Placement tests Table of specifications Placement Tests .................................................. 4 Placement Test 1 .................................................. 5 Placement Test 2 .................................................. 9 Placement Test 3 .................................................. 13 Answer key........................................................... 17
Progress Tests Table of specifications Progress tests – Module 1 .................................. 18 Test 1..................................................................... 19 Test 2 .................................................................... 23 Test 3 .................................................................... 27 Answer key .......................................................... 31
Table of specifications Progress Tests – Module 2 ................................. 32 Test 1 .................................................................... 33 Test 2 .................................................................... 37 Test 3 .................................................................... 41 Answer key .......................................................... 45
Test correction criteria ...................................... 46 Test correction grid ............................................ 47
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Introduction A teacher’s work is never done. No sooner have we become aware of the numerous challenges in relation to our classes and students (mixed ability, special needs, number of learners) than we realise the time has come for us to devise tools to assess our students’ progress. These three books of tests aim to aid teachers along the “long trail of assessment” by providing resources they can use to assess their students at different stages of learning. First and foremost, a selection of three placement tests has been created in order to determine where each learner stands and what their specific learning needs are. Then at the end of each module three progress tests have been created to assess the students’ development; each one can be edited in order to create two different versions of the same test or to adapt the test to the specific group each teacher is working with. The tests herein include a variety of items and a level of difficulty appropriate for 11th graders. With each booklet, a table of specifications, correction grids and correction criteria are available to support marking. In this way assessment can become a more teacherfriendly activity and a far less timeconsuming one too. The creation of a set of minitests for each module aims to offer more opportunities for teachers to assess their students’ development. The minitests have been created as a means to determine learners’ strength and/or weakness with regard to the specific language items taught in each unit of each module. It is expected that the use of these grammar tests will inform both the teacher and the learner on the areas which need to be further explored or recycled with regard to the progress test at the end of each module. We believe these minitests can also be viewed as an opportunity for formative assessment, which will foster reflection and discussion about teaching and learning between teachers and students. More than ever, teachers need to possess a range of resources that will invest the assessment of their students’ work with greater validity and reliability. The present set of tests is meant to offer teachers opportunities to use resources that prepare students both for internal and for external assessment. We hope that these materials will truly support the teachers’ practice in a valuable and helpful way by simplifying the task of assessment. The Team
© ASA • Upgrade 11
Table of specifications Placement Tests
Skills
Contents Topics
Language
CEF competences
Number of items
Marks
3
40
4
60
• Short answer (text comprehension)
4
50
• Essay (120180 words)
1
50
Types of Items
A Summer holidays
Verb tense revision Conditional
B
Future plans – going to university
Written
Dream career
Reported speech
Listening comprehension
comprehension
sentences
Linguistic • lexical
• Multiple choice
• grammatical
• Sequencing
• semantic
• Matching phrases
• orthographic
• Short answer (blank filling; sentence completion; rephrasing)
The passive C Language
Connectors Relative clauses Word formation
Pragmatic • functional • discourse
D Written production
4
Name ________________________________________________ No. ________ Class __________ Date ___ /___ /___ Mark ______________________________ Teacher ________________________
A — Listening comprehension
40 marks
1. What is this text about?
16 marks
2. Tick (√) what is mentioned. 12 marks (6x2 marks)
a) Summer can be deadly boring! b) Summer is a change from the school year. c) It’s an opportunity to catch up with sleep. d) It’s the chance to focus on the activities we can’t do during the school period. e) For more than 25% of teens, summer vacation are the right balance of work and play. f) The majority plan to be busy, but still have time to chill out. 3. Who says what: Kacey, Alexis or Ashlyn?
12 marks (6x2 marks)
a) It’s the opportunity to relax after a hard school year. b) You can sleep more and see friends more. c) It’s a break from worries. d) It’s a chance to read books. © ASA • Upgrade 11
e) You can spend more time outside and swim. f) I work during the day and go out at night or on weekends.
6
B — Written comprehension 60 marks 1. How do you usually spend your holidays? Write about 3040 words on it. 10 marks Read the following text.
Edward Hartline – 15yearold Alabama teen spent summer in a unique way
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American teens spend summer holidays in a variety of ways before the chaotic pace of school starts. One young man from Alabama has used his past two summers to invest in his musical career, and he wouldn’t have it any other way. Fifteenyearold Edward Hartline is already quite an accomplished musician. Selftaught on the guitar and the piano, he has been writing songs since he was eleven and, as a member of his high school band, he has played almost all instruments. When he was thirteen, he uploaded a cover of Bobby Long’s “Who Have You Been Loving?” to YouTube. It almost immediately caught the ATO recording artist’s attention and he posted the link on Twitter. Within 72 hours, Long’s fans viewed Edward’s video over 1000 times, leaving many positive comments for the young guitarist. He made a few more covers and was encouraged by other professional musicians to share his own music, so he recorded songs on his home computer and posted them on MySpace. That December, a challenge was launched on Twitter to double his MySpace plays in three weeks; it was accomplished in six days. The fans were rewarded with the release of a demo sixsong EP. Airplay on internet radio stations soon followed and two of Edward’s songs charted at #2 before he even started high school. Edward improved his performance skills in coffee shops and restaurants, landing the position of artistinresidence for a local Starbucks’ in the summer of 2010. He spent every Friday night in June and July playing Blues on the Boulevard, entertaining customers and gaining fans. He continued to play when he returned home those nights, performing another hour or two on UStream.tv to fans from all over. He started to tour and do shows all over. Seven states, ten shows and over 4000 miles later, Edward’s summer “vacation” only made him eager for more. Edward knows his time in school is limited and valuable, and though he’d love to get back on the road as often as possible, graduation and college are never far from his mind. For now, there are weekend music jams with friends and the occasional girl to date. It’s clear that no matter what road he takes, there’s a song to be found along it somewhere. http://www.vanmusic.ca/featured/edwardhartline15yearoldalabamateenspentsummerinauniqueway (abridged and adapted), accessed in July 2013
Unit 1 – Minitest 2
2. Decide if the sentences are True (T) or False (F). Justify all of them with a sentence from the text. 10 marks (5x2 marks)
a) A teen decided to waste his holidays doing nothing. b) He learned music at school. c) He became known on YouTube at the age of 13. d) His own songs were played on TV. e) He entertained people in restaurants and cafés. 3. Match the words from the text with their correct synonyms. a) accomplished (l. 8)
(1) displayed
b) immediately (l. 15)
(2) dare
c) posted (l. 15)
(3) gifted
d) challenge (l. 20)
(4) enthusiastic
e) eager (l. 31)
(5) straightaway
4. Answer these questions on the text.
10 marks (5x2 marks)
30 marks (3x10 marks)
4.1. How did he become known to the public? 4.2. Did he record his music in a studio? Justify your answer. 4.3. What are his views towards school and music?
C — Language 1. Fill in the gaps with the verbs in brackets in the correct tense.
50 marks
18 marks (6x3 marks)
a) During the summer, some of Edward’s friends ___________________ (sleep) most of the holidays, while others ___________________ (do) their best to get a summer job.
b) Some companies ___________________ (recruit) summer staff at that time. c) Edward was trying to publicise his music when he ___________________ (catch) the attention of experts. d) His friend Eric ___________________ (not really try) to get work experience. He wanted the opportunity to attend music festivals for free. e) Next Saturday, Edward ___________________ (have) a show in Birmingham, AL.
© ASA • Upgrade 11
2. Choose the right connector to fill in the gaps.
16 marks (4x4 marks)
2.1. During the summer holidays, there are lots of music festivals where students can find job opportunities. ___________________, they get in for free and have loads of fun.
a) However
b) Furthermore
c) Although
2.2. ___________________ more staff is needed to keep shops running during the summer, many shops prefer to increase working hours of regular staff because of the recession. a) In spite of
b) In order to
c) Though
2.3. Many students consider getting a job ___________________ make their own money and get some work experience. a) in order to
b) so that
c) in addition
2.4. Companies and shops offer many job vacancies for the summer ___________________ paying low salaries. a) since
b) in spite of
c) next
3. Rewrite the following sentences starting them with the given words.
16 marks (4x4 marks)
a) You need some money for your holidays. You have to look for a summer job. If you ___________________________________________________________________________________________________________ b) Adventure CrossCountry is seeking youth leaders to teach, lead and inspire teens. Youth leaders ___________________________________________________________________________________________________ c) There is a growing demand for seasonal workers. They must be willing to work at short notice. There is a growing demand for seasonal workers _________________________________________________________________ d) “For me, this may be my last summer hanging out with my parents,” said Sarah. Sarah said _______________________________________________________________________________________________________
D — Written production
50 marks
Look at this summer motto: “The coolest moments and memories are made when you least expect it.” In 120180 words, give your opinion on this topic.
© ASA • Upgrade 11
A — Listening comprehension
40 marks
1. Listen to the first part of the text and choose the correct alternative. The text is about… 8 marks
a) graduating and life thereafter. b) visiting universities to get to know them. c) the first day at university. 2. Tick (√) the information mentioned in the text. 20 marks (5x4 marks)
a) It can make you excited and nervous.
e) Don’t sign your name anywhere.
b) Nothing is new.
f) Wait until you know where your room is before taking your luggage up.
c) Print a copy of the campus.
g) Make an effort to appear friendly.
d) There will be friendly students around.
h) No one will guide you to your room.
3. Listen to the second part of the text and complete the text below.
12 marks (6x2 marks)
a) ___________________ you fancy a bit of help, your guide might suggest coming back after you’ve unpacked, b) ___________________ if you aren’t the unpacking sort, you might want to take up your mum’s offer. At this point, other people will c) ___________________ be arriving too, so don’t worry about having to d) ___________________ out to meet people just yet. As you are e) ___________________, leave your door open! It’s a great way for other new people on your floor to say hello as they are passing. Stick a sign on your door with your name and a tempting slogan such as “Come on in and say hi, I have chocolate!”. Doing this will make you seem f) ___________________ and approachable, and unless you are fibbing about the chocolate, you will have some happy housemates in your dorm room later on. http://www.thefreshersbook.co.uk/firstday.html (abridged and adapted), accessed in December 2013
© ASA • Upgrade 11
Name ________________________________________________ No. ________ Class __________ Date ___ /___ /___ Mark ______________________________ Teacher ________________________
© ASA • Upgrade 11
B — Written comprehension
60 marks
1. Write between 3040 words on any plans you have to go to university.
10 marks
Read the following text.
Teen insider tips on college visits Smart College Visit is the educated way to plan your campus visit. Millions of high school students and their families journey to college campuses nationwide in search of the best place to study. 5
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Alex, Elise and I took a great trip up to New England to continue the college hunt that has taken over our lives. I’d like to share some tips that could make your college trip easier and less daunting. Keeping a calm attitude is beneficial to everyone involved in the college search, and staying relaxed helps parents and teenagers communicate more effectively. Make a chart of what schools you are visiting, the available times for their tours and infosessions, what kind of transportation to use to get to each school, and anything else they may offer (for example, Boston University had a free lunch for prospective students, so we were sure to hop on that offer in order to save money). It just so happens that my mom is a Microsoft Excel fanatic, so she eagerly made spreadsheets and charts to guide us through our days in New England. Alex’s mom, Luisa, was the driver on this actionpacked trip and she appreciated having all the necessary details at her fingertips as we zipped from Boston College to Boston University and Northeastern University all in ONE exhausting day! Since you can find most of the academic information online, be sure to note the fun, unique things about each school so that you can remember what sets them apart, and which university seems to be more tailored to student life. For example, Boston University has free tutors and paperediting, which is not exactly a deciding factor, but is definitely something noteworthy. Take pictures so you remember what each school looks like. I know this is a forbidden word in these precious summer months, but it is important that you research the schools you plan to visit ahead of time, so you know what you’re dealing with. Also, researching in advance allows you to ask specific questions tailored to your own academic interests so you can skip the introductory stuff at the info sessions and learn something that may be relevant to you. Talk to the students on campus; ask them about the university and why they chose that specific one. The tour guides typically can’t tell you what other universities they applied to, but anyone else can, so take advantage of the opportunity to get names of others you may not have heard of that are on the same level as the one you’re visiting. by Elaine http://www.smartcollegevisit.com/2010/08/teeninsidertipsoncollegevisits.html, (abridged and adapted), accessed in December 2013
© ASA • Upgrade 11
2. Match the headings a) to e) with paragraphs 3 to 7.
10 marks (5x2 marks)
a) Make friends with strangers. b) Bring a notebook and pen. c) Take a deep breath. d) Do your homework. e) Plan.
3. Find opposites in paragraphs 5 and 6 for the words below. a) forget
b) unfit
c) irrelevant
10 marks (5x2 marks)
d) allowed
e) worthless
4. Complete the sentences below according to the text.
30 marks (3x10 marks)
a) The best way to maintain good communication between parents and students ____________________________________ b) A chart of the schools should include ____________________________________________________________________________ c) The homework to be done involves ______________________________________________________________________________
C — Language
50 marks
1. Choose the correct option to fill in the gaps.
18 marks (6x3 marks)
1.1. Most teenagers do not have the opportunity to visit universities ___________________ the benefits of such visits. a) although
b) but
c) despite
1.2. It is important for parents to accompany their children during the visits ___________________ they can give them advice and help. a) so that
b) due to
c) in order to
1.3. ___________________ teenagers visit so many schools, their final decision is not an easy one. a) Because of
b) Seeing that
c) As a result
1.4. Before the visit, teenagers should ___________________ try to get information on the schools draw up a plan. a) as… as
b) on the one hand… but also
c) not only… but also
1.5. ___________________ teenagers visit many schools, they can only pick one in the end. a) Despite
b) However
c) Even though
1.6. ________________ the tour guides can’t tell you what other universities they applied to, anyone else on campus can. © ASA • Upgrade 11
a) as
© ASA • Upgrade 11
b) However
c) Although
2. Complete the text with the correct forms of the verbs in brackets.
12 marks (6x2 marks)
Last summer more teenagers a) ___________________ (visit) schools before they b) ___________________ (make) their decision than ever before. Some schools admitted they c) ___________________ (not have) so many visitors in previous years. This is why they d) ___________________ (think) the number of new students e) ___________________ (increase) significantly in the future. Some have even confessed there f) ___________________ (already / be) a rise in the number of students.
3. Fill in the gaps with the correct form of the word given.
12 marks (4x3 marks)
a) Teen Travel is a web site ___________________ by teens for teens who love to travel. (write) b) The site includes travel stories by teens and a ___________________ forum. (discuss) c) Through good ___________________ and ___________________, she and her family and friends were able to visit three colleges in one day. (plan / efficient)
4. Rewrite the following sentences starting with the words given.
8 marks (2x4 marks)
a) “I know this is a forbidden word in these precious summer months,” said Elaine. Elaine said ______________________________________________________________________________________________________ b) Teens visit many schools so they can make an informed decision. If teens _________________________________________________________________________________________________________
D — Written production Should teenagers start preparing their future as soon as possible or should they wait until they get a bit older? In 120180 words, write an opinion essay on this topic.
© ASA • Upgrade 11
50 marks
A — Listening comprehension
40 marks
1. Listen to the first part of a text about American writer Toni Morrison. The excerpt is about…
10 marks
a) Morrison’s early life. b) Some of her best known books. c) The reasons she decided to become a writer. 2. Say whether the sentences are true (T) or false (F) according to the excerpt.
18 marks (6x3 marks)
a) Toni was a nickname. b) Black people were poorer than the rest of their neighbours. c) Her parents did not like interference from others. d) Her family never got help from the government. e) Her first job was at a magazine. f) Her mother wrote to Franklin D. Roosevelt. 3. Listen to the second part of the text and complete the text below.
12 marks (6x2 marks)
“He said, ‘Go to work, get your money and come home. You don’t live there.’” She repeats it, slowly, with the air of a) ___________________, “Go to work, get your money, come home.” She was not
b)
___________________,
he said, to live as they saw her in their imagination. Later, when Morrison
c) ___________________ at school, it had little d) ___________________ her, she says. “A little Italian boy called me an Ethiopian. ‘Hee hee hee, you Ethiopian, you’. I went home and said to my mother, ‘What is that?’ And she said, ‘It’s a country in Africa.’ And it was sort of like, ‘what?’ He obviously thought it was a great e) ___________________.” Morrison, dry as ice, says, “It was not f) ___________________ .” http://www.theguardian.com/books (abridged and adapted), accessed in July 2013
© ASA • Upgrade 11
Name ________________________________________________ No. ________ Class __________ Date ___ /___ /___ Mark ______________________________ Teacher ________________________
© ASA • Upgrade 11
B — Written comprehension
60 marks
1. What is your dream career? Why? Write between 3040 words on it.
10 marks
Read the following text.
Building a dream
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35
It’s a seemingly ordinary August morning, but it will be no ordinary day in the city of Johannesburg. Oprah Winfrey is here to view the new school she has dreamed of for South Africa. Beyond inspecting the handiwork of the builders, she has come to personally select girls 5 for the founding 7th and 8th classes. From poor, troubled backgrounds, these too are no ordinary girls. Many have been handchosen by teachers across South Africa for academic excellence and early displays of leadership. On the cusp of adolescence, they are 11, 12, and newlyturned 13 years old. The Oprah Winfrey Leadership Academy for Girls – South Africa is an innovative high school the aim of which is to discover, teach and inspire young South African girls to become a new generation of leaders. It is the first of several she hopes to build in struggling communities on every continent. She’s looking for brave girls, children who have already conquered adversity with a feeling of “I can!” That dream began for her a long time ago. The idea of a school strikes the deepest chord in Oprah. “My own success has come from a strong background in reading and learning. The greatest gift you can give is the gift of learning.” And so began her quest for special girls who want to learn, “brighteyed wonders who have struggled in life,” Oprah calls them. “I want somebody who already knows that education is empowerment, and who wouldn’t have had the chance to fulfill the great possibilities of her life had this not happened. I want to change the trajectory of a child’s life.” Oprah has chosen South Africa as the birthplace of this intensely personal work because “it is the country of new beginnings, only 12 years out of Apartheid, and also because of my deep love for Nelson Mandela and all that he means to this country and to the world.” Creating this school has not been easy, logistically or socially. From the beginning, she struggled to explain her vision, a school that could “contain the emotional, spiritual selves of the girls.” Because these girls come from poverty, she was first given designs she felt looked like a chicken coop, then a barracks. Planners advised that these African children were not accustomed to much – many sleep on dirt floors in housing with no water or electricity; some share a bed with relatives. Oprah was told that the simplest environment would be a luxury to them, that they would need only basics. She sent the plans back. “I said, from the start, I am creating everything in this school that I would have wanted for myself – so the girls will have the absolute best that my imagination can offer.” In 2002, she announced her plans to build a leadership academy and donated $10 million for the school. Her donation has grown into more than $40 million.
http://www.oprah.com/entertainment/BuildingaDream/2#ixzz2mKj084Qt (abridged and adapted), accessed in December 2013 © ASA • Upgrade 11
Name ________________________________________________ No. ________ Class __________ Date ___ /___ /___ Mark ______________________________ Teacher ________________________
© ASA • Upgrade 11
2. Find equivalents for these words/expressions in paragraph 5.
10 marks (5x2 marks)
a) setting up b) fought c) plans d) used to e) essentials
3. Say what or who the words below refer to in the text. a) here (l. 2)
b) these (l. 6)
c) It (l. 11)
10 marks (5x2 marks)
d) her (l. 14)
e) them (l. 18)
4. Complete the sentences below according to the text.
30 marks (3x10 marks)
a) The two main reasons why the school was started in South Africa are ___________________________________________ b) In Oprah’s view, by educating these girls _______________________________________________________________________ c) At first, it was hard for Oprah to make people understand _______________________________________________________
C — Language
50 marks
1. Match the two halves to make correct sentences. Two options do not apply.
18 marks (6x3 marks)
a) It seems to be an ordinary day
(1) unless similar projects are put into action.
b) Many girls have had a hard life
(2) because they built the school.
c) Oprah became a successful professional
(3) however, Oprah believes they will fight.
d) Many girls live in total misery
(4) fulfill a longtime dream.
e) Many South African girls will have no opportunities
(5) despite this.
f) The academy was set up so as to
(6) although it is in fact a great one. (7) as a result of her education. (8) despite their tender age.
© ASA • Upgrade 11
2. Complete the text with the correct forms of the verbs in brackets.
12 marks (6x2 marks)
The first group of graduates from The Oprah Winfrey Leadership Academy for Girls a)
___________________
(graduate) in 2012. The first school
b) ___________________ (set up) in 2007, when Oprah c) ___________________ (fight) to make sure the girls d) ___________________ (give) the best possible conditions. The school e) ___________________ (still / fill) with girls who hope the future f) ___________________ (offer) them leadership opportunities.
3. Fill in the gaps with the correct form of the words given.
12 marks (4x3 marks)
a) There is no tradition of ___________________ in South Africa and the girls feel ___________________ and excited. (graduate / nerve) b) This is a school for ___________________ girls who will use their power in the service of their nation and the world. To make it a ___________________ Oprah has to find perfect students. (power /real)
4. Rewrite the sentences without changing their meaning.
8 marks (2x4 marks)
a) Oprah has chosen South Africa as the birthplace of this intensely personal work. South Africa ____________________________________________________________________________________________________ b) The school was created in 2007. The girls received their diplomas in 2012. If _______________________________________________________________________________________________________________
D — Written production Do you think successful people should help those in need? How important do you think their support is? Which age groups should be helped? In 120180 words, write an opinion essay on this topic.
© ASA • Upgrade 11
50 marks
Answer key Placement Tests Test 1 A – Listening comprehension 1. It’s about summer vacation and the way teens occupy themselves during that season. 2. b); c); d); f). 3. a) Kacey, Alexis, Ashlyn; b) Ashlyn; c) Kacey; d) Alexis; e) Alexis; f) Ashlyn. B – Written comprehension 1. Open answer. 2. a) F. “One young man from Alabama has used his past two summers to invest in his musical career (…)” (ll. 35). b) F. “Selftaught on the guitar and the piano (…)” (ll. 78). c) T. “When he was thirteen, he uploaded a cover of Bobby Long’s ‘Who Have You Been Loving?’ to YouTube” (ll. 1112). d) F. “Airplay on internet radio stations soon followed (…)” (l. 20). e) T. “Edward improved his performance skills in coffee shops and restaurants. (…)” (l. 22). 3. a) 3; b) 5; c) 1; d) 2; e) 4. 4. 4.1. He posted his version of a song by Bobby Long on YouTube. 4.2. No, he didn’t. “he recorded songs on his home computer” (l. 17). 4.3. He values what he learns at school and he wants to graduate and go to college without giving up on his musical career. C – Language 1. a) slept; were doing. b) were recruiting. c) caught. d) wasn’t really trying. e) is having. 2. 2.1. b); 2.2. c); 2.3. a); 2.4. b). 3. a) need some money for your holidays, you’ll have to look for a summer job. b) are being sought by Adventure CrossCountry to teach, lead and inspire teens. c) who must be willing to work at short notice. d) that, for her, that might be her last summer hanging out with her parents.
Test 2 A – Listening comprehension 1. c). 2. a); c); d); f); g). 3. a) Unless; b) although; c) gradually; d) rush; e) unpacking; f) friendly.
B – Written comprehension 1. Open answer. 2. a) 7; b) 5; c) 3; d) 6; e) 4. 3. a) remember (l. 21); b) tailored (l. 22); c) noteworthy (l. 24); d) forbidden (l. 26); e) precious (l. 26). 4. a) is to stay calm and relaxed. b) available times for tours and info sessions. c) detailed research of the school to be visited. C – Language 1. 1.1. c); 1.2. a); 1.3. b); 1.4. c); 1.5. c); 1.6. c). 2. a) visited; b) made; c) hadn’t had; d) think; e) will increase; f) has already been. 3. a) written. b) discussion. c) planning; efficiency. 4. a) she knew that was a forbidden word in those precious summer months. b) don’t visit many schools, they won’t make an informed decision.
Test 3 A – Listening comprehension 1. a). 2. a) T; b) F; c) T; d) F; e) F; f) T. 3. a) revelation; b) obliged; c) was bullied; d) effect on; e) insult; f) impressive. B – Written comprehension 1. Open answer. 2. a) creating (l. 26); b) struggled (l. 27); c) designs (l. 28); d) accustomed (l. 30); e) basics (l. 32). 3. a) in Johannesburg; b) girls; c) The (Oprah Winfrey Leadership) Academy for girls; d) Oprah; e) special girls who want to learn. 4. a) that it is a country of new beginnings and because she loves Nelson Mandela deeply. b) she is inspiring them to become a new generation of leaders. c) what her vision was. C – Language 1. a) (6); b) (8); c) (7); d) (3); e) (1); f) (4). 2. a) graduated; b) was set up; c) fought; d) would be given/were given; e) is still filled; f) will offer. 3. a) graduation; nervous. b) powerful; reality. 4. a) has been chosen by Oprah as the birthplace of this intensily personal work. b) the school hadn’t been created in 2007, the girls wouldn’t have received their diplomas in 2012.
Table of specifications Placement Tests
Skills
Contents Topics
Language
The multicultural patchwork
Relative pronouns with prepositions
The right to be or not to be
Quantifiers
CEF competences
Number of items
Marks
3
40
4
60
• Short answer (text comprehension)
4
50
• Essay (120180 words)
1
50
Types of Items
A Listening comprehension B Written comprehension
C Language
Adjectives and nouns
Linguistic • lexical
• Multiple choice
• grammatical
• Sequencing
• semantic
• Matching phrases
• orthographic
• Short answer (blank filling; sentence completion; rephrasing)
In or out? Proact
Word formation Connectors Reported speech Conditional clauses
Pragmatic • functional • discourse
The passive D Written production
A — Listening comprehension
40 marks
1. Listen to the first part of the text and choose the correct alternative. What type of text do you think this is?
12 marks
a) A news report. b) A biography. c) An opinion essay. 2. Order the sentences below as they are mentioned in the text. 18 marks
(6x3 marks)
a) In October, Wallace invaded northern England. b) He was briefly successful, but the French eventually turned against the Scots. c) On July 22, Wallace’s troops suffered defeat in the Battle of Falkirk. d) Wallace gained an unlikely and crushing victory. e) On September 11, 1297, an English army confronted Wallace and his men at the Forth River. f) But four months later, Edward invaded Scotland again. 3. Listen to the second part of the text and complete the text below.
10 marks (5x2 marks)
a) ___________________ William Wallace refused to submit to English rule, and Edward’s men b) ___________________ August 5, 1305, when they captured and arrested him near Glasgow. He was taken to London and
c) ___________________ to the king and was hanged. He was seen by the Scots as a martyr and d) ___________________ of the e) ___________________, and his fight continued after his death.
http://www.people/williamwallace9522479 (abridged and adapted), accessed in December 2013
B — Written comprehension
60 marks
Name ________________________________________________ No. ________ Class __________ Date ___ /___ /___ Mark ______________________________ Teacher ________________________
1. Who is the person you admire the most? Why? Write between 3040 words.
10 marks
Read the following text.
Nelson Mandela: world leaders mourn inspirational figure Tributes were paid by Barack Obama, David Cameron, Ban Kimoon, François Hollande and other politicians and spiritual leaders around the world. 5
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20
25
30
America’s first black president paid tribute to Nelson Mandela in a sombre statement delivered from the White House, in which Barack Obama described the personal inspiration he had drawn from the man he called Madiba. “I am one of the countless millions who drew inspiration from Nelson Mandela’s life,” said a visibly moved Obama. And like so many around the globe, I cannot fully imagine my own life without the example that Nelson Mandela set, and so long as I live I will do what I can to learn from him.” The US president, who met Mandela once as a senator and was prevented from visiting him during a trip to South Africa in June by the latter’s illness, has been reluctant to overemphasise the comparisons, but revealed how much his own political career had been influenced by the antiapartheid struggle. “My very first political action, the first thing I ever did that involved an issue or a policy or politics, was a protest against apartheid,” said Obama. “I studied his words and his writings. The day that he was released from prison gave me a sense of what human beings can do when they’re guided by their hopes and not by their fears.” Obama did not say when his first protest took place, but he is known to have become involved in antiapartheid politics at Occidental College in Los Angeles, between 1979 and 1981. In London, David Cameron said Mandela was a towering figure: “A great light has gone out in the world. Nelson Mandela was a towering figure in our time; a legend in life and now in death – a true global hero. Across the country they will be mourning a man who was the embodiment of grace. Meeting him was one of the great honours of my life.” Former US president Bill Clinton said, “Today the world has lost one of its most important leaders and one of its finest human beings. History will remember Nelson Mandela as a champion for human dignity and freedom, for peace and reconciliation. “We will remember him as a man of uncommon grace and compassion, for whom abandoning bitterness and embracing adversaries was not just a political strategy but a way of life. All of us are living in a better world because of the life that Madiba lived. He proved that there is freedom in forgiving, that a big heart is better than a closed mind, and that life’s real victories must be shared.” http://www.theguardian.com/world/2013/dec/05/nelsonmandeladeathworldreaction (abridged and adapted), accessed in December 2013
2. Say what or who the words below refer to in the text.
10 marks (5x2 marks)
a) him (l. 12) b) his (l. 15) c) their (l. 20) d) my (l. 26) e) us (l. 31)
3. Find opposites of these words in paragraphs 7, 8 and 9.
10 marks (5x2 marks)
a) insignificant _________________________ b) celebrating ___________________________ c) conflict ______________________________ d) friends ______________________________ e) broad _______________________________
4. Complete the sentences below according to the text.
30 marks (3x10 marks)
a) Ban Kimoon and François Hollande were among ________________________________________________________________ b) While he was a senator, __________________________________________________________________________________________ c) The three traits that characterise Mandela’s philosophy are that ___________________________________________________
C — Language
50 marks
1. Connect the items in columns A and C using the appropriate relative pronoun and preposition from column B. Three of them do not apply.
A a) Steven Biko was a South African Civil Rights leader b) Biko was imprisoned at Pretoria prision c) After much public unrest, the government decided to investigate the reasons d) At first there was no evidence e) Biko’s death caused much protest
18 marks (6x3 marks)
B
C
(1) for which
(A) few people have heard.
(2) for whom
(B) investigators could start their
(3) about whom
work.
(4) of whom
(C) he ended up dead.
(5) by whom
(D) Biko had been tortured and
(6) in which (7) without which (8) on whom (9) with which
beaten. (E) there would have been no inquiry. (F) he died eventually.
f) South African authorities were able to ascertain
2. Complete the text with six words from the box.
12 marks (6x2 marks)
Shaka Zulu was the most influential king of the Zulus and is widely credited with
(1) condemned
uniting many of the Northern Nguni people a) ___________________ groups. His
(2) originating
statesmanship and vigour marked him as one of the greatest Zulu kings. The
(3) discrimination
Zulus are the largest South African b)
(4) minority
___________________
group,
c) ___________________ from KwaZuluNatal, one of the d) ___________________ of
(5) segregated
South Africa.
(6) provinces
Under e) ___________________, Zulu people were classed as thirdclass citizens and
(7) apartheid
suffered from statesanctioned f) ___________________. They remain today the most
(8) ethnic
numerous ethnic group in South Africa, and now have the same rights as all other citizens. http://en.wikipedia.org/wiki/Shaka; invaded Scotland again en.wikipedia.org/wiki/Zulus (abridged and adapted), accessed in December 2013
3. Fill in the gaps with the correct form of the words given.
12 marks (4x3 marks)
Cry Freedom is the title of a film which centres on the Black Consciousness Movement (BCM) founder’s life and death. It also talks about Biko’s a)
___________________
sympathises with Biko’s strong b)
(friend) with a white journalist Donald Woods who
___________________
(apartheid) feelings and defence of greater
c) ___________________ (equal) in South African society. Many, whites and blacks, fought against policies of d) ___________________ (segregate). http://en.wikipedia.org/wiki/Cry_Freedom#Plot (abridged and adapted), accessed in December 2013
4. Rewrite the following sentences starting with the words given.
8 marks (2x4 marks)
a) “Today the world has lost one of its most important leaders and History will remember Nelson Mandela as a champion,” stated Bill Clinton. Bill Clinton stated _______________________________________________________________________________________________ b) Obama did not say when his first protest took place. He is known to have become involved in politics against apartheid. Despite Obama __________________________________________________________________________________________________
D — Written production
50 marks
In about 120180 words, write a text expressing your opinion on the role of world leaders in today’s world. Which aspects seem to be positive? What about the negative ones?
Name ________________________________________________ No. ________ Class __________ Date ___ /___ /___ Mark ______________________________ Teacher ________________________
A — Listening comprehension
40 marks
1. Listen to the first part of the text and choose the most appropriate title.
10 marks
a) What is a European? b) What is Europe? c) What is European? 2. Tick (3) the names of the cities mentioned in the text.
a) Warsaw
f) Bruges
b) Chartres
g) New York
c) Copenhagen
h) London
d) Berlin
i) Venice
e) Cracow
j) Lisbon
12 marks (6x2 marks)
3. Fill in the gaps according to the text.
18 marks (6x3 marks)
Other Europeans tend to feel that the French claim a) _____________________________ very easily because they imagine European culture and European priorities b)
_____________________________
and priorities.
They c)____________________________ in the shaping of the European Union. Larry Siedentop, in his perspicacious and very illuminating book Democracy in Europe, points out that the European
bureaucracy is modeled on the French bureaucracy because of d) _____________________________. He goes on to claim that “the French political class has been far e) _____________________________ Germany, or indeed, than that of any other major European nation.’’ The danger he perceives for Europe in this is that any further political unification will be on a French model f) _____________________________.
http://www.nytimes.com/2002/10/13/magazine (abridged and adapted), accessed in January 2014
B — Written comprehension
60 marks
Name ________________________________________________ No. ________ Class __________ Date ___ /___ /___ Mark ______________________________ Teacher ________________________
1. What are your expectations for the future? Write between 3040 words. Read the following text.
10 marks
May Europe’s multicultural new generation succeed where we failed? Writing to her son, Loretta Napoleoni looks forward to a continent breaking free of history’s straitjacket.
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5
Dear Julian, Next year you’re 18 and will leave secondary school, no doubt excited and at the same time worried. For the average European teenager, the future must look both bleak and exciting at the moment. Joblessness, mountains of debt, prophecies of monetary meltdown and the rare prospect of a secure professional career muddy the view. Thirtyfive years ago a generation of school leavers – your parents – looked at a future equally thrilling and bleak. Coming of age in the shadow of nuclear holocaust and terrorism, this generation had to make do with doubledigit inflation and unemployment. The new generation of teenagers is the first born inside the united Europe’s multicultural melting pot, one no longer just populated by Europeans. Multiculturalism may well be our saviour, wresting us out from the straitjacket of our history, thrusting the old continent into an environment where other ethnicities, less cynical and more positive, will play a big role in its future. Watching the student demonstrations in Parliament Square in London recently, I saw a new Britain and a new Europe. Never before has this country seen this type of protest. The new blood of the children of immigrants both drives transnational protest and cements solidarity among Europe’s young. Teenagers equally wary of tomorrow and yet determined not to let history repeat itself want a different Europe. Their solidarity flies on the wings of the net, an international meeting point connecting to WikiLeaks, Porto Allegre, and all the other initiatives to transform our planet. Will you succeed where we failed? I believe so. Because the sociocultural paradigm of Europe has finally shifted, and those who rule us today do not represent such a shift. As your generation comes to power, then the political paradigm will inevitably alter. Europeans will no longer be explorers; they will not adventure across unknown seas to steal others’ treasure, they will not scale the highest mountains to plant flags, nor will they look west or east to decide what to think and how to behave internationally. But they will be able to delve into the new multicultural spirit of a reinvigorated continent for new economic, social and political formulas. That is the Europe I dream of for you and the one I want to belong to.
http://www.theguardian.com/commentisfree/2011/jan/03/europemulticulturalnewgeneration (abridged and adapted), accessed in December 2013
2. Find the equivalents of the words/expressions below in paragraph 6.
10 marks (5x2 marks)
a) public displays of discontent b) disagreement c) consolidates d) unsure of e) actions
3. Say what or who the words below refer to in the text.
10 marks (5x2 marks)
a) your (l. 8) b) its (l. 14) c) Their (l. 20) d) we (l. 23) e) I (l. 30)
4. Complete sentences below according to the text.
30 marks (3x10 marks)
a) Loretta Napoleoni states teens and their parents share_____________________________________________________________ b) She believes multiculturalism____________________________________________________________________________________ c) Napoleoni not only dreams of the “new” Europe, _________________________________________________________________
C — Language 50 marks 1. Connect the items in columns A and C using the appropriate relative pronouns and prepositions from column B. Three of them do not apply. A a) People may be discriminated on the grounds of the place b) Minorities sometimes receive mistreatment c) The letter was delivered to the refugee‘s mother d) The asylumseekers wanted to thank the guards e) The police found the arms
18 marks (6x3 marks)
B
C
(1) from whom
(A) it was written.
(2) without which
(B) they were born.
(3) by which
(C) the men were shot.
(4) with which
(D) they would not have survived.
(5) by whom
(E) they cannot become legal.
(6) without whom
(F) they least expect
(7) for whom (8) in which (9) with whom
f) Not all newcomers are given the documents
2. Complete the text with six words from the box.
12 marks (6x2 marks)
The International Day for Tolerance is an opportunity for each of us to renew our a) ___________________ to practicing tolerance and promoting harmony. Globalizing
(1) root
quickly, the world is also increasingly fragile. This is why every day, in every society,
(2) individual
we need to build new bridges of tolerance, b) ___________________ and understanding.
(3) money
This takes commitment and time. We must begin with quality education, to combat
(4) unknown
c) ___________________, prejudice and hatred, which are at the d) ___________________ of
(5) commitment
discrimination and racism. We need education to disarm the fears that many feel of the
(6) trust
e) ___________________ and of other people, their cultures, life choices and beliefs. Education is the best way to foster a culture of peace and build inclusive societies. Intolerance is a global challenge that takes many local shapes. To be effective, global
(7) multiculturalism (8) ignorance
action must be combined with national, local and, not least, f) ___________________ measures. http://www.un.org/en/events/toleranceday/2013/dgmessage.shtml (abridged and adapted), accessed in December 2013
3. Fill in the gaps with the correct form of the words given.
12 marks (4x3 marks)
a) Europe expects multiculturalism will bring ___________________ and understanding to its ___________________. (tolerant / citizenship) b) Two of the greatest challenges the European Union faces are ___________________ of difference and respect for the continent’s ___________________. (accept / lingual)
4. Rewrite the following sentences starting with the words given.
8 marks (2x4 marks)
a) Napoleoni has watched the student demonstrations in Parliament Square in London recently. She thinks Britain and Europe have come a long way. As a result of ____________________________________________________________________________________________________ b) A new generation came to power. The political paradigm was altered. If no _____________________________________________________________________________________________________________
D — Written production
50 marks
Do you think it is possible for young people to change Europe? Can they really succeed where their parents failed? In 120180 words, write an argumentative text in which you present your arguments and counter arguments on this topic.
Name ________________________________________________ No. ________ Class __________ Date ___ /___ /___ Mark ______________________________ Teacher ________________________
A — Listening comprehension
40 marks
1. Listen to three young women. What is the text about? Choose the correct option.
12 marks
a) Legal versus illegal immigrants. b) The disadvantages of staying in a country illegally. c) The road to becoming a legal immigrant. 2. Listen to the Sherry, Molly and Stephanie and decide who says what.
18 marks (6x3 marks)
a) She knew her future husband for a year before they started dating. ________________________________________________ b) She had no intention of overstaying her visa deadline. ____________________________________________________________ c) Her husband is in Mexico at the moment. ________________________________________________________________________ d) She worked with her husband. ___________________________________________________________________________________ e) She was prevented from returning to the USA. ___________________________________________________________________ f) She thinks her husband is being treated like a criminal. ___________________________________________________________
3. Listen to the second part of Stephanie’s account and fill in the gaps in the text below. So why are they a) _________________________? My husband is still locked up in Delany Hall in Newark NJ. We are trying to see what we can do b) _________________________, but it is taking a lot of time and money and I feel like c) _________________________. We can make a change if we all d) _________________________ for our beliefs and e) ___________________.
http://www.myimmigrationstory.com (abridged and adapted), accessed in January 2014
10 marks (5x2 marks)
B — Written comprehension
60 marks
1. What are your expectations for the future? Write between 3040 words.
10 marks
Read the following text.
Employment rights of immigrants under federal antidiscrimination laws
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15
20
25
30
Immigrants are protected from employment discrimination by laws enforced by the Equal Employment Opportunity Commission (EEOC). This pamphlet answers questions often asked by people who think that they have suffered discrimination in employment. It describes what the law covers, how to file a complaint, and typical examples of employment discrimination. The EEOC is a federal agency responsible for enforcing laws prohibiting employment discrimination and harassment because of race, color, sex, religion, national origin, age (40 and over) and physical or mental disability. Employers with 15 or more employees (20 or more for age discrimination), employment agencies, unions, employerunion apprentice programs, and local, state, and federal agencies must obey these laws. If you think that you have been discriminated against on the job or while applying for a job, you should contact the EEOC. The law has strict time limits for filing a charge of discrimination, and in some cases the EEOC will not have jurisdiction unless the charge is filed within 180 days of the occurrence of discrimination. Unlawful national origin discrimination may include discrimination because of a person’s looks, customs, or language. It isn’t necessary for a person to show that his or her ancestors are from a particular country or region to prove national origin discrimination. A claim can be proven if a person is discriminated against for having the characteristics for a different group. For example, a person might mistakenly be thought to be Haitian and may be discriminated against based on certain characteristics, even though he is not actually Haitian. Similarly, a person may be perceived as being foreign born or of foreign ancestry and may be discriminated against in violation of the law. The law prohibits discrimination because a person associates with people of a national origin group (discrimination because of attendance at schools or places of worship used by persons of a particular nationality, and discrimination because a person’s or spouse’s name is associated with a national origin group). For example, if someone is denied a promotion or otherwise is discriminated against because she is married to a Hispanic man, that violates the law. Some employment practices, such as citizenship requirements, minimum height requirements, and policies against hiring individuals with arrest and conviction records, may screen out people of a particular national origin. For example, a minimum height requirement for certain jobs, such as police officers or firefighters, may disproportionately screen out people of certain national origins, such as Hispanics and Asians, and would be against the law unless the employer could prove that it is related to the job and needed for the employer to operate safely or efficiently.
http://www.eeoc.gov/eeoc/publications/immigrantsfacts.cfm (abridged and adapted), accessed in December 2013
2. Match the headings a) to e) with the paragraphs of the text 1 to 5.
10 marks (5x2 marks)
a) Association with National Origin Groups. b) Immigrants rights and opportunities. c) Discrimination related to certain professions. d) The Role of the Equal Employment Opportunities Commission. e) What is National Origin discrimination?
3. Find equivalents for the expressions below in paragraph 2.
10 marks (5x2 marks)
a) declaring illegal b) undue trouble, worry or torment c) act according to d) treated unfairly e) officially recording
4. Complete the sentences below according to the text.
30 marks (3x10 marks)
a) The law establishes a 180day limit ______________________________________________________________________________ b) Three examples of discrimination on the grounds of origin _______________________________________________________ c) Employment practices may ______________________________________________________________________________________
C — Language
50 marks
1. Connect the items in columns A and C using the appropriate expression of quantity from column B. Three of them do not apply. 18 marks (6x3 marks) A
B
C
a) Every day ethnic groups face
(1) few
b) Often there is
(2) any
c) Unfortunately, sometimes not
(3) much
(B) strength and courage to face
d) Education and perseverance are
(4) both
those who disrespect you.
e) If a person is discriminated
(5) little
against because of his/her colour,
(6) neither
he/she will have
(7) many
f) It takes
(8) plenty (9) enough
(A) is done to avoid episodes of intolerance.
(C) crucial to change the mentality of the intolerants. (D) of situations in which they are disrespected and insulted. (E) opportunities to succeed. (F) people can do to fight against discrimination.
2. Complete the text with six words from the box. Ethnic minorities can fall victim to a) ___________________ bias that includes a
(1) nationality
recurrent preoccupation with b) ___________________ (i.e., policies favoring people
(2) stereotypes
born in the United States), c) ___________________ when socalled “immigrants”
(3) intolerance
succeed (often related to a fear of losing jobs to d) ___________________), and disdain
(4) segregating
or anger when they act against the established norm (e.g. when they don’t know or
(5) resentment
refuse to learn the language). In the second case, negative e) ___________________ of
(6) “nativism”
certain ethnic groups or people of a certain f)
(7) antiimmigrant
___________________ can fuel
antagonism.
(8) newcomers
http://www.dosomething.org/tipsandtools/backgrounddiscriminationagainstimmigrants, (abridged and adapted) accessed in December 2013
3. Fill in the gaps with the correct form of the words given. a) Today some groups within society still do not contribute to promoting ___________________ but rather seem to advocate ___________________ discrimination. (integrate / race) b) The implications of the above are that too many people still perpetuate ___________________ attitudes and feel pleasure in making others feel ___________________. (respect / inferiority)
4. Rewrite the following sentences using the words given. a) A minimum height requirement for certain jobs may disproportionately screen out people of certain national origins. People ________________________________________________________________________________________________________ b) A person might mistakenly be thought to be Haitian and may be discriminated against based on certain characteristics although he/she is not actually Haitian. Despite not _____________________________________________________________________________________________________
D — Written production In about 120180 words, write a text expressing your opinion on the measures adopted by countries to combat discrimination. How effective do you think they are? What can still be done?
Answer key Progress Tests (Module 1) Test 1 A – Listening comprehension 1. b). 2. a) 3rd; b) 6th; c) 5th; d) 2nd; e) 1st; f) 4th. 3. a) Unwilling to compromise; b) pursued him until; c) condemned as a traitor; d) as a symbol; e) struggle for independence. B – Written comprehension 1. Open answer. 2. a) Nelson Mandela; b) the US President’s; c) human beings’; d) David Cameron’s; e) people. 3. a) towering (l. 23); b) mourning (l. 25); c) reconciliation (l. 29); d) adversaries (l. 31); e) closed (l. 33). 4. a) the world leaders who paid tribute to Nelson Mandela. b) Barack Obama met Mandela for the first time. c) there is freedom in forgiving, a big heart is better than a closed mind, and life’s real victories must be shared. C – Language 1. a) (4) (A); b) (6) (F); c) (1) (C); d) (9) (B); e) (7) (E); f) (5) (D). 2. a) minority (4); b) ethnic (8); c) originating (2); d) provinces (6); e) apartheid (7); f) discrimination (3). 3. a) friendship; b) antiapartheid; c) equality; d) segregation. 4. a) that day the world had lost one of its most important leaders and History would remember Nelson Mandela as a champion. b) not saying when his first protest took place, he is known to have become involved in politics against apartheid.
Test 2 A – Listening comprehension 1. a). 2. b); c); e); f); g); h). 3. a) a European identity; b) as an extension of French culture; c) have been prime movers; d) French enthusiasm and persistence; e) more skillful than that of; f) with a centralized government. B – Written comprehension 1. Open answer. 2. a) demonstrations (l. 16); b) protest (l. 17); c) cements (l. 18); d) wary of (l. 19); e) initiatives
(l. 21). 3. a) Julian’s; b) the old continent’s; c) Teenagers’; d) parents/adults today; e) Loretta Napoleoni. 4. a) a vision of the future. b) will save Europe. c) but she also wants to belong to it.
C – Language 1. a) (8) (B); b) (1) (F); c) (7) (A); d) (6) (D); e) (4) (C); f) (2) (E). 2. a) commitment (5); b) trust (6); c) ignorance (8); d) root (1); e) unknown (4); f) individual (2). 3. a) tolerance; citizens. b) acceptance; multilingualism. 4. a) having watched the student demonstrations in Parliament Square in London recently, Napoleoni thinks Britain and Europe have come a long way; b) new generation had come to power, the political paradigm would not have been altered.
Test 3 A – Listening comprehension 1. b). 2. a) Sherry; b) Molly; c) Sherry; d) Stephanie; e) Molly; f) Stephanie. 3. a) being discriminated against; b) to stop the deportation process; c) we are running out of both; d) get together and fight; e) stand up for our rights. B – Written comprehension 1. Open answer. 2. a) 4th; b) 1st; c) 5th; d) 2nd; e) 3rd. 3. a) prohibiting (l. 6); b) harassment (l. 7); c) obey (l. 10); d) discriminated against (ll. 1011); e) filing (l. 12). 4. a) for the filing of a complaint. b) are appearance, customs or language. c) exclude people of a particular national origin. C – Language 1. a) (8) (D); b) (5) (F); c) (9) (A); d) (4) (C); e) (1) (E); f) (3) (B). 2. a) antiimmigrant (7); b) “nativism” (6)”; c) resentment/intolerance (5)/(3); d) newcomers (8); e) stereotypes (2); f) nationality (1). 3. a) integration; racial. b) disrespectful; inferior. 4. a) of certain national origins may disproportionately be screened out by a minimum height requirement for certain jobs. b) actually being Haitian, a person might mistakenly be thought to be Haitian and may be discriminated against based on certain characteristics.
Table of specifications Placement Tests (Module 2)
Skills
Contents Topics
Language
CEF competences
Number of items
Marks
3
40
4
60
• Short answer (text comprehension)
4
50
• Essay (120180 words)
1
50
Types of Items
A Listening comprehension B Written comprehension
C Language
Job on the go
So / such and that
• lexical
• Multiple choice
Adjectives and nouns
• grammatical
• Sequencing
• semantic
• Matching phrases
Verb forms: past simple and present perfect simple
• orthographic
• Short answer (blank filling; sentence completion; rephrasing)
School for life Take away office Crossing borders
Verb forms: gerund, infinitive and past participle Word formation
D Written production
Linguistic
Pragmatic • functional • discourse
Collocations: jobs
A — Listening comprehension
40 marks
1. Listen to the first part of the text. What type of text do you think this is? Choose the correct option.
10 marks
a) A job ad. b) A magazine article. c) A blog spot. 2. Listen again and fill in the gaps in the first part of the text.
18 marks (6x3 marks)
Why don’t more people enjoy their work? Satisfaction comes from spending the hours of your day in ways a) ___________________, and you spend a large portion of your day at work, so I’d say “job satisfaction” is pretty important. Yet, a lot of people seem content in finding a job that b) ___________________ and doesn’t excite them, only to pick up c) ___________________ at the end of each month. They act as if money is the most important thing in the world. Well if that’s the case, why don’t they find a job with more money? It’s very important that your job satisfies you in some way, due to d) ___________________. The benefits of job satisfaction are many. Here are four that come to mind: 1. It promotes e) ___________________, keeping stress levels to a minimum. 2. Knowing that you’re doing something good fosters pride in your work. 3. It motivates you to get out of bed earlier, with more energy and enthusiasm. 4. It f) ___________________ on more than just the money. I could go on, but now we dive into the important part of this article: the “howto”! http://advancedlifeskills.com/blog (abridged and adapted), accessed in December 2013
3. Listen to the second part of the text and tick (√) the topics which are mentioned.
a) Talk with your colleagues d) Plan your day b) Ask for a raise
e) People need you
c) Take pride f) Mix it up
12 marks (3x4 marks)
B — Written comprehension
60 marks
1. What reason(s) led you to choose your present area of study? Write between 30-40 words.
10 marks
Read the following text.
High tech, high touch, high growth
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On a gloomy afternoon earlier this month, a group of Harvard students took a break from crafting final papers to peer into the future. Surveying a shattered employment landscape, they summoned the optimism to regard looming obstacles as opportunities for scenic detours. “There are definitely downsides to it being harder to get a job,” says Alex Lavoie, a 21yearold junior from Avon, Conn. “But it’s forced people to look harder at what they really want to do instead of following a standardized path.” During the fat years, that path led many of America’s elites to Wall Street. These days, that’s a less appealing destination. In 2008 the financial sector, which had ballooned over the past three decades, contracted for the first time in 16 years. “The glamour is gone,” says Bridget Beckeman, 20, a junior from Westford, Mass., who will intern at an investment bank this summer. But it hasn’t disappeared. Financial centers like Charlotte, N.C., will flourish anew. Driven largely by a banking boom, the city’s workforce has grown 50% over the past decade, according to John Connaughton, a professor of economics at the University of North Carolina at Charlotte. The fall of finance has its upside. Top grads will tack toward a variety of potentially lucrative positions that prize technological savvy and analytical aptitude. According to consulting giant McKinsey & Co., nearly 85% of new jobs created between 1998 and 2006 involved complex “knowledge work” like problemsolving and concocting corporate strategy. Job opportunities in mathematics and across the sciences are also expected to expand. The U.S. Department of Labor spotlights network systems and data communications as well as computersoftware engineering among the occupations projected to grow most explosively by 2016. Over the next seven years, the number of jobs in the informationtechnology sector is expected to swell 24% – a figure more than twice the overall jobgrowth rate. There will be some limits to that growth. “This place is going to get more and more highend talent and less and less commoditytype folks,” says Mark Dinan, a Silicon Valley recruiter. “The real question is, ‘What’s the next big thing, and what’s going to be the big moneymaker?’ Cloud computing? Nanotechnology? Genomics? The answer will come from the companies that entrepreneurs can create – and destroy – more easily than ever before, because the cost of startups is dropping rapidly. Richard Freeman, director of the labor studies program at the National Bureau of Economic Research, says that “these really sharp, aggressive, Harvardtype students doing entrepreneurship, forming new businesses... would be the best thing that could happen to this economy.” Where else could your next job come from? Health care and education, the labor market’s traditional bulwarks in lean times, show no signs of abating. An aging population will open up opportunities too. “Construction of senior communities, assistedliving facilities, nursing homes... these things are all going to have to expand tremendously,” says Connaughton. The key to finding the jobs of the future will be knowing where to look.
http://content.time.com/time/specials/packages/article/0,28804,1898024_1898023_1898101,00.html (abridged and adapted), accessed in December 2013
2. Find equivalents for the words/expressions below in paragraphs 2 and 3.
10 marks (5x2 marks)
a) prosperous b) shot up c) shrank d) staff e) advantage
3. Say what or who the following words refer to. a) they (l. 2)
b) it (l. 5)
c) that (l. 7)
10 marks (5x2 marks)
d) who (l. 10)
e) your (l. 31)
4. Answer the questions below on the text. 30 marks
(3x10 marks)
4.1. Why is it stated in the text that difficulty in finding a job may be advantageous? 4.2. Which areas of work will be more popular in the future? 4.3. Will job seekers in the future need any particular skills? Which?
C — Language
50 marks
1. Match the phrases below to form six correct sentences.
18 marks (6x3 marks)
a) The world of work has undergone
(1) such employers offer perks.
b) People who are not open to flexitime.
(2) nowadays many employees have started sharing
c) Most employers give no credit for certificates d) Current jobsearchers are not worried about getting bonuses. They just e) In the past most people would have a fulltime job for life, but f) At first many unqualified people decide they want to find the job of their dreams,
jobs. (3) such that they want another job for the future. (4) such great transformation that workers need to refine their skills. (5) then they realise they must accept whatever job comes their way. (6) want to find a job that will pay them a salary. (7) or qualifications. It’s experience and references that really matter. (8) nor can they do anything. (9) nor flexibility may be faced with unemployment.
2. Complete the text with six words from the box.
12 marks (6x2 marks)
Job candidates must convince prospective employers they’re ready and able to a) ___________________ from the college classroom or last/current job into a new job opportunity. Develop a personal marketing campaign. Don’t rely totally on job board postings or recruiters to find and b) ___________________ you.
(1) workmate (2) positions (3) hire
They’re only one of many c) ___________________ available to you during your
(4) lifelong
d) ___________________ process. Employers are as anxious to find the right
(5) cuttingedge
people as candidates are to find the right e) ___________________. You need an
(6) salary
aggressive strategy for locating opportunities. The key to a successful job
(7) resources
search is a highly developed plan. If you want to be f) ___________________,
(8) move
you’ve got to structure your time effectively and organize your job campaign.
(9) jobsearch
http://blog.matrixresources.com/blog/cuttingedgejobcandidate (abridged and adapted), accessed in December 2013
3. Fill in the gaps with the correct form of the words given.
12 marks (4x3 marks)
a) ___________________ is one of the most serious issues many Europeans are faced with. (jobless) b) ___________________ development can be achieved by way of c) ___________________. It is one of the requirements for d) ___________________ these days. (profession / train / employ)
4. Join the sentences below using the word given.
8 marks (2x4 marks)
a) People’s jobs will be guaranteed in the future. They must obtain further skills. (unless) b) The number of job opportunities for youngsters is very scarce. Many choose to emigrate. (so)
D — Written production
50 marks
Write a letter applying for one of the jobs advertised below. Be sure to use an appropriate layout and structure. Write between 120180 words.
Editor Wanted Editor needed to direct the publication of new software magazine. At least two years editorial experience needed. Hours: 8.00 am to 5.30 pm. Some overtime required. Send you resume to: P.O. Box 213, Fairview, IN. 46243.
Bank Magager Tom Bank is looking for a bank manager to head its downtown branch. Seeking individual with 5+ years experience. Working hours: 8.30 am to 6.00 pm. Excellent benefits, including attractive retirement plan. Contact
[email protected] for more information.
A — Listening comprehension
40 marks
1. Listen to the text and choose the correct option. This text is an excerpt from:
10 marks
a) a speech. b) an interview. c) an article. 2. Order the statements according to the first part of the text.
12 marks (6x2 marks)
a) “(…) we live in a globalised world and a virtually borderless Europe.” b) “(…) there is very little in the lives of young educated people today, that doesn’t have some international element to it.”
c) “In the last 5 years I have resided in 4 European countries.” d) “When I finished studying in 2009, it was evident that the job market had changed (…)” e) “Have I surrounded myself with internationally minded people?” f) “Since the age of 20, I have left, and returned to Ireland several times.” 3. Fill in the gaps as you listen to the second part of the text.
18 marks (6x3 marks)
I believe that the a) ___________________ does not have to generate such a large air of doom. Creating an Ireland that b) ___________________ of young emigrants is c) ___________________, and is where the emphasis should lie. Let us embrace that d) ___________________, as travel is affordable, quicker, and communication across oceans is instantaneous. The experience of emigration for young Irish people today is not the same e) ___________________, and therefore, we do not have to fear it the same way it was once feared. As I said before, I’m not lost. I’ll come back one day. And maybe I’ll leave again. For the moment though, I’m embracing f) ___________________. http://www.irishtimes.com/blogs/generationemigration/2011/12/17/imhappytobepartofgenerationemigration (abridged and adapted), accessed in January 2014
B — Written comprehension
60 marks
1 Choose from the list (a to c) one negative aspect of youth unemployment you find most worrying. Justify your choice. Write between 3040 words. 10 marks
a) Health and other longterm consequences b) Separation of families Read the text below.
c) Facing difficulties in their home country
2. Say what or who the words/expressions below refer to. a) those (l. 3)
b) this country (l. 6) c) themselves (l. 9)
10 marks (5x2 marks)
d) here (l. 14)
e) those (l. 19)
3. Find opposites for the words below in paragraphs 7 and 8.
10 marks (5x2 marks)
a) savings b) ending c) increases
Cutting dole for under25s will accelerate youth emigration This measure is a regressive step which will drive more people out, writes MarieClaire McAleer of the National Youth Council of Ireland.
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The decision to cut jobseekers’ allowance for those under 25 in Budget 2014 is a regressive measure which will create great hardship for young jobseekers and accelerate the numbers of young people emigrating from Ireland. It is estimated that over the last five years, 177,000 young people aged 1524 have left this country. Most of those emigrating are in the 1524 and 2544 age cohorts. Over the past two years, over a quarter of our population has been affected by the emigration of a close family member and one in two of our 1824yearolds would consider emigrating themselves, according to a poll carried out for the National Youth Council of Ireland. At a time of high youth unemployment, poor labour market prospects, inadequate quality education and training options, and increasing youth emigration, Budget 2014 has delivered another devastating blow to young jobseekers, which will undoubtedly lead to greater hardship for young people who remain here and a rise in social problems. Not only does it have a negative impact on mental and physical health, research shows that unemployment while young, particularly longterm unemployment, “causes permanent scars rather than temporary blemishes.” Research published by NYCI in 2011 entitled “Forgotten Generation”, highlights the challenges experienced by all young jobseekers. The participants in the research included jobseekers aged 1825, including early school leavers, those with Leaving Certificate or apprenticeship or vocational training qualifications, and third level graduates. Many highlighted the desire to work and to contribute. The announcement in Budget 2014 to target young jobseekers through cuts in Jobseekers’ Allowance for those under 25, and the further €2 million cut to youth work services, sends out a very negative message to young people. These policy decisions will accelerate the numbers of young people emigrating. While emigration may be considered by Government a panacea to address youth unemployment and reduce the cost of social welfare expenditure, the longterm consequences of sustained youth emigration are devastating. Rather than investing in Ireland’s future, the message conveyed is that emigration is the only option for young people. It is a further insult to injury to suggest that the cuts to jobseekers’ allowance for those under 25 will incentivise young people to participate in education and training, internships or apprenticeships when, in reality, the number of quality programmes currently available to meet the demand is inadequate. http://www.irishtimes.com/blogs/ (abridged and adapted), accessed in December 2013
d) discourage
e) avoid
4. Complete the sentences according to the text.
30 marks (3x10 marks)
a) The decision discussed in the text is viewed as regressive due_____________________________________________________ b) In the past five years, ____________________________________________________________________________________________ c) Contrary to the Irish Government’s perspective, the author claims that_____________________________________________
C — Language
50 marks
1. Complete each of the following sentences by choosing the correct word.
12 marks (6x2 marks)
1.1. Peter would not normally think of working abroad, ___________________ would he consider leaving his parents. a) then
b) but
c) nor
d) as
1.2. The newcomers are welcome in the host country, ___________________ they would rather remain in their homeland. a) and
b) but
c) so
d) as
1.3. The two young engineers had decided to work in Europe ___________________ they applied for a job in Germany. a) so
b) then
c) and
d) nor
1.4. Many Irish youngsters are told they can choose to leave Ireland ___________________ try to find a good job elsewhere. a) but
b) so
c) and
d) as
1.5. In many European countries young people cannot find a job on leaving university ___________________ they have to return to their parents’. a) yet
b) so
c) as
d) or
1.6. Most young Europeans speak English fluently ___________________ do not encounter linguistic obstacles in many foreign countries. a) or
b) nor
c) and
d) yet
2. Fill in the gaps with six adjectives from the box. Nowadays many parents feel a) ___________________ about the fact that their young sons and daughters have to leave for another country if they are b)
___________________ in
finding a good job. No matter how
c) ___________________ they were in their academic life, many young people
18 marks (6x3 marks)
(1) enthusiastic (2) fond (3) accustomed (4) annoyed
must indeed go elsewhere to find a job in the area they are
(5) aware
d) ___________________ of, so they become e) ___________________ and no longer
(6) proud
need to rely on their parents.
(7) brilliant
One would think that anyone who was f) ___________________ to working hard
(8) independent
wouldn’t really mind the separation, but there is more to life than a good job,
(9) interested
right?
3. Fill in the gaps with the correct form of the words.
12 marks (4x3 marks)
a) Some ___________________ workers have been offered the chance to take part in a ___________________ programme. (employ / training) b) As he couldn’t find any other job, Sam, 22, decided to take a flyer ___________________ job, which seemed quite simple. However, it turned out to be rather ___________________. (delivering / success)
4. Rewrite the following sentences using the words given.
8 marks (2x4 marks)
a) No young person can find a job abroad if he does not possess the necessary qualifications. A young person _________________________________________________________________________________________ (unless) b) Irish youths move out of their country, but they have to find a good job first. Irish youths _________________________________________________________________________________________________ (if)
D — Written production Imagine that you have just arrived in a new country to work. Write a magazine article describing your experience on arriving in the new country, both professionally and personally. Write between 120180 words.
50 marks
Name ________________________________________________ No. ________ Class __________ Date ___ /___ /___ Mark ______________________________ Teacher ________________________
A — Listening comprehension
40 marks
1. Listen to the first part of the test and choose the correct answer. The purpose of the text is...
10 marks
a) to present arguments in favour of EducationUSA. b) to give an opinion on the impact of EducationUSA. c) to provide information with regard to EducationUSA. 2. Listen to the second part of the text and choose the correct alternative.
15 marks (5x3 marks)
EducationUSA Advising Centers may be located in a) American embassies and consulates / U.S. embassies and consulates, or in a variety of partner institutions, including Fulbright commissions, b) international cultural centers / binational cultural centers, U.S. nongovernmental organizations (NGOs) such as AMIDEAST and American councils/ACCELS, foreign NGOs, universities, and libraries. These centers share a common goal: assisting students in accessing c) U.S. higher education institutions / U.S. higher education opportunities. Advising centers are staffed by EducationUSA advisers, d) many of whom have / many of who with first-hand experience studying in the United States. Advisers adhere to EducationUSA ethical standards, e) hide from the EducationUSA policy / abide by the EducationUSA policy to refrain from working with commissionbased recruitment agents, and have U.S. State Department-approved training about the U.S. higher education system and application processes. http://www.educationusa.info/about.php (abridged and adapted), accessed in December 2013
3. Listen to the third part of the text. Tick (√) the “5 Steps to U.S. Study” mentioned.
a) Listen to your Parents’ Advice.
e) Finance Your Studies.
b) Research Your Options.
f) Apply for Your Student Visa.
15 marks (5x3 marks)
c) Complete Your Application.
g) Prepare for Your Departure.
d) Ask for A Passport.
h) Download the Application Form from the ECA Site.
Name ________________________________________________ No. ________ Class __________ Date ___ /___ /___ Mark ______________________________ Teacher ________________________
B — Written comprehension 1. How important do you think youth exchange programmes between European countries are? Justify your answer. Write between 3040 words. 10 marks
60 marks
International vocational training cooperation: success in education export
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35
The Federal Ministry of Education and Research (BMBF) cooperates with many countries in the area of vocational training. It supports German providers of initial and continuing vocational training in developing the rapidly growing international education market. In bilateral working groups under the leadership of the BMBF, German representatives and their corresponding international partners discuss current developments in vocational education. In this area, Germany contributes to finding solutions on the basis of its world renowned dual system of vocational education and training. In addition, the BMBF maintains dialogues in educational policy with a variety of other countries. Six EU countries want to work closely with Germany to reform their systems of vocational training and education. On the invitation of the Federal Ministry of Education and Research, Germany, Spain, Greece, Portugal, Italy, Slovakia and Latvia, in association with the European Commission, signed a memorandum in Berlin on 11 December 2012. It includes many concrete measures for introducing a vocational education system based on Germany’s model. The goal is to have 80 per cent of all young people in the EU employed by 2020. In EU countries like Greece and Spain, current youth unemployment rates are above 50 per cent, and across Europe nearly one in four adults under the age of 25 are without work. At 8 per cent, Germany’s youth unemployment rate is the lowest among EU countries – a standing attributed to the dual system of education and training, which is closely linked to industry and the job market. The European education ministers have agreed to optimize their national systems of vocational education while creating the basic conditions for a European Vocational Education Area. In doing so, the mobility of young people and employees in Germany for training or employment is to be strengthened. For the initial phase, the participating countries have agreed on concrete steps, such as the realisation of exchanges, the creation of regional vocational training networks, the initiation of political consultancy projects, the gathering of exchange ideas and the creation of a German pool of consultancy experts and a peer learning platform. In addition to the current funding for international cooperation in vocational education and training, the BMBF will make 10 million euros available for the implementation of the memorandum, which will also be supplemented by contributions from partner countries. By order of the BMBF, the Federal Institute for Vocational Education and Training (BIBB) will become the central office for the coordination of international cooperation in vocational education and training. The European Commission and the European Centre for the Development of Vocational Training CEDEFOP will support this process. The EU Commission is placing special focus on practically oriented training in its new strategy “Rethinking Education.” Starting in 2014, the new EU education programme “Erasmus for everyone” and the new European Social Fund will contribute significantly to financing. With a “European Alliance for Apprenticeship,” the Commission also plans to integrate further countries into the reform process initiated by Germany.
http://www.bmbf.de/en/17127.php (abridged and adapted), accessed in December 2013
Read the text below.
2. Find synonyms for the words/expressions listed below in paragraphs 3 and 4. a) improve
d) disposal
b) fundamental
e) setting up
10 marks (5x2 marks)
c) reinforced
3. Say what or who the following words refer to in the text. a) It (l. 2)
b) its (l. 6)
c) It (l. 11)
10 marks (5x2 marks)
d) their (l. 18)
e) its (l. 32)
4. Say whether the sentences below are True (T) or False (F).
30 marks (5x6 marks)
Quote from the text to support your answer.
a) It is suggested that the Federal Ministry only discusses vocational training with Germany. b) Despite the signing of the memorandum, its aim is unclear. c) No one can explain why the German unemployment rate is so low. d) The BMF plans to invest a considerable sum. e) The implementation of the EU’s new programme will be aided by the European Social Fund. C — Language
50 marks
1. Complete each of the following sentences by choosing the correct word/expression. 18 marks (6x3 marks)
1.1. The new European programmes expect ___________________ the European high rates of unemployment among the young parents. a) changing
b) change
c) changed
d) to change
1.2. In the face of the high number of unemployed educated people, Portugal and Spain had better ___________________ a more effective model of education. a) adopt
b) to adopt
c) adopting
d) adopted
1.3. Many young Europeans no longer think it’s worth ___________________ to university because it is too costly and
can be unhelpful in finding a job. a) to go
b) go
c) going
d) gone
1.4. For many European Education ministers it is wrong ___________________ present educational system. a) maintaining
b) to maintain
c) maintained
d) maintain
1.5. An appeal is being made to European nations: “Let’s in the steps o those who have succeeded!” a) follow
b) to follow
c) following
d) followed
1.6. Ministers look forward to the new programmes for young Europeans. a) implement
b) implemented
c) implementing
d) have implemented
1. Fill in the gaps with six collocations from the box.
12 marks (6x2 marks)
At the present time, when workers are in fact a) ___________________, they can no longer take full time employment for granted because the world of work is highly unstable. In fact, these days when most people decide to b) ___________________ they are well aware of the fact that they are not
c) ___________________ for life, even if it is d) ___________________. I suppose what this really means is that when people e) ___________________ – whether young or not – they no longer have the same f) ___________________ jobseekers had in the past. It is not just that the world has changed, work has been irrevocably transformed too. http://blog.matrixresources.com/blog/cuttingedgejobcandidate
(1) accept a job offer (2) between jobs (3) apply for a job (4) job expectations (5) regular job (6) getting a job (7) quit a job (8) fulltime (9) job ad
(abridged and adapted), accessed in December 2013
3. Fill in the gaps with the correct form of the words.
12 marks (4x3 marks)
a) Many modern jobs are ___________________ and therefore become rather ___________________. (repeat / monotony) b) Unemployed youngsters often choose to become volunteers. The work can be _________________________, but is ________________________. (create / pay)
4. Rewrite the following sentences using the words given.
8 marks (2x4 marks)
a) The European Commission will only set up new programmes that offer the possibility of a job. The European Commission ____________________________________________________________________________. (unless) b) “Erasmus for everyone” is a great opportunity. Many young Europeans are interested in applying. “Erasmus for everyone” ________________________________________________________________________________ . (such)
D — Written production
50 marks
Write an opinion text in which you explain what your dream job is, what you would do in the job, where it would
be and what it would mean to you to have this job. Write between 120180 words.
Answer key
Progress Tests (Module 2) Test 1
c) youth emigration will have devastating consequences.
A – Listening comprehension 1. b). 2. a) that truly fulfil you; b) doesn’t challenge them; c) a decent pay check; d) the benefits this brings; e) a healthy, balanced lifestyle; f) makes it easier to focus. 3. a); c); d). B – Written comprehension 1. Open answer. 2. a) fat (l. 7); b) ballooned over (l. 8); c) contracted (l. 9); d) workforce (l. 12); e) upside (l. 14). 3. a) a group of Harvard students; b) being harder to get a job; c) Wall Street; d) Bridget Beckeman; e) a jobseeker’s/the reader’s. 4. 4.1. Difficulty in finding a job may be advantageous because this way people think more carefully about what they really want to do, rather than following someone else’s decision. 4.2. Areas such as network systems, data communication and computersoftware engineering. 4.3. Yes, they will need to decide where to look for a job. C – Language 1. a) (4); b) (9); c) (7); d) (6); e) (2); f) (5). 2. a) move (8); b) hire (3); c) resources (7); d) jobsearch (9); e) salary (6); f) cuttingedge (5). 3. a) Joblessness. b) Professional; training; employment. 4. a) Unless people obtain further skills, their jobs will not be guaranteed in the future. b) The number opportunities for youngsters is so scarce that many choose to emigrate.
Test 2 A – Listening comprehension 1. c). 2. c) 1st; f) 2nd; b) 3rd; e) 4th; b) 5th; d) 6th. 3. a) emigration of young people; b) facilitates the repatriation; c) an interesting discussion; d) international mobility is normal; e) as with previou generations; f) being part of “Generation Emigration”. B – Written comprehension 1. Open answer. 2. a) job seekers; b) Ireland; c) one in two of our 1824yearolds d) Ireland; e) participants. 3. a) expenditure (l. 27); b) sustained (l. 27); c) cuts (l. 30); d) incentivise (l. 31); e) participate in (l. 31). 4. a) to the difficulties it will create for young people. b) 177,000 young people aged 1524 have left Ireland.
C – Language 1. 1.1. c); 1.2. b); 1.3. a); 1.4. c); 1.5. b); 1.6. c ). 2. a) annoyed (4); b) interested (9); c) brilliant (7); d) fond (2); e) independent (8); f) accustomed (3). 3. a) unemployed; retraining. b) delivery; unsuccessful. 4. a) cannot find a job abroad unless he possesses qualifications. b) move out of their country if they find a good job.
Test 3 A – Listening comprehension 1. c). 2. a) U.S. embassies and consulates; b) binational cultural centers; c) U.S. higher education opportunities; d) many of whom have; e) abide by the EducationUSA policy. 3. b); c); e); f); g). B – Written comprehension 1. Open answer. 2. a) optimize (l. 18); b) basic (l. 19); c) strengthened (l. 20); d) available (l. 26); implementation (l. 26). 3. a) the Federal Ministry of Education and Research; b) Germany’s; c) memorandum; d) The European Education ministers’; e) EU Commission’s. 4. a) F – “(…) the BMBF maintains dialogues in educational policy with a variety of other countries.” (ll. 78). b) F – “The goal is to have 80 per cent of all young people in the EU employed by 2020.” (ll. 1213). c) F – “(...) Germany’s youth unemployment rate is the lowest among EU countries – a standing attributed to the dual system of education and training, which is closely linked to industry and the job market.” (ll. 1517). d) T – “In addition to the current funding for international cooperation in vocational education and training, the BMBF will make 10 million euros available for the implementation of memorandum (…)” (ll. 2526). e) T – “Starting in 2014, the new EU education programme “Erasmus for everyone” and the new European Social Fund will contribute significantly to financing.” (ll. 3233) C – Language 1. 1.1. d); 1.2. a); 1.3. c); 1.4. b); 1.5. a); 1.6. c). 2. a) between jobs (2); b) accept a job offer (1); c) getting a job (6); d) fulltime (8); e) apply for a job (3); f) job expectations (4). 3. a) repetitive;
monotonous. b) creative; unpaid. 4. a) will not set up new programmes unless they offer the possibility of a job. b) is such a great opportunity that many
young Europeans are thinking of applying.
Answer key
Test Correction Criteria Type of items
Criteria
• Multiple choice • True / false • Matching • Sequencing • Short answer (blank filling)
• Correct / incorrect Sequencing items will only be given marks if the whole sequence is correct One mark off in true / false items for each incorrect quotation from the text, when applicable One mark off in true / false items for each incorrect answer, if quotation from the text is correct, when applicable
• Short answer (sentence completion; rephrasing)
• One mark less for each language mistake, up to a maximum of 3 marks • Incomprehensible or decontextualised answers will be marked wrong
• Short answer (text comprehension)
• One mark less for language mistakes, up to a maximum of 3 marks • The answer should demonstrate the comprehension of the text, using student’s words • Incomprehensible or decontextualised answers will be marked wrong 41 to 50: The student shows excellent writing skills; totally respects the topic or text type; presents his own ideas about the topic, contextualises and develops them; uses appropriate and varied cohesive devices; organises the text in a coherent manner; mistakes (structure or spelling) are irrelevant for the comprehension of message. 31 to 40: The student shows reasonable writing skills; respects the topic or the text type; presents some ideas about the topic and contextualises them; uses simple cohesive devices to text but not always sucessefully; choice of words is good; makes few mistakes (structure or spelling ) which hardly affect message.
• Essay
21 to 30: The student shows some writing skills; respects the topic or the text type; presents some ideas about the topic and tries to contextualise them; uses some cohesive devices but the text is slightly disorganised; choice of words is reasonable; makes some mistakes (structure or spelling) which sometimes make message slightly confusing. 11 to 20: The student shows poor writing skills; mostly respects the topic or the text type; presents some ideas about the topic but the text is slightly confused; uses few cohesive devices but the text is not well organised; choice of words is poor; makes some mistakes (structure or spelling) which sometimes impede meaning. 0 to 10: The student shows very poor writing skills; doesn’t fully respect the topic or the text type; ideas are scarce and mostly decontextualised; uses few cohesive devices and the text is disorganised; choice of words is very poor; makes many mistakes (structure or spelling) which sometimes make message incomprehensible or illegible. Note: the student will get 0 marks if the topic or text type is not respected, or if the whole text is incomprehensible or illegible.
30
29
28
27
26
25
24
23
22
21
20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
No.
Name
1
2
3 60
Total
comprehensionA Listening 1
2
3
4
B - Written comprehension
60
Total
1
2
3
C Language 4 60
Total
1 40
Total
D Written prod.
200
Total
Mark
