Diagnostic Test A

No Key Language Area

1 B present continuous 52 C vocabulary: suffixes
2 C present continuous 53 B vocabulary: irregular forms
3 A vocabulary: clothes / accessories 54 C the passive
4 D past perfect 55 B the passive – is/are said to be
5 B comparative and superlative forms 56 A have/get something done
6 A present simple for future 57 C vocabulary: time phrases
7 D so, such, too, enough 58 D vocabulary: irregular forms
8 B vocabulary: food and transport 59 B reported speech
9 C modal verbs: obligation 60 A reporting questions
10 A modal verbs: could 61 A vocabulary: phrasal verbs
11 D vocabulary: adjectives + prepositions 62 C reporting verbs
12 B defining relative clauses 63 B prepositional phrases
13 A reduced relative clauses 64 D adjectives + prepositions
14 A vocabulary: money and business 65 B modal verbs – attitudes to the past
15 C infinitives and –ing forms 66 C modal verbs for future situations
16 B quantifiers and pronouns 67 C vocabulary: personality
17 D vocabulary: science 68 A linking phrases: in spite of/despite
18 B second conditional 69 B three-part phrasal verbs
19 C wishes, preferences and regrets 70 C relative clauses
20 D vocabulary: accommodation 71 B participle clauses
21 D the passive 72 D vocabulary: fixed expressions
22 A have/get something done 73 B cleft sentences
23 A reported speech 74 C cleft sentences
24 B reporting questions, orders and requests 75 B vocabulary: fashion collocations
25 C vocabulary: entertainment 76 D present tenses and time expressions
26 B present simple 77 C present tenses and time expressions
27 C present perfect continuous 78 B phrasal verbs: achievements
28 B comparative forms 79 A cleft sentences for emphasis
29 A vocabulary: describing experiences 80 C inversion for emphasis
30 C vocabulary: collocations with sense of 81 D relative clauses
31 B phrasal verbs with up 82 B the passive
32 C past continuous; unfulfilled expectations 83 C collocations: the media
33 A set phrases 84 C reporting verbs and the passive
34 D idiomatic phrases and expressions 85 A participle clauses
35 A collocations: travel 86 D prepositions with -ed forms
36 B vocabulary: the natural world 87 C vocabulary: making changes
37 B present continuous for future 88 A modal verbs in the past
38 C future perfect continuous 89 B vocabulary: reporting verbs
39 A determiners 90 A dependent prepositions
40 B collocations: education and work 91 B past and present narrative tenses
41 C phrasal verbs with two particles 92 C describing city life: compound nouns
42 A first conditional 93 A transitive and intransitive phrasal verbs
43 B second conditional 94 B subject-verb agreement
44 D third conditional 95 C quantifiers
45 B compound nouns: town and country 96 B vocabulary: similar words
46 A alternative conditional forms 97 B future phrases
47 D prepositional phrases 98 C future perfect
48 B infinitive and verb + -ing 99 B verb + -ing form or infinitive
49 C phrasal verbs: sport 100 D vocabulary: the environment
50 C verb patterns with a change in meaning
51 B vocabulary: irregular forms
Diagnostic Test B
No Key Language Area
1 A present simple 53 A the passive
2 C present continuous 54 C the passive
3 B vocabulary: clothes / accessories 55 D the passive – is/are said to be
4 B past perfect 56 B have/get something done
5 A comparative and superlative forms 57 A vocabulary: time phrases
6 B present simple for future 58 C vocabulary: irregular forms
7 D so, such, too, enough 59 A reported speech
8 C vocabulary: food and transport 60 B reporting questions
9 A modal verbs: advice 61 B vocabulary: phrasal verbs
10 B modal verbs: expressing possibility 62 A reporting verbs
11 B vocabulary: adjectives + prepositions 63 D prepositional phrases
12 C defining relative clauses 64 B adjectives and prepositions
13 C reduced relative clauses 65 C modal verbs for past attitude
14 D vocabulary: money and business 66 A modal verbs for future situations
15 B infinitives and -ing forms 67 B vocabulary: personality
16 A quantifiers and pronouns 68 D linking phrases: not only … but also
17 A vocabulary: science and maths 69 C three-part phrasal verbs
18 B second conditional 70 A relative clauses
19 B wishes, preferences and regrets 71 A participle clauses
20 B vocabulary: accommodation 72 C vocabulary: fixed expressions
21 C the passive 73 D cleft sentences
22 D have/get something done 74 C cleft sentences
23 A reported speech 75 C vocabulary: fashion collocations
24 C reporting questions, orders and requests 76 B present tenses and time expressions
25 A vocabulary: entertainment 77 D present tenses and time expressions
26 D present simple 78 A phrasal verbs: achievements
27 B present perfect continuous 79 B cleft sentences for emphasis
28 D comparative forms 80 A inversion for emphasis
29 B vocabulary: describing experiences 81 C relative clauses
30 D vocabulary: collocations with sense of 82 C the passive
31 A vocabulary: phrasal verbs with up 83 A collocations: the media
32 C past continuous 84 C reporting verbs and the passive
33 A set phrases 85 A participle clauses
34 C idiomatic phrases and expressions 86 A prepositions with -ed forms
35 B collocations: travel 87 B vocabulary: making changes
36 A vocabulary: the natural world 88 B modal verbs in the past
37 B present continuous for future 89 C reporting verbs
38 A future perfect continuous 90 A dependent prepositions
39 B determiners 91 B past and present narrative tenses
40 C collocations: education and work 92 D describing city life: compound nouns
41 B phrasal verbs with two particles 93 C transitive and intransitive phrasal verbs
42 A first conditional 94 B subject-verb agreement
43 B second conditional 95 A quantifiers
44 A third conditional 96 C vocabulary: similar words
45 B compound nouns: town and country 97 C future phrases
46 C alternative conditional forms 98 A future continuous
47 D prepositional phrases: 99 B verb + -ing form or infinitive
48 C infinitive and verb + -ing 100 D vocabulary: the environment
49 A phrasal verbs: sport
50 A verb patterns with a change in meaning
51 B vocabulary: suffixes
52 C vocabulary: prefixes and suffixes
Placement Guidance:

 If students score fewer than 10 correct answers, consider starting in the level below.
 If students score between 10 and 40, start at the expected level and assess scores to check
whether remediation is required.
 If students score between 50 to 75, assess scores and consider an additional oral interview to
decide whether the expected level or the upper level with some remediation would be more
appropriate.
 Students who scored 75+ should be started at an upper level.
UNIT 1: Answer Key
Language Test A
Grammar
Task 1
1 Have, wondered 2 are living 3 has been helping 4 trains 5 knows 6 has made 7 walks 8 has changed
For revision, go to Student's Book: p10
Task 2
9 lazier 10 more efficiently 11 worse 12 the most knowledgeable 13 too noisy 14 as quickly
15 (much) less stressed
For revision, go to Student's Book: p13
Vocabulary
Task 1
16 understanding 17 moved 18 insulted 19 strong-willed 20 anxious 21 petrified 22 delighted 23 tense
For revision, go to Student's Book: p11
Task 2
24 put off 25 get his message across 26 try it out 27 miss out on 28 add to 29 give up 30 taken off
For revision, go to Student's Book: p11
Use of English
(1 point for each correct part)
Task 1
31 swims // more slowly than 32 as good // at sport as 33 angriest // I’ve/have ever 34 slowly enough // (for me) to
35 not interesting // enough
For revision, go to Student's Book: p12
Task 2
36 competitive 37 fitness 38 ability/abilities 39 acceptable/accepted 40 awareness 41 confidence
42 responsibility 43 safety 44 injury 45 achievement
For revision, go to Student's Book: p14

Language Test B
Grammar
Task 1
1 Have, considered 2 are living 3 has trained 4 breeds 5 makes 6 has made 7 has been living
8 haven’t looked
For revision, go to Student's Book: p10
Task 2
9 farther/further 10 more strong-willed 11 better 12 the most laidback 13 too long 14 as fast as
15 (much) stricter
For revision, go to Student's Book: p13
Vocabulary
Task 1
16 sympathetic 17 determined 18 relieved 19 anxious 20 thrilled 21 understanding 22 offended 23 terrified
For revision, go to Student's Book: p11
Task 2
24 get his message across 25 try out 26 miss out on 27 adds to 28 taken off 29 giving away 30 give up
For revision, go to Student's Book: p11
Use of English
(1 point for each correct part)
Task 1
31 can draw // better than 32 runs // more slowly than 33 more // likely to 34 funniest film // I’ve/have ever
35 not play // loudly enough to
For revision, go to Student's Book: p12
Task 2
36 development 37 confidence 38 movements 39 fitness 40 creative 41 awareness 42 importance
43 activities 44 painful 45 achievement
For revision, go to Student's Book: p14
UNIT 1: Answer Key
Skills Test A
Dictation
Many young people are put off / going to art galleries / because they are too formal. / Until recently, / they have been
very visual. / One famous London gallery / has invited people to eat chocolate / while they look at paintings. /
Visitors are also exposed to / smells and noises.
Listening
1 women 2 shirts 3 a challenge 4 grey 5 card 6 chocolate sauce 7 icon 8 (the) words 9 video (call)
10 organised
Reading
Task 1
11 E 12 C 13 D 14 F 15 A 16 G
Task 2
17 The participants have fun and develop friendships with new people, they experience a positive team spirit which
makes them determined to reach their goal, they develop new skills (map reading, building fires etc); they
become more confident in themselves and in taking on challenges. (4 marks)
18 It helps young people have discipline so they can meet commitments; it gives people with disabilities the
opportunity to feel a sense of success and achievement. (2 marks)
19 The numbers of people taking part and achieving awards are increasing year on year; more young disadvantaged
people are taking part. (2 marks)

Skills Test B
Dictation
Many young people are put off / going to art galleries / because they are too formal. / Until recently, / they have been
very visual. / One famous London gallery / has invited people to eat chocolate / while they look at paintings. /
Visitors are also exposed to / smells and noises.
Listening
1 pictures 2 confusing 3 numbers 4 grey 5 match 6 bananas 7 tablet 8 (pedestrian) crossings 9 meeting
10 funny
Reading
Task 1
11 F 12 D 13 B 14 G 15 C 16 A
Task 2
17 The participants have fun and develop friendships with new people; they experience a positive team spirit which
makes them determined to reach their goal; they develop new skills (route planning, map reading, building fires
etc); they become more confident in themselves and in taking on challenges. (4 marks)
18 It is more than just something to list on a CV as it offers proof that participants can work in a team and provides
personal development in terms of time management and commitment to achieve a goal. (2 marks)
19 The numbers of people taking part and achieving awards are increasing year on year; more disadvantaged young
people are taking part. (2 marks)
UNIT 2: Answer Key
Language Test A
Grammar
Task 1
1 used to 2 landed, hadn’t eaten 3 was riding, hit 4 were going to ride, was 5 have you done, asked
6 had been planning, won 7 was, had finished
For revision, go to Student's Book: p24
Task 2
8 took off 9 reached 10 ’d/ had booked 11 was waiting 12 cost 13 had been smoking/had smoked
14 were going to ask 15 had had
For revision, go to Student's Book: p24
Vocabulary
Task 1
16 booked 17 everyday 18 keep 19 spend 20 achieved 21 damage 22 impact 23 mass 24 run
For revision, go to Student's Book: p25
Task 2
25 gave up 26 dressed up 27 think up 28 conjures up 29 ended up 30 didn’t live up to
For revision, go to Student's Book: p25
Use of English
Task 1
31 the 32 the 33 a 34 – 35 The 36 – 37 a 38 an 39 – 40 an
For revision, go to Student's Book: p27
Task 2
41 C 42 D 43 A 44 B 45 C 46 A 47 D 48 B 49 C 50 A
For revision, go to Student's Book: p28

Language Test B
Grammar
Task 1
1 didn’t use to 2 got, weren’t 3 have messaged, hasn’t replied 4 was, hadn’t put 5 were waiting, saw
6 was, won 7 got, had been sitting
For revision, go to Student's Book: p24
Task 2
8 had/’d paid 9 knew 10 had not/hadn’t put 11 missed 12 was waiting 13 had been cooking/had cooked
14 were going to go 15 had had
For revision, go to Student's Book: p24
Vocabulary
Task 1
16 sure 17 enter 18 reservation 19 keep 20 sign 21 cope 22 make 23 attempt 24 severe
For revision, go to Student's Book: p25
Task 2
25 think up 26 lived up to 27 gave up 28 dressed up 29 conjures up 30 ended up
For revision, go to Student's Book: p25
Use of English
Task 1
31 the 32 an 33 the 34 – 35 a 36 – 37 the 38 – 39 The 40 the
For revision, go to Student's Book: p27
Task 2
41 C 42 C 43 B 44 B 45 D 46 A 47 C 48 B 49 A 50 B
For revision, go to Student's Book: p28
UNIT 2: Answer Key
Skills Test A
Dictation
Many people go on a package tour / when travelling abroad. / Seeing the sights / is often high on their list. / They can
be blown away / by the incredible scenery / on day excursions. / In the evenings, / they get into the spirit of
things / when watching the entertainment.
Listening
Task 1
1C 2C 3A 4A 5B 6A 7B
Task 2
8 B 9 A 10 B
Reading
Task 1
11 C 12 A 13 D 14 D 15 B 16 A 17 C
Task 2
18 clearing up rubbish, planting otoi plants for tortoises, helping at the tortoise breeding centre (doing repairs and
feeding the tortoises), increasing awareness of the tortoises among the young. (4 marks)
19 The writer loves helping care for the animals on her relatives’ farm. They especially like working with children. (2
marks)

Skills Test B
Dictation
Many people go on a package tour / when travelling abroad. / Seeing the sights / is often high on their list. / They can
be blown away / by the incredible scenery / on day excursions. / In the evenings, / they get into the spirit of
things / when watching the entertainment.
Listening
Task 1
1B 2A 3C 4B 5A 6B 7B
Task 2
8 C 9 A 10 A
Reading
Task 1
11 B 12 D 13 A 14 C 15 A 16 D 17 C
Task 2
18 familiarising urban children with animals, teaching the children where basic foodstuffs come from, gardening
sessions for adults, relieving loneliness among the elderly (4 marks)
19 The writer wanted to help after severe flooding in their local area. They saw that local children had been forced by
to leave their homes and take refuge in the school’s sports hall. (2 marks)
UNIT 3: Answer Key
Language Test A
Grammar
Task 1
1 will have been working 2 am/’m going to look 3 will have finished 4 starts 5 am/’m having 6 will/’ll (probably) be
7 is 8 will/’ll give
For revision, go to Student's Book: p38
Task 2
9 will have finished 10 will/’ll probably look for 11 finish 12 get 13 will not/won’t be sharing
14 will not/won’t have finished 15 will have been learning
For revision, go to Student's Book: p38
Vocabulary
Task 1
16 detention 17 experiment 18 syllabus 19 handout 20 attendance 21 timetable 22 grade 23 discipline
For revision, go to Student's Book: p39
Task 2
24 catch up on 25 keeping up with 26 came up with 27 made up for 28 get on with 29 catch up on 30 run out of
For revision, go to Student's Book: p39
Use of English
(1 point for each correct part)
Task 1
31 so many // interesting 32 (only) have (a) // little responsibility 33 a great deal // of money
34 need // a large amount of 35 (a) few teenagers // are lucky
For revision, go to Student's Book: p41
Task 2
36 C 37 B 38 A 39 C 40 B 41 D 42 A 43 D 44 C 45 A
For revision, go to Student's Book: p42

Language Test B
Grammar
Task 1
1 know 2 will (probably) be 3 is 4 will have left 5 leaves 6 am/’m having 7 am/’m going to look
8 will/’ll have been learning
For revision, go to Student's Book: p38
Task 2
9 will/’ll have graduated 10 am/’m going to look 11 have finished 12 get 13 am/’m going to look 14 will/’ll walk
15 will/’ll make
For revision, go to Student's Book: p38
Vocabulary
Task 1
16 timetable 17 detention 18 grade 19 discipline 20 handout 21 experiment 22 syllabus 23 attendance
For revision, go to Student's Book: p39
Task 2
24 came up with 25 get on with 26 catch up on 27 made up for 28 keep up with 29 catch up on 30 run out of
For revision, go to Student's Book: p39
Use of English
(1 point for each correct part)
Task 1
31 you need // no experience/no experience // is necessary/needed 32 few teenagers // will be/are lucky
33 needed // a large amount of 34 a great deal // of money 35 lot // has changed/lot of changes // have happened
For revision, go to Student's Book: p41
Task 2
36 B 37 D 38 C 39 A 40 D 41 A 42 C 43 B 44 A 45 D
For revision, go to Student's Book: p42
UNIT 3: Answer Key
Skills Test A
Dictation
There are advantages and disadvantages / to being self-employed. / The best thing is / that you have control / over
your own time. / You can work independently / and be your own boss. / The downside is that / you work under
lots of pressure / and have little time off.
Listening
Task 1
1B 2D 3H 4F 5C
Task 2
6 G 7 C 8 A 9 E 10 B
Reading
Task 1
11 A 12 B 13 B 14 C 15 A 16 D
Task 2
17 users who let things affect them rather than being active (2 marks)
18 children spend too much time playing computer games rather than being out in the sunshine which can affect their
health in negative ways; 25 percent of children use social media in the night so they don't get enough sleep;
using phones and tablets at school during lessons can lead to students not concentrating properly and behaving
badly. (3 marks)
19 Students' own answers. Possible answers: I think a lot of what children are taught now about technology will be out
of date as things change so fast in that area – in both hardware and software/will still be relevant as although
the technology might change, a lot of the skills needed are the same. (3 marks)

Skills Test B
Dictation
There are advantages and disadvantages / to being self-employed. / The best thing is / that you have control / over
your own time. / You can work independently / and be your own boss. / The downside is that / you work under
lots of pressure / and have little time off.
Listening
Task 1
1F 2A 3G 4B 5D
Task 2
6 E 7 H 8 G 9 D 10 C
Reading
Task 1
11 B 12 A 13 D 14 D 15 A 16 A
Task 2
17 a slow introduction over a period of time (2 marks)
18 for: reduces pressure to conform, increases creativity; against: can create stress as students have less in common
with other students their own age and can't participate fully in games and conversation, etc. when topics such as
TV come up. (3 marks)
19 Students' own answers. Possible answers: I think some people use technology too much to do things for them and
so less use of it could make them work more things out for themselves and use their own imaginations more/I
think technology can provide lots of new and different opportunities for being creative and help people use their
imaginations in ways they couldn't without it. (3 marks)
UNIT 4: Answer Key
Language Test A
Grammar
Task 1
1 will reach/will have reached 2 would not/wouldn’t have moved/might not/mightn't have moved 3 catch
4 would/’d walk 5 floods 6 will/’ll phone 7 would/’d learn 8 would/’d have seen
For revision, go to Student's Book: p52
Task 2
9 unless 10 If only 11 wish 12 when 13 on condition that/as long as 14 in case 15 as long as/on condition that
For revision, go to Student's Book: p55
Vocabulary
Task 1
16 apartment complex 17 weather conditions 18 public transport 19 traffic signs 20 public spaces
21 country cottage 22 housing crisis 23 town planners
For revision, go to Student's Book: p53
Task 2
24 For 25 fact 26 as 27 At 28 difference 29 out 30 lose
For revision, go to Student's Book: p53
Use of English
Task 1
31 wish 32 what 33 unless 34 provided 35 where 36 condition 37 would 38 only 39 case 40 had
For revision, go to Student's Book: p55
Task 2
41 C 42 C 43 D 44 B 45 A 46 C 47 D 48 A 49 B 50 C
For revision, go to Student's Book: p56

Language Test B
Grammar
Task 1
1 will not/won't be 2 would/’d have entered/might have entered 3 drives 4 would/’d go 5 want 6 will/’ll sleep
7 would/’d drive 8 would/’d never have learnt/ would/’d never have learned
For revision, go to Student's Book: p52
Task 2
9 If only 10 on condition that/as long as 11 when 12 wish 13 as long as/on condition that 14 in case 15 unless
For revision, go to Student's Book: p55
Vocabulary
Task 1
16 power station 17 entrance gate/gates 18 traffic jams 19 leisure complex 20 town hall 21 tourist spot
22 city walls 23 road markings
For revision, go to Student's Book: p53
Task 2
24 make 25 losing 26 part 27 For 28 take 29 In 30 means
For revision, go to Student's Book: pxx
Use of English
Task 1
31 only 32 were 33 not 34 long 35 could/can 36 provided 37 was/were 38 wish 39 when
For revision, go to Student's Book: p55
40 could/would/might
Task 2
41 B 42 D 43 A 44 C 45 B 46 A 47 A 48 B 49 D 50 C
For revision, go to Student's Book: p56
UNIT 4: Answer Key
Skills Test A
Dictation
If the population / continues to increase / at its current rate, / there will be almost 10/ten billion people / on the planet
by the year 2050/twenty fifty. / Most of these will live / in huge cities. / We need to ensure / that there isn’t a
housing crisis / because of this.
Listening]
1 B 2 A 3 C 4 B 5 C 6 B 7 A 8 C 9 A 10 B
Reading
11 B 12 C 13 D 14 A 15 D 16 C 17 B 18 D
Task 2
19 having something that is good/worth talking about (1 mark)
20 Three of the following: Svetlana (A) It’s a quick/the quickest way of getting around. It covers nearly all of the city.
Trains run every day from early till late. It’s efficient and easy to use. It is unique due to having some of the most
beautiful stations in the world. Rick (C) It covers a lot of the city. You can use it to go out late at weekends on
some lines. It’s generally quick. There are lots of maps available so it’s easy to use. It uses technology for easy
payment. It has schemes to help some passengers. (3 marks)

Skills Test B
Dictation
If the population / continues to increase / at its current rate, / there will be almost 10/ten billion people / on the planet
by the year 2050/twenty fifty. / Most of these will live / in huge cities. / We need to ensure / that there isn’t a
housing crisis / because of this.
Listening
1 B 2 A 3 B 4 C 5 C 6 A 7 C 8 A 9 B 10 C
Reading
Task 1
11 A 12 B 13 A 14 D 15 D 16 B 17 A 18 C
Task 2
19 make something correct or official (1 mark)
20 Three of the following: Anya (B) It runs every day and through the night at weekends. It’s clean, reliable and simple
to use. It uses technology for selling tickets. It is part of an efficient city transport system. It isn’t crowded even in
rush hour. Min Jun (D) It’s fast (efficient). It is high-tech (It has WiFi/TVs/phone signals/air conditioning/heated
seats). It’s admired by people from all over the world. It’s cheap and easy to transfer. (3 marks)
UNIT 5: Answer Key
Language Test A
Grammar
Task 1
1 to visit 2 to take 3 to maintain 4 to get up 5 drink 6 taking 7 having 8 doing
For revision, go to Student's Book: p66
Task 2
9 to talk 10 telling 11 booking 12 to bring 13 to get 14 drinking 15 to put on
For revision, go to Student's Book: p66
Vocabulary
Task 1
16 opponent 17 teamwork 18 athlete 19 coordination 20 teammate 21 spectator 22 championship 23 trophy
For revision, go to Student's Book: p67
Task 2
24 out 25 show 26 on 27 count 28 down 29 knock 30 round
For revision, go to Student's Book: p67
Use of English
Task 1
(1 point for each correct part)
31 'd/would rather // save my money 32 had better // get 33 it is/it's time // you worked
34 regret // entering/having entered 35 stopped going // to the gym
For revision, go to Student's Book: p69
Task 2
36 encouragement 37 frustration 38 performance/performances 39 decision 40 behaviour 41 inexpensive
42 realist 43 expectations 44 impatient 45 improvement/improvements
For revision, go to Student's Book: p70

Language Test B
Grammar
Task 1
1 interviewing 2 keep 3 drinking 4 to play 5 to train 6 to follow 7 to meet 8 taking
For revision, go to Student's Book: p66
Task 2
9 to reserve 10 to explain 11 buying 12 beating 13 asking 14 to have 15 to do
For revision, go to Student's Book: p66
Vocabulary
Task 1
16 spectator 17 athlete 18 trophy 19 opponent 20 championship 21 teamwork 22 teammate 23 coordination
For revision, go to Student's Book: p67
Task 2
24 show 25 count /rely/depend 26 down 27 take 28 work 29 get 30 for
For revision, go to Student's Book: p67
Use of English
Task 1
(1 point for each correct part)
31 you are/you’re going // to be 32 would rather // you did not/didn’t 33 regret saying // (that) Ella was
34 had better // take 35 it is/it's time // you took
For revision, go to Student's Book: p69
Task 2
36 decision 37 disapproval 38 qualification 39 unbelievable 40 exhaustion 41 motivation 42 performance
43 unexpectedly 44 successfully 45 unfamiliar
For revision, go to Student's Book: p70
UNIT 5: Answer Key
Skills Test A
Dictation
It is beyond doubt that / competing in sporting activities / has a positive effect on / both body and mind. / Exercise
helps to improve / the quality of our sleep / and the chemicals released / by our brains / when we work out also /
make us feel happy and peaceful.
Listening
Task 1
1A 2C 3B 4A 5C 6A 7B
Task 2
8 B 9 B 10 A
Reading
Task 1
11 B 12 C 13 C 14 B 15 D 16 A
Task 2
17 A supported his point by adding more evidence or information (2 marks); B very willing and eager to spend a lot of
money (2 marks); C the opposite and often less obvious effect or side of something (2 marks)
18 Successful sports stars are looked up to by many young people, but to get where they are they have had to work
extremely hard, just like successful musicians and film stars, and so should be generously rewarded for this. (2
marks)

Skills Test B
Dictation
It is beyond doubt that / competing in sporting activities / has a positive effect on / both body and mind. / Exercise
helps to improve / the quality of our sleep / and the chemicals released / by our brains / when we work out also /
make us feel happy and peaceful.
Listening
Task 1
1C 2B 3A 4B 5B 6A 7C
Task 2
8 A 9 C 10 B
Reading
Task 1
11 C 12 C 13 B 14 C 15 A 16 D
Task 2
17 A correct or honest according to what you think is right or wrong (2 marks); B doesn't last as long when compared
to other things (careers in this specific context) (2 marks); C having too much power over someone or
something (fans/spectators in this specific context) (2 marks)
18 As sportspeople work very hard and for long hours, just like in other highly valued jobs, they should get similarly
high wages. Their working life is quite short and so they need to earn enough money quickly to last them after
their career has ended. (2 marks)
UNIT 6: Answer Key
Language Test A
Grammar
Task 1
1 were being set up 2 use 3 is believed 4 look at 5 could not/couldn’t be 6 been made 7 were being entertained
8 was taught
For revision, go to Student's Book: p80
Task 2
9 are said 10 was taken 11 put 12 was being chased 13 was drawn 14 learnt 15 were collected
For revision, go to Student's Book: p80
Vocabulary
Task 1
16 at 17 in 18 on 19 opposite 20 outside 21 on
For revision, go to Student's Book: p81
Task 2
22 by 23 point 24 no 25 struggle 26 blur 27 perspective 28 sequences 29 narrative 30 time
For revision, go to Student's Book: p81
Use of English
(1 point for each correct part)
Task 1
31 had the professor // explain 32 must // get my project on 33 had // her phone stolen
34 was being watched // by everyone 35 I should get // tickets (booked)
For revision, go to Student's Book: p83
Task 2
36 accuracy 37 confident 38 variety 39 distant 40 essential 41 height 42 survival 43 vision 44 environmental
45 deadly
For revision, go to Student's Book: p84

Language Test B
Grammar
Task 1
1 studied 2 was not/wasn’t being used 3 is known 4 were drawn 5 used 6 could film 7 did you learn
8 were being shown
For revision, go to Student's Book: p80
Task 2
9 explains 10 being removed 11 is watched 12 were being filmed 13 gave 14 are discovering 15 were invited
For revision, go to Student's Book: p80
Vocabulary
Task 1
16 opposite 17 on 18 at 19 outside/out 20 in 21 on
For revision, go to Student's Book: p81
Task 2
22 middle 23 strategies 24 target 25 minute 26 struggle 27 time 28 in 29 sequences 30 blur
For revision, go to Student's Book: p81
Use of English
(1 point for each correct part)
Task 1
31 is being tracked // by 32 is/’s having // her car repaired 33 need to // be bought online
34 get // some grasshopper mice filmed 35 get the school // to hold
For revision, go to Student's Book: p83
Task 2
36 inhabitants 37 behaviour 38 dramatically 39 variety 40 survival 41 strengthen 42 Failure
43 environmentally 44 confident 45 fascinating
For revision, go to Student's Book: p84
UNIT 6: Answer Key
Skills Test A
Dictation
Ask a photographer / why they enjoy what they do / and you will probably be / blown away / by their enthusiasm. / It is
a hobby people can be / extremely passionate about. / They love finding new angles / and perspectives, / and
surprising us / with their view of the world.
Listening
1 biology 2 fishing 3 sea journey 4 shower 5 peanut butter 6 whale sharks 7 octopus 8 colour 9 proud
10 beauty
Reading
Task 1
11 A 12 E 13 G 14 F 15 B 16 D
Task 2
17 A important or noticeable (1 mark) B control, setting up rules and enforcing them (1 mark)
18 development of aircraft design and manufacture and of space photography (2 marks)
19 Many people use drones for a variety of reasons and as a result people are worried that their use is uncontrolled.
There are concerns they may affect the safety of aircraft. People are also worried that drones can photograph
them without their knowledge. This is a complicated area involving laws and personal opinions of what is right or
wrong (4 marks)

Unit 6 Skills Test B

Dictation
Ask a photographer / why they enjoy what they do / and you will probably be / blown away / by their enthusiasm. / It is
a hobby people can be / extremely passionate about. / They love finding new angles / and perspectives, / and
surprising us / with their view of the world.
Listening
1 challenge 2 shells 3 bus ride 4 communal hut 5 chocolate 6 seahorses 7 dolphins 8 magical 9 worried
10 priorities
Reading
Task 1
11 B 12 C 13 F 14 A 15 D 16 E
Task 2
17 A involving a lot of different but connected parts in a way that is difficult to understand (1 mark)
B possibility (1 mark)
18 invention of the box brownie camera and man-powered flight (2 marks)
19 Drones are cheap and so are available to many people. They can take interesting photographs from a variety of
new angles. They are used by different people in many different ways (business, personal use etc). You can do
a lot with them and they are fun to use. (4 marks)
UNIT 7: Answer Key
Language Test A
Grammar
Task 1
1 was/is 2 bought 3 were not/weren’t/are not/aren’t 4 have 5 spend 6 are reading 7 had given/gave
8 could not/couldn’t 9 had thrown/threw 10 would be/will be
For revision, go to Student's Book: p94
Task 2
11 if he wanted to be a writer. 12 if he had ever written any science fiction.
13 when he would start writing his first novel. 14 if he could remember the full title of her first book.
15 why her books had become so popular./why her books became so popular.
For revision, go to Student's Book: p94
Vocabulary
Task 1
16 novel 17 paperback 18 e-book 19 passage 20 ending 21 publisher 22 print
For revision, go to Student's Book: p95
Task 2
23 weak 24 complicated 25 unexpected 26 main 27 special 28 final 29 happy 30 rave
For revision, go to Student's Book: p95
Use of English
Task 1
31 B 32 A 33 C 34 C 35 D 36 C 37 A 38 D 39 A 40 B
For revision, go to Student's Book: p98
Task 2
41 had 42 were 43 writing/doing/making 44 him 45 could/would 46 do 47 us 48 to 49 such 50 on
For revision, go to Student's Book: p97

Unit 7 Answer Key

Language Test B
Grammar
Task 1
1 was/is 2 had given/gave 3 were not/weren’t/are not/aren’t 4 did not/didn’t have/do not/don’t have 5 spend
6 had done/did 7 had not/hadn’t been/were not/weren’t 8 had broken 9 would be/will be 10 are watching
For revision, go to Student's Book: p94
Task 2
11 if she wanted to be a singer. 12 if she had ever written any songs. 13 when she would start writing her first song.
14 if she could remember the title of his first hit.
15 why his songs had become such big hits./why his songs became such big hits.
For revision, go to Student's Book: p94
Vocabulary
Task 1
16 novel 17 paperback 18 e-book 19 series 20 illustrations 21 publisher 22 print
For revision, go to Student's Book: p95
Task 2
23 rave 24 complicated 25 unexpected 26 main 27 special 28 weak 29 final 30 happy
For revision, go to Student's Book: p95
Use of English
Task 1
31 for 32 In 33 for 34 by 35 to 36 of 37 of 38 for 39 for 40 by
For revision, go to Student's Book: p98
Task 2
41 them 42 had 43 she 44 making/filming/shooting 45 us 46 do 47 watched/viewed 48 not 49 on 50 to
For revision, go to Student's Book: p97
UNIT 7: Answer Key
Skills Test A
Dictation
A film director recently admitted / that stories told on the big screen / aren’t generally original. / Existing fiction / with
believable characters / and a strong storyline / is the main inspiration / for scriptwriting of any genre. / It can be
adapted to include / special effects and a happy ending.
Listening
1 C 2 B 3 B 4 C 5 B 6 A 7 B 8 B 9 C 10 C
Reading
Task 1
11 B 12 C 13 D 14 A 15C 16 C 17 D 18 A
Task 2
19 Answer mentions two of the following: Father spent all the money (and couldn't look/didn't want to take
responsibility for looking after the family) so the family needed to keep moving which was very disruptive. His
mother had to sell everything they owned to pay the debts so they didn't have enough to eat. His father ended
up in jail and so Charles had to leave school and go out to work. He had to work long hours in a factory. (2
marks)
20 Students' own answers. Possible answers: Yes – he wrote about interesting and entertaining characters; he deals
with social problems which still exist today/he helps us understand a period in the past and which interest(s) me;
his stories still clearly entertain people, either through the books themselves or adaptations, and so must be
good; I like stories with lots of characters and complicated plots and which have interesting and unexpected
twists in the plot./No – he wrote at a time in the past which I'm not interested in and is so long ago it's not really
relevant any more; his books are long and difficult with old-fashioned language which puts me off them; I prefer
my books to be shorter and about people I can relate to/I prefer science fiction/thrillers (etc.) to stories about
people being poor or having social problems. (2 marks)

Skills Test B
Dictation
A film director recently admitted / that stories told on the big screen / aren’t generally original. / Existing fiction / with
believable characters / and a strong storyline / is the main inspiration / for scriptwriting of any genre. / It can be
adapted to include / special effects and a happy ending.
Listening
1 B 2 A 3 C 4 C 5 A 6 C 7 A 8 C 9 A 10 B
Reading
Task 1
11 D 12 A 13 B 14 C 15 D 16 A 17 B 18 C
Task 2
19 Answer should include two of the following: Father spent all the money (and couldn't look/didn't want to take
responsibility for looking after the family) so the family needed to keep moving which was very disruptive. His
mother had to sell everything they owned to pay the debts so they didn't have enough to eat. His father ended
up in jail and so Charles had to leave school and go out to work. He had to work long hours in a factory. (2
marks)
20 Students' own answers. Possible answers: Yes – he deals with social problems which still exist today; his stories
still entertain people, either through the books themselves or adaptations; he wrote about interesting and
entertaining characters; he helps us understand a period in the past; his personal experiences could be very
similar to people today; the term 'Dickensian' is still used./No – he wrote at a time in the past which people aren't
really interested in and is so long ago it's not really relevant any more; his books are long and difficult with old-
fashioned language and so not many people read them; people today want exciting entertainment in shorter
forms, which is why the adaptations are now popular, not the original books(2 marks)
UNIT 8: Answer Key
Language Test A
Grammar
Task 1
1 should have seen 2 needn’t have been 3 shouldn’t have shouted 4 might have forgotten 5 ought to have spent
For revision, go to Student's Book: p108
Task 2
6 have fixed 7 lock 8 eat 9 water 10 have tidied
For revision, go to Student's Book: p108
Task 2b
11 should have been fixed 12 must be locked 13 needs to be eaten 14 don’t have to be watered
15 ought to have been tidied
For revision, go to Student's Book: p108
Vocabulary
Task 1
16 anti-social 17 stubborn 18 arrogant 19 possessive 20 flamboyant 21 admiration 22 courageous
23 defensive
For revision, go to Student's Book: p109
Task 2
24 common 25 nothing 26 word 27 secret 28 touch 29 waiting 30 having
For revision, go to Student's Book: p109
Use of English
(1 point for each correct part)
Task 1
31 in spite of // fighting/in spite of // having fought 32 should have // got
33 despite not // knowing him (for)/despite not // having known him 34 only // did he learn
35 ought to // have been given
For revision, go to Student's Book: p111
Task 2
36 B 37 D 38 A 39 C 40 C 41 A 42 D 43 A 44 B 45 D
For revision, go to Student's Book: p112

Language Test B
Grammar
Task 1
1 could have had 2 must have been 3 ought to have given 4 should have spent 5 can’t have found
For revision, go to Student's Book: p108
Task 2a
6 have answered 7 have printed 8 check 9 shut 10 take
For revision, go to Student's Book: p108
Task 2b
11 ought to have been answered 12 should have been printed 13 need to be checked 14 must be shut
15 don’t have to be taken
For revision, go to Student's Book: p108
Vocabulary
Task 1
16 cooperative 17 courteous 18 irresponsible 19 eccentric 20 immature 21 loyalty 22 talkative 23 demanding
For revision, go to Student's Book: p109
Task 2
24 doubts 25 common 26 chat 27 touch 28 difficulty 29 word 30 nothing
For revision, go to Student's Book: p109
Use of English
(1 point for each correct part)
Task 1
31 can’t have been // easy 32 only // did she teach 33 in spite of // losing/in spite of // having lost
34 should have been // told 35 despite // not being/in spite of // not being
For revision, go to Student's Book: p111
Task 2
36 D 37 B 38 C 39 B 40 A 41 D 42 C 43 A 44 C 45 B
For revision, go to Student's Book: p112
UNIT 8: Answer Key
Skills Test A
Dictation
It’s more helpful / to describe a person’s actions / than their personality. / A sympathetic friend / could call someone
loyal, / courageous and flamboyant. / An enemy might call the same person / possessive, irresponsible and
arrogant. / But a description of what that person has done / can be viewed fairly.
Listening
Task 1
1F 2A 3C 4H 5B
Task 2
6 H 7 F 8 C 9 B 10 E
Reading
Task 1
11 C 12 B 13 B 14 D 15 A 16 B 17 D 18 A
Task 2
19 Students' own answers. Possible answer: Self-improvement means trying to change yourself/oneself in some way
to become a better person. It could be your body or your mind or your personality. (2 marks)
20 Students' own answers. Possible answers: I like the writer because she doesn’t believe very much in self-
improvement. She thinks self-improvement books are unrealistic and that most people aren’t serious about
change./I like the writer because she prefers novels to self-help books. Also she gives good advice at the end of
the article to people who are serious about changing themselves./I don’t like the writer because she has a
negative view of self-improvement. She thinks people should read stories instead of trying to change. (2 marks)

Skills Test B
Dictation
It’s more helpful / to describe a person’s actions / than their personality. / A sympathetic friend / could call someone
loyal, / courageous and flamboyant. / An enemy might call the same person / possessive, irresponsible and
arrogant. / But a description of what that person has done / can be viewed fairly.
Listening
Task 1
1E 2H 3G 4D 5F
Task 2
6 D 7 E 8 C 9 A 10 H
Reading
Task 1
11 D 12 C 13 B 14 B 15 D 16 A 17 A 18 C
Task 2
19 Answers should include 2 of the following: There is a lot in the media about self-improvement – a lot of
people/influencers talk and write about it; social media plays a big part as people post images of the best parts
of their lives which make other people want to look/feel the same and increase their popularity; there is a big
self-improvement publishing industry which can influence people (advertising etc); people like reading about it
because it helps to make them feel positive (2 marks)
20 Students' own answers. Possible answers: The writer doesn’t believe very much in self-improvement and thinks
self-improvement books and articles are unrealistic and that though they are popular, most people aren’t serious
about change. However, she does say that reading self improvement articles can help people to be more
positive and feel good about change, even if we don't do anything about it./She thinks self improvement books
and articles are boring and a waste of time and would much rather read a good novel. She also thinks that it is
better to do some exercise to feel better about yourself rather than read about it and then do nothing. (2 marks)
UNIT 9: Answer Key
Language Test A
Grammar
Task 1
1 when 2 where 3 which 4 who 5 which 6 having 7 when 8 whose 9 drinking 10 whose
For revision, go to Student's Book: p122
Task 2
11 using 12 left 13 Giving 14 borrowed 15 invited
For revision, go to Student's Book: p125
Vocabulary
Task 1
16 weigh 17 sleep 18 research 19 second 20 choices 21 involve 22 base 23 plan
For revision, go to Student's Book: p123
Task 2
24 consult 25 evaluate 26 intend 27 judgement 28 proposal 29 selection 30 consideration
For revision, go to Student's Book: p123
Use of English
Task 1
31 who/that 32 did 33 It 34 whose 35 What 36 was 37 do/achieve 38 which 39 when/after 40 when
For revision, go to Student's Book: p125
Task 2
41 obsessive 42 various 43 solution 44 unable 45 intend 46 impatient 47 selective 48 challenging
49 suspicion 50 influential
For revision, go to Student's Book: p126

Language Test B
Grammar
Task 1
1 which 2 which/that 3 which 4who/that 5which 6 who/that 7where 8whose 9 wearing/having 10 being
For revision, go to Student's Book: p122
Task 2
11 helping 12 sold 13 printing 14 lent 15 needing
For revision, go to Student's Book: p125
Vocabulary
Task 1
16 come 17 involve 18 mind 19 reveal 20 make 21 weight 22 challenge 23 change
For revision, go to Student's Book: p123
Task 2
24 select 25 consultation 26 judge 27 intention 28 consider 29 evaluation 30 propose
For revision, go to Student's Book: p123
Use of English
Task 1
31 when/while 32 What 33 which/that 34 who 35 where 36 It 37 to 38 whose 39 was/is 40 when/after
For revision, go to Student's Book: p125
Task 2
41 psychologists 42 ambitious 43 confidence 44 energetic 45 decisive 46 creative 47 suspicious
48 statements 49 social 50 successful
For revision, go to Student's Book: p126
UNIT 9: Answer Key
Skills Test A
Dictation
My friendship group / is not obsessed with appearance, / and we don’t feel under pressure / to wear a particular brand
or label. / However, we do enjoy / picking up bargains / and experimenting with new looks. / For us, clothes / are
a way of expressing ourselves / and showing independence.
Listening
Task 1
1C 2B 3B 4A 5B 6C 7A
Task 2
8 A 9 C 10 C
Reading
Task 1
11 B 12 E 13 C 14 D 15 A 16 H 17 F
Task 2
18 the course (interest, relevance), the location (local to home or distant), career prospects (and potential earning
power), facilities, clubs and activities, cost (fees and accommodation) (4 marks)
19 Research well – read up, talk to other people, attend open days (1 mark) and write down pros and cons to help you
weigh up the various factors and come to your decision. (1 mark)

Skills Test B
Dictation
My friendship group / is not obsessed with appearance, / and we don’t feel under pressure / to wear a particular brand
or label. / However, we do enjoy / picking up bargains / and experimenting with new looks. / For us, clothes / are
a way of expressing ourselves / and showing independence.
Listening
Task 1
1B 2B 3C 4C 5A 6B 7C
Task 2
8 B 9 C 10 A
Reading
Task 1
11 E 12 A 13 G 14 B 15 C 16 D 17 F
Task 2
18 deciding which subjects to study/specialise in in the last years of secondary school. (1 mark)
The decision is important because the choice of subjects will influence what they can study in further education and
eventually their career options. (1 mark)
19 the course (interest, relevance), the location (local to home or distant), career prospects (and potential earning
power), facilities, clubs and activities, cost (fees and accommodation) (4 marks)
Answer Key
Review (Units 1–3)
Language Test A
Grammar
Task 1
1 are/’re (always) playing 2 has/’s been teaching 3 was going to work 4 will/’ll go / are going to go 5 will/’ll be studying
Task 2
1 much worse 2 enough money 3 Several 4 each 5 The sense
Task 3
1C 2A 3B 4B 5C
Vocabulary
Task 1
1 high 2 responsible 3 sympathetic 4 down 5 thrilled
Task 2
1 of 2 sign 3 on 4 over 5cope
Task 3
1 the 2 few 3 lot 4 better 5 more
Use of English
Task 1
1was due / to fly to 2 most excited / I’ve ever 3 too late / to see 4 has had / that laptop since 5 is not as / boring as
6 a great deal / of energy
Task 2
1D 2B 3D 4A 5C 6A 7B 8C

Language Test B
Grammar
Task 1
1 is/’s (always) asking 2 have/’ve been studying 3 was going to fly 4 will/’ll stay/are going to stay 5 will/’ll be living
Task 2
1 much stronger 2 Few 3 a good sense 4 plenty of 5 too much
Task 3
1B 2A 3B 4C 5B
Vocabulary
Task 1
1 moon 2 boss 3 relieved 4 blown 5 moved
Task 2
1 for 2 attempt 3 from 4 make 5 achieved
Task 3
1 the 2 lots 3 few 4 best 5 more
Use of English
Task 1
1 most terrified / I’ve ever 2 not disciplined / enough to 3 has been working / for 4 were going to / deliver
5 only a few / farmers who 6 (very) little / job satisfaction
Task 2
1C 2D 3C 4B 5D 6B 7B 8C
Speaking
Task SPOKEN SPOKEN RANGE ACCURACY
achievement PRODUCTION AND INTERACTION Structure Structure
FLUENCY Ability to Vocabulary Vocabulary
Length of maintain or Discourse/communicative Appropriacy of
contribution develop functions vocabulary
Intelligibility interaction Functions
Pausing & Coherence
hesitation Appropriacy
Cohesion Pragmatic
Repair strategies Strategies
5 All utterances Can present clearly Can present clearly Can express ideas, including Communicates
are relevant to focused information focused information abstract ideas, and opinions with accuracy on
the task. All taskand points of view and points of view with precision and present a wide range of
requirements using extended using extended and respond to complex or topics. Makes
fully completed. stretches of stretches of hypothetical lines of occasional errors
language. Can talk language. Can talk argument convincingly. Can when dealing with
about a variety of about a variety of help develop discussions by complex abstract
topics and effectively topics and following up statements and topics but these
connect ideas and effectively connect inferences. Can select do not prevent
arguments with ideas and language appropriate to the understanding.
complex language. arguments with context and audience and Can self-correct.
Occasional hesitation; complex language. paraphrase where Errors may be
uses stress and Occasional necessary. Only occasionally either fossilized
intonation to convey hesitation; uses needs to ask for clarification. L1 interference or
meaning effectively. stress and reflect L1 identity.
intonation to
convey meaning
effectively.
4 Candidates will demonstrate elements of 3 and 5
3 Minor Can present clear, Can present clear, Can open or take the lead in Communicates
irrelevances detailed information detailed information an exchange and is sensitive with accuracy on
and/or and points of view on and points of view to turn-taking. Can expand most topics and in
omissions may a wide range of on a wide range of coherently and appropriately most contexts.
be present. familiar topics. Can familiar topics. Can on points and clearly May make errors
Task use functional use functional express and invite points of when talking
requirements on language to express language to view although this is not about very
the whole evaluation, make express evaluation, always fluent when unfamiliar or more
completed. supporting points and make supporting discussing unfamiliar topics. abstract topics but
give relevant points and give Can reformulate responses these do not
examples and to relevant examples with ease and ask for prevent
express feelings. Can and to express clarification for less familiar understanding.
use cohesive devices feelings. Can use topics. Can self-correct.
to connect arguments cohesive devices to Some errors may
though this may be connect arguments be either
clumsy in places. though this may be fossilized L1
There are only minor clumsy in places. interference or
hesitations and There are only reflect L1 identity.
contributions are minor hesitations
intelligible using and contributions
 intonation and stress
are intelligible using
to convey meaning, intonation and
though this is not stress to convey
always consistent. meaning, though
this is not always
consistent.
2 Candidates will demonstrate elements of 1 and 3
1 Irrelevances and Can communicate Can maintain and Can maintain and develop Uses a range of
misinterpretation using longer stretches develop the the interaction with relative words, structures
of task may be of connected clauses interaction with ease and coherence on and collocations.
present. Task and functional relative ease and familiar topics, including Can use
requirements language (e.g. coherence on some abstract matters. Can functional
not all compare/contrast; familiar topics, respond with some flexibility language to deal
completed. reason/explanation). including some within familiar topic areas with unfamiliar
May pause when abstract matters. and can reformulate simple everyday topics
handling more Can respond with responses but may need to but has a limited
complex matters and some flexibility ask for clarification in less range of complex
need to use repair within familiar topic familiar topic areas. language.
strategies. areas and can Searches for
Is generally intelligible reformulate simple unknown words
and can use basic responses but may and /or uses
stress and intonation need to ask for repetitive
to support meaning. clarification in less paraphrases.
familiar topic areas.

0 Speech irrelevant or incomprehensible.

Task 1
Sample answers
1 I enjoy going to the cinema and watching thrillers because the best place to see them is on a big screen.
2 I did my homework and then played football in the park with my friends.
3 I want to be a doctor because I want to help people get better.
4 I play computer games with my friends when I want to have a good time with them. We all really enjoy doing that.
5 My best holiday was when I went camping with my friends. We had a lot of fun and did some interesting activities
together.
6 The best present I have ever been given was a new computer. My old one was very slow.
Task 2
Sample answers
Student A
The first photograph shows people working indoors, in an office, while the other one is of a man working outside on a
farm, feeding cows. The people in the office are sitting working at desks or talking about something. They all look
interested in their work and are concentrating. The other photograph shows the man working on his own - though I
suppose there are other people around. He looks happy and clearly likes his work. The people in the office seem to be
dressed formally, but the farmer is wearing much more comfortable clothes.
I think the people in the office enjoy being able to work with other people as part of a team. Their office is modern and
sunny, and looks like a relaxing and friendly place to work, although I suppose it is also quite formal. I believe they are
very pleased they work indoors when the weather is bad! The farmer looks as if he enjoys being outside in the fresh air on
his own. I think he likes working with animals and feels a sense of achievement from caring for them.
Student B
I would prefer to be in the office because I like working with other people and there are lots of people around you there. It
also looks a nice, light place to work in. Although I like animals and being outside, the photograph shows the farm job
when the weather is good and it won't always be like that. I don't like being cold and wet!
Student B
The first photograph shows a group of people in a boat, while the second shows just two women climbing a mountain.
They are similar, though, because both of the activities can be dangerous. The people in the boat are going down a river
that is moving very fast – you can see that because the water is white. They are all excited - laughing and enjoying the
experience, but maybe a bit frightened, too. In the other photo, I think the women are also a bit scared - they are very high
up! One of them has reached the summit and is helping the second get to the top. She looks very serious and is
concentrating hard to do this, but once they both reach the top and are safe, I think they will also be very happy with their
sense of achievement.
Both pictures show people working in teams to achieve something. In the first picture, the people can share the feeling of
danger, which makes the activity more fun. They probably get a real buzz from it. In the second picture, the women have
to work together and trust each other so they can achieve their goal. I think they like being in a team together because it is
safer in case they run into problems - and they don't get lonely.
Student A
I think the first activity would suit me best because it looks more fun. I don’t mind getting wet or a bit of danger! Also, I
would enjoy being in a bigger team than just two people because there is less pressure. In addition, I am scared of
heights, so I think the second activity would be terrifying for me!
Writing
25 score points in total. Responses are scored according to how well students perform against the following criteria.

Content Task achievement Organisation & Range Accuracy

Structure
5 All content is Can write an essay, Can present clearly Uses a good and Communicates with
relevant to the proposal or report that focused information varied range of accuracy on a wide
task. Target develops an argument and points of view vocabulary, range of topics. May
reader is fully systematically, with using extended collocations and some still create some
informed. appropriate highlighting stretches of language. complex functions. Is clumsy expressions
of significant points and Can write about a able to express ideas or structures when
relevant supporting variety of topics and and opinions on most writing about
detail. Can evaluate effectively connect topics without complex abstract
different ideas or ideas and arguments circumlocution. Can topics but these do
solutions to a problem. with complex exploit non-literal not prevent
Can summarise main language. meanings of everyday understanding.
points and arguments May use features of fixed phrases. Can Generally accurate
from external sources. L1 style to express use a variety of punctuation and
Can write articles and identity. discourse devices spelling. Learners
reviews with good within and across with non-Latin L1
expression of self that paragraphs for alphabets may still
persuade and/or audience effect. make minor mistakes
engage. Can produce in spelling of less
standard features of a frequent or longer
variety of texts. words.
4 Candidates will demonstrate elements of 3 and 5
3 Minor Can write an essay or Can present clear, Uses a good range of Communicates with
irrelevances report which develops detailed information vocabulary, accuracy on most
and/or an argument, giving and points of view on collocations and topics and in most
omissions may reasons in support of or a wide range of functions and can contexts. May make
be present. against a particular familiar topics. Can express ideas and errors when dealing
Target reader is point of view and use functional opinions on some with very unfamiliar
on the whole explaining the language to express abstract and cultural or abstract topics but
informed. advantages and evaluation, make topics. Can use these do not prevent
disadvantages of supporting points and paraphrase to avoid understanding.
various options. Can give relevant repetition. Has a good Makes very few
develop a clear examples to express range of discourse mistakes in
description or narrative, feelings. Can use devices but lexical punctuation and with
expanding and cohesive devices to gaps can still cause only less familiar
supporting main points connect arguments circumlocution. May formats and in
with relevant supporting across paragraphs have some features of spelling of less
detail and examples though this may be style from L1 familiar words.
with good expression of awkward in places. interference. Learners with non-
self. Can write a simple Can produce standard Latin L1 alphabets
proposal on a familiar features of different may make mistakes
topic. Can summarise text types though not in spelling of less
main points from always appropriately frequent or longer
external sources. Can when dealing with words.
write a range of formal more complex topics.
 letters/emails which
have the desired effect
on the target reader.

2 Candidates will demonstrate elements of 1 and 3

1 Irrelevances and Can write short simple Can write using longer Uses a good range of Is reasonably
misinterpretation essays on topics of stretches of connected vocabulary, accurate in familiar
of task may be interest giving their clauses and functional collocations and contexts. Generally
present. Target opinion; can convey language e.g. functions and can good control of most
reader is information and ideas compare/contrast, express ideas and basic and some
minimally on some abstract as reason/explanation. opinions on some complex structures
informed. well as concrete topics. May mix up clause unfamiliar topics. Can and functional
Can write articles and ordering when writing use paraphrase to language. Errors
reviews which include about more complex avoid repetition on occur when
some expression of or abstract matters. familiar topics. Has an attempting more
self. Can write short Can generally adequate range of complex language,
basic informational summarise, report and discourse devices but especially in longer
reports. Can write give their opinion has limited vocabulary sentences and when
longer formal emails about factual and expressions when writing about less
and letters to express information on familiar writing on more familiar topics.
opinion and complaint. routine and some non- abstract topics. Generally uses
Has a basic routine topics, vocabulary
understanding of including basic appropriately for the
features of texts when information from topic. May have
dealing with familiar external sources, and some features of
topics or contexts. maintain logical style from L1
ordering of information interference.
or argument across Makes mistakes in
the whole text. punctuation of less
familiar formats and
in spelling of less
familiar words.
Learners with non-
Latin L1 alphabets
may make mistakes
in spelling and/or
orthography of less
frequent or longer
words.
0 Content is totally
irrelevant.
 Target reader is
not informed.

Sample answer
Some people are keen to explore the new experiences that travel offers them in order to learn about the world while
others make no effort to do this. In my view this is a wasted opportunity.
When you travel, you have new experiences that may challenge what you believe about things, such as how people
should behave. Likewise, travel gives you the opportunity to try unfamiliar foods and to see sites that are special to the
place you are visiting.
It is a good idea to learn some of the language of a country to help you manage in day-to-day situations such as ordering
food and also to communicate with local people. It is always well received when a tourist uses the local language so you
should try to do this.
Another important point is that seeing how people live in other countries leads to a better understanding of their culture.
To sum up, I agree that travel can be a real eye-opener if you make the effort to experience a different culture. Moreover,
it will improve your understanding of your own culture when compared to the new one.
Answer Key
Review (Units 4–6)
Language Test A
Grammar
Task 1
1 to let 2 had been 3 are 4 to be bought 5 wasn’t taking 6 had to be painted 7 watching 8 testing
Task 2
1 don’t/do not have 2 entering 3 had/got / repaired 4 trying 5 was advised 6 would speak/would be speaking
7 was shot
Vocabulary
Task 1
1 up 2 late 3 opponents 4 stick 5 out 6 gates 7 took 8 in
Task 2
1 apartment / complexes 2 on / daily 3 speeds / up 4 requires / coordination 5 round / doing 6 water / levels
7 back / to
Use of English
Task 1
1 unfamiliar 2 popularity 3 appearance 4 height 5 unusual 6 shortage 7 mixture 8 practically 9 encouragement
10 behaviour
Task 2
1 made 2 time 3 to/and 4 first 5 fact 6 as 7 like 8 on 9 interest 10 prize

Language Test B
Grammar
Task 1
1 watching 2 seen 3 saved 4 having her hair dyed 5 to ask 6 is being chased 7 might 8 to be
Task 2
1 ‘d have/would have scored 2 not to swim 3 were invited 4 playing 5 had / stolen 6 would have arrived 7 having
Vocabulary
Task 1
1 other 2 remote 3 on 4 for 5 power 6 out of 7 took 8 point
Task 2
1 keep / up 2 weather / conditions 3 knocked / out 4 in / middle 5 tourist / spot 6 compete / medal 7 turn / down
Use of English
Task 1
1 unusual 2 environmental 3 illegally 4 accuracy 5 surroundings 6 appearance 7 behaviour 8 length 9 distance
10 vision
Task 2
1 top/peak 2 Whether/If 3 on 4 so 5 last 6 team 7 much 8 breath 9 later 10 in
Speaking
Task SPOKEN SPOKEN RANGE ACCURACY
achievement PRODUCTION AND INTERACTION Structure Structure
FLUENCY Ability to Vocabulary Vocabulary
Length of maintain or Discourse/communicative Appropriacy of
contribution develop functions vocabulary
Intelligibility interaction Functions
Pausing & Coherence
hesitation Appropriacy
Cohesion Pragmatic
Repair strategies Strategies
5 All utterances Can present clearly Can present clearly Can express ideas, including Communicates
are relevant to focused information focused information abstract ideas, and opinions with accuracy on
the task. All taskand points of view and points of view with precision and present a wide range of
requirements using extended using extended and respond to complex or topics. Makes
fully completed. stretches of stretches of hypothetical lines of occasional errors
language. Can talk language. Can talk argument convincingly. Can when dealing with
about a variety of about a variety of help develop discussions by complex abstract
topics and effectively topics and following up statements and topics but these
connect ideas and effectively connect inferences. Can select do not prevent
arguments with ideas and language appropriate to the understanding.
complex language. arguments with context and audience and Can self-correct.
Occasional hesitation; complex language. paraphrase where Errors may be
uses stress and Occasional necessary. Only occasionally either fossilized
intonation to convey hesitation; uses needs to ask for clarification. L1 interference or
meaning effectively. stress and reflect L1 identity.
intonation to
convey meaning
effectively.
4 Candidates will demonstrate elements of 3 and 5
3 Minor Can present clear, Can present clear, Can open or take the lead in Communicates
irrelevances detailed information detailed information an exchange and is sensitive with accuracy on
and/or and points of view on and points of view to turn-taking. Can expand most topics and in
omissions may a wide range of on a wide range of coherently and appropriately most contexts.
be present. familiar topics. Can familiar topics. Can on points and clearly May make errors
Task use functional use functional express and invite points of when talking
requirements on language to express language to view although this is not about very
the whole evaluation, make express evaluation, always fluent when unfamiliar or more
completed. supporting points and make supporting discussing unfamiliar topics. abstract topics but
give relevant points and give Can reformulate responses these do not
examples and to relevant examples with ease and ask for prevent
express feelings. Can and to express clarification for less familiar understanding.
use cohesive devices feelings. Can use topics. Can self-correct.
to connect arguments cohesive devices to Some errors may
though this may be connect arguments be either
clumsy in places. though this may be fossilized L1
There are only minor clumsy in places. interference or
hesitations and There are only reflect L1 identity.
contributions are minor hesitations
 intelligible using and contributions
intonation and stress are intelligible using
to convey meaning, intonation and
though this is not stress to convey
always consistent. meaning, though
this is not always
consistent.
2 Candidates will demonstrate elements of 1 and 3
1 Irrelevances and Can communicate Can maintain and Can maintain and develop Uses a range of
misinterpretation using longer stretches develop the the interaction with relative words, structures
of task may be of connected clauses interaction with ease and coherence on and collocations.
present. Task and functional relative ease and familiar topics, including Can use
requirements language (e.g. coherence on some abstract matters. Can functional
not all compare/contrast; familiar topics, respond with some flexibility language to deal
completed. reason/explanation). including some within familiar topic areas with unfamiliar
May pause when abstract matters. and can reformulate simple everyday topics
handling more Can respond with responses but may need to but has a limited
complex matters and some flexibility ask for clarification in less range of complex
need to use repair within familiar topic familiar topic areas. language.
strategies. areas and can Searches for
Is generally intelligible reformulate simple unknown words
and can use basic responses but may and /or uses
stress and intonation need to ask for repetitive
to support meaning. clarification in less paraphrases.
familiar topic areas.

0 Speech irrelevant or incomprehensible.

Task 1
Sample answers
Student A: OK, so what do you think?
Student B: Let’s start with going to the gym. Working out can make you feel really good as well as fit and healthy. A lot of
people get a real adrenaline high after they work out.
Student A: I know what you mean, but I think going to a gym to exercise when you can run or play sports outdoors in the
fresh air is nonsense. People can do sport in many of our city’s parks.
Student B: I agree with you up to a point, but I don’t think it’s good for people’s health or safety if they play football or run
in the park when it’s really cold or raining.
Student A: Hmm, yes, maybe running in the park in the winter isn’t a good idea. But I still think it’s important to be with
other people rather than being in your own world when you exercise. People who play team sports are
usually happier as well as healthy.
Student B: Absolutely. Now, what about smartphones? Personally, I think they are essential for our happiness and health.
I’d be lost without mine! There are lots of fitness apps that you can use to challenge your friends to beat you.
Student A: Yes, that’s right. In my opinion, smartphones are really important because they allow people to be connected
to each other. I think most people would be very unhappy if they didn’t have a phone.
Student B: You’re completely right about that.
Student A: So, would you say playing computer games can make you healthy and happy? I love it when I beat my
younger brother but then I can’t sleep if we play games late in the evening.
Student B: Hmm, yes, you’re right, they can keep you awake if you play them before you go to bed. However, you can get
physical exercise when you play some games.
Student A: That’s a good point. Some people really enjoy playing a virtual sport, like tennis.
Student B: Shall we move on to cinemas? Watching a film that makes you laugh can make you feel really happy. Do you
agree?
Student A: Yes you’re right, though some people prefer to watch a good thriller at the cinema. Personally, I don’t think
you have to go to the cinema if you want to watch a film to make you feel good. Many people can watch films
with their family and friends in the comfort of their own home.

Student A: So, let’s make up our minds about this.

Student B: Let’s see, we don’t exactly agree that parks in cities and towns are as important as gyms.
Student A: No we don’t. You said you think the gym is more important.
Student B: Yes, whereas you said it is better to do sport outdoors. So what do you think about smartphones? Are we both
in favour of them?
Student A: Yes we are, we both think they’re essential for people to be happy and healthy. Smartphones help people to
feel connected and, like you say, people can use them to keep a record of their training.
Student B: Let’s make a decision on the second thing. Which do you think are the most important for people to be happy
and healthy: cinemas or computer games?
Student A: Hmm, we disagreed about cinemas. You think they’re a good place to go and relax.
Student B: Yes, while you think it’s good to watch a film at home together with your family and friends.
Student A: I think we both agree computer games are important if we play them sensibly.
Student B: OK well, let’s choose them. So, our two choices are smartphones and computer games.
Student A: Yes, I’m happy to choose those two.
Task 2
Sample answers
1
Student A: I’d definitely say that the sports centre on the edge of town is a great place for people to do all sorts of sports.
There is a running track, football and cricket pitches and tennis courts as well as a swimming pool. Do you go there?
Student B: I do, but not often. The park is also a good place. I play football there at the weekend and lots of people come
to watch.
Student A: And, of course, it's free, too!
2
Student A: As I see it, some people prefer to exercise outside in the fresh air instead of indoors in a gym. This is just my
opinion but I believe they want to be closer to nature than you can get in a gym.
Student B: Frankly, I think that some people don’t like going to the gym because they are scared of looking foolish if they
don’t know how to use the equipment. Also they may not like other people watching them.
Student A: Really? I never thought of that…
3
Student B: I think it’s a good thing to watch sport on TV or online if it inspires you to take part in a sport yourself. It can
also make people happy to watch their favourite team, for example – especially if they are winning! Being happy can help
you be healthy.
Student A: I think people should attend live events or do some sport themselves instead of sitting on their sofa watching
it. That is much better for you.
Student B: Though it is also really exciting to watch a match where the two teams play well and there isn’t a clear winner
at the start. And not everyone can go to the live events they want to see.
Student A: Well, in my opinion, there is too much sport on TV and I’d prefer to see more nature documentaries.
4
Student A: If you ask me, I’d choose the city over the country any day. There is so much to do that you are never bored,
which can only be a healthy thing. I imagine that I’d miss my friends if I moved to the country because I can’t drive yet.
Student B: Well, I’m absolutely convinced that living in the country would make me feel healthier. The city can get very
polluted especially in the centre. I’d go for long country walks and enjoy the peace and quiet away from the rush of city life.
Student A: I disagree. I think I would miss life in the city and all the things you can do there.
Student B: But wouldn't you prefer somewhere less polluted and more relaxing?
Student A: Ok, then, a city near some nice countryside or maybe the sea, where I can visit if I want to relax!
5
Student B: I imagine that people are excited when they start a new hobby or activity as it is obviously something they are
either interested in or really want to do. And trying out new things can be fun.
Student A: They might also do it because they think it will make them healthy or fit – like a sport or dancing. Or a doctor
might have told them to. In that case they might feel a bit worried or nervous.
Student B: That's true, but usually after they have done it a few times they will relax and enjoy it as well as getting a
sense of achievement.
6
Student B: My friends and family are very important to me and I couldn't be happy without them. But sometimes I enjoy
being on my own – I like the peace and quiet.
Student A: I hate being alone. I need other people to enjoy myself – talking, laughing, socializing, just sitting and watching
a film…
Student B: Sometimes people do need to be alone – to sit quietly and think about important things, for example.
Student A: But a lot of people don't like feeling lonely – like me. I always need other people nearby to make me feel
happy and not anxious.
Writing
25 score points in total. Responses are scored according to how well students perform against the following criteria.

Content Task achievement Organisation & Range Accuracy

Structure
5 All content is Can write an essay, Can present clearly Uses a good and Communicates with
relevant to the proposal or report that focused information varied range of accuracy on a wide
task. Target develops an argument and points of view vocabulary, range of topics. May
reader is fully systematically, with using extended collocations and some still create some
informed. appropriate highlighting stretches of language. complex functions. Is clumsy expressions
of significant points and Can write about a able to express ideas or structures when
relevant supporting variety of topics and and opinions on most writing about
detail. Can evaluate effectively connect topics without complex abstract
different ideas or ideas and arguments circumlocution. Can topics but these do
solutions to a problem. with complex exploit non-literal not prevent
Can summarise main language. meanings of everyday understanding.
points and arguments May use features of fixed phrases. Can Generally accurate
from external sources. L1 style to express use a variety of punctuation and
Can write articles and identity. discourse devices spelling. Learners
reviews with good within and across with non-Latin L1
expression of self that paragraphs for alphabets may still
persuade and/or audience effect. make minor mistakes
engage. Can produce in spelling of less
standard features of a frequent or longer
variety of texts. words.
4 Candidates will demonstrate elements of 3 and 5
3 Minor Can write an essay or Can present clear, Uses a good range of Communicates with
irrelevances report which develops detailed information vocabulary, accuracy on most
and/or an argument, giving and points of view on collocations and topics and in most
omissions may reasons in support of or a wide range of functions and can contexts. May make
be present. against a particular familiar topics. Can express ideas and errors when dealing
Target reader is point of view and use functional opinions on some with very unfamiliar
on the whole explaining the language to express abstract and cultural or abstract topics but
informed. advantages and evaluation, make topics. Can use these do not prevent
disadvantages of supporting points and paraphrase to avoid understanding.
various options. Can give relevant repetition. Has a good Makes very few
develop a clear examples to express range of discourse mistakes in
description or narrative, feelings. Can use devices but lexical punctuation and with
expanding and cohesive devices to gaps can still cause only less familiar
supporting main points connect arguments circumlocution. May formats and in
with relevant supporting across paragraphs have some features of spelling of less
detail and examples though this may be style from L1 familiar words.
with good expression of awkward in places. interference. Learners with non-
self. Can write a simple Can produce standard Latin L1 alphabets
proposal on a familiar features of different may make mistakes
topic. Can summarise text types though not in spelling of less
main points from always appropriately frequent or longer
external sources. Can when dealing with words.
write a range of formal more complex topics.
 letters/emails which
have the desired effect
on the target reader.

2 Candidates will demonstrate elements of 1 and 3

1 Irrelevances and Can write short simple Can write using longer Uses a good range of Is reasonably
misinterpretation essays on topics of stretches of connected vocabulary, accurate in familiar
of task may be interest giving their clauses and functional collocations and contexts. Generally
present. Target opinion; can convey language e.g. functions and can good control of most
reader is information and ideas compare/contrast, express ideas and basic and some
minimally on some abstract as reason/explanation. opinions on some complex structures
informed. well as concrete topics. May mix up clause unfamiliar topics. Can and functional
Can write articles and ordering when writing use paraphrase to language. Errors
reviews which include about more complex avoid repetition on occur when
some expression of or abstract matters. familiar topics. Has an attempting more
self. Can write short Can generally adequate range of complex language,
basic informational summarise, report and discourse devices but especially in longer
reports. Can write give their opinion has limited vocabulary sentences and when
longer formal emails about factual and expressions when writing about less
and letters to express information on familiar writing on more familiar topics.
opinion and complaint. routine and some non- abstract topics. Generally uses
Has a basic routine topics, vocabulary
understanding of including basic appropriately for the
features of texts when information from topic. May have
dealing with familiar external sources, and some features of
topics or contexts. maintain logical style from L1
ordering of information interference.
or argument across Makes mistakes in
the whole text. punctuation of less
familiar formats and
in spelling of less
familiar words.
Learners with non-
Latin L1 alphabets
may make mistakes
in spelling and/or
orthography of less
frequent or longer
words.
0 Content is totally
irrelevant.
 Target reader is
not informed.

Sample answer
Dear Mrs Bell,
Thank you for your email. I am writing to say how you can improve our city for young people.
In my opinion, our city appeals to people with small children, but there isn’t enough to do for people my age. The new
skate park is extremely popular with students but it’s the only facility for teenagers so it gets very busy. In addition, the
new cinema is miles out of town so it’s almost impossible to get there.
High on my list are more facilities such as an activity centre. Teenagers are keen to try out new activities like climbing or
designing computer games but there is nowhere to do this in the city centre. I would be delighted to see the old shopping
centre used this way.
I recommend opening a youth club, cinema and café opposite the library. Young people could meet up, create music and
review films there. I also suggest asking young people to voluntarily help to run the café. Finally, you could also think
about introducing a discount in city stores for students.
I look forward to hearing from you.
Yours,
Answer Key
Review (Units 7–9)
Language Test A
Grammar
Task 1
1 B 2 C 3 C 4 A 5 C 6 B 7 C 8 A 9 B 10 A 11 B 12 C 13 A 14 A 15 C
Vocabulary
Task 1
1 rave 2 main 3 arrogant 4 immature 5 do 6 keep 7 mind
Task 2
1 up 2 out 3 up 4 out 5 in 6 on 7 across 8 up
Use of English
Task 1
1 typical 2 pressure 3 uncomfortable 4 comparisons 5 admiration 6 preference 7 loyalty 8 horrified 9 beautiful
10 conclusions 11 unrealistic 12 appearance
Task 2
1 was such a / frightening film 2 apologized to Anna / for losing 3 was how / difficult it was 4 I were you / I would

Language Test B
Grammar
Task 1
1 C 2 B 3 A 4 C 5 B 6 B 7 C 8 C 9 B 10 A 11 B 12 A 13 C 14 B 15 A
Vocabulary
Task 1
1 e-book 2 character 3 anti-social 4 unexpected 5 courageous 6 sympathy 7 judgement
Task 2
1 on 2 down 3 out 4 from 5 in 6 of 7 up 8 at
Use of English
Task 1
1 behaviour 2 disliked/dislike 3 thoughtful 4 imagination 5 cooperation 6 indecisive 7 encouragement
8 unexpected 9 successful 10 fashionable 11 talkative 12 unacceptable
Task 2
1 can’t have been / easy/cannot have been / easy 2 wished she had / brought her 3 such a huge / meal (that)
4 was how / quickly she learnt
Speaking
Task SPOKEN SPOKEN RANGE ACCURACY
achievement PRODUCTION AND INTERACTION Structure Structure
FLUENCY Ability to Vocabulary Vocabulary
Length of maintain or Discourse/communicative Appropriacy of
contribution develop functions vocabulary
Intelligibility interaction Functions
Pausing & Coherence
hesitation Appropriacy
Cohesion Pragmatic
Repair strategies Strategies
5 All utterances Can present clearly Can present clearly Can express ideas, including Communicates
are relevant to focused information focused information abstract ideas, and opinions with accuracy on
the task. All taskand points of view and points of view with precision and present a wide range of
requirements using extended using extended and respond to complex or topics. Makes
fully completed. stretches of stretches of hypothetical lines of occasional errors
language. Can talk language. Can talk argument convincingly. Can when dealing with
about a variety of about a variety of help develop discussions by complex abstract
topics and effectively topics and following up statements and topics but these
connect ideas and effectively connect inferences. Can select do not prevent
arguments with ideas and language appropriate to the understanding.
complex language. arguments with context and audience and Can self-correct.
Occasional hesitation; complex language. paraphrase where Errors may be
uses stress and Occasional necessary. Only occasionally either fossilized
intonation to convey hesitation; uses needs to ask for clarification. L1 interference or
meaning effectively. stress and reflect L1 identity.
intonation to
convey meaning
effectively.
4 Candidates will demonstrate elements of 3 and 5
3 Minor Can present clear, Can present clear, Can open or take the lead in Communicates
irrelevances detailed information detailed information an exchange and is sensitive with accuracy on
and/or and points of view on and points of view to turn-taking. Can expand most topics and in
omissions may a wide range of on a wide range of coherently and appropriately most contexts.
be present. familiar topics. Can familiar topics. Can on points and clearly May make errors
Task use functional use functional express and invite points of when talking
requirements on language to express language to view although this is not about very
the whole evaluation, make express evaluation, always fluent when unfamiliar or more
completed. supporting points and make supporting discussing unfamiliar topics. abstract topics but
give relevant points and give Can reformulate responses these do not
examples and to relevant examples with ease and ask for prevent
express feelings. Can and to express clarification for less familiar understanding.
use cohesive devices feelings. Can use topics. Can self-correct.
to connect arguments cohesive devices to Some errors may
though this may be connect arguments be either
clumsy in places. though this may be fossilized L1
There are only minor clumsy in places. interference or
hesitations and There are only reflect L1 identity.
contributions are minor hesitations
 intelligible using and contributions
intonation and stress are intelligible using
to convey meaning, intonation and
though this is not stress to convey
always consistent. meaning, though
this is not always
consistent.
2 Candidates will demonstrate elements of 1 and 3
1 Irrelevances and Can communicate Can maintain and Can maintain and develop Uses a range of
misinterpretation using longer stretches develop the the interaction with relative words, structures
of task may be of connected clauses interaction with ease and coherence on and collocations.
present. Task and functional relative ease and familiar topics, including Can use
requirements language (e.g. coherence on some abstract matters. Can functional
not all compare/contrast; familiar topics, respond with some flexibility language to deal
completed. reason/explanation). including some within familiar topic areas with unfamiliar
May pause when abstract matters. and can reformulate simple everyday topics
handling more Can respond with responses but may need to but has a limited
complex matters and some flexibility ask for clarification in less range of complex
need to use repair within familiar topic familiar topic areas. language.
strategies. areas and can Searches for
Is generally intelligible reformulate simple unknown words
and can use basic responses but may and /or uses
stress and intonation need to ask for repetitive
to support meaning. clarification in less paraphrases.
familiar topic areas.

0 Speech irrelevant or incomprehensible.

Task 1
Sample answers
Student A: I think we both agreed that sport is relaxing because it reduces stress.
Student B: Although I only do yoga which isn’t really a sport.
Student A: We can count it as sport today.
Student B: I’m fairly sure neither of us finds shopping relaxing. Would you agree?
Student A: Definitely. So we can forget about that one. And we both agreed that we enjoy our hobbies but don’t find them
relaxing.
Student B: Sorry, I’ve changed my mind. I have to concentrate to draw but I think I am relaxed at the same time.
Student A: But I really don’t find my hobby relaxing. So we need to choose between reading a book and watching a film
for our second choice.
Student B: Well as we both said before, it depends on the book or the film.
Student A: I think watching a good film is more relaxing than reading a good book. It’s less hard work.
Student B: But research shows that looking at any kind of screen in the late evening can make us sleep less well.
Student A: The answer is to watch a film in the early evening, and to make sure the film isn’t so scary that it gives you
bad dreams.
Student B: Good point. So let’s go with sport and watching a film.
Task 2
Sample answers
1
Student B: Personally, I like to spend about two hours a day on my own, both in the term time and during the holidays.
Student A: I don’t find it very relaxing to be on my own. It’s fine when I have homework to do, but when I’ve got free time,
I like to spend it with my friends, or with at least one friend. I prefer being with a friend if I’m watching a film or
playing computer games.
Student B: I need to be on my own to do yoga and to read but I wouldn’t want to spend the whole day on my own.
Student A: I can understand that. I like going for runs on my own because I can go when and where I want. It’s easier and
quicker like that.
Student B: I completely agree although I go for walks, not runs!
2
Student B: I think it's very important as we all need some time each day when we aren't working or thinking about
stressful things. What about you?
Student A: Yes, and it's not just spending a bit of time every day, it's also important to do things at weekends and have
regular holidays to really get away from normal life. My dad has a stressful job and so at weekends he makes sure
he has time to go out and do some photography which is his hobby. It makes him feel calmer.
Student B: You mentioned holidays – it's good to have a long break away from things – from school as well as from work!
3
Student A: I think that everyone has a very busy life nowadays, working or studying. Life seems to be very fast.
Student B: I agree, and also having a mobile phone all the time means people can always contact you. That makes it
difficult to relax.
Student A: Yes, my friends are always texting me!
Student B: Sometimes I try not to check my phone for messages if I'm in the middle of something important, but it's very
difficult not to. I worry that I'm missing something.
4
Student A: I think that’s probably because it needs less concentration to watch a film than to read a book.
Student B: Yes, you’re absolutely right about that.
Student A: I suppose people are basically quite lazy!
Student A: Nowadays you can see lots of films online free, so it’s cheaper than buying books anyway.
Student B: You can borrow books free from a library.
Student A: I know but most people don’t. I think another reason people prefer watching films is that they can take in a
whole story in an hour and a half.
Student B: That’s a good point. It takes days to read a book. So you don’t know what happens for quite a long time.
Student A: People often prefer films to books because they can be with other people while they watch.
Student B: Exactly! So watching a film can be more sociable and relaxing than reading a book.
5
Student A: I think young people spend too much of their free time online. We have our smartphones so it’s always
possible to be online even when we’re away from our computers.
Student B: Yes, we use it all day – we watch videos, we check information, we use social media, we do research, we
watch films and play games….
Student A: My brother and I agreed to have two days a week when we didn’t go online. We did it for
two months and it was quite hard. But during that time we did a lot more sport and spent more time with our friends. So we
did manage to find other things to do!
6
Student B: I agree that doing something different can make you feel good. For example, a lot of people go shopping
when they don’t need to buy anything because they’re feeling a bit bored. Maybe buying something new makes
them feel they have changed their life in some small way.
Student A: I think that’s a good point. Getting a new T-shirt, for instance, can make a person feel new and different. It
makes them happy and relaxed.
Student B: Trying out a new activity can have the same effect. Maybe it produces those chemicals in our brains like when
we do sport?
Student A: I’d like to learn to fly. Just thinking about it makes me feel excited and happy. If I had lots of money, I’d pay for
flying lessons, and I might also do ballooning.
Student B: That sounds amazing!
Writing
25 score points in total. Responses are scored according to how well students perform against the following criteria.

Content Task achievement Organisation & Range Accuracy

Structure
5 All content is Can write an essay, Can present clearly Uses a good and Communicates with
relevant to the proposal or report that focused information varied range of accuracy on a wide
task. Target develops an argument and points of view vocabulary, range of topics. May
reader is fully systematically, with using extended collocations and some still create some
informed. appropriate highlighting stretches of language. complex functions. Is clumsy expressions
of significant points and Can write about a able to express ideas or structures when
relevant supporting variety of topics and and opinions on most writing about
detail. Can evaluate effectively connect topics without complex abstract
different ideas or ideas and arguments circumlocution. Can topics but these do
solutions to a problem. with complex exploit non-literal not prevent
Can summarise main language. meanings of everyday understanding.
points and arguments May use features of fixed phrases. Can Generally accurate
from external sources. L1 style to express use a variety of punctuation and
Can write articles and identity. discourse devices spelling. Learners
reviews with good within and across with non-Latin L1
expression of self that paragraphs for alphabets may still
persuade and/or audience effect. make minor mistakes
engage. Can produce in spelling of less
standard features of a frequent or longer
variety of texts. words.
4 Candidates will demonstrate elements of 3 and 5
3 Minor Can write an essay or Can present clear, Uses a good range of Communicates with
irrelevances report which develops detailed information vocabulary, accuracy on most
and/or an argument, giving and points of view on collocations and topics and in most
omissions may reasons in support of or a wide range of functions and can contexts. May make
be present. against a particular familiar topics. Can express ideas and errors when dealing
Target reader is point of view and use functional opinions on some with very unfamiliar
on the whole explaining the language to express abstract and cultural or abstract topics but
informed. advantages and evaluation, make topics. Can use these do not prevent
disadvantages of supporting points and paraphrase to avoid understanding.
various options. Can give relevant repetition. Has a good Makes very few
develop a clear examples to express range of discourse mistakes in
description or narrative, feelings. Can use devices but lexical punctuation and with
expanding and cohesive devices to gaps can still cause only less familiar
supporting main points connect arguments circumlocution. May formats and in
with relevant supporting across paragraphs have some features of spelling of less
detail and examples though this may be style from L1 familiar words.
with good expression of awkward in places. interference. Learners with non-
self. Can write a simple Can produce standard Latin L1 alphabets
proposal on a familiar features of different may make mistakes
topic. Can summarise text types though not in spelling of less
main points from always appropriately frequent or longer
external sources. Can when dealing with words.
write a range of formal more complex topics.
 letters/emails which
have the desired effect
on the target reader.

2 Candidates will demonstrate elements of 1 and 3

1 Irrelevances and Can write short simple Can write using longer Uses a good range of Is reasonably
misinterpretation essays on topics of stretches of connected vocabulary, accurate in familiar
of task may be interest giving their clauses and functional collocations and contexts. Generally
present. Target opinion; can convey language e.g. functions and can good control of most
reader is information and ideas compare/contrast, express ideas and basic and some
minimally on some abstract as reason/explanation. opinions on some complex structures
informed. well as concrete topics. May mix up clause unfamiliar topics. Can and functional
Can write articles and ordering when writing use paraphrase to language. Errors
reviews which include about more complex avoid repetition on occur when
some expression of or abstract matters. familiar topics. Has an attempting more
self. Can write short Can generally adequate range of complex language,
basic informational summarise, report and discourse devices but especially in longer
reports. Can write give their opinion has limited vocabulary sentences and when
longer formal emails about factual and expressions when writing about less
and letters to express information on familiar writing on more familiar topics.
opinion and complaint. routine and some non- abstract topics. Generally uses
Has a basic routine topics, vocabulary
understanding of including basic appropriately for the
features of texts when information from topic. May have
dealing with familiar external sources, and some features of
topics or contexts. maintain logical style from L1
ordering of information interference.
or argument across Makes mistakes in
the whole text. punctuation of less
familiar formats and
in spelling of less
familiar words.
Learners with non-
Latin L1 alphabets
may make mistakes
in spelling and/or
orthography of less
frequent or longer
words.
0 Content is totally
irrelevant.
 Target reader is
not informed.

Sample answer
Dear Toby
I am really pleased that you have decided to involve all of us in the choice between a film club or a book club.
In my opinion, a film club would be best, especially if we could see the films free, because going to the cinema is so
expensive. Although we can watch films free at home on TV, it would be more fun to see them on a bigger screen with a
group of school friends. It would be great to discuss a film with people our own age, whose opinions we are interested in.
What often happens when you watch films at home is that people argue about which film to watch, then disappear if they
don’t get their choice.
I suggest for our first film The Hunger Games, which is a very exciting science fiction thriller starring Jennifer Lawrence.
The characters are believable and the acting is fantastic. Most young people feel admiration for the main character
Katniss Everdeen, who is such a courageous and inspiring person. People who have already seen it will be happy to see it
again, for sure.
Best wishes
Maria
Answer Key
End of Year
Language Test A
Listening
Task 1
1B 2C 3B 4A 5A 6C 7B 8C
Task 2
1 pollution 2 an eye-opener/an eye opener 3 rucksack 4 labels 5 thrilled 6 fast food/fast-food 7 garden furniture
Use of English
Task 1
1 realistic 2 products 3 delivery 4 description 5 importance 6 dissatisfied/unsatisfied 7 impatient
Task 2
(1 point for each correct part)
1 plenty of // new houses built 2 advised me // to work 3 light enough // for me to
4 can’t/mustn't/must not/cannot // have been George
Reading
Task 1
1C 2D 3B 4B 5A
Task 2
1B 2E 3C 4F 5D

Language Test B
Listening
Task 1
1A 2A 3C 4B 5C 6A 7B 8B
Task 2
1 damage 2 incredible 3 coat 4 a risk 5 distance 6 too little 7 bins
Use of English
Task 1
1 advertisements 2 reality 3 surprising 4 appearance 5 shiny 6 misleading 7 dishonest
Task 2
(1 point for each correct part)
1 is a (much) quicker // worker 2 was going // to meet Alice 3 unless // the bus comes 4 in spite of // the rain
Reading
Task 1
1D 2C 3A 4B 5A
Task 2
1E 2B 3A 4F 5D
Speaking
Task SPOKEN SPOKEN RANGE ACCURACY
achievement PRODUCTION AND INTERACTION Structure Structure
FLUENCY Ability to Vocabulary Vocabulary
Length of maintain or Discourse/communicative Appropriacy of
contribution develop functions vocabulary
Intelligibility interaction Functions
Pausing & Coherence
hesitation Appropriacy
Cohesion Pragmatic
Repair strategies Strategies
5 All utterances Can present clearly Can present clearly Can express ideas, including Communicates
are relevant to focused information focused information abstract ideas, and opinions with accuracy on
the task. All taskand points of view and points of view with precision and present a wide range of
requirements using extended using extended and respond to complex or topics. Makes
fully completed. stretches of stretches of hypothetical lines of occasional errors
language. Can talk language. Can talk argument convincingly. Can when dealing with
about a variety of about a variety of help develop discussions by complex abstract
topics and effectively topics and following up statements and topics but these
connect ideas and effectively connect inferences. Can select do not prevent
arguments with ideas and language appropriate to the understanding.
complex language. arguments with context and audience and Can self-correct.
Occasional hesitation; complex language. paraphrase where Errors may be
uses stress and Occasional necessary. Only occasionally either fossilized
intonation to convey hesitation; uses needs to ask for clarification. L1 interference or
meaning effectively. stress and reflect L1 identity.
intonation to
convey meaning
effectively.
4 Candidates will demonstrate elements of 3 and 5
3 Minor Can present clear, Can present clear, Can open or take the lead in Communicates
irrelevances detailed information detailed information an exchange and is sensitive with accuracy on
and/or and points of view on and points of view to turn-taking. Can expand most topics and in
omissions may a wide range of on a wide range of coherently and appropriately most contexts.
be present. familiar topics. Can familiar topics. Can on points and clearly May make errors
Task use functional use functional express and invite points of when talking
requirements on language to express language to view although this is not about very
the whole evaluation, make express evaluation, always fluent when unfamiliar or more
completed. supporting points and make supporting discussing unfamiliar topics. abstract topics but
give relevant points and give Can reformulate responses these do not
examples and to relevant examples with ease and ask for prevent
express feelings. Can and to express clarification for less familiar understanding.
use cohesive devices feelings. Can use topics. Can self-correct.
to connect arguments cohesive devices to Some errors may
though this may be connect arguments be either
clumsy in places. though this may be fossilized L1
There are only minor clumsy in places. interference or
hesitations and There are only reflect L1 identity.
contributions are minor hesitations
intelligible using and contributions
 intonation and stress
are intelligible using
to convey meaning, intonation and
though this is not stress to convey
always consistent. meaning, though
this is not always
consistent.
2 Candidates will demonstrate elements of 1 and 3
1 Irrelevances and Can communicate Can maintain and Can maintain and develop Uses a range of
misinterpretation using longer stretches develop the the interaction with relative words, structures
of task may be of connected clauses interaction with ease and coherence on and collocations.
present. Task and functional relative ease and familiar topics, including Can use
requirements language (e.g. coherence on some abstract matters. Can functional
not all compare/contrast; familiar topics, respond with some flexibility language to deal
completed. reason/explanation). including some within familiar topic areas with unfamiliar
May pause when abstract matters. and can reformulate simple everyday topics
handling more Can respond with responses but may need to but has a limited
complex matters and some flexibility ask for clarification in less range of complex
need to use repair within familiar topic familiar topic areas. language.
strategies. areas and can Searches for
Is generally intelligible reformulate simple unknown words
and can use basic responses but may and /or uses
stress and intonation need to ask for repetitive
to support meaning. clarification in less paraphrases.
familiar topic areas.

0 Speech irrelevant or incomprehensible.

Task 1: Interview
Sample answers
1 Who you spend your free time with? (What do you do together?)
I spend most of my free time with my best friend, Matt. We both love sci-fi films so we usually watch them at the cinema or
at his house.
2 Tell us about your favourite subject.
What I like best are chemistry and computer studies. Both teachers make their lessons really interesting and practical. I
really hate it when a teacher just talks for all the lesson.
3 Do you prefer doing sports or watching them? (Why?)
I’m not very sporty, though I do like cycling. I only really watch big football matches like the World Cup so I can join in the
conversation at college.
4 How much do you use the internet for studying and for leisure?(Why? / Why not?)
I definitely use the internet every day - my mum says I’m on it too much! I use it to get ideas and check facts for
homework, but I mostly surf the net for keeping up to date on social media.
5 Have you been anywhere interesting with your class recently?
Our English class went to the theatre in my town. We saw a Shakespeare play and afterwards we asked the actors and
the director questions about the play.
6 Tell us what you’d like to do in your future career.
I'd like to be an engineer which means I need to study engineering at university, maybe in a different country because it’s
good to speak more than one language.
Sample answers
I’d like you to compare the photographs and say why you think the people have decided to read stories in these situations.
Candidate A
The photographs show very different situations. The first is of a lady reading a book to herself on a train while the second
shows a teacher – and maybe a classroom assistant – sharing a book with some young children in a classroom.
They are sitting on the floor in a circle and are clearly having a lot of fun. The lady, on the other hand, is sitting on
her own quietly with her book and a cup of coffee.
The lady on the train has clearly decided to read her book for something to do while she is travelling. She is concentrating,
so I expect she is enjoying the plot, the characters and so on. She is reading for entertainment. The teacher has
chosen to read the book with her class as a fun learning activity. She is asking the children questions as she reads
so she is making it a process from which the children can learn to appreciate books and stories as well as about the
things in the story.
Do you like reading stories when you’re travelling? Why?
Candidate B
I do sometimes like to read when I'm travelling, but, actually, I much prefer to play computer games. If I do read, though, I
don't really like stories. I prefer books about facts – animals, machines - things like that. They are much more
interesting. However, I don't like to read in cars or buses because I feel ill when I do that. Trains are ok.
I’d like you to compare the photographs and say what you think the people are enjoying about doing these different
activities in their free time.
Candidate B
Right. The first photograph shows a family. They are skiing in the mountains, though at the moment they are posing for a
photograph at the top with their ski poles raised above their heads. I expect they don't live there and are in fact on
holiday. The other is of a group of young people – clearly they are friends – having a meal and chatting around a
table in a sunny garden. They could be on holiday, but I think one of them probably lives there – probably the girl in
red who is giving someone a drink. They are more natural and are not looking at the camera.
The family are clearly happy and are looking forward to skiing down the mountain. They need to be very active and will
face challenges while they are skiing – so they must like both those things. I think they will also enjoy the sense of
achievement they will get. The friends are enjoying spending time together in a relaxing environment. I think the
sunny weather makes it even more enjoyable for them. I expect they are catching up on news – and looking forward
to eating some delicious food as well!
Which of these activities would you prefer to do? Why?
Candidate A
Well, relaxing in the garden looks very nice, but I would definitely prefer to go skiing. I have never actually been but it is
something I have always wanted to learn to do. Going fast down a mountain must be very exhilarating – though
tiring as well! The sunny garden is very nice, but the snow-covered mountains are beautiful.
Task 3: Collaborative task
Sample answers
A: Shall we begin with this one?
B: OK, so do you think making mistakes helps people learn a new skill?
A: As far as I’m concerned, it’s essential to learn from mistakes. I’m learning to ice skate and I keep falling over, but I just
get up and carry on skating! I think of my mistakes as creative opportunities to learn something new. What do you
think?
B: I know what you mean, but I get embarrassed when, for example, my maths teacher corrects me in front of the whole
class. What about students like me?
A: You’ve got a point, but if teachers give students lots of encouragement when correcting them, it can help them improve
not just their knowledge, but also their confidence and social skills.
B: You’re right, I’ve learned a lot in maths this year even though it was difficult at times and I’m now more likely to seek
help from my classmates as well as the teacher.
A: In my opinion, making mistakes is a bit like accepting advice from others. It might seem the person is wrong at the time,
but if you listen to others’ advice, you will learn much more effectively.
B: Absolutely! I wouldn’t really have been able to use my new smartphone if my sister hadn’t shown me what it could do.
She’s taught me how to edit my videos and use time-lapse photography.
A: That sounds cool.
B: It is. Plus I now use the voice recorder to make a record of my ideas when I have to write essays.
A: That’s a great idea. OK. How about moving on to using technology seeing as we’re talking about smartphones? How
does technology help you learn, say, a language?
B: Personally, I think this is the most important one. There are plenty of apps that test vocabulary and grammar, and some
can also teach skills such as listening and speaking.
A: Yes, they’re great, aren’t they? I use a few every day on the bus to college to practise my English.
B: To add to what you’ve said, my mum is going on a business trip abroad next month and I’ve been helping her learn
basic phrases using not just apps but also a CD in the car when she’s giving me a lift to college.
A: We haven’t discussed going to a class or practising lots.
B: I don’t think going to as class is as useful as practising lots. The main reason is that you can practise when it suits you.
A: I’m afraid I disagree. I wouldn’t really practise much if I didn’t go to classes. Knowing I have to perform in front of others
motivates me to get things right.
Now you have a minute to decide which two things are most important to do regularly when learning a new skill.
B: So then, which do you think are the most important to do regularly?
A: Well, I would say firstly using technology, I’m fairly sure you’ll agree.
B: I do – it’s necessary to know how to use new devices and software. The world we live in is evolving so quickly it’s
important to keep up to date.
A: Do we agree that going to a class isn't important? To be honest, I usually have difficulty remembering much of what
was taught.
B: Perhaps you need to take notes! So, no, we don’t agree about that.
A: But you said you didn’t think going to class was as important as practising.
B: I know, but I’ve changed my mind, sorry. I think it is important to do both. Also if you practise on your own, you might
make mistakes and not know that you’re wrong. However, I don't think they are as important as some of the other
things.
A: So, let’s make up our minds on this. We’re both in favour of using technology.
B: That’s right.
A: Yes, and we agree about accepting advice from others, so shall we go for those two?
B: OK, so we’ll go with using technology and accepting advice.
A: Great!
Task 4: Discussion
1 Some people prefer to learn a new skill from a book and not from a teacher. Why do you think this is?
2 Do you think it’s easier to learn a new skill if you are having fun when you are learning? Why?
3 What could you do help you to remember a language you are learning? Why?
4 Some people say it's better to learn new things by experiencing them rather than reading about them. What do you
think?
5 Do you think young people or older people are better at learning a new skill? Why?
6 Do you think it is important to continue learning things throughout life? Why? / Why not?
Sample answers
1
A: I think some people prefer to learn a new skill from a book because theycan go at their own pace and make notes.
Research reveals that a surprising amount of people find that using a book helps them deepen their knowledge of a
subject.
B: It depends on the teacher. I believe that a good teacher is worth much more than a book as a book can’t answer all the
possible questions or give specific examples.
A: I prefer to learn by reading about a subject, but there are times when I want a person to explain things in more detail.
B: I prefer to have a teacher and, if I need to, to check facts in a book or more often on the internet.
2
B: Oh, absolutely! It is so much easier to learn if the teacher makes it a fun experience.
A: Yes, it makes it more memorable. Our literature teacher took us to the theatre when we were studying Hamlet and it
made a lot more sense seeing actors act out the play instead of just reading it on the page.
B: I’ve read that when we are having fun, the part of the brain that processes memory becomes more active so we have a
positive connection with what we’re learning.
A: Yes, I’ve seen something about that theory in a documentary on TV. I know that I remember lessons that are enjoyable
much more than dull ones.
3
A: You could write the vocabulary on one side of some pieces of cards and the translation on the other and take them with
you when you go out and test yourself when you are on the bus or at break time.
B: You could highlight the differences in say the grammar or spelling using brightly coloured pens. Or you could try to write
a funny story or anecdote using ten words and phrases you have recently learned.
4
B: Oh certainly! I think learning to drive or ride a bike can only really be done by actually going out and doing it.
A: Yes, though, of course, you do need to learn the theory and pass a test in most countries before you can get in a car.
B: I’m not saying that the theory isn’t important, but it’s no good on its own if you can’t put it into practice. I’ve taken my
driving test twice now and failed both times for making practical errors that I shouldn’t have made.
A: I find that I have to do something at least three times before it becomes a habit.
5
A: I think young people are more prepared to ‘have a go’ and get things wrong, whereas older people can get very used to
doing things their own way and refuse to do things differently.
B: Oh, I disagree entirely! My grandfather is highly skilled when it comes to using a computer, in fact he helped to teach
me when we had to write some code for a game for homework.
A: For sure there are some exceptions, but I still believe it’s easier to learn when you’re younger and the brain is still
developing.
B: I still disagree – many older people learn a new skill when they reach retirement age and take up a new hobby.
6
B: Certainly. If you stop learning new things or having new experiences, life would get very boring.
A: I completely agree. People need to set themselves new challenges, but I do think that the older you are, the more
difficult it is.
B: I’m not so sure. When you are older you might have more time to practise – especially if you are retired. I would love to
play the saxophone because I love jazz and the sound of this instrument. But I don’t have the time to do it now, so I
am hoping I will when I'm older! Who knows!
Writing
25 score points in total. Responses are scored according to how well students perform against the following criteria.

Content Task achievement Organisation& Range Accuracy

Structure
5 All content is Can write an essay, Can present clearly Uses a good and Communicates with
relevant to the proposal or report that focused information varied range of accuracy on a wide
task. Target develops an argument and points of view vocabulary, range of topics. May
reader is fully systematically, with using extended collocations and some still create some
informed. appropriate highlighting stretches of language. complex functions. Is clumsy expressions
of significant points and Can write about a able to express ideas or structures when
relevant supporting variety of topics and and opinions on most writing about
detail. Can evaluate effectively connect topics without complex abstract
different ideas or ideas and arguments circumlocution. Can topics but these do
solutions to a problem. with complex exploit non-literal not prevent
Can summarise main language. meanings of everyday understanding.
points and arguments May use features of fixed phrases. Can Generally accurate
from external sources. L1 style to express use a variety of punctuation and
Can write articles and identity. discourse devices spelling. Learners
reviews with good within and across with non-Latin L1
expression of self that paragraphs for alphabets may still
persuade and/or audience effect. make minor mistakes
engage. Can produce in spelling of less
standard features of a frequent or longer
variety of texts. words.
4 Candidates will demonstrate elements of 3 and 5
3 Minor Can write an essay or Can present clear, Uses a good range of Communicates with
irrelevances report which develops detailed information vocabulary, accuracy on most
and/or an argument, giving and points of view on collocations and topics and in most
omissions may reasons in support of or a wide range of functions and can contexts. May make
be present. against a particular familiar topics. Can express ideas and errors when dealing
Target reader is point of view and use functional opinions on some with very unfamiliar
on the whole explaining the language to express abstract and cultural or abstract topics but
informed. advantages and evaluation, make topics. Can use these do not prevent
disadvantages of supporting points and paraphrase to avoid understanding.
various options. Can give relevant repetition. Has a good Makes very few
develop a clear examples to express range of discourse mistakes in
description or narrative, feelings. Can use devices but lexical punctuation and with
expanding and cohesive devices to gaps can still cause only less familiar
supporting main points connect arguments circumlocution. May formats and in
with relevant supporting across paragraphs have some features of spelling of less
detail and examples though this may be style from L1 familiar words.
with good expression of awkward in places. interference. Learners with non-
self. Can write a simple Can produce standard Latin L1 alphabets
proposal on a familiar features of different may make mistakes
topic. Can summarise text types though not in spelling of less
main points from always appropriately frequent or longer
external sources. Can when dealing with words.
write a range of formal more complex topics.
 letters/emails which
have the desired effect
on the target reader.

2 Candidates will demonstrate elements of 1 and 3

1 Irrelevances and Can write short simple Can write using longer Uses a good range of Is reasonably
misinterpretation essays on topics of stretches of connected vocabulary, accurate in familiar
of task may be interest giving their clauses and functional collocations and contexts. Generally
present. Target opinion; can convey language e.g. functions and can good control of most
reader is information and ideas compare/contrast, express ideas and basic and some
minimally on some abstract as reason/explanation. opinions on some complex structures
informed. well as concrete topics. May mix up clause unfamiliar topics. Can and functional
Can write articles and ordering when writing use paraphrase to language. Errors
reviews which include about more complex avoid repetition on occur when
some expression of or abstract matters. familiar topics. Has an attempting more
self. Can write short Can generally adequate range of complex language,
basic informational summarise, report and discourse devices but especially in longer
reports. Can write give their opinion has limited vocabulary sentences and when
longer formal emails about factual and expressions when writing about less
and letters to express information on familiar writing on more familiar topics.
opinion and complaint. routine and some non- abstract topics. Generally uses
Has a basic routine topics, vocabulary
understanding of including basic appropriately for the
features of texts when information from topic. May have
dealing with familiar external sources, and some features of
topics or contexts. maintain logical style from L1
ordering of information interference.
or argument across Makes mistakes in
the whole text. punctuation of less
familiar formats and
in spelling of less
familiar words.
Learners with non-
Latin L1 alphabets
may make mistakes
in spelling and/or
orthography of less
frequent or longer
words.
0 Content is totally irrelevant. Target reader is not informed.
1 Essay
Sample answer
Can too much technology have a negative impact on our lives? There are arguments for and against this idea.
Firstly, friendships can be strengthened by sharing photos or messages on social media. On the other hand, constantly
checking social media can increase stress levels and can also be rude. One drawback of being so well-connected is
that it can be hard to switch off, especially at night. Research shows that using electronic devices before going to
bed affects sleep.
In addition, many teachers consider smartphones a distraction and a barrier to learning and insist on students switching
them off. Others are not so strict and allow students to use their mobiles to research topics, and I believe this allows
students to take more responsibility for their own learning. It also means that they can expand their knowledge of
the world.
From my own experience, young people can live independent lives if they use technology responsibly to keep in touch
with their parents, and this is important.
On balance, I would say that technology can have a positive impact on our lives if used sensibly and appropriately.
2 Article
Sample answer
Make your free time work for you!
Do you wonder if having a hobby is really worth it? I used to until my friend asked me to come to her choir practice. At first
I thought I’d just learn a few songs, but I soon discovered I could get much more out of it.
Taking part in a group activity has helped me to develop communication and people skills as well as improve my singing.
Performing in front of large audiences, has allowed me to grow in confidence, so I no longer get anxious when
giving presentations in class.
Having a leisure activity that I do regularly has improved my time management skills. Now I don’t leave my homework to
the last minute, something that my teachers appreciate! It’s also helped me show commitment and that I have more
to life than just my studies. This is important as universities and employers are more likely to want students and
employees who can demonstrate a range of interests and skills.
Whatever activity you choose, you’ll be surprised by how you can apply the skills learnt to other parts of your life.