Variant 83
Question 1-8 Learning aims
A to learn about word formation
B to learn about guessing meaning from context
C to learn how to use lexical items accurately
D to make a record of a new lexical set
[Link] lines from the items of clothing in the picture to appropriate words in the list
2. Look of these nouns from the article you have just read. Find a verb, an adjective and an
adverb based on each noun. e.g comparison, composition, compare, comparatively.
3. Look at the underlined items in each sentences what ideas do you think they may express?
Compare your answers with…….?
[Link] word is pronounced differently from the others. enough, rough, tough, mough
5. What does the prefix in each of the underlined words mean? Use your dictionary to find three
more examples of words using the same prefix.
6. in the story below there are 10 vocabulary mistakes. Five mistakes reduce to spelling and five
to prepositions. Rewrite the story without any mistakes.
7. Divide these types of leisure activity into:
Those you usually do inside
Those you usually do outside
Those you usually do inside or outside
8. Underline all the words that you do not know in the paragraph below. Can you think of a word
that right replace each of your underlined words?
15-21 NOT
15. The teacher puts on the board 0 0
0 00
00
Students put any word they’re learned recently next to each one.
A to work on word building
B to raise awareness of word stress
C to recycle vocabulary
16. Students dictate a number to the teacher , eg 35 . The teacher writes 39 on the board .
students must make the teacher put the right number by saying No ,35
A to give practice in using contrastive stress
B to give practice in saying and recognizing number
C to give practice in listening for gist
17. The teacher reads a sentences, eg. The (supplies) (korinbeydi aniq) have arrived. Students
have two words ( supplies, surprise) ( korinbeydi) and V tick the one they hear.
A to improve students ability to discriminate between similar sounds
B to encourages students to use clues to understand meaning
C to help students to understand the importance of the sentence stress.
18. Students write words in normal script on the board . Each word should have the / / sound in
it. The teacher underlines the / / sound in each correct word.
A to help students to see the relationship between sound and spelling
B to help students pronounce the / / sound
C to help students review the pronunciation of a particular phoneme
19. The teacher reads a sentence at normal speed, linking words naturally , eg How long’ re you
going to be here? Students write it down and decide how many words there are.
A to help students to notice weak forms
B to encourage use of grammatical knowledge to support listening
C to practice question form orally
20. A student underlines the stressed words in a short dialogue. Eg. Would you like some coffee?
I’d rather have tea ( korinbeydi)
A to practice writing from dictation
B to help students notice how stressed words carry meaning
C to give grammar practice through a text building activity
21. The teacher writes on the board.
I watch TV. / I watched TV.
I play a song. I played a song.
I cook eggs. I cooked eggs.
The teacher reads one of each pair and students say which one he is reading.
A to help students to notice the pronunciation of past tenses
B to help students to notice word linking
C to help students to notice changes in sentence stress
22-27 Features of listening lesson
A Aims
B Assumption
C Anticipated problems
D Materials
E Procedure while listening
F Preparation by teacher before class
G preparation by students for class
[Link] students to find out about news headlines by, for example, looking on the internet
23. A worksheet containing a blank table for students to fill in.
24. to give students practice in listening for overall meaning .
25. Students may want to record too many details as they listen for the first time.
[Link] students to take notes in the table of important facts, e.g names and places given in the
news
27. Create an activity based on a recording in English of today’s news from tv or radio.
28-33 Main focus of assessment
A Meaning of the language
B Form of the language
C Both A and B
28. Put the words in the correct order to make questions
children many she have did how?
name when she change her did?
29. Give your own true answer to these questions:
e.g Can you swim? No I can’t./Yes I can
Do you like football? ________________
Have you got a car? ________________
Did you have a holiday last year? ___________
30. Underline the odd word out.
Apple melon banana carrot orange
Hat coat shoe foot shirt pullover
31 Complete the sentences with one of these adjectives in the comparative.
hot fast healthy
A car is ______ than a bicycle.
Africa is _______ than Europe.
Playing football is _______ than watching TV.
32. Correct these sentences.
I buyed a book.
Do you went to the party?
She not see her friend.
33. Put these words into the correct column.
Red big tiny purple cotton green metal wooden huge
SIZE COLOUR MATERIAL
34-40 Missing stages
A Students write survey questions on the new themes.
B Students check their questions with a partner to see if they have made any mistakes.
C Students display their work .
D Students note down people’s answers
E Students write sentences, using the specified language , to summarise the finding from their
questions.
F The teacher writes six jumbled questions on the board: e.g you often how the use internet do?
G The teacher drills the pronunciation of the questions to prepare students for controlled oral
practice.
The teacher introduces the topic of the internet and asks the class a general question about how
they use it. The class respond.
34
Students work alone to put the words in the correct order.
35
The teacher conducts whole-class feedback to make sure everyone has the right order.
36
The teacher gives each pair of students two different questions about the internet. Students
mingle and ask their classmates these questions.
37_______________________________________________________________________
The teacher writes possible beginnings of sentences on the board ; Most/ Some/ A few/ Not
many/ the majority/ None of the students
38________________________________________________________________
The teacher checks students’ sentences for accuracy.
The teacher writes a list of topics on the board, e.g TV, mobile phones and cars. Students each
choose a topic.
39_______________________________________________________________
Students go round the school to find five English-speaking people who can answer their
questions. They write up the results of their survey as a poster.
40
Students walk round the class, look at each other’s posters and comment on one point of interest.
41-47 NOT appropriate on your answer sheet
41. The teacher asked students to close their books and try to retell the content of an article in
pairs, remembering as much detail as possible.
A to show students whether had a good or bad memory
B to enable the teacher to see how much of the article students understood
C to change the focus of the lesson reading to speaking
42. The teacher asked students to look at words on the board , taken from the text . Students
made nouns from the verbs or adjectives, eg. Translate-translation true-truth
A to increase students vocabulary
B to focus on changes in word stress in similar words
C to develop student’s knowledge and understanding of word families
43. The teacher asked students to look at three words they did not know in the text and try to
deduce their meaning from the situation.
A to help students develop learner autonomy
B to help students understand concept question
C to help students become more confident when dealing with new lexis
44. The teacher asked students to predict the word stress for some of the unknown words from
the text, before checking in a dictionary.
A to help students to use a reference resource
B to enable students to say he words appropriately
C to enable students to guess what the words mean from context
45. The teacher asked students to imagine that they were the local hero from the article, and to
role-play an interview with a reporter about what happened.
A to allow students to be creative
B to give students oral fluency practice
C to help students write a report
46. The teacher asked students to underline all the verbs which followed examples of direct
speech in the article, e.g tell, suggest
A to give students practice in using reporting verbs
B to familiarise students with other verbs with a similar meaning to ‘say’
C to increase students lexical range
47. The teacher asked students to look again at he opening paragraph of a text they have read to
consider how the scene was set , e.g details such as when, who, how
A to focus students on the way a newspaper report of a story is usually introduced
B to encourage students to read for global understanding
C to prepare students to write a similar article for homework
Questions 48-54
A Learner autonomy
B Learning styles
C Grading the language of instruction
D Planning lesson aims
E Pattern of interaction in a lesson
F Dealing with errors
G Evaluating the whole lesson
H Effective reading skills task
48. This task helps a teacher to develop realistic outcomes before each task.
49. This task helps a teacher to understand the value of encouraging students to learn without his direct
support.
50. This task helps a teacher to become more aware of how to simplify what he says when setting up a
task in English.
51. This task helps a teacher to understand whether or not his tasks and activities improve a student’s
ability to understand a text
52. This task aims a to encourage a teacher to test his ideas about the different ways students might
approach a task.
53. This task helps a teacher to become more aware of the possibilities available when grouping students
for different activities.
54. This task helps a teacher to assess what went well and what need ……. Teaching similar language or
skills again
67-73 A-H Dictionary extract
Plug {trans} n {c}
74-80. Activities using songs
A Listening for gist
B Listening for detail
C Checking a relaxed atmosphere
74. The teacher plays a song and students correct incorrect words in the transcript
75. The teacher plays a song while students are doing a grammar exercise
76. The teacher plays a song and students decide if they think it’s a happy song
77. The teacher plays a song and students fill in the gaps in the words of the song
78. The teacher plays a song as students are having a discussion in small groups
79. The teacher plays a song and students choose the best title
80. The teacher plays a song and students put the words of the song into the correct order.
