Unit 2 test

Dimension – Oral Communication

Competence 1 – Listening
1  2.0 Read the questions in the exercises
below. Then, listen to the audio (you can try to
answer some of the questions).
2  2.1 Listen to the interview and answer the
questions. (4 marks)
1 Who is talking?
______________________________________
2 Tick the correct sentence.
a) Helen’s ambition as a young girl was to
become a writer. __
b) Helen didn’t have any hobbies as a young
girl. __
c) Helen wrote funny stories when she was
young. __
d) Helen didn’t want to become a writer when
she was young. __
3  2.2 Listen to the conversation and complete
the notes with one or two words. (8 marks)
Helen’s writing career
As a child, Helen read (a)________________ and
(b)________________ novels.
4  2.3 Listen and answer the questions.
(8 marks)
1 What time does Helen wake up?
______________________________________
2 What does Helen do after lunch?
______________________________________
3 How many hours per day does Helen spend
writing?
______________________________________
4 Tick the pieces of advice that Helen gives to new
writers.
a) read as much as possible __
b) read books, magazines, newspapers and
articles online __
c) try to write even if you don’t have any ideas
__
d) have a strict writing routine __
e) write at least three pages every day __
f) don’t give up __
5  2.0 Listen one last time and check your
answers.

Helen was in her (c)________________ when she

started writing her first novel.

The title of the novel was (d) __________________.

Helen often sat in a (e) ________________ or a

park to watch and listen to people for inspiration.

People’s tone of voice, (f)_____________________

and gestures tell a lot about their feelings.

Helen also writes down her (g)________________

and reads the news to keep up with
(h)_____________________________.

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Unit 2 test
Dimension – Oral Communication
Competence 2 – Speaking

Presentation (15 marks)

1 You are part of a small team that wants to make 2 Listen to the other presentations. What do they
a short film. First, you need to come up with a do well? What can they do better? You can use
great story. Think of a story for your short film the following checklist to help you evaluate your
and present it to your group. Use the questions presentation and those you listen to.
below to help you. Remember to record your  It is clear and easy to follow.
presentation and add it to your digital portfolio.  You have used ICT for your presentation.
Be prepared to answer questions about your
 You have mentioned all the ideas in the list.
story and change an event in your plot if a better
idea comes along.  Pronunciation and intonation are correct.
 There are past simple and past continuous
 What type of story do you want to come up
tenses.

with?
There is when and while.
o adventure  There is interesting vocabulary.
o fantasy
o romantic
o crime
o comedy
o drama
o horror
o documentary
o musical
o children’s
o other
 Brainstorm ideas for your story and make a list.
Think about:
o Characters: Who’s the main
character? What other characters are
there?
o Setting: Where does the story take
place?
o Main events: What happens in the
story? What is the unexpected thing
that happens that changes everything?
o Ending: What happens in the end?
How is the main character different in
the end?
 Tell the story in a way that keeps everybody
interested. How can you get your audience to
feel excited about your story?

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Unit 2 test
Dimension – Oral Communication
Competence 3 – Speaking Useful language

In the morning / afternoon / evening we can …

Pairwork (15 marks)
I’d like to ...
Hi ________, We could ...
I’m coming into London on Saturday morning and I I’d love … / I’d prefer … / I’d rather …
would love to spend the day with you. Can you look
Is there anything else we can do?
up some interesting activities for us to do? I would
really like to visit a museum and have a nice lunch I’ve heard it’s ... …
somewhere. Then, in the afternoon we could go on
That sounds much better than ...
a bike tour or we could go to the cinema. But what
would you like to do? Let’s chat online tomorrow I’m not very keen on …
and make plans!
I can’t stand …
See you!

______________ Task 2

Now prepare a dialogue with your partner. Follow

Task 1 the prompts below.

Read the email your friend has sent you. Then look
at the city guide and some ideas for activities on
Saturday. Make notes and get ready to discuss
with your friend. Remember, this is also about what
you would like to do.
London Aquatics Centre:
Swim, dive and splash around in the huge pool!
The roof is the shape of a wave!
Cartoon Museum:
Learn about the history of cartoons.
Go to an animation workshop.
A Greet your friend and suggest a plan for the day.
B Say that you don’t like an activity. Explain why.
Ask your friend for a new idea.
A Suggest a different activity. Say why you think
it’s a good idea.
B Ask a question to find out more.
A Agree or make a different suggestion.
B Agree and suggest a time and place to meet.
A Suggest a slightly different arrangement.
B Agree.

Harry Potter: Warner Brothers studio tour

Take a guided tour and learn about the making of
Harry Potter. Stay as long as you like after the tour.
Hear about behind-the-scene stories!

Borough Market
Have delicious street food!

London centre bike tour

See the palaces and parks as well as other great
sights!

Leicester Square: Vue cinema

Watch a 3-D film.

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Unit 2 test
Dimension – Reading
comprehension
Read the text.
(A) So you want to be the next J.K.Rowling? Well,
the first step is to start writing. Decide on a time
and place to write every day and stick to it no
matter what happens. Turn off the TV and your
phone, and log off from the internet. You don’t
need any distractions.
(B) What if you can’t think of anything to write?
Well, just keep writing anyway, even if it’s
rubbish. Eventually, it will start to make sense.
The more you write, the easier it is. Look for
inspiration everywhere, in people you know,
people you don’t know, places and things. Read
books. Other writers are your best teachers.
(C) OK. You’ve written your book or story; now you
need some feedback. This is the learning stage.
Don’t ask your friends or family – they will
probably tell you it’s great because they don’t
want to hurt your feelings. The best option is to
join a writers’ group. You can share your work
with other writers and get valuable feedback.
You will also learn from other writers by
listening to their stories. It’s also a good idea to
do a creative writing course just to learn the
basics of plot, setting, characters and dialogue.
(D) The next step is the scariest of all – sending
your work to publishers. Check your work for
any big spelling or grammar mistakes, as these
will definitely put editors off. Write a clear letter
summarizing the story and your writing
experience. Don’t forget to mention any
courses or writing groups you are a member of.
This shows you are making an effort to improve
your writing. Good luck!
Competence 4
1 Write a headline for this text. (3 marks)
_________________________________________
2 Complete the sentences with one or more words
from the text. (4 marks)
1 The writer of the article thinks hopeful writers
should choose __________ and place for writing
each day.
2 The writer’s advice is just to ________________
even when you haven’t got any good ideas.
3 Choose a heading for each paragraph. (4 marks)
1 Find inspiration ___
2 Get your work published ___
3 How to start ___
4 Develop your craft ___
4 Answer the questions. (8 marks)
1 Why does the author of the text advise writers to
turn off their TV?
_______________________________________
_______________________________________
_______________________________________
2 What is the best option for getting good
feedback?
_______________________________________
_______________________________________
_______________________________________
3 Where can you learn about plot and characters?
_______________________________________
_______________________________________
_______________________________________
4 What does the letter to a publisher include?
_______________________________________
_______________________________________
_______________________________________
_______________________________________
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Unit 2 test

Competence 5

5 Explain how a new writer can find inspiration in 6 Read the text again and answer the questions.
no more than 30 words. (2 marks) (6 marks)
_________________________________________ 1 This text is:
_________________________________________ a) a university website b) an email
c) an article d) a description
_________________________________________
_________________________________________ 2 Is the text formal or informal? Tick the correct
answer.
_________________________________________
 Formal  Informal  Neutral
6 Do you agree with the writer’s opinion? Justify 3 Find a word in the text to complete the sentence.
your answer. ‘The writer thinks that it isn’t a ‘I like reading novels and I ____________ like
good idea to ask your friends what they think watching romantic comedies.’
about your work.’ (3 marks)
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________

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Unit 2 test

Dimension – Written expression

Competence 7, 8 & 9 1 Answer the following questions to plan your
story.
Write a short story for a magazine. 1 What type of text is it?
(20 marks) 2 What is the text about?
3 Where will it be published?
4 Who will read the text?
Think and plan
5 What is the purpose of the text?

2 Organize your ideas in the table.

Parts of Ideas Notes (vocabulary, language, etc,)

the text

Title Give your text a title. (Complete

the notes first and then come
back to the title)

Paragraph Describe the setting: when did it (adjectives to describe people, adverbs of degree)
1 happen? where did it happen?
Describe the main character:
what does he/she look like?
What is his / her personality?

Paragraph Develop the plot. Describe what (tenses to narrate events, words to express reason and result,
2 happened. What was the main linking words for narrating events, when, while, then)
event? What was happening
when the main event
happened? Why did it happen?
Were there consequences?
What did the main character
do?

Paragraph Write the ending. What (words for ending a story, adjectives to describe feelings)
3 happened in the end? How did
the main character feel?

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Unit 2 test

Write

Write the story. (125 words)

__________________________________________________________________________________
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__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Check

You can use the following checklist to help you.

 There’s a good title.
 There are three paragraphs.
 Each paragraph responds to the prompts in the
writing plan.
 Spelling and punctuation are correct.
 There are conjunctions (and, or, but, so,
although, because)
 There are adverbs of degree.
 There is interesting vocabulary.
 There are adjectives to describe people and
feelings.
 It is interesting to read. Listening _____ / 20 Speaking _____ / 30
Reading _____ / 30 Writing _____ / 20
TOTAL __________ / 100