For questions 1 – 6, match the activities for teaching writing with the main teaching focuses listed A – G.
There is one extra option which you do not need to use.
Main teaching focuses
Acohesive devices
Blexical range
Caccurate letter formation
Dregister
Enarrative skills
Fdialogue writing
Gsummarising
Activities for teaching writing
1
Learners write the key points of an article they read in class, using no more than 50 words.
2
Learners copy a handwritten text, trying to make it look as similar to the original as possible.
3
Learners choose words and expressions like however, in addition and despite from a list of options to fill the gaps in a text.
4
Learners replace a number of uses of nice and good with more interesting adjectives.
5
Learners discuss how to make a story more interesting by including interesting characters.
6
Learners discuss the differences between writing a letter to a friend and to a stranger.
PART 2Questions 7 – 13
For questions 7 – 13, match the stages of a lesson with the main stage aims listed A – H.
There is one extra option which you do not need to use.
Main stage aims
Ato organise ideas for a narrative
Bto ensure the learners have complete understanding of the text
Cto give proofreading practice
Dto check past tense forms
Eto give free practice of past tense and sequencing words
Fto give practice in reading for gist
Gto set the topic and activate vocabulary
Hto give an opportunity to the learners to notice sequencing words
Stages of a lesson
7
The teacher writes School day in the middle of the board. The learners brainstorm all the things they do during their day at school.
8
The teacher hands out a story about Susan's school day, together with pictures of it. The learners read the story quickly and put the pictures in order. The teacher gives the correct order.
9
The learners reread the text and look up any unknown vocabulary in their dictionaries. The teacher checks any problematic words.
10
The teacher gives the learners the same story but with gaps instead of verbs. The learners fill the gaps from memory. They check their answers.
11
The learners look at the complete text again, and underline phrases such as Then, After that, A bit later.
12
The learners have five minutes to make notes for their own story about a memorable day at school.
13
In groups, the learners tell their own stories to each other and then decide on the most memorable day.
PART 3Questions 14 – 20
For questions 14 – 20, read the seven stages of an integrated skills lesson and complete each statement about the aims of each stage by choosing the correct option, A, B or C.
Stage 2 — What problems can teenagers face because of parents? Other people at school? Brothers and sisters? Friends?
Stage 3 — Look at the title and subtitle of the article you are going to read about a service for teenagers. What do you think this new service does?
Stage 4 — Read the article, then find the following words and phrases and underline them. Can you work out what they mean from the context?
Stage 5 — Find words or phrases in the text which have a similar meaning to these words or phrases.
Stage 6 — Look back at the article and find an example of: the present simple in the question form (paragraph 2); the past simple in the negative (paragraph 6).
Stage 7 — Use the words in the box in the correct form to complete the following sentences: The girl was ___ (tease) by an older child. It was the most ___ (embarrass) moment of my life.
Statements
14
The main aim of Stage 1 is to
15
The main aim of Stage 2 is to
16
The main aim of Stage 3 is to
17
The main aim of Stage 4 is to
18
The main aim of Stage 5 is to
19
The main aim of Stage 6 is to
20
The main aim of Stage 7 is to
PART 4Questions 21 – 27
For questions 21 – 27, match the information from a lesson plan on the past simple with the lesson plan headings listed A – D.
You will need to use some of the options more than once.
Lesson plan headings
ALesson aims
BPersonal aims
CAnticipated problems
DProcedure
Information from a lesson plan on the past simple
21
Learners may say the auxiliary 'do' in the past simple question form.
22
Remember to make instructions suitable for learners' level.
23
Learners discuss previous holidays in groups.
24
Increase variety to keep energy levels high.
25
Learners will use the past simple instead of the base form in questions.
26
Give more encouragement in group work activities.
27
Learners will increase the number of verbs they know for holiday activities.
PART 5Questions 28 – 34
For questions 28 – 34, match the ways of assessing with the main focuses of assessment listed A – H.
There is one extra option which you do not need to use.
Main focuses of assessment
Ause of proofreading skills
Bability to read intensively
Cknowledge of layout of a written text
Dability to write fluently
Eawareness of register of a text
Fuse of turn-taking skills
Gability to infer attitude from a text
Hknowledge of functional language
Ways of assessing
28
Ask students to find five new collocations in a leaflet about London.
29
Ask students to fill gaps in a leaflet about London with the correct adjective taken from pairs of formal/informal adjectives.
30
Ask students how they think the people who wrote different emails feel about London.
31
Give students a list of features such as pictures, headings and maps, and ask them to note down which features they would find in a leaflet about London.
32
Give students an email about London and ask them to write the corrections for any spelling mistakes.
33
Put students who like different kinds of films in pairs. Ask them to discuss and compare their tastes in films.
34
Ask students to write down five ways of inviting someone on a trip to London.
PART 6Questions 35 – 40
For questions 35 – 40, read the stages of a listening lesson about places and fill in the missing stages from the options listed A – F.
Lesson plan
The teacher writes trees, businessman, cars, houses, fields, farmer, office, etc. on the board.
35choose a stage…
The teacher conducts feedback and corrects learners' pronunciation.
Learners look at a picture of the countryside and a picture of the city and label the pictures using the words they have learned.
36choose a stage…
Learners look at four short descriptions of places and decide which two texts match the pictures they have labelled.
Learners check their answers with their partner, then share their answers in open class.
37choose a stage…
Learners check their answers in pairs, then share their answers in open class.
Learners listen for detail to a recording of people giving their opinion on the two different places and fill in detailed information in a table.
Learners check their answers in pairs, then share their answers in open class.
The teacher explains that the focus of the lesson will now change from places to countries.
The teacher writes Australia and Argentina on the board and elicits information about them from the learners.
38choose a stage…
Learners check their answers from recordings: half of the class listen to a recording about Australia and the other half listen to a recording about Argentina.
39choose a stage…
In pairs, learners decide which country they would like to visit.
40choose a stage…
Learners display their work around the room.
Missing stages
ALearners look at a list of statements about the two countries and they try to decide if the statements are true or false.
BLearners find a partner from the other group and they help each other to complete a worksheet with the information about the countries.
CLearners check their answers with their partner. Then the teacher conducts whole class feedback to prepare for a reading.
DLearners listen for gist to a recording of people giving their opinion on two different places and decide which places are being described.
ELearners make a poster advertising the place they have chosen.
FIn pairs, learners decide which words are connected with the countryside and which are connected with cities.
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 – 47
For questions 41 – 47, match the dictionary tasks that a teacher gave her students with their main purposes listed A – H.
There is one extra option which you do not need to use.
Main purposes
Ato help students consider the meaning of words very closely
Bto help students understand how a dictionary identifies parts of speech
Cto help students notice how a dictionary shows stronger syllables in a word
Dto help students search for idioms successfully
Eto help students notice compound words
Fto help students understand how a dictionary shows verb patterns
Gto help students check for correct vowel sounds
Hto help students focus on register
Dictionary tasks
41
The teacher gave students feedback on their homework, referring them to the dictionary to correct their examples, such as: He worked very hardly; She sang beautiful.
42
The teacher asked students to look up some expressions from a transcript to find out about formality, e.g. You're joking!
43
The teacher asked students to underline the key words in different phrases, e.g. No! You're pulling my leg!; She's the apple of her father's eye; before finding them in the dictionary.
44
The teacher asked students to complete a gap-fill, e.g. I tried ___ (do sport) last year but I didn't like it, before checking in the dictionary.
45
The teacher asked students to focus on pronunciation problems after a speaking activity, e.g. field, river, peach, by asking them to look the words up.
46
The teacher asked students to look up adjectives which are often confused, e.g. lonely and alone; excited and nervous.
47
The teacher asked students to complete a grid of word families, e.g. photograph, photographer and photographic. Students then looked up the words to mark the word stress.
PART 8Questions 48 – 53
For questions 48 – 53, match the dictionary extracts with the explanations listed A – G.
There is one extra option which you do not need to use.
Explanations
Acommon collocational words are given
Bthis word must be followed by an object
Cthe headword is classified in the same entry under different parts of speech
Dall meanings are given
Ea common error is included
Fonly used in formal written language
Gthis word cannot be used in the plural
Dictionary extracts
48
jet verb [T]
49
jet-lag noun [U] the feeling of being tired because you have travelled on a plane across parts of the world where the time is different.
50
jet noun a plane that can fly very fast. · jet verb to fly somewhere in a plane.
51
promote verb to support something or help something to develop. Used with: actively, heavily, strongly, vigorously.
52
bill noun [C] 1 an amount that you owe 2 proposal for law 3 paper money 4 list of concert events 5 bird's beak
53
news I've got a wonderful piece of news (NOT a wonderful news) for you.
PART 9Questions 54 – 60
For questions 54 – 60, match the extracts from a grammar reference book with the information they provide listed A – H.
There is one extra option which you do not need to use.
Section from a grammar reference book — Adjectives and adverbs
Adjectives: rude; straight; angry; quiet; slow; serious; perfect · words often end in –ic, -ive, -ed, -ful, -able, -al, -ish, -less, -like, -y
Adjectives of evaluation: size / age / shape / colour / participle / noun-derived. Opinion adjectives usually go before fact adjectives, as in: this comfortable Victorian country house
Comparatives: He looks more younger than he really is. · He was younger and more polite.
Words like our and your are sometimes called possessive adjectives and sometimes possessive determiners (see Unit 11).
Adverbs: most commonly formed from adjective +ly: loudly; carefully; badly; quickly; cleverly; softly; nervously. Note: Some adverbs and adjectives share the same form: hard>hard
'The adverb is an extremely broad word class...' (Downing and Locke, 1992)
Adapted from: About Language by Thornbury, S. Cambridge University Press, 1997
Information
Ashows the usual word order
Bgives different examples of the same part of speech
Crefers to another part of the book
Dgives an example that does not follow the rule
Eshows the appropriate register
Frefers to a previously published book
Ggives examples of suffixes
Hgives guidance on correct and incorrect forms of language
Adjectives of evaluation: size / age / shape / colour / participle / noun-derived
57
Comparatives: He looks more younger than he really is. He was younger and more polite.
58
Words like our and your are sometimes called possessive adjectives and sometimes possessive determiners (see Unit 11).
59
Adverbs most commonly formed from adjective +ly … Note: Some adverbs and adjectives share the same form: hard>hard
60
'The adverb is an extremely broad word class …' (Downing and Locke, 1992)
PART 10Questions 61 – 66
For questions 61 – 66, look at the ways of using supplementary material and the three reasons for each listed A, B and C. Two of the reasons are appropriate in each situation. One of the reasons is NOT. Mark the reason (A, B or C) which is NOT appropriate.
61
Following a lesson on the topic of families, the teacher asks learners to bring their family photos to class and to talk about them in small groups.
62
Following a lesson focusing on narrative tenses, the teacher gives learners different stories to read at home. Learners retell their stories in class the next day.
63
Following a lesson on the topic of houses, the teacher uses a recording of colleagues talking about their favourite rooms in class the next day.
64
Following a lesson focusing on clothes, the learners do a crossword using the previously-taught vocabulary.
65
Following a lesson focusing on the topic of different places, the teacher brings in holiday brochures. The learners choose a place they want to visit and say why they like it.
66
Following a lesson focusing on pronunciation, the teacher uses a game in which learners work in teams and match phonemic symbols with pictures.
PART 11Questions 67 – 73
For questions 67 – 73, match the activities in a lesson using a song with the main aims listed A – H.
There is one extra option which you do not need to use.
Aims
Ato focus on similar-sounding words
Bto practise intensive listening through dictation
Cto practise understanding gist
Dto prepare students for the lexical content of the song
Eto raise interest in the topic and allow students to state personal preferences
Fto use the song to present new grammar
Gto use the song to lead to freer discussion
Hto use the song for controlled oral practice
Activities
67
Before listening, students complete a questionnaire about musical tastes and compare their answers with a partner.
68
Students use dictionaries to research the meanings of idioms before they listen to the song.
69
Students listen to the complete song and order a set of pictures relating to the story the song tells.
70
Students listen and identify the rhyming words that are at the end of lines.
71
Students listen to the song line by line and write exactly what they hear.
72
Students practise saying (not singing) lines of the songs, keeping the same rhythm and pace as the singer had.
73
In groups, students prepare ideas for a video of the song to present to the rest of the class.
PART 12Questions 74 – 80
For questions 74 – 80, match the teachers' problems with their coursebooks with the suggested solutions listed A – H.
There is one extra option which you do not need to use.
Suggested solutions
AUse class time for things like presentation, oral practice and learning strategies and set as much of the written work for homework as you can.
BCan any of the topic areas be exploited for ranking or role-play activities?
CYou could try reading some of the texts aloud and get other teachers or L2 speakers to record the dialogues with you.
DHelp students to read more efficiently by identifying topic sentences and using headings.
EShow your students how to make mind maps after each lesson.
FPut a large phonemic chart that you can refer to on the classroom wall.
GSet up situations in which a structure is used naturally so that the form and the meaning is clear from your model sentences.
HEncourage interest in graded readers and researching topics on the internet.
Teachers' problems with their coursebooks
74
My school can't afford the CDs that go with the book.
75
There are no written summaries of the new lexis that's been presented.
76
There are lots of comprehension exercises but that isn't helping my students' oral skills.
77
I can't imagine how I'm going to get through everything in the book by the end of the term but my head teacher says we must.
78
My students like having the opportunity to read longer texts but the ones in the book are really boring and unnatural.
79
The texts in the coursebooks are really long and the students often take a long time to complete them.
80
My students don't like having to learn grammatical terms and rules for new language. What should I do?