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For questions 1 – 6, match the activities for teaching writing with the main teaching focuses 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.
Main teaching focuses
A cohesive devices
B lexical range
C accurate letter formation
D register
E narrative skills
F dialogue writing
G summarising
Activities for teaching writing
G 1 Learners write the key points of an article they read in class, using no more than 50 words.
C 2 Learners copy a handwritten text, trying to make it look as similar to the original as
possible.
A 3 Learners choose words and expressions like however, in addition and despite from a list
of options to fill the gaps in a text.
B 4 Learners replace a number of uses of nice and good with more interesting adjectives.
E 5 Learners discuss how to make a story more interesting by including interesting characters.
D 6 Learners discuss the differences between writing a letter to a friend and to a stranger.
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For questions 7 – 13, match the stages of a lesson with the main stage aims listed A – I.
Mark the correct letter (A – I) on your answer sheet.
There is one extra option which you do not need to use.
Main stage aims
A to organise ideas for a narrative
B to ensure the learners have complete understanding of the text
C to give proofreading practice
D to check past tense forms
E to give free practice of past tense and sequencing words
F to give practice in reading for gist
G to set the topic and activate vocabulary
H to give an opportunity to the learners to notice sequencing words
Stages of a lesson
G 7 The teacher writes School day in the middle of the board. The learners brainstorm all the
things they do during their day at school.
F 8 The teacher hands out a story about Susan’s school day, together with pictures of it. The
learners read the story quickly and put the pictures in order. The teacher gives the correct
order.
B 9 The learners reread the text and look up any unknown vocabulary in their dictionaries. The
teacher checks any problematic words.
D 10 The teacher gives the learners the same story but with gaps instead of verbs. The learners
fill the gaps from memory. They check their answers.
H 11 The learners look at the complete text again, and underline phrases such as Then, After
that, A bit later.
12 The learners have five minutes to make notes for their own story about a memorable day
A at school.
13 In groups, the learners tell their own stories to each other and then decide on the most
E memorable day.
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4
For questions 14 – 20, read the seven stages of an integrated skills lesson and complete each
statement about the aims of each stage by choosing the correct option, A, B or C.
Mark the correct letter (A, B or C) on your answer sheet.
Stages of an integrated skills lesson
Stage 1
Word power
argument embarrass fight jealousy tease
Stage 2
What problems can teenagers face because of parents? Other people at school? Brothers and
sisters? Friends?
Stage 3
Look at the title and subtitle of the article you are going to read about a service for teenagers. What
do you think this new service does?
Stage 4
Read the article, then find the following words and phrases and underline them. Can you work out
what they mean from the context?
Stage 5
Find words or phrases in the text which have a similar meaning to these words or phrases.
Stage 6
Look back at the article and find an example of:
the present simple in the question form (paragraph 2)
the past simple in the negative (paragraph 6)
Stage 7
Use the words in the box in the correct form to complete the following sentences:
The girl was __________ (tease) by an older child. It was the most _______ (embarrass)
moment of my life.
14 The main aim of Stage 1 is to
A introduce key themes for the unit.
A B present a set of proper nouns.
C review structures from a previous unit.
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15 The main aim of Stage 2 is to
A remind learners of structures they will need for the activity.
C B assess learners’ own experiences.
C stimulate learners’ interest in the topic.
16 The main aim of Stage 3 is to
A focus on the layout of a text.
C B practise the language of giving opinions.
C predict the content of a text.
17 The main aim of Stage 4 is to
A practise strategies for dealing with unfamiliar words.
A B assess vocabulary knowledge.
C focus on a lexical set.
18 The main aim of Stage 5 is to
B A encourage peer correction.
B bring learners’ attention to useful new words in the text.
C practise using new words from the text.
19 The main aim of Stage 6 is to
A highlight some unusual structural patterns.
C B introduce a new grammar point.
C focus on grammar in context.
20 The main aim of Stage 7 is to
A A focus on accuracy.
B personalise target language.
C check comprehension.
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