For questions 1-6 match the examples of teachers’ classroom 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.
Functions
Teachers’ classroom language
1
Now each pair share your ideas with another pair.
2 Ok John, you opened the box and…what did you see inside?
3 Before you hand in your homework could you each show your work to your
partner and see if there are any suggestions they could make about it
4 OK, so are you going to show your picture to your partner?
5 I heard some very good sentences as I was walking around and look at some
that I written on the board.
6. Who can give me sentence using the word ‘cautious’?
For question 7-13 look at the sentences teacher’s classroom language and
the three comments made by teacher trainers listed A B or C
Mark the options (A B or C) which is
NOT
appropriate on your answer sheet
7. I’d like the first person to finish each question to shout out the answer
A It’s better to give everyone a set time to finish to avoid the quicker ones
shouting out the answers
B It’s better for you to nominate so the dominant students don’t always answer.
C It’s better to tell them the answers as they usually get some wrong
8. OK, here’s another worksheet for you to do. You*re getting through these
quickly today
A Make sure you bring in lots of material to encourage the students to work
faster
B Try to have a good variety of activity types in your lessons
C Provide opportunities for pear correction to exploit tasks more fully
9. Which item, article, piece of clothing or clothes or things to wear do you think
he should put on next?
A. Using a lot of synonyms in instructions tends to confuse students rather
than help them
B It*s good to help students see that there are a lot of alternative ways to say
things.
C If there are different ways to say something select the one you think is most
useful by your students
10.
Let’s hear Martha say this I need to ask Martha because she always
A checking instruction
B drilling
C giving feedback
D concept checking
E prompting
F encouraging peer correction
G organizing groupwork
gives me the best answer
A Give the best student a chance to answer
B Remember to encourage all the students to make an effort
C
Make sure you build the whole class’s confidence
11. Sorry I forgot your name again. I’m really bad with names so please answer
when I point at you
A Use techniques to help memory so you can avoid the pointing
B. Ask the students to say their names every time they speak to help your
remember them.
C. Using names is an important part of building rapport
12. I’m not sure whether we should do the reading in class or for homework.
It’s quite long and
you might not enjoy doing the task in class. Let me
think about this.
Do we have time now?
A. Tell students which tasks they won’t like.
B. Try to avoid any unnecessary teacher talking time during the lessons
C. Make any decisions about when and how to do activities during your
lesson planning before class
13. Our next word is one we use to talk about how we feel if we haven’t
eaten for along time I don’t know about you but I feel like this if I don’t eat
for about four of five hours
A. Prepare clear explanations of questions for pre-teaching language before
the lesson
B. Definitions are usually much clearer than personalized examples
C. It’s a good idea to make sure the concept of new vocabulary is as clear as
possible
For questions 14-19 match the examples of teachers’ words with the reasons for
asking leaners from elementary classes to use L 1 listed A-G
Mark the correct letter (A-G) on your answer sheet
There is one extra option which you do not need to us
Functions
A to check instructions
B to ask for personal opinions about a suggestion
C to discuss learning styles
D to explain a cultural reference
E to encourage learners to assess their progress
F to ask learners to summarize the lesson a main learning aim
G to give learners who are excited a chance to express their feelings
Teacher’s words
14 What did you learn about knowledge of tenses from doing the homework quiz?
Sara.
15 Do you remember things by doing, seeing and hearing them? Mohamed, tell us
how you remember things
16 OK, so do you need to discuss the answers and then show your pictures or
show your pictures first and then discuss the answers?
17 I can see you all enjoyed this game! Tell me how you decided on the winner.
18 Alright, so do you agree that we could try to have an exchange visit with an
English-medium school next term? Abdullah, could you tell us, please?
19 Right, so what did we study today? Mona, could you tell us, please
For questions 20-26 makes the learner’s error in each sentences with the types of
error.
Mark the letter (A-H)on your answer sheet. There are one extra options
.
Types of Error
Learner’s Error
20 I need to go to the tourist office in order to get some more information.
21 She wants to go by plane although it is a long way
22 Last weekend he has bought a more expensive car.
23 My niece is doing media studies and she really loves them.
24 Wait for me, just I have to make a quick phone call.
25 Despite arriving at London less than two weeks ago, I’ve made lots of friends.
26 It is much more easy to go by taxi.
For questions 27-33 makes the learner’s error in each sentences with the types of
mistakes.Mark the letter (A-D)on your answer sheet.
You will need to use some of the options more than one
.
Types of mistakes.
Learner’s essay
27 Many people are worried about global warming, so they are consider different
ways.
28 to travel. Some people has decided to buy bicycles and keep fit at the same
time.
29 Cycling to work is more pleasant now because there is not so much pollution.
30 a lot of the people are sharing cars and making new friends, too. Another way
of helping
31 the environment is not washing car so much. This saves time water and
energy.
32 finally, everyone should consider using public transport. It may not be as
confortable.
33 your own car but it will make you feel you are doing right thing
For question 34-40 read the conversation between three learners talking
about language learning
A Incorrect word order
B Incorrect conjunction
C Incorrect preposition
D Incorrect noun form
E Incorrect comparative
F Incorrect Tense
G Incorrect Adverb
A Verb forms
B Spelling
C Article
D Punctuation
Functions
Roles
Three learners talking about language learning
Roles
Purposes of the teacher’s roles
41 The activities have to finish before the end of the lesson so that learners have a
sense of completion and achievement
42 Learners need the teacher to be achievable so that they can ask how to write
something when they are working on projects.
43 Giving positive comments on progress when correcting written work plays an
important part in learners motivation
44 Taking notice while learners are involved in a fluency activity helps identify
common errors
45 When a teacher gives instructions in the right sequence, learners quickly
understand what they have to do
46 It is important that learners know what standards are expected of them and feel
that all feedback is fair.
47 In class learners need to know how to use materials so that they can become
independent learners.
Areas of classroom management
A observer
B resource
C assessor
D organizer
A Introducing two ideas which are different
B Asking for repetition
C Expressing interest in what someone has said
D Giving yourself time to think of a word
E Agreeing with what someone said
F Confirming that you have understood correctly
G Correcting yourself
H Adding information
Rico: How many languages do you speak?
Katia: My first second language is English activity (_34_) in fact I speak two
second languages French and English.
When I was started learning English when I was three.
Fausia: (_35_) Really? Wow! How (_36_) I mean why did you become bilingual?
Katia: Erm. My parents, they wanted me to learn another language (_37_). While
my father wanted me learn English, my mother wanted French so I suppose I
learnt both.
Rico: So do you feel more at home in one language than another?
Katia: Yes I always feel much more at home in Spanish it’s my (_38_) umm…
how do you say mother tongue?
Fausia: (_39_) So you feel very strongly that Spanish is your first language?
Katia: (_40_) Sorry?
Fausia: You’re much more comfortable speaking Spanish.
K i
Ab l
l
h
A grading language
B building rapport
C encouraging cooperation between students
D establishing learner contract
E encouraging student to reflection learning
F dealing with mixed ability groups
G involving learners of the topic of the lesson
H varying the pace with lesson
What the teacher says
48. I suggest my learners keep a reading diary where they write brief notice on any
texts they have read
49. I find that asking students to work on projects in pairs helps them to learn from
each other.
50. After a mingling activity students need to do something that will be quieter them
down a little.
51. I must use structures and vocabulary that match the ability and knowledge of a
class I’m teaching.
52. Giving regular written feedback to all my learners takes time but it has a very
positive effect on the way we cooperate.
53. I often use a bank of extra activities which I can give the quicker students, so I
have a little extra time for those who read more help.
54. At the beginning of a new term, the learners and I agree about how we will each
believe during the course.
Aspects of classroom management
A Interaction pattern
B teacher’s language
C authority
D resources and materials
Teacher trainer’s comments
55. You had to wait too long until you had everyone’s attention before explaining the
group.
56. Make sure that when students use the computers there is a clear language
learning reason for doing so.
57. If you need to explain complicated instructions divide them into smaller parts to
help students understand the game more easily.
58. When you ask a child to do something on his own, make sure he does it.
59. It worked well when you decided to stand at the side of the room, because it
encouraged students to work on the activities together without your help.
60. You made a good job of setting up the role-play so that everyone understood what
to do.
61. Having a song as the lead-in activity made sure the whole class was focused on
the task straight away.
For question 62-67 ( A B or C
)
62. Reformulating
A The teacher highlights 3 spoken error and asks to clarify to say again with the
correct form
B The teacher summarises common spoken errors made during an activity and
the correct version with the class
C The teacher doesn’t signals a learner’s spoken error and responds with the
correct version of what the student wanted to say
63. Finger correction
A The teacher uses her fingers to show a learner where in a sentence she has
made an error
B The teacher uses her fingers to show a learner how many errors she has
made
C The teacher uses her fingers to point to errors she wants to highlights
64. Echo correction
A The teacher signals that a learner has made an error and asks her to try
again
B The teacher repeats a learner’s error with using intonation so that she can
correct herself
C The teacher corrects a learner’s error and asks her to repeat the correct form.
65. Peer correction
A Learners proofread the first draft of each other’s compositions
B Learner identifies and correct her own errors
C Teacher provides a list of common spelling mistakes for students to correct
66. Over application of a rule
A An error made by using a regular pattern for an irregular example (e.g.
sheeps)
B An error made as a result of interference from L 1(e.g. mixing He and she, due to
L1 interference)
C An error of fluency made because the learner takes too long to think about the
grammar rule she needs to use in a sentence
67 Slip
A An error learner can correct only if the teacher highlights it
B An error learner can correct after the teacher explains it to her
C An error learner can correct without help from the teacher
№68
Feedback focusing on punctuation
A I think you need a new sentence here. Sara.
B I think you need a topic sentence here. Sara.
C I think you need a question mark here. Sara.
№69
Feedback focusing on layout.
A You need more information here. Saeed
B Put the address at the top of the letter. Saeed
C Leave a space between the last line and your signature. Saeed
№70
Feedback focusing on handwriting.
A Monica, you have formed your as and ds very clearly.
B Monica, you need a double consonant here.
C Monica, all the letters are on the line. Very tidy work.
№71
Feedback focusing on use of cohesive devices.
A OK, try to your group your ideas into paragraphs.
B OK, try to include a few more compound nouns.
C OK, try to use a varied range of connectors.
№72
Feedback focusing on group dynamics.
A I noticed you finished the task quickly.
B I think there is good rapport amongst this group.
C I can see that your group listened carefully to each other.
№73
Feedback focusing on a learner’s word stress.
A You don’t need to emphasize auxiliaries. Miriam.
B It’s a rising- falling tone. Miriam.
C It’s cassETTE not CASSette. Miriam.
Activities
A. The teacher asks each student to discuss a practice test they've just done with
her .
B. Students do a class mingle to complete a questionaire.
C. The teacher shows the whole class visuals contrasting Past Simple and
Continuous.
D. Students brainstorm ideas and language together in groups before planning a
story.
E. The teacher use open pairs to check students pronunciation of question forms.
F. Students read a text and answer inference questions on their own.
G. Student divide into one team of boys and one team of girls for a vocabulary quiz.
Reasons for choosing class interaction patters
75 I want to encourage students to concentrate and work at their own place.
76 I can quickly correct common errors and do some choral drilling if necessary.
77 I believe this is an ideal way to share opinions and practise oral fluency in a
relaxed situation, although you have to think about the dynamics very carefully.
78 I want to discuss students’ strengths and weaknesses and suggest what
resources can be used to help them make progress.
79 I want to get students moving around and interacting with each other.
80 I think this is the quickest and most effective way to present new language
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