Answer Key

Review (Units 1–3)

Language Test A
Grammar

1 arrived, had started, had been thinking

2 to be recognised, winning, to find out

3 to succeed, keeping, more creative

Task 2

4 used to

5 to play

6 winning

7 spelled/spelling

8 as if

9 as

Vocabulary

Task 1

10 far, block, reminds

11 faint, better, rise

12 turned, difference, enough

Task 2

13 at

14 with

15 up

16 at

17 in

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18 down

Use of English

Task 1

19 inspirational/inspiring

20 recognised

21 impossibility

22 astonishingly

23 committing

24 selflessly

25 triumphant

26 nominees

Task 2

(2 points for each correct part.)

27 he had been // playing his

28 had gone / by the time/when John

29 appears to // have moved

30 went on // to find

31 as if he // hates it

32 were all // in agreement

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Language Test B
Grammar

Task 1

1 had been working, won, had been dreaming/had dreamed

2 training, signing, to discuss

3 is working/has been working, lined up, more talented

Task 2

4 playing

5 had been practising

6 show/to show

7 as if

8 would play

9 as

Vocabulary

Task 1

10 selective, recognises, jog

11 half, face, fails

12 make, granted, game

Task 2

13 to

14 out

15 down

16 about

17 on/onto

18 into

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Use of English

Task 1

19 positively

20 vitality

21 exceptional

22 (re)defining

23 enthusiasm

24 resilience

25 incalculable

26 imaginable

Task 2

(2 points for each correct part.)

27 she noticed // I hadn’t been

28 interested in // the way he had

29 of them is // old enough to

30 can’t stand me // asking (her)

31 such as Shelter // take care of/look after

32 looks like // she has been

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Speaking
Task achievement SPOKEN PRODUCTION
AND FLUENCY
Length of contribution
Intelligibility
Pausing & hesitation
Cohesion
Repair strategies
5 All utterances are Can present extended
relevant to the task. stretches of language with
All task flexibility and ease and very
little hesitation.
requirements fully
completed.
Can use a wide range of
complex cohesive devices
and discourse markers.
Can interact with ease and
can extend the interaction
and develop it fully and
effectively and reach a
negotiated conclusion.
4 Candidates will demonstrate elements of bands 3 and 5.
3 Minor irrelevances Can present clear
and/or omissions information on unfamiliar
may be present. complex subjects and
integrate sub-themes. Can
Task requirements
construct information so
on the whole
that it is well-organised,
completed.
interesting and persuasive
for the audience using
complex cohesive devices.
Speaks fluently and with
immediacy in almost all
instances and uses stress
and intonation to convey
subtle or inferential
meanings.
2 Candidates will demonstrate elements of bands 1 and 3.
1 Can present clearly focused
information and points of
view using extended
SPOKEN INTERACTION RANGE ACCURACY
Ability to maintain or Structure Structure
develop interaction
Vocabulary Vocabulary
Coherence
Discourse/communicative Appropriacy of
Appropriacy functions vocabulary
Pragmatic Strategies Functions
Can present extended Can control a wide range of Communicates with
stretches of language with lexical and grammatical ease and accuracy
flexibility and ease and structures including less across all topics, both
very little hesitation. common structures and uses familiar and abstract.
them with flexibility to discuss
Can use a wide range of views on unfamiliar and abstract
complex cohesive devices topics.
and discourse markers.
Always selects language which
Can interact with ease
is relevant, varied and detailed.
and can extend the
interaction and develop it
fully and effectively and
reach a negotiated
conclusion.
Can present clear Can express a wide range of Communicates with a
information on unfamiliar ideas and opinions and connect high degree of accuracy
complex subjects and contributions to the other across a very wide
speakers coherently. Responds range of topics.
integrate sub-themes.
spontaneously and is flexible in
Can construct information Very occasional minor
a wide variety of contexts and
so that it is well- errors that do not
can manipulate language for
organised, interesting and distract. Most errors
humour and emotive purposes. may be either fossilized
persuasive for the Can exploit a range of functions, L1 interference or
audience using complex take the floor and argue a view reflect L1 identity.
cohesive devices. Speaks point convincingly. Can infer and
express attitude, mood and
fluently and with
intention. Always selects
immediacy in almost all
language appropriate to the
instances and uses stress
audience.
and intonation to convey
subtle or inferential
meanings.
Can present clearly Can express ideas, including Communicates with
focused information and abstract ideas, and opinions with accuracy on a wide
points of view using precision and present and range of topics. Makes
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 stretches of language. Can
talk about a variety of topics
and effectively connect
ideas and arguments with
complex language.
Occasional hesitation; uses
stress and intonation to
convey meaning effectively.
. to convey meaning
0 Speech irrelevant or incomprehensible.
extended stretches of respond to complex or
language. Can talk about hypothetical lines of argument
a variety of topics and convincingly. Can help develop
effectively connect ideas discussions by following up
and arguments with statements and inferences. Can
complex language. select language appropriate to
Occasional hesitation; the context and audience and
uses stress and intonation paraphrase where necessary.
Only occasionally needs to ask
effectively. for clarification.
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occasional errors when
dealing with complex
abstract topics but
these do not prevent
understanding. Can
self-correct. Errors may
be either fossilized L1
interference or reflect
L1 identity.
Part 2

Sample answer

Candidate A

I think saving your notes electronically, in a blog or on a USB stick might be safer and better. Yes, you

can lose a USB stick, like you could use a handwritten journal but if you save your notes in an

electronic format you can make copies of it. Whereas, if you destroy your handwritten notes, you can’t

easily recreate them…also, saving notes in an electronic format means you can easily share them

with others via different ways, like email or drive…it doesn’t matter how far away they are, you can

send it to them instantly. Also, an electronic journal can be easier and quicker to create and edit in

addition to being easily searchable. Handwritten journals have their benefits … because writing is

slower than typing, it forces the brain to be more intentional which makes a written journal effective in

its own right, but the convenience and effectiveness of digital tools can’t be denied.

Candidate B

Although I personally take a lot of notes in my notebook, I know most people prefer creating and

saving their work electronically for ease of editing but also storing…these days you can access your

files from anywhere…you don’t need to carry a notebook with you.

Candidate B

More and more people are inseparable from their phones so it’s probably most common tool that

helps them remember about events and tasks…you can set a reminder, a timer and write your to-do

list on your phone and since you carry it with you everywhere, you have easy access at all times…

But there are also people who still use post-it notes…handwritten ones…they are usually

visuals…they associate a task with a colour of the note which helps them remember things…also if

they are placed in a specific location at home or in the office, they are easily noticeable so they can

be reminded of what needs doing… With a phone you have to remember to look at it so it’s better for

people who spend a lot of their time on it in the first place..

Candidate A

Listening to (Candidate B), I have to agree that for many people, phones or electronic devices are

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probably the most effective and efficient…why note things twice in two different places if you always

check your phone anyway…but personally I find a notebook much better…there is more space, I can

write in any way I want without limitations of space or format…I find this limiting when it comes to a

phone…also phones to me are less creative…and I surprisingly remember things better when I

handwrite them myself rather than type them…I remember my handwriting better than characters on

my phone keyboard.

Part 3

Sample answer

Candidate A

I know that the Olympic Games or team sports at a national level probably put people under

unimaginable pressure but the one I can relate to is sports competitions at school. I still remember the

stress and anxiety I had when competing in a volleyball tournament with my school team … you are

afraid of both disappointing yourself and your team … making an embarrassing mistake and looking

silly in front of everyone.

Candidate B

Yes, but we all go through that…it’s totally different when you reach national or Olympic level…the

whole world is looking at you, a lot of money and other peoples’ careers have been invested in

you … coaches, sponsors, etc.. that must be so challenging … how do you focus on simply performing

with this in mind …

Candidate A

Yes, sure … there is no doubt that it’s a different kind of pressure but we are all different … what is a

pressure to a kid at school could be equally stressful to an experienced athlete competing

professionally … perhaps we can’t measure this …

Candidate A

I think the most difficult situations are those where unhealthy pressure, rather than positive

encouragement is put on people … and that is regardless of age and competing level

Candidate B

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True, unrealistic goals and too high expectations can be harmful in any situation. I do think that

young people can get over them quicker … they move on, they know they will have further

opportunities to improve and compete again … taking part in the Olympics can be a once In a lifetime

opportunity …

Candidate A

I partly agree … some opportunities come once in a lifetime…but I don’t agree that it is easier for

younger people to get over the disappointment and sometimes even trauma of failing at something …

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 Writing
25 score points in total. Responses are scored according to how well students perform against the
following criteria.
Content Task achievement
5 All content is Can demonstrate complete
relevant to the command of the
task. Target conventions of the
reader is fully communicative task
informed. presented.
Can communicate complex
ideas effectively and
convincingly.
Can hold the target
reader’s attention with
ease.
4 Candidates will demonstrate elements of bands 3 and 5.
3 Minor Can express a wide range
irrelevances of ideas and opinion and
and/or connect with and
omissions may effectively summarise a
be present. range of external sources.
Can manipulate language
Target reader is
for humour or emotive
on the whole purposes, and exploit a
informed. range of functions and
argue a viewpoint
convincingly. Can express
attitude and intention and
express a strong authorial
voice.
2 Candidates will demonstrate elements of bands 1 and 3.
1 Irrelevances Can write an essay,
and proposal or report that
misinterpretatio develops an argument
n of task may be systematically, with
present. Target appropriate highlighting of
reader is significant points and
minimally relevant supporting detail.
informed. Can evaluate different
ideas or solutions to a
Organisation & Range Accuracy
Structure
Can organise the text Uses a wide range of Any inaccuracies occur
coherently using a wide vocabulary, including less only as slips.
range of cohesive common lexis, with
devices and fluency, precision,
organisational patterns sophistication and style.
with complete flexibility.
Grammar structures are
sophisticated, controlled
and natural.
Can present clear Has a very wide range of Communicates with a
information on unfamiliar resources to draw on in high degree of accuracy
complex subjects and terms of vocabulary, across a very wide
integrate sub-themes. structure and functions. range of topics. Very
Can construct Has a broad lexical occasional minor errors
information so that it is repertoire including that do not interfere with
well-organised, idiomatic expressions. understanding.
interesting and Can exploit non-literal Generally accurate
persuasive for the target meaning of a wide range punctuation and
reader using complex of fixed phrases and
cohesive devices within structures. Can express spelling. Learners with
and across paragraphs. themselves clearly on a non-Latin L1 alphabets
wide range of general, may still make minor
academic, or professional mistakes in spelling of
topics. less frequent or longer
words.
Can present clearly Uses a good and varied Communicates with
focused information and range of vocabulary, accuracy on a wide
points of view using collocations and some range of topics. May still
extended stretches of complex functions. Is create some clumsy
language. Can write able to express ideas expressions or
structures when writing
about a variety of topics and opinions on most
about complex abstract
and effectively connect topics without topics but these do not
ideas and arguments circumlocution. Can prevent understanding.
exploit non-literal
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 problem. Can summarise
main points and arguments
from external sources. Can
write articles and reviews
with good expression of
self that persuade and/or
engage. Can produce
standard features of a
variety of texts.
0 Content is totally irrelevant. Target reader is not informed.
with complex language. meanings of everyday Generally accurate
fixed phrases. Can use a punctuation and
May use features of L1 variety of discourse spelling. Learners with
style to express identity. devices within and across non-Latin L1 alphabets
paragraphs for audience may still make minor
effect. mistakes in spelling of
less frequent or longer
words.
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Task 1

Sample answer

Dear Editor,

I read your article last week about young people’s lack of physical activity expressing the view that we don’t care about our
health and are only interested in spending our time in front of a computer or on our mobile phone. I feel I must write in
response to this because, this may not always be the case.

Although it may be true that some young people are not interested in physical activity, I believe many feel positive about
sport and care about their health but their behaviour might not always reflect their attitude to sport because they are not
necessarily looking to take part. For them, the issue is not lack of enthusiasm or awareness about health and well-being,
but limited access to sporting facilities or what is available. Therefore, to help this group of young people, sports and
physical activity needs to be more visible and accessible.

For young people who are interested in taking part in sports the issue is that there is not enough on offer. For example,
schools don’t organise competitive sports and coaching to support the students who want to pursue sports more seriously.
This would require schools to change their attitude towards sports and consider it as important as other subjects. The
change to the program that the writer has suggested - daily timetabled space for sports – would be a step in that direction.

I look forward to reading an alternative opinion on this subject in your newspaper.

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