IC4 Passages Placement Test

PLACEMENT TESTING PROGRAM Tay Lesley

with Christa Hansen and Jean Zukowski-Faust

cambridge university press

Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, São Paulo, Delhi, Mexico City Cambridge University Press 32 Avenue of the Americas, New York, NY 10013-2473, USA www.cambridge.org Information on this title: www.cambridge.org/9781107916265 © Cambridge University Press 2013 This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 2008 A catalog record for this publication is available from the British Library. isbn isbn isbn isbn

978-1-107-64866-1 Intro Student’s Book with Self-study DVD-ROM 978-1-107-64867-8 Student’s Book 1 with Self-study DVD-ROM 978-1-107-64869-2 Student’s Book 2 with Self-study DVD-ROM 978-1-107-64870-8 Student’s Book 3 with Self-study DVD-ROM

For a full list of components, visit www.cambridge.org/interchange It is normally necessary for written permission for copying to be obtained in advance from a publisher. The tests and some supporting materials of this program are designed to be copied and distributed in class. The normal requirements are waived here and it is not necessary to write to Cambridge University Press for permission for an individual teacher to make copies for use within his or her own classroom. Only those pages that carry the wording ’© Cambridge University Press‘ may be copied. Art direction, book design, and layout services: Integra Audio production: CityVox, NYC

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Placement Test Contents Placement Test Administration and Scoring Guide Description of the Placement Testing Program Placement Procedure

4 5

Objective Placement Test Description of the Objective Placement Test Administration of the Objective Placement Test Scoring of the Objective Placement Test

7 7 8

Placement Conversation Description of the Placement Conversation Administration of the Placement Conversation Evaluation of the Placement Conversation Placement Conversation Tasks

9 9 9 12

Placement Essay Description of the Placement Essay Administration of the Placement Essay Evaluation of the Placement Essay Placement Essay Rating Guide with Samples

Teachers’ Test Materials Placement Conversation Rating Form Final Placement Form Answer Key for Objective Placement Test A Answer Key for Objective Placement Test B Answer Key for Objective Placement Test C Audio Scripts for Objective Placement Test A Audio Scripts for Objective Placement Test B Audio Scripts for Objective Placement Test C

Students’ Test Materials Placement Essay Form A Placement Essay Form B Placement Essay Form C Objective Placement Test A with Answer Sheet Objective Placement Test B with Answer Sheet Objective Placement Test C with Answer Sheet

14 14 14 15 21 22 24 25 26 27 28 31 34 37 38 40 42 44 62 80

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Placement Test Administration and Scoring Guide Description of the Placement Testing Program The Interchange/Passages Placement Testing Program is designed to identify the optimal level for students entering programs where Interchange and Passages are used. Placement can be made into the first or second half of each level of Interchange and Passages. The test consists of three parts: an Objective Placement Test, including a recorded listening section; a Placement Conversation; and a Placement Essay. For users’ convenience, there are three versions of the Objective Placement Test: Tests A, B, and C. There are also three versions of the Placement Essay. Each version of the Objective Placement Test and Placement Essay covers exactly the same areas. The Objective Placement Test is a 70-item multiple-choice test; the Placement Conversation is a plan for eliciting and rating a brief sample of spoken language; and the Placement Essay outlines the process of giving and evaluating a writing sample. The Objective Placement Test measures primarily receptive skills (listening, reading, grammar recognition), whereas the Placement Conversation and the Placement Essay measure students’ productive skills (speaking and writing). The three parts of the test are designed to complement one another and together provide a comprehensive picture of students’ language ability. All parts of the test are based on the objectives, content, and language of different levels of Interchange and Passages. The different components of the test may be administered to individuals or to groups, and in any order. For example, if there are a large number of students to be tested, the students may be divided into three groups – with each group taking a different part of the test. As the groups complete one part of the test, they may be given the next part in rotation until all groups have completed the entire test. Placement depends on an individual student’s performance on all three measures (see Placement Procedure, page 5). It is possible – and in fact highly desirable – for multiple raters to be involved in the Placement Conversation and the Placement Essay, as additional raters can add valuable input to the process. If two or more raters are present during the Placement Conversation, it is expected that one of the raters will be primarily responsible for leading the discussion. When multiple raters are used for evaluating either the conversation or the essay, all raters must confer and agree on the final ratings. In non-intensive English programs or in language programs with limited language objectives, it may be appropriate to use only one or two components of the Interchange/Passages Placement Testing Program. For example, a conversational program with a near-exclusive emphasis on developing listening and speaking skills may obtain satisfactory results by using only the Placement Conversation. Before administering the Interchange/Passages Placement Testing Program, the teacher will need to photocopy the following materials for each student being tested: • the Placement Conversation Rating Form on pages 22 and 23 • the Final Placement Form on page 24 • a Placement Essay Form (A, B, or C) on pages 38–39, 40–41, 42–43 • an Objective Placement Test (A, B, or C) with Answer Sheet on pages 44–61, 62–79, 80–97

Placement Test Administration and Scoring Guide

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Placement Procedure A final recommendation for placement in either the Interchange or Passages series is determined by adding together an individual’s ratings on the Objective Placement Test, the Placement Conversation, and the Placement Essay, and then dividing by 3. See the Final Placement Form on page 24. The resulting number corresponds to a particular placement recommendation (see Placement Guidelines below). Some examples follow.

Placement Guidelines Rating

Placement

1

Interchange Intro, first half

2

Interchange Intro, second half

3

Interchange Level 1, first half

4

Interchange Level 1, second half

5

Interchange Level 2, first half

6

Interchange Level 2, second half

7

Interchange Level 3, first half

8

Interchange Level 3, second half

9

Passages Level 1, first half

10

Passages Level 1, second half

11

Passages Level 2, first half

12

Passages Level 2, second half

Example Student A TEST

RATING

LEVEL

Objective Placement Test

3

Interchange Level 1, first half

Placement Conversation

4

Interchange Level 1, second half

Placement Essay

4

Interchange Level 1, second half

Total rating

11

Total divided by 3

3.7

Placement recommendation

Interchange Level 1, second half

Placement Test Administration and Scoring Guide

[6]

Example Student B TEST

RATING

LEVEL

Objective Placement Test

7

Interchange Level 3, first half

Placement Conversation

5

Interchange Level 2, first half

Placement Essay

4

Interchange Level 1, second half

Total rating

16

Total divided by 3

5.3 Interchange Level 2, first half

Placement recommendation

Example Student C TEST

RATING

LEVEL

Objective Placement Test

8

Interchange Level 3, second half

Placement Conversation

9

Passages Level 1, first half

Placement Essay

6

Interchange Level 2, second half

Total rating

23

Total divided by 3

7.7

Placement recommendation

Interchange Level 3, second half

Placement Test Administration and Scoring Guide

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Objective Placement Test Description of the Objective Placement Test Each version of the Objective Placement Test – A, B, and C – consists of three sections: Listening (20 items), Reading (20 items), and Language Use (30 items), and requires 50 minutes to administer. The Listening section assesses students’ ability to understand context, main idea, and supporting details in a conversation, as well as the speaker’s intent. Similarly, the Reading section assesses students’ ability to understand main and supporting ideas in written passages, vocabulary, and the author’s intent. Passages in the Listening and Reading sections are similar to those found in Interchange and Passages, and mirror the language that students will encounter when they begin to use the series. The Language Use section includes items that assess students’ ability to recognize statements that are contextually appropriate and grammatically correct. The questions in the Listening, Reading, and Language Use sections consist of four-option multiplechoice items.

Administration of the Objective Placement Test Before administering the Objective Placement Test, the teacher will need to make a copy of the chosen version of the Objective Placement Test (pages 44–97) for each student. The test pages may be photocopied and stapled into booklets, but it’s best to leave the answer sheets separate. In addition to these materials, the teacher will need to bring to the testing site the Listening section audio CD, scratch paper (1 or 2 sheets per student), pencils or pens, and a good-quality CD player. Whether the Objective Placement Test is administered to individual students or to a group, the test room and the audio equipment should be inspected before students arrive. All students should be able to hear the audio program equally well. The room should be comfortable and quiet, with tables or desks for each student. There should be enough space to seat students so that they are comfortable and able to work independently (using every other seat, for example). Admit the students to the test room and direct them to their seats. Distribute scratch paper, tests, and answer sheets. Tell students not to open the test booklets until they are told to do so. Have the students write their names and the date on the answer sheet. Check that no one has forgotten to do this. Then begin by having students open their test booklets to the General Directions. Read the directions aloud as students follow along. After you have read the directions, answer any questions that students may have about the test and/or the test directions. When the students are ready, tell them to turn to the first page of Section I. Say: “Listen to the directions and the example. Then begin the test.” Play the audio program. While students are listening to the directions, adjust the volume as necessary. The audio program should be played without stopping until the entire Listening section has been completed. At the end of the Listening section (Question 20), tell students to continue with the Reading section. Read the directions aloud and note the time.

Objective Placement Test

[8] After 20 minutes, tell the students to begin the Language Use section. Check that students are on the correct page. Read the instructions aloud and note the time. After 15 minutes, collect all test materials. The test pages (booklets) may be reused. The scratch paper should be thrown away.

Scoring of the Objective Placement Test Use the appropriate Answer Key to score each version of the Objective Placement Test. Total scores are used to indicate tentative placement into different levels of Interchange/Passages. Each Interchange/Passages level corresponds to a different rating (see the Scoring Guidelines below). These ratings are used in combination with ratings on the Placement Conversation and the Placement Essay to determine final placement (see Placement Procedure, page 5).

Scoring Guidelines SCORE

RATING

1–5

1

Interchange Intro, first half

6–11

2

Interchange Intro, second half

12–17

3

Interchange Level 1, first half

18–23

4

Interchange Level 1, second half

24–30

5

Interchange Level 2, first half

31–36

6

Interchange Level 2, second half

37–42

7

Interchange Level 3, first half

43–49

8

Interchange Level 3, second half

50–55

9

Passages Level 1, first half

56–61

10

Passages Level 1, second half

62–68

11

Passages Level 2, first half

69–70

12

Passages Level 2, second half

Objective Placement Test

PLACEMENT

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Placement Conversation Description of the Placement Conversation The Placement Conversation is a 10-minute, face-to-face interaction with an individual student. During the conversation, students are encouraged to perform specific functions (e.g., introduce themselves, compare, give advice) and to demonstrate their ability to use language appropriate to each given topic or task. The Placement Conversation Tasks chart on pages 12–13 provides a list of 18 suggested tasks that are reflective of the content and goals of various levels of Interchange and Passages. In the chart, each task consists of example questions that can be used to guide the discussion as well as a “language focus” section indicating relevant structures and vocabulary that the task is designed to elicit.

Administration of the Placement Conversation During the Placement Conversation, the student is presented with a series of tasks from the chart with the goal of finding his or her optimum learning, or placement, level. This level is characterized as the stage at which the student experiences some challenge or difficulty, but not so much as to cause a breakdown or induce failure. In presenting the tasks, the interviewer begins by introducing himself or herself and finding out a little about the student; based on initial impressions of the student’s speaking ability, the interviewer then selects a task at a level judged to be most appropriate. Throughout the conversation, the selection of tasks tends to depend on a student’s performance on prior tasks. For example, a student providing an excellent response to one or several questions within a level would usually be led to a task at a higher level; a student who cannot respond to a task at a given level most likely would be given a task at a lower level. It is not necessary to present all the tasks in the chart or all tasks at a particular level. The interviewer may close the conversation whenever it becomes clear that enough tasks have been completed to determine a student’s overall level.

Evaluation of the Placement Conversation As the student completes each task, the rater or raters immediately evaluate the student’s performance using the Placement Conversation Rating Form on pages 22–23. All tasks are rated with a plus sign (+), a check (✓), or a minus sign (−), as follows: + = very good to excellent response ✓ = appropriate/adequate response − = inadequate response It is important to remember that these represent holistic ratings, which means that raters must consider content as well as accuracy when evaluating each response. Thus, a + indicates a “very good” to “excellent” answer with respect to both content and language; a ✓ signifies that the student understands the task and responds adequately, although the response may contain inappropriate words and/or grammar errors; and a – indicates a major deficiency in the response as, for example, when the student is not able to understand or answer a question even after it has been repeated or rephrased, or when the student gives a garbled or highly ungrammatical response.

Placement Conversation

[10] To arrive at an overall rating, the evaluator finds the level at which the majority of responses consist of ✓s and then, based on all the responses, determines whether the student belongs in the first or second half of the level. Based on the Placement Guidelines below, the appropriate level is then assigned on the Placement Conversation Rating Form on pages 22–23.

Placement Conversation Guidelines RATING

PLACEMENT

1

Interchange Intro, first half

2

Interchange Intro, second half

3

Interchange Level 1, first half

4

Interchange Level 1, second half

5

Interchange Level 2, first half

6

Interchange Level 2, second half

7

Interchange Level 3, first half

8

Interchange Level 3, second half

9

Passages Level 1, first half

10

Passages Level 1, second half

11

Passages Level 2, first half

12

Passages Level 2, second half

The following examples illustrate the process of evaluating students’ oral skills during the Placement Conversation. Each example includes (a) the specific tasks selected, (b) ratings for each task, (c) the overall oral skills rating, and (d) a brief description of the evaluation process (comments).

Example Student A TASK #

Level

1

Intro

4

description

Task rating

Greetings, introductions

 

 

1

Talk about likes and dislikes

 

 

5

1

Talk about the past

 

 

6

1

Talk about plans

 

 

Oral skills rating: 3 Comments: The student responds quite well to the greeting and introductory questions, so is given a Level 1 task. Since this and the following tasks at the same level are rated no higher than “adequate,” the student is given a 3 in oral skills (equivalent to the first half of Interchange Level 1).

Placement Conversation

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Example Student B TASK #

Level

1

Intro

9

description

Task rating

Greetings, introductions

 

 

2

Give advice

 

 

10

3

Describe the past/tell a story

 

 

11

3

Talk about learning preferences

 

 

13

Passages 1

Compare situations

 

 

15

Passages 1

Talk about social behavior

 

 

Oral skills rating: 9 Comments: This student also does well on greetings and introductions, but since she appears quite advanced, she is immediately given a Level 2 task, which she also performs very well on. She also performs very well on two Level 3 tasks, so is given two Passages 1 tasks. Since the student achieves a ✓on Task #13 at the Passages 1 level but a – on Task #15, she is given an overall oral skills rating of 9 (equivalent to the first half of Passages Level 1).

Example Student C TASK #

Level

description

Task rating

1

Intro

Greetings, introductions

 

 

2

Intro

Talk about yourself

 

 

3

Intro

Talk about your free time

 

 

Oral skills rating: 1 Comments: Since this student achieves only an “adequate” rating on greetings and introductions, he is assigned another task at the same level (Intro). The student’s “inadequate” responses to example questions from Task #3 indicate that he belongs in the lower half of this level (Intro).

Placement Conversation

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Placement Conversation Tasks Interchange Intro TASK #

TASK TYPE

EXAMPLES

language focus

1

Greetings, introductions

• Hello. How are you? • What’s your name? • Where are you from?

• Simple present of be • Subject pronouns • Possessive adjectives

2

Talk about yourself

• Tell me a little about yourself. • Why are you studying English? • What’s your schedule like? • Do you have a job?

• Simple present • Present continuous

3

Talk about your free time

• What do you do in your free time? • Do you like sports? • Can you play tennis (volleyball/soccer, etc.)?

• Simple present • Can for ability

Interchange Level 1 TASK #

TASK TYPE

EXAMPLES

language focus

4

Talk about likes and dislikes

• Do you like movies (TV/music, etc.)? • What kinds of movies (TV programs/music, etc.) do you like? • What’s your favorite movie (TV program/type of music, etc.)?

• Simple present

5

Talk about the past

• Where did you grow up? • Did you study English in elementary school (junior high school/high school)? • What other languages did you study? • What was your favorite class?

• Simple past • Past of be

6

Talk about plans

• What are you doing later today? • Are you doing anything special tonight? • What are you going to do this weekend?

• Future with present continuous and be going to

Interchange Level 2 TASK #

TASK TYPE

EXAMPLES

7

Talk about foods

• Have you ever eaten Thai (Vietnamese/ Mexican, etc.) food? • Where did you eat it? • How did you like it? • What kinds of unusual foods have you eaten?

• Simple past vs. present perfect

8

Talk about your home

• Do you live in a house or an apartment? • What is it like? • Compare your home with someone else’s home.

• Descriptive adjectives • Comparisons

9

Give advice

• What advice would you give to tourists visiting your country/city? • What do they need to do to be prepared? • What places should they visit?

• Present modals

Placement Conversation

language focus

[13]

Interchange Level 3 TASK #

TASK TYPE

EXAMPLES

language focus

10

Describe the past/tell a story

• Describe a difficult event in your life. • What happened? • What were you doing at the time?

11

Talk about learning preferences

• If you could study anything you wanted, what • Would rather and would prefer would you study? • Would you rather study in the day or at night? • Would you prefer to take an art class or a photography class?

12

Speculate about the future

• What will you be doing a year from now? • How do you think it will be different then? • Will you have finished your studies?

• Simple past • Past continuous

• Future tenses

Passages Level 1 TASK #

TASK TYPE

EXAMPLES

language focus • Verb tenses (present, past, future) • Comparisons

13

Compare situations

• Compare your life today with your life a few years ago. • How has it changed? • How do you think it will be different in the future?

14

Talk about problems and solutions

• Superlatives • What is the biggest problem in the world (your country/your city, etc.) today? • Present unreal conditional • Why is that the most important problem? • If you were responsible, how would you fix it?

15

Talk about social behavior

• What does it mean to be polite in your culture? • Give examples of polite/impolite behavior. • Is it OK to ask someone’s age (interrupt someone/compliment a person, etc.)?

• Infinitives

Passages Level 2 TASK #

TASK TYPE

EXAMPLES

language focus

16

• Relative clauses • Are you superstitious? Talk about superstitions and • Do you believe that certain things cause good • Gerunds or bad luck? Why or why not? beliefs • What things do people avoid doing because of their beliefs?

17

Talk about your upbringing

• What have you been told about your childhood? • Were you raised by relatives other than your parents? • Were you encouraged to be independent?

• Passive forms

Placement Conversation

[14]

Placement Essay Description of the Placement Essay The Placement Essay is a composition on an assigned topic that students complete within a 30-minute period. Students are given three topics to choose from on Placement Essay Form A, B, or C. For users’ convenience, a list of additional writing topics for the Placement Essay has been included below. Although the topics on this list and on the Essay Forms reflect the subject matter and assignments in different levels of Interchange/Passages, they are appropriate for all learners. Additional Writing Topics Select three of the following for students to write about: 1. Describe your favorite free-time activity. Why is it fun? 2. What is the most interesting place you have ever been? What advice would you give to a person who is going there for the first time? 3. Compare two cities that you know. Describe their similarities and differences. 4. What were your favorite books to read when you were a child? Describe how your taste in reading has changed since then. 5. What advice about local customs would you give to a visitor to your country? 6. Describe how you made a decision about a difficult problem. Based on the knowledge you have now, would you have made the same decision? Why or why not?

Administration of the Placement Essay The requirements regarding the comfort and condition of the room and spacing of students already outlined in the section on administering the Objective Placement Test (see page 7) apply to the administration of the Placement Essay as well. Direct students to their seats, and ask them to put away any notes or materials they may have brought with them. Students may not refer to previously prepared notes or use any books, including dictionaries. Give students paper for making notes and for writing their final draft, as well as pencils and pens as needed. Announce that they will have 30 minutes to complete the writing sample. Distribute a copy of Placement Essay Form A, B, or C to each student (see pages 38–43) or a sheet of paper listing three topics chosen from the list above. At the end of the period, collect all papers, including the forms.

Evaluation of the Placement Essay Placement essays are rated on a scale from 1 to 12 based on the descriptions in the Placement Essay Rating Guide (see pages 15–20). Each of the descriptions in the chart corresponds to a particular level of Interchange/Passages.

Placement Essay

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Placement Essay Rating Guide with Samples Following are six authentic essays written by students who completed the Interchange/ Passages Placement Testing Program. A number of characteristics of each essay are highlighted to provide teachers with a gauge with which to rate their own students’ writing. Please note that not all students’ mistakes in the essays are pointed out.

Placement Essay Guidelines Rating

Placement

1–2

Interchange Intro

3–4

Interchange Level 1

5–6

Interchange Level 2

7–8

Interchange Level 3

9–10

Passages Level 1

11–12

Passages Level 2

Sample 1 Rating: 1 (Interchange Intro) Topic: Describe your plans for the future. What do you plan to be doing in ten years?

Very short text with somewhat garbled message.

Misspelled words and omitted subjects confuse the reader.

Lack of knowledge of basic structural patterns is shown in verb usage.

I go to the U.S. and work; but study; my family live in Peru; ha the send money one the month; I work in the U.S. four year; come the Peru and put one restaurant. I like the cook. Ha stud cheff.

Placement Essay

[16]

Sample 2 Rating: 3 (Interchange Level 1) Topic: What foreign languages have you learned? Based on your experience, what advice would you give to someone who wants to learn a foreign language? Only short, simple sentences are grammatically correct. Lack of control over structure and usage makes it difficult to interpret overall message.

I’m studying french and english Language at the University. Not only is grammar, listening, reading or writing; the culture of our countries travel with the language. A foreign language isn’t our maternal language. Think in the language of other is very dificult, the someone isn’t our experience. Learn to make someone (cook, travel, work) in the foreign country, i.e. the culture, link the classroom with our experience. I guess.

Advice is given, but it remains unclear and undeveloped.

Placement Essay

[17]

Sample 3 Rating: 5 (Interchange Level 2) Topic: What sports have you learned to play? Based on your experience, what advice would you give to someone who wants to learn to play one of these sports?

The essay has a clear topic and point of view, but the thesis is simplistic and lacks development.

Student is able to use a number of basic structures correctly (e.g., past tense), but lacks control over mid to higher level structures such as present perfect and relative clauses.

I learned to play basketball when I was junior high school student. I belonged to basketball teem, so I did my best everyday. When I began to practice basketball, I practiced the basics of basketball again and again everyday. Since I went back home. I also practiced them. Then I could join to basketball game. I think the important things which learn to play basketball or every sports is people who have to do them best ans practice again and again; theremore make friends, because it need to help each other. Errors in spelling, grammar, and usage indicate skills of an emerging learner.

Placement Essay

[18]

Sample 4 Rating: 8 (Interchange Level 3) Topic: What are the advantages and disadvantages of living in a small town? Several lapses in usage indicate that the writer lacks familiarity with idiomatic English. The writer clearly understands the topic and provides good examples of advantages and disadvantages, though point of view does not become clear until the end.

Content is basically good but needs further development.

Placement Essay

Living in a small town has a lot of advantages, like for example: you can live without the noise of the big cities, the air is fresher than in the industrialized places, you will never get lost because you can know everybody and everyplace of the town. But at the same time, living in a small town could be boring and you don’t have the confort that you can have by living in a citie. If you are customized to live in a small town is going to be difficult to you moving to an industrialized citie. For this reasons I prefer to live in a citie, but not in a metropolis, because is too much contaminated, but in a place that I can feel safe and confortable, make lots of friends, and find job opportunities without any problem. I like to go out and to be without stress.

[19]

Sample 5 Rating: 9 (Passages Level 1) Topic: What sports have you learned to play? Based on your experience, what advice would you give to someone who wants to learn to play one of these sports? There is a clear main idea with mostly sufficient detail to clarify it. The passage is very well organized with appropriate use of transition words (first, second, finally); however, main points in introduction are simply restated at the beginning of the following paragraphs rather than rephrased, leading to needless repetition. The language is generally clear and idiomatic, but there are a couple of areas that lack explanation and instances of awkward and/or incorrect usage.

I used to play Kendo which is japanese sport. I think that it is really helpful for people who want to be patient and want to relax for two reasons. First, playing Kendo needs to practice about mental. Second, learning Kendo is a good way to be mature. First, playing Kendo needs to practice about mental. For example, when I started to join a Kendo club, my teacher told me to sit down on the floor and not to think about me. I was worried what was going on. However, later, he told me again that before I started to play, I needed to be clear. It was the best way to become a good player. Actually, he was right. While I was sitting on the floor, I felt comfortable then I could feel relax. I strongly feel that Kendo is not just sport. It is mental study. Second, learning Kendo is a good way to be mature. This is because, if I want to win, I need to go straight everytime. For example, as a player, I tried not to go back while I was playing. If I went back, it would be a signal for losing the game. Therefore I always thought positive and tried to be not afraid. Because of that, I could think many right ways and I could do right things. Finally, I strongly feel that Kendo is going to help people who want to be patient and want to relax for two reasons that I mentioned. While I was learning Kendo, I noticed many children who needed to learn it. Nowadays, children are doing whatever they want because of bad situation of economy in my country. Playing Kendo can help them a lot.

Placement Essay

[20]

Sample 6 Rating: 11 (Passages Level 2) Topic: What are the advantages and disadvantages of living in a small town?

There is a clear, well-developed thesis and the discussion is organized into introduction, body, and conclusion.

Minor errors in spelling and/ or grammar do not hinder comprehension.

Student shows control over a variety of complex structures (e.g., gerunds, conditional sentences, noun clauses, and comparisons).

Nowadays, living in a large city has become very stressful due to the traffic jams, violence, demonstrations, etc. Would moving to a small town be the answer to these problems? In order to answer this question, we have to analyze the pros and cons of such a solution. If we lived in a small town we could have the chance to lead a paceful life because in small town you don’t have to be in a hurry. Another good point of living in a small town is that we would have the chance to meet all our neighbors. Some of the cons of living in a small town are that most of the times the students have to move to large cities in order to pursue in a carrier. Another point that could be a disadvantage is that the medical services are not as good as they are in large cities. We have to say that the advantages or disadvantages of living in a small town depends on the point of view and necessities of each person.

Placement Essay

[21]

Teachers’ Test Materials Before administering the Interchange/Passages Placement Testing Program, the teacher will need to make copies of the Placement Conversation Rating Form (pages 22–23) and the Final Placement Form (page 24). Instructions for conducting the Placement Conversation are found on pages 9–13. Guidelines for completing the Final Placement Form are on pages 5–6. Teachers are encouraged to make a template of the Answer Key that corresponds to the version (A, B, or C) of the Objective Placement Test they are administering. To make a template, photocopy the Answer Key and hole punch each correct answer. Place the template over the student’s Answer Sheet. If the student’s answer is correct, it will appear through the punched hole in the Answer Key. Placement Conversation Rating Form

22

Final Placement Form

24

Answer Key for Objective Placement Test A

25

Answer Key for Objective Placement Test B

26

Answer Key for Objective Placement Test C

27

Audio Scripts for Objective Placement Test A

28

Audio Scripts for Objective Placement Test B.

31

Audio Scripts for Objective Placement Test C

34

Teachers’ Test Materials

[22]

Placement Conversation Rating Form Student’s Name

  Date

Placement Conversation Rating: Task Rating (Circle)

Comments

Interchange Intro (1–2 points) Tasks

1  Greetings, introductions • Hello. How are you? • What’s your name? • Where are you from?

2  Talk about yourself • • • •

Tell me a little about yourself. Why are you studying English? What’s your schedule like? Do you have a job?

3  Talk about your free time

• What do you do in your free time? • Do you like sports? • Can you play tennis (volleyball/soccer, etc.)?

Interchange Level 1 (3–4 points) Tasks

4  Talk about likes and dislikes

• Do you like movies (TV/music, etc.)? • What kinds of movies (TV programs/music, etc.) do you like? • What’s your favorite movie (TV program/ type of music, etc.)?

5  Talk about the past

• Where did you grow up? • Did you study English in elementary school (junior high school/high school)? • What other languages did you study? • What was your favorite class?

6  Talk about plans

• What are you doing later today? • Are you doing anything special tonight? • What are you going to do this weekend?

Tasks 7  Talk about foods

• Have you ever eaten Thai (Vietnamese/ Mexican, etc.) food? • Where did you eat it? • How did you like it? • What kinds of unusual foods have you eaten?

8  Talk about your home

• Do you live in a house or an apartment? • What is it like? • Compare your home with someone else’s home.

9  Give advice

• What advice would you give to tourists visiting your country/city? • What do they need to do to be prepared? • What places should they visit?

Placement Conversation Rating Form

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Interchange Level 2 (5–6 points)

[23]

Task Rating (Circle)

Comments

Interchange Level 3 (7–8 points) Tasks

10  Describe the past/tell a story • Describe a difficult event in your life. • What happened? • What were you doing at the time?

11  Talk about learning preferences

• If you could study anything you wanted, what would you study? • Would you rather study in the day or at night? • Would you prefer to take an art class or a photography class?

12  Speculate about the future

• What will you be doing a year from now? • How do you think it will be different then? • Will you have finished your studies?

Passages Level 1 (9–10 points) Tasks

13  Compare situations

• Compare your life today with your life a few years ago. • How has it changed? • How do you think it will be different in the future?

14 Talk about problems and solutions • What is the biggest problem in the world (your country/your city, etc.) today? • Why is that the most important problem? • If you were responsible, how would you fix it?

15  Talk about social behavior

• What does it mean to be polite in your culture? • Give examples of polite/impolite behavior. • Is it OK to ask someone’s age (interrupt someone/ compliment a person, etc.)?

Passages Level 2 (11–12 points)

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Tasks 16  Talk about superstitions and beliefs • Are you superstitious? • Do you believe that certain things cause good or bad luck? Why or why not? • What things do people avoid doing because of their beliefs?

17  Talk about your upbringing

• What have you been told about your childhood? • Were you raised by relatives other than your parents? • Were you encouraged to be independent?

18 Talk about hypothetical situations in the past

• If you could change one thing about the past, what would it be? • What do you think you could/should have done in that situation? • Would it have made a difference? Why?

Placement Conversation Rating Form

[24]

Final Placement Form Student’s Name TEST

  Date Rating

LEVEL

Objective Placement Test Placement Conversation Placement Essay Total rating Total divided by 3 Placement recommendation

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Comments:

[25]

Answer Key for Objective Placement Test A Scoring Guidelines Example







Section I: Listening 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.







11. 12. 13. 14. 15. 16. 17. 18. 19. 20.







Section II: Reading 21. 22. 23. 24. 25. 26. 27. 28. 29. 30.







31. 32. 33. 34. 35. 36. 37. 38. 39. 40.







Score

RATING

1–5

1

6–11

2

12–17

3

18–23

4

24–30

5

31–36

6

37–42

7

43–49

8

50–55

9

56–61

10

62–68

11

69–70

12

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Section III: Language Use 41. 42. 43. 44. 45. 46. 47. 48. 49. 50.







51. 52. 53. 54. 55. 56. 57. 58. 59. 60.







61. 62. 63. 64. 65. 66. 67. 68. 69. 70.







PLACEMENT Interchange Intro, first half Interchange Intro, second half Interchange Level 1, first half Interchange Level 1, second half Interchange Level 2, first half Interchange Level 2, second half Interchange Level 3, first half Interchange Level 3, second half Passages Level 1, first half Passages Level 1, second half Passages Level 2, first half Passages Level 2, second half

[26]

Answer Key for Objective Placement Test B Scoring Guidelines Example







Section I: Listening 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.







11. 12. 13. 14. 15. 16. 17. 18. 19. 20.







Section II: Reading 21. 22. 23. 24. 25. 26. 27. 28. 29. 30.







31. 32. 33. 34. 35. 36. 37. 38. 39. 40.







Score

RATING

1–5

1

6–11

2

12–17

3

18–23

4

24–30

5

31–36

6

37–42

7

43–49

8

50–55

9

56–61

10

62–68

11

69–70

12

PLACEMENT Interchange Intro, first half Interchange Intro, second half Interchange Level 1, first half Interchange Level 1, second half Interchange Level 2, first half Interchange Level 2, second half Interchange Level 3, first half Interchange Level 3, second half Passages Level 1, first half Passages Level 1, second half Passages Level 2, first half Passages Level 2, second half

41. 42. 43. 44. 45. 46. 47. 48. 49. 50.







51. 52. 53. 54. 55. 56. 57. 58. 59. 60.







61. 62. 63. 64. 65. 66. 67. 68. 69. 70.







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Section III: Language Use

[27]

Answer Key for Objective Placement Test C Scoring Guidelines Example







Section I: Listening 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.







11. 12. 13. 14. 15. 16. 17. 18. 19. 20.







Section II: Reading 21. 22. 23. 24. 25. 26. 27. 28. 29. 30.







31. 32. 33. 34. 35. 36. 37. 38. 39. 40.







Score

RATING

1–5

1

6–11

2

12–17

3

18–23

4

24–30

5

31–36

6

37–42

7

43–49

8

50–55

9

56–61

10

62–68

11

69–70

12

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Section III: Language Use 41. 42. 43. 44. 45. 46. 47. 48. 49. 50.







51. 52. 53. 54. 55. 56. 57. 58. 59. 60.







61. 62. 63. 64. 65. 66. 67. 68. 69. 70.







PLACEMENT Interchange Intro, first half Interchange Intro, second half Interchange Level 1, first half Interchange Level 1, second half Interchange Level 2, first half Interchange Level 2, second half Interchange Level 3, first half Interchange Level 3, second half Passages Level 1, first half Passages Level 1, second half Passages Level 2, first half Passages Level 2, second half

[28]

Audio Scripts for Objective Placement Test A The following transcript includes the material for the Listening section of Objective Placement Test A. Section I: Listening In this section of the test, you will hear conversations and answer some questions about them. For each conversation, first read the situation and the question or questions. Then listen to the conversation. Answer the questions after you hear the conversation. Respond to the questions by marking the correct answer (a, b, c, or d) on your answer sheet. Read the example situation and question. Now listen to the example conversation. Receptionist: Dr. Stockton’s office. May I help you? Bill: This is Bill Sanchez. I need to see the doctor, please. Receptionist: How about Tuesday at ten, Mr. Sanchez? Bill: I’m busy then. Can I come on Wednesday? Receptionist: Is four o’clock OK? Bill: That’s fine. Now answer the example question. The answer for the example is d, Wednesday at 4:00. The letter d is filled in on your answer sheet. Now go on to page 3. Read Situation 1 and the question. Now listen to the conversation. David: Hi, Monica. Monica: Oh, hi, David. How are you? David: Fine, thanks. By the way, this is my friend Tomomi. Monica: Hi, Tomomi. Nice to meet you. Tomomi: Nice to meet you, too, Monica. Now answer Question 1. Read Situation 2 and the question. Now listen to the conversation. Nancy: So, are you having the steak, Ken? Ken: Actually, I’m having the chicken. Nancy: What? I thought you really liked steak. Ken: I do. I eat it all the time. I just don’t feel like it tonight. Now answer Question 2. Read Situation 3 and the question. Now listen to the conversation. Karen: Hello. This is Karen. May I speak with Jason, please? Man: I’m sorry, Karen. He isn’t back from work yet. Can I take a message? Karen: Uh, when do you think he’ll be back? Man: Probably in about an hour. Karen: That’s fine, then. Please just ask him to call me when he gets in.

Audio Scripts for Objective Placement Test A

[29] Now answer Question 3. Now go on to page 4. Read Situation 4 and the questions. Now listen to the report. Reporter: Now for the national weather report. Time to put on your winter clothes in the Northeast. It will be cold and snowy in Boston, with a temperature of twenty-eight degrees Fahrenheit. In Miami, the weather will be very different – eighty degrees and clear. In Seattle, it’s not so nice: cool and cloudy, with a temperature of fifty-five degrees – but at least no rain. Now answer Questions 4 and 5. Read Situation 5 and the questions. Now listen to the conversation. Bill: Hi, Jennifer. How would you like to go to dinner and a movie tonight? There’s a great film at the Metro. Jennifer: I’d love to, Bill, but I’m working late tonight. I don’t get off until seven. What time’s the movie? Bill: Hmm. The movie starts at seven-thirty. That doesn’t leave us enough time. Oh, I know. Let’s go to dinner after the movie. Jennifer: I guess that will be OK. I’ll just eat a late lunch. Now answer Questions 6 and 7. Now go on to page 5. Read Situation 6 and the questions. Now listen to the conversation. Linda: What are you going to do this summer, Jim? Jim: Well, it depends. Usually my family just stays home, so I go to the beach a lot or visit friends. But this year we’re planning to rent a cabin up in the mountains. Linda: So, what will you do up in the mountains? Jim: My dad likes to go fishing, but that’s a little boring for me, so I’m thinking of doing some hiking on my own. Linda: That sounds great! I wish I could join you. Now answer Questions 8 and 9. Read Situation 7 and the questions. Now listen to the conversation. Susie: What’s wrong, Phil? You look upset. Phil: I am upset, Susie. You know, my friend Albert borrowed a hundred dollars. I gave it to him because he said he’d give it back right away. Susie: Well, what happened? Phil: He just started his new job, so now he says he can’t pay me back until he gets paid. But I’m going on a trip, and I need the money now. Susie: Can’t you borrow it from someone else? Phil: I can always get it from my parents if I need to, but it makes me mad. I shouldn’t have given him the money. Susie: I know how you feel. Giving money to a friend can affect a relationship, especially when you don’t get it back right away. That’s why I never lend money to friends!

Audio Scripts for Objective Placement Test A

[30] Now answer Questions 10, 11, and 12. Now go on to page 6. Read Situation 8 and the questions. Now listen to the conversation. Natalie: Have you traveled outside the U.S., Chuck? Chuck: Yes, I have. My dad does business in Brazil, so I’ve been down there with him a few times. And I went backpacking in Europe the summer after I graduated from high school. Natalie: Oh, what was that like? Chuck: It was a trip I’ll always remember. I traveled with a friend from high school, and we went just about everywhere. I think about the only country we missed was Portugal, although I really would have liked to have seen it. How about you, Natalie? Have you traveled much? Natalie: Not traveled, exactly. But I have lived out of the country. A few years ago, I participated in a study-abroad program in Japan. Chuck: Wow! That sounds really interesting! Natalie: It was. I lived with a Japanese family and learned a lot about the culture. The only problem I had was the language. I had expected to pick it up a lot quicker. Chuck: Well, it sounds like a great experience. But as much as I love to travel, I don’t think I could actually move to another country. I’d get too homesick! Now answer Questions 13, 14, 15, and 16. Now go on to page 7. Read Situation 9 and the questions. Now listen to the conversation. Diane: So, how did you get into advertising, Conrad? Conrad: Well, you know, Diane, I had just finished college and a friend of mine who was working in an advertising firm heard about an opening in his company. I applied for it, and.…it just started from there. Diane: Do you ever regret that you didn’t go into some other kind of work? Conrad: When I was younger, I had dreams of being a doctor – helping people and all that – but then I found out how long it takes. I didn’t have the patience for that. In fact, if I’d decided to become a doctor, I’d probably still be in school now! How about you, Diane? Did you think you’d grow up to be anything else? Diane: You know, I always had this idea that I’d go into business for myself. But my parents discouraged me from doing that. Conrad: Oh, why did they do that? Diane: My mom and dad had a restaurant for a while. They were pretty successful at it, but there were lots of ups and downs. They lost money some years, and they had to work really hard. Conrad: Well, sometimes I wish I had become a doctor. But advertising is challenging work, and I really like it. Now answer Questions 17, 18, 19, and 20. This is the end of the Listening section of Objective Placement Test A. Now go on to page 8 and begin the Reading section.

Audio Scripts for Objective Placement Test A

[31]

Audio Scripts for Objective Placement Test B The following transcript includes the material for the Listening section of Objective Placement Test B. Section I: Listening In this section of the test, you will hear conversations and answer some questions about them. For each conversation, first read the situation and the question or questions. Then listen to the conversation. Answer the questions after you hear the conversation. Respond to the questions by marking the correct answer (a, b, c, or d) on your answer sheet. Read the example situation and question. Now listen to the example conversation. Receptionist: English Language Center. May I help you? Marty: Yes, I need to talk with an advisor. Receptionist: Can you come today? Marty: No. I have a class this afternoon. How about tomorrow? Receptionist: In the morning? How’s nine o’clock? Marty: That’s great. Now answer the example question. The answer for the example is c, tomorrow morning. The letter c is filled in on your answer sheet. Now go on to page 3. Read Situation 1 and the question. Now listen to the conversation. Tony: Oh, hi, Meriko. How are you? Meriko: Good, thanks. And you? Tony: Fine. Do you know Alex? He’s an old friend. Meriko: It’s nice to meet you, Alex. Alex: Nice to meet you, Meriko. Now answer Question 1. Read Situation 2 and the question. Now listen to the conversation. Server: So, what can I get you for the first course, ma’am? Woman: Let’s see. I can have either soup or salad, right? Server: That’s right. Woman: Well, I hardly ever get soup. I guess I’ll have that. Now answer Question 2. Read Situation 3 and the question. Now listen to the conversation. Joe: Hello. Is Ramon home? Woman: No, I’m sorry. He’s still at school. He has class until five. Joe: Does he usually come home right after class?

Audio Scripts for Objective Placement Test B

[32] Woman: Yes, he usually gets here by five-thirty. Can I take a message? Joe: Yes, please. Please ask him to call Joe Perez when he has time. Thanks. Now answer Question 3. Now go on to page 4. Read Situation 4 and the questions. Now listen to the report. Reporter: Here’s today’s weather. It will be a typical spring day in much of the country. California will be warm and dry, with temperatures in the seventies and eighties. If you live in the Northwest, expect some rain. In fact, it’s raining in Seattle now. In New York, it will be cool and cloudy with temperatures in the fifties, but no rain is expected – at least for a few days. Now answer Questions 4 and 5. Read Situation 5 and the questions. Now listen to the conversation. Jeff : Hi, Audrey. This is Jeff. Can we plan our meeting now? Audrey: Sure. Jeff : How would you like to have the meeting at lunch tomorrow? Audrey: I’d love to, but I can’t. I don’t get out of another meeting until two. Jeff : Do you have time before that meeting? Say at ten? Audrey: Hmm. That doesn’t give us much time. Say, how about a late lunch – just after two? Jeff : I think that would be OK. Now answer Questions 6 and 7. Now go on to page 5. Read Situation 6 and the questions. Now listen to the conversation. Jerry: What are your summer plans, Sue? Sue: Well, I really don’t know yet. My family usually doesn’t go anywhere, but this year we’re probably going to the beach. Jerry: So, what will you do there? Sue: My dad likes fishing, my brother likes to swim, and my mother wants to visit friends. Jerry: And you? Sue: Well, I like to do things on my own, so I may rent a sailboat and learn how to sail. Jerry: Now that sounds great! I wish I could do that. Now answer Questions 8 and 9. Read Situation 7 and the questions. Now listen to the conversation. Tom: What’s wrong, Peggy? You look upset. Peggy: I am upset. It’s about my car. I let Karla use it because she said she’d give it back right away. But she had a little accident. Nothing serious, but it has to be fixed before I can drive it. Tom: Isn’t she going to pay for it? Peggy: Yes, but I need the car now – not next week. Tom: Can’t you borrow one from someone else? Peggy: Sure, I can always ask my parents if I need to, but it just makes me mad. I shouldn’t have lent her the car.

Audio Scripts for Objective Placement Test B

[33] Tom: I know how you feel. Lending something to a friend can affect the relationship, especially when something happens. Peggy: That’s why I never lend money to friends. I shouldn’t lend cars either. Now answer Questions 10, 11, and 12. Now go on to page 6. Read Situation 8 and the questions. Now listen to the conversation. Liz: Have you been outside the country much, Frank? Frank: Yeah, quite a bit. I went down to Argentina once with my family when I was younger. And I traveled in Europe with my cousin Chad after we graduated from high school. Liz: Really? What was Europe like? I haven’t been there yet. Frank: It was great. We traveled everywhere. I think the only country we missed was Norway, although we would have liked to have seen it. But how about you, Liz? Have you traveled much? Liz: Well, I’ve lived abroad. My dad’s company sent him to China, so we lived in Beijing for a couple of years. We wound up seeing a lot – Thailand, Indonesia, Japan. Frank: That sounds great! Liz: It was. We made friends with a Chinese family and learned a lot about the culture. The only problem was the language. We all expected to pick up Chinese, but we didn’t learn much. Frank: Did you get homesick? Liz: A little. You know, I love new things, though I don’t think I’d be happy always living abroad. But we knew we’d be there for two years, so we made the most of it. Now answer Questions 13, 14, 15, and 16. Now go on to page 7. Read Situation 9 and the questions. Now listen to the conversation. Ben: So, Margaret. How did you wind up becoming a fashion designer? Margaret: Well, you know, I did go to design school. I had just finished up my coursework when one of my teachers told me about an opening in a small fashion design company. I applied for it, and I got it! And things just went on from there. Ben: Did you always want to be a designer? Margaret: Pretty much. When I was a little girl, I used to dream about making beautiful clothes and all that. But I never knew how hard it would be to become established. How about you, Ben? Did you always want to be a newspaper reporter? Ben: Not exactly. My parents wanted me to become a doctor or a lawyer, but what I really liked to do was read novels and write. I wanted to become a famous writer or maybe teach literature in college. Margaret: So what happened? Ben: Well, I really didn’t have anything I wanted to write about, and I realized that becoming a professor would take a lot of work – too much school. In fact, if I’d decided to become a teacher, I’d still be in college. Anyway, I like what I do now. Margaret: You do? Ben: Yeah. Being a newspaper reporter is hard work, but it’s fun, too. Now answer Questions 17, 18, 19, and 20. This is the end of the Listening section of Objective Placement Test B. Now go on to page 8 and begin the Reading section.

Audio Scripts for Objective Placement Test B

[34]

Audio Scripts for Objective Placement Test C The following transcript includes the material for the Listening section of Objective Placement Test C. Section I: Listening In this section of the test, you will hear conversations and answer some questions about them. For each conversation, first read the situation and the question or questions. Then listen to the conversation. Answer the questions after you hear the conversation. Respond to the questions by marking the correct answer (a, b, c, or d) on your answer sheet. Read the example situation and question. Now listen to the example conversation. Receptionist: Rooms for Rent. How can I help you? Ellen: I need to talk with someone about an apartment. Receptionist: Can you come sometime today? Ellen: I have to work today. Is tomorrow all right? Receptionist: Ten o’clock? Ellen: Fine. See you then. Now answer the example question. The answer for the example is c, tomorrow morning. The letter c is filled in on your answer sheet. Now go on to page 3. Read Situation 1 and the question. Now listen to the conversation. Ann: Hey, Yoshi! Yoshi: Oh, hi, Ann. Good to see you. Ann: Do you know Tomas? He’s an old friend of mine. Yoshi: I don’t think so. Hi, Tomas. Tomas: Hi, Yoshi. Nice to meet you. Now answer Question 1. Read Situation 2 and the question. Now listen to the conversation. Rick: So, what are you going to have? Sharon: I’m not sure. I usually have chicken, but I want something else tonight. Rick: How about the fish? That looks good. Sharon: I hardly ever have fish. Well, why not? Now answer Question 2. Read Situation 3 and the question. Now listen to the conversation. Sven: Hi. This is Sven. Is Marcos home? Man: Sorry, he’s not here. He has a meeting until four-thirty.

Audio Scripts for Objective Placement Test C

[35] Sven: Will he be home by six? Man: Yes. In fact, he’ll probably be here by five-thirty. Can I take a message? Sven: Yes. Please ask him to call Sven when he gets home. Thanks. Now answer Question 3. Now go on to page 4. Read Situation 4 and the questions. Now listen to the report. Reporter: And now for today’s weather. Get out your swimsuits because here comes summer! It’s hot and dry in the West, from California to Colorado. Temperatures there will be in the eighties and nineties. It’s warm in Florida, too, but not so dry. Miami will get some rain this afternoon. Nice weather in New England. Clear skies in Boston, with a temperature of seventy-five degrees. Now answer Questions 4 and 5. Read Situation 5 and the questions. Now listen to the conversation. Dom: Hi, Phil. This is Dom. I’m calling about our golf game. How would you like to play after lunch tomorrow? Phil: I’d like to, Dom, but I have a business meeting that won’t finish until four. Dom: Do you have time in the morning – like at ten? Phil: Hmm. That doesn’t leave me enough time to get ready for my meeting. Say, how about early morning – just after seven? Dom: Actually, that would be great. Now answer Questions 6 and 7. Now go on to page 5. Read Situation 6 and the questions. Now listen to the conversation. Sherry: So, what are you doing this summer, Jill? Are you going somewhere with the family? Jill: We’re still making plans. We usually go somewhere together, but this year everyone wants to do something different. Sherry: Like what? Jill: My husband wants to go hiking, Timmy would like to go swimming, and Sarah just wants to shop. Sherry: And you? Jill: Actually, I’d like to go to some art museums – and maybe read a novel or two. Sherry: That sounds great to me. I wish I had time to do some reading. Now answer Questions 8 and 9. Read Situation 7 and the questions. Now listen to the conversation. George: What’s the matter, Melanie? You look really angry. Melanie: That’s because I am angry. I just talked with Carol about my new laptop computer. I let her take it to a conference, but she dropped it and now it has to be fixed. George: Isn’t she going to pay for the repair? Melanie: Yes, but it won’t be ready for a couple of weeks, and I need to write a paper now. George: How about using someone else’s computer?

Audio Scripts for Objective Placement Test C

[36] Melanie: Sure, I can always borrow one from one of my friends if I need to, but it just makes me angry. I shouldn’t have given it to her. George: I know how you feel. Lending something to a friend can affect the relationship, especially when you don’t get it back right away. That’s why I usually don’t lend things. Now answer Questions 10, 11, and 12. Now go on to page 6. Read Situation 8 and the questions. Now listen to the conversation. Gloria: Have you traveled much, Henry? Henry: Some. I’ve been to Mexico with my mom and dad, and I went backpacking around South America with a friend after we finished school. Gloria: Boy, that sounds interesting. Did you get to Brazil? I’d love to see Rio. Henry: It’s funny you ask that. I think the only country in South America we missed was Brazil, although we would have liked to have seen it. We stayed in Argentina too long and ran out of time for Brazil. But how about you, Gloria? Have you traveled a lot? Gloria: Well, we lived abroad. My dad’s company opened an office in Poland, so we lived in Warsaw. We wound up seeing a lot of Central Europe. Henry: I bet you had a great time! Gloria: Yes, we did. We lived next door to a wonderful Polish family and learned a lot about the culture from them. Our only problem was the language. We expected to pick it up right away, but Polish isn’t that easy to learn. And my sister got pretty homesick. Henry: Didn’t you? Gloria: No, I love new things. I think I could be happy always living abroad. But Dottie missed her school and her friends. Now answer Questions 13, 14, 15, and 16. Now go on to page 7. Read Situation 9 and the questions. Now listen to the conversation. Barbara: Eddie, I hear you’re working full time at Delaney’s these days. How did that happen? It must be great working there. It’s such a nice store. Eddie: Well, you know I had already sold clothes at another store on weekends and during the holidays. I was just finishing up school when a friend from work told me about a full-time position as a manager in the men’s clothing department at Delaney’s. So I applied, and I got the job. So what about you, Barbara? Did you go to nursing school? I remember you always wanted to be a nurse. Barbara: You’re right. I did want to be a nurse – ever since I was a little kid. But nursing school takes so long. I decided I didn’t have the patience for that much school. If I’d gone to nursing school, I’d still be taking classes. Eddie: So what are you doing now? Barbara: I work for my grandfather in his jewelry store downtown. Eddie: Really? Do you like it? Barbara: Yeah, I do. Being a salesclerk with beautiful things to sell is fun. And I’m glad that I’m making enough so that I can have my own place and still live close to my family. Now answer Questions 17, 18, 19, and 20. This is the end of the Listening section of Objective Placement Test C. Now go on to page 8 and begin the Reading section.

Audio Scripts for Objective Placement Test C

[37]

Students’ Test Materials Placement Essay Form A Placement Essay Form B Placement Essay Form C

38 40 42

Objective Placement Test A

44 45 51 57 61

Section I: Listening Section II: Reading Section III: Language Use Answer Sheet

Objective Placement Test B Section I: Listening Section II: Reading Section III: Language Use Answer Sheet

Objective Placement Test C Section I: Listening Section II: Reading Section III: Language Use Answer Sheet

62 63 69 75 79 80 81 87 93 97

Students’ Test Materials

[38]

Placement Essay Form A Name

  Date

  Rating

Directions:  Please write about one of the following topics. Do not write about all three. Write a well-organized essay about the topic you choose. When you finish your essay, read it over and correct any mistakes you find. Topic 1: Describe a person that you know well. Why is that person special to you? Topic 2: W  hat foreign languages have you learned? Based on your experience, what advice would you give to someone who wants to learn a foreign language?

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Topic 3: W  hat are the advantages and disadvantages of marrying someone from another country?

Placement Essay Form A

1

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[39]

Placement Essay Form A

2

[40]

Placement Essay Form B Name

  Date

  Rating

Directions:  Please write about one of the following topics. Do not write about all three. Write a well-organized essay about the topic you choose. When you finish your essay, read it over and correct any mistakes you find. Topic 1: Describe your plans for the future. What do you plan to be doing in ten years? Topic 2: W  here would you go if you could visit anyplace in the world? Why would you want to visit this place?

© Cambridge University Press 2013  Photocopiable

Topic 3: What are the advantages and disadvantages of owning a car?

Placement Essay Form B

1

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[41]

Placement Essay Form B

2

[42]

Placement Essay Form C Name

  Date

  Rating

Directions:  Please write about one of the following topics. Do not write about all three. Write a well-organized essay about the topic you choose. When you finish your essay, read it over and correct any mistakes you find. Topic 1: D  escribe the house or apartment where you live. How is it different from your friend’s home? Topic 2: W  hat sports have you learned to play? Based on your experience, what advice would you give to someone who wants to learn to play one of these sports?

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Topic 3: What are the advantages and disadvantages of living in a small town?

Placement Essay Form C

1

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[43]

Placement Essay Form C

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[44]

Objective Placement Test A General Directions The Objective Placement Test has three sections: Listening, Reading, and Language Use. There are 70 questions. You are allowed 50 minutes to complete the test. In Section I, the Listening section, you will hear nine conversations and answer one or more questions about each one. Before you listen to a conversation, read the question or questions. Then listen to the conversation. Answer the questions after the conversation ends. Choose the correct answer for each question and fill in your choice on your answer sheet. You will hear the conversation only once. The first conversation is an example. You have 15 minutes to complete this section. Section II, the Reading section, has several short passages. After you read each passage, choose the correct answer for each question and fill in your choice on your answer sheet. You have 20 minutes to complete this section. Section III, the Language Use section, has 30 items. Choose the correct completion for each item and fill in your choice on your answer sheet. You have 15 minutes to complete this section.

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Mark your answers clearly on your answer sheet. If you want to change an answer, erase your first answer completely. If you want to take notes during the test, write on the paper you were given.

Objective Placement Test A

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[45]

Section I: Listening In this section of the test, you will hear conversations and answer some questions about them. For each conversation, first read the situation and the question or questions. Then listen to the conversation. Answer the questions after you hear the conversation. Respond to the questions by marking the correct answer (a, b, c, or d) on your answer sheet. Read the example situation and question.

Example Situation: Bill Sanchez calls Dr. Stockton’s office to make an appointment. Bill is going to see the doctor on a. b. c. d.

.

Tuesday at 10:00 Tuesday at 4:00 Wednesday at 10:00 Wednesday at 4:00

Now listen to the example conversation. [EXAMPLE CONVERSATION] Now answer the example question. The answer for the example is d, Wednesday at 4:00. The letter d is filled in on your answer sheet.

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Now go on to page 3.

Objective Placement Test A

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[46] Situation 1: David is talking with Tomomi when Monica comes into the room. are meeting for the first time.

  1.  a. b. c. d.

David and Monica David and Tomomi Tomomi and Monica David, Monica, and Tomomi

Situation 2: Ken and Nancy are at a restaurant.   2.  Ken a. b. c. d.

. is having steak tonight stopped eating steak eats steak a lot prefers chicken to steak

Situation 3: Karen calls Jason’s home. Jason’s father answers the telephone.   3.  Karen is going to

.

a. speak with Jason at work b. call back in an hour c. wait for Jason to call d. send a written message

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Now go on to page 4.

Objective Placement Test A

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[47] Situation 4: A reporter is giving today’s weather forecast.   4.  It will be clear in a. b. c. d.

.

the Northeast Seattle Boston Miami .

  5.  In Seattle, the weather is a. b. c. d.

hot snowy cool rainy

Situation 5: Bill invites Jennifer to go to dinner and a movie.   6.  Jennifer doesn’t accept right away because she can’t

.

a. eat a late lunch b. leave work early c. go to dinner d. see the movie   7.  They’re going to a. b. c. d.

.

leave work a little early go to the movie before dinner see the movie tomorrow have dinner at 7:00

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Now go on to page 5.

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[48] Situation 6: Linda is asking Jim about his plans for the summer. .

  8.  In the summer, Jim usually a. b. c. d.

stays in the mountains takes trips with his family visits his parents goes to the beach .

  9.  This summer he’s planning to a. stay at home b. go to the beach c. fish with his dad d. hike in the mountains

Situation 7: Phil is talking with Susie about money. 10.  Phil is upset because a. b. c. d.

.

Susie can’t lend him any money his parents won’t give him money Albert hasn’t returned his money his friends never lend him money

11.  Albert

.

a. didn’t borrow $100 b. isn’t working now c. doesn’t need the money d. can’t return the money yet 12.  Susie doesn’t lend money to friends because

.

a. she has just enough for herself b. lending money can change a friendship c. people won’t lend her money d. her friends don’t need it

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Now go on to page 6.

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[49] Situation 8: Natalie and Chuck are talking about their experiences abroad. .

13.  Chuck went backpacking a. in Brazil b. by himself c. after high school d. with his father

14.  Chuck says he “would have liked to have seen Portugal.” He means that he a. b. c. d.

went there, and he liked it didn’t go there, but he wanted to went there, but he didn’t like it didn’t go there, and he didn’t want to .

15.  While Natalie was in Japan, she a. b. c. d.

.

traveled all over the country lived with a Japanese family learned Japanese quickly got very homesick

16.  Chuck doesn’t want to

.

a. travel anymore b. learn a foreign language c. stay at home d. live abroad

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Now go on to page 7.

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[50] Situation 9: Diane and Conrad are talking about their careers. .

17.  Conrad got into advertising because he a. studied advertising in college b. heard about a job opening c. liked to help people d. was tired of his old job

.

18.  When he was young, Conrad wanted to a. b. c. d.

work in advertising become a doctor stay in school go into business

19.  Diane’s parents didn’t want her to a. b. c. d.

start her own business finish college be too successful change her career

20.  Conrad a. b. c. d.

.

.

owns his own company enjoys working in advertising thinks his job is boring wants to leave his job

This is the end of the Listening section of Objective Placement Test A.

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Now go on to page 8 and begin the Reading section.

Objective Placement Test A

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[51]

Section II: Reading In this section of the Objective Placement Test, you will read some short passages and answer questions about them. Choose the word or words that best complete the sentence. For each item, fill in your answer on the answer sheet. You will have 20 minutes to complete this section.

Passage 1: What are you doing today? Betty Chan: I usually stay home on Sundays and take it easy – read, clean the house, do stuff like that. But today I’m at the mall. I’m buying some things for my kids. 21.  Betty is

today.

a. shopping b. reading c. cleaning d. resting

Passage 2: What do you do? Tony Perez: I’m a flight attendant with a major airline. Flying isn’t dangerous, but it can be stressful. When I’m up in the air working, I always have something to do. I like it because I meet a lot of interesting people. 22.  Tony’s job is a. b. c. d.

.

busy easy relaxing boring

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[52] Passage 3: A vacation postcard Dear Sal, Greetings from France – it’s so good to be back here again! We left the kids with their grandparents in Chicago, and we’re biking across the French countryside by ourselves. We brought a tent and sleeping bags, so we can camp out if we want to, but we’re really enjoying the small hotels we find along the way. Love, Michael and Paula 23.  Michael and Paula a. b. c. d.

.

have been to France before took their children with them are visiting their grandparents prefer to sleep outside

Passage 4: The “zone” You’re deeply involved in a task and can ignore everything around you – ringing telephones, your neighbor’s TV, even your own hunger – and still do things in record time. This is similar to what athletes call the “zone”: the power to concentrate so hard that you can ignore everything else. This ability can bring success in any field, but in athletics it can mean all the difference between winning and losing a game or event. .

24.  In this reading, the “zone” refers to a person’s a. state of mind b. neighborhood c. physical condition d. intelligence 25.  Athletes in the “zone” are more likely to

.

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a. fall b. compete c. win d. relax Now go on to page 10.

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[53] Passage 5: Henry Ford and the Model-T Henry Ford became famous and rich because he found a better, faster way to build cars. This is shown in the history of the Model-T. When the Model-T was first introduced in 1908, it took 14 hours to build and cost $850. After Ford introduced into his own factory the mass-production techniques that he saw in a meat-packing plant, the time for building a Model-T was reduced to less than two hours. As a result, Ford was able to drop the price of the car to $265. By 1927, he had sold over 15 million Model-Ts. 26.  The first Model-T was expensive because it

.

a. was new b. was very popular c. took a long time to build d. was built in a factory 27.  The Model-T became so popular because it was a. b. c. d.

than other cars.

newer faster better cheaper

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Now go on to page 11.

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[54] Passage 6: It’s a big country! When it comes to body weight, Americans stand out. Most visitors to the United States, no matter where they go across this vast country, comment on the size of many Americans. In fact, these impressions are backed by numerous statistics. For example, the average 5' 4" American weighs 162 pounds, or 15 pounds more than the average person of the same height from Western or Central Europe. Another comparison: At 150 pounds, the average 5’ 4” American woman is 24 pounds heavier than her Japanese counterpart. Why are Americans so heavy? Some blame the American diet. Certainly it’s true that Americans eat more high-fat foods – meat, dairy products, and processed food – and fewer grains and vegetables than people in other countries. But fat isn’t the whole story. Lifestyle factors – including the tendency for Americans to drive rather than walk or ride a bicycle to work, to snack throughout the day, and to have so many labor-saving devices in the home – appear to contribute to the problem. 28. According to the article, visitors to the United States often comment on the size of . the a. b. c. d.

population cities country people .

29.  According to the article, the average Western European weighs a. more than an American b. more than a Central European c. less than an American d. less than a Japanese person

.

30.  In comparison with Americans, people in other countries eat more a. meat b. dairy products c. processed food d. grains 31.  The article implies that Americans would lose weight if they

.

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a. snacked more often b. rode bicycles to work c. stayed at home more d. ate fewer vegetables Now go on to page 12.

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[55] Passage 7: Small talk isn’t so “small” Small talk may not be about serious issues; nevertheless, researchers into the subject have concluded that it’s important. That’s because small talk keeps us connected to one another and can lead to bigger things, such as a job or a new friendship. Yet people who find themselves alone with another person often don’t know what to say. Here are a few tips to help you start a conversation, and to keep the conversational ball rolling: •  Start with the obvious. If you have something in common with another person (your job, hobbies, a person you both know, etc.), begin with that. If you don’t know the person, it’s always acceptable to bring up a neutral topic such as the weather or a recent news event. It isn’t necessary to be clever – all that’s required is to show interest in the other person and to be willing to talk. •  Compliment where appropriate. If the other person has done something you like or is wearing something attractive, it’s always appropriate to compliment. But avoid talking about the specifics of a person’s physical appearance (people can’t usually change how they look) and keep your compliments short and to the point (“What a great tie!” or “You look great tonight!”) and continue with another topic. •  Talk about yourself – then return to your partner. It’s perfectly OK to talk about your own interests for a while, but keep your conversation from becoming a monolog. It’s only polite, for example, that after talking about your own children, you turn the conversation back to your partner by asking about his or her children. .

32.  According to the article, the main function of small talk is to a. show our own importance b. get valuable information c. relate to other people d. talk about major issues

33.  “Start with the obvious” means that you should talk about things that you a. b. c. d.

have in common enjoy doing want to understand know everything about

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34.  You need to be careful when complimenting someone because most people a. b. c. d.

.

don’t like compliments can’t change how they look don’t dress very well haven’t done anything interesting

35.  You should avoid monologs because other people a. b. c. d.

.

.

have no interest in what you say already know a lot about you like to talk about themselves, too prefer to discuss neutral subjects

Now go on to page 13.

Objective Placement Test A

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[56] Passage 8: Headaches Everyone has experienced headaches, but only recently have medical researchers begun to learn more specifically about the causes and possible treatments for different types of headache pain. The most common type of headache is the simple tension headache. Tension headaches are usually mild and short-lasting and can result from various factors, such as stress caused by worry or noise. Tension headaches are caused by a tightening of the neck or back muscles, which slows the flow of blood and, therefore, oxygen to the brain. It is the lack of oxygen that causes the pain. Most headaches can be relieved by taking a mild analgesic such as aspirin. Analgesics expand the blood vessels and restore the normal flow of blood and oxygen to the brain. A more serious type of headache is the migraine. Migraine headaches are often extremely painful and can last for hours or days. Like tension headaches, they can be the result of different factors, including stress, hormonal changes, and allergies. Unlike tension headaches, however, they are caused by an abnormal expansion or swelling (rather than a contraction) of the blood vessels within the head. Medicines that shrink swollen blood vessels can be used to treat migraine headaches. A tiny minority of headaches can be linked to severe physical problems such as head injury or brain tumors. For these types of headaches, there are medicines to treat the symptoms, but there is no cure unless the underlying problem is removed. .

36.  This article discusses the a. b. c. d.

tiny minority of people who have headaches history of medical research into headaches causes and remedies for headaches physical problems caused by headaches

37.  A tension headache can result when

.

a. the neck and back muscles relax b. people get injured in an accident c. the flow of blood is restricted d. too much oxygen goes to the brain 38.  Migraine headaches

are the most common kind of headache usually last only a few minutes can cause extreme pain have one main cause

39.  Medicines for migraines

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a. b. c. d.

.

a. relax the head and neck b. generally relieve tension c. increase the flow of blood d. cause blood vessels to contract 40.  Headaches caused by serious physical problems

.

a. can’t be treated b. don’t cause much pain c. have no symptoms d. are not very common Now go on to page 14 and begin the Language Use section.

Objective Placement Test A

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[57]

Section III: Language Use In this section, you will answer questions about the use of English. Choose the word or words that best complete the sentence. For each item, fill in your answer on the answer sheet. You will have 15 minutes to complete this section. several good restaurants in our neighborhood.

41.  a. b. c. d.

There They’re There are Their Main Street.

42.  The gas station is a. b. c. d.

on at next close

43. “I can’t swim very well.” .” “I can’t a. b. c. d.

too either so neither

44.  I enjoy a. b. c. d.

out two or three times a week.

to eat eating eat I eat

45.  These days, a. b. c. d.

women keep working after they get married.

most most of almost the most

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46.  My new job is very a. b. c. d.

.

excitement excited exciting excite

47.  After finishing college, I hope a. b. c. d.

married.

get that get getting to get

Now go on to page 15.

Objective Placement Test A

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[58] 48.  Mt. Everest is a. b. c. d.

mountain in the world.

the high high as higher than the highest he?

49.  Bob’s never been bungee jumping, a. b. c. d.

is has does was more.

50.  I’ve run out of money. I wish I a. b. c. d.

am saving have saved had saved will save

51.  Could you tell me where a. b. c. d.

?

is the post office the post office is is it the post office it is the post office it to the police.

52.  If I had known about the accident, I a. reported b. would have reported c. was reporting d. have been reporting 53.  Yolanda

has been working is working works was working

54.  The Taj Mahal is really worth a. b. c. d.

to see it seeing you see it see

55.  If I went to live in a foreign country, a. b. c. d.

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a. b. c. d.

part time for several years now.

my friends.

I’d miss I’m missing I missed I miss

Now go on to page 16.

Objective Placement Test A

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[59] 56.  Would you mind

the window?

a. open b. opening c. to open d. I open the violin.

57.  I was interested a. to study b. study c. in studying d. studied

58.  Before a film is finished, it needs

.

a. they edit it b. to edit c. to be edited d. being edited a cure for cancer.

59.  By 2020, scientists a. b. c. d.

had found will have found are finding have been finding

60. “What happened to Kate?” about our appointment.” “She must a. b. c. d.

forget be forgetting forgot have forgotten

61.  We’re not used a. b. c. d.

cook to cook cooking to cooking is nicknamed the Windy City, is the largest city in Illinois.

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62.  Chicago, a. b. c. d.

our own meals.

it which what that John, I like to cook.

63.  a. b. c. d.

Unless Except Instead Unlike

Now go on to page 17.

Objective Placement Test A

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[60] 64.  Before a. b. c. d.

breakfast, I usually take a shower.

eat to eat eating that eat learn more about my computer.

65.  I’m taking a class a. so that b. in order c. in order to d. that

difficult than biology.

66.  For me, mathematics is a. more b. the more c. most d. the most 67.  I would rather

evening classes.

a. don’t take b. not take c. no taking d. not taking 68.  I feel sick. I shouldn’t a. b. c. d.

so much.

to eat eaten have eaten eating

69.  Jim’s boss demanded that he

to work earlier.

a. has come b. coming c. is come d. come 70.  The earlier children learn to read, good the good the better the best

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a. b. c. d.

for their education.

END OF TEST

Objective Placement Test A

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Objective Placement Test A Answer Sheet Name

  Date

Total Points

  Rating

Example







Section I: Listening 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.







11. 12. 13. 14. 15. 16. 17. 18. 19. 20.













Section II: Reading

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21. 22. 23. 24. 25. 26. 27. 28. 29. 30.







31. 32. 33. 34. 35. 36. 37. 38. 39. 40.

Section III: Language use 41. 42. 43. 44. 45. 46. 47. 48. 49. 50.







51. 52. 53. 54. 55. 56. 57. 58. 59. 60.







61. 62. 63. 64. 65. 66. 67. 68. 69. 70.







[62]

Objective Placement Test B General Directions The Objective Placement Test has three sections: Listening, Reading, and Language Use. There are 70 questions. You are allowed 50 minutes to complete the test. In Section I, the Listening section, you will hear nine conversations and answer one or more questions about each one. Before you listen to a conversation, read the question or questions. Then listen to the conversation. Answer the questions after the conversation ends. Choose the correct answer for each question and fill in your choice on your answer sheet. You will hear the conversation only once. The first conversation is an example. You have 15 minutes to complete this section. Section II, the Reading section, has several short passages. After you read each passage, choose the correct answer for each question and fill in your choice on your answer sheet. You have 20 minutes to complete this section. Section III, the Language Use section, has 30 items. Choose the correct completion for each item and fill in your choice on your answer sheet. You have 15 minutes to complete this section.

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Photocopiable

Mark your answers clearly on your answer sheet. If you want to change an answer, erase your first answer completely. If you want to take notes during the test, write on the paper you were given.

Objective Placement Test B

1

[63]

Section I: Listening In this section of the test, you will hear conversations and answer some questions about them. For each conversation, first read the situation and the question or questions. Then listen to the conversation. Answer the questions after you hear the conversation. Respond to the questions by marking the correct answer (a, b, c, or d) on your answer sheet. Read the example situation and question.

Example Situation: Marty Hudson needs to talk to an advisor. He calls the English Language Center to make an appointment. Marty can talk to an advisor a. b. c. d.

.

this morning this afternoon tomorrow morning tomorrow afternoon

Now listen to the example conversation. [EXAMPLE CONVERSATION] Now answer the example question. The answer for the example is c, tomorrow morning. The letter c is filled in on your answer sheet.

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Now go on to page 3.

Objective Placement Test B

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[64] Situation 1: Tony and Alex are talking when Meriko comes in. are meeting for the first time.

  1.  a. b. c. d.

Tony and Alex Tony and Meriko Alex and Meriko Tony, Alex, and Meriko

Situation 2: A woman is ordering food at a restaurant.   2.  She a. b. c. d.

. usually has soup is getting the soup stopped eating salad likes soup, not salad

Situation 3: Joe calls Ramon’s home. Ramon’s mother answers the telephone.   3.  Joe

.

a. talks with Ramon b. leaves a message for Ramon c. will see Ramon in class d. will call Ramon at school

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Now go on to page 4.

Objective Placement Test B

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[65] Situation 4: A reporter is giving today’s weather forecast. .

  4.  It will rain today in a. California b. the Northwest c. New York d. most of the country

  5.  Today’s weather in New York will be a. b. c. d.

.

typical sunny cloudy warm

Situation 5: Jeff calls Audrey about a business meeting.   6.  Audrey can’t meet before 2:00 because she a. b. c. d.

is leaving early tomorrow has another meeting is meeting all morning eats lunch at 2:00

  7.  They’re going to a. b. c. d.

.

.

meet at 10:00 tomorrow eat a late lunch together have the meeting before lunch meet at night

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Now go on to page 5.

Objective Placement Test B

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[66] Situation 6: Jerry and Sue are talking about their plans for the summer vacation.   8.  Sue’s family usually a. b. c. d.

.

stays home goes to the beach visits friends takes a trip .

  9.  This year Sue is thinking about a. going fishing with her dad b. visiting her mother c. learning how to sail d. taking a trip with friends

Situation 7: Peggy is talking to Tom about her car. 10.  Peggy is upset because a. b. c. d.

she can’t use her car her parents won’t help her Karla doesn’t like her car Tom doesn’t understand her

11.  Karla a. b. c. d.

.

.

borrowed her parents’ car has her own car will fix Peggy’s car is buying a new car

12.  Peggy doesn’t lend money to friends because a. b. c. d.

.

it can change the relationship her friends have plenty of money she doesn’t have much to lend her parents won’t let her

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Now go on to page 6.

Objective Placement Test B

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[67] Situation 8: Frank and Liz are talking about their trips abroad. 13.  Frank went to Argentina a. b. c. d.

.

by himself to visit Chad after high school with his family

14.  Frank says he “would have liked to have seen Norway.” He means that he

.

a. wanted to go there, so he went b. didn’t want to go there, but he went anyway c. wanted to go there, but he couldn’t d. didn’t want to go there, so he didn’t 15.  Liz went to China because of her

.

a. job b. father c. school d. friends 16.  Liz didn’t a. b. c. d.

.

live in Beijing like Chinese culture go to Thailand learn Chinese quickly

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Objective Placement Test B

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[68] Situation 9: Ben and Margaret are talking about their jobs. 17.  Margaret started working in fashion design

.

a. when she opened her own store b. at a small design company c. with one of her teachers d. before she finished her studies 18.  When Margaret was younger, she didn’t know that

.

a. design school was so expensive b. her dreams could never come true c. it took so long to become successful d. she wanted to make beautiful clothes 19.  Ben wanted to become a a. b. c. d.

doctor lawyer writer reporter

20.  Ben likes a. b. c. d.

.

.

being a reporter taking classes writing novels teaching literature

This is the end of the Listening section of Objective Placement Test B.

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Now go on to page 8 and begin the Reading section.

Objective Placement Test B

7

[69]

Section II: Reading In this section of the Objective Placement Test, you will read some short passages and answer questions about them. Choose the word or words that best complete the sentence. For each item, fill in your answer on the answer sheet. You will have 20 minutes to complete this section.

Passage 1: What are you doing today? Pedro: I usually go out with friends on Saturday night. But today is Friday, and we’re going out to a football game tonight. So tomorrow night I’m staying home. 21.  This Saturday night, Pedro is

.

a. playing football b. visiting friends c. staying home d. going out

Passage 2: What do you do? Marcia Chung: I work in a busy real estate office. I do the same thing day after day – answer the telephone and send documents. I need to get a more interesting job. That’s why I’m studying law at night. 22.  Marcia’s job is a. b. c. d.

.

difficult boring restful interesting

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Now go on to page 9.

Objective Placement Test B

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[70] Passage 3: A vacation postcard Hi, Andre, Greetings from Mexico. It’s really great to be away from school. I was traveling with Paul, but he got homesick and now I’m by myself. I have a tent and two sleeping bags, so why don’t you come on down? We could go to the beaches, see the sights. And it doesn’t cost much to stay here. Think about it, OK? Todd 23.  Todd wants Andre to

.

a. stay in school b. find a doctor c. send him money d. come to Mexico

Passage 4: Meditation You observe a person in meditation. On the surface, he appears to be asleep, but he’s simply in a trance – a kind of half-sleep in which the person is conscious but able to ignore the situation around him. For the meditator, the ability to concentrate is so strong that everything around him – sounds, smells, movement – seems to fade in importance. At the same time, decision making and deep thinking are often greatly improved. 24.  In this reading, meditation refers to a person’s

.

a. state of mind b. intelligence c. physical condition d. ability to sleep 25.  Meditation doesn’t help a person a. b. c. d.

.

hear better think deeply make decisions ignore smells

Objective Placement Test B

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Now go on to page 10.

9

[71] Passage 5: The electric lightbulb Thomas Edison was called the Wizard of Menlo Park because he found a simple, efficient way to light up a room at night. By 1877, many other scientists had been successful using electricity for light, but their inventions were not practical for home use. Edison’s patient experimenting resulted in an easy-to-use lightbulb, which produced just enough light for a room in a house. Edison’s victory came in December of 1879 when he used a piece of carbonized (burned) cotton thread as the filament or wire in the bulb. An electric current passing through the thread made it shine. 26.  In 1877, electricity was not used to light homes because

.

a. electric power hadn’t been invented yet b. there were no practical electric lights c. people were afraid to use electric lightbulbs d. no one had experimented with electricity 27.  The filament in a lightbulb is used to produce a. b. c. d.

.

light thread electricity carbon

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Now go on to page 11.

Objective Placement Test B

10

[72] Passage 6: It’s a big country! When visitors to the United States leave the crowded cities of the East Coast or Midwest, they are likely to comment on the use of space. Boston, New York, Philadelphia, and even the central part of Chicago may look similar to great cities anywhere in the world. However, urban areas in other parts of the country, and especially those in the “wide West,” look different. Take Denver or Los Angeles, for example. Although statistics show that many people there live in apartments, these buildings are small compared to the multi-storied apartment blocks of Moscow, Cairo, and Beijing. The midsize city of Tucson, Arizona (population 700,000), which developed in a broad desert valley with several small streams to feed it, covers an area larger than all of Chicago (population 7 million). In Tucson, most people live in individual houses. They drive their cars (or pickup trucks) to work and shop in large shopping malls with huge parking lots. Perhaps it’s the farmer or cowboy influence: each family has its own “horse” and its own piece of land. 28.  Visitors to the United States often comment on the use of space in

.

a. Boston, New York, and Philadelphia b. the central part of Chicago c. large apartment buildings d. urban areas of the West 29. According to the article, apartment buildings in Moscow, Cairo, and Beijing are often than those in Denver and Los Angeles. a. b. c. d.

smaller taller more expensive more beautiful

30.  The average person in Tucson lives

.

a. in a house b. near his or her job c. on a farm d. next to an apartment 31.  The article implies that in building cities today, Americans are influenced by cities on the East Coast their farming tradition Moscow, Cairo, and Beijing the need for more apartments

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a. b. c. d.

.

Now go on to page 12.

Objective Placement Test B

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[73] Passage 7: Personality types What makes people the way they are? Why do some people get angry easily, others always seem to be cheerful, while still others are often depressed? The early Greek doctor Hippocrates thought that personality was linked to the fluids that were known to exist in the human body: the blood, the bile, the black bile, and the phlegm. These fluids were called the four humors. He believed that inside each person, one kind of body fluid was dominant and that this fluid – or humor – caused a tendency toward a particular kind of behavior. If the blood (sanguinis) was dominant, the person was sanguine, or cheerful and willing to help others. If the yellow bile of the liver (called choler) was the most important, the person would be irritable and quick to anger. If the person was often sad and depressed, the black liquid of the spleen and kidneys (melan-choler or black bile) was blamed. And the person who had too much phlegm (the thick mucus of the nose and throat) was likely to be lazy, calm, and dull (not very intelligent). Today we know that personality results from a combination of lifestyle and natural factors, and has little or nothing to do with the balance of body fluids. However, even today the words remain: humorous, sanguine, choleric, melancholy, phlegmatic. Although psychologists no longer use them, they have become part of the common vocabulary – with some changes, of course. For example, today to say that a person is humorous means that the person laughs and makes others laugh, from the idea of having “good” humor. 32.  According to the article, the early Greeks knew that

.

a. there are different fluids in the human body b. everyone shows the same basic behavior c. people who laugh a lot are humorous d. personality is the result of lifestyle factors 33.  For the early Greeks, humor was the name for a type of

.

a. personality type b. body part c. natural fluid d. internal organ

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34.  Hippocrates believed that

was dominant in a happy person.

a. blood b. bile c. black bile d. phlegm 35.  Today the word humorous is used to describe a person’s a. b. c. d.

.

blood type lifestyle personality body fluids

Now go on to page 13.

Objective Placement Test B

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[74] Passage 8: What is intelligence? We all know that there are different degrees of intelligence, but it is perhaps less understood that the way we think about intelligence may be influenced by the society we live in, and that even within one society, standards and norms can change over time. For example, since the rise of a scientific culture, the intelligence of the scientist has been greatly valued. Therefore, scientific thinkers and theoreticians like Albert Einstein and Stephen W. Hawking have been considered the “most intelligent.” Recent research in the area of intelligence is leading toward a redefinition of the concept. Today it is recognized that people have different degrees but also different kinds of intelligence and that the ability to think scientifically (i.e., the capacity to use logical deduction and factual evidence to solve problems) is just one kind. For example, the ability to create things of beauty such as a painting or a musical composition demonstrates another type of intelligence, which could be called artistic intelligence. Political and social leaders all have interpersonal intelligence, the talent to understand and to manage other human beings. The ability to organize facts into a clear argument, to master languages, and to create stories about imaginary people and situations can all be considered as separate aspects of intelligence. From this perspective, the average person has different but “normal” amounts of each type of intelligence, while a genius is a person with an outstanding brilliance in at least one kind of intelligence. 36.  The main idea of this article is that

. a. scientists are more intelligent than others b. all artistic people are intelligent c. there are different aspects of intelligence d. geniuses are intelligent in many ways

37.  The meaning of concept (second paragraph, first sentence) is closest to a. aspect b. idea c. degree d. genius a. b. c. d.

are usually considered the most intelligent. Engineers Artists Politicians Scientists

39.  Interpersonal intelligence refers to the ability to a. solve problems b. direct people c. organize facts d. write stories 40.  According to the article, a genius is someone who a. studies mathematics and science b. is outstanding in at least one area c. can paint pictures and compose music d. talks brilliantly about many subjects

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38 

.

.

Now go on to page 14 and begin the Language Use section.

Objective Placement Test B

13

[75]

Section III: Language Use In this section, you will answer questions about the use of English. Choose the word or words that best complete the sentence. For each item, fill in your answer on the answer sheet. You will have 15 minutes to complete this section. 41. “Where are the stamps?” on the desk.” “ a. There are b. They’re c. They d. Their 42.  My office is a. b. c. d.

downtown.

on near close at

43. “I can’t speak German.” can I.” a. No b. Never c. Not d. Neither 44.  On weekends, we enjoy a. b. c. d.

friends.

visit to visit visiting to visiting

45.  I don’t have a computer, but

my friends do.

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a. the most b. almost c. most of d. most 46.  We’re very a. b. c. d.

about the news.

excited exciting excite excitement

Now go on to page 15.

Objective Placement Test B

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[76] 47. “Is the report done yet?” it by tonight.” “No, but I hope a. finish b. that finish c. to finish d. finishing 48.  Cairo is a. b. c. d.

any other city in Egypt.

the large larger than the largest large as he?

49.  Ted’s never gone mountain climbing, a. b. c. d.

does is has was more careful.

50.  I had an accident. I wish I a. was being b. will be c. have been d. had been

?

51.  Excuse me. Could you tell me where a. b. c. d.

the bus station is is the bus station it is the bus station is it the bus station

52.  Bill would have done something about the problem if he

about it.

a. did know b. had known c. was known d. would know 53.  Janice moved to Paris.

there for a year already.

54.  The movie’s great! It’s really worth a. b. c. d.

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a. She’s living b. She lives c. She’s been living d. She was living .

seeing to see you see see

Now go on to page 16.

Objective Placement Test B

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[77] 55.  I’d play the piano better if I

more.

a. practicing b. can practice c. practiced d. will practice in here?

56.  Would you mind a. don’t smoke b. not to smoke c. not smoking d. no smoke

about Japanese literature.

57.  My sister is interested a. learn b. learning c. to learn d. in learning

before you eat it.

58.  This fruit needs a. b. c. d.

to wash being washed you wash it to be washed New York.

59.  By the time you get this postcard, a. b. c. d.

I’d left I’m leaving I’ll have left I’ve been leaving

60.  The ground’s wet. It must

.

a. raining b. have rained c. to rain d. rained

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61.  Sue is used a. b. c. d.

get getting to getting to get

62.  The man a. b. c. d.

up early.

lives across the street is a dentist.

who he whose what

Now go on to page 17.

Objective Placement Test B

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[78] 63.  I won’t go a. b. c. d.

instead except unless although

64.  Before a. b. c. d.

you come with me.

for work, I usually have a cup of coffee.

to leave leaving that leave leave

65.  I’m going to flying school

I can learn how to fly my own plane.

a. that b. in order c. in order to d. so that 66.  Helen is a. b. c. d.

more most the more the most

67.  I’d prefer a. b. c. d.

serious student I have ever seen.

at home this weekend.

not stay no staying not to stay don’t stay

68.  Ken failed the test. He should

more.

a. studying b. to study c. studied d. have studied 69.  Betty’s husband suggested that she has took taking take will take

70.  The older I get,

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a. b. c. d.

a few days off from work.

I become.

a. more impatient b. the more impatient c. most impatient d. the most impatient END OF TEST

Objective Placement Test B

17

[79]

Objective Placement Test B Answer Sheet Name

  Date

Total Points

  Rating

Example







Section I: Listening 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.







11. 12. 13. 14. 15. 16. 17. 18. 19. 20.













Section II: Reading

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21. 22. 23. 24. 25. 26. 27. 28. 29. 30.







31. 32. 33. 34. 35. 36. 37. 38. 39. 40.

Section III: Language use 41. 42. 43. 44. 45. 46. 47. 48. 49. 50.







51. 52. 53. 54. 55. 56. 57. 58. 59. 60.







61. 62. 63. 64. 65. 66. 67. 68. 69. 70.







[80]

Objective Placement Test C General Directions The Objective Placement Test has three sections: Listening, Reading, and Language Use. There are 70 questions. You are allowed 50 minutes to complete the test. In Section I, the Listening section, you will hear nine conversations and answer one or more questions about each one. Before you listen to a conversation, read the question or questions. Then listen to the conversation. Answer the questions after the conversation ends. Choose the correct answer for each question and fill in your choice on your answer sheet. You will hear the conversation only once. The first conversation is an example. You have 15 minutes to complete this section. Section II, the Reading section, has several short passages. After you read each passage, choose the correct answer for each question and fill in your choice on your answer sheet. You have 20 minutes to complete this section. Section III, the Language Use section, has 30 items. Choose the correct completion for each item and fill in your choice on your answer sheet. You have 15 minutes to complete this section.

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Photocopiable

Mark your answers clearly on your answer sheet. If you want to change an answer, erase your first answer completely. If you want to take notes during the test, write on the paper you were given.

Objective Placement Test C

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[81]

Section I: Listening In this section of the test, you will hear conversations and answer some questions about them. For each conversation, first read the situation and the question or questions. Then listen to the conversation. Answer the questions after you hear the conversation. Respond to the questions by marking the correct answer (a, b, c, or d) on your answer sheet. Read the example situation and question.

Example Situation: Ellen Fox needs to find a place to live. She calls Rooms for Rent to make an appointment. Ellen can talk to someone a. b. c. d.

.

at 10:00 today later today tomorrow morning tomorrow afternoon

Now listen to the example conversation. [EXAMPLE CONVERSATION] Now answer the example question. The answer for the example is c, tomorrow morning. The letter c is filled in on your answer sheet.

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Now go on to page 3.

Objective Placement Test C

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[82] Situation 1: Ann and Tomas are at a coffee shop. They’re talking when Yoshi comes in. are meeting for the first time.

  1.  a. b. c. d.

Ann and Tomas Ann and Yoshi Yoshi and Tomas Ann, Tomas, and Yoshi

Situation 2: Rick and Sharon are at a restaurant.   2.  Sharon a. b. c. d.

.

usually eats fish is eating the chicken is going to have fish prefers fish to chicken

Situation 3: Sven calls Marcos’s home. Marcos’s roommate answers the telephone.   3.  Marcos a. b. c. d.

.

comes to the phone is at a meeting will be home by 4:30 will take a message

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Now go on to page 4.

Objective Placement Test C

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[83] Situation 4: A reporter is giving today’s weather forecast. .

  4.  It’s hot and dry in a. b. c. d.

Colorado Florida Miami Boston .

  5.  In Miami, it will be a. b. c. d.

clear rainy dry cold

Situation 5: Dom calls Phil about playing golf.   6.  Phil can’t play golf tomorrow afternoon because he a. b. c. d.

is meeting someone for lunch has a meeting until 4:00 is getting ready for a meeting needs to leave a meeting early

  7.  They’re going to a. b. c. d.

.

.

have lunch together play golf next week go to a business meeting meet early in the morning

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Now go on to page 5.

Objective Placement Test C

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[84] Situation 6: Sherry and Jill are both going on summer vacations with their families. They are talking about their plans.   8.  Jill and her family usually

.

a. stay at home b. take a trip together c. do different things d. visit art museums .

  9.  Sherry wishes she had time to a. visit Jill’s family b. read more c. take a trip d. go shopping

Situation 7: Melanie is talking to George about her laptop computer. 10.  Melanie is angry because

.

a. she can’t use her computer b. her friends don’t have a computer c. Carol doesn’t want to return the computer d. George won’t lend her his computer 11.  Carol a. b. c. d.

.

lent her computer to a friend broke Melanie’s computer borrowed a computer from George just bought her own computer

12.  George doesn’t usually lend things because

.

a. he doesn’t have that much to lend b. his friends don’t need to borrow anything c. lending things can change a friendship d. it’s better to borrow from a bank

Objective Placement Test C

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Now go on to page 6.

5

[85] Situation 8: Henry and Gloria are talking about their trips abroad. 13.  Henry went to Mexico

.

a. by himself b. with his parents c. after school d. to visit a friend 14.  Henry says he “would have liked to have seen Brazil.” He means that he

.

a. went there, and he liked it b. went there, but he didn’t like it c. wanted to go there, but he couldn’t d. didn’t want to go there, so he didn’t 15.  Gloria went to Poland because

.

a. she wanted to learn the language b. she traveled there with a friend c. her family moved there d. her sister invited her 16.  Dottie a. b. c. d.

.

wanted to go home learned Polish quickly got a job in Poland loved new things

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Now go on to page 7.

Objective Placement Test C

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[86] Situation 9: Barbara and Eddie are talking about their new jobs. 17.  Before Eddie began his job at Delaney’s, he had already

.

a. finished his classes b. had a job as a manager c. worked with Barbara d. sold clothes in a store 18.  At Delaney’s, Eddie works a. b. c. d.

on weekends and holidays in the jewelry department as a manager with a friend

19.  Barbara always wanted to a. b. c. d.

.

.

get a job at Delaney’s work in a jewelry store live with her grandfather become a nurse

20.  Barbara

.

a. makes beautiful things b. takes nursing classes c. sells jewelry d. hates her job This is the end of the Listening section of Objective Placement Test C.

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Now go on to page 8 and begin the Reading section.

Objective Placement Test C

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[87]

Section II: Reading In this section of the Objective Placement Test, you will read some short passages and answer questions about them. Choose the word or words that best complete the sentence. For each item, fill in your answer on the answer sheet. You will have 20 minutes to complete this section.

Passage 1: What are you doing this weekend? Mara: Sunday is the day when I usually have lunch with my friends downtown. But this week there’s a concert on Saturday, so I’ll see my friends then. Sunday I’m staying home. .

21.  This Saturday Mara’s going to a. stay at home b. have lunch downtown c. go to a concert d. fix lunch for her friends

Passage 2: What do you do? Eileen Sweet: I’m a hostess at a big restaurant. I greet people at the door and take them to their tables. Day after day, I always do the same thing. Someday I hope to have a more interesting job, but it’s OK for now. 22.  Eileen thinks that her job is

.

a. difficult b. interesting c. important d. boring

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Now go on to page 9.

Objective Placement Test C

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[88] Passage 3: A vacation postcard Dear Millie, You wouldn’t believe Costa Rica! It’s really peaceful. Judy and I have been staying in a tent at a campground on the beach. We’re studying a little Spanish with a cute guy who teaches English in school here, but I think he’s learning more English than we are Spanish. Judy brought her guitar, so we enjoy singing around the campfire at night. Love, Sheila 23.  Sheila and Judy are

.

a. traveling with Millie b. taking guitar lessons c. camping at the beach d. learning lots of Spanish

Passage 4: Concentration, a special talent People who have the capacity for intense concentration have a great advantage. Such people have the ability to ignore stimuli (sights, sounds, or anything that can distract a person) and are more likely to stay with the task at hand and to solve it. This ability can make all the difference between winning and losing in certain situations – for example, for the championship runner competing for a gold medal at the Olympics. .

24.  In this reading, concentration refers to a person’s ability to a. stay in one place b. focus on a task c. hear certain sounds d. ignore instructions 25.  Athletes who can concentrate are more likely to compete win relax run

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a. b. c. d.

.

Now go on to page 10.

Objective Placement Test C

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[89] Passage 5: The Scot and the tea kettle According to one story, a Scottish boy watched the steam lift the top off his mother’s tea kettle and realized the power of steam to make machines work. That boy, James Watt, would then go on to invent the modern steam engine in 1769. Actually, the history of steam technology records the successful work of several scientists and engineers before Watt. For example, in 1698, Thomas Savery had introduced a simple steam pump to remove water from mines, and 14 years later Thomas Newcomen invented a better pump. But these pumps weren’t efficient because they used so much fuel. In 1769, the Scottish boy, James Watt, figured out a way to save three-quarters of the fuel. To honor him, his last name became the name of a unit of energy. .

26.  The example of the boiling tea kettle shows that steam is a. useful b. efficient c. powerful d. necessary 27.  Early steam pumps weren’t efficient because they a. b. c. d.

.

didn’t remove water weren’t successful were difficult to make used too much fuel

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Now go on to page 11.

Objective Placement Test C

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[90] Passage 6: Wide open spaces Visitors to the United States, especially those from Japan or the smaller countries of Europe, are likely to comment on the size and scale of everything. Although the downtown sections of some of the older cities such as Boston and Philadelphia may look similar to their own larger cities, other aspects are likely to appear “out of scale.” For example, the average American farm is huge in comparison with the typical family farm of Europe and Asia. Across the Great Plains, farmers use great machines to plant and harvest enormous quantities of wheat. Such farms offer a dramatic contrast to the tiny farms of Europe or Asia, where intense human labor is more important. The main cities of the United States are connected by a vast system of highways and superhighways moving endless streams of cars and trucks, while on the edge of the cities, suburban developments and shopping centers with huge parking lots stretch for mile after mile. It’s as if Americans made everything larger, just to use up the available space. 28.  To visitors, everything in the United States seems

.

a. larger b. similar c. more expensive d. interesting 29. To Japanese and European visitors, the downtown sections of Boston and Philadelphia . seem a. out of scale b. the right size c. too old d. very beautiful 30.  The typical American farm a. b. c. d.

.

is similar to farms everywhere uses a lot of machinery is run by large families doesn’t require much work

31.  The article implies that people in the United States are influenced by

.

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a. the amount of available space b. the need to grow lots of food c. visitors’ impressions of their country d. farming practices in Europe and Asia Now go on to page 12.

Objective Placement Test C

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[91] Passage 7: Staying in touch People don’t need to be in close physical contact to feel “connected” emotionally. Over the years, various means of communication have been used to enable human beings to keep in contact with one another. Letters, telegrams, and telephones have allowed individuals located in different places to share news and to interact with family, friends, and business relationships. In today’s world, with more and more people on the move, long-distance communication has become even more important. At the same time, changes in technology, particularly the introduction of computers and the increasing use of email, have made it easier than ever to stay in contact. There are two main reasons why email has become so widespread: time and money. Although mail service and telephones can be found almost everywhere, a letter can take a long time to arrive and phone calls are often quite expensive. Email seems to be replacing other forms of communication for many purposes. As the use of computers has spread, many people use email rather than regular mail to send personal messages. Because it has become so easy to send pictures and information via the Internet, it has also become commonplace to use email in business. Email has even given rise to different types of communication. For example, a “chat room,” is where groups of people who do not know each other personally can talk about topics of mutual interest. While some people are enthusiastic about communication in the modern age, others regret the growing depersonalization brought on by the use of email. Communication has become so easy and yet so removed from the normal process of face-to-face interaction that researchers have concluded that a whole new culture of communication may be forming. 32.  The main idea of the article is that

.

a. these days people don’t communicate enough b. modern means of communication cost too much c. letter and phone calls are more effective d. email is changing the way we live 33.  Modern communications enable people to a. b. c. d.

see each other more often write more letters and telegrams keep in contact with one another move from place to place quickly

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34.  In comparison with a telephone call, email is a. b. c. d.

.

.

more acceptable more personal slower cheaper is a type of communication made possible by email.

35.  a. b. c. d.

A personal message A chat room Long-distance discussion Sending information

Now go on to page 13.

Objective Placement Test C

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[92] Passage 8: Biofeedback When biofeedback was first developed a number of years ago, it caused a lot of excitement. People hoped that biofeedback could be used to cure all kinds of physical and mental problems. Biofeedback is the name for a medical technique that helps people treat certain problems by becoming more aware of their own bodies. In biofeedback, instruments that measure bodily functions such as muscle tension, temperature, and blood flow are attached to the body. The instruments produce signals – for example, a series of sounds (beeps) or a flashing light – that the person can hear or see. The patient then uses the information to help gain control over the function. The most widely used biofeedback instrument is the electromyograph, or EMG. The EMG is used to measure muscle tension. It is made up of several electrodes, which are placed on the skin near a particular area, depending on the symptom. For example, for headaches, a symptom often caused by excessive tension in the neck muscles, the electrodes are placed on the forehead or near the back of the neck. When the tension is present, the EMG produces a signal and the patient is taught to respond by relaxing the appropriate muscles. In many cases, the relaxation of these muscles causes the headache to go away. While biofeedback has not turned out to be a cure-all, it has been used successfully to treat a limited number of problems – especially those caused by chronic tension. 36.  At first, people were very nervous about interested in familiar with opposed to

37.  Biofeedback instruments a. b. c. d.

.

act like a kind of medicine cause people to get excited are put on a patient’s body teach people to exercise

38.  Blood flow is an example of a a. b. c. d.

.

technique signal function problem

39.  The EMG

. © Cambridge University Press 2013  Photocopiable

a. b. c. d.

biofeedback.

a. relaxes the muscles b. measures tension c. causes movement d. produces symptoms 40.  According to the article, biofeedback a. b. c. d.

.

is more popular than ever causes chronic tension cures all types of headaches has had limited success

Now go on to page 14 and begin the Language Use section.

Objective Placement Test C

13

[93]

Section III: Language Use In this section, you will answer questions about the use of English. Choose the word or words that best complete the sentence. For each item, fill in your answer on the answer sheet. You will have 15 minutes to complete this section. 41. “Are the bags ready?” .” “Yes, a. b. c. d.

they’re there are their they are 4040 Oak Avenue.

42.  I live a. b. c. d.

on at in next

43. “I like to cook.” do I.” “ a. And b. So c. Also d. Too 44.  David enjoys a. b. c. d.

watching watch to watch watched everyone I know plays a musical instrument.

45.  a. b. c. d. © Cambridge University Press 2013  Photocopiable

sports on TV.

The most Almost All Most of

46.  Yesterday’s game caused a lot of a. b. c. d.

.

excited exciting excite excitement

Now go on to page 15.

Objective Placement Test C

14

[94] 47.  We hope a. b. c. d.

you again soon.

see to see seeing that see

48.  This apartment is

one we’ve seen all week.

a. cheaper than b. the cheap c. the cheapest d. the cheaper he?

49.  Tom’s never bought a new car, a. does b. is c. was d. has 50.  The package still hasn’t arrived. I wish I

it earlier.

a. was sending b. had sent c. am sending d. have sent 51.  Can you tell me where

?

a. is it the bank b. the bank is c. it is the bank d. is the bank all my books.

52.  My suitcase would have been much lighter if I a. don’t pack b. not packing c. hadn’t packed d. not pack 53.  I met Carl many years ago.

him for a long time.

54.  This book is interesting. It’s really worth

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a. I’m knowing b. I’ve known c. I’d know d. I’ll know .

a. you read b. read c. reading d. being read Now go on to page 16.

Objective Placement Test C

15

[95] 55.  If fewer people drove cars to work, a. b. c. d.

less pollution.

we’ve had we’d have we’re having we’ll have down the radio?

56.  Would you mind a. turn b. to turn c. you turn d. turning

shopping with me?

57.  Are you interested a. b. c. d.

to go in going go going .

58.  The washing machine needs a. being fixed b. to be fixed c. to fix d. you fix it 59.  By this time tomorrow,

in Montreal.

a. I’m arriving b. I’ve been arriving c. I’d arrive d. I’ll have arrived 60.  You look tired. You must

hard today.

a. worked b. have worked c. working d. to work the bus to work.

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61.  I am used a. b. c. d.

to take to taking took taking

62.  The tie a. b. c. d.

costs only $10.

that I like I like that what I like I like it

Now go on to page 17.

Objective Placement Test C

16

[96] 63.  Everyone took an umbrella

me.

a. only b. except c. unless d. instead 64.  Before a. b. c. d.

to bed, I usually brush my teeth.

going go to go that go

65.  I bought an audio course

I could improve my French.

a. in order b. so that c. that d. in order to 66.  Maria is a. b. c. d.

intelligent girl in our class.

most the most more the more

67.  You’d better tell Joe

in here.

a. not to smoke b. not smoking c. no smoke d. don’t smoking 68.  Susie feels really tired today. She should

to bed earlier last night.

a. go b. have gone c. went d. be going more money.

69.  Barry’s uncle recommended that he save saved saves will save

70.  The more you practice speaking English,

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a. b. c. d.

it gets.

a. easy b. the easiest c. easier d. the easier END OF TEST

Objective Placement Test C

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[97]

Objective Placement Test C Answer Sheet Name

  Date

Total Points

  Rating

Example







Section I: Listening 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.







11. 12. 13. 14. 15. 16. 17. 18. 19. 20.













Section II: Reading

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21. 22. 23. 24. 25. 26. 27. 28. 29. 30.







31. 32. 33. 34. 35. 36. 37. 38. 39. 40.

Section III: Language use 41. 42. 43. 44. 45. 46. 47. 48. 49. 50.







51. 52. 53. 54. 55. 56. 57. 58. 59. 60.







61. 62. 63. 64. 65. 66. 67. 68. 69. 70.