Module 3 practice test 2

For questions 1–6, match the examples of teachers’ language with their purposes.
For each question, click on the correct answer (A, B or C).
A to manage interaction patterns B to maintain discipline C to model language for learners
1 If I hear that you’re not using English, you won’t be able to work in groups.

2 Compare your answers with the person sitting next to you.

3 ‘Beautiful’ … Can you say the word again, please?

4 thick … sick, think … sink.

5 Pens down. Everyone, a moment’s silence … That’s better.

6 Go around the class and ask everyone questions to complete the survey.

For questions 7–13, look at the teacher’s purpose and the three examples of teacher language.
One of the examples is NOT appropriate.
For each question, click on the answer (A, B or C) which is NOT appropriate.

7 The teacher wants to give instructions in an elementary class.

A Read the questions on page 50. Put up your hands when you find the answers.
B Get together with your partner. Take it in turns to read the passage out loud.
C Write the new words in your vocabulary books. If you’ve got any problems, ask me.

8 The teacher wants to elicit vocabulary in a young learner class.

A Ibrahim, look at this picture. Can you deduce what’s happening?
B Paola. How do we say this in English?
C Janek, I’m thinking of a room in the house. We sleep there. What is it?

9 The teacher wants to encourage peer correction in an intermediate class.

A Marina, what’s the answer? I’ll give you a minute to think.
B Sarah, that’s not quite the answer I was looking for. I wonder, can anyone help her?
C Nikolai, when you’ve completed the first draft of your essay, swap with Sandra and check each other’s.

10 The teacher wants to prompt a learner in an intermediate class.

A So … you arrived late for the party. And then what happened?

B Try again. Remember to use the past tense in the second part of the sentence.
C No, number five is false. Have another look at the reading text.

11 The teacher wants to check understanding of a word in a younger class.

A Can you wear it on your head?
B Class? Do you understand?
C Now, point at the picture of an elephant.

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12 The teacher wants to build rapport in an elementary class.
A This is really great, everyone. Well done!
B Let’s start the lesson by talking about our weekends.
C There’s such a positive learning atmosphere in this class!

13 The teacher wants to model new language in a beginner class.

A Listen and then repeat the sentence after me. Ready?
B Pay particular attention to the stress and intonation in the utterance. Ready?
C I’m going to say the sentence three times. Ready?
Submit
For questions 14–19, choose the best option to complete each statement about appropriate use of L1 in the classroom.
For each question, click on the correct letter (A, B or C).
14 It is appropriate for a teacher in a monolingual class to use L1 to
A manage a group discussion.
B present the target structure.
C check understanding of a false friend.

15 It is appropriate for a teacher in a young learner class to use L1 to

A recast some of the learners’ utterances.
B find out why a learner is upset.
C set up a mingling activity.

16 It is appropriate for a learner in a young learner class to use L1 to

A give examples of other words in a lexical set.
B check she understood instructions given in the L2.
C greet the teacher and the other students.

17 It is appropriate for a learner in an elementary monolingual class to use L1 to

A discuss feedback on a test.
B prepare an oral presentation.
C find out what answers his partner has got.

18 It is appropriate for a teacher in a monolingual intermediate class to use L1 to

A maintain routine classroom discipline.
B establish rapport with learners.
C bring a quick stop to difficult situations.

19 It is appropriate for a teacher in a monolingual beginners’ class to use L1 to

A monitor learners during pair and group work.
B discuss learning contracts with the class.
C give classroom instructions.
Submit

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For questions 20–26, look at the examples of students’ language and the three possible functions.
For each question, click on the correct answer (A, B or C).
20 Once there was a man who began a long journey to find his father. On his way he met three people who offered to
help him.
A summarising
B narrating
C making a suggestion

21 A museum is a place where you can go and look at objects from history.
A agreeing
B suggesting
C giving a definition

22 It might be possible to find the information on the Internet.

A checking understanding
B expressing a preference
C speculating

23 I don’t think that’s the correct answer.

A acknowledging
B expressing doubt
C refusing

24 Sorry, I didn’t hear you. What did you say?

A asking for repetition
B disagreeing
C apologizing

25 Oh, yes. I meant to say ‘I visited London last week.’ Thanks.

A accepting a correction
B giving a reason
C expressing surprise

26 I’d choose to go on the adventure holiday. How about you?

A checking understanding
B eliciting an opinion
C asking for clarification

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Submit
For questions 27–33, match the mistakes in student language with the types of mistake.
For each question, click on the correct answer and move it into the space.
There is one answer which you do not need to use.
a- wrong verb pattern b- unnecessary article c- wrong tense
d- missing conjunction e- wrong word order f- missing auxiliary g- wrong preposition
h- missing article

27 My name is Wong. I’m coming from …

28 China. I’ve studied in the UK since three months.
29 … at language school in London
30 My teacher, Fiona, me gave your name and email address.
31 She said you could help me with an accommodation.
32 You will to take students in your house next year, won’t you?
33 I hoping you will have a room for me.

For questions 34–40, match the words in bold in the sentences with the types of error.
For each question, click on the correct answer (A, B or C).
A grammatical inaccuracy B lexical inaccuracy C inappropriate style or register

34 Now everybody, I would be extremely grateful if you’d listen to me.

35 Have you heard the news about the Olympics? They’re very exciting.
36 I would tell you if I have seen her!
37 My sister looks my children every day. She takes them to school and collects them too.
38 Khalid. It’s your turn to present your ideas now. Hurry up.
39 What did you think of the film? I liked the beginning but the rest was extremely horrible.
40 I’m sorry I can’t help you. I don’t know which way did she go to the airport.

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For questions 41–47, match the classroom management strategies with the problems of teaching large classes.
For each question, click on the correct answer (A, B, C or D).
A Some students can’t see the board.
B Some students need to work more slowly than others.
C Some students do the tasks but in L1.
D Some students always dominate.

41 Agree with students what language to use at what time.

42 Provide additional materials which students can use to review work done in class.
43 Use student names regularly to make sure everyone is participating.
44 Use different teaching aids.
45 Politely but firmly remind some students to give everyone time to think before answering.
46 Plan lessons with variety and include reflective activities.
47 Plan pairings and groupings so that weaker students are not always together.

For questions 48–54, look at the classroom situations and the three possible classroom management choices.
For each question, click on the correct answer (A, B or C).

48 The teacher notices that students aren’t doing the listening task she gave them to do.
A She stops the CD and repeats the instructions.
B She waits until the CD has finished and then asks them what they remember.
C She repeats the instructions as the CD is playing.

49 The teacher notices that students stop talking when she monitors closely during group work.
A She stays back and listens from a distance.
B She decides to stop using group work.
C She stops monitoring and sits at her desk.

50 The teacher notices that some students stay silent during a class discussion.
A She asks for each student’s opinion in turn.
B She asks students why they aren’t joining in.
C She puts students into groups to share ideas and then restarts the class discussion.

51 The teacher notices that two students are very dominant in their group of four.
A She moves the two dominant students and gives them individual written exercises to do.
B She explains the importance of turn-taking.
C She tells the dominant students to stop behaving in that way.

52 The teacher notices that students use L1 during a pairwork task.

A She hands out a sheet of useful expressions and starts the task again.
B She stops the pairwork task and moves on to the next part of her lesson plan.
C She reminds students that they will need to use English in the next activity.

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53 The teacher notices that students do not stop their group work when she tells them to. They just talk more loudly.
A She switches the light on and off to get their attention.
B She shouts to get their attention.
C She waits until all the groups have finished.

54 The teacher notices that when the students have completed the exercise they put their books away. This is several
minutes before the end of the lesson.
A She stops the lesson early.
B She finishes the lesson with a game or quiz to keep their attention.
C She makes them sit silently at their desks until the end of the lesson.
Submit

For questions 55–61, look at the statements about teacher roles and the three ways of completing them.
One of the ways is NOT appropriate.
For each question, click on the answer (A, B or C) which is NOT appropriate.

55 In the role of planner, the teacher can

A set up pair and group work.
B adapt materials to suit the interests of the students.
C work with colleagues on a joint scheme of work.

56 In the role of assessor, the teacher can

A monitor student behaviour and progress.
B organise classroom seating.
C provide students with regular feedback.

57 In the role of facilitator, the teacher can

A encourage learner autonomy.
B provide students with a variety of resources.
C model language.

58 In the role of language resource, the teacher can

A ask concept questions for new grammar points.
B clarify meaning of lexical items by providing different examples.
C suggest appropriate reference materials.

59 In the role of diagnostician, the teacher can

A follow the textbook syllabus.
B teach according to students’ needs that she has identified.
C use the results of progress tests to help with planning.

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60 In the role of monitor, the teacher can
A observe students during pair and group work.
B write her own tests.
C maintain a record of individual students’ work and progress.

61 In the role of reflector, the teacher can

A think about ways to improve her teaching.
B make use of student feedback.
C agree roles and responsibilities with the learners.
Submit

For questions 62–67, match the lesson procedures with the student groupings.
For each question, click on the correct answer (A, B or C).
A mingles B individual work C pairwork

62 Students quickly check their answers with another student.

63 Students move around the class and ask questions to complete a survey.
64 Students read their word card and then find the student whose word matches theirs.
65 Students prepare a first draft based on their own notes.
66 Students act out a dialogue.
67 Students sit back to back and role-play their telephone conversations.

For questions 68–73, look at the statements about correction strategies and the three ways of completing them.
One of the ways is NOT appropriate.
For each question, click on the answer (A, B or C) which is NOT appropriate.

68 Using time lines is an appropriate correction strategy when

A the teacher wants to contrast the present perfect and the past simple.
B the teacher wants to review the sequence of narrative tenses.
C the teacher wants to show students the difference between ‘going to’ and ‘will’ future.

69 Recasting is an appropriate correction strategy when

A the teacher wants to provide a student with appropriate language.
B the teacher wants to correct a student’s written work.
C the teacher wants to offer students a more natural expression.

70 Delayed correction is an appropriate correction strategy when

A the teacher notices slips during role-plays.
B the teacher does not want to interrupt a discussion activity.
C the teacher wants to highlight common pronunciation mistakes.

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71 Peer correction is an appropriate correction strategy when
A the teacher notices that nearly all the students make the same mistake.
B the teacher thinks that students are aware of each other’s mistakes.
C the teacher aims to encourage learner autonomy in the class.

72 Reformulation is an appropriate correction strategy when

A the teacher is working with a class of young learners.
B the teacher does not want to draw students’ attention to the mistake.
C the teacher wants students to correct each other’s mistakes.

73 Pointing to phonemic symbols is an appropriate correction strategy when

A the teacher wants to focus on sentence stress.
B the teacher wants to focus on weak forms.
C the teacher wants to focus on individual sounds.
Submit

For questions 74–80, match the trainer’s comments with the focus of the trainer’s feedback.
For each question, click on the correct answer (A, B or C).
A classroom management B modelling C monitoring learning

74 I saw you made notes about the students’ performance during their presentations. That will provide you with very
useful information.
75 The dialogue you used for your presentation stage was well thought out. It demonstrated the concept quite well. But
76 The students use a lot of mother tongue. Try to think of ways of dealing with this.
77 Make sure that everyone is listening and looking at you before you tell them what you want them to do.
78 Your presentation of the form of the language on the board was really clear. But don’t forget to say the target
structure for students to repeat.
79 You were right to say that you would do more work on relative pronouns next lesson. You could see they were
having problems.
80 It was a good idea to start the lesson with a vocabulary quiz, but did you notice what mistakes they made?

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 21- c 31 b
1- b 11- b
22- c 32 a
2- a 12- c
33 f
3- c 13- b 23- b
34- C
4- c 14- c 24- a
35- A
5- b 15- b 25- a
36- A
6- a 16- b 26- b
37- B
7- c 17- a 27- c
38- C
8- a 18- c 28-g
39- B
9- a 19- b 29 – h
40 A
10- c 20- b 30 e

41 C 51 B 61 C 71 a
42 B 52 A 62 C 72 c
43 D 53 A 63 A 73 a
44 A 54 b 64 A 74 C
45 D 55 A 65 B 75 B
46 b 56 B 66 C 76 A
47 d 57 C 67 C 77 A
48 A 58 C 68 C 78 B
49 A 59 a 69 B 79 C
50 C 60 B 70 B 80 C

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