Look at the materials for elementary learners below and the three possible areas for exploiting them. Two ideas are appropriate in each situation

For questions 8 - 16, match the information from a lesson plan with the lesson plan

Headings listed A–E.

Mark the correct letter (A–E) on your answer sheet.

You need to use some options more than once.

Lesson plan headings A) Lesson aim(s) B) Anticipated problems C) Procedure D) Aids/resources E) Personal aim(s) of teacher

Information from a lesson plan

 

8. Copy of tape script (teacher’s book) and course book cassette.

 

9. Students might not want to talk about their childhood during the lead-in stage.

 

10. Tell students to listen a second time and answer the detailed comprehension questions.

 

11. Give students practice in the subskills of prediction, listening for gist andlistening for specific information.

 

12. Students may not know several words in the listening, e.g. whisper,uniform, scary.

 

13. Reduce teacher-talking time and involve students more, especially whenanswering questions.

 

14. Students copy down the new words from the board.

 

15. Class set of dictionaries.

 

16. Develop fluency skills.

 

For questions 17 - 24, put the stages (A–H) of a reading skills lesson plan in order.

Mark the correct letter (B–H) on your answer sheet.

The first stage (A) is done for you. You do not need to use option A again.

 

 

17. A	A) The teacher tells students the title of the story – ‘A long journey’.
18. ……………..	B) Students read for gist to see if their predictions were right, and the class discuss their answers with the teacher.
19. ……………..	C) The teacher gives students comprehension questions to read.
20. ……………..	D) Students brainstorm words connected with journeys.
21. ……………..	E) Students read for specific information.
22. ……………..	F) In pairs, students check their answers.
23. ……………..	G) Students use their answers to re-tell the story in pairs.
24. ……………..	H) The teacher gives students a list of words from a story about a journey. Students check which of their words are in the list, and then guess what the story will be about.

 

 

Look at the materials for elementary learners below and the three possible areas for exploiting them. Two ideas are appropriate in each situation.

One of the ideas is NOT appropriate.

For questions 25 – 30, mark the idea (A, B or C) which is NOT appropriate, in your answer sheet.

 

25. The material would be useful to practice…

A. present simple questions

B. prepositions of time

C. reported speech

 

26. The activity would probably work well with…

A. teenagers

B. young children

C. adult learners

 

27. The material would be useful for practicing…

A. requesting

B. making plans

C. giving permission

 

28. The material would give practice for…

A. reading for gist

B. reading for specific information

C. reading for detail

 

29. The activity would require the following interaction patterns:

A. pairwork

B. class mingle

C. individual work

 

30. Useful pre-teaching for this task could include…

A. telling the time

B. giving directions

C. expressing ability

 

For questions 31 - 35, look at the syllabus areas which a teacher wants to test and three possible testing methods.

Two of the testing methods are suitable for testing the syllabus area. One of the testing methods in NOT suitable.

Mark in your answer sheet the testing method which is NOT appropriate.

31. Spelling of everyday words connected with food and cooking

A. The teacher dictates 25 words from a recipe.

B. Students, in pairs, discuss the differences between two pictures of kitchens.

C. Students find mistakes in a restaurant’s menu.

 

32. Knowing the correct word stress for the names of different countries

A. Students underline the appropriate syllables in the country names.

B. Students look at three different patterns and categorize each country name under the correct pattern.

C. Students write country names in appropriate places on the map.

 

 

33. Correctly using regular and irregular verb forms

A. Students tell their partner about what they did last summer.

B. Students write an essay about their hopes and plans.

C. Students do a gap-fill task about a bank robbery in which all the verbs are missing.

 

34. Taking part in simple shopping conversations

A. Students read a text about new supermarkets in Britain.

B. Student do a roleplay about buying new shoes.

C. Students record themselves performing a dialogue.

 

35. Narrating events in writing

A. Students write an Email to a friend about something funny that happened to them recenty.

B. Students write a business letter to order a product.

C. Students write a story based on a sequence of pictures.

 

For questions 36-43, match the examples of teacher’s classroom language with their purposes listed A-I.

Mark the correct letter (A-I) on your answer sheet.There is one extra option you do not need to choose.

Purposes

A. Giving feedbackG. Managing a jigsaw task

B. Eliciting language                             H. Dictating

C. Organizing a mingling activity         I. Concept checking

D. Asking for clarification                       

E. Drilling

F. Setting up pair/groupwork

 

Teacher’s classroom language

36. It’s a person who checks your tickets on the train. Does anyone know the name of this job?

 

37. Listen and repeat after me: I always have eggs for breakfast.

38. Look at this sentence: I have just broken my computer. Did I break the computer a long time ago, or a short time ago?

 

39. Good, Mark. You used new vocabulary very well.

 

40. This part of the class, read section A, and this part, read section B, and the rest of you, read section C.

 

41. Listen and write what you hear: Last summer I went camping for the first time.

42. Stand up and ask your questions to as many people as you can in five minutes.

 

43. Sorry, Maria. I do not understand. Did you come to school by train or by bus

 

For questions 44 – 50, match the following examples of a teacher’s language used with a class ofelementary learners with a trainer’s comments listed A – H. Mark the correct letter (A – H) on your answer sheet. There is one extra option which you do not need to use.