Module 2
For questions 1-7, match the learner activities with the appropriate teaching aims listed A- H
There is one extra option which you do not need to use.
Learner activities
1 Learners complete a gap-fill grammar exercise in a workbook.
2 Learners have a group discussion on a topic of their choice.
3 Learners exchange workbooks and check their partner’s work.
4 Learners play a word game, testing words from last term.
5 Learners write a story using words the teacher has just presented.
6 Learners mark the stress on recently taught words.
7 Learners find words in a reading text and match with definitions given by the teacher.

Teaching aims
A to practice deducing the meaning of words from context
B to develop the skills of peer correction
C to give practice in oral fluency
D to give practice in extensive reading
E to give controlled practice of a structure
F to recycle vocabulary
G to focus on pronunciation
H to give practice in using new vocabulary
For questions 8-14 , match the textbook rubrics with the activities aims listed A- H.
There is one extra option which you do not need to use.
Textbook rubrics
8 Complete the following sentences so that they are true for you.
9 Discuss with your partner the ways in which you revise vocabulary.
10 Match the adjectives in column A with the nouns in column B.
11 Look at the three sentences below. Then listen and mark the weak forms.
12 Now read the story again and answer the following true/false questions.
13 Read the story quickly and then put the four pictures in order.
14 Do the vocabulary quiz in teams.
Activities aims
A to raise students awareness of learner strategies.
B to give students practice in reading for specific information.
C to give students the chance to personalize the language.
D to revise language through a game.
E to give students practice in process writing
F to give students practice in reading for gist
G to highlight features of connected speech
H to develop students understanding of collocation
For questions 15- 20, look at the following stages and aims from a lesson plan about complaining.
Two of the aims in each stage (A- C) are appropriate. One of the aims is NOT appropriate.
Choose the aim ( A, B or C) is NOT appropriate.
STAGE
AIM

15 Lead in
The teacher asks the students when they last went on holiday and what problems they can have when travelling.
The teacher elicits ideas about the problems and writes them on the board.
A to create interest in the topic.
B to introduce the past simple tense.
C to personalize the start of the lesson.

16 Listening
Students listen to a customer complaining in a travel agent’s.
Students identify the problems mentioned
On the taped.
Students compare answers in pairs.
A to check students understanding of the tape.
B to provide a model of the target language in context.
C to pre-teach the meaning of new words.

17 Language focus
The teacher hands out the tapescript.
Students identify the language of complaining and apologizing in the tapescript.
A To focus students attention on the target language.
B to gives students practice in reading for gist.
C to provide students with a record of language in context.


18 Restricted practice
The teacher shows the target language on an OHT
Students try to say the phrases
The teacher gives feedback, correcting and drilling where necessary.
A to allow students to personalize the target language.
B to allow students to use the target language in a controlled way.
C to develop students. confidence in pronouncing the target language.

19 Preparation for freer practice
Students study their role-cards:
Student A is complaining customer.
Student B is the travel agent.
A to give students time to think of ideas to use in the role-play.
B to develop reading comprehension.
C to allow students to check with the teacher what they have to do.

20 Freer practice
Students act out the situation in pairs.
A to focus on the form of the target language.
B to give less controlled practice of the target language.
C to prepare students for real communication.

 For questions 21- 29, match the information from a lesson plan with the lesson plan headings listed A- E.
You need to use some options more than once.
Lesson plan headings
A lesson aim(s)
B Anticipated problems
C procedure
D Aids/resources
D Personal aim(s) of teacher
Information from lesson plan
21 Copy of tapescript ( teacher’s book) and course book cassette.
2s Students might not want to talk about their childhood during the lead-in stage.
23 Tell students to listen a second time and answer the detailed comprehension questions.