For questions 1-7, match the example sentences with the grammatical terms 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.
Grammatical terms
A. Present perfect simple passive
B. Past infinitive
C. Past perfect continuous
D. Gerund
E. Indirect question
F. Present perfect continuous
G. Reported statement
H. Past perfect simple passive
Example sentences
1. I asked him what he felt about the situation
2. He’d been perfectly trained and was amazingly accurate
3. I get a lot of enjoyment from hearing him play the violin
4. I was surprised that she’s been living here so long
5. I think that unfortunately we’ve been cheated again
6. They’d been passing each other in the street for years before they actually
spoke
7. She explained with some embarrassment that she’d simply forgotten
For questions 8-13, match the underlined adverbs in the example sentences with
their uses listed A, B and C
Mark the correct letter (A, B and C) on your answer sheet.
Uses of adverbs
A. To focus on something or someone
B. To refer to time
C. To express degree
Example sentences
8. Don’t worry about food – I’ve already made a chicken pie for our dinner
9. I bought apples and also some oranges
10. We wanted to sunbathe on the beach, but it was just too hot out there
11. Even you won’t to be able to help me with this
12. If you’re looking for a John, he’s just gone for lunch
13. I thought he drove rather well, though not everybody agreed.
For questions 14-19, match the example words with the lexical descriptions 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.
Lexical descriptions
A. Verb+prefix that forms an opposite
B. Verb+noun, forming a compound
C. Adjective+prefix that forms an opposite
D. Verb+adjective, forming a compound
E. Verb+suffix that forms an adjective
F. Noun+noun, forming a compound
G. Noun+prefix that intensifies
Example words
14. Drinkable
15. Superman
16. Disagree
17. Checkout
18. Weekend
19. Unlikely
Questions 20-27 match the examples with the word stress patterns listed A-D. mark
the correct letter (A-D) on your answer sheet.
Word stress patterns
A The main stress is on the first syllable
B The main stress is on the last syllable
C The main stress is on the syllable before the last syllable
D The main stress is two syllables before the last syllable
Examples
20. word ending in -ic e.g. photographic, economic
21. word ending in -ee or –eer e.g. interviewee, engineer
22. two syllable verbs e.g. advise, inform
23. word ending in -ise or -ate e.g. apologise, accurate
24. short comparative adjectives e.g. prettier, smaller
25. word ending in -phy e.g. biography, geography
26. compound verbs e.g. overtake, update
27. word ending in -tion e.g. population, education
For questions 23-34, look at the sentences and the three functions listed A, B and C.
Two of the function are expressed in the sentence. One function is NOT.
Mark the function (A, B and C) which is NOT expressed in the sentence on your
answer sheet.
28. I’ll do the report if you’ll find someone else to collect the money.
A. negotiating
B. describing ability
C. offering
29. It would be lovely to go with you but I can’t: I’m rather busy at present.
A. expressing preference
B. making an excuse
C. refusing
30. You’ll find Barker’s is the best butcher in town, without a doubt.
A. giving an opinion
B. speculating
C. recommending
31. I know that coat’s more than you want to pay, but it does fit you beautifully.
A. encouraging someone
B. describing someone
C. describing a purpose
32. I’m sure you can do better than that- why don’t you try again?
A. disagreeing with someone
B. making a suggestion
C. challenging
33. I think it’ll be quite easy to find somewhere to stay.
A. predicting
B. expressing probability
C. expressing intention
34. The people in the apartment next to mine have noisy parties every weekend.
A. complaining
B. disagreeing
C. giving information
For questions 35-40, match the readers’ statements with the reading skills 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.
Reading skills
A. Skimming
B. Scanning
C. Reading for detail
D. Understanding cohesion
E. Inferring
F. Reading extensively
G. Identifying topic sentence
Readers’ statements
35. As I read, I underline the main point in each paragraph
36. I want to get a quick idea of what this text is about
37. I look at the way the writer links all the paragraphs together
38. I read to get meaning out of every word
39. I want to understand what the writer is suggesting by his choice of language
40. I want to read the text quickly to find the date when something happened
For questions 41-45, match the statements with the factors in language acquisition
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.
Factors in language acquisition
A. Mother-tongue interference
B. Developmental errors
C. Cognitive development
D. Exposure
E. Self-monitoring
F. Silent period
Statements
41. Learners at this age are good at thinking about and analyzing language
42. Learners are surrounded by authentic models of the target language
43. L1 or L2 learners may wish to just listen to the target language for a while
before they try to start speaking
44. Learners try to use sentence patterns from their first language, which results in
them making mistakes
45. Learners have some problems forming irregular past tenses in the target
language as first-language have
For questions 46-50, look at the teachers’ descriptions of their learners’ needs and
the three pieces of advice given by a teacher listed A, B and C.
Two of the pieces of advice are expressed in the sentence. One piece of advice is
NOT.
Mark the advice (A, B and C) which is NOT expressed in the sentence on your
answer sheet.
46. These adults are having lessons because they want to travel. They have studied
the grammar at school but want to focus on communication now.
A. use an activity-based approach
B. try a test-teach-test approach
C. concentrate on functional language
47. The class I teach have stopped making progress; they use the same language
over and over again.
A. encourage them to read extensively and to keep a record of new language
B. suggest they enroll for an exam, which will give them a goal
C. do a lot of revision activities to keep them motivated
48. These learners will need to study on their own in the future.
A. focus on developing learners’ dictionary skills
B. make sure learners take part in in a variety of spoken activities
C. encourage each learner to think about their learning goals
49. These learners will soon take an oral exam in which they have to describe
pictures and then discuss them in pairs.
A. do quick revision of all the basic tenses and lexical sets
B. give practice in useful functional language such as speculating
C. teach strategies such as paraphrasing and using fillers
50. These learner are poor at writing compositions but they want to study at
university.
A. make sure they practice a variety of written styles
B. teach them how to organize their writing
C. focus on using linking words and phrases effectively
For questions 51-55, match the teachers’ comments with the strategies for
motivating learners 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.
Strategies for motivating learners
A. Matching the tasks to the cognitive ability of the learners
B. Making learners feel confident
C. Increasing learners’ knowledge of the target culture
D. Making learners aware of the aims of lessons and tasks
E. Including tasks that appeal to learners with different learning preferences
F. Promoting learner autonomy
Teachers’ comments
51. I make sure I do something active like survey, and a listening task and
something based on photos or a poster
52. I explain the symbols used in dictionaries to make sure that learners can use
reference books effectively
53. I consider whether younger learners would be able to understand the ideas
expressed in texts in their own language
54. when I present a new tense, I make sure learners try to use accurately first, as I
think this helps them to feel more secure when they use it in freer activities
55. I’ve chosen this book because it has very clear headings which show learners
what they’re going to learn in each part of the unit
For questions 56-61, match the descriptions of activities with the teaching
approaches they are listed A-D
Mark the correct letter (A-D) on your answer sheet.
Teaching approaches
A. Functional approaches
B. Lexical approaches
C. CLIL (content and language integrated learning)
D. Grammar-Translation
Description of activities
56. Learners write the word “up” in a circle in the centre of a piece of paper and
then create a mind map with all the verbs they know which collocate.
57. the class work carefully through a text written in the L2 in order to understand
every word.
58. learners make appropriate choices of language to use in different formal and
informal situations and then use them in a controlled-practice activity.
59. Children take a set of measurements in the playground and report their finding to
the class using L2.
60. advanced level learners research information for a project about Brazil on
English language websites.
61. Learners are given a set of idioms containing words about the weather, which
they have to match to a series of pictures on the classroom wall.
For questions 62-67, match the learners’ comments with the techniques for
presenting new language 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.
Techniques for presenting new language
A. Comparing with L1
B. Referring to a familiar context
C. Using an authentic text
D. Giving several examples to illustrate use
E. Doing a lead in activity
F. Using guided discovery
G. Using time lines
Learners’ comments
62. Our teacher asked us to read a letter from her English friend and then to tell her
what her friend wanted to know.
63. I think it’s good when we do a quiz with some of the new words first, because it
makes doing the later reading or listening easier.
64. I can learn new language easily when our teacher points our that it is not so
different from language patterns we are familiar with.
65. I hadn’t understood the difference between the present perfect and present
simple until our teacher drew a diagram to represent them on the board.
66. I remember new structures better if I can find out for myself how they work.
67. I really like it when our teacher shows us the word in different contexts because
then I’m much more confident about using it.
For questions 68-74, look at the classroom activities and the three comments about
using them listed A, B and C.
Two of the comments are appropriate for the activity. One of the comments is NOT.
Mark the comment (A, B and C) which is NOT appropriate on your answer sheet.
68. drilling
A. It’s a way of correcting spoken errors
B. It focuses on target language
C. It’s a good way of testing spelling
69. categorizing
A. It supports cognitive and linguistic development in young learners
B. It helps learners to check sentence structure when editing their work
C. It’s a useful tool for helping learners to memorise new language
70. brainstorming
A. It’s a good way of testing whether learners have learned a new structure
B. It can be help learners to prepare arguments before doing a role-play
C. It’s a good way of pooling learners’ ideas before doing a piece of group writing
71. extension task
A. You can use this to give further practice of the target language
B. You can use this to provide work for fast finishers
C. . You can use this to present new language if you have time
72. gap-fill
A. This is a good technique to use with weak classes who can’t write long texts
B. This helps learners with ideas in creative writing lessons
C. This can help you see whether learners understand sentence structure
73. jigsaw reading
A. This is an excellent activity for getting learners to listen to each other
B. You can use either a short or a long text, cut into pieces
C. At the start, give each learner time to put the jumbled text back together
74. mingling
A. Its main purpose is to develop teacher-learner rapport
B. It’s a speaking activity and is the best based on some kind of information gap
C. It provides maximum opportunities for controlled or freer speaking practise
For questions 75-80 match the teachers comments about assessment with the
assessment terms 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.
Assessment terms
A. A portfolio
B. Self-assessment
C. A placement test
D. To diagnose
E. Assessment criteria
F. Peer assessment
G. A subjective test
Teachers’ comments about assessment
75. My class enjoys seeing how well they are doing in their writing. So they ask
their classmates for feedback on their stories and essays.
76. I often give the learners some exercises so that I can see where their strengths
and weaknesses are and plan my lessons based on that information
77. I often ask my learners to write essays, then give them a mark based on my
general impression
78. I often use video cameras in class. Learners watch their own presentations, then
say what they did well and what they want to improve.
79. My learners keep a file of all the main pieces of work they do over the term and
I use that as the basis of the final grade I give them.
80. When I mark learners’ work, I tell them what I’m marking for - for example,
range of vocabulary or spelling.
