9002 DXA JSD ssadod uonoujuii University of Cambridge ESOL Examinations Past examination papers 2006Candidate Centre Number __ Number Candidate Name UNIVERSITY OF CAMBRIDGE ESOL EXAMINATIONS English for Speakers of Other Languages TEACHING KNOWLEDGE TEST 001 MODULE 1 Version 02 Language and background to language learning and teaching 1 hour 20 minutes ‘Additional materials: ‘Answer sheets Soft clean eraser Soft pencil (type B or HB is recommended) TIME —1 hour 20 minutes INSTRUCTIONS TO CANDIDATES Write your name, Centre number and candidate number in the spaces at the top of this page. Write these details on your answer sheet if they are not already printed. Do not open this booklet until you are told to do so. There are eighty questions in this paper. Answer all questions. Mark your answers on the separate answer sheet. Use a pencil You may write on the question paper, but you must mark your answers in pencil on the answer sheet. You will have no extra time for this, so you must finish in one hour and twenty minutes. ‘At the end of the test, hand in both the question paper and the answer sheet INFORMATION FOR CANDIDATES Each question in this paper carries one mark. This question paper consi inted pages and 2 blank pages. ‘© ucts 2005 [Turn over2 For questions 1- listed A-H. match the underlined words in the text below with the grammatical terms 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 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 | caw Jennifer (4) sitting in the same carriage. My first (2) thought was, ‘It's (3) her.’ It was the girl | used to (4) see every day in the library when we were at university. Often | (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 | walked up to her and said, ‘We've (7) met before, haven't we? Weren't you at Durham University?” Not a great question, | know, but then we talked for the rest of the journey. Adapted from Natural English Intermediate by Gaims, R & Redman, S. OUP, 20023 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. Example sentences Grammatical terms 8 | Then | realised what had happened. A gerund B present perfect simple 9 | Many old houses are made of wood. © present perfect continuous 10 | We've never seen a whale before. D reported statement 14 | He doesn't like playing chess. E present simple passive 12 | She said she was really upset er rare [Turn over4 For questions 13-19, match the examples of vocabulary with the categories 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. Examples of vocabulary Categories 13 | colour, color; realise, realize; theatre, theater A synonyms. 14 | traffic lights; alarm clock; seat belt B lexical set © collocations 15 | childish; successfully; dependable D word + suffix 46 | turn up; turn off; tur into E prefix + word 17 | catch a cold; catch a bus; catch a thief F compounds 18 | cad; miserable; unhappy G phrasal verbs 19| ankle; stomach; knee; heart H American and British English5 For questions 20-26, match the minimal pairs of words with the vowel sounds 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. Minimal pairs Vowel sounds 20] work woke A Px sos 21] test taste . oe fel c Je Jao / 22| hear hair D Ja/ Ja/ 23| word would E /a/ Jea/ 24] shut shirt F Je/ /e/ 25) at tight c /a:/ Ja0/ 26| said sad H Je/ Jal [Turn overFor questions 27-33, 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 27 | Let's go to that new restaurant. 28 | They might win — you never know in cup matches! 29 | Watch out! That's dangerous. 30 | My son can speak three languages fluently. 31 | Is it okay if | open the window? 32 | Shall | show you how the camera works? 33 | Could you pass me my bag? Functions describing ability describing possibility asking for permission requesting asking for advice ‘suggesting offering warning7 For questions 34-40, 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. 35 36 37 38 39 40 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 reading a story quickly to get the main idea reading through a text quickly to tind particular dates and places looking at a new word in a sentence and trying to work out its meaning from the language around it reading a text carefully to try to find out what the writer's own opinion is producing a short text based on the main points of a longer text reading a story, then producing your own on the same topic writing a first rough version of a text [Turn overFor questions 41-45, 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. a 42 45 Strategies for motivating learners engage learners’ cognitive skills build rapport A B © personalise target language practice D respond to learners’ feedback E help learners to see their progress F encourage learners to develop independence Teachers’ actions The teacher starts each lesson by chatting to the class The teacher repeats an activity because the class said they enjoyed it. The teacher gives the class regular written feedback on their work. The teacher shows the class how to find the pronunciation of new words in a dictionary. The teacher uses puzzles and problem-solving acti ies.For questions 46-50, match the learner behaviour 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. 46 47 48 49 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 behaviour using a word when they are not sure itis correct using teacher feedback on errors as guidance noting how native speakers communicate in English outside the classroom deciding the best way to record vocabulary in their personal wordbooks looking back at language structures from previous lessons on a regular basis, [Turn over10 For questions 51-65, match the activities with the preferred learning styles A, B or C Mark the correct letter (A, B or G) on your answer sheet, Learning styles A visual B auditory Cc _ kinaesthetic Activities 51| — dictation 52 miming stories 63] watching a video clip without sound and predicting the story 54| learning new vocabulary with flashcards 55 | _information-gap listening activities" For questions 56-61, match the statements with the teaching approaches they 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. 56 87 58 59 60 61 Teaching approaches Lexical Approach Presentation, Practice and Production (PPP) Task-based Learning (TBL) Test-teach-test moon > Total Physical Response (TPR) 7 Grammar-Translation G Functional Approach Statements Learners perform actions in response to the teacher's instructions. Learners practise new structures orally only after the teacher has introduced them. The teacher assesses learners’ knowledge of the target language before presenting it The focus is on words or sets of words and how they are used in natural contexts. There is more emphasis on the written word than spoken communication. Lessons focus on completing an activity after which relevant language is highlighted and worked on [Turn over12 For questions 62-68, match the example situations with the presentation techniques 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. 62 63 64 66 67 68 Presentation techniques A concept checking B eliciting describing a situation D defining E miming F using guided discovery G drilling H using realia Example situations The teacher asked the learners to take three things out of their bags and wrote the names of these objects on the board, 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. The teacher told the class the meaning of the words. ‘The teacher said the new words several times and told the learners to repeat them. ‘The teacher asked the learners to tell her examples of things people take on holiday. The teacher asked the learners questions about the meaning of the words she had just introduced The teacher closed her eyes, put her hands together and held them next to her right ear to show the meaning of ‘sleep’13 For questions 69-74, match the students’ 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. 70 71 72 73 74 Acti A anice-breaker B project work © awarmer D ajigsaw activity E labelling F arole-play G abrainstorm Students’ descriptions We sometimes start the lesson with a short activity to wake us up. The teacher encourages us to think of and share alll the words we know on a particular topic before we start writing There are sometimes boxes under pictures and we have to write the correct word in each box. At the start of the course we do an activity to learn everyone's names. ‘We each had one part of a story and we had to ask each other questions to find the missing information. ‘We sometimes work together in groups or outside the classroom to produce something like a class magazine [Turn over14 For questions 75-80, 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. 75 76 7 78 79 80 Assessment aims to put students into a class at the correct level to identify how much the class already knows about particular language items to give students a test on language taught in the latest unit of their coursebook to keep a record of students’ performance, based on work completed throughout the course to help students evaluate their own progress to see how well students perform at the end of a course Assessment types continuous assessment placement tests diagnostic tests peer assessment self-assessment achievement tests progress testsCandidate Centre Number __ Number Candidate Name UNIVERSITY OF CAMBRIDGE ESOL EXAMINATIONS English for Speakers of Other Languages TEACHING KNOWLEDGE TEST 002 MODULE 2 Version 02 Lesson planning and use of resources for language teaching 1 hour 20 minutes: Additional materials: ‘Answer sheets Soft clean eraser Soft pencil (type B or HB is recommended) TIME — 1 hour 20 minutes INSTRUCTIONS TO CANDIDATES Write your name, Centre number and candidate number in the spaces at the top of this page. Write these details on your answer sheet if they are not already printed Do not open this booklet until you are told to do so. There are eighty questions in this paper. Answer all questions. Mark your answers on the separate answer sheet. Use a pencil You may write on the question paper, but you must mark your answers in pencil on the answer sheet. You will have no extra time for this, so you must finish in one hour and twenty minutes. At the end of the test, hand in both the question paper and the answer sheet. INFORMATION FOR CANDIDATES. Each question in this paper carries one mark. This question paper consists of 14 printed pages and 2 blank pages. OucLEs 2005 [Turn over2 For questions 1-6, match the coursebook rubrics with the aims listed A-G. Mark the correct letter (A-G) on your answer sheet. There is one extra option which you do not need to use. Aims pronunciation work listening comprehension practising collocation oo @ D> personalisation of a grammatical structure m teaching meaning reading comprehension G _ leamer training Coursebook rubrics 1 | _ Asyou hear Carol's phone conversation, circle the things she’s got and put a cross for the things she hasn't got. 2 Listen and count the syllables. Mark the stress. 3 Match the words for jobs with their definitions. 4 | What is your favourite way of learning a word? Order these ways 1-7 and compare with another student. 5 | — Match the verbs in list A with the phrases in list B that they are often used with. 6 | _ What did you do last weekend? List six different things. Exchange lists with another student. Ask questions to find out when your partner did these things. Now write sentences about your partner's weekend,3 For questions 7-13, match the activities with the teaching focus listed A, B or C. Mark the correct letter (A, B or C) on your answer sheet. Teaching focus A accuracy B fluency © appropriacy Activ The teacher gives feedback on pronunciation mistakes, The students listen to a story and then try to remember it in groups. The students do an information-gap activity practising ‘How much/How many...?’. The class chooses from a list which topics are suitable for discussion at a formal business dinner. The teacher encourages peer correction of tenses during group work. The students do a problem-solving acti ty in groups. ‘The teacher focuses on social behaviour in different cultures. [Turn over4 For questions 14-21, match the information from a lesson plan with the headings listed A, B, C or D. Mark the correct letter (A, B, © or D) on your answer sheet You need to use some options more than once. Lesson plan headings A Aim(s): B Personal aim(s): © Teaching aids: D Procedure: 14 16 7 18 19 20 2 Information from a lesson plan keep the pace of the lesson lively students talk about what they did at the weekend tell students to put four photographs in the correct order practise listening for specific information recycle recently taught vocabulary in a different context tape of two people talking about what they did at the weekend students check their answers in pairs make better use of the whiteboard5 For questions 22-26, read the stages of a lesson plan for young learners and fill in the missing stages from the options listed A-E. Mark the correct letter (A-E) on your answer sheet. Missing stages A Go around the class getting students to describe the colours of their birds. Use sentence prompts, e.g. ‘Its head is...'. B Tell the story with actions and pictures while students complete the task. C Display students’ coloured birds on the wall D Explain that the students have to colour in a bird as they listen to the story. E ‘Show a picture of a bird to introduce the topic to the students. Lesson plan + Warm-up. Brief revision of colours, using a team game. 22 ¢ Discuss the bird — how it looks, its colour, its parts. ¢ Tell the students they are going to hear a story and do an activity. 23 + Give out colour pens and copies of a bird drawing. [24] ¢ Get students to compare drawings. 25 26 Adapted from Children Learning English by Jayne Moon. Macmillan, 2000 [Turn over6 For questions 27-33, match the steps from a lesson plan for using a song with the stages listed A, Bor. Mark the correct letter (A, B or C) on your answer sheet. Stages A__ Before listening: B Whille listening. © After listening Steps 27| — Students brainstorm some words or expressions that might be in a song about a journey. 28| Students decide together whether they would buy the song or who they would buy it for. 29| Students follow the route on the map. 30] Students discuss the mood of the song, 31| Students act out a role-play as an extension task. 32| Students read the words and sing along, 33] Students look at jumbled lines from the song and predict the correct sequence.7 For questions 34-40, match the example assessment items with the testing focus 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. Testing focus giving advice simple past prepositions of place Prepositions of movement moo > countable or uncountable nouns 7 making comparisons G verb patterns expressing obligation Example assessment items 34] Complete the sentence with the correct form of the adjective in brackets. Notting Hill carnival is the .. carnival in Europe. (large) 35] Look at the picture and complete the sentence with one of these words: L] behind, between, near. Carol is standing Pedro and Laura 36| — Complete with ‘should’ or ‘shouldn't’. If you've got a headache, you have a rest. 37| — Complete the sentence with the correct form of ‘meet’. She doesn't like new people. 38| Ask your partner questions about what he/she did last week. You / go/ cinema? 39] Complete with ‘much’ or ‘many’. There is 00... pollution in the world 40] Choose ‘must’ or ‘need’. We to take responsibility for our planet. [Turn overFor questions 41-47, answer with the parts of the leamer dictionary entry listed A-E. Mark the correct letter (A-E) on your answer sheet. You need to use some options more than once. Dictionary entry A Declare / diklea / ™ [T] to make known publicly or officially, according to rules or custom: Jones was declared the winner of the quiz. /I [obj + noun/adj] | now declare this meeting open. [T] to state or show with great force so that there is no doubt about the meaning: [+ that] She declared that she knew nothing about the robbery. [T] to make a full statement of (property for which tax may be owed to the government): The customs officer asked me if | had anything to declare. (-clarable adj: Have you any declarable goods?) [1] (of the captain of a cricket team) to end the team’s innings before all its team members are out I declare! old-fash an expression of slight surprise or slight anger Adapted from Longman Dictionary of Contemporary English a 42 43 45 46 Which use is described as intransitive? After which use is the adjective form given? Which use is not modern English? Which use would this example sentence belong to: ‘Henry declared that he was not guilty’? In grammatical terms, which use would this example sentence belong to: ‘He declared the party a success’? Which use would this example sentence belong to: ‘She declared her cigarettes and jewellery at the airport’? Which use is a sporting one?9 For questions 48-52, match the teacher's questions with the chapters from a book on error 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. 48 49 50 51 52 Chapters from a book on error Contents Background theory B | What is a mistake? ¢ | Managing oral mistakes — techniques D | Managing written mistakes E | Remedial work F | Advice for non-Li speakers Teacher's questions As English is not my own language, what should I do about my students’ mistakes? How can | recognise a mistake? How can I correct my students’ essays? Why do learners make mistakes? How can | correct mistakes when students are speaking? [Turn over10 For questions 53-59, match the sequence of teaching activities from a page of a coursebook with the uses of coursebook materials listed A-H. ‘Mark the correct letter (A-H) on your answer sheet. There is one extra option which you do not need to use. Uses of coursebook materials A practises listening for gist B raises energy levels by getting students to move about and speak to each other provides an extension task to consolidate vocabulary from the lesson D raises awareness of the importance of collocation E practises a useful way of recording vocabulary F gives practice in predicting G__ familiarises students with vocabulary they may find difficult in the listening text H practises listening for specific informationSequence of teaching a 1 ties from a page of a coursebook 53 55 56 87 58 | a 8 Think of two things you are afraid of. Go around the class and find someone who is afraid of the same things. Before you listen to the first part of the story, match these words and expressions with the definitions. Use your dictionary if necessary. 1, shouted difficult to move 2. imagine the worst spoke in a loud voice 3. stiff think something very bad is going to happen Listen to the first part of the story to see how the woman feels, ‘Work in pairs. Divide the words in the box into the following groups: dentist fying accidents ‘The words in the groups in the last activity are all in the story. Work in pairs and decide what the rest of the story is about. Join another pair and tell them your story. Listen again and answer these questions 1. Who does Mrs Crisp speak to? 2. What is the dentist doing? 3. What part of the room does the dentist show Mrs Crisp? Write a description of a visit you have made to the dentist's or doctor's. Say how you felt, what happened to you and describe the attitude of the dentist or doctor. Don't forget to use some of the language you have just learnt. ‘Adapted from Accelerate Intermediate by P. Lodge and B. Wright-Watson. Heinemann, 1995 (Turn over12 For questions 60-66, look at the books listed A-H. Choose which book could help a teacher with the following topics. ‘Mark the correct letter (A-H) on your answer sheet. There is one extra option which you do not need to use. Books Title of book Author Publisher A AWay with Words Redman S. & Ellis R cup Self-Access Sheerin S, coup © Learning Teaching Scrivener J. Heinemann D Using Newspapers in the Classroom Sanderson P. cup E Discussions that Work urP. cup F Lessons from Nothing Marsiand B. cup G English Grammar in Use Murphy R cup H_ Once Upon a Time Morgan J. and RinvolucriM. CUP Topics 60| oral fluency activities 61| ways of encouraging leamer independence 62| ways of bringing authentic materials into your lessons 63| storytelling in the classroom 64| background reading for a new teacher 65| practice activities on different features of lexis, e.g. collocation 66| explanations of language rules with practice exercises4eno wing) eiep ‘@10W Ul Apnys 0} oyI| pinom Kau Jadedsmeu e Woy ejoMe Ue esooyd 0} sjuapMs BUDASe Jadedsmau ey) ul ejdoad snowey any Jo seweu 24) puy 0} sjuepnys BUr}Se suededsmau juss9yIp ul s1doy ewes 24 UO SejOME OMY UI PEUIE}UOD LONeULOJU! oy) UI SeOUB.EYIP BuIPUY SeUl|peay Woy SuoHoIpaid WUYLCD o} AjyoINb sajore BuIpeas Guidg 1 AJ Uo s,JeyN\ ‘6°29 ‘suonsenb sejno;ed 0} saMsue ey) pul o} sJUEpNs Bur}se ‘jo!e Ue Jo SALEWLUNS Bly) Jo ySaq By} BuIsooYO UI] BUA YOYS e UIYYM sej9IVe 0} SeUl|peaYy Jededsmeu BuIy}eU siodedsmau Bursn jo skem, erep 40) Bupeas 9 oneuuoju! ayloads 105 Buipeas gq 1816 10) Bulpeas sy ‘Sus Bupeay, eL zz we oz 69 89 29 yeays Jemsue aNo{ uo (9 40 @ “y) 18H] 1981109 By) YEW, 9.40 g ‘v past sii4s Gurpees ayy ym woossse|9 ey) ul siededsmou Buisn Jo sem eu} yoyeU '¢Z-29 SUONseND 10-4 eb14 For questions 74-80, match the classroom activities with the teaching aids listed A-H. Mark the correct letter (A-H) on your answer shect. There is one extra option which you do not need to use. 74 [75] 76 78 79 80 Classroom activities presenting food vocabulary practising narrative sequencing analysing styles of writing modelling and drilling sentence stress correcting individual pronunciation errors researching a geography project providing lively listening practice Teaching aids advanced learner's dictionary Pop songs a range of English language newspapers CD-Rom encyclopaedia realia picture stories coursebook cassette phonemic chartJeno wan] s00z sat0n@ ‘soBed pajuud z1 Jo sjsisuoo Jaded uonsanb sy MW UO SeleD Jaded sy} U! UON'Senb Yoe3, S3LVGIGNVD NOs NOLLWWHOSNI Joys Jomsue 24) pue Jaded UoNsenb ayy Yjog UI PUY ‘Ise 24) Jo PUS ey IW. ‘saynuu AjUaMy Pue JNOY GUO U! 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Mark the correct letter (A-E) on your answer sheet. You need to use some options more than once. Functions giving instructions correcting student errors eliciting vocabulary narrating moo oD > explaining about languageExamples of classroom language T = teacher S = student 7: Tum your chairs round and sit back to back, like this, The man is working home. Pronunciation. Er...he's walking home. That's right. AgsAD T: The present perfect is also used to talk about recent events, While Maria was working, the thief took her handbag. Where was her handbag? T: Under her chair. Anyway, then she tured round and oa T: Read the postcard quickly and decide if the writer is enjoying his holiday, T: What's the man doing in the picture? S: He's going up the mountain. T: Yes, and do you know another word for ‘going up’? T: Ifyou don't sleep well, how do you feel? S: | spoke with my grandmummy. T: You spoke with your grandma S: Yes, | spoke with my grandma. T: This sound is produced by putting your tongue against your teeth. [Turn over4 For questions 10-17, match a teacher's instructions for elementary learners with a trainer's comments on their appropriacy listed A, B or C. Mark the correct letter (A, B or C) on your answer sheet. \er’s comments, A These instructions include language which is above the level of the learners. B These instructions do not tell the learners exactly what to do. These instructions are clear and precise for the learners, 10 "1 12 13 14 15 16 7 Teacher's instructions for elementary learners Find some examples of the past tense and talk about them, I'd like you to discuss in pairs the main advantages and any serious disadvantages of the, internet in modern society. Look at the board. Please copy down all the new words into your notebook. There are several similarities, but some variations, You need to decide how the pictures differ by talking to your partner. Think of your best friend. Write down three words which describe him or her. Ask your partner some questions and find out some information. You can write it down if you ike. Categorise these items of lexis into either idioms or collocations. Do some writing like we did in class today.5 For questions 18-26, match the examples of teachers’ classroom language with their teaching purposes 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. 18 19 20 2a 22 23 24 25 Examples of teachers’ classroom language Could you face the person next to you? Could you plug it in for me, please? Now you've finished your dialogues, change roles. Look at this picture. What do you think their relationship is? Write down exactly what you hear. Can anyone help him? Look up anything you don't know in your dictionary. Mark the stress as you listen Teaching purposes illustrating meaning encouraging students to use learning resources asking students to help with equipment contextualising a situation focusing on words that carry important information preparing students for a class dictation extending a practice activity encouraging peer correction setting up a pairwork activity [Turn over6 For questions 26-31, read the student dialogues and match Student B’s language with its 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 agreeing B asking for repetition asking for clarification D apologising E correcting yourself F expressing lack of preference G hesitating Student dialogues 26| Student A: | went to Paris last week. Student B: Who with you? Sorry, I mean, who did you go with? Student A: You want watch TV or go outside? Student B: For me it's the same. 28 | Student A: Where did you go on holiday? Student B: This year or before? 29] Student A: What do you like doing in your free time? Student B: Free time...er...let me see... ike TV. 30 | Student A: | don't like writing letters. Student B: I's really boring, isn't it? 31] Student A: Hey, it's my turn! Student B: Oh, is it? My fault. Please carry on.7 For questions 32-39, match the circled mistakes with the types of error listed Al Mark the correct letter (A-l) on your answer sheet. There is one extra option which you do not need to use. Mistakes Types of error 32 | Ghosts are usually saw)at night. A. missing auxiliary verb 33 Cam very much like) football, B wrong preposition © unnecessary auxiliary verb 34 | Cam writting to you) for some information. D wrong verb pattern 35 | Every festival are differen) in my country. E wrong verb form 36 | (We must to protect the) environment. F wrong relative pronoun 37 | t@epends of how) much money it costs. a G wrong subject-verb agreement 38] What time @id you say you going ou) later? H_ wrong word order 39| I'm going toCwear my leather red jacket A ard senna) [Turn overFor questions 40-49, match the classroom activities with the classroom management purposes listed A, Bor. Mark the correct letter (A, B or C) on your answer sheet. 40 a 42 43 44 45 46 47 48 49 Classroom management purposes A It calms students down, B__Itmakes students lively. C tis a correction strategy, Classroom activities The teacher writes some new words on the board and asks the whole class to listen to how they are pronounced. The teacher asks students to guess what item of food she has got on her picture and gives points to the winner. ‘Students carry out a pairwork activity to guess the content of one another's flashcards. Students write sentences about a picture story in their exercise books. During a discussion, the teacher sits back and makes notes about the students’ language. Each student learns the new words by heart. Students individually write down their ideas for a composition, ‘The teacher ignores a slip a student makes. ‘The teacher echoes what a student said. ‘The teacher asks the students to do a mingling activityFor questions 50-59, match the teacher activities with their roles 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. 50 51 52 53 56 87 58 59 Teacher roles A __ Diagnostician someone who finds out what the students need B Planner someone who plans what the students are going to do © Manager someone who organises and monitors the students as they work D Provider someone who provides language, information about language and learning resources Teacher activities The teacher uses a learning styles questionnaire with students. Ihe teacher draws a picture on the board to help students see the difference between two language points. ‘The teacher varies the patterns of interaction in the class in response to how the students are behaving. The teacher assesses the students’ language to check their progress. The teacher looks through a range of coursebooks and decides which one to use. The teacher prepares a lesson to improve listening skills, The teacher prompts a shy student to participate. The teacher brings to the class a range of videos which students can borrow. The teacher creates a class library to encourage students to read extensively. The teacher divides the students into mixed ability groups. [Turn over