Sample Questions (1-20)

For questions 1-10, choose the best answer to each of the following questions and write the chosen
letter (A, B, C, or D) in the box given on your answer sheet.

1. Which of the following descriptions is the goal of the Audio-Lingual Method?

A. Knowledge of the linguistic forms and functions helps students to communicate
effectively.
B. Students should learn to think in the target language in order to communicate in it
successfully.
C. In order to communicate in a new language, students should enjoy their experience in
learning.
D. Over-learning a new language is believed to help students to be able to use it
communicatively. ()

2. What is the most typical characteristic of the learning / teaching process of the Grammar
Translation Method?
A. Students should be aware of grammar rules and know how to use them in communication.
B. The teacher gives a lot of both verbal and non-verbal models, and then students must imitate.
C. Learners’ native language is used for teaching grammar, vocabulary and giving instructions. ()
D. The primary language skills that students need to work on are reading, speaking and writing.

3. How does the teacher who adopts the Communicative Approach to Language Teaching
respond to
students’ errors?
A. When students make errors in using the language, the teacher encourages them to self-correct.
B. The teacher considers them a natural outcome of the development of communication skills. ()
C. All grammar mistakes that the students make in class are strictly corrected by the teacher.
D. Both pronunciation and grammar errors made by students in class will directly be corrected.

4. What is the role of the Direct Method teacher in the classroom?

A. a partner of the students () B. a classroom manager
C. an orchestra leader D. a traditional authority

5. How does the Total Physical Response teacher introduce a new lesson in class?
A. Giving non-verbal models B. Asking students to keep silent
C. Using students’ native language () D. Telling students a funny story

6. What is the most remarkable similarity between the Direct Method and the Audio-Lingual
Method?
A. the ways learners obtain their goals B. the learners’ roles in the classroom
C. the role of the learners’ native language () D. how the teachers correct learners ‘errors
7. Which of the following teachers has a completely different way to teach a new vocabulary item
in
English?
A. the Audio-lingual Method B. the Grammar Translation Method ()
C. the Direct Method D. the Communicative Approach

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 8. Which description below is NOT a characteristic of Asher method (Total Physical Response)
that is similar to the way children acquire their mother language?
A. Children’s or students’ understanding of the target language is developed before speaking.
B. Most of the language learners have some similarities in acquiring two different languages. ()
C. There is a silent period during which children or students hear a lot of spoken language.
D. After speaking the target language fluently, these learners start to learn to read and write.

9. Which of the following characteristics CANNOT be seen in a communicative language class?

A. Students need to learn some grammar rules before performing communicative tasks. ()
B. Most of the communicative activities are often carried out by students in small groups.
C. Communicative activities have three features: information gap, choice and feedback
D. The teacher uses authentic materials to design communicative tasks used in class.

10. According to the Direct Method, why should the teacher demonstrate, not explain or translate
the new vocabulary item? Because ____________
A. students can make a direct association between the target language and meaning ()
B. students find this way easy to understand the meaning of the new vocabulary item
C. the teacher can help students to memorize the meaning of new words effectively
D. this way will help students to become more active during the learning process in class

Sample Questions (21-30)

For Questions 1-5, match the different activities with the most suitable interaction patterns listed A,
B, or C. Write the correct letter A,B, or C in the box given on your answer sheet.

Interaction patterns

A. pair work or group work

B. individual work
C. whole class work
Activities

1. Learners take part in a choral drill. (C)

2. Learners do an information-gap activity with two sets of information. (A)
3. Learners write their own stories. (B)
4. Learners decide together how to report their conclusions to the rest of the class. (A)
5. Learners do a written test.(B)

For questions 6-10, match the statements with the teaching approach they describe listed A, B, C or
D. Write the correct letter (A, B, C or D) in the box given on your answer sheet.

Teaching approaches

A. Presentation, Practice and Production

B. Task-based Learning
C. Grammar-Translation

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 D. Communicative Language Teaching

Statements

6. Learners should learn how to use language functions such as inviting, agreeing, disagreeing, and
they also need to be aware of the need for appropriacy when talking or writing to people. (D)
7. The language focus comes after a communicative activity, so that learners notice gaps in their
language.(B)
8. The teacher moves from providing models of language use to monitoring learners’ use of language.
(A)
9. First, the learners complete a communicative task: they are encouraged to use any English they
know and do not have to use any particular language item.(B)
10. The written form of the language is more important than the spoken form.(C)

Sample Questions (31-60)

UNDERSTANDING THEORY

1. Which of the followings is NOT the reason for using reading texts in the English language
classroom?
A. Learners can study new vocabulary, grammar and pronunciation in reading texts.
B. Learners may have opportunities to read good models for their future writing.
C. Interesting topics in reading texts stimulate discussion and speaking tasks in class.
D. Good reading texts encourage students to translate them into their mother tongue. ()

2. Which of the following is NOT an authentic reading text?

A. literature work () B. weather forecast
C. newspaper article D. travel brochure

3. Which reading skill should learners use when they want to find one piece of information in a
computer manual they need to install some software in their computer?
A. predicting B. scanning () C. skimming D. reading aloud

4. What is the role of the teacher when training students to read?

A. to persuade learners the advantages of skimming and scanning
B. to let learners see the disadvantages of skimming and scanning
C. to make them aware of the importance of choosing the way to read ()
D. to provide learners many opportunities to practice skimming and scanning

5. What is the main problem of using a reading text as a model for writing?
A. It’s very hard for the teacher to find a suitable text. ()
B. A reading text does not really develop writing skills.
C. Many students don’t want to read before writing.
D. The model text is different from learners’ writing task.

6. Which of the followings is NOT a reason for teaching writing skill in an English class?
A. language development B. learning strategy ()
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 C. as a language skill D. reinforcement

7. What do teachers need to consider when choosing the type of writing tasks in the classroom?
A. learners’ need B. learners’ level
C. learners’ interest D. both B & C are accepted ()

8. Which of the following statements is the main reason for teaching listening skill?
A. Listening is the important language skill for all of the learners of English.
B. Learners need to hear different varieties and accents of different speakers. ()
C. Listening skill should be practiced before other English language skills.
D. It is a good chance for learners to improve their vocabulary and pronunciation.

9. What kind of listening task is for elementary learners?

A. a conversation between a customer and sale clerk in a supermarket ()
B. an academic lecture on how to be a good listener when studying a language
C. a political speech by a native speaker of English or an American president
D. a romantic love story of a famous American movie star or a pop singer

10. What factors do teachers need to consider when choosing authentic materials for listening?
A. the level of the learners and the kinds of listening tasks ()
B. the accent of the speakers and their English background
C. the number of listening tasks and the availability of material
D. the time for listening practice and the kind of final test items

11. Which of the followings is an advantage of using a cassette recorder for listening activities?
A. Listening to a cassette recording is more difficult than listening to the teacher.
B. Listening will be very difficult if there are over 50 learners in a classroom.
C. The bad quality of the cassette player may cause some problems in listening.
D. The cassette recorder gives a chance for students to listen to a variety of voices. ()

12. Which of the followings is the best description of ‘information gap’ activity when teaching
speaking skill?
A. This is one of the most interesting forms of communicative activities.
B. A real purpose for the communication is taking place in the classroom.
C. Two speakers with different information exchange or tell each other. ()
D. This is a highly motivating communicative activity for using language.

13. Which of the following speaking tasks can be used for advanced learners of English?
A. role play and debate () B. questionnaires and surveys
C. information gaps D. exchanging personal information

14. What should teachers do during a speaking activity in the classroom?

A. try correct all pronunciation errors that students make when speaking
B. try to participate in some groups in order to be students’ active partner
C. watch and listen to what the students are doing to perform the task ()
D. do whatever they wish in order to relax while students are working

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15. Which of the followings is one of the most remarkable problems of using communicative activities
in the classroom?
A. The students only use simple language when performing these activities.
B. These activities cannot be done easily in a large class of over 50 students. ()
C. Adult learners are not interested in doing these communicative activities.
D. The teacher needs to prepare many things carefully before the class meeting.

APPLICATION

For Questions 1-5, match the instructions with the ways of reading listed A-F. Write the correct letter
A-F in the box given on your answer sheet. There is one extra option which you do not need to use.

Ways of reading

KEYS
A. reading for gist 1. E
B. reading for detail 2. A
C. reading for specific information 3. B
D. reading for pleasure (or extensive reading) 4. D
E. vocabulary learning activity (or intensive reading) 5. C
F. deducing meaning from the context

Instructions

1. Find all the words in the story about pets.

2. Read the text. Decide which is the best heading for it.
3. Read the article to find out exactly how the machine works.
4. Finish reading the short story at home.
5. Read the poster to find the dates of Annie’s, Sam’s and Julie’s birthdays.

For Questions 6-10, put the stages (A-F) of a reading skills lesson plan in order. Write the correct
letter B-F in the box given on your answer sheet. The first stage (A) is done for you. You do not need to
use option A again.

0 A A. The teacher asks the students “Have you ever invited to a meal in a Thai family?”

6 C B. Students read the text to find out if their predictions are right or wrong.

7 E C. Students brainstorm words connected with different eating customs.

8 B D. Students work in pairs to write two lists: (1) things that are the same in Thailand and in
Vietnam, and (2) things that are different in Thailand from Vietnam.
9 F E. The teacher writes 4 statements about the traditional way of eating in Thailand on the
board and asks students to work in groups to guess which are true, and which are false.
10 D F. Students read the text again and answer the teacher’s comprehension questions on

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 major details of the text (Wh-questions).
For Questions 11-15, match the stages of a listening skill lesson with the aims listed A-F. Write the
correct letter (A-F) in the box given on your answer sheet. There is one extra option which you do not
need to use.

Aims

A. focusing on the target language

B. listening for the main ideas
C. listening for gist
D. giving free oral practice of the target language
E. pre-teaching new vocabulary
F. personalizing the start of the lesson

Stages of the lesson

11. The teacher asks the whole class “Do you know anything about Singapore?” if some students do,
s/he writes their responses on the board. (F)
12. The teacher plays the audio program once. Students listen to the talk and answer the question
“what is the engineer talking about?” (C)
13. Students listen to the talk once more and answer the question “How many solutions have been done
to solve traffic problems in Singapore?”(B)
14. The teacher handouts the tapescript and explains the meaning of some words and phrases in the
talk (e.g. motorists, windshield, a special pass, to apply for a certificate). (A)
15. Students work in group to discuss “Could the solutions adopted in Singapore work in their city?
Why or why not?” (D)

Questions 16-20: Look at the stages and aims from a lesson plan. Which aim is appropriate for each
stage? Write the correct option – A, B, C, or D in the box given on your answer sheet.

STAGES AIMS

16. The teacher asks, “What are some adjectives to A. to practice speaking skills
describe a nice apartment?” and then write B. to introduce new vocabulary
students’ responses on the board. C. to review the previous lesson
D. to brainstorm vocabulary ()

17. The teacher asks students to open their A. to give instructions before listening ()
textbook and reads aloud the instruction and the B. to give some vocabulary aids
adjectives in the lists. Also the teacher explains C. to involve students in the lesson
each list of adjectives contains three sets of D. to elicit needed vocabulary
adjectives that are opposites (e.g. quiet # noisy,
modern # old, spacious # cramped).

18. Students listen to three people call about A. to listen for the main idea of the

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 apartment advertisements and check () the three conversation
words in each description that summarize the B. to listen for understanding conversations
apartment’s main characteristics C. to focus on descriptive adjectives ()
D. to identify stressed words in the text

19. After students compare their answers in pairs,
the teacher checks them around the class. Students
listen to the conversations again and answer the
question: “Do you think each caller is going to rent
the apartment? Why or why not?”
A. to let students listen to the conversations
B. to judge people’s reactions to
descriptions ()
C. to listen for important and specific details
D. to summarize the callers’ opinions

20. Students work in groups of four and suppose A. to encourage cooperative learning
that they were the callers. Discuss whether or not B. to check students’ short term memory
they would rent these apartments. C. to give controlled speaking activity
D. to elicit personal responses from
students ()

PART TWO: PRACTICE (4 MARKS)

Read the following passage and prepare your reading lesson as directed on page 8.

Van Mieu- Quoc Tu Giam is a famous historical and cultural site in Hanoi. Originally built in 1070 in
the Ly dynasty, Van Mieu was representative of Confucian ways of thought and behavior. Six years
later, Quoc Tu Giam, the first university of Vietnam, was established on the grounds of Van Mieu.
Between 1076 and 1779, Quoc Tu Giam educated of talented men for the country. In 1482, Van Mieu
became a place to memorialize the most brilliant scholars of the nation. The names, places of birth and
achievements of top students in royal examinations were engraved on stone stelae. These stelae, carried
on the backs of giant tortoises, are still standing today and they attract great interest from visitors.

After more than 900 years of existence, Van Mieu is an example of well-preserved traditional
Vietnamese architecture. The banyan trees in Van Mieu, which witnessed festivals and examinations
during feudal times, continue to flourish. Van Mieu- Quoc Tu Giam is a site of national pride for
Vietnamese people.

(Source: Tieng Anh 10 –NXB Giao Duc- Unit 16- pages 166-167)

Question 1: Write a statement to describe the objective of a lesson based on the text above. (0.5m)
Question 2: Prepare FIVE True/ False statements to let your students predict what they are going to
read in the text. (1m)
Question 3: Design 2 while reading tasks:
a) ONE four-option multiple choice question to check your students’
understanding of the main idea of the text. (1 m)
b) FIVE wh-questions to check their comprehension of major details of the
reading text. (1m)
Question 4: Suggest a post reading task for oral practice. (0, 5 m)

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