Practice - Language

For questions 1 - 6, look at the tasks and the three possible areas of
language listed A, B and C. Two of the areas of language are central to the
tasks. One of the areas of language is NOT. Mark the area of language
which is NOT central to the task.

1 For taking part in a class discussion speculating about rainforests in the

future
A modal verbs expressing possibility or probability
B vocabulary for expressing feeling
C language for expressing opinions
2

For writing a quiz about Facts about the Solar System.

A exclamations
B question forms
C the present tense

3 For writing about an experiment on photosynthesis the learners did in

the laboratory.
A the past tense
B comparative forms
C question tags
4

For designing a poster about the blood circulatory system.

A reported speech
B conjunctions of time
C impersonal pronouns

For reconstructing a text on how milk is pasteurized

A passive forms
B sequencing words
C superlative forms

For working in groups to label parts of a river

A adverbs of frequency
B language for checking answers
C singular and plural form of nouns

Practice - Communication
For questions 1 5, look at the learners language and the three possible
functions listed A, B and C. Choose the function which matches the learners
language.

In the last decade water supply to large cities have increased

dramatically.
A to express obligation
B to report events
C to give instructions

What I mean is that the microphone is a sort of transducer.

A justifying a prediction
B contrasting two ideas
C clarifying a point

The menu is well balanced but they could expand it to address some of
the students cultural backgrounds
A to evaluate work
B to explain a process
C to express certainty

The table below shows the number of calories burned in one hour when
running at different speeds.
A to describe an experiment
B to give a demonstration
C to explain a diagram

Im sure we should divide a foot measurement by 3.28 to get the same

length in meters.
A expressing a preference
B expressing an opinion
C expressing uncertainty

Practice - Cognition
For questions 1 7, match the teachers instructions for tasks to the amount
of support and cognitive demand (A, B, C or D) involved in each one.
You need to use some options more than once.

Support and cognitive demands

A support and low cognitive demand
B no support and low cognitive demand
C support and high cognitive demand
D no support and high cognitive demand

Teachers instructions for tasks

1

Look at these plants. How many leaves does each one have?

2 Using the pictures, evaluate the reasons for the design of the new
highways.
3 Decide what the possible results of a two-meter rise in sea level might
be for Asia.
4 What could be done to improve the economy of the nation over a period
of five years?
5
6

Tell your partner how your family uses public transport.

Look at the picture and the do the gap-fill exercise to complete the
name of the Egyptian clothes.

7 Use the labelled diagram to work out the speed and direction of the
rotating wheel.