For questions 1 – 6, match the teachers' questions with the functions listed A, B and C.
You will need to use some of the options more than once.
Functions
Achecking instructions
Bchecking understanding of form
Cchecking understanding of meaning
Teachers' questions
1
What do you need to find out from your partner before you write your sentences in the passive?
2
Look at this picture. Which of these people are being sensible?
3
What tense do I want you to use to describe the pictures?
4
Decide with a partner why you can't say 'He's lived in Rome two years ago'.
5
How many different ways does the writer use to tell us the children were afraid?
6
Do we need to use the verb do when making questions in the present continuous?
PART 2Questions 7 – 13
For questions 7 – 13, look at each teacher activity and the three things the teacher could say to the learners listed A, B and C. Two of the things the teacher says are appropriate. One of the things is NOT. Mark the option (A, B or C) which is NOT appropriate.
7
Checking instructions
8
Concept checking the structure: She's had her hair cut.
9
Checking the comprehension of the word boot as in boot of a car
10
Eliciting the word hovercraft
11
Checking answers
12
Correcting
13
Prompting
PART 3Questions 14 – 19
For questions 14 – 19, match what the teacher says in the learners' L1 with the reasons listed A – G.
There is one extra option which you do not need to use.
Reasons for using the learners' L1
Ato support learners who are having problems understanding explanations of grammar in L2
Bto give important announcements about things not related to L2 learning
Cto check whether an explanation about the meaning of vocabulary in L2 has been misunderstood
Dto check instructions with a low-level class
Eto enable the teacher to get to know the learners as people
Fto give tips about exam strategies
Gto support complex instructions in the coursebook
What the teacher says in the learners' L1
14
OK Antonio, are you going to show your picture to your partner?
15
With multiple choice it can help to try and answer the question yourself first, without looking at the options.
16
OK, I'm going to give some examples in our language to show how past forms are used differently in English.
17
For each sentence, put the verb in brackets in each sentence into the appropriate past tense.
18
Tell me what the opposite of this adjective is.
19
Right, anyone who hasn't handed in their money for next week's trip must do so by twelve o'clock today.
PART 4Questions 20 – 26
For questions 20 – 26, match the error in each numbered line of the student essay with the types of error listed A – D.
You will need to use some of the options more than once.
Student essay
There are many good ways to practise English outside the classroom. One …
Types of error
Averb form
Bspelling
Carticle
Dpunctuation
Student essay (find the error in each numbered line)
20
way is to read a newspaper in the English every morning and check any new
21
vocabulary in a monolingual dictionary with explanations in English.
22
My teachers advice is very useful. She told me to go to the tourist areas
23
of my city and look at the information and leaflets wrote in English and
24
maybe even give directions to lost tourists! Anther way to improve is
25
to listen to the radio in English. Its quite difficult to understand words
26
without see them but you could record the programme and listen more
PART 5Questions 27 – 33
For questions 27 – 33, match the learner mistakes in each line with the types of mistake listed A – H.
There is one extra option which you do not need to use.
Types of mistake
Awrong verb-noun collocation
Bwrong preposition
Cwrong word order
Dwrong verb pattern
Ewrong adverb
Fwrong pronoun
Gwrong article
Hwrong agreement
Learner mistakes
27
I don't eat usually ice cream, but this tastes really delicious.
28
It takes a long time to get used to drive on the left!
29
That was a first time I'd seen a reality TV show.
30
The news aren't on until 6.30 so we won't miss it.
31
He accused me of stealing his money while we were on the office.
32
The teacher gave us the essays whose she had just corrected.
33
I've made my homework and now I can go out.
PART 6Questions 34 – 40
For questions 34 – 40, look at what the learner says and the three possible functions listed A, B and C. Choose the function which matches what the learner says.
What the learner says
34
Could you do that again?
35
I've got a dentist's appointment, so I'm afraid I'll miss tomorrow's lesson.
36
So if you feel under the weather, you don't feel very well, right?
37
Should we work alone or together?
38
I don't think the main character will keep his promise.
39
I'm going to review my notes for the exam this weekend.
40
Shall I look it up in the dictionary?
PART 7Questions 41 – 47
For questions 41 – 47, match the trainers' comments on teaching with the teacher's roles listed A – D.
You will need to use some of the options more than once.
Teacher's roles
Areflector
Blanguage resource
Cassessor
Dplanner
Trainers' comments on teaching
41
It is important to encourage learners to ask the teacher questions during the lesson.
42
Learners gain confidence when they get well-deserved praise.
43
When learners make slips the teacher can just supply the correct language and let the activity continue naturally.
44
Most learners like it when the teacher uses additional texts and tasks, not only the ones in the course book.
45
It is important to consider whether the reading text was relevant to the age group.
46
Many learners find it hard to feel that they are making progress when they get to intermediate level so the teacher has to help them recognise their achievements.
47
The timing of a lesson can be hard to get right, and new teachers often try to get through too much material.
PART 8Questions 48 – 54
For questions 48 – 54, match the teacher trainer's comments with the areas of classroom management listed A, B and C.
You will need to use some of the options more than once.
Areas of classroom management
Ainstructions
Broutines
Cflexibility
Teacher trainer's comments
48
If the listening is difficult for learners it's a good idea to just give them the gist questions and then move on.
49
It's a great idea to begin and end each lesson with a short mingle.
50
Grade your language so that even the weakest student can understand.
51
In a complicated activity like this, give students one thing at a time to do.
52
Leaving out the last reading task allowed you time to explain their homework.
53
Make sure you are consistent about when you allow students to use the L1.
54
The students were obviously tired and needed a change of activity to raise energy levels.
PART 9Questions 55 – 61
For questions 55 – 61, look at the classroom management terms and the three possible descriptions listed A, B and C. Choose the description which matches the term.
Classroom management terms
55
to reformulate language
56
to grade language
57
to build rapport
58
to mingle
59
an open-ended task
60
a learner contract
61
to nominate
PART 10Questions 62 – 67
For questions 62 – 67, match the trainer's advice on correction with the correction strategies listed A – G.
There is one extra option which you do not need to use.
Correction strategies
Aconcept checking
Breformulating
Cusing facial expressions
Ddelaying feedback
Eusing peer correction
Fusing finger correction
Gecho-correcting
Trainer's advice
62
You could make a note of any errors you hear more than once during the fluency activity and then discuss them at the end of the lesson.
63
If a learner makes a mistake with a false friend such as saying He is very sensible, I'd just say 'He's very sensible?' and continue the lesson.
64
A good way to prompt learners to correct themselves is to repeat the incorrect phrase, stressing the word that is wrong with a questioning intonation.
65
Why not focus them on the meaning to make learners think again, for example, 'When you say you used to ski, do you mean you've stopped skiing now or you still ski?'
66
You could ask learners to exchange their drafts and underline the mistakes, using a checklist for guidance.
67
Put out your hand to stop the learner, then raise your eyebrows and look worried.
PART 11Questions 68 – 74
For questions 68 – 74, match the teacher's comments with the types of feedback listed A – H.
There is one extra option which you do not need to use.
Types of feedback
Afeedback on planning writing
Bfeedback on behaviour in class
Cfeedback on fluency
Dfeedback on deadlines for homework
Efeedback on punctuation
Ffeedback on progress
Gfeedback on use of intonation
Hfeedback on register
Teacher's comments
68
Joanna, you presented your ideas to the class with confidence, and at a speed that made it easy for everyone to understand.
69
I noticed you repeated ideas in different parts of your essay, probably because you got information from different websites without reorganising it.
70
Listen when I give the instructions, then you'll know which group you're working in.
71
Remember to refer to the list of academic vocabulary I gave you when writing your essay.
72
As your work was handed in late, you know, you won't get a grade for it.
73
You used your voice and facial expressions well in your dialogue to make us feel you were surprised.
74
The results of your grammar test show that you've all worked very well this term and are ready to go on to the next book.
PART 12Questions 75 – 80
For questions 75 – 80, look at the incomplete statements about ways of grouping students and three possible ways of completing them listed A, B and C. Two of the statements are appropriate. One of the statements is NOT. Mark the option (A, B or C) which is NOT appropriate.
75
The teacher encourages a learner to tell a funny story to the whole class …
76
The teacher puts learners into pairs to work on a challenging grammar exercise because …
77
The teacher asks the learners to write a story in small groups because …
78
The teacher decides to do a task as a whole class task, not as pair work, because …
79
The teacher tells learners to complete a task individually because …
80
The teacher sets up project work for groups of five learners because …