Part 1
Questions 1 – 7
For questions 1 – 7, match the underlined pronouns in the example sentences with the grammatical functions listed A – H.
There is one extra option which you do not need to use.
Grammatical functions
Asubject pronoun and object pronoun
Brelative pronoun and possessive pronoun
Cinterrogative pronoun and subject pronoun
Dsubject pronoun and possessive pronoun
Eobject pronoun and possessive pronoun
Fsubject pronoun and demonstrative pronoun
Ginterrogative pronoun and relative pronoun
Hobject pronoun and demonstrative pronoun
Example sentences
1
Did the children give you that as a leaving present?
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2
Who is that woman whose husband is from Arizona?
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3
Pedro asked Maria if she would marry him.
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4
Paula would like one, but Michael and Betty say all the pictures are theirs.
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5
Which is the house that they bought?
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6
Maria’s suitcase is in the corner, but do you know where mine is?
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7
Valerie told Peter there was a box in the cellar that was his.
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Part 2
Questions 8 – 13
For questions 8 – 13, look at the statements about uses of grammar and the three possible options listed A, B and C.
Two of the options are examples of the use. One of the options is NOT.
Mark the letter (A, B or C) which is NOT an example of the use.
8
The present continuous form is often used to describe an action taking place at the moment of speaking.
AI’m sleeping much better now than I used to.
BI’m trying to make arrangements for this afternoon’s meeting.
CI’m having dinner – can I call you back in half an hour?
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9
The future with ‘going to’ is often used to express intention on the part of the speaker.
AI think I’m going to spend the night in a hotel.
BIt’s going to be a great party – they’ve invited lots of people.
CWe’re just going to take a small bag on holiday – we don’t need much.
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10
In the first conditional, the present tense may be used in the ‘if’ clause to refer to a specific situation in the future.
AButter will melt if you leave it in a hot place.
BI’ll need to borrow some money from you if we go out tonight.
CJenny will come if she manages to get away from work early.
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11
The infinitive form of the verb with ‘to’ can be used to express purpose.
AI did a lot of exercise to build up my strength after the accident.
BI’ll bring my passport to prove who I am.
CWe’re very happy to welcome you here today.
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12
The definite article (‘the’) can be used when we think there is only one of something.
AThe sun was hidden behind dark clouds.
BMany people listen to the radio every morning.
CThey deliver the milk once a week.
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13
‘Could’ can be used to express ability in the past.
AHe could write music by the age of five.
BThey could always understand what she said.
CI could drive the car if necessary.
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Part 3
Questions 14 – 19
For questions 14 – 19, look at the questions about lexis and the three possible answers listed A, B and C.
Choose the correct answer.
14
Which of these pairs of words are NOT synonyms?
Aassess / measure
Bhard / urgent
Cdamage / harm
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15
Which of these pairs of words are NOT homophones?
Aknow / no
Bthrough / threw
Cvalley / value
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16
Which of these groups of words do NOT form a lexical set?
Achicken / lamb / veal
Bcircle / solid / square
Cbrick / stone / wood
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17
Which of these is NOT a collective noun?
Ajury
Borchestra
Crestaurant
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18
Which of these is NOT a countable noun?
Achildren
Bsheep
Ctraffic
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19
Which of these does NOT contain an idiom?
AI can see it below the window.
BIt’s the calm before the storm.
CShe’s feeling under the weather.
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Part 4
Questions 20 – 27
For questions 20 – 27, match the example words with the comments on pronunciation listed A – I.
There is one extra option which you do not need to use.
Comments on pronunciation
AThese words all rhyme with one another.
BThese words all contain a diphthong.
CThese sets of words are all minimal pairs.
DThese words all contain a silent letter.
EThese words all start with a voiced sound.
FThese words all contain more than one syllable.
GThese words can all contain a schwa sound in connected speech.
HThese words all start with an unvoiced sound.
IThese words all contain an /ʌ/ sound.
Example words
20
thick · figure · kitchen · secretary
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21
pool; pull · class; sink; sing · said; sad
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22
done · butter · touch
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23
bigger · mother · jungle · door
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24
new · too · shoe
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25
have · of · to · an
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26
made · so · here
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27
climber · light · honest · wrong
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Part 5
Questions 28 – 34
For questions 28 – 34, look at the incomplete statements about language skills and the three options listed A, B and C.
Two of the options complete the statement correctly. One option does NOT.
Mark the letter (A, B or C) which does NOT complete the statement correctly.
28
Oral fluency can involve
Afocusing on grammatical accuracy while speaking.
Busing connected speech to communicate ideas.
Cspeaking at a natural speed without pausing too much.
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29
Inferring attitude can involve
Adeciding how somebody feels from their manner and the way they speak.
Basking someone how they feel in order to understand their mood.
Cunderstanding somebody’s opinions by concentrating on the words they use.
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30
Paraphrasing can involve
Arewriting a text to make it easier to understand.
Bexplaining the meaning of a text by using more exact words.
Cdeciding what a word in a text means by looking at the affixes it contains.
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31
Interactive communication can involve
Ausing eye contact to show the speaker you are listening to them.
Bdeciding on a speaker’s opinion before they have finished talking.
Creplying to a point just made by another speaker.
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32
Intensive reading can involve
Alooking quickly at a long text to understand as much of it as possible.
Blooking carefully at a text to see how the writer has organised it.
Clooking at the grammar and vocabulary of a text to understand how it is used.
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33
Process writing can involve
Aproving that you have completed each stage of the writing process correctly.
Bthinking about the different stages involved in producing a written text.
Cgoing back to an earlier draft to improve a text.
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34
Understanding language in context can involve
Athinking about the real-world situation in which the language is being used.
Busing reference resources to check the meaning of unknown words.
Clooking at the words around an unknown word in order to make sense of it.
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Part 6
Questions 35 – 40
For questions 35 – 40, look at the functions and the three possible examples listed A, B and C.
Choose the example which matches the function.
35
expressing ability
AShe can come tomorrow, if she likes.
BShe can try asking for help, I don’t mind.
CShe can swim a hundred metres very quickly. It’s amazing.
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36
expressing preference
AI feel rather cold, I’ll just get a pullover.
BI’d rather have a blue one, please.
CI’m rather tired today, I’m afraid.
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37
speculating
AThat must be John.
BThese curtains must be cleaned.
CHe must be on time for his interview later.
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38
expressing a warning
ACome tomorrow unless I phone you.
BUnless you work harder, you’ll lose that job.
CI think I’ll go for a long walk this afternoon unless it starts to rain.
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39
making an offer
AI’d like to help you if I can.
BI’d like to become a journalist.
CI’d like some more tea, please.
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40
expressing possibility
AI might come and visit tomorrow – if that’s convenient.
BYou can come and visit tomorrow – if that’s convenient.
CShe said she would come and visit tomorrow – if that’s convenient.
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Part 7
Questions 41 – 45
For questions 41 – 45, choose the correct option (A, B or C) to complete each statement about language learning.
41
Acquisition involves
Aimproving language knowledge through exercises.
Blearning language through exposure.
Cusing just one language skill.
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42
Motivation is always present in the language learning of
Ayoung children.
Bteenagers.
Cadults.
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43
During the silent period, L2 learners usually learn by
Aconcentrating on written work.
Bpractising listening for specific information.
Cpicking up features of the language.
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44
L2 learners are typically encouraged to focus on form rather than meaning by activities such as
Alistening and speaking in groups.
Blistening to and repeating sentences.
Clistening to radio and TV programmes.
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45
Interaction usually involves learners
Adeveloping autonomous strategies.
Bresponding to other speakers.
Cexplaining their mistakes.
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Part 8
Questions 46 – 50
For questions 46 – 50, match the needs of each student with the most suitable courses listed A – F.
There is one extra option which you do not need to use.
Courses
AThis course looks at the study skills students will need to attend courses given in a second language.
BThis is an English course that concentrates on basic language skills for use in everyday situations.
CThis evening course reviews grammar and vocabulary and there are lots of exercises to help students improve their reading comprehension and test-taking skills.
DThis is an online course that students can do in their own time and that focuses on business English for report writing and giving presentations.
EThis course is full of activities such as songs and games and will suit younger learners.
FThis course contains a lot of role-play and is for people who need English to work in the tourist industry and to give good customer service.
Needs of each student
46
Gustav has a new managerial job in a hotel. He’ll need to have a high level of English to speak with his colleagues and guests.
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47
Sophia doesn’t speak much English but she wants to travel on holiday to a number of countries where it is spoken.
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48
Ingrid studies general English at school but wants to do extra lessons so she can do well in her exams.
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49
Maria is a proficient English speaker. She’s going to study economics at a British university but is worried that her note-taking in lectures will be poor.
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50
Miriam has a very busy job in a large finance company. She wants to find a way to improve her English, whenever she is free, in order to increase her chances of promotion.
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Part 9
Questions 51 – 55
For questions 51 – 55, match the teacher’s instructions with the strategies for motivating learners listed A, B and C.
You will need to use some of the options more than once.
Strategies for motivating learners
Acreating a suitable classroom atmosphere
Bproviding a range of different kinds of activities
Cdeveloping learner independence
Teacher’s instructions
51
Use the internet or reference books in the Study Centre to get more information on the topic you’ve chosen.
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52
We’ll put your posters on the wall when you’ve finished them.
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53
Look at the study plan you made last month and decide what you want to focus on this month.
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54
OK, so let’s listen to the song before we do the vocabulary and writing tasks.
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55
Now that we’ve read the magazine article, discuss your letter to the editor with your partner, and then write it on the computer.
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Part 10
Questions 56 – 61
For questions 56 – 61, match the activities with the teaching approaches that they are typical of listed A – G.
There is one extra option which you do not need to use.
Teaching approaches
AContent-based Instruction
BFunctional Approach
CGrammar-Translation
DLexical Approach
ETask-based Learning
FStructural Approach
GTotal Physical Response
Activities
56
Learners are very often encouraged to use the mother tongue to learn vocabulary.
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57
Learners do an activity. Afterwards, the teacher focuses on how learners used language during the activity.
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58
Learners respond to the teacher’s commands with actions.
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59
Learners learn English through studying a school topic such as ‘Volcanoes’ or ‘Famous painters’.
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60
Learners study how words, multi-word verbs, collocations and fixed phrases are used in authentic contexts.
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61
Learners learn language from a syllabus which is organised according to reasons for communicating, such as greeting, asking for advice and expressing disappointment.
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Part 11
Questions 62 – 67
For questions 62 – 67, match what the teacher says to the class with the presentation techniques listed A – G.
There is one extra option which you do not need to use.
Presentation techniques
Aexplaining a rule
Beliciting
Cusing a picture
Dguided discovery
Epersonalising
Fusing mime
Ggiving a definition
What the teacher says to the class
62
Now watch me carefully. I’m going to act out a situation and I’m not going to talk. Write down what you think is happening.
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63
Let’s make a list on the board of all the words we know about jobs.
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64
Listen to these words: station, formation, variation. Can you try to work out a rule for where the stress comes in words ending with ‘tion’? When you’ve done that, write it down.
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65
Peter didn’t like the food in the café because it was greasy. Something that’s ‘greasy’ has a lot of oil on it.
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66
OK, today we’re going to talk about animals. First of all, I want you to each write down the name of your favourite animal.
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67
We use ‘an’ when a word begins with a vowel, like an apple or an orange.
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Part 12
Questions 68 – 74
For questions 68 – 74, choose the correct option (A, B or C) to complete the sentences about activities.
68
When doing a … activity, students have to find the correct sequence.
Asentence completion
Brank ordering
Cjumbled text
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69
In … activities, students are often required to complete a table with personal information about themselves or another student.
Agap-fill
Binformation gap
Ccategorising
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70
In a … activity, students are required to create a new sentence with a different structure but keep the same meaning as the original sentence.
Atransformation
Bcloze
Cdialogue-building
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71
Teachers often use … activities to enable students to record new vocabulary.
Aodd-one-out
Bvisualisation
Clabelling
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72
… can be used for checking production of vocabulary.
ATrue/false statements
BMind maps
CMultiple-choice questions
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73
… are good for introducing other activities.
AWarmers
BFillers
CChants
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74
You need to have an opinion on something to do … .
Apicture stories
Bprioritising
Crole-play
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Part 13
Questions 75 – 80
For questions 75 – 80, look at the terms about assessment and the three possible examples listed A, B and C.
Two of the examples match the term. One example does NOT.
Mark the letter (A, B or C) which does NOT match the term.
75
materials in a portfolio
Awritten work done by the student
Bthe dictionary used by the student
Crecordings of the student giving talks
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76
subjective tests
Aa set of true/false questions
Ban oral presentation
Can essay
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77
formative evaluation
Aa test at the end of the first week of a course, with feedback
Ba test halfway through a course, followed by individual tutorials
Ca test at the end of a course, giving a statement of level
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78
assessment criteria for speaking
Apunctuation
Bintonation
Caccuracy
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79
tasks in a grammar test
Aa gap-fill
Bjumbled sentences
Ca comprehension question
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80
can-do statements
Acan write an email to a friend
Bcan join an intermediate class next term
Ccan understand the main ideas in a newspaper article
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