English

Paper
Test Answer Key

CEFR: A2
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Final score:
 (45 Minutes) READING ANSWER KEY

Section 1 Section 4
Strategy: Read short texts and identify the Strategy: Read incomplete texts and
main theme. demonstrate a level of comprehension by
completing with phrases from a list.
1. healthy lifestyles
2. Anna 1. is going to
3. Ely 2. we’ll have
4. Anna 3. I’ll try to
5. Ely 4. a lot
5. will tell
Section 2
Strategy: Match images to their Section 5
descriptions to show detailed Strategy: Read incomplete texts and
understanding. complete them with words from a
vocabulary list.
1. c
2. d 1. Pick up
3. f 2. have
4. a 3. park
5. b 4. drive
5. be
Section 3
Strategy: Read more complex texts to Section 6
understand specific information and Strategy: Read short texts and fill in blanks
author’s opinion. using a word from a preselected list of
terms.
1. 2
2. 1 1. a
3. 2 2. a lot of
4. 2 3. much
5. 1 4. the
5. a

Reading 2020-21
 (30 Minutes) WRITING ANSWER KEY

Section 1
Strategy: Write a text in response to a
given formula. About 50 words. (Use rubric
provided.)
Grammar precision 2.5 points
Check the use of going to, gerunds, articles,
and adjectives.
Vocabulary range 2.5 points
Make sure they include at least 5 words
related to the environment and ecological
issues in their writing.
Correct punctuation 2.5 points
Check that sentences are clearly separated
and full stops, question and exclamation
marks, capital letters, and commas are
used properly.
Text flow and fluidity 2.5 points
Look at how the ideas are presented making
sure they flow smoothly, and they are easy
to read and understand.
Coherence and cohesion 2.5 points
Check that sentences are connected to one
another. Make sure ideas are related to the
topic.
Sample text:
I’m very glad you are enjoying your holiday.
I am going to go Centre Parcs for the
holidays. It is a natural reserve. I am going
to do some canoeing, swimming, and
climbing. There are some archery fields. I
think I’m going to join some archery classes.
It will be fantastic!
Section 2
Strategy: Free choice of questions from
preselected themes and writing of
corresponding to text type. About
50words. (Use rubric provided.)
Grammar precision 2.5 points
Check the correct use of present, future
tense, gerunds, and modals depending on
the task chosen. Check the correct use of
negative forms.
Vocabulary range 2.5 points
Make sure they use 5 or more words related
to the topic of their choice and that they are
correctly spelled.
Correct punctuation 2.5 points
Check that sentences are clearly separated
and full stops, question and exclamation
marks, capital letters, and commas are
used properly.
Text flow and fluidity 2.5 points
Make sure they choose the correct
format for the corresponding text type:
comparison, description, advice etc., and
that ideas flow smoothly making it easy to
understand and follow.
Coherence and cohesion 2.5 points
Check that sentences are connected to
one another in a logical way and that they
have continuity. Check that at least two
connectors are used.
Sample text:
Are you having problems with a neighbor?
You should find a friendly way to solve it.
You shouldn’t shout or use bad words. For
example, if they make noise, you should
ask them politely to stop. You can also try
to do something nice to them before you go
to complain.

Tips for Writing

Learners need to calculate time to complete the Writing.
Learners should aim to write the required number of words and make sure that they don’t
leave out important information.

Writing 2020-21
 (30 Minutes) LISTENING ANSWER KEY

Section 1 Section 4
Strategy: Identify key information in a Strategy: Listen to more complex
conversation or monolog and choose the recording in order to understand detailed
correct picture. information and characters’ opinions.

1. hoodie 1. c
2. selfie stick 2. e
3. sunglasses 3. i
4. tent 4. a
5. telescope 5. g
6. d
Section 2 7. f
Strategy: Listen to simple conversation 8. h
and identify the main message of each 9. b
one. 10. j

1. True
2. False
3. False
4. True
5. True

Section 3
Strategy: Listen to monolog and complete
transcriptions.

a. spent
b. wasted
c. collected
d. saved, purchase

Listening 2020-21

Section 1
1. Have you thought about what to buy for your
son’s birthday? If you haven’t bought anything yet,
this thick and durable hoodie will be perfect. Your
teenager will love it so much that he will never take
1 it off. It is only £45.50.
2. Has your daughter asked you for a selfie stick?
It will help her take great photos for Facebook and
Instagram. Get it for just £23.
3. Haven’t you bought your teenage son a birthday
present yet? He will love these sunglasses. They will
be perfect for sunny summer days.
They only cost £95.
4. If you haven’t gone camping yet, you should try
it. Your whole family will love this wonderful tent.
It makes a fantastic birthday present. It can resist
extreme weather conditions in the forest and in the
mountains. It is £120.
5. Do you want to give your child a really special
gift, but haven’t found it yet? You can stop looking
now. This telescope is powerful enough to see the
moons of Jupiter. Only £150.
6. Your teenager can relax, sleep, study and watch
TV in this amazing chair. We have designed it for
their comfort and safety and they will feel like they
are sitting on a cloud. Just £69.99.
Section 2
Interview 1
Reporter: Excuse me, sir. Can I ask you a question?
Can you tell me why we buy more stuff than we
need? Why do we like going shopping?
2 Shopper 1: Wow, that’s a good question. Well, I
think that we buy more because it makes us happy.
We are happy when we own things.
For example, I have already bought a watch today
and I feel happy.
Reporter: And do you really need a new watch?
Shopper 1: Not really. I already have a lot of watches
at home, but I just bought another one because it
makes me happy. It’s very strange, haha!
Interview 2
Reporter: Excuse me, madam. Can I ask you a
question? How many things have you bought
today?
Shopper 2: Well, I’ve already bought a pair of jeans
and a gorgeous necklace.
Reporter: Can you tell me, why you think we buy
more stuff than we need?
Shopper 2: What a question. I think there are two
reasons. The first reason is that shopping makes us
feel safe and satisfied. We think that if we have
more things, we will have a more secure life and
future.
The second is maybe that we want to impress
other people. We want to show off about our
possessions.
People can see that we’re successful and have
money to spend.
Interview 3
Reporter: Excuse me, madam. Have you finished
shopping for today?
Listening 2020-21
LISTENING AUDIOSCRIPTS
Shopper 3: No, I haven’t. I’ve already bought some
perfume, but I still need to get a book.
Reporter: Can you tell me why you think we buy
more stuff than we need?
Shopper 3: Oh wow, what a difficult question. I think
that maybe advertising controls our minds.
Everyday advertising on TV or the radio sends us
messages to buy things, and we believe what they
say and buy what they sell. I haven’t really thought
about this much, but I know I sometimes buy things
I don’t really need.
Section 3
a. She’s spent millions of dollars on handbags.
3 b. He’s wasted all his savings this year.
c. I’ve collected stamps since I was a child.
d. I have always saved money because I want to
purchase a house.
Section 4
4 Conversation 1
Guillermo: What’s wrong, Sara? You look worried.
Sara: I am worried, Guillermo. I’ve been spending
too much money this year. I have to pay the
personal trainer at the gym, buy pills to lose weight,
and go to the spa. It just adds up to too much
money in one month. What can I do?
Guillermo: You should control your monthly
expenses. Instead of buying pills and going to the
spa, you should save that money. You don’t need
those things.
Sara: Thank you. I’ll take your advice.
Conversation 2
Jo: Harry, what’s wrong? You look worried.
Harry: I’ve been thinking about money. Last year I
saved a lot of money, but this year I have spent a
lot.
Jo: How come?
Harry: I’ve been spending money on silly things. I’ve
bought expensive jackets, ties and shoes that I
really don’t need.
Jo: Take my advice, Harry. You should carry a
notebook with you and write a list of the things you
actually need and don’t buy anything else. It will
help you to control your expenses.
Harry: Wonderful idea. Thank you, Jo.
Conversation 3
Leonardo: Mum, could you give me some more
pocket money? I’ve spent all of it this week.
Mom: I know that you have been spending all your
pocket money on video games and fast food.
So, Leonardo, whether you like it or not, we won’t
give you more money.
Leonardo: But you must give me more. It is a
parent’s responsibility to support their children.
Mom: Well, you should work for your money the
same as we do. So, if you want more money, then
you need to wash the dishes and take the trash out.
Also, you need to get good grades like your sister.
Leonardo: What?
 (15 Minutes)
Section 1
Strategy: Answer questions about
personal or factual information. (Use rubric
provided.)
Answers will vary.
Make sure the students take turns to answer
what it was asked in a clear and simple way
using simple phrases and sentences using
the correct grammatical structures for a full
5 marks.
Section 2
Strategy: Briefly describe an image or
photograph provided by the evaluator. (Use
rubric provided.)
Answers will vary.
Give students turns to use relevant vocabulary
about the picture using simple terms and the
correct grammar. Also, they should describe
or say at least 5 different sentences or
phrases about the photograph for full marks.
Tips for Speaking
There are three possible modalities for this section:
1. In pairs, face-to-face with a teacher.
2. In pairs, remotely with a teacher.
3. If any of the previous is possible, an individual learner can record voice messages or
videos and send them to the teacher.
Speaking 2020-21
SPEAKING ANSWER KEY
Section 3
Strategy: Respond by making suggestions
and discussing alternatives. (Use rubric
provided.)
Answers will vary.
Work on creating a dialog between each pair
of students. Make sure they use the correct
grammatical structures for each question
such as modals for advice, present tense,
imperatives, conditionals and the correct
use of conjunctions and prepositions for full
marks.
Section 4
Strategy: Talk about likes, preferences,
opinions, and habits. (Use rubric provided.)
Answers will vary.
Work on creating a dialog between each
pair of students. Check that students use
relevant vocabulary to the questions such as
shopping and money. Also, make sure they
use correct grammatical structures (present
tense, comparatives, modals, adjectives) for
full marks.
COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES

Level A2 Descriptors
• Can use and understand everyday expressions of frequent use related to
relevant experience (basic information about themselves and their families,
shopping, places of interest, jobs, etc),
• Can communicate in simple and daily tasks that involve simple and direct
information about familiar situations.
• Can describe in simple terms aspects of their past and their surroundings, as
well as issues related to their immediate needs.

Reading
• Can read short texts and identify the main theme.
• Can match images to their descriptions to show specific understanding.
• Can read more complex texts to understand specific information and the author’s
opinion.
• Can read incomplete texts and demonstrate a level of comprehension by completing
with words, phrases, or sentences from a list.
• Can read incomplete texts and complete them with words from a list of vocabulary.
• Can read short texts and fill in blanks with a word from a preselected list of terms.

Writing
• Can write a text in response to a given formula (e.g. answer to an email).
• Can write texts from a free choice of questions from preselected themes with their
corresponding text type.

Listening
• Can identify key information in a conversation or monologue and choose the correct
picture.
• Can listen to simple conversations and identify the main message of each one.
• Can listen to a monologue and complete transcriptions.
• Can listen to a more complex recording in order to understand detailed information and
characters’ opinions.

Speaking
• Can answer questions about personal or factual information.
• Can briefly describe an image or photograph provided by the evaluator.
• Can respond with suggestions and discuss alternatives.
• Can talk about likes, preferences, opinions, and habits.
In the following list, you will find the Grammar Structures and Vocabulary, appropriate to
the A1 level according to the Common European Framework of Reference (CEFR), that are
included in this test. You are provided with a reference of the section in which each of them
appears (Reading / Listening) or is expected to be used (Writing / Speaking).

Exam
Skill Grammar Structures and Vocabulary
section (s)
Reading Grammar Structures
Adverbial phrases of time, place, and frequency 4, 6
Adverbs of frequency 1, 5
Adjectives – comparative, – use of than and definite article 1, 3
Countable and Uncountable 3
Modals – have to – should 1, 5
Future simple with will 2, 4
Be going to 2, 4
Past simple 6
Imperatives 5
Adjectives 1, 3
Countable and uncountable: much, many 3, 4, 6
Vocabulary
healthy habits 1
shopping 3
rules 5
environment 2
food 4, 6
cultural differences 4, 6

Writing Grammar Structures

Present continuous 1
Simple present 2
Adjectives 1, 2
Modals: should/shouldn’t/can/can’t/have to 2
Future simple 1, 2
Be going to 1, 2
Vocabulary
environmental holidays 1
model citizens and social organisations 2
neighbours and problems 2

Listening Grammar Structures

Present simple 1, 2
Present perfect 1, 2
Modals: should/shouldn’t/have to 1, 4
Future simple with will 1, 2, 4
Past simple 3
Countable: much, many 4
Vocabulary
shopping and money issues 1, 2, 3, 4
Speaking Grammar Structures
Frequency adverbs (always, usually, etc) 1, 3, 4
Modals: should/shouldn’t/can/can’t/have to 3
Past simple 1
Present simple 2, 3
Adjectives – comparative – use of than and definite article 1, 2, 3, 4
Adjectives – superlative – use of definite article 1, 2, 3, 4
Vocabulary
personal information 1
shopping 1, 2, 3
neighbours 2

LEVEL A2
Suggested Curriculum Structure (Mallas de Aprendizaje)

• Participate in short • Write short and simple • Give and receive

conversations sharing
information about
themselves, familiar
people, places, and
events.
• Orally describe people,
activities, events, and
personal experiences.
texts about familiar actions,
experiences, and plans.
• Understand the main idea
and some details related
to activities, places, and
people in short descriptive
texts.
• Identify specific information
related to objects, people,
and actions.
instructions,
recommendations, and
suggestions.
• Describe actions related
to their family or school
environment.