Part 1
Questions 1 – 6
For questions 1 – 6, match the statements about verbs with the terms related to types of verbs listed A – G.
There is one extra option which you do not need to use.
Types of verb
Aphrasal
Bimperative
Creporting
Dmodal
Ecompound
Ftransitive
Gauxiliary
Statements about verbs
1
… verbs have to have an object after them.
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2
The … form of the verb is used to give orders or instructions.
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3
The question forms of verbs in the past tense are made by using … verbs before the subject.
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4
… verbs are used in indirect speech to tell someone what was said.
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5
… verbs work together with an adverb or a preposition and usually have an idiomatic meaning.
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6
… verbs are used with other verbs to show ideas such as necessity or possibility.
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Part 2
Questions 7 – 13
For questions 7 – 13, match the uses of grammatical structures with the underlined parts of the example sentences listed A – H.
There is one extra option which you do not need to use.
Example sentences
AThe boss would arrive punctually at nine o’clock and John would arrive at about nine-thirty – I wasn’t surprised John lost his job.
BDespite doing very little work, Rachel passed all her exams with good marks.
CWe set off straight after lunch yesterday to avoid being stuck in traffic.
DMary had to walk to work last week while her car was being fixed.
EIf you drive that fast, you’ll have an accident.
FWhen she was made head of department, she’d only been qualified as a teacher for a year.
GI have a flat in London, but I spend my weekends at a cottage in the country.
HIf I became Managing Director, I wouldn’t stay late at the office.
Use of grammatical structures
7
describes a current routine or habit
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8
indicates a contrast between two parts of a sentence
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9
indicates that the situation is unlikely to happen
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10
describes something that was habitual in the past
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11
indicates that one event took place before another
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12
describes the purpose of an action
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13
indicates a cause and effect relationship between events
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Part 3
Questions 14 – 19
For questions 14 – 19, match the examples in bold with the vocabulary terms listed A – G.
There is one extra option which you do not need to use.
Vocabulary terms
Avarieties of English
Bsynonyms
Copposites
Dhomophones
Ecompounds
Faffixation
Glexical set
Examples
14
That melon has a sweet, sugary flavour.
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15
The staff in the restaurant were unfriendly and disorganised.
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16
She put out the plates, knives, forks and spoons, ready for the party.
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17
I lost my car keys when I was at the post office.
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18
I thought the team played badly, but their manager said they’d played well.
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19
The book I read last week had a lovely red cover.
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Part 4
Questions 20 – 25
For questions 20 – 25, match the underlined parts of the conversation with the functions listed A – G.
There is one extra option which you do not need to use.
Functions
Ashowing that it’s the start of a new topic
Bdeciding on something
Cgiving yourself time to think
Dchecking that the listener is following
Esumming up what has been said
Fsaying you understand what has been said
Gconfirming that what someone says is correct
Conversation
20
Anna: Oh, cayenne pepper? Right. OK, well, you put it into food to make it hot. It’s like very hot pepper.
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21
Anna: Yes, that’s what it’s for. You can use it with vegetables too or in soups.
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22
Richard: I see. Right. That’s useful.
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23
Richard: Now, black pepper. How does that differ from cayenne pepper?
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24
Anna: Well, black pepper isn’t as hot as cayenne pepper so it’s used in most dishes, OK?
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25
Richard: So you use black pepper every day but you can use cayenne pepper when you want a hotter dish.
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Part 5
Questions 26 – 32
For questions 26 – 32, look at the statements about language skills and choose the option (A, B or C) which does NOT complete each statement correctly.
26
Note-taking
Ais useful when listening for specific information.
Bcan involve writing down key words and ideas.
Chelps to develop accuracy in writing.
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27
Proofreading is
Athe final stage in process writing.
Buseful for pronunciation.
Ca way of reducing careless mistakes.
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28
Turn-taking
Ais part of interactive speaking.
Binvolves both listening and speaking.
Cdevelops extensive listening.
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29
Paraphrasing is useful
Ato help you improve your spoken accuracy.
Bif a listener doesn’t understand you.
Cif you don’t know the correct word for something.
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30
Predicting helps
Awriters to organise a written text.
Breaders prepare for reading a text.
Clisteners to use their world knowledge to understand.
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31
Making written work cohesive includes
Athinking about linking words.
Breplacing some words with pronouns to avoid repetition.
Cchecking spelling.
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32
Deducing the meaning of a word from context involves
Alooking at the whole sentence.
Btranslating the sentence it is in.
Cconsidering its part of speech.
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Part 6
Questions 33 – 40
For questions 33 – 40, match the example words with the information about pronunciation listed A – I.
There is one extra option which you do not need to use.
Information about pronunciation
AThese words all have a silent consonant.
BThese words all contain a short vowel.
CThese words all have the stress on the final syllable.
DThese words would normally all be weak forms in connected speech.
EThese words all contain a diphthong.
FThese words all contain the sound /ɔː/.
GThese words rhyme.
HThese words are minimal pairs.
IOne of the syllables of each word contains a schwa.
Example words
33
extreme · team · seem
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34
sail · boil · bowl
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35
reporter · tore · fork
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36
refer · unique · discuss
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37
look · luck · lake
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38
lamb · answer · receipt
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39
happiness · farmer · apply
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40
hat · pin · hot
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Part 7
Questions 41 – 45
For questions 41 – 45, match the classroom activities with the ways of language learning listed A, B and C.
Ways of language learning
Afocus on exposure
Bfocus on oral interaction
Cfocus on form
Classroom activities
41
The children decide together on an activity to do at the end of the lesson.
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42
The children listen to a story.
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43
The children watch a DVD of a well-known cartoon.
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44
The children use comparatives to make five sentences about their family.
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45
The children exchange ideas on what’s going to happen next in a story.
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Part 8
Questions 46 – 50
For questions 46 – 50, match the learners’ statements with their learning strategies listed A – F.
There is one extra option which you do not need to use.
Learning strategies
Arecording new language
Bself-correcting
Cfocusing on fluency
Dtaking part in the class
Eusing reference materials
Freflecting on learning
Learners’ statements
46
I don’t worry too much about my errors; my aim is to communicate.
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47
If I’m not sure about something, I look at a couple of good sites on the internet.
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48
I keep a diary of what we do in class, what I enjoyed or how the lesson made me feel and how successful I think I was.
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49
I often answer the teacher’s questions, give my opinion or ask a question myself – it keeps me focused on what we’re doing.
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50
I keep a notebook of all the words I have learnt this term so I can look back at them when I’m studying at home.
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Part 9
Questions 51 – 55
For questions 51 – 55, look at the terms related to error and the three statements by language learners (A, B and C).
Choose the statement which matches each term.
51
a developmental error
AMy teacher says we should try first to correct our own mistakes.
BMy teacher says that we can learn by looking at a mistake we’ve made.
CMy teacher says young children sometimes make mistakes like that in their L1 too.
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52
a false friend
AThis question looks easy, but I found it was actually quite hard!
BThis word looks similar to one in my language, but it’s got a different meaning.
CThis rule looks very simple, but in fact there are a lot of exceptions!
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53
interference
AI find it easier to correct my own work rather than to work with a partner.
BI find English word order confusing because it’s different in my language.
CI find new vocabulary hard to learn, especially if the spelling is difficult.
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54
overgeneralisation
AI sometimes make mistakes because I don’t consider irregular forms.
BI find the system of tenses in English rather confusing.
CI sometimes forget rules that I learned when I was a beginner.
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55
slips
AI can correct a lot of the mistakes myself when I check my work.
BI often ask a friend to check through my work for mistakes.
CI like to use the spell check when I write on the computer.
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Part 10
Questions 56 – 61
For questions 56 – 61, choose the best option (A, B or C) to complete the sentences about teaching methods and approaches.
56
In the Grammar-Translation method, the main focus is on
Alistening.
Boral fluency.
Caccuracy.
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57
The Communicative Approach tries to encourage learners to … in every class.
Aask questions about the language they need
Buse language in freer oral practice
Ccompare the use of their L1 with English
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58
Content and Language Integrated Learning (CLIL) gives equal importance to language learning and …
Asubject knowledge.
Blearning strategies.
Clearner autonomy.
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59
Guided discovery allows students to find out about … for themselves.
Atheir preferred learning style.
Bgrammatical rules.
Cinteractive strategies.
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60
The Lexical Approach can involve learners in …
Afocusing on problem-solving language.
Bdeveloping an awareness of first-language rules.
Cextending language knowledge through wordbuilding.
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61
A structural syllabus aims to present new language …
Ain an order of increasing difficulty.
Bas functional exponents.
Caccording to its communicative value.
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Part 11
Questions 62 – 67
For questions 62 – 67, match the learners’ comments with the presentation techniques and introductory activities listed A – G.
There is one extra option which you do not need to use.
Presentation techniques and introductory activities
Aconcept checking
Bgiving a definition
Chighlighting form
Dice-breaker
Emime
Fsituational presentation
Gprompting
Learners’ comments
62
The teacher used pictures to set the scene for a conversation on a wet Sunday afternoon.
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63
The teacher helped us to remember the word by saying the first letter.
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64
I really enjoyed getting to learn everyone’s names in the mingling activity.
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65
The teacher wrote hotel on the board and underlined the second syllable to remind us of the pronunciation.
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66
The teacher asked us to tell her if a kiosk is bigger or smaller than a shop.
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67
I liked it when the teacher just used gestures to explain the meaning of queue.
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Part 12
Questions 68 – 74
For questions 68 – 74, look at the students’ descriptions of practice activities and the three terms for activities listed A, B and C.
Two of the terms match the students’ description of the practice activity. One term does NOT.
Mark the letter (A, B or C) which does NOT match the students’ description.
68
‘We had to look at some pictures of different foods and list them according to how healthy they were.’
Aa prioritising activity
Ba categorisation activity
Ca rank-ordering activity
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69
‘We had to look at a dialogue with spaces, and fill in each space with the correct verb.’
Aa speaking activity
Ba restricted practice activity
Ca gapfill activity
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70
‘We had to work in groups of three. We each had an advertisement for a different holiday. In turns, we described our advertisement then we decided together on the best holiday.’
Aa jigsaw-reading activity
Ba problem-solving activity
Ca jumbled-paragraph activity
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71
‘We had to arrange a meeting with another student. We both had diaries showing when we were free. We had to find the best time for the meeting.’
Aproject work
Ban information gap
Ca listening and speaking task
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72
‘We learned words to do with food and restaurants. Then we imagined the classroom was a restaurant. Some of us were waiters and some were customers. The waiters had to find out what each customer wanted to eat.’
Aa role play
Ba communicative activity
Ca chant
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73
‘The teacher said sentences using active verbs, and we had to say the sentences together, but changing them into the passive.’
Aa substitution drill
Ba choral drill
Ca transformation drill
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74
‘Last week, we learned how to understand directions. So to see how much we could remember, the teacher gave us a plan of the town. We had to listen to some descriptions of where the different buildings were, and write the name of each building in the correct place.’
Aa labelling activity
Ba mind-map activity
Ca revision task
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Part 13
Questions 75 – 80
For questions 75 – 80, match the teachers’ comments with the types of assessment listed A – G.
There is one extra option which you do not need to use.
Types of assessment
Apeer assessment
Bprogress test
Ccontinuous assessment
Dsummative assessment
Ediagnostic test
Fproficiency test
Gplacement test
Teachers’ comments
75
I prefer to give my learners marks for the classwork and homework they do throughout the course, rather than having a final test.
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76
I arrange for learners to take this so that they can prove that they are good enough to do a higher education course in English.
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77
I ask learners to exchange their work and discuss it based on a list of criteria we’ve agreed on together.
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78
At the end of the course, I give learners an objective test on everything we have studied.
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79
I always give new classes a test before we start the course, so that I can plan my syllabus.
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80
I give them the test that’s in the coursebook every few units to encourage them to revise.
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