o
n
s
.

M
a
r
k

y
o
u
r

a
n
s
w
e
r
s

o
n

t
h
e

s
e
p
a
r
a
t
e

a
n
s
w
e
r

s
h
e
e
t
.


U
s
e

a

p
e
n
c
i
l
.

Y
o
u

m
a
y

w
r
i
t
e

o
n

t
h
e

q
u
e
s
t
i
o
n

p
a
p
e
r
,

b
u
t

y
o
u

m
u
s
t

m
a
r
k

y
o
u
r

a
n
s
w
e
r
s

i
n

p
e
n
c
i
l

o
n

t
h
e

a
n
s
w
e
r

s
h
e
e
t
.


Y
o
u

w
i
l
l

h
a
v
e

n
o

e
x
t
r
a

t
i
m
e

f
o
r

t
h
i
s
,

s
o

y
o
u

m
u
s
t

f
i
n
i
s
h

i
n

o
n
e

h
o
u
r

a
n
d

t
w
e
n
t
y

m
i
n
u
t
e
s
.

A
t

t
h
e

e
n
d

o
f

t
h
e

t
e
s
t
,

h
a
n
d

i
n

b
o
t
h

t
h
e

q
u
e
s
t
i
o
n

p
a
p
e
r

a
n
d

t
h
e

a
n
s
w
e
r

s
h
e
e
t
.

I
N
F
O
R
M
A
T
I
O
N

F
O
R

C
A
N
D
I
D
A
T
E
S

E
a
c
h

q
u
e
s
t
i
o
n

i
n

t
h
i
s

p
a
p
e
r

c
a
r
r
i
e
s

o
n
e

m
a
r
k
.

_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_

T
h
i
s

q
u
e
s
t
i
o
n

p
a
p
e
r

c
o
n
s
i
s
t
s

o
f

1
5

p
r
i
n
t
e
d

p
a
g
e
s

a
n
d

1

b
I
a
n
k

p
a
g
e
.

2


F
o
r

q
u
e
s
t
i
o
n
s

1
-
5
,

m
a
t
c
h

t
h
e

e
x
a
m
p
l
e

l
a
n
g
u
a
g
e

w
i
t
h

t
h
e

g
r
a
m
m
a
t
i
c
a
l

t
e
r
m
s

l
i
s
t
e
d

A
-
F
.

M
a
r
k

t
h
e

c
o
r
r
e
c
t

l
e
t
t
e
r

(
A
-
F
)

o
n

y
o
u
r

a
n
s
w
e
r

s
h
e
e
t
.



T
h
e
r
e

i
s

o
n
e

e
x
t
r
a

o
p
t
i
o
n

w
h
i
c
h

y
o
u

d
o

n
o
t

n
e
e
d

t
o

u
s
e
.

E
x
a
m
p
I
e

I
a
n
g
u
a
g
e


G
r
a
m
m
a
t
i
c
a
I

t
e
r
m
s





1

w
h
o
,

w
h
i
c
h
,

t
h
a
t





2

a
c
r
o
s
s
,

a
l
o
n
g
,

o
f
f





3

y
o
u
r
s
e
l
f
,

o
u
r
s
e
l
v
e
s
,

t
h
e
m
s
e
l
v
e
s





4

y
o
u
r
,

h
i
s
,

o
u
r





5

a
b
o
v
e
,

a
g
a
i
n
s
t
,

b
y




A

B

C

D

E

F

p
o
s
s
e
s
s
i
v
e

a
d
j
e
c
t
i
v
e
s

r
e
l
a
t
i
v
e

p
r
o
n
o
u
n
s


r
e
f
l
e
x
i
v
e

p
r
o
n
o
u
n
s

d
e
m
o
n
s
t
r
a
t
i
v
e

a
d
j
e
c
t
i
v
e
s

p
r
e
p
o
s
i
t
i
o
n
s

o
f

p
l
a
c
e

p
r
e
p
o
s
i
t
i
o
n
s

o
f

m
o
v
e
m
e
n
t








MODULE 1
Sample Test
9
Teachi ng Knowledge Test | module 1: sample test
3



[
T
u
r
n

o
v
e
r

F
o
r

q
u
e
s
t
i
o
n
s

6
-
1
0
,

m
a
t
c
h

t
h
e

u
n
d
e
r
l
i
n
e
d

w
o
r
d
s

i
n

t
h
e

t
e
x
t

b
e
l
o
w

w
i
t
h

t
h
e

g
r
a
m
m
a
t
i
c
a
l

t
e
r
m
s

l
i
s
t
e
d





A
-
F
.

M
a
r
k

t
h
e

c
o
r
r
e
c
t

l
e
t
t
e
r

(
A
-
F
)

o
n

y
o
u
r

a
n
s
w
e
r

s
h
e
e
t
.



T
h
e
r
e

i
s

o
n
e

e
x
t
r
a

o
p
t
i
o
n

w
h
i
c
h

y
o
u

d
o

n
o
t

n
e
e
d

t
o

u
s
e
.




G
r
a
m
m
a
t
i
c
a
I

t
e
r
m
s

A


p
r
o
n
o
u
n




B


c
o
l
l
e
c
t
i
v
e

n
o
u
n




C


p
l
u
r
a
l

n
o
u
n




D


c
o
m
p
o
u
n
d

n
o
u
n




E


p
r
o
p
e
r

n
o
u
n




F


u
n
c
o
u
n
t
a
b
l
e

n
o
u
n

K
o
f
i
e

s
t
o
o
d

o
n

t
h
e

s
h
o
r
e

o
f

(
6
)

L
a
k
e

V
o
l
t
a

a
n
d

l
o
o
k
e
d

a
t

t
h
e

s
m
a
l
l

(
7
)

f
i
s
h
i
n
g

b
o
a
t

b
o
b
b
i
n
g

o
n

t
h
e

w
a
v
e
s
.


T
h
e

b
o
a
t

w
a
s

e
m
p
t
y

a
n
d

h
a
d

b
e
e
n

t
h
e
r
e

f
o
r

t
w
o

d
a
y
s
.

(
8
)

H
e

h
a
d

w
a
n
t
e
d

t
o

j
u
m
p

i
n
t
o

t
h
e

l
a
k
e

a
n
d

p
u
l
l

i
t

o
n
t
o

t
h
e

b
e
a
c
h
,

b
u
t

h
e

r
e
m
e
m
b
e
r
e
d

h
i
s

f
a
t
h
e
r
'
s

(
9
)

a
d
v
i
c
e
,

a
n
d

k
n
e
w

t
h
a
t

h
e

m
u
s
t

n
o
t

t
a
k
e

o
t
h
e
r

p
e
o
p
l
e
'
s

p
r
o
p
e
r
t
y
.


H
i
s

(
1
0
)

f
a
m
i
l
y

o
f
t
e
n

w
e
n
t

h
u
n
g
r
y
,

a
n
d

h
e

c
o
u
l
d

h
a
v
e

c
a
u
g
h
t

f
i
s
h

i
f

h
e

o
n
l
y

h
a
d

a

b
o
a
t
.



4


F
o
r

q
u
e
s
t
i
o
n
s

1
1
-
1
6
,

c
h
o
o
s
e

t
h
e

c
o
r
r
e
c
t

w
o
r
d
(
s
)

t
o

c
o
m
p
l
e
t
e

e
a
c
h

d
e
f
i
n
i
t
i
o
n

o
f

l
e
x
i
c
a
l

t
e
r
m
s
.

M
a
r
k

t
h
e

c
o
r
r
e
c
t

l
e
t
t
e
r

(
A
,

B

o
r

C
)

o
n

y
o
u
r

a
n
s
w
e
r

s
h
e
e
t
.






1
1




.

.

.

.

.

.

.

.

.

.

i
s

a

g
r
o
u
p

o
f

w
o
r
d
s

w
h
i
c
h

t
o
g
e
t
h
e
r

m
e
a
n

s
o
m
e
t
h
i
n
g

d
i
f
f
e
r
e
n
t

f
r
o
m

t
h
e

m
e
a
n
i
n
g
s

o
f

t
h
e

i
n
d
i
v
i
d
u
a
l

w
o
r
d
s
.











A

A
n

i
d
i
o
m

B

A

p
h
r
a
s
e

C

A

c
l
a
u
s
e

























1
2


C
o
l
l
o
q
u
i
a
l

E
n
g
l
i
s
h

c
o
n
t
r
a
s
t
s

w
i
t
h

.

.

.

.

.

.

.

.

.

.

E
n
g
l
i
s
h
.



















A

f
o
r
m
a
l

B

a
c
c
u
r
a
t
e

C

s
p
o
k
e
n

























1
3


T
w
o

o
r

m
o
r
e

w
o
r
d
s

t
h
a
t

o
f
t
e
n

g
o

t
o
g
e
t
h
e
r

a
r
e

c
a
l
l
e
d

.

.

.

.

.

.

.

.

.


.



















A

c
o
m
p
a
r
a
t
i
v
e
s

B

c
o
l
l
o
c
a
t
i
o
n
s

C

c
o
n
j
u
n
c
t
i
o
n
s

























1
4


H
o
m
o
p
h
o
n
e
s

a
r
e

w
o
r
d
s

t
h
a
t

h
a
v
e

t
h
e

s
a
m
e

.

.

.

.

.

.

.

.

.

.


.



















A

s
p
e
l
l
i
n
g

B

s
o
u
n
d

C

m
e
a
n
i
n
g

























1
5


S
y
n
o
n
y
m
s

a
r
e

w
o
r
d
s

w
i
t
h

.

.

.

.

.

.

.

.

.

.

m
e
a
n
i
n
g
s
.



















A

o
p
p
o
s
i
t
e

B

s
i
m
i
l
a
r

C

s
e
v
e
r
a
l

























1
6


A
n

a
p
p
r
o
p
r
i
a
t
e

.

.

.

.

.

.

.

.

.

.

i
s

t
h
e

s
t
y
l
e

o
f

l
a
n
g
u
a
g
e

t
h
a
t

b
e
s
t

f
i
t
s

a

p
a
r
t
i
c
u
l
a
r

s
i
t
u
a
t
i
o
n
.














A

r
h
y
t
h
m

B

c
o
n
t
e
x
t

C

r
e
g
i
s
t
e
r










MODULE 1
Sample Test
10
Teachi ng Knowledge Test | module 1: sample test
5



[
T
u
r
n

o
v
e
r

F
o
r

q
u
e
s
t
i
o
n
s

1
7
-
2
1
,

m
a
t
c
h

t
h
e

e
x
a
m
p
l
e

s
e
n
t
e
n
c
e
s

w
i
t
h

t
h
e

f
u
n
c
t
i
o
n
s

l
i
s
t
e
d

A
-
F
.

M
a
r
k

t
h
e

c
o
r
r
e
c
t

l
e
t
t
e
r

(
A
-
F
)

o
n

y
o
u
r

a
n
s
w
e
r

s
h
e
e
t
.



T
h
e
r
e

i
s

o
n
e

e
x
t
r
a

o
p
t
i
o
n

w
h
i
c
h

y
o
u

d
o

n
o
t

n
e
e
d

t
o

u
s
e
.

E
x
a
m
p
I
e

s
e
n
t
e
n
c
e
s


F
u
n
c
t
i
o
n
s





1
7

T
h
i
s

b
u
r
g
e
r

h
a
s
n
'
t

b
e
e
n

c
o
o
k
e
d

p
r
o
p
e
r
l
y
.





1
8

H
o
w

a
b
o
u
t

r
e
a
d
i
n
g

t
h
e

l
a
t
e
s
t

H
a
r
r
y

P
o
t
t
e
r

b
o
o
k
?

Ì
t
'
s

b
r
i
l
l
i
a
n
t
!





1
9

Ì

w
o
u
l
d
n
'
t

e
a
t

t
h
a
t

a
p
p
l
e

i
f

Ì

w
e
r
e

y
o
u

÷

i
t

l
o
o
k
s

b
a
d
.





2
0

E
x
c
u
s
e

m
e
,

i
s

i
t

t
o
o

l
a
t
e

t
o

g
e
t

a

t
i
c
k
e
t

f
o
r

t
h
e

d
i
s
c
o

t
o
n
i
g
h
t
?





2
1

W
h
a
t

d
o

y
o
u

t
h
i
n
k

o
f

m
y

n
e
w

j
e
a
n
s
?




A

B

C

D

E

F

s
u
g
g
e
s
t
i
n
g

d
i
s
a
g
r
e
e
i
n
g


a
d
v
i
s
i
n
g


a
s
k
i
n
g

f
o
r

a
n

o
p
i
n
i
o
n


e
n
q
u
i
r
i
n
g


c
o
m
p
l
a
i
n
i
n
g












6


F
o
r

q
u
e
s
t
i
o
n
s

2
2
-
2
9
,

l
o
o
k

a
t

t
h
e

t
w
o

v
o
w
e
l

s
o
u
n
d
s

i
n

e
a
c
h

w
o
r
d
.


M
a
t
c
h

t
h
e

v
o
w
e
l

s
o
u
n
d
s

i
n

t
h
e

w
o
r
d
s

w
i
t
h

t
h
e

p
a
i
r
s

o
f

p
h
o
n
e
m
i
c

s
y
m
b
o
l
s

l
i
s
t
e
d

A
-
I
.

M
a
r
k

t
h
e

c
o
r
r
e
c
t

l
e
t
t
e
r

(
A
-
I
)

o
n

y
o
u
r

a
n
s
w
e
r

s
h
e
e
t
.



T
h
e
r
e

i
s

o
n
e

e
x
t
r
a

o
p
t
i
o
n

w
h
i
c
h

y
o
u

d
o

n
o
t

n
e
e
d

t
o

u
s
e
.

W
o
r
d
s



P
h
o
n
e
m
i
c

s
y
m
b
o
I
s







2
2

c
u
r
l
y








2
3

o
v
e
r








2
4

v
i
l
l
a
g
e








2
5

p
a
p
e
r








2
6

h
o
m
e
w
o
r
k








2
7

l
e
a
r
n
e
r








2
8

n
i
g
h
t
c
l
u
b








2
9

b
a
b
y








A

B

C

D

E

F

G

H

I

/

W
¬

/

/

e
ö

/

/

W
¬

/

/

±
É

/

/

a
ö

/

/

a
ö

/

/

ö

/

/

e
ö

/

/

±
É

/

/

W

/

/

ö

/

/

±
É

/

/

W

/

/

W

/

/

Ã

/

/

ö

/

/

W

/

/

ö

/




















MODULE 1
Sample Test
11
Teachi ng Knowledge Test | module 1: sample test
7



[
T
u
r
n

o
v
e
r

F
o
r

q
u
e
s
t
i
o
n
s

3
0
-
3
5
,

m
a
t
c
h

w
h
a
t

t
h
e

w
r
i
t
e
r

d
o
e
s

w
i
t
h

t
h
e

w
r
i
t
i
n
g

s
u
b
s
k
i
l
l
s

l
i
s
t
e
d

A
-
G
.

M
a
r
k

t
h
e

c
o
r
r
e
c
t

l
e
t
t
e
r

(
A
-
G
)

o
n

y
o
u
r

a
n
s
w
e
r

s
h
e
e
t
.

T
h
e
r
e

i
s

o
n
e

e
x
t
r
a

o
p
t
i
o
n

w
h
i
c
h

y
o
u

d
o

n
o
t

n
e
e
d

t
o

u
s
e
.

W
r
i
t
i
n
g

s
u
b
s
k
i
I
I
s




A


U
s
i
n
g

a

m
o
d
e
l




B


D
r
a
f
t
i
n
g




C


P
e
e
r
-
e
v
a
l
u
a
t
i
o
n




D


B
r
a
i
n
s
t
o
r
m
i
n
g




E


P
l
a
n
n
i
n
g




F


R
e
-
d
r
a
f
t
i
n
g




G


P
r
o
o
f
r
e
a
d
i
n
g

3
0


B
e
f
o
r
e

Ì

s
t
a
r
t
,

Ì

w
r
i
t
e

d
o
w
n

a
s

m
a
n
y

i
d
e
a
s

a
s

Ì

c
a
n
.




3
1


Ì

o
r
g
a
n
i
s
e

m
y

m
a
i
n

p
o
i
n
t
s

i
n
t
o

d
i
f
f
e
r
e
n
t

p
a
r
a
g
r
a
p
h
s

i
n

n
o
t
e

f
o
r
m
.




3
2


Ì

s
t
a
r
t

w
r
i
t
i
n
g
,

d
e
v
e
l
o
p
i
n
g

m
y

m
a
i
n

p
o
i
n
t
s
.




3
3


Ì

r
e
-
o
r
g
a
n
i
s
e

w
h
a
t

Ì

h
a
v
e

w
r
i
t
t
e
n

t
o

m
a
k
e

m
y

i
d
e
a
s

c
l
e
a
r
e
r
.




3
4


Ì

g
i
v
e

m
y

w
o
r
k

t
o

s
o
m
e
o
n
e

e
l
s
e

t
o

a
s
k

f
o
r

h
i
s
/
h
e
r

o
p
i
n
i
o
n
.




3
5


Ì

g
i
v
e

m
y

w
o
r
k

a

f
i
n
a
l

c
h
e
c
k

f
o
r

a
c
c
u
r
a
c
y
.


8


F
o
r

q
u
e
s
t
i
o
n
s

3
6
-
4
0
,

l
o
o
k

a
t

t
h
e

f
o
l
l
o
w
i
n
g

t
e
r
m
s

f
o
r

l
a
n
g
u
a
g
e

s
k
i
l
l
s

a
n
d

t
h
r
e
e

p
o
s
s
i
b
l
e

d
e
s
c
r
i
p
t
i
o
n
s

o
f

t
h
e

t
e
r
m
s
.



C
h
o
o
s
e

t
h
e

c
o
r
r
e
c
t

o
p
t
i
o
n

A
,

B

o
r

C
.

M
a
r
k

t
h
e

c
o
r
r
e
c
t

l
e
t
t
e
r

(
A
,

B

o
r

C
)

o
n

y
o
u
r

a
n
s
w
e
r

s
h
e
e
t
.






3
6


S
u
m
m
a
r
i
s
i
n
g

i
s







A

e
x
p
l
a
i
n
i
n
g

a

t
e
x
t

i
n

d
e
t
a
i
l
.



B

w
r
i
t
i
n
g

t
h
e

l
a
s
t

s
e
n
t
e
n
c
e

o
f

a

t
e
x
t
.



C

g
i
v
i
n
g

t
h
e

m
a
i
n

p
o
i
n
t
s

o
f

a

t
e
x
t
.









3
7


Ì
n
t
e
r
a
c
t
i
v
e

l
i
s
t
e
n
i
n
g

i
s







A

l
i
s
t
e
n
i
n
g
,

r
e
s
p
o
n
d
i
n
g

a
n
d

g
i
v
i
n
g

f
e
e
d
b
a
c
k
.



B

l
i
s
t
e
n
i
n
g

f
o
r

d
e
t
a
i
l
,

m
o
o
d

a
n
d

a
t
t
i
t
u
d
e
.



C

l
i
s
t
e
n
i
n
g

a
n
d

i
d
e
n
t
i
f
y
i
n
g

w
o
r
d

s
t
r
e
s
s

a
n
d

l
i
n
k
i
n
g
.









3
8


O
r
a
l

f
l
u
e
n
c
y

i
s







A

s
p
e
a
k
i
n
g

w
i
t
h
o
u
t

m
a
k
i
n
g

a
n
y

m
i
s
t
a
k
e
s
.



B

s
p
e
a
k
i
n
g

n
a
t
u
r
a
l
l
y

w
i
t
h
o
u
t

h
e
s
i
t
a
t
i
n
g

t
o
o

m
u
c
h
.



C

s
p
e
a
k
i
n
g

w
i
t
h
o
u
t

c
o
n
s
i
d
e
r
i
n
g

t
h
e

l
i
s
t
e
n
e
r
.









3
9


P
a
r
a
p
h
r
a
s
i
n
g

i
s







A

u
s
i
n
g

p
h
r
a
s
e
s

t
o

s
a
y

s
o
m
e
t
h
i
n
g

i
n
s
t
e
a
d

o
f

u
s
i
n
g

c
o
m
p
l
e
t
e

s
e
n
t
e
n
c
e
s
.



B

c
o
n
n
e
c
t
i
n
g

s
e
n
t
e
n
c
e
s

t
o
g
e
t
h
e
r

i
n

s
p
e
e
c
h

o
r

w
r
i
t
i
n
g

b
y

u
s
i
n
g

c
o
n
j
u
n
c
t
i
o
n
s
.



C

f
i
n
d
i
n
g

a
n
o
t
h
e
r

w
a
y

t
o

s
a
y

s
o
m
e
t
h
i
n
g

w
h
e
n

y
o
u

c
a
n
n
o
t

t
h
i
n
k

o
f

t
h
e

r
i
g
h
t

l
a
n
g
u
a
g
e
.









4
0


S
c
a
n
n
i
n
g

i
s







A

r
e
a
d
i
n
g

a

t
e
x
t

q
u
i
c
k
l
y

t
o

g
e
t

t
h
e

g
e
n
e
r
a
l

i
d
e
a
.



B

r
e
a
d
i
n
g

a

t
e
x
t

q
u
i
c
k
l
y

t
o

f
i
n
d

s
p
e
c
i
f
i
c

i
n
f
o
r
m
a
t
i
o
n
.



C

r
e
a
d
i
n
g

a

t
e
x
t

q
u
i
c
k
l
y

t
o

i
d
e
n
t
i
f
y

t
h
e

w
r
i
t
e
r
'
s

a
t
t
i
t
u
d
e
.






MODULE 1
Sample Test
12
Teachi ng Knowledge Test | module 1: sample test
9



[
T
u
r
n

o
v
e
r

F
o
r

q
u
e
s
t
i
o
n
s

4
1
-
4
6
,

m
a
t
c
h

t
h
e

g
e
n
e
r
a
l

a
d
v
i
c
e

o
n

m
o
t
i
v
a
t
i
o
n

w
i
t
h

t
h
e

t
e
c
h
n
i
q
u
e
s

f
o
r

e
n
c
o
u
r
a
g
i
n
g

m
o
t
i
v
a
t
i
o
n

l
i
s
t
e
d

A
,

B
,

C

o
r

D
.

M
a
r
k

t
h
e

c
o
r
r
e
c
t

l
e
t
t
e
r

(
A
,

B
,

C

o
r

D
)

o
n

y
o
u
r

a
n
s
w
e
r

s
h
e
e
t
.



Y
o
u

n
e
e
d

t
o

u
s
e

s
o
m
e

o
p
t
i
o
n
s

m
o
r
e

t
h
a
n

o
n
c
e
.

T
e
c
h
n
i
q
u
e
s




A


E
n
c
o
u
r
a
g
e

l
e
a
r
n
e
r

a
u
t
o
n
o
m
y
.




B


F
i
n
d

o
u
t

w
h
a
t

s
t
u
d
e
n
t
s

t
h
i
n
k
.




C


M
a
k
e

y
o
u
r

f
e
e
d
b
a
c
k

p
o
s
i
t
i
v
e

a
n
d

c
o
n
s
t
r
u
c
t
i
v
e
.




D


B
u
i
l
d

v
a
r
i
e
t
y

i
n
t
o

y
o
u
r

t
e
a
c
h
i
n
g
.






A
d
v
i
c
e


4
1


L
i
s
t
e
n

t
o

s
t
u
d
e
n
t

f
e
e
d
b
a
c
k

u
s
i
n
g

a

c
l
a
s
s

'
s
u
g
g
e
s
t
i
o
n

b
o
x
'

o
r

a

s
h
o
r
t

q
u
e
s
t
i
o
n
n
a
i
r
e
.




4
2


T
r
a
i
n

s
t
u
d
e
n
t
s

t
o

u
s
e

r
e
f
e
r
e
n
c
e

r
e
s
o
u
r
c
e
s

t
o

h
e
l
p

t
h
e
m

s
t
u
d
y

s
u
c
c
e
s
s
f
u
l
l
y

o
n

t
h
e
i
r

o
w
n
.




4
3




T
h
i
n
k

a
b
o
u
t

h
o
w

y
o
u

t
e
l
l

s
t
u
d
e
n
t
s

a
b
o
u
t

t
h
e
i
r

p
r
o
g
r
e
s
s
.


H
o
w

c
a
n

y
o
u

c
a
n

p
r
a
i
s
e

o
r

e
n
c
o
u
r
a
g
e

t
h
e
m

i
n
s
t
e
a
d

o
f

j
u
s
t

g
i
v
i
n
g

m
a
r
k
s
?




4
4


P
u
t

s
t
u
d
e
n
t
s

i
n
t
o

n
e
w

g
r
o
u
p
s

f
o
r

d
i
f
f
e
r
e
n
t

a
c
t
i
v
i
t
i
e
s
.




4
5




G
i
v
e

c
o
m
m
e
n
t
s

o
n

s
t
u
d
e
n
t
s
'

w
o
r
k

w
h
i
c
h

a
r
e

h
e
l
p
f
u
l

a
n
d

e
n
a
b
l
e

t
h
e
m

t
o

f
e
e
l

a

s
e
n
s
e

o
f

p
r
o
g
r
e
s
s
.






4
6




D
o
n
'
t

a
l
w
a
y
s

d
o

t
h
e

s
a
m
e

k
i
n
d
s

o
f

t
h
i
n
g
s

i
n

t
h
e

c
l
a
s
s
r
o
o
m
.


T
r
y

n
e
w

a
c
t
i
v
i
t
i
e
s

a
n
d

c
h
a
n
g
e

a
c
t
i
v
i
t
i
e
s

i
n

e
a
c
h

l
e
s
s
o
n
.


1
0


F
o
r

q
u
e
s
t
i
o
n
s

4
7
-
5
3
,

m
a
t
c
h

t
h
e

l
e
a
r
n
e
r
s
'

c
o
m
m
e
n
t
s

t
o

t
h
e

d
e
s
c
r
i
p
t
i
o
n
s

o
f

l
e
a
r
n
e
r

p
r
e
f
e
r
e
n
c
e
s

l
i
s
t
e
d






A
-
H
.


M
a
r
k

t
h
e

c
o
r
r
e
c
t

l
e
t
t
e
r

(
A
-
H
)

o
n

y
o
u
r

a
n
s
w
e
r

s
h
e
e
t
.



T
h
e
r
e

i
s

o
n
e

e
x
t
r
a

o
p
t
i
o
n

w
h
i
c
h

y
o
u

d
o

n
o
t

n
e
e
d

t
o

u
s
e
.

C
o
m
m
e
n
t
s


4
7


'
M
o
s
t

o
f

t
h
e

t
i
m
e

s
h
o
u
l
d

b
e

s
p
e
n
t

d
o
i
n
g

g
r
a
m
m
a
r

e
x
e
r
c
i
s
e
s
.
'




4
8


'
Ì

p
r
e
f
e
r

w
o
r
k
i
n
g

w
i
t
h

o
t
h
e
r

s
t
u
d
e
n
t
s

t
o

s
p
e
a
k
i
n
g

t
o

t
h
e

t
e
a
c
h
e
r

i
n

f
r
o
n
t

o
f

t
h
e

c
l
a
s
s
.
'




4
9


'
Ì

r
e
a
l
l
y

l
i
k
e

k
n
o
w
i
n
g

h
o
w

l
a
n
g
u
a
g
e

w
o
r
k
s
.
'




5
0


'
R
u
l
e
s

j
u
s
t

c
o
n
f
u
s
e

m
e

÷

i
t
'
s

b
e
t
t
e
r

t
o

w
o
r
k

o
u
t

l
a
n
g
u
a
g
e

f
r
o
m

e
x
a
m
p
l
e
s
.
'




5
1


'
W
h
y

s
h
o
u
l
d

Ì

l
i
s
t
e
n

t
o

o
t
h
e
r

s
t
u
d
e
n
t
s
'

m
i
s
t
a
k
e
s
?


T
h
e

t
e
a
c
h
e
r

s
h
o
u
l
d

t
a
l
k

m
o
s
t

o
f

t
h
e

t
i
m
e
.
'




5
2


'
Ì

j
u
s
t

w
a
n
t

p
e
o
p
l
e

t
o

u
n
d
e
r
s
t
a
n
d

w
h
a
t

Ì

m
e
a
n
.


Ì

d
o
n
'
t

w
o
r
r
y

i
f

Ì

m
a
k
e

m
i
s
t
a
k
e
s
.
'




5
3


'
Ì
t
'
s

i
m
p
o
r
t
a
n
t

f
o
r

m
e

t
o

k
n
o
w

h
o
w

w
e
l
l

Ì
'
m

d
o
i
n
g
.
'


P
r
e
f
e
r
e
n
c
e
s


A


T
h
i
s

l
e
a
r
n
e
r

w
a
n
t
s

e
x
p
l
a
n
a
t
i
o
n
s

o
f

g
r
a
m
m
a
r

r
u
l
e
s
.




B


T
h
i
s

l
e
a
r
n
e
r

e
n
j
o
y
s

e
x
p
l
a
i
n
i
n
g

l
a
n
g
u
a
g
e

t
o

o
t
h
e
r

s
t
u
d
e
n
t
s
.




C


T
h
i
s

l
e
a
r
n
e
r

e
n
j
o
y
s

p
r
a
c
t
i
s
i
n
g

l
a
n
g
u
a
g
e

i
n

p
a
i
r
s

a
n
d

g
r
o
u
p
s
.




D


T
h
i
s

l
e
a
r
n
e
r

e
n
j
o
y
s

d
o
i
n
g

l
a
n
g
u
a
g
e

p
r
a
c
t
i
c
e

t
h
a
t

f
o
c
u
s
e
s

o
n

a
c
c
u
r
a
c
y
.




E


T
h
i
s

l
e
a
r
n
e
r

d
o
e
s
n
'
t

w
a
n
t

t
o

w
o
r
k

w
i
t
h

o
t
h
e
r

s
t
u
d
e
n
t
s
.




F


T
h
i
s

l
e
a
r
n
e
r

n
e
e
d
s

t
o

f
e
e
l

a

s
e
n
s
e

o
f

p
r
o
g
r
e
s
s
.




G


T
h
i
s

l
e
a
r
n
e
r

f
o
c
u
s
e
s

o
n

c
o
m
m
u
n
i
c
a
t
i
n
g
.




H


T
h
i
s

l
e
a
r
n
e
r

d
o
e
s
n
'
t

w
a
n
t

t
h
e

t
e
a
c
h
e
r

t
o

e
x
p
l
a
i
n

g
r
a
m
m
a
r
.


MODULE 1
Sample Test
13
Teachi ng Knowledge Test | module 1: sample test
1
1



[
T
u
r
n

o
v
e
r

F
o
r

q
u
e
s
t
i
o
n
s

5
4
-
5
9
,

m
a
t
c
h

w
h
a
t

t
h
e

s
t
u
d
e
n
t

d
o
e
s

w
i
t
h

t
h
e

l
e
a
r
n
i
n
g

s
t
r
a
t
e
g
i
e
s

l
i
s
t
e
d

A
-
G
.

M
a
r
k

t
h
e

c
o
r
r
e
c
t

l
e
t
t
e
r

(
A
-
G
)

o
n

y
o
u
r

a
n
s
w
e
r

s
h
e
e
t
.



T
h
e
r
e

i
s

o
n
e

e
x
t
r
a

o
p
t
i
o
n

w
h
i
c
h

y
o
u

d
o

n
o
t

n
e
e
d

t
o

u
s
e
.

L
e
a
r
n
i
n
g

s
t
r
a
t
e
g
i
e
s




A


s
e
l
f
-
m
o
n
i
t
o
r
i
n
g




B


g
u
e
s
s
i
n
g

f
r
o
m

c
o
n
t
e
x
t




C


m
e
m
o
r
i
s
i
n
g




D


o
r
g
a
n
i
s
i
n
g

l
e
a
r
n
i
n
g

a
i
d
s




E


r
e
p
e
a
t
i
n
g




F


c
o
n
s
u
l
t
i
n
g

r
e
f
e
r
e
n
c
e

r
e
s
o
u
r
c
e
s



G


u
s
i
n
g

o
p
p
o
r
t
u
n
i
t
i
e
s

f
o
r

p
r
a
c
t
i
c
e





5
4


'
T
o

l
e
a
r
n

n
e
w

w
o
r
d
s
,

Ì

a
l
w
a
y
s

c
r
e
a
t
e

p
i
c
t
u
r
e
s

o
f

t
h
e
m

i
n

m
y

m
i
n
d
.
'




5
5


'
Ì

a
l
w
a
y
s

k
e
e
p

n
e
w

v
o
c
a
b
u
l
a
r
y

o
n

c
a
r
d
s

w
h
i
c
h

Ì

s
e
p
a
r
a
t
e

i
n
t
o

t
o
p
i
c
s
.
'




5
6


'
W
h
e
n
e
v
e
r

Ì

c
a
n
,

Ì

t
a
l
k

w
i
t
h

n
a
t
i
v
e

E
n
g
l
i
s
h

s
p
e
a
k
e
r
s

i
n

s
o
c
i
a
l

s
i
t
u
a
t
i
o
n
s
.
'




5
7


'
Ì

w
o
r
k

o
u
t

t
h
e

m
e
a
n
i
n
g

o
f

a

n
e
w

w
o
r
d

f
r
o
m

t
h
e

l
a
n
g
u
a
g
e

a
r
o
u
n
d

i
t
.
'




5
8


'
Ì

p
a
y

a
t
t
e
n
t
i
o
n

t
o

m
y

o
w
n

l
a
n
g
u
a
g
e

t
o

m
a
k
e

s
u
r
e

i
t

i
s

a
c
c
u
r
a
t
e
.
'




5
9


'
Ì
f

Ì

a
m

n
o
t

s
u
r
e

o
f

t
h
e

m
e
a
n
i
n
g

o
f

a

w
o
r
d

o
r

o
f

h
o
w

t
o

u
s
e

i
t
,

Ì

l
o
o
k

i
t

u
p

i
n

a

d
i
c
t
i
o
n
a
r
y
.
'





1
2


F
o
r

q
u
e
s
t
i
o
n
s

6
0
-
6
6
,

m
a
t
c
h

t
h
e

s
t
a
t
e
m
e
n
t
s

w
i
t
h

t
h
e

t
e
a
c
h
i
n
g

a
p
p
r
o
a
c
h
e
s

t
h
a
t

t
h
e
y

d
e
s
c
r
i
b
e

l
i
s
t
e
d








A
,

B

o
r

C
.

M
a
r
k

t
h
e

c
o
r
r
e
c
t

l
e
t
t
e
r

(
A
,

B

o
r

C
)

o
n

y
o
u
r

a
n
s
w
e
r

s
h
e
e
t
.






T
e
a
c
h
i
n
g

a
p
p
r
o
a
c
h
e
s


A


P
r
e
s
e
n
t
a
t
i
o
n
,

P
r
a
c
t
i
c
e

a
n
d

P
r
o
d
u
c
t
i
o
n

(
P
P
P
)



B


T
a
s
k
-
b
a
s
e
d

L
e
a
r
n
i
n
g

(
T
B
L
)




C

G
r
a
m
m
a
r
-
T
r
a
n
s
l
a
t
i
o
n

S
t
a
t
e
m
e
n
t
s


6
0






T
h
e

t
e
a
c
h
e
r

m
o
v
e
s

f
r
o
m

p
r
o
v
i
d
i
n
g

m
o
d
e
l
s

o
f

l
a
n
g
u
a
g
e

u
s
e

t
o

m
o
n
i
t
o
r
i
n
g

l
e
a
r
n
e
r
s
'

u
s
e

o
f

l
a
n
g
u
a
g
e
.

6
1






F
i
r
s
t

t
h
e

l
e
a
r
n
e
r
s

c
o
m
p
l
e
t
e

a

c
o
m
m
u
n
i
c
a
t
i
v
e

t
a
s
k
:

t
h
e
y

a
r
e

e
n
c
o
u
r
a
g
e
d

t
o

u
s
e

a
n
y

E
n
g
l
i
s
h

t
h
e
y

k
n
o
w

a
n
d

t
h
e
y

d
o

n
o
t

h
a
v
e

t
o

u
s
e

a
n
y

p
a
r
t
i
c
u
l
a
r

l
a
n
g
u
a
g
e

i
t
e
m
.

6
2


T
h
e

w
r
i
t
t
e
n

f
o
r
m

o
f

t
h
e

l
a
n
g
u
a
g
e

i
s

m
o
r
e

i
m
p
o
r
t
a
n
t

t
h
a
n

t
h
e

s
p
o
k
e
n

f
o
r
m
.







6
3




T
h
e

l
a
n
g
u
a
g
e

f
o
c
u
s

i
s

a
t

t
h
e

s
t
a
r
t

o
f

t
h
e

t
e
a
c
h
i
n
g

s
e
q
u
e
n
c
e
,

w
i
t
h

f
l
u
e
n
c
y

a
c
t
i
v
i
t
i
e
s

c
o
m
i
n
g

l
a
t
e
r
.




6
4




T
h
e

l
a
n
g
u
a
g
e

f
o
c
u
s

c
o
m
e
s

a
f
t
e
r

a

c
o
m
m
u
n
i
c
a
t
i
v
e

a
c
t
i
v
i
t
y
,

s
o

t
h
a
t

l
e
a
r
n
e
r
s

n
o
t
i
c
e

g
a
p
s

i
n

t
h
e
i
r

l
a
n
g
u
a
g
e
.




6
5


L
e
a
r
n
e
r
s

a
c
q
u
i
r
e

l
a
n
g
u
a
g
e

b
y

t
r
y
i
n
g

t
o

u
s
e

i
t

i
n

r
e
a
l

c
o
m
m
u
n
i
c
a
t
i
v
e

s
i
t
u
a
t
i
o
n
s
.




6
6


T
h
e

l
e
a
r
n
e
r
s
'

f
i
r
s
t

l
a
n
g
u
a
g
e

p
l
a
y
s

a

c
e
n
t
r
a
l

r
o
l
e

i
n

t
h
e

t
e
a
c
h
i
n
g
.


MODULE 1
Sample Test
1
4


F
o
r

q
u
e
s
t
i
o
n
s

7
4
-
8
0
,

m
a
t
c
h

t
h
e

e
x
a
m
p
l
e
s

o
f

t
e
a
c
h
i
n
g

o
r

a
s
s
e
s
s
m
e
n
t

a
c
t
i
v
i
t
i
e
s

w
i
t
h

t
h
e

t
a
s
k
-
t
y
p
e
s

l
i
s
t
e
d



A
-
H
.

M
a
r
k

t
h
e

c
o
r
r
e
c
t

l
e
t
t
e
r

(
A
-
H
)

o
n

y
o
u
r

a
n
s
w
e
r

s
h
e
e
t
.



T
h
e
r
e

i
s

o
n
e

e
x
t
r
a

o
p
t
i
o
n

w
h
i
c
h

y
o
u

d
o

n
o
t

n
e
e
d

t
o

u
s
e
.

T
a
s
k
-
t
y
p
e
s




A


S
e
n
t
e
n
c
e

t
r
a
n
s
f
o
r
m
a
t
i
o
n




B


J
u
m
b
l
e
d

s
e
n
t
e
n
c
e




C


O
d
d

o
n
e

o
u
t




D


F
o
r
m
-
f
i
l
l
i
n
g




E


M
u
l
t
i
p
l
e

c
h
o
i
c
e




F


C
a
t
e
g
o
r
i
s
i
n
g




G


L
a
b
e
l
l
i
n
g




H


G
a
p
-
f
i
l
l





Teachi ng Knowledge Test | module 1: sample test
1
3



[
T
u
r
n

o
v
e
r

F
o
r

q
u
e
s
t
i
o
n
s

6
7
-
7
3
,

m
a
t
c
h

t
h
e

c
l
a
s
s
r
o
o
m

a
c
t
i
v
i
t
i
e
s

w
i
t
h

t
h
e

t
y
p
e
s

o
f

s
p
e
a
k
i
n
g

p
r
a
c
t
i
c
e

l
i
s
t
e
d

A
,

B

o
r

C
.

M
a
r
k

t
h
e

c
o
r
r
e
c
t

l
e
t
t
e
r

(
A
,

B

o
r

C
)

o
n

y
o
u
r

a
n
s
w
e
r

s
h
e
e
t
.






T
y
p
e
s

o
f

s
p
e
a
k
i
n
g

p
r
a
c
t
i
c
e




A


o
r
a
l

f
l
u
e
n
c
y

p
r
a
c
t
i
c
e




B


c
o
n
t
r
o
l
l
e
d

o
r
a
l

p
r
a
c
t
i
c
e




C


n
e
i
t
h
e
r






C
I
a
s
s
r
o
o
m

a
c
t
i
v
i
t
i
e
s


6
7






A
t

t
h
e

b
e
g
i
n
n
i
n
g

o
f

t
h
e

l
e
s
s
o
n
,

w
e

g
o
t

i
n
t
o

g
r
o
u
p
s

a
n
d

t
a
l
k
e
d

a
b
o
u
t

a
n

i
n
t
e
r
e
s
t
i
n
g

n
e
w
s
p
a
p
e
r

a
r
t
i
c
l
e

t
h
a
t

w
e

h
a
d

r
e
a
d
.

6
8






T
h
e

t
e
a
c
h
e
r

g
a
v
e

u
s

w
o
r
d

p
r
o
m
p
t
s

s
u
c
h

a
s

'
c
i
n
e
m
a
'

a
n
d

'
f
r
i
e
n
d
s
'
,

a
n
d

w
e

h
a
d

t
o

s
a
y

t
h
e
m

i
n

s
e
n
t
e
n
c
e
s

u
s
i
n
g

t
h
e

p
a
s
t

s
i
m
p
l
e
,

e
.
g
.

'
W
e

w
e
n
t

t
o

t
h
e

c
i
n
e
m
a
'
;

'
W
e

v
i
s
i
t
e
d

s
o
m
e

f
r
i
e
n
d
s
'
.

6
9






W
e

l
i
s
t
e
n
e
d

t
o

a

r
e
c
o
r
d
i
n
g

o
f

t
w
o

p
e
o
p
l
e

t
a
l
k
i
n
g

a
b
o
u
t

t
h
e
i
r

h
o
b
b
i
e
s
,

t
h
e
n

d
i
d

a

g
a
p
-
f
i
l
l

c
o
m
p
r
e
h
e
n
s
i
o
n

t
a
s
k
.

7
0






T
h
e

t
e
a
c
h
e
r

g
a
v
e

u
s

r
o
l
e
s

s
u
c
h

a
s

'
f
i
l
m
s
t
a
r
'

o
r

'
s
p
o
r
t
s

s
t
a
r
'

a
n
d

w
e

h
a
d

t
o

r
o
l
e

p
l
a
y

a

p
a
r
t
y

i
n

w
h
i
c
h

w
e

c
h
a
t
t
e
d

t
o

e
a
c
h

o
t
h
e
r
.

7
1


W
e

h
a
d

a

d
i
s
c
u
s
s
i
o
n

a
b
o
u
t

t
h
e

a
d
v
a
n
t
a
g
e
s

a
n
d

d
i
s
a
d
v
a
n
t
a
g
e
s

o
f

t
h
e

i
n
t
e
r
n
e
t
.




7
2






T
h
e

t
e
a
c
h
e
r

r
e
a
d

o
u
t

s
o
m
e

s
e
n
t
e
n
c
e
s
,

s
o
m
e

o
f

w
h
i
c
h

w
e
r
e

c
o
r
r
e
c
t

a
n
d

s
o
m
e

i
n
c
o
r
r
e
c
t
.

W
e

h
a
d

t
o

s
h
o
u
t

o
u
t

'
R
i
g
h
t
'

o
r

'
W
r
o
n
g
'
.

7
3


W
e

h
a
d

t
o

a
s
k

o
u
r

p
a
r
t
n
e
r

f
i
v
e

q
u
e
s
t
i
o
n
s

a
b
o
u
t

t
h
e
i
r

a
b
i
l
i
t
i
e
s
,

u
s
i
n
g

'
c
a
n
'
,

e
.
g
.

C
a
n

y
o
u

s
w
i
m
?

MODULE 1
Sample Test
14
Teachi ng Knowledge Test | module 1: sample test
15
1
5



[
T
u
r
n

o
v
e
r


A
c
t
i
v
i
t
i
e
s


7
4



7
5
























































7
6



7
7
















































































7
8



7
9




































































8
0

















































C
o
m
p
l
e
t
e

t
h
e

s
e
n
t
e
n
c
e
.

T
h
e

w
e
a
t
h
e
r

y
e
s
t
e
r
d
a
y

w
a
s

.
.
.
.
.
.
.
.
.
.
.


d
e
l
i
c
i
o
u
s

e
x
c
i
t
i
n
g

I
a
n
t
a
s
t
i
c

F
i
n
d

f
h
e

w
o
r
d

f
h
o
f

d
o
e
s

n
o
f

f
i
f
.
b
u
n
u
n
u
,

u
p
p
I
e
,

o
n
i
o
n
,

p
e
u
r
,

o
r
u
n
q
e
P
u
l

l
r
e

W
o
(
d
s

|
r

l
r
e

|
|
s
l

|
r

l
r
e

c
o
(
(
e
c
l

o
o
x
.
T
r
a
|
.

l
r
d
|
a
.

8
(
|
l
a
|
r
.

C
r
|
r
e
s
e
.

3
W
e
d
|
s
r
.

l
u
r
d
a
(
|
a
r
.

C
z
e
c
r
.

P
o
(
l
u
d
a
|


C
o
u
r
l
(
|
e
s

L
a
r
d
u
a
d
e
s

V
a
|
a
v
s
|
a



C
o
m
p
í
e
t
e

s
e
n
t
e
n
t
e

ß

s
o

í
t

m
e
u
n
s

t
h
e

s
u
m
e

u
s

s
e
n
t
e
n
t
e

A
.



1
h
e

m
u
n

b
u
í
í
t

t
h
e

b
r
í
d
g
e

í
n

l
8
9
2




1
h
e

b
r
í
d
g
e

.
.
.
.
.
.
.
.
.
.
.

C
o
n
p
l
c
i
c

w
i
i
l

y
o
u
r

p
c
r
s
o
n
a
l

d
c
i
a
i
l
s


F
a
n
i
l
y

n
a
n
c
.

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

F
i
r
s
i

n
a
n
c
.

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

D
a
i
c

o
f

l
i
r
i
l
.

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

A
d
d
r
c
s
s
.

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

P
u
t

t
h
e

w
o
r
d
s

i
n

t
h
e

r
i
g
h
t

o
r
d
e
r
.

d
o


u
s
u
a
l
l
y


w
h
a
t


i
n


y
o
u


d
o


s
u
m
m
e
r


?
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
C
o
m
p
l
e
t
e

t
h
e

s
e
n
t
e
n
c
e
.

L
a
s
t

n
i
g
h
t

!

w
e
n
t


.
.
.
.
.
.
.
.
.
.
.

t
h
e

c
i
n
e
m
a
.

MODULE 1
Sample Test
16
Teachi ng Knowledge Test | module 2: General descri pti on and syllabus
Lesson planning and use of
resources 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.
I 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 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
Background to
language learning
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.
2
MODULE
17
Teachi ng Knowledge Test | module 2: General descri pti on and syllabus
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 of
supplementary materials and
activities
• types of supplementary materials and activities
• reasons for use
• how to select and adapt
the selection and use of teaching
aids
• types of aids and their teaching functions
I 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: 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
I 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
Teachi ng Knowledge Test | module 2: sample test



©

U
C
L
E
S

2
0
0
5





































[
T
u
r
n

o
v
e
r

C
a
n
d
i
d
a
t
e

C
e
n
t
r
e

N
u
m
b
e
r

N
u
m
b
e
r

C
a
n
d
i
d
a
t
e

N
a
m
e




U
N
I
V
E
R
S
I
T
Y

O
F

C
A
M
B
R
I
D
G
E

E
S
O
L

E
X
A
M
I
N
A
T
I
O
N
S

E
n
g
I
i
s
h

f
o
r

S
p
e
a
k
e
r
s

o
f

O
t
h
e
r

L
a
n
g
u
a
g
e
s

T
E
A
C
H
I
N
G

K
N
O
W
L
E
D
G
E

T
E
S
T

0
0
2

M
O
D
U
L
E

2

S
a
m
p
I
e

T
e
s
t

L
e
s
s
o
n

p
l
a
n
n
i
n
g

a
n
d

u
s
e

o
f

r
e
s
o
u
r
c
e
s

f
o
r

l
a
n
g
u
a
g
e

t
e
a
c
h
i
n
g

1

h
o
u
r

2
0

m
i
n
u
t
e
s


A
d
d
i
t
i
o
n
a
l

m
a
t
e
r
i
a
l
s
:





A
n
s
w
e
r

s
h
e
e
t





S
o
f
t

c
l
e
a
n

e
r
a
s
e
r





S
o
f
t

p
e
n
c
i
l

(
t
y
p
e

B

o
r

H
B

i
s

r
e
c
o
m
m
e
n
d
e
d
)

T
I
M
E

1

h
o
u
r

2
0

m
i
n
u
t
e
s

I
N
S
T
R
U
C
T
I
O
N
S

T
O

C
A
N
D
I
D
A
T
E
S

W
r
i
t
e

y
o
u
r

n
a
m
e
,

C
e
n
t
r
e

n
u
m
b
e
r

a
n
d

c
a
n
d
i
d
a
t
e

n
u
m
b
e
r

i
n

t
h
e

s
p
a
c
e
s

a
t

t
h
e

t
o
p

o
f

t
h
i
s

p
a
g
e
.


W
r
i
t
e

t
h
e
s
e

d
e
t
a
i
l
s

o
n

y
o
u
r

a
n
s
w
e
r

s
h
e
e
t

i
f

t
h
e
s
e

a
r
e

n
o
t

a
I
r
e
a
d
y

p
r
i
n
t
e
d
.

D
o

n
o
t

o
p
e
n

t
h
i
s

b
o
o
k
l
e
t

u
n
t
i
l

y
o
u

a
r
e

t
o
l
d

t
o

d
o

s
o
.

T
h
e
r
e

a
r
e

e
i
g
h
t
y

q
u
e
s
t
i
o
n
s

i
n

t
h
i
s

p
a
p
e
r
.

A
n
s
w
e
r

a
I
I

q
u
e
s
t
i
o
n
s
.

M
a
r
k

y
o
u
r

a
n
s
w
e
r
s

o
n

t
h
e

s
e
p
a
r
a
t
e

a
n
s
w
e
r

s
h
e
e
t
.


U
s
e

a

p
e
n
c
i
l
.

Y
o
u

m
a
y

w
r
i
t
e

o
n

t
h
e

q
u
e
s
t
i
o
n

p
a
p
e
r
,

b
u
t

y
o
u

m
u
s
t

m
a
r
k

y
o
u
r

a
n
s
w
e
r
s

i
n

p
e
n
c
i
l

o
n

t
h
e

a
n
s
w
e
r

s
h
e
e
t
.


Y
o
u

w
i
l
l

h
a
v
e

n
o

e
x
t
r
a

t
i
m
e

f
o
r

t
h
i
s
,

s
o

y
o
u

m
u
s
t

f
i
n
i
s
h

i
n

o
n
e

h
o
u
r

a
n
d

t
w
e
n
t
y

m
i
n
u
t
e
s
.

A
t

t
h
e

e
n
d

o
f

t
h
e

t
e
s
t
,

h
a
n
d

i
n

b
o
t
h

t
h
e

q
u
e
s
t
i
o
n

p
a
p
e
r

a
n
d

t
h
e

a
n
s
w
e
r

s
h
e
e
t
.

I
N
F
O
R
M
A
T
I
O
N

F
O
R

C
A
N
D
I
D
A
T
E
S

E
a
c
h

q
u
e
s
t
i
o
n

i
n

t
h
i
s

p
a
p
e
r

c
a
r
r
i
e
s

o
n
e

m
a
r
k
.

_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_

T
h
i
s

q
u
e
s
t
i
o
n

p
a
p
e
r

c
o
n
s
i
s
t
s

o
f

1
4

p
r
i
n
t
e
d

p
a
g
e
s

a
n
d

2

b
I
a
n
k

p
a
g
e
s
.

2


F
o
r

q
u
e
s
t
i
o
n
s

1
-
7
,

m
a
t
c
h

t
h
e

l
e
a
r
n
e
r

a
c
t
i
v
i
t
i
e
s

w
i
t
h

t
h
e

a
p
p
r
o
p
r
i
a
t
e

t
e
a
c
h
i
n
g

a
i
m
s

l
i
s
t
e
d

A
-
H
.

M
a
r
k

t
h
e

c
o
r
r
e
c
t

l
e
t
t
e
r

(
A
-
H
)

o
n

y
o
u
r

a
n
s
w
e
r

s
h
e
e
t
.



T
h
e
r
e

i
s

o
n
e

e
x
t
r
a

o
p
t
i
o
n

w
h
i
c
h

y
o
u

d
o

n
o
t

n
e
e
d

t
o

u
s
e
.

T
e
a
c
h
i
n
g

a
i
m
s




A


t
o

p
r
a
c
t
i
s
e

d
e
d
u
c
i
n
g

t
h
e

m
e
a
n
i
n
g

o
f

w
o
r
d
s

f
r
o
m

c
o
n
t
e
x
t




B


t
o

d
e
v
e
l
o
p

t
h
e

s
k
i
l
l
s

o
f

p
e
e
r

c
o
r
r
e
c
t
i
o
n




C


t
o

g
i
v
e

p
r
a
c
t
i
c
e

i
n

o
r
a
l

f
l
u
e
n
c
y




D


t
o

g
i
v
e

p
r
a
c
t
i
c
e

i
n

e
x
t
e
n
s
i
v
e

r
e
a
d
i
n
g




E


t
o

g
i
v
e

c
o
n
t
r
o
l
l
e
d

p
r
a
c
t
i
c
e

o
f

s
t
r
u
c
t
u
r
e
s




F


t
o

r
e
c
y
c
l
e

v
o
c
a
b
u
l
a
r
y




G


t
o

f
o
c
u
s

o
n

p
r
o
n
u
n
c
i
a
t
i
o
n




H


t
o

g
i
v
e

p
r
a
c
t
i
c
e

i
n

u
s
i
n
g

n
e
w

v
o
c
a
b
u
l
a
r
y






L
e
a
r
n
e
r

a
c
t
i
v
i
t
i
e
s


1


L
e
a
r
n
e
r
s

c
o
m
p
l
e
t
e

a

g
a
p
-
f
i
l
l

g
r
a
m
m
a
r

e
x
e
r
c
i
s
e

i
n

a

w
o
r
k
b
o
o
k
.




2


L
e
a
r
n
e
r
s

h
a
v
e

a

g
r
o
u
p

d
i
s
c
u
s
s
i
o
n

o
n

a

t
o
p
i
c

o
f

t
h
e
i
r

c
h
o
i
c
e
.




3


L
e
a
r
n
e
r
s

e
x
c
h
a
n
g
e

w
o
r
k
b
o
o
k
s

a
n
d

c
h
e
c
k

t
h
e
i
r

p
a
r
t
n
e
r
'
s

w
o
r
k
.




4


L
e
a
r
n
e
r
s

p
l
a
y

a

w
o
r
d

g
a
m
e

b
a
s
e
d

o
n

w
o
r
d
s

s
t
u
d
i
e
d

l
a
s
t

t
e
r
m
.




5


L
e
a
r
n
e
r
s

w
r
i
t
e

a

s
t
o
r
y

u
s
i
n
g

w
o
r
d
s

t
h
e

t
e
a
c
h
e
r

h
a
s

j
u
s
t

p
r
e
s
e
n
t
e
d
.




6


L
e
a
r
n
e
r
s

m
a
r
k

t
h
e

s
t
r
e
s
s

o
n

r
e
c
e
n
t
l
y

t
a
u
g
h
t

w
o
r
d
s
.




7


L
e
a
r
n
e
r
s

f
i
n
d

w
o
r
d
s

i
n

a

r
e
a
d
i
n
g

t
e
x
t

a
n
d

m
a
t
c
h

t
h
e
m

w
i
t
h

d
e
f
i
n
i
t
i
o
n
s

g
i
v
e
n

b
y

t
h
e

t
e
a
c
h
e
r
.





MODULE 2
Sample Test
19
Teachi ng Knowledge Test | module 2: sample test
3



[
T
u
r
n

o
v
e
r

F
o
r

q
u
e
s
t
i
o
n
s

8
-
1
4
,

m
a
t
c
h

t
h
e

t
e
x
t
b
o
o
k

r
u
b
r
i
c
s

w
i
t
h

t
h
e

a
c
t
i
v
i
t
y

a
i
m
s

l
i
s
t
e
d

A
-
H
.



M
a
r
k

t
h
e

c
o
r
r
e
c
t

l
e
t
t
e
r

(
A
-
H
)

o
n

y
o
u
r

a
n
s
w
e
r

s
h
e
e
t
.

T
h
e
r
e

i
s

o
n
e

e
x
t
r
a

o
p
t
i
o
n

w
h
i
c
h

y
o
u

d
o

n
o
t

n
e
e
d

t
o

u
s
e
.




T
e
x
t
b
o
o
k

r
u
b
r
i
c
s


8


C
o
m
p
l
e
t
e

t
h
e

f
o
l
l
o
w
i
n
g

s
e
n
t
e
n
c
e
s

s
o

t
h
a
t

t
h
e
y

a
r
e

t
r
u
e

f
o
r

y
o
u
.




9


D
i
s
c
u
s
s

w
i
t
h

y
o
u
r

p
a
r
t
n
e
r

t
h
e

w
a
y
s

i
n

w
h
i
c
h

y
o
u

r
e
v
i
s
e

v
o
c
a
b
u
l
a
r
y
.




1
0


M
a
t
c
h

t
h
e

a
d
j
e
c
t
i
v
e
s

i
n

c
o
l
u
m
n

A

w
i
t
h

t
h
e

n
o
u
n
s

i
n

c
o
l
u
m
n

B
.




1
1


L
o
o
k

a
t

t
h
e

t
h
r
e
e

s
e
n
t
e
n
c
e
s

b
e
l
o
w
.


T
h
e
n

l
i
s
t
e
n

a
n
d

m
a
r
k

t
h
e

w
e
a
k

f
o
r
m
s
.




1
2


N
o
w

r
e
a
d

t
h
e

s
t
o
r
y

a
g
a
i
n

a
n
d

a
n
s
w
e
r

t
h
e

f
o
l
l
o
w
i
n
g

t
r
u
e
/
f
a
l
s
e

q
u
e
s
t
i
o
n
s
.




1
3


R
e
a
d

t
h
e

s
t
o
r
y

q
u
i
c
k
l
y

a
n
d

t
h
e
n

p
u
t

t
h
e

f
o
u
r

p
i
c
t
u
r
e
s

i
n

o
r
d
e
r
.




1
4


D
o

t
h
e

v
o
c
a
b
u
l
a
r
y

q
u
i
z

i
n

t
e
a
m
s
.





A
c
t
i
v
i
t
y

a
i
m
s


A


t
o

r
a
i
s
e

s
t
u
d
e
n
t
s
'

a
w
a
r
e
n
e
s
s

o
f

l
e
a
r
n
i
n
g

s
t
r
a
t
e
g
i
e
s




B


t
o

g
i
v
e

s
t
u
d
e
n
t
s

p
r
a
c
t
i
c
e

i
n

r
e
a
d
i
n
g

f
o
r

s
p
e
c
i
f
i
c

i
n
f
o
r
m
a
t
i
o
n




C


t
o

g
i
v
e

s
t
u
d
e
n
t
s

t
h
e

c
h
a
n
c
e

t
o

p
e
r
s
o
n
a
l
i
s
e

t
h
e

l
a
n
g
u
a
g
e




D


t
o

r
e
v
i
s
e

l
a
n
g
u
a
g
e

t
h
r
o
u
g
h

a

g
a
m
e




E


t
o

g
i
v
e

s
t
u
d
e
n
t
s

p
r
a
c
t
i
c
e

i
n

p
r
o
c
e
s
s

w
r
i
t
i
n
g




F


t
o

g
i
v
e

s
t
u
d
e
n
t
s

p
r
a
c
t
i
c
e

i
n

r
e
a
d
i
n
g

f
o
r

g
i
s
t




G


t
o

h
i
g
h
l
i
g
h
t

f
e
a
t
u
r
e
s

o
f

c
o
n
n
e
c
t
e
d

s
p
e
e
c
h






H


t
o

d
e
v
e
l
o
p

s
t
u
d
e
n
t
s
'

u
n
d
e
r
s
t
a
n
d
i
n
g

o
f

c
o
l
l
o
c
a
t
i
o
n


4


F
o
r

q
u
e
s
t
i
o
n
s

1
5
-
2
0
,

l
o
o
k

a
t

t
h
e

s
t
a
g
e
s

a
n
d

a
i
m
s

f
r
o
m

a

l
e
s
s
o
n

p
l
a
n

a
b
o
u
t

c
o
m
p
l
a
i
n
i
n
g
.


T
w
o

o
f

t
h
e

a
i
m
s

(
A
-
C
)

i
n

e
a
c
h

s
t
a
g
e

a
r
e

a
p
p
r
o
p
r
i
a
t
e
.


O
n
e

o
f

t
h
e

a
i
m
s

i
s

N
O
T

a
p
p
r
o
p
r
i
a
t
e
.

M
a
r
k

t
h
e

a
i
m

(
A
,

B

o
r

C
)

w
h
i
c
h

i
s

N
O
T

a
p
p
r
o
p
r
i
a
t
e

o
n

y
o
u
r

a
n
s
w
e
r

s
h
e
e
t
.








S
t
a
g
e
s




A
i
m
s






1
5


L
e
a
d
-
i
n



T
h
e

t
e
a
c
h
e
r

a
s
k
s

t
h
e

s
t
u
d
e
n
t
s

w
h
e
n

t
h
e
y

l
a
s
t

w
e
n
t

o
n

h
o
l
i
d
a
y

a
n
d

w
h
a
t

p
r
o
b
l
e
m
s

t
h
e
y

c
a
n

h
a
v
e

w
h
e
n

t
r
a
v
e
l
l
i
n
g
.



T
h
e

t
e
a
c
h
e
r

e
l
i
c
i
t
s

i
d
e
a
s

a
b
o
u
t

t
h
e

p
r
o
b
l
e
m
s

a
n
d

w
r
i
t
e
s

t
h
e
m

o
n

t
h
e

b
o
a
r
d
.

A

B

C

t
o

c
r
e
a
t
e

i
n
t
e
r
e
s
t

i
n

t
h
e

t
o
p
i
c

t
o

i
n
t
r
o
d
u
c
e

t
h
e

p
a
s
t

s
i
m
p
l
e

t
e
n
s
e

t
o

p
e
r
s
o
n
a
l
i
s
e

t
h
e

s
t
a
r
t

o
f

t
h
e

l
e
s
s
o
n



1
6


L
i
s
t
e
n
i
n
g



S
t
u
d
e
n
t
s

l
i
s
t
e
n

t
o

a

c
u
s
t
o
m
e
r

c
o
m
p
l
a
i
n
i
n
g

i
n

a

t
r
a
v
e
l

a
g
e
n
t
'
s
.



S
t
u
d
e
n
t
s

i
d
e
n
t
i
f
y

t
h
e

p
r
o
b
l
e
m
s

m
e
n
t
i
o
n
e
d

o
n

t
h
e

t
a
p
e
.



S
t
u
d
e
n
t
s

c
o
m
p
a
r
e

a
n
s
w
e
r
s

i
n

p
a
i
r
s
.

A

B

C

t
o

c
h
e
c
k

s
t
u
d
e
n
t
s
'

u
n
d
e
r
s
t
a
n
d
i
n
g

o
f

t
h
e

t
a
p
e

t
o

p
r
o
v
i
d
e

a

m
o
d
e
l

o
f

t
h
e

t
a
r
g
e
t

l
a
n
g
u
a
g
e

i
n

c
o
n
t
e
x
t

t
o

p
r
e
-
t
e
a
c
h

t
h
e

m
e
a
n
i
n
g

o
f

n
e
w

w
o
r
d
s



1
7


L
a
n
g
u
a
g
e

f
o
c
u
s



T
h
e

t
e
a
c
h
e
r

h
a
n
d
s

o
u
t

t
h
e

t
a
p
e
s
c
r
i
p
t
.



S
t
u
d
e
n
t
s

i
d
e
n
t
i
f
y

t
h
e

l
a
n
g
u
a
g
e

o
f

c
o
m
p
l
a
i
n
i
n
g

a
n
d

a
p
o
l
o
g
i
s
i
n
g

i
n

t
h
e

t
a
p
e
s
c
r
i
p
t
.

A

B

C


t
o

f
o
c
u
s

s
t
u
d
e
n
t
s
'

a
t
t
e
n
t
i
o
n

o
n

t
h
e

t
a
r
g
e
t

l
a
n
g
u
a
g
e

t
o

g
i
v
e

s
t
u
d
e
n
t
s

p
r
a
c
t
i
c
e

i
n

r
e
a
d
i
n
g

f
o
r

g
i
s
t

t
o

p
r
o
v
i
d
e

s
t
u
d
e
n
t
s

w
i
t
h

a

r
e
c
o
r
d

o
f

l
a
n
g
u
a
g
e

i
n

c
o
n
t
e
x
t



1
8


R
e
s
t
r
i
c
t
e
d

p
r
a
c
t
i
c
e



T
h
e

t
e
a
c
h
e
r

s
h
o
w
s

t
h
e

t
a
r
g
e
t

l
a
n
g
u
a
g
e

o
n

a
n

O
H
T
.



S
t
u
d
e
n
t
s

t
r
y

t
o

s
a
y

t
h
e

p
h
r
a
s
e
s
.



T
h
e

t
e
a
c
h
e
r

g
i
v
e
s

f
e
e
d
b
a
c
k
,

c
o
r
r
e
c
t
i
n
g

a
n
d

d
r
i
l
l
i
n
g

w
h
e
r
e

n
e
c
e
s
s
a
r
y
.

A

B

C


t
o

a
l
l
o
w

s
t
u
d
e
n
t
s

t
o

p
e
r
s
o
n
a
l
i
s
e

t
h
e

t
a
r
g
e
t

l
a
n
g
u
a
g
e

t
o

a
l
l
o
w

s
t
u
d
e
n
t
s

t
o

u
s
e

t
h
e

t
a
r
g
e
t

l
a
n
g
u
a
g
e

i
n

a

c
o
n
t
r
o
l
l
e
d

w
a
y

t
o

d
e
v
e
l
o
p

s
t
u
d
e
n
t
s
'

c
o
n
f
i
d
e
n
c
e

i
n

p
r
o
n
o
u
n
c
i
n
g

t
h
e

t
a
r
g
e
t

l
a
n
g
u
a
g
e

MODULE 2
Sample Test
20
Teachi ng Knowledge Test | module 2: sample test
5



[
T
u
r
n

o
v
e
r









1
9


P
r
e
p
a
r
a
t
i
o
n

f
o
r

f
r
e
e
r

p
r
a
c
t
i
c
e



S
t
u
d
e
n
t
s

s
t
u
d
y

t
h
e
i
r

r
o
l
e
-
c
a
r
d
s
:

s
t
u
d
e
n
t

A

i
s

t
h
e

c
o
m
p
l
a
i
n
i
n
g

c
u
s
t
o
m
e
r

s
t
u
d
e
n
t

B

i
s

t
h
e

t
r
a
v
e
l

a
g
e
n
t
.

A

B

C


t
o

g
i
v
e

s
t
u
d
e
n
t
s

t
i
m
e

t
o

t
h
i
n
k

o
f

i
d
e
a
s

t
o

u
s
e

i
n

t
h
e

r
o
l
e
-
p
l
a
y

t
o

d
e
v
e
l
o
p

r
e
a
d
i
n
g

c
o
m
p
r
e
h
e
n
s
i
o
n

t
o

a
l
l
o
w

s
t
u
d
e
n
t
s

t
o

c
h
e
c
k

w
i
t
h

t
h
e

t
e
a
c
h
e
r

w
h
a
t

t
h
e
y

h
a
v
e

t
o

d
o



2
0


F
r
e
e
r

p
r
a
c
t
i
c
e



S
t
u
d
e
n
t
s

a
c
t

o
u
t

t
h
e

s
i
t
u
a
t
i
o
n

i
n

p
a
i
r
s
.

A

B

C


t
o

f
o
c
u
s

o
n

t
h
e

f
o
r
m

o
f

t
h
e

t
a
r
g
e
t

l
a
n
g
u
a
g
e

t
o

g
i
v
e

l
e
s
s

c
o
n
t
r
o
l
l
e
d

p
r
a
c
t
i
c
e

o
f

t
h
e

t
a
r
g
e
t

l
a
n
g
u
a
g
e

t
o

p
r
e
p
a
r
e

s
t
u
d
e
n
t
s

f
o
r

r
e
a
l

c
o
m
m
u
n
i
c
a
t
i
o
n


6


F
o
r

q
u
e
s
t
i
o
n
s

2
1
-
2
9
,

m
a
t
c
h

t
h
e

i
n
f
o
r
m
a
t
i
o
n

f
r
o
m

a

l
e
s
s
o
n

p
l
a
n

w
i
t
h

t
h
e

l
e
s
s
o
n

p
l
a
n

h
e
a
d
i
n
g
s

l
i
s
t
e
d

A
-
E
.

M
a
r
k

t
h
e

c
o
r
r
e
c
t

l
e
t
t
e
r

(
A
-
E
)

o
n

y
o
u
r

a
n
s
w
e
r

s
h
e
e
t
.



Y
o
u

n
e
e
d

t
o

u
s
e

s
o
m
e

o
p
t
i
o
n
s

m
o
r
e

t
h
a
n

o
n
c
e
.




L
e
s
s
o
n

p
I
a
n

h
e
a
d
i
n
g
s




A


L
e
s
s
o
n

a
i
m
(
s
)




B


A
n
t
i
c
i
p
a
t
e
d

p
r
o
b
l
e
m
s




C


P
r
o
c
e
d
u
r
e




D


A
i
d
s
/
r
e
s
o
u
r
c
e
s




E


P
e
r
s
o
n
a
l

a
i
m
(
s
)

o
f

t
e
a
c
h
e
r





I
n
f
o
r
m
a
t
i
o
n

f
r
o
m

a

I
e
s
s
o
n

p
I
a
n


2
1


C
o
p
y

o
f

t
a
p
e
s
c
r
i
p
t

(
t
e
a
c
h
e
r
'
s

b
o
o
k
)

a
n
d

c
o
u
r
s
e
b
o
o
k

c
a
s
s
e
t
t
e
.




2
2


S
t
u
d
e
n
t
s

m
i
g
h
t

n
o
t

w
a
n
t

t
o

t
a
l
k

a
b
o
u
t

t
h
e
i
r

c
h
i
l
d
h
o
o
d

d
u
r
i
n
g

t
h
e

l
e
a
d
-
i
n

s
t
a
g
e
.




2
3


T
e
l
l

s
t
u
d
e
n
t
s

t
o

l
i
s
t
e
n

a

s
e
c
o
n
d

t
i
m
e

a
n
d

a
n
s
w
e
r

t
h
e

d
e
t
a
i
l
e
d

c
o
m
p
r
e
h
e
n
s
i
o
n

q
u
e
s
t
i
o
n
s
.




2
4




G
i
v
e

s
t
u
d
e
n
t
s

p
r
a
c
t
i
c
e

i
n

t
h
e

s
u
b
s
k
i
l
l
s

o
f

p
r
e
d
i
c
t
i
o
n
,

l
i
s
t
e
n
i
n
g

f
o
r

g
i
s
t

a
n
d

l
i
s
t
e
n
i
n
g

f
o
r

s
p
e
c
i
f
i
c

i
n
f
o
r
m
a
t
i
o
n
.

2
5


S
t
u
d
e
n
t
s

m
a
y

n
o
t

k
n
o
w

s
e
v
e
r
a
l

w
o
r
d
s

i
n

t
h
e

l
i
s
t
e
n
i
n
g
,

e
.
g
.

w
h
i
s
p
e
r
,

u
n
i
f
o
r
m
,

s
c
a
r
y
.




2
6


R
e
d
u
c
e

t
e
a
c
h
e
r

t
a
l
k
i
n
g

t
i
m
e

a
n
d

i
n
v
o
l
v
e

s
t
u
d
e
n
t
s

m
o
r
e
,

e
s
p
e
c
i
a
l
l
y

w
h
e
n

a
n
s
w
e
r
i
n
g

q
u
e
s
t
i
o
n
s
.




2
7


S
t
u
d
e
n
t
s

c
o
p
y

d
o
w
n

t
h
e

n
e
w

w
o
r
d
s

f
r
o
m

t
h
e

b
o
a
r
d
.




2
8


C
l
a
s
s

s
e
t

o
f

d
i
c
t
i
o
n
a
r
i
e
s
.




2
9


D
e
v
e
l
o
p

f
l
u
e
n
c
y

s
k
i
l
l
s
.


MODULE 2
Sample Test
21
Teachi ng Knowledge Test | module 2: sample test
7



[
T
u
r
n

o
v
e
r

F
o
r

q
u
e
s
t
i
o
n
s

3
0
-
3
6
,

p
u
t

t
h
e

s
t
a
g
e
s

(
A
-
H
)

o
f

a

r
e
a
d
i
n
g

s
k
i
l
l
s

l
e
s
s
o
n

p
l
a
n

i
n

o
r
d
e
r
.

M
a
r
k

t
h
e

c
o
r
r
e
c
t

l
e
t
t
e
r

(
B
-
H
)

o
n

y
o
u
r

a
n
s
w
e
r

s
h
e
e
t
.



T
h
e

f
i
r
s
t

s
t
a
g
e

(
A
)

i
s

d
o
n
e

f
o
r

y
o
u
.


Y
o
u

d
o

n
o
t

n
e
e
d

t
o

u
s
e

o
p
t
i
o
n

A

a
g
a
i
n
.


0

.
.
.

.
.
.






3
0

.
.
.

.
.
.






3
1

.
.
.

.
.
.






3
2

.
.
.

.
.
.






3
3

.
.
.

.
.
.






3
4

.
.
.

.
.
.





3
5

.
.
.

.
.
.





3
6

.
.
.

.
.
.





A

B


C

D

E

F

G

H


T
h
e

t
e
a
c
h
e
r

t
e
l
l
s

s
t
u
d
e
n
t
s

t
h
e

t
i
t
l
e

o
f

t
h
e

s
t
o
r
y

÷

'
A

l
o
n
g

j
o
u
r
n
e
y
'
.

S
t
u
d
e
n
t
s

r
e
a
d

f
o
r

g
i
s
t

t
o

s
e
e

i
f

t
h
e
i
r

p
r
e
d
i
c
t
i
o
n
s

w
e
r
e

r
i
g
h
t
,

a
n
d

t
h
e

c
l
a
s
s

d
i
s
c
u
s
s

t
h
e
i
r

a
n
s
w
e
r
s

w
i
t
h

t
h
e

t
e
a
c
h
e
r
.

T
h
e

t
e
a
c
h
e
r

g
i
v
e
s

s
t
u
d
e
n
t
s

c
o
m
p
r
e
h
e
n
s
i
o
n

q
u
e
s
t
i
o
n
s

t
o

r
e
a
d
.

S
t
u
d
e
n
t
s

b
r
a
i
n
s
t
o
r
m

w
o
r
d
s

c
o
n
n
e
c
t
e
d

w
i
t
h

j
o
u
r
n
e
y
s
.

S
t
u
d
e
n
t
s

r
e
a
d

f
o
r

s
p
e
c
i
f
i
c

i
n
f
o
r
m
a
t
i
o
n
.

Ì
n

p
a
i
r
s
,

s
t
u
d
e
n
t
s

c
h
e
c
k

t
h
e
i
r

a
n
s
w
e
r
s
.

S
t
u
d
e
n
t
s

u
s
e

t
h
e
i
r

a
n
s
w
e
r
s

t
o

r
e
-
t
e
l
l

t
h
e

s
t
o
r
y

i
n

p
a
i
r
s
.

T
h
e

t
e
a
c
h
e
r

g
i
v
e
s

s
t
u
d
e
n
t
s

a

l
i
s
t

o
f

w
o
r
d
s

f
r
o
m

a

s
t
o
r
y

a
b
o
u
t

a

j
o
u
r
n
e
y
.


S
t
u
d
e
n
t
s

c
h
e
c
k

w
h
i
c
h

o
f

t
h
e
i
r

w
o
r
d
s

a
r
e

i
n

t
h
e

l
i
s
t
,

a
n
d

t
h
e
n

g
u
e
s
s

w
h
a
t

t
h
e

s
t
o
r
y

w
i
l
l

b
e

a
b
o
u
t
.









8


F
o
r

q
u
e
s
t
i
o
n
s

3
7
-
4
1
,

m
a
t
c
h

t
h
e

s
i
t
u
a
t
i
o
n
s

i
n

w
h
i
c
h

a

t
e
a
c
h
e
r

s
e
t
s

a

t
e
s
t

w
i
t
h

t
h
e

r
e
a
s
o
n
s

f
o
r

a
s
s
e
s
s
m
e
n
t

l
i
s
t
e
d

A
-
F
.

M
a
r
k

t
h
e

c
o
r
r
e
c
t

l
e
t
t
e
r

(
A
-
F
)

o
n

y
o
u
r

a
n
s
w
e
r

s
h
e
e
t
.



T
h
e
r
e

i
s

o
n
e

e
x
t
r
a

o
p
t
i
o
n

w
h
i
c
h

y
o
u

d
o

n
o
t

n
e
e
d

t
o

u
s
e
.

S
i
t
u
a
t
i
o
n
s


3
7






T
h
e

t
e
a
c
h
e
r

h
a
s

a

n
e
w

c
l
a
s
s
.

O
n

t
h
e

f
i
r
s
t

d
a
y

o
f

t
h
e

c
o
u
r
s
e
,

s
h
e

s
e
t
s

a

t
e
s
t

w
h
i
c
h

c
o
v
e
r
s

s
o
m
e

l
a
n
g
u
a
g
e

p
o
i
n
t
s

s
h
e

e
x
p
e
c
t
s

t
h
e

s
t
u
d
e
n
t
s

t
o

b
e

f
a
m
i
l
i
a
r

w
i
t
h

a
n
d

o
t
h
e
r
s

t
h
a
t

s
h
e

t
h
i
n
k
s

t
h
e

s
t
u
d
e
n
t
s

m
a
y

n
o
t

k
n
o
w
.

T
h
e

s
t
u
d
e
n
t
s

d
o

n
o
t

p
r
e
p
a
r
e

f
o
r

t
h
e

t
e
s
t
.


3
8






T
h
e

t
e
a
c
h
e
r

n
o
t
i
c
e
s

t
h
a
t

h
i
s

i
n
t
e
r
m
e
d
i
a
t
e

s
t
u
d
e
n
t
s

a
r
e

m
a
k
i
n
g

c
a
r
e
l
e
s
s

m
i
s
t
a
k
e
s

w
i
t
h

b
a
s
i
c

q
u
e
s
t
i
o
n

f
o
r
m
a
t
i
o
n
,

w
h
i
c
h

t
h
e
y

s
h
o
u
l
d

k
n
o
w
.

H
e

a
n
n
o
u
n
c
e
s

t
h
a
t

t
h
e
r
e

w
i
l
l

b
e

a

t
e
s
t

o
n

t
h
i
s

t
h
e

f
o
l
l
o
w
i
n
g

w
e
e
k
.

T
h
e

s
t
u
d
e
n
t
s

h
a
v
e

t
i
m
e

t
o

p
r
e
p
a
r
e

f
o
r

t
h
e

t
e
s
t
.

3
9




T
h
e

s
t
u
d
e
n
t
s

a
r
e

g
o
i
n
g

t
o

t
a
k
e

a

p
u
b
l
i
c

e
x
a
m
i
n
a
t
i
o
n

s
o
o
n
.

T
h
e

t
e
a
c
h
e
r

g
i
v
e
s

t
h
e
m

a
n

e
x
a
m
p
l
e

p
a
p
e
r

t
o

d
o

u
n
d
e
r

t
e
s
t

c
o
n
d
i
t
i
o
n
s
.


4
0




T
h
e

t
e
a
c
h
e
r

m
o
n
i
t
o
r
s

s
t
u
d
e
n
t
s

w
h
e
n
e
v
e
r

t
h
e
y

c
a
r
r
y

o
u
t

s
p
e
a
k
i
n
g

t
a
s
k
s

a
n
d

k
e
e
p
s

n
o
t
e
s

a
b
o
u
t

e
a
c
h

s
t
u
d
e
n
t
.

4
1




T
h
e

c
l
a
s
s

h
a
s

r
e
c
e
n
t
l
y

f
i
n
i
s
h
e
d

a

u
n
i
t

o
f

t
h
e

c
o
u
r
s
e
b
o
o
k

w
h
i
c
h

f
o
c
u
s
e
d

o
n

t
h
e

u
s
e

o
f

t
h
e

p
r
e
s
e
n
t

p
e
r
f
e
c
t

s
i
m
p
l
e

w
i
t
h

'
f
o
r
'

a
n
d

'
s
i
n
c
e
'
.

T
h
e

t
e
a
c
h
e
r

g
i
v
e
s

t
h
e

c
l
a
s
s

a

s
u
r
p
r
i
s
e

t
e
s
t

o
n

t
h
i
s
.


R
e
a
s
o
n
s

f
o
r

a
s
s
e
s
s
m
e
n
t


A


t
o

f
a
m
i
l
i
a
r
i
s
e

s
t
u
d
e
n
t
s

w
i
t
h

t
h
e

t
e
s
t

f
o
r
m
a
t




B


t
o

a
l
l
o
w

t
h
e

t
e
a
c
h
e
r

t
o

p
l
a
n

a
n

a
p
p
r
o
p
r
i
a
t
e

s
c
h
e
m
e

o
f

w
o
r
k





C


t
o

s
h
o
w

s
t
u
d
e
n
t
s

h
o
w

w
e
l
l

t
h
e
y

h
a
v
e

l
e
a
r
n
e
d

s
p
e
c
i
f
i
c

l
a
n
g
u
a
g
e





D


t
o

a
l
l
o
w

s
t
u
d
e
n
t
s

t
o

a
s
s
e
s
s

e
a
c
h

o
t
h
e
r




E


t
o

m
o
t
i
v
a
t
e

t
h
e

s
t
u
d
e
n
t
s

t
o

r
e
v
i
s
e

a

p
a
r
t
i
c
u
l
a
r

l
a
n
g
u
a
g
e

a
r
e
a




F


t
o

a
s
s
e
s
s

s
t
u
d
e
n
t
s
'

p
r
o
g
r
e
s
s

o
n

a

c
o
n
t
i
n
u
o
u
s

b
a
s
i
s





MODULE 2
Sample Test
22
Teachi ng Knowledge Test | module 2: sample test
9



[
T
u
r
n

o
v
e
r

F
o
r

q
u
e
s
t
i
o
n
s

4
2
-
4
9
,

m
a
t
c
h

t
h
e

e
x
a
m
p
l
e
s

o
f

u
n
i
t

c
o
n
t
e
n
t

w
i
t
h

t
h
e

u
n
i
t

h
e
a
d
i
n
g
s

f
r
o
m

a

b
o
o
k

o
n

l
e
x
i
s

l
i
s
t
e
d

A
-
I
.

M
a
r
k

t
h
e

c
o
r
r
e
c
t

l
e
t
t
e
r

(
A
-
I
)

o
n

y
o
u
r

a
n
s
w
e
r

s
h
e
e
t
.



T
h
e
r
e

i
s

o
n
e

e
x
t
r
a

o
p
t
i
o
n

w
h
i
c
h

y
o
u

d
o

n
o
t

n
e
e
d

t
o

u
s
e
.

E
x
a
m
p
I
e
s

o
f

u
n
i
t

c
o
n
t
e
n
t


U
n
i
t

h
e
a
d
i
n
g
s





4
2

S
u
f
f
i
x
e
s





4
3

G
e
n
e
r
a
l

a
d
v
i
c
e

a
b
o
u
t

l
e
a
r
n
i
n
g

v
o
c
a
b
u
l
a
r
y





4
4

T
h
e

d
i
f
f
e
r
e
n
c
e

b
e
t
w
e
e
n

'
s
o
m
e

e
x
p
e
r
i
e
n
c
e
'

a
n
d

'
a
n

e
x
p
e
r
i
e
n
c
e
'





4
5

A
m
e
r
i
c
a
n

a
n
d

B
r
i
t
i
s
h

s
p
e
l
l
i
n
g





4
6

G
e
t

u
p
,

r
u
n

o
u
t

o
f
,

s
e
t

o
f
f





4
7

V
o
c
a
b
u
l
a
r
y

a
b
o
u
t

s
c
i
e
n
c
e





4
8

Ì
d
i
o
m
s

l
i
k
e

'
o
v
e
r

t
h
e

m
o
o
n
'





4
9

U
n
l
e
s
s
,

b
e
s
i
d
e
s
,

a
l
t
h
o
u
g
h





A

B

C

D

E

F

G

H

I

Ì
n
t
r
o
d
u
c
t
i
o
n

W
o
r
d

f
o
r
m
a
t
i
o
n

C
o
n
n
e
c
t
i
n
g

a
n
d

l
i
n
k
i
n
g

C
o
u
n
t
a
b
l
e
s

a
n
d

u
n
c
o
u
n
t
a
b
l
e
s
T
o
p
i
c
s

F
e
e
l
i
n
g
s

a
n
d

a
c
t
i
o
n
s

F
i
x
e
d

e
x
p
r
e
s
s
i
o
n
s

P
h
r
a
s
a
l

v
e
r
b
s

V
a
r
i
e
t
i
e
s

o
f

E
n
g
l
i
s
h














1
0


F
o
r

q
u
e
s
t
i
o
n
s

5
0
-
5
6
,

r
e
a
d

t
h
e

d
i
c
t
i
o
n
a
r
y

e
n
t
r
y
.


M
a
t
c
h

t
h
e

e
x
t
r
a
c
t
s

f
r
o
m

t
h
e

d
i
c
t
i
o
n
a
r
y

e
n
t
r
y

w
i
t
h

t
h
e

i
n
f
o
r
m
a
t
i
o
n

t
h
e
y

p
r
o
v
i
d
e

l
i
s
t
e
d

A
-
H
.

M
a
r
k

t
h
e

c
o
r
r
e
c
t

l
e
t
t
e
r

(
A
-
H
)

o
n

y
o
u
r

a
n
s
w
e
r

s
h
e
e
t
.



T
h
e
r
e

i
s

o
n
e

e
x
t
r
a

o
p
t
i
o
n

w
h
i
c
h

y
o
u

d
o

n
o
t

n
e
e
d

t
o

u
s
e
.



D
i
c
t
i
o
n
a
r
y

e
n
t
r
y


c
o
n
v
i
n
c
e

/

k
W
n
Ç
v
ö
n
s

/

v

[

T

(
o
f
)

]

t
o

m
a
k
e

s
o
m
e
o
n
e

c
o
m
p
l
e
t
e
l
y

c
e
r
t
a
i
n

a
b
o
u
t

s
o
m
e
t
h
i
n
g
;

p
e
r
s
u
a
d
e
:

W
e

f
i
n
a
l
l
y

c
o
n
v
i
n
c
e
d

t
h
e
m

o
f

o
u
r

i
n
n
o
c
e
n
c
e
.

[

+

o
b
j

+

(
t
h
a
t
)

]

T
h
e
y

f
a
i
l
e
d

t
o

c
o
n
v
i
n
c
e

t
h
e

d
i
r
e
c
t
o
r
s

t
h
a
t

t
h
e
i
r

p
r
o
p
o
s
a
l
s

w
o
u
l
d

w
o
r
k

/

I
'
m

c
o
n
v
i
n
c
e
d

t
h
a
t

s
h
e

i
s

t
e
l
l
i
n
g

t
h
e

t
r
u
t
h
.
























5
0

Ì
'
m

c
o
n
v
i
n
c
e
d

t
h
a
t

s
h
e

i
s

t
e
l
l
i
n
g

t
h
e

t
r
u
t
h
.





5
1

c
o
n
v
i
n
c
e





5
2

v





5
3

p
e
r
s
u
a
d
e





5
4

[

+

o
b
j

+

(
t
h
a
t
)

]





5
5

(
o
f
)





5
6

t
o

m
a
k
e

s
o
m
e
o
n
e

c
o
m
p
l
e
t
e
l
y

c
e
r
t
a
i
n

a
b
o
u
t

s
o
m
e
t
h
i
n
g





A

B

C

D

E

F

G

H

P
a
r
t

o
f

s
p
e
e
c
h

E
x
a
m
p
l
e

s
e
n
t
e
n
c
e

D
e
p
e
n
d
e
n
t

p
r
e
p
o
s
i
t
i
o
n

S
i
n
g
l
e
-
w
o
r
d

s
y
n
o
n
y
m

P
h
o
n
e
m
i
c

t
r
a
n
s
c
r
i
p
t
i
o
n

H
e
a
d
w
o
r
d

V
e
r
b

p
a
t
t
e
r
n

D
e
f
i
n
i
t
i
o
n










MODULE 2
Sample Test
23
Teachi ng Knowledge Test | module 2: sample test
1
1



[
T
u
r
n

o
v
e
r

F
o
r

q
u
e
s
t
i
o
n
s

5
7
-
6
4
,

c
h
o
o
s
e

w
h
i
c
h

b
o
o
k

l
i
s
t
e
d

A
-
I

c
o
u
l
d

h
e
l
p

a

t
e
a
c
h
e
r

w
h
o

i
s

i
n
t
e
r
e
s
t
e
d

i
n

t
h
e

f
o
l
l
o
w
i
n
g

t
o
p
i
c

a
r
e
a
s
.

M
a
r
k

t
h
e

c
o
r
r
e
c
t

l
e
t
t
e
r

(
A
-
I
)

o
n

y
o
u
r

a
n
s
w
e
r

s
h
e
e
t
.



T
h
e
r
e

i
s

o
n
e

e
x
t
r
a

o
p
t
i
o
n

w
h
i
c
h

y
o
u

d
o

n
o
t

n
e
e
d

t
o

u
s
e
.











T
i
t
I
e

o
f

b
o
o
k

A
u
t
h
o
r

P
u
b
I
i
s
h
e
r






A


P
r
i
m
a
r
y

V
o
c
a
b
u
l
a
r
y

B
o
x


C
a
r
o
l
i
n
e

N
i
x
o
n

a
n
d

M
i
c
h
a
e
l

T
o
m
l
i
n
s
o
n

C
U
P






B


W
r
i
t
i
n
g

T
r
i
c
i
a

H
e
d
g
e

O
U
P






C


U
n
c
o
v
e
r
i
n
g

G
r
a
m
m
a
r


S
c
o
t
t

T
h
o
r
n
b
u
r
y

M
a
c
m
i
l
l
a
n






D


E
n
g
l
i
s
h

P
r
o
n
u
n
c
i
a
t
i
o
n

i
n

U
s
e


M
a
r
k

H
a
n
c
o
c
k

C
U
P






E


R
e
a
d
i
n
g
s

i
n

T
e
a
c
h
e
r

D
e
v
e
l
o
p
m
e
n
t



K
a
t
i
e

H
e
a
d

a
n
d

P
a
u
l
i
n
e

T
a
y
l
o
r

M
a
c
m
i
l
l
a
n






F


D
e
s
i
g
n
i
n
g

L
a
n
g
u
a
g
e

T
e
a
c
h
i
n
g

T
a
s
k
s

K
e
i
t
h

J
o
h
n
s
o
n

M
a
c
m
i
l
l
a
n






G


C
h
o
o
s
i
n
g

Y
o
u
r

C
o
u
r
s
e
b
o
o
k


A
l
a
n

C
u
n
n
i
n
g
s
w
o
r
t
h

M
a
c
m
i
l
l
a
n






H


A
s
s
e
s
s
m
e
n
t


M
i
c
h
a
e
l

H
a
r
r
i
s

a
n
d

P
a
u
l

M
c
C
a
n
n

M
a
c
m
i
l
l
a
n






I


T
e
a
c
h
i
n
g

C
h
i
l
d
r
e
n

E
n
g
l
i
s
h

D
a
v
i
d

V
a
l
e

a
n
d

A
n
n
a

F
e
u
n
t
e
u
n

C
U
P







T
o
p
i
c

a
r
e
a
s


5
7


p
r
e
p
a
r
i
n
g

a

c
l
a
s
s

t
e
s
t




5
8


a
c
t
i
v
i
t
i
e
s

t
o

p
r
a
c
t
i
s
e

n
e
w

w
o
r
d
s




5
9


r
e
f
l
e
c
t
i
n
g

o
n

y
o
u
r

r
e
c
e
n
t

t
e
a
c
h
i
n
g




6
0


t
e
a
c
h
i
n
g

E
n
g
l
i
s
h

s
e
n
t
e
n
c
e

s
t
r
u
c
t
u
r
e




6
1


e
v
a
l
u
a
t
i
n
g

t
e
x
t
b
o
o
k
s




6
2


w
r
i
t
i
n
g

y
o
u
r

o
w
n

t
e
a
c
h
i
n
g

m
a
t
e
r
i
a
l
s




6
3


f
o
c
u
s
i
n
g

o
n

t
h
e

s
o
u
n
d
s

o
f

E
n
g
l
i
s
h




6
4


l
e
a
r
n
i
n
g

t
o

t
e
a
c
h

y
o
u
n
g

l
e
a
r
n
e
r
s


1
2


F
o
r

q
u
e
s
t
i
o
n
s

6
5
-
7
2
,

m
a
t
c
h

t
h
e

u
s
e
s

o
f

c
o
u
r
s
e
b
o
o
k

m
a
t
e
r
i
a
l
s

w
i
t
h

t
h
e

s
e
q
u
e
n
c
e

o
f

c
o
u
r
s
e
b
o
o
k

a
c
t
i
v
i
t
i
e
s

l
i
s
t
e
d

A
,

B
,

C

o
r

D

o
n

t
h
e

f
o
l
l
o
w
i
n
g

p
a
g
e
.

M
a
r
k

t
h
e

c
o
r
r
e
c
t

l
e
t
t
e
r

(
A
,

B
,

C

o
r

D
)

o
n

y
o
u
r

a
n
s
w
e
r

s
h
e
e
t
.



Y
o
u

n
e
e
d

t
o

u
s
e

s
o
m
e

o
p
t
i
o
n
s

m
o
r
e

t
h
a
n

o
n
c
e
.




6
5


i
n
v
o
l
v
e
s

s
p
e
a
k
i
n
g

p
r
a
c
t
i
c
e




6
6


p
r
a
c
t
i
s
e
s

n
o
t
e
-
t
a
k
i
n
g

s
k
i
l
l
s




6
7


p
r
e
-
t
e
a
c
h
e
s

v
o
c
a
b
u
l
a
r
y




6
8


d
e
v
e
l
o
p
s

l
i
s
t
e
n
i
n
g

f
o
r

d
e
t
a
i
l




6
9


p
e
r
s
o
n
a
l
i
s
e
s

t
h
e

t
o
p
i
c




7
0


b
r
a
i
n
s
t
o
r
m
s

i
d
e
a
s

a
b
o
u
t

t
h
e

t
o
p
i
c




7
1


i
n
t
r
o
d
u
c
e
s

t
h
e

t
h
e
m
e

o
f

t
h
e

l
e
s
s
o
n




7
2


p
r
o
v
i
d
e
s

l
a
n
g
u
a
g
e

n
e
e
d
e
d

t
o

d
o

t
h
e

a
c
t
i
v
i
t
i
e
s

MODULE 2
Sample Test
24
Teachi ng Knowledge Test | module 2: sample test
1
3



[
T
u
r
n

o
v
e
r



G
e
t
t
i
n
g

Y
o
u
r

T
o
n
g
u
e

R
o
u
n
d

I
t





A

1

L
o
o
k

a
t

t
h
e
s
e

w
o
r
d
s

a
n
d

t
r
y

t
o

p
a
i
r

t
h
e
m

u
p

i
n

o
p
p
o
s
i
t
e
s

o
r

n
e
a
r

o
p
p
o
s
i
t
e
s
.

T
h
e
y

w
i
l
l

b
e

u
s
e
f
u
l

f
o
r

t
h
e

t
a
s
k
s

i
n

t
h
i
s

l
e
s
s
o
n
.



I
o
u
d


q
u
i
e
t


s
o
f
t


u
n
a
t
t
r
a
c
t
i
v
e


i
n
t
e
r
e
s
t
i
n
g


b
e
a
u
t
i
f
u
I


h
a
r
d


n
o
i
s
y


d
u
I
I


g
e
n
t
I
e






B

2

L
i
s
t
e
n

t
o

t
h
e
s
e

f
o
u
r

p
e
o
p
l
e
.

W
h
a
t

l
a
n
g
u
a
g
e
s

a
r
e

t
h
e
y

s
p
e
a
k
i
n
g
?






C

3

W
h
a
t

l
a
n
g
u
a
g
e
s

d
o

y
o
u

l
i
k
e

b
e
c
a
u
s
e

o
f

h
o
w

t
h
e
y

s
o
u
n
d
?


W
o
r
k

w
i
t
h

a

p
a
r
t
n
e
r

a
n
d


e
x
p
l
a
i
n

w
h
y

y
o
u

l
i
k
e

t
h
e
m
.

(
D
o

t
h
e
y

s
o
u
n
d

p
l
e
a
s
a
n
t
,

a
t
t
r
a
c
t
i
v
e
,

s
o
f
t
,

m
u
s
i
c
a
l
,

e
t
c
.
?

÷

T
r
y

t
o

u
s
e

s
o
m
e

o
f

t
h
e

w
o
r
d
s

f
r
o
m

t
h
e

f
i
r
s
t

t
a
s
k
.
)







D

4

L
i
s
t
e
n

t
o

t
h
e
s
e

p
e
o
p
l
e

t
a
l
k
i
n
g

a
b
o
u
t

h
o
w

t
h
e
y

t
h
i
n
k

d
i
f
f
e
r
e
n
t

f
o
r
e
i
g
n

l
a
n
g
u
a
g
e
s

s
o
u
n
d

o
r

h
o
w

t
h
e
y

t
h
i
n
k

f
o
r
e
i
g
n

a
c
c
e
n
t
s

i
n

E
n
g
l
i
s
h

s
o
u
n
d
.

M
a
k
e

a

l
i
s
t

o
f

t
h
e

l
a
n
g
u
a
g
e
s

a
n
d

a
c
c
e
n
t
s

a
n
d

w
r
i
t
e

d
o
w
n

w
h
a
t

t
h
e

p
e
o
p
l
e

t
h
i
n
k

a
b
o
u
t

h
o
w

t
h
e
y

s
o
u
n
d
.

T
h
e

p
e
o
p
l
e

y
o
u

a
r
e

g
o
i
n
g

t
o

h
e
a
r

a
r
e
:



1

l
a
i
n

4

L
e
s
l
e
y

2

C
h
r
i
s

5

R
a
v
i

3

D
o
n
a
l
d

6

P
e
t
e
r






1
4


F
o
r

q
u
e
s
t
i
o
n
s

7
3
-
8
0
,

m
a
t
c
h

t
h
e

t
e
a
c
h
e
r
s
'

c
o
m
m
e
n
t
s

w
i
t
h

t
h
e

r
e
s
o
u
r
c
e
s

l
i
s
t
e
d

A
-
I
.

M
a
r
k

t
h
e

c
o
r
r
e
c
t

l
e
t
t
e
r

(
A
-
I
)

o
n

y
o
u
r

a
n
s
w
e
r

s
h
e
e
t
.



T
h
e
r
e

i
s

o
n
e

e
x
t
r
a

o
p
t
i
o
n

w
h
i
c
h

y
o
u

d
o

n
o
t

n
e
e
d

t
o

u
s
e
.

R
e
s
o
u
r
c
e
s




A


g
r
a
d
e
d

r
e
a
d
e
r
s




B


o
v
e
r
h
e
a
d

t
r
a
n
s
p
a
r
e
n
c
i
e
s




C


r
o
l
e
-
c
a
r
d
s




D


n
e
w
s
p
a
p
e
r
s




E


s
t
u
d
e
n
t

p
o
s
t
e
r
s




F


s
o
n
g
s




G


b
i
l
i
n
g
u
a
l

d
i
c
t
i
o
n
a
r
i
e
s




H


r
e
a
l
i
a




I


p
u
p
p
e
t
s





T
e
a
c
h
e
r
s
'

c
o
m
m
e
n
t
s


7
3




T
e
a
c
h
e
r
s

o
f

y
o
u
n
g

l
e
a
r
n
e
r
s

f
i
n
d

t
h
e
s
e

a

g
o
o
d

w
a
y

t
o

m
o
t
i
v
a
t
e

t
h
e
i
r

s
t
u
d
e
n
t
s
.


Y
o
u
n
g

l
e
a
r
n
e
r
s

c
a
n

m
a
k
e

t
h
e
i
r

o
w
n

a
n
d

a
c
t

o
u
t

s
t
o
r
i
e
s

u
s
i
n
g

t
h
e
m
.

7
4




T
h
e
s
e

c
a
n

b
e

b
a
s
e
d

o
n

a
u
t
h
e
n
t
i
c

m
a
t
e
r
i
a
l

b
u
t

c
o
n
t
a
i
n

l
a
n
g
u
a
g
e

t
h
a
t

h
a
s

b
e
e
n

m
a
d
e

e
a
s
i
e
r

f
o
r

s
t
u
d
e
n
t
s
.


T
h
e
y

c
a
n

h
e
l
p

s
t
u
d
e
n
t
s

t
o

d
e
v
e
l
o
p

t
h
e
i
r

v
o
c
a
b
u
l
a
r
y
.

7
5


T
h
e
s
e

c
a
n

h
e
l
p

s
t
u
d
e
n
t
s

t
o

u
n
d
e
r
s
t
a
n
d

d
i
f
f
i
c
u
l
t

t
e
x
t
s
.




7
6


T
h
e
s
e

c
a
n

b
e

v
e
r
y

u
s
e
f
u
l
,

b
u
t

f
i
n
d
i
n
g

s
u
i
t
a
b
l
e

t
e
x
t
s

f
o
r

l
o
w
-
l
e
v
e
l

l
e
a
r
n
e
r
s

i
s

o
f
t
e
n

a

p
r
o
b
l
e
m
.




7
7


S
t
u
d
e
n
t
s

f
i
n
d

t
h
e
s
e

u
s
e
f
u
l

b
e
c
a
u
s
e

t
h
e
y

p
r
o
v
i
d
e

i
d
e
a
s

f
o
r

w
h
a
t

t
o

s
a
y
.





7
8




T
h
e
s
e

p
r
o
v
i
d
e

e
n
j
o
y
a
b
l
e

l
i
s
t
e
n
i
n
g

p
r
a
c
t
i
c
e

a
n
d

c
a
n

a
l
s
o

b
e

u
s
e
d

a
s

t
h
e

b
a
s
i
s

f
o
r

l
a
n
g
u
a
g
e

w
o
r
k
.

7
9




T
h
e
y

c
a
n

h
a
v
e

m
a
n
y

d
i
f
f
e
r
e
n
t

u
s
e
s
,

s
u
c
h

a
s

c
o
r
r
e
c
t
i
o
n
,

f
e
e
d
b
a
c
k
,

s
e
t
t
i
n
g

t
h
e

s
c
e
n
e

a
n
d

c
o
m
p
r
e
h
e
n
s
i
o
n

q
u
e
s
t
i
o
n
s
.



8
0


Ì

p
u
t

t
h
e
s
e

u
p

a
r
o
u
n
d

t
h
e

c
l
a
s
s
r
o
o
m

s
o

t
h
a
t

s
t
u
d
e
n
t
s

c
a
n

s
e
e

t
h
e
i
r

o
w
n

w
o
r
k

o
n

d
i
s
p
l
a
y
.


MODULE 2
Sample Test
25
Teachi ng Knowledge Test | module 3: general descri pti on and syllabus
Managing the teaching and
learning 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.
I 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.
3
MODULE
3
26
Teachi ng Knowledge Test | module 3: general descri pti on and syllabus
I 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 a 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
I 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
27
Teachi ng Knowledge Test | module 3: sample test



©

U
C
L
E
S

2
0
0
5





































[
T
u
r
n

o
v
e
r

C
a
n
d
i
d
a
t
e

C
e
n
t
r
e

N
u
m
b
e
r

N
u
m
b
e
r

C
a
n
d
i
d
a
t
e

N
a
m
e




U
N
I
V
E
R
S
I
T
Y

O
F

C
A
M
B
R
I
D
G
E

E
S
O
L

E
X
A
M
I
N
A
T
I
O
N
S

E
n
g
I
i
s
h

f
o
r

S
p
e
a
k
e
r
s

o
f

O
t
h
e
r

L
a
n
g
u
a
g
e
s

T
E
A
C
H
I
N
G

K
N
O
W
L
E
D
G
E

T
E
S
T

0
0
3

M
O
D
U
L
E

3

S
a
m
p
I
e

T
e
s
t

M
a
n
a
g
i
n
g

t
h
e

t
e
a
c
h
i
n
g

a
n
d

l
e
a
r
n
i
n
g

p
r
o
c
e
s
s

1

h
o
u
r

2
0

m
i
n
u
t
e
s


A
d
d
i
t
i
o
n
a
l

m
a
t
e
r
i
a
l
s
:





A
n
s
w
e
r

s
h
e
e
t





S
o
f
t

c
l
e
a
n

e
r
a
s
e
r





S
o
f
t

p
e
n
c
i
l

(
t
y
p
e

B

o
r

H
B

i
s

r
e
c
o
m
m
e
n
d
e
d
)

T
I
M
E

1

h
o
u
r

2
0

m
i
n
u
t
e
s

I
N
S
T
R
U
C
T
I
O
N
S

T
O

C
A
N
D
I
D
A
T
E
S

W
r
i
t
e

y
o
u
r

n
a
m
e
,

C
e
n
t
r
e

n
u
m
b
e
r

a
n
d

c
a
n
d
i
d
a
t
e

n
u
m
b
e
r

i
n

t
h
e

s
p
a
c
e
s

a
t

t
h
e

t
o
p

o
f

t
h
i
s

p
a
g
e
.


W
r
i
t
e

t
h
e
s
e

d
e
t
a
i
l
s

o
n

y
o
u
r

a
n
s
w
e
r

s
h
e
e
t

i
f

t
h
e
s
e

a
r
e

n
o
t

a
I
r
e
a
d
y

p
r
i
n
t
e
d
.

D
o

n
o
t

o
p
e
n

t
h
i
s

b
o
o
k
l
e
t

u
n
t
i
l

y
o
u

a
r
e

t
o
l
d

t
o

d
o

s
o
.

T
h
e
r
e

a
r
e

e
i
g
h
t
y

q
u
e
s
t
i
o
n
s

i
n

t
h
i
s

p
a
p
e
r
.

A
n
s
w
e
r

a
I
I

q
u
e
s
t
i
o
n
s
.

M
a
r
k

y
o
u
r

a
n
s
w
e
r
s

o
n

t
h
e

s
e
p
a
r
a
t
e

a
n
s
w
e
r

s
h
e
e
t
.


U
s
e

a

p
e
n
c
i
l
.

Y
o
u

m
a
y

w
r
i
t
e

o
n

t
h
e

q
u
e
s
t
i
o
n

p
a
p
e
r
,

b
u
t

y
o
u

m
u
s
t

m
a
r
k

y
o
u
r

a
n
s
w
e
r
s

i
n

p
e
n
c
i
l

o
n

t
h
e

a
n
s
w
e
r

s
h
e
e
t
.


Y
o
u

w
i
l
l

h
a
v
e

n
o

e
x
t
r
a

t
i
m
e

f
o
r

t
h
i
s
,

s
o

y
o
u

m
u
s
t

f
i
n
i
s
h

i
n

o
n
e

h
o
u
r

a
n
d

t
w
e
n
t
y

m
i
n
u
t
e
s
.

A
t

t
h
e

e
n
d

o
f

t
h
e

t
e
s
t
,

h
a
n
d

i
n

b
o
t
h

t
h
e

q
u
e
s
t
i
o
n

p
a
p
e
r

a
n
d

t
h
e

a
n
s
w
e
r

s
h
e
e
t
.

I
N
F
O
R
M
A
T
I
O
N

F
O
R

C
A
N
D
I
D
A
T
E
S

E
a
c
h

q
u
e
s
t
i
o
n

i
n

t
h
i
s

p
a
p
e
r

c
a
r
r
i
e
s

o
n
e

m
a
r
k
.

_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_

T
h
i
s

q
u
e
s
t
i
o
n

p
a
p
e
r

c
o
n
s
i
s
t
s

o
f

1
3

p
r
i
n
t
e
d

p
a
g
e
s

a
n
d

3

b
I
a
n
k

p
a
g
e
s
.

2


F
o
r

q
u
e
s
t
i
o
n
s

1
-
7
,

m
a
t
c
h

t
h
e

e
x
a
m
p
l
e
s

o
f

t
e
a
c
h
e
r
s
'

c
l
a
s
s
r
o
o
m

l
a
n
g
u
a
g
e

w
i
t
h

t
h
e
i
r

f
u
n
c
t
i
o
n
s

l
i
s
t
e
d




A
-
H
.

M
a
r
k

t
h
e

c
o
r
r
e
c
t

l
e
t
t
e
r

(
A
-
H
)

o
n

y
o
u
r

a
n
s
w
e
r

s
h
e
e
t
.



T
h
e
r
e

i
s

o
n
e

e
x
t
r
a

o
p
t
i
o
n

w
h
i
c
h

y
o
u

d
o

n
o
t

n
e
e
d

t
o

u
s
e
.

F
u
n
c
t
i
o
n
s


T
e
a
c
h
e
r
s
'

c
I
a
s
s
r
o
o
m

I
a
n
g
u
a
g
e







1

L
i
s
t
e
n
,

Ì

l
i
k
e

p
l
a
y
i
n
g

f
o
o
t
b
a
l
l
,

r
e
p
e
a
t

e
v
e
r
y
o
n
e
,

Ì

l
i
k
e

p
l
a
y
i
n
g

f
o
o
t
b
a
l
l
.





2

M
a
r
i
a

÷

c
o
l
l
e
c
t

t
h
e

b
o
o
k
s
,

p
l
e
a
s
e
.





3

T
e
l
l

m
e

t
h
r
e
e

a
d
j
e
c
t
i
v
e
s

b
e
g
i
n
n
i
n
g

w
i
t
h

t
h
e

l
e
t
t
e
r

'
C
'
.





4

J
u
s
t

l
i
s
t
e
n

t
o

h
o
w

Ì

s
a
y

i
t

÷

p
o
T
A
t
o
e
s
.





5

O
k
a
y
,

d
i
s
c
u
s
s

i
t

w
i
t
h

y
o
u
r

p
a
r
t
n
e
r

n
o
w
,

p
l
e
a
s
e
.





6

Ì
'
m

r
e
a
l
l
y

f
u
l
l
,

Ì
'
v
e

j
u
s
t

e
a
t
e
n

a

b
i
g

l
u
n
c
h
.


A
m

Ì

h
u
n
g
r
y

n
o
w
?





7

L
e
t
'
s

h
a
v
e

a

l
o
o
k
.


Y
e
s
,

t
h
a
t
'
s

g
r
e
a
t
.


N
o
w

t
r
y

t
h
e

n
e
x
t

o
n
e
.





A

B

C

D

E

F

G

H

c
h
e
c
k
i
n
g

u
n
d
e
r
s
t
a
n
d
i
n
g

e
m
p
h
a
s
i
s
i
n
g

w
o
r
d

s
t
r
e
s
s
d
r
i
l
l
i
n
g

c
h
e
c
k
i
n
g

i
n
s
t
r
u
c
t
i
o
n
s

m
o
n
i
t
o
r
i
n
g

e
l
i
c
i
t
i
n
g

o
r
g
a
n
i
s
i
n
g

p
a
i
r
w
o
r
k

n
o
m
i
n
a
t
i
n
g














MODULE 3
Sample Test
Teachi ng Knowledge Test | module 3: sample test
28
3



[
T
u
r
n

o
v
e
r

F
o
r

q
u
e
s
t
i
o
n
s

8
-
1
6
,

m
a
t
c
h

t
h
e

e
x
a
m
p
l
e
s

o
f

c
l
a
s
s
r
o
o
m

l
a
n
g
u
a
g
e

w
i
t
h

t
h
e

d
e
s
c
r
i
p
t
i
o
n
s

l
i
s
t
e
d

A
,

B

o
r

C
.

M
a
r
k

t
h
e

c
o
r
r
e
c
t

l
e
t
t
e
r

(
A
,

B

o
r

C
)

o
n

y
o
u
r

a
n
s
w
e
r

s
h
e
e
t
.






D
e
s
c
r
i
p
t
i
o
n
s


A


l
a
n
g
u
a
g
e

f
o
r

l
e
a
r
n
e
r
s

t
o

u
s
e

i
n

t
h
e

c
l
a
s
s
r
o
o
m




B


l
a
n
g
u
a
g
e

f
o
r

p
l
a
y
i
n
g

g
a
m
e
s




C


l
a
n
g
u
a
g
e

f
o
r

t
h
e

t
e
a
c
h
e
r

t
o

m
a
n
a
g
e

c
l
a
s
s
r
o
o
m

r
o
u
t
i
n
e
s





C
I
a
s
s
r
o
o
m

I
a
n
g
u
a
g
e


8


C
a
n

Ì

b
o
r
r
o
w

y
o
u
r

p
e
n
c
i
l
,

p
l
e
a
s
e
?




9


Ì
t
'
s

y
o
u
r

t
e
a
m
'
s

t
u
r
n
.




1
0


W
h
o
s
e

t
u
r
n

i
s

i
t

t
o

g
e
t

t
h
e

b
o
o
k
s

t
o
d
a
y
?


A
n
n
a
?




1
1


R
e
d

g
r
o
u
p

a
n
d

b
l
u
e

g
r
o
u
p
,

w
o
r
k

t
o
g
e
t
h
e
r
.




1
2


C
a
n

Ì

h
a
v
e

a

p
a
i
r

o
f

s
c
i
s
s
o
r
s
,

p
l
e
a
s
e
?




1
3


W
h
a
t
'
s

t
h
e

s
c
o
r
e
?




1
4


S
o
r
r
y

Ì
'
m

l
a
t
e
.




1
5


P
r
a
c
t
i
s
e

i
n

p
a
i
r
s
.




1
6


M
i
s
s

a

t
u
r
n
.


4


F
o
r

q
u
e
s
t
i
o
n
s

1
7
-
2
1
,

r
e
a
d

t
h
e

f
o
l
l
o
w
i
n
g

i
n
s
t
r
u
c
t
i
o
n
s

w
h
i
c
h

a

t
e
a
c
h
e
r

u
s
e
d

w
i
t
h

a
d
u
l
t

e
l
e
m
e
n
t
a
r
y

l
e
a
r
n
e
r
s
.


S
o
m
e

o
f

t
h
e
s
e

i
n
s
t
r
u
c
t
i
o
n
s

m
a
y

n
o
t

b
e

a
p
p
r
o
p
r
i
a
t
e
.

M
a
t
c
h

t
h
e

i
n
s
t
r
u
c
t
i
o
n
s

w
i
t
h

t
h
e

t
r
a
i
n
e
r
'
s

c
o
m
m
e
n
t
s

l
i
s
t
e
d

A
-
F
.

M
a
r
k

t
h
e

c
o
r
r
e
c
t

l
e
t
t
e
r

(
A
-
F
)

o
n

y
o
u
r

a
n
s
w
e
r

s
h
e
e
t
.

T
h
e
r
e

i
s

o
n
e

e
x
t
r
a

o
p
t
i
o
n

w
h
i
c
h

y
o
u

d
o

n
o
t

n
e
e
d

t
o

u
s
e
.




I
n
s
t
r
u
c
t
i
o
n
s


1
7




Ì
m
a
g
i
n
e

y
o
u

w
e
r
e

i
n

a

s
h
o
p

a
n
d

y
o
u

h
a
d

d
e
c
i
d
e
d

t
o

b
u
y

s
o
m
e

c
h
o
c
o
l
a
t
e
s
.


W
h
a
t

d
o

y
o
u

t
h
i
n
k

y
o
u

m
i
g
h
t

s
a
y
?

1
8


R
e
a
d

t
h
e

t
e
x
t

a
n
d

i
d
e
n
t
i
f
y

t
h
e

c
o
h
e
s
i
v
e

d
e
v
i
c
e
s
.




1
9


L
o
o
k

a
t

t
h
e

t
e
x
t

a
n
d

u
n
d
e
r
l
i
n
e

a
l
l

t
h
e

v
e
r
b
s
.




2
0




W
h
y

d
o
n
'
t

y
o
u

j
u
s
t

g
e
t

i
n
t
o

p
a
i
r
s

o
r

a

s
m
a
l
l

g
r
o
u
p
,

i
f

y
o
u

l
i
k
e
,

a
n
d

d
i
s
c
u
s
s

a

f
e
w

o
f

t
h
e

q
u
e
s
t
i
o
n
s

f
o
r

a

l
i
t
t
l
e

b
i
t
?

2
1


W
e
r
e
n
'
t

y
o
u

l
i
s
t
e
n
i
n
g
?


Ì

s
a
i
d

e
x
e
r
c
i
s
e

t
h
r
e
e
.


D
o
n
'
t

w
a
s
t
e

m
y

t
i
m
e
!





T
r
a
i
n
e
r
'
s

c
o
m
m
e
n
t
s


A


T
h
i
s

i
s

a

c
l
e
a
r

i
n
s
t
r
u
c
t
i
o
n

f
o
r

a
d
u
l
t

e
l
e
m
e
n
t
a
r
y

l
e
a
r
n
e
r
s
.




B


T
h
e

g
r
a
m
m
a
r

i
n

t
h
i
s

i
n
s
t
r
u
c
t
i
o
n

i
s

a
b
o
v
e

e
l
e
m
e
n
t
a
r
y

l
e
v
e
l
.




C


S
o
m
e

a
d
u
l
t

s
t
u
d
e
n
t
s

m
i
g
h
t

f
i
n
d

t
h
i
s

i
n
s
t
r
u
c
t
i
o
n

r
u
d
e
.




D


T
h
i
s

i
n
s
t
r
u
c
t
i
o
n

i
s

n
o
t

w
e
l
l

s
e
q
u
e
n
c
e
d
.




E


T
h
i
s

i
n
s
t
r
u
c
t
i
o
n

d
o
e
s

n
o
t

t
e
l
l

s
t
u
d
e
n
t
s

e
x
a
c
t
l
y

w
h
a
t

t
o

d
o
.




F


S
o
m
e

o
f

t
h
e

l
e
x
i
s

i
n

t
h
i
s

i
n
s
t
r
u
c
t
i
o
n

i
s

a
b
o
v
e

e
l
e
m
e
n
t
a
r
y

l
e
v
e
l
.


MODULE 3
Sample Test
29
Teachi ng Knowledge Test | module 3: sample test
5



[
T
u
r
n

o
v
e
r

F
o
r

q
u
e
s
t
i
o
n
s

2
2
-
2
7
,

m
a
t
c
h

w
h
a
t

t
h
e

t
e
a
c
h
e
r

i
s

d
o
i
n
g

w
i
t
h

t
h
e

p
u
r
p
o
s
e
s

f
o
r

u
s
i
n
g

t
h
e

s
t
u
d
e
n
t
s
'

f
i
r
s
t

l
a
n
g
u
a
g
e

l
i
s
t
e
d

A
,

B

o
r

C
.

M
a
r
k

t
h
e

c
o
r
r
e
c
t

l
e
t
t
e
r

(
A
,

B

o
r

C
)

o
n

y
o
u
r

a
n
s
w
e
r

s
h
e
e
t
.






P
u
r
p
o
s
e
s

f
o
r

u
s
i
n
g

t
h
e

s
t
u
d
e
n
t
s
'

f
i
r
s
t

I
a
n
g
u
a
g
e

A


C
h
e
c
k
i
n
g

u
n
d
e
r
s
t
a
n
d
i
n
g




B


E
x
p
l
a
i
n
i
n
g

p
r
o
c
e
d
u
r
e
s




C


M
o
t
i
v
a
t
i
n
g





T
h
e

t
e
a
c
h
e
r

i
s


2
2


a
s
k
i
n
g

s
t
u
d
e
n
t
s

t
o

s
h
o
w

t
h
e
y

k
n
o
w

w
h
a
t

t
o

d
o

f
o
r

h
o
m
e
w
o
r
k
.




2
3


g
i
v
i
n
g

i
n
d
i
v
i
d
u
a
l

w
r
i
t
t
e
n

f
e
e
d
b
a
c
k

t
o

a

w
e
a
k

s
t
u
d
e
n
t
.




2
4


e
n
c
o
u
r
a
g
i
n
g

e
l
e
m
e
n
t
a
r
y

s
t
u
d
e
n
t
s

t
o

t
r
y

n
e
w

w
a
y
s

o
f

l
e
a
r
n
i
n
g
.




2
5


t
e
l
l
i
n
g

a

l
a
r
g
e

g
r
o
u
p

o
f

t
e
e
n
a
g
e
r
s

t
h
e

r
u
l
e
s

o
f

a

g
a
m
e
.




2
6


a
s
k
i
n
g

s
t
u
d
e
n
t
s

t
o

t
r
a
n
s
l
a
t
e

t
h
e

m
e
a
n
i
n
g

o
f

n
e
w

w
o
r
d
s
.




2
7


s
h
o
w
i
n
g

a

g
r
o
u
p

o
f

b
e
g
i
n
n
e
r
s

e
x
a
c
t
l
y

h
o
w

t
o

u
s
e

a

s
e
l
f
-
a
c
c
e
s
s

c
e
n
t
r
e
.


6


F
o
r

q
u
e
s
t
i
o
n
s

2
8
-
3
2
,

r
e
a
d

t
h
e

c
o
n
v
e
r
s
a
t
i
o
n

b
e
t
w
e
e
n

t
w
o

a
d
v
a
n
c
e
d

l
e
a
r
n
e
r
s
.


A
n
s
w
e
r

t
h
e

q
u
e
s
t
i
o
n
s

a
b
o
u
t

t
h
e
i
r

u
s
e

o
f

l
a
n
g
u
a
g
e

b
y

c
h
o
o
s
i
n
g

t
h
e

c
o
r
r
e
c
t

o
p
t
i
o
n

A
,

B

o
r

C
.

M
a
r
k

t
h
e

c
o
r
r
e
c
t

l
e
t
t
e
r

(
A
,

B

o
r

C
)

o
n

y
o
u
r

a
n
s
w
e
r

s
h
e
e
t
.






C
r
i
s
t
i
n
a
:

A
r
e

y
o
u

a

g
o
o
d

s
a
i
l
o
r
?


H
a
v
e

y
o
u

e
v
e
r

b
e
e
n

s
e
a
s
i
c
k
?





R
a
q
u
e
l
:

Y
e
a
h
,

Ì

h
a
v
e

b
e
e
n

s
e
a
s
i
c
k
,

o
n
c
e
.


A
c
t
u
a
l
l
y
,

Ì

÷

l
i
n
e

2




C
r
i
s
t
i
n
a
:

W
a
s

t
h
a
t

o
n

a

l
o
n
g

j
o
u
r
n
e
y
?


R
a
q
u
e
l
:

Y
e
a
h
.


Ì
n

f
a
c
t

Ì
'
m

q
u
i
t
e

a

g
o
o
d

t
r
a
v
e
l
l
e
r

n
o
r
m
a
l
l
y
.


B
u
t

t
h
e
r
e

w
a
s

e
r
m

.
.
.

e
r
.
.
.

n
o
t

o
n

a

l
o
n
g

j
o
u
r
n
e
y
,

n
o
,

s
o
r
r
y
.


Ì
t

w
a
s

a
b
o
u
t

o
n
l
y

3
0

k
i
l
o
m
e
t
r
e
s
.


A
n
d

e
r
m
,

c
o
m
i
n
g

.
.
.

o
n

t
h
e

w
a
y

b
a
c
k
,

i
t

w
a
s

a

v
e
r
y

s
m
a
l
l

b
o
a
t
,

a
n
d

i
t

w
a
s

v
e
r
y

h
o
t
,

a
n
d

m
e

a
n
d

t
h
e

r
e
s
t

o
f

m
y

f
a
m
i
l
y

w
e
r
e

o
n

t
h
e

v
e
r
y

.
.
.

i
n

t
h
e

i
n
s
i
d
e

o
f

t
h
e

b
o
a
t
.


A
n
d

i
t

w
a
s

j
u
s
t

l
i
k
e

b
e
i
n
g

i
n

a

.
.
.

o
n

a

c
o
r
k
,

c
a
r
r
i
e
d

b
y

w
a
t
e
r
.


A
n
d

m
y

b
r
o
t
h
e
r

s
t
a
r
t
e
d

f
i
r
s
t
,

a
n
d

t
h
e
n

e
v
e
r
y
o
n
e

s
t
a
r
t
e
d

f
e
e
l
i
n
g

s
i
c
k
.

l
i
n
e

4

l
i
n
e

5

l
i
n
e

8

C
r
i
s
t
i
n
a
:

O
h
,

t
e
r
r
i
b
l
e
.

l
i
n
e

1
0

R
a
q
u
e
l
:

Ì
t

w
a
s

h
o
r
r
i
b
l
e
.

l
i
n
e

1
1


2
8


W
h
y

d
o
e
s

R
a
q
u
e
l

s
t
o
p

a
f
t
e
r

s
a
y
i
n
g

'
A
c
t
u
a
l
l
y

Ì

÷
'
?

(
l
i
n
e

2
)







A

S
h
e

c
a
n
'
t

r
e
m
e
m
b
e
r

t
h
e

r
i
g
h
t

w
o
r
d
.



B

S
h
e

h
a
s
n
'
t

u
n
d
e
r
s
t
o
o
d

t
h
e

q
u
e
s
t
i
o
n
.



C

S
h
e

i
s

s
u
d
d
e
n
l
y

i
n
t
e
r
r
u
p
t
e
d

b
y

C
r
i
s
t
i
n
a
.




2
9


W
h
y

d
o
e
s

R
a
q
u
e
l

s
a
y

'
Y
e
a
h
'

a
t

t
h
e

b
e
g
i
n
n
i
n
g

o
f

l
i
n
e

4
?







A

t
o

s
h
o
w

t
h
a
t

s
h
e

h
e
a
r
d

C
r
i
s
t
i
n
a
'
s

q
u
e
s
t
i
o
n



B

t
o

a
s
k

f
o
r

t
h
e

q
u
e
s
t
i
o
n

t
o

b
e

r
e
p
e
a
t
e
d



C

t
o

s
h
o
w

s
h
e

i
s

u
n
s
u
r
e

a
b
o
u
t

h
e
r

a
n
s
w
e
r





3
0


W
h
y

d
o
e
s

R
a
q
u
e
l

u
s
e

'
Ì
n

f
a
c
t
'

?

(
l
i
n
e

4
)







A

S
h
e
'
s

i
n
t
r
o
d
u
c
i
n
g

a

c
o
n
t
r
a
s
t

w
i
t
h

w
h
a
t

s
h
e

s
a
i
d

e
a
r
l
i
e
r
.



B

S
h
e
'
s

c
o
r
r
e
c
t
i
n
g

w
h
a
t

C
r
i
s
t
i
n
a

s
a
i
d
.



C

S
h
e
'
s

g
i
v
i
n
g

h
e
r
s
e
l
f

s
o
m
e

t
i
m
e

t
o

t
h
i
n
k
.

3
1


T
h
e

m
a
n
y

u
s
e
s

o
f

'
a
n
d
'

i
n

l
i
n
e
s

5
-
8

i
n

R
a
q
u
e
l
'
s

s
t
o
r
y







A

s
u
m
m
a
r
i
s
e

R
a
q
u
e
l
'
s

i
d
e
a
s
.



B

r
e
p
e
a
t

w
h
a
t

h
a
p
p
e
n
e
d

i
n

t
h
e

s
t
o
r
y
.



C

m
a
r
k

n
e
w

p
o
i
n
t
s

i
n

t
h
e

s
t
o
r
y
.





3
2


T
h
e

a
d
j
e
c
t
i
v
e
s

'
t
e
r
r
i
b
l
e
'

a
n
d

'
h
o
r
r
i
b
l
e
'

(
l
i
n
e
s

1
0

a
n
d

1
1
)

s
h
o
w

t
h
a
t

R
a
q
u
e
l

a
n
d

C
r
i
s
t
i
n
a

b
o
t
h







A

d
i
s
l
i
k
e

t
h
e

w
a
y

R
a
q
u
e
l

t
o
l
d

t
h
e

s
t
o
r
y
.



B

h
a
v
e

t
h
e

s
a
m
e

r
e
a
c
t
i
o
n
.



C

h
a
v
e

h
a
d

a

s
i
m
i
l
a
r

e
x
p
e
r
i
e
n
c
e
.


MODULE 3
Sample Test
Teachi ng Knowledge Test | module 3: sample test
30 30
7



[
T
u
r
n

o
v
e
r

F
o
r

q
u
e
s
t
i
o
n
s

3
3
-
4
0
,

m
a
t
c
h

t
h
e

c
i
r
c
l
e
d

m
i
s
t
a
k
e
s

w
i
t
h

t
h
e

t
y
p
e
s

o
f

m
i
s
t
a
k
e

l
i
s
t
e
d

A
-
I
.

M
a
r
k

t
h
e

c
o
r
r
e
c
t

l
e
t
t
e
r

(
A
-
I
)

o
n

y
o
u
r

a
n
s
w
e
r

s
h
e
e
t
.



T
h
e
r
e

i
s

o
n
e

e
x
t
r
a

o
p
t
i
o
n

w
h
i
c
h

y
o
u

d
o

n
o
t

n
e
e
d

t
o

u
s
e
.




























C
i
r
c
I
e
d

m
i
s
t
a
k
e
s


T
y
p
e
s

o
f

m
i
s
t
a
k
e





3
3

T
h
e

w
e
a
t
h
e
r

i
n

L
o
n
d
o
n


i
s

b
a
d
d
e
r

t
h
a
n


t
h
e

w
e
a
t
h
e
r

i
n

T
o
k
y
o
.




3
4

T
h
e

t
e
a
c
h
e
r


m
a
d
e

m
e

t
o

s
t
a
y


i
n

s
c
h
o
o
l

a
f
t
e
r

c
l
a
s
s
.





3
5

W
h
a
t

y
o
u

d
o
i
n
g


t
h
i
s

w
e
e
k
e
n
d
?





3
6

Ì

g
o

t
o

t
h
e

c
i
n
e
m
a


l
a
s
t

w
e
e
k
.





3
7

H
e



w
o
r
k
e
d

v
e
r
y

h
a
r
d
l
y


t
o

f
i
n
i
s
h

t
h
e

p
r
o
j
e
c
t
.





3
8

D
o
n
'
t

b
l
a
m
e

y
o
u
.


Ì
t
'
s

n
o
t

y
o
u
r

f
a
u
l
t
.





3
9

S
h
e

i
n

s
u
m
m
e
r

g
o
e
s



t
o

t
h
e

s
e
a
s
i
d
e

e
v
e
r
y

y
e
a
r
.





4
0

T
h
e
y
'
v
e

b
e
e
n


a
w
a
y

s
i
n
c
e

a

l
o
n
g

t
i
m
e
.





A

B

C

D

E

F

G

H

I

w
r
o
n
g

t
e
n
s
e

w
r
o
n
g

v
e
r
b

p
a
t
t
e
r
n

w
r
o
n
g

p
r
e
p
o
s
i
t
i
o
n

w
r
o
n
g

a
d
v
e
r
b

f
o
r
m

w
r
o
n
g

c
o
m
p
a
r
a
t
i
v
e

f
o
r
m

w
r
o
n
g

w
o
r
d

o
r
d
e
r

m
i
s
s
i
n
g

a
u
x
i
l
i
a
r
y

v
e
r
b

m
i
s
s
i
n
g

p
r
e
p
o
s
i
t
i
o
n

w
r
o
n
g

p
r
o
n
o
u
n














8


F
o
r

q
u
e
s
t
i
o
n
s

4
1
-
4
9
,

m
a
t
c
h

t
h
e

t
e
a
c
h
e
r

a
c
t
i
v
i
t
i
e
s

w
i
t
h

t
h
e

t
e
a
c
h
e
r

r
o
l
e
s

l
i
s
t
e
d

A
,

B
,

C

o
r

D
.

M
a
r
k

t
h
e

c
o
r
r
e
c
t

l
e
t
t
e
r

(
A
,

B
,

C

o
r

D
)

o
n

y
o
u
r

a
n
s
w
e
r

s
h
e
e
t
.



Y
o
u

n
e
e
d

t
o

u
s
e

s
o
m
e

o
p
t
i
o
n
s

m
o
r
e

t
h
a
n

o
n
c
e
.




T
e
a
c
h
e
r

r
o
I
e
s


A


M
A
N
A
G
E
R

(
m
a
n
a
g
e
s

s
t
u
d
e
n
t
s

a
n
d

a
c
t
i
v
i
t
i
e
s

d
u
r
i
n
g

c
l
a
s
s

t
i
m
e
)




B


P
L
A
N
N
E
R

(
c
h
o
o
s
e
s

m
a
t
e
r
i
a
l
s

a
n
d
/
o
r

m
e
t
h
o
d
o
l
o
g
y

b
e
f
o
r
e

t
h
e

c
o
u
r
s
e

o
r

l
e
s
s
o
n
)



C


P
R
O
V
I
D
E
R

(
g
i
v
e
s

e
x
p
e
r
t

i
n
f
o
r
m
a
t
i
o
n

a
b
o
u
t

t
a
r
g
e
t

l
a
n
g
u
a
g
e
)




D


D
I
A
G
N
O
S
T
I
C
I
A
N

(
f
i
n
d
s

o
u
t

t
h
e

n
e
e
d
s

a
n
d

i
n
t
e
r
e
s
t
s

o
f

s
t
u
d
e
n
t
s
)





4
1


T
h
e

t
e
a
c
h
e
r

p
u
t
s

s
t
u
d
e
n
t
s

i
n
t
o

g
r
o
u
p
s

o
f

t
h
r
e
e

f
o
r

a

r
o
l
e
-
p
l
a
y
.




4
2


T
h
e

t
e
a
c
h
e
r

a
s
k
s

a

n
o
i
s
y

s
t
u
d
e
n
t

t
o

s
p
e
a
k

m
o
r
e

q
u
i
e
t
l
y
.




4
3


T
h
e

t
e
a
c
h
e
r

i
n
v
i
t
e
s

s
t
u
d
e
n
t
s

t
o

s
u
g
g
e
s
t

t
o
p
i
c
s

f
o
r

c
o
u
r
s
e

c
o
n
t
e
n
t
.




4
4




W
h
i
l
e

s
t
u
d
e
n
t
s

w
r
i
t
e

a

s
t
o
r
y
,

t
h
e

t
e
a
c
h
e
r

w
a
l
k
s

r
o
u
n
d

t
h
e

c
l
a
s
s

h
e
l
p
i
n
g

s
t
u
d
e
n
t
s

w
h
o

m
a
k
e

e
r
r
o
r
s

o
r

a
s
k

f
o
r

n
e
w

w
o
r
d
s
.

4
5




T
h
e

t
e
a
c
h
e
r

w
a
n
t
s

t
o

i
d
e
n
t
i
f
y

g
a
p
s

i
n

t
h
e
i
r

k
n
o
w
l
e
d
g
e

s
o

s
h
e

a
s
k
s

s
t
u
d
e
n
t
s

t
o

b
r
a
i
n
s
t
o
r
m

c
r
i
m
e

v
o
c
a
b
u
l
a
r
y
.

4
6


T
h
e

t
e
a
c
h
e
r

i
n
t
r
o
d
u
c
e
s

t
h
e

p
r
e
s
e
n
t

p
e
r
f
e
c
t

c
o
n
t
i
n
u
o
u
s
.




4
7


T
h
e

t
e
a
c
h
e
r

d
e
c
i
d
e
s

w
h
i
c
h

c
o
u
r
s
e
b
o
o
k

a
c
t
i
v
i
t
i
e
s

w
i
l
l

f
i
t

i
n
t
o

t
h
e

t
i
m
e

a
v
a
i
l
a
b
l
e

f
o
r

t
h
e

l
e
s
s
o
n
.




4
8


T
h
e

t
e
a
c
h
e
r

f
i
n
d
s

a

v
i
d
e
o

t
o

f
i
t

i
n
t
o

t
h
e

t
o
p
i
c

o
f

t
h
e

u
n
i
t
.




4
9




T
h
e

t
e
a
c
h
e
r

g
i
v
e
s

s
t
u
d
e
n
t
s

a

q
u
e
s
t
i
o
n
n
a
i
r
e

i
n

o
r
d
e
r

t
o

f
i
n
d

o
u
t

m
o
r
e

a
b
o
u
t

t
h
e
i
r

l
e
a
r
n
i
n
g

s
t
y
l
e
s

a
n
d

p
r
e
f
e
r
e
n
c
e
s
.


MODULE 3
Sample Test
31
Teachi ng Knowledge Test | module 3: sample test
9



[
T
u
r
n

o
v
e
r

F
o
r

q
u
e
s
t
i
o
n
s

5
0
-
5
5
,

c
h
o
o
s
e

t
h
e

b
e
s
t

o
p
t
i
o
n

t
o

c
o
m
p
l
e
t
e

e
a
c
h

s
t
a
t
e
m
e
n
t

a
b
o
u
t

w
a
y
s

o
f

g
r
o
u
p
i
n
g

s
t
u
d
e
n
t
s
.

M
a
r
k

t
h
e

c
o
r
r
e
c
t

l
e
t
t
e
r

(
A
,

B

o
r

C
)

o
n

y
o
u
r

a
n
s
w
e
r

s
h
e
e
t
.






5
0


Ì
t

i
s

a

g
o
o
d

i
d
e
a

t
o

g
r
o
u
p

l
e
s
s

a
b
l
e

s
t
u
d
e
n
t
s

t
o
g
e
t
h
e
r

s
o

t
h
a
t







A

t
h
e
y

f
e
e
l

m
o
r
e

c
o
m
f
o
r
t
a
b
l
e

w
h
e
n

s
p
e
a
k
i
n
g
.



B

t
h
e
y

d
o

n
o
t

d
o
m
i
n
a
t
e

o
t
h
e
r

s
t
u
d
e
n
t
s
.



C

t
h
e
y

c
a
n

w
o
r
k

a
t

a

f
a
s
t
e
r

p
a
c
e
.









5
1


G
r
o
u
p

w
o
r
k

i
s

u
s
e
f
u
l

b
e
c
a
u
s
e

i
t








A

r
e
d
u
c
e
s

t
e
a
c
h
e
r

t
a
l
k
i
n
g

t
i
m
e
.



B

i
m
p
r
o
v
e
s

c
l
a
s
s

d
i
s
c
i
p
l
i
n
e
.



C

m
a
k
e
s

a
l
l

s
t
u
d
e
n
t
s

w
o
r
k

a
s

h
a
r
d

a
s

t
h
e
y

c
a
n
.









5
2


Ì
n

m
i
x
e
d

a
b
i
l
i
t
y

c
l
a
s
s
e
s
,

u
s
i
n
g

g
r
o
u
p

w
o
r
k







A

h
e
l
p
s

t
o

i
d
e
n
t
i
f
y

w
e
a
k
e
r

s
t
u
d
e
n
t
s
.



B

m
e
a
n
s

t
h
e

t
e
a
c
h
e
r

c
a
n

g
i
v
e

a
t
t
e
n
t
i
o
n

t
o

a
l
l

s
t
u
d
e
n
t
s
.



C

e
n
c
o
u
r
a
g
e
s

s
t
u
d
e
n
t
s

t
o

h
e
l
p

o
n
e

a
n
o
t
h
e
r
.









5
3


P
a
i
r
w
o
r
k

a
c
t
i
v
i
t
i
e
s

a
i
m

t
o

e
n
c
o
u
r
a
g
e

s
t
u
d
e
n
t
s







A

t
o

w
o
r
k

i
n
d
e
p
e
n
d
e
n
t
l
y

o
f

t
h
e

t
e
a
c
h
e
r
.



B

t
o

a
s
s
e
s
s

t
h
e
i
r

o
w
n

p
r
o
g
r
e
s
s
.



C

t
o

d
e
v
e
l
o
p

l
a
n
g
u
a
g
e

a
w
a
r
e
n
e
s
s
.









5
4


Ì
f

a

t
e
a
c
h
e
r

w
a
n
t
s

t
o

a
s
s
e
s
s

s
t
u
d
e
n
t
s
'

w
r
i
t
t
e
n

w
o
r
k
,

i
t
'
s

b
e
s
t

t
o

d
o







A

g
r
o
u
p

w
o
r
k
.



B

i
n
d
i
v
i
d
u
a
l

w
o
r
k
.



C

m
i
n
g
l
i
n
g

a
c
t
i
v
i
t
i
e
s
.









5
5


Ì
f

a

t
e
a
c
h
e
r

w
a
n
t
s

t
o

c
o
n
t
r
o
l

w
h
a
t

t
h
e

s
t
u
d
e
n
t
s

d
o

a
s

m
u
c
h

a
s

p
o
s
s
i
b
l
e
,

i
t
'
s

b
e
s
t

t
o

d
o







A

p
a
i
r
w
o
r
k
.



B

t
e
a
m

a
c
t
i
v
i
t
i
e
s
.



C

w
h
o
l
e

c
l
a
s
s

w
o
r
k
.






1
0


F
o
r

q
u
e
s
t
i
o
n
s

5
6
-
6
3
,

m
a
t
c
h

t
h
e

c
l
a
s
s
r
o
o
m

m
a
n
a
g
e
m
e
n
t

s
t
r
a
t
e
g
i
e
s

w
i
t
h

t
h
e

p
r
o
b
l
e
m
s

o
f

g
r
o
u
p

o
r

p
a
i
r
w
o
r
k

l
i
s
t
e
d

A
,

B

o
r

C
.

M
a
r
k

t
h
e

c
o
r
r
e
c
t

l
e
t
t
e
r

(
A
,

B
,

o
r

C
)

o
n

y
o
u
r

a
n
s
w
e
r

s
h
e
e
t
.






P
r
o
b
I
e
m
s

o
f

g
r
o
u
p

o
r

p
a
i
r
w
o
r
k


I
n

g
r
o
u
p

o
r

p
a
i
r
w
o
r
k
.
.
.


A


s
o
m
e

s
t
u
d
e
n
t
s

g
e
t

b
o
r
e
d
.




B


s
o
m
e

s
t
u
d
e
n
t
s

u
s
e

L
1

t
o
o

m
u
c
h
.




C


s
o
m
e

s
t
u
d
e
n
t
s

a
l
w
a
y
s

d
o
m
i
n
a
t
e
.

C
I
a
s
s
r
o
o
m

m
a
n
a
g
e
m
e
n
t

s
t
r
a
t
e
g
i
e
s


5
6


P
l
a
n

e
x
t
r
a

a
c
t
i
v
i
t
i
e
s

f
o
r

s
t
u
d
e
n
t
s

w
h
o

m
a
y

f
i
n
i
s
h

b
e
f
o
r
e

t
h
e

o
t
h
e
r
s
.




5
7


M
a
k
e

s
u
r
e

s
t
u
d
e
n
t
s

k
n
o
w

t
h
e

l
a
n
g
u
a
g
e

t
h
e
y

n
e
e
d

t
o

c
o
m
p
l
e
t
e

t
a
s
k
s
.




5
8


Ì
n
t
r
o
d
u
c
e

m
o
r
e

c
h
a
l
l
e
n
g
e

i
n
t
o

t
h
e

a
c
t
i
v
i
t
i
e
s
.




5
9


A
r
r
a
n
g
e

g
r
o
u
p
s

m
o
r
e

c
a
r
e
f
u
l
l
y
,

a
n
d

r
e
-
g
r
o
u
p

s
t
u
d
e
n
t
s

w
h
e
n
e
v
e
r

n
e
c
e
s
s
a
r
y
.




6
0


C
r
e
a
t
e

a

p
u
r
p
o
s
e

f
o
r

d
o
i
n
g

g
r
o
u
p

o
r

p
a
i
r
w
o
r
k

i
n

E
n
g
l
i
s
h
.




6
1


T
e
a
c
h

t
h
e

l
a
n
g
u
a
g
e

n
e
e
d
e
d

f
o
r

f
r
e
q
u
e
n
t

c
l
a
s
s
r
o
o
m

a
c
t
i
v
i
t
i
e
s
.




6
2


R
a
i
s
e

a
w
a
r
e
n
e
s
s

o
f

t
h
e

i
m
p
o
r
t
a
n
c
e

o
f

g
i
v
i
n
g

e
v
e
r
y
o
n
e

a

c
h
a
n
c
e

t
o

t
a
k
e

p
a
r
t
.




6
3


S
e
l
e
c
t

t
o
p
i
c
s

a
n
d

t
a
s
k
s

t
h
a
t

m
o
t
i
v
a
t
e

t
h
e

s
t
u
d
e
n
t
s
.


MODULE 3
Sample Test
32
1
1



[
T
u
r
n

o
v
e
r

F
o
r

q
u
e
s
t
i
o
n
s

6
4
-
7
0
,

m
a
t
c
h

t
h
e

c
l
a
s
s
r
o
o
m

s
i
t
u
a
t
i
o
n
s

w
i
t
h

t
h
e

c
l
a
s
s
r
o
o
m

m
a
n
a
g
e
m
e
n
t

c
h
o
i
c
e
s

l
i
s
t
e
d




A
-
G
.

M
a
r
k

t
h
e

c
o
r
r
e
c
t

l
e
t
t
e
r

(
A
-
G
)

o
n

y
o
u
r

a
n
s
w
e
r

s
h
e
e
t
.

C
I
a
s
s
r
o
o
m

s
i
t
u
a
t
i
o
n
s


6
4


Y
o
u

n
o
t
i
c
e

t
h
a
t

s
o
m
e

o
f

y
o
u
r

s
t
u
d
e
n
t
s

a
r
e

u
n
s
u
r
e

a
b
o
u
t

h
o
w

t
o

s
t
a
r
t

s
o
m
e

p
a
i
r
w
o
r
k
.




6
5




A
f
t
e
r

a

r
e
a
d
i
n
g

c
o
m
p
r
e
h
e
n
s
i
o
n

t
a
s
k
,

y
o
u

a
s
k

t
h
e

c
l
a
s
s

f
o
r

t
h
e

a
n
s
w
e
r

t
o

n
u
m
b
e
r

o
n
e
.


N
o
b
o
d
y

s
a
y
s

a
n
y
t
h
i
n
g
.

6
6


Y
o
u

n
o
t
i
c
e

t
h
a
t

d
u
r
i
n
g

a
n

a
c
t
i
v
i
t
y

y
o
u
r

c
l
a
s
s

o
f

y
o
u
n
g

l
e
a
r
n
e
r
s

i
s

m
a
k
i
n
g

t
o
o

m
u
c
h

n
o
i
s
e
.




6
7




D
u
r
i
n
g

a

g
r
o
u
p

w
o
r
k

a
c
t
i
v
i
t
y

a
b
o
u
t

t
r
a
v
e
l
,

y
o
u
r

s
t
u
d
e
n
t
s

t
a
l
k

a
b
o
u
t

a

d
i
f
f
e
r
e
n
t

t
o
p
i
c
.

H
o
w
e
v
e
r
,

t
h
e
y

d
o

t
h
i
s

i
n

E
n
g
l
i
s
h
.




6
8






Y
o
u

s
e
t

a

t
a
s
k

f
o
r

l
i
s
t
e
n
i
n
g

c
o
m
p
r
e
h
e
n
s
i
o
n
.

D
u
r
i
n
g

t
h
e

l
i
s
t
e
n
i
n
g
,

y
o
u

n
o
t
i
c
e

t
h
a
t

n
o

o
n
e

i
s

w
r
i
t
i
n
g

t
h
e

a
n
s
w
e
r
s
.

6
9




Y
o
u

s
e
t

u
p

a

s
p
e
a
k
i
n
g

t
a
s
k

i
n

g
r
o
u
p
s
.

Y
o
u

n
o
t
i
c
e

w
h
e
n

y
o
u

m
o
n
i
t
o
r

c
l
o
s
e
l
y

t
h
a
t

t
h
e

g
r
o
u
p
s

s
t
o
p

s
p
e
a
k
i
n
g

c
o
m
p
l
e
t
e
l
y
.

7
0


Y
o
u

a
r
e

t
e
a
c
h
i
n
g

a

c
l
a
s
s

a
f
t
e
r

l
u
n
c
h
.

E
v
e
r
y
o
n
e

i
s

s
l
e
e
p
y
.


C
I
a
s
s
r
o
o
m

m
a
n
a
g
e
m
e
n
t

c
h
o
i
c
e
s


A


P
r
a
i
s
e

t
h
e
m

f
o
r

u
s
i
n
g

t
h
e

l
a
n
g
u
a
g
e

b
u
t

r
e
m
i
n
d

t
h
e
m

a
b
o
u
t

t
h
e

t
a
s
k
.




B


D
o

a

'
w
a
r
m
e
r
'

a
c
t
i
v
i
t
y

w
h
i
c
h

g
e
t
s

t
h
e

s
t
u
d
e
n
t
s

o
u
t

o
f

t
h
e
i
r

s
e
a
t
s
.




C


M
o
d
e
l

t
h
e

a
c
t
i
v
i
t
y

y
o
u
r
s
e
l
f

w
i
t
h

a

s
t
u
d
e
n
t
,

s
o

e
v
e
r
y
o
n
e

u
n
d
e
r
s
t
a
n
d
s

w
h
a
t

t
h
e
y

h
a
v
e

t
o

d
o
.




D


U
s
e

a

s
t
r
a
t
e
g
y

t
h
a
t

s
t
u
d
e
n
t
s

r
e
c
o
g
n
i
s
e

f
o
r

'
t
u
r
n
i
n
g

d
o
w
n

t
h
e

v
o
l
u
m
e
'
,

e
.
g
.

a

h
a
n
d

g
e
s
t
u
r
e

o
r

d
r
a
w
i
n
g

o
n

t
h
e

b
o
a
r
d
.




E


A
s
k

t
h
e

s
t
u
d
e
n
t
s

t
o

c
o
m
p
a
r
e

t
h
e
i
r

w
o
r
k

w
i
t
h

t
h
e
i
r

p
a
r
t
n
e
r

t
o

g
i
v
e

t
h
e
m

c
o
n
f
i
d
e
n
c
e
.




F


S
t
a
n
d

b
a
c
k

a
n
d

l
i
s
t
e
n

f
r
o
m

a

d
i
s
t
a
n
c
e
.




G


R
e
p
e
a
t

t
h
e

i
n
s
t
r
u
c
t
i
o
n
s

a
n
d

a
s
k

i
f

t
h
e
y

w
o
u
l
d

l
i
k
e

y
o
u

t
o

p
l
a
y

i
t

a
g
a
i
n
.





1
2


F
o
r

q
u
e
s
t
i
o
n
s

7
1
-
7
5
,

l
o
o
k

a
t

t
h
e

s
i
t
u
a
t
i
o
n
s

i
n

w
h
i
c
h

a

t
e
a
c
h
e
r

c
o
r
r
e
c
t
s

s
t
u
d
e
n
t
s

a
n
d

a
t

t
h
e

c
o
r
r
e
c
t
i
o
n

s
t
r
a
t
e
g
i
e
s

l
i
s
t
e
d

A
,

B

o
r

C
.



T
w
o

o
f

t
h
e

c
o
r
r
e
c
t
i
o
n

s
t
r
a
t
e
g
i
e
s

a
r
e

a
p
p
r
o
p
r
i
a
t
e

i
n

e
a
c
h

s
i
t
u
a
t
i
o
n
.


O
n
e

o
f

t
h
e

c
o
r
r
e
c
t
i
o
n

s
t
r
a
t
e
g
i
e
s

i
s

N
O
T

a
p
p
r
o
p
r
i
a
t
e
.

M
a
r
k

t
h
e

c
o
r
r
e
c
t
i
o
n

s
t
r
a
t
e
g
y

(
A
,

B

o
r

C
)

w
h
i
c
h

i
s

N
O
T

a
p
p
r
o
p
r
i
a
t
e

o
n

y
o
u
r

a
n
s
w
e
r

s
h
e
e
t
.






7
1


A

s
t
u
d
e
n
t

s
a
y
s

t
h
e

w
o
r
d

'
A
u
g
u
s
t
'

w
i
t
h

p
o
o
r

p
r
o
n
u
n
c
i
a
t
i
o
n
,

i
n

o
p
e
n

c
l
a
s
s
.


T
h
e

t
e
a
c
h
e
r







A

s
a
y
s

t
h
e

w
o
r
d

c
o
r
r
e
c
t
l
y
,

a
n
d

a
s
k
s

t
h
e

s
t
u
d
e
n
t

t
o

r
e
p
e
a
t

i
t
.



B

w
r
i
t
e
s

t
h
e

w
o
r
d

i
n

p
h
o
n
e
m
i
c

s
c
r
i
p
t

o
n

t
h
e

w
h
i
t
e
b
o
a
r
d
.



C

a
s
k
s

t
h
e

s
t
u
d
e
n
t

t
o

s
a
y

t
h
e

w
o
r
d

a
g
a
i
n
,

w
i
t
h

n
o

c
o
r
r
e
c
t
i
o
n
,

a
n
d

t
h
e
n

m
o
v
e
s

o
n
.













7
2




S
t
u
d
e
n
t
s

t
e
l
l

s
t
o
r
i
e
s

a
b
o
u
t

t
h
e
m
s
e
l
v
e
s

i
n

g
r
o
u
p
s

o
f

t
h
r
e
e
.


T
h
e

t
e
a
c
h
e
r

c
o
r
r
e
c
t
s

s
t
u
d
e
n
t
s
'

l
a
n
g
u
a
g
e







A

q
u
i
e
t
l
y
,

a
s

s
h
e

i
s

m
o
n
i
t
o
r
i
n
g

t
h
e
i
r

g
r
o
u
p

s
t
o
r
y
t
e
l
l
i
n
g
.



B

a
f
t
e
r

t
h
e

g
r
o
u
p

s
t
a
g
e
,

b
y

f
o
c
u
s
i
n
g

o
n

p
r
o
b
l
e
m
s

s
h
e

n
o
t
e
d

d
o
w
n

d
u
r
i
n
g

t
h
e

g
r
o
u
p

s
t
a
g
e
.


C

l
a
t
e
r

w
h
e
n

s
h
e

a
s
k
s

t
h
e

w
e
a
k
e
r

s
t
u
d
e
n
t
s

t
o

t
e
l
l

t
h
e
i
r

s
t
o
r
i
e
s

t
o

t
h
e

w
h
o
l
e

c
l
a
s
s
.















7
3




Ì
n

a

c
o
n
t
r
o
l
l
e
d

p
r
a
c
t
i
c
e

e
x
e
r
c
i
s
e

o
n

t
h
e

p
a
s
t

c
o
n
t
i
n
u
o
u
s
,

a

p
r
e
-
i
n
t
e
r
m
e
d
i
a
t
e

s
t
u
d
e
n
t

s
a
y
s

'
Ì

d
r
i
v
i
n
g

d
o
w
n

t
h
e

r
o
a
d

w
h
e
n

i
t

h
a
p
p
e
n
e
d
.
'


T
h
e

t
e
a
c
h
e
r







A

u
s
e
s

h
a
n
d

g
e
s
t
u
r
e
s

t
o

s
h
o
w

t
h
a
t

t
h
e
r
e

i
s

a

m
i
s
s
i
n
g

w
o
r
d
.



B

m
i
m
e
s

d
r
i
v
i
n
g

t
o

s
h
o
w

t
h
e

s
t
u
d
e
n
t

t
h
a
t

s
h
e

h
a
s

u
n
d
e
r
s
t
o
o
d
.



C

p
o
i
n
t
s

t
o

t
h
e

m
o
d
e
l

s
e
n
t
e
n
c
e

o
n

t
h
e

w
h
i
t
e
b
o
a
r
d

t
o

r
e
m
i
n
d

t
h
e

s
t
u
d
e
n
t

o
f

t
h
e

f
o
r
m
.













7
4




A
t

t
h
e

s
t
a
r
t

o
f

c
l
a
s
s
,

w
h
e
n

s
t
u
d
e
n
t
s

a
r
e

t
a
l
k
i
n
g

i
n

o
p
e
n

c
l
a
s
s
,

o
n
e

o
f

t
h
e

l
e
a
r
n
e
r
s

s
a
y
s
,

'
T
h
e

f
i
l
m

w
a
s

i
n
t
e
r
e
s
t
e
d
.
'


T
h
e

t
e
a
c
h
e
r







A

s
a
y
s

'
Ì
n
t
e
r
e
s
t
i
n
g

o
r

i
n
t
e
r
e
s
t
e
d
?
'



B

s
a
y
s

'
T
h
e
r
e
'
s

a

g
r
a
m
m
a
r

p
r
o
b
l
e
m

t
h
e
r
e
,

M
a
r
i
a
.


W
h
a
t

a
b
o
u
t

y
o
u
r

w
e
e
k
e
n
d
,

H
a
s
s
a
n
?
'



C

s
a
y
s

'
Y
o
u

w
e
r
e

i
n
t
e
r
e
s
t
e
d
,

s
o

t
h
e

f
i
l
m

w
a
s

_
_
_
_
_
_
?
'

(
w
i
t
h

r
i
s
i
n
g

i
n
t
o
n
a
t
i
o
n
)













7
5




Ì
n

a

c
o
n
t
r
o
l
l
e
d

w
r
i
t
i
n
g

p
r
a
c
t
i
c
e

a
c
t
i
v
i
t
y
,

a

l
e
a
r
n
e
r

m
a
k
e
s

s
e
v
e
r
a
l

m
i
s
t
a
k
e
s

i
n

r
e
c
e
n
t
l
y

s
t
u
d
i
e
d

l
a
n
g
u
a
g
e
.


T
h
e

t
e
a
c
h
e
r







A

m
a
r
k
s

t
h
e

w
r
i
t
i
n
g

u
s
i
n
g

a

c
o
r
r
e
c
t
i
o
n

c
o
d
e
.



B

g
i
v
e
s

t
h
e

w
r
i
t
i
n
g

t
o

a

p
e
e
r

t
o

c
o
r
r
e
c
t
.



C

i
g
n
o
r
e
s

t
h
e

m
i
s
t
a
k
e
s

i
n

t
h
e

w
r
i
t
i
n
g
.


32
Teachi ng Knowledge Test | module 3: sample test
MODULE 3
Sample Test
MODULE 3
Sample Test
33
Teachi ng Knowledge Test | module 3: sample test
1
3




F
o
r

q
u
e
s
t
i
o
n
s

7
6
-
8
0
,

m
a
t
c
h

t
h
e

w
a
y
s

a

t
e
a
c
h
e
r

g
a
v
e

f
e
e
d
b
a
c
k

o
n

s
t
u
d
e
n
t
s
'

w
r
i
t
t
e
n

w
o
r
k

w
i
t
h

t
h
e

a
i
m
s

l
i
s
t
e
d

A
-
F
.

M
a
r
k

t
h
e

c
o
r
r
e
c
t

l
e
t
t
e
r

(
A
-
F
)

o
n

y
o
u
r

a
n
s
w
e
r

s
h
e
e
t
.



T
h
e
r
e

i
s

o
n
e

e
x
t
r
a

o
p
t
i
o
n

w
h
i
c
h

y
o
u

d
o

n
o
t

n
e
e
d

t
o

u
s
e
.

F
e
e
d
b
a
c
k

o
n

w
r
i
t
t
e
n

w
o
r
k


7
6




T
h
e

t
e
a
c
h
e
r

m
a
r
k
e
d

s
t
u
d
e
n
t
s
'

w
r
i
t
i
n
g

u
s
i
n
g

a

c
o
r
r
e
c
t
i
o
n

c
o
d
e
.

T
h
e
n

s
h
e

g
a
v
e

t
h
e
m

t
i
m
e

i
n

t
h
e

l
e
s
s
o
n

t
o

i
m
p
r
o
v
e

t
h
e
i
r

w
o
r
k

w
h
i
l
e

s
h
e

m
o
n
i
t
o
r
e
d
.




7
7






T
h
e

t
e
a
c
h
e
r

g
a
v
e

a
n

o
v
e
r
a
l
l

g
r
a
d
e

f
o
r

l
e
t
t
e
r
s

s
t
u
d
e
n
t
s

h
a
d

w
r
i
t
t
e
n

f
o
r

h
o
m
e
w
o
r
k
.

H
e

a
l
s
o

g
a
v
e

t
h
e
m

a
n

e
x
a
m
p
l
e

l
e
t
t
e
r

t
o

l
o
o
k

a
t
.

7
8






T
h
e

t
e
a
c
h
e
r

u
s
e
d

a

s
y
s
t
e
m

o
f

s
m
i
l
i
n
g

a
n
d

s
a
d

f
a
c
e
s

t
o

g
i
v
e

s
t
u
d
e
n
t
s

f
e
e
d
b
a
c
k

o
n

t
h
e
i
r

w
r
i
t
t
e
n

w
o
r
k
.

7
9






T
h
e

t
e
a
c
h
e
r

n
o
t
e
d

m
i
s
t
a
k
e
s

f
r
o
m

s
t
u
d
e
n
t
s
'

w
r
i
t
t
e
n

w
o
r
k

a
n
d

u
s
e
d

t
h
e
s
e

t
o

p
r
e
p
a
r
e

a

l
a
n
g
u
a
g
e

q
u
i
z
,

w
h
i
c
h

s
t
u
d
e
n
t
s

d
i
d

i
n

t
e
a
m
s
.

8
0


T
h
e

t
e
a
c
h
e
r

o
n
l
y

c
o
m
m
e
n
t
e
d

o
n

t
h
e

c
o
n
t
e
n
t

o
f

s
t
o
r
i
e
s

t
h
a
t

s
t
u
d
e
n
t
s

h
a
d

w
r
i
t
t
e
n
.


A
i
m
s


A


t
o

f
o
c
u
s

o
n

c
o
m
m
o
n

l
a
n
g
u
a
g
e

m
i
s
t
a
k
e
s

t
h
a
t

m
a
n
y

s
t
u
d
e
n
t
s

m
a
d
e

i
n

t
h
e
i
r

w
r
i
t
i
n
g




B


t
o

i
n
f
o
r
m

s
t
u
d
e
n
t
s

o
f

t
h
e
i
r

g
e
n
e
r
a
l

p
r
o
g
r
e
s
s

i
n

w
r
i
t
i
n
g

a
t

t
h
e

e
n
d

o
f

t
e
r
m




C


t
o

e
n
c
o
u
r
a
g
e

s
t
u
d
e
n
t
s

t
o

l
e
a
r
n

t
o

e
d
i
t

t
h
e
i
r

o
w
n

w
o
r
k




D


t
o

e
n
c
o
u
r
a
g
e

s
t
u
d
e
n
t
s
'

c
r
e
a
t
i
v
i
t
y

a
n
d

t
o

c
r
e
a
t
e

a

p
o
s
i
t
i
v
e

a
t
t
i
t
u
d
e

t
o

w
r
i
t
i
n
g




E


t
o

p
r
o
v
i
d
e

s
t
u
d
e
n
t
s

w
i
t
h

a

m
o
d
e
l

f
o
r

s
i
m
i
l
a
r

w
r
i
t
t
e
n

w
o
r
k

i
n

t
h
e

f
u
t
u
r
e




F


t
o

i
n
f
o
r
m

p
r
i
m
a
r
y

a
g
e

s
t
u
d
e
n
t
s

a
b
o
u
t

t
h
e
i
r

p
r
o
g
r
e
s
s

i
n

a

f
u
n

w
a
y





34
Teachi ng Knowledge Test | test admi ni strati on
34
TKT test administration
I Modular structure
TKT has three modules. These can be taken together in one
examination session or separately, in any order, over three
sessions.
I 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.
I 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.
I Computer-based TKT
A computer-based version of TKT (CB TKT) is also available
via the Cambridge Connect internet delivery system.
Please contact your local Cambridge ESOL centre for more
information.
Grading and results
I 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.
I 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’ results 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.
I 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 Circumstances
Special Circumstances cover three main areas: special
arrangements, special consideration and malpractice.
I 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
35
Teachi ng Knowledge Test | test admi ni strati on
I 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.
I 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 TKT
Cambridge 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
I 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 (0) 1223 552998.
Support for TKT candidates
and course providers
General 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 is published by Cambridge University Press in
collaboration with Cambridge ESOL. 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 emailing:
ESOLhelpdesk@CambridgeESOL.org
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 wordlist
This 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. 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
Approaches
Activity-based learning
Communicative approaches
Content-based learning
Functional Approach
Grammar-Translation method
Guided discovery
Lexical Approach
Presentation, Practice and Production (PPP)
Situational presentation
Structural Approach
Task-based Learning (TBL)
Test-teach-test
Total Physical Response (TPR)
Assessment
Achievement test
Assess
Assessment
Assessment criteria
‘Can-do’ statements
Cloze test
Comprehension questions
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
Oral test
Peer assessment, evaluation
Placement test
Portfolio
Proficiency test
Progress test
Self-assessment, evaluation
Sentence completion
Sentence transformation
Subjective test
Teachi ng Knowledge Test | Common questi ons and answers
Common questions and
answers
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 Teacher 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.
Summative test
Test
True/false questions
Tutorial
Background to language learning
Achievable target, goal
Acquire
Acquisition
Attention span
Auditory learner
Autonomous
Cognitive (processes)
Confidence
Conscious (of)
Demotivate
Developmental error
Effective
English-medium school
Error
Expectation
Expose
Exposure
Factor
First language
Focus on form
Goals
Guidance
Ignore (errors)
Independent study
Intensive course
Interference
Interlanguage
Kinaesthetic learner
L1/L2
Language awareness
Learner autonomy
Learner characteristics
Learner independence
Learner training
Learning resources
Learning strategies
Learning style
Linguistic
Literacy
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
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
Functions
Appropriacy
Appropriate
Chunk
Colloquial
Declining, refusing an invitation
Enquiring
Express
Expressing ability
Expressing intention
Expressing necessity
Expressing obligation
37
Teachi ng Knowledge Test | Wordli st
38
Expressing permission
Expressing preference
Expressing probability
Formal (language)
Formality (level of)
Function
Functional exponent
Greeting
Inappropriate
Informal (language)
Informality (level of)
Instructing
Negotiating
Neutral
Predicting
Register
Requesting
Speculating
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
Interrogative
Irregular verb
Main clause
Modal verb
Noun
38 38
Teachi ng Knowledge Test | Wordli st
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
Introductory activities
Ice-breaker
Introductory activity
Warm up
Warmer
Language skills
Accuracy
Authenticity
Cohesion
Cohesive
Coherence
Coherent
Context
Discourse
Deduce meaning from context
Develop skills
Draft
Edit
Extensive listening/reading
Extract
Fluency
Infer attitude, feeling, mood
Intensive listening/reading
Interact
Interaction
Interactive strategies
Key word
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
Relevance
Relevant
Scan
Skill
Skim
Subskill
Summarise
Summary
Text structure
Theme
Thematic
Topic
Topic sentence
Turn-taking
Version
Learners’ mistakes and correction strategies
Correction code
Echo correct
Finger correction
Over-application of the rule
Over-generalisation
Reformulate
Reformulation
Repetition
Self-correction
Time line
Lesson planning
Achieve aims, objectives
Aim
Analyse language
Anticipate (language) problems
Arouse, generate interest
Assumptions
Class profile
Components (of a lesson plan)
Conduct feedback
Consolidate
Enable
Encourage
Encouragement
Feedback
Focus on
Give feedback
Highlight
Lead-in
Logical
Main aim
Objective
Outcome
Pace
Peer feedback
Personal aim
Pre-teach (vocabulary)
Procedure
Raise awareness
Rationale
Recycle
Reflect on teaching
Reinforce
Report back
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
Timetable fit
Timing
Variety
Vary
Lexis
Affix
Affixation
Antonym
Collocation
39
Teachi ng Knowledge Test | Wordli st
40
Teachi ng Knowledge Test | Wordli st
Compound
False friend
Homonym
Homophone
Idiom
Lexical set
Lexis
Multi-word verb
Part of speech
Phrasal verb
Prefix
Suffix
Synonym
Phonology
Connected speech
Consonant
Contrast
Contrastive stress
Contraction
Diphthong
Discriminate
Distinguish
Feature
Identification
Identify
Intonation
Linking
Main stress
Minimal pair
Phoneme
Phonemic script
Phonemic symbol
Phonemic transcription
Primary stress
Rhyme
Rhythm
Schwa
Secondary stress
Sentence stress
Stress
Strong forms
Syllable
Unvoiced sound
Voiced sound
Vowel
Weak forms
Word boundary
Word stress
Practice activities and tasks
Brainstorm
Categorisation
Categorise
Chant
Choral drill
Communicative activity
Controlled practice
Drill
Extension task
Filler
Freer practice
Gap-fill
Guided writing
Individual drill
Information-gap activity
Jigsaw listening/reading
Jumbled paragraphs, pictures, sentences
Label
Less controlled practice
Mind map
Open-ended (task)
Picture stories
Practice
Prioritising
Problem solving
Project work
Rank ordering
Recall
Restricted practice
Revise
Revision
Role-play
Solution
Solve
Substitution drill
Survey
Swap
Target language
Task
Task-type
Transformation drill
Visualisation
Visualise
Word map
Presentation techniques
Concept checking
Concept questions
Contextualise
Define
Definition
Elicit
Emphasis
Emphasise
Gesture
Illustrate meaning
Meaningful
Mime
Present
Presentation
Teaching strategy
41
Teachi ng Knowledge Test | Wordli st
Reference resources
Bilingual dictionary
Consult
Headword
Monolingual dictionary
Phonemic chart
Reference materials, resources
Teachers’ and learners’ language in the classroom
Acknowledge
Ask for clarification
Clarify
Convey meaning
Exchange
Facial expression
Filler
Hesitate
Model
Narrate
Praise
Prompt
Recast
Refer to
Respond
Response
Simplification
Simplify
Terminology
Utterance
Word prompt
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
Flexible
Flipchart
Graded reader
Graph
Grid
Handout
Language laboratory
Leaflet
Learning centre
Overhead projector (OHP)
Overhead transparency (OHT)
Puppet
Realia
Recording script
Resources
Rubric
Self-access centre
Sticker
Supplementary material
Tapescript
Teacher’s book
Teaching aids
Textbook
Transcript
Video clip
Visual (aid)
Workbook
Worksheet
42
Teachi ng Knowledge Test | Wordli st
MODULE 1
answer 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
43
Teachi ng Knowledge Test | answer keys
MODULE 3
answer 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 2
answer key
44
Teachi ng Knowledge Test | Sample omr answer sheet
TKT
Sample OMR answer sheet

Master your semester with Scribd & The New York Times

Special offer for students: Only $4.99/month.

Master your semester with Scribd & The New York Times

Cancel anytime.