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Test-Taking Skills for Top Notch 1

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13 views4 pages

Test-Taking Skills for Top Notch 1

Uploaded by

zqzjc6644w
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

Page 1 of 2

NAME: DATE:

Test-Taking Skills Booster


UNIT 1
READING
A   Read each description and complete the word.

1 The place where you are born. b __ __ __ __ __ __ __ __ __

2 The place where you grow up. h __ __ __ __ __ __ __

3 Being a citizen of a particular country. n __ __ __ __ __ __ __ __ __ __

4 A job or profession, such as a doctor or teacher. o __ __ __ __ __ __ __ __ __

5 A person who changes words from one language to another. i __ __ __ __ __ __ __ __ __ __

B   Complete the conversation in your own words. Write one word for each item.

A: Greg, (1) bet this is your mother.

B: Yes, it is. Mom, I’d like you to (2) my colleague, Margaret.

C: It’s a (3) to meet you, Margaret. I’m Nadine.

A: (4) to meet you, Nadine. But please, (5) calls me Marg.

C: So, what do you (6) Marg?

A: (7) an architect. Oh, look. That’s my husband over (8). I’ll introduce you.

LISTENING

A    1.01 Listen to each statement. Choose the one that goes with the picture.

1   A   B   C   D 2   A   B   C   D


Top Notch 1, Third Edition Unit 1
Copyright © 2018 by Pearson Education. Permission granted to reproduce for classroom use.

TN1 TTSBooster_Book.indb 1 18/06/18 2:56 PM


Page 2 of 2

3   A   B   C   D 4   A   B   C   D

B    1.02 Listen to the statement or question. Choose the letter of the correct response.

1   A   B   C

2   A   B   C

3   A   B   C

4   A   B   C

5   A   B   C

6   A   B   C

7   A   B   C


8   A   B   C

Top Notch 1, Third Edition Unit 1


Copyright © 2018 by Pearson Education. Permission granted to reproduce for classroom use.

TN1 TTSBooster_Book.indb 2 18/06/18 2:56 PM


Grammar & Vocabulary Review Test

Name: __________________________ Score: ______ / 40

🗣️ Part I – Grammar (20 points) 10. A: Are you our new teacher?
B: Yes, I ___.
Choose the correct answer (a, b, or c). a) am b) is c) are
11. A: Is she Chinese?
1. A: ___ Ms. Nieto?
B: No, she ___. She’s Korean.
B: She’s my English teacher.
a) isn’t b) aren’t c) am not
a) Where’s b) Who’s c) What’s
12. A: Are you and Tom students?
2. A: ___ they?
B: Yes, we ___.
B: They’re my classmates.
a) is b) are c) am
a) Who’s b) Who are c) What’s
13. A: Are they famous?
3. A: ___ she from?
B: Yes, they ___.
B: She’s from Seoul, Korea.
a) is b) are c) am
a) Where’s b) What’s c) Who’s
14. A: Is your nickname Josh?
4. A: What city ___ you from?
B: No, it ___. It’s Jake.
B: I’m from Los Angeles.
a) isn’t b) aren’t c) am not
a) is b) are c) am
15. A: Where ___ you from?
5. A: What’s your occupation?
B: I’m from Bolivia.
B: I ___ an engineer.
a) is b) am c) are
a) is b) am c) are
16. A: Is he a good musician?
6. A: What’s his e-mail address?
B: Yes, he’s ___.
B: ___ ted@[Link].
a) terrific b) boring c) sleepy
a) It’s b) He’s c) She’s
17. A: Are we in the same class?
7. A: What are their names?
B: No, we ___.
B: ___ Andrea and Steven.
a) aren’t b) isn’t c) am not
a) She’s b) It’s c) They’re
18. A: Who’s your favorite actor?
8. A: How old ___ your brother?
B: Tony Leung. He’s ___.
B: He’s twenty-six.
a) wonderful b) angry c) lazy
a) are b) is c) am
19. A: Is your teacher friendly?
9. A: How old ___ they?
B: Yes, she ___.
B: She’s twelve, and her sister is eight.
a) is b) are c) am
a) are b) is c) am
20. A: Are you ready for class?
B: Yes, I ___.
a) am b) is c) are
🌍 Part II – Vocabulary (20 points) 30. A: Who’s your English teacher?
B: Ms. Nieto. She’s ___.
Choose the correct answer (a, b, or c). a) boring b) great c) lazy
31. A: How’s your teacher?
21. A: What’s your nationality?
B: She’s ___ and patient.
B: I’m ___.
a) angry b) wonderful c) tired
a) Canada b) Canadian c) English class
32. A: What’s Tony Leung like?
22. A: What’s your birthplace?
B: He’s a ___ and talented actor.
B: I was born in ___.
a) famous b) short c) weak
a) a small town b) a teacher c) a musician
33. A: Is Usain Bolt from Jamaica?
23. A: What’s your hometown?
B: Yes, he is. He’s a ___ runner.
B: My ___ is Cochabamba.
a) terrific b) shy c) sad
a) occupation b) hometown c) birthplace
34. A: Is she from China?
24. A: What’s your occupation?
B: Yes, and she’s a ___ actress.
B: I’m a ___.
a) great b) sleepy c) terrible
a) student b) twenty-five c) Bolivia
35. A: Are your friends from Korea?
25. A: Are you classmates?
B: No, they’re from ___.
B: Yes, we ___.
a) Japan b) actor c) twenty
a) are b) teacher c) musician
36. A: What nationality is he?
26. A: What do you do?
B: He’s originally from India, but he’s ___.
B: I’m an ___. I design bridges.
a) China b) Canadian c) Spanish
a) actor b) engineer c) singer
37. A: Where’s your brother now?
27. A: Is he an actor?
B: He’s at work. He’s an ___.
B: Yes, he’s in many ___.
a) engineer b) age c) friend
a) movies b) jobs c) classes
38. A: Is your sister a student?
28. A: Who’s your favorite athlete?
B: Yes, she’s in ___.
B: Usain Bolt! He’s ___.
a) movie b) high school c) Canada
a) terrible b) tired c) amazing
39. A: Who’s that man?
29. A: What instrument do you play?
B: He’s our new ___.
B: I’m a musician. I play the ___.
a) teacher b) nationality c) athlete
a) guitar b) country c) job
40. A: What’s your dream job?
B: I want to be a famous ___.
a) musician b) passport c) classmate

Common questions

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Appropriate question structuring is vital for clarity and effective dialogue because it directly affects the preciseness of responses. Using correct forms of inquiry like 'Who are they?' or 'Where is she from?' ensures that the questions are clear, leading to accurate and informative responses, and facilitating smooth communication .

Strategically incorporating listening and comprehension skills facilitates language learning by training learners to understand spoken language contextually. Exercises like choosing responses based on heard prompts reinforce recognizing and processing pronunciation and intonation, which are essential for effective communication and fluency .

Context plays a crucial role in selecting appropriate grammatical structures for identifying and describing relationships. For instance, choosing between 'is', 'are', or 'am' depends on singular or plural subjects ('He is', 'They are'). The context helps determine the appropriate forms, ensuring the conversation is grammatically correct and contextually relevant .

Familiarizing with conversation models aids in creating language exercises by providing a framework to practice sentence construction, vocabulary use, and pragmatic language functions. For instance, completing dialogues improves interactive skills and contextual usage of words and grammar, which support effective learning outcomes .

Understanding nationalities and birthplaces facilitates recognition of cultural identities, which can enhance conversational engagement by acknowledging and respecting cultural backgrounds. This includes recognizing terms and phrases like 'He's American' or 'I was born in France', which can open discussions about cultural practices and personal experiences that define identity .

Different proficiency levels in grammar and vocabulary significantly impact comprehension and interaction quality. Higher proficiency allows more accurate and fluid conversations, reducing misunderstandings. For example, correctly using 'I am' versus 'he is' captures nuance, whereas lower proficiency might cause errors that confuse or impede interactions .

The common linguistic competencies required for building a basic introduction conversation involve understanding and using appropriate vocabulary and grammar to introduce oneself and others. This includes asking questions like 'What's your name?' or 'Where are you from?', responding with 'My name is...' or 'I am from...', and using possessive pronouns and appropriate forms of 'to be' (e.g., 'I am', 'you are').

Using correct nationality terms is pivotal in global communication as it acknowledges and respects cultural identities, reducing misunderstandings. It involves proper recognition and usage of terms like 'Canadian' or 'Chinese', enhancing respect and rapport in multicultural interactions .

Accurately translating personal names and occupations is crucial in cross-cultural interactions to ensure respect and understanding. Mispronunciations or incorrect translations can lead to misunderstandings or appear disrespectful, thus hindering communication. This emphasizes the importance of correctly interpreting roles, like translating 'teacher' as 'maestro' in Spanish, to maintain authenticity and clarity .

Mastering profession-related vocabulary allows speakers to concisely and accurately describe their own and others' occupations, facilitating clear communication. For example, accurately using terms like 'engineer', 'doctor', or 'teacher' communicates familiarity with job functions and role specifications, helping to establish credibility and understanding within a conversation .

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