Four complete papers • Faculty of Arts & Humanities • Dept. of English • Teaching Methodology • 4th Year
Every printed answer verified • 4 key corrections • filter by paper, by lecture, or by how often an item recurs
📝 Showing: 0✅ Correct: 0❌ Wrong: 0📊 Score: 0%
⚠️ Answer-key audit
All 180 printed answers were checked against the eight lecture handouts and against each other. 176 are correct. Four problems remain — three misprints in the newest paper, and one genuine disagreement between two papers over the same stem. Because that last one affects an item in two papers, five question cards carry the ⚠ flag.
Where
Printed
Should be
Why
Paper D Q5
B different cultures
C develop vocabulary
Mime is used to “elicit the language that we want them to think about”. Culture appears nowhere in that section. Paper C keyed C.
Paper D Q6
A Boredom
B Excitement
“Most teachers are excited and enthusiastic.” Boredom is a symptom of burnout. This stem has now been keyed three ways: Enthusiasm (B), Fear (C), Boredom (D).
Paper D Q10
B a foreign language
C local varieties
“A foreign language” defines the expanding circle. The outer circle is where “local varieties of the language have developed”. Paper B keyed the localized-variety option.
Paper A Q22 vs Paper D Q20
A then B inductive / deductive
B deductive
Genuine examiner disagreement. Identical stem, opposite keys. Since the teacher introduces the structures and rules first, deductive is defensible — and it is the most recent key.
One item resolved rather than corrected: the taxi-driver scenario (Paper A Q24, Paper D Q21). Paper D prints the full option list and keys A = CLT, settling an item that was ambiguous in the earlier scan. The Lecture 3 bank was corrected to match.
🎯 Filters
Every question here is a real past-paper item, so the level shows how many of the four papers contained it — the single best predictor of what returns. You can also isolate one paper, or one lecture's worth of items.
Recurrence
Paper
Lecture
Key status
Search
How to read the tags.
3–4 papers Asked in at least three of the four papers on record. Near-certainties.
2 papers Asked twice. Still very strong.
1 paper Asked once so far — but still a real exam question.
★ Exam ×N Number of separate papers containing this item or the same idea.
L7 Which lecture of your bank the item comes from.
⚠ Key disputed The printed key is wrong or contradicts another paper. On reveal, the amber button is the printed key; the green one is the defensible answer.
🕵️ What four papers together reveal about his style (click to open)
Where the marks actually live
Across 180 items, the distribution by lecture is startlingly uneven. Revise in this order:
Lecture
Items
Share
What it covers
L7 — Being Teachers
50
28%
Teacher roles, rapport, input, gesture and mime, burnout
L3 — Popular Methodology
41
23%
Approach/method/technique, GT, Direct, ALM, CLT
L2 — World of ELT
38
21%
Kachru, ELF, ESL/EFL, General English, ESP
L8 — Testing
30
17%
Validity, reliability, transparency, the four test types, portfolios
Four lectures — 7, 3, 2 and 8 — account for 89% of every question ever asked. Lectures 1 and 5 have produced three items between them across four papers. If time is short, that is your revision order, and you can read Lecture 1 once and move on.
The seven moulds, confirmed across all four papers
Acronym expansion — TEFL, EAP, ESP, ELT, CEFR, TTT, PPP. Distractors change exactly one word.
Scenario → name the method — eight to ten per paper. Physical movement → TPR; group task or survey → CLT; repeat-and-drill → Audio-Lingual; L1 word lists → Grammar-Translation; comfort and music → Suggestopedia.
Definition ↔ term — the approach / method / technique hierarchy, asked in three different shapes.
Testing terminology — the single most repeated block in the whole course.
NOT / EXCEPT items — the false option is nearly always imported from the rival method, or is physically absurd.
True/False dressed as MCQ — the printed statement is usually the reversed version, so the answer is normally False.
The traps, with the receipts
“Both A & C” is frequently the key. Portfolio disadvantages (three papers), monitors and evidence gatherers (three papers), proficiency tests (Paper A). Never settle for one half.
He removes the real answer on purpose. The identical definition of technique keys to “none of the above” in Paper A (because technique was withheld) and to “Technique” in Paper C. Same for “imitation is the key process in which method?” and “which method reacted against Grammar-Translation?”
Same stem, different key. New-teacher emotion (three different keys), inductive vs deductive (two opposite keys). Answer from the options printed in front of you, never from memory.
Absolutes mark wrong options — only, always, never, solely, exclusively.
One absurd option per item — “physical strength”, “a forbidden colonial relic”, “a lack of interest in money”. Eliminate instantly.
Duplicated concepts inside one paper. Paper D asks the tutor role twice (Q32, Q34) and comprehensible input twice (Q2, Q33). Free marks.
The odd-one-out is a Latin American country in every inner-circle item: Brazil, then Mexico, then Mexico again.
The paper's architecture is now stable
40–50 items, A–D, machine-marked, with a labelled “Seminar:” block covering the last 8–18 questions.
Items run in topic blocks, not scattered: the whole testing sequence together, the whole teacher-role sequence together, the whole Kachru sequence together. Revise as blocks.
Closers are predictable: “learning a foreign language requires above all → practice”, “effective learning happens when learners are → engaged / interactive”, “the ability to be in charge of one's own learning → autonomy”.