2005

2006 MODULE 2
2015 PAST PAPERS
WITH ANSWER KEY

COMPILED BY
 Candidate
Centre Number Number

Candidate Name

UNIVERSITY OF CAMBRIDGE ESOL EXAMINATIONS

English for Speakers of Other Languages
TEACHING KNOWLEDGE TEST 002
MODULE 2 Version 07
Lesson planning and use of resources for language teaching 1 hour 20 minutes

Additional materials:
Answer sheets
Soft clean eraser
Soft pencil (type B or HB is recommended)

TIME 1 hour 20 minutes

INSTRUCTIONS TO CANDIDATES
Write your name, Centre number and candidate number in the spaces at the top of this page.
Write these details on your answer sheet if they are not already printed.
Do not open this booklet until you are told to do so.
There are eighty questions in this paper.
Answer all questions.
Mark your answers on the separate answer sheet. Use a pencil.
You may write on the question paper, but you must mark your answers in pencil on the answer
sheet. You will have no extra time for this, so you must finish in one hour and twenty minutes.
At the end of the test, hand in both the question paper and the answer sheet.

INFORMATION FOR CANDIDATES

Each question in this paper carries one mark.

This question paper consists of 15 printed pages and 1 blank page.

PV5
© UCLES 2006 [Turn over
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For questions 1-6, match the textbook rubrics with the lesson aims listed A, B or C.

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

Lesson aims

A developing pronunciation skills

B developing reading skills

C developing vocabulary

Textbook rubrics

1 Choose the best summary of each paragraph.

2 Listen and group the words according to whether they have two, three or four syllables.
Practise saying them in pairs.

3 Complete this chart with the correct prefixes or suffixes.

4 Indicate on the map the way that Kate went, according to the information given.

5 Read and listen to the dialogue and underline the weak forms.

6 Circle the noun in each set which does not collocate with have.
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For questions 7-15, match the information from a lesson plan with the lesson plan headings
listed A-E.

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

You need to use some options more than once.

Lesson plan headings

A Lesson aim(s)

B Anticipated problem(s)

C Procedure and interaction

D Aids and resources

E Personal aim(s) of teacher

Information from a lesson plan

7 Stronger students may dominate in pairwork.

8 Remember to use gestures to encourage self-correction whenever possible.

9 Develop dictionary skills.

10 Students use dictionaries individually to check the meaning of vocabulary.

11 Students have difficulty with phonemic transcriptions.

12 Dictionary on CD-Rom.

13 Raise students’ awareness of learning strategies.

14 Students complete the task in groups.

15 Students, in pairs, match phonemic transcriptions to the correct spellings of vocabulary.

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For questions 16-22, look at the stages of an integrated skills lesson, each of which has three
possible main aims listed A, B or C.

Two of the aims for each stage are appropriate. One of the aims is NOT appropriate.

Mark the aim (A, B or C) which is NOT appropriate on your answer sheet.

Stages Main aims

16 Lead-in

• The teacher shows the students some

photographs of a famous singer and elicits
what they know about him. To help students

A have a purpose for reading.

• The teacher asks the students what they
can guess about the singer from the photos B learn new grammar items.
and title of an article.
C develop prediction skills.
• The students decide whether written
statements about the singer could be true
or false.

17 Reading 1

To encourage students to
• The students quickly read an article about
the singer to find out whether their answers A infer the writer’s attitude.
to the true/false questions were correct.
B scan.
• They compare their answers in pairs.
C only read necessary information.

18 Reading 2

• The students underline the topic sentence

of each paragraph. To give students practice in

• The students are given a jumbled list of A identifying the main points of a text.
paragraph headings.
B reading extensively.
• The students match the headings to the
C understanding how texts develop.
topic sentences in the article.
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19 Vocabulary development

For students to
• The students read definitions of some
phrases from the text. A learn new expressions.

• The students find phrases in the text which B practise deducing meaning from
match the definitions. context.

• The students compare their answers in C develop oral fluency skills.

pairs.

20 Language focus

To give students an opportunity to

• The teacher elicits typical language used in
a biography, such as past forms and A develop writing skills.
adverbs of time.
B revise language.
• The students underline examples of past
forms and adverbs of time in the text. C prepare for the writing stage.

21 Writing

• The students use the library or a computer To encourage students to

to find out information about a famous
person of their choice. A focus on the layout of a text.

B practise the language they have

• The students write a text about this learned.
person’s life, including past forms and
adverbs of time. C develop independent learning skills.

• The students look at each other’s work and

correct it.

22 Class mingle

• The students put their texts up on the

classroom wall. They do not say who the For students to practise
famous person is.
A reading skills.
• The students look at everyone’s texts to
B oral communication skills.
identify who the people are.
C editing skills.
• The students mingle and ask each other
‘yes/no’ questions about the people in the
texts they cannot identify. (Example: Is he
still alive?)

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For questions 23-29, put the stages of a writing skills lesson plan in order.

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

The first stage (A) is done for you. You do not need to use option A again.

A The teacher gives the students a short newspaper article about a

swimming pool in their town that may close down and tells them they
0 ...A... are going to write a letter to the newspaper to ask for the pool to stay
open.

23 ... ... B Students choose the six best reasons and the teacher writes these on
the board.

24 ... ...
C Groups check each other’s letters for grammar and spelling errors and
correct these.

25 ... ...
D The teacher asks students in groups to brainstorm reasons for keeping
the swimming pool open.

26 ... ...
E The teacher asks the students in their groups to write a draft letter
using three of the reasons from the written list.
27 ... ...
F The teacher collects all the letters to send to the editor of the
newspaper.
28 ... ...

G Groups tell the whole class their list of reasons.

29 ... ...
H Groups write an improved draft of their letter.
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For questions 30-35, match the example assessment items with their grammatical focus 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.

Grammatical focus

A superlatives

B past simple

C present continuous

D gerunds and infinitives

E present simple passive

F second conditional

G relative pronouns

Example assessment items

30 Complete the sentences with the correct word(s).

I .......... there for six years before moving to Budapest.

31 Complete the descriptions with who or which.

This is a kind of cheese .......... is made from goat’s milk not cow’s milk.

32 Rewrite the sentences using the correct form of the verbs in brackets.
Where (you/fly) if (you/be) a bird?

33 Complete the sentences with the correct form of the verbs in brackets.
Coffee (grow) in Brazil. It (export) to many countries in the world.

34 Complete the sentences with ... +ing or to + ... .

I decided (send) a letter to my friend.

35 Complete the sentences with an appropriate adjective.

Shanghai is the .......... city in the world.

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For questions 36-40, look at the syllabus areas which a teacher wants to test and three possible
testing methods.

Two of the methods are suitable for testing the syllabus areas. One of the testing methods is NOT
suitable.

Mark the method (A, B or C) which is NOT suitable on your answer sheet.

36 spelling of everyday words connected with food and cooking

A The teacher dictates 25 words from a recipe.

B Students, in pairs, discuss differences between two pictures of kitchens.
C Students find mistakes in a restaurant’s menu.

37 knowing the correct word stress for the names of different countries

A Students underline the appropriate syllable(s) in country names.

B Students look at three different patterns and categorise each country name under the
correct pattern.
C Students write country names in the right position on a map of the world.

38 correctly using regular and irregular past simple forms

A Students tell their partner a story about what they did last summer.
B Students write an essay about their hopes and plans.
C Students do a gap-fill task about a bank robbery in which all the verbs are missing.

39 taking part in simple shopping conversations

A Students read a text about new supermarkets in Britain.

B Students do a role-play about buying new shoes.
C Students record themselves performing a dialogue in a department store.

40 narrating events in writing

A Students write an email to a friend about something funny that happened to them recently.
B Students write a business letter to order a product.
C Students write a story based on a sequence of pictures.
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For questions 41-47, choose which book listed A-H could help a teacher who is interested in the
topics below.

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

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

Books

Title Author Publisher

A Poem into Poem Maley, A & Moulding, S CUP

B Using Readers in Language Teaching Hedge, T Macmillan

C Learning to Learn English Ellis, R & Sinclair, B CUP

D Learner English Swan, M & Smith, B CUP

E English Phonetics and Phonology Roach, P CUP

F Visuals for the Language Classroom Wright, A & Haleem, S Longman

G Mixed Ability Classes Prodromou, L Macmillan

H Keep Talking Klippel, F CUP

Teacher’s interests

41 developing fluency skills

42 exploiting a class library

43 helping students to become independent learners

44 teaching intonation

45 finding ways of teaching students at different levels

46 focusing on creative writing

47 using pictures to present language

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For questions 48-55, read the dictionary entry. Match the extracts from the dictionary entry with the
information they provide 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.

Dictionary entry

scowl 1 / ska¨l / v [I] to look at someone in an angry way; frown: Patrick scowled, but
did as he was told. [ + at ] Mum scowled at him and refused to say anything.
scowl 2 n [C] an angry or disapproving expression on someone’s face; frown: She
looked at me with a scowl on her face.

Adapted from: Longman Dictionary of Contemporary English. Longman, 2003

Extracts Information

48 [ + at ] A headword

49 n B definition

C register
50 to look at someone in an angry way

D synonym
51 scowl

E plural form is possible

52 She looked at me with a scowl on her face.

F verb form has no object

53 [C]
G part of speech

54 frown H dependent preposition

55 [I] I example sentence

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For questions 56-61, match the examples of unit content with the unit headings from a book on
teaching 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.

Examples of unit content Unit headings

56 forming and joining letters A Planning a lesson

B Using the blackboard

57 developing students’ interactive strategies

C Teaching handwriting
58 aims and stages

D Reading activities

59 providing a clear written record for students

E Role-play

60 features of connected speech

F Teaching pronunciation

61 getting students to predict content G Testing

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For questions 62-67, match the ways a teacher can adapt a written text with the teaching purposes
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.

Teaching purposes

A to focus on linking words and phrases

B to raise learners’ awareness of register

C to make the text more accessible to weaker learners

D to generate interest in the topic covered by the text

E to highlight particular grammatical patterns

F to develop learners’ proofreading skills

G to work out meaning from surrounding context

Ways a teacher can adapt a written text

62 removing from the text all the verbs which follow prepositions

63 replacing nouns with nonsense words and asking learners to provide the original words

64 putting some spelling mistakes into the text

65 shortening the text and paraphrasing parts of it

66 re-writing the text in an informal style and asking learners to compare it with the original

67 jumbling the paragraphs and asking learners to re-order them correctly

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For questions 68-73, match the student activities with the learning aids 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.

Learning aids

A overhead transparencies

B workbooks

C authentic printed materials

D flashcards

E video clips

F role-cards

G bilingual dictionaries

Student activities

68 Students, in groups, look at leaflets and brochures to get ideas on content and language
for a formal writing task.

69 The whole class does a task to develop the skill of listening for detail.

70 Students act out conversations as doctors and patients.

71 Students complete extra grammar practice activities at home.

72 During formal presentations at the front of the class, students display the results of
information they have collected.

73 Students are prompted by the teacher to call out the names of objects one after the other.

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For questions 74-80, look at the supplementary materials for elementary learners and the three
possible ideas for exploiting them.

Two of the ideas are appropriate in each situation. One of the ideas is NOT appropriate.

Mark the idea (A, B or C) which is NOT appropriate on your answer sheet.

74 The material would be useful for practising

A present simple questions.

B prepositions of time.
C reported speech.

75 The activity would probably work well with

A teenagers.
B young children.
C young adults.

76 The context would revise the vocabulary of

A places in town.
B free time activities.
C train travel.

77 The material would be suitable for practising

A requesting.
B making plans.
C giving permission.

78 The material would give practice in

A reading for gist.

B reading for specific information.
C reading for detail.

79 The activity would require the following interaction patterns:

A pairwork
B class mingle
C individual work

80 Useful pre-teaching for this task could include

A telling the time.

B giving directions.
C expressing ability.
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From: Elementary Communication Games by Andrew Wright, Charles and Jill Hadfield.
Longman, 1987
 16

BLANK PAGE
TKT Module 2 Answer Key

Question Answer Question Answer

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

Lesson planning and use of resources for language teaching

SAMPLE PAPER 4

Time 1 hour 20 minutes

INSTRUCTIONS TO CANDIDATES
Do not open this question paper until you are told to do so.
Write your name, centre number and candidate number 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 CANDIDATES

There are 80 questions in this paper.
Each question carries one mark.

PV5
© UCLES 2015
 2

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 focuses

A cohesive devices

B lexical range

C accurate letter formation

D register

E narrative skills

F dialogue writing

G summarising

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 list
of 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 aims

A to organise ideas for a narrative

B to ensure the learners have complete understanding of the text

C to give proofreading practice

D to check past tense forms

E to give free practice of past tense and sequencing words

F to give practice in reading for gist

G to set the topic and activate vocabulary

H 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 the
things 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.

9 The 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 most
memorable day.

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For questions 14 – 20, read the seven stages of an integrated skills lesson and complete each
statement 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 power

argument embarrass fight jealousy tease

Stage 2
What problems can teenagers face because of parents? Other people at school? Brothers and
sisters? Friends?

Stage 3
Look at the title and subtitle of the article you are going to read about a service for teenagers. What
do 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 to

A introduce key themes for the unit.

B present a set of proper nouns.
C review structures from a previous unit.

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15 The main aim of Stage 2 is to

A remind learners of structures they will need for the activity.

B assess learners’ own experiences.
C stimulate learners’ interest in the topic.

16 The main aim of Stage 3 is to

A focus on the layout of a text.

B practise the language of giving opinions.
C predict the content of a text.

17 The main aim of Stage 4 is to

A practise strategies for dealing with unfamiliar words.

B assess vocabulary knowledge.
C focus on a lexical set.

18 The main aim of Stage 5 is to

A encourage peer correction.

B bring learners’ attention to useful new words in the text.
C practise using new words from the text.

19 The main aim of Stage 6 is to

A highlight some unusual structural patterns.

B introduce a new grammar point.
C focus on grammar in context.

20 The main aim of Stage 7 is to

A focus on accuracy.
B personalise target language.
C check comprehension.

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For questions 21 – 27, match the information from a lesson plan on the past simple with the lesson
plan 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 headings

A 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 assessment

A use of proofreading skills

B ability to read intensively

C knowledge of layout of a written text

D ability to write fluently

E awareness of register of a text

F use of turn-taking skills

G ability to infer attitude from a text

H knowledge 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 from
pairs 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) and
fill 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 the
statements are true or false.

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

C Learners check their answers with their partner. Then the teacher conducts whole class
feedback 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 are
connected with cities.

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Stages of a listening lesson

♦ The teacher writes trees, businessman, cars, houses, fields, farmer, office, etc. on the
board.

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 pictures
using the words they have learned.

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

♦ Learners look at four short descriptions of places and decide which two texts match the
pictures 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 them
from 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.

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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 purposes

A to help students consider the meaning of words very closely

B to help students understand how a dictionary identifies parts of speech

C to help students notice how a dictionary shows stronger syllables in a word

D to help students search for idioms successfully

E to help students notice compound words

F to help students understand how a dictionary shows verb patterns

G to help students check for correct vowel sounds

H to help students focus on register

Dictionary tasks

41 The teacher gave students feedback on their homework, referring them to the dictionary to
correct 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’re
pulling 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 (do sport) last
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 /φλδ/, river /ρι⊃ϖ±⊃/, peach /πτ♣/, by asking them to look the words up.

46 The teacher asked students to look up adjectives which are often confused, e.g. lonely and
alone; 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.

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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 given

B this word must be followed by an object

C the headword is classified in the same entry under different parts of speech

D all meanings are given

E a common error is included

F only used in formal written language

G this word cannot be used in the plural

Dictionary extracts

48 jet verb [T]

49 jet-lag noun {U} the feeling of being tired because you have travelled on a plane across
parts 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 4 list of concert events
2 proposal for law 5 bird’s beak
3 paper money

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

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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; perfect
words often end in –ic, -ive, -ed, -ful, -able, -al, -ish, -less, -like, -y

Adjectives of evaluation: sizeageshapecolourparticiplenoun-derived

Opinion adjectives usually go before fact adjectives, as in
this 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 usually
categorised as an adverb.’ (Downing and Locke, 1992)

Adapted from Scott Thornbury, About Language. Tasks for Teachers of English, 1997,
© Cambridge University Press, 1997

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Extracts Information

54 rude; straight; angry; quiet; slow; serious; perfect

A shows the usual word order

55 –ic, -ive, -ed, -ful, -able, -al, -ish, -less, -like, -y

B gives different examples of the same part
of speech

56 Adjectives of evaluation:
sizeageshapecolourparticiplenoun- C refers to another part of the book
derived

57 Comparatives
He looks more younger than he really is. D gives an example that does not follow the
He was younger and more polite. rule

58 Words like our and your are sometimes called E shows the appropriate register
possessive adjectives and sometimes
possessive determiners (see Unit 11).

59 Adverbs F refers to a previously published book

most commonly formed from adjective +ly:
loudly; carefully; badly; quickly; cleverly; softly;
nervously
Note: Some adverbs and adjectives share the G gives examples of suffixes
same form: hard>hard

60 ‘The adverb is an extremely broad word class. H gives guidance on correct and incorrect
Almost any word that is not easily categorised forms of language
as a noun, an adjective, a verb, a determiner, a
preposition or conjunction, is usually
categorised as an adverb.’ (Downing and
Locke, 1992)

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For questions 61 – 66, look at the ways of using supplementary material and the three reasons for
each 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 to encourage visualisation
B to provide practice of lexis in context
C to personalise an activity

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 to give practice in using topic sentences

B to give practice in summarising
C to give practice in extensive reading

63 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 to develop gist listening

B to consolidate vocabulary
C to introduce prepositions

64 Following a lesson focusing on clothes, the learners do a crossword using the previously-
taught vocabulary.

A to review spelling
B to check understanding of meaning
C to review false friends

65 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.

A to develop scan reading skills

B to focus on text structure
C 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 to provide practice of contrastive stress

B to include interaction in the lesson
C 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 dictation

C to practise understanding gist

D to prepare students for the lexical content of the song

E to raise interest in the topic and allow students to state personal preferences

F to use the song to present new grammar

G to use the song to lead to freer discussion

H 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 the
song 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 and
pace 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 solutions

A 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 to
record 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 are
really boring and unnatural.

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

80 My students don’t like having to learn grammatical terms and rules for new language. What
should I do?
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 Answer Key: Module 2
Sample Paper 4
Order Key Order Key
1 G 41 B
2 C 42 H
3 A 43 D
4 B 44 F
5 E 45 G
6 D 46 A
7 G 47 C
8 F 48 B
9 B 49 G
10 D 50 C
11 H 51 A
12 A 52 D
13 E 53 E
14 A 54 B
15 C 55 G
16 C 56 A
17 A 57 H
18 B 58 C
19 C 59 D
20 A 60 F
21 C 61 A
22 B 62 A
23 D 63 C
24 B 64 C
25 C 65 B
26 B 66 A
27 A 67 E
28 B 68 D
29 E 69 C
30 G 70 A
31 C 71 B
32 A 72 H
33 F 73 G
34 H 74 C
35 F 75 E
36 C 76 B
37 D 77 A
38 A 78 H
39 B 79 D
40 E 80 G