1

Oxford Exam Trainer

для Зовнішнього незалежного оцінювання
B1
Аудіозаписи доступні для завантаження:
www.oup.com/elt/oxfordexamtrainer

Teacher’s Guide
with Audio CDs

Iryna Bogaievska
© Copyright Oxford University Press
1
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 Introduction
Course overview
Oxford Exam Trainer and the
Ukrainian Independent External
Evaluation (ZNO) exam
Oxford Exam Trainer is an intensive training course
preparing students for the B1 level of the Ukrainian school-
leaving examinations in English (Independent External
Evaluation (ZNO)). The course reflects the exam with the
inclusion of listening from 2018.
The Introduction to the Student’s Book (pages 4–5)
provides an overview of the B1 exam requirements for
learners, and explains how these are addressed throughout
the course.
There are twelve topic-based units covering the themes and
topics required for the B1 Independent External Evaluation
exam.
In each unit, all four papers of the exam are covered:
Listening, Reading, Use of English and Writing. Across the
course, students have the opportunity to practise all the
typical exam task formats for each paper, and they are clearly
signposted as exam tasks.
Detailed information about the exam can be found on
the official website of the Ukrainian Centre for Educational
Quality Assessment, www.testportal.gov.ua.
Level and progression
The language in all twelve units of Oxford Exam Trainer
is at the same level: that of the B1 examination. This
means units can be used in any order as preferred. However,
as skills and techniques are developed systematically across
the course, you may still like to go through the units from
one to twelve.
The same is true for the different sections within each
unit, although it is recommended that you teach the
Vocabulary pages at the beginning of each unit first. The
Review page at the end of the unit should also ideally be
worked through following the completion of that particular
unit. This page can equally be used for revision at a later
date in the course.
Smart answer keys
A feature of Oxford Exam Trainer is that notes are provided
with the answers for each exam task, explaining why the
correct answers are correct, and why some of the other
options are wrong. Where appropriate, the notes also point
out potential areas of difficulty to watch out for.
Unit overview
Each unit in Oxford Exam Trainer is organized
around a central topic, which is then explored from a
variety of different viewpoints.
© Copyright Oxford University Press
Vocabulary
The unit begins with the revision and practice of the
key vocabulary for the topic of the unit, covering a
range of different subjects within the broader topic.
Practice of the key lexis is followed by personalized
communication activities, where students can
immediately activate the language they have just
reviewed.
Reading
The Wordlist at the back of the Student’s Book includes
all the
In the key vocabulary
Reading for each
lessons in each unit,unit with Ukrainian
interesting and
translations.
thought- provoking texts will appeal to teenage learners and
motivate them to read and to discuss the subject. There is
always a lead-in activity, eliciting any previous knowledge
learners might have about the subject as well as creating a
genuine reason for them to explore further. A number of
practice exercises then break down the essential skills for
tackling the exam task, focusing on sub-skills such as
reading quickly for gist or main message, predicting,
scanning and skimming.
The first time learners read the text, encourage them to read
quickly without stopping to worry about unfamiliar words
or structures, in order to get a general sense of the
content. This will help them to do better in the exam task
later.
Before learners start the exam task – closely modelled on
one of the exam formats of the B1 Independent External
Evaluation exam – they are offered tips and techniques
in the Exam strategy boxes. Encourage students to read
through this, and check their comprehension of the advice
before moving on to the exam task itself.
To round off the work on the theme, practice exercises
(focusing on different aspects of lexis, from individual key
words to collocations or phrasal verbs) and personalized
communication activities often follow the Reading text.
Listening
Each unit includes two different Listening sections,
structured in a similar way to the Reading lessons.
A lead-in activity is followed by practice exercises for
Listening sub-skills. Each exam task – based on the B1
Independent External Evaluation formats – is preceded
by an Exam strategy box with tips and techniques.
Listening lessons conclude with language practice
exercises and/or personalized communication tasks.
In each Listening section, students hear the recordings
twice. If you would like to simulate exam conditions when
learners attempt the Listening exam task, play the recording
through once, allowing them some time to note their
answers, then play it again, pausing playback briefly a few
times to allow students to absorb and think about what
they have just heard. At the end of the exam task, allow
them time to write, check and finalize their answers
before you check them with the whole class.
Introduction 3

The transcripts for all the recordings can be found within
the teaching notes for each unit in this Teacher’s
Guide. They are also available to download from the
Oxford Teacher’s Club website as editable Word
documents
Use of English
All units include three Use of English task formats. There are
two in the unit itself, and one at the end of the Review page
that concludes each unit.
At the top of the Use of English page, students will find a
Language review box where a number of grammar points
are checked and practised.
If you decide at this point that students need further
work on their grammar skills, there is a link on the
page to the relevant Grammar reference section at the
back of the Student’s Book, offering language notes on
both form and use and a number of practice exercises.
You will find the answer key for the Grammar reference
exercises at the back of the Teacher’s Guide (pages
The Language review box is followed by two Use of English
exam tasks, modelled on the Independent External Evaluation
formats and including some items linked to the
grammar points from the box. There are also tips and
techniques in the Exam strategy boxes.
Writing
Each unit of the course includes a Writing lesson, which
systematically develops learners’ writing skills – focusing
on both product writing (through analysing model
texts)
and process writing (through step-by-step guidance for the
different stages of writing: studying the input, brainstorming
ideas, making notes, planning, drafting, writing and
checking).
Although Writing is, of course, an individual task in the
exam itself, it is recommended that some of the preparation
exercises are done in pairs or groups in class. This is to
give students an opportunity for peer learning and for
building their confidence in a supportive environment.
At the end of the Writing sequence, there is an exam task
that follows the format of the B1 Independent External
Evaluation exam.
Speaking
Each unit of the course ends with a speaking lesson.
Although there is no speaking exam, speaking is an
essential skill. However, it is very important to monitor the
Speaking activities, making notes of any issues to address
or any interesting ideas mentioned that can be explored
further in a follow-up discussion at the end of the activity.
From time to time, it may also be useful to reflect on what
students found difficult in the tasks and to elicit
suggestions from the rest of the class for overcoming these
difficulties.
The Speaking bank at the back of the Student’s Book
(pages 159–164) provides useful sets of
communicative phrases, with their equivalents in
Ukrainian, for a variety of situations in order to broaden
the range of language used by learners.
Review
At the end of each unit, key language is reviewed
through a number of exercises, which can be used in
class or set as homework. The final exercise is always a Use
of English task
based on one of the Independent External Evaluation formats.
Independent External Evaluation practice
test
At the end of Oxford Exam Trainer, you will find a complete
Independent External Evaluation test, closely resembling
the real examination. The test contains all four sections of
the exam, and the test extent, structure and sequence – as
well as the language of instructions and the layouts – are
modelled on the Independent External Evaluation test. You
can use this test for a complete mock exam, to review
learners’ exam skills at the end of the course.
It may also be a good idea to use the information gathered
from the results of this test to address any remaining areas
of difficulty for learners, in order that they approach their
exam day with all the skills and confidence they will need for
exam success!

The Writing bank at the back of the Student’s Book

(pages 168–173) provides models of the typical exam
text formats (from letters and emails to blogs and
Internet forum comments), with practical tips and
You can find an overview of how Writing tasks are assessed
on page 6 of this Teacher’s Guide. Adapt these guidelines
to suit your own needs in marking your students’ writing
assignments, but also make sure that students familiarize
themselves with the assessment criteria to gain the highest
possible marks in the Independent External Evaluation exam.

4 Introduction
© Copyright Oxford University Press
 The Independent External Evaluation (ZNO)
The Independent External Evaluation (ZNO) consists of four
exam papers:
1 Listening: three tasks with a total of 16 marks.
2 Reading: four tasks with a total of 22 marks.
3 Use of English: two tasks with a total of 20 marks.
4 Writing: one communicative written task with a total of
14 marks.
Total number of marks: 72
Timing
The total time for the exam is 150 minutes.
Listening: 30 minutes
Reading: suggested time 50 minutes
Use of English: suggested time 40 minutes
Writing: suggested time 30 minutes
Students take the Reading, Use of English and Writing
papers together and decide how long to spend on each part
of the exam. Effective time management is important.
Types of exam tasks
Students will have to complete the following five types of
tasks in the exam:
• Multiple choice
• True/False statements
• Matching
• Gap fill
• Extended writing task responding to input: a letter,
email, note, postcard, essay, narrative or article.
The structure of the exam papers
Listening
The Listening exam paper is composed of three different
tasks with recordings (monologues or dialogues). The
length of each text is up to two minutes. Students listen to
each recording twice. Students have 30 minutes to
complete the Listening paper, including five minutes to
copy answers on to the answer sheet.
Task 1: Students listen to six short recordings. For the
first three recordings, there is a question and three pictures
(A, B or C). Students listen to the recording and choose
the picture which answers the question. For the second
three recordings, there is a question and three options
(A, B or C). Students listen to the recording and choose the
correct answer. Skills assessed: listening for gist and
main idea.
Task 2: Students listen to a longer text (a monologue or
dialogue) with five statements and decide if each statement
is true or false. Skill assessed: listening for detail.
Task 3: Students listen to a longer audio text (a
monologue or dialogue) with five questions. Students choose
the correct options (A, B or C) to answer the questions. Skill
assessed: listening for detail.
© Copyright Oxford University Press
Reading
The Reading exam paper is composed of four texts with four
different tasks.
The total length of the texts is about 1500 words.
Task 4: Students read five short texts and eight choices.
They match the texts to the correct choices. There are three
choices they do not need to use. Each text is between 50
and 100 words. Skill assessed: reading for gist.
Task 5: Students read a longer text with five multiple-choice
questions. They choose the correct answer (A, B, C or D) for
each question. The text is between 350 and 400 words. Skills
assessed: reading for main idea and for details.
Task 6: Students read six short texts and eight choices. They
match the texts to the correct choices. There are two choices
they do not need to use. Each text is between 50 and 100
words. Skill assessed: reading for details.
Task 7: Students read a text with six gaps and eight
sentence clauses. They insert the correct sentence clauses
into the gaps. There are two choices they do not need to
use. The text is around 200 words. Skills assessed: reading for
gist, main idea and details. This task is only included in the
exam at profile level (B2).
Use of English
The Use of English exam paper is composed of two tasks
with three texts (the grammar task has two short texts). This
part of the exam assesses whether students can recognize
and complete grammatical and lexical structures that are
typical of texts at this level.
Task 8: Students read a text with ten questions. They
choose the correct answer (A, B, C or D) for each gap. The
text is between 150 and 200 words. Task 8 focuses on lexical
structures. This task is only included in the exam at profile
level (B2).
Task 9: Students read two short texts with five questions
each. They choose the correct answer (A, B, C or D) for each
gap. The two texts are 90–100 words each with a total of
about 200 words. Task 9 focuses on grammatical structures.
Writing
The Writing exam paper consists of one task.
Task 10: Students write a letter, email, note, postcard, essay,
narrative or article of at least 100 words. Students are
given a situation which they must respond to and three
pieces of information which they must include and expand
on in their letter.
Introduction 5
 The assessment of Writing tasks

The Writing part of the Independent External Evaluation exam

at B1 level consists of one task.
In the grading system of the Independent External Evaluation
exam, a maximum of 14 points is awarded for the successful
completion of the task.

Task Overview
A text (at least 100 words) with an interactive focus, written
in response to textual input provided including three
content prompts.

Assessment criteria
A maximum of 14 points can be awarded, broken down as
follows:
Task completionMaximum 6 points
Has the candidate …
• achieved the communicative goals from the task?
• covered the topic sufficiently?
Cohesion and coherenceMaximum 2 points
Has the candidate …
• produced a coherent and cohesive text?
• used various linking words appropriately?
Format and structureMaximum 2 points
Has the candidate …
• used the appropriate style and register for the task?
• started and ended the task correctly?
• used paragraphs correctly?
Vocabulary, range of expressionMaximum 2 points
Has the candidate …
• used vocabulary appropriate to the topic, the context
and the communicative goal?
• demonstrated a sufficient range of expression to
be expected at B1 level?
Grammatical forms and structures Maximum 2 points
Has the candidate …
• used grammar appropriate to the topic, the
context and the communicative goal?
• demonstrated a sufficient range of grammatical
forms and structures to be expected at B1 level?

6 Introduction
© Copyright Oxford University Press
 1 Family and relationships

VOCABULARY, pages 6–7 READING, pages 8–9

Wordlist, pages 174–175
1 Open task
1 Open task
2 Open task
2 1 only child
3 Open task
2 daughter-in-law
3 great grandmother EXAM TASK
4 cousins 4 1 D In text 1, we read: ‘It’s enjoyable and it makes
5 niece people feel good’. The information in G is
6 stepmother mentioned (the text refers to posting about where
7 son ‘they are having coffee with their friends’), but it
8 aunt isn’t the main topic of the text.
9 half-sister 2 F In text 2, we read: ‘We were surprised by
3 1 e 2 j 3 a/b 4 a/b how many people have a negative experience from
5 i 6 d 7 h 8 g 9 f 10 c social networking, with envy leaving them feeling
lonely, frustrated or angry’.
Most typical order: 9, 2, 1, 5, 7, 3, 4, 8, 10, 6
3 A In text 3, we read: ‘There is also the issue of
4 1 be born / start a family online addiction, which leaves many people
2 get married unable to switch off their devices for more than a
3 buy a house few minutes without suffering from intense anxiety’. F
4 fall in love is incorrect, because text 3 is about the negative
5 retire from work side effects
6 get a job of using social media rather than about negative
5 1 New Year's Eve feelings. Students might be tempted to choose B,
2 Halloween because bullying is mentioned here, but text 3 isn’t
3 Father's Day about ‘reporting’ online abuse, and so it isn’t the
4 Christmas Eve correct answer.
5 baby shower 4 E In text 4, we read: ‘nothing can replace face-to-
6 Thanksgiving / Thanksgiving Day face conversation and interactions’.
7 Easter / Easter Sunday 5 C In text 5, we read: ‘the number of friends you
6 1 d 2 c 3 g 4 a 5 f 6 e 7 b have doesn’t matter. It’s the quality of the people
close to you – even on social media – that is really
7 Open task important’.
8 1 break up
5 Open task
2 relationship
3 date 6 1 c 2 d 3 f 4 b 5 e 6 g 7 a
4 go out with 7 1 acquaintances
5 fall in love 2 embarrassment
6 jealous 3 side effects
7 friendship 4 envy
9 Open task 5 addiction
6 concept
10 1 text
7 interaction
2 visit
3 work 8 Open task - see 1b in the following exercise.
4 hang 9 1 b 2 d 3 a 4 c 5 e
5 go 10 1 keep in mind
6 eat 2 Never mind
7 chat 3 changed my mind
8 play 4 To my mind
9 go 5 comes to your mind
10 rent
11 Open task
 Unit 17
© Copyright Oxford University Press
 LISTENING, page 10 5 $ 1.03

1 Open task 1 time

2 $ 1.02 2 pretty
3 sound
Answer c 4 family
TRACK 1.02 5 argue
Elaina: When are you off home to America, Luke? 6 busy
Luke: I’m going towards the end of November – 6 Open task
just in time for Thanksgiving. Thanksgiving is the last
Thursday in November. USE OF ENGLISH, page 11
Elaina: Does the university mind your going? Grammar reference, pages 126–129
Luke: No, they’re OK about it. It’s only for a week 1 1 'm doing
anyway. It’s my grandparents’ fiftieth wedding 2 do you do, need
anniversary, too, so it’s a pretty important time. 3 are reading
Elaina: When’s that? 4 are celebrating, will be
Luke: That’s on the 30th of November. 5 are going to have
Elaina: Hmm. All that way just for a week. It doesn’t 6 starts
sound like fun. 7 'll have
Luke: It’s fine, Elaina. It’s a really easy journey and 8 'm going to
I’ve done it so many times. I don’t have a problem,
2 1 to finish, having
anyway. Elaina: So will you see all your family at
2 to meet, to be
Thanksgiving? Luke: Sure. Thanksgiving’s a family
3 to come, book
event in the USA. We always have a big meal
4 to do
together and eat turkey and pumpkin pie.
5 playing
Elaina: Hmm. I always find those family parties a bit
difficult. I usually argue with my brother. 3 1 B 2 D 3 C 4 D 5 B
Luke: I don’t have any problems like that with my EXAM TASK
sisters, so it’s OK. It’s only one day, anyway. After
that, I go and see my friends. 4 1 C We use the present continuous because
Elaina: Do you think you’ll go back to the US when Mum’s talking about a future planned activity.
you finish your course here? 2 C Despite is followed by the –ing form of the verb.
Luke: Well, I’d like to go travelling for a bit. I haven’t 3 A We need the first person singular of the verb
seen enough of Europe, but then I’ll probably go be here, because the writer is talking about a
home and get a job. Actually, I’m thinking of getting a current state. So am is the only correct answer.
part-time job here. I’d like to work at weekends and 4 B We use the indefinite article a to talk about
maybe on Friday evenings ... maybe in a a singular countable noun with a general
restaurant. meaning.
Elaina: Well – don’t come and work at my place. I’m 5 A Those refers to the plural noun (visits). Some would
thinking of leaving. I’m just too busy to do my college fit grammatically, but it does not fit logically
work. because the writer is referring back to her visits that
Luke: What you need is a holiday! Why don’t you took place in the past.
come to America with me and meet my family? 6 A We use would to talk about past habits. D is
not correct in form. B and C are impossible
grammatically (wrong tense).
3 Open task 7 B The verb seem is followed by the infinitive with to.
EXAM TASK 8 A We use will to talk about the future when
we predict something we are certain about.
4 $ 1.02
9 D The verb have is always followed by to when
1 T Luke says: ‘They’re OK about it’, suggesting they
we mean that ‘It’s necessary to do something’.
know about his plans.
10 B The writer is imagining how her aunt will
2 F Luke says: ‘It’s a really easy journey and I’ve done
react after something else has happened, so has
it so many times. I don’t have a problem, anyway’.
seen is the only form that fits grammatically and
3 T Elaina says: ‘I always find those family parties a
logically. The answers A and D aren’t
bit difficult’.
grammatically possible (‘sees’ would be possible,
4 T Luke says: ‘I don’t have any problems like that with
but it is not given in the options). C is incorrect
my sisters’.
because we never use will in subordinate clauses
5 F When Luke mentions his plans to find a part-
of time.
time job, Elaina immediately responds with ‘don’t
come and work at my place’, then explains she’s
leaving herself, anyway.

8Unit 1
© Copyright Oxford University Press
LISTENING, page 12
1 Open task
EXAM TASK
2 $ 1.04
TRACK 1.04
How did I become interested in family history?
Well, my great-grandfather got me started. He was
around for several years of my childhood – he died
at 98 – and I was fascinated by his stories of
London during World War II, his move here to
Australia – so many interesting experiences. But
when I asked where our family came
from, he said he wasn’t all that sure, though he thought
his father’s family had been farmers in Somerset, in
England, at some point in the past. Evidently people
of his generation weren’t all that interested in family
history so it wasn’t something they would often talk
about. All he knew was that his father’s father had left
the countryside and settled in London sometime in the
19th century.
Anyway, as an only child I’ve always wanted to find
more family connections, so I tried to learn more
about where we came from. I’ve managed to find out
quite a lot, actually. My great-grandad was right about
the Somerset connection, and that both of his father’s
parents had come from there. I even managed to get
in touch with some relatives who still live in the area. It
turned out that one of my cousins was working on a
family tree, and she was trying to find our branch of
the family, so that was exciting.
I’ve flown to England a couple of times, and I’ve
met so many great people, including many relations I
never even knew about. I’m getting married soon,
and my fiancé shares my interest in family history.
We’re going
to spend our honeymoon in the UK and see what
other connections we can discover. Quite
surprisingly, his family came from the same part of
1 C The speaker says that her great-
grandfather wasn’t sure where the family came
from and: ‘All he knew was that his father’s
father had left the
countryside and settled in London sometime in the
19th century’. The information in answer A is also
mentioned in the text, but as a generalization ‘people
ofB hisWegeneration …’.
hear: ‘… his father’s father had left the
2 Writing bank, pages 168–169
countryside and settled in London sometime in
the 19th century’. The information in answer A is
also mentioned in the text but not in
connection with moving to London.
3 B The speaker says: ‘Anyway, as an only child …’.
4 C We hear: ‘My great-grandad was right about the
Somerset connection, and that both of his father’s
parents had come from there. I even managed to
get in touch with some relatives who still live in the
area’. We know from an earlier comment that the
family were farmers in Somerset, in England.
5 A The speaker says: ‘We’re going to spend
our honeymoon in the UK and see what other
connections we can discover’. Some information in B
and C is also mentioned in the text but the general
meaning is different. The speaker says that they are
going to spend their honeymoon in the UK, but
it’s not about moving to the UK after the wedding
(answer B). She also says that they can have ‘a big
family reunion sometime in the future’, but it doesn’t
mean she will visit her husband’s family right after the
wedding (answer C).
3 1 settle
2 cousins
3 moved
4 honeymoon
5 only
USE OF ENGLISH, page 12
Grammar reference, page 130
1 1 for
2 about/of
3 about
4 from
5 in
EXAM TASK
2 1 A Usually we use dream with the preposition of. B
is also possible with the preposition of but it does not
fit logically.
2 A We use while with the meaning of ‘when’
here. During (answer D) has a similar meaning,
but it is usually followed by a particular period of
time (e.g. during the summer).
3 B We use most after the to form the superlative
of longer adjectives such as dramatic.
4 D Go up is a phrasal verb which means ‘to increase’.
5 A This is the only answer which makes sense.
It means ‘results’.
6 C The word complain is usually followed by about.
7 B This is the only linking word which fits
logically (explanation of a reason).
8 A The word suffer usually collocates with from.
9 A Both move and go can collocate with the
preposition out, but the word move is correct here
because it refers to something permanent.
10 B Save up money is a set phrase that means
‘keep money instead of spending it’.
WRITING, page 13
1 1 c 2 c 3 b 4 b
2 1 Yes, all three pieces of information are included.
2 ‘my cousin Kate’s house in the south of the USA’;
‘Kate’s family have already decorated the Christmas
tree’ and ‘they’re making gingerbread cookies’; ‘I’ve
got a special present for Kate – a beautiful leather
handbag’ and ‘I’m also going to get something for her
parents and brothers’.
3 Open task
4 2 for ➔
in
3 in ➔ at
© Copyright Oxford University Press Unit 19
 4 on ➔ for
5 on last night ➔ last night
6 in the mountains ➔ to the mountains (in summer
is correct)
7 in next ➔ on / in next ➔ next
8 in ➔ on / in ➔ at
5 Open task
EXAM TASK
6 Open task
For guidance on the assessment of writing, see page 6.
7 Open task

SPEAKING, page 14
Speaking bank, pages 159–164
1 Conversation / Open task
2 Role-play / Open task
3 Picture description / Open task

REVIEW, page 15
1 1 relatives
2 sisters
3 aunts
4 stepdaughters
5 babies
6 cousins
7 nieces
2 1 eat out
2 acquaintances
3 jealous
4 date
5 get together
6 got into
7 celebrated
8 chatting
9 break up
3 1 I think I I’ll watch it.
2 Do you often fall off out with
3 We have We’re going to have/We’re having a party
4 The film is starting starts at seven o’clock.
5 side effects of this therapy
6 he always gets on well with everyone
7 What will you do be doing this time next week?
8 he will is going to drop it any second
4 1 Could/Can/May; right
2 at; mind
3 heard; surprised
4 for; Happy
5 got; Congratulations
6 sorry; awful/terrible/horrible
5 1 h 2 c 3 j 4 a 5 k 6 f 7 i 8 d 9 e

10Unit 1
© Copyright Oxford University Press
Independent External Evaluation Practice Test
Listening, pages 195–197
Task 1 $ 2.10
TRACK 2.10
1 4
Boy: Is it OK if I go out, Mum? I want to take some
more photographs for my school project.
Mum: You’ve taken a lot already, haven’t you, Darren?
Boy: Yes, I’ve got plenty of the church, but you know
the footbridge near it? I walked across it yesterday,
and on the other side of the river there’s a house I hadn’t
noticed before. It’s perfect for my project, so I want to
take some photos of it.
Mum: OK. See you later.
2 and for transporting goods, but of course they aren’t
Girl: We had a school trip to a really interesting
museum this afternoon. It was good fun – not like our
last trip and all the statues! I loved the video
showing how things grow. There was also a model of
the city which I wanted to see, but there was a long
queue, so I didn’t bother.
3 country were constructed, with the aim of making it
Boy: I left my mobile in your shop this morning. I
tried on some jeans, so it may be in the changing
room.
Shop assistant: I’ve just been in there, and I’m afraid it
isn’t there. Where else did you go?
Boy: I looked through those sweaters, and I came to
the till to pay.
Shop assistant: I would have noticed it if you’d left
it by the till. Oh, look – is that it on the shelf beside
the sweaters?
Boy: Oh yes! That’s great. Thank you.
4 to breathe at such high speeds, so they were scared
Woman: Excuse me, could you tell me the way to the
art gallery, please?
Man: The best way is to walk straight ahead until
you come to the post office. Carry on, and take the first
right. Keep going, past the library and some small
shops. You’ll see the gallery across the road. The
building used to be a shoe factory, so be careful you
don’t walk straight past it. 5
Woman: This city isn’t easy to get around in. Public
transport could be better – often the buses and
trams are delayed and crowded. Having a car isn’t
much help, as the roads are so busy, so I normally cycle.
I don’t really enjoy it, because of all the traffic, but it’s
the quickest way to get around.
6
Woman: Do you still work in the library, Jerry?
Man: Yes, but I’m hoping to leave soon. I’ve applied for
a job in a bank.
Woman: Would you enjoy that?
Man: I’m not sure, but the salary is better. I’d really like
to be a teacher, but I need to go back to university
© Copyright Oxford University Press
1 B
2 C
3 A
A
5 B
6 C
Task 2 $ 2.11
TRACK 2.11
Today I’m going to talk to you about the earliest
railways in Britain. Railways now play a very
important role in everyday life, both for passengers
very old. For hundreds of years, most people had to
walk. The fastest way of travelling was on
horseback, but only a small number of people could
afford horses.
In the eighteenth century, the first canals in the
easier to move goods from place to place by boat.
The canals were of great value to industry, until the
railways opened, and then canals were hardly used.
The first major railway line in Britain opened in
1830, between the two big cities of Liverpool and
Manchester in the north of England. Soon there
were major lines linking cities all over the country.
Trains travelled at almost a hundred kilometres an
hour – much faster than anyone had ever
experienced. Some people thought it was impossible
to travel by train.
There were also fears about the effects of trains
on nearby animals: even some scientists thought that
cows would stop producing milk, or the smoke
7 F
8 F
9 F
10 T
11 T
Independent External Evaluation Practice Test 61
Task 3 $
Reading, pages 198–204
2.12
TRACK 2.12
Task 4 Task 5
Interviewer: My guest today is Dr Sarah Kiley, a 17 G 22 C
specialist in food and diet. Dr Kiley, is it true that 18 B 23 D
British teenagers eat more snacks between meals than 19 E 24 A
any other nation in Europe? 20 C 25 B
Dr Kiley: I’m afraid so. The figures come from a survey 21 F 26 C
of over 200,000 teenagers from cities, towns and
villages all around the country, following an earlier
survey of younger children. The aim was to find out Task 6 Task 7
about eating habits. The answers show that 60% of 27 G 33 G
teenagers eat snacks between meals. 28 F 34 E
Interviewer: Is that a worry? 29 E 35 C
Dr Kiley: Snacking itself isn’t the problem, especially 30 D 36 F
if it’s only once or twice a day, but what worries me is 31 A 37 B
that teens don’t snack on fruit or vegetables – even
32 B 38 A
those
who know what’s healthy. Most eat unhealthy food,
Use of English, pages 205–206
such as crisps and chocolate bars.
Interviewer: That can’t be good. Task 8 Task 9
Dr Kiley: It really isn’t. Some fill themselves up on 39 B 49 C
snacks and then don’t eat their main meal. That’s a 40 D 50 D
problem, because we mostly eat healthy foods, like 41 A 51 D
fruit and vegetables, as part of a main meal. So if 42 A 52 A
someone doesn’t have dinner, they’re missing out on 43 C 53 B
vitamins, which are important for growth. And 44 D 54 C
snacking can make them overweight. 45 B 55 A
Interviewer: What can we do about this? 46 C 56 D
Dr Kiley: We can’t really try to control everything 47 A 57 D
young people eat. But we can help set up a good 48 D 58 B
environment for them, most importantly by schools
teaching all Writing, page 207
their students about food and diet. Some experts
believe it would be helpful if the government Task 10
stopped advertisements for unhealthy food, though I 59 Students’ own answers
don’t think that would be very successful. For guidance on the assessment of writing, see page 6.
Interviewer: Do parents have a role?
Dr Kiley: Yes, of course. If they know enough about
preparing healthy meals, they can teach their children
to cook. It’s best if both parents and children eat
healthily. Unfortunately, many parents don’t know
enough about healthy eating themselves, but what all
parents can do is to reduce the amount of pocket
money they give their children. We know from the
questionnaire that too much of it gets spent on
unhealthy snacks, so this could really make a
12 A
13 B
14 C
15 A
16 C
62 Independent External Evaluation Practice Test
© Copyright Oxford University Press