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Rubric adapted, November 2015

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Task One (6 marks)

Provide the term for each definition.

Write your answers in your answer booklet. Provide only one answer per question.

a) A verb which does not take an object.

b) The omission in speaking or writing of individual words, or parts of a sentence, which are
not needed to convey the meaning. For example, it can be used to avoid repetition (e.g.
‘Got a pen?’ ‘Yes, I have.’)

c) A word which has the same pronunciation as another word but a different spelling and
meaning (e.g. see and sea).

d) A consonant sound where the flow of air is partially constricted and released slowly (e.g.
/f/, /v/, /s/, /z/.)

e) The theory that viewed learning as a matter of habit formation, where habits are formed
when the learner’s responses to external stimuli are positively reinforced (e.g. in language
learning, pattern drills with positive feedback from the teacher to correct answers).

f) The verbal signals given by the listener to indicate interest, attention, surprise etc. (e.g.
“Really?”, “Uh-huh”, “Yeah”.)

Task Two (12 marks)

Provide a definition and an appropriate brief example or illustration for each of the items below.

Write your answers in your answer booklet.

a) alveolar plosive

b) information gap activity

c) determiner

d) proficiency test
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Task Three (12 marks)

The extract for this task is a writing activity for upper intermediate (CEFR B2) level learners.

In order to complete this activity successfully, learners at this level would need to use the following
key language features:

 Modals/language for suggesting/expressing obligation

Example: I think all children should study practical skills / It would be a good idea for all
children to have work placements / It’s essential that they learn a mixture of academic and
practical skills
 Lexis/adjectives to talk about education/work
Example: adaptable, life-skills, flexible, vocational, require work experience

Identify a total of three further key language features learners at this level would need to use.
Provide an example specific to this activity to support each choice.

Write about the following topic.

In some countries in Europe, some children from the age of 11 or 13 go to schools to

learn more practical skills that will help them get a job. Other children stay in schools
which provide more general academic education.

What should schools do to prepare students for the world of work?

Give reasons for your answer and include and any relevant examples from your own
knowledge or experience.

Write your essay in at least 250 words.

Write your answer in your answer booklet.

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Task Four (20 marks)

The text (words) for this task is reproduced on the opposite page. It was spoken by a learner in an
Elementary (CEFR A2) level class in response to the following task:

Look at this picture and describe what you can see.

Focusing on the areas listed below, identify a total of four key strengths and weaknesses of the text.
Provide an example from the text of each choice. Include at least one strength and one weakness in
your answer.

 Task achievement
 Accuracy of grammar
 Pronunciation: connected speech
 Pronunciation: diphthongs
 Pronunciation: word stress

Write your answers in your answer booklet.

The picture is taken from English Unlimited starter Coursebook, Adrian Doff, CUP 2010, p43.
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Task Five (50 marks)

The text for this task is reproduced on the opposite page.

a. The text is an article from a popular scientific magazine about the results of a recent study.
Identify five features of the text that are characteristic of its genre. Give one example of each
feature you identify. Do not include more than one feature of layout.

b. Look at the following extracts from the text. Comment on the form and use of the referencing
items in bold as they are used in the text.
 They simulated an office building (line 19)
 Results showed the building’s energy (line 23)
 in cooler climates, where on cold days the number of people (lines 60-62)

c. Look at the following extracts from the text. Comment on the form of the multi-word verbs in
bold.
 and has never taken off commercially (lines 11-12)
 To allow office thermostats to be turned up slightly (lines 39-40)
 These systems would pay for themselves (lines 43-44)

d. Look at these extracts from the text.

(i) Comment on the form and use of the verbs in bold.
 We’re used to taking command (line 1)
 while keeping people comfortable at work (lines 33-34)
 Raising a building’s temperature even a little (lines 35-36)

(ii) Identify a total of three possible problems of connected speech and word stress which
learners might have with the following :
Raising a building’s temperature even a little (lines 35-36)

Write your answers in your booklet.

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