For questions 1 — 6, match the examples of teacher's language with the functions listed A, B and C. Mark the correct letter (A, B or C) on your answer sheet. You will need to use some of the options more than once. Functions A developing social interaction B getting students’ attention C promoting leamer independenceCo] [=] ) ie) &) EI Teacher's language OK, put your hands up to show you're ready to go on to the next activity. Choose a song in English and find three new words to teach the class next lesson. Nice to see everyone in time for class. Does anyone know who won the football match yesterday? Our team | hope! You've got five minutes to find three people in the class who have the same hobbies as you. Right, let me see everyone with their book open at page 12. Then you'll work on exercise A ‘on your own. Well done everyone. Now, can you try and work out the meaning of the words you underlined.For questions / - 13, match the teacher's instructions to an elementary class with the teacher 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. Teacher's instructions Okay, let's take a break, 15 minutes, no, no, sorry, ten minutes, no five, we've got a lot to do! a) I This is very difficult, but ! hope you can do it. 9 | Today we are going to look at the form and use of the zero conditional. 10| Gina, do you know a synonym for the word ‘pullover’? 1 ‘So now, can you alll look at this exercise, and match the words to the animais. 12 You can do this alone, in groups or pairs, it's up to you. 13 Let's. check the answers. Who can tell me what's wrong with number one?o 8 o 7 mo Teacher trainer's comments Well done for deciding on the order for the class to do things before giving instructions. Decide which interaction is most appropriate for the task instead of relying on the students. It's better to nominate one particular student as this eventually gives everyone a chance to participate. This is a good, clear instruction for a vocabulary task for an elementary group of leamers. The grammatical language in this statement is above elementary level. This statement is demotivating to learners. Try to be more encouraging. Try not to change your mind when giving instructions to lower levels, and make them as shc as possible. The student is unlikely to know this term for a lexical category at this level.Mark the correct letter (A — F) on your answer sheet. Missing instructions You have 10 minutes to do this. Michael, can you tell me one of the differences you found? Ask each other questions to find the differences. Okay, stop now and turn to the front of the class. There are two pictures. They look the same, but there are five differences. lam going to give one picture to Student A, and one to Student B. ~amooa >Instructions to a class . Good morning everyone, please sit down and listen to what I'm going to tell you about these pictures. ° Now get into pairs and work with the person sitting next to you. Before | give them to you there is one thing you must remember — your picture is top ° secret! So don’t show them to each other. Okay, so now you have the pictures you are ready to start the task. Listen to what | want you to do. ° | would like you to work quite quickly. so...Right, time's up, so finish your last question. Well done everybody, you worked well. Now let's see if your answers are correct. Listen carefully and see if you agree with each other's answers.For questions 20 - 26, match the mistakes on each line of the student's letter with the types of mistake 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. Types of mistake wrong spelling wrong verb pattern missing auxiliary wrong noun form wrong word order wrong tense wrong preposition zonmmooo p> wrong punctuationxv S (=) 2] (=) 2) B) (2) Bs) nN = (Dear Susan and Nick, I'm writing to give you some informations about Theo's travel arrangements. He leaves, Athens on December 13th on flight number ‘OM 197, arriving to Melbourne at 11.20am the next day. In case you have problems to recognise him I've enclosed a recent photograph He's quite tall with brown long hair. He's got green eyes. He going to wear a dark blue T-shirt, jeans and black trainers for his trip. Please let me no if there is anything you would like him to bring from Greece. Yours sincerely ‘GiorgosFor questions 27 - 33, match the underlined mistakes in the student's writing with the types of error 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. Types of error ‘wrong pronoun ‘wrong noun form missing article missing adverb. unnecessary adverb ‘wrong adjective inaccurate use of determiner inaccurate spelling A 8 ¢c D E F 6 4Dear Sean You asked me in your last letter about my bedroom. My bedroom is (27) not bia as the one | had before. This one is smalier. It has two windows so it has (28) a lots of light and I've painted the room light blue. | would like to have (29) big mirror because (30) | haven't got None and | like to see myself before | go out. At the moment (31) this is the most importan’ things that | need. (32) | fill that every day my room will get (33) more fuller. Write me soon FemiFor questions 34 — 40, match the underlined words in the transcript of a student's classroom ‘conversation with the functions 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. Functions changing topic agreeing asking for an opinion asking for clarification giving clarification hesitating correcting disagreeing zemrmmoaioo»,A student's classroom conversation Katia: Lydia: Katia: So, how long have you lived here, then? (34) In this town? Yeah. | was born here, so | know it (35) err, erm ... like the back of my hand. Like the back of ...? (36) It (37) Yeah, it's a good one, ‘Like the back of my hand’, | must remember that. (38) Anyway, how about you? How long you have lived here? (39) ‘Have you lived here’ you mean. Ob yeah, that's right. About three years. It’s a really nice town. It's so boring. (40) You can’t mean that.For questions 41 - 47, match the learner comments with the teacher roles listed A, B and C. Mark the correct letter (A, B or C) on your answer sheet. You will need to use some of the options more than once. Teacher roles A= Manager (manages students and activities during class time) B_ Provider (gives expert information about target language) C __Diagnostician (finds out the needs and interests of students)4 (2) 5 2] &) &) &) eB Learner comments My teacher always makes the lessons exciting. We work with lots of different people during a lesson. | couldn't understand the present perfect at all, but my teacher explained it really clearly to me. | always finish my work very quickly, but my teacher always has extra activities for me to do, so | never get bored. The teacher gave us a questionnaire about why we were doing the class and what our ‘aims were for the future. There's one student in our class who is really noisy and talkative, but our teacher is so calm and patient, and makes sure we get our turn to talk as well. Last week we made a list of topics and voted on the ones we most wanted to discuss in class. My group wrote an essay on what music we like and the teacher really helped us to join our ideas together.For questions 48 — 54, look at the classroom management terms and three possible descriptions. listed A, B and C. ‘Choose the description which matches the term. Mark the correct letter (A, B or C) on your answer sheet. 4 Classroom management terms Interaction pattems A. the different ways leamers work together in class B common mistakes learners make when they speak a second language C the gestures leamers use to keep the listener interested in what they are saying Rapport A the help a teacher gives to learners in class. B the relationship between teacher and learners C the end-of-term comments the teacher writes about each learner’s work MinglingA a group activity which involves students reading different parts of the same text and sharing the information they found out @ whole Class activity which involves learners walking around the classroom sharing information with other learners C awhole class activity which involves learners sharing vocabulary they know about a topic Group dynamics A the relationship between learners in the class B different groups of leamers working autonomously in class. C the strategies a group uses to work together to complete a project Nominating A The teacher chooses and names a learner to do a task. B_ The teacher chooses and tells the class the date for a revision test. C The teacher chooses and writes the main aim of the lesson on the board.[53] Grading language A The teacher monitors learners’ use of target language. B_ The teacher reviews the language learners need to use in a task. C The teacher uses language that is at the right level for learners. [s+] A learning contract A adescription of a learner's abilities and needs B an agreement between teacher and learners about their roles and responsibilities C_ anexplanation of the aims of a courseFor questions 55 — 61, mach the examples of teachers’ language with the uses listed A, B and C. Mark the correct letter (A, B or C) on your answer sheet. You will need to use some of the options more than once. A language for eliciting B language for setting the scene language for maintaining disciplineExamples of teachers’ language JERR Ee Pens down and face the front please, Khaled and Abdul. Fine, well done. So we call this tense the ... ? Right, so Dave is going to meet Steve, and wants to find out how to recognise him. ‘You remember the ‘fair’ rule, don't you, everyone? This is a test, remember. So only look at your own work, please. If you remember from last time, Ahmed and Hassan were going to the airport to meet thei cousin. Good. So what's best here — ‘a’ or ‘an’? ‘So what do we cail this animal with four legs? It likes to catch mice.For questions 62 — 67, match the advice on correcting given to a trainee teacher with the correction strategies 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. Advice on correcting When you hear a mistake, repeat it to the student with a rising intonation so they can hear where in the sentence the mistake was made. Don't interrupt the activity: just note down any mistakes you hear and deal with them at the end. Repeat what the student has said but with the error corrected. Ask students to look at each other's work and find any mistakes. ‘Write common mistakes on the board and see if students can spot mistakes. a] [s] [&] [g] [2 Write a symbol for each type of error, eg ‘T for a tense mistake, at the side of a student's work.on moon Pp Correction strategies use a correction code employ the technique of echo correction over-apply the rule give delayed feedback reformulate the sentence allow opportunities for self monitoring and group correction encourage peer correctionFor questions 68 - 74, match the examples of teachers giving feedback with the aims of feedback listed A, B and C. Mark the correct letter (A, B or C) on your answer sheet. You will need to use some of the options more than once. Aims of feedback A to encourage students’ ability to self-correct B to raise student self-confidence C to improve classroom relationshipsTeachers giving feedback You're going to do your projects in teams with a specific task for each member of the team. It's important for the team that everyone does their task properly. As you were practising the role play, | noticed quite a few of you were forgetting about articles. Try it again and pay particular attention to your use of articles. | thought you acted out those dialogues very well. You generally noticed when you'd made a mistake and were able to correct it. Your work has improved a great deal so now let's try something more difficult. I've listened to your recordings and written some comments on them. Before | give you these, listen to your own recording. What comments do you think | made? Remember that you can learn by listening as well as speaking. So please pay attention when other students are talking. This week's homework is much better. All that work we did on checking your writing really seems to have helped.For questions 75 - 80, match the teachers’ comments with the interaction patterns listed A, B and C. Mark the correct letter (A, B or C) on your answer sheet. You will need to use some of the options more than once. A class divided into two groups B_closed pairs C groups of three or four2] fa] [a] fs] fa] fa Ss} is] /a) |3] |s) ja Teachers’ comments It gives the shyer students the maximum opportunity to talk. ‘There is usually a good mix of opinions but not too many people trying to talk at the same time. It's a quick way to set up a competition. The leamers get very excited about working against the other team. It’s the simplest way to introduce some communication into any activity. Students can compare answers or help each other with an exercise. This is good for project work where learners need to perform different roles. ‘The only way | can do a jigsaw listening is by sending half the class to the language laboratory.Forwarded from Bekzod Muydinov 1b, 2c, 3a, 4a, Sb, 6c — 7g, 8f, $e, 10h, 11d, 12b, 13c — 140, 15f, 16c, 17a, 18d, 19b — 20d, 21h, 22g, 23b, 24a, 25¢, 26a — 27d, 28g, 29c, 30a, 31b, 32h, 33e — 34d, 35f, 36e, 37b, 38a, 39g, 40h — Ala, 42b, 43a, 44c, 45a, 46c, 47b — 48a, 49b, 50b, Sta, 52a, 53c, 54b — 55¢, 56a, 57b, S8c, 59b, 60a, 61a — 62b, 63d, 64e, 65¢, 66f, 67a — 68c, 69a, 7Ob. 71b. 72a. 73. 74b — 75b. 7Ec. 77a. 7Bb. 7c. 80a 1-5 Bers] | wo