For
questions 1-8 match the lesson aims with the learner group profiles listed A-I
There is
one extra option which you do not need to use.
1- To practice answering enquiries on
the telephone.
2- To practice note-taking skills
3- To provide learners with basic vocabulary
for tourism
4- To develop strategies for planning
and doing timed essays
5- To practice giving clear
explanations and instructions
6- To revise spelling and basic
sentence patterns
7- To diagnose learners language needs
8- To make connections with other
school subjects
A- A group of office workers
B- A class of advanced learners who
have to take a test of writing
C- A large class of mixed-level 13
year-olds ina secondary school
D- A small group of adults planning a
holiday in Berlin
E- A class of beginners aged four.
F- A new gruoup of learners whose level
is not known for the teacher
G- A group of primary teachers
preparing for an oral test
H- An individual learner who has
difficulties with writing in English
I-
A
group of university students who need English to listen to lectures.
For questions
9-17 match the teachers notes with the lesson plan headings
Yo need to
use some options more than once.
A- Timetable fit
B- Main or subsidiary aim(s)
C- Personal aims
D- Assumptions
E- Procedures
9- To practice talking about daily
weekly routines, e.g in the context of journeys to school, hobbies, sports and
activities.
10- Learners will remember the form of
the present simple
11- Learners listen to a recording of
someone talking about their morning routine and fill in the information on a
diary page.
12- Learners carry out a class survey
13- To try to speak louder
14- Put on a simple chart on the board
to remind learners of differences between adverbs
15- To use different forms of
encouragement when learners give correct answers
16- The first sequence of grammar
revision lessons
17- To revise the present simple, to
revise the adverbs.
For
questions 35-40 match the instructions with the assessment focuses listed A, B,
C.
A- Language items
B- Oral skills
C- Writing skills
18- Share
the information with the other members of your group, and decide which of these
people you think should get the job.
19-
Describe your picture to your partner and find out what your pictures have in
common20- complete each sentence with the a word from the box.
20- Fill in
the form with your personal information
21- Order
these ideas to make a plan for a
composition
22- Match
the words in the left-hand column with the definitions in the right-hand
column.
For
questions 23-29 match the teachers statements with the reference resources
listed A-H
There is
one extra option which you do not need to use.
A- Advanced learners grammar
B- Picture dictionary
C- Language awareness book for teachers
D- CD-ROM with pronunciation activities
E- Elementary grammar
F- Practice book
G- Dictionary of collocations
H- Dictionary of language and culture
I-
Practice
book accompanying a coursebook
23- I often
find it difficult to know which words go together
24- I’d
like to find a book that helps me to understand and use English better
25- I’m
looking for ways of explaining new structures to my class of beginners.
26- I teach
a lot of different classes, so I can’t prepare homework exercises for all my
learners
27- I need
a way of helping my young learners develop their vocabulary
28- My
advanced learners often want to know about people, places and events in newspapers
and films.
29- My
higher-level learners sometimes ask me questions about language that find very
difficult to answer.
For
questions 30-40 match the supplementary materials with the teaching aims listed
A-G
You need to
use some options more than one.
30- Grammar
book with team games and group activities
31- Class
library of graded readers
32- Audio
cassettes with short examples of different kinds of English
33- Computer
program with multiple-choice reading tests and answers
34- Website
for short stories
35- Supplementary
writing skills book
37- Workbook
with gap-fill and multiple choice grammar exercises.
38-
Flashcards with pictures of objects and their names
39-
Supplementary vocabulary book with photocopiable worksheets
40-
Teachers resource book with lots of short fun activities
A- Encouraging extensive reading
B- Providing
C- Resources for self-assessment
D- Providing ideas for warmers
E- Developing the subskills of
organizing, planning and accuracy
F- Developing lexical knowledge
G- Improving learners accuracy
H- Giving learners the opportunity to
hear a variety of accents.
For questions 40 - 47, look
at the sequence of teaches's instructions and the three possible stage aims
from a lesson listed A,B and C.
Choose the stage aim which
matches the instruction.
Mark the correct letter
(A,B and C)
40 In your groups, decide
on the very best way to spend your next holiday.
A to practice presentation
skills
B to give learners practice
in negotiating.
C to practise turn- taking
in a gormal discussion
41 In pairs, brainstorm as
many words as you can think of connected with air travel.
A to actively engage
learners in the topic
B to focus on the
pronunciation of new lexical iterms
C to get learner to a work
with different parrtners
42 Put the words from
column a in the sets they belong to.
A to check learners'
accuracy in spelling
B to practise deducing
meaning from context
C to categorise lexical
items
43 Read the decription of
an airport and label the diagram
A To select and transer
information from text
B To identify mistake in a
text
C To carry out instructions
from a text
44 Listen to the
announcement and note down the passenger's fight departure time.
A To practise listening for
gist
B To listen for specific
information
C To deduce the speaker's
attitude
45 Look at the examples
from the announcement and, with your partner, try to work out a rule for
forming the passive.
A To revise the use of the
passive voice
B To encourage learning
through
C To give learners fluency
practice
46 Write a letter of
complaint abot the mistakes the passenger's travel agent has made
A To practise writing an
informal letter
B To give learners creative
writing practise
C To practise writing for a
specific purpose
For questions 47-53, look
at the procedures from different lessons and the three stage aims listed A,B
and C.
Two of the stage aims are
appropriate for the procedure. One stafge aim is NOT.
Mark the letter (A,B or c)
of the stage aim which is NOT appropriate.
47 Show pictures and find
out what learners know about the topic.
A To build on a learners'
knowledge of the world.
B To contextualise the
topic.
C To appeal to reflective
learners
48 Learners brainstorm
vocabulary connected with a familiar topic.
A To revise lexical sets
from previous lessons
B To encourage autonomous
learning
C To lead-in to a text
49 Learners label a time
line on the whiteboard.
A To help learners discover
a grammar rule
B to clarify meaning
C To appeal to all learning
styles
50 Ask concept questions
about time and tense.
A To make sure that
learners have undestood a new language item.
B To give examples of
different exponents of language
C To help learners notice
the use of language
51 Do a substitution drill, changing subject
pronoun and verb.
A To give learners
restricted practise
B To practise interactive
strategies
C To practise word order
52 Role-play a written
dialogue in open pairs, then in closed pairs.
A To give learners
opportunities for fluency pracice
B To give learners guided
practice
C to develop learners'
confidence about speaking in English
53 Learners write, then
perform their own dialogues.
A To give learners
integrated skills practise
B To give learners an
opportunity to recycle language
C To give learners practise
in process writing
For questions 54-59, match
the general syllabus aims with the learning outcomes from a teacher's lesson
plans listed A,B and C.
You will need to use some
of the options more than once.
GENERAL SYLLABUS AIMS
|
A To prepare learners fo an examination
B to equip learners with a range of useful
functions
C To provide exposure to authentic language use
|
54 Learners will be more
enthusiastic about reading narrative fiction.
55 Learners will improve
their ability to write within strict word limits.
56 Learners wil have
practised making requests and asking for information.
57 Learners will be more
confident about watching films in English.
58 Learners will have used
language for asking for and understanding directions.
59 Learners will be
familiar with stadard task types.
For questions 60-66, math
the lesson plan components with the extracts from a teacher's lesson plan
listed A-H
LESSON PLAN COMPONENTS
|
A Timetable fit
B Main aim
C Procedures
D Stage aim
E Personal Aim
F Assumptions
G Anticipated problems
H Possible solutions
|
Lesson plan extracts
60 Revise the formation
and use of comparative and superlative
adjectives.
61 Although the topic is
unfamiliar, learners should find it motivating.
62 Following a lesson on
conditional sentences and preparing for a class test.
63 Some learners may not
remember the vocabulary from the last lesson.
64 To make cleareer
connections between once stage and the next.
65 To check learners'
understanding of the new lexical items.
66 Give intrunctions in
written form if learners have difficulties understanding them.
For questions 67-72, read
the stages of an integrated skils lesson and fill in the missing stages from
the options A-F
Mark the correct letter
(A-F).
|
A Groups read a transcripy and discuss the possible content of the
missing sections.
B Teacher gives feedback on language errors.
C Learners read an article about sports training.
D Each groups produces a plan for a new sports centre.
E Each group decides which plan they think is best.
F Teacher uses visuals to introduce the topic
|
LESSON PLAN
* Warmer: learners mingle
to form groups.
67
.................................................................................
* In groups, learners
brainstorm vocabulary related to sports
68
..................................................................................
* Learners listen to the
dialogue to check their predictions.
69
..................................................................................
* Learners answer detail
questions about the text.
70
................................................................................
* Groups prepare then give
their presentations
71
................................................................................
* The whole class discusses
the advantages and disadvantafes of all the plans.
72
................................................................................
For questions 73-80 look at
the assessment aims and the three instructions listed A, B and C.
Two of the instructions
match the assessment aims. One instruction does NOT.
Mark the letter (A,B and C)
which does NOT match the assessment aim.
73 To check learners'
understanding of recently taught vocabulary
A Put the words into groups
under the appropriate headings.
B Complete the spaces in
the text, using the words in the box.
C check the meaning of
these words in your dictionaries.
74 To assess learners'
interactive speaking skills
A Discuss the advantages
and disavantages with your partner.
B Repeat this chant with
your classmates
C Use the prompt cards to
guide your role-play
75 To test learners'
accuracy and control of grammatical structures.
A Put the sentences into
the same order as the vents in the pictures.
B Complete each sentence so
that it means exactly the same as the one before it.
C Put the words into the
correct order to form sentences.
76 To assess learners'
reading skills
A Choose the sentence which
best summarises the text.
B Decide if the following
statements are true or false, or if the information is not mentioned.
C Correct the underlined
grammar mistakes in the following sentencs.
77 To assess learners'
awareness of features of connected speech.
A Underline the syllables
that you expect to be stressed.
B Listen to the ten words
again and underline the words you don't understand.
C Dra a line to show where
the ir linking between works.
78 To asses learners'
listening skills
A Write a message to your
friend about the phone call you've just heard.
B Tick the topics that are
mentioned by the speaker.
C Read the questions and
say them with the correct intonation.
79 To assess learner's
writing skills
A listen to the
conversation and note down the names you hear.
B Complete the topic
sentence for each paragraph.
C Complete the form with
the appropiate personal information.
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