English

Paper
Test Answer Key

CEFR: A2.2
Name:
School:
Grade:
Final score:
 (45 Minutes) READING ANSWER KEY

Section 1 Section 4
Strategy: Read short texts and identify the Strategy: Read incomplete texts and
main theme. demonstrate a level of comprehension by
completing with sentences or phrases from
1. Oxford a list.
2. had
3. independent 1. four types
4. studying 2. is very dangerous
5. happy 3. living in water
4. can produce
Section 2 5. that affect humans
Strategy: Match images to their
descriptions to show specific Section 5
understanding. Strategy: Read incomplete texts and
complete them with words from a
1. e vocabulary list.
2. a
3. c 1. wake
4. d 2. hurry up
5. f 3. put on
4. broke down
Section 3 5. saw
Strategy: Read more complex texts to
understand specific information and Section 6
author’s opinion. Strategy: Read short texts and fill in the
blanks using words from a preselected list
1. 2016 of terms.
2. to avoid fires
3. Mom 1. leaving
4. the flood started 2. parading
5. author’s opinion 3. having
4. sewing
5. helping

Reading 2020-21
 (30 Minutes)
Section 1
Strategy: Write a text in response to a
given formula. About 75 words. (Use rubric
provided.)
Grammar precision 2.5 points
Check for use of present continuous, zero
and first conditional.
Vocabulary range 2.5 points
Make sure they include vocabulary related
to environmental problems and solutions in
their writing.
Correct punctuation 2.5 points
Check that sentences are clearly separated
and full stops, question and exclamation
marks, capital letters, and commas are
used properly.
Text flow and fluidity 2.5 points
Look at how the ideas are presented making
sure they flow smoothly, and that they are
easy to read and understand.
Coherence and cohesion 2.5 points
Check that sentences are connected to one
another. Make sure they make sense and
relate to the topic.
Sample text:
I also want to help the environment. I am
taking short showers. I also turn off the
lights and electrical appliances when I am
not using them. From the three R’s, I think
the most important is reduce. When I go to
a coffee shop for a coffee or tea, I take my
own cup. I try not to waste paper by using
it on both sides. I also try to reuse things
as many times as possible. Little things can
make a difference!
Tips for Writing
Learners need to calculate time to complete the Writing.
Learners should aim to write the required number of words and make sure that they don’t
leave out important information.
Writing 2020-21
WRITING ANSWER KEY
Section 2
Strategy: Free choice of questions from
preselected themes and writing of
corresponding text type. About 75 words.
(Use rubric provided.)
Grammar precision 2.5 points
Check the correct use of present
continuous, present perfect, past simple
and continuous, etc. depending on the task
chosen. Check the correct use of negative
forms.
Vocabulary range 2.5 points
Make sure they use 5 or more words related
to the topic of their choice and that they are
correctly spelled.
Correct punctuation 2.5 points
Check that sentences are clearly separated
and full stops, question and exclamation
marks, capital letters, and commas are
used properly.
Text flow and fluidity 2.5 points
Make sure they choose the correct format
for the corresponding text type: email,
description etc. and that ideas flow
smoothly making it easy to understand and
follow.
Coherence and cohesion 2.5 points
Check that sentences are connected to
one another in a logical way and that they
have continuity. Check that at least two
connectors are used.
Sample text:
Two months ago, I started a new hobby. I
broke my leg in an accident and I had to
stay home. I decided to learn crochet and
make amigurumis. At first, it was very
difficult, but my aunt Rosita helped me to
understand the instructions. She gave me
lots of beautiful yarns. Now, I can’t stop,
I have made more than 20 amigurumis.
All my friends are asking me to do some
amigurumis for them. I think I will start a
business!
 (30 Minutes) LISTENING ANSWER KEY

Section 1 Section 4
Strategy: Identify key information in a Strategy: Listen to a more complex
conversation or monolog and choose the recording in order to understand detailed
correct picture. information and characters’ opinions.

1 1. a. dog, b. Paddy, c. 6 years

3 old
4 2. d. rabbit, e. Snowy, f. three
5 months
6 3. g. monkey, h. Sammy, i.i
should live in the wild, i.ii it is
Section 2 not right to keep it.
Strategy: Listen to simple conversations
and identify the main message of each
one.

1. She thinks she is

2. She takes the bus
3. Recycle waste
4. Turn off devices
5. Eat less meat

Section 3
Strategy: Listen to monologs and
complete transcriptions.

a. in this beautiful
b. from south to north
c. to a wide variety of
d. in the north west of
e. from one another

Listening 2020-21

Section 1
Adam: I’m hungry. What about you?
Would you like some food?
Paula: Yes, I’m hungry too. Great idea!
Adam: What kind of food do you like? Are you a
1 healthy eater?
Paula: Well, I try to eat healthy food most of the time.
Adam: This café is great as it has a good selection of
fresh, healthy food.
Paula: Ok. Let’s try it.
Waiter: Good afternoon. Are you ready to order?
Adam: Yes, I think so.
Waiter: Would you like a starter?
Adam: I’d like a bowl of vegetable soup, please.
Paula: And I’d like some salad, please.
Waiter: Would you like a drink?
Adam: Shall we share a bottle of sparkling water?
Paula: Good idea.
Adam: Then I’d like some fish. What else would you
like?
Paula: I don’t like fish. I think I’d like some chicken,
please. What does it come with?
Waiter: You can have some rice, chips or vegetables.
Adam: I’d like some vegetables, please.
Paula: Me too.
Waiter: OK.
Section 2
Interviewer: Hello! Today our topic is the environment.
Can we ask a few questions?
Tanya: Yes, that’s fine.
Interviewer: Thanks. First of all, what’s your name?
2 Tanya: I’m Tanya.
Interviewer: Hi, Tanya. Do you think you are ‘green’?
Tanya: Yes, I think so. Well, I try to be.
Interviewer: Great! What kind of things do you do to
look after the environment?
Tanya: Well, I know we shouldn’t use the car too
often. So, I usually walk or cycle to school every day
and when it rains, I go by bus.
Interviewer: That’s impressive. Is there anything else
you do to protect the environment?
Tanya: Well, I don’t throw away plastic bags. When I
go shopping, I always reuse old plastic bags.
Interviewer: Good. Do you recycle waste, too?
Tanya: Yes, I do as much as I can. I know it’s
something you should do, but there are still some
things that you can’t recycle.
Interviewer: OK. Thanks, Tanya. That’s excellent.
Thanks for your time.
Tanya: OK, You’re welcome.
Interviewer: Hi. Do you have time to talk about green
lifestyles?
Charlie: Yes, I do. I think it’s a very important subject.
Interviewer: You’re right. Can you tell me what you
do to protect the environment?
Charlie: Well, for me the key thing is to save!
Interviewer: Yes, … can you tell me more?
What do you ‘save’?
Charlie: Everyone should try to save energy. For
example, I turn off lights and other devices when I
don’t need them.
Interviewer: That’s excellent.
Charlie: You should also try to save water.
I have short showers and turn off the water when I
clean my teeth, so I don’t waste water.
Listening 2020-21
LISTENING AUDIOSCRIPTS
Interviewer: Great is there any other advice you can
give?
Charlie: We should all eat less meat.
That’s better for the environment and for our health.
Interviewer: That’s great to hear that.
Thanks.
Charlie: No problem.
Section 3
a. The Sierra Nevada de Santa Marta is the world’s
highest coastal mountain range. People usually go
hiking and camping in this beautiful landscape. It’s
really worth a visit.
3 b. The Magdalena River is the principal river in
Colombia. It is a wide river, which runs from south to
north ending in the city of Barranquilla.
c. The Orinoco is one of the longest rivers in South
America. The plains of the Orinoco are a vast,
tropical grassland to the east of the Andes.
They are home to a wide variety of flora and fauna.
d. Forests in Colombia are diverse and need to be
protected. Chocó, in the north west of Colombia, is
one of the world’s wettest rainforests. It is the most
biodiverse habitat and has many species which are
at risk of extinction.
e. Colombia is a country with two coastlines – the
Pacific Ocean to the west and Caribbean Sea to the
north.
The coastlines are quite different from one another.
The Pacific Ocean is colder and wilder whilst
the Caribbean Sea is warmer, calmer, and more
colourful. You may see sea life, such as whales,
turtles, and dolphins.
f. Colombia has 18 volcanoes – 15 of those are
considered to be active. Most of them are in the
south of the country.
Galeras, near to the border with Ecuador, is one
of the most dangerous volcanoes in the world at
present.
Section 4
Speaker 1
Joe
We’ve got a dog. He’s called Paddy and he’s 6 years
4 old. I have to take him for a walk before school, and
my brother has to take him after school. We can’t
leave school at lunchtime, so my mum has to come
home and take him for a walk. We have to feed him
twice a day. He has his own food, but he’s always
hungry, and he loves sharing my dinner!
Chloe
My little sister has got a rabbit. Its name is Snowy.
It’s only 3 months old so it’s still a baby. She has to
feed it twice a day, and she has to give it clean water
every two days. Also, she has to clean its cage every
week. Sometimes my sister let’s it out of the cage to
explore the house.
Andy
My cousin has got a pet monkey called Sammy.
Sammy likes sitting on your head and playing with
your hair! He’s very intelligent and he can open
windows, so, my cousin has to be careful that he
doesn’t escape. But I don’t think it’s right to keep a
monkey as a pet. I think it should live in the wild.
 (15 Minutes)
Section 1
Strategy: Answer questions about
personal or factual information. (Use rubric
provided.)
Answers will vary.
Make sure the students take turns to answer
what it was asked in a clear and simple way
using simple phrases and sentences using
the correct grammatical structures such as
prepositions of time and place, frequency
adverbs, giving opinions, comparatives, for a
full 5 marks.
Section 2
Strategy: Briefly describe an image or
photograph provided by the evaluator. (Use
rubric provided.)
Answers will vary.
Give students turns to use vocabulary of food
or natural disasters, and grammar structures
such as comparatives and superlatives to
compare and contrast or present continuous
to give descriptions of what people are doing.
Make sure students say at least 5 sentences
for a full 5 marks.
Tips for Speaking
There are three possible modalities for this section:
1. In pairs, face-to-face with a teacher.
2. In pairs, remotely with a teacher.
3. If any of the previous is possible, an individual learner can record voice messages or
videos and send them to the teacher.
Speaking 2020-21
SPEAKING ANSWER KEY
Section 3
Strategy: Respond by making suggestions
and discussing alternatives. (Use rubric
provided.)
Answers will vary.
Work on creating a dialog between each
pair of students. Check that students use
relevant vocabulary to the questions such as
animals and pets and that they use correct
grammatical tenses like present perfect,
simple past, past continuous, and would like
for a full 5 marks.
Section 4
Strategy: Talk about likes, preferences,
opinions, and habits. (Use rubric provided.)
Answers will vary.
Work on creating a dialog between each pair
of students. Make sure they use the correct
grammatical structures for each question
such as first and zero conditionals, present
perfect, simple past, modals, and vocabulary
related to healthy habits for a full 10 marks.
COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES

Level A2 Descriptors
• Can use and understand everyday expressions of frequent use related to
relevant experience (basic information about themselves and their families,
shopping, places of interest, jobs, etc.),
• Can communicate in simple and daily tasks that involve simple and direct
information about familiar situations.
• Can describe in simple terms aspects of their past and their surroundings, as
well as issues related to their immediate needs.

Reading
• Can read short texts and identify the main theme.
• Can match images to their descriptions to show specific understanding.
• Can read more complex texts to understand specific information and the author’s
opinion.
• Can read incomplete texts and demonstrate a level of comprehension by completing
with words, phrases, or sentences from a list.
• Can read incomplete texts and complete them with words from a list of vocabulary.
• Can read short texts and fill in blanks with a word from a preselected list of terms.

Writing
• Can write a text in response to a given formula (e.g. answer to a mail).
• Can write texts from a free choice of questions from preselected themes with their
corresponding text type.

Listening
• Can identify key information in a conversation or monologue and choose the correct
picture.
• Can listen to simple conversations and identify the main message of each one.
• Can listen to a monologue and complete transcriptions.
• Can listen to a more complex recording in order to understand detailed information and
characters’ opinions.

Speaking
• Can answer questions about personal or factual information.
• Can briefly describe an image or photograph provided by the evaluator.
• Can respond to suggestions and discuss alternatives.
• Can talk about likes, preferences, opinions, and habits.
In the following list, you will find the Grammar Structures and Vocabulary, appropriate to
the A1 level according to the Common European Framework of Reference (CEFR), that are
included in this test. You are provided with a reference of the section in which each of them
appears (Reading / Listening) or is expected to be used (Writing / Speaking).

Exam
Skill Grammar Structures and Vocabulary
section (s)
Reading Grammar Structures
Past simple 1, 3, 5
Past continuous 1, 3, 5
Present continuous and present continuous for future 1, 6
Present perfect 1
Possessives- use of ‘s, s’ 2, 5
Wh- Questions in past 3
Zero and first conditional 4
Phrasal verbs 4, 5
Vocabulary
school 1
family 1, 2
natural disasters 3
environmental problems and solutions 4
free time activities 5
animals 4, 6

Writing Grammar Structures

Past simple 2
Present continuous and present continuous for future 1, 2
Zero and first conditional 1
Present perfect 2
Phrasal verbs 1, 2
Vocabulary
environmental issues 1
food, festivals and celebrations 2
free time and hobbies 2

Listening Grammar Structures

Modal should 1, 2
Would + like 1
Zero conditional 1
Comparatives and superlatives 3
Have/has to 4
Vocabulary
food 1
environment 2
places 3
animals 4
Speaking Grammar Structures
Zero conditional 3
Present perfect 3
Comparatives and superlatives 2
Present continuous 1, 2, 3
Would + like/want to 1, 3
Prepositions of place 2
Vocabulary
personal information 1
past activities 3
food 1, 2
animals 2, 3

Level A2.2
Suggested Curriculum Structure (Mallas de Aprendizaje)

• Ask for and give
information about
experiences and plans in a
clear and brief way.
• Write how situations and
facts happen in a simple
and coherent way.
• Identify specific information
in short oral and written
texts of general interest.
• Exchange information • Express their emotions and
about academic themes feelings about a situation
related to the school or specific theme related
environment through to their family or school
simple conversations, environment presenting
dialogues, and role-plays. their reasons in a clear and
• Give recommendations simple way
to people from their • Briefly narrate nowadays
community about what to facts, daily situations or
do, where, when, and how. experiences in an oral or
• Give brief presentations written way.
about an academic theme
related to their school or
community.