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©UCLES 2007 EMC/4877/7Y11
Teaching Knowledge Test
Module 3
Past Examination Paper
2007
PV4
© UCLES 2006
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Candidate
写新闻报道的作文Centre Number Number Candidate Name
私人秘书UNIVERSITY OF CAMBRIDGE ESOL EXAMINATIONS
English for Speakers of Other Languages
TEACHING KNOWLEDGE TEST
003
MODULE 3
Version 07
Managing the teaching and learning process 1 hour 20 minutes
Additional materials: Answer sheets Soft clean erar
Soft pencil (type B or HB is recommended)
TIME 1 hour 20 minutes
ait
vestigeINSTRUCTIONS TO CANDIDATES
Write your name, Centre number and candidate number in the spaces at the top of this page. Write the 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 parate answer sheet . U a pencil.
beautifulpeopleYou 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 12 printed pages.
For questions 1-8, match the examples of teachers’ classroom language with their purpos listed A-I.
Mark the correct letter (A-I) on your answer sheet.
There is one extra option which you do not need to u.
Purpos
A giving feedback
B eliciting language
C organising a mingling activity
D asking for clarification
E drilling
F tting up pairwork
G managing a jigsaw task
H dictating
I concept checking
时态
Teachers’ classroom language
1 It’s a person who checks your ticket on the train. Does anyone know the name of this job?
2 Listen and repeat after me: I always eat eggs for breakfast.kele
3 Look at this ntence: I’ve just broken my computer. Did I break the computer a long time
ago, or a short time ago?
4 Good, Marek. You ud the new vocabulary very well.
5 This part of the class, read ction A, and this part, read ction B, and the rest of you,
read ction C.
6 Listen and write what you hear: Last summer I went camping for the first time.
7 Stand up and ask your questions to as many people as you can in five minutes.
8 Sorry Maria, I don’t understand. Did you come to school by train or bus?
For questions 9-16, match the teacher’s instructions to an elementary class with the teacher trainer’s comments listed A-I.
Mark the correct letter (A-I) on your answer sheet.
There is one extra option which you do not need to u.
Teacher’s instructions
9 Compare your answers with what the others have written down. Oh, first you should get into
groups.
10 Today, we’re going to learn some functional exponents – they’re on the syllabus.
11 Can’t you get it right, just for a change? Come on, you two!
12 Write the essay tonight and hand it in tomorrow, plea.
13 Now we’re going to move onto the role-play on page 7. Read the instructions and start
when you’re ready. OK, off you go!
14 Can anybody tell me the answer to number 1?
15 Right, could you all turn to page 72. Or is it 62? Wait a minute, I’ll just look… It’s 52. Sorry.
16 Sorry, no more time for questions. We need to move on. We’ve got a lot to get through this
morning.
Teacher trainer’s comments
A I don’t think you’ve allowed them enough time –check that they don’t have any other homework
to do.
B You need to think before you speak, and decide on the order you want the class to do things in.
C Don’t be in such a hurry to start new work –it’s more important for students to understand what
they’ve done so far.
D Check references in your lesson plan in advance, not while you’re giving the instructions.
E Try to avoid repeating yourlf –it doesn’t necessarily make students understand instructions
any better.
F It’s better to nominate a particular student, rather than asking the whole class, in order to give the
yielded
weaker ones a chance.
G Your students won’t understand such technical language – it would be better to paraphra it.
H You shouldn’t really speak to students like that – it sounds rude.
I Always check students have understood your instructions. A demonstration of the activity is also
qp是什么意思a good idea.
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