Answer Key

Review (Units 7–9)

Language Test A
Grammar
Task 1
1 B 2 C 3 C 4 A 5 C 6 B 7 C 8 A 9 B 10 A 11 B 12 C 13 A 14 A 15 C
Vocabulary
Task 1
1 rave 2 main 3 arrogant 4 immature 5 do 6 keep 7 mind
Task 2
1 up 2 out 3 up 4 out 5 in 6 on 7 across 8 up
Use of English
Task 1
1 typical 2 pressure 3 uncomfortable 4 comparisons 5 admiration 6 preference 7 loyalty 8 horrified 9 beautiful
10 conclusions 11 unrealistic 12 appearance
Task 2
1 was such a / frightening film 2 apologized to Anna / for losing 3 was how / difficult it was 4 I were you / I would

Language Test B
Grammar
Task 1
1 C 2 B 3 A 4 C 5 B 6 B 7 C 8 C 9 B 10 A 11 B 12 A 13 C 14 B 15 A
Vocabulary
Task 1
1 e-book 2 character 3 anti-social 4 unexpected 5 courageous 6 sympathy 7 judgement
Task 2
1 on 2 down 3 out 4 from 5 in 6 of 7 up 8 at
Use of English
Task 1
1 behaviour 2 disliked/dislike 3 thoughtful 4 imagination 5 cooperation 6 indecisive 7 encouragement
8 unexpected 9 successful 10 fashionable 11 talkative 12 unacceptable
Task 2
1 can’t have been / easy/cannot have been / easy 2 wished she had / brought her 3 such a huge / meal (that)
4 was how / quickly she learnt
Speaking
Task SPOKEN SPOKEN RANGE ACCURACY
achievement PRODUCTION AND INTERACTION Structure Structure
FLUENCY Ability to Vocabulary Vocabulary
Length of maintain or Discourse/communicative Appropriacy of
contribution develop functions vocabulary
Intelligibility interaction Functions
Pausing & Coherence
hesitation Appropriacy
Cohesion Pragmatic
Repair strategies Strategies
5 All utterances Can present clearly Can present clearly Can express ideas, including Communicates
are relevant to focused information focused information abstract ideas, and opinions with accuracy on
the task. All taskand points of view and points of view with precision and present a wide range of
requirements using extended using extended and respond to complex or topics. Makes
fully completed. stretches of stretches of hypothetical lines of occasional errors
language. Can talk language. Can talk argument convincingly. Can when dealing with
about a variety of about a variety of help develop discussions by complex abstract
topics and effectively topics and following up statements and topics but these
connect ideas and effectively connect inferences. Can select do not prevent
arguments with ideas and language appropriate to the understanding.
complex language. arguments with context and audience and Can self-correct.
Occasional hesitation; complex language. paraphrase where Errors may be
uses stress and Occasional necessary. Only occasionally either fossilized
intonation to convey hesitation; uses needs to ask for clarification. L1 interference or
meaning effectively. stress and reflect L1 identity.
intonation to
convey meaning
effectively.
4 Candidates will demonstrate elements of 3 and 5
3 Minor Can present clear, Can present clear, Can open or take the lead in Communicates
irrelevances detailed information detailed information an exchange and is sensitive with accuracy on
and/or and points of view on and points of view to turn-taking. Can expand most topics and in
omissions may a wide range of on a wide range of coherently and appropriately most contexts.
be present. familiar topics. Can familiar topics. Can on points and clearly May make errors
Task use functional use functional express and invite points of when talking
requirements on language to express language to view although this is not about very
the whole evaluation, make express evaluation, always fluent when unfamiliar or more
completed. supporting points and make supporting discussing unfamiliar topics. abstract topics but
give relevant points and give Can reformulate responses these do not
examples and to relevant examples with ease and ask for prevent
express feelings. Can and to express clarification for less familiar understanding.
use cohesive devices feelings. Can use topics. Can self-correct.
to connect arguments cohesive devices to Some errors may
though this may be connect arguments be either
clumsy in places. though this may be fossilized L1
There are only minor clumsy in places. interference or
hesitations and There are only reflect L1 identity.
contributions are minor hesitations
 intelligible using and contributions
intonation and stress are intelligible using
to convey meaning, intonation and
though this is not stress to convey
always consistent. meaning, though
this is not always
consistent.
2 Candidates will demonstrate elements of 1 and 3
1 Irrelevances and Can communicate Can maintain and Can maintain and develop Uses a range of
misinterpretation using longer stretches develop the the interaction with relative words, structures
of task may be of connected clauses interaction with ease and coherence on and collocations.
present. Task and functional relative ease and familiar topics, including Can use
requirements language (e.g. coherence on some abstract matters. Can functional
not all compare/contrast; familiar topics, respond with some flexibility language to deal
completed. reason/explanation). including some within familiar topic areas with unfamiliar
May pause when abstract matters. and can reformulate simple everyday topics
handling more Can respond with responses but may need to but has a limited
complex matters and some flexibility ask for clarification in less range of complex
need to use repair within familiar topic familiar topic areas. language.
strategies. areas and can Searches for
Is generally intelligible reformulate simple unknown words
and can use basic responses but may and /or uses
stress and intonation need to ask for repetitive
to support meaning. clarification in less paraphrases.
familiar topic areas.

0 Speech irrelevant or incomprehensible.

Task 1
Sample answers
Student A: I think we both agreed that sport is relaxing because it reduces stress.
Student B: Although I only do yoga which isn’t really a sport.
Student A: We can count it as sport today.
Student B: I’m fairly sure neither of us finds shopping relaxing. Would you agree?
Student A: Definitely. So we can forget about that one. And we both agreed that we enjoy our hobbies but don’t find them
relaxing.
Student B: Sorry, I’ve changed my mind. I have to concentrate to draw but I think I am relaxed at the same time.
Student A: But I really don’t find my hobby relaxing. So we need to choose between reading a book and watching a film
for our second choice.
Student B: Well as we both said before, it depends on the book or the film.
Student A: I think watching a good film is more relaxing than reading a good book. It’s less hard work.
Student B: But research shows that looking at any kind of screen in the late evening can make us sleep less well.
Student A: The answer is to watch a film in the early evening, and to make sure the film isn’t so scary that it gives you
bad dreams.
Student B: Good point. So let’s go with sport and watching a film.
Task 2
Sample answers
1
Student B: Personally, I like to spend about two hours a day on my own, both in the term time and during the holidays.
Student A: I don’t find it very relaxing to be on my own. It’s fine when I have homework to do, but when I’ve got free time,
I like to spend it with my friends, or with at least one friend. I prefer being with a friend if I’m watching a film or
playing computer games.
Student B: I need to be on my own to do yoga and to read but I wouldn’t want to spend the whole day on my own.
Student A: I can understand that. I like going for runs on my own because I can go when and where I want. It’s easier and
quicker like that.
Student B: I completely agree although I go for walks, not runs!
2
Student B: I think it's very important as we all need some time each day when we aren't working or thinking about
stressful things. What about you?
Student A: Yes, and it's not just spending a bit of time every day, it's also important to do things at weekends and have
regular holidays to really get away from normal life. My dad has a stressful job and so at weekends he makes sure
he has time to go out and do some photography which is his hobby. It makes him feel calmer.
Student B: You mentioned holidays – it's good to have a long break away from things – from school as well as from work!
3
Student A: I think that everyone has a very busy life nowadays, working or studying. Life seems to be very fast.
Student B: I agree, and also having a mobile phone all the time means people can always contact you. That makes it
difficult to relax.
Student A: Yes, my friends are always texting me!
Student B: Sometimes I try not to check my phone for messages if I'm in the middle of something important, but it's very
difficult not to. I worry that I'm missing something.
4
Student A: I think that’s probably because it needs less concentration to watch a film than to read a book.
Student B: Yes, you’re absolutely right about that.
Student A: I suppose people are basically quite lazy!
Student A: Nowadays you can see lots of films online free, so it’s cheaper than buying books anyway.
Student B: You can borrow books free from a library.
Student A: I know but most people don’t. I think another reason people prefer watching films is that they can take in a
whole story in an hour and a half.
Student B: That’s a good point. It takes days to read a book. So you don’t know what happens for quite a long time.
Student A: People often prefer films to books because they can be with other people while they watch.
Student B: Exactly! So watching a film can be more sociable and relaxing than reading a book.
5
Student A: I think young people spend too much of their free time online. We have our smartphones so it’s always
possible to be online even when we’re away from our computers.
Student B: Yes, we use it all day – we watch videos, we check information, we use social media, we do research, we
watch films and play games….
Student A: My brother and I agreed to have two days a week when we didn’t go online. We did it for
two months and it was quite hard. But during that time we did a lot more sport and spent more time with our friends. So we
did manage to find other things to do!
6
Student B: I agree that doing something different can make you feel good. For example, a lot of people go shopping
when they don’t need to buy anything because they’re feeling a bit bored. Maybe buying something new makes
them feel they have changed their life in some small way.
Student A: I think that’s a good point. Getting a new T-shirt, for instance, can make a person feel new and different. It
makes them happy and relaxed.
Student B: Trying out a new activity can have the same effect. Maybe it produces those chemicals in our brains like when
we do sport?
Student A: I’d like to learn to fly. Just thinking about it makes me feel excited and happy. If I had lots of money, I’d pay for
flying lessons, and I might also do ballooning.
Student B: That sounds amazing!
Writing
25 score points in total. Responses are scored according to how well students perform against the following criteria.

Content Task achievement Organisation & Range Accuracy

Structure
5 All content is Can write an essay, Can present clearly Uses a good and Communicates with
relevant to the proposal or report that focused information varied range of accuracy on a wide
task. Target develops an argument and points of view vocabulary, range of topics. May
reader is fully systematically, with using extended collocations and some still create some
informed. appropriate highlighting stretches of language. complex functions. Is clumsy expressions
of significant points and Can write about a able to express ideas or structures when
relevant supporting variety of topics and and opinions on most writing about
detail. Can evaluate effectively connect topics without complex abstract
different ideas or ideas and arguments circumlocution. Can topics but these do
solutions to a problem. with complex exploit non-literal not prevent
Can summarise main language. meanings of everyday understanding.
points and arguments May use features of fixed phrases. Can Generally accurate
from external sources. L1 style to express use a variety of punctuation and
Can write articles and identity. discourse devices spelling. Learners
reviews with good within and across with non-Latin L1
expression of self that paragraphs for alphabets may still
persuade and/or audience effect. make minor mistakes
engage. Can produce in spelling of less
standard features of a frequent or longer
variety of texts. words.
4 Candidates will demonstrate elements of 3 and 5
3 Minor Can write an essay or Can present clear, Uses a good range of Communicates with
irrelevances report which develops detailed information vocabulary, accuracy on most
and/or an argument, giving and points of view on collocations and topics and in most
omissions may reasons in support of or a wide range of functions and can contexts. May make
be present. against a particular familiar topics. Can express ideas and errors when dealing
Target reader is point of view and use functional opinions on some with very unfamiliar
on the whole explaining the language to express abstract and cultural or abstract topics but
informed. advantages and evaluation, make topics. Can use these do not prevent
disadvantages of supporting points and paraphrase to avoid understanding.
various options. Can give relevant repetition. Has a good Makes very few
develop a clear examples to express range of discourse mistakes in
description or narrative, feelings. Can use devices but lexical punctuation and with
expanding and cohesive devices to gaps can still cause only less familiar
supporting main points connect arguments circumlocution. May formats and in
with relevant supporting across paragraphs have some features of spelling of less
detail and examples though this may be style from L1 familiar words.
with good expression of awkward in places. interference. Learners with non-
self. Can write a simple Can produce standard Latin L1 alphabets
proposal on a familiar features of different may make mistakes
topic. Can summarise text types though not in spelling of less
main points from always appropriately frequent or longer
external sources. Can when dealing with words.
write a range of formal more complex topics.
 letters/emails which
have the desired effect
on the target reader.

2 Candidates will demonstrate elements of 1 and 3

1 Irrelevances and Can write short simple Can write using longer Uses a good range of Is reasonably
misinterpretation essays on topics of stretches of connected vocabulary, accurate in familiar
of task may be interest giving their clauses and functional collocations and contexts. Generally
present. Target opinion; can convey language e.g. functions and can good control of most
reader is information and ideas compare/contrast, express ideas and basic and some
minimally on some abstract as reason/explanation. opinions on some complex structures
informed. well as concrete topics. May mix up clause unfamiliar topics. Can and functional
Can write articles and ordering when writing use paraphrase to language. Errors
reviews which include about more complex avoid repetition on occur when
some expression of or abstract matters. familiar topics. Has an attempting more
self. Can write short Can generally adequate range of complex language,
basic informational summarise, report and discourse devices but especially in longer
reports. Can write give their opinion has limited vocabulary sentences and when
longer formal emails about factual and expressions when writing about less
and letters to express information on familiar writing on more familiar topics.
opinion and complaint. routine and some non- abstract topics. Generally uses
Has a basic routine topics, vocabulary
understanding of including basic appropriately for the
features of texts when information from topic. May have
dealing with familiar external sources, and some features of
topics or contexts. maintain logical style from L1
ordering of information interference.
or argument across Makes mistakes in
the whole text. punctuation of less
familiar formats and
in spelling of less
familiar words.
Learners with non-
Latin L1 alphabets
may make mistakes
in spelling and/or
orthography of less
frequent or longer
words.
0 Content is totally
irrelevant.
 Target reader is
not informed.

Sample answer
Dear Toby
I am really pleased that you have decided to involve all of us in the choice between a film club or a book club.
In my opinion, a film club would be best, especially if we could see the films free, because going to the cinema is so
expensive. Although we can watch films free at home on TV, it would be more fun to see them on a bigger screen with a
group of school friends. It would be great to discuss a film with people our own age, whose opinions we are interested in.
What often happens when you watch films at home is that people argue about which film to watch, then disappear if they
don’t get their choice.
I suggest for our first film The Hunger Games, which is a very exciting science fiction thriller starring Jennifer Lawrence.
The characters are believable and the acting is fantastic. Most young people feel admiration for the main character
Katniss Everdeen, who is such a courageous and inspiring person. People who have already seen it will be happy to see it
again, for sure.
Best wishes
Maria