1 – 7, match the main teaching aims with the activities listed A–H. Mark the correct letter A–H

C to help learners develop different learning strategies


D to give learners practice in recognising collocation


E to give learners practice in skimming


F to help learners to personalise target language


G to help learners understand a lexical set


Hto give learners practice in intensive reading




Course book rubrics
21 Read the text quickly and decide which statement (A, B or C) best matches the writer's general opinion.
22 Rewrite the following sentences using always / sometimes / never to make statements that are true for you.
23 Match the words for weather with the correct definitions given below.
24 Look through the text quickly and find the name of the Australian Prime Minister in.
a) 1922 b) 1951 C) 1975
25 Match the verbs in Lust A with the prepositions that they are often used with in List B.
26 In groups of three, compare with other learners ways in which you try to improve your reading skills.
27 Look at the last sentence in the text carefully to find a possible double meaning.
For questions 28 – 34, read the stages of the lesson plan for a mini-project on endangered (on the following page) and fill in the missing stages from the options listed A–G.
Mark the correct letter (A-G) on your answer sheet.
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Missing lesson stages

A Ask each pair of learners to tell the class one new thing they found out about one animal. B Give learners appropriate animal cards with the information they need. C Elicit the concept and term 'endangered species' by showing pictures of some typical examples, e.g. tiger, panda, white rhinoceros. D Present some simple language of negotiating to learners, such as Let's find out about. / No, why don't we find out about ...? /OK. That's a good one.