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b2 First Test 3 Key & Visual Material

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177 views40 pages

b2 First Test 3 Key & Visual Material

Uploaded by

Anna-Maria Galceran
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© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Test 3 Key Reading and Use of English (1 hour 15 minutes) Part 1 1D 2B 3C 4A SB 6D 7C 8A Part 2 9 Not 10 to 11 across 12 it 13 unless. 14 become / be 15 something 16 Give Part 3 17 frightened 18 knowledge 19 impossible 20 daily / everyday 21 discovery 22 weaknesses. 23 friendships 24 decisions Part 4 25 WISH I'd /Thad / I could have / I could’ve | seen 26 didn’t / did not | TURN up 27 ALTHOUGH she / Lisa ! did not / didn’t feel OR ALTHOUGH she / Lisa | was not / wasn’t (feeling) 28 WHAT time | the bus leaves 29 is | INCLUDED in / with 30 was ALLOWED I to leave Part $ BIA 32D 33C 34C 35B O36 A Part 6 37E 38C (39B 40G «41D 42 F Part 7 43B 444 45D 46C 47D 48C 49C 50D SLA 52B Writing (1 hour 20 minutes) Candidate responses are marked using the assessment scale on page 108. r Test 3 Key Listening (approximately 40 minutes) Part 1 1B 2A 3C 4B SC 6B 7B 8C Part 2 9 lecturer / university lecturer / lecturer at (a/the) university 10 wave 11 radio 12 teeth 13 ear(s) 14 tail 15 submarine 16 50 fifty 17 raincoat / rain(-Jcoat 18 eagles (flying) Part 3 19B 20F 2H 22D 23 m Part 4 24C 2A 6B 27B 28B WA 30C Transcript This is the Cambridge English: First for Schools, Test 3. T'm going to give you the instructions for this test. I'l introduce each part of the test and give you time to look at the questions. At the start of each piece you'll hear this sound: tone You'll hear each piece twice. Remember, while you're listening, write your answers on the question paper. You'll have five minutes at the end of the test to copy your answers onto the separate answer sheet. There will now be a pause. Please ask any questions now, because you must not speak during the test. [pause] Now open your question paper and look at Part One. [pause] 145 Test 3 Key PART 1 Question 1 Boy: Girt Boy: Girt Boy: Girt Boy: Question 2 146 You'll hear people talking in eight different situations. For questions 1-8, choose the best answer (A, B or C). One. You hear a girl who is going to live in another country talking to 4 friend. [pause] tone ‘Are you excited about your family moving to live in the USA for two years? Ina way. it sounds an interesting place. I'l be weird going to a new schoo! and I'm going to miss my friends. But you'll soon meet new ones and fee! at home, I'm sure. | know that, but we must keep in touch. Yes, at least we can do that on our laptops and even see each other as we chat. True, but there's going to be a big time difference. Ill be getting up just as you go to bed, | think. Oh, hadn't thought of that. What a pain! [pause] tone (The recording is repeated.] {pause} Two. You hear part of a science programme about a planned space mission to the moons of Jupiter. [pause] tone Did you know many planets have their own moons? Well, plans are being made for a space mission to explore four moons of the planet Jupiter. It's hoped that it will launch in twenty twenty-two and the journey there will take eight years. Some interesting features make these moons well worth visiting. Three of the moons are thought to have oceans underneath their surfaces so it's possible there could be some form of lfe there, One, known as Ganymede, is the only moon in the solar system to have its own magnetic field. Another, called lo, is the most volcanically active body known to us, shooting material an amazing three hundred kilometres above its surface. [pause] tone [The recording is repeated.] [pause] rc oe | Test 3 Key Question 3 Three. You hear a girl telling her father about a writer who visited | her school. } [pause] | tone Man: How was schoo! today, Gemma? Gemma: Great, thanks, A writer came to talk to us about his work. Man: Oh. What was his name? Gemma: _| can't remember actually, Peter somebody ... But | knew he'd written over a hundred books and | actually want to read some of them now. He said he lives on an istand in the middle of nowhere and that’s where he gets all his ideas. There are some ancient ruins there and sometimes when he’s wandering alone, he really feels the past coming to life. Anyway, he was there at the end signing his books so | was hoping to say hello. The queue was too tong though. That was a pity. [pause] tone [The recording is repeated.) {pause} Question 4 Four. You hear part of an interview with a girl who is talking about some wolves she saw. [pause] tone Interviewer: Emma, | hear something exciting happened to you. Emma: Yes, I live near a village in the mountains and last week | saw some wolves near my home. To get to school, it’s a fifteen-minute walk through a small wood and I saw this wolf crossing my path about fifty metres away. It stopped and looked directly at me. | wasn't actually all that frightened. I took ‘a photo with my phone just as it was walking away. Then, another day, | saw ‘a much bigger one. | was glad it was on the other side of the river. | didn't | have my phone with me then so that was a bit disappointing, but it was | ‘amazing to see another one in the same area. {pause} tone [The recording is repeated.] [pause] Test 3 Key Question S Five. You hear a young racing driver talking on the radio. [pause] tone Man: | first got into motor sports when | was ten years old. | started Karting and loved it but it's taken me years of hard work to get where | am now. I's really exciting to be racing in the World Series. I've already had one podium place, coming second in the first race of the new drivers’ championship, You have to be fit tobe a racing driver. The G-force that goes through your body is immense. We train three hours a day six days a week. To be among the winners in a race is a fantastic feeling. The only thing | dislike about racing is not winning. [pause] tone {The recording is repeated] [pause] Question 6 Six. You overhear a boy talking about a football competition he has been in. [pause] tone Boy: After winning three rounds of the football competition, our team made it to the finals. Although we were quite nervous, we handled the pressure well. We got a lot of support from our teachers, chased every ball down, and we were wom out by the end. We were at a bit of a disadvantage though, as we were ‘some of the youngest ones there, but that didn't put us off! Some people in the team thought we could have done better but we gave it our best effort. We eventually came ninth but even though we didn't come near to winning, we were proud to represent our school. [pause] tone [The recording is repeated.] [pause] | Question 7 Seven. You overhear a girl talking about a club she has recently started going to. [pause] tone Girl: The club runs for two and a half hours on a Saturday morning, I've been going for a couple of months now and | get plenty of help. We create dishes 148, a | Question 8 Woman: PART 2 Test 3 Key from scratch and prepare everything from cakes and puddings to two-course meals. | can't do all that yet, of course! But the chef running it makes sure that we're all involved with the whole process from the initial preparation of ingredients right through to clearing away afterwards. That's something I'm rot really too keen on! There are also speakers who come to talk to us about things like the importance of eating a healthy, well-balanced diet. So on the whole, it's good! [pause] tone [The recording is repeated.] [pause] Eight. You hear a teacher talking to her class about some homework they did. {pause] tone ve marked your geography assignments and will give them back to you in a moment. | wanted to just make some general points about them first. On the whole, they were much better than the last pieces of work you did. You've really taken on board the points | made about labelling maps and tables. Most of you also used headings and sub-headings in an effective and appropriate way. Where you do need to improve now is in ensuring you avoid careless spelling and grammar errors, There were too many of these. If you'd just read ‘your work through before printing it off, you'd have picked most of them up. {pause} tone [The recording is repeated.] pause] That is the end of Part One. Now turn to Part Two. [pause] You'll hear a student called Emily giving a class presentation about a whale watching trip she went on with her family. For questions 9-18, complete the sentences with a word or short phrase. You now have forty-five seconds to look at Part Two. {pause} tone 149 Test 3 Key Emily: Hello everyone. | want to tell you about an exciting time | had during the ‘schoo! holidays. | went on a whale watching trip with my family. We spent two days on a small boat with a local guide, who was called Luka. The boat we went on belonged to Luka’s father who's a fisherman. Luka himself is a lecturer at the local university for nine months of the year and a guide only uring the summer months. He was an excellent guide because he knew exactly where to find the whales. | needed him to point them out to me because when we started seeing them | had real trouble distinguishing a whale from a wave, That takes practice, believe me. Like my dad thought he ‘saw one and it was just a bit of wood floating in the water! There were about ten boats in the harbour near where we were staying and they took tourists on whale watching trips. They were all licensed by the local ‘government and the guides all helped each other. So, for example, when one of them found a group of whales out at sea, they'd get on the radio to tell the others their position. A mobile phone just doesn’t work offshore and there's, ne computer on board. ‘Over the two days, Luka gave us so much information that it's difficult to remember it all. For instance, | knew that some whales have a kind of voice and sometimes ‘sing’ but | was amazed to learn that many whales don't have teeth. And | also found out that there are actually over seventy different species of whale. | thought there were only about six. ‘One unusual fact that | don't think you'll have heard before about whales is that scientists can tell their age quite easily. | thought this would be from their size of from the markings on their skin, whereas actually scientists study the wax in their ears because this has layers that can be counted. | suppose it's, 2 bit like counting the circles in a tree trunk to find out how long the tree's been standing, When I saw my first whale, | noticed its tail was white and patchy, unlike its back, which was a normal dark blue colour. Luka said that lots of different tiny creatures live on the whale and they can make parts of it look white. ‘These creatures include baracies and sea lice. When | saw one large whale, its shape and the colour ofits body reminded me less of a big fish like a shark, for example, and more of a submarine. it was briliant! Luka tried hard to get as close as possible to the whales and most of the time we were about seventy-five metres away from them. We weren't able to go closer than fifty because of regulations that are there for their protection. Anyway, the idea was for our boat to move quickly up behind the whale as it took in oxygen on the surface of the water before diving a hundred metres or so down to the sea bed again. On average, you have about eight to twelve minutes to take your photos before the whale makes its next dive. ityou get a chance to go whale watching, you should because it's a fantastic thing to do. My dad took a pair of binoculars with him and my mum had a camera, but what | think you really need is a raincoat. This is because when a whale breathes out, it sprays water everywhere and you can get completely soaked! When we were on the boat, we were hoping to see some dolphins as well because Luka said that sometimes people do manage to spot them. We were unlucky on the two days we went, but we did get to see some eagles PART 3 Test 3 Key flying close to land. That made up for it! So that was what | did in my schoo! holidays. Does anyone have any questions? pause] Now you'll hear Part Two again, tone [The recording is repeated.] [pause] That is the end of Part Two. Now turn to Part Three. [pause] You'll hear five short extracts in which teenagers are talking about a new video game. For questions 19-23, choose from the list (A-H) the opinion each speaker expresses. Use the letters only once. There are three extra letters which you do not need to use. You now have thirty seconds to look at Part Three. [pause] tone Speaker 1 [pause] Usually | play video games based on some kind of sport - the ones based on football or motor racing or skateboarding ~ that sort of thing. Once me and my friends start playing that kind of game we could keep playing all day. But I've just got a new game I love and it's rather different. It's a kind of adventure game where you have to solve different puzzles and work your way through a range of levels. It's hard to explain without showing it to you, but it’s quite simple to play really. And the graphics are amazing. They got me into it actually because | don't usually go for this sort of game. [pause] Speaker 2 [pause] My older brother gave me this game for my birthday. | think he really wanted it for himself ‘cause he used to have the earlier version of the same game and loved it. So I guess it’s really meant for people a bit older than me ~ but I'm slowly beginning to enjoy it. You have to pretend you're in charge of city and make all sorts of decisions about what to do to make it all work 1st ——___— Test 3 Key efficiently. There's lots of different levels, but | haven’t progressed past the second one yet! My brother keeps borrowing it and, needless to say, he’s, already on level six! pause] Speaker 3 pause] Anew version of Pets on Bikes has just come out and it's brillant, just as great as the earlier versions. The graphics are new. They're more sophisticated and they’re going to take a bit of getting used to, but it's introduced a lot of new levels. Before you start playing you can choose which pet you want to be. I play it with a mate of mine. We just stick with the choice we made when we first played it. 've never yet managed to beat him but I'm determined not to stop playing until | have. No matter how long it takes! [pause] Speaker 4 [pause] My parents are always complaining about how much time | spend playing video games. They just can't understand why me and my best fiend get 60 caught up with them. Anyway, | thought tis new game might help thom see the point ‘cause it really is something that people of diferent ages can get into. You pick a car, then set off on a drive round the world, deeiding your route and which mysteries you want to solve along the way. They loved it and spent ages discussing which car to go for and where to head fist. 'm just hoping they'll stop all the nagging now. [pause] Speaker 5 [pause] IMy fiend’ just lent me the latest version of our favourite football game. I's fun and very exciting to play. But then so are earlier versions. This one's got some interesting new features ~ once you work out how to operate them though that's not as straightforward as it should be, in my opinion The graphics are certainly impressive, but the visual element's not the main thing for me. Anyway, I don’ think I'l bother buying this version mysel, i just keep on playing the older game, which | don’t think ll ever ge tied of Especially since usually manage to beat my friend when we pay it! [pause] Now you'll hear Part Three again. tone PART 4 Interviewer: Jack: Interviewer: Jack: Interviewer: Jack: Interviewer: Jack: Test 3 Key (The recording is repeated.] pause] That is the end of Part Three. Now turn to Part Four. [pause] You'll hear an interview with Jack Herbert, a talented young pianist. For questions 24-30, choose the best answer (A, B or C) You now have one minute to look at Part Four. [pause] tone Hi there. On today’s programme, I'm talking to teenage concert pianist, Jack Herbert. Jack, tell us when and how you first started playing. Well, my Gran played quite well - when | was a little kid, I'd drop off to sleep at night to the sound of her playing in the distance. It wasn’t long before | was asking to have a go myself. Gran didn't fancy the idea of teaching me so she arranged for me to have lessons with a proper teacher. And wow — was he strict! But she was always there for me ~ making sure | kept going whenever things got tough and, you know, she'd find me interesting things to play, stuff like that. Do you come from a very musical family? My older sister's just graduated from music college and she's desperate to find a permanent position in an orchestra. She plays for a local theatre company from time to time, but it doesn’t pay the bills so she's taken a job ina music store til she gets sorted out. And my brother's quite a talented guitarist who used to do gigs with a band but he’s given it all up. Mum played ina national symphony orchestra before she married Dad. They've always been a great support to me. So I've been lucky really Now, at the age of twelve, you got a scholarship to the National Music ‘School. What was it ike there? Well, obviously it was a huge privilege to play with the greatest young ‘musicians in the country, though | didn’t really appreciate it at the time. The thing was | didn’t feel at home among all those talented people. | thought I'd never be good enough for my teachers there, though I really wanted to do my best. I had to do what were called ‘performance platforms’ ~ I'd play on ‘a small stage in the hallway of the college. And the music they'd given me to play always seemed much too challenging, But | can see now that I needed to be pushed so I'm grateful to them Practising must take up a lot of your time. It does — practice will always be part of my life, even if there's other stuf I'd rather be doing sometimes because you can’t get to the top without putting the hours in. But of course, there's more to being a good concert pianist than 153 Test 3 Key Interviewer: ack: Interviewer: Jack: Interviewer: Jack: Interviewer: Just hours of endless practice. What's important for you when you're actually performing? Well, at schoo! they encourage you to put your stamp on a performance, you know, make it into something personal. But when I'm actually on stage, i forget about all that. And | don't try for perfection either. I ust try to get the audience to appreciate the music as much as | do. For me, that's what it's all about. ‘And what makes you different from other young pianists? I'm not sure. There’s loads of very talented young pianists out there and what's exciting is that because we're young, other teenagers are starting to take an interest in what we do. We're definitely seeing more of them ‘coming to concerts. Some young musicians get popular by sort of jazzing up traditional pieces, giving them a modem trendy feel, which | don’t actually do. ‘And many of them stick to classical stuff whereas I'm prepared to branch out = there's no type of music I'm not willing to try. So Jack, what are your plans for the future? Well, for the time being, I'm happy doing what I'm doing. I'm headed for Germany later this month, though, ‘cause I'm taking part in an international ‘competition there. | need to go in for more of these if | want to get better known. My teachers have encouraged me to try writing pieces of my own, and I've done a bit of that, but i's pretty obvious that’s not where my strengths lie, Well, Jack - thanks very much for talking to us today. [pause] Now you'll hear Part Four again tone (The recording is repeated.] [pause] That is the end of Part Four. There will now be a pause of five minutes for you to copy your answers onto the separate answer sheet. Be sure to follow the numbering of all the questions. I'll remind you when there's one minute left so that you're sure to finish in time. [Teacher, pause the recording here for five minutes. Remind students when they have one minute left.) That is the end of the test. Please stop now. Your supervisor will now collect all the question papers and answer sheets. Frames for the Speaking test Test3 Note: In the examination, there will be both an assessor and an interlocutor in the room. ‘The visual material for Test 3 appears on pages C7 and C8 (Part 2), and C9 (Part 3). Part 1 2 minutes (3 minutes for groups of three) Interlocutor: Good morningfafternoon/evening, My name is «...-.u.-. and this is my colleague : ‘And your names are? Can I have your mark sheets, please? Thank you. First of all, we'd like to know something about you. ‘Where are you from, (Candidate A)? And you, (Candidate B)? ‘What do you like about living (here / name of candidate's home town)? And what about you, (Candidate A/B)? Select one or more questions from any of the following categories, as appropriate. Habits and routines * Do you like to be busy every day? (Why? / Why not?) ‘© What sport do you enjoy playing? (Why do you like doing that?) * Do you enjoy watching TV? (What's your favourite programme?) (Why do you like it?) * Do you ever meet your friends in the evenings after school? (What do you do together?) The Weekend * Do you prefer to spend time with your family or with your friends at the weekend? (Why?) + Are there a lot of interesting things to do in your town at the weekend? (What do you do there?) * Do you often have to do homework at the weekend? (How do you feel about that?) * Can you tell us something about what you're planning to do next weekend? ‘The Future © What are you going to do after school today? (Why?) + What would you like to do for your next birthday? (Why?) « Is there something you'd like to learn in the future? (What ‘would you like to learn?) (Why?) ‘© What would you like to do when you leave school? (Why?) 101 Frames for the Speaking test Part 2 4 minutes (6 minutes for groups of three) Getting help In town Interlocutor: Candidate A: Interlocutor: Candidate B: Interlocutor: Candidate B: Interlocutor: Candidate A: Interlocutor: 102 In this part of the test, I'm going to give each of you two photographs. I'd like you to talk about your photographs ‘on your own for about @ minute, and also to answer a short question about your partner’s photographs, (Candidate A), it’s your turn frst. Here are your photographs. They show people getting help in different situations. Indicate pictures 3A and 3B on page C7 to Candidate A. T'd like you to compare the photographs, and say why you think the people need help in these situations. All right? [1 minute] Thank you. (Candidate B), have you ever needed help with your work? (Why?) [Approximately 30 seconds] Thank you, Now, (Candidate B), here are your photographs. They show people doing different things in town. Indicate pictures 3C and 3D on page C8 to Candidate B. T'd like you to compare the photographs, and say why you think the people have chosen to do these things in town. All right? [1 mrinute} ‘Thank you. (Candidate A), what do you like to do when you're in town? (Why?) [Approximately 30 seconds} Thank you. Frames for the Speaking test Parts 3 and 4 Part 3 4 minutes (5 minutes for groups of three) Interlocutor: Now, I'd like you to talk about something together for about ‘two minutes. [3 minutes for groups of three] Td like you to imagine that a teacher is planning a class discussion about what's important for a good education. First you have some time to look at the task. Indicate the visual 3E on page C9 to the candidates. Allow 15 seconds. Now, talk to each other about how important it is for schools to encourage students to do these things as part of their education. Candidates: [2 minutes / 3 minutes for groups of three] Interlocutor: ‘Thank you, Now you have about a minute to talk about which Of these things is not so important for a good education. Candidates: [1 minute] Interlocutor: ‘Thank you. Part 4 4 minutes (6 minutes for groups of three) Interlocutor: Use the following questions, in order, 1s appropriate: | Select any of the following Prompts, as appropriate | + What do you think? * Do you agree? * Do you think learning a musical | © And you? instrument should be part of every l student’s education? (Why? / Why not?) ‘* What do you think is the best thing about your school? (Why?) * Is it important for all students to do homework? (Why? / Why nor? * Some schools organise activities for students to do after school or at the weekends. What do you think about this? (Why?) * Many schools organise trips to other countries for their students. Do you think this is a good idea? (Why? / Why not?) © What do you think is the right age for students to leave school? (Why?) * Do you think all students should go to university? (Why? / Why nov?) | Thank you. That is the end of the test 103 oo Visual materials for the Speaking test Why do you think the people need help in these situations? pes a Why do you think the people have chosen to do these things in town? Visual materials for the Speaking test 3E How important is it for school to encourage students to do these € things as part of their education? | | bbe confident j © | | for) Marks and results Reading and Use of-English Candidates record their answers on a separate answer sheet. Two marks are given for each correct answer in Parts 1 and 2 and one mark is given for each correct answer in Part 3. The total score is then weighted to 40 marks for the whole Reading and Use of English paper. Wi Ing Examiners look at four aspects of your writing: Content, Communicative Achievement, Organisation and Language. Content focuses on how well you have fulfilled the task, in other words if you have done what you were asked to do. Communicative Achievement focuses on how appropriate the writing is for the letter or story and whether you have used the appropriate register. Organisation focuses on the way you put the piece of writing together, in other words if it is gical and ordered, and the punctuation is correct. Language focuses on your vocabulary and grammar. This includes the range of language as well as how accurate itis. For each of the subscales, the examiner gives a maximum of § marks. Examiners use the following assessment scale: 107 Marks and results 82 | Coment Achievement Organisation Language S| Allconcent is Uses the conventions of | Text is well-organised | Uses a range of vocabulary, «| elevant to che task. | he communicative tsk | and coherent, including less common lexis, | Target reader is) | effectively tohold the | using a variety of appropriately || fall informed. | targee reader's attention | cohesive devices and | Uses a range of simple and complex and communicate straightforward and complex ideas, a, appropriate. organisational parerns_| grammatical forms with control to generally good effect, | and fexibiliy Occasional errors may be present bur do not impede communication Performance shares features of Bands 3 and 5. 3 | Minor inelevances andlor omissions | may be present «| Targer reader is on the whale informed, Uses the conventions of ‘the communicative take to hold the carget reader's nd communicate straightforward ideas. Testis genecally Uses a range of everyday vocabulary well organised and | appropriately, with occasional coherent using 2 inappropriate use of less common | variety of lexis linking words and Uses a range of simple and some ‘cohesive devices. complex grammatical forme with a good degree of control Errors do not impede Performance shares features of Bands 1 and 3 1 | ielevances and iisinterpretation of task may be present. Target reader ie minimally informed. ‘Uses the conventions of the communicative task in generally appropriate ‘ways to communieate straightforward ideas. ‘Texts connected and | Uses everyday vocabulary generally coherent, using basic | appropriately, while occasionally linking words and fverusing certain leis a limited number of | Uses simple grammatical fooms with cohesive devices. 1 good degree of contol While erors are noticeable, meaning can stil be determined, © | Conte is rorally inrelevane Target eeaderis noe informed, Performance below Band 1. Length of responses Make sure you write the correct amount of words. Responses which are too short may not have an adequate range of language and may not provide all the information that is required. Responses which are too long may contain irrelevant content and have a negative effect on the reader. Varieties of English You are expected to use a particular variety of English with some degree of consistency in areas such as spelling, and not for example switch from using a British spelling of a word to an American spelling of the same word. Marks and results ‘Sample A (Test 1, Question 1 - Essay) A lot of teenagers spend all their free time on their own, browsing the Internet or playing computer (games Of course, thie can be both entertaining and educational when used cleverly. Unfortunately, more and more young people spend hours in front of computer screen, isolating themselves from others. Although | love computer games, | spend most of my free time with my friends. We go cycling, bowling or just walking around in the town. | also go out with my parents from time to time ~ it really isn't a shame, although some teenagers may think 60. | have no idea how | have time for all these things but in the meantime | manage to read tons of books and listen to a lot of music. You can be surprised how much free time you find if you try. One fantastic idea is to meet with your friends and play volleyball with them for good two hours every weekend, It really gives whole lot of joy and satiofaction. [Seates! ‘Mark | Commentary. CS ee ‘All the content is relevant and the target reader would be fully Content 55 | informed. The «wo points inthe question are discussed and developed and a third point, the disadvantages of teenagers spending too much time on their own is mentioned. The conventions of essay writing are used effectively to ‘communicate straightforward and some more complex ideas to the reader in an appropriate register, which would hold their attention. The tone is consistent throughout and there is a balanced view taken of the topic. Communicative | 5 Achievement The text is well organised and coherent, using a variety of cohesive devices both within and across sentences. The essay makes good Organisation 5 | use of organisational features such as topic sentences to introduce ideas and comparing and contrasting different opinions. “There is a range of topic specific vocabulary used to good effect and there are some nice collocations which are used correctly — 5 | terowsing the internet, isolating themselves, walking around). There is a range of simple and complex grammatical forms used with control and although there are some errors, these do not impede. 109 Marks and results Sample B (Test 1, Question 3 ~ Letter) Dear Tom, ‘Thank you for your letter. Sorry that | haven't written for 80 long, Id love to advise you what you ‘should choose. Well, to my mind languages play one of the biggest. rolw in our madern society. If you want to study abroad or visit foreign country, you ought to speak to pupils by their native language. Moreover, f you are planning to study abroad, you, of course, must know local language. As for sciences, it also depends on your planning. First of al, you should take shape exactly where _you will work. IF you decide to connect your future with science, for example physics or chemistry, ‘consequently you should continue studying sciences. Were | you, | would choose languages, because they become very popular and useful. Ifyou know some language, you could provide your future. ‘So, your choice depends only on you and your preferences to future. Well, | have to go now. Write back soon and tell me what you choose, Best wishes, Kenia Scales Mark | Commentary All content is relevant and the target reader would be fully informed. The writer discusses both languages and sciences and gives an opinion on why each is important, and states which one they would choose. Content 5 The letter is written in an appropriate, friendly tone, which communicates straightforward ideas effectively. Both advantages 4 | and disadvantages of the two subjects are discussed and reasons for choices are given in a way which holds the reader's attention and which would help them make a choice. Communicative Achievement The letter is well organised and coherent and there is a variety of cohesive devices used. The letter has external cohesive features such as Thank you for your letter, Write back soon, and uses | conjunctions to link across and within sentences. Organisation 4 ‘There is a range of vocabulary used appropriately with some good phrases attempted; however, less common lexis is not always quite Language 4 | successful (you should take shape, they become very popular) ‘There is a range of simple and some more complex grammatical forms used with control. The errors are non-impeding, Marks and results Sample C (Test 2, Question 3 - Email) Dear Sarah | am more than happy to help you with your preject! In my country, people usually go for their holidays to locations rear the place they Ive In. Whether you Ive at the east of the country where spare tne lobe of forest and lakes, or at north of the country, near the Baltic sea, there are mary places rear you that you can vst. Obviously, there are algo mary things In your ity that yeu dol eicson'e matter f you go skimming in a lake or sea, or if you prefer having a walkin a forest, or tainply going to a disco party atthe city centre, you can have just as much fun ae anywhere else! Thong are just few activites that young people da in Poland, but probably the most popular ones Feel vr can aways stay at home, ike | usualy do Im not @ great fan of long tripe and | ind ataying at home for holidays and watching TY mare enjoyable than anything else. | hope you wil find this information useful Love Peter Scales. ‘Mark | Commentary. : ae is : ‘All content is relevant and the target reader would be fully Content 5 _| informed. The main topic of holidays is discussed in general terms, describing what young people do in Poland, but there is also the personal aspect at the end. The conventions for informal emails are used effectively here and ‘Communicative 4 the target reader’s attention would be held. The tone of the email ‘Achievement is friendly (I am more than happy to help), and informative and it communicates straightforward ideas to the reader. The letter is generally well organised and although a variety of linking words and cohesive devices have been used to connect the ideas, paragraphing would help to divide the text more clearly into sections. Organisation | 3 Everyday vocabulary is used appropriately and there are some very natural phrases (or simply going, I’m not a great far of). There Language 4 | is range of simple and some more complex grammatical forms used with a good degree of control. Errors mainly occur with prepositions and articles. ui ‘Marks and results ‘Sample D (Test 2, Question 4 - Review) ‘A good café to meet friends inl Here, in Palermo, there are a lot of very beautiful café, but one of the best café to meet friends in Is Gino's! It is not in the centre of the centre of the town, it is easy to arrive there ky tube, but if you like walking it is only thenty minutes from the principal square. {sis the tipical Italian café in a side there is the bar where you can do there breakfast with tea, desserts or croissants, but their specialities are the arancin, you can find more of twenty types af arancini In the other side there a the restaurant that is also a pizzeria. It serves the best fish of Palermo, There is a very beautiful atmosphere inside very comfortable but at the same time It is funny. | think other people would like it, because in a little space they can find all the Sicily and if the Weather is bad itis a very beautiful place where stay with friends, Scales “Mark | Commentary a : All content is relevant to the task and the target reader would be Content 5 _| fully informed. We learn where the café is, what food is served and that the atmosphere is good. ‘The conventions of writing a review are used effectively and the Communicative | 4 | target reader's attention would be held. The café is described and Achievement both factual and personal observations are made, using a tone and register which are suitable for a teenage audience. ‘The review is generally well organised and coherent, making use of linking words and some simple cohesive devices. More use of Organisation | 2 | referencing such as pronouns, rather than punctuation would help the overall cohesiveness of the text, both at sentence and paragraph level. ‘There is a range of everyday vocabulary used appropriately to describe the café. There is a range of simple and some more complex grammatical forms used with a good degree of control There are some errors, particularly with plurals (one of the best

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