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T est 1 Answer key

Test 1
1 1 b 2 f 3 a 4 d 5 c (you dont need e) 2 1 excitable 2 talkative 3 direct 4 aggressive
5 traditional 6 outgoing 7 arrogant 9 serious 10 reserved 8 tolerant

Test 2
1 1 c 2 b 3 d 4 d 5 c 2 1 remember 2 concentration 3 explanation
4 meaning 5 brain 6 senses 9 memory 10 remind 7 Observation 8 mind

3 1 up 2 up 3 in 4 in 5 up with 4 1 affectionate 2 sensitive 3 nervous 4 easy-going

5 friendly

3 1 suspect 2 reward 3 speeding 4 judge 5 offence 4 1 out 2 off 3 up 4 off 5 up 5 1 shouldnt 2 had to 3 can 4 mustnt
5 didnt need to 6 should 9 cant 10 could 7 need to 8 couldnt

5 1 are having 2 is always borrowing 3 think

4 is Mike talking 5 is playing 6 is working 7 am still thinking 8 does that new ice cream taste

6 1 owns 2 travels 3 is working 4 is training

5 is always eating 6 wants 7 is writing

6 1 cant 2 have to 3 can 4 had to 5 mustnt 7 Assessment guidelines

10 marks in total. 1 for each of the following: suitable informal beginning and ending of the letter effective letter opening dividing the letter into paragraphs ordering the paragraphs appropriately grammar mostly accurate spelling mostly accurate vocabulary mostly accurate punctuation mostly correct including advice on different points correct number of words

7 Assessment guidelines
10 marks in total. 1 for each of the following: suitable informal beginning and ending of the letter effective letter opening dividing the letter into paragraphs ordering the paragraphs appropriately grammar mostly accurate spelling mostly accurate vocabulary mostly accurate punctuation mostly correct including different aspects of person described correct number of words

Speaking
Assessment guidelines Suggested rating: 15. Each student is awarded the following prole description according to his / her participation in the conversation. Teachers can use their judgement in deciding which of the good scores, 45, and which of the inadequate scores, 12 marks, their students should be awarded. Good: 45 participates effectively in the conversation, asking / answering questions correctly and condently, obtaining and giving information clearly, and using conversation llers where appropriate. Use of grammatical structures and vocabulary is mostly accurate and appropriate. Adequate: 3 participates satisfactorily in most of the conversation, asking / answering questions, obtaining and giving information, and using conversation llers. Some errors in the use of grammatical structures and vocabulary occur. Inadequate: 12 has difculty participating in the conversation, asking / answering questions, obtaining and giving information, and using conversation llers. The use of grammatical structures and vocabulary is frequently inaccurate or inappropriate.

Speaking
Assessment guidelines Suggested rating: 15. Each student is awarded the following prole description according to his / her participation in the conversation. Teachers can use their judgement in deciding which of the good scores, 45, and which of the inadequate scores, 12 marks, their students should be awarded. Good: 45 participates effectively in the conversation, asking / answering questions correctly and condently, obtaining and giving information clearly, and using conversation llers where appropriate. Use of grammatical structures and vocabulary is mostly accurate and appropriate. Adequate: 3 participates satisfactorily in most of the conversation, asking / answering questions, obtaining and giving information, and using conversation llers. Some errors in the use of grammatical structures and vocabulary occur. Inadequate: 12 has difculty participating in the conversation, asking / answering questions, obtaining and giving information, and using conversation llers. The use of grammatical structures and vocabulary is frequently inaccurate or inappropriate.

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Answer key

Test 3
1 1 b 2 a 3 a 4 b 5 a 2 1 ancestors 2 staple diet 3 descendants 4 height
5 mankind 6 average person 8 hunter-gatherers 8 give 7 couch potato

Test 4
1 1 c 2 d 3 a 4 b 5 f (you do not need e) 2 1 fastest-growing 2 demand 3 expand 4 create
5 soar 6 open up 10 satisfaction 5 complex 7 good 8 talent 9 suit

3 1 put 2 take 3 put 4 let 5 fall 6 take 7 try 4 1 tour 2 trip 3 voyage 4 journey 5 1 met, was living 2 hadnt spoken, was 3 was waiting,
came 4 had, offered 5 were you doing, saw 6 didnt want, was sleeping 7 took, had nished 8 saw, was working 9 had seen, went 10 was driving, heard

3 1 dramatic 2 previous 3 minimal 4 commercial 4 1 up to 2 count on 3 come up against 4 work out

5 bring about

5 1 shell pass 2 youll have to go 3 starts

4 Im going to cook 5 arrives 6 will you help me 7 theyll win 8 is meeting 9 is going to have 10 Shes visiting

6 1 was raining 2 hadnt brought 3 was waiting

4 drove 5 had never been

6 1 open 2 will be able to 3 will also be 4 will start

5 will include

7 Assessment guidelines
10 marks in total. 1 for each of the following: when it was built and why a short description of building what life was like there for people why it is interesting today ordering entry appropriately combining sentences appropriately using nouns and adjectives appropriately starting sentences, and / or paragraphs effectively in different ways spelling mostly accurate correct number of words

7 Assessment guidelines
10 marks in total. 1 for each of the following: using an appropriate letter opening acknowledging the goods received explaining reason for writing referring to the time waited saying what you expect to be done using a suitable ending using a suitable formal style grammar mostly correct spelling mostly correct punctuation mostly correct

Speaking
Assessment guidelines Suggested rating: 15. Each student is awarded the following prole description according to his / her participation in the conversation. Teachers can use their judgement in deciding which of the good scores, 45, and which of the inadequate scores, 12 marks, their students should be awarded. Good: 45 participates effectively in the discussion, asking / answering questions correctly and condently and using conversation llers where appropriate. Use of grammatical structures and vocabulary is mostly accurate and appropriate. Adequate: 3 participates satisfactorily in most of the discussion, asking / answering questions and using conversation llers. Some errors in the use of grammatical structures and vocabulary occur. Inadequate: 12 has difculty participating in the discussion, asking / answering questions and using conversation llers. The use of grammatical structures and vocabulary is frequently inaccurate or inappropriate.

Speaking
Assessment guidelines Suggested rating: 15. Each student is awarded the following prole description according to his / her participation in the conversation. Teachers can use their judgement in deciding which of the good scores, 45, and which of the inadequate scores, 12 marks, their students should be awarded. Good: 45 participates effectively in the discussion, asking / answering questions correctly and condently and using conversation llers where appropriate. Use of grammatical structures and vocabulary is mostly accurate and appropriate. Adequate: 3 participates satisfactorily in most of the discussion, asking / answering questions and using conversation llers. Some errors in the use of grammatical structures and vocabulary occur. Inadequate: 12 has difculty participating in the discussion, asking / answering questions and using conversation llers. The use of grammatical structures and vocabulary is frequently inaccurate or inappropriate.

Test 5
1 1 b 2 a 3 e 4 d 5 c 2 1 b 2 a 3 a 4 b 5 b 6 a 7 b 8 b 9 a 10 b

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3 1 set up 2 raise 3 hold 4 pick 5 sum up 4 1 is going without 2 were put off 3 carried on
4 work out 3 5 7 9 5 hang on to 2 4 6 8 10 must have known cant have eaten might not have realised cant have known cant have seen

4 1 put up with 2 worked out 3 put them off

4 nd out 5 counts on

5 1 b 2 b 3 a 4 a 5 a 6 b 7 b 8 b
9 b 10 a

5 1 must have been

might have been must have liked might have gone must have been

6 1 are having 2 was snowing 3 was skiing 4 fell

5 had broken

Tapescript

6 1 because 2 unless 3 although 4 because 5 unless 7 Assessment guidelines

10 marks in total. 1 for each of the following: explaining the meaning of the title writing a paragraph for the title writing a paragraph against the title summarising personal views linking ideas appropriately using appropriate impersonal style grammar mostly accurate spelling mostly accurate vocabulary mostly appropriate correct number of words

Speaking
Assessment guidelines Suggested rating: 15. Each student is awarded the following prole description according to his / her participation in the conversation. Teachers can use their judgement in deciding which of the good scores, 45, and which of the inadequate scores, 12 marks, their students should be awarded. Good: 45 participates effectively in the conversation, asking / answering questions correctly and condently, persuading and deciding, and using conversation llers where appropriate. Use of grammatical structures and vocabulary is mostly accurate and appropriate. Adequate: 3 participates satisfactorily in most of the conversation, asking / answering questions, persuading and deciding, and using conversation llers. Some errors in the use of grammatical structures and vocabulary occur. Inadequate: 12 has difculty participating in the conversation, asking / answering questions, persuading and deciding, and using conversation llers. The use of grammatical structures and vocabulary is frequently inaccurate or inappropriate.

Interviewer: Good morning and welcome to the programme. Today we continue our series on the fascinating subject of animal communication. With me in the studio I have Professor David Kelso of the University of Arizona. Professor Kelsos specialist eld is communication in apes. He has worked with chimpanzees for over twenty years now. David, you believe that chimpanzees can actually communicate with humans, is that right? Kelso: Absolutely. At the university we have been conducting experiments with apes since the early 1980s. Our research has shown beyond doubt that apes are capable of interacting with humans. Interviewer: What form has your research taken? Do the chimps really speak to you? Kelso: They cant speak, well, not in the sense that we understand human speech, but they are able to communicate using sign language. Interviewer: Is there any reason why they arent able to speak? Kelso: Well, actually, thats an interesting point. Its because their larynxes ah, thats their voice boxes are not as exible as a humans. The human voice box and indeed the lips and mouth are ideally suited to forming words. Chimpanzees can make sounds but they cant form words like we can. Interviewer: I see. So youve taught them sign language? Kelso: Yes. We can use a system called ASL, American Sign Language. The really interesting thing is that chimps have shown an ability to invent new words for things they dont know, just as a child might. Interviewer: Can you give us an example? Kelso: Oh, let me think Um, yes, the other day we showed a watermelon to one of the older female chimps. She turned it over, tasted it and said in sign language drink fruit. Interviewer: Wow! Thats clever. So shed worked out that it was a watery type of fruit? Kelso: Yes, exactly. But the reason its so important is that it demonstrates that the chimps have a real desire to express themselves. She could have chosen any word, or not said anything at all, but instead she wanted to describe the fruit she was being shown. Its very exciting. Interviewer: It certainly is. Professor, many thanks for joining us this morning and good luck with your future research. Kelso: Not at all. Thank you.

1 c

2 b

3 a

4 d

5 e

Test 6
1 a, c, d, g, i 2 1 eye contact 2 dress rehearsal 3 facial expression
4 frown 5 clutched 6 posture 7 rst impression 8 hand movements 9 body language 10 handshake

Progress test 1
1 1 F 2 F 3 T 4 F 5 T 2 1 affectionate 2 tolerant 3 excitable 4 minimal
5 ambitious 6 sensitive 7 amateur 8 talented 9 easy-going 10 commercial

3 1 terried 2 cautious 3 stressed 4 nervous 5 cool 4 1 apprehensive 2 rare 3 ridiculous 4 familiar

5 condent

5 1 Have you told 2 I phoned 3 didnt answer

4 Ive already spoken 5 werent surprised

3 1 a 2 b 3 b 4 b 5 a 6 a 7 b 8 a
9 b 10 a

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Answer key

6 1 has been trying

2 3 4 5 Have you seen has always wanted Have we asked has been using

6 7 8 9 10

hasnt replied hasnt talked has been learning Have you ever eaten has Mr Smith been

7 Assessment guidelines
10 marks in total. 1 for each of the following: using an appropriate letter opening explaining reason for writing including points in task using a suitable ending using a suitable formal style grammar mostly correct spelling mostly correct punctuation mostly correct vocabulary mostly appropriate correct number of words

3 4 5 6 7 8 9 10

was stolen from the car park. has been identied as the murderer. wasnt painted by Manet. will be found. is going to be held in the park. am being met at the airport. is collected every Monday morning. is being repaired now.

7 Assessment guidelines
10 marks in total. 1 for each of the following: an interesting introduction to the event, people and place a description of the experience the inclusion of some facts to make the story realistic how the writer felt about what happened an interesting conclusion good paragraphing effective use of adjectives and adverbs sequencing of events effectively grammar mostly correct good use of linking devices

Speaking
Assessment guidelines Suggested rating: 15. Each student is awarded the following prole description according to his / her participation in the conversation. Teachers can use their judgement in deciding which of the good scores, 45, and which of the inadequate scores, 12 marks, their students should be awarded. Good: 45 presents views effectively, discusses advantages and disadvantages / expresses approval and disapproval correctly and condently, and justies opinions convincingly. Use of grammatical structures and vocabulary is mostly accurate and appropriate. Adequate: 3 presents views satisfactorily, discusses advantages and disadvantages / expresses approval and disapproval, and justies opinions. Some errors in the use of grammatical structures and vocabulary occur. Inadequate: 12 has difculty in presenting views, discussing advantages and disadvantages / approval and disapproval, and justifying opinions. The use of grammatical structures and vocabulary is frequently inaccurate or inappropriate.

Speaking
Assessment guidelines Suggested rating: 15. Each student is awarded the following prole description according to his / her participation in the conversation. Teachers can use their judgement in deciding which of the good scores, 45, and which of the inadequate scores, 12 marks, their students should be awarded. Good: 45 participates effectively in the conversation, asking / answering questions correctly and condently, obtaining and giving information clearly, and using conversation llers where appropriate. Use of grammatical structures and vocabulary is mostly accurate and appropriate. Adequate: 3 participates satisfactorily in most of the conversation, asking / answering questions, obtaining and giving information, and using conversation llers. Some errors in the use of grammatical structures and vocabulary occur. Inadequate: 12 has difculty participating in the conversation, asking / answering questions, obtaining and giving information, and using conversation llers. The use of grammatical structures and vocabulary is frequently inaccurate or inappropriate.

Test 7
1 1 c 2 e 3 a 4 d 5 b 2 1 homeland 2 asylum seekers 3 inhabitants
4 adopted country 5 Illegal immigrants 6 refugees 7 residents 8 settlers 9 visitors 10 emigrants

Test 8
1 1 F 2 F 3 T 4 F 5 T 2 1 b 2 a 3 a 4 a 5 b 6 b 7 b 8 a
9 a 10 b 5 in good shape 5 get in

3 1 disturbing 2 keen 3 unmistakeable 4 tough

5 uneventful

4 1 came 2 keep 3 get 4 get 5 gets 5 1 was stolen 2 had been cut 3 is recorded
4 was discovered 5 had been put

3 1 make a run for it 2 on top form 3 at top speed

4 work out

4 1 hang up 2 put you through to 3 held up

4 call you back

6 1 was being asked an important question when the lights

went out. 2 had been broken.

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5 1 Janets father, who is very clever, works at the bank.

2 Thats the restaurant where we had a meal on my birthday. 3 The car (which / that) Ruth bought last week has broken down already. 4 My best friend, whose name is Alex, went to England last year. 5 The ferry (which / that) we took to France had ve restaurants. 6 The hotel, which was by a lake, was very old and beautiful. 7 The man (who / that) I spoke to on the phone told me to call back later. 8 My grandmother, who is seventy-ve, took a trip in a helicopter. 9 The story (which / that) I wrote for the competition won rst prize. 10 I chose the pair of trainers which were the most expensive.

Test 9
1 1 T 2 F 3 T 4 T 5 F 2 1 endangered species 2 Hunters 3 in the wild
4 tranquillised 5 cages 6 national parks 7 natural disasters 8 trucks 9 conservation 10 jungle

3 1 disaster 2 struggle 3 accident 4 realise 5 precious 4 1 wear off 2 wake up 3 brought about 4 settle into
5 came round

5 1 If I had the qualications, Id / I would be a teacher.

If I didnt like Maths, I wouldnt be studying it. If the rain stops, we can go for a walk. If Rita doesnt work harder, shell lose her job. If I had enough money, Id buy him a big present. If Bens girlfriend is well enough, theyll go to the cinema. If you dont slow down, we might / will get a ne for speeding. 8 If someone buys my old car, Ill buy a new one. 9 If I wasnt at work, Id sunbathe in the park. 10 If my car wasnt in the garage, Id give you a lift. 2 3 4 5 6 7

6 1 which 2 who 3 who 4 0 5 which 7 Assessment guidelines

10 marks in total. 1 for each of the following: suitable informal beginning and ending of the letter effective letter opening dividing the letter into paragraphs ordering the paragraphs appropriately including points from information given in task grammar mostly accurate vocabulary mostly appropriate punctuation mostly correct spelling mostly accurate appropriate style

6 1 could go 2 had 3 would hurry up 4 didnt have

5 wasnt

7 Assessment guidelines
10 marks in total. 1 for each of the following: using appropriate style saying whether the choice would be easy or difcult describing where you would like to go saying why you would go to these places summarising in a conclusion grammar mostly accurate vocabulary mostly appropriate good paragraphing good use of linking devices spelling mostly correct

Speaking
Assessment guidelines Suggested rating: 15. Each student is awarded the following prole description according to his / her participation in the conversation. Teachers can use their judgement in deciding which of the good scores, 45, and which of the inadequate scores, 12 marks, their students should be awarded. Good: 45 participates effectively in the conversation, asking / answering questions correctly and condently, obtaining and giving information clearly, and using conversation llers where appropriate. Use of grammatical structures and vocabulary is mostly accurate and appropriate. Adequate: 3 participates satisfactorily in most of the conversation, asking / answering questions, obtaining and giving information, and using conversation llers. Some errors in the use of grammatical structures and vocabulary occur. Inadequate: 12 has difculty participating in the conversation, asking / answering questions, obtaining and giving information, and using conversation llers. The use of grammatical structures and vocabulary is frequently inaccurate or inappropriate.
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Speaking
Assessment guidelines Suggested rating: 15. Each student is awarded the following prole description according to his / her participation in the conversation. Teachers can use their judgement in deciding which of the good scores, 45, and which of the inadequate scores, 12 marks, their students should be awarded. Good: 45 participates effectively in the discussion, speculating and expressing ideas and personal opinions condently. Use of grammatical structures and vocabulary is mostly accurate and appropriate. Adequate: 3 participates satisfactorily in most of the discussion, speculating and expressing ideas and personal opinions. Some errors in the use of grammatical structures and vocabulary occur. Inadequate: 12 Has difculty participating in the discussion, speculating and expressing ideas and opinions. The use of grammatical structures and vocabulary is frequently inaccurate or inappropriate.

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Test 10
1 1 c 2 b 3 d 4 d 5 a 2 1 idyllic 2 doze 3 hustle and bustle 4 calmly
5 acquire

Adequate: 3 participates satisfactorily in most of the discussion, asking / answering questions, asking for and giving opinions, and using conversation llers. Some errors in the use of grammatical structures and vocabulary occur. Inadequate: 12 has difculty participating in the discussion, asking / answering questions, asking for and giving opinions, and using conversation llers. The use of grammatical structures and vocabulary is frequently inaccurate or inappropriate.

3 1 amazing 2 desirable 3 optimistic 4 appalling

5 impressed

4 1 in 2 on 3 in 4 on 5 up 6 up 7 after
8 out of 9 up 10 out

5 1 She complained that the meal and the service had been
2 3 4 5 6 7 8 9 10 appalling. Susan told Meg she was going to a job interview that day. The director added that he had never seen such good work. Mark suggested going to the football match on Saturday. Jane recommended the restaurant in Silver Street. The teacher agreed with Johns conclusions. The boy confessed that he had stolen the necklace. Bens brother promised to help him with the essay. Pat explained that she was late home because she had been to the supermarket. Mark admitted that he had been in the caf at 8 oclock.

Progress test 2
1 1 d 2 b 3 e 4 a 5 c 2 1 impressed 2 apprehensive 3 uneventful
4 unmistakeable 5 condent

3 1 work out 2 came up with 3 keep up with 4 get by

5 hold up 6 wore off 7 have been brought about 8 take part in 9 pulled out of 10 give up

4 1 consequences 2 residents 3 likely 4 disaster

5 cautious

5 1 have just read 2 was written 3 spent

4 have always wanted 5 have been trying

6 1 Julian asked Janet what she was reading.

2 The teacher asked the class if they often travelled to London. 3 James asked Bill how many times he had been to Scotland. 4 Ben asked his uncle if he had ever been skiing. 5 Tom asked his mother if she would give him a lift the following afternoon.

6 1 which 2 0 3 who 4 where 5 0 7 1 could go 2 had 3 could see 4 ll / will visit

5 wouldnt / would not be

8 Anne asked Mark if he liked living in London. He said that

he had preferred Paris. He asked her when she was going back to America. She said / replied / explained she would be moving back in six months and said / added that she had had a really good time in England.

7 Assessment guidelines
10 marks in total. 1 for each of the following: using an appropriate letter opening giving the reason for writing giving reasons for wanting the job referring to interests referring to skills referring to experience using a suitable ending using a suitable formal style grammar mostly correct vocabulary mostly appropriate

Tapescript

Speaking
Assessment guidelines Suggested rating: 15. Each student is awarded the following prole description according to his / her participation in the conversation. Teachers can use their judgement in deciding which of the good scores, 45, and which of the inadequate scores, 12 marks, their students should be awarded. Good: 45 participates effectively in the discussion, asking / answering questions correctly, asking for and giving opinions condently and using conversation llers where appropriate. Use of grammatical structures and vocabulary is mostly accurate and appropriate.

Good afternoon. Today we are looking at the life of the world-famous author J.K. Rowling. J.K. Rowlings life is a bit like a fairytale. Only a few years ago she was struggling on a very small state-assisted income and living in a tiny at in Edinburgh. Today she is a millionnaire. To what does she owe this dramatic change in fortune? The answer is simple: a little boy called Harry Potter. The Potter books have become a fantastic publishing success, and Rowlings name is heard all over the world. J.K. Rowling was educated at Exeter University, and went on to become a teacher of English abroad. There she met a man, married him, and had a baby girl. Unfortunately, the marriage didnt last, leaving Rowling as an unemployed single parent. She wrote the rst of the Harry Potter books, Harry Potter and the Philosophers Stone, on scraps of paper in a caf while her daughter slept beside her. The Scottish Arts Council then gave her a grant to enable her to nish the book and it was subsequently published by a company in London. From that moment on, Harry fever set in. Right from the start she planned to write seven books in the series: one book for each year Harry spends at Hogwarts Academy. The rst one took her ve years to write but during that time she was also writing parts of the following six. Today, she is still working from the plan she produced in 1995. The scale of her success is unlike anything any other writers have experienced. She can no longer give readings in bookshops or theatres because the demand for places is too great, and as a writer and mother she is short of time. If she does public readings she has to do them at very large venues such as sports stadiums. Thats no small achievement for someone who didnt have an audience in mind when she started writing, but just wrote about the things that entertained her.

1 c

2 b

3 a

4 c

5 b

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