For questions 1-6, match the activities in the materials (on the following page) with their main

aims 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.
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Main aims
A to increase the students' understanding of differences in meaning
B to help the students see that a reference resource can help with grammar
C to build up the students' awareness of the grammatical features of some words
D to recycle previously learnt lexis
E to present new vocabulary in a lexical set
F to give controlled practice of some antonyms and synonyms
G to give the students some choice over what vocabulary they learn

Activities
1 Underline the correct word(s) in italics.
1 I'd like some information / informations.
2 I haven't got any luggage / luggages.
3 I made some enquiry / enquiries at the information desk.
2 Now check in your dictionary to see which of these nouns are countable and which are
uncountable.
3 In English there are adjectives which are normal and adjectives which are extreme. For
example, good is a normal adjective and wonderful is much more extreme. Here is a list of
extreme adjectives. Use a dictionary to find the normal adjective for each extreme
adjective
Normal Extreme
hot boiling
tiny
awful

4 Put the extreme adjectives into the following conversation. (Ted and Edna always agree
with each other!)
Ted says... and Edna replies...
The sea wasn't very warm. No, it was__freezing__
i. But it wasn't very modern, was it? No, it was___________
ii. And the room wasn't very big, either. No, it was___________
iii. But the food was nice. It was______________
5 Label the three postcards with the words we have studied in Unit 11.
6 Are there any more words you need to describe the pictures? If so, ask your teacher or use
a dictionary. Then write a postcard to go with one of the pictures.
Adapted from: A Way with Words by Redman, S., Ellis, R. and Vinery, B., Cambridge University
Press, 1996
For questions 7-14, 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 will need to use some options more than once.
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Lesson plan headings
A Lesson aims.
B Anticipated problems.
C Procedure.
D Resources.
E Personal aims of teacher.

Information from a lesson plan

7 A large percentage of the lexis is unknown to the students.
8 An article on fashion in Britain during the last century.
9 Students complete gap-fill exercises.
10 Don't rush students. Give them time to finish reading the text.
11 Review and practice of language to describe clothes.
12 Play the recording of the fashion show. Students decide which model in the show is being
described.
13 Some students may not be interested in the topic.
14 To improve understanding of passive voice.

For questions 15-20 match the teachers' main aims from lesson plans with the assumptions about
their students' knowledge 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.
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Assumptions about students' knowledge
A Students are familiar with the use of pronouns.
B Students are aware of the use of gerunds.
C Students know the words 'right' and 'left'.
D Students are familiar with the present continuous tense.
E Students already know the structure used to.
F Students are aware of the concept of register.
G Students are aware of how words can be separated into syllables.

Main aims
15 to raise students' awareness of how the language of requests can change depending on the
relationship between the speakers
16 to give freer practice in using maps to give directions to places in the town
17 to develop students' awareness of the ways in which cohesion works when connecting
sentences to form paragraphs and longer texts
18 to present and provide controlled practice of verb patterns
19 to give students practice in contrasting the way people in the students' family photographs
lived in the past and how they live now
20 to give students practice in talking about their plans for the future

For questions 21-27, match the lesson stages with the stage aims 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.
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Stage aims
A to raise interest in a text through a prediction task
B to give students practice in scanning
C to give controlled practice of narrative tenses using the context of the text
D to give personalised practice of the target language
E to help students deduce the meaning of vocabulary from context
F to prepare students to read by focusing on specific vocabulary
G to highlight meaning by focusing on a model sentence
H to develop the subskill of reading for detail

Lesson stages

21 The teacher shows a photo of a couple (John and Paula) at their wedding and writes the
title 'A honeymoon to forget' on the board. The students give ideas about why the couple
wanted to forget the honeymoon they had after their wedding.
22 The teacher teaches fire alarm, delay, break in, thief.
23 The teacher asks the students to quickly read through a text about the honeymoon and tick
the things that went wrong from a list.
24 The teacher asks the students to read again and complete a table of what went wrong onthe
honeymoon. They check their understanding with a partner.
25 The teacher reads aloud from the text, e.g. The taxi hit a bus when it was leaving the car
park and asks why the two different tenses are used.
26 The teacher then asks the students to write more sentences about the honeymoon from a
list of prompts, using the same tenses, e.g. the fire alarm (start)/they (sleep).
27 The teacher gives the students a list of words: holiday, weekend, trip, meal. The students
each choose one and prepare a short story called 'A I will never forget' to tell to the rest of
the class.

For questions 28-33, match the activity instructions with the main assessment focuses 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.
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Main assessment focuses
A understanding attitude in speech
B the meaning of conjunctions
C negotiating skills
D use of past tenses
E adjective order
F the pronunciation of phonemes
G lexical range

Activity instructions
28 Work with a partner and decide together how to rank these objects in order of importance
to an explorer in the jungle.
29 Look at the pairs of similar words. Say one of the words to your partner and ask them to
point to the correct word.
30 Listen to seven people saying this sentence in different ways. For each person, circle oneof
the adjectives below.
31 Choose four words from the box which describe each of the objects and complete this
sentence for each one: "It's a....
32 Use the words in the box to make one sentence out of these pairs of sentences.
33 Without speaking to a partner, write down as many sports as you can think of in
twominutes.

For questions 34-40, read the stages of a lesson plan (on the following page) about a group
storytelling activity and m in the missing stages from the options listed A-G
Mark the correct letter (A-G) on your answer sheet.
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Missing stages
 A When the teacher is satisfied that the groups have understood the main details, she puts
the students into different groups
B The teacher tells the class that they will hear different parts of a story. Group A will
hear the beginning, group B the middle, and group C the end.
C The teacher conducts whole-class feedback focusing on both fluency and accuracy.
D When each group has finished the whole story, the teacher gives them a role-play task
to complete, based on the story
E Students look at the original story to check their answers.
F Each group retells the whole story among themselves, from beginning to end.
G The teacher gets the three readers to read each group their part of the story.

Stages of a lesson plan

 The teacher chooses three students as readers. The teacher puts the rest of the class into
three groups, A, B and C, and tells each group to stand in a different corner of the
room.
34 ……………………………
35 ……………………………
* Working together, each group retells and agrees on their part of the story.
36 ……………………………
* Each new group contains at least one person from group A, at least one from group B
and at least one from group C.
37 ……………………………
38 ……………………………
39 ……………………………
* The teacher gives the class the written version of the story with some gaps to complete.
40 ……………………………

For questions 41-47, choose the best option (A, B or C) to complete each statement about
teaching aids.
Mark the correct letter (A, B or C) on your answer sheet.
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41 Realia are NOT useful for
A teaching the meaning of concrete vocabulary.
B kinaesthetic activities.
C designing class profiles.
42 DVDS of films are NOT useful for
A focusing on body language.
B presenting layout.
C discussing cultural differences.
43 Flashcards are NOT useful for
A jigsaw reading.
B work on minimal pairs.
C substitution drills.
44 OHTs are NOT useful for
A students to present their work.
B the teacher to demonstrate points gradually.
C the class to read extensively.
45 Transcripts are NOT useful for
A teaching students to predictcontent.
B showing the difference between written and spoken language.
C consolidating listening activities.
46 Grids are NOT useful for
A checking listening for specific information.
B completing information-gap activities.
C highlighting topic sentences.
47 Authentic newspaper articles are NOT useful for
A putting the target language in context.
B recognising sentence stress.
C providing models for writing tasks.
For questions 48-53 look at the dictionary entry and match the teacher's comments (on the
following page) with the extracts from the dictionary entry 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.
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Dictionary entry
progress /’praugres/ US/ 'prog-/ noun [U] advancement to an improved or more
developed state or to a forward position: Technological progress has been so rapid
over the last few years. I'm not making much progress with my Spanish. The doctor
said that she was making good progress (-getting better after a medical operation or
illness). The recent free elections mark the next step in the country's progress towards
democracy. The yacht's crew said that they were making relatively slow progress
north-easterly. 2 FORMAL in progress happening or beginning to be done now:
Repair work is in progress on the southbound lane of the motorway and will continue
until June.

progress /pro’gres/ verb [I] 1 to improve or develop skills, knowledge etc.: My

Spanish never really progressed beyond the stage of being able to order food at the
bar. > Compare regress. 2 to continue gradually: As the war progressed more and more
countries became involved. We started off talking about the weather and gradually the
conversation progressed to politics.

Adapted from: Cambridge Advanced Learner's Dictionary, Cambridge University Press, 2008

Extracts
 A |U|
B Technological progress has been so rapid over the last few years.
C I'm not making much progress with my Spanish.
D FORMAL
E /progres/
F > Compare regress
G We started off talking about the weather and gradually the conversation progressed to politics

Teacher's comments
48 This is a very useful verb + noun collocation for my students.
49 This is a good example for showing which preposition often follows the verb progress
50 My students must be aware of this point about register.
51 I must remember to draw attention to the change of stress when it's a different part of
speech.
52 I should ask my students to follow up this cross-reference.
53 This gives my students some information about what kind of noun progress is from a
grammatical point of view.

For questions 54-59 match the exercises from a supplementary book on pronunciation (on the
following page) with their purposes 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.
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Purposes
A to practise the phonemes /tfl. Idz/ and //
B to practise consonant-vowel linking and weak forms in connected speech
C to practise saying individual words which include two or more consonant sounds together
D to focus on silent letters
E to focus on the intonation of spoken phrases
F to practise both missing sounds and sound changesin connected speech
G to prepare for a speaking activity on word stress

Exercises from a supplementary book on pronunciation

54 Listen to these words and circle the consonant in each word which is not pronounced
When you have finished, listen again and repeat the words.
Cupboard climb knee island
autumn handkerchief honest handsome
55 Repeat the words.
Peaches fish mushrooms cabbage jam
chicken cheese juice sugar chocolate
56 Repeat these phrases. Notice the new pronunciation of the consonant at the end of the first
word
• last Monday • red bicycle • television programme
• went back • loud bang • most people
57 Draw lines to mark the syllables in these words. One is done for you.
 Furniture bought examination remember
impossible rabbit directions electricity
58 Repeat these words. Pay attention to the parts underlined.
Aeroplane exercise quietly passport
husband businessman mountain practical
59 Work in pairs. Match the words on the left to the words on the right.
a crowd of the world
a block of people
a box of flats
a map of matches

Check your answers and repeat the phrases. Make sure you join the sound at the end of the first
part with the sound at the beginning of the second.
Adapted from: Pronunciation tasks: A course for pre-intermediate learners by Hewing’s, M.,
Cambridge University Press, 1993
For questions 60-66 match the examples of content from a methodology book on teaching
vocabulary with the sections of the book 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.
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Sections
A Learner training
B Eliciting vocabulary
C Helping with collocations
D Using translation
E Presenting vocabulary in short texts
F Total Physical Response (TPR)
G How to highlight form
H Presenting meaning before form

Examples of content from the sections

60 It has the advantage of being the most direct route to the word's meaning-if there is a close
match between the target language and its L1 equivalent.
61 Teachers can use the board to focus on features of a word's pronunciation, e.g. to show
where the primary stress is placed.
62 A standard procedure for teaching lexis is for the teacher to ask learners for an example or
an opposite of the word, e.g. What's the opposite of boring?
63 The teacher can play an important role in motivating learners to take vocabulary
seriouslyand in giving them ideas about how to learn.
64 A method of teaching vocabulary where the teacher names and demonstrates actions,
using real objects, and then gets the learners to perform the same actions.
65 The fact that words are in context increases the chances of learners understanding meaning
and which collocations and grammatical structures they are associated with
66 The teacher holds up a picture of a shirt and then says It's a shirt
For questions 67-73, match the problems with coursebooks with the possible solutions 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.
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Solutions
A Replace the tasks with, for example, multiple-choice or open questions.
B Provide an extra stage which gets the students to read for content and deeper understanding of
the text.
C Design activities which help the students to predict content.
D Try to think of activities such as role-plays or questionnaires which allow the students to use
the language.
E Supplement the course book with tasks which require students to produce narratives and
reports.
F Get the students to record the stress patterns of new lexis.
G Use the internet at the lesson preparation stage to provide background information and visuals.
H Write new words on cards which you can use for games and assessment activities.

Problems with course books

67 For my students, there is not enough attention given to improving their writing.
68 There are no lead-in tasks before the reading and listening texts.
69 There is a lot of vocabulary introduced, but it is not recycled.
70 The course book often refers to people that my students know nothing about.
71 The gist reading tasks are generally followed directly by a very detailed language focus.
72 The comprehension activities in the book are often True/False and my students get bored
with this.
73 In the controlled practice exercises, students often complete gap-fills but then they don't
actually produce the new lexis

For questions 74-80 match the sequence of teaching activities from a course book lesson (on the
following page) with the uses of course book materials 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.
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Uses of course book materials
A allows students to develop fluency by talking about the general topic in a freer way
B introduces the lexis needed for later activities
C gives practice in understanding gist
D encourages students to predict information
E practises intensive listening to focus on language forms
F checks that students have understood the lexis in a controlled, personalised activity
G creates a context for the lesson
H provides an opportunity for students to identify specific details of content in a spoken text

Sequence of teaching activities

74 Discuss the following questions in pairs:
How often do you listen to the radio/watch TV?
When do you usually listen/watch?
75 Look at the types of programme below. Do you usually find these on TV, on radio or on
both? Put T for TV. R for radio or B for both.
Documentaries 'reality' shows cartoons
local news soap operas sports matches
76 Now put the programmes into these categories:
* There are too many of these on TV/radio in our country.
* There aren't enough of these.
* There are the right number of these.
* We haven't got this kind of programme in our country.
77 You will hear five short extracts from different types of radio or TV programme. What
type of programme is each extract from?
78 Listen again and answer these questions:
* Where are the World Athletics Championships being held this year?
* Is Joe Rawlings a reporter, a runner or injured at the moment?
* What do we learn about Kerry's opinions?
79 Which of the following statements do you agree with? Compare your opinions in groups.
* You can't believe most of what you read and see in the media.
* They only ever show bad news on TV-never the good news.
* TV is better now than it used to be.
80 Now listen to two people giving their opinions about the statements in the last activity. As
you listen, decide which of these words you hear each person use.

Person A Person B
excited/exciting worried/worrying
confused/confusing interested/interesting
bored/boring

Adapted from: New Cutting Edge Intermediate, by Cunningham, S. and Moor, P., Longman, 2005