TODAY 3

JUNIORS III
Second Test 2019__________________________Total: 100 marks
KEY
 Listening Comprehension
To the teacher: Go over the instructions together with your students and make sure they
understand what they have to do. Then, read the script twice.

Hello everyone! Today I’m going to talk about a famous scientist, Charles Darwin. He was born in
England in 1809 and became famous for his theory of evolution. He believed that people evolved
from other animals, like the monkey. This idea was very strange at the time, and that created a lot
of problems for Charles Darwin. Nowadays, however, his theory is very popular with scientists.
Darwin’s inspiration for his theory came from an amazing journey. In 1831, he received an
invitation to sail around the world on the HMS Beagle, a British ship. The objective of the trip was
to sail around South America, to learn about the South American coastline. At the time, Darwin
was only 22 years old. His job was to make scientific observations. Every time the ship stopped,
Darwin got off the boat to explore and collect specimens of the wilderness. He travelled to Brazil,
Argentina, Chile and the Galapagos Islands. Darwin was very successful in his mission. He
brought back specimens of more than 1,500 different species. He made careful observations of
animals, plants and rocks.
Darwin’s trip on the HMS Beagle, which lasted about 5 years, was a very big event in his life. After
the trip, Darwin spent the next 20 years thinking about his experience, studying and doing
experiments. He then came up with his theory of evolution and wrote a book about it. But Darwin’s
ideas were not very popular, and he couldn’t publish his book when he finished it. He published it
later, in 1859. Darwin’s work had a big impact on modern society and today, he is one of the most
important scientists of the 19th century.

1) not very popular 2) 1831 3) young 4) As a scientist

5) plants 6) important 7) 20 8) Some years after

…………………………………………………………………………………………16 marks

 Reading Comprehension
A) C

………………………………………………………………………………………………….… 5 marks
B) 1) b
2) b 3) a 4) c 5) a 6) c

…………………………………………………………………………………………12 marks
1) c 2) b 3) a
………………………………………………………………………………………………….… 6 marks

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 Short piece of writing
Marking criteria
Mark Criteria

5 All ideas are relevant and clearly expressed.

Competent completion Appropriate use of target structures, cohesive devices and rich vocabulary for the
of task level.

4 Most ideas are clear and relevant.

Task completed Mostly appropriate choice of language though some slips are present.
adequately Few errors which do not hinder communication.

3
Pass Mark Reasonable Main ideas are clear. One of the key points has been omitted.
completion of task More errors in target structures. Limited range of lexis.

Answer is not completely addressed to the rubric, or main bullet points have been
2 omitted.
Not quite clear enough Very limited range of structures and lexis.

1
Very weak piece of Irrelevant ideas. Serious errors impede message to be understood.
writing

……………………………................................................................……………….5 marks
 Multiple choice
1) who 2) feeding 3) everyone 4) appeared 5) has travelled
……………………………………………………………………………………10 marks

 Complete the conversation

0) Why don’t you go get ready? 2) Sorry, I forgot! 3) Hurry up and change.

…………………………………………………………………………………….… 6 marks
 Vocabulary
A) Choose the best option
1) c 2) a 3) b 4) a 5) c
……………………………………………………………………………………………….… 5 marks
B) 1) Under 2) impatiently 3) across 4) scratch 5) departure
…………………………………………………………………………………………10 marks

Ninguna parte de esta publicación, incluidos los dibujos, puede ser reproducida, almacenada o transmitida en manera alguna ni por ningún medio, 
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  Writing task. Students’ expected answers and marking criteria.
Option A - Sts book p. 47
Option B – Sts book p. 29

…………………...………………………………………………………………………. 25 marks

Appropriacy of language
Organisation & Range and accuracy of
Juniors 3 Relevance of content to context, function and
Cohesion structures & lexis
intention
Well organized with a
clear development of
Might have risked
ideas in defined
All ideas are clear and language above the level,
Bracket 5 paragraphs.
relevant. Appropriate choice of but almost no errors in
(23-25)
language, tone, register, target structures and
Appropriate use of target
All bullet points are etc. for the format to lexis expected for the
Competent cohesive devices for the
included. achieve desired effect on level.
completion of level, such as and, but,
the reader.
task because, and sequence
Variety in the structures
words such as first, then,
and vocabulary used.
after, later.

Mostly appropriate
Some variety in the
choice of language. Ideas are mostly
Most ideas are clear structures and lexis used.
Bracket 4 There might be a few organized, although
and relevant.
(19-22) lapses where some paragraphing might not
Target structures and
expressions or words be clearly defined.
All bullet points are lexis of the level contain
Task might sound slightly
included. few errors which do not
completed inappropriate in the Mostly adequate use of
impede communication
adequately context and purpose of cohesive devices for the
of message.
the text. level.

Bracket 3 The development of

Main ideas are clear Some inappropriate use Limited range of
(15-18) ideas is easy to follow,
even if simple, of language might occur structures and
though a few might be
although content might but the main body of the vocabulary.
Pass Mark disconnected from the
be irrelevant at times. text does not produce a
Reasonable rest or in the wrong
negative effect on the More errors in structures
completion of order.
One of the key points reader and the main and lexis of the level,
task There is an attempt to
might have been purpose of the text is most of which do not
use simple cohesive
omitted. achieved. impede communication
devices.
Mostly wrong choice of Ideas are not clearly Very limited range of
Bracket 2 Answer is not language, it might be organised and the structures and
(9-14) completely addressed mostly inappropriate in development is difficult vocabulary.
to the rubric, or main tone or style, or it might to follow.
Not quite bullet points have been not be effective to Errors make it difficult to
clear enough omitted. accomplish the purpose Mostly wrong or no use understand what the
of the text. of cohesive devices. writer wants to say.
Bracket 1
No clear attempt to
(1-8) Off topic answers. Inappropriate tone &
organize ideas. Serious errors impede
style which produces an
message to be
Very weak No bullet point undesired effect on the
No use of cohesive understood.
piece of included. reader.
devices.
writing

Ninguna parte de esta publicación, incluidos los dibujos, puede ser reproducida, almacenada o transmitida en manera alguna ni por ningún medio, 
ya sea digital, eléctrico, químico, mecánico, óptico, de grabación o de fotocopia, sin acuerdo previo con Dickens. 
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