For
questions 1-5 , match the example language with the grammatical terms listed
A-F.
Mark the
correct letter (A-F)
There is one extra option which you do not need
to use.
Example
language
Grammatical terms
1- My, your, our
A subject pronouns
2- That, which, who B
possessive adjectives
3- We, you, she
C prepositions of movement
4- During, after, until D relative pronouns
5- Trough, along, towards E prepositions
of time
F interrogative pronouns
For questions 6- 12,
look at the questions about language and the three possible answers listed A,B
and C.
Mark the correct
letter (A,B or C) on your answer sheet.
6. Which sentence
does NOT contain a collective noun?
A The manager toldhis staff they could not
leave early.
B The teacher asked her students to hand in
their excercise books.
C The spectators cheered their team as they
scored a second goal.
7 Which sentence does
NOT cointain a determiner?
A There are several
examples in the text.
B Could you pass me
that pen?
C I'm going on
holiday next month.
8 Which sentence does
NOT contain a conjuction of contrast?
A She liked skating
when her friends went with her.
B While she was quite
hard-working, her sister preferred watching TV all day.
C She wanted to try
snowboarding though her husband warned her not to.
9 Which sentence does
NOT contain a verb that is used transitively?
A I really can't
explain the reason why I felt that way.
B He wants to retire
as soon as he can.
C Nobody knows what
she's going to do next next year.
10 Which sentence
does NOT contain a possessive pronoun?
A I'll take yours.
it's much better.
B Give me one
quickly, will you?
C I prefer this house
to theirs.
11 Which sentence
does NOT contain an adverb?
A He told us we only
needed to bring our passports.
B Fourtanately, they
found the wallet he'd lost.
C Nobody knew the
book that he was describing.
12 Which sentences
does NOT contain an adjective?
A There were so many
people in town that you couldn't walk around.
B The programme was
extremely well organised and everyone enjoyed it.
C There are no more
tickets available for that show.
For questions 13-18 match the
examples of words with the lexical categories listed A-G
Mark the correct letter (A-G) on
your answer sheet.
There is one extra option which you do not need to use.
Examples of words
13- trees, flowers, grass
A- idioms
14- two, too; blue, blew; pair,
pear.
B- suffixes
15- down in the mouth, green
fingers, a pain in the neck
C- synonyms
16- take off, give in, get out
D- lexical set
17- calmly, nationality,
childhood
E- prefixes
18- lucky, fortunate; sad,
miserable; awful, terrible F- homophones
G- phrasal verbs
For
questions 14-19, look at the terms about lexis and the three possible examples
listed A, B and C.
Choose
the example which matches the term.
Mark
the correct letter (A,B or C) on your answer sheet.
19
a collection
A
very nice
B
fresh news
C
quickly spoken
20
a word family
A
Childlike, children, childish.
B
Delightful, wonderful, amazing.
C
microwave, frying pan, fridge freezer.
21
a chunk
A
Where will they sit.
B
What do you want?
C
Why do you listen to her?
22
a word with a prefix and suffix
A
cooked
B
disappeaaring
C
imagination
23
a compound
A
bad idea
B
bookshelf
C
enjoyment
24
a lexical set
A
pair/pear
B
thing/ think
C
young/old
For questions 25-30, match the
example language with the functions listed A-G.
Mark the correct letter (A-G) on
your answer sheet.
There is one extra option which you do not need to use
Example language
25- I’m not sure if I’ll go or not. A-persuading
26- Please come with me. I really
want you to. B- giving
personal information
27- What do you think of his idea?
C- attracting attention
28- I’m 15 next birthday.
D- giving advice
29- Can I stay out late tonight?
E- expressing uncertainty
30- Hey, listen, listen.
F- asking for an opinion
G-
asking for permission
For
questions 30-35, look at the dialogue betweeen two friends. Read the sentences
from the dialogue and the three possible functions listed A,B and C.
Choose
the correct answer.
Mark
the correct letter (A,B and C) on your answer sheet.
|
Jim: When di you get back?
Tom: Late last night. (30). The traffic was
the worst I've ever seen it on the motorway.
Jim: It's always terrible (31) But did you
have a good time?
Tom: Not so bad;(32) it was incredibly
expensive though - I haven't got any money left.
Jim:(33) I thought the same when I was there.
I just couldn't afford to fo out.
(34) But it is beautiful. I loved it really.
Tom: (35) Yeh, it was just as beautiful as
you'd said. Fantastic,
in fact.
|
30
The traffic was the worst I've ever seen it.
A
narrating
B
describing
C
expressing inability
31
But did you have a good time?
A
drawing a conclusion
B
suggestion an idea
C
changing topic
32
It was incredibly expensive thought
A
describing feelings
B
blaming
C
complaning
33
I thought the same when I was there.
A
reporting an event
B
agreeing
C
explaining
34
But it is beautiful.
A disagreeing
B
contrasting
C
encouraging
35
It was just as beautiful as you'd said
A
companing
B
reporting
C
clarifying
For questions 36-40 match the descriptions with the reading and writing
subskills listed A-F.
Mark the correct letter (A-F) on your answer sheet.
There is one extra option which you do not need to use.
A-
extensive reading
B-
handwriting
C-
scanning
D-
editing
E-
skimming
F-
planning
Descriptions
36- You read things
really quickly - just to find specific
information
37- Before you write
long texts, like essays, you work out which order to present your ideas in.
38- You go through some
parts of long texts slowly and carefully and through others quickly.
39- You need to learn to
shape your letters correctly.
40- You often need to read what you’ve written and change it to make it
easier to understand.
For questions 41-45,
match the teacher’s decisions with the considerations about learning listed
A-C.
Mark the correct letter
(A-C) on your answer sheet.
A- the role of errors
B- motivation
C- learning style
41- The teacher decides
not to correct the learners during a fluency activity.
42- The teacher decides
to sing a song with the class who are disappointed with their test results.
43- The teacher decides
to let one learner work by himself as he works better that way.
44- The teacher decides
to read the class a story they all really like.
45- The teacher
encourages learners to ask for clarification when they don’t understand one
another.
For questions 46-50,
look at the questions about writing and the three possible answers listed A, B
and C.
Choose the correct
answer
Mark the correct letter
(A, B, or C) on your answer sheet
46- Which statement is
NOT about process writing?
A- I always try to put lots of creative ideas into my writing
B- I always do a first draft then read and edit again later.
C- When I check my writing, I always find I’ve made lots of small mistakes.
47- Which statement is
NOT about cohesion?
A- The paragraph was full of words from the same lexical set.
B- The paragraph used simple but clear conjunctions
C- The paragraph only contained three short sentences.
48- Which statement is
NOT about layout?
A- Arranging your letter so that the addresses, etc. are in the right place
makes it easier to understand.
B- I always put full stops at the end of the sentences but I’m never very
sure where to put commas.
C- Recently I’ve started dividing my writing into short clearly marked
paragraphs.
49- Which statement is
NOT about product writing?
A- I like follow a model when I write – it really helps me.
B- It’s useful to see how previous writers have structured their texts, and
then copy them.
C- My friends sometimes give me feedback on what I write – that really helps me improve it.
50- Which statement is NOT about coherence?
A- Each paragraph had a clear topic sentence so you could easily see what
it was about.
B- All complaint letters seem to follow the same pattern – which makes them
easier to write and understand.
C- I always try to explore new ideas in my writing so I can learn about new
things.
51- Which statement is
NOT about authenticity?
A- At school, we had a rough book,
for writing first drafts and a ‘good’ book for our final drafts.
B- At school, we always had to do things like write letters to our local
newspaper or send emails to penfriends.
C- At school, the teacher encouraged us to use language that was natural
and in the right style.
For questions 52-56,
choose the best option to complete each statement about language learning.
Mark the correct letter
(A, B, or C) on your answer sheet.
52- Interlanguage is
A- A language only learners use
B- A language like English
C- A language just used by children
53- L1 learners process
language
A- After they fully realize what it means
B- Until they can use it correctly and appropriately
C- Because they try to avoid making mistakes
54- When L2 learners
overgeneralize new language they
A- Need to be corrected quickly
B- Are experimenting with language
C- Are not paying attention to grammar
55- Developmental errors
A- Cannot be avoided
B- Block the language learning process
C- Help learners understand correct grammar
56- Both L1 and L2
learners
A- Make errors due to interference.
B- Focus frequently on the form of language
C- Pick up language from their surroundings.
For answers 57-61 match
the learners comments about their lessons with approaches listed A, B, and C.
You will need to use
options more than once.
A- Task based learning
B- Structural approach
C- Lexical approach
57- In every leson we
learnt something new, then drilled it and did exercises. We never used the
language freely.
58- Yesterday, the
teacher asked us to underline all the chunks on language we could find in a
text, then see if we could hear them in a recording of a conversation. It was
difficult.
59- In groups we had to
design a programme for a school trip to New York. Then afterwards we discussed
what vocabulary we had needed to do this.
60- Sometimes in class
we do an activity, then the teacher corrects our mistakes, then we do the
activity again.
61- I like the way each
bit of grammar we learn builds on the last bit. It makes learning quite easy.
61- The teacher always
asks us to work with what she calls ‘authentic materials’ like magazines,
newspapers and articles form the internet. We use them to find collocations and
idioms.
For questions 62-67
match the steps from different lessons with the presentation or introductory
techniques listed A-G
There is one extra
option which you do not need to use.
A- Lead in
B- Providing in a context
C- Warmer
D- Guided discovery
E- Concept checking
F- Using an input text
G- Elicitation
62- The learners look at
seven example sentences and work out the form and
63- The learners tell
the teacher their experiences of using English to speak with tourists before
designing a poster on the same topic in the rest of the lesson.
64- The teacher shows
the learners a series of photos of people and at the same time says some
adjectives that describe their appearance.
65- The teacher asks the
learners to use the target structure by asking them to tell her about their
holiday plans.
66- The teacher prompts
the learners to use the target structure by asking them to tell her about their
holiday plans.
67- The teacher asks all
the learners to stand up and shake all their classmates hands. She then asks
them for their homework.
For questions 68-72
match the teachers words with the purposes of the presentation activities
listed A-F
A- Setting a context
B- Concept cheking
C- Explaining meaning
D- Focusing on pronunciation
E- Using aids to convey meaning
F- Drilling
68- Can you give me
another word with the same meaning??
69- Listen. The stress
is on the fourth syllable: ‘accommoDation’.
70- We use it to clean
our teeth.
71- Today we’re going to
talk about inventions.
72- Look, heres a
picture of one.
For questions 73-78
match the classroom activities with their main teaching purposes listed A-G
There ir one extra
option you do not need to use.
73- Helping learners to
use dictionaries
74- Class discussion
75- Lead-in
76- Vocabulary quiz
77- Jumbled paragraphs
78- Substitution drill
A- Giving controlled practice
B- Developing understanding of coherence and cohesion
C- Developing listening skills
D- Giving fluency practice
E- Introducing the topic of a lesson
F- Developing learner autonomy
G- Revising
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