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

67. …………………………………………………………………………………………

• 
  The teacher asks students how these cities are different, and puts relevant adjectives on the board, e.g. big, clean, old, busy, polluted, commercial.
  

68. …………………………………………………………………………………………

• 
  Students repeat each sentence after the teacher.
  

69. …………………………………………………………………………………………

• 
  The teacher asks students to list in pairs different adjectives to compare two other cities, e.g. New York, Athens, and writes the adjectives on the board.
  

70. …………………………………………………………………………………………

• 
  The teacher asks the students to report back their comparisons to the whole
  class.
  

71. …………………………………………………………………………………………

• 
  Students report back their decisions to the whole class.
  
  

a) The teacher points out how the comparative of long and short adjectives is formed.
b) The teacher asks students to listen to her giving model sentences using the words in comparative sentences.
c) Group work – the teacher puts the students in groups, and gives them the names of 6 cities. They must discuss to decide which two of the cities to visit on a week’s trip.
d) The teacher puts the names of two of the cities, e.g. London and Hong Kong, on the board.
e) In pairs, the students compare the two new cities.

For questions 72-77, choose which book listed A-G could help a teacher who made the following comments.

There is one extra option which you do not need to use.
Books.
a) The Internet and the Language Classroom
b) Developing Listening Skills
c) Sounds Like This
d) Simple Speaking Activities
e) Elementary Language Practice