270314-tkt-yl-sample-test


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Candidate Name



UNIVERSITY OF CAMBRIDGE ESOL EXAMINATIONS


English for Speakers of Other Languages


TEACHING KNOWLEDGE TEST


YOUNG LEARNERS

1 hour 20 minutes
Additional material:


PV7
UCLES 2010 TKT: Young Learners
For questions
, match the teachers comments on her approach to learning with the young
learner needs and characteristics listed

Young learners like to have:
routines in the classroom
personalised feedback on their language
opportunities to respond to and use language creatively
chance to have fun as a whole class
help with underlying language patterns
physical movement/activity

Theyre often sleepy in the afternoons so we generally do some group project work where
They worry about their spelling so, each week, we choose a vowel sound and brainstorm
all the words we can think of. Then we look at how theyre spelt and categorise them.
One of the things my pupils like most is to learn a chant and then try to say it faster and
faster but still keep in time. That parts really hard!
At the start of the lesson, two pupils give out the books and another writes the date on the
We often do visualisations. They close their eyes and I ask them questions about a story:
whos in it? where are they? what happens? Then they draw a picture and write a few
sentences about it.
For questions
, match the teachers instructions with the main cognitive strategies they are
helping to develop listed

categorising

Look at the monsters in these pictures. Which ones naughty? How do you know?

Cut out the five pictures of food. Stick your favourite one here at the top and write the
name under it. Then put your next favourite one under it, and so on.
Listen to these peoples voices. Which person sounds happy?
On this paper youve got two circles. In this circle, draw two things you only wear in winter
and in the other, circle two things you only wear in summer.

oe and a z
oo. Listen to this word and tell me
which picture to write it under. Now listen to these words.
Here are pictures of 10 things to take on holiday. In pairs, choose the five most important
For questions
, match the teachers notes on a vocabulary lesson plan from a resource book
with the lesson plan headings listed

Assumptions
Assessment evidence
Interaction patterns
Personal teaching aim

Teacher comments
Vocabulary focus
kitchen, knife, fork, spoon, plate, cup,
One group of children cant read it, so Ill make a



Great! Children could make
Review the topic of vocabulary.

Important, because this game might be new for
Explain the game by example, with
yourself as one player, and three
Game rules
Explain that they must pay attention to remember
Mix the cards, and put the word
cards face down on the table, in four
rows of two, and the pictures face
down on the other side of the table,
also in four rows of two.


Ask a child to turn over a card from
the picture side and to say the word,
and to do the same for a card on the
Ill know if they have lear

If the picture and word cards are the
same object, the child keeps the two
cards. If the picture and word do not
match, the child puts the two cards

The next child continues in the same
I must try to listen to all the pairs this time.

The game is over when all the pictures
For questions
, match the problems teachers have with materials with the ways of













Teachers problems
Ways of adapting the materials



The children were keen to find out more about a new
in a newspaper and although the language was
above their level, I knew they would find it all really
interesting. So I

The coursebook had a recipe for something that isnt
popular among children in our country. I thought it
would be more useful for them to study the language


factory but I wanted the children to read only about
how it is made and not about the history of chocolate

The recording from the coursebook about the
festivals was really interesting. But I wanted the

I wanted my class to draw a Venn diagram of the

The story in the coursebook was written as one long
paragraph in very small print and was hard to read.
personalised the content.
For questions
, choose the best option (
I often use action rhymes with my class because ____________ help the children to
associate words with meanings.
the movements
I find computer games where children put sentences in the right order to make a story can
immediate feedback on their answers
the chance to invent interesting stories
plenty of listening practice
Making origami animals in class is particularly useful for practising ____________.
the words for different animals
Wordsearch puzzles can be a useful way of ____________.
practising reading comprehension
I like making a video of my classes acting out little stories because they ____________.
realise their pronunciation is not very good
want to practise until they can do it really well
can see whose acting skills are particularly good
I find that flashcards are particularly useful for illustrating ____________.
lexical chunks
For questions
, match the teacher classroom language in the examples with the strategies for
scaffolding childrens understanding and language use listed

echo correcting
ignoring error
asking an open question
Child: What does animal mean?
Teacher: Cats and horses are animals.
Child: This Martins pen.
Teacher: OK. Well can you give it back to him, please.
Child: Last Saturday my auntie take me to the cinema.
Teacher: Take?
Child: Sorry. I dont understand.
Teacher: Put your chair like this. Then you cant see Sams picture.
Child: This dinosaur is more big.
Teacher: OK, this dinosaurs bigger.
Child: Whats an insect?
Teacher: Its an animal with six legs.
Child: I cant remember the name of the colour.
Teacher: Pur
Child: Purple.
For questions
, match the examples of what fast finishers do in class with the scaffolding
strategies for challenging them listed

Children check their own work.

Write the name of five objects which are usually red.
Compare their answers to a comprehension task about a story with the answer key at the
back of their coursebook.
Explain in L1 how to do a sequencing task to a group having problems doing the task.
Draw a picture to illustrate the chant they have written.
Proofread their short description of a typical day in their life before they give it to the
the teacher keeps in the classroom.
Answer another childs questions about the meaning of some words in a survey the class
For questions
, match the descriptions of activities with the types of practice activity listed
Types of practice activity

visualisation

Children close their eyes while the teacher removes one of the story sentences from the
board. They open their eyes, then say which one is missing.
The teacher says the sentence I gave her a banana, then shows pictures of e.g. a little
After reading the story, the teacher chooses different children to act it out.
The teacher tells the children they are going to travel in a spaceship to another planet. In
groups, they make a list of things they want to take with them.
Each child has a different version of a picture to their partner. Without looking at each
others picture, they take turns to describe w
hat they see in order to find five differences.
The teacher asks the children a series of questions about an imaginary day out such as,
For questions
, choose the best option (
Brainstorming vocabulary before a task

makes use of childrens own experience and memories of the topic.
helps children deduce meaning from context.
Role-play can provide children with the opportunity to

consolidate language chunks.


using mind maps to record vocabulary.
closing their eyes and listening to the teachers.
looking at pictures in groups.
Total Physical Response activities involve mainly

childrens writing skills.
childrens reading skills.
childrens listening skills.
Problem-solving activities consol
idate childrens language learning by

activating their cognitive skills.
presenting new language.
highlighting the importance of accurate pronunciation.
For questions
, match the teachers comments with the areas of managing the class to support
childrens language learning listed
Mark the correct answer (
Areas of managing a class

checking understanding
correcting language
establishing routines to develop responsible behaviour

Very good try Martha, but remember to change the order of the words to make a question.
Ok, thank you everyone. Are you ready to move on to the next task now?
Where should I put
usually
on our list? Is it nearer to
or to
Yes, I can hear a lot of people who know the right answer but if I dont see any hands up, I
dont know who to ask.
Its a lovely sunny day, so tell me which of these clothes I dont need to wear
gloves, a scarf, a T-shirt.
For questions
To assess their cognitive skills, the teacher asks the children to

answer true/false questions about their favourite types of food.
put pictures of food into two groups: food they like and food they dont like.
sequence the prices of different foods from the cheapest to the most expensive.
To assess their ability to use language creatively, the teacher asks the children to

listen to and perform a jazz chant in pairs.
take part in a role play in pairs.
talk about their last holiday in pairs.
To assess their listening comprehension skills, the teacher asks the children to listen and

mime the words in a song.
follow a text with the words of a song.
answer some questions about a song.
To assess their spelling, the teacher asks the children to look at pictures and

fill in a crossword puzzle using the pictures as clues.
use the words in a substitution drill.
label the items in the space provided.
To assess their ability to review their learning, the teacher asks the children to think about
the lesson and to
decide what things they were good at.
list the words they understood.
say which activities they liked.
To assess their ability to remember language, the teacher asks the children to

fill in the gaps in a text about different types of clothes.
match words relating to clothes to pictures of different clothes.
listen to a song about different clothes.
For questions
, match the examples of teacher feedback with the main focus of the feedback
and

childrens use of learning strategies
childrens use of language
childrens behaviour



Well done! This group, you gave everyone a chance to speak.
Thats interesting: why did you answer the easier story questions first and the harder ones
It was a really good idea to plan your poster before you started to draw it.
Thats right, its a house.
Thanks for tidying up the desks so quickly.
Yes, sure, its fine to use the picture dictionary to find words.
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