For questions 1 – 7, look at a teacher's evaluation of this week's lessons and three suggestions for what she can do if these situations happen again listed A, B and C. Two of the suggestions are appropriate in each situation. One suggestion is NOT. Mark the suggestion (A, B or C) which is NOT appropriate.
1
Students came late and this spoiled the timing of the lesson. Which suggestion is NOT appropriate?
2
I started presenting the grammar but I realised I didn't give students enough time to finish reading the model text first. Which suggestion is NOT appropriate?
3
There was too much new lexis in the unit for one lesson and I tried to teach it all. Which suggestion is NOT appropriate?
4
Some of the more able students finished the exercise really quickly and had nothing to do. Which suggestion is NOT appropriate?
5
In the small-group discussions, some students didn't get a chance to say anything. Which suggestion is NOT appropriate?
6
I only did grammar exercises on this new tense, so although my students know the form, I'm not sure they understand the contexts they can use it in. Which suggestion is NOT appropriate?
7
There was too much written work for me to take home and mark. Which suggestion is NOT appropriate?
PART 2Questions 8 – 14
For questions 8 – 14, match the stages of a lesson with the main aims listed A – H.
There is one extra option which you do not need to use.
Main aims
Ato ensure students can produce accurate grammar
Bto give practice in intensive listening
Cto provide feedback on students' use of language
Dto practise scanning
Eto demonstrate the following activity
Fto pre-teach/check vocabulary useful for the lesson
Gto give meaningful oral practice of grammar and vocabulary
Hto focus on collocation
Stages of a lesson
8
The teacher shows the class pictures of teenagers doing different free-time activities. The students name the activities.
9
The teacher gives students a text about teenage leisure activities and a list of numbers from the text. The students read quickly to find what noun follows each number.
10
Students match a list of verbs – play, do, go – with leisure activities such as running, tennis, crosswords.
11
The teacher puts a sentence on the board: 'Find someone who plays football on Saturdays.' She asks students in the class: 'Do you play football on Saturdays?' until one of them says yes.
12
The teacher gives students a list of 'find someone who' questions. In pairs, they write the questions they are going to ask. The teacher checks by monitoring.
13
The students mingle to ask each other questions, and note down names of students who say yes.
14
The teacher writes on the board examples of learners' vocabulary errors she noticed while monitoring the survey.
PART 3Questions 15 – 21
For questions 15 – 21, match the information from a lesson plan with the lesson plan sections listed A – H.
There is one extra option which you do not need to use.
Lesson plan sections
AMain learning objectives
BHow the lesson fits into the scheme of work
CAssumptions
DClass profile
EAnalysis of language
FAnticipated problems and solutions
GMaterial and teaching aids
HPersonal teaching objectives
Information from a lesson plan
15
I expect the students to be familiar with conditional structures, e.g. if + past, would/wouldn't be able to, but can't be sure they will be.
16
The discussion in small groups means a lot of moving of tables and chairs, so I will do this before the class begins.
17
The lesson continues the topic from the previous lesson with a discussion about the advantages and disadvantages of travel by air.
18
Listen to every student in the class but try to monitor more from a distance, without the students seeing me.
19
Practice in the skill of speaking for fluency and making use of a range of phrases used for giving opinions.
20
An upper intermediate group of trainee air traffic controllers needing to pass exams in English.
21
A number of statements on a handout to agree or disagree with and an OHP transparency to help with feedback on errors made during the discussion.
PART 4Questions 22 – 27
For questions 22 – 27, match the coursebook rubrics with the main aims listed A – G.
There is one extra option which you do not need to use.
Main aims
Ato give controlled practice of target language
Bto increase oral fluency
Cto increase awareness of rhythm
Dto develop reading skills
Eto give practice in process writing
Fto recycle vocabulary items
Gto focus on contrasting sounds
Coursebook rubrics
22
When you have written a first draft, ask your partner to look at it with you to see if they can suggest any changes.
23
Put the verb into the correct tense – past simple or present perfect – to complete each sentence.
24
Look at the wordsearch and find 10 of the school subjects used in the interview in Unit 4.
25
Put these paragraphs in the correct order to make a story.
26
The author of the article says 'Your schooldays are the best days of your life.' In pairs, brainstorm five examples for this point of view and five against.
27
Listen to this sentence and then underline the stressed syllables.
PART 5Questions 28 – 34
For questions 28 – 34, match the assessment activities 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 listening for detail
Bto assess listening and note-taking skills
Cto assess understanding of specific detail in a short written text
Dto assess recall of a lexical set
Eto assess ability to produce a long turn
Fto assess awareness of written accuracy
Gto assess knowledge of verb form
Hto assess awareness of pronunciation
Assessment activities
28
Put each of the underlined words in the paragraph into the correct tense.
29
Read the paragraph about social change below and draw a diagram which conveys the same information.
30
Choose the word in each set of four which has a different vowel sound from the other three.
31
Complete the table with the times of the TV programmes mentioned in the recording.
32
Read the article and correct the ten punctuation errors in it.
33
Note down as many of the words for parts of the body that we talked about yesterday as you can remember.
34
You have thirty seconds to think about the topic Good friends. Then you must give a two-minute talk about this topic.
PART 6Questions 35 – 40
For questions 35 – 40, read the stages of a vocabulary and speaking lesson, and fill in the missing stages from the options listed A – F.
Lesson plan
At the start of a lesson the teacher asks the students what furniture they can name in the classroom. She asks them if it is the same as the furniture in their own houses.
35choose a stage…
The teacher points to the visual aids and the students practise saying the vocabulary. The teacher then writes the correct spelling under each picture.
36choose a stage…
The teacher describes where the furniture goes in the room, and the students draw it in the correct place on their plans. Then the students tell the teacher where they have drawn the furniture.
37choose a stage…
The teacher asks the students if the room she has described is like their living room at home. She puts the students into pairs.
38choose a stage…
The students work in small groups to look at furniture catalogues from a shop. They have £1000 to spend.
39choose a stage…
The students present their ideas to the rest of the class, with information about how much it will cost in total.
40choose a stage…
The students write a description of their perfect room for homework.
Missing stages
AThe students write the words in their notebooks. The teacher draws a room plan on the board, and the students copy it into their notebooks.
BThe students all vote on which room is the best. (They can't vote for their own plan.)
CThe students study the information together, and agree on a list of furniture they would need to make a perfect living room. They prepare a poster with a plan of their perfect room.
DThe students describe their own rooms and their furniture to their partners. They find similarities in their rooms (e.g. We both have a sofa opposite the window) and report back to the whole class.
EThe teacher puts pictures of sitting room furniture on the board, with a phonemic transcription of the words under each picture.
FThe teacher corrects the students' use of prepositions and their pronunciation of the vocabulary as they give their feedback.
Missing stages
35
Missing stage 35
36
Missing stage 36
37
Missing stage 37
38
Missing stage 38
39
Missing stage 39
40
Missing stage 40
PART 7Questions 41 – 46
For questions 41 – 46, match the video activities with the main aims listed A, B and C.
You will need to use some of the options more than once.
Main aims
Ato give students the opportunity to use both speech and visual clues to help them get a general understanding
Bto develop prediction skills to support comprehension
Cto encourage students to practise listening intensively, focusing on every word
Video activities
41
The teacher plays one minute of a conversation on video. She repeats the section as many times as necessary to enable students to complete a gap-fill text of the conversation.
42
Students decide how they think a story on video will end. They then watch to see if they were right.
43
Students watch a video of a conversation between two people to work out what their attitudes are.
44
Students watch four video news clips and match each one to appropriate titles and photographs.
45
Students are given a transcript of a small part of a video. They listen and read at the same time. They then practise saying the words in exactly the same way as the speakers.
46
Students watch a video clip of a conversation without the sound. They discuss in pairs what they think the conversation is about.
PART 8Questions 47 – 52
For questions 47 – 52, match the teacher's questions with the unit titles in a methodology book listed A – G.
There is one extra option which you do not need to use.
Unit titles
ASelecting and adapting materials
BClassroom management
CPlanning lessons
DReceptive skills
EAnalysing language
FCorrection
GPhonology
Teacher's questions
47
What is the difference between form and meaning?
48
What is the advantage for learners if I reformulate their answers?
49
Why do my learners confuse similar sounds when they speak?
50
What's the difference between a PPP approach and a task-based approach?
51
How can I use the advantages of different seating plans as efficiently as possible?
52
Why do learners sometimes misunderstand the meaning of what they hear?
PART 9Questions 53 – 60
For questions 53 – 60, look at the dictionary entry. Read the statements about the entry and the three possible ways to complete them listed A, B and C. Choose the correct answer.
Dictionary entry
skin¹ /skɪn/ n
1 [U] the natural outer covering of an animal or human body, from which hair may grow: Babies have very soft skin / a skin disease / I was out in the thunderstorm and I got absolutely soaked to the skin (= extremely wet) / [fig.] He won't worry about the criticism; he's got a pretty thick skin (= he's not easily upset) — see also THICK-SKINNED
2 [C;U] the skin of an animal for use as leather, fur, etc: It takes a lot of skins to make a fur coat.
3 [C] a a natural outer coating of some fruits and vegetables: banana skins / onion skins — see picture at FRUIT b skin of a SAUSAGE
4 [C;U] the solid surface that forms over a liquid when it gets cool
5 [C] [tech] an outer surface built over a structure: Aircraft wings have metal skins.
6 by the skin of one's teeth infml only just: We had to run for the train and caught it by the skin of our teeth.
Adapted from: Longman Dictionary of Contemporary English, Longman, 1987
Statements
53
Some of the words are in capital letters to show that
54
[fig.] in use 1 means that
55
In the example in use 6, the phrase by the skin of one's teeth is
56
For the second use of skin, [C;U] shows that the headword
57
Which use does this example match? She was wearing sheepskin slippers.
58
The words or phrases in round brackets, ( ),
59
The ¹ in 'skin¹'
60
[tech] in use 5 gives us information about
PART 10Questions 61 – 67
For questions 61 – 67, match the uses of coursebook materials with the sequence of coursebook activities listed A, B and C.
You will need to use some of the options more than once.
Sequence of coursebook activities
AHow many of the words below do you know? Match them to the photographs of places on page 26. (Nouns: mountains, hills, moors, beach, coast · Adjectives: mountainous, green, dramatic, gentle, rocky)
BLook at questions 2 and 4 in Exercise B again. Then read the language notes below: What's he / she / it like? / What are they like? — used to ask for a description of people, places or things.
CThink of a place. Where is it? What is it like? Make notes. Then go round the class. Work with different partners. Describe your place (but don't say the name) to each other and guess which places your partners are describing.
Uses of coursebook materials
61
requires students to listen to each other
62
focuses students' attention on a phrase which they can use in discussion
63
helps the teacher to check how much of the language in the lesson is new to students
64
personalises the topic
65
provides visual support for language of description
66
provides input on the use of subject pronouns
67
creates an opportunity for extended fluency practice of the target language
PART 11Questions 68 – 73
For questions 68 – 73, match the teachers' needs for supplementary material with the other teachers' recommendations listed A – G.
There is one extra option which you do not need to use.
Other teachers' recommendations
AYou could look on the internet for information about starting a school newspaper or magazine.
BYou could photocopy the recording scripts from the teachers' books.
CThe material in study skills books is usually interesting and very useful for most students.
DTry using recent articles from English-language newspapers or magazines.
EI build my students' confidence by asking them to recognise words which are similar in their L1 or to use the context or other clues to make guesses about meaning.
FSupplementary listening skills books tend to use actors of different ages and with a variety of accents.
GThere are a lot of supplementary speaking skills books which have ideas for activities.
Teachers' needs
68
My students are too used to the speakers in the coursebook recordings now.
69
Some of my students will be taking college courses in English this year and I'd like to help prepare them for the note-taking, listening and writing that they will need to do.
70
I need to find some new ways to organise discussions or debates in the class.
71
My students are beginning to enjoy writing and I'd like to provide them with more real-life opportunities to write for pleasure.
72
The reading material in the coursebooks we use gets old so quickly and my students say they want more up-to-date topics.
73
I can't seem to stop my students wanting to look every word up in their dictionaries.
PART 12Questions 74 – 80
For questions 74 – 80, match the questions about supplementary material with the answers listed A – D.
You will need to use some of the options more than once.
Supplementary materials
Aa spot the difference task (where pairs of learners find the differences between their two pictures by describing them to each other)
Ba crossword puzzle
Cboth a spot the difference task and a crossword puzzle
Dneither a spot the difference task nor a crossword puzzle
Which supplementary material might the teacher select in order to: