Module 1 — Syllabus Deconstruction & Command-Word Mastery

1. What is the primary function of Assessment Objectives (AOs) in the 0520 syllabus?

2. Which of the following best describes the purpose of command words?

3. How should grammar be handled in a task-based speaking lesson?

4. Why is collaborative moderation important for internal speaking tests?

5. Which theme is NOT a standard area found in the 0520 syllabus?

6. What is a key benefit of using specimen papers in training?

7. Which Assessment Objective covers the student's ability to communicate ideas clearly?

8. What should be the teacher's focus during the planning stage?

9. When a student is asked to 'justify' an opinion, what are they being asked to do?

10. How can teachers best support student improvement?

1. A student consistently produces simple sentences in the Speaking mock. What is your best pedagogical response?

2. You are moderating a speaking test with a colleague. You grade a student at a 6 and they grade it at a 4. What is the correct next step?

3. You notice your class is struggling with the 'World of Work' theme. How do you pivot your instruction?

4. An exam question asks to 'compare' two travel methods. A student only describes one. How do you coach them?

5. How do you ensure your lessons are 'learner-centred' while covering the syllabus?

6. You are teaching the past tense. What is the most effective way to include this in a speaking lesson?

7. If a student asks why they lost marks on an opinion task, how do you respond?

8. What is the best way to prepare students for the 'listening' component?

9. A colleague thinks a student deserves a higher grade than the mark scheme suggests. How do you address this?

10. How do you handle a student who says they are 'too nervous' for the speaking test?