For questions 1 – 6, match the stages in a discussion lesson about transport with the stage aims listed A – G.
There is one extra option which you do not need to use.
Stage aims
Ato make sure that there is a structure in the groups and that everyone will speak
Bto input the language of agreeing and disagreeing
Cto provide a focus statement
Dto enable students to share their ideas and to talk about the ideas of the other groups
Eto give students time to think about all the vocabulary and share their knowledge of it with other students
Fto elicit vocabulary that students already know about the topic
Gto give fluency practice in small groups so that everyone speaks
Stages in a discussion lesson
1
Students tell the teacher words connected to transport. The teacher writes them up on the board.
2
Students discuss the words with their partners and decide whether they are positive or negative.
3
The teacher writes 'Pollution is getting worse because there are too many cars' on the board.
4
Each group chooses a chair person and a note-taker.
5
Each group discusses the sentences they have written.
6
The groups come together for a whole class discussion. The note-takers report on interesting things that have been said in the groups. The class votes on each statement to get a class agreement.
PART 2Questions 7 – 13
For questions 7 – 13, match the information from a lesson plan with the lesson plan headings listed A – D.
You will need to use some of the options more than once.
Lesson plan headings
AAims
BProcedure
CAnticipated problems
DTimetable fit
Information from a lesson plan
7
Students listen and write down the exact words spoken on the recording.
8
Students will learn different ways of making requests.
9
Students have learned some of the basic ways to make requests.
10
Students will find it hard to produce the correct intonation.
11
Students will learn how to make indirect questions next week.
12
Students complete a gap-fill task with the language of requests.
13
Students will become more confident with authentic listening material.
PART 3Questions 14 – 20
For questions 14 – 20, match the teaching aims with the problems and assumptions listed A – H.
There is one extra option which you do not need to use.
Problems and assumptions
AStudents keep notebooks so they should be able to remember all the words.
BStudents have studied and can use There is, There are accurately.
CMost students are still at secondary school and may not have much to say on the topic.
DStudents are familiar with common irregular past participles.
EStudents are likely to have problems distinguishing words in fast connected speech.
FNearly all students have difficulty producing the phonemes /iː/ and /ɪ/.
GSome students don't like working on intonation.
HStudents will know should and Why don't you …?
Teaching aims
14
to review recent vocabulary through a crossword activity
15
to input and give controlled practice of the present passive
16
to give oral fluency practice in talking about shops and places in the students' home town
17
to give writing practice through an informal letter of advice to a friend
18
to give practice in intensive listening
19
to give practice in the pronunciation of questions
20
to give fluency practice through a class discussion on retirement
PART 4Questions 21 – 27
For questions 21 – 27, match the teachers' instructions for classroom activities with the main teaching aims listed A – H.
There is one extra option which you do not need to use.
Main teaching aims
Ato focus on intonation patterns
Bto develop proofreading skills
Cto help learners use functional language appropriately
Dto encourage learners to self-correct
Eto practise deducing meaning from context
Fto analyse the style and organisation of authentic texts
Gto help learners personalise new language
Hto give practice in listening for specific information
Teachers' instructions
21
Look at the articles you have from three different newspapers. They are all about the same story but they are told in different ways. In what ways are they different?
22
Listen to your partner's tag questions and decide whether they are expecting a 'yes' or 'no' answer.
23
I want you to look over your homework from yesterday and particularly at the parts I have underlined. What changes can you make?
24
On your house plan I want you to note down where your partner tells you to place the furniture.
25
Look at the words underlined in the article and choose which of the three definitions is the correct one for each of those words.
26
Rewrite each of the sentences so that they are true for you.
27
OK. Can 'shopkeepers' and 'workers' go to your places and can 'shoppers' go round to the different 'shops' and 'offices' and try to do all the tasks on your lists?
PART 5Questions 28 – 33
For questions 28 – 33, look at the needs of a teacher's class and the three possible activities listed A, B and C. Two of the activities are appropriate for each need. One of the activities is NOT. Mark the activity (A, B or C) which is NOT appropriate.
28
Students have difficulty in thinking of what to write in their essays.
29
Students need to build their confidence in speaking fluently.
30
On previous courses, students have learned English by studying written texts only and now have problems linking the written and spoken word.
31
Students are not good at remembering new lexis.
32
Students' grammatical accuracy is very poor.
33
Students have poor pronunciation.
PART 6Questions 34 – 40
For questions 34 – 40, match the assessment instructions with the main assessment focuses listed A – H.
There is one extra option which you do not need to use.
Main assessment focuses
Ato assess awareness of stress and intonation
Bto assess gist reading skills
Cto assess knowledge of a lexical set
Dto assess knowledge of the style of formal letters
Eto assess listening for detailed information
Fto assess awareness of spelling and pronunciation
Gto assess understanding of register
Hto assess scanning skills
Assessment instructions
34
Write the word for each of the objects in the picture on the line beside the object.
35
Look at the TV programme information. Write down the times of all the news programmes that you could watch this evening.
36
Underline the silent letters in each of the words below.
37
Look at each of the film reviews. On the line beside each one, write Yes if the writer liked the film, or No if they didn't like it.
38
You will hear some announcements at a railway station. What changes are there to the trains? Mark the changes on the notice below.
39
Which of these signs is more polite and formal?
40
Look at the job advertisement below, and then write an application for the job.
PART 7Questions 41 – 47
For questions 41 – 47, match the classroom activities with the teachers' uses of teaching aids listed A – D.
You will need to use some of the options more than once.
Teachers' uses of teaching aids
Ato check understanding of meaning
Bto give controlled practice
Cto introduce a topic
Dto encourage self-correction
Classroom activities
41
Learners are given a transcript of a dialogue as a follow-up to a listening comprehension task with the quantifiers gapped for learners to complete.
42
Learners are given a photograph and a few possible titles from a newspaper article. They have to choose a title before reading to confirm their predictions.
43
Learners are given a set of pictures from a story. They listen to the story and put the pictures in the correct order.
44
Before setting homework, the teacher shows learners a website which has grammar reference pages and a list of common wrong spellings.
45
Learners look at a poster for a holiday destination and in one minute think of five things they'd like to do there.
46
Learners are given a picture of a familiar topic. In pairs, they describe the picture orally.
47
The teacher gets a puppet to make five factual errors while re-telling a familiar story. The learners note down each factual mistake.
PART 8Questions 48 – 53
For questions 48 – 53, read the dictionary entry. Match the extracts from the dictionary entry with the information they provide listed A – G.
There is one extra option which you do not need to use.
Dictionary entry
himself /ɪmˈself; hɪmˈself/ pronoun
an object that refers to the same male who is the subject of the sentence or who is mentioned somewhere earlier in the sentence: He had prepared himself for this important meeting. ♦ I asked him a few questions about himself. (all) by himself 1 alone: Since his family went on holiday, he's been living all by himself. 2 without help from anyone else: There's too much work for one man to do all by himself.
Information provided
Aprovides a definition of a headword
Bshows the part of speech
Cintroduces a second example
Dis a fixed phrase
Eis a dependent preposition
Fprovides an example of how the headword is used
Ggives another meaning of a phrase containing the headword
Extracts
48
(all) by himself
49
I asked him a few questions about himself.
50
2 without help from anyone else
51
♦
52
an object that refers to the same male who is the subject of the sentence or who is mentioned somewhere earlier in the sentence
53
pronoun
PART 9Questions 54 – 60
For questions 54 – 60, match the teachers' questions about working with new language with the headings in a teacher development book listed A, B and C.
You will need to use some of the options more than once.
Headings in a teacher development book
AClarifying the meaning of target language
BClarifying the form or structure of target language
CPractising target language
Teachers' questions
54
I want to know how to help students understand word order when I introduce present simple questions.
55
I want to know how to design effective information-gap activities.
56
I want to know how to use timelines effectively when I am teaching.
57
I want to know how to use the board to clearly identify parts of speech.
58
I want to know how to use suitable concept questions.
59
I want to know how to allow students to use what they've learned in ways which are relevant and personal.
60
I want to know how to use class mingle activities.
PART 10Questions 61 – 66
For questions 61 – 66, match the problems with coursebooks with the suggestions for solving those problems listed A – G.
There is one extra option which you do not need to use.
Suggestions for solving problems
APractise structures in class time by asking students to do functional role-play activities.
BUse the recordings as the basis for work on stress, rhythm and intonation.
CGive regular opportunities for students to discuss how they review their work.
DAsk students to make crosswords and wordsearch activities for each other.
EAsk students to work through the coursebook exercises at home and do more challenging activities in class.
FUse regular progress tests to monitor the students' acquisition of the structures and vocabulary presented in the units.
GMake regular use of recordings of graded readers and simple TV programmes.
Problems with coursebooks
61
The first unit is much too easy.
62
There is little focus on learning strategies.
63
It does not give enough practice in the language of everyday situations.
64
It does not provide enough consolidation of vocabulary.
65
My students need more listening practice than it provides.
66
There is not enough work on pronunciation.
PART 11Questions 67 – 73
For questions 67 – 73, match the coursebook activities (from a lesson called 'Tell a story') with their uses listed A – H.
There is one extra option which you do not need to use.
Uses of coursebook activities
Agives practice in planning a piece of writing
Bgives practice in listening for detail
Cdevelops proofreading skills
Dchecks vocabulary needed to complete later tasks
Egives written practice of the target language
Fgives practice in listening for mood
Ggives practice in predicting content
Hdevelops learners' knowledge of sequencing connectors
Coursebook activities
67
The pictures below come from a story called The Guests. Look at the pictures and find the following things (a burned out house, some ruins, an envelope, thick fog, an elderly couple, a newspaper headline, someone offering to pay, a restaurant owner).
68
Decide what order the pictures should go in.
69
Compare your story with the recording and answer the questions (Where were the young couple going? What did the husband leave on the table? Why was the owner of the restaurant shocked?).
70
Here are some time phrases we use to tell stories. Divide the phrases into the following categories (probably from the beginning / middle / end of the story).
71
You are going to tell a story. Spend a few minutes making notes about what happened.
72
Try to make your first draft more interesting by using some of the vocabulary from the first exercise and the time phrases you put into categories.
73
Before you write your final draft, check your punctuation, spelling and use of tenses.
PART 12Questions 74 – 80
For questions 74 – 80, match the teachers' needs with the supplementary materials listed A – H.
There is one extra option which you do not need to use.
Supplementary materials
Aset of monolingual dictionaries
Bteacher's resource book on speaking
Crecording of a lecture from the radio
Dpen friend websites
Eshort recordings of speakers of different varieties of English
Fset of flashcards
Gsupplementary pronunciation skills book
Hset of graded readers
Teachers' needs
74
The teacher needs to provide her students with more extensive listening practice.
75
The teacher needs to give her students more visual support when presenting language.
76
The teacher needs to vary the types of communicative activities she uses.
77
The teacher needs to help her students develop more confidence in their ability to understand a written narrative.
78
The teacher needs to develop students' understanding of a range of accents.
79
The teacher needs to encourage students to translate less into or from their own language when doing tasks in class or for homework.
80
The teacher needs to give students more opportunities to write for communicative purposes.