1

Reading Part 1 Questions 1-5 In part 1 of the test you will read five authentic notices and signs. For each picture there are three

options. You must choose the option (A, B or C) that corresponds to the message in the notice or

the sign. There is an example question that illustrates the typical text and information you will

read for.

Time: approx. 10 minutes

Example

0. Answer A

a) Do not use this exit. b) This way out c) Use this entrance

2

1.

a) 14-15 year olds can get a photocard by calling London Buses. b) 14-15 year olds need a photocard for free travel. c) 14-15 year olds can get reduced fares with a photocard. 2.

a) Don’t place your bicycle against the window. b) You should not ride bikes near the window. c) Bikes must not be left outside.

3

3.

a) Leave these seats free at all times. b) Emergency seats for the disabled. c) Give this seat up to someone in need. 4.

a) This area is under surveillance. b) Help patrol this area. c) Look out for drug abuse.

4

5.

a) Come and eat here. b) Enjoy the facilities here. c) Save money here.

5

Part 2 Questions 6-15 In Part 2 first read the statements about Bonfire Night, a traditional winter festival.

Then read the text and decide if each statement is right (R) or wrong (W).

Time: approx. 15 minutes

6. Bonfire night is celebrated only in some parts of the United Kingdom. 7. Guy Fawkes was a politician in the Houses of Parliament. 8. The attack was for religious reasons. 9. The plot was discovered because a conspirator confessed to the king. 10.The gunpowder was already in the Houses of Parliament when the group was arrested. 11.On Guy Fawkes’ night people meet together and eat round a fire. 12.Guy Fawkes is still hated by the British people. 13.A Catherine Wheel is a kind of firework. 14.Children started making effigies of Guy Fawkes to burn 400 years ago. 15.Children in Britain today make Guys to get money for fireworks. Bonfire Night is celebrated all over the UK on 5th November. The date marks the failure to blow up the Houses of Parliament by Guy Fawkes with a group of co-conspirators in London in 1605.

The intention was to kill King James I and destroy everyone in the government. The group were Catholic extremists who wanted to return England to the Catholic faith. One of the conspirators had a friend in the Houses of Parliament and sent a letter to him, warning him to stay away from the House on the day the attack was to take place. The letter was intercepted and given to the king. Meanwhile, Guy Fawkes and his friends had formulated their plan, known as the 'Gunpowder Plot', and had placed 36 barrels of gunpowder in the Houses of Parliament. While they were waiting for the king to arrive, some guards arrested them. The men were tortured and executed.

Nowadays on 5th November people organise parties or attend organised fireworks displays. They stand around a bonfire, set off fireworks and eat lots of sausages and jacket potatoes. The fireworks used on Bonfire Night have really evocative names like, Roman Candles and Mount Vesuvius . There are also Catherine Wheels that spin and sparklers that children write their names in the air with. In fact, it seems that people rather admire the audacity of Guy Fawkes trying to blow up Parliament and celebrate Bonfire night in admiration rather than disapproval.

The celebrations begin a few days before Bonfire Night with the children making life-sized effigies of Guy Fawkes, known as Guys, to put onto the bonfires. This tradition began in 1606, the year after the Gunpowder plot, however, at these first bonfires, called 'bone fires', it was an effigy of the Pope that was burned. It was not until 1806, two centuries later, that the people started burning effigies of Guy Fawkes instead.

The children make their Guys by filling old clothes with newspapers and usually cut out a mask for the head. The Guys are then pushed around in prams and go-carts with the children shouting 'A penny for the guy'. Adults often give them a few coins. The children used to spend their money on fireworks but now children just buy a few sweets as fireworks cannot be sold to children under the age of sixteen.

6

Part 3 Questions 16-20 In part 3 you are going to read about how to organise a teaching activity. For questions

16-20 choose the answer (A, B, or C) which you think fits best according to the text.

Time: approx 15 minutes

LEVEL AGE GROUP TIME AIMS DESCRIPTION PREPARATION IN CLASS

Elementary 8-12 20-30 minutes Language: to practise intensive reading Other: to develop the skill of making logical deductions. The children put together information from several sentences to find out which clothes belong to which person, and where they live. Make enough copies of Worksheet 3.3 (see end of book) so that the children have one between two, or copy the worksheet on to a large poster on the board. 1. Pre-teach or revise the names of the clothes. 2. Draw a block of flats on the board and check that the children know

the names of the floors- ground floor, first floor, and so on. 3. Write the names of the people on the board: Dawn , Peter, Bob, Jane,

Mary and Anna. Tell the children that they all live in the flats on different floors.

4. Explain that they all share a washing line in the garden. One day it was very windy and all the clothes on the washing line blew off and landed in a heap on the ground. The children are going to work out who each piece of clothing belongs to, and where the owners live. How? By reading the information and thinking hard!

5. Put the children into pairs. Give out the worksheets and give them a little time to read all the sentences.

6. Then ask them (in English if possible) who the football shirt belongs to, and what floor that person lives on. Ask those who get the answer right to tell the others (in their native language if necessary) how they worked it out.

7. Let the children continue. Go around encouraging and giving hints where necessary, but try and get them to help each other first. If they find it very difficult, draw a grid on the board to help them.

8. When they finish, get them to compare their answers before checking the whole class’s answer.

7

16.The main objective of this activity is to:

a) practise the lexical field of clothes. b) teach the children to read for detailed comprehension. c) train the children to make logical conclusions.

17.For the activity

a) each child will receive a worksheet b) two children will share a worksheet c) the children will work in groups with a worksheet

18. Before beginning the activity the teacher needs to:

a) check the children know some lexical items b) revise some grammatical structures c) do a warm-up activity

19. In order to find out why the people’s clothes are all mixed up

a) the children have to read the worksheet b) the teacher has to tell a little story c) the children have to guess from some drawings

20. The teacher will check the children can do the activity

a) when the children have completed the task b) after the children first had the time to read the sentences c) by getting the children to complete a grid on the board

8

Part 4 Questions 21-30 In part 4, you read a short text containing factual interdisciplinary reference information with ten

numbered spaces and an example. Read the text below and choose the correct word for each

space. For each question, choose the correct word: A, B or C.

Time: approximately 15 minutes.

Example:

0. A have B had C has

Answer: B

The Egyptians ….(0)…different gods and goddesses. Most of…(21)…were linked with a

special animal or bird, and they …(22)… often shown in paintings and carvings with the

head of that animal or bird. This made them easy to recognize. The Egyptians built

…(23)…huge, stone temples along the banks of the Nile. They …(24)… that their gods and

goddesses lived in these temples.

Inside each temple … (25)… was a statue of the god who lived there. Every morning

priests woke the god, washed the statue, dressed it, gave it food and prayed to it.

Ordinary people were not …(26)… to go inside the temple. They only saw the statue of

the god …(27).. festival days, it was taken out and … (28)… around the town.

A few boys from the rich families went to the temple school to learn …(29)…to read and

write…(30)… girls had to stay at home with their mothers.

21. (A) them (B) their (C) they

22. (A) were (B) was (C) been

23. (A) many (B) any (C) little

24. (A) meant (B) believed (C) wanted

25. (A) there (B) it (C) they

26. (A) let (B) permit (C) allowed

27. (A) on (B) at (C) in

28. (A) fetched (B) travelled (C) carried

29. (A) when (B) how (C) what

30. (A) while (B) because (C) since

9

Writing Part 1 (questions 1-5)

Here are some sentences you use in the classroom.

In each sentence there is ONE mistake. Find the mistake and rewrite the sentence

correctly.

Time: 10 minutes

Example: 0. What are you do? What are you doing?………. 1. Have you seen the book of Giorgio? ……………………………………………………………………………… 2. We haven’t got no time today. ………………………………………………………………………………. 3. How you spell ‘enough’? …………………………………………………………………………………. 4. Say me when you are ready. …………………………………………………………………………………. 5. Who turn is it? ………………………………………………………………………………………

10

Part 2 Question 6 Using the comic strip below, create a short narrative. Use the words in the box below to

help you.

Write 35-45 words

Time: 15 minutes

6.

Sandcastle, waves, tide, destroy, run away, have a picnic, ask

11

Part 3 (Questions 7) You have just returned to Italy after taking your class to London for a two-week summer

course. Write a letter in about 100 words to the head of the school. In your letter you

should:

• Thank him for the quality of the course and excellent social programme organised

for your students

• Give information on how your students liked the teachers and the lessons

• Apologise for an incident that caused you embarrassment (e.g. your students made

a lot of noise in the residence hall)

• Request attendance certificates to be sent to your school and not directly to the

students’ homes

• Finish the letter indicating your intentions for the following summer.

Time: 15 minutes

7.

Dear ……….

This is to thank you for

12

Listening Part 1 This is Part 1, questions: 1 – 7.

You will hear a short story. For each question there are three pictures and a short recording. You

will hear each recording twice. Listen to the recording carefully and select the box corresponding

to the correct picture.

You have 20 seconds to look at part 1.

Now listen.

1. What does Claire look like?

A. B. C.

2. When was Claire born?

A. B. C.

13

3. Where is Claire’s backpack?

A. B. C.

4. When do Tom and Miss Daisy realize that Claire’s backpack is on the bus?

A. B. C.

5. How does Rhino arrive in the town centre?

A. B. C.

14

6. What does Rhino buy as a birthday present?

A. B. C.

7. Where is Rhino’s wallet?

A. B. C.

This is the end of Part 1.

15

LISTENING Part 1 Listening paper tapescript (1) This is a story about Claire, a girl, and her pet Rhino. Claire is a 10-year-old girl. She has

got red hair, green eyes and freckles, pony tails and a big smile. She has a very, very big

bedroom, with toys and dolls everywhere. All but one of her toy pets sit on the shelf

opposite her bed or lie in a big basket. All but Rhino the Dino, her favourite. He can jump

on the bed and sleep under the blankets.

It is the 9th of October today and Claire’s birthday is tomorrow, she was born on the 10th

but she’s having her birthday party on Saturday the 11th because schools are closed on

Saturdays. This way all her friends will come to the party, both her schoolmates and the

girls from the gym. They’ll come at around 4 p.m. and maybe they’ll stay until midnight.

It’s going to be a great party.

It’s Claire’s birthday tomorrow and Rhino wants to buy something special. He wakes up

early in the morning and hides in Claire’s backpack so he can go to the town centre. Claire

is in a hurry, and doesn’t notice him. Unfortunately, once on the bus she doesn’t put her

backpack under the seat or next to her. Instead, she puts it in the luggage rack above her

seat and forgets that she left it there.

That’s when Rhino’s adventures start. Left alone, he says to himself: “Let’s see what you

can do, Rhino. Take Claire her backpack, go to town, buy her a birthday present and then

get back home in one piece!”

Getting Claire her backpack seems quite easy. Tom the bus driver and Miss Daisy the

teacher are still on the bus, so Rhino starts shouting loudly, but Daisy and Tom keep on

talking and they don’t hear him. Poor Rhino has to pull the backpack towards Tom and

finally push it against his legs. Miss Daisy immediately realizes that Claire has forgotten

her pink backpack and takes it to her.

It is 8.30, Rhino can now leave unnoticed and go shopping for Claire’s present. He can’t

walk to the centre, it is still too far for him, and the metro is closed because most metro

workers are on strike today. So he takes the bus. It’s a rather long way, but after half an

hour and 15 stops he is on the high street, ready to buy a present.

16

Now, the problem is that he doesn’t know what to buy. Claire loves adventure books, boy-

bands, sportswear and cargo-pants, but she has started wearing make-up and going to

the cinema with her friends on Sunday afternoons. Much better to buy the latest hits by

Ricky the Rocker, she loves Ricky’s voice.

Poor Rhino, he has a present now but he can’t find his wallet anywhere. What if he left it

at home? It’s 11.30, too late to go back. Then he remembers: “First I left it on the bed,

then I had breakfast and left it on the table. I was in a hurry, I ran upstairs and put on my

coat. I put it in the left-hand pocket of my coat.”

Finally Rhino finds the wallet, pays and gets his change. It’s midday now, he will buy fish

and chips from the man on the street, go home with Claire’s present and wait for her to

come back from school.

17

Part 2

Now turn to Part 2, questions: 8-15.

You will hear a conversation at a summer language school in Taunton in the UK between

the school director (John Milton) and one of the teachers who has accompanied a group of

Italian students over to the UK (Anna Costi). Listen and choose the correct answer for

each question. You will hear the recording twice.

You now have 40 seconds to look at part 2.

8. Anna Costi and John Milton: a. know each other b. have never met before c. are married

9. The host families have been divided into…. groups: a. two b. three c. four 10. If a student’s surname begins with F his family will be waiting:

a. in the gym b. in the school hall c. in the car park

11. If a student’s surname begins with S his family will be:

a. in the gym b. in the school hall c. in the car park

12. The party is for the students: a. only b. and their host families c. and their college staff 13. Students who haven’t yet paid their fees must: a. pay in euros b. speak to the teacher c. pay within a week

18

14. The school cook: a. is a famous international chef b. offers a wide choice of food c. prepares alternative meals if necessary 15. Anna and John are going to: a. have dinner together now b. have a drink together later c. go home

19

Part 2

Listening paper tapescript (2) Anna: Hello John, how are you?

John: Fine thanks, Anna. How nice to see you here again in Taunton. Did you have a

good trip over?

Anna: Yes, we did thanks. The flight was on time and everything went very well but the

children are quite tired now and they are looking forward to meeting their host families. I

know the families have already arrived so how have you organised everything?

John: Well, I thought the best way to do this is to divide the families into 2 groups

according to the surnames of the Italian students. So if the Italian students’ surnames

begin with letters from A to L their host family is already waiting for them in the gym,

downstairs next to the dining room.

Anna: And where does the other group have to go?

John: Students whose surnames begin with letters from M to Z should go to the school

hall at the end of the corridor on the left. I checked the list just before you arrived and all

the host families are already here.

Anna: OK fine. Is there anything else?

John: Yes, we’ve organised a welcoming party for the students and the college staff

tomorrow night. There’s going to be food and drink, as well as games and live music.

Nothing special, just a local band who play together for fun! Of course we won’t finish too

late, probably about 11.30 or midnight at the latest.

Anna: Oh, that’s a great idea John, I‘m sure they’ll love that. Erm… can I ask you about a

practical matter? I know that some students haven’t paid the full amount of school fees

for the three weeks and some parents have sent the money over with their children in

cash.

John: I see. Do you think they’ve brought euros with them or sterling?

Anna: Oh I’m sure they’ve got euros, so they’ll have to get to a bank to change their

money to pounds. What shall I tell them?

John: I think we can give them about 6 or 7 days to sort out their money but tell them if

they have any problems to come and talk to me. Now just one last thing and it’s about

20

food. As you know they’re having lunch at school but I remember last year we had a few

problems because some of the children didn’t like the food here. So this time we’ve

decided to give the lunch menu to the students at the beginning of each week, then they

can tell us if there is something they don’t like and if they have any particular requests….

Anna: What do you mean by requests, John? Can they ask the chef to change the menu?

John: Well, not exactly. I mean for example if there are vegetarian students or someone

who doesn’t like fish they can ask for something different to be prepared.

Anna: Ok, nice idea but I think we should talk about this again. Let’s go out to the coach

and get them home to their families. We can always discuss this later this evening over a

beer in the pub!

John: That sounds fine to me, Anna!

21

Part 3

Now turn to Part 3, questions: 16 – 22.

You will hear a teacher talking about the different causes of students’ lack of participation

during classroom activities. For each question, fill in the missing information in the

numbered space.

You now have 40 seconds to look at part 3.

Now listen.

GETTING STUDENTS TO PARTICIPATE IN CLASS Students are often reticent and anxious about answering questions.

(16) ______________ is important because students can:

• test their own hypothesises

• negotiate comprehensible (17)______________

• formulate (18) _____________ output.

Teachers should promote students’ participation.

Reasons for students’ lack of participation:

1. students’ low (19)___________ in English

2. fear of making (20)____________

3. teachers tend to involve brighter students

4. teachers don’t like (21) _________

5. students don’t understand the teacher’s (22) ____________ / questions.

Now listen again.

This is the end of Part 3.

22

Part 3

Listening paper tapescript (3)

Getting students to participate in class can be a problem. Students are often reticent and

anxious about answering questions.

In fact, a lot of teachers’ questions receive no reply.

Well, --- of course this doesn’t mean that next time you go to class you’ll have to force

your students to participate, even if they aren’t ready.

Yes --- participation is important… Participation is important, but we shouldn’t assume that

talking equals learning, --- in other words, let’s keep in mind that talking is not the same

thing as learning.

Well, ---- when students answer questions asked by the teacher or by another student,

ask questions themselves or give comments, they are basically doing three things:

• testing hypotheses about the language

• negotiating comprehensible input

• formulating comprehensible output.

It is, therefore, essential for us --- as teachers, to promote our students’ participation.

But above all we should try to discover the causes of our students’ lack of participation.

So--- what can the reasons be for our students’ lack of participation?

Well --- we could mention at least five different reasons:

2) first, there’s the students’ low proficiency in English … - Of course that’s relevant…

and we know that the best students will tend to participate more

3) the second reason is their fear of making mistakes and of being criticized… -Yes…

we all know that students don’t like being criticized… that they are afraid of losing

face in front of the class -

4) as a third reason we can mention the fact that teachers tend to involve brighter

students, in order to get the right answer.

5) then, we shouldn’t forget that some teachers don’t like silence. That is they don’t

like to have too many silent pauses during their lessons. So they may

decide to provide the answer themselves or to ask another student

23

6) and finally, we have to remember that the students often don’t respond simply

because they don’t understand the teacher’s instructions and/or questions.