International ESOL Teachers Book 3 Part 4

Teacher’s Book 3 Achiever 165
More information
Achiever level syllabus 167
information
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Frequently asked questions: teachers 180
Frequently asked questions: students 182
Exam advice 184
Sample exam paper 185
Sample exam paper tapescripts 198
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166 International English for Speakers of Other Languages
information Teacher’s Book 3 Achiever
More
More information 167
Achiever level syllabus
Notes
Listening syllabus
Candidates will be able to:
– understand clearly articulated standard speech delivered relatively slowly
– follow short conversations both formal and informal in a range of familiar situations
understanding gist, context, feelings, opinions and relationships
– understand straightforward narratives, sequences, instructions, directions
and explanations
– identify the function of short utterances (see Grammar and Functions sections)
– follow the main points, speakers, purposes and attitudes in an extended discussion
– extract and reproduce key information from announcements and media broadcasts
on a range of familiar topics.
Phonological features
– recognise stress and intonation in order to follow discourse
– recognise feelings, moods, attitudes, important points and opinions expressed
through stress and intonation.
Range
– understand key grammatical forms used in familiar and less familiar contexts
and situations
– understand high frequency vocabulary and expressions relating to familiar and less
familiar topics.
Understanding gist
– understand the main ideas in straightforward announcements, conversations and
discussions on familiar and less familiar topics.
Understanding detail
– extract key information from announcements, conversations and discussions on
familiar and less familiar topics.
Reading syllabus
– locate and understand details in narratives, explanations, descriptions, instructions,
biographies, articles and discursive texts on familiar topics
– understand the main ideas in straightforward texts of more than one paragraph
– locate and understand specific information in formal and informal real-life texts
which may include graphics
– understand the purpose of different texts
– understand information or purpose which may not be expressed overtly
– understand a line of argument and conclusions clearly signalled in discursive text
– understand feelings and opinions expressed in informal texts.
Teacher’s Book 3 Achiever
Notes Range
– understand words relating to work, leisure and study
– understand longer texts which may contain some complex structures.
Register
– understand the features which signal different levels of formality
– understand features which indicate the purpose of a text.
Text structure
– recognise the purpose of texts through layout conventions, common signs and
symbols, and cultural conventions
– use organisational features of texts to locate information
– understand the organisational, lexical and grammatical features of a text
– recognise the common structure of paragraphing to build up meaning in a text
– understand how meaning is built up over discourse using markers to indicate
addition, sequence and contrast.
Writing syllabus
– write straightforward connected texts on a range of familiar topics
– write short simple formal letters to ask for and convey simple information
– write short simple texts for practical purposes: instructions, reports, articles
– write short informal letters on topics of personal interest and knowledge
– write brief narratives and descriptions on straightforward topics
– express opinions simply, giving supporting reasons
– proofread written work identifying and correcting errors.
Accuracy
– use correct punctuation in formal and informal texts including dashes, brackets,
bullet points and speech marks
– spell correctly the majority of common words and key words relating to work, study
and leisure interests
– use basic grammatical structures correctly, including conjunctions, connectives and
discourse markers. Errors do not impede a sympathetic reader’s understanding.
Range
– use vocabulary adequately to meet straightforward needs
– communicate information and ideas with some adaptation to the intended reader.
Organisation
– link a short linear sequence of ideas using discourse markers and conjunctions
– demonstrate some awareness of conventions of an informal and formal letter.
Notes
Grammar
Candidates are expected to know the grammar required for Preliminary and
Access levels. They may also be exposed to the grammar required for the
Communicator level, but will not be tested on it.
Sentence structure
Simple sentences
– word order in simple statements:
subject-verb-object/adverb/adjective/ prepositional phrase
– word order in instructions
– word order in questions
– ‘there is/are’ + noun
– ‘there was/were’
– ‘there has/have been’
– ‘there will be’/‘there is going to be’
Compound sentences
– use of the conjunctions ‘and’/‘but’/‘or’
– word order
subject-verb-(object) (+‘and’/‘but’/‘or’) + subject-verb-(object)
Complex sentences
– clauses of:
time with ‘when’/‘before’/‘after’
reason ‘because’
result ‘so’
– noun clause with ‘that’
– word order in complex sentences
– complex sentences with one subordinate clause
– defining relative clauses with ‘who’/‘which’/‘that’
– clause as subject/object
Verb forms
Present reference
– simple present tense of ‘be’/‘have’/‘do’ and common regular verbs
– present continuous of common verbs
– ‘have got’
– simple present with no time focus
– present continuous to express continuity
Present/past reference
– present perfect with ‘since’/‘for’/‘ever’/‘never’/‘yet’/‘already’/‘just’
Notes Past reference

– past tense of regular and common irregular verbs with time markers
– ‘used to’ for regular actions in the past
– past continuous
Future reference
– noun phrase (NP) + ‘be going to’, present continuous and time markers
– future simple verb forms, NP+ ‘will’
Other
– ‘yes/no’ questions
– question words: ‘who’/‘what’/‘where’/‘when’/‘how much’/‘how many’/‘how old’
– auxiliary ‘do’ for questions and negatives
– imperatives and negative imperatives
– verb + ‘to’ + infinitive, such as ‘want’/‘hope’
– very common phrasal verbs such as ‘get up’/’switch on’
– questions, such as ‘what time’/‘how often’/‘why’/‘how’/‘which’
– zero and 1st conditional
– range of verbs + ‘-ing’ forms
– ‘to’ + infinitive to express purpose
– common phrasal verbs and position of object pronouns, such as ‘I looked it up’
– simple reported/embedded statements and questions
– question tags using all verbs appropriate at this level
– contracted forms appropriate to this level
Modals, nouns, pronouns, possessives,

prepositions
Modals and forms with similar meaning
– ‘can’/‘can’t’ (ability/inability, permission) and ‘would like’ (request)
– ‘not’ negative questions
– ‘must’ (obligation)
– ‘mustn’t’ (prohibition)
– ‘have to’/‘had got to’ (need)
– ‘can’/‘could’ (requests),
– ‘couldn’t’ (impossibility)
– ‘may’ (permission)
– single modal adverbs: ‘possibly’/‘probably’/‘perhaps’
– ‘should’ (obligation, advice)
– ‘might’/‘may’/‘will probably’ (possibility and probability in the future)
– ‘would’/‘should’ (advice)
– ‘need to’ (obligation)
– ‘needn’t’ (lack of obligation)
– ‘will definitely’ (certainty in the future)
– ‘may I’ (asking for permission)
– ‘I’d rather’ (stating preference)
Nouns Notes
– regular and common irregular plural forms
– very common uncountable nouns
– simple noun phrases
– NP with pre- and post-modification, such as ‘fair-haired people with sensitive skin’
– all cardinal numbers
Pronouns
– personal
– subject
– object
– reflexive
Possessives
– possessive adjectives, such as ‘my’/‘your’/‘his’/‘her’/‘its’/‘our’/‘their’
– use of “ ’s”, “s’ ”
– possessive pronouns, such as ‘mine’/‘yours’/‘whose’
Prepositions and prepositional phrases

– common prepositions, such as ‘at’/‘in’/‘on’/‘under’/‘next to’/‘between’/‘near
to’/‘from’
– prepositional phrases of place, time and movement, such as ‘at home’/‘on the
left’/‘on Monday’/‘at six o’clock’
– prepositions of place, time and movement, such as
‘before’/‘after’/‘towards’/‘up’/‘down’/‘along’/‘across’/‘in front of’/‘behind’/‘opposite’
– prepositional phrases of place and time, such as ‘after dinner’/‘before tea’
– wide range of prepositions, such as ‘beyond’/‘above’/‘beneath’/‘below’
– prepositional phrases, such as ‘in her twenties’/‘of average height’/‘in the top right-
hand corner’
Articles, determiners, adjectives,

adverbs, intensifiers
Articles
– definite, indefinite
– zero article with uncountable nouns
– definite with superlatives
– definite article with post-modification, such as ‘the present you gave me’
– use of indefinite article in definitions, such as ‘an architect is a person who
designs buildings’
Determiners
– ‘any’/‘some’/‘a lot of’
– ‘all’/‘none’/‘not (any)’/‘enough’/‘(a) few’/‘(a) little’/‘many’/‘more’/‘most’,
‘much’/‘no’
– a range of determiners, such as ‘all the’/‘most’/‘both’
Notes Adjectives
– common adjectives in front of a noun
– demonstrative adjectives ‘this’/‘that’/‘these’/‘those’
– order of adjectives
– comparative, superlative, regular and common irregular forms
– use of ‘than’
– adjectives ending ‘-ed’ + ‘-ing’, such as ‘tired’ and ‘tiring’
– comparative structures, such as ‘as…as’/‘… is the same as’/‘not so …as…’/‘looks
like’/‘is like’
– all ordinal numbers
Adverbs
– simple adverbs of place, manner and time, such as ‘here’/‘slowly’/‘now’
– simple adverbs and adverbial phrases: sequencing, time and place, frequency,
manner, such as ‘as soon as possible’
– position of adverbs and word order of adverbial phrases
Intensifiers
– ‘very’/‘really’
– ‘quite’/‘so’/‘a bit’
– a range of intensifiers, such as ‘too’/‘enough’
Punctuation and spelling

Punctuation
– use of capital letters and full stops
– use of question marks, exclamation marks
– use of commas in lists
– use of punctuation in formal and informal texts, such as dashes, brackets,
bullet points, speech marks
Spelling
– the correct spelling of personal details
– the correct spelling of common words and key words relating to own work,
leisure and study interests
Discourse
Discourse
– sentence connectives, such as ‘then’/‘next’
– adverbs to indicate sequence, such as ‘first’/‘finally’
– use of substitution, such as ‘I think so’/‘I hope so’
– markers to structure spoken discourse, such as ‘Right.’/‘Well.’/‘OK/Okay.’
– markers to indicate addition, such as ‘also’, sequence (‘in the first place’) and
contrast (‘on the other hand’)
– markers to structure spoken discourse, such as ‘anyway’/‘by the way’
– use of ellipsis in informal situations, such as ‘got to go’
– use of vague language, such as ‘I think’/‘you know’
Notes
Topics
1 Personal identifcation
– name
– address
– telephone/fax number
– date and place of birth
– age
– sex
– marital status
– nationality
– origin
– occupation
– family
– likes and dislikes
– physical appearance
– email address
– title
– first language
– character, disposition
2 House and home, environment

– accommodation, rooms
– furniture, furnishings, bedclothes
– services
– amenities
– region
– flora and fauna
– types of accommodation
– cost
3 Daily life
– at home
– at work
– income
– prospects
4 Free time, entertainment

– leisure
– hobbies and interests
– TV, radio, computer etc
– cinema, theatre
– intellectual pursuits
– sports
– press
– internet
– music
– holidays
– exhibitions, museums
– artistic pursuits
Notes 5 Travel
– public transport
– private transport
– traffic
– holiday accommodation
– luggage
– travel documents
– signs and notices
– entering and leaving a country
6 Relationships with other people

– relationships
– correspondence
– behaviour
– invitations
– club membership
– government and politics
– crime, justice
– social issues
– friends
7 Health and bodycare

– parts of the body
– personal comfort
– hygiene
– ailments, accidents
– medical services
8 Shopping
– shopping facilities
– foodstuffs
– clothes, fashion
– household articles
– prices
9 Food and drink

– types of food and drink
– eating and drinking out
10 Services Notes
– post
– telephone
– banking
– police
– hospital, surgery
– garage
– petrol station
– emergency
– insurance
– diplomatic services
11 Places
– asking the way and giving directions
– location
12 Language
– foreign language ability
– understanding, expression
– spelling and alphabet
13 Weather
– obtain information from weather forecast
– climate and weather
14 Measures and shapes

– all digits and cardinal numbers
– telephone numbers, process
– height, length, weight, capacity, temperature
– dates, times, days
– shape
15 Education
– schooling
– subjects
– qualifications
Notes
Functions
(See Topics list for contexts)
Giving and finding out factual information

– identifying
– correcting
– narrating
– describing
– asking questions to obtain confirmation/information/identifcation/descriptions
– responding to requests for confirmation/information/identifcation
– comparing
– reporting
– explaining
Expressing and finding out attitudes

Factual: agreement, etc
– expressing agreement with a statement
– expressing disagreement with a statement
– expressing views with reasons
– enquiring about agreement and disagreement
– denying statements
Factual: knowledge
– expressing one’s knowledge or ignorance of a person, thing or fact
– enquiring about another’s knowledge or ignorance of a person, thing or fact
– stating whether one remembers or has forgotten a person, thing, fact or action
– enquiring whether another person remembers or has forgotten a person, thing,
fact or action
– expressing degrees of probability
– enquiring about degrees of probability
– expressing or denying necessity (including logical deduction)
– enquiring about necessity
– expressing one’s certainty or uncertainty of something (strong/positive/
intermediate/weak/negative)
– enquiring about another’s certainty or uncertainty of something
Factual: modality
– expressing ability or inability
– enquiring about ability or inability
– expressing one’s obligation (or lack of) to do something
– enquiring about one’s obligation to do something
– granting permission
– denying permission
– seeking permission
– responding to granting of permission
– expressing permissibility
– enquiring about permissibility
Volitional Notes
– expressing want, desire or need
– enquiring about want, desire or need
– expressing intention
– enquiring about intention
– expressing and responding to preference
– enquiring about preference
Emotional
– expressing liking, with reasons
– expressing dislike, with reasons
– enquiring about likes and dislikes
– expressing pleasure, happiness with reasons
– expressing displeasure, unhappiness with reasons
– enquiring about pleasure, happiness/displeasure, unhappiness
– expressing hope
– expressing satisfaction
– expressing dissatisfaction
– enquiring about satisfaction
– expressing disappointment
– expressing gratitude
– expressing feelings
– expressing interest
– expressing lack of interest
– enquiring about interest or lack of interest
– expressing surprise
– expressing lack of surprise
– expressing fear
– giving reassurance
– enquiring about fear/worry
– reacting to an expression of gratitude
– expressing regret/sympathy
Moral
– offering an apology
– accepting an apology
– granting forgiveness
– expressing approval
– expressing appreciation
– expressing regret
– expressing indifference
– expressing moral obligation
– expressing disapproval
– enquiring about approval/disapproval
Notes Getting things done

– responding to a request
– requesting something
– requesting someone to do something
– inviting someone to do something
– giving instructions
– accepting an offer or invitation
– declining an offer or invitation
– enquiring whether an offer or invitation is accepted or declined
– advising others to do something
– warning others to take care or to refrain from doing something
– offering assistance
– asking for assistance
– insisting politely
– persuading
– suggesting a course of action
– agreeing to a suggestion
– encouraging someone to do something
– asking for advice
– responding to advice
– rejecting advice with reason
– making/agreeing plans and arrangements
– compromising
– prohibiting
– complaining
– asking for suggestions
– responding to suggestions
– rejecting suggestion with reason/alternative
Socialising
– attracting attention
– greeting people
– responding to greetings
– responding to offers or invitations
– expressing thanks
– addressing somebody
– introducing somebody
– reacting to being introduced
– congratulating
– proposing a toast
– taking leave
– hesitating
– praising
– complimenting
– offering someone something
Structuring discourse Notes

– opening
– hesitating, looking for words
– correcting oneself
– interrupting politely
– enumerating
– summarising
– closing
– expressing an opinion
– asking someone’s opinion
– exemplifying
– emphasising
– handing over to another speaker
– indicating a wish to continue or finish speaking
– encouraging someone to continue speaking
Telephone
– opening/announcing self
– asking for extension, person
– offering to call back
– asking someone to wait
– confirming understanding on both sides
Letter
– opening
– closing
Communication repair
– signalling non-understanding
– asking someone to spell something
– asking for clarification and explanation
– responding to clarification and explanation
– asking for repetition of sentence, word or phrase
– asking for confirmation of understanding
– asking someone to write something down
– appealing for assistance
– asking someone to slow down
– responding to requests for clarification
– paraphrasing
– checking another’s understanding
Notes
Frequently asked questions: teachers
General
Q Can the candidates use dictionaries in the test?
A Yes, they can use English–English dictionaries only; no electronic dictionaries can
be used.
Q How many different parts of the test are there?

A At Achiever level, eleven parts.
Q Is there a time limit for each part of the test?

A At Achiever level, the Listening section takes 20 minutes. The candidates then
have 2 hours 10 minutes for the rest of the paper. Teachers need to help their students
to plan how to use their time effectively.
Q Do the candidates have to pass every part of the test?

A Yes, the candidates must reach the required pass mark for each of the Listening,
Reading and Writing sections in order to pass the test as a whole.
Q What grades of pass are there and how do the candidates get these?
A Pass: the candidates must get a pass mark in each of the Listening and Reading
sections and a Pass grade or above in the Writing section.
First Class Pass: the candidates must get a First Class Pass mark in each of the
Listening, Reading and Writing sections.
Listening
Q The Listening part of the test is now all recorded – why?
A It gives us the chance to test conversations as well as monologues. We can test the
candidates’ recognition of stress and intonation. It also makes the test more reliable.
Q Do the candidates hear different accents?

A The accents are mostly neutral, standard British English. In conversations, there is
usually one male and one female speaker to help the candidates know who says what.
Q Do the candidates hear everything twice?

A Yes.
Q What happens if the candidates spell their answers incorrectly?

A If the answer can be understood, it is accepted (unless the answer is spelt out in
the recording).
Frequently asked questions: teachers
Notes
Reading
Q Is there sometimes more than one correct answer to multiple-choice
questions?
A No. We check this when we vet the exam tasks and when we trial the papers.
Q Is there sometimes more than one way of answering the questions in

Reading Part 4?
A There may occasionally be alternatives – these are included in the examiner’s
answer key.
Q What happens if the candidate exceeds the word limit in giving answers
to Reading Part 4?
A The answer will not be allowed.
Writing
Q How do the candidates know what types of mistake to correct in
Writing Part 1?
A The instructions explain what types of mistake there are and how many
the candidates are looking for.
Q How much do the candidates have to write?

A At Achiever level, 70 to 100 words in Writing Part 2 and 100 to 120 words in Writing
Part 3.
Q What happens if the candidates write more or fewer words than instructed?
A If they write fewer words, this is taken into account in the marking. If they write more
than required, they have probably penalised themselves by not planning their work
sufficiently, or giving themselves time to proofread and review and correct errors.
Notes
Frequently asked questions: students
General
Some of the students who are now preparing for International ESOL
at Achiever level may be familiar with the test at lower levels. The basic
structure of the test remains the same, but there are some features of
the different parts which will be new. These include:
– total time allowed 2 hours 30 minutes
– three Writing parts with word limits for Parts 2 and 3.
It is worth going through these FAQs in preparation for the test to
help your students know exactly what to expect as candidates.
International ESOL candidates often ask about the pass grades and
how they achieve these. Pass and First Class Pass grades are available,
and it is important for candidates to perform to a sufficient standard
in each section of the test.
Q Can I use a dictionary in the test?
A Yes, you can use an English–English dictionary, but not an electronic version.
Q How many different parts of the test are there?

A There are eleven: Listening 1, 2, 3 and 4; Reading 1, 2, 3 and 4; Writing 1, 2 and 3.
Q Do I have a time limit for each part of the test?

A The Listening Part will take 20 minutes. You have 2 hours and 10 minutes to complete
the rest of the test.
Q Do I have to pass every part of the test?

A You have to pass in the Listening, Reading and Writing sections. You don’t have to pass
each separate part of these sections as long as the overall total for each section
is sufficient to pass.
Q What grades of pass are there?

A A Pass or a First Class Pass.
Listening
International ESOL candidates are sometimes concerned that they will
have trouble understanding strong regional accents. Stress that all
the recordings are made by speakers with neutral, standard British
English accents. Reassure the candidates that everything will be heard
twice at Achiever level. Another worry the candidates have is spelling
answers correctly. Tell them that unless a word is spelt out, they will
not be tested on correct spelling and if their answer can be understood
it will be accepted.
Q Is all of the Listening part of the exam now recorded?
A Yes.
Frequently asked questions: students
Q Do I hear many different accents? Notes

A No. The accents are mostly standard British English. In conversations, there is
usually one male and one female speaker to help you know who is speaking.
Q Do I hear everything twice?

A Yes.
Q What happens if I spell answers incorrectly?

A If the examiner can understand your answer, that’s not a problem.
Reading
The candidates are sometimes concerned that there may be more than
one correct multiple-choice option in reading tasks; tell them that there
will be only one correct answer to each question. Remind the candidates
to read the instructions very carefully before giving answers and not to
exceed any given word limit.
Q Is there only one correct A, B, C or D answer to multiple-choice questions?
A Yes.
Q What happens if I write too many words in my answers in Reading Part 4?

A Your answer will not be allowed.
Writing
The candidates sometimes worry that they will not know what kind
of mistakes they are looking for or how many there will be; tell them
that this information will always be in the instructions. Point out that
there are word limits in Parts 2 and 3 and explain why it is useful for
the candidates to keep to these.
Q How do I know what mistakes to correct in Writing Part 1?
A The test information tells you how many mistakes there are and how many you
have to correct.
Q How much do I have to write?

A 70 to 100 words in Writing Part 2 and 100 to 120 words in Writing Part 3.
Q What happens if I don’t write the correct number of words?

A If you write too few words, this is taken into account in the marking. If you write more
than required, you will probably make more mistakes and not give yourself time to
read it through and correct errors, so try to keep to the limit.
Notes
Exam advice
Tips from the examiners
Check how much time you have for the whole paper.
Make sure you are comfortable, warm enough and have good light for reading.
If not, tell the supervisor before the exam starts.
Give yourself enough time to answer all the questions.
Read each question carefully and follow the instructions exactly.
If you become stuck, then move on to the next question. You can always come
back to a question later.
Attempt all the questions, even if you are not completely sure.
Always use a pen with black or blue ink, not a pencil.
You may make corrections, but make sure your writing is easy to read.
Allow enough time at the end of the examination to read through your work
to check what you have written.
At the beginning of the Listening section your supervisor will check that the sound
level is right. Tell the supervisor if you can’t hear well. You must not speak during
the test itself.
It is possible that the style of the ESOL exam questions may change from time
to time. Please check with your teacher.
Sample exam paper
Notes
Sample exam paper – Achiever level
Listening Part 1
You will hear six sentences twice. Choose the best reply to each sentence.
Listen to the example. If you hear: ‘Do you know where City Bank is,
please? Do you know where City Bank is, please?’ the best reply is b.
Put a circle around the letter of the best reply. 23
Example
a ‘That’s not true.’
b ‘Sorry, I’ve no idea.’
c ‘Okay. Let’s go then.’
d ‘That’s possible.’
1
a ‘Hello. Nice to see you, too.’
b ‘Not much really.’
c ‘What’re you going to do?’
d ‘See you soon.’
2
a ‘Why can’t you?’
b ‘Isn’t it there?’
c ‘Not really.’
d ‘No, I’m not.’
3
a ‘That’s right.’
b ‘Of course not.’
c ‘Don’t worry.’
d ‘You’re welcome.’
4
a ‘Well done!’
b ‘Good luck!’
c ‘Yes, please!’
d ‘Thanks a lot!’
5
a ‘I don’t think that’s right.’
b ‘Okay. I’ll explain it again.’
c ‘I don’t agree with you.’
d ‘I’d love to.
6
a ‘That’s right.’
b ‘I’m fine.’
c ‘Of course.’
d ‘You’re free.’
Notes
Listening Part 2
You will hear three short conversations. Listen to the conversations and
answer the questions below. Put a circle around the letter of the correct
answer. You will hear each conversation twice. 24
Conversation 1
The man and the woman
a work together.
b travel together.
c have never met before.
d are visiting a company.
The man wants

a a new job.
b to go home early.
c to meet the staff.
d to talk to the managers.
Conversation 2
The two people are
a in a restaurant.
b in a street.
c at work.
d at home.
The two people are talking about

a holidays.
b money.
c work.
d travel.
Conversation 3
The two people are talking about
a films.
b sleeping.
c marriage.
d camping.
The two people are planning to go to

a China.
b the cinema.
c a village.
d a wedding.
Sample exam paper
Notes
Listening Part 3
Listen to the information on the radio about a survey on mobile phones.
Make notes on the message pad about the survey. First look at the pad.
The first note is done for you. You will hear the message twice. 25
Survey about: mobile phones
Country: Australia
% of teenagers with phones: 73 %
How often phone used per day: 20
Average call time: 1 minute
Phone number: 685347
Email address: radio@green.com

Notes
Listening Part 4
Listen to the conversation about computers between Philip, the man, and
Maria, the woman, and answer the questions. Put a circle around the
letter of the correct answer. First look at the questions. The first one
is done for you. You will hear the conversation twice. 26
Example
When Maria meets Philip what is he doing?
a Working.
b Playing games.
c Reading his emails.
d Buying something.
1 Who uses the computer most in Maria’s house?

a Maria.
b Her husband.
c Her daughter.
d Her son.
2 How does Maria feel about the way her daughter uses the Internet?
a Disappointed.
b Satisfied.
c Excited.
d Annoyed.
3 Philip has started using the Internet to buy

a flights.
b food.
c cars.
d clothes.
4 Philip says computer games make children

a worried.
b unfit.
c angry.
d violent.
5 The computer has helped Maria’s son to

a learn a new language.
b do homework.
c make friends.
d play chess.
6 Why does Philip take a computer on holiday with him?

a To find hotels.
b For tourist advice.
c To read newspapers.
d To check the weather.
Sample exam paper
Notes
Reading Part 1
Read the five short texts. Each text is incomplete. Choose a, b, c or d to
complete the text. Put a circle around the letter of the correct reply.
First look at the example.
Example
Cycling is great fun for children. It’s also good exercise. But of course it can be
_________________ so it’s very important to teach your child how to ride safely.
a exciting and enjoyable

b dangerous, too
c an expensive hobby
d difficult to learn
Mr P. Clark
___________
CPS Limited
19 Moor Road
Bigtown
BG18 8AE
a Financial adviser
b www.personaloan.com
c 03031-650088
d Andreas Clark
2
Some people are good at learning languages. Others find it quite difficult. Helen
is good at languages. _______________________ like a native speaker, although
she has never been to Britain.
a She can listen

b She speaks English
c She looks
d She acts
3
I am so tired _________________ . But life is good and I am looking forward to
the weekend. I am sure you are, too.
a that is why I don’t need a break

b when I have plans for tomorrow
c because I have worked hard this week
d while I am working on a difficult project
Notes 4
Students of English should practise listening to the radio. Sometimes it is difficult
to understand the programmes. ____________________, they shouldn’t give up.
a As a result
b In other words
c For example
d However
5
I left school at fifteen because I hated it. I only wanted one thing.
______________________. And that’s why I applied for a job on a passenger
ship – as a waiter.
a I wanted to travel
b I didn’t want to work
c My family had a restaurant
d There were no more lessons
Reading Part 2
Read the text and fill the gaps with the sentences A–H. Write the letter
of the missing sentence in the correct gap. There are two extra sentences
you will not need.
Dogs help people get well

Joanne Gray is a nurse. Often her patients are people who have now
returned home from hospital but are not ready to go back to work.
She also spends a lot of her time visiting people still in hospital. E 1
They look forward to seeing her, especially because she doesn’t go
alone. She takes her dog, Bertie, with her. Joanne says that Bertie
makes her patients feel better.
Bertie started going to work with Joanne four years ago and she is
sure that he has made a real difference. ‘Bertie is brilliant with people’,
she says. ‘For example, he helps patients who cannot use their arms
very well. D 2 He can also help patients who are very nervous or
depressed. They tell me they feel calmer and happier when he is
with them.’
Joanne realised several years ago how much her patients enjoyed
seeing an animal. ‘I used to have a cat that I took with me sometimes
on my visits. My patients always asked me about him and all said they
loved seeing him. B 3 It’s easier to take a dog to see someone.’
Research shows that pets can reduce stress and help people get better
more quickly from all sorts of illnesses. A 4 For instance, one man
in hospital didn’t want to talk to anyone but he spoke to Bertie. He
told him he hated the hospital food and didn’t like the people in the
beds next to him. So the hospital was then able to get him the food
he liked. H 5
Sample exam paper
Notes
Not all dogs are suitable for visiting sick people. Some dogs are afraid
of people they don’t know. F 6 But the right dog really can help people
get better.
A Joanne can give lots of examples of this.
B That’s why I got Bertie.
C There are many other dogs like Bertie.
D They want to touch him and this makes them try harder to move their arms.
E Joanne’s visits are very important to all her patients.
F Others are too friendly.
G Of course, not everyone likes dogs.
H They also arranged to move him to a different bed.
C and G are not used.
Reading Part 3
Read the four texts below. There are ten questions about the texts.
Decide which text (A,B,C or D) tells you the answer to the question.
The same text may be used more than once. The first one is done for you.
A
We’re so excited. We got our InterRail tickets today. We’ll be off soon. We went
for the shortest period as we’ve only got three weeks’ holiday. Shame, as it’s
better value if you buy one for longer. We thought Zeynep might not be able to
get one, but if you live in a European country for at least six months you can and
she’s been here for over a year now!
B
The InterRail Global Adult Pass is available in first and second class. The first
class has better seats. Adult Passes are for travellers who are 26 or older on
their first day of travel. The child fare (minimum age 4 up to and including 11
years old on the first day of validity of the pass) entitles children to a 50%
reduction on the price for adults in either class.
Notes C
Would you like to enjoy unlimited travel around Europe? Or do you want to
explore one specific European country? Select your own itinerary. InterRailing
is the budget-friendly way to experience Europe. The two main options are the
InterRail Global Pass, allowing endless rail travel within 30 different European
countries, and the One Country Pass, which lets you explore one European
country of your choice by train! InterRail is for you!
D
Our initial destination was Crailsheim, near the border between the southern
German states of Baden-Württemberg and Bavaria. We reached it using a
variety of trains – Eurostar, Intercity with air conditioning, and local trains with
lavatories, which revealed the rails speeding by below! – and with changes at
Brussels. Cologne (where we enjoyed a quick, albeit not cheap, al fresco meal
stopover under the spires of the cathedral) and Stuttgart.
Which text:
1 describes a journey? D
2 encourages people to travel by train? C
3 provides information for people who do not come from Europe? A
4 suggests InterRail is a cheap way to travel? C
Which text gives you the answers to the following questions?
5 Are there different levels of comfort with different tickets? B
6 Can I travel on different types of trains? D
7 Must I choose a time option before paying the fare? A
8 How many types of Global Pass can you choose from? B
9 Do you need to decide your destination before choosing your ticket? C
10 Are there any age restrictions to buying a pass? B

Sample exam paper
Notes
Reading Part 4
Read the text and answer the questions. Do not use more than three
words in each answer. An example is done for you.
Monopoly TM
– the world’s best-selling game
Today, it’s the best-selling

board game in the world.
It’s available in 80
different countries and
in 26 different languages.
People of all ages play
the game. But where did
Monopoly come from?
How did it start?
In 1934, an American called

Charles Darrow showed his ‘Monopoly Game’ to the bosses at
Parker Brothers, a company which manufactured games.
Unfortunately, they refused to manufacture it because of design
problems. However, Mr Darrow didn’t give up.
With the help of a friend who was a printer, Mr Darrow made

5,000 sets of the game and sold them to a local shop. People
loved it! He couldn’t make the games quickly enough, so he went
back to Parker Brothers and they agreed to make the game.
In its first year, 1935, it was the best-selling game in America.
Since then, an estimated 500 million people around the world
have enjoyed playing it. Parker Brothers have sold more than
200 million games worldwide.
The game can last for a long time, but the longest game ever
played lasted 1680 hours – that’s 70 days! People have also
played in some unusual places. The longest game to take place
in a bath lasted 99 hours and the longest game underwater went
on for 45 days.
Of course, most games take place using a normal-sized board.

But not everyone is satisfied with that. The biggest outdoor game
ever played used a game board 300 metres by 220 metres. The
biggest game to take place inside used a board 35 metres square.
Since 1935, the makers have made very few changes to the
excellent design of the first board. It’s almost the same now
as when Mr Darrow first invented the game.
Parker Brothers have made many other games but none has been
as popular as Monopoly. The company is certainly very pleased
that Charles Darrow asked them to produce the world’s favourite
board game.
Notes 1 What is Monopoly? a game
2 In how many countries can you buy Monopoly? 80
3 Who invented Monopoly? Charles Darrow
4 Why were the company bosses not satisfied with the game?
Because of design problems
5 Who helped the inventor make the first games? a printer friend
6 Who bought the first sets of the game? local people
7 When did Parker Brothers first produce the game? 1935
8 How many people have played the game since 1935? 500 million
9 How long was the longest game? 1680 hours/70 days
10 Where did the game using a 35-metre square board take place? inside
11 Why have Parker Brothers not made many changes to the original board?
Because of its excellent design
Sample exam paper
Notes
Writing Part 1
Read the text and circle each mistake. Write the correction at the end of
the line. The first three lines are examples. There are two more spelling
mistakes, three more punctuation mistakes and three more grammar
mistakes. Some lines have no mistakes; they have no spaces for answers.
Dear carl Carl

I hope you has a good journey home. It was great to see you. I’d love to had
visit you in Australia but I know the air fare is too expensive, guess . Guess
what, you left three CDs here. I’ll post them to you just as soon 1. what? You
as I can.
Do you remember Patrick what lives in the house next door? 2. who
Yesterday I went to his wedding. It was lovely. The wether was good. 3. weather
After the marriage ceremony there were some delicious food and 4. was
then we danced all night and I’m really to tired to do much today. 5. too
Have you read the book I gave you. I hope you liked it. Cole is my 6. you?
favourite author.
Well, I must going now. Please write soon and tell me all your news. 7. go/be going
Love to you all and ask sandra to write to me soon, too. 8. Sandra
Sarah
Notes
Writing Part 2
Read the restaurant review. You have just been there. Some things
were very good, but other things were very different from the review.
Write a letter to the newspaper. Write between 70 and 100 words.
You should:
– give your own opinion
– say what you did and didn’t like.
Dominic Fisher
Restaurant Expert
Golden Tavern Opens ****

Our restaurant expert, Dominic Fisher, visited the new restaurant in town,
the Golden Tavern. He writes:
This restaurant provides simple, beautifully cooked food at a good price,
in a good atmosphere with lots of room to relax. The menu changes every
day, but try the excellent vegetable soups and the beautiful chocolate cake,
which are always available. The other good thing is the service. The staff
are very friendly and very professional.
Highly recommended.
Sample exam paper
Notes
Writing Part 3
Write a letter to a friend. Tell your friend about the new flat you have just
moved into. Invite your friend to come and stay with you for a weekend.
Write between 100 and 120 words.
Dear Jo,
Here I am at last.
I hope you can come.

Very best wishes,
Notes
Sample exam paper tapescripts
Listening Part 1
23
Male voice 1 ‘Part 1, part 1. You will hear six sentences twice. Choose the best
reply to each sentence. Look at the example. If you hear “Do you know where
City Bank is, please? Do you know where City Bank is, please?”, the best reply
is b. Put a circle around the letter of the best reply. Ready?’
M1 ‘Number one. Number one.’
Female voice ‘Hi! Great to see you after so long. Hi! Great to see you after so long.’
M1 ‘Number two. Number two.’
M2 ‘Fancy going to the cinema tonight? Fancy going to the cinema tonight?’
M1 ‘Number three. Number three.’
F ‘I am so sorry I’m late. I am so sorry I’m late.’
M1 ‘Number four. Number four.’
M2 ‘Guess what? I won the race! Guess what? I won the race!’
M1 ‘Number five. Number five.’
F ‘I’m sorry, I don’t understand what you mean. I’m sorry, I don’t understand what
you mean.’
M1 ‘Number six. Number six.’
M2 ‘Is it all right if I sit here? Is it all right if I sit here?’
M1 ‘That is the end of Part 1.’
Listening Part 2
24
Male voice 1 ‘Part 2, part 2. You will hear three short conversations. Listen to the
conversations and choose the best answer to complete the sentence. Put a
circle round the letter of the correct answer. You will hear each conversation
twice. Look at the questions for Conversation 1. Ready?
‘Conversation 1’
Female voice ‘Mr Khan? How do you do? I’m Sarah King.’
Male voice 2 ‘Pleased to meet you.’
F ‘Please take a seat. How was your journey?’
M2 ‘Fine, thank you.’
F ‘Good. Well, first, one of my colleagues will show you round. Then, you come
back here for an interview with two of our managers.’
M2 ‘How long do you think it will take?’
F ‘Well, we have three applicants. We should finish before twelve.’
M2 ‘Do you want me to wait then?’
F ‘Oh, you mean when do we tell you if you’ve got the job?’
M2 ‘Yes.’
F ‘We’ll phone you before eight o’clock with our decision. Shall we use the
phone number on your application form?’
M2 ‘Yes. It’s my home number.’
M1 ‘Now look at the sentences for Conversation 2.’
M1 ‘Conversation 2’
F ‘That was a lovely meal. We’ll have to come here again.’
M2 ‘Mmm. And bring Mark and Ali.’
Sample exam paper tapescripts
F ‘Yes, they’d really like it. Shall we have coffee?’ Notes

M2 ‘No. Let’s pay. We’ll have some tea when we get home.’
F ‘Good idea. I’m tired and I’ve got to work tomorrow.’
M2 ‘You worked last Saturday.’
F ‘I know, but they asked me to go in because they’re so busy. Anyway, I’ve only
had to work on one Saturday this month.’
M2 ‘Will you have to work all day?’
F ‘No – until two – so I won’t be late home.’
M2 ‘That’s not so bad – last Saturday you didn’t get back until six.’
F ‘Yes, but they know I can only work until two tomorrow.’
M2 ‘Good. Okay, let’s go. We can get a taxi around the corner.’
M1 ‘Now look at the sentences for Conversation 3.’
M1 ‘Conversation 3’
M2 ‘Did you watch the film on TV last night?’
F ‘Mmm. But I fell asleep in the middle. What happened in the end?’
M2 ‘She left and went back to her village. It wasn’t very good.’
F ‘And what about him?’
M2 ‘I can’t remember. I think he married the other woman.’
F ‘There’s a really good film on at the Odeon tomorrow. I read about it in the newspaper.
It’s called Red Tent.’
M2 ‘What is it?’
F ‘It’s about a couple who travel across China. Supposed to be really good.’
M2 ‘Let’s go and see it then. What time does it start?’
F ‘Eight, I think.’
M2 ‘Okay, I’ll meet you outside the cinema at about quarter to eight?’
F ‘Okay. Great. See you then. Bye.’
Listening Part 3
25
Male voice 1 ‘Part 3, part 3. Listen to the information on the radio about a survey
on mobile phones. Make notes on the message pad about the survey. First look
at the pad. The first note is done for you. You will hear the message twice.’
Male voice 2 ‘Hello, we’ve just had an interesting email from Jodie. Jodie’s only 16 and
she and most of her classmates have mobile phones.
Well, a recent survey done in Australia found that lots of young people there have
mobile phones, too. In fact, seventy-three per cent. That’s nearly three-quarters of
all teenagers in Australia.
They use them a lot, too. On average, they make a call or send a text twenty times a
day. Some say their phone is like their best friend and that they feel really sad if they
lose their phone. They make a lot of calls but each call is pretty short. In fact, Jodie is
like the teenagers in Australia; her calls usually last about a minute.
We’d really like to find out about this country and how you use your mobile phone here.
Is your phone your best friend? Do you make calls twenty times a day? And how long
do you spend on the phone every day? Let us know.
Give us a ring on six, eight, five, three, four, seven. Or email us. Our address is radio
at green dot com. Just let me give those contact details again. Ring us on six, eight,
five, three, four, seven. Or email us at radio at green dot com.’
Notes
Listening Part 4
26
Male voice 1 ‘Part 4, part 4. Listen to the conversation about computers between
Philip, the man, and Maria, the woman, and answer the questions. Put a circle
around the letter of the correct answer. First look at the questions. The first
one is done for you. You will hear the conversation twice.’
Male voice 2 ‘Hello, Maria. Come in!’
Female voice ‘I hope I haven’t interrupted you, Philip. I didn’t know you were on the
computer. Are you working or playing one of your computer games?’
M2 ‘I’m not doing either, actually.’
F ‘Oh. So are you shopping, then?’
M2 ‘No. I was just checking all my email messages. I’ve got a lot today.’
F ‘Yes, it’s the same with my husband. All his customers contact him by email.
Although, in our house, it’s not us who use the computer the most.’
M2 ‘Who then? Your son?’
F ‘No, it’s Sally, my daughter – chatting to all her friends – sometimes for three or four
hours at a time… which means I can’t use the phone. It is a bit annoying.’
M2 ‘Oh dear! You know what? I’ve recently started using the Internet to buy
different things. Not clothes or food, because I like to see what I’m buying
first. I got two really cheap plane tickets to Venice last month and I’ve just
bought a couple more to Australia. I mean, it’s not like buying a car, where
you want to try it out…’
F ‘Exactly. That’s what I think. Computers are good for some things and not for others.
You know – like reading. I don’t think computers will ever take the place of books.
It’s not because I think they’re bad for your eyes, or cost a lot of money, but you can’t
take a computer to bed with you like a book, can you? It’s not very comfortable under
the blankets…’
M2 ‘I guess not! And what worries me is the time children spend playing those
violent computer games. They seem happy to spend all day shooting and
fighting – just sitting around really.
It’s not good for them – it stops them from going out and getting some
exercise, you know, keeping fit…’
F ‘I know what you mean. But it’s not all bad. Take my son, for instance – he’s learned
to play chess on the computer really well. It doesn’t replace his friends or do his
homework for him, and he listens to music on his CD player, not on the Internet,
but when he’s on his own he can just switch on and…’
M2 ‘Yes, it’s like everything, really, isn’t it? You’ve got to be sensible. Although
I have to admit I take my laptop computer on holiday with me…’
F (surprised) ‘Take it on holiday? You don’t, do you? What for? To check hotels,
the weather, that kind of thing…?’
M2 ‘No, no, I get all the tourist advice I want from the information offices.
No, it’s just if I’m abroad, I like to read the English newspapers on the same
day. It’s great…’
F ‘Well, I think I’ve heard everything now … although I suppose … well, why not? D’you
know I’m going on holiday next week, and you’ve just given me a very good idea…’
M1 ‘That is the end of Part 4. You now have 2 hours and 10 minutes to complete
the rest of the paper.’

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Teacher’s Book 3 Achiever 165

Achiever level syllabus 167

Frequently asked questions: students 182

Exam advice 184

Sample exam paper 185

Sample exam paper tapescripts 198

Notes Past reference

Modals, nouns, pronouns, possessives,

Prepositions and prepositional phrases

Articles, determiners, adjectives,

Punctuation and spelling

2 House and home, environment

4 Free time, entertainment

6 Relationships with other people

7 Health and bodycare

9 Food and drink

14 Measures and shapes

Giving and finding out factual information

Expressing and finding out attitudes

Notes Getting things done

Structuring discourse Notes

Q How many different parts of the test are there?

Q Is there a time limit for each part of the test?

Q Do the candidates have to pass every part of the test?

Q Do the candidates hear different accents?

Q Do the candidates hear everything twice?

Q What happens if the candidates spell their answers incorrectly?

Q Is there sometimes more than one way of answering the questions in

Q How much do the candidates have to write?

Q How many different parts of the test are there?

Q Do I have a time limit for each part of the test?

Q Do I have to pass every part of the test?

Q What grades of pass are there?

Q Do I hear many different accents? Notes

Q Do I hear everything twice?

Q What happens if I spell answers incorrectly?

Q What happens if I write too many words in my answers in Reading Part 4?

Q How much do I have to write?

Q What happens if I don’t write the correct number of words?

Give yourself enough time to answer all the questions.

Read each question carefully and follow the instructions exactly.

Always use a pen with black or blue ink, not a pencil.

The man wants

The two people are talking about

The two people are planning to go to

Survey about: mobile phones

% of teenagers with phones: 73 %

How often phone used per day: 20

Average call time: 1 minute

Phone number: 685347

Email address: radio@green.com

1 Who uses the computer most in Maria’s house?

3 Philip has started using the Internet to buy

4 Philip says computer games make children

5 The computer has helped Maria’s son to

6 Why does Philip take a computer on holiday with him?

a exciting and enjoyable

a She can listen

a that is why I don’t need a break

Dogs help people get well

A Joanne can give lots of examples of this.

B That’s why I got Bertie.

C There are many other dogs like Bertie.

E Joanne’s visits are very important to all her patients.