D. reduce ©. Uppradea D. improved Shoo! closures sr the world, Which had schoo} cl 120] closu, because of the Pandemic, SUures around the world because of the Pandemic, hool closures in developed co untries, ome during the Pandemic is an additional burden for instructions. ff teaching because hildren at risk during the pander abilities.patel beat Pr qensait bel jhe t —2021 26 3 sdsay 10 spips A yy paily yo el ayy th eel dala se DSi 9. In Tote eee clas athe en ‘ B. the ae of moncy lost in fighting the pandemic. F C.the am unt of loss which is caused to economy bY the pandemic. DH ene eae child who fails at schoo: amount of money earned by each child who finishes school. 1 : aoe estimates that 23.8 million children will not a getting married at an early age. c the economic effects of the pandemic, fe school closures. D. lacking necessary school equipm pe able to return 10 sel ent. 11. This text is mainly about A. the economic effects of the pandemic on poor countries: B. the situation of education prior to the pandemic. C. the situation of education 4 d beyond the pandemic. uring an D. the future of education after the pandemic. B. Complete the following sentences with information from the text. Gyr 42. About 387 million school children’s jack of basic reading skills show guarantee learning for these children/ going to school did not provide, these chi children did not benefit from school. 13. In developing countries, children did not benefit from the new mode economic stress and low education levels of their parents Canada, 30% is. the percenta; eof the increase of the socio-eco{| Wee contro], Daa WN On the desks D. so she Should forget, as NOt to —~ Place any on what he Says, ! D. credibility famous Speech “7 have q dream”. |. With by his aunt, Bal sak D. pa is 2013 Naney?” iad . if she saw any interesting comedy | ately, if she had seen any interesting comedy lately, have been destroyed be destroyedwedge gall alent ajally anlage 2 Vt hl Duala Wt cap ps BL SLi shp2ngeey qeeaall dnla soot = put ball oul hy it in the newspapers yesterday. _ . will bring / don't publish [ a] ) . will be brought / didn’t publish > rent they D. weren't there Cate difficult time. 351 B_) elped D. help how during thirty minutes show thirty minutes long y sight for years before that. Lars | have known D. had been known he very careful with his diet. aie, [ 2as[¢_] have eaten / had to be ; in’t eat / has to be vide area. [aA | D. at Black Sea last summer. [ a0[A_| D. The/a per ere. D. nowh the stairs. D, work ildn’t pay the . D. fare use I'm sure he'll. soon, Las, A |they ail spill tgally anlage Ld Aika mkt Al ph — inay . "Publish POUT oF, tha why it ny PaMicipants in the confere * Were there ale yi, a 5 helping ne! this difficult time. * Relping Cy helped D. help boring. ——___, but it was so V show PV show rday’s party, but 1 B. had known Tony anything but nowhe De B. must have eaten / had to be 9 be D. couldn't eat / has to be > plane was scattered a wide area, B. from C.on | their stay at the coast of__ BOlbe Theo cause he couldn't find the report 3. anywhere D. TY show thirty minutes Jong D.at Black Sea last ‘summer. D. The/a “ ‘C. somewhere D. nowhere in the newspapers yesterday. EDL / wasn Pubtisheg B. will bring / don’t publish D. will be brought / didn't publish nce, ? C. aren‘t they D. weren't there B. TV show during thirty minutes her by sight for years before that. ©, will have known D. had been known Very careful with his dict, A kta ell tates sh — ays asl» ntl Cale} z4| D0 F 26 i 27[ 8)nnaires D. polls SSible to 38 |B aper for her Presents, + Covering POINTS) | €ach) Auditory D. field independent in the classroom. lish songs at home. 1yS MOVes around re or two in order d timelines in her ehension tasks.vee ells alae tt pipe HT nonmy »ppropriate level of ploom’s taze > in: D. Remembering E pyaluatt & tiVE Jearnin ng object p starts the lesson by _— 44 vides learners with a ¢ (the passive which demonstrate »me support about ses from the text amining the hey then come up heir equivalent yerbs in the and asks them to x the actions in ach word is given. (1 pt each) sonstruct the system of the target@nd then-tr: ta Goure out th en try to ee ee eae. ee =f 2 figure out how the passive a “S\Tact the sentences fire ae and trying to find who did w ce is formed by —— 3 their own cite. i what, to whom and ed examining the + rule w f : The learners are asked to re-write the = cn. They then come up a6 \ © active forms. They also do another le the sentences in the texiin the equivalent | passive fe The einai exercise in which ext in their equivalent Be eeaataees in which th. provides learners peed ite Senet , ey use the passive voi @ picture and asks them to . the ce, describing the actions in \ blanks with a oop Ppropriat e words. The first letter of each word is given- (I P* each) rs’ task in the teaching and learnin: ion i ‘i 2 equation is to construct the syst™™ of the rarget find and remember : how (48) words are joined together and whet they mean. euch as stress and — parts may scioushy patterns fit together and how phonological (80) features The system the learner constructs can only emerge gradually us (52) learning of new bits of language, and pecs may be subcon! \ Page Score ire to the target language.a) ae Sk un seleal) 1,91, SA a, cade a Y hese Wi ay sa in ened ®itunti ool call Ss Prep ure Prepare and a, Minister dity, ‘i feren| udents at John & Jonny's and Unt *, um Type of language test § Why they have The administration Placement test | level of cach of them s haw Achievement test tudents* knowledge of | | Ovide his learners with Diagnostic test \ d he decided to study quirements is to take E mn his studies without Proficiency test at John & Jonny's 1anging his own internal knowledge structures, ing imodating aker speakers ch other in a written textlA pla geal avlpagn bb WT ale ’ asm C8 lo evaluate her eradentt (ale ‘ ) we oan any that Nethealbe # ’ Poet, porns ted to activate learners’ background the following activities is the most suitable | with the questions 6l J D opic of ithe text and the life of a person they of the human mind in developing s that learning can be studied [a] | [se | part in the learners’ native language. ¢ use of technological devices. sh as computers, the internet, etc, pcessing in reading comprehension? tivism D. Humanism ) 4 Senlence lar ending srential comprehension skills? attitude to child labor,Wt agte; wale See, alt HM aU W oa ANG HO cement ee SyMUaTl aati sant cenit hnique hnique uch as “How can J low can I make this po tage of — _— 67 [b | al hey've just leamed in Simulated real tice thout effort is called _ (ole) sked to prepare a = : D. accuracy [role | a pre-writing activity? r | 71 |.A i vi tic materials in a language class? 7 article Obama i with an activity in which his t school. This is D. brainstorming iOn Naa ashe 25 aay ara Tait at se LcFl allay ag ill pslaall Apnally le : a el r petal ga lp Lag eet ela = UE < joching, advocates of the ——. ¢ leamers with the necessary input before they’ * B. grammar-translation method 5 ID. audio-lingual method des them ~ Betsy prefers 10’ give her swdents the rales first and 10% provides “ercises, She believes that this i more suitable for : B. product approach (ete) ‘ chart oH D. indnetive approach | With the appropriate teacher roles from the list. (1 pt each) ctice teaching periad Mr. Zahir observed different tlasses and noticed Ins teachers | t roles. trator _Foobserver G: reflector * B. performer €. counsellor D, controller E.administrator E Teacher | Role adopted if | of each elass, Mrs, Yoush would sit down and think reflector st was successful and what was less successful in her punt walked around in his class and watched his students ne ‘OUpS. oui mimed a series of actions to help her students [ some action verbs. stened carefully to her students and when ‘they used their spe, she told them to use the target language. controller esson, Mr. Sentissi sits down and thinks about how long k activity should take, what instructions his students organizer »w he can make them clear, how his students should sit do if'a student doesn't have a partner, performer