THINK FOR BULGARIA B1 Part 2 SKILLS TESTS ANSWER KEY

UNITS 1&2 UNITS 5&6

1 1
1, 3, 4, 6, 8, 9, 10 b4 c1 d5 e8 f3 g h6
7
2 2
1T 2F 3 DS 4F 5 DS 6T 7T 8F a7 b3 c1 d8 e2 f4 g5 h6

3 3
1d 2c 3g 4e 5h 6f 7b 8a 1D 2D 3S 4D 5S 6D 7S 8D

4 4
1A 2C 3B 4C 5A 6B 7B 1 diary/journal 2 messages 3 list 4 trains
5 raining 6 concentrate 7 nightmare

UNITS 3&4 UNITS 7&8

1
1
1c 2g 3a 4e 5h 6b 7f 8d
a1 b5 c7 d2 e4 f3 g6
2
2
1T 2 DS 3F 4T 5 DS 6F 7T
1F 2F 3T 4T 5F 6 DS 7F 8 DS
3
3
1, 3, 4, 6, 7, 8, 10
1, 3, 5, 6, 7, 8, 10
4
4
1 30/thirty 2 nursery 3 photos 4 universities
1B 2A 3C 4A 5B 6B 7A 8C
5 dating 6 texted 7 restaurant 8 mother

UNITS 9&10
1
b3 c5 d1 e8 f6 g7 h4

2
a3 b2 c7 d5 e1 f8 g4 h6

3
1e 2g 3a 4b 5h 6d 7c 8f

4
1 planet 2 ground 3 gas 4 robot
5 shapes 6 sea 7 light

Think Level 4 Skills Tests ANSWER KEY page 1 of PHOTOCOPIABLE © Cambridge University Press 2016
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 WRITING AND SPEAKING ASSESSMENT SCALES

The following Assessment Scales are taken from the Cambridge English Language Assessment Handbook for Cambridge English: First for
Schools. They are a useful tool for assessing your students’ performance in the Speaking and Writing sections of the Think Skills Tests.

SPEAKING
Marking
The Speaking section of each Think Skills Test should be marked out of a total of 20.

Students should be awarded a maximum of five points for each of the following four criteria:
• Grammar and Vocabulary • Discourse Management • Pronunciation • Interactive Communication
Grammar and Vocabulary
5 • Shows a good degree of control of
a range of simple and some
complex grammatical forms.
• Uses a range of appropriate vocabulary
to give and exchange views on a wide
range of familiar topics.
4 Performance shares features of Bands 3 and 5.
3 • Shows a good degree of control of
simple grammatical forms, and attempts
some complex grammatical forms.
• Uses a range of appropriate vocabulary
to give and exchange views on a range
of familiar topics.
2 Performance shares features of Bands 1 and 3.
1 • Shows a good degree of control of
simple grammatical forms.
• Uses a range of appropriate
vocabulary when talking about
everyday situations.
0 Performance below Band 1.
Discourse Management Pronunciation Interactive Communication
•Produces extended stretches of language • Is intelligible. • Initiates and responds
with very little hesitation. • Intonation is appropriate. appropriately, linking contributions
•Contributions are relevant and there is a to those of other speakers.
• Sentence and word stress
clear organisation of ideas. is accurately placed. • Maintains and develops the
•Uses a range of cohesive devices interaction and negotiates towards
• Individual sounds are
and discourse markers. an outcome.
articulated clearly.
• Produces extended stretches of • Is intelligible. • Initiates and
language despite some hesitation. • Intonation is generally appropriate. responds
• Contributions are relevant and there is appropriately.
• Sentence and word stress
very little repetition. is generally accurately • Maintains and develops the
• Uses a range of cohesive devices. placed. interaction and negotiates towards
an outcome with very little
• Individual sounds are
support.
generally articulated clearly.
• Produces responses which are • Is mostly intelligible, and has • Initiates and
extended beyond short phrases, some control of phonological responds
despite hesitation. features at both utterance and appropriately.
• Contributions are mostly relevant, word levels. • Keeps the interaction going with
despite some repetition. very little prompting and
• Uses basic cohesive devices. support.

WRITING
Marking
The Writing sections of the Think Skills Tests should be marked out of 20. Use the Assessment Scale to award a mark from 1 to 5 for each
descriptor.

Students should be awarded a maximum of five points for each of the following four criteria:
• Content • Communicative Achievement • Organisation • Language
Content Communicative Achievement
5 • All content is relevant to the task. • Uses the conventions of the
• Target reader is fully informed. communicative task effectively
to hold the target reader’s
attention and communicate
straightforward and complex
ideas, as appropriate.
4 Performance shares features of Bands 3 and 5.
3 • Minor irrelevances and/or • Uses the conventions of the
omissions may be present. communicative task to hold
• Target reader is on the the target reader’s attention
whole informed. and communicate
straightforward ideas.
2 Performance shares features of Bands 1 and 3.
1 • Irrelevances and misinterpretation • Uses the conventions of
of task may be present. the communicative task in
• Target reader is generally appropriate ways
minimally informed. to communicate
straightforward ideas.
0 • Content is totally irrelevant. Performance below Band 1.
• Target reader is not informed.
Organisation Language
•Text is well organised • Uses a range of vocabulary, including less common
and coherent, using a lexis, appropriately.
variety of cohesive • Uses a range of simple and complex grammatical forms
devices and with control and flexibility.
organisational patterns
• Occasional errors may be present but do not
to generally good effect.
impede communication.
•Text is generally well • Uses a range of everyday vocabulary appropriately,
organised and coherent, with occasional inappropriate use of less common
using a variety of lexis.
linking words and • Uses a range of simple and some complex grammatical forms
cohesive devices. with a good degree of control.
• Errors do not impede communication.
• Text is connected and • Uses everyday vocabulary generally appropriately,
coherent, using basic while occasionally overusing certain lexis.
linking words and a • Uses simple grammatical forms with a good degree of control.
limited number of
• While errors are noticeable, meaning can still be determined.
cohesive devices.

Think for Bulgaria B1.2 Skills Tests ASSESSMENT SCALES PHOTOCOPIABLE © Cambridge University Press 2016
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AUDIOSCRIPTS
SKILLS TEST 1 & 2
Track 01
Gary: What are you reading?
Jo: About how some companies are
asking unusual questions at job
interviews to see how well
candidates can think outside the
box. Want to do one?
Gary: Sure!
Jo: OK. Here’s a problem. You have to
discuss it with me, and come up
with as many ideas as you can.
Gary: Great.
Jo: OK, well, the idea of this is to test how
practical you are. Imagine that you’re
alone, in a dark house, with a group of
other people. It’s winter, and it’s really cold.
But there’s a fireplace, and you know there
is some paper around the house, and wood
in the garden, which you can use to start a
fire. The problem is, you’ve only got one
match left. You’ve also got one lamp and
one candle. The question is: which would
you light first?
Gary: Hmm. Interesting question. OK, so there is
a group of us, and I have to look after
them,
so it’s important to do the responsible
thing. Everyone needs to be warm during
the night, so I need to get the fireplace
going.
Jo: That’s true. So, you’re confident that
you’d start the fireplace first?
Gary: Maybe, yes. Because then, I could use
the fire to light the candle and the
lamp. It wouldn’t be easy with one
match, but keeping people warm is the
number-one priority.
Jo: Yes, but remember that it’s completely
dark. You’d find it very difficult to
collect the paper and wood, and get
everything together to make the
fireplace work.
Gary: Yes. I didn’t think of that. I would need to get
some light. OK. Well, it should be possible
to light the lamp or candle first. The
question is, which one?
Jo: Remember you’ve got to collect the
Think for Bulgaria B1 Part 2 Skills Tests page 6 of
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wood and paper, which is in different
places around the house and garden.
Gary: Well, yes, I need to go outside. My group
would have to stay in the dark inside, which
isn’t great. But, more seriously, if I have to
go outside, then it might be windy.
Jo: Very good point.
Gary: That means it wouldn’t be a very bright
idea to light the candle first. Unless I was
extremely cautious with it.
Jo: Yes. Remember you’ve only got one match.
So, the lamp then?
Gary: Yes, I think so. I would do that so I could get
some light. Then I’d go outside and collect
the wood. Then, I’d come back inside and put
it in the fireplace. I’d collect some paper, too,
which would make it easier to start the fire.
But I’d probably light the candle first, to give
me some more light inside the house.
Then, finally, I’d start the fireplace, using
the candle, and then get everyone warm.
Right – I think that’s the order I’d choose. I’m
happy with that. To me, it feels like the most
decisive solution.
I think I organised that well. Am I right?
Jo: Er … Well, no. All your stages seemed right,
except the first one. Actually, first of all,
you’d need to light the match!
Gary: What? Well, yes but …!
Jo: I said, you’ve got one match, a lamp, candle
and a fireplace. Which would you light first?
If you don’t start by lighting the match, then
you can’t do anything! Remember, the idea
of this was to test how practical you are!
SKILLS TEST 3 & 4
Track 02
One of the good things about the Internet is that it can
bring people together, and maybe even help people fall in
love. But for one couple, Amy Giberson and Justin
Pounders, the Internet managed to bring them together
after 30 years apart.
When they were both just three years old, Amy and Justin
had lived in the same small town in Florida in the US, and
had attended the same nursery school. Although they
didn’t have very clear memories of themselves so young,
they had appeared sitting together in school photos, and
PHOTOCOPIABLE © Cambridge University Press 2016
 teachers and parents remember them being the best of
friends.
But, as often happens, their parents moved to
different homes, so the two children forgot all about
each other. Although both Amy and Justin remained
in Florida, they both attended different universities,
and got on with completely different lives.
That is, until 30 years later, they both found
themselves single, and using the Internet to find
someone to fall in love with. They had both gone out
with, and split up with, other people, never having
found their perfect match.
One day, Justin saw a picture of a woman on a dating
website, and was immediately struck by how
beautiful she was. He couldn’t explain why – among
all the people on the website – he was attracted to
her. He felt as if he must get in contact with her –
and he did. What he didn’t
know was that this was Amy – the same girl he had been
to school with 30 years earlier.
Justin began sending messages to Amy, and to his
surprise, she replied. Before long, they were texting
each other every day, and planned to meet in a
restaurant for what they thought would be the first
time.
When they did, Amy fell in love with Justin at first
sight. She immediately knew that this was the man
she was going to marry. They started going out, and a
year later, were thinking about getting engaged.
Surprisingly, it was only a year after they met in the
restaurant that they realised that they had already met –
30 years earlier.
They knew that they had both lived in the same area,
but it wasn’t until Justin’s mother found an old
school photo, with Justin and Amy together, that
they were able to discover the truth.
SKILLS TEST 5 & 6
Track 03
Sara: With me is David Capaldi, who has
invented a new app. David, can you run
through who the app is for, and what it
does?
David: Yes, Sara, it’s called ‘Silver Linings
Journal’ and it’s for people who want to
be happier and live more positive lives.
Sara: I understand what ‘Silver Linings’ means,
and a journal is a kind of diary, but how
does it work? How would it make
people happier?
David: Well, basically, you get a message, on your
phone, five times a day, telling you to write
down something nice that has happened to
you. So, you get these messages and you
have to type in something that made you
feel good, or something nice that happened.
Think for Bulgaria B1 Part 2 Skills Tests page 6 of
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For example, ‘I slept very well’, or ‘someone
just smiled at me.’
Sara: So it doesn’t have to be big things, it can be
the minor things that happen in life.
David: Yes, I have to say that I didn’t think it would
work, but it really does. At the end of the day,
you get a list of all the things that happened to
you throughout the day. The way this works is
that even if you think you’re having a horrible
day, the app trains you to think positively all
the time, and to look for the good things in
life.
Sara: I’d find it difficult to use this app. I wouldn’t be
able to come up with anything nice that
happened to me this morning.
David: Well, that’s because you aren’t used to
thinking positively. Tell me one thing that
happened to you today.
Sara: OK. I looked out of the window and I saw it
was raining.
David: That means that as soon as you go out, you
can have fun splashing in all the puddles!
That’s a great way to spend time.
Sara: I’m not four years old!
David: You’re too negative! When the rain stops, all
the streets are going to be cleaner and fresher.
Sara: OK. The next thing I can remember is
stopping to buy a coffee on the way to work.
And the man in the café was rude to me
because I didn’t have coins – I only had a
large banknote, and the man said …
David: Let me stop you there. You’re on the point
of saying something negative. Was the
coffee good?
Sara: No. I walked away without buying one.
David: So, concentrate on that. You saved some
money. Imagine yourself looking for a new
café in the future. By this time next week,
you will have found your dream café, and
you’ll be going there every morning, for a
perfect cup of coffee. Imagine that, instead of
being so negative!
Sara: Wow, that is positive thinking …! How did
you get the idea for this app, David?
David: I was always a negative person –
complaining about things, and my friends
sometimes pointed out how negative I was.
I remember being in a café with some
friends. The coffee I bought wasn’t nice.
I had just bought some expensive new shoes,
and they were hurting my feet. I got really
worked up about it. So I wanted to go
online and update my status, to complain
about them. But the wi-fi in the café was
very slow. I just complained and
PHOTOCOPIABLE © Cambridge University Press 2016
 complained.
Sara: I’ve known people like that. I usually
ended up avoiding them.
David: Yes. I was a nightmare. I realised that if I
wanted to keep my friends, I’d need to
have a different way of thinking about
life.
Sara: Well, I’ll be trying your app over the next
week or two, and hopefully I’ll have
become a more positive person!
SKILLS TEST 7 & 8
Track 04
Jack: Eva Graham is an expert on journalism,
and she’s here today to talk about how
social media is shaping the news, and
how people get news. Eva, you wrote an
interesting article recently about Japan,
didn’t you?
Eva: That’s right, Jack. I don’t know whether
you know, but Japan gets a lot of
earthquakes, and some of them are
extremely serious ones which can cause
a lot of damage. Well, at some point in
August 2016, people
in the Tokyo area started getting official
messages on their mobile phones. The
messages warned that there would be a
huge earthquake. Now, there are 40
million people living in that area, so of
course, the news spread very quickly on
social media.
Jack: So, what happened?
Eva: Well, there was no earthquake. In fact, it
was a false alarm – a mistake. But,
because everyone was spreading the news
on social media, there was panic. Mobile
phone networks went down, trains
stopped, everything.
Jack: That’s very interesting. So, social
media actually made the mistake
worse.
Eva: Much worse, yes. But this raises the
interesting question of how social media
can spread news very quickly – perhaps
too
quickly – before anyone can tell whether
the news story is actually real or not.
Information spreads very fast these days.
Jack: Do you have any other examples?
Eva: One famous one was when the Twitter
account of a big news agency was
hacked, a few years ago. Some people
broke into the Twitter account and
created a fake Tweet that there had
been an attack at the White House in
Washington, and the American president
Think for Bulgaria B1 Part 2 Skills Tests page 6 of
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was hurt.
Jack: And did anyone take this seriously?
Eva: Yes. It was retweeted and shared more than
3,000 times in just a few minutes. The US
economy even started to crash!
Jack: So, social media can be very powerful.
Eva: Yes. Often because people share news
stories or photos without really thinking
about whether they are true or not.
Jack: Is this becoming more common?
Eva: I think it is, especially now that politicians
and even governments are starting to use
social media more to control and influence
people. For example, it seems to be more
common for politicians to put out a message
that isn’t
completely true. In fact, it may be totally
untrue. But, because of the speed of social
media, and because most people aren’t really
checking the information they read, the lie can
spread very quickly. The politician can always
apologise later and admit that the information
wasn’t correct, or deny they actually said
something, but the damage will have already
been done.
Jack: I’ve heard that some governments are
employing people to put out false
information online.
Eva: This might be true, although it’s difficult to
prove it. These people are called ‘trolls’. They
can create fake names for themselves, fake
Twitter accounts, and deliberately go online
to spread false information. You can often
find them posting in ‘Comments’ sections
under important news articles.
Jack: It sounds like it’s going to be more difficult to
work out what’s true and what is a lie on the
Internet.
Eva: You’re right. There’s so much information
online, and it’s so easy to reach. What we have
to learn to do as readers, is understand who
created the information, and what their agenda
was …
SKILLS TEST 9 & 10
Track 05
Hello everyone, today I’m going to talk a little bit about
the possibility of finding life on Mars. Mars is our closest
neighbour, and similar to our planet in many ways. But
so far, scientists have never discovered any kind of life on
Mars. Not even the smallest, simplest kind of life.
The bad news is that we’re still a very long way from
really finding out any answers. It is believed that there
was once a lot of water on Mars, which may have
supported life.
However, that water is now very difficult to find, because
PHOTOCOPIABLE © Cambridge University Press 2016
 it exists only in the form of ice, or under the ground,
where it is difficult for us to look at it.
Scientists have recently discovered evidence of a gas on
Mars called methane, which appears and disappears
suddenly.
It is thought that bacteria – tiny life forms – may be
producing this. And this bacteria may be trapped in water
underneath the ground. Why do scientists think this? It’s
because most methane on the planet Earth is produced by
animals. So if it’s appearing on Mars, too, then that may be
a sign of life.
In 2019, we will have sent a new robot to Mars,
which might be able to answer lots of these
questions, and dig deep beneath the planet’s
surface. Until then, some interesting research is
being done here on Earth.
About 30 years ago, a rock was found in Antarctica – a
place where no animals live except by the sea, and
very few plants can grow. This rock, it was thought,
came from Mars 17 million years ago, flying through
space, and landing on our planet. Scientists discovered
that the rock had tiny little shapes on it, which looked
very similar to the shapes that bacteria might make.
Although scientists do agree that the rock actually did
come from Mars, no one can agree on what the small
shapes were caused by.
In North Yorkshire, in the UK, there is a very large
underground system, stretching for a thousand
kilometres under the land, to under the sea – about a
kilometre deep. It’s called the Boulby Mine, and it’s
known that 250 million years ago, there was sea water
in this underground system.
However, this water disappeared, just like it has on
planet Mars. When the water went away, it created
unusual shapes in the rock – and again, we can see
similar shapes in the rocks on Mars.
Scientists have recently been spending time deep in the
Boulby Mine, searching for signs of life. Basically, nothing
much can live so deep underground, where there is little
oxygen, no light, no water and lots of salt. Only small
bacteria can survive
– bacteria which has somehow lived there for millions of
years. But the important point is: If it can be found here,
then it might exist on Mars, too, where the environment
is very similar.
In a few years, we may find out whether there really is
life on Mars. Until then, scientists will continue looking
here on Earth, for clues.

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