Module 1 (Unit 1)

For questions (1- 7), match the underlined words in the text below 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. noun
B. personal pronoun
C. possessive pronoun
D. adverb
E. base form of verb
F. modal auxiliary verb
G. present participle
H. past participle
I was on the train, on my way home, when I saw Jennifer (1) sitting in the same carriage. My
first (2) thought was, 'It's (3) her. It was the girl I used to (4) see every day in the library when
we were at university. Often, I (5) couldn't concentrate on my work when she was sitting so (6)
close to me, but in fact, we never spoke once, all the time we were there. And now eight years
later, here she was. So, I walked up to her and said, we’ve (7) met before, haven’t we? Weren't
you at Durham University?" Not a great question, I know, but then we talked for the rest of the
journey.
For questions 8-12, match the example sentences with the grammatical terms 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.
Grammatical terms
A. Gerund

B. Present perfect simple

C. Present perfect continuous

D. Reported statement

E. Present simple passive

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 F. Past perfect simple

Example sentences
8. Then I realized what had happened.
9. Many old houses are made of wood.
10. We've never seen a whale before.
11.. He doesn't like playing chess.
[Link] said she was really upset.
For questions 13-19, read the text. Match the underlined examples in the text 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. Conjunction
B. Preposition
C. Adverb
D. Superlative adjective
E. Object pronoun
F. Demonstrative adjective
G. Possessive adjective
H. Demonstrative pronoun
Text
For me the (13) best thing about the weekend is that I don't have to go to work. I like (14) my
job but I have to spend all day in an office and I'm someone who loves being outside. Another
good thing about the weekend is (15) that I don't have to get up at half past six every day. It isn't
(16) too bad in summer but I hate (17) it in winter when it's dark in the morning. (18) That's the
time when I dream about moving away from (19) this country to somewhere light and bright.
For questions 20-25, complete the sentences about the uses of adverbs with one of the
three possible endings A, B or [Link] the correct letter (A, B or C) on your answer sheet.
20.‘This is quite nice.’ ‘You’re quite wrong.’ These examples show that quite can be used
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[Link] modify adverbs.
[Link] express a negative idea.
[Link] strengthen or weaken adjectives.
21.‘This is the best book I’ve ever read.’ In this sentence ever is used
[Link] give emphasis.
[Link] show there is only one of something.
[Link] show that the action has recently been completed.
22.‘I have just been speaking to him.’ In this sentence just is used
[Link] describe an unfinished action.
[Link] highlight when the action was done.
[Link] show a repeated action.
23.‘I’d rather go somewhere else.’ In this sentence rather is used because
[Link] speaker doesn’t mind what he does.
[Link] speaker is saying that something is special.
[Link] speaker is making a polite suggestion.
24.‘I can hardly see – it’s so dark.’ In this sentence hardly is used because
A .the speaker is trying very hard to see.
[Link] speaker is unable to see.
[Link] is difficult for the speaker to see.
25.‘Joe worked particularly well this month.’ In this sentence particularly is used to
[Link] agreement with what Joe did.
[Link] how well Joe worked.
[Link] on when Joe worked well.
For questions 26-32, match the underlined clauses with their meanings in the sentences
listed A, B or [Link] the correct letter (A, B or C) on your answer sheet.
Meanings
A. condition
B. reason
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 C. result
Clauses
[Link] was such a bad film that we walked out.
27.I decided to go and see him since he hadn't phoned me.
28.I fell asleep in the car because I was so tired.
[Link] there was no coffee left, I had a cup of tea.
30.I won't speak to him again unless he apologizes.
[Link] long as you can save the money yourself, you can go on the trip.
32.I walked into town so that I could avoid the traffic.
For questions 33-39, look at the sentences, read the questions about the grammar in the
sentences and the three possible answers listed A, B and C.
Choose the correct answer.
Mark the correct letter (A, B or C) on your answer sheet.
[Link] two artists seem to understand what you have painted, but I'm not sure I know.
Which of the three verbs is NOT a main verb?
A. seem
B. have
C. know
34.I told you that I'd never seen him before.
Which of the three pronouns is NOT an object pronoun?
A. I
B .you
C. him
[Link]'s a very difficult question. I'm not sure if I've done it right.
Which of the three words is NOT an adjective?
A. difficult
B. sure

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C. right
36. We visited a ruined castle which had been built in the eighth century.
Which of the three words is NOT a past participle form?
A. visited
B. ruined
C. built
37. I told Mark that it would be a bad idea to send the email, but he decided to ignore my
advice. Which of the three nouns is NOT an abstract noun?
A. idea
B. email
C. advice
[Link] a few people in the class said they never brush their teeth in the evening.
Which of the three words is NOT an adverb?
A. Quite
B. few
C. never
[Link] had always wanted to become a nurse. However, when he did a training course, he
realized that he wasn't enjoying it enough.
Which of the three verbs is NOT an auxiliary?
A. had
B. did
C. wasn't
For questions 40-45, match the underlined examples of 'could with their uses 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.
Uses of 'could
A .to express future possibility

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B .to complain
C. to give permission
D. to express present ability
E. to express past ability
[Link] express present possibility
[Link] express future ability
Examples
[Link] could be Judith on the phone.
41.I could hear a funny noise coming from somewhere in the engine.
[Link] could snow! Look at the sky!
[Link] a lot. You could save now, if you are in a hurry.
44. You could try asking me before you use my comb, you know.
[Link] doctor is free. He could see you now if you like.
For questions 46-50, match the example language with the grammatical terms listed A-F
Mark the correct letter (A-F) on your answer [Link] is one extra option which you do
not need to use.
Example language Grammatical terms
[Link], which, that A possessive adjectives
[Link], along, off B relative pronoun
48. yourself, ourselves, themselves C reflexive pronouns
[Link], his, our D demonstrative adjectives
50. above, against, by E prepositions of place
***** F prepositions of movement
For questions 51-55, match the underlined words in the text below with the grammatical
listed [Link] the correct letter (A-F) on your answer sheet.
There is one extra option which you do not need to use.
Grammatical terms
A pronoun

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B collective noun
C plural noun
D compound noun
E proper noun
F uncountable noun
Kofle stood on the shore of (51) Lake Volta and looked at the small (52) fishing boat bobbing
on the waves. The boat was empty and had been there for two days. (53) He had wanted to
jump into the lake and pull it onto the beach, but he remembered his father's (54) advice, and
knew that he must not take other people's property. His (55) family often went hungry, and he
could have caught fish if he only had a boat.
For questions 56-61, match the underlined words in the text below with the parts of speech
listed A-G. There is one extra option which you do not need to use.
Parts of speech
A conjunction
B preposition
C. noun
D. adverb
E. pronoun
F. verb
G adjective
I want you to write a (56) list of ten things which (57) you like. Do it (58) carefully. But don't
talk to me or your sister. (59) Ask me about any (60) difficult words you can't spell. (61) When
you have finished, you can watch television.
For questions 62-67, match the example language with the grammatical terms listed A-
Mark the correct letter (A-F) on your answer sheet.
There is one extra option which you do not need to use.
Example language Grammatical terms
[Link], your, our A. subject pronouns
63. that, which, who B. possessive adjectives

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 [Link], you, she C. prepositions of movement
65. during after, until D. relative pronouns
66. through, along, towards E. prepositions of time
F. Interrogative pronouns
For questions 67-71, choose the best option to complete each statement about the uses of
grammatical structure. Mark the correct letter (A, B or C) on your answer sheet.
67. We use superlative forms of adjectives to
A. describe equal things or people.
B. show differences between groups or things or people.
C. compare things or people to a whole group they are part of.
[Link] use will to express
A. obligation in the future.
B. decision about the future
C. fixed plans.
69. We use the passive to
A. Say what happens to the subject of the sentence.
B. show that the verb is not important
C focus on the object of the verb.
70. We use tag questions to
A show surprise.
B check that something is true.
C. express obligation
71. We use conjunctions to
A. link words or sentences.
B. make topic sentences.
C. make adjectives stronger.

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 Module 1 (Unit 2)
For questions 1-7, match the examples of vocabulary with the categories listed A-H.
Mark thee correct letter (A-H) on your answer sheet.
There is one extra option which you do not need to use.
Examples of vocabulary Categories
[Link], color, realize, realize, theatre, theater A. synonyms
[Link] lights, alarm clock; seat belt B. lexical set
3. childish, successfully. dependable C. collocations
4. turn up; turn off; turn into D. word + suffix
5. catch a cold; catch a bus; catch a thief E. prefix + word
6. sad; miserable; unhappy F. compounds
7. ankle: stomach: knee; heart G. phrasal verbs
H. American and British English
For questions 8-13, read the text. Match the underlined words or phrases in the text with
the lexical terms listed A – [Link] the correct letter (A – G) on your answer sheet.
There is one extra option which you do not need to use.
Lexical terms
A. phrasal verb
B. compound noun
C. word with negative affix
D. compound adjective
E. word family
F. verb and noun collocation
G. noun with affix
Text
During his career, Sean Connery made over 70 films and became very rich. However, as a child
(8) growing up in Scotland during the Great Depression in the 1930s, he was poor. He and his
family were not (9) unusual in living in a two-roomed flat with no (10) bathroom. Sean left

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school at thirteen and did a variety of jobs to (11) make money including being a milkman and a
(12) builder. Eventually he began acting and his role as the first James Bond made him (13)
well-known all over the world.
For questions 14-19, match the underlined words/groups of words in the text with the
language terms listed [Link] the correct letter (A-G) on your answer sheet. There is
one extra option which you do not need to use.
Language terms
A word with affix
B idiom
C compound adjective
D connector
E phrasal verb
F compound noun
G word family
Text
My oldest brother is quite different from me – he’s a bit (14) old-fashioned really. I suppose

he’s just very traditional. For example, he always wears (15) a suit, a tie and leather shoes,

listens to the radio and plays cricket. But the worst thing is that he’s got no sense of humour

and that really (16) gets on my nerves. I also get the impression that he thinks I’m pretty (17)

worthless, which doesn’t help our relationship. We rarely see each other these days. He

sometimes (18) calls in when he’s in the area and then we may go out together. But we usually

end up arguing about which (19) bus stop to walk to, or something silly like [Link] questions

20-26, choose the correct lexical or phonological terms to complete the sentences. Mark

the correct letter (A, B or C) on your answer sheet.

[Link], disagree and incorrect include examples of

A. prefixes.
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 B. informal language.
C. synonyms.
[Link] and whole; mail and male; by and buy are examples of
A. homophones.
B. unvoiced sounds.
C. false friends.
[Link] out; put off; put away are examples of
A. antonyms.
B. verb patterns.
C. multi-word verbs.
23. Vehicle – car, bicycle, plane; pet – dog, cat, rabbit; food – bread, pizza, meat are examples
of
A. collocations.
B. lexical sets.
C. collective nouns.
[Link]’t; don’t; he’s are examples of
A. connected speech.
B. weak forms.
C. contractions.
[Link] and feet; fear and fair; track and truck are examples of
A. rhymes.
B. minimal pairs.
C. linking.
For questions 26-31, choose the best option (A, B or C) to complete each statement about
lexis. Mark the correct letter (A, B or C) on your answer sheet.
[Link] and sea, tale and tail, where and wear are examples of
A. false friends.
B. connected speech.
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C. homophones.
[Link] hard, soft boiled, melting point are examples of.
A. compounds.
B. antonyms.
C. idioms
[Link], T-shirt, coat, and athlete, Jog, long jump are examples of .
A. linking.
B. collocations.
C. lexical sets.
[Link] up, look out, look over are examples of ....
A. word boundaries.
B. phrasal verbs.
C. verb patterns.
[Link] different meanings of the noun bank are examples of.
A. homonym
B. affixation.
C. connected speech.
[Link] and hair, meat and street, money and sunny are examples of
A. rhymes.
B. key words.
C. contrastive stress.
For questions 32-37, choose the correct word(s) to complete each definition of lexical
terms.
Mark the correct letter (A, B or C) on your answer sheet.
32. ......is a group of words which together mean something different from the meanings
of the individual words.
A. An idiom

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B. A phrase
C. A clause
33. Colloquial English contrasts with......English.
A. formal
B. accurate
C. spoken
[Link] or more words that often go together are called......
A. comparatives
B. collocations
C. conjunctions
35. Homophones are words that have the same......
A. spelling
B sound
C meaning
36. Synonyms are words with......meanings.
A. opposite
B. similar
C. several
37. An appropriate......is the style of language that best fils a particular situation.
A. rhythm
B. context
C. register
For questions 38-42, match the examples of vocabulary with the categories listed A-F.
There is one extra option which you do not need to use.
Examples of vocabulary
[Link], unhappy, disadvantage, rename
39. hard work, a heavy subject, a great idea

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40. wonderful, marvelous, brilliant, great
41. longest, director, wooden, slowly
42. orange, apples, mangoes, bananas
Categories
A. synonyms
B. collocations
C. compound words
D. lexical set
E. words with suffixes
F. words with prefixes
For questions 43-48, match the examples of words with the lexical categories 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.
Examples of words Lexical categories
43. trees, flowers. Grass A. idioms
[Link], too; blue, blew, pair, pear B. suffixes
[Link] in the mouth, green fingers, a pain in the neck C. synonyms
[Link] off, give in, get out D lexical set
47. calmly, nationality, childhood E prefixes
48. lucky, fortunate; sad, miserable; awful, terrible F homophones
G phrasal verbs

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 Module 1 (Unit 3)

For questions 1-7, match the minimal pairs of words with the vowel sounds listed A-H.

Mark the correct letter (A-H) on your answer [Link] is one extra option which you
do not need to use.

Minimal pairs Vowel sounds

[Link] woke A. / ɜ: / /ʊ /

2. test taste B. / ʌ/ / ɜ:/

3. hear hair C. / ɜ:/ / əʊ /

4. word would D. /ɑː / /aɪ/

[Link] shirt E./ɪə / / eə/

6. tart tight F. /e / / æ/

7. said sad G./ ɑː/ / əʊ /

H./ e / / eɪ /

For questions 8-15, look at the phonemic symbols and the three words listed A, B and C.
Choose the word which contains the sound matching the phonemic symbol.
Mark the correct letter (A, B or C) on your answer sheet.
8./iː/
A. leave
B. wear
C. heard
9./tʃ/
A. share
B. lots
C. question
10./dʒ/

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A. danger
B. cheap
C. nation
11./uː/
A. but
B. new
C. book
12./ʒ/
A. edge
B. pleasure
C. ocean
13./θ/
A. this
B. father
C. Teeth
14./j/
A. June
B. university
C. guest
15./ŋ/
A. night
B. manager
C. drink
For questions 16-24, match the underlined letter ‘a’ in each example word with the
phonemic symbols which would be used in a dictionary entry listed A, B, C or D.
Mark the correct letter (A, B, C or D) on your answer sheet. You need to use some options
more than once.

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 Phonemic symbols

/ æ/

/eɪ/
/ɑː /
/ə /
Example words
[Link]
[Link]

[Link]

[Link]

[Link]

[Link]
[Link]

[Link]

[Link]
For questions 25-31, look at the questions about phonology and the three possible
examples listed A, B and C. Choose the example which matches the term.
Mark the correct letter (A, B or C) on your answer sheet.

[Link] of the following contains a contraction?

[Link]
B. can’t
C. bye

[Link] many phonemes does place have?

A. two
[Link]
[Link]

[Link] is butcher written in phonemic script?

A./bʊtʃə/
B./bʌtʃə/
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C./bu:tʃə/

[Link] of the following is true of connected speech in English?

A. The first syllable of each word is always stressed.

B. Structural words are never stressed.
C. Content words are usually stressed.

[Link] of the following contains a diphthong?

A. /meɪl/
B./mæd/
C./mɔ:/

[Link] many weak vowel sounds does banana have?

[Link]
B. two
C three

[Link] of these words is a minimal pair?

A think/thinking
B she/ship
C cut/cat

For questions 32-39, look at the two vowel sounds in each word. Match the vowel sounds
in the words with the pairs of phonemic symbols listed A-l.
Mark the correct letter (A-l) on your answer sheet.
There is one extra option which you do not need to use.
Words Phonemic symbols
[Link] A / əʊ / /ə /
33 over B /eɪ/ /ɪ /
34 village C / əʊ / / ɜ: /
35 paper D / ɜ: / /ə /
36 homework E /aɪ/ /ə /
37 learner F /aɪ/ / ʌ/
38 nightclub G /ɪ/ /ɪ/

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39 Baby H /eɪ/ /ə /
I / ɜ: / /ɪ/
For questions 40-44, look at the questions about phonology and the possible answers.
Choose the correct answer A, B or C.
[Link] many phonemes does the word heart have?
A two B three C four
41. How is paper written in phonemic script?
A pæper B pɪəpə C peɪpə
42. Which of the following is true about a stressed syllable?
A It contains the schwa sound. B It sounds stronger C It is spoken fast.
43. Which of the following is a minimal pair?
A pin/bin B so/sing C lot/list
[Link] of the following is a contraction?
A see you BASAP C haven't
For questions 45-52, look at the following questions about phonology and the possible
answers. Choose the correct option A, B or C.
Mark the correct letter (A, B or C) on your answer sheet.
[Link] is the correct phonemic script for weekend?
A /wi:kend/
B/wɪkend
C/ ji:kend/
46. Which option shows the correct word stress for telephone?
A telEphone
B TELephone
C telePHONE
47. What is a phoneme?
A The smallest sound.
B The smallest sound that has meaning
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C A symbol representing a sound.
[Link] meaning does the main stress on John give to this sentence?
I gave the book to John.
A I was the person who gave John the book.
B I only gave a book to John, nothing else.
C John was the person I gave the book to.
49. Which of the following ends with a consonant?
A banana
B carrot
C potato
50. What is a contraction?
A A shortened form of a word.
B Two words made into one.
C The first letters of several words.
51. Which of these words is stressed on the first syllable?
A re'stricted
B ‘paragraph
C substi ‘tution
[Link] which of these words is the first letter a voiced sound?
A table
B forget
C dark

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 Module 1 (Unit 4)
For questions 1-7, match the example sentences 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.
Example sentences Functions
[Link]'s go to that now restaurant. A. describing ability
[Link] might win-you never know in cup matches! B. describing possibility
3. Watch out! That's dangerous. C. asking for permission
4. My son can speak three languages fluently. D. requesting
5. Is it okay if I open the window? E. asking for advice
6. Shall I show you how the camera works? F. suggesting
7. Could you pass me my bag? G. offering
H. warning

For questions 8-13, match the underlined parts of the email with the functions 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.
Functions
A. expressing ability
B. making an offer
C. making a prediction
D. expressing intention
E. expressing possibility
F. making a request
G. expressing preference
Email
Dear Juan,
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Thought I’d let you know (8) I’m planning to come to Chile next year and I’m hoping to visit
you there! (9) January is my first choice, but I might stay with Mum then, so (10) it could be
that I’ll visit you in February instead. Anyway, (11) I’d be really grateful if you could share
your knowledge. What’s the weather like in February? How much can I see in two weeks? (12)
I know how to check all this on the internet, but it would be good to speak to someone who
knows the country. By the way, (13) would you like me to bring you anything special from
Britain?
Speak soon, I hope.
Frank
For questions 14-19, match the example sentences with the functions 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.
Example sentences Functions
14.I can’t decide whether this radio is worth buying or not. A. expressing obligation
15.I’m going to visit my mother this afternoon. B. expressing a preference
16.I’d rather have the blue one. C. offering help
[Link] I finish the work earlier, can I get paid more? D. expressing an intention
[Link] must fill in the form before the end of the month. E. predicting
[Link]’s got a chance of winning the race. F. expressing
G. negotiating
For questions 20-26, match the underlined groups of words 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
[Link] express a condition
B. to give a reason
C. to show a result
Groups of words
[Link] it might rain at the weekend. l' ve hired a couple of DVDs.
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21.I don't think I’ll buy a new car unless I get a pay rise.
[Link] was such an enjoyable party that I stayed longer than I'd planned.
23.I'm lighting candles since the electricity's gone off.
[Link] to avoid the rush hour, I set off very early.
[Link] you pay me back next week; I'll lend you the money.
[Link] was so cold I put another jumper on.
For questions 27-31, match the example sentences with the functions 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.
Example sentences Functions
27. This burger hasn't been cooked properly. A. suggesting
28. How about reading the latest Harry Potter book? It's brilliant! B. disagreeing
29. I wouldn't eat that apple if I were you-it looks bad. C. advising
30. Excuse me, is it too late to get a ticket for the disco tonight? D. asking for an opinion
[Link] do you think of my new jeans? E. enquiring
For questions 32-37, match the example sentences with the functions listed A-G.
There is one extra option which you do not need to use.
Example sentences
32. I don't think that's a very good idea.
33. It's a beautiful place with a big river.
34. He might be able to, I'm not sure.
35. What I mean is ..
36.I’d really love to fly the moon.
[Link]’re much older than their friends.
Functions
A. describing
B. clarifying

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C. comparing
D. disagreeing
E. wishing
F. suggesting
G. speculating
For questions 38-41match the example language with the functions 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.
Example language Functions
38.I’m not sure if I’ll go or not. A. persuading
39. Please come with me. I really want you to. B. giving personal information
40. What do you think of his idea? C. attracting attention
41. I’m 15 next birthday. D. giving advice
42. Can I stay out late tonight? E. expressing uncertainty
43. Hey, listen, listen F. asking for an opinion
G asking for permission

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 Module 1 (Unit 5)

For questions 1-7, match what readers do with the ways of reading 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

Ways of reading

A predicting

B scanning

C inferring attitude

D deducing meaning from context

E intensive reading

F identifying text organization

G reading for main ideas

H Skimming

What readers do

[Link] quickly search the text to find particular information.

[Link] decide how writers feel from the way that they write.

[Link] use parts of the text to help them understand unfamiliar lexis.

[Link] look at a text quickly to get a general understanding.

[Link] look at how the information is structured, by noticing headings or introductory phrases.

[Link] focus on how language is used in a piece of text.

[Link] use titles and pictures to give themselves ideas about what the text is about

For questions 8-10, look the following terms for reading skills and the three definitions
that are given. Choose the correct option A, B or C. Mark the correct letter (A, B or C) on
your answer sheet.

8. Scanning is
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A. Reading and analyzing sentences

B. Reading for specific detail

C. Looking at titles and pictures

9. Guessing an unknow word from the rest of the sentences is an example of

A. Extensive reading

B. Deducing meaning from context

C. Prediction of text structure

[Link] means

A. Guessing what comes next

B. Discovering the writer's opinion

C. Skim reading text

For questions 11-15, match the instructions with the ways of reading listed A-F.
There is one extra option which you do not need to use.
Ways of reading
A reading for specific information
B reading for detail
C reading for gist
D intensive reading
E deducing meaning from context
F extensive reading
Instructions
[Link] all the words in the story about pets.
12. Read the text. Decide which is the best heading for it.
13. Read the article to find out exactly how the machine works.
14. Finish reading the story at home.
15. Read the poster to find the dates of Annie's, Sam's and Julie's birthdays.

2
 Module 1 (Unit 6)

For questions 1-6, match the teacher s instructions with the writing sub skills

listed in A-G. There is one extra option which you do not need to use

Writing Sub-skills

A. Brainstorming

B. Drafting

C. Editing

D. Peer-evaluation

E. Planning

F. Proofreading

G. Summarizing

1. First, write down as many ideas as you can think of.

[Link] your points under paragraph headings.

3. Start writing, developing your paragraphs.

4. Rewrite your rough version for more clarity

5. Ask your partner for their opinion of your draft

6. Check spelling and accuracy.

For Questions 7-12. match what the writer does with the writing subskills 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.

Writing subskills

A Using a model

B Drafting

C Peer-evaluation
3
D Brainstorming

E Planning

F Re-drafting

G Proofreading

[Link] I start, I write down as many ideas as I can.

8.I organize my main points into different paragraphs in note form.

9. I start writing, developing my main points.

10. I re-organize what I have written to make my ideas clearer.

11. I give my work to someone else to ask for his/her opinion.

12. I give my work a final check for accuracy.

For questions 13-14, look at writing skills and three possible descriptions of them.
Two of the descriptions are appropriate in each situation. One of the descriptions is NOT
appropriate. Mark the description (A, B or C) which is NOT appropriate on your answer
sheet.

[Link]-drafting involves

A. copying a piece of writing out neatly.

B. doing a piece of writing for the second or third time.

C. making changes to a piece of writing.

[Link] writing involves

A. planning a piece of writing.

B. writing without editing.

C. using writing subskills.

[Link] involves

A. checking for language errors.

4
B. reading your written work word by word.

C. paraphrasing parts of a text

For questions 16, look the following terms for writing skills and the three definitions that
are given. Choose the correct option A, B or C.

Mark the correct letter (A, B or C) on your answer sheet.

[Link] involves

A. Brainstorming and mind-mapping

B. Peer evaluation

C. Shortening a text

For questions 17-22, match the coursebook instructions with the writing subskills listed A-
G. There is one extra option which you do not need to use.

Writing subskills

A punctuating correctly

B planning

C forming letters

D linking

E using the appropriate layout

F paragraphing

G proof-reading

Coursebook instructions

17. Put your hand in the air and write d-o-g with your finger.

18. Tick () the correct place in this letter for the address of the receiver and put a cross () in the

correct place for the date.

19. This letter has no commas or full stops. Put them in the correct places.

5
[Link] these pairs of sentences by using the best conjunction from the following: because,
after, while.

[Link] at this list of ideas for a composition. Number them in the order you would write about
them in your composition.

[Link] your work for language mistakes after you have finished writing.

Module 1 (Unit 7)

For questions 1, look at listening skills and three possible descriptions of them.
Two of the descriptions are appropriate in each situation. One of the descriptions is NOT
appropriate. Mark the description (A, B or C) which is NOT appropriate on your answer
sheet.

[Link] for gist involves

A being able to understand every word of a text.
B working out the overall meaning of a text without concentrating on the details.
C forming a general idea of what a text is about.

For questions 2-7, match the instructions with the ways of listening listed A-G.

There is one extra option which you do not need to use.

Instructions Ways of listening

2. Watch the video to see how the woman looks, A listening for gist

How do you think she feels?

3. Listen to each pair of words. Say if they are the B understanding body language

same or different.

[Link] town does Jim live in? Listen and find out C listening for individual sounds

5. Listen to the description of the boy and the girl D listening for detail

and draw them.

6. Listen and underline the word in the sentence E listening for sentence stress

that the speaker says most strongly.

7. Listen to the story and decide what is the best F extensive listening

6
title for it. G listening for specific information

Module 1 (Unit 8)

For questions 1-7, choose the best option (A, B or C) to complete each statement on
speaking skills.

Mark the correct letter (A, B or C) on your answer sheet.

[Link] your speech to the listener can involve

A. giving attention to register.

B. making use of prompting.

C. politely correcting.

2. A common feature of speech which is not fluent is

A. hesitation.

B. encouragement.

C. turn taking.

[Link] speaking involves

A. developing a topic.

B. using a variety of language patterns.

C. exchanging ideas.

[Link] example of self-correction is

A. No, what I actually said was…..

B.I mean coming down the stairs, sorry.

C. That’s right. In other words, a lot of people think that…..

[Link] to help the listener can involve

A. requesting clarification.

7
B. interrupting.

C. paraphrasing.

6.A speaker uses repetition to

A. explain things more simply when communication has broken down.

B. speed up the interaction process.

C. clarify things for a listener who has not heard properly.

[Link] devices are important when

A. giving a presentation to an audience.

B. using corrected speech.

C. communicating the meaning of individual words.

For questions 8-11, look at the language skills and three possible descriptions of them.
Two of the descriptions are appropriate in each situation. One of the descriptions is NOT
appropriate. Mark the description (A, B or C) which is NOT appropriate on your answer
sheet.

[Link] skills involve

A expressing rather than understanding language.

B speaking and writing activities.

C listening and reading tasks.

[Link] accurately involves

A using the right expressions to convey meaning.

B using colloquial language to express ideas.

C using lexis and structures correctly.

8
For questions 16, look the following terms for writing skills and the three definitions that
are given. Choose the correct option A, B or C. Mark the correct letter (A, B or C) on
your answer sheet.

10. Oral fluency is

A speaking without making any mistakes.

B speaking naturally without hesitating too much.
C speaking without considering the listener.

[Link] is

A using phrases to say something instead of using complete sentences.

B connecting sentences together in speech or writing or using conjunctions.
C finding another way to say something when you cannot think of the right language.

For questions 12-18, match the activities with the teaching focuses listed A, B or C.

Teaching focuses

A appropriacy

B fluency

C connected speech

Activities

12. Identifying particular phonemes in conversations on audio cassette

13. Practice in speaking at a natural speed

14. Practice in greeting people informally

15. Identifying main stress in short dialogues on audio cassette

16. Practice in speaking without hesitating

17. Practice in using exponents of formal invitations

18. Practice in using intonation to show surprise

9
 Subskills

For questions 1-7, match the activities with the subskills 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.

Subskills

A. summary writing

B. creative writing

C. inferring attitude

D. reading for gist

E. paraphrasing

F. scanning

G. deducing meaning from context

H. drafting

Activities

1. reading a story quickly to get the main idea

2. reading through a text quickly to find particular dates and places

3. looking at a new word in a sentence and trying to work out its meaning from the language
around it

[Link] a text carefully to try to find out what the writer’s own opinion is

5. producing a short text based on the main points of a longer text

6. reading a story, then producing your own on the same topic

7. writing a first rough version of a text

10
For questions 8-12, match the speaker's words with the speaking subskills that he is
talking about listed [Link] the correct letter (A-F) on your answer sheet.

There is one extra option which you do not need to use.

Subskills

A Connecting your ideas

B interacting

C pronouncing accurately

D using language accurately

E Speaking fluently

F using language appropriately

Speaker's words

8. Sometimes I hesitate a lot or speak extremely slowly.

9.I always try to make eye contact with people when I speak to them.

10. You often need to use polite language when you meet people in formal situations.

11. I was so tired that I made lots of mistakes in my grammar

12. It’s quite difficult to speak with the right accent, so they often don’t understand me.

For questions 13-17, match the descriptions with the reading and writing subskills 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.

Subskills

A. extensive reading

B. handwriting

C. scanning

D. editing
11
E. skimming

F. planning

Descriptions

[Link] read things really quickly-just to find specific information.

14. Before you write long texts, like essays. you work out which order to present your ideas in.

15. You go through some parts of long texts slowly and carefully and through others quickly.

16. You need to learn to shape your letters correctly

17. You often need to read what you've written and change it to make it easier to understand

12
 Module 1 (Unit 9)

For questions1-5, match the teachers' actions 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. engage learners' cognitive skills

B. build rapport

C. personalize target language practice

D. respond to learners' feedback

E. help learners to see their progress

F. encourage learners to develop independence

Teachers' actions

1. The teacher starts each lesson by chatting to the class.

2. The teacher repeats an activity because the class said they enjoyed it.

3. The teacher gives the class regular written feedback on their work.

[Link] teacher shows the class how to find the pronunciation of new words in a dictionary.

[Link] teacher uses puzzles and problem-solving activities.

For questions 6-11, match the classroom activities with the strategies for motivating

learners listed [Link] the correct letter (A-G) on your answer sheet.

There is one extra option which you do not need to use.

Classroom activities

[Link] the start of the class, the teacher writes on the board what she hopes the learners will
achieve in the lesson.

[Link] teacher introduces a new topic by using situations from the learners’ own lives.
1
[Link] teacher gives only positive feedback on language used in an activity.

[Link] A and B exchange information in order to complete a text.

[Link] teacher finds out how and when the learners like to be corrected.

[Link] teacher shows the learners how to use the self-access center.

Strategies for motivating learners

A. Ask learners about their learning preferences.

B. Build up learners’ confidence in their abilities.

C. Personalize lessons.

D. Make sure that learners understand instructions.

E. Encourage learner autonomy.

F. Make the learning aims clear to learners.

G. Give learners a reason for communicating with one another.

For questions 12-16, match the things the teacher does with the ways in which the students
are motivated listed [Link] the correct letter (A-F) on your answer sheet

There is one extra option which you do not need to use.

Ways students are motivated

[Link] makes students feel that the course is well organized.

[Link] feel more comfortable when talking about what they know best-themselves!
[Link] like to hear they have done well.
[Link] their imagination can help students to get more involved in their fluency wonk.
[Link] often like being the teacher and explaining things to other students.
F.I find this allows me to keep students' attention by quickly changing the pace of the
lesson.
Things the teacher does

12.I sometimes get my students to choose a general interest topic to research and give mini
presentation on.

2
13.I connect some of the texts and speaking topics in the coursebook to my students and their
lives.

14.I have some favorite five-minute fun activities ready for whenever I need them.

15.I tell my students each week what they’re going to study.

16. I use drama and role-play in the classroom.

For questions 17-22, match the general advice on motivation with the techniques for
encouraging motivation listed A, B, C or D.

Mark the correct letter (A, B, C or D) on your answer sheet.

You need to use some options more than once.

Techniques

A Encourage learner autonomy.

B Find out what students think.

C Make your feedback positive and constructive.

D Build variety into your teaching.

Advice

[Link] to student feedback using a class 'suggestion box' or a short questionnaire.

18. Train students to use reference resources to help them study successfully on their own.

19. Think about how you tell students about their progress. How can you can praise or
encourage them instead of just giving marks?

20. Put students into new groups for different activities.

21. Give comments on students' work which are helpful and enable them to feel a sense of

progress.

22. Don't always do the same kinds of things in the classroom. Try new activities and change

activities in each lesson.

3
For questions 23-29, match the teaching recommendations with the influences on
motivation listed A-H.

There is one extra option which you do not need to use.

Influences on motivation

A learner autonomy

B interest in the lesson

C interest in the target culture

D the usefulness of learning the language

E personalization

F goal-setting

G Support from others

H self-confidence

Teaching recommendations

23. Where possible, ask learners to choose what activities they want to do.

24. Encourage parents to motivate their children to learn English.

25. Remind learners how important English is for getting jobs.

[Link] activities and materials that are motivating.

27. Bring to the classroom any materials (e.g. brochures, photos, souvenirs) you have collected
on your trips to English-speaking countries.

28. Praise learners frequently but honestly.

29. Give learners opportunities to use English to talk about their own lives.

4
 Module 1 (Unit 10)

For questions 1-5, choose the correct option A, B or C to complete each statement about
learning language.

[Link] group of learners who generally benefit most from picking up language is:

A children under the age of five.

B people over the age of 20.

C teenagers aged 15-19.

2. Being exposed to the right level of language helps learners

A check their own progress.

B increase their interaction.

C acquire more language

3.A silent period is a time when learners

A do written work.

B study the language.

C process the language.

[Link] language involves

A studying the grammar carefully.

B listening just to language-focused exercises.

C learning language just by hearing or reading it.

[Link] we focus on the form of language, we

A talk with classmates.

B pay attention to accuracy and use.

C listen to videos and audio cassettes.

1
 Module 1 (Unit 11)
For questions 1-5, match the teacher’s comments with the types of mistake 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.
Types of mistake
A developmental error
B L1 interference
C slips
Teacher’s comments
[Link]’s natural for all beginners to say things like I goed home instead of I went home.
[Link] though his level of English was good, the student was so excited yesterday that he made
several mistakes which he wouldn’t normally make.
[Link] advanced student still has problems distinguishing between / / and /◻/. / / doesn’t exist
in his language.
[Link] we’d done the unit on comparatives using more several students started saying more
nicer.
[Link] intermediate level student did the written exercises on irregular verbs perfectly but she
said cutted when she recorded the exercises. She was probably just a bit nervous.
For questions 6-12, match the statements with the types of mistakes listed A-C.
Types of mistakes
A a slip
B interference
C a developmental error
Statements
[Link] beginners confuse the tenses in English.
7. The learner was extremely tired. This made her forget lots of grammar.
8. The learner was able to correct his own mistake.
9. The learner's pronunciation was full of sounds from his own language.

1
[Link] all the learners, of whatever mother tongue, made mistakes with the word order in
English present simple tense question forms.
[Link] was very angry so he kept making mistakes.
[Link] learner kept using vocabulary based on her own language.

2
 Module 1(Unit 12)
For questions 1 – 6, match the statements about first and second language learning with
the categories 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.
Categories
A.L1 learning
B.L2 learning in the classroom
C. Both
Statements about first and second language learning
1. There is always a strong social need for the learner to acquire the language.
[Link] is necessary to process information you’ve heard.
[Link] of the language always happens together with cognitive development.
[Link] language isn’t always an essential skill in the learner’s life.
[Link] learners fail to become proficient users.
For questions 6-14, match the features of learning with the learners listed A, B or C.
Learners
A L1 learner
B L2 beginner classroom learner
C both the L1 learner and the L2 beginner classroom learner
The features of learning
6. The learner is very often surrounded by language that is interesting to him/her
7. The learner picks up language from the rich language that surrounds him/her all day.
8. The learner learns with family and friends.
9. The learner often hears language that focuses on just one learning point.
10. The learner uses the language in controlled practice activities.
11. The learner often makes mistakes.
12. The learner usually receives lots of individual encouragement.
13. The learner often stays silent fora long time before finally speaking
14. The learner needs time to process new language.
For questions 15-19, choose the best option to complete each statement about language
learning. Mark the correct letter (A, B or C) on your answer sheet.
Interlanguage is

A a language only learners use.

1
B a language like English.
C a language just used by children.

16. L1 learners process language

A after they fully realise what it means..

B until they can use it correctly and appropriately
C because they try to avoid making mistakes.

17. When L2 learners overgeneralise new language they

A need to be corrected quickly.

B are experimenting with language.
C are not paying attention to grammar

18. Developmental errors

A cannot be avoided.
B block the language learning process
C help learners understand correct grammar,

19. Both L1 and L2 learners

A make errors due to interference.

B focus frequently on the form of language.
C pick up language from their surroundings.

2
3
 Module 1 (Unit 13)

For questions 1-5, match the learner behavior with the learning strategies 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.

Learning strategies

A. accepting correction

B. paraphrasing

C. thinking about how to learn

D. revising

E. experimenting with language

F. paying attention to language use

Learner behavior

[Link] a word when they are not sure t is correct

2. using teacher feedback on errors as guidance

3. noting how native speakers communicate in English outside the classroom

[Link] the best way to record vocabulary in their personal wordbooks

5. looking back at language structures from previous lessons on a regular basis

For questions 6-10, match the activities with the preferred learning styles A, B or C.

Mark the correct letter (A, B or C) on your answer sheet.

Learning styles

A. visual

B. auditory

1
C. kinaesthetic

Activities

[Link]

[Link] stories

[Link] a video clip without sound and predicting the story

9. learning new vocabulary with flashcards

[Link]-gap listening activities

For questions11-15, look at the learning strategies and the three learner activities A, B and
C. Two of the learner activities are examples of the learning strategy. One learner activity
is NOT.
Mark the letter (A, B or C) which is NOT an example of the learning strategy on your
answer sheet.
[Link] a written reference resource to clarify meaning
A. Learners check pronunciation of a new phrase in a dictionary.
B. Learners check the register of a new phrase on the internet.
C. Learners use examples on a worksheet to check understanding of a new phrase.
[Link]
A. Learners record the main points from a lecture in writing.
B. Learners make a mind map of what they have learned from a lesson.
C. Learners complete gaps in a coursebook text.
[Link] work
A. learner categorizes vocabulary into words she knows and doesn’t know.
B.A learner writes vocabulary quiz questions for his partner.
C.A learner notes down important vocabulary under headings according to topic.
[Link] meaning from context
A. Learners use the intonation of a speaker in a recording to work out what he is feeling.
B. Learners use a picture in a story to identify what a new word means.
2
C. Learners use a picture dictionary to find out what a word in the title of a story means.
[Link] participation
A.A group of learners agree a time limit for a speaking game.
B. Learners discuss mistakes in a speaking game.
C. Learners agree rules for taking turns to speak in a speaking game.
For questions16-21, match what the student does with the learning 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.
Learning strategies
A illustrating meaning

B guessing from context

C memorising

D highlighting pronunciation features

E focusing on collocations

F predicting content from titles

G consulting reference sources

What the student does
16.I try to identify the part of speech from the other words in the sentence.
17.I make a note of the stress when I put words into my vocabulary notebook.
18.I try to listen out for new words in expressions, rather than individual words.
[Link] I’m not sure what form to use, I look it up in a grammar book.
20.I sometimes draw timelines in my grammar notebook.
[Link], I test myself on recently taught words so I don’t forget them.
For questions 22-26, look at the examples of what learners do and the three possible
learning strategies listed A, B and C.
Choose the strategy which matches the example.
Mark the correct letter (A. B or C) on your answer sheet.
3
22.I focus on the language I use to make sure it is correct.
A. memorising
B. revising
C. self-monitoring
[Link] I don't know a word, I try to work it out from the rest of the sentence.
A. paraphrasing
B. using linguistic clues
C. C translating
24.I make notes about how native speakers use English in films and TV shows.
A. paying attention to language use
B. organising learning aids
C. C predicting content from the situation
[Link] small cards with new expressions on them and test myself on them when I’m
travelling to work.
A. developing routines for revision
B. experimenting with language
C. accepting correction
26.l don't know what something means, I look itup.
A. focusing on collocations
B. using opportunities for practice
C. C consulting reference materials
For questions 27-31,match the learners’ preferences with the learning styles 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.
Learning styles
A. visual
B. auditory
C. Kinaesthetic
Learners’’ preferences
27.I like it when the teacher gives me a card with a word or phrase on and I have to act it out
4
for the rest of the class to guess the word.
[Link] putting new vocabulary into a table or diagram. it helps me to remember words.
[Link] we find a new word while were reading, the teacher often writes it on the board. But I
always ask her io say too and repeat it a couple of times.
[Link] we cover our eyes and the teacher asks us to pick an object out of a bag. Then
we have to try to describe it. It’s a really good way of learning.
31.I collect magazines and cut out the photos I like. They're very useful for getting ideas for
telling stories.

For questions 32-38, match the learners' comments to the descriptions of learner
preferences 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.

Comments

[Link] of the time should be spent doing grammar exercises.

33.I prefer working with other students to speaking to the teacher in front of the class.

34.I really like knowing how language works.

[Link] just confuse me -it's better to work out language from examples.

[Link] should I listen to other students' mistakes? The teacher should talk most of the time.

37.I just want people to understand what I mean. I don't worry if I make mistakes.

[Link]'s important for me to know how well I'm doing.

Preferences

A. his learner wants explanations of grammar rules.

B. This learner enjoys explaining language to other students.

C. This learner enjoys practicing language in pairs and groups.

D. This learner enjoys doing language practice that focuses on accuracy.

5
E. This learner doesn't want to work with other students.

F. This learner needs to feel a sense of progress.

G. This learner focuses on communicating.

H. This learner doesn't want the teacher to explain grammar.

For questions 39-44, match what the student does with the learning 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.

Learning strategies

A. self-monitoring

B. guessing from context

C. memorizing

D. organizing learning aids

E. repeating

F. consulting reference resources

G. using opportunities for practice

39. 'To learn new words, I always create pictures of them in my mind. '

40. 'I always keep new vocabulary on cards which I separate into topics. '

41. 'Whenever l can, I talk with native English speakers in social situations. '

42. 'I work out the meaning of a new word from the language around it. '

43.I pay attention to my own language to make sure it is accurate. '

44.'If I am not sure of the meaning of a word or of how to use it, I look it up in a dictionary. '

6
For questions 45-51, match what the learner does with the learning strategies listed A-D.
You need to use some options more than once.
Learning strategies
A taking risks
B getting organized
C judging your own performance
D working with others
What the learner does
[Link] learner collects new vocabulary on cards and then sorts the cards into topics.
[Link] learner paraphrases to say something beyond his level of language.
47. The learner guesses an unknown word from the context.
48. The learner compares a recent composition with an old one, to see if she has made progress.
49. The learner decides to buy a dictionary for use at home.
[Link] learner solves a problem with his classmates.
[Link] learner records herself reading aloud and then listens to the recording to see if her
pronunciation is good.
For questions 52-56, match the descriptions of the learners' preferred ways of learning
with the learning styles listed A-C.
Mark the correct letter (A-C) on your answer sheet.
You need to use some options more than once.
Learning styles
A Conformists: these learners prefer to learn about language
rather than communicate. They like depending on the teacher.
B Concrete learners: they enjoy the social aspects of learning and
learning from experience
C Reflective learners: they prefer to have the opportunity to think
carefully about their answers before giving them.

7
Preferred ways of learning
The learner likes:
52. doing role-plays and writing letters to real people.
53. having quiet time to analyze problems.
54. working through a grammar book with guidance.
[Link] to the center of town to chat to tourists.
56. having time to edit his work before giving it to the teacher.
For questions 57-61, match the teacher's decisions with the considerations about learning
listed A-C.
Mark the correct letter (A-C) on your answer sheet.
You need to use some options more than once.
Considerations about learning
A the role of errors
B motivation
C learning style
Teacher's decisions
57. The teacher decides not to correct the learners during a fluency activity
58. The teacher decides to sing a song with the class who are disappointed with their test
results.
59. The teacher decides to let one learner work by himself as he works better that way
60. The teacher decides to read the class a story they all really like.
61. The teacher encourages learners to ask for clarification when they don't understand one
another.

8
 Module 1 (Unit 14)
For questions 1-6, match the needs of each group of students with the most suitable type of
course 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.
Groups of students
[Link] young adults need a range of study skills before going to a British university.
[Link] adult beginners are going on holiday, and need to learn how to communicate in an
English-speaking environment.
[Link] group of young children have a short attention span; their parents want them to learn
English while having some fun.
[Link] business people need to meet and work with people from other countries at
international conferences.
[Link] secretaries and receptionists want to focus on vocabulary and skills which are useful for
them in their work.
[Link] scientists need to keep up-to-date with the latest developments in their subjects.
Types of courses
A a course focusing on basic language skills for everyday situations
B a course focusing on listening and note-taking, and writing academic essays
C a course based on role-plays and situations, such as greeting visitors and telephoning
clients
D an activity-based course with lots of games, songs and stories
E a course based on grammar revision and written practice
F an oral skills course based on cross-cultural material
G an online course in which students read texts on specific topics and answer detailed
comprehension questions

1
For questions 7-13, match the descriptions of the learners with the causes of their needs
listed A-H. There is one extra option which you do not need to use.
Causes of needs
A lack of motivation
B learner autonomy
C past learning experience
D learning style
E learning gap
F learning goals
G availability of time
H professional
Descriptions of learners
[Link] learner really needs to learn English well to succeed in her job.
8. The learner learns best through working alone.
[Link] learner has an extremely busy job and can only learn English in the evenings.
10. The learner has serious pronunciation problems which prevent him passing an oral exam.
[Link] learner is used to learning lots of grammar.
[Link] learner finds the English classes boring.
[Link] learner needs to learn how to learn English by herself, as she can't afford to go to classes

2
 Module 1 (Unit 15)

For questions 1-6, match the statements with the teaching approaches describe 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.

Teaching approaches

A Lexical Approach

B Presentation, Practice and Production (PPP)

C Task-based Learning (TBL)

D Test-teach-test

E Total Physical Response (TPR)

F Grammar-Translation

G Functional Approach

Statements

[Link] perform actions in response to the teacher's instructions.

2. Learners practice new structures orally only after the teacher has introduced them.

[Link] teacher assesses learners' knowledge of the target language before presenting it.

4. The focus is on words or sets of words and how they are used in natural contexts.

[Link] is more emphasis on the written word than spoken communication.

6. Lessons focus on completing an activity after which relevant language is highlighted and
worked on.

For questions 7-12, match the features of lessons which students describe with the
teaching approaches 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.

1
Teaching approaches
A Grammar-Translation
B Total Physical Response
C Lexical Approach
Features of lessons
[Link] analyze the language, focusing especially on everyday expressions and learning their
meanings.
[Link] focus on understanding the rules of the structures in L2 reading passages.
[Link] work a lot on collocation and this helps us to memorise common phrases.
[Link] my class everyone speaks the same language, so our teacher often asks us to look at
English texts and write them out in our own language.
[Link] teacher often tells us stories, and we listen or maybe mime parts of them.
[Link] often do lots of exercises on different structures.
For questions 13-19, match the class activities with the teaching approaches 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.
Teaching approaches
A Presentation, Practice and Production (PPP)
B Task-based Learning (TBL)
C Total Physical Response (TPR)
D The Lexical Approach
E Grammar Translation
F Test-teach-test
G Guided discovery
Class activities
13.I asked groups to design an advertisement for a new type of cereal. While they were
working, we looked at some real advertisements together, and the students practiced writing
some ‘slogans’.

2
14.I gave the class an exercise on the past simple and past continuous. Lots of students found it
difficult, so I explained the grammar, then they practiced in pairs.
15.I gave the class a series of instructions, for instance, to stand up and turn around, which they
followed. Then some students gave me the same instructions.
16.I introduced a new structure to the class by showing a set of pictures while I said sentences
containing the structure. Then I gave pairs some sentence prompts to complete. Finally, students
talked in groups about a similar set of pictures while I monitored their conversations.
17.I gave the class some ‘if’ sentences containing second and third conditional [Link]
pairs, they discussed the sentences and completed a set of grammar rules for the form and use of
the two structures.
18.I gave the class an authentic text from a magazine about unusual sports. We found lots of
useful sports collocations in it and looked in some detail at how the text was [Link]
students then practiced using some of the new language, orally and in writing.
For questions 19-24,match the learners' preferences with the teaching approaches that
would suit
them 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.
Teaching approaches
A. Test-teach- test
B. Presentation, Practice and Production
C. Task-based Learning
Learners' preferences
[Link] beginners who prefer a structural approach and like to have a clear focus on new
language
[Link] learners who just want to communicate, using all the language they know to convey
meaning
[Link] who like to study grammar and lexical patterns and check what they already know
[Link] at a higher level who enjoy doing exercises on language but have already studied the
structures.
[Link] who enjoy doing extended pieces of work such as project work
3
[Link] who are not confident about experimenting with language or those who have little
exposure to English

For questions 25-31, match the statements with the teaching approaches that they describe
listed A, B or C.
Mark the correct letter (A, B or C) on your answer sheet.
Teaching approaches
A Presentation, Practice and Production (PPP)
B Task-based Learning (TBL)
C Grammar-Translation
Statements
[Link] teacher moves from providing models of language use to monitoring learners' use of
language.
[Link] the learners complete a communicate task: they ate encouraged to use any English they
know and they do not have to use any particular language item.
27. The written form of the language is more important than the spoken form.
28. The language focus is at the start of the teaching sequence, with fluency activities coming
later.
[Link] language focus comes after a communicative activity, so that learners notice gaps in
their language.
30. Learners acquire language by trying to use it in real communicative situations.
31. The learners' first language plays a central role in the teaching.

4
 Module 1 (Unit 16)

For questions 1-7, match the example situations with the presentation techniques listed A-
[Link] the correct letter (A-H) on your answer sheet.

There is one extra option which you do not need to use.

Presentation techniques

A concept checking

B eliciting

C describing a situation

D defining

E miming

F using guided discovery

G drilling

H using realia

Example situations

[Link] teacher asked the learners to take three things out of their bags and wrote the names of
these objects on the board.

2. The teacher asked the learners to read some sentences and then decide whether the underlined
words were nouns or adjectives by looking carefully at their endings.

[Link] teacher told the class the meaning of the words.

4. The teacher said the new words several times and told the learners to repeat them.

5. The teacher asked the learners to tell her examples of things people take on holiday.

6. The teacher asked the learners questions about the meaning of the words she had just
introduced.

[Link] teacher closed her eyes, put her hands together and held them next to her right ear to
show the meaning of 'sleep'.

1
For questions 8-13, match the teacher’s actions 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 encouraging prediction of target

language
B using a familiar text
C drilling of language forms
D concept checking
E using a visual context
F personalizing a topic
G giving a model for pronunciation

Teacher’s actions

[Link] teacher tells a favorite fairy story to introduce narrative tenses.

[Link] the students have read a text about a person who used to live in New York, the teacher
asks the students if the person still lives in New York.

[Link] teacher repeats the words walk and work.

[Link] teacher shows an interview with a singer and asks the students to identify five fillers the
singer uses.
[Link] teacher asks the students what sport they play.

[Link] teacher asks the students to repeat some conditional sentences from a recording.

2
For questions 14-19, match the teacher’s actions with the introductory activities for
different lessons 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.

Introductory activities

A asking concept questions

B eliciting language

C doing a warmer

D miming

E setting the scene

F explaining

G drilling

Teacher’s actions

[Link] teacher asks the students to look at pictures of Paris before they listen to a recording
about tourist attractions there.

[Link] teacher asks the students to repeat sentences after her.

[Link] teacher checks whether the students understand when the new language is used.

[Link] teacher does a short game with the students to give them energy.

[Link] teacher asks the students for examples of different kinds of fruit and writes them on the
board.

[Link] teacher does an action which shows the meaning of a new word.

3
For questions 20-25, match the sequence of classroom activities from a lesson on offers
and requests with the presentation techniques listed A -.
Mark the correct letter (A-G) on your answer sheet.
There is one extra option which you do not need to use.
Presentation techniques
A. getting students to Use grammar in a controlled way
B. highlighting the language focus and aim of the lesson
C. getting students to focus on the target language through the context of a listening activity
D. raising students’ awareness of differences in register\
E. E getting students to focus on pronunciation of the target language
F. setting up the situation
G. encouraging students to analyze structural patterns
Sequence of classroom activities
[Link] teacher wrote the topic of the day s lesson on the board: Making requests.
[Link] teacher asked some students to tell the class about important requests they had made
in their lives.
[Link] students did an exercise completing gaps in sentences with the correct forms of
requesting verbs.
[Link] teacher elicited whether words and phrases like can, could and would you mind were
followed by the base form or verb +ing in the sentences.
[Link] teacher asked students to tell her which forms would be used in particular contexts
e.g. speaking to your friend; speaking to your teacher, etc.
[Link] teacher drilled the sentences chorally, paying attention to connected speech.
For questions 26-31, match the parts of a presentation stage with the names listed A-G.
There is one extra option which you do not need to use.
Parts of a presentation stage Names
[Link], came, chose, swam, ate, thought, ran A concept question
27. The teacher tells the learners about a wonderful B aids in presentation
holiday she went on last summer.

4
28. Photos of last summer's holiday C context for presentation
29. The teacher asks: When am I talking about, the D freer practice activity
past, the present or the future?
30. The teacher drills pronunciation of new words. E language selected for presentation.
31. The teacher says: We use the past tense to talk about F controlled practice activity
actions in the past that have completely finished. G explanation of use
For questions 32-36, match the teacher's words with the purposes of the presentation
activities 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.
Purposes of the presentation activities
A setting the context
B concept checking
C explaining meaning
D focusing on pronunciation
E using aids to convey meaning
F drilling
Teacher's words
[Link] you give me another word with the same meaning?
33. Listen. The stress is on the fourth syllable: 'accommodation'
34. We use it to clean our teeth.
35. Today we're going to talk about inventions.
36. Look, here's a picture of one.

5
 Module 1 (Unit 17)

For questions 1-6, match the student’s descriptions with the classroom activities 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.

Activities

A an ice-breaker

B project work

C a warmer

D a jigsaw activity

E labelling

F a role-play

G a brainstorm

Students' descriptions

[Link] sometimes start the lesson with a short activity to wake us up.

[Link] teacher encourages us to think of and share all the words we know know a particular
topic before we start writing.

[Link] are sometimes boxes under pictures and we have to write the correct word in each
box.

[Link] the start of the course we do an activity to learn everyone's names.

[Link] each had one part of a story and we had to ask each other questions to find the missing
information.

[Link] sometimes work together in groups or outside the classroom to produce something like
a class magazine.

1
For questions 7-13, match the practice activities with the task types 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.

Task types

A Brainstorming
B choral drill
C jumbled sentence
D rank ordering
E role-play
F Survey
G transformation drill
H Visualization

Practice activities
7. You want to go out to visit the zoo. Your partner wants to stay at home. Try to persuade
your partner to come with you.
[Link] your eyes and imagine you are walking in a forest. What animals do you see? What
noises can you hear? What can you smell?
[Link] these words in the right order to make questions is color a What zebra?
[Link] to these animal names and say them together.
[Link] of these animals is most useful to humans? Number them from most useful (1) to
least useful (5).
rabbit donkey camel sheep elephant
[Link] with a partner. Write down the names of as many animals as you can.
[Link] this table by asking your friends about animals they like and don’t like.
Name Animal he/she likes Animal he/she doesn’t like

For questions 14-18, look at the questions about classroom activities and three possible
answers. Choose the correct answer A, B or C.
Mark the correct letter (A, B or C) on your answer sheet.
[Link] one of these does not involve putting things in order?
A ranking
B jumbled paragraphs
C labelling

2
[Link] one of these does not usually involve pair or groupwork?
A jigsaw reading
B choral repetition
C information-gap activities
[Link] one of these does not usually focus on grammar practice?
A project work
B transformation exercises
C gap-fills
[Link] one of these is not a speaking activity?
A mind map
B mingle
C role-play
[Link] one of these is not a vocabulary-learning strategy?
A visualization
B problem solving
C categorization

For questions 19-25, match the classroom activities with the types of speaking practice
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.
Types of speaking practice
A focus on pronunciation
B accuracy practice
C fluency practice
Classroom activities
[Link] had to imagine that we were going to be on an island and decide n groups what ten
things to take with us from list of items.
[Link] partner gave me the infinitive of different irregular verbs and I had to spell the past
participle. I got a point for everyone I got right.
[Link] did a transformation drill. The teacher said a sentence and we had into a question as
fast as we could with no mistakes.
[Link] worked in threes and were each given part of a story. We had to read the text and then
Tell each other the information we knew to complete the whole story.
[Link] interviewed people in the street about what improvements they would like to see to
the town’s sports facilities.
24. The teacher made shapes with her mouth but didn’t speak and we had to shout out what
word she was saying each time.
3
[Link] we were reading out the play, the teacher asked us to put more feeling into what we
were saying.
For questions 26-32, match the classroom activities with the types of speaking practice
listed A, B or C.
Mark the correct letter (A, B or C) on your answer sheet.
Types of speaking practice
A oral fluency practice
B controlled oral practice
C neither
Classroom activities
26. At the beginning of the lesson, we got into groups and talked about an interesting
newspaper article that we had read.
27. The teacher gave us word prompts such as 'cinema' and 'friends', and we had to say them
in sentences using the past simple, e.g. 'We went to the cinema'; 'We visited some friend'.
[Link] listened to a recording of two people talking about their hobbies, then did a gap-fill
comprehension task.
[Link] teacher gave us roles such as 'filmstar' or 'sports star' and we had to role play a party
in which we chatted to each other.
[Link] had a discussion about the advantages and disadvantages of the internet.
[Link] teacher read out some sentences, some of which were correct and some incorrect. we
had to shout out 'Right' or 'Wrong'.
32. We had to ask our partner five questions about their abilities, using 'can', e.g. Can you
swim?
For questions 33-39, match the descriptions with the teaching activities
There is one extra option which you do not need to use.
Teaching activities
A problem solving
B a role-play
C labelling
D choral drilling
E form filling
F a game
G a survey
4
H project work
Descriptions
[Link] teacher says a word and asks all the learners to repeat it together.
34. The teacher puts learners in pairs and asks one of them to act as a lost tourist asking the
way, and the other as a local person giving directions.
35. The learners use maps to work out the best way to get from X to Y.
36. The learners listen to a tape and complete a timetable.
[Link] learners ask all their classmates their opinion about something and then note it down.
38. The learners go to the local museum, the library and the Internet to find out about
dinosaurs. They then make an exhibition of wall posters about them.
[Link] learners choose names of objects from a list and write the names under pictures of the
objects.
For questions 40-45, match the classroom activities with their main teaching 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.
Classroom activities Teaching purposes
[Link] learners to use dictionaries A. giving controlled practice
41. Class discussion B. developing understanding of coherence
and cohesion
42. Lead-in C. developing listening skills
43. Vocabulary quiz D. giving fluency practice
44. Jumbled paragraphs E. introducing the topic of a lesson
45. Substitution drill F. developing learner autonomy
G. revising

5
6
 Module 1 (Unit 18)

For questions1-6, match the assessment aims with the assessment types 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 aims Assessment types

[Link] put students into a class at the correct level A. continuous assessment

[Link] identify how much the class already knows about B. placement tests

particular language items

[Link] give students a test on language taught in the C. diagnostic tests

latest unit of their coursebook

[Link] keep a record of students' performance, based on work D. peer assessment

completed throughout the course

5. to help students evaluate their own progress E. self-assessment

[Link] see how well students perform at the end of a course F. achievement tests

G. progress tests

For questions7-12, match the assessment tasks with the descriptions of assessment listed A
– D. Mark the correct letter (A – D) on your answer sheet.
You will need to use some of the options more than once.
Descriptions of assessment
A summative and objective
B summative and subjective
C formative and objective
D formative and subjective
Assessment tasks
[Link] their final test, students are given a picture and they talk about it. They are assessed on
their ability to communicate.
1
[Link] write an article about leisure facilities in their area. The teacher gives comments later
on layout and organization, content and vocabulary and grammar.
[Link] read three texts on a topic they have studied on the course and do true/false and
matching tasks.
[Link] do a vocabulary test at the end of every term on the words they have learnt. This
term they have to match words with pictures.
[Link] do a multiple-choice diagnostic test which covers a range of grammar and
vocabulary. The teacher then tells the students their main strengths and weaknesses.
[Link] part of a monthly test, students write a composition. They then exchange compositions
and choose comments from a list, to evaluate the writing. They then return it.

For questions 13-17, match the descriptions of different tests with the types of test 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.

Types of test

A progress

B achievement

C subjective

D proficiency

E diagnostic

F placement

Descriptions

[Link] tests are designed to test language taught on the whole course.

[Link] tests are designed to help teachers to plan course content.

[Link] purpose of these tests is to test language taught on part of a course.

[Link] tests help teachers to put students in classes at the appropriate level.

2
[Link] marking of these tests depends on decisions made by individual examiners.

For questions 18-23, complete the sentences about test types by choosing the appropriate
option listed A ,B and C.

Mark the correct letter (A. B or C) on your answer sheet.

18. A cloze test assesses

A. listening skills.

B. speaking skills.

C. reading skills

19. A diagnostic test is used to assess

A. learners’ strong and weak points in language.

B. learners’ ability to recognize their own language mistakes.

C. learners ‘ability to summarize the main points in a text.

20.A summative test is used at

A. the beginning of a course

B. the end of a course.

C. the beginning and end of a course.

[Link] test is used to

A. put leaners in a suitable class.

B. rank leaners in order of achievement from first to last

C. assess whether leaners are ready to enter university.

22.A proficiency test always assesses

A. the language of daily conversation.

3
B. the language which students have been taught.

C. the level of language that leaners have reached.

[Link] achievement test assesses

A. how well learners have learned what has been taught in class

B. whether students are ready to start learning a language

C leaners are at the right level to sit a public exam.

For questions 24-30, match the examples of teaching or assessment activities with the task-
types 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.

Task-types

A. Sentence transformation

B. Jumbled sentence

C. Odd one out

D. Form-filling

E. Multiple choice

F. Categorizing

G. Labeling

H. Gap-fill

F. Activities

24. Complete the sentence.

Last night I went.....the cinema.

4
25. Complete the sentence.

The weather yesterday was.....

A delicious

B exciting

C fantastic

Find the word that does not fit.

26. banana, apple, onion, pear, orange

27.
Put the words in the list in the correct box.

Thai, India, Britain, Chinese, Swedish, Hungarian, Czech, Portugal

Countries Languages

Malaysia

Complete sentence B so it means the same as sentence A.

28. A The man built the bridge in 1892

B The bridge.....

29. Complete with your personal details

Family name: .....

First name: .....

Date of birth: .....

Address: .....

30. . Put the words in the right order.

do usually what in you do summer?

5
For questions 31-35,match the instructions with the terms listed A-F. There is one extra
option which you do not need to use.
Terms
A labelling
B jumbled sentences
C picture composition
D matching
E gap-fill
F discussion
Instructions
[Link] the sentences and complete the blanks with one word only.
32. What are the names of these things? Write the name beside each picture.
33. Draw a line between the words on the left and their meanings on the right.
[Link] ideas on the topic with your classmates
35. Look at these and write the story they tell.
For questions 36-41, look at the following descriptions of assessment activities and three
possible terms for each one.
Choose the correct option A, B or C.
Mark the correct letter (A, B or C) on your answer sheet.
[Link] learners listen to two classmates carrying out a role-play and then give them feedback
on their performance.
A a subjective test B teacher assessment C peer assessment
37. The teacher monitors two learners in her class carrying out a role- play. she takes notes on
their performance.
A a placement test B informal assessment C a diagnostic test
[Link] the end of term the learners look at their written work, select some of it and put it in a
folder for the teacher to grade.
A formative assessment B a progress test C. a portfolio

6
[Link] learners do a gap-fill exercise for which there is only one answer for each gap.
[Link] achievement test B an objective test C continuous assessment
[Link] learners answer questions guiding them to assess and grade their own compositions.
[Link] oral test B. formal assessment C. self-assessment
41. The learners do a test to see how good they are at English in general.
A a written test B a cloze test C a proficiency test