For questions 1 – 6, look at the steps in a lesson plan and the three main aims for each (A, B and C). Choose the most appropriate aim for each step.
Steps in a lesson
1
Write on the board five years that are important to you and let students guess why they are important.
2
Students write down five years that are important to them on a piece of paper. They move around the class, guessing the importance of their peers' dates.
3
Students go online and type in the name of a famous businessman given by the teacher. In pairs, they find five important dates in the businessman's life.
4
When the first pair has finished, draw a grid on the board (When born? / Where born? / Business interests? / Achievements? / Other interesting facts?) and ask students to copy it.
5
Ask half the class to look at a web article about a businesswoman. Ask the other half of the class to look at a web article about another businesswoman. Students make notes about their businesswomen on the grid.
6
When they have made notes in the grid, students from the two halves of the class come together to find out about their partner's businesswoman.
PART 2Questions 7 – 15
For questions 7 – 15, match the information from a lesson plan with the lesson plan headings listed A – F.
You will need to use some of the options more than once.
Lesson plan headings
AMain aims
BPersonal aims
CAssumptions
DAnticipated language problems
EInteraction patterns
FTeaching aids
Information from a lesson plan
7
work in pairs on the coursebook task
8
students may say sorry for rather than sorry about
9
small group brainstorming of situations where learners have personally had to apologise
10
improve monitoring skills
11
already understand that different situations require different registers
12
present and practise the language of apology
13
inaccurate intonation patterns can make students sound rude
14
role cards with problem situations
15
avoid use of L1
PART 3Questions 16 – 21
For questions 16 – 21, match the anticipated language problems from a lesson plan teaching the second conditional with the solutions A – G.
There is one extra option which you do not need to use.
Solutions
APoint out that in the second conditional the if statement introduces something which is unlikely to happen.
BExplain that neither phrase is wrong – one form just tends to be more common in spoken and one in written English.
CUse your fingers to remind them to put the two words together.
DAsk someone in each group to monitor especially for this structural error.
EBring learners' attention to other words with the same silent letter, e.g. could.
FAsk students to make up sentences about themselves using the second conditional.
GModel the full form and short form.
Anticipated problems
16
Learners may try to pronounce the 'l' in would.
17
Learners may not hear would when it is contracted.
18
Learners may start using would in the if clause, in the free practice stage of the lesson.
19
Learners may not understand how the second conditional differs in meaning from the first.
20
Learners may want to know what the difference is between if I was and if I were.
21
Learners may forget to contract the auxiliary verb in the main clause of a second conditional sentence.
PART 4Questions 22 – 27
For questions 22 – 27, look at the stages of a skills lesson and the three main aims listed A, B and C. Two of the aims are appropriate for each stage. One of the aims is NOT. Mark the aim (A, B or C) which is NOT appropriate.
22
Stage 1: In groups of three, students brainstorm what they know about a film star.
23
Stage 2: Students read a biography of the film star and find out if their ideas were correct.
24
Stage 3: Students match the contents of the paragraphs with a one- or two-word description, e.g. paragraph two: his childhood.
25
Stage 4: Students look at time phrases, e.g. at that time; in those days; recently; these days. They underline any time expressions in the text.
26
Stage 5: Students complete a gap-fill exercise in which they fill in the missing time expressions, e.g. In those days, his family lived in a small village in the north of England.
27
Stage 6: Students use the model to produce a biography of a person who they know well.
PART 5Questions 28 – 33
For questions 28 – 33, read the stages of the lesson plan (based on a short story) and fill in the missing stages from the options listed A – F.
Lesson plan
Ask students to look at the picture of a woman in an airport and the title of the story The Wave. Elicit what they think the title means.
28choose a stage…
Ask students to listen to a short extract from the story and confirm what they know.
Get students to read and listen to the next part of the story and work in pairs to respond to comprehension questions. Monitor and help with vocabulary, where necessary.
29choose a stage…
Pre-teach any further key words.
30choose a stage…
Elicit the main points.
31choose a stage…
Get individual students to write what they found on the board.
Ask students to work in pairs, and write a telephone dialogue between Frances and her friend three days later, when Frances is explaining what happened.
Monitor and help with language.
32choose a stage…
Discuss in whole class why Frances really waved to Dan at the airport and whether this story could happen in real life.
33choose a stage…
Missing lesson stages
AGive students time to read the whole story.
BStudents work in small groups and perform for each other.
CFocus on the woman, Frances Grant, and ask students to guess her job, where she is, where she's been and why.
DAsk students to write about a time that they made a new friend in unusual circumstances.
ECheck answers in open class.
FGive some examples of telephoning phrases and get students to underline any more examples in the text.
Missing stages
28
Missing stage 28 (after eliciting the meaning of the title, before the first listening)
29
Missing stage 29 (after the pair comprehension questions)
30
Missing stage 30 (after pre-teaching key words, before eliciting the main points)
31
Missing stage 31 (after eliciting the main points, before students write on the board)
32
Missing stage 32 (after writing the telephone dialogue and monitoring)
33
Missing stage 33 (the final stage)
PART 6Questions 34 – 40
For questions 34 – 40, match the assessment tasks with the main assessment focuses listed A – H.
There is one extra option which you do not need to use.
Main assessment focuses
Alistening for speaker's attitude
Brecognising collocations
Cgetting the gist of a text
Dusing cohesive devices
Elistening for detailed information
Fexplaining reference words in a text
Gusing the passive voice
Hidentifying homophones
Assessment tasks
34
You will hear two teenagers talking. Is the main topic of their conversation … i) their parents? ii) their teachers? iii) their classmates? iv) their school project?
35
In the last sentence of this paragraph what do the words those and theirs mean?
36
Which of the following words is not commonly used before the word station? i) train ii) police iii) newspaper iv) radio v) bus
37
Fill the gap with a word (sentence adverb) that makes clear the logical connection between these two sentences: It was raining quite hard. __________ , we continued playing tennis.
38
In the following list, circle any words that have the same pronunciation: meet · mate · meat · made · met
39
You will hear two men, Tom and Mike, talking about their motorcycles. Whose motorcycle is … i) faster? ii) more reliable? iii) more economical?
40
Rewrite the sentence The mouse ate the cheese. beginning with The cheese …
PART 7Questions 41 – 47
For questions 41 – 47, match the examples of boardwork with the main focuses of the lessons listed A – H.
There is one extra option which you do not need to use.
Main focuses of the lessons
Ausing the /ɜː/ phoneme
Bmaking a request
Cmaking an offer
Dgiving advice
Etalking about future arrangements
Fusing prepositions
Gdescribing experiences
Husing adverbs of frequency
Examples of boardwork
41
I'd like + a glass of water / a coffee (+ noun); I'd like to + open the window / have a glass of water (+ infinitive)
42
[English Food picture] Have you ever …………? I've never ………… .
43
What are you doing this evening? → I'm having dinner with Kim.
44
[boxes with arrows showing position/movement]
45
100% always · usually · often · sometimes · rarely · never 0%
46
1) You should wear a coat. 2) You should take the train. 3) You should sit down. — a) It's cold outside. b) It's quicker than the bus. c) It's tiring to stand all the time.
47
[pictures] learn · girl · nurse · journey
PART 8Questions 48 – 53
For questions 48 – 53, read the dictionary entries. Match the entries with the information that the dictionary entries provide listed A – G.
There is one extra option which you do not need to use.
Dictionary entries
48 ablaze /əˈbleɪz/ adj. burning with a lot of flames. The ship was set ablaze by the explosion.
49 added /ˈædɪd/ adj. more than what is usual or natural [= extra]. This method has an added advantage. Fruit juice with no added sugar.
50 adept /əˈdept/ adj. good at doing something that needs care or skills [≠ inept]. He became adept at cooking her favourite dishes.
51 affirm /əˈfɜːm/ v [T] formal to say definitely that something is true. The president affirmed his intention to reduce taxes.
52 ago /əˈɡəʊ, əˈɡɒʊ/ adv used to say how far back in the past something happened. 10 years / a moment / a long time ago, etc. Jeff left an hour ago. We went there a long time ago.
53 aimless /ˈeɪmləs/ adj. without a clear purpose or reason – aimlessly adv.
Adapted from: Longman Active Study Dictionary, Pearson Longman, 2010
Information the dictionary entries provide
AAn antonym is shown after the definition.
BA link is shown to other related headwords at the end of the entry.
CA word that can be built from the headword is shown at the end of the entry.
DA word before the definition shows you if a headword is used in a particular style or register.
EA synonym is shown after the definition.
FA variation of pronunciation is shown.
GCollocation is shown in bold in an example sentence.
Dictionary entries
48
ablaze — The ship was set ablaze by the explosion.
49
added — [= extra]
50
adept — [≠ inept]
51
affirm — formal
52
ago — /əˈɡəʊ, əˈɡɒʊ/
53
aimless — – aimlessly adv.
PART 9Questions 54 – 60
For questions 54 – 60, match the teacher's worries about teaching with the chapters in a methodology book listed A – H.
There is one extra option which you do not need to use.
Book chapters
AProviding enough challenge
BClass management
CReading sub-skills
DConnected speech
EGetting feedback
FUsing the whiteboard
GTeaching grammar
HRevising and recycling
Teacher's worries
54
Vocabulary practice activities are often repetitive and students find this boring.
55
I was surprised to see that most of the students had forgotten all the vocabulary from earlier lessons.
56
How can I find out what they like or don't like about the lessons?
57
I often waste time by not getting students' attention quickly and easily.
58
How do I help students to cope with unknown words when working with longer texts?
59
I feel my concept questions about new structures could be more effective.
60
My students find it really hard to hear and separate words when speakers are talking quickly.
PART 10Questions 61 – 67
For questions 61 – 67, look at the learners' needs and the ways of using supplementary materials to meet the needs (A, B and C). Choose the option which matches the learners' needs.
Learners' needs
61
Learners want to read authentic informal texts to prepare for this type of writing in their exam.
62
Learners want help in finding different words with similar meanings to help them to avoid repetition in their writing.
63
Learners want weekly reviews of the vocabulary presented in the previous week.
64
Learners want explanations of difficult vocabulary when they are reading texts.
65
Learners want more practice in listening and note-taking, as they are preparing for university.
66
Learners want more controlled practice of the grammar they learn each week.
67
Learners want more free-speaking activities.
PART 11Questions 68 – 74
For questions 68 – 74, match the sequence of activities from a coursebook lesson about making complaints with the stage aims listed A – H.
There is one extra option which you do not need to use.
Stage aims
Ato give free spoken practice of the target language
Bto focus on intonation of target language
Cto give the students the chance to hear the functional language in context
Dto encourage interest in the work of other learners
Eto focus on form of target language
Fto give controlled written practice of target language
Gto focus on function of target language
Hto check useful vocabulary for the lesson
Sequence of activities
68
Match these complaints about a hotel: wash-basin / noisy · bed / cracked · air conditioning / uncomfortable.
69
Listen to three guests making complaints at a hotel reception. What problems do they have? Listen again. What are the receptionist's solutions to the problems?
70
Look at these sentences from the listening. Are they complaints or requests? (I'm afraid I've got a complaint. / I wonder if you could check for me. / I'm sorry, but there's something wrong with the TV. / Would you mind sending someone to look at it?)
71
Look at the underlined verb forms in the previous exercise. Are these phrases followed by the gerund or the infinitive of the verb? (I wonder if you could + … / Would you mind + …)
72
Listen to the same sentences said twice. Which is polite, a) or b)? Listen again and repeat the polite sentences.
73
Work in pairs. Draft an eight line conversation between a receptionist and a hotel guest. Use phrases you have just learnt.
74
Change papers with another pair of students. Read their conversation, correct any mistakes, and then role-play the conversation for the students who wrote it.
PART 12Questions 75 – 80
For questions 75 – 80, match the teacher's comments on problems with coursebooks with the ways of adapting coursebooks listed A, B and C.
You will need to use some of the options more than once.
Ways of adapting coursebooks
AReduce the amount of material.
BReplace the input text.
CChange the type of task.
Teacher's comments
75
The articles in the book are very interesting but I don't think my students will be very challenged by some of the things they are asked to do while they read.
76
Every recording on the CD is done by the same speaker and I think my students need more practice in hearing different accents.
77
It's good that the language practice exercises are accompanied by pictures, but the exercises themselves don't require students to think very much. I'd really like to exploit the pictures better.
78
Every unit aims to introduce between 20 and 25 new items of vocabulary, which is quite a lot for my students.
79
My students love songs but I know they won't like the ones in the book.
80
I think it's enough to concentrate on one grammar point in each unit. Sometimes there are three different grammar points, which will really confuse my class.