1-6, match the activities in the materials (on the following page) with their main aims listed a-g

part with the sound at the beginning of the second. 
Adapted from: Pronunciation tasks: A course for pre-intermediate learners by Hewing’s, M., 
Cambridge University Press, 1993 

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For questions 60-66 match the examples of content from a methodology book on teaching 
vocabulary with the sections of the book listed A-H. 
Mark the correct letter (A-H) on your answer sheet. 
There is one extra option which you do not need to use. 
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Sections 
Examples of content from the sections 
60 
It has the advantage of being the most direct route to the word's meaning-if there is a close 
match between the target language and its L1 equivalent. 
61 
Teachers can use the board to focus on features of a word's pronunciation, e.g. to show 
where the primary stress is placed. 
62 
A standard procedure for teaching lexis is for the teacher to ask learners for an example or 
an opposite of the word, e.g. What's the opposite of boring? 
63 
The teacher can play an important role in motivating learners to take vocabulary 
seriouslyand in giving them ideas about how to learn. 
64 
A method of teaching vocabulary where the teacher names and demonstrates actions, 
using real objects, and then gets the learners to perform the same actions. 
65 
The fact that words are in context increases the chances of learners understanding meaning 
and which collocations and grammatical structures they are associated with 
66 
The teacher holds up a picture of a shirt and then says It's a shirt 
For questions 67-73, match the problems with coursebooks with the possible solutions listed A-H. 
Mark the correct letter (A-H) on your answer sheet. 
There is one extra option which you do not need to use. 
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