For questions 1 – 6, look at the functions of teacher language and the three examples of language listed A, B and C. Two of the examples are appropriate for the function. One of the examples is NOT. Mark the example (A, B or C) which is NOT appropriate.
1
Which of the teachers' sentences does NOT prompt learners?
2
Which of the teachers' sentences is NOT an example of eliciting?
3
Which of the teachers' sentences does NOT give an instruction?
4
Which of the teachers' sentences does NOT check meaning?
5
Which of the teachers' sentences does NOT set the scene?
6
Which of the teachers' sentences does NOT speculate?
PART 2Questions 7 – 13
For questions 7 – 13, look at the teacher's model sentences and the three concept questions listed A, B and C. Two of the concept questions are appropriate for the model sentence. One of the concept questions is NOT. Mark the question (A, B or C) which is NOT appropriate.
7
Steven's known Maria since they started school together in 1994.
8
Kate needn't go to the bank.
9
This is the first time Annie has ever eaten in a Chinese restaurant.
10
The secretary had finished the report by 4.30.
11
I had just emailed Donna when she phoned me.
12
John: It's time we went home. Edward: OK.
13
There wasn't much milk in Linda's coffee.
PART 3Questions 14 – 19
For questions 14 – 19, match the teacher trainer's comments with the ways of encouraging learners to use English listed A, B and C.
You will need to use some of the options more than once.
Ways of encouraging learners to use English
Asetting achievable targets for classroom tasks
Busing L1 in situations where it is necessary and appropriate
Cshowing learners that English is relevant and useful outside the classroom
Teacher trainer's comments
14
I liked the way you explained the homework to the lower-level group in their language, and then explained it in English to the whole class.
15
Having guest learners from local English-speaking organisations was a very good idea and the class was well-prepared for these visits.
16
It might be easier not to use English in tutorials when you are addressing issues such as poor classroom behaviour.
17
Asking the learners to learn 10 new English words a week and to use these to create group dictionaries with pictures instead of translations is working well.
18
I'm not sure all the learners knew enough about Antarctica to take part in the quiz.
19
The role-plays based on situations in the workplace helped these business learners to realise they need to use English much more frequently.
PART 4Questions 20 – 26
For questions 20 – 26, match the mistake in each line of the learner's writing to the types of mistake listed A – H.
There is one extra option which you do not need to use.
Types of mistake
Awrong auxiliary
Bmissing article
Cwrong preposition
Dwrong verb pattern
Ewrong adjective form
Funnecessary word
Gmissing relative pronoun
Hwrong conjunction
Learner's writing
20
I was born on the countryside and spent my early years there.
21
Our house wasn't even in a village so we were even more as
22
lonely than other families in the country. People are brought up in
23
towns think that such a life must be bored for children because it
24
is too quiet for them but I am not agree at all. My parents
25
used to taking me on long walks through the forest and I remember
26
learning names of all the birds and plants that we found there.
PART 5Questions 27 – 33
For questions 27 – 33, match the underlined examples of language used by learners doing a prioritising activity in groups with their functions listed A – H.
There is one extra option which you do not need to use.
Functions
Aasking for an opinion
Bsummarising
Cgiving reasons
Dspeculating
Easking for clarification of language
Fchecking an instruction
Gexpressing polite disagreement
Hinterrupting to move the discussion forward
Examples of learner language
27
Irena: Me? Oh, I'm not, oh OK … It's difficult but I think maybe I'd choose the box of matches, the blanket, the book …
28
Irena (turning to her partner): … Michael?
29
Michael: The book, mmm … really? I'm not sure.
30
Irena: A book's useful – you can read about the area, to get directions.
31
Irena (cutting in as Istvan talks about stars): Well, the box of matches. We definitely need matches to make a fire.
32
Michael: What means 'canvas'?
33
Istvan: Good, so we can take that, the matches, but not the book.
PART 6Questions 34 – 40
For questions 34 – 40, look at the text. Read the questions about the functions of learner language in the learner's letter and the three answers listed A, B and C. Choose the answer which matches the function.
Letter of invitation — Dear Angela
line 1 How are you? I'm well and happy and living in my own apartment now in the city centre.
line 2 I wanted to let you know that I'm going to have a party for my birthday this year and
line 3 I want to invite everyone from our old school. Can you remember when my birthday is?
line 4 I think you can as it's the same day as yours! You must come! It'll be fun to see all of the
line 5 old faces again, don't you think? I've been trying to decide if I should have it on the Friday
line 6 or the Saturday. I'd rather the Saturday so everyone will be able to sleep late the next day.
line 7 My flat is very small so I'm afraid that I can't ask you if you want to stay over for the night
line 8 but you can get a taxi. I'm sure that there will be other people to share it with so it won't be
line 9 too expensive. Let me know if you can come. You know what? You'll have a great time!
Questions
34
In which line in the text is the learner asking for agreement?
35
In which line in the text is the learner giving an opinion?
36
In which line in the text is the learner giving information about recent events?
37
In which line in the text is the learner giving an invitation?
38
In which line in the text is the learner stating a preference?
39
In which line in the text is the learner stating an intention?
40
In which line in the text is the learner making a suggestion?
PART 7Questions 41 – 47
For questions 41 – 47, match the trainee teacher's comments with the reasons for classroom management decisions listed A – H.
There is one extra option which you do not need to use.
Reasons for classroom management decisions
Ato deal with unexpected learner difficulties
Bto help learners remember vocabulary
Cto increase learner participation
Dto explain a cultural reference
Eto develop learner independence
Fto promote peer assessment
Gto meet the requirements of the syllabus
Hto improve learner concentration
Trainee teacher's comments
41
I realise I included a bit too much material in this lesson but we have to finish this book by the end of the year.
42
I insisted on a time limit for reading the text otherwise learners can take a long time to finish reading tasks.
43
I spent more time on the reading comprehension questions than I'd put in my lesson plan but the questions turned out to be quite challenging for this class.
44
I organised the class into mixed-ability groups to work on this week's project and told them that they could use L1 to plan it.
45
I mimed the actions for the new verbs I wanted to present at the beginning of this lesson and then asked the learners to do the same at the end of the lesson.
46
I decided to teach the learners how to use an online dictionary so that they can find out how to pronounce words as well as what they mean.
47
Since we don't have the same education system as in the UK, I had to talk about it in L1 to these pre-intermediate learners.
PART 8Questions 48 – 54
For questions 48 – 54, look at the teacher's classroom management problems and the three solutions listed A, B and C. Two of the solutions are appropriate for each problem. One of the solutions is NOT. Mark the solution (A, B or C) which is NOT appropriate.
48
During a reading task, learners often use bilingual dictionaries, which do not always give them an accurate translation. Which solution is NOT appropriate?
49
I think sometimes I talk too much, especially when presenting target language. Which solution is NOT appropriate?
50
I think I have made learners depend on me too much for everything, so they do not think for themselves. Which solution is NOT appropriate?
51
When I'm monitoring pairwork, I'm worried that some learners get nervous and talk less when I am near them. Which solution is NOT appropriate?
52
I find it difficult to get learners to listen to each other when we are checking answers in open class. Which solution is NOT appropriate?
53
I sometimes feel the learners are bored with doing the same kind of work every lesson. Which solution is NOT appropriate?
54
Sometimes it feels as if the learners have spent a lot of time doing exercises, but still need more practice. Which solution is NOT appropriate?
PART 9Questions 55 – 61
For questions 55 – 61, match the comments in a teacher's reflective journal with the teacher's roles listed A, B and C.
You will need to use some of the options more than once.
Teacher's roles
Aclarifying language
Bcollecting information about learners' performance
Cadapting materials for classroom use
Comments in teacher's reflective journal
55
They talked a lot during the lesson because I made the matching task on giving directions into a mingle activity.
56
I need to provide the strong language learners with some more challenging work because they often finish early. So I'm going to write extra questions for them, following the same pattern as the ones in the book.
57
I'm worried about having such a big class this year; it's easy to know how the talkative learners are getting on with the coursebook but I'm not sure if some of the quiet learners are finding it too hard or too easy.
58
We're nearly halfway through the term and I think I need to informally monitor learners' use of narrative tenses next week to make sure they're making progress.
59
I need to do some research about the role of translation in the classroom; is it a way of making concepts easier for learners to understand, I wonder?
60
I'm expecting next week's test results to be really good and I'll use them to decide who can go to a higher level class.
61
Because we don't have continuous forms of verbs in our language, my learners are finding it hard to know when to use the present continuous. I must ask more experienced colleagues how they've presented this concept.
PART 10Questions 62 – 67
For questions 62 – 67, look at the statements about interaction patterns and choose the option (A, B or C) which completes each statement.
Interaction patterns
62
The teacher gives learners a mingle activity at the start of the class where they find out about each other because the teacher wants to
63
The teacher wants learners to write a description of their home town. First she puts them into groups to brainstorm because the teacher wants learners to
64
In a reading comprehension lesson, the teacher asks learners to discuss their answers to a comprehension task in pairs because she wants learners to
65
After the presentation stage, the teacher asks learners concept questions in open class about example sentences written on the board because the teacher wants to
66
When they are working on a project, the teacher puts confident learners to work together with less confident learners because the teacher wants to
67
Learners complete a multiple-choice comprehension task while listening to a recording. The teacher plays the recording again because she wants learners to
PART 11Questions 68 – 73
For questions 68 – 73, match the learners' errors with the correction techniques the teacher should use listed A – G.
There is one extra option which you do not need to use.
Correction techniques the teacher should use
AThe teacher draws a timeline to remind learners of the use of the continuous form.
BThe teacher does a review on the board of regular past tense endings: /t/, /d/, /ɪd/.
CThe teacher asks learners to put their fingers on their throat and to feel the difference when they say words beginning with /t/ and words beginning with /d/.
DThe teacher repeats the error and uses a gesture to indicate that the event was in the past.
EThe teacher makes some comments on the content and only focuses on some language errors.
FThe teacher shows that the vowel sound should be shorter and that the lips need to be more relaxed.
GThe teacher uses a correction code when correcting.
Learners' errors
68
A learner says, 'Last week we went to the cinema and we see the new James Bond movie. It was brilliant.'
69
A learner says, 'I /liːvd/ in Paris until I was 18 years old.'
70
Learners preparing for an exam hand in homework which has some problems with the use of past and present tenses and vocabulary.
71
A learner says, 'I was planning to go to bed early last night but there was a good film on so I /wɒtʃɪd/ it on TV instead.'
72
A learner says, 'I was at home and I watched TV when the telephone rang.'
73
An elementary learner gives the teacher a story she has written about her last holiday which she has done as extra homework. It has many mistakes, most of which are above level.
PART 12Questions 74 – 80
For questions 74 – 80, look at the trainee teacher's comments about feedback and the three suggestions made by the teacher trainer listed A, B and C. Two of the suggestions are appropriate in each situation. One of the suggestions is NOT. Mark the letter (A, B or C) which is NOT appropriate.
74
I did feedback after the task but when I asked the questions, no one answered. I know they had the answers.
75
I got the learners to write their answers on the board but it took a long time for each person to have a turn.
76
I have a class of teenagers and I want to know more about their interests and language needs.
77
The learners were practising the language they had just learnt in pairs but they were all making the same mistakes. I didn't know if I needed to stop the pairwork.
78
I usually do open class feedback after monitoring tasks by asking learners to say the answers while others listen. It's a bit boring.
79
My business English learners have done presentations and I want to give them feedback.
80
In feedback to a group discussion, all of the learners were shouting out ideas and I couldn't hear what they were saying.