THE TEACHING

KNOWLEDGE TEST.
Name: ____________________________________________. Date: _________.
Score: _____________________. Grade: ______________________________.

A)For questions 1-5, match the example language with the grammatical
terms listed A-F. There is one extra option you do not need to use.

Example Language. Grammatical Terms.

1.- my, your, our. A) Subject pronouns.

2.- that, which, who. B) Possessive adjectives.
3.- we, you, she. C) Prepositions of movement.
4.- during, after, until. D) Relative pronouns.
5.- through, along, towards. E) Prepositions of time
F) Interrogative pronouns.

B) For questions 6-10, choose the best option to complete each statement
about the uses of grammatical structures.

6.- We use superlative forms of adjectives to

A) describe equal things or people.
B) Show differences between groups of things or people.
C) Compare things or people to a whole group they are part of.

7.- We can use will to express

A) obligation in the future.
B) decisions about the future.
C) fixed plans.

8.- We use the passive to

A) say what happens to the subject of the sentence.
B) show that the verb is not important.
C) Focus on the object of the verb.

9.- We use tag questions to

A) show surprise.
B) check that something is true.
C) Express obligation.

Designed and Adapted by: B.A. in English. TKT. Miguel Angel Cervantes Palacios.
10.- We use conjunctions to
 A) link words or sentences.
B) make topic sentences.
C) make adjectives stronger.

C) For questions 11-16, match the examples of words with the lexical
categories listed A-G. There is one extra option you do not need to use.

Examples of words. Lexical Categories.

11.- trees, flowers, grass. A) idioms.

B) Suffixes.
12.- two, too; blue, blew; pair, pear. C) Synonyms.
D) Lexical set.
13.-down in the mouth, E) Prefixes.
green fingers, F) Homophones.
a pain in the neck. G) Phrasal verbs.

14.- take off, give in, get out.

15.- calmly, nationally, childhood.

16.- lucky, fortunate,

sad, miserable,
awful, terrible.

D) For questions 17-24, look at the following questions about phonology

and the possible answers. Choose the correct option A, B or C.

17.- Which is the correct phonemic script for weekend?.

A) /wi:kend/
B) /wIkend/
C) /ji:kend/

18.- Which option shows the correct word stress for telephone?.
A) teLEphone.
B) TELephone.
C) TelePHONE.

19.- What is a phoneme?.

A) The smallest sound.
B) The smallest sound that has meaning.
C) A symbol representing a sound.

Designed and Adapted by: B.A. in English. TKT. Miguel Angel Cervantes Palacios.
20.- What meaning does the main stress on John give to this
 sentence?.
I gave the book to John.
A) I was the person who gave John the book.
B) I only gave a book to John, nothing else.
C) John was the person I gave the book to.

21.- Which of the following ends with a consonant?.

A) Banana.
B) Carrot.
C) Potato.

22.- What is a contraction?.

A) A shortened form of a word.
B) Two words made into one.
C) The first letters of several words.

23.- Which of these words is stressed on the first syllable?.

A) re°stricted.
B) °paragraph.
C) substi°tution.

24.- In which of these words is the first letter a voiced sound?.

A) table.
B) Forget.
C) Dark.

Designed and Adapted by: B.A. in English. TKT. Miguel Angel Cervantes Palacios.
D) For questions 25-29 match the speaker´s words with the speaking
 subskills that he is talking about listed A-F. There is one extra option
which you do not need to use.

Subskills.

A) Connecting your ideas.

B) Interacting.
C) Pronouncing accurately.
D) Using language accurately.
E) Speaking fluently.
F) Using language appropriately.

25.- Sometimes I hesitate a lot or speak extremely slowly.

26.- I always try to make eye contact with people when I speak to them.
27.- You often need to use polite language when you meet people in informal
situations.
28.- I was so tired that I made lots of mistakes in my grammar.
29.- It´s quite difficult to speak with the right accent, so they often don´t
understand me.

F) For questions 30-34 match the descriptions with the reading and writing
subskills listed A-F. There is one extra option which you do not need to
use.

Subskills.

A) Extensive reading.
B) Handwriting.
C) Scanning.
D) Editing.
E) Skimming.
F) Planning.

30.- You read things really quickly –just to find specific information.
31.- Before you write long texts, like essays, you work out which order to
present your ideas in.
32.- You go through some parts of long texts slowly and carefully and through
others quickly.
33.- You need to learn to shape your letter correctly.
34.- You often need to read what you´ve written and change it to make it
easier to understand.

Designed and Adapted by: B.A. in English. TKT. Miguel Angel Cervantes Palacios.
G) For questions 35-39 match the teacher´s decisions with the
 considerations about learning listed A-C.

Considerations about learning.

A) The role of errors.

B) Motivation.
C) Learning style.

35.- The teacher decides not to correct the learners during a fluency activity.
36.- The teacher decides to sing a song with the class who are disappointed
with their test results.
37.- The teacher decides to let one learner work by himself as he works
better that way.
38.- The teacher decides to read the class a story they all really like.
39.- The teacher encourages learners to ask for clarification when they
don´t understand one another.

H) For questions 40-44 choose the best option to complete each statement
about language learning.

40.- Interlanguage is
A) A language only learners use.
B) A language like English.
C) A language just used by children.

41.- L1 learners process language

A) After they fully realize what it means.
B) Until they can use it correctly and appropriately.
C) Because they try to avoid making mistakes.

42.- When L2 learners overgeneralise new language they

A) Need to be corrected quickly.
B) Are experimenting with language.
C) Are not paying attention to grammar.

43.- Developmental errors

A) Cannot be avoided.
B) Block the language learning process.
C) Help learners understand correct grammar.

Designed and Adapted by: B.A. in English. TKT. Miguel Angel Cervantes Palacios.
44.- Both L1 and L2 learners
 A) Make errors due to interference.
B) Focus frequently on the form of language.
C) Pick up language from their surroundings.

I) For questions 45-50 look at the following descriptions of assessment

activities and three possible terms for each one. Choose A, B or C.

45.- The learners listen to two classmates carrying out a role-play and then
give them feedback on their performance.
A) A subjective test.
B) Teacher assessment.
C) Peer assessment.

46.- The teacher monitors two learners in her class carrying out a role play.
She takes notes on their performance.
A) A placement test.
B) Informal assessment.
C) A diagnostic test.

47.- At the end of term the learners look at their written work, select some of
it and put it in a folder for the teacher to grade.
A) File formative assessment.
B) A progress test.
C) A portfolio.

48.- The learners do a gap-filling exercise for which there is only one answer
for each gap.
A) An achievement test.
B) An objective test.
C) Continuous assessment.

49.- The learners answer questions guiding them to assess and grade their
own compositions.
A) An oral test.
B) Formal assessment.
C) Self-assessment.

50.- The learners do a test top see how good they are at English in general.
A) A progress test.
B) A cloze test.
C) A proficiency test.

Designed and Adapted by: B.A. in English. TKT. Miguel Angel Cervantes Palacios.
J) For questions 51-55, match the teacher´s words with the purposes of
 the presentation activities listed A-F. There is one extra option which
you do not need to use.

Purposes of the presentation activities.

A) Setting the context.

B) Concept checking.
C) Explaining meaning.
D) Focusing on pronunciation.
E) Using aids to convey meaning.
F) Drilling.

51.- Can you give me another word with the same meaning?.
52.- Listen. The stress is on the fourth syllable: “accommoDAtion”.
53.- We use it to clean out teeh.
54.- Today we´re going to talk about inventions.
55.- Look, here´s a picture of one.

K) For questions 56-61, match the classroom activities with their main
teaching purposes listed A-G. There is one extra option which you do
not need to use.

Classroom Activities. Teaching Purposes.

56.- Helping learners A) Giving controlled practice.

to use dictionaries. B) Developing understanding of
coherence and cohesion.
57.- Class discussion. C) Developing listening skills.
D) Giving fluency practice.
58.- Lead-in. E) Introducing the topic of
a lesson.
59.- Vocabulary quiz. F) Developing learner autonomy.
G) Revising.
60.- Jumbled paragraphs.

61.- Substitution drill.

Designed and Adapted by: B.A. in English. TKT. Miguel Angel Cervantes Palacios.

L) For questions 62-69, match the lesson aims with the learner group
 profiles listed A-I. There is one extra option you do not need to use.

Lesson Aims. Learner Group Profiles.

62.- To practise answering enquiries A) A group of office workers.

on the telephone. B) A class of advanced learners
63.- To practise note-taking skills. who have to take a test of
64.- To provide learners with basic writing.
vocabulary for tourism. C) A large class of mixed-level
65.- To develop strategies for 13 year olds in a secondary
planning and doing timed school.
essays. D) A small group of adults
66.- To practise giving clear planning a holiday in Britain.
explanations and instructions. E) A class of beginners aged
67.- To revise spelling and basic four
sentence patterns. F) A new group of learners
68.- To diagnose learners´ whose level is not known to
language needs. the teacher.
69.- To make connections with G) A group of primary teachers
other preparing for an oral test.
schools subjects. H) An individual learner who has
difficulties with writing in
English.
I) A group of university students
who need English to listen
lectures.

Designed and Adapted by: B.A. in English. TKT. Miguel Angel Cervantes Palacios.
M) For questions 70-79, match the teacher´s notes with the lesson plan
 headings A-E. You need to use some options more than once.

Lesson Plan Headings.

A) Timetable fit.
B) Main or subsidiary aim(s).
C) Personal aims.
D) Assumptions.
E) Procedures.

70.- To practise talking about daily or weekly routines, e.g. in the context of
journeys to school, hobbies, sports activities.
71.- Learners will remember the form of the present simple.
72.- Learners listen to a recording of someone talking about her morning
routine and fill in the information on a diary page.
73.- Learners carry out a class survey.
74.- To try to speak louder.
75.- Put a simple chart on the board to remind learners of differences
between the adverbs.
76.- To use different forms of encouragement when learners give correct
answers.
77.- The first in a sequence of grammar revision lessons.
78.- To revise the present simple, to revise adverbs.
79.- Learners will probably not remember the different meanings of the
adverbs.

N) For questions 80-85, match the instructions with the assessment focuses
listed A, B or C.
Assessment Focuses.

A) Language items.
B) Oral skills.
C) Writing skills.

80.- Share the information with the other members of your group, and
decide which of these people you think should get the job.
81.- Describe your picture to your partner and find out what your pictures
have in common.
82.- Complete each sentence with a word from the box.
83.- Fill in the form with your personal information.
84.- Order these ideas to make a plan for a composition.
85.- Match the words in the left hand column with the definitions.
O) For questions 86-92, put the teacher instructions listed A-G in order. The
 teacher is telling some young learners how to make a sock puppet.

86.- ______________
A) Now, take it off your hand and stick the
87.- ______________ eyes in the right places.
B) Now your puppet is ready to use.
88.- ______________ C) Pick up the sock and put it on your
hand.
89.- ______________ D) Next, stick the nose under the eyes.
E) Put it back on your hand when
90.- ______________ everything’s ready.
F) Then, take a pen and mark where
91.- ______________ you’re going to stick the eyes and nose.
G) Put your sock, your pen, the eyes and
92.- ______________ the nose on your desk.

P) For questions 93-102, match the teaching actions with the teacher roles
listed A-F. You need to use some options more than once.

Teacher Roles.

A) Planner.
B) Parent.
C) Monitor.
D) Diagnostician.
E) Manager.
F) Resource.

93.- The teacher goes round the class in pair work, checking the learners´
speaking.
94.- The teacher prepares a lesson that suits her learners´ learning styles.
95.- The teacher makes sure that the class is well disciplined.
96.- The teacher speaks kindly to a child who id crying.
97.- The teacher answers the questions that learners have about the topic.
98.- The teacher finds out which topics the learners need to learn about.
99.- The teacher tells the learners what the new words mean.
100.- The teacher is able to understand what the learners´ language
problems are.
101.- The teacher makes sure that all the learners are taking part in the
activities.
102.- The teacher decides before the lesson which learners will work in
which groups.
Q) For questions 103-107, look at the following incomplete statements
 about interaction patterns. Two of the options (A-C) in each question are
appropriate ways of completing the statements. One of the options is
NOT appropriate. Mark the option which is NOT appropriate A, B or C.

103.- Pairwork is helpful for

A) Checking accuracy.
B) Practising fluency.
C) Encouraging shy learners.

104.- Whole-class work helps the teacher to

A) Get everyone´s attention.
B) Decide who will answer.
C) Train learners to help one another.

105.- Group work gives learners the opportunity to

A) Learn from one another.
B) Get clear guidance.
C) Practise their skills.

106.- Mingling activities allow learners to

A) Get individual help form the teacher.
B) Relax when speaking.
C) Have a change of pace.

107.- Individual work allows learners to

A) Practise their fluency.
B) Have time to think.
C) Work at their own speed.

Designed and Adapted by: B.A. in English. TKT. Miguel Angel Cervantes Palacios.
R) For questions 108-112, match the classroom management problems with
 the possible planning solutions listed A-F. There is one extra option which
you do not need to use.

Classroom Possible Planning Solutions.

Management Problems.

108.- Some learners start walking A) Organise groups so that learners

around the class, pointing who work well together are in the
and laughing at each same group.
other´s work. B) Plan how to make feedback
interesting.
109.- Eight-year-old learners are C) Make sure learners understand
working in pairs, doing role the rules of behaviour in the
plays of job interviews. classroom.
They are having problems with D) Plan extra activities for different
thinking of what to ask and abilities in the class.
answer. E) Use routines to set up activities.
F) Plan an activity which is more
110.- A class of 30 learners has just suitable for the learners´ needs.
done a listening activity.
As the teacher is checking the
answers of every learner in the
class in turn, the learners are
getting bored.

111.- Some adult learners are

having a discussion.
But one is very quiet while
the others talk a lot.

112.- The learners are doing a ten

minute individuals reading
task.
Some learners finish after six
minutes, other learners take
15 minutes.

Designed and Adapted by: B.A. in English. TKT. Miguel Angel Cervantes Palacios.
S) For questions 113-117, match the terms with the comments on their uses
 for classroom management listed A-F. There is one extra option which
you do not need to use.

Terms. Comments.

113.- Rules and routines. A) Provide different ways that

teachers and learners can work
114.- Interaction patterns. together.
B) Are useful when the coursebook
115.- Positive learning atmospheres. is not suitable for the learners.
C) Mean that learners know what is
116.- Balance and variety expected of them in class.
of approaches. D) Encourage learners to work
autonomously.
117.- Supplementary materials. E) Mean that there is something to
suit every learner.
F) Help make learners feel
confident.

T) Answer these questions in your own words. Use a separate sheet of

paper.

118.- Compare and contrast the humanistic approaches and

communicative approaches.

119.- What is the difference between a method and an approach?.

120.- Describe the communicative approach.

121.- Compare and contrast PPP vs. TBT lesson planning.

122.- What is the difference between inductive grammar and deductive

grammar?.

123.- Write up a lesson plan in which you teach the use of causative have
in active and passive voice.

Designed and Adapted by: B.A. in English. TKT. Miguel Angel Cervantes Palacios.