1–8, match the assessments with the aims of the activities listed A–I

e) It’s a good way of assessing speaking, but I find it difficult to listen and think about the language and interact with the student at the same time.
f) It focuses on assessing listening, grammar, vocabulary, spelling and punctuation, but it’s really difficult to makr.
g) It’s easy to mark but, if students get one item in the wrong order, it can make all the other items wrong, too.
h) When partners exchange information, you can assess the speaking skills of both students.

For questions 59-66, match the supplementary materials with the possible disadvantages listed A-H.

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

a) Class library of readers
b) Skills practice books
c) Downloadable worksheets
d) Websites
e) DVDs
f) Language practice books
g) Electronic materials
h) Games

Possible disadvantages.
59. Difficult for teacher to control how learners are working; little or no human feedback.
60. Equipment may not always be available; language may not be graded
61. May not be suitable for older learners; preparation may take a long time.
62. May not fit coursebook/syllabus
63. May not suit lesson aims
64. Need for range of levels to suit different learners; content may not be motivating for older learners
65. Repetitive exercises; little or no context.
66. Sometimes difficult to find the right material for the learners; school may not have enough equipment to access.

For questions 67-71, arrange the stages of the language practice lesson into an appropriate lesson sequence.

• 
  The teacher asks students about which cities or big towns they have visited, and which ones they prefer and why.