TEACHING KNOWLEDGE TESTMODULE 2
Lesson planning and use of resources for language teaching

Test 58

Time

1 hour 20 minutes

INSTRUCTIONS TO CANDIDATESDo not open this question paper until you are told to do so.
Write your name, centre number and candidate number on your answer sheet if they are
not already there.
Read the instructions for each part of the paper carefully.
Answer all the questions.
Read the instructions on the answer sheet.
Mark your answers on the answer sheet. Use a pencil.
You must complete the answer sheet within the time limit.
At the end of the test, hand in both this question paper and your answer sheet.

INFORMATION FOR CANDIDATESThere are 80 questions in this paper.
Each question carries one mark.

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Copyright © UCLES 2021

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For questions 1 – 6, match the activities for teaching writing with the main teaching focuses listed
A – G.
Mark the correct letter (A – G) on your answer sheet.
There is one extra option which you do not need to use.

Main teaching focusesA

cohesive devices

B

lexical rangeC

accurate letter formationDregisterEnarrative skills

Fdialogue writingGsummarising

Activities for teaching writing
1

Learners write the key points of an article they read in class, using no more than 50 words.

2

Learners copy a handwritten text, trying to make it look as similar to the original as
possible.

3

Learners choose words and expressions like however, in addition and despite from a listof options to fill the gaps in a text.

4

Learners replace a number of uses of nice and good with more interesting adjectives.

5

Learners discuss how to make a story more interesting by including interesting characters.

6

Learners discuss the differences between writing a letter to a friend and to a stranger.

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For questions 7 – 13, match the stages of a lesson with the main stage aims listed A – I.
Mark the correct letter (A – I) on your answer sheet.
There is one extra option which you do not need to use.

Main stage aimsA

to organise ideas for a narrativeB

to ensure the learners have complete understanding of the textCto give proofreading practiceD

to check past tense formsE

to give free practice of past tense and sequencing words

F

to give practice in reading for gistGto set the topic and activate vocabularyH

to give an opportunity to the learners to notice sequencing words

Stages of a lesson
7

The teacher writes School day in the middle of the board. The learners brainstorm all thethings they do during their day at school.

8

The teacher hands out a story about Susan’s school day, together with pictures of it. The
learners read the story quickly and put the pictures in order. The teacher gives the correct
order.

9The learners reread the text and look up any unknown vocabulary in their dictionaries. The
teacher checks any problematic words.

10

The teacher gives the learners the same story but with gaps instead of verbs. The learners
fill the gaps from memory. They check their answers.

11

The learners look at the complete text again, and underline phrases such as Then, After
that, A bit later.

12

The learners have five minutes to make notes for their own story about a memorable day
at school.

13

In groups, the learners tell their own stories to each other and then decide on the mostmemorable day.

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For questions 14 – 20, read the seven stages of an integrated skills lesson and complete eachstatement about the aims of each stage by choosing the correct option, A, B or C.
Mark the correct letter (A, B or C) on your answer sheet.

Stages of an integrated skills lesson
Stage 1
Word powerargument

embarrassfightjealousy

teaseStage 2
What problems can teenagers face because of parents? Other people at school? Brothers andsisters? Friends?
Stage 3
Look at the title and subtitle of the article you are going to read about a service for teenagers. Whatdo you think this new service does?
Stage 4
Read the article, then find the following words and phrases and underline them. Can you work out
what they mean from the context?
Stage 5
Find words or phrases in the text which have a similar meaning to these words or phrases.
Stage 6
Look back at the article and find an example of:the present simple in the question form (paragraph 2)
the past simple in the negative (paragraph 6)
Stage 7
Use the words in the box in the correct form to complete the following sentences:
The girl was __________ (tease) by an older child. It was the most _______ (embarrass)
moment of my life.

14

The main aim of Stage 1 is toA
BC

introduce key themes for the unit.
present a set of proper nouns.
review structures from a previous unit.

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15

The main aim of Stage 2 is to
A
B
C

16

The main aim of Stage 3 is to
A
B
C

17

encourage peer correction.
bring learners’ attention to useful new words in the text.
practise using new words from the text.

The main aim of Stage 6 is to
A
B
C

20

practise strategies for dealing with unfamiliar words.
assess vocabulary knowledge.
focus on a lexical set.

The main aim of Stage 5 is to
A
B
C

19

focus on the layout of a text.
practise the language of giving opinions.
predict the content of a text.

The main aim of Stage 4 is to
A
B
C

18

remind learners of structures they will need for the activity.
assess learners’ own experiences.
stimulate learners’ interest in the topic.

highlight some unusual structural patterns.
introduce a new grammar point.
focus on grammar in context.

The main aim of Stage 7 is toABC

focus on accuracy.
personalise target language.
check comprehension.

Turn over ►6
For questions 21 – 27, match the information from a lesson plan on the past simple with the lessonplan headings listed A – D.
Mark the correct letter (A – D) on your answer sheet.
You will need to use some of the options more than once.

Lesson plan headingsA

Lesson aims

B

Personal aims

C

Anticipated problems

D

Procedure

Information from a lesson plan on the past simple
21

Learners may say the auxiliary ‘do’ in the past simple question form.

22

Remember to make instructions suitable for learners’ level.

23

Learners discuss previous holidays in groups.

24

Increase variety to keep energy levels high.

25

Learners will use the past simple instead of the base form in questions.

26

Give more encouragement in group work activities.

27

Learners will increase the number of verbs they know for holiday activities.

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For questions 28 – 34, match the ways of assessing with the main focuses of assessment listed A –H.
Mark the correct letter (A – H) on your answer sheet.
There is one extra option which you do not need to use.

Main focuses of assessmentA

use of proofreading skills

Bability to read intensivelyCknowledge of layout of a written text

Dability to write fluentlyEawareness of register of a textFuse of turn-taking skillsGability to infer attitude from a textHknowledge of functional language

Ways of assessing
28

Ask students to find five new collocations in a leaflet about London.

29

Ask students to fill gaps in a leaflet about London with the correct adjective taken frompairs of formal/informal adjectives.

30

Ask students how they think the people who wrote different emails feel about London.

31

Give students a list of features such as pictures, headings and maps, and ask them to note
down which features they would find in a leaflet about London.

32

Give students an email about London and ask them to write the corrections for any spelling
mistakes.

33

Put students who like different kinds of films in pairs. Ask them to discuss and compare
their tastes in films.

34

Ask students to write down five ways of inviting someone on a trip to London.

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For questions 35 – 40, read the stages of a listening lesson about places (on the following page) andfill in the missing stages from the options listed A – F.
Mark the correct letter (A – F) on your answer sheet.

Missing stages
A

Learners look at a list of statements about the two countries and they try to decide if thestatements are true or false.

B

Learners find a partner from the other group and they help each other to complete aworksheet with the information about the countries.

C

Learners check their answers with their partner. Then the teacher conducts whole classfeedback to prepare for a reading.

D

Learners listen for gist to a recording of people giving their opinion on two different
places and decide which places are being described.

E

Learners make a poster advertising the place they have chosen.

F

In pairs, learners decide which words are connected with the countryside and which areconnected with cities.

9Stages of a listening lesson

The teacher writes trees, businessman, cars, houses, fields, farmer, office, etc. on theboard.

35... ... ... ... ... ... ... ... ... ... ...



The teacher conducts feedback and corrects learners’ pronunciation.



Learners look at a picture of the countryside and a picture of the city and label the picturesusing the words they have learned.

36... ... ... ... ... ... ... ... ... ... ...

Learners look at four short descriptions of places and decide which two texts match thepictures they have labelled.



Learners check their answers with their partner, then share their answers in open class.

37... ... ... ... ... ... ... ... ... ... ...

Learners check their answers in pairs, then share their answers in open class.



Learners listen for detail to a recording of people giving their opinion on the two different
places and fill in detailed information in a table.



Learners check their answers in pairs, then share their answers in open class.



The teacher explains that the focus of the lesson will now change from places to countries.



The teacher writes Australia and Argentina on the board and elicits information about themfrom the learners.

38... ... ... ... ... ... ... ... ... ... ...

Learners check their answers from recordings: half of the class listen to a recording about
Australia and the other half listen to a recording about Argentina.

39... ... ... ... ... ... ... ... ... ... ...

In pairs, learners decide which country they would like to visit.

40... ... ... ... ... ... ... ... ... ... ...

Learners display their work around the room.

Turn over ►10
For questions 41 – 47, match the dictionary tasks that a teacher gave her students with their main
purposes listed A – H.
Mark the correct letter (A – H) on your answer sheet.
There is one extra option which you do not need to use.

Main purposesA

to help students consider the meaning of words very closelyB

to help students understand how a dictionary identifies parts of speechCto help students notice how a dictionary shows stronger syllables in a wordDto help students search for idioms successfullyE

to help students notice compound words

F

to help students understand how a dictionary shows verb patternsG

to help students check for correct vowel soundsHto help students focus on register

Dictionary tasks
41

The teacher gave students feedback on their homework, referring them to the dictionary tocorrect their examples, such as: He worked very hardly; She sang beautiful.

42

The teacher asked students to look up some expressions from a transcript to find out about
formality, e.g. You’re joking!

43

The teacher asked students to underline the key words in different phrases, e.g. No! You’repulling my leg!; She’s the apple of her father’s eye; before finding them in the dictionary.

44

The teacher asked students to complete a gap-fill, e.g. I tried
year but I didn’t like it, before checking in the dictionary.

45

The teacher asked students to focus on pronunciation problems after a speaking activity,e.g. field //, river //, peach //, by asking them to look the words up.

46

The teacher asked students to look up adjectives which are often confused, e.g. lonely andalone; excited and nervous.

47

The teacher asked students to complete a grid of word families, e.g. photograph,photographer and photographic. Students then looked up the words to mark the word
stress.

(do sport) last

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For questions 48 – 53, match the dictionary extracts with the explanations listed A – G.
Mark the correct letter (A – G) on your answer sheet.
There is one extra option which you do not need to use.

Explanations
A

common collocational words are givenBthis word must be followed by an object

Cthe headword is classified in the same entry under different parts of speechD

all meanings are givenE

a common error is included

F

only used in formal written language

G

this word cannot be used in the plural

Dictionary extracts48

jet verb [T]49

jet-lag noun {U} the feeling of being tired because you have travelled on a plane acrossparts of the world where the time is different.

50

jet noun a plane that can fly very fast.
jet verb to fly somewhere in a plane.

51

promote verb to support something or help something to develop. Used with: actively,
heavily, strongly, vigorously.

52

bill noun [C]
1 an amount that you owe
2 proposal for law
3 paper money

53

news I’ve got a wonderful piece of news (NOT a wonderful news) for you.

4 list of concert events
5 bird’s beakTurn over ►12
For questions 54 – 60, match the extracts from a grammar reference book (on the following page)
with the information they provide listed A – H.
Mark the correct letter (A – H) on your answer sheet.
There is one extra option which you do not need to use.

Section from a grammar reference book
Adjectives and adverbs
Adjectives
rude; straight; angry; quiet; slow; serious; perfectwords often end in –ic, -ive, -ed, -ful, -able, -al, -ish, -less, -like, -yAdjectives of evaluation: sizeageshapecolourparticiplenoun-derived
Opinion adjectives usually go before fact adjectives, as inthis comfortable Victorian country house
Comparatives
He looks more younger than he really is.
He was younger and more polite.
Words sometimes like our and your are called possessive adjectives and sometimes
possessive determiners (see Unit 11).
Adverbs
most commonly formed from adjective +ly: loudly; carefully; badly; quickly; cleverly; softly;
nervously
Note: Some adverbs and adjectives share the same form: hard>hard‘The adverb is an extremely broad word class. Almost any word that is not easily categorised
as a noun, an adjective, a verb, a determiner, a preposition or conjunction is usuallycategorised as an adverb.’ (Downing and Locke, 1992)

Adapted from: About Language by Thornbury, S. Cambridge University Press, 1997

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Extracts

54

rude; straight; angry; quiet; slow; serious; perfect55–ic, -ive, -ed, -ful, -able, -al, -ish, -less, -like, -y56

Adjectives of evaluation:
sizeageshapecolourparticiplenounderived

57

Comparatives
He looks more younger than he really is.
He was younger and more polite.

Information

A shows the usual word order

B gives different examples of the same partof speech
C refers to another part of the bookD gives an example that does not follow the
rule

58

Words like our and your are sometimes called
possessive adjectives and sometimes
possessive determiners (see Unit 11).

E shows the appropriate register

59

Adverbs
most commonly formed from adjective +ly:
loudly; carefully; badly; quickly; cleverly; softly;
nervously
Note: Some adverbs and adjectives share thesame form: hard>hard

F refers to a previously published book

60

‘The adverb is an extremely broad word class.
Almost any word that is not easily categorised
as a noun, an adjective, a verb, a determiner, apreposition or conjunction, is usuallycategorised as an adverb.’ (Downing and
Locke, 1992)

G gives examples of suffixes

H gives guidance on correct and incorrect
forms of language

Turn over ►14
For questions 61 – 66, look at the ways of using supplementary material and the three reasons foreach listed A, B and C.
Two of the reasons are appropriate in each situation. One of the reasons is NOT.
Mark the reason (A, B or C) which is NOT appropriate on your answer sheet.

61

Following a lesson on the topic of families, the teacher asks learners to bring their family
photos to class and to talk about them in small groups.
A
B
C

62

Following a lesson focusing on narrative tenses, the teacher gives learners different stories
to read at home. Learners retell their stories in class the next day.
A
B
C

63

to develop gist listening
to consolidate vocabulary
to introduce prepositions

Following a lesson focusing on clothes, the learners do a crossword using the previouslytaught vocabulary.
A
B
C

65

to give practice in using topic sentences
to give practice in summarising
to give practice in extensive reading

Following a lesson on the topic of houses, the teacher uses a recording of colleagues talking
about their favourite rooms in class the next day.
A
B
C

64

to encourage visualisation
to provide practice of lexis in context
to personalise an activity

to review spellingto check understanding of meaning
to review false friends

Following a lesson focusing on the topic of different places, the teacher brings in holiday
brochures. The learners choose a place they want to visit and say why they like it.
ABC

to develop scan reading skills
to focus on text structure
to make an activity feel authentic

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66

Following a lesson focusing on pronunciation, the teacher uses a game in which learners
work in teams and match phonemic symbols with pictures.
A
B
C

to provide practice of contrastive stressto include interaction in the lesson
to focus on specific sounds

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For questions 67 – 73, match activities in a lesson using a song with the main aims listed A – H.
Mark the correct letter (A – H) on your answer sheet.
There is one extra option which you do not need to use.

Aims
A

to focus on similar-sounding words

B

to practise intensive listening through dictationC

to practise understanding gistDto prepare students for the lexical content of the songE

to raise interest in the topic and allow students to state personal preferencesF

to use the song to present new grammarG

to use the song to lead to freer discussionH

to use the song for controlled oral practice

Activities
67

Before listening, students complete a questionnaire about musical tastes and compare
their answers with a partner.

68

Students use dictionaries to research the meanings of idioms before they listen to the
song.

69

Students listen to the complete song and order a set of pictures relating to the story thesong tells.

70

Students listen and identify the rhyming words that are at the end of lines.

71

Students listen to the song line by line and write exactly what they hear.

72

Students practise saying (not singing) lines of the songs, keeping the same rhythm andpace as the singer had.

73

In groups, students prepare ideas for a video of the song to present to the rest of the class.

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For questions 74 – 80, match the teachers’ problems with their coursebooks with the suggested
solutions listed A – H.
Mark the correct letter (A – H) on your answer sheet.
There is one extra option which you do not need to use.

Suggested solutionsA

Use class time for things like presentation, oral practice and learning strategies and set
as much of the written work for homework as you can.

B

Can any of the topic areas be exploited for ranking or role-play activities?

C

You could try reading some of the texts aloud and get other teachers or L2 speakers torecord the dialogues with you.

D

Help students to read more efficiently by identifying topic sentences and using headings.

E

Show your students how to make mind maps after each lesson.

F

Put a large phonemic chart that you can refer to on the classroom wall.

G

Set up situations in which a structure is used naturally so that the form and the meaning
is clear from your model sentences.

H

Encourage interest in graded readers and researching topics on the internet.
Teachers’ problems with their coursebooks

74

My school can’t afford the CDs that go with the book.

75

There are no written summaries of the new lexis that’s been presented.

76

There are lots of comprehension exercises but that isn’t helping my students’ oral skills.

77

I can’t imagine how I’m going to get through everything in the book by the end of the term
but my head teacher says we must.

78

My students like having the opportunity to read longer texts but the ones in the book arereally boring and unnatural.

79

The texts in the coursebooks are really long and the students often take a long time tocomplete them.

80

My students don’t like having to learn grammatical terms and rules for new language. Whatshould I do?

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