For questions 1 – 6, choose the correct option (A, B or C) to answer the questions about the functions of a teacher's language.
Functions of a teacher's language
1
Which teacher is praising learners?
2
Which teacher is clarifying punctuation because learners are confused?
3
Which teacher is giving an instruction to help learners with a writing task?
4
Which teacher is eliciting?
5
Which teacher is moving on to another task?
6
Which teacher is commenting on a learner's contribution?
PART 2Questions 7 – 12
For questions 7 – 12, look at the activities and the three instructions the teacher gave when setting up the activity listed A, B and C. Choose the instruction which should come first.
Activities
7
A controlled practice gap-filling activity.
8
A group discussion about an incident involving a car.
9
A memory matching activity where learners turn over cards to make pairs of pictures and words.
10
A group writing task.
11
A listening and note-taking activity.
12
A vocabulary categorising activity.
PART 3Questions 13 – 19
For questions 13 – 19, match the teacher's classroom language with the trainer's comments on the appropriacy of that language listed A – H.
There is one extra option which you do not need to use.
Trainer's comments
AMake sure that the language you use is appropriate for the learners.
BYou highlighted the target language very clearly to support the learners and help their memory.
CMake it clear when the next part of the lesson will start.
DYou needed to set up the activity more carefully.
EYou got everyone's attention before explaining work. Well done!
FFormative feedback would help learners make progress.
GTalk about changes to the lesson in a positive way.
HDon't let learners control what happens in your class.
Teacher's classroom language
13
I think some of you are confused and you should move to the other team. There are too many people in Isabel's team.
14
I thought the DVD was ten minutes but it's longer so, sorry class, my lesson plan won't work.
15
Your presentations were very nice and you all did well. You made very few errors with past tenses.
16
While most of you can manipulate the auxiliary verb, few of you have sufficient command of the past participles when using the present perfect tense.
17
Don't switch on the computers yet, we've got to check the homework first. Oh, OK, you're already using the computers, we'll do the homework later.
18
When Sacha has sat down, I'll tell you about this term's project work. OK, great, everyone ready?
19
Copy the grammar table into your books. You could use the same colours as I did on the board.
PART 4Questions 20 – 26
For questions 20 – 26, match the mistake in each line of the student's essay with the types of mistake listed A – H.
There is one extra option which you do not need to use.
Types of mistake
Aincorrect pronoun
Bincorrect adjective form
Cincorrect spelling
Dmissing article
Eincorrect word order
Fincorrect preposition
Gincorrect verb form
Hincorrect punctuation
Student's essay: 'My Hobbies'
20
Since I am very young I have loved reading. My favourite books are true stories
21
about people. I am quite interesting in science fiction films but sometimes
22
they are too unbelievable for me and I wish I hadn't wasted money with a ticket.
23
One of films I saw recently was a comedy about a family's terrible holiday. It was
24
so funny, especially the scene on the beach when they lose their cloths.
25
Another hobby of me is football. I often go to matches and I have several
26
brother's, so we often play football with our friends, even when it's raining!
PART 5Questions 27 – 33
For questions 27 – 33, look at the statements about functions of learner language and the three options for completing them listed A, B and C. Two of the options complete the statement correctly. One option does NOT. Mark the option (A, B or C) which does NOT complete the statement correctly.
27
When doing a pre-reading activity, learners do NOT usually need to
28
When doing a problem-solving activity, learners do NOT usually need to
29
When giving a class presentation, learners do NOT usually need to
30
When telling a story, learners do NOT usually need to
31
In order to play the role of a customer in a restaurant, learners do NOT usually need to
32
When writing a film review, learners do NOT usually need to
33
When discussing answers to a task, learners do NOT usually need to
PART 6Questions 34 – 40
For questions 34 – 40, match the lines in the dialogue with the functions of learner language listed A – H.
There is one extra option which you do not need to use.
Functions of learner language
Aexpressing worry
Bexpressing certainty
Cdescribing an event
Dexpressing dissatisfaction
Eexpressing intention
Fgiving encouragement
Ggiving a reason
Hspeculating
Learners' dialogue
34
Jack: I don't suppose you've heard what happened to Daniel last weekend?
35
Sarah: No, I haven't seen him yet this week. Go on then. I can see you can't wait to tell me.
36
Jack: Don't worry, I'll only tell you the exciting bit. You know that café on the roof top of the building opposite?
37
Sarah: Yes, it's always really crowded and impossible to get a drink whenever I've been there.
38
Jack: I know! Anyway, he got in the lift to go up there and the lift got stuck for most of the afternoon!
39
Sarah: Oh no! Was he OK? Do you think it happens often?
40
Jack: He was just unlucky, I think. There was a power cut in the whole street.
PART 7Questions 41 – 47
For questions 41 – 47, match what the teacher says with the teacher roles listed A – D.
You will need to use some of the options more than once.
Teacher roles
Aproviding feedback
Beliciting language
Cgiving instructions
Dclarifying language
What the teacher says
41
The brainstorming activity showed me how much language you already know – well done!
42
So if you used to do something, do you still do it?
43
So what must I ask you to buy if I want to make a cake?
44
After listening to your role-plays in the restaurant, I can see that we need to revise the language of food.
45
Now, let's see what words we know for different kinds of weather.
46
Can you tell me whether a cooker is a person or a thing?
47
I'd like you to look back through your last homework and correct all the words that you spelt wrong.
PART 8Questions 48 – 54
For questions 48 – 54, match the classroom situations with the possible classroom management strategies listed A – H.
There is one extra option which you do not need to use.
Classroom management strategies
AMake sure you pre-teach key words which can't be guessed from context.
BUse a filler rather than moving on to a new task.
CTry to allow students to look up words only at certain times of the lesson.
DGet feedback on what topics and activities will engage students.
EMake them do it in class time while the others are doing fun activities.
FLet students communicate together in pairs rather than in big groups.
GTake care how you sequence your instructions.
HNominate who you want to speak so there is no calling out.
Classroom situations
48
Some students rely too much on their dictionaries when they're writing.
49
A few of my students have very little motivation for learning English.
50
Students get discouraged when reading if there's too much new vocabulary.
51
Some students are embarrassed when they have to speak English in front of the class.
52
Students often haven't done the homework which a class activity depends on.
53
I grade my language, but some students still don't understand how to do an activity.
54
Sometimes I don't finish an activity because students take longer than I expect to do things.
PART 9Questions 55 – 61
For questions 55 – 61, match the classroom management choices with the teacher's main purposes listed A – H.
There is one extra option which you do not need to use.
Main purposes
Ato make sure there are activities which are suitable for all learners
Bto show learners she values their contributions
Cto give learners time to reflect on what they have been studying
Dto help learners understand the importance of finding things out for themselves
Eto make roles and responsibilities in the classroom clearer
Fto give learners confidence to speak in open class
Gto provide opportunities for learners to work with people of different abilities
Hto help the learners to settle into the classroom routine
Classroom management choices
55
Learners and the teacher agree on what is acceptable behaviour on their course and write it up in a learning contract.
56
The teacher does some things at the same time in each lesson: collecting the homework, or setting the next homework, etc.
57
The teacher brings in a variety of supplementary materials.
58
The teacher plays some music at the end of each class and encourages learners to write down their thoughts about the class.
59
The teacher allows learners to check their answers in pairs before class feedback.
60
The teacher always displays learner work around the walls.
61
The teacher encourages learners to make use of dictionaries, grammar books and the internet when they are working on some tasks.
PART 10Questions 62 – 67
For questions 62 – 67, look at the incomplete sentences about correction and the three ways of completing them listed A, B and C. Two of the ways are appropriate. One of the ways is NOT. Mark the option (A, B or C) which is NOT appropriate.
62
An elementary learner tries to use vocabulary above his level while having a discussion in open class. The teacher
63
An intermediate learner says 'I goed' while telling a story. The teacher
64
There are lots of mistakes with the target language in a piece of learner's writing. The teacher
65
A learner says 'When I opened the curtains, the sun shone.' The teacher
66
The learners have done a piece of creative writing as part of an integrated skills activity. The teacher
67
The learners want to be corrected but being corrected makes them self-conscious about speaking. During communicative activities the teacher
PART 11Questions 68 – 74
For questions 68 – 74, match the teacher's feedback on a learner's business presentation with the feedback focuses listed A – D.
You will need to use some of the options more than once.
Feedback focus
Aorganisation
Baccuracy
Crange of language
Dregister
Teacher's feedback
68
I'm pleased that you changed the end of the presentation from 'That's all folks' to 'That brings my presentation to an end'. You have to imagine you're presenting to a group of people you don't know very well.
69
It was good that you left the questions for the end because it allowed you to finish the presentation in a more relaxed way.
70
I think it would have been better to explain how good the product was before showing examples.
71
You managed to find six different adjectives to use when you were describing the strengths of the product. Well done!
72
You got the class involved by asking them what it would be like to be in charge of the company. This was good but next time, in the if clause, use were rather than are.
73
I can see that you have been working on making your speech more natural by using connected speech. But be careful with /ə/ in connected speech.
74
In the part of the presentation where you were talking about the past, you were repeating the same structures a lot.
PART 12Questions 75 – 80
For questions 75 – 80, match the ways of grouping students with the teacher's purposes listed A – G.
There is one extra option which you do not need to use.
Teacher's purposes
Ato allow each student time to remember any lexis they already know about the topic
Bto encourage the students to use their shared background to help with the task
Cto give the students the opportunity to talk to as many of their peers as possible
Dto give students a reason for doing the task
Eto encourage the students to listen more effectively
Fto give the students more confidence in using the language orally before doing less controlled practice
Gto evaluate how well each student has understood the language
Ways of grouping students
75
In a multilingual group, the teacher asks students from the same countries to work together.
76
The teacher asks her students to individually think of as many travel words as they can.
77
When presenting some new language, the teacher does choral drilling as a whole class.
78
The teacher explains the aims of the activity to the students as a whole class.
79
The students individually complete sentences with the correct verb form.
80
The students do a role-play mingling activity as a warmer.