Test Book I

Graça Valério
Consultora científica e linguística

Carolyn E. Leslie
(FCSH – Universidade Nova de Lisboa)
Tests Upgrade
º
11
Test Book I
Upgrade 11
TABLE OF CONTENTS
Placement tests
Table of specifications
Placement Tests 4
Placement Test 1 5
Placement Test 2 9
Placement Test 3 13
Answer Key 17
Progress Tests
Progress tests – Module 1 18
Test 1 19
Test 2 23
Test 3 27
Answer key 31
Progress Tests – Module 2 32
Test 1 33
Test 2 37
Test 3 41
Answer key 45
Test correction criteria 46
Test correction grid 47

ª"4"tUPGRADE 11 / TESTS
2
Introduction
A teacher’s work is never done. No sooner have we become aware of the numerous
challenges in relation to our classes and students (mixed ability, special needs, number
of learners) than we realise the time has come for us to devise tools to assess our
students’ progress.
These three books of tests aim to aid teachers along the “long trail of assessment” by
providing resources they can use to assess their students at different stages of learning.
First and foremost, a selection of three placement tests has been created in order
to determine where each learner stands and what their specific learning needs are.
Then at the end of each module three progress tests have been created to assess
the students’ development; each one can be edited in order to create two different
versions of the same test or to adapt the test to the specific group each teacher
is working with. The tests herein include a variety of items and a level of difficulty
appropriate for 11th graders. With each booklet, a table of specifications, correction
grids and correction criteria are available to support marking. In this way assessment
can become a more teacher-friendly activity and a far less time-consuming one too.
The creation of a set of mini-tests for each module aims to offer more opportunities
for teachers to assess their students’ development. The mini-tests have been created as
a means to determine learners’ strength and/or weakness with regard to the specific
language items taught in each unit of each module. It is expected that the use of these
grammar tests will inform both the teacher and the learner on the areas which need
to be further explored or recycled with regard to the progress test at the end of each
module. We believe these mini-tests can also be viewed as an opportunity for
formative assessment, which will foster reflection and discussion about teaching and
learning between teachers and students.
More than ever, teachers need to possess a range of resources that will invest the
assessment of their students’ work with greater validity and reliability. The present set
of tests is meant to offer teachers opportunities to use resources that prepare students
both for internal and for external assessment. We hope that these materials will truly
support the teachers’ practice in a valuable and helpful way by simplifying the task of
assessment.
The Team
3
Upgrade 11
Placement Tests
Contents CEF Number

Skills Types of Items Marks
Topics Language competences of items
A
Listening 3 40
comprehension Summer holidays Verb tense Linguistic
revision
tMFYJDBM t.VMUJQMFDIPJDF
Future plans
Conditional
– going to tHSBNNBUJDBM
sentences t4FRVFODJOH
university tTFNBOUJD
B Reported speech
Written t.BUDIJOHQISBTFT 4 60
tPSUIPHSBQIJD
comprehension Dream career The passive
t4IPSUBOTXFS
Connectors (blank filling; sentence
completion; rephrasing)
Relative clauses
Word formation Pragmatic t Short answer

UFYUDPNQSFIFOTJPO
C
tGVODUJPOBM 4 50
Language
tEJTDPVSTF
D t&TTBZ
Written 1 50
production (120-180 words)
ª"4"tUPGRADE 11/ TESTS
4
Upgrade 11
Placement Test tests
TEST 1
Name _______________________________________ No. _________ Class _________
Date ___ /___ /___ Mark _______________________ Teacher ______________________
A — Listening comprehension 40 marks
1. What is this text about? 16 marks
2. Tick () what is mentioned. 12 marks (6x2 marks)
a) Summer can be deadly boring!
b) Summer is a change from the school year.
c) It’s an opportunity to catch up with sleep.
d) It’s the chance to focus on the activities we can’t do during the school period.
e) For more than 25% of teens, summer vacations are the right balance of work and play.
f) The majority plan to be busy, but still have time to chill out.
3. Who says what: Kacey, Alexis or Ashlyn? 12 marks (6x2 marks)
a) It’s the opportunity to relax after a hard school year.
b) You can sleep more and see friends more.
c) It’s a break from worries.

d) It’s a chance to read books.
e) You can spend more time outside and swim.
f) I work during the day and go out at night or on weekends.
5
Placement Test
B — Written comprehension 60 marks
1. How do you usually spend your holidays? Write about 30-40 words on it. 10 marks
Read the following text.
Edward Hartline – 15-year-old Alabama

teen spent summer in a unique way
American teens spend summer holidays in a
variety of ways before the chaotic pace of school
starts. One young man from Alabama has used his
past two summers to invest in his musical career,
5 and he wouldn’t have it any other way.
Fifteen-year-old Edward Hartline is already quite
an accomplished musician. Self-taught on the guitar
and the piano, he has been writing songs since he
was eleven and, as a member of his high school band,
10 he has played almost all instruments.
When he was thirteen, he uploaded a cover of
Bobby Long’s “Who Have You Been Loving?” to YouTube. It almost immediately caught
the ATO recording artist’s attention and he posted the link on Twitter. Within 72 hours,
Long’s fans viewed Edward’s video over 1000 times, leaving many positive comments for
15 the young guitarist.
He made a few more covers and was encouraged by other professional musicians to share
his own music, so he recorded songs on his home computer and posted them on MySpace.
That December, a challenge was launched on Twitter to double his MySpace plays in three
weeks; it was accomplished in six days. The fans were rewarded with the release of a demo
20 six-song EP. Airplay on internet radio stations soon followed and two of Edward’s songs
charted at #2 before he even started high school.
Edward improved his performance skills in coffee shops and restaurants, landing the
position of artist-in-residence for a local Starbucks’ in the summer of 2010. He spent every
Friday night in June and July playing Blues on the Boulevard, entertaining customers
25 and gaining fans. He continued to play when he returned home those nights, performing
another hour or two on UStream.tv to fans from all over. He started to tour and do shows
all over. Seven states, ten shows and over 4000 miles later, Edward’s summer “vacation”
only made him eager for more.
ª"4"tUPGRADE 11/ TESTS
Edward knows his time in school is limited and valuable, and though he’d love to get
30 back on the road as often as possible, graduation and college are never far from his mind.
For now, there are weekend music jams with friends and the occasional girl to date. It’s
clear that no matter what road he takes, there’s a song to be found along it somewhere.
http://www.vanmusic.ca/featured/edward-hartline-15-year-old-alabama-teen-spent-summer-in-a-unique-way
(abridged and adapted), accessed in July 2013
6
Upgrade 11
tests
2. Decide if the sentences are True (T) or False (F). Justify all of them with a sentence from the text.
10 marks (5x2 marks)
a) A teen decided to waste his holidays doing nothing.
b) He learned music at school.
c) He became known on YouTube at the age of 13.
d) His own songs were played on TV.
e) He entertained people in restaurants and cafés.
3. Match the words from the text with their correct synonyms. 10 marks (5x2 marks)
a) accomplished (l. 7) (1) displayed

b) immediately (l. 12) (2) dare
c) posted (l. 13) (3) gifted
d) challenge (l. 18) (4) enthusiastic
e) eager (l. 28) (5) straightaway
4. Answer these questions on the text. 30 marks (3x10 marks)
4.1. How did he become known to the public?
4.2. Did he record his music in a studio? Justify your answer.
4.3. What are his views towards school and music?
C — Language 50 marks
1. Fill in the gaps with the verbs in brackets in the correct tense. 18 marks (6x3 marks)
a) During the summer, some of Edward’s friends (sleep) most of the
holidays, while others (do) their best to get a summer job.
b) Some companies (recruit) summer staff at that time.
c) Edward was trying to publicise his music when he (catch) the attention
of experts.
d) His friend Eric (not really try) to get work experience. He wanted the
opportunity to attend music festivals for free.
e) Next Saturday, Edward (have) a show in Birmingham, AL.
7
Placement Test
2. "hoose the right connector to ʘll in the gaps. 16 marks (4x4 marks)
2.1. During the summer holidays, there are lots of music festivals where students can ʠnd job
opportunities. , they get in for free and have loads of fun.
a) However b) Furthermore c) Although
2.2. more staff is needed to keep shops running during the summer, many shops prefer
to increase working hours of regular staff because of the recession.
a) In spite of b) In order to c) Though
2.3. Many students consider getting a job make their own money and get some work
experience.
a) in order to b) so that c) in addition
2.4. Companies and shops offer many job vacancies for the summer paying low salaries.
a) since b) in spite of c) next
3. Rewrite the following sentences starting them with the given words. 16 marks (4x4 marks)
a) You need some money for your holidays. You have to look for a summer job.
If you
b) Adventure Cross-Country is seeking youth leaders to teach, lead and inspire teens.
Youth leaders
c) There is a growing demand for seasonal workers. They must be willing to work at short notice.
There is a growing demand for seasonal workers
d) “For me, this may be my last summer hanging out with my parents,” said Sarah.
Sarah said ª"4"tUPGRADE 11 / TESTS
D — Written production 50 marks
Look at this summer motto:

“The coolest moments and memories are made
when you least expect it.”
In 120-180 words, give your opinion on this topic.
8
Upgrade 11
TEST 2
Name _______________________________________ No. _________ Class _________
1. Listen to the ʘrst part of the text and choose the correct alternative.
The text is about… 8 marks
a) graduating and life thereafter.
b) visiting universities to get to know them.
c) the ʠrst day at university.
2. Tick () the information mentioned in the text. 20 marks (5x4 marks)
a) It can make you excited and nervous. e) Don’t sign your name anywhere.
b) Nothing is new. f) Wait until you know where your room

is before taking your luggage up.
c) Print a copy of the campus. g) Make an effort to appear friendly.
d) There will be friendly students around. h) No one will guide you to your room.
3. Listen to the second part of the text and complete the text below. 12 marks (6x2 marks)
a) you fancy a bit of help, your guide might suggest coming back after
you’ve unpacked, b) if you aren’t the unpacking sort, you might want to
take up your mum’s offer. At this point, other people will c) be arriving too,
so don’t worry about having to d) out to meet people just yet. As you are
e) , leave your door open! It’s a great way for other new people on your ʡoor
to say hello as they are passing.
Stick a sign on your door with your name and a tempting slogan such as “Come on in and say hi,
I have chocolate!”. Doing this will make you seem f) and approachable, and
unless you are ʠbbing about the chocolate, you will have some happy housemates in your dorm
room later on.

\[[;

ʪʪ; ʪ;[ʙ:;(abridged and adapted), accessed in December 2013
9
Placement Test
1. Write between 30-40 words on any plans you have to go to university. 10 marks
Teen insider tips on college visits

Smart College Visit is the educated way to plan your campus visit. Millions of high
school students and their families journey to college campuses nationwide in search of the
best place to study.
Alex, Elise and I took a great trip up to New England to
5 continue the college hunt that has taken over our lives. I’d like
to share some tips that could make your college trip easier
and less daunting.
Keeping a calm attitude is beneficial to everyone involved
in the college search, and staying relaxed helps parents and
10 teenagers communicate more effectively.
Make a chart of what schools you are visiting, the available
times for their tours and info-sessions, what kind of transportation to use to get to each
school, and anything else they may offer (for example, Boston University had a free
lunch for prospective students, so we were sure to hop on that offer in order to save
15 money). It just so happens that my mom is a Microsoft Excel fanatic, so she eagerly
made spreadsheets and charts to guide us through our days in New England. Alex’s
mom, Luisa, was the driver on this action-packed trip and she appreciated having all
the necessary details at her fingertips as we zipped from Boston College to Boston
University and Northeastern University all in ONE exhausting day!
20 Since you can find most of the academic information online, be sure to note the
fun, unique things about each school so that you can remember what sets them apart,
and which university seems to be more tailored to student life. For example, Boston
University has free tutors and paper-editing, which is not exactly a deciding factor, but
is definitely something noteworthy. Take pictures so you remember what each school
25 looks like.
I know this is a forbidden word in these precious summer months, but it is important
that you research the schools you plan to visit ahead of time, so you know what you’re
dealing with. Also, researching in advance allows you to ask specific questions tailored
to your own academic interests so you can skip the introductory stuff at the info
30 sessions and learn something that may be relevant to you.
Talk to the students on campus; ask them about the university and why they chose
that specific one. The tour guides typically can’t tell you what other universities they
applied to, but anyone else can, so take advantage of the opportunity to get names of
others you may not have heard of that are on the same level as the one you’re visiting.
by Elaine
http://www.smartcollegevisit.com/2010/08/teen-insider-tips-on-college-visits.html, (abridged and adapted), accessed in December 2013
10
Upgrade 11
tests
2. Match the headings a) to e) with paragraphs 3 to 7. 10 marks (5x2 marks)
a) Make friends with strangers.
b) Bring a notebook and pen.
c) Take a deep breath.
d) Do your homework.
e) Plan.
3. Find opposites in paragraphs 5 and 6 for the words below. 10 marks (5x2 marks)
a) forget b) unʠt c) irrelevant d) allowed e) worthless
4. Complete the sentences below according to the text. 30 marks (3x10 marks)
a) The best way to maintain good communication between parents and students
b) A chart of the schools should include
c) The homework to be done involves
1. Choose the correct option to ʘll in the gaps. 18 marks (6x3 marks)
1.1. Most teenagers do not have the opportunity to visit universities the beneʠts of
such visits.
a) although b) but c) despite
1.2. It is important for parents to accompany their children during the visits they
can give them advice and help.
a) so that b) due to c) in order to
1.3. teenagers visit so many schools, their ʠnal decision is not an easy one.
a) Because of b) Seeing that c) As a result
1.4. Before the visit, teenagers should try to get information on the schools
draw up a plan.
a) as… as b) on the one hand… but also c) not only… but also
1.5. teenagers visit many schools, they can only pick one in the end.
a) Despite b) However c) Even though
1.6. the tour guides can’t tell you what other universities they applied to, anyone else
on campus can.
a) As b) However c) Although
11
Placement Test
2. Complete the text with the correct forms of the verbs in brackets. 12 marks (6x2 marks)
Last summer more teenagers a)
(visit) schools before they b) (make)
their decision than ever before. Some schools admitted they
c) (not have) so many visitors in previous
years. This is why they d) (think) the
number of new students e) (increase)
signiʠcantly in the future. Some have even confessed there
f) (already / be) a rise in the number
of students.
3. Fill in the gaps with the correct form of the word given. 12 marks (4x3 marks)
a) Teen Travel is a web site by teens for teens who love to travel. (write)
b) The site includes travel stories by teens and a forum. (discuss)
c) Through good and , she and her family and

friends were able to visit three colleges in one day. (plan / efʘcient)
4. Rewrite the following sentences starting with the words given. 8 marks (2x4 marks)
a) “I know this is a forbidden word in these precious summer months,” said Elaine.
Elaine said
b) Teens visit many schools so they can make an informed decision.

If teens
Should teenagers start preparing their future as soon as possible or should they wait until they get
a bit older?
In 120-180 words, write an opinion essay on this topic.
12
Upgrade 11
TEST 3
Name _______________________________________ No. _________ Class _________
1. Listen to the ʘrst part of a text about American 10 marks

writer Toni Morrison. The excerpt is about…
a) Morrison’s early life.
b) Some of her best known books.
c) The reasons she decided to become a writer.
2. Say whether the sentences are true (T) or false (F) according to the excerpt. 18 marks (6x3 marks)
a) Toni was a nickname.
b) Black people were poorer than the rest of their neighbours.
c) Her parents did not like interference from others.
d) Her family never got help from the government.
e) Her ʠrst job was at a magaine.
f) Her mother wrote to Franklin D. Roosevelt.
“He said, ‘Go to work, get your money and come home. You don’t live there.’”
She repeats it, slowly, with the air of a) , “Go to work, get your money, come
home.” She was not b) , he said, to live as they saw her in their imagination.
Later, when Morrison c) at school, it had little d)
her, she says. “A little Italian boy called me an Ethiopian. ‘Hee hee hee, you Ethiopian, you’. I went
home and said to my mother, ‘What is that?’ And she said, ‘It’s a country in Africa.’ And it was sort
of like, ‘what?’ He obviously thought it was a great e) .” Morrison, dry as ice,
says, “It was not f) .”

http://www.theguardian.com/books (abridged and adapted), accessed in July 2013
13
Placement Test
1. What is your dream career? Why? Write between 30-40 words on it. 10 marks
Building a dream
It’s a seemingly ordinary August morning, but it will be no ordinary
day in the city of Johannesburg. Oprah Winfrey is here to view the
new school she has dreamed of for South Africa. Beyond inspecting
the handiwork of the builders, she has come to personally select girls
th th
5 for the founding 7 and 8 classes. From poor, troubled backgrounds,
these too are no ordinary girls. Many have been hand-chosen by teachers across
South Africa for academic excellence and early displays of leadership. On the cusp of
adolescence, they are 11, 12, and newly-turned 13 years old.
The Oprah Winfrey Leadership Academy for Girls – South Africa is an innovative
10 high school the aim of which is to discover, teach and inspire young South African
girls to become a new generation of leaders. It is the first of several she hopes to build
in struggling communities on every continent. She’s looking for brave girls, children
who have already conquered adversity with a feeling of “I can!” That dream began for
her a long time ago.
15 The idea of a school strikes the deepest chord in Oprah. “My own success has come
from a strong background in reading and learning. The greatest gift you can give is the
gift of learning.” And so began her quest for special girls who want to learn, “bright-
eyed wonders who have struggled in life,” Oprah calls them. “I want somebody who
already knows that education is empowerment, and who wouldn’t have had the chance
20 to fulfill the great possibilities of her life had this not happened. I want to change the
trajectory of a child’s life.”
Oprah has chosen South Africa as the birthplace of this intensely personal work
because “it is the country of new beginnings, only 12 years out of Apartheid, and also
because of my deep love for Nelson Mandela and all that he means to this country and
25 to the world.”
Creating this school has not been easy, logistically or socially. From the beginning,
she struggled to explain her vision, a school that could “contain the emotional, spiritual
selves of the girls.” Because these girls come from poverty, she was first given designs
she felt looked like a chicken coop, then a barracks. Planners advised that these African
30 children were not accustomed to much – many sleep on dirt floors in housing with no
water or electricity; some share a bed with relatives. Oprah was told that the simplest
environment would be a luxury to them, that they would need only basics. She sent the
plans back. “I said, from the start, I am creating everything in this school that I would
have wanted for myself – so the girls will have the absolute best that my imagination
35 can offer.” In 2002, she announced her plans to build a leadership academy and donated
$10 million for the school. Her donation has grown into more than $40 million.
http://www.oprah.com/entertainment/Building-a-Dream/2#ixzz2mKj084Qt (abridged and adapted), accessed in December 2013
14
Upgrade 11
tests
2. Find equivalents for these words/expressions in paragraph 5. 10 marks (5x2 marks)
a) setting up
b) fought
c) plans
d) used to
e) essentials
3. Say what or who the words below refer to in the text. 10 marks (5x2 marks)
a) here (l. 2) b) these (l. 6) c) It (l. 11) d) her (l. 14) e) them (l. 18)
a) The two main reasons why the school was started in South Africa are
b) In Oprah’s view, by educating these girls
c) At ʠrst, it was hard for Oprah to make people understand
1. Match the two halves to make correct sentences. Two options do not apply. 18 marks (6x3 marks)
a) It seems to be an ordinary day (1) unless similar projects are put into action.
b) Many girls have had a hard life (2) because they built the school.
c) Oprah became a successful professional (3) however, Oprah believes they will ʠght.
d) Many girls live in total misery (4) fulʠll a long-time dream.
e) Many South African girls will have no (5) despite this.

opportunities
(6) although it is in fact a great one.
f) The academy was set up so as to
(7) as a result of her education.
(8) despite their tender age.
15
Placement Test
2. Complete the text with the correct forms of the verbs in brackets. 12 marks (6x2 marks)
The ʠrst group of graduates from The Oprah Winfrey Leadership
Academy for Girls a) (graduate) in 2012.
The ʠrst school b) (set up) in 2007, when
Oprah c) (ʘght) to make sure the girls
d) (give) the best possible conditions. The
school e) (still / ʘll) with girls who hope
the future f) (offer) them leadership
opportunities.
3. Fill in the gaps with the correct form of the words given. 12 marks (4x3 marks)
a) There is no tradition of in South Africa and the girls feel and

excited. (graduate / nerve)
b) This is a school for girls who will use their power in the service of their
nation and the world. To make it a Oprah has to ʠnd perfect students. (power /
real)
4. Rewrite the sentences without changing their meaning. 8 marks (2x4 marks)
a) Oprah has chosen South Africa as the birthplace of this intensely personal work.
South Africa
b) The school was created in 2007. The girls received their diplomas in 2012.
If
Do you think successful people should help those in need?

How important do you think their support is? Which age groups should be helped?
In 120-180 words, write an opinion essay on this topic.
16
Upgrade 11
tests
Answer key
Placement Tests (l. 24); d) forbidden (l. 26); e) precious (l. 26).
4. a) is to stay calm and relaxed. b) available times
Test 1 for tours and info sessions. c) detailed research
of the school to be visited.
A – Listening comprehension
1. It’s about summer vacation and the way teens C – Language
occupy themselves during that season.
1. 1.1. c); 1.2. a); 1.3. b); 1.4. c); 1.5. c); 1.6. c).
2. b); c); d); f).
2. a) visited; b) made; c) hadn’t had; d) think;
3. a) Kacey, Alexis, Ashlyn; b) Ashlyn; c) Kacey;
e) will increase; f) has already been.
d) Alexis; e) Alexis; f) Ashlyn.
3. a) written. b) discussion. c) planning; efʠciency.
B – Written comprehension 4. a) she knew that was a forbidden word in those
1. Open answer. precious summer months. b) don’t visit many
2. a) F. “One young man from Alabama has used his
schools, they won’t make an informed decision.
past two summers to invest in his musical career
(…)” (ll. 3-5). b) F. “Self-taught on the guitar and the Test 3
piano (…)” (ll. 7-8). c) T. “When he was thirteen, he
uploaded a cover of Bobby Long’s ‘Who Have You
1. a).
Been Loving?’ to YouTube” (ll. 11-12). d) F. “Airplay on
2. a) T; b) F; c) T; d) F; e) F; f) T.
internet radio stations soon followed (…)” (l. 20).
e) T. “Edward improved his performance skills in 3. a) revelation; b) obliged; c) was bullied; d) effect
coffee shops and restaurants. (…)” (l. 22). on; e) insult; f) impressive.
3. a) 3; b) 5; c) 1; d) 2; e) 4. B – Written comprehension
4. 4.1. He posted his version of a song by Bobby Long 1. Open answer.
on YouTube. 4.2. No, he didn’t. “he recorded songs
2. a) creating (l. 26); b) struggled (l. 27); c) designs
on his home computer” (l. 17). 4.3. He values what
(l. 28); d) accustomed (l. 30); e) basics (l. 32).
he learns at school and he wants to graduate and
3. a) in Johannesburg; b) girls; c) The (Oprah
go to college without giving up on his musical
Winfrey-Leadership) Academy for girls;
career.
d) Oprah; e) special girls who want to learn.
C – Language 4. a) that it is a country of new beginnings and
1. a) slept; were doing. b) were recruiting. because she loves Nelson Mandela deeply.
c) caught. d) wasn’t really trying. e) is having. b) she is inspiring them to become a new
2. 2.1. b); 2.2. c); 2.3. a); 2.4. b).
generation of leaders. c) what her vision was.
3. a) need some money for your holidays, you’ll
have to look for a summer job. b) are being C – Language
sought by Adventure Cross-Country to teach, lead
1. a) (6); b) (8); c) (7); d) (3); e) (1); f) (4).
and inspire teens. c) who must be willing to work
2. a) graduated; b) was set up; c) fought;
at short notice. d) that, for her, that might be her
d) would be given/were given; e) is still ʠlled;
last summer hanging out with her parents.
f) will offer.
Test 2 3. a) graduation; nervous. b) powerful; reality.
4. a) has been chosen by Oprah as the birthplace of
this intensily personal work.
1. c).
b) the school hadn’t been created in 2007, the girls
2. a); c); d); f); g).
wouldn’t have received their diplomas in 2012.
3. a) Unless; b) although; c) gradually;
d) rush; e) unpacking; f) friendly.
B – Written comprehension
1. Open answer.
2. a) 7; b) 5; c) 3; d) 6; e) 4.
3. a) remember (l. 21); b) tailored (l. 22); c) noteworthy
17
Upgrade 11
Progress Tests (Module 1)
Contents CEF Number

Skills Types of items Marks
A
Listening 3 40
comprehension The multicultural Relative Linguistic
patchwork pronouns with
tMFYJDBM t.VMUJQMFDIPJDF
prepositions
The right to be or tHSBNNBUJDBM
t4FRVFODJOH
not to be Quantifiers tTFNBOUJD
t.BUDIJOHQISBTFT
tPSUIPHSBQIJD
B In or out? Adjectives and
Written nouns t4IPSUBOTXFS 4 60
comprehension (blank filling; sentence
Proact
completion; rephrasing)
Word formation
Pragmatic
t4IPSUBOTXFS
Connectors tGVODUJPOBM
UFYUDPNQSFIFOTJPO
tEJTDPVSTF
Reported speech
C
Conditional 4 50
Language
clauses
The passive
D t&TTBZ
Written 1 50
18
Upgrade 11
Progress Test - Module 1 tests
TEST 1
Name _______________________________________ No. _________ Class _________
1. Listen to the ʘrst part of the text and choose the correct alternative.
What type of text do you think this is? 12 marks
a) A news report.
b) A biography.
c) An opinion essay.
2. Order the sentences below as they are mentioned in the text. 18 marks (6x3 marks)
a) In October, Wallace invaded northern England.
b) He was brieʡy successful, but the French eventually turned against the Scots.
c) On July 22, Wallace’s troops suffered defeat in the Battle of Falkirk.
d) Wallace gained an unlikely and crushing victory.
e) On September 11, 1297, an English army confronted Wallace and his men at the Forth River.
f) But four months later, Edward invaded Scotland again.
a) William Wallace refused to submit to
English rule, and Edward’s men b) August 5,
1305, when they captured and arrested him near Glasgow. He was taken to
London and c) to the king and was hanged. He
was seen by the Scots as a martyr and d) of the

e) , and his ʠght continued after his death.

\[[;
ʪ
[55:
:SOLLNQS
(abridged and adapted), accessed in December 2013
19
Progress Test — Module 1
1. Who is the person you admire the most? Why? Write between 30-40 words. 10 marks
Nelson Mandela: world leaders

mourn inspirational figure
Tributes were paid by Barack Obama, David Cameron, Ban Ki-moon,
François Hollande and other politicians and spiritual leaders around
the world.
America’s first black president paid tribute to Nelson Mandela in a
5 sombre statement delivered from the White House, in which Barack
Obama described the personal inspiration he had drawn from the
man he called Madiba.
“I am one of the countless millions who drew inspiration from
Nelson Mandela’s life,” said a visibly moved Obama. And like so many
10 around the globe, I cannot fully imagine my own life without the
example that Nelson Mandela set, and so long as I live I will do what I
can to learn from him.”
The US president, who met Mandela once as a senator and was prevented from visiting him
during a trip to South Africa in June by the latter’s illness, has been reluctant to overemphasise the
15 comparisons, but revealed how much his own political career had been influenced by the anti-
apartheid struggle.
“My very first political action, the first thing I ever did that involved an issue or a policy or
politics, was a protest against apartheid,” said Obama. “I studied his words and his writings. The
day that he was released from prison gave me a sense of what human beings can do when they’re
20 guided by their hopes and not by their fears.”
Obama did not say when his first protest took place, but he is known to have become involved
in anti-apartheid politics at Occidental College in Los Angeles, between 1979 and 1981.
In London, David Cameron said Mandela was a towering figure: “A great light has gone out in
the world. Nelson Mandela was a towering figure in our time; a legend in life and now in death – a
25 true global hero. Across the country they will be mourning a man who was the embodiment of
grace. Meeting him was one of the great honours of my life.”
Former US president Bill Clinton said, “Today the world has lost one of its most important
leaders and one of its finest human beings. History will remember Nelson Mandela as a champion
for human dignity and freedom, for peace and reconciliation.
30 “We will remember him as a man of uncommon grace and compassion, for whom abandoning
bitterness and embracing adversaries was not just a political strategy but a way of life. All of us are
living in a better world because of the life that Madiba lived. He proved that there is freedom in
forgiving, that a big heart is better than a closed mind, and that life’s real victories must be shared.”
http://www.theguardian.com/world/2013/dec/05/nelson-mandela-death-world-reaction (abridged and adapted), accessed in December 2013
20
Upgrade 11
tests
a) him (l. 12)
b) his (l. 15)
c) their (l. 20)
d) my (l. 26)
e) us (l. 31)
3. Find opposites of these words in paragraphs 7, 8 and 9. 10 marks (5x2 marks)
a) insigniʠcant
b) celebrating
c) conʡict
d) friends
e) broad
a) Ban Ki-moon and François Hollande were among
b) While he was a senator,
c) The three traits that characterise Mandela’s philosophy are that
1. Connect the items in columns A and C using the appropriate relative pronoun and preposition
from column B. Three of them do not apply. 18 marks (6x3 marks)
A B C
a) Steven Biko was a South African Civil (1) for which
(A) few people have heard.
Rights leader (2) for whom
(B) investigators could start
b) Biko was imprisoned at Pretoria prision (3) about whom their work.
c) After much public unrest, (4) of whom (C) he ended up dead.
the government decided to investigate
(5) by whom (D) Biko had been tortured
the reasons
(6) in which and beaten.
d) At ʠrst there was no evidence
(7) without which (E) there would have been no

e) Biko’s death caused much protest
inquiry.
(8) on whom
f) South African authorities were able to
(F) he died eventually.
ascertain (9) with which
21
2. Complete the text with six words from the box. 12 marks (6x2 marks)
Shaka 1ulu was the most inʡuential king of the 1ulus and is widely credited
(1) condemned
with uniting many of the Northern Nguni people a) groups.
(2) originating
His statesmanship and vigour marked him as one of the greatest Zulu
(3) discrimination
kings. The Zulus are the largest South African b)
(4) minority
group, c) from KwaZulu-Natal, one of the
(5) segregated
d) of South Africa.
(6) provinces
Under e) , Zulu people were classed as third-class citiens
(7) apartheid
and suffered from state-sanctioned f) . They remain
(8) ethnic
today the most numerous ethnic group in South Africa, and now have the
same rights as all other citiens.

htt \[[
ʫ;55
5;ʪ[55[-h]invaded Scotland again
ʫ;55
5;ʪ[55[4

ʪ is the title of a ʠlm which centres on the Black Consciousness Movement (BCM)
founder’s life and death. It also talks about Biko’s a) (friend) with a white
journalist Donald Woods who sympathises with Biko’s strong b) (apartheid)
feelings and defence of greater c) (equal) in South African society. Many,
whites and blacks, fought against policies of d) (segregate).

htt \[[
ʫ;55
5;ʪ[55[Ñ
ʪT*ʪt(abridged and adapted), accessed in December 2013
a) “Today the world has lost one of its most important leaders and History will remember Nelson
Mandela as a champion,” stated Bill Clinton.
Bill Clinton stated
b) Obama did not say when his first protest took place. He is known to have become involved in
politics against apartheid.
Despite Obama

In about 120-180 words, write a text expressing your opinion on the role of world leaders in today’s
world.
Which aspects seem to be positive? What about the negative ones?
22
Upgrade 11
Progress Tests — Module 1 tests
TEST 2
Name _______________________________________ No. _________ Class _________
1. Listen to the ʘrst part of the text and choose the most appropriate title. 10 marks
a) What is a European?
b) What is Europe?
c) What is European?
2. Tick () the names of the cities mentioned in the text. 12 marks (6x2 marks)
a) Warsaw f) Bruges
b) Chartres g) New York
c) Copenhagen h) London
d) Berlin i) Venice
e) Cracow j) Lisbon
3. Fill in the gaps according to the text. 18 marks (6x3 marks)
Other Europeans tend to feel that the French claim a) very easily
because they imagine European culture and European priorities b)
and priorities. They c) in the shaping of the European Union.
Larry Siedentop, in his perspicacious and very illuminating book

ʪ 5ʫ ʪ
,
points out that the European bureaucracy is modeled on the French bureaucracy because of
d) . He goes on to claim that “the French political class has been
far e) Germany, or indeed, than that of any other major European

nation.’’ The danger he perceives for Europe in this is that any further political uniʠcation will be on
a French model f) .
http://;ʫt5
; ʪ/LJJL/KJ/KM/5ʫ
(abridged and adapted), accessed in January 2014
23
1. What are your expectations for the future? Write between 30-40 words. 10 marks
May Europe’s multicultural

new generation succeed
where we failed?
Writing to her son, Loretta Napoleoni looks forward
to a continent breaking free of history’s straitjacket.
Dear Julian,
Next year you’re 18 and will leave secondary school, no doubt excited and at the same time
5 worried. For the average European teenager, the future must look both bleak and exciting at the
moment. Joblessness, mountains of debt, prophecies of monetary meltdown and the rare prospect
of a secure professional career muddy the view.
Thirty-five years ago a generation of school leavers – your parents – looked at a future equally
thrilling and bleak. Coming of age in the shadow of nuclear holocaust and terrorism, this
10 generation had to make do with double-digit inflation and unemployment.
The new generation of teenagers is the first born inside the united Europe’s multicultural
melting pot, one no longer just populated by Europeans. Multiculturalism may well be our
saviour, wresting us out from the straitjacket of our history, thrusting the old continent into an
environment where other ethnicities, less cynical and more positive, will play a big role in its
15 future.
Watching the student demonstrations in Parliament Square in London recently, I saw a new
Britain and a new Europe. Never before has this country seen this type of protest. The new blood
of the children of immigrants both drives transnational protest and cements solidarity among
Europe’s young. Teenagers equally wary of tomorrow and yet determined not to let history repeat
20 itself want a different Europe. Their solidarity flies on the wings of the net, an international
meeting point connecting to WikiLeaks, Porto Allegre, and all the other initiatives to transform
our planet.
Will you succeed where we failed? I believe so. Because the socio-cultural paradigm of Europe
has finally shifted, and those who rule us today do not represent such a shift. As your generation
25 comes to power, then the political paradigm will inevitably alter. Europeans will no longer be
explorers; they will not adventure across unknown seas to steal others’ treasure, they will not scale
the highest mountains to plant flags, nor will they look west or east to decide what to think and
how to behave internationally. But they will be able to delve into the new multicultural spirit of
a reinvigorated continent for new economic, social and political formulas. That is the Europe I
30 dream of for you and the one I want to belong to.
http://www.theguardian.com/commentisfree/2011/jan/03/europe-multicultural-new-generation (abridged and adapted),

accessed in December 2013
24
Upgrade 11
tests
2. Find the equivalents of the words/expressions below in paragraph 6. 10 marks (5x2 marks)
a) public displays of discontent
b) disagreement
c) consolidates
d) unsure of
e) actions
a) your (l. 8)
b) its (l. 14)
c) Their (l. 20)
d) we (l. 23)
e) I (l. 30)
4. Complete sentences below according to the text. 30 marks (3x10 marks)
a) Loretta Napoleoni states teens and their parents share
b) She believes multiculturalism
c) Napoleoni not only dreams of the “new” Europe,
1. Connect the items in columns A and C using the appropriate relative pronouns and prepositions
from column B. Three of them do not apply. 18 marks (6x3 marks)
A B C
(1) from whom

a) People may be discriminated on the grounds
(A) it was written.
of the place (2) without which
(B) they were born.
b) Minorities sometimes receive mistreatment (3) by which
(C) the men were shot.
c) The letter was delivered to the refugee‘s (4) with which
mother (D) they would not have
(5) by whom
survived.
d) The asylum-seekers wanted to thank the (6) without whom
(E) they cannot become
guards
(7) for whom
legal.
e) The police found the arms
(8) in which
(F) they least expect.
f) Not all newcomers are given the documents
(9) with whom
25
The International Day for Tolerance is an opportunity for each of us

to renew our a) to practicing tolerance and (1) root
promoting harmony. Globaliing quickly, the world is also increasingly
(2) individual
fragile. This is why every day, in every society, we need to build new
(3) money
bridges of tolerance, b) and understanding.
This takes commitment and time. We must begin with quality (4) unknown
education, to combat c) , prejudice and hatred, (5) commitment

which are at the d) of discrimination and (6) trust
racism. We need education to disarm the fears that many feel of the (7) multiculturalism
e) and of other people, their cultures, life choices
(8) ignorance
and beliefs. Education is the best way to foster a culture of peace and build
inclusive societies.
Intolerance is a global challenge that takes many local shapes. To be effective, global action must be
combined with national, local and, not least, f) measures.
http://;ʫ;ʪ/
ʫ/

ʫt/tʪ
ʫ
/LJKM/

;ht (abridged and adapted), accessed in December 2013
a) Europe expects multiculturalism will bring and understanding to its
. (tolerant / citizenship)
b) Two of the greatest challenges the European Union faces are of
difference and respect for the continent’s . (accept / lingual)
a) Napoleoni has watched the student demonstrations in Parliament Square in London recently.
She thinks Britain and Europe have come a long way.
As a result of
b) A new generation came to power. The political paradigm was altered.

If no
Do you think it is possible for young people to change Europe? Can they really succeed where their
parents failed?
In 120-180 words, write an argumentative text in which you present your arguments and counter
arguments on this topic.
26
Upgrade 11
Progress Test — Module 1 tests
TEST 3
Name _______________________________________ No. _________ Class _________
1. Listen to three young women. What is the text about? Choose the correct option. 12 marks
a) Legal
illegal immigrants.
b) The disadvantages of staying in a country illegally.
c) The road to becoming a legal immigrant.
2. Listen to Sherry, Molly and Stephanie and decide who says what. 18 marks (6x3 marks)
a) She knew her future husband for a year before they started dating.
b) She had no intention of overstaying her visa deadline.
c) Her husband is in Mexico at the moment.
d) She worked with her husband.
e) She was prevented from returning to the USA.
f) She thinks her husband is being treated like a criminal.
3. Listen to the second part of Stephanie’s account and ʘll in the gaps in the text below.
So why are they a) ?
My husband is still locked up in Delany Hall
in Newark NJ. We are trying to see what we
can do b) , but it is
taking a lot of time and money and I feel like
c) . We can make a
change if we all d) for
our beliefs and e) .

http://;55t5ʪʫtʪ; ʪ
27
1. What are your dreams and expectations for the future?

Write between 30-40 words. 10 marks
Employment rights of immigrants under

federal anti-discrimination laws
Immigrants are protected from employment discrimination by laws
enforced by the Equal Employment Opportunity Commission (EEOC). This
pamphlet answers questions often asked by people who think that they have
suffered discrimination in employment. It describes what the law covers, how
5 to file a complaint, and typical examples of employment discrimination.
The EEOC is a federal agency responsible for enforcing laws prohibiting employment
discrimination and harassment because of race, color, sex, religion, national origin, age (40 and
over) and physical or mental disability. Employers with 15 or more employees (20 or more for age
discrimination), employment agencies, unions, employer-union apprentice programs, and local,
10 state, and federal agencies must obey these laws. If you think that you have been discriminated
against on the job or while applying for a job, you should contact the EEOC. The law has strict time
limits for filing a charge of discrimination, and in some cases the EEOC will not have jurisdiction
unless the charge is filed within 180 days of the occurrence of discrimination.
Unlawful national origin discrimination may include discrimination because of a person’s
15 looks, customs, or language. It isn’t necessary for a person to show that his or her ancestors are
from a particular country or region to prove national origin discrimination. A claim can be
proven if a person is discriminated against for having the characteristics for a different group. For
example, a person might mistakenly be thought to be Haitian and may be discriminated against
based on certain characteristics, even though he is not actually Haitian. Similarly, a person may
20 be perceived as being foreign born or of foreign ancestry and may be discriminated against in
violation of the law.
The law prohibits discrimination because a person associates with people of a national origin
group (discrimination because of attendance at schools or places of worship used by persons
of a particular nationality, and discrimination because a person’s or spouse’s name is associated
25 with a national origin group). For example, if someone is denied a promotion or otherwise is
discriminated against because she is married to a Hispanic man, that violates the law.
Some employment practices, such as citizenship requirements, minimum height requirements,
and policies against hiring individuals with arrest and conviction records, may screen out people
of a particular national origin. For example, a minimum height requirement for certain jobs, such
30 as police officers or firefighters, may disproportionately screen out people of certain national
origins, such as Hispanics and Asians, and would be against the law unless the employer could
prove that it is related to the job and needed for the employer to operate safely or efficiently.
http://www.eeoc.gov/eeoc/publications/immigrants-facts.cfm (abridged and adapted), accessed in December 2013
28
Upgrade 10
tests
2. Match the headings a) to e) with the paragraphs of the text 1 to 5. 10 marks (5x2 marks)
a) Association with National Origin Groups.
b) Immigrants rights and opportunities.
c) Discrimination related to certain professions.
d) The Role of the Equal Employment Opportunities Commission.
e) What is National Origin discrimination?
3. Find equivalents for the expressions below in paragraph 2. 10 marks (5x2 marks)
a) declaring illegal
b) undue trouble, worry or torment
c) act according to
d) treated unfairly
e) ofʠcially recording
a) The law establishes a 180-day limit
b) Three examples of discrimination on the grounds of origin
c) Employment practices may
1. Connect the items in columns A and C using the appropriate expression of quantity from column B.
Three of them do not apply. 18 marks (6x3 marks)
A B C
(A) is done to avoid episodes
(1) few
of intolerance.
a) Every day ethnic groups face
(2) any
(B) strength and courage to face
b) Often there is
(3) much those who disrespect you.
c) Unfortunately, sometimes not
(4) both (C) crucial to change the mentality
d) Education and perseverance are of the intolerants.
(5) little
e) If a person is discriminated against (D) of situations in which they
(6) neither
because of his/her colour, he/she will are disrespected and insulted.

(7) many
have
(E) opportunities to succeed.
(8) plenty
f) It takes
(F) people can do to ʠght against
(9) enough
discrimination.
29
Ethnic minorities can fall victim to a) bias that
includes a recurrent preoccupation with b) (i.e., (1) nationality
policies favoring people born in the United States), c) (2) stereotypes
when so-called “immigrants” succeed (often related to a fear of losing (3) intolerance
jobs to d) ), and disdain or anger when they act (4) segregating
against the established norm (e.g. when they don’t know or refuse to learn (5) resentment
the language). In the second case, negative e) of (6) “nativism”
certain ethnic groups or people of a certain f) can (7) anti-immigrant
fuel antagonism. (8) newcomers

http://;ʪʪ
th5ʫ;ʪ/t5pʫtʪʪ/ ʪʫ:5 55ʫt5ʪʫ:5ʫt:55ʫt,
(abridged and adapted) accessed in December 2013
a) Today some groups within society still do not contribute to promoting

but rather seem to advocate discrimination. (integrate / race)
b) The implications of the above are that too many people still perpetuate
attitudes and feel pleasure in making others feel . (respect / inferiority)
4. Rewrite the following sentences using the words given. 8 marks (2x4 marks)
a) A minimum height requirement for certain jobs may disproportionately screen out people of
certain national origins.
People
b) A person might mistakenly be thought to be Haitian and may be discriminated against based on
certain characteristics although he/she is not actually Haitian.
Despite not
In about 120-180 words, write a text expressing your opinion on the measures adopted by
countries to combat discrimination.
How effective do you think they are? What can still be done?
30
Upgrade 11
tests
Answer key
Progress Tests (Module 1) 4. a) a vision of the future. b) will save Europe.
c) but she also wants to belong to it.
Test 1 C – Language
A – Listening comprehension 1. a) (8) (B); b) (1) (F); c) (7) (A); d) (6) (D); e) (4) (C);
1. b). 2. a) 3 ; b) 6 ; c) 5 ; d) 2 ; e) 1 ; f) 4 .
rd th th nd st th
f) (2) (E).
3. a) Unwilling to compromise; b) pursued him 2. a) commitment (5); b) trust (6); c) ignorance (8);
until; c) condemned as a traitor; d) as a symbol; d) root (1); e) unknown (4); f) individual (2).
e) struggle for independence. 3. a) tolerance; citiens. b) acceptance;
B – Written comprehension multilingualism.
1. Open answer. 4. a) having watched the student demonstrations in
2. a) Nelson Mandela; b) the US President’s; c) human Parliament Square in London recently, Napoleoni
beings’; d) David Cameron’s; e) people. thinks Britain and Europe have come a long
3. a) towering (l. 23); b) mourning (l. 25); c) reconciliation way; b) new generation had come to power, the
(l. 29); d) adversaries (l. 31); e) closed (l. 33). political paradigm would not have been altered.
4. a) the world leaders who paid tribute to Nelson
Mandela. b) Barack Obama met Mandela for the Test 3
ʠrst time. c) there is freedom in forgiving, a big
heart is better than a closed mind, and life’s real A – Listening comprehension
victories must be shared. 1. b). 2. a) Sherry; b) Molly; c) Sherry; d) Stephanie;
C – Language e) Molly; f) Stephanie.
1. a) (4) (A); b) (6) (F); c) (1) (C); d) (9) (B); e) (7) (E); 3. a) being discriminated against; b) to stop
f) (5) (D). the deportation process; c) we are running
2. a) minority (4); b) ethnic (8); out of both; d) get together and ʠght;
c) originating (2); d) provinces (6); e) stand up for our rights.
e) apartheid (7); f) discrimination (3).
B – Written comprehension
3. a) friendship; b) anti-apartheid; c) equality;
1. Open answer. 2. a) 4th; b) 1st; c) 5th; d) 2nd; e) 3rd.
d) segregation.
3. a) prohibiting (l. 6); b) harassment (l. 7); c) obey
4. a) that day the world had lost one of its most
(l. 10); d) discriminated against (ll. 10-11); e) ʠling
important leaders and History would remember
Nelson Mandela as a champion. b) not saying (l. 12).
when his ʠrst protest took place, he is known to 4. a) for the ʠling of a complaint. b) are appearance,
have become involved in politics against apartheid. customs or language. c) exclude people of a
particular national origin.
Test 2 C – Language
A – Listening comprehension 1. a) (8) (D); b) (5) (F); c) (9) (A); d) (4) (C); e) (1) (E);
1. a). 2. b); c); e); f); g); h). f) (3) (B).
3. a) a European identity; b) as an extension of 2. a) anti-immigrant (7); b) “nativism” (6)”;
French culture; c) have been prime movers; c) resentment/intolerance (5)/(3); d) newcomers
d) French enthusiasm and persistence; e) more (8); e) stereotypes (2); f) nationality (1).
skillful than that of; f) with a centralied 3. a) integration; racial. b) disrespectful; inferior.
government. 4. a) of certain national origins may disproportionately
be screened out by a minimum height requirement
B - Written comprehension
for certain jobs. b) actually being Haitian, a person
1. Open answer. 2. a) demonstrations (l. 16); b) protest
might mistakenly be thought to be Haitian and

(l. 17); c) cements (l. 18); d) wary of (l. 19); e) initiatives
(l. 21).
may be discriminated against based on certain
3. a) Julian’s; b) the old continent’s; c) Teenagers’; characteristics.
d) parents/adults today; e) Loretta Napoleoni.
31
Upgrade 11
Progress Tests (Module 2)
Contents CEF Number

Skills Types of items Marks
A
Listening 3 40
comprehension Job on the go So / such and that Linguistic
Adjectives and tMFYJDBM t.VMUJQMFDIPJDF

School for life nouns
tHSBNNBUJDBM
Verb forms: t4FRVFODJOH
Take away office
past simple and tTFNBOUJD
B
Written present perfect t.BUDIJOHQISBTFT 4 60
Crossing borders simple tPSUIPHSBQIJD
comprehension
t4IPSUBOTXFS
Verb forms:
(blank filling; sentence
gerund, infinitive completion; rephrasing)
and past
participle
Pragmatic t Short answer
UFYUDPNQSFIFOTJPO
C Word formation
tGVODUJPOBM 4 50
Language
Collocations: jobs
tEJTDPVSTF
D t&TTBZ
Written 1 50
32
Upgrade 11
TEST 1
Name _______________________________________ No. _________ Class _________
1. Listen to the ʘrst part of the text. What type of text do you think this is?
Choose the correct option. 10 marks
a) A job ad.
b) A magaine article.
c) A blog spot.
2. Listen again and ʘll in the gaps in the ʘrst part of the text. 18 marks (6x3 marks)
Why don’t more people enjoy their work? Satisfaction comes from spending the hours of your
day in ways a) , and you spend a large portion of your day at work, so I’d
say “job satisfaction” is pretty important. Yet, a lot of people seem content in ʠnding a job that
b) and doesn’t excite them, only to pick up c) at the
end of each month. They act as if money is the most important thing in the world. Well if that’s the
case, why don’t they ʠnd a job with more money?
It’s very important that your job satisʠes you in some way, due to d) .
The beneʠts of job satisfaction are many. Here are four that come to mind@
1. It promotes e) , keeping stress levels to a minimum.
2. Knowing that you’re doing something good fosters pride in your work.
3. It motivates you to get out of bed earlier, with more energy and enthusiasm.
4. It f) on more than just the money.
I could go on, but now we dive into the important part of this article@ the “how-to”!
http://ʫ
5
5. ʪ/ʪ(abridged and adapted), accessed in December 2013
3. Listen to the second part of the text and tick () the topics which are mentioned. 12 marks (3x4 marks)
a) Talk with your colleagues d) Plan your day
b) Ask for a raise e) People need you
c) Take pride f) Mix it up
33
1. What reason(s) led you to choose your present area of study?

Write between 30-40 words. 10 marks
High tech, high touch, high growth

On a gloomy afternoon earlier this month, a group of Harvard students took a break from
crafting final papers to peer into the future. Surveying a shattered employment landscape, they
summoned the optimism to regard looming obstacles as opportunities for scenic detours. “There
are definitely downsides to it being harder to get a job,” says Alex Lavoie, a 21-year-old junior
5 from Avon, Conn. “But it’s forced people to look harder at what they really want to do instead of
following a standardized path.”
During the fat years, that path led many of America’s elites to Wall Street. These days, that’s a
less appealing destination. In 2008 the financial sector, which had ballooned over the past three
decades, contracted for the first time in 16 years. “The glamour is gone,” says Bridget Beckeman,
10 20, a junior from Westford, Mass., who will intern at an investment bank this summer. But it hasn’t
disappeared. Financial centers like Charlotte, N.C., will flourish anew. Driven largely by a banking
boom, the city’s workforce has grown 50% over the past decade, according to John Connaughton, a
professor of economics at the University of North Carolina at Charlotte.
The fall of finance has its upside. Top grads will tack toward a variety of potentially lucrative
15 positions that prize technological savvy and analytical aptitude. According to consulting giant
McKinsey & Co., nearly 85% of new jobs created between 1998 and 2006 involved complex
“knowledge work” like problem-solving and concocting corporate strategy. Job opportunities in
mathematics and across the sciences are also expected to expand. The U.S. Department of Labor
spotlights network systems and data communications as well as computer-software engineering
20 among the occupations projected to grow most explosively by 2016. Over the next seven years, the
number of jobs in the information-technology sector is expected to swell 24% – a figure more than
twice the overall job-growth rate.
There will be some limits to that growth. “This place is going to get more and more high-end
talent and less and less commodity-type folks,” says Mark Dinan, a Silicon Valley recruiter. “The real
25 question is, ‘What’s the next big thing, and what’s going to be the big moneymaker?’ Cloud computing?
Nanotechnology? Genomics? The answer will come from the companies that entrepreneurs
can create – and destroy – more easily than ever before, because the cost of start-ups is dropping
rapidly. Richard Freeman, director of the labor studies program at the National Bureau of Economic
Research, says that “these really sharp, aggressive, Harvard-type students doing entrepreneurship,
30 forming new businesses... would be the best thing that could happen to this economy.”
Where else could your next job come from? Health care and education, the labor market’s
traditional bulwarks in lean times, show no signs of abating. An aging population will open up
opportunities too. “Construction of senior communities, assisted-living facilities, nursing homes ...
these things are all going to have to expand tremendously,” says Connaughton. The key to finding
35 the jobs of the future will be knowing where to look.
http://content.time.com/time/specials/packages/article/0,28804,1898024_1898023_1898101,00.html
34
Upgrade 11
2. Find equivalents for the words/expressions below in paragraphs 2 and 3. 10 marks (5x2 marks)
a) prosperous
b) shot up
c) shrank
d) staff
e) advantage
3. Say what or who the following words refer to. 10 marks (5x2 marks)
a) they (l. 2) b) it (l. 5) c) that (l. 7) d) who (l. 10) e) your (l. 31)
4. Answer the questions below on the text. 30 marks (3x10 marks)
4.1. Why is it stated in the text that difʠculty in ʠnding a job may be advantageous?
4.2. Which areas of work will be more popular in the future?
4.3. Will job seekers in the future need any particular skills? Which?
1. Match the phrases below to form six correct sentences. 18 marks (6x3 marks)
a) The world of work has undergone (1) such employers offer perks.
b) People who are not open (2) nowadays many employees have started
to ʡexitime sharing jobs.
c) Most employers give no credit for (3) such that they want another job for the
certiʠcates future.
d) Current job-searchers are not worried (4) such great transformation that workers need
about getting bonuses. They just to reʠne their skills.
e) In the past most people would have (5) then they realise they must accept whatever
a full-time job for life, but job comes their way.
f) At ʠrst many unqualiʠed people decide they (6) want to ʠnd a job that will pay them
want to ʠnd the job of their dreams, a salary.
(7) or qualiʠcations. It’s experience and references
that really matter.

(8) nor can they do anything.
(9) nor ʡexibility may be faced with
unemployment.
35
Job candidates must convince prospective employers they’re ready and able
(1) workmate
to a) from the college classroom or last/current job into
(2) positions
a new job opportunity. Develop a personal marketing campaign. Don’t rely
(3) hire
totally on job board postings or recruiters to ʠnd and b) you.
(4) lifelong
They’re only one of many c) available to you during your
(5) cutting-edge
d) process. Employers are as anxious to ʠnd the right people
(6) salary
as candidates are to ʠnd the right e) . You need an aggressive
(7) resources
strategy for locating opportunities. The key to a successful job search is a
(8) move
highly developed plan. If you want to be f) , you’ve got to
(9) job-search
structure your time effectively and organie your job campaign.
http://ʪ.t5
ʪ
. ʪ/ʪ/ tt5ʫ:

:ʪ: ʫ5t

a) is one of the most serious issues many Europeans are faced with. (jobless)
b) development can be achieved by way of c) . It is one of the
requirements for d) these days. (profession / train / employ)
4. Join the sentences below using the word given. 8 marks (2x4 marks)
a) People’s jobs will be guaranteed in the future. They must obtain further skills. (unless)
b) The number of job opportunities for youngsters is very scarce. Many choose to emigrate. (so)
Write a letter applying for one of the jobs advertised below.

Be sure to use an appropriate layout and structure.
Write between 120-180 words.
Editor Wanted
Bank Magager
Editor needed to direct the publication of new
software magazine. At least two years editorial Tom Bank is looking for a bank manager to
experience needed. head its downtown branch. Seeking individual

Hours: 8.00 am to 5.30 pm. Some overtime with 5+ years experience. Working hours:
required. Send you resume to: P.O. Box 213, 8.30 am to 6.00 pm. Excellent bene¿ts,
Fairview, IN. 46243. including attractive retirement plan. Contact
newbank@gol.com for more information.
36
Upgrade 11
Progress Test - Module 2 tests
TEST 2
Name _______________________________________ No. _________ Class _________
1. Listen to the text and choose the correct option. This text is an excerpt from: 10 marks
a) a speech.
b) an interview.
c) an article.
2. Order the statements according to the ʘrst part of the text. 12 marks (6x2 marks)
a) “(…) we live in a globalised world and a virtually borderless Europe.”
b) “(…) there is very little in the lives of young educated people today, that doesn’t have some
international element to it.”
c) “In the last 5 years I have resided in 4 European countries.”
d) “When I ʠnished studying in 2009, it was evident that the job market had changed (…)”
e) “Have I surrounded myself with internationally minded people?”
f) “Since the age of 20, I have left, and returned to Ireland several times.”
3. Fill in the gaps as you listen to the second part of the text. 18 marks (6x3 marks)
I believe that the a) does not have to generate such a large air of doom.
Creating an Ireland that b) of young emigrants is c) ,
and is where the emphasis should lie. Let us embrace that d) , as travel
is affordable, quicker, and communication across oceans is instantaneous. The experience of
emigration for young Irish people today is not the same e) , and therefore,
we do not have to fear it the same way it was once feared.
As I said before, I’m not lost. I’ll come back one day. And maybe I’ll leave again. For the moment
though, I’m embracing f) .

http://.55ht5
. ʪ/ʪ/
ʫ
t5ʪʫ
5t5ʪʫ/LJKK/KL/KQ/5:hpp:tʪ:
:pt:ʪ:
ʫ
t5ʪʫ:
5t5ʪʫ
37
1. Choose from the list (a to c) one negative aspect of youth unemployment you ʘnd most worrying.
Justify your choice. Write between 30-40 words. 10 marks
a) Health and other long-term consequences c) Facing difʠculties

b) Separation of families in their home country
Read the text below.
Cutting dole for under-25s will

accelerate youth emigration
This measure is a regressive step which will drive more people out, writes Marie-Claire McAleer of
the National Youth Council of Ireland.
The decision to cut jobseekers’ allowance for those under 25 in Budget 2014 is a regressive
measure which will create great hardship for young jobseekers and accelerate the numbers of young
5 people emigrating from Ireland.
It is estimated that over the last five years, 177,000 young people aged 15-24 have left this country.
Most of those emigrating are in the 15-24 and 25-44 age cohorts. Over the past two years, over a
quarter of our population has been affected by the emigration of a close family member and one in
two of our 18-24-year-olds would consider emigrating themselves, according to a poll carried out
10 for the National Youth Council of Ireland.
At a time of high youth unemployment, poor labour market prospects, inadequate quality
education and training options, and increasing youth emigration, Budget 2014 has delivered
another devastating blow to young jobseekers, which will undoubtedly lead to greater hardship for
young people who remain here and a rise in social problems.
15 Not only does it have a negative impact on mental and physical health, research shows that
unemployment while young, particularly long-term unemployment, “causes permanent scars rather
than temporary blemishes.” Research published by NYCI in 2011 entitled “Forgotten Generation”,
highlights the challenges experienced by all young jobseekers. The participants in the research
included jobseekers aged 18-25, including early school leavers, those with Leaving Certificate or
20 apprenticeship or vocational training qualifications, and third level graduates. Many highlighted
the desire to work and to contribute.
The announcement in Budget 2014 to target young jobseekers through cuts in Jobseekers’
Allowance for those under 25, and the further €2 million cut to youth work services, sends out
a very negative message to young people. These policy decisions will accelerate the numbers of
25 young people emigrating.
While emigration may be considered by Government a panacea to address youth unemployment
and reduce the cost of social welfare expenditure, the long-term consequences of sustained youth
emigration are devastating.

Rather than investing in Ireland’s future, the message conveyed is that emigration is the only option
30 for young people. It is a further insult to injury to suggest that the cuts to jobseekers’ allowance for
those under 25 will incentivise young people to participate in education and training, internships
or apprenticeships when, in reality, the number of quality programmes currently available to meet
the demand is inadequate.
http://www.irishtimes.com/blogs/ (abridged and adapted), accessed in December 2013
38
Upgrade 11
2. Say what or who the words/expressions below refer to. 10 marks (5x2 marks)
a) those (l. 3) b) this country (l. 6) c) themselves (l. 9) d) here (l. 14) e) those (l. 19)
3. Find opposites for the words below in paragraphs 7 and 8. 10 marks (5x2 marks)
a) savings
b) ending
c) increases
d) discourage
e) avoid
4. Complete the sentences according to the text. 30 marks (3x10 marks)
a) The decision discussed in the text is viewed as regressive due
b) In the past ʠve years,
c) Contrary to the Irish Government’s perspective, the author claims that
1. Complete each of the following sentences by choosing the correct word.

1.1. Peter would not normally think of working abroad, would he consider leaving his
parents.
a) then b) but c) nor d) as
1.2. The newcomers are welcome in the host country, they would rather remain in
their homeland.
a) and b) but c) so d) as
1.3. The two young engineers had decided to work in Europe they applied for a job in
Germany.
a) so b) then c) and d) nor
1.4. Many Irish youngsters are told they can choose to leave Ireland try to ʠnd a good
job elsewhere.
a) but b) so c) and d) as
39
1.5. In many European countries young people cannot ʠnd a job on leaving university
they have to return to their parents’.
a) yet b) so c) as d) or
1.6. Most young Europeans speak English ʡuently do not encounter linguistic
obstacles in many foreign countries.
a) or b) nor c) and d) yet
2. Fill in the gaps with six adjectives from the box. 18 marks (6x3 marks)
Nowadays many parents feel a) about the fact that their

(1) enthusiastic
young sons and daughters have to leave for another country if they are
(2) fond
b) in ʠnding a good job. No matter how c)
(3) accustomed
they were in their academic life, many young people must indeed go elsewhere
(4) annoyed
to ʠnd a job in the area they are d) of, so they become
(5) aware
e) and no longer need to rely on their parents.
(6) proud
One would think that anyone who was f) to working hard
(7) brilliant
wouldn’t really mind the separation, but there is more to life than a good job,
(8) independent
right?
(9) interested
3. Fill in the gaps with the correct form of the words. 12 marks (4x3 marks)
a) Some workers have been offered the chance to take part in a
programme. (employ / training)
b) As he couldn’t ʠnd any other job, Sam, 22, decided to take a ʡyer job, which seemed
quite simple. However, it turned out to be rather . (delivering / success)
a) No young person can find a job abroad if he does not possess the necessary qualifications.
A young person (unless)
b) Irish youths move out of their country, but they have to find a good job first.
Irish youths (if)
Imagine that you have just arrived in a new country to work. Write a magazine article describing
your experience on arriving in the new country, both professionally and personally.
40
Upgrade 11
TEST 3
Name _______________________________________ No. _________ Class _________
1. Listen to the ʘrst part of the test and choose the correct answer.
The purpose of the text is... 10 marks
a) to present arguments in favour of EducationUSA.
b) to give an opinion on the impact of EducationUSA.
c) to provide information with regard to EducationUSA.
2. Listen to the second part of the text and choose the correct alternative. 15 marks (5x3 marks)
EducationUSA Advising Centers may be located in a) American embassies and consulates /

U.S. embassies and consulates, or in a variety of partner institutions, including Fulbright
commissions, b) international cultural centers / bi-national cultural centers, U.S. nongovernmental
organiations (NGOs) such as AMIDEAST and American councils/ACCELS, foreign NGOs, universities,
and libraries. These centers share a common goal@ assisting students in accessing c) U.S. higher
education institutions / U.S. higher education opportunities. Advising centers are staffed by
EducationUSA advisers, d) many of whom have / many of who with ʠrst-hand experience
studying in the United States. Advisers adhere to EducationUSA ethical standards, e) hide from the
EducationUSA policy / abide by the EducationUSA policy to refrain from working with commission-
based recruitment agents, and have U.S. State Department-approved training about the U.S. higher
education system and application processes.
http://www.educationusa.info/about.php (abridged and adapted), accessed in December 2013
3. Listen to the third part of the text. Tick (Ů) the “5 Steps to U.S. Study” mentioned. 15 marks (5x3 marks)
a) Listen to your Parents’ Advice. e) Finance Your Studies.
b) Research Your Options. f) Apply for Your Student Visa.

c) Complete Your Application. g) Prepare for Your Departure.
d) Ask for A Passport. h) Download the Application Form from the ECA Site.
41
1. How important do you think youth exchange programmes between European countries are?
Justify your answer. Write between 30-40 words. 10 marks
Read the text below.
International vocational training cooperation:

success in education export
The Federal Ministry of Education and Research (BMBF) cooperates with many countries in the area
of vocational training. It supports German providers of initial and continuing vocational training in
developing the rapidly growing international education market. In bilateral working groups under the
leadership of the BMBF, German representatives and their corresponding international partners discuss
5 current developments in vocational education. In this area, Germany contributes to finding solutions on
the basis of its world renowned dual system of vocational education and training. In addition, the BMBF
maintains dialogues in educational policy with a variety of other countries.
Six EU countries want to work closely with Germany to reform their systems of vocational training
and education. On the invitation of the Federal Ministry of Education and Research, Germany, Spain,
10 Greece, Portugal, Italy, Slovakia and Latvia, in association with the European Commission, signed a
memorandum in Berlin on 11 December 2012. It includes many concrete measures for introducing a
vocational education system based on Germany’s model. The goal is to have 80 per cent of all young
people in the EU employed by 2020. In EU countries like Greece and Spain, current youth unemployment
rates are above 50 per cent, and across Europe nearly one in four adults under the age of 25 are without
15 work. At 8 per cent, Germany’s youth unemployment rate is the lowest among EU countries – a standing
attributed to the dual system of education and training, which is closely linked to industry and the job
market.
The European education ministers have agreed to optimize their national systems of vocational
education while creating the basic conditions for a European Vocational Education Area. In doing so, the
20 mobility of young people and employees in Germany for training or employment is to be strengthened.
For the initial phase, the participating countries have agreed on concrete steps, such as the realisation of
exchanges, the creation of regional vocational training networks, the initiation of political consultancy
projects, the gathering of exchange ideas and the creation of a German pool of consultancy experts and a
peer learning platform.
25 In addition to the current funding for international cooperation in vocational education and training,
the BMBF will make 10 million euros available for the implementation of the memorandum, which will
also be supplemented by contributions from partner countries.
By order of the BMBF, the Federal Institute for Vocational Education and Training (BIBB) will become
the central office for the coordination of international cooperation in vocational education and training.
30 The European Commission and the European Centre for the Development of Vocational Training
CEDEFOP will support this process. The EU Commission is placing special focus on practically oriented
training in its new strategy “Rethinking Education.” Starting in 2014, the new EU education programme
“Erasmus for everyone” and the new European Social Fund will contribute significantly to financing.
With a “European Alliance for Apprenticeship,” the Commission also plans to integrate further countries
35 into the reform process initiated by Germany.
http://www.bmbf.de/en/17127.php (abridged and adapted), accessed in December 2013
42
Upgrade 10
2. Find synonyms for the words/expressions listed below in paragraphs 3 and 4. 10 marks (5x2 marks)
a) improve d) disposal
b) fundamental e) setting up
c) reinforced
3. Say what or who the following words refer to in the text. 10 marks (5x2 marks)
a) It (l. 2) b) its (l. 6) c) It (l. 11) d) their (l. 18) e) its (l. 32)
4. Say whether the sentences below are True (T) or False (F).
Quote from the text to support your answer. 30 marks (5x6 marks)
a) It is suggested that the Federal Ministry only discusses vocational training with Germany.
b) Despite the signing of the memorandum, its aim is unclear.
c) No one can explain why the German unemployment rate is so low.
d) The BMF plans to invest a considerable sum.
e) The implementation of the EU’s new programme wil be aided by the European Social Fund.
1. Complete each of the following sentences by choosing the correct word/expression.

1.1. The new European programmes expect the European high rates of
unemployment among the young parents.
a) changing b) change c) changed d) to change
1.2. In the face of the high number of unemployed educated people, Portugal and Spain had better
a more effective model of education.
a) adopt b) to adopt c) adopting d) adopted
1.3. Many young Europeans no longer think it’s worth to university because it is
too costly and can be unhelpful in ʠnding a job.
a) to go b) go c) going d) gone
1.4. For many European Education ministers it is wrong present educational

system.
a) maintaining b) to maintain c) maintained d) maintain
43
1.5. An appeal is being made to European nations@ “Let’s in the steps of

those who have succeeded!”
a) follow b) to follow c) following d) followed
1.6. Ministers look forward to the new programmes for young Europeans.
a) implement b) implemented c) implementing d) have implemented
2. Fill in the gaps with six collocations from the box. 12 marks (6x2 marks)
At the present time, when workers are in fact a) ,

(1) accept a job offer
they can no longer take full time employment for granted because the world
(2) between jobs
of work is highly unstable. In fact, these days when most people decide to
(3) apply for a job
b) they are well aware of the fact that they are not
(4) job expectations
c) for life, even if it is d) .
(5) regular job
I suppose what this really means is that when people e) (6) getting a job
– whether young or not – they no longer have the same f) (7) quit a job
job-seekers had in the past. It is not just that the world has changed, work (8) full-time
has been irrevocably transformed too. (9) job ad
http://ʪ.t5
ʪ
. ʪ/ʪ/ tt5ʫ:

:ʪ: ʫ5t
3. Fill in the gaps with the correct form of the words. 12 marks (4x3 marks)
a) Many modern jobs are and therefore become rather . (repeat /

monotony)
b) Unemployed youngsters often choose to become volunteers. The work can be ,

but is . (create / pay)
a) The European Commission will only set up new programmes that offer the possibility of a job.
The European Commission . (unless)
b) “Erasmus for everyone” is a great opportunity. Many young Europeans are interested in applying.
“Erasmus for everyone” . (such)

Write an opinion text in which you explain what your dream job is, what you would do in the job,
where it would be and what it would mean to you to have this job.
44
Upgrade 11
tests
Answer key
Progress Tests (Module 2) C – Language
1. 1.1. c); 1.2. b); 1.3. a); 1.4. c); 1.5. b); 1.6. c).
Test 1 2. a) annoyed (4); b) interested (9); c) brilliant (7);
A – Listening comprehension d) fond (2); e) independent (8); f) accustomed (3).
3. a) unemployed; retraining. b) delivery;
1. b). 2. a) that truly fulʠl you; b) doesn’t challenge
unsuccessful. 4. a) cannot ʠnd a job abroad unless
them; c) a decent pay check; d) the beneʠts this
he possesses qualiʠcations. b) move out of their
brings; e) a healthy, balanced lifestyle; f) makes it
country if they ʠnd a good job.
easier to focus. 3. a); c); d).
B – Written comprehension Test 3

1. Open answer. 2. a) fat (l. 7); b) ballooned over (l. 8); A – Listening comprehension
c) contracted (l. 9); d) workforce (l. 12); e) upside (l. 14).
1. c). 2. a) U.S. embassies and consulates; b) bi-
3. a) a group of Harvard students; b) being harder
national cultural centers; c) U.S. higher education
to get a job; c) Wall Street; d) Bridget Beckeman;
opportunities; d) many of whom have; e) abide by the
e) a job-seeker’s/the reader’s. 4. 4.1. Difʠculty in ʠnding
EducationUSA policy. 3. b); c); e); f); g).
a job may be advantageous because this way people
think more carefully about what they really want to B – Written comprehension
do, rather than following someone else’s decision. 4.2. 1. Open answer. 2. a) optimie (l. 18); b) basic (l. 19);
Areas such as network systems, data communication c) strengthened (l. 20); d) available (l. 26); implementation
and computer-software engineering. 4.3. Yes, they will (l. 26). 3. a) the Federal Ministry of Education and
need to decide where to look for a job. Research; b) Germany’s; c) memorandum; d) The
European Education ministers’; e) EU Commission’s.
C – Language
4. a) F – “(…) the BMBF maintains dialogues in
1. a) (4); b) (9); c) (7); d) (6); e) (2); f) (5). 2. a) move
educational policy with a variety of other countries.”
(8); b) hire (3); c) resources (7); d) job-search (9); e)
(ll. 7-8). b) F – “The goal is to have 80 per cent of all
salary (6); f) cutting-edge (5). 3. a) Joblessness. b)
young people in the EU employed by 2020.” (ll. 12-13).
Professional; training; employment. 4. a) Unless
c) F – “(...) Germany’s youth unemployment rate is the
people obtain further skills, their jobs will not
lowest among EU countries – a standing attributed
be guaranteed in the future. b) The number
to the dual system of education and training, which
opportunities for youngsters is so scarce that many
is closely linked to industry and the job market.” (ll.
choose to emigrate.
15-17). d) T – “In addition to the current funding for
international cooperation in vocational education
Test 2
and training, the BMBF will make 10 million euros
A – Listening comprehension available for the implementation of memorandum
1. c). 2. c) 1 ; f) 2 ; b) 3 ; e) 4 ; b) 5 ; d) 6 .
st nd rd th th th (…)” (ll. 25-26). e) T – “Starting in 2014, the new EU
3. a) emigration of young people; b) facilitates education programme “Erasmus for everyone”
the repatriation; c) an interesting discussion; d) and the new European Social Fund will contribute
international mobility is normal; e) as with previous signiʠcantly to ʠnancing.” (ll. 32-33)
generations; f) being part of “Generation Emigration”.
C – Language
B – Written comprehension 1. 1.1. d); 1.2. a); 1.3. c); 1.4. b); 1.5. a); 1.6. c). 2. a) between
1. Open answer. jobs (2); b) accept a job offer (1); c) getting a job (6);
2. a) jobseekers; b) Ireland; c) one in two of our d) full-time (8); e) apply for a job (3); f) job
18-24-year-olds d) Ireland; e) participants. 3. a) expectations (4). 3. a) repetitive; monotonous.

expenditure (l. 27); b) sustained (l. 27); c) cuts (l. 30); d) b) creative; unpaid. 4. a) will not set up new
incentivise (l. 31); e) participate in (l. 31). 4. a) to the programmes unless they offer the possibility of a
difʠculties it will create for young people. b) 177,000 job. b) is such a great opportunity that many young
young people aged 15-24 have left Ireland. c) youth Europeans are thinking of applying.
emigration will have devastating consequences.
45
Test Correction Criteria
Type of items Criteria
t.VMUJQMFDIPJDF t$PSSFDUJODPSSFDU
t5SVFGBMTF 4FRVFODJOHJUFNTXJMMPOMZCFHJWFONBSLTJGUIFXIPMFTFRVFODFJTDPSSFDU
0OFNBSLPòJOUSVFGBMTFJUFNTGPSFBDIJODPSSFDURVPUBUJPOGSPNUIFUFYU XIFO
t.BUDIJOH
applicable
t4FRVFODJOH 0OFNBSLPòJOUSVFGBMTFJUFNTGPSFBDIJODPSSFDUBOTXFS JGRVPUBUJPOGSPNUIFUFYU
t4IPSUBOTXFS CMBOLöMMJOH
is correct, when applicable
t4IPSUBOTXFS TFOUFODFDPNQMFUJPO t0OFNBSLMFTTGPSFBDIMBOHVBHFNJTUBLF VQUPBNBYJNVNPGNBSLT

rephrasing) t*ODPNQSFIFOTJCMFPSEFDPOUFYUVBMJTFEBOTXFSTXJMMCFNBSLFEXSPOH
t0OFNBSLMFTTGPSMBOHVBHFNJTUBLFT VQUPBNBYJNVNPGNBSLT
t4IPSUBOTXFS UFYUDPNQSFIFOTJPO
t5IFBOTXFSTIPVMEEFNPOTUSBUFUIFDPNQSFIFOTJPOPGUIFUFYU VTJOHTUVEFOUTXPSET
t*ODPNQSFIFOTJCMFPSEFDPOUFYUVBMJTFEBOTXFSTXJMMCFNBSLFEXSPOH
41 to 505IFTUVEFOUTIPXTFYDFMMFOUXSJUJOHTLJMMTUPUBMMZSFTQFDUTUIFUPQJDPSUFYUUZQF
QSFTFOUTIJTPXOJEFBTBCPVUUIFUPQJD DPOUFYUVBMJTFTBOEEFWFMPQTUIFNVTFTBQQSPQSJBUF
BOEWBSJFEDPIFTJWFEFWJDFTPSHBOJTFTUIFUFYUJOBDPIFSFOUNBOOFSNJTUBLFT TUSVDUVSF
or spelling) are irrelevant for the comprehension of message.
31 to 40:5IFTUVEFOUTIPXTSFBTPOBCMFXSJUJOHTLJMMTSFTQFDUTUIFUPQJDPSUIFUFYUUZQF
QSFTFOUTTPNFJEFBTBCPVUUIFUPQJDBOEDPOUFYUVBMJTFTUIFNVTFTTJNQMFDPIFTJWFEFWJDFT
UPUFYUCVUOPUBMXBZTTVDFTTFGVMMZDIPJDFPGXPSETJTHPPENBLFTGFXNJTUBLFT TUSVDUVSF
or spelling) which hardly affect message.
21 to 30: 5IFTUVEFOUTIPXTTPNFXSJUJOHTLJMMTSFTQFDUTUIFUPQJDPSUIFUFYUUZQFQSFTFOUT
TPNFJEFBTBCPVUUIFUPQJDBOEUSJFTUPDPOUFYUVBMJTFUIFNVTFTTPNFDPIFTJWFEFWJDFT
CVUUIFUFYUJTTMJHIUMZEJTPSHBOJTFEDIPJDFPGXPSETJTSFBTPOBCMFNBLFTTPNFNJTUBLFT
t&TTBZ
(structure or spelling) which sometimes make message slightly confusing.
11 to 20:5IFTUVEFOUTIPXTQPPSXSJUJOHTLJMMTNPTUMZSFTQFDUTUIFUPQJDPSUIFUFYUUZQF
QSFTFOUTTPNFJEFBTBCPVUUIFUPQJDCVUUIFUFYUJTTMJHIUMZDPOGVTFEVTFTGFXDPIFTJWF
EFWJDFTCVUUIFUFYUJTOPUXFMMPSHBOJTFEDIPJDFPGXPSETJTQPPSNBLFTTPNFNJTUBLFT
(structure or spelling) which sometimes impede meaning.
0 to 10: 5IFTUVEFOUTIPXTWFSZQPPSXSJUJOHTLJMMTEPFTOUGVMMZSFTQFDUUIFUPQJDPSUIFUFYU
UZQFJEFBTBSFTDBSDFBOENPTUMZEFDPOUFYUVBMJTFEVTFTGFXDPIFTJWFEFWJDFTBOEUIFUFYU
is disorganised; choice of words is very poor; makes many mistakes (structure or spelling)
which sometimes make message incomprehensible or illegible.
/PUFUIFTUVEFOUXJMMHFUNBSLTJGUIFUPQJDPSUFYUUZQFJTOPUSFTQFDUFE PSJGUIFXIPMF
UFYUJTJODPNQSFIFOTJCMFPSJMMFHJCMF
46
TEST CORRECTION GRID
IN
UNIT ________________________________ CLASS _________ DATE ___ / ___ / ___ TERM _________
AVAILABLE
A - Listening D - Written
B - Written comprehension C - Language
comprehension prod. Total Mark
IN EXCEL FORMAT
1 2 3 Total 1 2 3 4 Total 1 2 3 4 Total 1 Total
No. Name 40 60 60 40 200
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
47
Upgrade 11
30
tests

Test Book I

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Test Book I

Uploaded by

Copyright:

Available Formats

Graça Valério

Consultora científica e linguística

Test correction criteria 46

Test correction grid 47

Contents CEF Number

Word formation Pragmatic t Short answer

Name _______________________________________ No. _________ Class _________

Date ___ /___ /___ Mark _______________________ Teacher ______________________

A — Listening comprehension 40 marks

1. What is this text about? 16 marks

2. Tick () what is mentioned. 12 marks (6x2 marks)

a) Summer can be deadly boring!

b) Summer is a change from the school year.

c) It’s an opportunity to catch up with sleep.

3. Who says what: Kacey, Alexis or Ashlyn? 12 marks (6x2 marks)

a) It’s the opportunity to relax after a hard school year.

b) You can sleep more and see friends more.

c) It’s a break from worries.

d) It’s a chance to read books.

e) You can spend more time outside and swim.

f) I work during the day and go out at night or on weekends.

B — Written comprehension 60 marks

Read the following text.

Edward Hartline – 15-year-old Alabama

a) A teen decided to waste his holidays doing nothing.

b) He learned music at school.

c) He became known on YouTube at the age of 13.

d) His own songs were played on TV.

e) He entertained people in restaurants and cafés.

a) accomplished (l. 7) (1) displayed

c) posted (l. 13) (3) gifted

d) challenge (l. 18) (4) enthusiastic

e) eager (l. 28) (5) straightaway

4. Answer these questions on the text. 30 marks (3x10 marks)

4.1. How did he become known to the public?

4.2. Did he record his music in a studio? Justify your answer.

4.3. What are his views towards school and music?

a) During the summer, some of Edward’s friends (sleep) most of the

holidays, while others (do) their best to get a summer job.

b) Some companies (recruit) summer staff at that time.

opportunity to attend music festivals for free.

e) Next Saturday, Edward (have) a show in Birmingham, AL.

opportunities. , they get in for free and have loads of fun.

a) However b) Furthermore c) Although

to increase working hours of regular staff because of the recession.

a) In spite of b) In order to c) Though

a) in order to b) so that c) in addition

a) since b) in spite of c) next

There is a growing demand for seasonal workers

Sarah said ª"4"tUPGRADE 11 / TESTS

D — Written production 50 marks

Look at this summer motto:

In 120-180 words, give your opinion on this topic.

Name _______________________________________ No. _________ Class _________

Date ___ /___ /___ Mark _______________________ Teacher ______________________

A — Listening comprehension 40 marks

a) graduating and life thereafter.

b) visiting universities to get to know them.

c) the ʠrst day at university.

b) Nothing is new. f) Wait until you know where your room

to say hello as they are passing.

room later on.

B — Written comprehension 60 marks

Name ___________________________________ No. _ Class _____

Date _ /_ /_ Mark _ Teacher __

2. Tick () what is mentioned. 12 marks (6x2 marks)

Name ___________________________________ No. _ Class _____

Date _ /_ /_ Mark _ Teacher __

Name ___________________________________ No. _ Class _____

Date _ /_ /_ Mark _ Teacher __

e) Her ʠrst job was at a magaine.

Name ___________________________________ No. _ Class _____

Date _ /_ /_ Mark _ Teacher __