Tips for teachers

1.

Tips for teachers
Dear colleagues,
while teaching students:
keep being a tolerant, patient, positive, supportive, encouraging, motivating, helpful and
sympathetic teacher-partner;
use authentical educational and methodical complexes systematically.
While teaching reading skills use authentical texts which are drawn from a wide range of
sources, including newspapers, general interest magazines, guides, etc. Give the priority to
the development and practice of the discrete skills tested in the exam: form an overall
impression by skimming the text, retrieve specific information by scanning the text, deduce
meaning from the text.
In early stages, try to get a good understanding of the basic grammatical structures.
Teach your students phrasal verbs with definitions and example sentences, idioms and
collocations (e.g.:using the Macmillan Essential Dictionaries), word patterns and word
formation.

2.

Tips for students
Reading (Task 1)
Read the texts below. Match the choices (A-H) to (1-5). There are two choices you do not need to use.
Dear students,
the way you read depends on the type of the text and your purpose of reading. When you
are looking for some specific information – a train departure time on a station timetable
or the football results in a newspaper – you run your eyes or scan the text until you find
what you are looking for.
Before you scan a text you know what you are looking for. You therefore expect to
find certain words. As you run your eyes over the text you identify and reject words
which are important for meaning until you find what you want. You then focus on
this part of the text only.
Many other clues help you in this process of finding what is relevant to your task:
page layout, titles and headlines, graphics, typographical clues, etc.

3.

Reading (Task 2)
Read the text below. For questions (6-10) choose the correct answer (A, B, C or D)
Dear students,
when you tackle a multiple-choice exam questions, if you don’t immediately recognize the
correct option or likely options, you may use the process of elimination.
Read the whole text through once.
Read all the questions and eliminate any options which are obviously incorrect.
For each question, find the appropriate part of the text. Read this carefully and
underline the relevant information.
Choose the best option.
At this stage you may still not be sure, so look for information which will eliminate one
or other of the possible options.
!!! Try not to read the whole text more than once. Train yourself to recognize and study
only passages which are relevant to the questions.

4.

Reading (Task 3)
Read the texts below. Match the choices (A-H) to (11-16). There are two
choices you do not need to use.
Dear students,
the way you read depends on the type of the texts and your purpose of reading. When you
are looking for some specific information, you run your eyes or scan the texts until you find
what you are looking for.
Before you scan the texts you know what you are looking for. You therefore expect to
find certain words. As you run your eyes over the texts you identify and reject words
which are important for meaning until you find what you want. You then focus on this
part of the text only.
Many other clues help you in this process of finding what is relevant to your task: page
layout, titles and headlines, graphics, typographical clues, etc.

5.

Reading (Task 4)
Read the text below. Choose from (A-H) the one which best fits each
space (17-22). There are two choices you do not need to use.
Dear students,
remember, you may find the following steps helpful when doing this kind of reading task.
Read the gaped text and missing sentence parts to form an overall impression of the text.
Read the text again, underlining words and expressions which express the main ideas.
Read the paragraphs and group together possible options according to the main ideas they express.
Make a final choice by looking for linking clues: reference words, discourse markers, time words.
Check your answers by looking through the completed text – make sure the ideas are presented
logically.

6.

Task 5 (Use of English)
Read the texts below. For questions (23-32) choose the
correct answer (A,B,C or D)
Dear students,
in these tasks the wrong answers can be incorrect for several reasons:
The meaning might be wrong.
The grammatical form might be inappropriate or the word might not
form a correct collocation with the word/words before or after the gap.

7.

Task 5 (Use of English)
to understand/ determine the wrong answer, you have to:
Read the text for general meaning (before you start doing the task, read the text ignoring the
gaps to know what it is about).
Predict the content of the gap (before you look at the options A-D, decide what part of speech
is missing from each gap or what grammar structure needs to be completed. Try to think of a
word that would complete the gap in a meaningful and grammatically correct way. Then check
if your answer is available in options A-D – this may well be the correct answer.)
Rule out the incorrect answers (sometimes it might be useful to rule out the incorrect answers
before deciding on the correct one. Look for words which are grammatically incorrect, illogical
in the given context or belong to a different word category than required in the gap.)
Choose the correct answer and proofread your work (your answers must be grammatically
and lexically correct. They must fit in with the words immediately before or after the gap and
make sense both in the sentence where they are used and in the context of the whole text. After
you finish choosing the answers, read the text one more time to check if it sounds natural,
coherent and logical.)

8.

Links for self-preparation
https://zno.osvita.ua/english/all/690/
https://www.esolcourses.com
https://test-english.com
https://www.esl-lab.com
https://learnenglish.britishcouncil.org/grammar/intermediate-to-upperintermediate
https://learnenglish.britishcouncil.org
https://www.learnenglishteam.com
https://elt.oup.com/student/practicegrammar/advanced/tests
https://www.english-4u.de