Part 1
Questions 1 – 7
For questions 1 – 7, look at the grammatical terms and the three sentences listed A, B and C.
Two of the sentences contain examples of the grammatical term. One sentence does NOT.
Mark the letter (A, B or C) which does NOT contain an example of the grammatical term.
1
reported statement
AArthur told Mary he’d see her later.
BRonnie recommended that we went to the cinema.
CJohn chose to work abroad.
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2
first conditional
AI won’t have time to do it today unless my meeting is cancelled.
BI’ll take the dog for a walk if you want me to.
CI’ll have a think about it and get back to you.
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3
infinitive of purpose
AHe tried to repair it, but it didn’t work.
BI put my head out of the window to get some fresh air.
CJack waited outside for hours to take the singer’s photo.
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4
present perfect
AThere haven’t been many hotter days than this.
BI’m afraid that woman’s got a lot of problems.
CI’ve had enough of your bad behaviour.
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5
passive
AShe’s been sent all the details of the trip.
BThe police have said the money was left in a red car.
CI’ve been taking the pills for a month now.
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6
gerund
AOne of my sisters is having a baby.
BHaving a walk every day is good for you.
CI enjoy having a good chat with my friends.
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7
imperative form
AShow me which one you want.
BYou do the washing up and I’ll clean the bathroom.
CDon’t tell me he’s changed his mind again.
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Part 2
Questions 8 – 13
For questions 8 – 13, look at the questions about grammatical use and the three possible answers listed A, B and C.
Choose the correct answer.
8
Which sentence contains a conjunction used to introduce a contrast?
AI’m not sure if I agree with you.
BDespite the fact that the weather was bad, the match went ahead.
CWhen I tried to turn it on, there was a loud noise and all the lights went out.
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9
Which sentence contains a future form used to describe an event arranged before now?
AWe’re leaving the country on 16th April.
BLet’s now have a five-minute coffee break.
CJohn’s going to be 40 on his next birthday.
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10
Which sentence contains a clause used to give a reason?
AIt was such a lovely day that they decided to go to the seaside.
BI’ll meet you in the park at 2.30 unless you call me.
CShe took a book with her on the train as she gets bored easily.
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11
Which sentence contains a present perfect form used to talk about a past action with an effect on the present?
AYour hair looks nice – have you had it cut?
BHow many countries has she visited so far?
CI’ve often wondered where she goes every Friday.
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12
Which sentence contains a conditional used to express an unlikely situation?
AIf you like tomatoes, you’ll love her cooking.
BIf you want to come to the cinema tomorrow, just give me a call.
CIf I found somebody’s purse, I’d return it to them.
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13
Which sentence contains a past tense used to describe a repeated action?
AI went to the gym for five years without ever really enjoying it.
BJohn was mending his bike outside when the rain started.
CDr Porter wanted to see his patients in the morning.
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Part 3
Questions 14 – 19
For questions 14 – 19, look at the lexical terms and the three options listed A, B and C.
Two of the options are examples of the term. One option is NOT.
Mark the letter (A, B or C) which is NOT an example of the term.
14
collocations
Aa strong smell
Ba strong wind
Ca strong rock
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15
antonyms
Asmooth, rough
Bbad, worse
Csend, receive
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16
words with suffixes
Aadvisor
Bfunny
Cflower
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17
synonyms
Awater, river
Bfalse, untrue
Ccost, price
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18
lexical sets
Aball, hit, tennis
Bclick, keyboard, print
Cwrite, writing, written
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19
phrasal verbs
Arun out of
Brecover from
Cring up
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Part 4
Questions 20 – 27
For questions 20 – 27, look at the sentences and the three transcriptions listed A, B and C.
Two of the transcriptions are possible ways of saying the sentence in fluent connected speech. One of the transcriptions is NOT.
Mark the letter (A, B or C) which is NOT a possible way of saying the sentence.
20
They are swimming.
A/ðeɪ jɑː swɪmɪŋ/
B/ðeə swɪmɪŋ/
C/ðeɪ wə swɪmɪŋ/
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21
Do you like the book?
A/dɪd uː laɪk ðə bʊk/
B/dʒə laɪk ðə bʊk/
C/dʊ jʊ laɪk ðə bʊk/
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22
Are you going to walk to the bank?
A/ɑː jʊ ɡəʊɪn tə wɔːk tə ðə bæŋk/
B/ɑː jʊ ɡəʊŋ wɔːk tə ðə bæŋk/
C/ɑː jʊ ɡənə wɔːk tə ðə bæŋk/
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23
She has never been to London.
A/ʃiː hæz nevə biːn tə lʌndən/
B/ʃiːz nevə biːn tə lʌndən/
C/ʃiːs nevə biːn tə lʌndən/
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24
He must be a teacher!
A/hi mʊʃ biː jə tiːtʃə/
B/hi mʌst biː jə tiːtʃə/
C/hi məs biː jə tiːtʃə/
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25
Could you pass me that spoon?
A/kʊd juː pɑːs mɪ ðæt spuːn/
B/kʊd huː pɑːs mɪ ðæt spuːn/
C/kʊdʒə pɑːs mɪ ðæt spuːn/
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26
My car is really old.
A/maɪ kɑː iz riːli əʊld/
B/maɪ kɑː riz riːli əʊld/
C/maɪ kʌ iz riːli əʊld/
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27
They won’t let you in.
A/ðeɪ wəʊnt let juː wɪn/
B/ðeɪ wəʊnt let juː ɪn/
C/ðeɪ wənt let juː ɪn/
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Part 5
Questions 28 – 34
For questions 28 – 34, look at the terms related to language skills and the three possible definitions listed A, B and C.
Choose the definition which matches the term.
28
intensive listening
Alistening in order to identify the attitude of the speakers
Blistening carefully to a short text to get the main idea
Clistening with a focus on how language is used
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29
paraphrasing
Agiving a prompt to your listener
Brepeating somebody else’s words
Cusing other words to express the same meaning
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30
oral fluency
Aspeaking naturally without hesitating or repeating
Bspeaking naturally without mistakes
Cspeaking naturally without looking at notes
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31
receptive skills
Alistening, reading, speaking and writing
Bspeaking and writing
Clistening and reading
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32
developing skills
Areminding yourself why you are listening, reading, speaking or writing
Bhelping yourself learn how to listen, read, speak or write
Chaving a clear idea of what you will listen to or read, speak or write about
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33
deducing meaning from context
Afinding out the meaning of an unknown word from a friend
Bguessing the meaning of an unknown word by using knowledge of other words nearby
Cgetting the meaning of an unknown word by using a dictionary
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34
interactive strategies
Astrategies a person uses when speaking to keep a listener interested
Bstrategies a person uses to search the internet efficiently
Cstrategies a person uses to learn better
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Part 6
Questions 35 – 40
For questions 35 – 40, match the underlined parts of the dialogue with the functions listed A – G.
There is one extra option which you do not need to use.
Functions
Arecommending
Bsympathising
Cpaying someone a compliment
Dexpressing a decision
Egiving an explanation
Fpredicting
Gdrawing a conclusion
Dialogue
35
Henry: I can imagine. You scored two great goals.
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36
Mike: Thanks. Greg did too, so we’ve got more goals than anyone else now.
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37
Henry: I’ll have to miss it. We’re going to my cousin’s wedding.
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38
Henry: Yes, but it should be fun to see all the family together.
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39
Mike: … It’s a good way to stay in touch with everyone. It’s something your family could do maybe.
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40
Henry: Yeah, good idea, I’ll try and organise one.
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Part 7
Questions 41 – 45
For questions 41 – 45, match the reasons why learners made mistakes with the types of mistake listed A – F.
There is one extra option which you do not need to use.
Types of mistake
Agrammatical slip
Bgrammatical developmental error
Clexical developmental error
Dgrammatical interference error
Elexical interference error
Fpronunciation interference error
Reasons why learners made mistakes
41
Kumiko used the wrong form of a verb because, without realising, she was over-generalising a rule.
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42
Sofia was translating in her head as she was speaking, and produced an idiom that nobody understood.
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43
Svetlana had not fully understood the difference in meaning between several linking words, and wrote the wrong one.
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44
Hanna used the wrong tense because she thought its use was the same as in her L1.
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45
Jan used word stress patterns typical of his own language, which made the teacher misunderstand him.
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Part 8
Questions 46 – 50
For questions 46 – 50, look at the teaching strategies for motivating learners and the three possible examples listed A, B and C.
Choose the correct example of the strategy.
46
personalising the learning process for learners
Asuggesting learners give themselves English-language names
Bnominating learners to give answers individually
Cchoosing reading texts about learners’ hobbies and interests
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47
developing learners’ interest in the target culture
Ahelping them to meet some native speakers of English
Bgetting them to translate texts they write into English
Casking them to use their imagination when learning English
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48
encouraging learner autonomy
Agiving assessment tasks which are just below the learners’ level
Bdiscussing strategies for learning effectively outside class
Csetting up competitions with prizes for the best learners
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49
increasing learners’ self-confidence
Areturning learners’ marked homework quickly
Bgiving learners tasks which are fairly easy to complete
Cpointing out learners’ common errors
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50
helping learners to establish goals
Aasking them to work in pairs when doing exercises
Bmaking sure that the lessons use a variety of activity types
Cshowing a video of a learner using English on holiday
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Part 9
Questions 51 – 55
For questions 51 – 55, match what a learner did in a week of independent study with the learning strategies listed A – F.
There is one extra option which you do not need to use.
Learning strategies
Afocusing on fluency
Bmemorising
Cpersonalising
Dnoticing
Emaking use of exposure
Fpredicting
What the learner did
51
He watched a film in English and read several magazines.
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52
He practised speaking for one minute without correcting himself.
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53
He wrote down the words he might find in a news article before reading it.
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54
He practised letter writing by writing a letter to an English friend about his holidays.
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55
He underlined all the examples of the present perfect in a text from the coursebook to see how they were used.
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Part 10
Questions 56 – 61
For questions 56 – 61, match the parts of a presentation on ‘used to’ with the presentation techniques they employ listed A – G.
There is one extra option which you do not need to use.
Presentation techniques
Aintroducing the context
Beliciting target language
Cfocusing on the written form
Dusing gesture to illustrate meaning
Eexplaining use
Fhighlighting the spoken form
Gmaking the target language relevant
Parts of a presentation on ‘used to’
56
The teacher says: ‘Look at the negative. There isn’t a ‘d’ at the end of ‘use’.’
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57
The teacher asks the class to talk about the things that children enjoy doing.
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58
The teacher asks: ‘So, what’s another way to say ‘she rode a bicycle then, but now she doesn’t’?’
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59
The teacher gives students the names of different childhood activities and tells them to write true sentences about themselves using ‘used to’ and ‘didn’t use to’.
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60
The teacher repeats the model sentence with natural linking, stress and intonation.
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61
The teacher says: ‘It’s for when we want to talk about things we did in the past but don’t do now.’
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Part 11
Questions 62 – 67
For questions 62 – 67, match the key features with the approaches listed A, B and C.
You will need to use some of the options more than once.
Approaches
ACommunicative approach
BCLIL (Content and Language Integrated Learning)
CStructural approach
Key features
62
The main focus of the approach is on meaningful use of language rather than language accuracy.
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63
This gives equal importance to grammar and vocabulary learning and subject knowledge.
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64
The syllabus focuses on teaching simpler grammatical items before more difficult ones.
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65
Learners are encouraged to experiment with new language.
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66
Learners are given the opportunity to study topics in depth.
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67
The language taught is generally ungraded and decided by the topics on the syllabus.
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Part 12
Questions 68 – 74
For questions 68 – 74, look at the questions about activities and the three possible answers listed A, B and C.
Choose the correct answer.
68
Which of the following is NOT a speaking activity?
Anegotiating
Bchanting
Clabelling
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69
Which of the following is NOT an interactive activity?
Achoral drilling
Brole plays
Cproblem solving
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70
Which of the following does NOT involve focusing on students’ own ideas?
Arank ordering
Bsubstitution drilling
Cbrainstorming
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71
Which of the following is NOT a stage in process writing?
Ainferring
Bediting
Cplanning
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72
Which of the following does NOT require productive skills?
Aa communication activity
Ba matching task
Ca mingle
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73
Which of the following does NOT involve a restricted choice of language?
Aextensive reading
Bcontrolled speaking exercises
Cguided writing
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74
Which of the following does NOT focus on sorting vocabulary or ideas?
Aa word map
Ba categorisation activity
Can information gap
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Part 13
Questions 75 – 80
For questions 75 – 80, look at the types of assessment and the descriptions of how learners can be assessed listed A, B and C.
Two of the descriptions match the type of assessment. One description does NOT.
Mark the letter (A, B or C) which does NOT match the type of assessment.
75
formal assessment
ALearners do a grammar test in order to enter secondary school.
BLearners do a grammar test in order to get a course certificate. The pass mark is 75%.
CLearners do a grammar test in groups and discuss their answers in order to practise for a national exam.
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76
informal assessment
ALearners do a dictation, mark each other’s work and discuss the results.
BLearners do a dictation. They get a grade for their work as part of their final mark for the term.
CLearners do a dictation and compare their work with the original, making any necessary corrections.
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77
summative assessment
ALearners are assessed on their speaking at the end of the course and receive a mark.
BLearners are assessed on their speaking at the end of the course. The teacher suggests ways they can improve.
CLearners are assessed on their speaking at the end of the course and told if they have passed or failed.
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78
formative assessment
ALearners receive a report based on a diagnostic test at the start of the term which tells them the language they need to work on.
BLearners receive a report in the middle of the term which tells them about their progress.
CLearners receive a report at the end of the term which tells them their mark.
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79
peer assessment
ALearners receive their test scores then discuss what they found difficult.
BLearners practise a dialogue then discuss how good their pronunciation was.
CLearners proofread each other’s essays then discuss their use of cohesion.
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80
self-assessment
ALearners write a mark from 1 to 3 on the board to show how well they think they learned.
BLearners list their homework tasks in date order in their notebooks.
CLearners write in their notebooks about what they need to improve in their writing.
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