Test 1

I am listening.
You will hear a number of different recordings and you will have to answer questions on what you hear.
There will be time for you to read the instructions and questions and you will have a chance to check your work.
All the recordings will be played once only.
The test is in four sections.
Write all your answers in the listening question booklet.
At the end of the test, you will be given 10 minutes to transfer your answers to an answer sheet.
.Now turn to section one on page two of your question booklet.

Section one. You will hear a man phoning to ask about a festival in a town called Beechen.
First you have some time to look at questions 1 to 6 on page two.

You will see that there is an example that has been done for you on this occasion.
Only the conversation relating to this will be played first.
…………………………………………………………………………………………………
Speaker 1: Beechen and festival office.

Speaker 2 [00:01:49] Oh, hello. I want to check some details about the festival. I know tickets are running out fast
and I haven't got access to the Internet at present. My computer's down.

Speaker 1 [00:02:00] Okay, well, the first activity is on June the 19th at 7 p.m., and it's a concert with local
musicians performing.

Speaker 2 [00:02:09] Hmm. Lovely.

The activity on June the 19th is a concert. So concert has been written in the space.
Now we shall begin.
You should answer the questions as you listen, because you will not hear the recording a second time.
Listen carefully and answer questions 1 to 6.
……………………………………………………………………………………………….
Speaker 1: Beechen and festival office.

Speaker 2 [00:02:40] Oh, hello. I want to check some details about the festival. I know tickets are running out fast
and I haven't got access to the Internet at present. My computer's down.

Speaker 1 [00:02:50] Okay, well, the first activity is on June the 19th at 7 p.m., and it's a concert with local
musicians performing.

Speaker 2 [00:02:59] Hmm. Lovely. Is it in the theater, like last year?

Speaker 1 [00:03:03] Yes, that's right. And for the next activity on the 20th, the times changed.

Speaker 2 [00:03:09] Is that the tour?

Speaker 1 [00:03:10] Yes. Now, it does say on the tickets that it's a 3: 40 start, but that's an error. There wasn't
time to update them, unfortunately. So it should say 4: 30 instead. The correct time is on the website, though.

Speaker 2 [00:03:25] Oh, right. Because one of my friends wants to go on there to see Beach with an expert and
find out about the town and its history. Does she need to get a ticket in advance?

Speaker 1 [00:03:35] No. Just turn up at the station where the guide will be waiting. They'll start from there. And
I think the plan is to stop for a break in the park. And there's no charge for the tour. And the tour will finish with a
visit to the 16th century mill where they used to make flour. It's recently been restored.

Speaker 2 [00:03:53] Fine.

Speaker 1 [00:03:54] And then on the 21st, there's an all day event for children.

Speaker 2 [00:03:57] Oh, that could be good for my visitors. They're bringing theirs, you see.

Speaker 1 [00:04:02] Right. Well, the plan was to have a painting competition for the kids, but it's now going to
be cooking instead. And there'll be prizes for all the different age groups.

Speaker 2 [00:04:12] Oh, great.

Speaker 1 [00:04:13] And it's in beach and community center.

Speaker 2 [00:04:15] Oh, yes, I know where that is.

Speaker 1 [00:04:17] They don't need to bring any ingredients, but they'll need to have a plate to put whatever
they've made on so they can display it and then take it home.

Speaker 2 [00:04:25] Sounds good. And are they going ahead with the fireworks in the evening? Or is that
canceled? There was an article in the paper after last year's display which suggested it might not be happening
again.

Speaker 1 [00:04:37] That's right. No, that's still on. It's getting more popular each year and having it in the town
square was starting to be a bit difficult because of the numbers, which is why it's next to the river this time. It'll be
easy for large numbers of people to get to.

Speaker 2 [00:04:53] Yes, of course. I'm sure there's lots to look forward to.
…………………………………………………………………………………………………………..

Before you hear the rest of the conversation, you have some time to look at questions 7 to 10 on page two.
Now listen and answer a question 7 to 10.
…………………………………………………………………………………………………………..

Speaker 2 [00:05:35] Okay. Now, I just want to check how it's going to impact on me as a local resident. I mean,
some people last year thought it was too noisy at night.

Speaker 1 [00:05:45] Yes, I know. And that's why this year, evening events won't go on beyond 11:15. Now, I
know previously some activities lasted until 11: 45. And the new time applies now to all the events every evening.

Speaker 2 [00:06:00] Okay.

Speaker 1 [00:06:01] And another change perhaps you know about this already is that because of high visitor
numbers, parking in the town center isn't going to be allowed. It'll be outside town.

Speaker 2 [00:06:12] Oh, yes. To keep the streets clear, I suppose, for all the visitors. I did know, actually. And it's
not really going to be a problem for me, right? I mean, I could just walk into town from my home.

Speaker 1 [00:06:24] Okay. Well, anyway, if you want to check any more details about the festival, once you're
back online, you can look at www dot events dot com, and you'll be able to comment on what activities you
enjoyed and what would really help the organizers would be if people could use the Website to give feedback
about what they enjoyed and that kind of thing. This will help them plan for next year.

Speaker 2 [00:06:51] That's probably a good idea. And with pricing, I know local residents.

----------------------------------------------------

That is the end of Section one. You now have half a minute to check your answers. Now turn to section two on
page three.
Section two, you'll hear a tour guide talking to some tourists who are going on a walking holiday in Spain.
First you have some time to look at questions 11 to 14 on page three.
Now listen carefully and answer questions 11 to 14.

Speaker 3 [00:08:31] Well, good evening, everyone. My name's Gary Payne, and I'll be the leader for your
walking holiday in Spain. And the purpose of this evening's meeting is for us all to get to know each other in
advance and for you to ask any questions you may have about the holiday. So I'll begin by telling you a little bit
about what to expect.
Now, the ferry crossing from England to Santander in Spain takes about 24 hours. We'll be sailing on the Prince
Regent, which was first launched in the 1980s, as well as the crew of 160. It can accommodate about 2000 people
and 600 cars and its sales at an average speed of 37 kilometers an hour. There'll be an on board map on one of the
decks which charts the ship's progress during the voyage. Although our mini bus will be on one of the vehicle
decks in the boat, access to these decks is prohibited during the crossing. So when you leave our bus, you'll have
to take everything that you're likely to need with you, like toiletries or books and magazines. In fact, it's probably a
good idea to put these things in a separate bag beforehand. You shouldn't need snacks on board as meals are
provided, and they're quite substantial. And if you don't feel well or get a headache, you can get tablets from me. I
always carry an adequate supply.
Now, once we're in Spain, we'll be based at a hostel in a small village called La Vega de la Barna, about 120
kilometers from Santander. It's a very picturesque area that's retained a lot of its traditional industry and culture.
The hostel accommodations fairly simple. There are bunk beds and each room holds 4 to 8 people. But the
bathrooms and showers are of a high standard. The hostel residents have the use of tennis courts nearby. If you
feel like a game, we'll be given breakfast and an evening meal at the hostel. In general, the hostel is relaxed, but
there are a few rules which the owners enforce strictly. Smoking is not allowed anywhere inside the building and
food and drink is banned in the dormitories. Any chairs or tables which you take outside into the gardens must be
returned every evening to their original place. And finally, the doors are locked after midnight, out of
consideration for other guests who are trying to sleep.

Before you hear the rest of the talk, you have some time to look at questions 15 to 20 on page four.
Now listen and answer questions 15 to 20.

Speaker 3 [00:11:32] Now that's enough about travel and accommodation. But before I move on, I should say
something briefly about equipment. There's a list in the guide book you've been sent, but I'll just elaborate on one
or two items. First boots. Make sure that the ones you bring have thick soles. That's the most important thing.
Don't bring trainers for walking in. Apart from anything else, they're dangerous because they slip. It's important to
bring spare socks then about waterproofs. I'd strongly advise you not to come with anything heavy, you know,
with a thick lining. The ideal things are those lightweight ones because they fold up small, and although they do
keep the wind out, they don't make you too hot. Right
Next, sun cream. This is absolutely essential. And regarding the strength. Make sure you get what's known as
Total BLOCK. Even factor 25 isn't good enough for those latitudes in July. Then let's see. Bring a folder to keep
your map and other papers in. You know, one of those plastic ones. It's not very likely to rain, but if it does, you'll
find it soaks everything. So that's the practicalities over.
Now, let me tell you a little bit about the area in Spain where we'll be walking the Picos de Europa. It's a very
popular area for tourists because of its spectacular peaks, although they're only 25 kilometers from the sea. The
highest peaks are more than 2600 meters high and have year round snow caps on the highest peaks. You've got
alpine plants that are only free of their snow cover for a few months a year. Then you've got Meadows that are full
of wildflowers at certain times of the year. Then the northern slopes are covered by woodlands, giving homes to
rare species such as wolves and bears. And because of the variety of plant life which survives in that part of
Europe due to the traditional way of life. There you.

----------------------------------------------------

That is the end of section two.

You now have half a minute to check your answers.
Now turn to section three on page five.
Section three.
You will hear two students called Sally and Steve discussing Sally's project on peer assessment, a system where
students mark each other's work.
First you have some time to look at questions 21 to 24 on page five.
Now listen carefully and answer questions 21 to 24.

Speaker 1: I can't believe you're still in the library, Sally. You've been here all day. Are you still working on your
peer assessment project?

Speaker 4 [00:15:25] Hi, Steve. Yes, I'm still here, and I'm nowhere near finished. I'm still processing the reading
I've done on peer assessment. I'm interested to see if students mocking each other's work is beneficial. I know a lot
of the other students are pretty skeptical about its value as a way of assessing their performance. They think the
tutors are in favor of it because they don't have to spend so long marking beside disagree. I think we can learn a
great deal from it. Yes, I can see one advantage being that it saves time spent going over things in class.

Speaker 4 [00:16:00] Well, initially it doesn't seem to work that way, and it can be quite a time consuming
business because sometimes things have to be marked again if the teacher thinks the student's assessments aren't
reliable. The real game is the fact that the students learn to stand back and assess their own assignments
objectively because they're much more familiar with the marking system.

Speaker 1 [00:16:22] Yes, I can see that. It gives them an opportunity to reflect on their own performance.

Speaker 1 [00:16:28] And how do they feel about having another student mark their work?

Speaker 1 [00:16:32] Is that good for rapport?

Speaker 4 [00:16:34] In some cases, yes. In some cases, no. I think more research is needed to answer that
question.

Speaker 1 [00:16:41] What happens if a tutor notices that the marks for a particular assignment seem wrong?

Speaker 1 [00:16:47] Should the students mark them again?

Speaker 4 [00:16:49] That might not make any difference. So in that case, the tutor would have to remark all
those assignments and then go through the marking criteria really carefully with the students on the next
assignment with some sample answers. Right. I've been reading about a research project on peer assessment. The
researchers invited a group of students from two different universities to attend a one day conference. They also
invited some university lecturers to attend. Each student gave a short presentation on a project of their choice.
Each of these presentations was assessed individually by all the participants, both students and lecturers, to
support their marking. They used a set of assessment guidelines that had been prepared the day before by a
random selection of students.

Speaker 1 [00:17:42] Before you hear the rest of the discussion, you have some time to look at questions 25 to 30
on page six. Now listen and answer our questions. 25 to 30. So were the student markers reliable?

Speaker 4 [00:18:30] Well, comparisons were made between certain categories of student markers and the group
as a whole, including the lecturers. The findings showed that there were some variations in the way different
groups marked gender did come into play. For example.

Speaker 1 [00:18:46] I expect the male students were more generous when marking female presenters. Were
they?

Speaker 4 [00:18:51] Quite the reverse, actually. They were harder on the female presenters than on the males,
which wasn't what I'd expected either.

Speaker 1 [00:18:59] Did female students show any bias towards male presenters?

Speaker 4 [00:19:03] Interestingly, not.

Speaker 1 [00:19:05] So. Does that suggest women are fairer and more reliable markers than men?
Speaker 4 [00:19:09] Well, I wouldn't go that far. It's only a small sample. But significantly, the results showed
that when women marked other women, this didn't affect the grades they gave. Mm.

Speaker 1 [00:19:22] What about age? Were you able to come to any conclusions about that?

Speaker 4 [00:19:26] Yes, because we had some mature students presenting and we found the marks awarded to
them by their younger peers. Well, rather more generous.

Speaker 1 [00:19:34] Oh, well, I wonder why that is. Now, you said there were groups of students from two
universities. Did they tend to favor students making presentations from their own universities?

Speaker 4 [00:19:46] It didn't seem to influence marking one way or the other, which is quite encouraging. We've
been interested to see if students personal relationships affected their objectivity. One striking variation, though,
was in the students who'd been asked to help devise the criteria for the marking scheme. They were actually the
toughest markers of all, marking consistently below the tutors.

Speaker 1 [00:20:09] Really? Well, it sounds as if it's generated lots of useful data. I expect you. We have a debt.

----------------------------------------------------

That is the end of Section three.

You now have half a minute to check your answers.
Now turn to section four on page seven.
Section four.
You will hear part of a linguistics lecture about a language called Bish Llama that is spoken in the Pacific Islands.
First, to have some time to look at questions 31 to 40 on page seven.
Now listen carefully and answer questions 31 to 40.

Speaker 5 [00:22:18] Good morning and welcome back to the series of linguistics lectures. Today I will be
talking about the language Bish Llama, which is a form of pidgin English. Linguists use the term pidgin to
describe new languages that are created by combining two or more existing languages, often in a simplified form.
The study of pidgin languages is important because it provides us with information about language change and
modification. The Pidgin English known as Bish Llama, is used in the South Pacific nation of Vanuatu, a group of
islands where 81/1 languages are still regularly used by the local people. There are a further 17 local languages
that are in danger of dying out and eight that have been identified as extinct. This gives a total of 106/1 languages
in all, a very high number for a small country with a population of just 200,000 people. Then thinking about
foreign languages. English is the most important and has official status, largely because it is the medium for all
education purposes. However, it has been lamented as the most widely spoken language in the country, used
regularly by more than 90% of the population. We should note here that in earlier times some people had negative
feelings towards the language. In fact, for many years it was commonly referred to as a broken language, and its
use was discouraged. But attitudes have changed dramatically. And today the people of Vanuatu are very proud of
this unique language. It is only when we understand the historical context that we can comprehend just why
Bishop Palmer developed in Vanuatu. The first form of pidgin English in this region can be traced to around 1800
when foreign traders arrived and local people were recruited to work as sailors. On board multilingual ships, there
was an obvious need for a common tongue and pidgin English was born this early former bush llama continued to
spread as trade in the Pacific developed in sandalwood and other local commodities. Then from about 1860, a lot
of people from Vanuatu traveled to Australia to work on the new plantations as laborers again because of the
multilingual nature of these workplaces. It was very important to have a common language. Finally, in modern
times, there have been other pressures that have maintained the need for a common language like many other parts
of the world from about the 1950s. Vanuatu experienced a significant migration of its people from small villages
into the city. And it has been here that Bulama has really established itself as the country's first language. So then
how can we describe the language itself? In general terms, pidgin languages can be defined as extremely simple
versions of the original language. However, this is not a satisfactory definition in this case, and linguists prefer to
describe Bulama as a developed pidgin because it has more rules and ideas than most simple pidgin languages
found in other parts of the world. Let's think first about the vocabulary, because Britain was the colonial power.
The majority of Bellamy's vocabulary is derived from English. However, some care needs to be taken here. For
example, the word from in Belgium can also mean because of. So we need to be aware that words can have a
wider range of meanings. Ambitious drama. Indeed, there are numerous other potentially misleading terms. And
English is not the only contributor to the vocabulary. Again because of the region's history. There are some words
around 5 to 10% that are derived from French. Then a relatively small number of words have been taken from
local Pacific languages. Usually this is the case where there is no English equivalent for naturally occurring
phenomena or to describe some aspect of the culture that is unique to the country. Finally, a word about grammar.
Although the vocabulary is based largely on English, it's important to note that the grammatical structure of llama
is derived from patterns common in the local languages of Vanuatu. So for example, there are two distinct
pronouns meaning we. One means I and you. And another means I. And some others. But not you. Sounds
confusing in English, but in the local languages. Such distinctions are common. A different example concerns the
word long. It is almost the only preposition and best lama and may be used in place of a whole range of English
words such as at two with on, in and so on. Well, that is the end of the formal part of the lecture. If you have any
questions now, I'll be most happy to.

That is the end of Section four.

You now have half a minute to check your answers.
That is the end of the listening test.
You now have 10 minutes to transfer your answers to the listening answer sheet.
You have 2 minutes left.
You have one minute left.
Please stop writing and wait for your question booklet to be collected.

Section 1:
Vocabulary Word Word Form Vietnamese Meaning
Cohesion Noun Liên kết
Ambiguity Noun Sự mơ hồ
Relevance Noun Tính liên quan
Prerequisite Noun Điều kiện tiên quyết
Synthesize Verb Tổng hợp
Elaborate Verb/Adjective Tường minh / Tinh tế
Discourse Noun Lời nói, bài thuyết trình
Paraphrase Verb/Noun Diễn đạt lại / Bản diễn đạt lại
Inference Noun Sự suy luận
Connotation Noun Ý nghĩa liên tưởng
Clarify Verb Làm rõ, giải thích
Discrepancy Noun Sự khác biệt, sự không phù hợp
Coherence Noun Sự liên kết
Explicit Adjective Rõ ràng, tường minh
Implicit Adjective Ngầm định
Contextualize Verb Bố trí trong ngữ cảnh
Deduction Noun Sự suy luận, suy đi
Infer Verb Suy luận, kết luận
Premise Noun Tiền đề
Synonym Noun Từ đồng nghĩa

Section 2:
Vocabulary Word Word Form Vietnamese Meaning
Endeavor Noun/Verb Sự cố gắng, nỗ lực
Traverse Verb Đi qua, đi ngang qua
Inevitable Adjective Không thể tránh khỏi
Pristine Adjective Nguyên sơ, tinh khiết
Ubiquitous Adjective Phổ biến, khắp nơi
Aesthetic Adjective/Noun Thẩm mỹ, về mỹ thuật
Tranquil Adjective Thanh bình, yên tĩnh
Serene Adjective Trong lành, tĩnh lặng
Idyllic Adjective Lý tưởng, bình dị
Expedition Noun Cuộc thám hiểm
Immersion Noun Sự ngâm, đắm
Wilderness Noun Vùng hoang dã
Solitude Noun Sự cô đơn, sự tách biệt
Untamed Adjective Hoang dã, không bị thuần hóa
Majestic Adjective Tráng lệ, hùng vĩ
Breathtaking Adjective Đẹp đến ngỡ ngàng
Enchanting Adjective Hấp dẫn, mê hoặc
Rugged Adjective Gồ ghề, khó khăn
Unspoiled Adjective Nguyên vẹn, không bị hủy hoại
Flora and fauna Noun Thực vật và động vật
Section 3:
Vocabulary Word Word Form Vietnamese Meaning
Scrutinize Verb Nghiên cứu kỹ lưỡng, xem xét chi tiết
Proficiency Noun Sự thành thạo, tài năng
Assess Verb Đánh giá, định giá
Aptitude Noun Năng khiếu, khả năng
Impartiality Noun Sự không thiên vị
Cohort Noun Nhóm người cùng trình độ
Benchmark Noun Tiêu chuẩn so sánh, đánh giá
Correlate Verb Liên quan, có mối tương quan
Evaluation Noun Sự đánh giá, định giá
Validity Noun Tính hiệu quả, tính hợp lệ
Reliability Noun Tính đáng tin cậy
Norms Noun Quy tắc, tiêu chuẩn
Norm-referenced Adjective Liên quan đến tiêu chuẩn
Criterion-referenced Adjective Liên quan đến tiêu chí
Summative Adjective Tóm tắt, tổng kết
Formative Adjective Hình thành, phát triển
Authentic Adjective Xác thực, chân thực
Holistic Adjective Toàn diện, tổng thể
Rubric Noun Tiêu chí đánh giá
Pedagogical Adjective Liên quan đến phương pháp giảng dạy

Section 4:
Vocabulary Word Word Form Vietnamese Meaning
Linguistics Noun Ngôn ngữ học
Multilingual Adjective Đa ngôn ngữ
Pidgin Noun Ngôn ngữ giao tiếp
Commodity Noun Hàng hóa
Grammatical Adjective Về ngữ pháp
Local language Noun Ngôn ngữ địa phương
Pattern Noun Mẫu, mô hình
Migration Noun Di cư
Trader Noun Người buôn bán
Sailor Noun Thủy thủ
Developed Adjective Phát triển, tiến bộ
Vocabulary Noun Từ vựng
Structure Noun Cấu trúc
Phenomena Noun Hiện tượng
Culture Noun Văn hóa
Ambiguous Adjective Mơ hồ, không rõ ràng
Section 1 - Vocabulary Exercises:
1. Fill in the Blanks: Complete the sentences with the appropriate vocabulary words from Section 1.
a. The _______ of the essay was excellent; all the ideas flowed smoothly.
b. His writing often lacks _______; it's hard to follow his arguments.
c. The teacher asked the students to _______ the passage and find the main idea. d. The speaker used an _______
language that left some audience members confused.

2. Matching: Match the vocabulary words with their definitions.

o Vocabulary Words:
1. Cohesion
2. Ambiguity
3. Relevance
4. Prerequisite
5. Synthesize
o Definitions:
a. The state of being unclear or having multiple meanings.
b. The quality of being logically connected and making sense.
c. Something that must be completed or achieved before something else.
d. Combining information or ideas to create a new understanding.
e. The quality of being related or applicable to the topic.

Section 2 - Vocabulary Exercises:

1. Fill in the Blanks: Complete the sentences with the appropriate vocabulary words from Section 2.
a. The hike through the _______ forest was breathtaking.
b. She had an _______ for painting, and her artwork was truly enchanting.
c. The view from the mountaintop was so _______ that it left us speechless.
d. The _______ beauty of the natural landscape was truly idyllic.

2. Matching: Match the vocabulary words with their definitions.

o Vocabulary Words:
1. Endeavor
2. Traverse
3. Inevitable
4. Pristine
5. Ubiquitous
o Definitions:
a. The state of being everywhere or appearing in many places.
b. To make an effort or attempt to achieve something.
c. To move across or through a place or area.
d. Impossible to avoid or prevent.
e. In its original condition; unspoiled.

Section 3 - Vocabulary Exercises:

1. Fill in the Blanks: Complete the sentences with the appropriate vocabulary words from Section 3.
a. The teacher carefully _______ each student's performance to assess their progress.
b. The _______ of the assessment process ensures that it is fair for all students.
c. The _______ of the research project was to understand the impact of peer assessment. d. Students need to
demonstrate their _______ in multiple subjects to excel academically.
2. Matching: Match the vocabulary words with their definitions.
o Vocabulary Words:
1. Scrutinize
2. Proficiency
3. Assess
4. Aptitude
5. Impartiality
o Definitions:
a. The ability to do something well or skillfully.
b. To examine or inspect closely and thoroughly.
c. A natural ability or talent for a particular skill or activity.
d. The process of evaluating or judging someone or something.
e. Fairness and lack of bias in judgment.

Section 4 - Vocabulary Exercises:

1. Fill in the Blanks: Complete the sentences with the appropriate vocabulary words from Section 4.
a. Linguistics is the study of _______ and how languages evolve.
b. In a _______ society, people speak multiple languages fluently.
c. Pidgin languages often emerge in regions with diverse _______.
d. The _______ of the language evolved over time, influenced by local cultures.

2. Matching: Match the vocabulary words with their definitions.

o Vocabulary Words:
1. Multilingual
2. Pidgin
3. Commodities
4. Grammatical
5. Local languages
o Definitions:
a. Relating to the structure and rules of language.
b. Languages spoken by the people of a specific region.
c. Basic, simplified language used for communication between groups with different native languages.
d. Goods or products that are bought and sold.
e. Speaking, understanding, or using several languages fluently.

Section 1 - Vocabulary Exercises:

1. Fill in the Blanks: a. coherence b. cohesion c. synthesize d. ambiguous
2. Matching:
o Vocabulary Words:
1. Cohesion - The quality of being logically connected and making sense.
2. Ambiguity - The state of being unclear or having multiple meanings.
3. Relevance - The quality of being related or applicable to the topic.
4. Prerequisite - Something that must be completed or achieved before something else.
5. Synthesize - Combining information or ideas to create a new understanding.

Section 2 - Vocabulary Exercises:

1. Fill in the Blanks: a. pristine b. aptitude c. ubiquitous d. inherent
2. Matching:
o Vocabulary Words:
1. Endeavor - To make an effort or attempt to achieve something.
2. Traverse - To move across or through a place or area.
3. Inevitable - Impossible to avoid or prevent.
4. Pristine - In its original condition; unspoiled.
5. Ubiquitous - The state of being everywhere or appearing in many places.

Section 3 - Vocabulary Exercises:

1. Fill in the Blanks: a. scrutinized b. impartiality c. objective d. proficiency
2. Matching:
o Vocabulary Words:
1. Scrutinize - To examine or inspect closely and thoroughly.
2. Proficiency - The ability to do something well or skillfully.
3. Assess - The process of evaluating or judging someone or something.
4. Aptitude - A natural ability or talent for a particular skill or activity.
5. Impartiality - Fairness and lack of bias in judgment.

Section 4 - Vocabulary Exercises:

1. Fill in the Blanks: a. patterns b. multilingual c. cultures d. grammatical
2. Matching:
o Vocabulary Words:
1. Multilingual - Speaking, understanding, or using several languages fluently.
2. Pidgin - Basic, simplified language used for communication between groups with different native
languages.
3. Commodities - Goods or products that are bought and sold.
4. Grammatical - Relating to the structure and rules of language.
5. Local languages - Languages spoken by the people of a specific region.