Which of the following is best implied in the dialogue?

The woman is likely to follow the man’s advice.

CLT is very effective for unmotivated students.
Students are motivated to learn English through CLT.
The woman doesn’t have much experience with teaching
methodologies.
Motivating students is a prerequisite for success in
language teaching.
Listen to the dialogues and answer the questions.

According to the dialogue, which of the following is true?

What is the counter-productive government policy? [ ]
Mary is early for her meeting.
Placing controls on the price of foodstuffs
Mary’s group is preparing a biology project.
Accepting quick infusions of cash
Jinho’s group will give their presentation this afternoon.
Planting new crops to achieve high production
Mary’s group is very confident about their presentation.
Using market forces to realize economic growth
Mary’s group has almost finished preparing their
Discouraging farmers from planting crops
presentation.

Listen to the lectures and answer the questions.

When should the boy take his asthma medicine? [ ]
What is the main point of the lecture?
Everyday Before soccer practice
After over-exerting himself Three times a day The UN is our last resort to save the world.
After looking at the X-ray Governments must solve the problems facing the planet.
The public caused all of the problems facing the planet.
What would the student expect to find on the website? The public couldn’t solve the world’s problems in the past.
The public is responsible for overcoming the world’s
Learning strategies for getting higher grades
challenges.
Ways to avoid peer pressure at school
Ways to improve gaming skills
Fun and constructive ways to beat stress According to the lecture, which statement is true?
Fun and mindless ways to escape school
He can do nonverbal activities with no problem.
He lives in his parents’ home, taking care of them.
How does the man want to solve the problem? His poor intelligence doesn’t undermine his linguistic
Require students to take their methodology classes again ability.
Change the structure of the methodology classes to He can’t translate any languages into English.
involve classroom English He shows strong interest in many things besides
Use more applications of methodology in the Classroom language.
English course
Use previously learned methodology in every content class
Review the problem next semester or the following
semester
 Read the following and answer the question. [ ] <B>
a. In (1), pitch is highest on ‘think.’
At first sight experience seems to bury us under a b. In (1), pitch goes up on ‘think’ and comes down on
flood of external objects, pressing upon us with a sharp the first syllable of ‘over.’
and importunate reality, calling us out of ourselves in a c. In (2), the sentential stress falls on the first syllable
thousand forms of action. But when reflection begins to of ‘thinking.’
play upon those objects, they are dissipated under its
d. In (2), pitch is highest on the second syllable of
influence; the cohesive force seems suspended like some
‘about.’
trick of magic; each object is loosed into a group of
impressions color, odor, texture in the mind of the Which statement(s) in <B> correctly describe(s) the prosodic
observer. And if we continue to dwell in thought on this phenomena that occur in <A>?
world, not of objects in the solidity with which language
invests them, but of (1) , unstable, flickering, a, b, c, d b, c c
inconsistent, which burn and are extinguished with our c, d d
consciousness of them, it contracts still further: the whole
scope of observation is dwarfed into the narrow chamber Read <A> and <B> and follow the directions.
of the individual mind. (2) , already reduced to
a group of impressions, is surrounded for each one of us <A>
by that thick wall of personality through which no real L2 Writer Protocols
voice has ever pierced on its way to us, or from us to
(1) I like the challenge of writing in L2 although I
that which we can only conjecture to be without. Every
know I am not confident that I know enough of
one of those impressions is the impression of the
the language to get all my sentences right.
individual in his isolation, each mind keeping as a
(2) Writing assignments are my least favorite task in
solitary prisoner its own dream of a world.
this class. I want to use English only for reading

Which of the following best fits in each blank above? purposes; I will rarely write in English.

(1) (2) (3) I read the assignment and make sure of what’s

impressions Experience required of me.

impressions Thought (4) I do not feel confident writing in L2 on the basis

experiences Thought of my past experience.

experiences Reality
<B>
personalities Experience
Affective Strategies for Writing

a. Be aware of task demands and goals.

Read the following and answer the question. b. Share your anxiety about the task with others.

<A> c. Act on difficult issues without having all the

<Situation 1> necessary information.
A: This is not a good time for us to buy a house. d. State your position and purpose regarding learning
You know the recession has already begun. outcomes.
B: Right. Before we make our decision, (1) what else
Find the closest match between each of the L2 writer protocols
do we have to think over?
in <A> and its affective strategy in <B>.
<Situation 2>
(1) (2) (3) (4)
A: (Entering the classroom, where John is sitting on a
b a c d
chair, facing the wall) Hey, John, John.
b d a c
B: (No answer.)
c a d b
A: John, don’t you hear me? (2) What are you thinking
c d a b
about?
c d b a
 Read the following and answer the question. [ ] The first part of the passage is given below. Reorder
[A], [B] and [C] to complete the passage.
When older people can no longer remember names
at a cocktail party, they tend to think that their Economists are very confident that cost-benefit analysis
brainpower is declining. But a growing number of and diminishing marginal utility are good descriptions
studies suggest that this assumption is often wrong. of decision-making because there is plenty of evidence
Instead, the research finds, the aging brain is simply that other species also behave in ways consistent with
taking in more data and trying to sift through a clutter these concepts.
of information, often to its long-term benefit. Some
brains do deteriorate with age, as in the case of [A] Other species seem to be affected by this
Alzheimer’s disease. But for most aging adults, much diminishing marginal utility principle and become
of what occurs is a gradually widening focus of indifferent to marginal units of something that they’ve
attention that makes it more difficult to latch onto just recently enjoyed a lot of. Even bacteria seem to
one fact, like a name or telephone number. Although display this behavior. So while economists’ models of
that can be frustrating, it is often useful. It may be human behavior may seem to ignore some relevant
that distractibility is not, in fact, a bad thing. It may factors, they do take into account some very
increase the amount of information available to the fundamental and universal behaviors.
conscious mind. For example, in studies where subjects
are asked to read passages that are interrupted with [B] Scientists can train birds to peck at one button in
unexpected words or phrases, adults 60 and older work order to earn food and another button to earn time on
much more slowly than college students. Although the a treadmill. If scientists increase the cost of one of the
students plow through the texts at a consistent speed options by increasing the number of clicks required to
regardless of what the out-of-place words mean, older get it, the birds respond rationally by not clicking so
people slow down even more when the words are much on the button for that option. But even more
related to the topic at hand. That indicates that they interesting is that they also switch to clicking more on
are not just stumbling over the extra information, but the button for the other option.
are taking it in and processing it.
[C] The birds seem to understand that they have only
When both groups are asked the questions to which the a limited number of clicks they can make before they
out-of-place words are answers, who will do better and get exhausted, and they allocate clicks between the two
why? options so as to maximize their total utility.
Students respond better because they can read faster. Consequently when the relative costs and benefits of
Students respond better because they are not distracted. the options change, they change their behavior quite
Older people respond better because they retain the extra rationally in response.
data.
[A] [C] [B] [B] [A] [C]
Older people respond worse because their brains decline.
[B] [C] [A] [C] [A] [B]
Older people respond better because they have more time.
[C] [B] [A]
 Read the following and answer the question. Which of the following shows the correct forms of the
words in parentheses?
The debt Singaporeans owe to their 149 year old
(1) (2) (3) (4)
botanical gardens is as much economic as ecological.
Mickey Mice rung good-for-nothings a must
In 1888, an eccentric but zealous gardener named
Mickey Mouses rung good-for-nothings must
Nicholas Ridley cut channels into the bark of several
Mickey Mice ringed goods-for-nothing must
rubber trees grown from seedlings sent from London.
Mickey Mouses ringed good-for-nothings a must
He trapped the sap, giving birth to the then British
Mickey Mouse rung goods-for-nothing must
colony’s rubber industry. Over the next half century,
rubber utterly transformed Singapore, whose sleepy
economy had hitherto been dominated by the spice
Read the following and answer the question.
trade. With the advent of the automobile and its
insatiable demand for tires, Singapore boomed. Speak about something you have earned the right to
The city-state hasn’t looked back since. These days, talk about through experience or study. Such speakers
when its citizens feel like a gentle walk, many of them never fail to keep the attention of their listeners. I
consider the 63 hectare Botanic Gardens to be one of know from experience that speakers are not easily
the very best places for it. Modern amenities abound persuaded to accept this point of view they avoid
every tree, shrub and herb is now meticulously labeled, using personal experiences as too trivial and too
for example, and the eco-friendly open-air bathrooms are restrictive. They would rather soar into the realms of
immaculate, thanks to the exertions of its 90 member general ideas and philosophical principles, where
staff and a generous $5.8 million annual budget. For the unfortunately the air is too rarefied for ordinary mortals
roughly three million visitors who stream through the to breathe. They give us editorials when we are hungry
gardens annually, slipping through one of its 10 gates is for the news. None of us is averse to listening to
like slipping into a wilder past. More than any museum editorials, when they are given by someone who has
or library, the majestic trees, palms and flowers are a earned the right to editorialize an editor or publisher
reminder of what Singapore once was. of a newspaper. Several years ago, I made a survey of
topics that held the attention of listeners in my classes.
Which of the following is NOT true?
I found that the topics most approved by the audience
Rubber trees that grew in the Botanic Gardens are not were concerned with certain fairly defined areas of
native to Singapore. one’s background. Topics that deal with the family,
The auto industry contributed to the economic growth of childhood memories, school-days, invariably get
Singapore. attention, because most of us are interested in the way
The Botanic Gardens were restored to their state before other people met and overcame obstacles in the
the rubber industry. environment in which they were reared. The point is
The Botanic Gardens provide good sanitary facilities. this: Speak about ______________________.
The Botanic Gardens are a famous tourist attraction.
Which of the following best concludes the passage?

what you aspire to know and I will be interested in your

Read the following and answer the question. story
what others are interested in and you will keep their
(1) Two Donald Ducks and three ( Mickey Mouse )
attention
were found among other cartoon characters
newspaper editorials and you will be appreciated by
marching in a parade along Bay Street yesterday.
publishers
(2) The area was sealed off and ( ring ) by the police.
what life has taught you and I will be your devoted
(3) The tycoon’s sons-in-law are just lazy ( good-for-nothing ).
listener
(4) This dictionary is ( must ) for all English majors.
general ideas or you will lose your audience
 Match each dialogue in <A> with its underlying Which of the following does NOT correspond to the
assumptions in <B>. activity above?

<A> It employs a deductive way of teaching grammar.

<Dialogue 1> It develops both listening ability and language acquisition.
S: The windows are crozed. It aims to teach grammar by helping learners attend to form.
T: The windows are what? It helps students produce language by understanding the
S: crossed rules.
T: crossed? I’m not sure what you’re saying there. It guides students to discover grammar through mapping
S: Windows are closed. form and meaning.
T: Oh, the windows are closed. OK.
<Dialogue 2>
T: I went to see a great movie.
S: You are going?
T: Yesterday, I went to see a great movie.
S: OK. Was it fun? (S: Student, T: Teacher)
Read the following and answer the question.
<B>
a. Meaning negotiation helps L2 learners to obtain
comprehensible input.
b. Meaning negotiation facilitates L2 learners’
comprehension.
c. Meaning negotiation provides learners with feedback
on their own use of L2.
d. Meaning negotiation prompts L2 learners to adjust
and modify their own output.

Dialogue 1 Dialogue 2
a, b c, d
a, c b, d
a, d b, c
b, c a, d
c, d a, b

Read the following and answer the question. [ ]

a. The students begin by listening to a text that

contains examples of correct usage of present
progressive tense with stative verbs.
Which of the following does NOT describe the written
b. They first process the text for meaning.
dialogue above?
c. Then they listen again, this time focusing their
attention on the target grammatical feature. This conferencing allows students to scaffold their peers.
d. Next, they use the data to try to arrive at an Some students have a chance to review their own writing.
explicit understanding of the rule. This conferencing provides summative feedback on students’
e. Finally, there is an opportunity for the learners to writing.
try to use the correct grammatical structure in their One student gives feedback on coherence through interaction.
own sentences.
The teacher encourages students to brainstorm their ideas.
 Read students’ complaints about three different tests and Read <A> and <B> and follow the directions.
answer the question. [ ]
<A>
Student Learning Style
(1) My teacher included too many questions about
material that she had not dealt with in class. When she I learn best by movement, action, and talk. Group
made the exam, I think she used other textbooks that discussions help me understand some things better and
she did not teach from. give me sureness about my ideas. Somehow my brain

(2) We are middle school students, but the exam only takes in so much and the rest disappears again
looked like one that high school students normally without specific direction. However, I feel much better
take. The printing was too small, and we had to read writing an essay about something that is important to
five pages in one hour. I really hated it. me, where I have a strong opinion. Furthermore, I like

(3) Let me talk about our listening test. Most of the to write fast because I don’t have the patience to write
questions were dictation questions. We even had to when I spend more than four hours writing an essay.
write a full paragraph for one question. The teacher So my first drafts tend to be short and underdeveloped.
said it was for measuring our listening skills. But it
seemed like a writing test rather than a listening test. <B>
Myers-Briggs Character Types and Writing Processes
Which of the following most likely caused each complaint? Extroversion (E) vs. Introversion (I)

(1) (2) (3) Extroverts generate ideas best by talking about the
topic, interviewing people, or actively experiencing the
reliability content validity construct validity
topic, while introverts plan before writing and want
reliability authenticity content validity
most of their ideas clarified before they put words to
content validity face validity authenticity
paper.
content validity face validity construct validity
Sensing (S) vs. Intuition (N)
content validity authenticity construct validity
Sensing types prefer explicit, detailed, and specific
directions, while intuitive types tend to write best when
Read the passage and follow the directions. [ ]
given general directions that allow their imagination to
work.
The first stage in the negotiation of meaning is a
Thinking (T) vs. Feeling (F)
‘trigger’ that begins the sequence. This is followed by a
‘signal’ that draws attention to a communication Thinking types tend to select topics that can be written

breakdown. Stage 3 is a ‘response,’ in which the speaker about with emotional distance rather than
attempts to repair the miscommunication. Finally, the self-involvement, while feeling types prefer topics that
‘follow-up’ marks the closing of the sequence. they can care about. When writing, feeling types tend
to draw upon personal experiences.
Match each sentence below with its corresponding stage of Judging (J) vs. Perceiving (P)
negotiation. Judging types tend to set limits on their topics quickly
and set goals that are manageable. They also tend to
a. Sorry? limit their research so that they can begin writing more
b. Yeah, but I saw her at a party yesterday.
quickly and complete the project. Perceiving types tend
c. She’s a loner.
to select broad topics and dive into research without
d. She stays away from others.
setting limits.

Trigger Signal Response Follow-up Match the learning style of the student in <A> with the
b a d c appropriate Myers-Briggs Character Types and Writing
b c a d Processes in <B>.
c a d b
E N T J E S F J E S F P
c d a b
I N F P I S F J
d b a c
 Read the following comprehension test items and answer Read dialogue <A> and its culture note <B> and follow
the question. [ ] the directions.

<A>
Read the passage and answer the questions.
Roberto: Miss Thomas! How nice to see you.
Every Sunday night, four good friends got Miss Thomas: How are you, Roberto?
together at Karen’s house. They followed her into Roberto: Fine, fine. Thank you. What can I get
the living room, but as usual, they couldn’t agree for you?
on exactly what to play. Jerry eventually took a Miss Thomas: Well, to start with I’d like half a
stand and set things up. They began to play. dozen eggs.
Roberto: Yes.
Karen’s recorder filled the room with soft and
Miss Thomas: And then I’d like 500 grams of butter.
pleasant music. Early in the evening, Mike noticed
Roberto: Yes. Ah, Octavio! Good to see you.
Pat’s hand and the many diamonds. As the night
Como estas?
progressed the tempo of play increased. A lull in
Octavio: Bien, gracias. And you?
the activities occurred. Taking advantage of this, Roberto: Bien. How can I help you?
Jerry pondered the arrangement in front of him. Octavio: I need some bananas.
Mike interrupted Jerry’s reverie and said, “Let’s Roberto: Of course. Rosita! Como estas? I
hear the score.” They listened carefully and haven’t seen you in a long time. How
commented on the performance. is that little boy of yours?
Rosita: He’s very well.
(1) Where did they meet? Roberto: What can I do for you?
(2) What were they doing? Miss Thomas: Roberto, I thought you were helping
me.
To answer questions (1) and (2), what processing and Roberto: ______________________.
schema are students likely to use most, respectively?
<B>
(1) (2) Culture Note
bottom-up processing formal schema
Miss Thomas comes from what has been called a
bottom-up processing content schema
monochronic culture as opposed to the polychronic
interactive processing formal schema
world of Roberto. Among the prominent features of
top-down processing content schema
such a culture are lines at the post office, precise
top-down processing formal schema schedules, and one-on-one conversations. In a
monochronic culture, you get the exclusive attention of
Read the following rules and answer the question. whomever you’re talking to, and your business is
completed before the business of someone else is
[Rule A] /t/ is deleted after /n/ when followed by an started. Polychronic cultures are less linear and more
unstressed vowel. dynamic; several transactions are carried out at the
[Rule B] /t/ becomes a flap between a vowel plus an same time. It’s rude for Roberto, for example, to
optional /r/ and an unstressed vowel. ignore Octavio who has, after all, walked into the
store just because he hasn’t finished Miss Thomas’s
Which of the following shows the correct match between business yet.
the rules and their examples pronounced in Standard
American English? Considering the culture note, which of the following would
best fit in the blank in <A>?
[Rule A] [Rule B]
sentence, plenty, entail party, reality, participate Don’t expect too much from me.

Santa, internet, accounting pretty, porter, hotel I am not helping other customers.

wanted, pointer, rental kitty, cutter, pertain But I am helping you, Miss Thomas.

counter, internet, sentential heating, article, beauty You are interrupting Octavio and Rosita.

painting, fundamental, county butter, pity, creator Please wait until I’m finished with other customers.
 Match each activity in <A> with its appropriate name in <B>. <B>
Evaluation Sheet
<A>
FEATURE A1 A2 A3
(1) Which are the most important qualities in a small
Learner's Focus
company manager? Add four more to the list, then Form v
compare your work with your partner’s and justify Meaning v
your choice. Work in pairs. Meaning/Form relationship v
Learner's Mental Operation
normally patient strict on deadlines Build text v
sense of humor help with personal problems Compare v
Decode semantic meaning v
Deduce language rule v v
(2) The teacher takes a written narrative or
Apply language rule v
conversation and cuts each sentence of the text into a
strip, and gives one to each student. Students read their Which of the following is analyzed correctly?
strip and report to the others what it contains. The
A1 A2 A3 A1, A2 A2, A3
students work together to decide where each of their
sentences belongs in the whole context of the story, to
stand in their position once it is determined, and to Read the following three teaching methods and answer

read off the reconstructed story. the question.

(3) This offers students a way to convey real thoughts

(1) In this method, language is viewed as a system of
and get feedback from the teacher on both form and
structurally related elements for the encoding of
content in the form of written conversation.
meaning, the elements being phonemes, morphemes,
words, structures, and sentence patterns. It is these
<B>
elements that constitute the learner’s task.
a. garden path b. dialog journal
c. conversation scrambles d. jigsaw tasks (2) This method assumes that the building blocks of
e. dictogloss f. reasoning gap language learning and communication are not grammar,
functions, or notions, but lexis. It reflects a belief in
(1) (2) (3)
the centrality of the lexicon to language structure,
a c f
second language learning, and language use, and in
b c f
particular to multiword units that are learned and used
b d e
as single items.
f d b
f d c (3) This type of instruction puts tasks at the center of
its methodological focus. Language learning is believed
to depend on immersing students in tasks that require
A teacher analyzes activities in <A> using the evaluation
them to negotiate meaning and engage in naturalistic
sheet in <B>. Read the following and answer the question.
and meaningful communication.
<A>
Activities from Three Different Textbooks Which of the following is correct?
Activity from Textbook 1 (A1) Activity from Textbook 2 (A2) (1) places meaning at the center of a task.
Close your eyes and listen. What There are many happy moments
did the speaker do? Make a list. in life. Brainstorm your ideas
(2) views vocabulary as fillers to the structure of language.
with the class. (2) promotes students’ language learning by using a
variety of lexical phrases in context.
Activity from Textbook 3 (A3)
Choose the best question to continue each conversation. (3) encourages students to analyze language structure to
I went swimming on Saturday. Was it a long way? perform a task.
I went to bed at 6 o'clock last night. Were you tired? (3) stresses the individualistic approach rather than the
We walked home last night. Was the water cold?
cooperative one to language learning.
 Read the following excerpts from a teacher’s vocabulary <B>
lesson and answer the question. [ ] Grammatical Rules

a. A pronoun must be in a reflexive form when it has

(1) Teaching a Low Frequency Word
an antecedent in the same clause.
S: What does regurgitate mean?
b. A pronoun must not be in a reflexive form when it
T: It means ‘repeat ideas from the book.’ The re- at
has no antecedent in the same clause.
the beginning means ‘again,’ so that is where the
c. A referring expression (e.g. Mary, Tom) must not
‘repeat’ part of the meaning comes from. From this,
have an antecedent in the same sentence.
can you guess the meaning of reconsider?
d. The subject of the infinitival clause embedded
within the verb phrase headed by a raising verb is
(2) Teaching a High Frequency Word
manifested as the object of the matrix clause.
S: What does punish mean?
e. To-infinitive with no overt subject may have an
T: That’s a useful word, although I hope it is not
understood subject agreeing with the matrix subject.
needed in this class. It means ‘make someone suffer
f. The subject must agree with the verb in person and
because they have done something wrong.’ Let’s
number.
look at some examples:
She was punished for coming home late. Choose the complete set of the rules from <B> that the
He was severely punished for telling a lie. students need to know to correct the errors.
What is the punishment that you hate the most?
a, b a, c, d a, d, e
Tell me some things that you get punished for.
a, c, e, f b, d, e

Which of the following is correct?

In (1), the teacher leads the student to learn the word by

memorizing its first language translation.
In (1), the teacher directs the student’s attention to the
use of the word in various contexts. Read the following and answer the question.
In (2), the teacher switches the student’s attention from
the word to the use of word parts knowledge. In English, noun phrases, as syntactic units, are
In (2), the teacher leads the student to incidental learning typically used for subjects, objects, complements and
of the word. prepositional objects. It can be decided in actual
sentences whether a sequence of words constitutes a
In (2), the teacher provides the student with word family
noun phrase or not. Specifically, if a sequence of
and collocation information of the word.
words in a sentence can be replaced by a pronoun
such as it, she, they, or them, but not by one or ones,
it is identified as a noun phrase. On the basis of this
explanation, consider the following sentence:

Read <A> and <B> and follow the directions. The principal reason for my change of mind is the
letter that you sent to me.
<A>
Students’ Utterances Which of the following consists of noun phrases in the
(1) Maryi believes shei is smart. italicized sentence above?
(2) *Maryi believes heri to be smart. principal reason, mind, the letter
(3) Tomi wants Mary to help himi.
the principal reason, my change, mind
(4) *Tomi wants to prove himi.
(5) *Mary wants Tomi to prove himi.
my change, the letter, the letter that you sent to me
(NPs with the subscript i refer to the same person.) my change of mind, mind, the letter that you sent to me
(* indicates ungrammaticality.) the principal reason for my change, my change, the letter
 Read the description of a syllabus <A>. Choose all the <B>
correct statements about <A> from the list <B>. [ ] Asking for Help
Student A: Have you ever been in a situation where you
<A> needed help? Describe the situation to your
This syllabus is outcome-based and is adaptive to the partner.
changing needs of students, teachers and the Student B: Listen to your partner. Draw a picture to show the
community. The focus on outputs rather than on inputs situation. Talk about the picture with your partner.
is central to the perspective. It refers to an educational
movement that advocates defining educational goals in Which of the following is NOT correct?
terms of precise measurable descriptions of the <A> is a more controlled activity than <B>.
knowledge, skills, and behaviors students should
<A> is for less proficient learners than <B>.
possess at the end of a course of study. It is
<B> is a more divergent activity than <A>.
concerned with the attainment of specified standards
rather than with an individual’s achievement in relation <B> is less cognitively demanding than <A>.
to a group. <B> is a more meaning-oriented activity than <A>.

<B>
Read the following and answer the question.
a. Language is functionally analyzed into appropriate
parts and subparts.
The key to understanding Picasso’s abstraction of
b. The emphasis in the classroom is placed on
Marie-Therese is to realize that abstractions may not
listening and reading.
represent whole things but one or another of their less
c. Continuous norm-referenced assessment procedures
obvious properties. Picasso decided to focus his
are used.
attention not on his model but on the space she
d. The language skills learners need are accurately
inhabited. It is essential to the interpretation of this
predicted or determined.
picture that we recognize that, unlike most models,
e. Language learning is broken down into manageable
Marie-Therese was in motion. Her knitting needles
chunks.
swung back and forth, in and out. Picasso has
f. Outcomes are specified a posteriori based on the
therefore drawn the curves that her head, hands,
learners’ knowledge.
elbows, shoulders, and body swept out as they moved

a, c, e, f a, d, e through space. It is as if he had attached luminescent

b, d c, e markers that left a trace in the air as she moved. The

d, f result is a complex picture. Picasso tells us from his

realistic portrayals of himself and his model that he
could have drawn her realistically if he had wanted to.
He did not. There is, his portrait says, another reality
Read teaching activities <A> and <B> and answer the that is also Marie-Therese, one that is just as
question. interesting and significantly more unexpected. You are
looking, Picasso admonishes us, but you are not seeing.
<A>
Asking for Help Find the surprising properties hidden behind the
One student looks at card A. The other student looks at obvious ones. See with your mind, not your eyes!
card B. Students practice the conversation in pairs.

Card A Card B
Which of the following would be the best title of the
You want your friend to help Your friend wants you to help passage?
you with some homework. him/her with some homework.
Visual Stimulus for Creativity
A: (Check if B is busy.) A: __________________
B: __________________ B: (Tell him/her you are not The Use of Space in Painting
busy.)
Picasso’s Affection for Marie-Therese
A: (Ask him/her to help you.) A: __________________
B: __________________ B: (Refuse. Give a reason.) Abstraction: The Spirit of Modern Art
How to Interpret Picasso’s Abstract Art
 Read the following and answer the question. Which of the following would best complete the thesis
statement in the box?
The English sentence below shows that the subject
follows the verb, while the other dependent of the verb Compared to the (1) summer’s day, the lady’s
is placed in front of the verb: beauty will be unfading because it is recorded in the
(2) lines of poetry.
On the table was a cup of milk.
(1) (2)
For the inversion to be appropriate, the preposed phrase long transitory
must not represent information that is less familiar in long eternal
the discourse than that represented by the postposed life-giving timeless
subject. On the basis of this constraint, consider the life-giving transitory
following examples:
short eternal
a. Yesterday, I went to a bookstore and bought a lot
of books. On big shelves are all the books.
b. Two students were hurt yesterday in a fire.
Wounded were Richard Johnson and Jane Lee. Read the following and answer the question.
c. I went to the manager’s office. On his desk sat a
large package that was sent to me. The English language (1) develop out of Germanic
d. Today, John was wearing the jacket that I bought dialects that were brought to Britain, during the course
for his birthday. Complementing his cap was the of the 5th and 6th centuries, by Jutes, Angles, and
jacket. Frisians. By medieval times, this Germanic language
e. My neighbors have a huge backyard. Through it (2) replace the original Celtic language of Britain in
runs a string of beautiful lanterns. nearly all of England as well as in southern and
eastern Scotland.
Which of the following contains only appropriate inversions? Until the 1600s, however, English remained a
language spoken by a relatively small number of
a, b, d a, c, e b, c, d
people and (3) confine geographically to the island of
b, c, e c, d, e
Great Britain. Indeed, even much of Britain remained
non-English-speaking. The original Celtic language of
Britain survived in the form of Welsh in nearly all of
Wales and as Cornish in much of Cornwall. The
Read the poem and answer the question.
Highlands and islands of western and northern Scotland
spoke Gaelic, another Celtic language which had been
Shall I compare thee to a summer’s day?
brought across from Ireland in pre-medieval times. And
Thou art more lovely and more temperate:
the populations of the Northern Isles Orkney and
Rough winds do shake the darling buds of May,
Shetland still (4) speak the Scandinavian language,
And summer’s lease hath all too short a date;
Norn, which they had inherited from their Viking
Sometime too hot the eye of heaven shines,
ancestors.
And often is his gold complexion dimmed;
And every fair from fair sometimes declines, Which of the following shows the correct forms of the
By chance or nature’s changing course untrimmed: verbs in the passage?
But thy eternal summer shall not fade,
(1) (2) (3) (4)
Nor lose possession of that fair thou ow’st,
developed had replaced had confined spoke
Nor shall death brag thou wand’rest in his shade,
developed had replaced was confined spoke
When in eternal lines to time thou grow’st.
had developed replaced confined speak
So long as men can breathe, or eyes can see,
had developed replaced was confined speak
So long lives this, and this gives life to thee.
was developed has replaced confined speak
 Read each story and follow the directions. Match each story with the most appropriate moral from the
box.
(1) One day a fir tree was boasting to a bramble,
“Your life is really without significance and no use to a. Persuasion is better than force.
anyone, whereas mine is filled with many high and b. The man is beaten at his own game.
noble purposes. How could barns and houses be built c. Better humble than dead.
without me? I furnish taper spars for ships and beams d. Too many cooks spoil the broth.
for roofs of palaces.” “Good sir,” replied the bramble, e. Whatever happens, life marches on.
“when the woodcutters come here with their axes and
saws, what would you give to be a bramble and not a (1) (2) (3)
fir?” c a b
(2) One morning, a man and his son left their house c d b
and started walking toward town. They walked along d e a
next to their donkey. A man passed them. He said, d b e
“You are fools. A donkey is to ride on. Why are you e a b
walking?” So the man and the boy sat on the donkey.
Soon they came to the town. Some people pointed at
them and said, “See that man and boy. They are very
mean.” The man and boy got off the donkey. They cut Read the extract from a play and follow the directions.
a pole. Then they tied the donkey’s feet to it. Then
they put the pole on their shoulders and carried the Teacher: D’you have a spare tea bag?
donkey between them. They walked until they got to Rutter: No.
Teacher: (1)
the Market Bridge. Then the donkey got one foot loose
Rutter: No.
and began to kick. The donkey fell off the edge of the
Teacher: (2)
bridge and into the water. He drowned.
Rutter: That’s right. No!
(3) A man walked into an antique store. He noticed Teacher: But why?
the owner’s cat licking milk out of a delicate china Rutter: Buy your own.
saucer. The man knew at a glance that the saucer was Teacher: (3)
priceless, and he figured the stupid owner didn’t realize Rutter: So, what d’you want me to do about it?
what a treasure was sitting just beneath his nose. The Teacher: A cup of tea, please?
man casually struck up a conversation with the owner, Rutter: No.
Teacher: (4)
“Nice cat you got there.” “Thanks,” said the owner,
“he’s a good cat.” “Hmm, would you be interested in Missing lines:
selling him? You can have him for five bucks,” asked a. I see ... What’s happened to the fellowship of
the man. “Deal,” said the owner. The man paid his man, brotherly love?
b. No?
five dollars, then picked up the cat and headed toward
c. Perhaps I could share the one you have?
the door. “Oh, by the way,” said the man, turning
d. I would if I could but I can’t.
around, “you probably wouldn’t mind if I just took
that old milk saucer, would you? The cat seems to like
it.” “Are you kidding?” grinned the man. “That saucer Complete the dialogue using the lines in the box.
has helped me sell seventy cats in the last month!” (1) (2) (3) (4)
a b d c
b d c a
b c a d
c a b d
c b d a
 Read the following and answer the question.

At seventy-two, Pauline Attenborough could still

sometimes be mistaken, in the half-light, for thirty. She
really was a wonderfully preserved woman, of perfect
chic. Of course, it helps a great deal to have the right
frame. She would be an exquisite skeleton, like that of
some Etruscan woman, with feminine charm still in the
swerve of the bone and the pretty naive teeth.
At the corners of her big grey eyes were fine little
wrinkles which would slacken with haggardness, then
be pulled up tense again, to that bright, gay look like
a Leonardo woman who really could laugh outright.
Her niece Cecilia was perhaps the only person in the
world who was aware of the invisible little wire which
connected Pauline’s eye-wrinkles with Pauline’s
will-power. Only Cecilia consciously watched the eyes
go haggard and old and tired, and remain so, for
hours; until Robert came home. Then ping! the
mysterious little wire that worked between Pauline’s
will and her face went taut, the wary, haggard,
prominent eyes suddenly began to gleam, the queer
curved eyebrows which floated in such frail arches on
Pauline’s forehead began to gather a mocking
significance, and you had the real lovely lady, in all
her charm.
She really had the secret of everlasting youth, but
she was sparing of it. She was wise enough not to try
being young for too many people. Her son Robert, in
the evenings, and Sir Wilfred Knipe sometimes in the
afternoon to tea; then occasional visitors on Sunday,
when Robert was home; for these she was her lovely
and changeless self, that age could not wither, nor
custom stale; so bright and kindly and yet subtly
mocking, like Mona Lisa who knew a thing or two.

Which of the following would LEAST likely be implied by

the underlined part?

Pauline maintains her glamour in her old age.

Cecilia receives inspiration from her aunt Pauline.
Pauline recovers her essence of life becoming a charming
lady.
Pauline comes to have the mocking expression of Mona
Lisa.
Robert is the light of Pauline’s life.