Graça Valério
Consultora científica e linguística Carolyn E. Leslie (FCSH – Universidade Nova de Lisboa)
Tests Upgrade
11
º
Test Book I
Upgrade 11 TABLE OF CONTENTS
Placement tests Table of specifications Placement Tests
4
Placement Test 1
5
Placement Test 2
9
Placement Test 3
13
Answer Key
17
Progress Tests Table of specifications Progress tests – Module 1
18
Test T est 1
19
Test T est 2
23
Test T est 3
27
Answer key
31
Table of specifications Progress Tests Tests – Module 2
32
Test T est 1
33
Test T est 2
37
Test T est 3
41
Answer key
45
Test correction criteria
46
Test correction grid
47
S T S E T / 1 1 E D A R G P U
2
Introduction
S T S E T / 1 1 E D A R G P U
A teacher’s work is never done. No sooner have we become aware of the numerous challenges in relation to our classes and students (mixed ability, special needs, number of learners) than we realise the time has come for us to devise tools to assess our students’ progress. These three three books of tests aim to aid teachers teachers along the “long trail of of assessment” assessment” by providing resources resources they can use to assess their students at different stages of learning. First and foremost, a selection of three placement tests tests has been created in order to determine where each learner stands and what their specific learning needs are. Then at the end of each module three progress tests tests have been created to assess the students’ development; each one can be edited in order to create two different versions of the same test or to adapt the test to the specific group each teacher is working with. with. The tests herein include a variety of items and a level of difficulty appropriate for 11 th graders. With each booklet, a table of specifications, correction grids and correction criteria are available to support marking. In this way assessment can become a more teacher-friendly activity and a far less time-consuming one too. The creation of a set of mini-tests for each module aims module aims to offer more opportunities for teachers to assess their students’ development. The mini-tests have been created as a means to determine learners’ strength and/or weakness with regard to the specific language items taught in each unit of each module. It is expected that the use of these grammar tests will inform both the teacher and the learner on the areas which need to be further explored or recycled with regard to the progress test at the end of each module. We believe these mini-tests can also be viewed as an opportunity for formative assessment, assessment, which will foster reflection and discussion about teaching and learning between teachers and students. More than ever, teachers need to possess a range of resources that will invest the assessment of their students’ work with greater validity and reliability. The present set of tests is meant to offer teachers opportunities to use resources that prepare students both for internal and for external assessment. We hope that these materials will truly support the teachers’ practice in a valuable and helpful way by simplifying the task of assessment. The Team
3
Upgrade 11
Table of specifications Placement Tests Contents Skills Topics
A Listening comprehension
Summer holidays
Language
Verb tense
CEF competences
Types of Items
Number of items
Marks
3
40
4
60
4
50
1
50
Linguistic
revision Future plans – going to B Written comprehension
university
Conditional sentences Reported speech
Dream career
The passive
(blank filling; sentence completion; rephrasing)
Connectors Relative clauses Word formation C Language
Pragmatic
Short answer
D Written production
(120-180 words)
S T S E T / 1 1 E D A R G P U
4
U pgrade 11 t est s
Pla cement Test
T 1 S E T Name _______________________________________
No. _________
Class _________
Date ___ /___ /___ Mark _______________________ Teacher ______________________
A — Listening comprehension
40 marks
1. What is this text about?
16 marks
2. Tick () what is mentioned.
12 marks (6x2 marks)
a) Summer can be deadly boring! b) Summer is a change from the school year. c) It’s an opportunity to catch up with sleep. d) It’s the chance to focus on the activities we can’t do during the school period. e) For more than 25% of teens, summer vacations are the right balance of work and play. f) The majority plan to be busy, but still have time to chill out.
3. Who says what: Kacey, Alexis or Ashlyn?
12 marks (6x2 marks)
a) It’s the opportunity to relax after a hard school year. b) You can sleep more and see friends more. S T S E T / 1 1 E D A R G P U
c) It’s a break from worries. d) It’s a chance to read books. e) You can spend more time outside and swim. f) I work during the day and go out at night or on weekends.
5
Pla cement Test B — Written comprehension 1. How do you usually spend your holidays? Write about 30-40 words on it.
60 marks 10 marks
Read the following text.
Edward Hartline – 15-year-old Alabama teen spent summer in a unique way
5
10
15
20
25
30
American teens spend summer holidays in a variety o ways beore the chaotic pace o school starts. One young man rom Alabama has used his past two summers to invest in his musical career, and he wouldn’t have it any other way. Fifeen-year-old Edward Hartline is already quite an accomplished musician. Sel-taught on the guitar and the piano, he has been writing songs since he was eleven and, as a member o his high school band, he has played almost all instruments.
When he was thirteen, he uploaded a cover o Bobby Long’s “Who Have You Been Loving?” to Youube. It almost immediately caught the AO recording artist’s attention and he posted the link on witter. Within 72 hours, Long’s ans viewed Edward’s video over 1000 times, leaving many positive comments or the young guitarist. He made a ew more covers and was encouraged by other proessional musicians to share his own music, so he recorded songs on his home computer and posted them on MySpace. Tat December, a challenge was launched on witter to double his MySpace plays in three weeks; it was accomplished in six days. Te ans were rewarded with the release o a demo six-song EP. Airplay on internet radio stations soon ollowed and two o Edward’s songs charted at #2 beore he even started high school. Edward improved his perormance skills in coffee shops and restaurants, landing the position o artist-in-residence or a local Starbucks’ in the summer o 2010. He spent every Friday night in June and July playing Blues on the Boulevard, entertaining customers and gaining ans. He continued to play when he returned home those nights, perorming another hour or two on UStream.tv to ans rom all over. He started to tour and do shows all over. Seven states, ten shows and over 4000 miles later, Edward’s summer “vacation” only made him eager or more. Edward knows his time in school is limited and valuable, and though he’d love to get back on the road as ofen as possible, graduation and college are never ar rom his mind. For now, there are weekend music jams with riends and the occasional girl to date. It’s clear that no matter what road he takes, there’s a song to be ound along it somewhere. http://www.vanmusic.ca/featured/edward-hartline-15-year-old-alabama-teen-spent-summer-in-a-unique-way (abridged and adapted), accessed in July 2013
6
S T S E T / 1 1 E D A R G P U
U pgrade 11 t est s
2. Decide if the sentences are True (T) or False (F). Justify all of them with a sentence from the text. 10 marks (5x2 marks)
a) A teen decided to waste his holidays doing nothing. b) He learned music at school. c) He became known on YouTube at the age of 13. d) His own songs were played on TV. e) He entertained people in restaurants and cafés.
3. Match the words from the text with their correct synonyms. a) accomplished (l. 7)
(1) displayed
b) immediately (l. 12)
(2) dare
c) posted (l. 13)
(3) gifted
d) challenge (l. 18)
(4) enthusiastic
e) eager (l. 28)
(5) straightaway
10 marks (5x2 marks)
4. Answer these questions on the text.
30 marks (3x10 marks)
4.1. How did he become known to the public? 4.2. Did he record his music in a studio? Justify your answer. 4.3. What are his views towards school and music?
C — Language
50 marks
1. Fill in the gaps with the verbs in brackets in the correct tense. a) During the summer, some of Edward’s friends
holidays, while others b) Some companies
(sleep) most of the
(do) their best to get a summer job. (recruit) summer staff at that time.
c) Edward was trying to publicise his music when he S T S E T / 1 1 E D A R G P U
18 marks (6x3 marks)
(catch) the attention
of experts. d) His friend Eric
(not really try) to get work experience. He wanted the
opportunity to attend music festivals for free. e) Next Saturday, Edward
(have) a show in Birmingham, AL.
7
Pla cement Test 2. hoose the right connector to ll in the gaps.
16 marks (4x4 marks)
2.1. During the summer holidays, there are lots of music festivals where students can
opportunities. a) However
nd
job
, they get in for free and have loads of fun. b) Furthermore
c) Although
more staff is needed to keep shops running during the summer, many shops prefer
2.2.
to increase working hours of regular staff because of the recession. a) In spite of
b) In order to
2.3. Many students consider getting a job
c) Though
make their own money and get some work
experience. a) in order to
b) so that
2.4. Companies and shops offer many job vacancies for the summer a) since
b) in spite of
3. Rewrite the following sentences starting them with the given words.
c) in addition
paying low salaries. c) next 16 marks (4x4 marks)
a) You need some money for your holidays. You have to look for a summer job.
If you b) Adventure Cross-Country is seeking youth leaders to teach, lead and inspire teens.
Youth leaders c) There is a growing demand for seasonal workers. They must be willing to work at short notice.
There is a growing demand for seasonal workers
d) “For me, this may be my last summer hanging out with my parents,” said Sarah.
S T S E T / 1 1 E D A R G P U
Sarah said
D — Written production Look at this summer motto: “The coolest moments and memories are made when you least expect it.” In 120-180 words, give your opinion on this topic.
8
50 marks
U pgrade 11 t est s
Pla cement Test
T 2 S E T Name _______________________________________
No. _________
Class _________
Date ___ /___ /___ Mark _______________________ Teacher ______________________
A — Listening comprehension
40 marks
1. Listen to the rst part of the text and choose the correct alternative. The text is about…
8 marks
a) graduating and life thereafter. b) visiting universities to get to know them. c) the rst day at university.
2. Tick () the information mentioned in the text.
20 marks (5x4 marks)
a) It can make you excited and nervous.
e) Don’t sign your name anywhere.
b) Nothing is new.
f) Wait until you know where your room is before taking your luggage up.
c) Print a copy of the campus.
g) Make an effort to appear friendly.
d) There will be friendly students around.
h) No one will guide you to your room.
3. Listen to the second part of the text and complete the text below.
you fancy a bit of help, your guide might suggest coming back after
a)
you’ve unpacked, b)
if you aren’t the unpacking sort, you might want to
take up your mum’s offer. At this point, other people will c) so don’t worry about having to d) e)
12 marks (6x2 marks)
be arriving too, out to meet people just yet. As you are
, leave your door open! It’s a great way for other new people on your oor
to say hello as they are passing. S T S E T / 1 1 E D A R G P U
Stick a sign on your door with your name and a tempting slogan such as “Come on in and say hi, I have chocolate!”. Doing this will make you seem f)
and approachable, and
unless you are bbing about the chocolate, you will have some happy housemates in your dorm room later on. (abridged and adapted), accessed in December 2013
9
Pla cement Test B — Written comprehension
60 marks
1. Write between 30-40 words on any plans you have to go to university.
10 marks
Read the following text.
Teen insider tips on college visits
5
10
15
20
25
30
Smart College Visit is the educated way to plan your campus visit. Millions of high school students and their families journey to college campuses nationwide in search of the best place to study. Alex, Elise and I took a great trip up to New England to continue the college hunt that has taken over our lives. I’d like to share some tips that could make your college trip easier and less daunting. Keeping a calm attitude is beneicial to everyone involved in the college search, and staying relaxed helps parents and teenagers communicate more eectively. Make a chart o what schools you are visiting, the available times or their tours and ino-sessions, what kind o transportation to use to get to each school, and anything else they may oer (or example, Boston University had a ree lunch or prospective students, so we were sure to hop on that oer in order to save money). It just so happens that my mom is a Microsot Excel anatic, so she eagerly made spreadsheets and charts to guide us through our days in New England. Alex’s mom, Luisa, was the driver on this action-packed trip and she appreciated having all the necessary details at her ingertips as we zipped rom Boston College to Boston University and Northeastern University all in ONE exhausting day! Since you can ind most o the academic inormation online, be sure to note the un, unique things about each school so that you can remember what sets them apart, and which university seems to be more tailored to student lie. For example, Boston University has ree tutors and paper-editing, which is not exactly a deciding actor, but is deinitely something noteworthy. ake pictures so you remember what each school looks like. I know this is a orbidden word in these precious summer months, but it is important that you research the schools you plan to visit ahead o time, so you know what you’re dealing with. Also, researching in advance allows you to ask speciic questions tailored to your own academic interests so you can skip the introductory stu at the ino sessions and learn something that may be relevant to you. alk to the students on campus; ask them about the university and why they chose that speciic one. he tour guides typically can’t tell you what other universities they applied to, but anyone else can, so take advantage o the opportunity to get names o others you may not have heard o that are on the same level as the one you’re visiting. by Elaine http://www.smartcollegevisit.com/2010/08/teen-insider-tips-on-college-visits.html , (abridged and adapted), accessed in December 2013
10
S T S E T / 1 1 E D A R G P U
U pgrade 11 t est s
2. Match the headings a) to e) with paragraphs 3 to 7.
10 marks (5x2 marks)
a) Make friends with strangers. b) Bring a notebook and pen. c) Take a deep breath. d) Do your homework. e) Plan.
3. Find opposites in paragraphs 5 and 6 for the words below. a) forget
b) unt
c) irrelevant
d) allowed
10 marks (5x2 marks)
e) worthless
4. Complete the sentences below according to the text.
30 marks (3x10 marks)
a) The best way to maintain good communication between parents and students b) A chart of the schools should include c) The homework to be done involves
C — Language
50 marks
1. Choose the correct option to ll in the gaps.
18 marks (6x3 marks)
1.1. Most teenagers do not have the opportunity to visit universities such visits. a) although
b) but
the bene ts of c) despite
1.2. It is important for parents to accompany their children during the visits can give them advice and help. a) so that
b) due to
a) Because of
b) Seeing that
1.4. Before the visit, teenagers should draw up a plan. a) as… as
c) As a result
try to get information on the schools
b) on the one hand… but also
c) not only… but also
teenagers visit many schools, they can only pick one in the end.
1.5. a) Despite 1.6.
c) in order to
teenagers visit so many schools, their nal decision is not an easy one.
1.3.
S T S E T / 1 1 E D A R G P U
they
b) However
c) Even though
the tour guides can’t tell you what other universities they applied to, anyone else on campus can. a) As
b) However
c) Although
11
Pla cement Test 2. Complete the text with the correct forms of the verbs in brackets.
12 marks (6x2 marks)
Last summer more teenagers a) (visit) schools before they b)
(make)
their decision than ever before. Some schools admitted they (not have) so many visitors in previous
c)
years. This is why they d)
(think) the
number of new students e)
(increase)
signicantly in the future. Some have even confessed there (already / be) a rise in the number
f)
of students.
3. Fill in the gaps with the correct form of the word given. a) Teen Travel is a web site
by teens for teens who love to travel. (write)
b) The site includes travel stories by teens and a c) Through good
12 marks (4x3 marks)
forum. (discuss)
and
, she and her family and
friends were able to visit three colleges in one day. (plan / ef cient)
4. Rewrite the following sentences starting with the words given.
8 marks (2x4 marks)
a) “I know this is a forbidden word in these precious summer months,” said Elaine.
Elaine said b) Teens visit many schools so they can make an informed decision.
If teens
D — Written production
50 marks
Should teenagers start preparing their future as soon as possible or should they wait until they get a bit older? In 120-180 words, write an opinion essay on this topic.
S T S E T / 1 1 E D A R G P U
12
U pgrade 11 t est s
Pla cement Test
T 3 S E T Name _______________________________________
No. _________
Class _________
Date ___ /___ /___ Mark _______________________ Teacher ______________________
A — Listening comprehension
40 marks
1. Listen to the rst part of a text about American
10 marks
writer Toni Morrison. The excerpt is about… a) Morrison’s early life. b) Some of her best known books. c) The reasons she decided to become a writer.
2. Say whether the sentences are true (T) or false (F) according to the excerpt.
18 marks (6x3 marks)
a) Toni was a nickname. b) Black people were poorer than the rest of their neighbours. c) Her parents did not like interference from others. d) Her family never got help from the government. e) Her rst job was at a maga ine. f) Her mother wrote to Franklin D. Roosevelt.
3. Listen to the second part of the text and complete the text below.
12 marks (6x2 marks)
“He said, ‘Go to work, get your money and come home. You don’t live there.’” She repeats it, slowly, with the air of a)
, “Go to work, get your money, come
home.” She was not b)
, he said, to live as they saw her in their imagination.
Later, when Morrison c)
at school, it had little d)
her, she says. “A little Italian boy called me an Ethiopian. ‘Hee hee hee, you Ethiopian, you’. I went S T S E T / 1 1 E D A R G P U
home and said to my mother, ‘What is that?’ And she said, ‘It’s a country in Africa.’ And it was sort of like, ‘what?’ He obviously thought it was a great e) says, “It was not f)
.” Morrison, dry as ice,
.” http://www.theguardian.com/books(abridged and adapted), accessed in July 2013
13
Pla cement Test B — Written comprehension
60 marks
1. What is your dream career? Why? Write between 30-40 words on it.
10 marks
Read the following text.
Building a dream
10
15
20
25
30
35
It’s a seemingly ordinary August morning, but it will be no ordinary day in the city o Johannesburg. Oprah Winrey is here to view the new school she has dreamed o or South Arica. Beyond inspecting the handiwork o the builders, she has come to personally select girls th th 5 or the ounding 7 and 8 classes. From poor, troubled backgrounds, these too are no ordinary girls. Many have been hand-chosen by teachers across South Arica or academic excellence and early displays o leadership. On the cusp o adolescence, they are 11, 12, and newly-turned 13 years old. he Oprah Winrey Leadership Academy or Girls – South Arica is an innovative high school the aim o which is to discover, teach and inspire young South Arican girls to become a new generation o leaders. It is the irst o several she hopes to build in struggling communities on every continent. She’s looking or brave girls, children who have already conquered adversity with a eeling o “I can!” hat dream b egan or her a long time ago. he idea o a school strikes the deepest chord in Oprah. “My own success has come rom a strong background in reading and learning. he greatest git you can give is the git o learning.” And so began her quest or special girls who want to learn, “brighteyed wonders who have struggled in lie,” Oprah calls them. “I want somebody who already knows that education is empowerment, and who wouldn’t have had the chance to ulill the great possibilities o her lie had this not happened. I want to change the trajectory o a child’s lie.” Oprah has chosen South Arica as the birthplace o this intensely personal work because “it is the country o new beginnings, only 12 years out o Apartheid, and also because o my deep love or Nelson Mandela and all that he means to this country and to the world.” Creating this school has not been easy, logistically or socially. From the beginning, she struggled to explain her vision, a school that could “contain the emotional, spiritual selves o the girls.” Because these girls come rom poverty, she was irst given designs she elt looked like a chicken coop, then a barracks. Planners advised that these Arican children were not accustomed to much – many sleep on dirt loors in housing with no water or electricity; some share a bed with relatives. Oprah was told that the simplest environment would be a luxury to them, that they would need only basics. She sent the plans back. “I said, rom the start, I am creating everything in this school that I would have wanted or mysel – so the girls will have the absolute best that my imagination can oer.” In 2002, she announced her plans to build a leadership academy and donated $10 million or the school. Her donation has grown into more than $40 million. http://www.oprah.com/entertainment/Building-a-Dream/2#ixzz2mKj084Qt (abridged and adapted), accessed in December 2013
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S T S E T / 1 1 E D A R G P U
U pgrade 11 t est s
2. Find equivalents for these words/expressions in paragraph 5.
10 marks (5x2 marks)
a) setting up b) fought c) plans d) used to e) essentials
3. Say what or who the words below refer to in the text. a) here (l. 2)
b) these (l. 6)
c) It (l. 11)
d) her (l. 14)
10 marks (5x2 marks)
e) them (l. 18)
4. Complete the sentences below according to the text.
30 marks (3x10 marks)
a) The two main reasons why the school was started in South Africa are b) In Oprah’s view, by educating these girls c) At rst, it was hard for Oprah to make people understand
C — Language
50 marks
1. Match the two halves to make correct sentences. Two options do not apply.
18 marks (6x3 marks)
a) It seems to be an ordinary day
(1) unless similar projects are put into action.
b) Many girls have had a hard life
(2) because they built the school.
c) Oprah became a successful professional
(3) however, Oprah believes they will ght.
d) Many girls live in total misery
(4) fulll a long-time dream.
e) Many South African girls will have no
(5) despite this.
opportunities (6) although it is in fact a great one. f) The academy was set up so as to S T S E T / 1 1 E D A R G P U
(7) as a result of her education. (8) despite their tender age.
15
Pla cement Test 2. Complete the text with the correct forms of the verbs in brackets.
12 marks (6x2 marks)
The rst group of graduates from The Oprah Winfrey Leadership Academy for Girls a)
(graduate) in 2012.
The rst school b)
(set up) in 2007, when (ght) to make sure the girls
Oprah c)
(give) the best possible conditions. The
d)
school e)
(still / ll) with girls who hope
the future f)
(offer) them leadership
opportunities.
3. Fill in the gaps with the correct form of the words given. a) There is no tradition of
12 marks (4x3 marks)
in South Africa and the girls feel
and
excited. (graduate / nerve) b) This is a school for
girls who will use their power in the service of their
nation and the world. To make it a
Oprah has to nd perfect students. (power /
real)
4. Rewrite the sentences without changing their meaning.
8 marks (2x4 marks)
a) Oprah has chosen South Africa as the birthplace of this intensely personal work.
South Africa
b) The school was created in 2007. The girls received their diplomas in 2012.
If
D — Written production Do you think successful people should help those in need? How important do you think their support is? Which age groups should be helped? In 120-180 words, write an opinion essay on this topic.
50 marks
S T S E T / 1 1 E D A R G P U
16
U pgrade 11 t est s
Answer key Placement Tests Test 1 A – Listening comprehension 1. It’s about summer vacation and the way teens occupy themselves during that season. 2. b); c); d); f). 3. a) Kacey, Alexis, Ashlyn; b) Ashlyn; c) Kacey; d) Alexis; e) Alexis; f) Ashlyn. B – Written comprehension 1. Open answer. 2. a) F. “One young man from Alabama has used his past two summers to invest in his musical career (…)” (ll. 3-5). b) F. “Self-taught on the guitar and the piano (…)” (ll. 7-8). c) T. “When he was thirteen, he uploaded a cover of Bobby Long’s ‘Who Have You Been Loving?’ to YouTube” (ll. 11-12). d) F. “Airplay on internet radio stations soon followed (…)” (l. 20). e) T. “Edward improved his performance skills in coffee shops and restaurants. (…)” (l. 22). 3. a) 3; b) 5; c) 1; d) 2; e) 4. 4. 4.1. He posted his version of a song by Bobby Long on YouTube. 4.2. No, he didn’t. “he recorded songs on his home computer” (l. 17). 4.3. He values what he learns at school and he wants to graduate and go to college without giving up on his musical career. C – Language 1. a) slept; were doing. b) were recruiting. c) caught. d) wasn’t really trying. e) is having. 2. 2.1. b); 2.2. c); 2.3. a); 2.4. b). 3. a) need some money for your holidays, you’ll have to look for a summer job. b) are being sought by Adventure Cross-Country to teach, lead and inspire teens. c) who must be willing to work at short notice. d) that, for her, that might be her last summer hanging out with her parents.
for tours and info sessions. c) detailed research of the school to be visited. C – Language 1. 1.1. c); 1.2. a); 1.3. b); 1.4. c); 1.5. c); 1.6. c). 2. a) visited; b) made; c) hadn’t had; d) think; e) will increase; f) has already been. 3. a) written. b) discussion. c) planning; efciency. 4. a) she knew that was a forbidden word in those precious summer months. b) don’t visit many schools, they won’t make an informed decision.
Test 3 A – Listening comprehension 1. a). 2. a) T; b) F; c) T; d) F; e) F; f) T. 3. a) revelation; b) obliged; c) was bullied; d) effect on; e) insult; f) impressive. B – Written comprehension 1. Open answer. 2. a) creating (l. 26); b) struggled (l. 27); c) designs (l. 28); d) accustomed (l. 30); e) basics (l. 32).
3. a) in Johannesburg; b) girls; c) The (Oprah Winfrey-Leadership) Academy for girls; d) Oprah; e) special girls who want to learn. 4. a) that it is a country of new beginnings and because she loves Nelson Mandela deeply. b) she is inspiring them to become a new generation of leaders. c) what her vision was. C – Language 1. a) (6); b) (8); c) (7); d) (3); e) (1); f) (4). 2. a) graduated; b) was set up; c) fought; d) would be given/were given; e) is still lled; f) will offer. 3. a) graduation; nervous. b) powerful; reality.
A – Listening comprehension
4. a) has been chosen by Oprah as the birthplace of this intensily personal work.
3. a) Unless; b) although; c) gradually;
4. a) is to stay calm and relaxed. b) available times
Test 2 1. c). 2. a); c); d); f); g). S T S E T / 1 1 E D A R G P U
(l. 24); d) forbidden (l. 26); e) precious (l. 26).
b) the school hadn’t been created in 2007, the girls wouldn’t have received their diplomas in 2012.
d) rush; e) unpacking; f) friendly. B – Written comprehension 1. Open answer. 2. a) 7; b) 5; c) 3; d) 6; e) 4. 3. a) remember (l. 21); b) tailored (l. 22); c) noteworthy
17
Upgrade 11
Table of specifications Progress Tests (Module 1) Contents Skills Topics
A Listening comprehension
The multicultural patchwork The right to be or not to be
B Written comprehension
In or out?
Language
Relative pronouns with prepositions
CEF competences
Adjectives and nouns
Connectors
of items
Marks
3
40
4
60
4
50
1
50
(blank filling; sentence completion; rephrasing)
Proact Word formation
Number
Linguistic
Quanti�ers
Types of items
Pragmatic
Reported speech C Language
Conditional clauses The passive
D Written production
(120-180 words)
S T S E T / 1 1 E D A R G P U
18
U pgrade 11 t est s
Progress Test - Module 1
T 1 S E T Name _______________________________________
No. _________
Class _________
Date ___ /___ /___ Mark _______________________ Teacher ______________________
A — Listening comprehension
40 marks
1. Listen to the rst part of the text and choose the correct alternative. What type of text do you think this is?
12 marks
a) A news report. b) A biography. c) An opinion essay.
2. Order the sentences below as they are mentioned in the text.
18 marks (6x3 marks)
a) In October, Wallace invaded northern England. b) He was brie y successful, but the French eventually turned against the Scots. c) On July 22, Wallace’s troops suffered defeat in the Battle of Falkirk. d) Wallace gained an unlikely and crushing victory. e) On September 11, 1297, an English army confronted Wallace and his men at the Forth River. f) But four months later, Edward invaded Scotland again.
3. Listen to the second part of the text and complete the text below. a)
10 marks (5x2 marks)
William Wallace refused to submit to
English rule, and Edward’s men b)
August 5,
1305, when they captured and arrested him near Glasgow. He was taken to London and c) S T S E T / 1 1 E D A R G P U
to the king and was hanged. He
was seen by the Scots as a martyr and d) e)
of the
, and his ght continued after his death.
(abridged and adapted), accessed in December 2013
19
Progress Test — Module 1 B — Written comprehension
60 marks
1. Who is the person you admire the most? Why? Write between 30-40 words.
10 marks
Read the following text.
Nelson Mandela: world leaders mourn inspirational figure Tributes were paid by Barack Obama, David Cameron, Ban Ki-moon, François Hollande and other politicians and spiritual leaders around the world. America’s irst black president paid tribute to Nelson Mandela in a 5 sombre statement delivered rom the White House, in which Barack Obama described the personal inspiration he had drawn rom the man he called Madiba. “I am one o the countless millions who drew inspiration rom Nelson Mandela’s lie,” said a visibly moved Obama. And like so many 10 around the globe, I cannot ully imagine my own lie without the example that Nelson Mandela set, and so long as I live I will do what I can to learn rom him.” he US president, who met Mandela once as a senator and was prevented rom visiting him during a trip to South Arica in June by the latter’s illness, has been reluctant to overemphasise the 15 comparisons, but revealed how much his own political career had been inluenced by the antiapartheid struggle. “My very irst political action, the irst thing I ever did that involved an issue or a policy or politics, was a protest against apartheid,” said Obama. “I studied his words and his writings. he day that he was released rom prison gave me a sense o what human beings can do when they’re 20 guided by their hopes and not by their ears.” Obama did not say when his irst protest took place, but he is known to have become involved in anti-apartheid politics at Occidental College in Los Angeles, between 1979 and 1981. In London, David Cameron said Mandela was a towering igure: “A great light has gone out in the world. Nelson Mandela was a towering igure in our time; a legend in lie and now in death – a 25 true global hero. Across the country they will be mourning a man who was the embodiment o grace. Meeting him was one o the great honours o my lie.” Former US president Bill Clinton said, “oday the world has lost one o its most important leaders and one o its inest human beings. History will remember Nelson Mandela as a champion or human dignity and reedom, or peace and reconciliation. 30 “We will remember him as a man o uncommon grace and compassion, or whom abandoning bitterness and embracing adversaries was not just a political strategy but a way o lie. All o us are living in a better world because o the lie that Madiba lived. He proved that there is reedom in orgiving, that a big heart is better than a closed mind, and that lie’s real victories must be shared.” http://www.theguardian.com/world/2013/dec/05/nelson-mandela-death-world-reaction (abridged and adapted), accessed in December 2013
20
S T S E T / 1 1 E D A R G P U
U pgrade 11 t est s
2. Say what or who the words below refer to in the text.
10 marks (5x2 marks)
a) him (l. 12) b) his (l. 15) c) their (l. 20) d) my (l. 26) e) us (l. 31)
3. Find opposites of these words in paragraphs 7, 8 and 9.
10 marks (5x2 marks)
a) insignicant b) celebrating c) conict d) friends e) broad
4. Complete the sentences below according to the text.
30 marks (3x10 marks)
a) Ban Ki-moon and François Hollande were among b) While he was a senator, c) The three traits that characterise Mandela’s philosophy are that
C — Language
50 marks
1. Connect the items in columns A and C using the appropriate relative pronoun and preposition from column B. Three of them do not apply. A a) Steven Biko was a South African Civil Rights leader
S T S E T / 1 1 E D A R G P U
18 marks (6x3 marks)
B (1) for which (2) for whom
C (A) few people have heard.
b) Biko was imprisoned at Pretoria prision
(3) about whom
(B) investigators could start their work.
c) After much public unrest, the government decided to investigate the reasons
(4) of whom
(C) he ended up dead.
(5) by whom
(D) Biko had been tortured and beaten.
d) At rst there was no evidence e) Biko’s death caused much protest f) South African authorities were able to ascertain
(6) in which (7) without which (8) on whom (9) with which
(E) there would have been no inquiry. (F) he died eventually.
21
Progress Test — Module 1 2. Complete the text with six words from the box.
12 marks (6x2 marks)
Shaka ulu was the most in uential king of the ulus and is widely credited with uniting many of the Northern Nguni people a)
(1) condemned
groups.
(2) originating
His statesmanship and vigour marked him as one of the greatest Zulu
(3) discrimination
kings. The Zulus are the largest South African b) group, c)
(4) minority
from KwaZulu-Natal, one of the
(5) segregated
of South Africa.
d)
Under e)
(6) provinces
, Zulu people were classed as third-class citi ens
and suffered from state-sanctioned f)
(7) apartheid
. They remain
(8) ethnic
today the most numerous ethnic group in South Africa, and now have the same rights as all other citi ens.
htt h invaded Scotland again
(abridged and adapted), accessed in December 2013
3. Fill in the gaps with the correct form of the words given. is the title of a
lm
12 marks (4x3 marks)
which centres on the Black Consciousness Movement (BCM)
founder’s life and death. It also talks about Biko’s a)
(friend) with a white
journalist Donald Woods who sympathises with Biko’s strong b) feelings and defence of greater c)
(apartheid)
(equal) in South African society. Many,
whites and blacks, fought against policies of d)
(segregate).
htt t (abridged and adapted), accessed in December 2013
4. Rewrite the following sentences starting with the words given.
8 marks (2x4 marks)
a) “Today the world has lost one of its most important leaders and History will remember Nelson
Mandela as a champion,” stated Bill Clinton. Bill Clinton stated b) Obama did not say when his first protest took place. He is known to have become involved in
politics against apartheid. Despite Obama
D — Written production
50 marks
In about 120-180 words, write a text expressing your opinion on the role of world leaders in today’s world. Which aspects seem to be positive? What about the negative ones?
22
S T S E T / 1 1 E D A R G P U
U pgrade 11 t est s
Progress Tests — Module 1
T 2 S E T Name _______________________________________
No. _________
Class _________
Date ___ /___ /___ Mark _______________________ Teacher ______________________
A — Listening comprehension
40 marks
1. Listen to the rst part of the text and choose the most appropriate title.
10 marks
a) What is a European? b) What is Europe? c) What is European?
2. Tick () the names of the cities mentioned in the text. a) Warsaw
f) Bruges
b) Chartres
g) New York
c) Copenhagen
h) London
d) Berlin
i) Venice
e) Cracow
j) Lisbon
12 marks (6x2 marks)
3. Fill in the gaps according to the text.
18 marks (6x3 marks)
Other Europeans tend to feel that the French claim a)
very easily
because they imagine European culture and European priorities b) and priorities. They c)
in the shaping of the European Union.
Larry Siedentop, in his perspicacious and very illuminating book , points out that the European bureaucracy is modeled on the French bureaucracy because of d) S T S E T / 1 1 E D A R G P U
far e)
. He goes on to claim that “the French political class has been Germany, or indeed, than that of any other major European
nation.’’ The danger he perceives for Europe in this is that any further political uni cation will be on a French model f)
. http:// t / / / / (abridged and adapted), accessed in January 2014
23
Progress Test — Module 1 B — Written comprehension
60 marks
1. What are your expectations for the future? Write between 30-40 words.
10 marks
Read the following text.
May Europe’s multicultural new generation succeed where we failed? Writing to her son, Loretta Napoleoni looks forward to a continent breaking free of history’s straitjacket. Dear Julian, Next year you’re 18 and will leave secondary school, no doubt excited and at the same time 5 worried. For the average European teenager, the uture must look both bleak and exciting at the moment. Joblessness, mountains o debt, prophecies o monetary meltdown and the rare prospect o a secure proessional career muddy the view. hirty-ive years ago a generation o school leavers – your parents – looked at a uture equally thrilling and bleak. Coming o age in the shadow o nuclear holocaust and terrorism, this 10 generation had to make do with double-digit inlation and unemployment. he new generation o teenagers is the irst born inside the united Europe’s multicultural melting pot, one no longer just populated by Europeans. Multiculturalism may well be our saviour, wresting us out rom the straitjacket o our history, thrusting the old continent into an environment where other ethnicities, less cynical and more positive, will play a big role in its 15 uture. Watching the student demonstrations in Parliament Square in London recently, I saw a new Britain and a new Europe. Never beore has this country seen this type o protest. he new blood o the children o immigrants both drives transnational protest and cements solidarity among Europe’s young. eenagers equally wary o tomorrow and yet determined not to let history repeat 20 itsel want a dierent Europe. heir solidarity lies on the wings o the net, an international meeting point connecting to WikiLeaks, Porto Allegre, and all the other initiatives to transorm our planet. Will you succeed where we ailed? I believe so. Because the socio-cultural paradigm o Europe has inally shited, and those who rule us today do not represent such a shit. As your generation 25 comes to power, then the political paradigm will inevitably alter. Europeans will no longer be explorers; they will not adventure across unknown seas to steal others’ treasure, they will not scale the highest mountains to plant lags, nor will they look west or east to decide what to think and how to behave internationally. But they will be able to delve into the new multicultural spirit o a reinvigorated continent or new economic, social and political ormulas. hat is the Europe I 30 dream o or you and the one I want to belong to. http://www.theguardian.com/commentisfree/2011/jan/03/europe-multicultural-new-generation (abridged and adapted), accessed in December 2013
24
S T S E T / 1 1 E D A R G P U
U pgrade 11 t est s
2. Find the equivalents of the words/expressions below in paragraph 6.
10 marks (5x2 marks)
a) public displays of discontent b) disagreement c) consolidates d) unsure of e) actions
3. Say what or who the words below refer to in the text.
10 marks (5x2 marks)
a) your (l. 8) b) its (l. 14) c) Their (l. 20) d) we (l. 23) e) I (l. 30)
4. Complete sentences below according to the text.
30 marks (3x10 marks)
a) Loretta Napoleoni states teens and their parents share b) She believes multiculturalism c) Napoleoni not only dreams of the “new” Europe,
C — Language
50 marks
1. Connect the items in columns A and C using the appropriate relative pronouns and prepositions from column B. Three of them do not apply. A a) People may be discriminated on the grounds of the place
S T S E T / 1 1 E D A R G P U
18 marks (6x3 marks)
B (1) from whom (2) without which
b) Minorities sometimes receive mistreatment
(3) by which
c) The letter was delivered to the refugee‘s mother
(4) with which
d) The asylum-seekers wanted to thank the guards
(6) without whom
e) The police found the arms f) Not all newcomers are given the documents
C
(5) by whom
(7) for whom (8) in which
(A) it was written. (B) they were born. (C) the men were shot. (D) they would not have survived. (E) they cannot become legal. (F) they least expect.
(9) with whom
25
Progress Test — Module 1 2. Complete the text with six words from the box.
12 marks (6x2 marks)
The International Day for Tolerance is an opportunity for each of us to renew our a)
to practicing tolerance and
promoting harmony. Globaliing quickly, the world is also increasingly fragile. This is why every day, in every society, we need to build new bridges of tolerance, b)
and understanding.
(1) root (2) individual (3) money
This takes commitment and time. We must begin with quality
(4) unknown
education, to combat c)
, prejudice and hatred,
(5) commitment
which are at the d)
of discrimination and
(6) trust
racism. We need education to disarm the fears that many feel of the and of other people, their cultures, life choices
e)
and beliefs. Education is the best way to foster a culture of peace and build
(7) multiculturalism (8) ignorance
inclusive societies. Intolerance is a global challenge that takes many local shapes. To be effective, global action must be combined with national, local and, not least, f)
measures.
http:// / / t /t / / ht (abridged and adapted), accessed in December 2013
3. Fill in the gaps with the correct form of the words given. a) Europe expects multiculturalism will bring
12 marks (4x3 marks)
and understanding to its
. (tolerant / citizenship) b) Two of the greatest challenges the European Union faces are
difference and respect for the continent’s
of . (accept / lingual)
4. Rewrite the following sentences starting with the words given.
8 marks (2x4 marks)
a) Napoleoni has watched the student demonstrations in Parliament Square in London recently.
She thinks Britain and Europe have come a long way. As a result of b) A new generation came to power. The political paradigm was altered.
If no
D — Written production
50 marks
Do you think it is possible for young people to change Europe? Can they really succeed where their parents failed? In 120-180 words, write an argumentative text in which you present your arguments and counter arguments on this topic.
26
S T S E T / 1 1 E D A R G P U
U pgrade 11 t est s
Progress Test — Module 1
T 3 S E T Name _______________________________________
No. _________
Class _________
Date ___ /___ /___ Mark _______________________ Teacher ______________________
A — Listening comprehension
40 marks
1. Listen to three young women. What is the text about? Choose the correct option.
12 marks
a) Legal illegal immigrants. b) The disadvantages of staying in a country illegally. c) The road to becoming a legal immigrant.
2. Listen to Sherry, Molly and Stephanie and decide who says what.
18 marks (6x3 marks)
a) She knew her future husband for a year before they started dating. b) She had no intention of overstaying her visa deadline. c) Her husband is in Mexico at the moment. d) She worked with her husband. e) She was prevented from returning to the USA. f) She thinks her husband is being treated like a criminal.
3. Listen to the second part of Stephanie’s account and ll in the gaps in the text below. 10 marks (5x2 marks)
So why are they a)
?
My husband is still locked up in Delany Hall in Newark NJ. We are trying to see what we can do b)
, but it is
taking a lot of time and money and I feel like S T S E T / 1 1 E D A R G P U
. We can make a
c)
change if we all d)
for
our beliefs and e)
. http:// tt
(abridged and adapted), accessed in January 2014
27
Progress Test — Module 1 B — Written comprehension
60 marks
1. What are your dreams and expectations for the future? Write between 30-40 words.
10 marks
Read the following text.
Employment rights of immigrants under federal anti-discrimination laws Immigrants are protected rom employment discrimination by laws enorced by the Equal Employment Opportunity Commission (EEOC). his pamphlet answers questions oten asked by people who think that they have suered discrimination in employment. It describes what the law covers, how 5 to ile a complaint, and typical examples o employment discrimination. he EEOC is a ederal agency responsible or enorcing laws prohibiting employment discrimination and harassment because o race, color, sex, religion, national origin, age (40 and over) and physical or mental disability. Employers with 15 or more employees (20 or more or age discrimination), employment agencies, unions, employer-union apprentice programs, and local, 10 state, and ederal agencies must obey these laws. I you think that you have been discriminated against on the job or while applying or a job, you should contact the EEOC. he law has strict time limits or iling a charge o discrimination, and in some cases the EEOC will not have jurisdiction unless the charge is iled within 180 days o the occurrence o discrimination. Unlawul national origin discrimination may include discrimination because o a person’s 15 looks, customs, or language. It isn’t necessary or a person to show that his or her ancestors are rom a particular country or region to prove national origin discrimination. A claim can be proven i a person is discriminated against or having the characteristics or a dierent group. For example, a person might mistakenly be thought to be Haitian and may be discriminated against based on certain characteristics, even though he is not actually Haitian. Similarly, a person may 20 be perceived as being oreign born or o oreign ancestry and may be discriminated against in violation o the law. he law prohibits discrimination because a person associates with people o a national origin group (discrimination because o attendance at schools or places o worship used by persons o a particular nationality, and discrimination because a person’s or spouse’s name is associated 25 with a national origin group). For example, i someone is denied a promotion or otherwise is discriminated against because she is married to a Hispanic man, that violates the law. Some employment practices, such as citizenship requirements, minimum height requirements, and policies against hiring individuals with arrest and conviction records, may screen out people o a particular national origin. For example, a minimum height requirement or certain jobs, such 30 as police oicers or ireighters, may disproportionately screen out people o certain national origins, such as Hispanics and Asians, and would be against the law unless the employer could prove that it is related to the job and needed or the employer to operate saely or eiciently. http://www.eeoc.gov/eeoc/publications/immigrants-facts.cfm (abridged and adapted), accessed in December 2013
28
S T S E T / 1 1 E D A R G P U
U pgrade 10 t est s
2. Match the headings a) to e) with the paragraphs of the text 1 to 5.
10 marks (5x2 marks)
a) Association with National Origin Groups. b) Immigrants rights and opportunities. c) Discrimination related to certain professions. d) The Role of the Equal Employment Opportunities Commission. e) What is National Origin discrimination?
3. Find equivalents for the expressions below in paragraph 2.
10 marks (5x2 marks)
a) declaring illegal b) undue trouble, worry or torment c) act according to d) treated unfairly e) ofcially recording
4. Complete the sentences below according to the text.
30 marks (3x10 marks)
a) The law establishes a 180-day limit b) Three examples of discrimination on the grounds of origin c) Employment practices may
C — Language
50 marks
1. Connect the items in columns A and C using the appropriate expression of quantity from column B. Three of them do not apply. A
18 marks (6x3 marks)
B (1) few
a) Every day ethnic groups face b) Often there is c) Unfortunately, sometimes not d) Education and perseverance are S T S E T / 1 1 E D A R G P U
e) If a person is discriminated against because of his/her colour, he/she will have f) It takes
(2) any (3) much (4) both (5) little (6) neither (7) many (8) plenty (9) enough
C (A) is done to avoid episodes of intolerance. (B) strength and courage to face those who disrespect you. (C) crucial to change the mentality of the intolerants. (D) of situations in which they are disrespected and insulted. (E) opportunities to succeed. (F) people can do to ght against discrimination.
29
Progress Test — Module 1 2. Complete the text with six words from the box.
12 marks (6x2 marks)
Ethnic minorities can fall victim to a)
bias that
includes a recurrent preoccupation with b)
(i.e.,
(1) nationality
policies favoring people born in the United States), c)
(2) stereotypes
when so-called “immigrants” succeed (often related to a fear of losing
(3) intolerance
jobs to d)
), and disdain or anger when they act
(4) segregating
against the established norm (e.g. when they don’t know or refuse to learn
(5) resentment
the language). In the second case, negative e)
(6) “nativism”
of
certain ethnic groups or people of a certain f)
can
(7) anti-immigrant (8) newcomers
fuel antagonism. http:// th /t pt / ttt,
(abridged and adapted) accessed in December 2013
3. Fill in the gaps with the correct form of the words given.
12 marks (4x3 marks)
a) Today some groups within society still do not contribute to promoting
but rather seem to advocate
discrimination. (integrate / race)
b) The implications of the above are that too many people still perpetuate
attitudes and feel pleasure in making others feel
4. Rewrite the following sentences using the words given.
. (respect / inferiority) 8 marks (2x4 marks)
a) A minimum height requirement for certain jobs may disproportionately screen out people of
certain national origins. People b) A person might mistakenly be thought to be Haitian and may be discriminated against based on
certain characteristics although he/she is not actually Haitian. Despite not
D — Written production In about 120-180 words, write a text expressing your opinion on the measures adopted by countries to combat discrimination. How effective do you think they are? What can still be done?
50 marks
S T S E T / 1 1 E D A R G P U
30
U pgrade 11 t est s
Answer key Progress Tests (Module 1) Test 1 A – Listening comprehension 1. b). 2. a) 3rd; b) 6th; c) 5th; d) 2nd; e) 1st; f) 4th. 3. a) Unwilling to compromise; b) pursued him until; c) condemned as a traitor; d) as a symbol; e) struggle for independence. B – Written comprehension 1. Open answer. 2. a) Nelson Mandela; b) the US President’s; c) human beings’; d) David Cameron’s; e) people. 3. a) towering (l. 23); b) mourning (l. 25); c) reconciliation (l. 29); d) adversaries (l. 31); e) closed (l. 33). 4. a) the world leaders who paid tribute to Nelson Mandela. b) Barack Obama met Mandela for the rst time. c) there is freedom in forgiving, a big heart is better than a closed mind, and life’s real victories must be shared. C – Language 1. a) (4) (A); b) (6) (F); c) (1) (C); d) (9) (B); e) (7) (E); f) (5) (D). 2. a) minority (4); b) ethnic (8); c) originating (2); d) provinces (6); e) apartheid (7); f) discrimination (3). 3. a) friendship; b) anti-apartheid; c) equality; d) segregation. 4. a) that day the world had lost one of its most important leaders and History would remember Nelson Mandela as a champion. b) not saying when his rst protest took place, he is known to have become involved in politics against apartheid.
4. a) a vision of the future. b) will save Europe. c) but she also wants to belong to it. C – Language 1. a) (8) (B); b) (1) (F); c) (7) (A); d) (6) (D); e) (4) (C); f) (2) (E). 2. a) commitment (5); b) trust (6); c) ignorance (8); d) root (1); e) unknown (4); f) individual (2). 3. a) tolerance; citiens. b) acceptance; multilingualism. 4. a) having watched the student demonstrations in Parliament Square in London recently, Napoleoni thinks Britain and Europe have come a long way; b) new generation had come to power, the political paradigm would not have been altered.
Test 3 A – Listening comprehension 1. b). 2. a) Sherry; b) Molly; c) Sherry; d) Stephanie; e) Molly; f) Stephanie. 3. a) being discriminated against; b) to stop the deportation process; c) we are running out of both; d) get together and ght; e) stand up for our rights. B – Written comprehension 1. Open answer. 2. a) 4th; b) 1st; c) 5th; d) 2nd; e) 3rd. 3. a) prohibiting (l. 6); b) harassment (l. 7); c) obey (l. 10); d) discriminated against (ll. 10-11); e) ling (l. 12).
4. a) for the ling of a complaint. b) are appearance, customs or language. c) exclude people of a particular national origin.
Test 2 A – Listening comprehension 1. a). 2. b); c); e); f); g); h). 3. a) a European identity; b) as an extension of French culture; c) have been prime movers;
1. a) (8) (D); b) (5) (F); c) (9) (A); d) (4) (C); e) (1) (E); f) (3) (B). 2. a) anti-immigrant (7); b) “nativism” (6)”;
d) French enthusiasm and persistence; e) more
c) resentment/intolerance (5)/(3); d) newcomers (8); e) stereotypes (2); f) nationality (1).
skillful than that of; f) with a centralied government.
3. a) integration; racial. b) disrespectful; inferior. 4. a) of certain national origins may disproportionately
B - Written comprehension S T S E T / 1 1 E D A R G P U
C – Language
1. Open answer. 2. a) demonstrations (l. 16); b) protest (l. 17); c) cements (l. 18); d) wary of (l. 19); e) initiatives (l. 21). 3. a) Julian’s; b) the old continent’s; c) Teenagers’; d) parents/adults today; e) Loretta Napoleoni.
be screened out by a minimum height requirement for certain jobs. b) actually being Haitian, a person might mistakenly be thought to be Haitian and may be discriminated against based on certain characteristics.
31
Upgrade 11
Table of specifications Progress Tests (Module 2) Contents Skills Topics
A Listening comprehension
Job on the go
School for life
Language
CEF competences
So / such and that
Linguistic
Adjectives and
B Written comprehension
Verb forms: past simple and
of items
Marks
3
40
4
60
4
50
1
50
simple
present perfect Crossing borders
Number
nouns
Take away office
Types of items
(blank filling; sentence completion; rephrasing)
Verb forms: gerund, in�nitive and past participle C Language
Word formation
Pragmatic
Short answer
Collocations: jobs
D Written production
(120-180 words)
S T S E T / 1 1 E D A R G P U
32
U pgrade 11 t est s
Progress Test — Module 2
T 1 S E T Name _______________________________________
No. _________
Class _________
Date ___ /___ /___ Mark _______________________ Teacher ______________________
A — Listening comprehension
40 marks
1. Listen to the rst part of the text. What type of text do you think this is? Choose the correct option.
10 marks
a) A job ad. b) A magaine article. c) A blog spot.
2. Listen again and ll in the gaps in the rst part of the text.
18 marks (6x3 marks)
Why don’t more people enjoy their work? Satisfaction comes from spending the hours of your day in ways a)
, and you spend a large portion of your day at work, so I’d
say “job satisfaction” is pretty important. Yet, a lot of people seem content in
nding
and doesn’t excite them, only to pick up c)
b)
a job that at the
end of each month. They act as if money is the most important thing in the world. Well if that’s the case, why don’t they nd a job with more money? It’s very important that your job satis es you in some way, due to d)
.
The benets of job satisfaction are many. Here are four that come to mind 1. It promotes e)
, keeping stress levels to a minimum.
2. Knowing that you’re doing something good fosters pride in your work . 3. It motivates you to get out of bed earlier, with more energy and enthusiasm . 4. It f)
on more than just the money .
I could go on, but now we dive into the important part of this article the “how-to”! http:// . / (abridged and adapted), accessed in December 2013 S T S E T / 1 1 E D A R G P U
3. Listen to the second part of the text and tick () the topics which are mentioned. a) Talk with your colleagues
d) Plan your day
b) Ask for a raise
e) People need you
c) Take pride
f) Mix it up
12 marks (3x4 marks)
33
Progress Test — Module 2 B — Written comprehension
60 marks
1. What reason(s) led you to choose your present area of study? Write between 30-40 words.
10 marks
Read the following text.
High tech, high touch, high growth On a gloomy aternoon earlier this month, a group o Harvard students took a break rom crating inal papers to peer into the uture. Surveying a shattered employment landscape, they summoned the optimism to regard looming obstacles as opportunities or scenic detours. “here are deinitely downsides to it being harder to get a job,” says Alex Lavoie, a 21-year-old junior 5 rom Avon, Conn. “But it’s orced people to look harder at what they really want to do instead o ollowing a standardized path.” During the at years, that path led many o America’s elites to Wall Street. hese days, that’s a less appealing destination. In 2008 the inancial sector, which had ballooned over the past three decades, contracted or the irst time in 16 years. “he glamour is gone,” says Bridget Beckeman, 10 20, a junior rom Westord, Mass., who will intern at an investment bank this summer. But it hasn’t disappeared. Financial centers like Charlotte, N.C., will lourish anew. Driven largely by a banking boom, the city’s workorce has grown 50% over the past decade, according to John Connaughton, a proessor o economics at the University o North Carolina at Charlotte. he all o inance has its upside. op grads will tack toward a variety o potentially lucrative 15 positions that prize technological savvy and analytical aptitude. According to consulting giant McKinsey & Co., nearly 85% o new jobs created between 1998 and 2006 involved complex “knowledge work” like problem-solving and concocting corporate strategy. Job opportunities in mathematics and across the sciences are also expected to expand. he U.S. Department o Labor spotlights network systems and data communications as well as computer-sotware engineering 20 among the occupations projected to grow most explosively by 2016. Over the next seven years, the number o jobs in the inormation-technology sector i s expected to swell 24% – a igure more than twice the overall job-growth rate. here will be some limits to that growth. “his place is going to get more and more high-end talent and less and less commodity-type olks,” says Mark Dinan, a Silicon Valley recruiter. “he real 25 question is, ‘What’s the next big thing, and what’s going to be the big moneymaker?’ Cloud computing? Nanotechnology? Genomics? he answer will come rom the companies that entrepreneurs can create – and destroy – more easily than ever beore, because the cost o start-ups is dropping rapidly. Richard Freeman, director o the labor studies program at the National Bureau o Economic Research, says that “these really sharp, aggressive, Harvard-type students doing entrepreneurship, 30 orming new businesses... would be the best thing that could happen to this economy.” Where else could your next job come rom? Health care and education, the labor market’s traditional bulwarks in lean times, show no signs o abating. An aging population will open up opportunities too. “Construction o senior communities, assisted-living acilities, nursing homes ... these things are all going to have to expand tremendously,” says Connaughton. he key to inding 35 the jobs o the uture will be knowing where to look. http://content.time.com/time/specials/packages/article/0,28804,1898024_1898023_1898101,00.html (abridged and adapted), accessed in December 2013
34
S T S E T / 1 1 E D A R G P U
U pgrade 11 t est s
Progress Test — Module 2 2. Find equivalents for the words/expressions below in paragraphs 2 and 3.
10 marks (5x2 marks)
a) prosperous b) shot up c) shrank d) staff e) advantage
3. Say what or who the following words refer to. a) they (l. 2)
b) it (l. 5)
10 marks (5x2 marks)
c) that (l. 7)
d) who (l. 10)
4. Answer the questions below on the text.
e) your (l. 31) 30 marks (3x10 marks)
4.1. Why is it stated in the text that dif culty in nding a job may be advantageous? 4.2. Which areas of work will be more popular in the future? 4.3. Will job seekers in the future need any particular skills? Which?
C — Language
50 marks
1. Match the phrases below to form six correct sentences.
18 marks (6x3 marks)
a) The world of work has undergone
(1) such employers offer perks.
b) People who are not open
(2) nowadays many employees have started
to exitime c) Most employers give no credit for
certicates d) Current job-searchers are not worried
about getting bonuses. They just e) In the past most people would have
a full-time job for life, but f) At rst many unquali ed people decide they
want to nd the job of their dreams,
sharing jobs. (3) such that they want another job for the
future. (4) such great transformation that workers need
to rene their skills. (5) then they realise they must accept whatever
job comes their way. (6) want to nd a job that will pay them
a salary. (7) or qualications. It’s experience and references
S T S E T / 1 1 E D A R G P U
that really matter. (8) nor can they do anything. (9) nor exibility may be faced with
unemployment.
35
Progress Test — Module 2 2. Complete the text with six words from the box.
12 marks (6x2 marks)
Job candidates must convince prospective employers they’re ready and able to a)
(1) workmate
from the college classroom or last/current job into
(2) positions
a new job opportunity. Develop a personal marketing campaign. Don’t rely totally on job board postings or recruiters to nd and b) They’re only one of many c)
(3) hire
you.
(4) lifelong
available to you during your
(5) cutting-edge
process. Employers are as anxious to nd the right people
d)
as candidates are to nd the right e)
(6) salary
. You need an aggressive
(7) resources
strategy for locating opportunities. The key to a successful job search is a highly developed plan. If you want to be f)
(8) move
, you’ve got to
(9) job-search
structure your time effectively and organi e your job campaign. http:// .t. / / ttt
(abridged and adapted), accessed in December 2013
3. Fill in the gaps with the correct form of the words given.
12 marks (4x3 marks)
a)
is one of the most serious issues many Europeans are faced with. (jobless)
b)
development can be achieved by way of c)
requirements for d)
. It is one of the
these days. (profession / train / employ)
4. Join the sentences below using the word given.
8 marks (2x4 marks)
a) People’s jobs will be guaranteed in the future. They must obtain further skills. (unless) b) The number of job opportunities for youngsters is very scarce. Many choose to emigrate. (so)
D — Written production
50 marks
Write a letter applying for one of the jobs advertised below. Be sure to use an appropriate layout and structure. Write between 120-180 words.
Editor Wanted Editor needed to direct the publication of new software magazine. At least two years editorial experience needed. Hours: 8.00 am to 5.30 pm. Some overtime required. Send you resume to: P.O. Box 213, Fairview, IN. 46243.
36
Bank Magager Tom Bank is looking for a bank manager to head its downtown branch. Seeking individual with 5+ years experience. Working hours: 8.30 am to 6.00 pm. Excellent bene ts, including attractive retirement plan. Contact
[email protected] for more information.
S T S E T / 1 1 E D A R G P U
U pgrade 11 t est s
Progress Test - Module 2
T 2 S E T Name _______________________________________
No. _________
Class _________
Date ___ /___ /___ Mark _______________________ Teacher ______________________
A — Listening comprehension
40 marks
1. Listen to the text and choose the correct option. This text is an excerpt from:
10 marks
a) a speech. b) an interview. c) an article.
2. Order the statements according to the rst part of the text.
12 marks (6x2 marks)
a) “(…) we live in a globalised world and a virtually borderless Europe.” b) “(…) there is very little in the lives of young educated people today, that doesn’t have some
international element to it.” c) “In the last 5 years I have resided in 4 European countries.” d) “When I nished studying in 2009, it was evident that the job market had changed (…)” e) “Have I surrounded myself with internationally minded people?” f) “Since the age of 20, I have left, and returned to Ireland several times.”
3. Fill in the gaps as you listen to the second part of the text. I believe that the a)
18 marks (6x3 marks)
does not have to generate such a large air of doom.
Creating an Ireland that b)
of young emigrants is c)
and is where the emphasis should lie. Let us embrace that d)
, , as travel
is affordable, quicker, and communication across oceans is instantaneous. The experience of emigration for young Irish people today is not the same e) S T S E T / 1 1 E D A R G P U
, and therefore,
we do not have to fear it the same way it was once feared. As I said before, I’m not lost. I’ll come back one day. And maybe I’ll leave again. For the moment though, I’m embracing f)
.
http:// .ht. / / tt / / / / h ppt p ttt
(abridged and adapted), accessed in January 2014
37
Progress Test — Module 2 B — Written comprehension
60 marks
1. Choose from the list (a to c) one negative aspect of youth unemployment you nd most worrying. Justify your choice. Write between 30-40 words. a) Health and other long-term consequences b) Separation of families
10 marks
c) Facing dif culties
in their home country
Read the text below.
Cutting dole for under-25s will accelerate youth emigration This measure is a regressive step which will drive more people out, writes Marie-Claire McAleer of the National Youth Council of Ireland. he decision to cut jobseekers’ allowance or those under 25 in Budget 2014 is a regressive measure which will create great hardship or young jobseekers and accelerate the numbers o young 5 people emigrating rom Ireland. It is estimated that over the last ive years, 177,000 young people aged 15-24 have let this country. Most o those emigrating are in the 15-24 and 25-44 age cohorts. Over the past two years, over a quarter o our population has been aected by the emigration o a close amily member and one in two o our 18-24-year-olds would consider emigrating themselves, according to a p oll carried out 10 or the National Youth Council o Ireland. At a time o high youth unemployment, poor labour market prospects, inadequate quality education and training options, and increasing youth emigration, Budget 2014 has delivered another devastating blow to young jobseekers, which will undoubtedly lead to greater hardship or young people who remain here and a rise in social problems. 15 Not only does it have a negative impact on mental and physical health, research shows that unemployment while young, particularly long-term unemployment, “causes permanent scars rather than temporary blemishes.” Research published by NYCI in 2011 entitled “Forgotten Generation”, highlights the challenges experienced by all young jobseekers. he participants in the research included jobseekers aged 18-25, including early school leavers, those with Leaving Certiicate or 20 apprenticeship or vocational training qualiications, and third level graduates. Many highlighted the desire to work and to contribute. he announcement in Budget 2014 to target young jobseekers through cuts in Jobseekers’ Allowance or those under 25, and the urther €2 million cut to youth work services, sends out a very negative message to young people. hese policy decisions will accelerate the numbers o 25 young people emigrating. While emigration may be considered by Government a panacea to address youth unemployment and reduce the cost o social welare expenditure, the long-term consequences o sustained youth emigration are devastating. Rather than investing in Ireland’s uture, the message conveyed is that emigration is the only option 30 or young people. It is a urther insult to injury to suggest that the cuts to jobseekers’ allowance or those under 25 will incentivise young people to participate in education and training, internships or apprenticeships when, in reality, the number o quality programmes currently available to meet the demand is inadequate. http://www.irishtimes.com/blogs/ (abridged and adapted), accessed in December 2013
38
S T S E T / 1 1 E D A R G P U
U pgrade 11 t est s
Progress Test — Module 2 2. Say what or who the words/expressions below refer to. a) those (l. 3)
b) this country (l. 6)
c) themselves (l. 9)
10 marks (5x2 marks)
d) here (l. 14)
3. Find opposites for the words below in paragraphs 7 and 8.
e) those (l. 19) 10 marks (5x2 marks)
a) savings b) ending c) increases d) discourage e) avoid
4. Complete the sentences according to the text.
30 marks (3x10 marks)
a) The decision discussed in the text is viewed as regressive due b) In the past ve years, c) Contrary to the Irish Government’s perspective, the author claims that
C — Language
50 marks
1. Complete each of the following sentences by choosing the correct word. 12 marks (6x2 marks)
1.1. Peter would not normally think of working abroad,
would he consider leaving his
parents. a) then
b) but
c) nor
1.2. The newcomers are welcome in the host country,
d) as
they would rather remain in
their homeland. a) and
b) but
c) so
1.3. The two young engineers had decided to work in Europe
d) as
they applied for a job in
Germany. a) so S T S E T / 1 1 E D A R G P U
b) then
c) and
d) nor
1.4. Many Irish youngsters are told they can choose to leave Ireland
try to nd a good
job elsewhere. a) but
b) so
c) and
d) as
39
Progress Test — Module 2 1.5. In many European countries young people cannot nd a job on leaving university
they have to return to their parents’. a) yet
b) so
1.6. Most young Europeans speak English
c) as
d) or
uently
do not encounter linguistic
obstacles in many foreign countries. a) or
b) nor
c) and
d) yet
2. Fill in the gaps with six adjectives from the box. Nowadays many parents feel a)
18 marks (6x3 marks)
about the fact that their
young sons and daughters have to leave for another country if they are in nding a good job. No matter how c)
b)
nd
a job in the area they are d)
of, so they become
and no longer need to rely on their parents.
e)
One would think that anyone who was f)
(4) annoyed (5) aware (6) proud
to working hard
wouldn’t really mind the separation, but there is more to life than a good job, right?
(7) brilliant (8) independent (9) interested
3. Fill in the gaps with the correct form of the words. a) Some
(2) fond (3) accustomed
they were in their academic life, many young people must indeed go elsewhere to
(1) enthusiastic
12 marks (4x3 marks)
workers have been offered the chance to take part in a
programme. (employ / training) b) As he couldn’t nd any other job, Sam, 22, decided to take a yer
quite simple. However, it turned out to be rather
job, which seemed
. (delivering / success)
4. Rewrite the following sentences using the words given.
8 marks (2x4 marks)
a) No young person can find a job abroad if he does not possess the necessary qualifications.
A young person
(unless)
b) Irish youths move out of their country, but they have to find a good job first.
Irish youths
D — Written production
(if) 50 marks
Imagine that you have just arrived in a new country to work. Write a magazine article describing your experience on arriving in the new country, both professionally and personally. Write between 120-180 words.
40
S T S E T / 1 1 E D A R G P U
U pgrade 11 t est s
Progress Test — Module 2
T 3 S E T Name _______________________________________
No. _________
Class _________
Date ___ /___ /___ Mark _______________________ Teacher ______________________
A — Listening comprehension
40 marks
1. Listen to the rst part of the test and choose the correct answer. The purpose of the text is...
10 marks
a) to present arguments in favour of EducationUSA. b) to give an opinion on the impact of EducationUSA. c) to provide information with regard to EducationUSA.
2. Listen to the second part of the text and choose the correct alternative.
15 marks (5x3 marks)
EducationUSA Advising Centers may be located in a) American embassies and consulates / U.S. embassies and consulates, or in a variety of partner institutions, including Fulbright
commissions, b) international cultural centers / bi-national cultural centers, U.S. nongovernmental organiations (NGOs) such as AMIDEAST and American councils/ACCELS, foreign NGOs, universities, and libraries. These centers share a common goal assisting students in accessing c) U.S. higher education institutions / U.S. higher education opportunities . Advising centers are staffed by
EducationUSA advisers, d) many of whom have / many of who with
rst-hand
experience
studying in the United States. Advisers adhere to EducationUSA ethical standards, e) hide from the EducationUSA policy / abide by the EducationUSA policy to refrain from working with commission-
based recruitment agents, and have U.S. State Department-approved training about the U.S. higher education system and application processes. http://www.educationusa.info/about.php (abridged and adapted), accessed in December 2013
3. Listen to the third part of the text. Tick ( ) the “5 Steps to U.S. Study” mentioned.
S T S E T / 1 1 E D A R G P U
15 marks (5x3 marks)
a) Listen to your Parents’ Advice.
e) Finance Your Studies.
b) Research Your Options.
f) Apply for Your Student Visa.
c) Complete Your Application.
g) Prepare for Your Departure.
d) Ask for A Passport.
h) Download the Application Form from the ECA Site.
41
Progress Test — Module 2 B — Written comprehension
60 marks
1. How important do you think youth exchange programmes between European countries are? Justify your answer. Write between 30-40 words.
10 marks
Read the text below.
International vocational training cooperation: success in education export he Federal Ministry o Education and Research (BMBF) cooperates with many countries in the area o vocational training. It supports German providers o initial and continuing vocational training in developing the rapidly growing international education market. In bilateral working groups under the leadership o the BMBF, German representatives and their corresponding international partners discuss 5 current developments in vocational education. In this area, Germany contributes to inding solutions on the basis o its world renowned dual system o vocational education and training. In addition, the BMBF maintains dialogues in educational policy with a variety o other countries. Six EU countries want to work closely with Germany to reorm their systems o vocational training and education. On the invitation o the Federal Ministry o Education and Research, Germany, Spain, 10 Greece, Portugal, Italy, Slovakia and Latvia, in association with the European Commission, signed a memorandum in Berlin on 11 December 2012. It includes many concrete measures or introducing a vocational education system based on Germany’s model. he goal is to have 80 per cent o all young people in the EU employed by 2020. In EU countries like Greece and Spain, current youth unemployment rates are above 50 per cent, and across Europe nearly one in our adults under the age o 25 are without 15 work. At 8 per cent, Germany’s youth unemployment rate is the lowest among EU countries – a standing attributed to the dual system o education and training, which is closely linked to industry and the job market. he European education ministers have agreed to optimize their national systems o vocational education while creating the basic conditions or a European Vocational Education Area. In doing so, the 20 mobility o young people and employees in Germany or training or employment is to be strengthened. For the initial phase, the participating countries have agreed on concrete steps, such as the realisation o exchanges, the creation o regional vocational training networks, the initiation o political consultancy projects, the gathering o exchange ideas and the creation o a German po ol o consultancy experts and a peer learning platorm. 25 In addition to the current unding or international cooperation in vocational education and training, the BMBF will make 10 million euros available or the implementation o the memorandum, which will also be supplemented by contributions rom partner countries. By order o the BMBF, the Federal Institute or Vocational Education and raining (BIBB) will become the central oice or the coordination o international cooperation in vocational education and training. 30 he European Commission and the European Centre or the Development o Vocational raining CEDEFOP will support this process. he EU Commission is placing special ocus on practically oriented training in its new strategy “Rethinking Education.” Starting in 2014, the new EU education programme “Erasmus or everyone” and the new European Social Fund will contribute signiicantly to inancing. With a “European Alliance or Apprenticeship,” the Commission also plans to integrate urther countries 35 into the reorm process initiated by Germany. http://www.bmbf.de/en/17127.php(abridged and adapted), accessed in December 2013
42
S T S E T / 1 1 E D A R G P U
U pgrade 10 t est s
Progress Test — Module 2 2. Find synonyms for the words/expressions listed below in paragraphs 3 and 4. a) improve
d) disposal
b) fundamental
e) setting up
10 marks (5x2 marks)
c) reinforced
3. Say what or who the following words refer to in the text. a) It (l. 2)
b) its (l. 6)
c) It (l. 11)
10 marks (5x2 marks)
d) their (l. 18)
e) its (l. 32)
4. Say whether the sentences below are True (T) or False (F). Quote from the text to support your answer.
30 marks (5x6 marks)
a) It is suggested that the Federal Ministry only discusses vocational training with Germany. b) Despite the signing of the memorandum, its aim is unclear. c) No one can explain why the German unemployment rate is so low. d) The BMF plans to invest a considerable sum. e) The implementation of the EU’s new programme wil be aided by the European Social Fund.
C — Language
50 marks
1. Complete each of the following sentences by choosing the correct word/expression. 18 marks (6x3 marks)
1.1. The new European programmes expect
the European high rates of
unemployment among the young parents. a) changing
b) change
c) changed
d) to change
1.2. In the face of the high number of unemployed educated people, Portugal and Spain had better
a more effective model of education. a) adopt
b) to adopt
c) adopting
1.3. Many young Europeans no longer think it’s worth
d) adopted
to university because it is
too costly and can be unhelpful in nding a job. S T S E T / 1 1 E D A R G P U
a) to go
b) go
c) going
1.4. For many European Education ministers it is wrong
d) gone
present educational
system. a) maintaining
b) to maintain
c) maintained
d) maintain
43
Progress Test — Module 2 1.5. An appeal is being made to European nations “Let’s
in the steps of
those who have succeeded!” a) follow
b) to follow
c) following
1.6. Ministers look forward to a) implement
d) followed
the new programmes for young Europeans.
b) implemented
c) implementing
d) have implemented
2. Fill in the gaps with six collocations from the box. At the present time, when workers are in fact a)
12 marks (6x2 marks)
,
they can no longer take full time employment fo r granted because the world of work is highly unstable. In fact, these days when most people decide to they are well aware of the fact that they are not
b)
for life, even if it is d)
c)
.
(1) accept a job offer (2) between jobs (3) apply for a job (4) job expectations (5) regular job
I suppose what this really means is that when people e)
(6) getting a job
– whether young or not – they no longer have the same f)
(7) quit a job
job-seekers had in the past. It is not just that the world has changed, work
(8) full-time
has been irrevocably transformed too.
(9) job ad
http:// .t. / / ttt
(abridged and adapted), accessed in December 2013
3. Fill in the gaps with the correct form of the words. a) Many modern jobs are
12 marks (4x3 marks)
and therefore become rather
. (repeat /
monotony) b) Unemployed youngsters often choose to become volunteers. The work can be
but is
,
. (create / pay)
4. Rewrite the following sentences using the words given.
8 marks (2x4 marks)
a) The European Commission will only set up new programmes that offer the possibility of a job.
The European Commission
. (unless)
b) “Erasmus for everyone” is a great opportunity. Many young Europeans are interested in applying.
“Erasmus for everyone”
D — Written production
. (such) 50 marks
Write an opinion text in which you explain what your dream job is, what you would do in the job, where it would be and what it would mean to you to have this job. Write between 120-180 words.
44
S T S E T / 1 1 E D A R G P U
U pgrade 11 t est s
Answer key Progress Tests (Module 2) Test 1 A – Listening comprehension 1. b). 2. a) that truly full you; b) doesn’t challenge them; c) a decent pay check; d) the benets this brings; e) a healthy, balanced lifestyle; f) makes it easier to focus. 3. a); c); d). B – Written comprehension 1. Open answer. 2. a) fat (l. 7); b) ballooned over (l. 8); c) contracted (l. 9); d) workforce (l. 12); e) upside (l. 14). 3. a) a group of Harvard students; b) being harder to get a job; c) Wall Street; d) Bridget Beckeman; e) a job-seeker’s/the reader’s. 4. 4.1. Difculty in nding a job may be advantageous because this way people think more carefully about what they really want to do, rather than following someone else’s decision. 4.2.
2. a) annoyed (4); b) interested (9); c) brilliant (7); d) fond (2); e) independent (8); f) accustomed (3). 3.
a) unemployed;
retraining.
b) delivery;
unsuccessful. 4. a) cannot nd a job abroad unless he possesses quali cations. b) move out of their country if they nd a good job.
Test 3 A – Listening comprehension 1. c). 2. a) U.S. embassies and consulates; b) binational cultural centers; c) U.S. higher education opportunities; d) many of whom have; e) abide by the EducationUSA policy. 3. b); c); e); f); g). B – Written comprehension 1. Open answer. 2. a) optimie (l. 18); b) basic (l. 19); c) strengthened (l. 20); d) available (l. 26); implementation
need to decide where to look for a job.
Research; b) Germany’s; c) memorandum; d) The
1. a) (4); b) (9); c) (7); d) (6); e) (2); f) (5). 2. a) move (8); b) hire (3); c) resources (7); d) job-search (9); e) salary (6); f) cutting-edge (5). 3. a) Joblessness. b) Professional; training; employment. 4. a) Unless people obtain further skills, their jobs will not be guaranteed in the future. b) The number opportunities for youngsters is so scarce that many choose to emigrate.
(l. 26). 3. a) the Federal Ministry of Education and
European Education ministers’; e) EU Commission’s. 4. a) F – “(…) the BMBF maintains dialogues in educational policy with a variety of other countries.” (ll. 7-8). b) F – “The goal is to have 80 per cent of all
young people in the EU employed by 2020.” (ll. 12-13). c) F – “(...) Germany’s youth unemployment rate is the lowest among EU countries – a standing attributed to the dual system of education and training, which is closely linked to industry and the job market.” (ll. 15-17). d) T – “In addition to the current funding for
Test 2
international cooperation in vocational education and training, the BMBF will make 10 million euros
A – Listening comprehension
available for the implementation of memorandum
1. c). 2. c) 1st; f) 2nd; b) 3rd; e) 4th; b) 5th; d) 6th. 3. a) emigration of young people; b) facilitates the repatriation; c) an interesting discussion; d) international mobility is normal; e) as with previous generations; f) being part of “Generation Emigration”. B – Written comprehension
1. 1.1. c); 1.2. b); 1.3. a); 1.4. c); 1.5. b); 1.6. c).
Areas such as network systems, data communication and computer-software engineering. 4.3. Yes, they will
C – Language
S T S E T / 1 1 E D A R G P U
C – Language
1. Open answer. 2. a) jobseekers; b) Ireland; c) one in two of our 18-24-year-olds d) Ireland; e) participants. 3. a) expenditure (l. 27); b) sustained (l. 27); c) cuts (l. 30); d) incentivise (l. 31); e) participate in (l. 31). 4. a) to the difculties it will create for young people. b) 177,000 young people aged 15-24 have left Ireland. c) youth
(…)” (ll. 25-26). e) T – “Starting in 2014, the new EU education programme “Erasmus for everyone” and the new European Social Fund will contribute signicantly to nancing.” (ll. 32-33) C – Language 1. 1.1. d); 1.2. a); 1.3. c); 1.4. b); 1.5. a); 1.6. c). 2. a) between jobs (2); b) accept a job offer (1); c) getting a job (6); d) full-time (8); e) apply for a job (3); f) job expectations (4). 3. a) repetitive; monotonous. b) creative; unpaid. 4. a) will not set up new programmes unless they offer the possibility of a job. b) is such a great opportunity that many young Europeans are thinking of applying.
emigration will have devastating consequences.
45
Test Correction Criteria Type of items
rephrasing)
Criteria
applicable is correct, when applicable
41 to 50 or spelling) are irrelevant for the comprehension of message. 31 to 40: or spelling) which hardly affect message. 21 to 30:
(structure or spelling) which sometimes make message slightly confusing. 11 to 20: (structure or spelling) which sometimes impede meaning. 0 to 10: is disorganised; choice of words is very poor; makes many mistakes (structure or spelling) which sometimes make message incomprehensible or illegible.
46
S T S E T / 1 1 E D A R G P U