Speakout Advanced 2nd. Tests with Key and script (+ Audio) PDF

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Summary

Overview of testing materialsThe main purpose of the tests inSpeakout 2 nd Edition is to enableteachers to identify learners’ strengthsand weaknesses, and assess whetherremedial teaching is necessary. It isalso envisaged that the tests will givelearners a sense of progress andachievement that will m...

Description

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Overview of testing materials The main purpose of the tests in Speakout 2nd Edition is to enable The Achievement tests contain similar teachers to identify learners’ strengths task types to those found in the and weaknesses, and assess whether Cambridge English main suite exams remedial teaching is necessary. It is (Key, Preliminary, First and also envisaged that the tests will give Advanced) and so can be used as an learners a sense of progress and initial introduction to these exams. The achievement that will motivate them to five-page Mid-course and End of continue learning. Speakout 2nd Edition course tests build on the Achievement provides both teachers and learners tests and are more extensive. They are with a comprehensive range of designed to check the language and evaluation and testing materials. skills covered in each half of the Students’ Book. They also contain task types from the Cambridge English Types of Test main suite exams.

There is a two-page Unit test for each unit of the Advanced Students’ Book. These tests contain seven or eight exercises which focus on the specific grammar, vocabulary and functional language covered in that unit. The tests are deliberately short, and are designed to give both teachers and students immediate feedback on their understanding and assimilation of the key language in each unit.

The four- to five-page Achievement tests are placed at regular intervals, after every two units of the Students’ Book. The Achievement tests are more extensive than the Unit tests and are designed to check both language and skills development in the previous two or three units of the book. In addition to grammar, vocabulary and functional language, the Achievement tests include reading, listening and writing sections.

Test Administration

The time allocation given for each test is approximate and will depend on the strengths and weaknesses of each class. The suggested timings are:

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Unit Tests: 30 minutes

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Achievement Tests: 90-120 minutes

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Mid and End of Course Tests: 90-120 minutes

The Listening sections of the Achievement and Mid-/End of course tests should be administered first. Play each recording twice. Students are then free to complete the rest of the test at their own pace.

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Overview of testing materials

Marking and Grading

Most tasks test specific points. Students have to give the correct answer to get full marks. However, flexibility is built in so that credit can be given to answers that are not wholly correct. For example, if a student makes a spelling mistake in a grammar question, half marks could be given at your discretion. The important thing is to be consistent with the awarding of marks for all students.

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Overview of testing materials  accuracy and range of The following scale of grading is structures and vocabulary, suggested: including spelling: 5 marks Very good

A

90% +

Good pass

B

80-89%

Borderline pass

C

70-79%

Fail

F

Less than 70%

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task achievement (relevant information) and text organisation (linking of ideas at sentence and paragraph level): 5 marks

The Unit tests are designed to check that students have understood and retained the language input from the unit. They should help you identify students who are struggling, but you will find that most students who have completed all of the course material achieve a good pass on the test.

Writing tasks There are two writing tasks in each of the Achievement tests and Mid-/End of course tests. The first task is designed to test the writing sub-skills taught in the Students’ Book, such as linking words. The second task allows students to express themselves more freely in a piece of extended writing.

The following assessment criteria are suggested when grading the final writing task:

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Overview of testing materials It is, of course, also possible to carry Speaking tasks out one-to-one assessment of the No specific oral tests for assessing students’ speaking skills if time allows. students’ speaking skills are included in the Speakout 2nd Edition tests. However, this can be done in the classroom in two ways: via ongoing assessment during freer speaking activities and/or formal assessment at regular intervals. Formal assessment can be carried out with students in groups of three. They can be given collaborative tasks, such as those provided in the Speakout sections of the Students’ Book. Teachers can monitor each group separately and award marks out of 10 according to the following criteria:

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accuracy/range of language, including pronunciation: 3 marks

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fluency: speed and level of hesitation, use of linking devices: 3 marks

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interaction: turn taking, initiating, responding and maintaining the conversation: 2 marks

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task achievement: conveying the message, coherence, the use of relevant language and completion of the task: 2 marks

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Advanced Unit test 1 11 Janet everything in her stride and is never daunted by any challenge. (tend/take)

Grammar 1 Complete the sentences with the correct continuous form of the verbs in the box.

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feel grow have listen meet pay play think tidy wait wonder 1 I ’m thinking of calling my daughter Alice because it was my grandmother’s name. 2 Ben his room when I got home because it was a real mess. 3 It’s a shame Sally very well last night. She would’ve loved the concert. 4 Sam a bath at the moment. He’s only just got in from his night shift. 5 Our neighbours always loud music late at night. It’s so inconsiderate. 6 I don’t know who Angela tonight. She said she had plans but wouldn’t tell me more. 7 The papers say that the economy , which would be really positive news if it were true. 8 I’m sorry, I attention just then. Could you repeat the question, please? 9 You , have you? I said that we need to take the car in for a service. 10 Ah, there you are! I for you to arrive. 11 I if I could borrow your car on Sunday. It’s just that there aren’t any buses then. 10

2 Complete the sentences with the correct form of the words in brackets. 1 Emma would start crying whenever she didn’t get her own way. (would/start) 2 Jim his temper when tired. (prone/lose) 3 As ,I about work when I’m at home. (rule/not talk) 4 Bob in front of our house even though we’ve asked him not to. (keep/park) 5 Lou _____ always jokes. (be/tell) 6 On this occasion I Dan’s story. It does sound plausible. (inclined/believe) 7 You know what Sarah’s like! She . (tendency/exaggerate) 8 It’s an odd habit but she _____ often hours ready, then decide she doesn’t feel like going out. (spend/get) 9 Jan never at all tidy but now she’s got her own flat, it’s spotless! (used/be) 10 When I was a first-year student, I to do my homework. (forever/forget)

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Advanced Unit test 1

Vocabulary 3 Match 1–6 with a)–h). There are two options you do not need. 1 As no-one else seemed interested in the position, I put my 2 Sarah literally became a household 3 Charlotte told me she was named 4 I think June said her maiden 5 After ten years in the industry, she’s made 6 Although my given

c

a) name is Christine, everyone calls me by my middle name: Emily. b) up to the family name and reputation that preceded her. c) name forward for captain of our local cricket team. d) after her great-grandmother, who was an incredibly strong and determined woman. e) name only as she had no real political power or authority. f) name overnight after appearing on a popular reality TV show. g) name was Crayford before she married Pete and changed it to Bracey. h) a big name for herself in Hollywood. It’s well deserved – she’s a very talented actor. 5

4 Complete the personality adjectives in the sentences. 1 Jane’s son Harry is very inquisitive and always wants to know what’s going on. 2 I wasn’t surprised when Mandy’s parents told me she was a very r teenager. She still doesn’t react well to being told what to do. 3 My sister often overreacts to things. She also becomes anxious when she can’t control situations. She really is quite n . 4 Si’s extremely c and applies himself to everything he does. He’s always methodical and meticulous when it comes to reports. 5 Nowadays a lot of people are a when it comes to politics and so when it comes to election time, they don’t bother to vote. 6 Lindsay will stubbornly refuse to change her opinion in spite of all attempts to persuade her otherwise. She’s the most o person I’ve ever met! 5

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Advanced Unit test 1

Function 5 Complete the sentences with one word in each gap. 1 I had no idea Maggie was such an amazing singer. She’s a dark horse. 2 Jenny is always so entertaining to have around as she’s typically the and soul of the party. 3 Jan is very set in her so don’t expect her to change now. 4 My brother’s always felt like the black of the family because he didn’t go to university. 5 I generally try to ignore Chris, as he can be a real in the neck when you’re trying to concentrate on your work. 6 Dan’s been a mechanic for over thirty years now – you could say he’s an old at repairing cars. 5

6 Underline the correct answer, a), b) or c). 1 The Petronas Towers in Kuala Lumpur, in Malaysia, are a truly b landmark of the capital city. a) iconic b) revealing c) judgemental 2 Turner’s paintings always seem to me to truly the beauty of England’s seascapes. a) chart b) capture c) encourage 3 The newspaper was taken to court for publishing some images taken when the celebrity couple were on a beach in Thailand. a) inspiring b) revealing c) recognisable 4 Amsterdam will be host once more to an incredibly array of photos at this year’s exhibition of World Press photojournalists’ best work. a) striking b) iconic c) photographic 5 His poorly judged comments on women in the workplace sparked outrage and caused a national uproar. a) unique b) inspiring c) provocative 6 As a journalist she always strove to create headlines that would instantly attract the attention of readers. a) iconic b) evocative c) photographic

7 Complete the conversation with a)–m) below. There are two options you do not need. 1 A: I 1 d Spencer’s not going to make the match tonight. B: Really? Why do you say that? A: Well, I’d 2 that now he’s with Suzanne, he’s not going to feel so passionately about playing a bit of five-a-side with the boys on a Friday night. 2 A: If I had 3 guess, I’d 4 Warner is going to beat Linden. B: Oh, I don’t know. It 5 though Linden is getting his second wind. I’ve seen him like before. What he does is he gives his opponent 6 he’s done for and then suddenly takes over the game! A: Are you sure? It 7 that he’s exhausted. And he’s limping too! 3 A: What’s that weird sound in the garden? B: I 8 could be some sort of bird but I’m not sure. It could be a cat, or even a fox! A: Mmm… I 9 what we’ll see if we keep watching. Do you want to stay up for a while? It could be kind of exciting! 4 A: You look 10 . Are you alright there, darling? B: Erm … I can’t seem to find my phone. I’m 11 I left it in my jacket pocket but it’s not there now. That’s very odd. B: Well, I tell you what. If I call your phone, perhaps we’ll hear it ring … a) a bit puzzled b) to make a c) guess it d) reckon e) something knowing f) seems to me g) looks as h) hazard a guess i) pretty sure j) wonder k) the impression l) makes me m) say that

5 10 Total:

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50

Advanced Unit test 2

Grammar 1 Find and correct the mistakes in the sentences. Tick the correct sentences. 1 If I’ve ’d listened to you, I would be in a much worse situation right now. 2 If you’d failed your driving test, how would you felt? 3 But for John’s quick thinking, the boy would’ve been badly maimed for life. 4 We’ll have helped you if we’d known you were in trouble. Why didn’t you call us? 5 Ashley wouldn’t have lived in Australia if he hadn’t met Rachel but is very glad that he did. 6 If we hadn’t forgotten to tell Jill where we were going. She’ll be worried sick. 7 Now that he’s in his twenties, Leigh is regretting playing truant at school when he was a teenager. 8 I wish you’d say that you’d be arriving early. I’m still at work! 9 Had he not gone to the university to study sports science, Joe would’ve joined the navy instead. 10 If you’d known he was an imposter, what would you do? 11 If only I didn’t tell my boss what I really think. I’m not surprised he sacked me. 10

Vocabulary 3 Match 1–6 with a)–h). There are two options you do not need. 1 My father told me to always trust 2 I’m glad that my science teacher always made us figure out 3 It was only after a health scare that I realised I had been working myself 4 Having never set up a company of my own before, I was on a very steep 5 I was told that after I’d learnt 6 If you always take advantage of

a) how to do our own experiments as it taught me to think more creatively and logically. b) learning curve for the first few years of trading. c) feeling which led me instinctively to make the right decision. d) my instincts when making important decisions. e) the ropes, I’d really start enjoying the challenging of working in the company. f) into the ground in an attempt to make the business work. g) effect of being awarded a scholarship for further research. h) opportunities that come your way, you’ll be surprised at what you can achieve in life.

2 Complete the sentences with the correct form of the verbs in brackets. 1 Don’t you just hate being told what to do?! (hate/tell) 2I from Matt until tomorrow as I know he’s very busy today. (expect/hear) 3 You an opportunity questions at the end of the lecture. (give/ask) 4 Esra Mick some support but knew how difficult that might be. (want/offer) 5 Kim Alex the quiz as she was sure he’d do well. (encourage/enter) 6 Will was surprised when his boss asked him if he still with him. (enjoy/working) 7 After seeing the doctor, Tom another appointment for two weeks’ time. (advise/ make) 8 Although Jen a few times, she never had. (contemplate/move) 9 Finally, they the job. I expect they’ll send us the bill now. (seem/finish) 10 Pam in a noisy, crowded city and said nothing would make her move. (refuse/live) 11 I really in front of a lot of people. I get very anxious. (dislike/speak)

d

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4 Complete the words in the sentences. 1 Being well qualified and ambitious, it didn’t take Joel long to reach the peak of his profession. 2 My boss believes t is money and takes umbrage at anyone who wastes his. 3 Initially, the detectives found the witness’s account of what had happened hard to s . It seemed so implausible. 4 The unexpected offer of a job managing the company’s office in Hong Kong certainly gave Chan food for t . 5 After completing her research project, Katrina found herself at a c and had a difficult decision to make. 6 The business started to go d when it failed to react fast enough to changes occurring in the market.

10

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5

Advanced Unit test 2

5 Complete the sentences with the words in the box. convincing eye-opening mind narrow-minded perspective preconceptions stereotypes thoughts 1 A new set of resources which will instigate discussion on racial stereotypes, particularly those which students have found to be untrue, is now being piloted in U.S. high schools. 2 Although she’d initially gone along with her friend’s idea of doing a bungee jump, Jane began to have second when they were standing on the bridge the following day. 3 Dealing with other people’s about depression added to Lee’s anxiety when he returned to work. 4 While Liam looked the part, his ideas on how to turn the company around and make it a big success were far from . 5 If you imagine yourself in someone else’s shoes, you may start to appreciate a whole new on life. 6 The documentary on social conditions in parts of the country really was . I hadn’t expected it to be so revealing or shocking, to be honest. 7 The judge kept an open and based her verdict on the evidence presented. 8 There’s no point trying to change Bev’s opinions. She’s incredibly and inflexible in her thinking and is never open to new ideas. 7

6 Underline the correct answer, a), b) or c).

Function 7 Underline the correct alternative in the sentences below. 1 The reality stands/is that we really don’t know how secure our computer system is and that is why we need to hire an IT expert. 2 To my knowledge/reality, no other individual was involved in the scandal, only the one person accused. 3 As long/far as I’m concerned, the way in which the issue has been dealt with does comply with employment regulations. 4 See/Look at it this way, if we can buy more shares in the company, we’ll have a bigger stake in it and therefore more control. 5 From what I can gather/take, employees are feeling increasingly disgruntled at the lack of transparency within the company. 6 I find it highly unlikely/unsure that the money from the robbery will ever be found. It’s been two months and I think the trail’s gone cold. 7 With/In reality, the economy is going to reach rock bottom before it starts making a recovery. 8 Quite honest/frankly, I don’t understand why they awarded themselves a generous pay rise during the recent recession. 9 If you tell/ask me, most of these so-called celebrities are completely overrated. What skills or talents do they really have? 10 According to the statistics/figure, the majority of young people feel disenchanted with politicians and ambivalent about voting. 11 If you want my honest/really opinion, we should decline both offers and instead, come up with our bailout strategy.

1 Look, there’s nothing wrong with b your mind but sometimes you really should try to be more tactful! a) saying b) speaking c) talking 2 Just take anything Derek says with a pinch of salt; he loves devil’s advocate just to create a heated discussion. a) playing b) showing c) acting 3 If you truly believe that Robin’s plan will sink the company, you can’t on the fence. You have to say something. a) get b) stay c) sit 4 Let’s not about the bush. You have ruined the company’s reputation and we have lost faith in your integrity. a) hit b) beat c) boot 3

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10 Total:

50

Advanced Unit test 3

3 Complete the sentences with a relative pronoun where necessary. If no relative pronoun is needed, write (-).

Grammar 1 Put the words in the correct order. 1 I was amazed to learn than the pianist I’d been listening to was a(n) old / year / seven girl. I was amazed to learn than the pianist I’d been listening to was a seven-year-old girl. 2 Julia bought a(n) freshly-baked / hugely / organic / expensive apple pie for the picnic. Julia bought a(n) ________________ apple pie for the picnic. 3 We watched the children in / of / the / and / water / out / running as we sat relaxing on the beach. We watched the children as we sat relaxing on the beach. 4 Renovating the old building turned out to be a(n) incredibly / process / time-consuming. Renovating the old building turned out to be a(n) . 5 Jane always has her morning coffee in her cup / lime / favourite / coffee / green. Jane always has her morning coffee in her . 6 The warm, rich colours from the slowly / sun / setting created a magical-looking sky...