Ways of scaffolding content and language

Communicative functions

Texts

7. In mathematics, a set is a collection оf numbers or things. The objects in the set are known as members or elements.

8. The percentage of Britons who are emigrating seems likely to continue to rise in the next five years.

9.Tornadoes only happen over land, whereas typhoons can happen over land and water.

10.You hear lots of rhymes every day, such as ticking of a clock or the beating of your heart.

11.The Port of Vancouver is the largest of Canada’s ports, trading more than $43 billion in goods, which is significantly more than the other Canadian ports do.

12.Surprisingly, more accidents happen in the home than outside the home.

13.The first thing that could happen is that the temperature of the Earth might increase, and the consequences might be enormous.

For questions14-19, look at the tasks and three possible cognitive skills they develop (A, B or C).

Two of the cognitive skills are appropriate for each task. One of the cognitive skills is NOT appropriate.

Mark the cognitive skills (A, B or C) which is NOT appropriate on your answer sheet.

___________________________________________________________________________

14.Look at the book covers and decide which of the books are designed for science courses.

A. analyzing

B. judging

C. reorganizing

15.What language is spoken in Saudi Arabia?

A. recommending

B. recalling

C. recognizing

16. What differences are there between the pictures of the two houses?

A. distinguishing

B. inventing

C. contrasting

17. Listen to the short pieces of music and decide which two have moderato and which two have vivacetempi.

A. sorting

B. understanding

C. imagining

18.Which king came before Charles II?

A. identifying

B. composing

C. guessing

19.Why do you think different characters have difficulty understanding each other?

A. supposing

B. predicting

C. sequencing

For questions 20- 25, match the classroom activities with the main learning skills they involve 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 learning skills

Classroom activities

20.Learners complete a diagram by copying words from the board on the process of making cars.

21.Learners discuss what two graphs tell them about population trends.

22.Learners edit the reports of all their experiments on gases which they want to include in their portfolios.

23.Learners read a text about the development of musical instruments, then use it to match six key words with their meaning.

24.Learners carry out an interest research to find some facts and figures they need for their history projects.

25.Learners note down three strengths and two weaknesses on each presentation as they listen to their peer groups giving presentations on different aspects of pollution.

For questions 26- 31, read the steps from a lesson plan about databases and fill in the missing steps by using one of the options listed A-F.

Mark the correct letter (A-F) on your answer sheet.

Missing steps

Lesson plan

For questions 32- 37, match the extracts from texts with the genres 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.

Genres

Extracts from texts

32.It’s a marvelous exhibition. There’s a wonderful landscape with high mountains all around, and their lower slopes covered by trees. In the valleys, there are fast running rivers and some small grassy areas.

33.From all the information considered in this subject, there is clear evidence that the Tudors had enough medical knowledge to be able to deal with common illnesses and accidents.

34.Robert the Bruce was born in 1274. In 1306 he became King of Scotland. He fought against the English king, Edward II, and was supported by the Scottish nobles and by the Pope. He made peace with England in 1327. He died in 1329.

35.The reason for the echo is that some sound waves from the original sound travel directly to the ear, but some may also be reflected off a surface and then reach the ear. Because of the greater distance the reflected sound waves have to travel, they reach the ear later than the original sound.

36.We’ve looked at the data about the wind farm. It should be placed 20 kilometres off the coast. It is recommended that work starts immediately.

37.My brother was very different. He liked fast cars and sport, but I preferred walking and did not do any sport. He enjoyed the theatre and dancing, while I liked to stay at home and watch TV.

For questions 38-43,

Mark the correct letter (A, B or C) on your answer sheet.

Warm-up: discuss these questions with a partner

What music do you know from Latin America?

How does this music make you feel when you listen to it?

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Tango from Argentina

Tango is a modern ballroom dance from Argentina. It was introduced into Latin America in the early 1920s and soon became popular.

Tango is a slow, graceful dance, in 2/4 time or 4/4 time, with dotted rhymes

An accompaniment is usually provided by an orchestra, but a bandoneon (type of accordion) can be used

The two most common rhythmic patterns are:

A                                B

Click on the icon below to listen to Carmen Suite No. 2, Habanera from Carmen with its slow 2/4 tango rhythm. (This is not itself a tango, but has been heavily influenced by this style.)

Real audio clip.

Notice that:

- Rhythm A is used extensively.

- It is a slow dance in 2/4 time.

This piece of music was written by George Bizet. Carmen (1875) is Bizet’s best- known work, and is based on a novella of the same title written in 1846 by Prosper Merimee. The title role was composed for a mezzo- soprano. Carmen was not initially well- received, but praise for it eventually came from contemporaries including Claude Debussy, Camille Saint- Saens and Pyotr Tchaikovsky.

38. What is the main aim of the warm- up stage?

A. to formally test the content of the last lesson

B. to develop learners’ skim-reading skills

C.to present the context and topic of the material

39.What language feature do you think the teacher will focus on in this lesson?

A. present tensesB. modal verbsC. passive forms

40.Why do you think the teacher has deleted two sections of the text?

A. to simplify the text and omit unnecessary detail

B. because they are not relevant to this topic

C. because they repeat information included in other parts of the text

41.Why do you think the teacher has included an audio sound file in the material?

A. to demonstrate a language teaching point of the material

B. to illustrate a content teaching point in the material

C. to help learners extract the necessary detail from the texts

42.Why do you think the teacher has included the photo of Carmen in the material?

A. to create subject understanding by using a visual image to support the music

B. to show learners how the tango looks when performed by professional dancers

C. to give a visual image to help learners understand the language content of the text.

43.Why do you think the teacher has added links to the internet for musicians’ names?

A. to enable learners to use the internet to complete the reading tasks

B.to allow learners to research names using external resources

C. to direct learners to the writing tasks which follow the texts and the pictures

For questions 44-50, choose the option A, B or C which best completes a teacher’s statements about different kinds of visual organisers.

Mark the correct letter (A, B or C) on your answer sheet.

44. I would use a pie- chart to show

A. how an argument develops.

B. how much different factors contribute to something.

C. the difference between two ideas.

45. I would use a Venn diagram to show

A. how one thing causes another thing

B. how a text is structured

C. how two things are similar and different.

46.I would use a Carroll diagram to show

A. how two sets of criteria are connected to a topic.

B. how knowledge about a subject is generally organized.

C. how three aspects of the topic are linked.

47.I would use a cause effect diagram to show

A. how reports are often organized.

B. how an outcome is reached.

C. how to present outcomes in ‘for and against’ essays.

48. I would use a table to show

A. who said what in which order.

B. who belongs to which group.

C. whose ideas to use in a writing task.

49.I would use a tree diagram to show

A. why things happen in an organization.

B. how problems are dealt with in an organization.

C. who does what in an organization

50. I would use a flow- chart to show

A. how trends change.

B. how a process develops.

C. how one factor affects another.

For questions 51 – 56, look at the aims of aCLIL lesson encouraging learner talk and decide which activity is NOTappropriate for achieving these aims.

Mark the activity (A, B or C) which is NOT appropriate on your answer sheet.

51. You want to develop oral fluency in a group of learners in a literacy class.

A. Ask learners to repeat the key words after you say them.

B. Ask learners to create a poster in groups and decide what to include.

C. Ask learners to discuss the topic before writing about it.

52. You want to develop spoken accuracy in a group of learners in a science class.

A. Do some choral drilling of structures you are focusing on in the class.

B. In pairs, learners talk about the topic in turn, while their partner listens and notes errors.

C. Learners talk about the results of their experiments in a group.

53. You want learners in an ICT class to share their knowledge of using the internet.

A. Ask learners to give a short presentation to describe how they do a web search.

B. Ask learners to find information from the internet as quickly as possible, then discuss what they did.

C. Ask learners to use the spellcheck as they write, and show other learners the spelling errors they made.

54. You want learners to be able to explain more clearly how they completed some practical maths tasks.

A. Each learner does a different task, then tells other learners how they did their task.

B. Learners do a task and write their results in their books, then give these to the teacher.

C. Learners do a task in groups then describe the steps to another learner, who gives feedback.

55. You want learners to develop their oral negotiating skills in a business class.

A. Ask learners to write a dialogue between a customer and a sales assistant for homework.

B. Ask learners to carry out a role- play activity between a customer and a sales manager.

C. Ask learners to listen to a model conversation between a customer and a bank manager, then practise a similar one in pairs.

56. You want learners to develop their exam skills for an oral assessment in an art class.

A. Show a video of a learner doing the exam successfully, then ask learners to identify the good points and practice these.

B. Ask learners to decide who their favourite artist is, then write about the artist’s work.

C. Ask learners to work in pairs and think of what questions may be asked in the exam, then practice asking and answering these in turn.

For questions 57-63, match the learners’ comments with the ways of scaffolding content and language listed A, B, C,D.

Mark the correct letter (A, B, C or D) on your answer sheet.

You need to use some options more than once.

Ways of scaffolding content and language

Learners’ comments

57. It was a lot easier to do the report about the experiment because the teacher gave us language to help us structure the text.

58. When I started reading the text, I realized that I already knew a lot of the features of volcanoes and the models I’d built helped me.

59. When we wrote sentences describing the causes of certain historical events, all we had to do was include the information in the order in which the teacher has given it to us.

60. It was much easier to give our opinions about the pieces of music because we had a questionnaire to work through with a partner.

61. Each group did a different experiment, and then we had to share our results and complete a table.

62. I like trying to guess the meanings of the words in business articles, but sometimes it’s good to have something which tells you the right answer.

63. We knew some things about art before, and it was great the way the teacher used a mindmap to show us how the new ideas connected with all the facts we knew already.

For questions 64-70, match the extracts of teacher talk with the strategies for consolidating learning.

Mark the correct letter (A- H) on your answer sheet.

There is one extra option which you do not need to use.