For questions 1-6, look at the examples of teachers' classroom language and the purposes listed A, B and C.

Two of the purposes are appropriate for the teachers' classroom language. One of the purposes isNOT.
Mark the purpose (A, B or C) which is NOT appropriate on your answer sheet.
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1 So all those who are going to be the shop assistant put up your hands. The teacher is
A checking understanding of instructions.
B checking understanding of roles for a freer activity.
C checking understanding of functional language.

2 That's not quite right, Maria. Can you try to say it again but use the gerund not the infinitive?
No? Can anyone help? The teacher is
A providing an opportunity for peer correction.
B giving the learner a correct model sentence.
C allowing the learner to self-correct.

3 Work with your partner and note down all the advantages of having a mobile phone. Don't write full
sentences, just make notes. The teacher is
A preparing learners for a writing task.
B encouraging learners to proof-read.
C allowing teamers to share ideas.

4 This is good work. Sarah, but you need to look again at the word order in this sentence." The teacher is
A explaining the meaning of lexis.
B providing feedback.
C encouraging learner autonomy.

5 Read the article and choose the headline you think is the best You've got three minutes to do it. The
teacher is presenting a task to help learners
A read for gist.
B read quickly.
C read aloud.

6 OK stop now. Don't worry if you haven't finished. Check your answers with your partner." The teacher is
providing an opportunity for
A cooperation in the class.
B more speaking practice.
C teacher correction.
For questions 7-13 match the teachers’ instructions for elementary learners with the suggestion improving those
instructions listed A,Band 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.
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Suggestions for improving Instructions for elementary learners
A Choose your language so it is graded for the level.
B Don't give too many instructions for a task at the same time.
C Time your instructions carefully so that everyone is listening

Teachers' instructions for elementary learners

7 Now it's not a matter of just picking any word off the top of your head, you need to give each context careful
consideration Have you got that?
8 I know some of you haven't quite finished the grammar task but I just need you to pay attention so those who are
ready can start the next activity.
9 Now everyone has a worksheet - but don't look at it yet. Excuse me, group at the back, I'm talking now No no
wait I need to explain something.
10 Listen everyone, now. I want you to sort this list of words about food, under the headings on the board, decide if
they are nouns or adjectives and mark the stress on each one.
11 Now get into pairs Oh and you'll need to get a dictionary Could someone give the dictionaries out? Look at the
worksheet together. But don't write anything yet. Talk about the meanings and then decide how you're going to
answer.
12 Now, I would like you to work in pairs to compare your answers. Then we are going to get into groups and do a
speaking activity.
13 First of all would it be a problem for you to work by yourselves for a few minutes to look atthe questions which
follow the reading text and to decide what the correct answer forof those questions could be?

For questions 14-19 match the reasons for using L1 or L2 in an elementary class with the decisions about language use
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.
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Decisions about language use
A The teacher uses L1
B The teacher uses L2
C A learner uses L1

Reasons for using L1/L2 with an elementary class

14 … to explain a concept in a way that will make it clearer.
15 … to explain something difficult when she doesn't have the language to get her message.
16 … to model pronunciation.
17 … to give important information about exam dates.
18 … to task in a tutorial about how he's feeling, when stressed or unhappy.
19 … to reformulate a learner's question.
For questions 20-26, match the mistakes in the learners’ letterof enquiry with the types of mistake listed A-H.
Mark the correct letter (A-H) on your answer sheet.
There is one extra option which you do not need to use
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Types of mistake
A unnecessary pronoun
B wrong part of speech
C incorrect spelling
D unnecessary article
E incorrect adjective
F missing preposition
G incorrect verb form
H missing article

Learner's letter of enquiry

Dear Mrs Brown

20 I had seen your advertisement in the newspaper today and I am interested in

21 staying at your guest-house later this year. Could you answer me one or two
22 questions? Firstly, is it possible for me to park my car nearly your guest-
23 house? Also, is breakfast included in the price and do you also serve the dinner?
24 If not, are there any local restaurants that you would reccommend? it's
25 important for me to know if the area around the guest-house is loud as I have
26 problems sleeping. Also, do I pay in advance or just pay deposit?
I look forward to hearing from you and many thanks for your kind attention
Yours sincerely

For questions 27-33, match the situations with the function each learner needs A-D.
Mark the correct letter (A-D) on your answer sheet.
You will need to use some of the options more than once.
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Function
A asking for clarification
B making a suggestion
C expressing disagreement
D asking for permission

Situations
27 A learner wants to know if she has understood what the teacher has told the class to do.
28 A learner wants to respond to a teacher's request for ideas.
29 A learner wants to know if he can hand in the homework later than the rest of the class.
30 During peer feedback a learner doesn't accept his partner's correction.
31 A learner wants to help a partner who cannot think of anything to say.
32 A learner is not sure if she has pronounced a word correctly.
33 A learner wants to tell his group that he believes his opinion is the correct one.
For questions 34-40 match the learner language with the functions llistedA, 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
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Functions
A negotiating roles
B providing an explanation
C accepting responsibility

Learner language
34 I know I was supposed to return your book today but I'm afraid I haven't gotit.
35 When we start this week's project could you write our ideas from our song take notes next time?
36 Oh no! You shouldn't write the answers in ink, you won't be able to change them wrong.
37 Shall I read out the answers to the class this time?
38 I'm sorry, but this is a test and we're not allowed to use dictionaries in the test.
39 We got three answers wrong and it was my fault, but don't thinkI’ll forgetthose words are uncountable now.
40 Do you mind if sit here? The teacher's using PowerPoint today and can't see the screen very well from the back.

For questions 41-47, match the teacher trainers' comments about classroom management problems with the teachers
suggested 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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Teacher trainers' comments
41 Be careful with some of the expressions you use, the lower level learners find them difficult to understand.
42 Don't forget that some of the learners may be able to give explanations instead of you Boing it all.
43 You repeated your instructions four times before it was clear that everyone had heard them.
44 Don't forget that your learners may have come to class from work or from other studies.
45 Every time you discussed a new word the learners asked what information they should write about it and where
they should put it.
46 While you were at your desk preparing the next activity, I could hear learners in the groups having problems
with the structure and making some mistakes.
47 I noticed that you had to spend quite a lot of time explaining things to some of the pairs while other pairs found it
easy and were sitting doing nothing.
Teachers' suggested solutions
A I could establish a routine so that the students know they are responsibleinformation.
B I will have to plan which instructions to use so students become familiarwith them.
C I need to move around and monitor when the students are doing a task so I can hearhow they are doing.
D I should make sure I have the students' attention first before giving out anyinformation.
E I need to be more aware of the energy levels in the class and maybe havealternative activities ready.
F I should try to read up about different methods when I am planning my lessons.
G I should vary the different possible interaction patterns so the students sometimes workin mixed ability groups.
H I need to reconsider the roles in the classroom and make sure the students are given more opportunities
toparticipate.
For questions 48-54, match what the teacher does with the teacher’s roles listed A, B and C.
Mark the correct letter (A, B or C) on your answer sheet.
You will need to use some of the options more than once.
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Teacher's roles
A helping students remember
B assessing performance
C advising on learning

What the teacher does

48 praises learners for their contributions to a role-play
49 recommends an appropriate grammar book that learners who are studying for a test canuse
50 gives quick vocabulary quizzes from time to time before building on what has already been taught
51 meets students regularly to discuss their goals and how to achieve them.
52 helps students to read more effectively by showing them how to look up the meaning ofphrasal verbs
53 analyses students tests to see where the common mistakes are
54 asks students to identify familiar structures in reading and listening texts

For questions55-61, match the teacher trainers’ comments with the classroom managementterms she’s are listedA-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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Teacher trainers' comments Classroom management terms
55 You should try to do certain things in each lesson as
help's learners to know what to expect.
56 It's a good idea to find out some information about A rapport
you learners and help them to get to know a bit
about you too. B discipline
57 you had some problems with the pre-teaching
activity and then you felt you had to rush the learners C routine
through reading the text to finish on time.
58 The learners should work on their own sometimes as D interaction patterns
well as with others in the class, it will help you their
performance.
59 When you see that your learners are benefiting from E grading language
an activity, it can be a good idea to leave out another
planned activity to allow them to get the most from it
60 You lost the attention of some of the group especially F monitoring
the weakest members of the class because you spoke
too quickly and used complex sentences.
61 The lesson started late because some learners would G flexibility
not stop chatting to each other through the rest of the
class were keen to begin. H pace
For questions 62-67, look at how the teacher corrects, and three possible reasons for this listed A, B and C.
Two of the reasons are appropriate. One of the reasons NOT.
Mark the reason (A, B or C) which is NOT appropriate on your answer sheet.
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62 When the student says I made my homework the teacher repeats made
A to encourage the student to correct himself.
B to focus on exactly what and where the mistake is.
C to show she doesn't understand what the student means.
63 When a teacher makes notes of mistakes during fluency activities, she does it so that she can
A tell students who did well and who did badly.
B use the mistakes to decide what needs to be revised.
C give feedback on common errors after the activity.
64 When a student says I have got 1 brother and the teacher repeats the first two words and brings his first two
fingers together at the same time, this is to
A encourage the student to contract the first two words.
B signal that the student should choose a different verb.
C focus on where the mistake is, without giving the correction.
65 When a learner uses the Past Simple instead of the Past Continuous, the teacher draws a timeline on the board
A to enable her to drill the sentence effectively.
B to make the concept clear through a visual aid.
C to remind students of how one verb form differs from the other.
66 When a teacher decides to use a code to correct written work, it is to
A help students learn to become more independent.
B save students time when redrafting the work.
C highlight specific areas that need attention.
67 When a student says I see an excellent film yesterday evening and the teacher makes 3 gesture over her shoulder,
it means she wants the student
A tout the verb in the correct tense.
B more information about the film.
C to understand the type of error.

For questions 68-74 match the teacher's comments to learners after an oral presentation with the e of her feedback listed
A-H.
Markthe correct letter (A-H) on your answer sheet.
There is one extra option which you do not need to use.
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Focus of feedback
A coherence
B topic
C fluency
D attitude/effort
E resources
F grammar
G range of expression
H progress
 Teacher's comments
68 Well done Anna; although you had some problems finding the right word occasionally, you managed to keep
going without pausing too much.
69 Your argument included a wide variety of words with very little repetition.
70 Parts of your talk were difficult to understand because, instead of developing a point, you switched to a different
one.
71 It is clear you did not do much preparation for this talk and relied on the ideas which you could think of while
you were speaking.
72 My comments are not very different from last time; you are still having difficultiesdeveloping your ideas.
73 You made an excellent choice, everybody was interested and involved and had questions for you at the end.
74 You needed to make your presentation shorter, next time use charts to summarise your information.

For questions75-80,read the about the instructionpatterns organised by a teacher and the three reasons for usingthem
listed A, B and C.
Two of the purposes are appropriate for eachsituation. One of the purposes is NOT.
Mark the purpose (A, B or C) which is NOT appropriate on your answer sheet.
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75 The teacher asks learners to get into groups to read part of a story in the integrated skills.
A to give learners thinking time.
B to encourage peer co-operation.
C to enable each learner to re-tell the story at the next stage.
76 The teacher asks learners to give feedback to the whole class on ideas for a piece of writing which they have
been brainstorming in groups.
A to expose all learners to a maximum of ideas.
B to check the instructions for the activity were clear.
C to improve the content of the learners' writing.
77 The teacher asks individual learners to come to the board and write possible answers to agrammatical puzzle.
A to facilitate self-correction.
B to encourage shy learners to participate.
C to keep the activity fun and energetic.
78 The teacher asks learners to work individually on a ranking task.
A to make sure each learner's personal opinions are involved.
B to enable a later fluency stage to work effectively.
C to give learners confidence that they have done the task properly.
79 The teacher asks learners to do a whole class mingle, asking and answering questionsabout personal habits and
routines.
A to create a good rapport in the class.
B to practise certain grammatical structures.
C to enable learners to discuss different ideas.
80 For a learner-to-learner dictation activity, the teacher asks learners to turn their chairs they are back-to-back.
A to make sure learners can't copy the answers.
B to make sure learners can also attract the teacher's attention.
C to make learners concentrate hard on listening and on clear pronunciation.