MOCK TEST - TEACHER'S VERSION

GRAMMAR

1. If you want to learn English, you _____ speak your language in English lessons.
A) should
B) don’t have to
C) must
D) shouldn’t

2. He and his wife have lived next to me _____ their son, Tom, was born.
A) for
B) when
C) since
D) *

3. I _____ in London for eight years, and I don’t want to move.

A) live
B) lived
C) had lived
D) have lived

4. I’m _____. There’s nothing to do.

A) annoyed
B) interested
C) kind
D) fed up

5. “What are you doing tonight?” “I don’t know. I _____ out, or I _____ at home.”
A) will go / am staying
B) might go / might stay
C) am going / am staying
D) go / stay

6. “Goodbye, darling. I _____ phone as soon as I arrive.” “Thanks. Bye!”

A) can
B) will
C) am going to
D) might

7. I’m looking for yesterday’s newspaper. Did you throw it _____?

A) out
B) down
C) back
D) away

8. How do you _____ your parents?

A) look forward to
B) look up a word
C) get on with
D) look out
 MOCK TEST - TEACHER'S VERSION

9. I haven’t got time to fill in this form. I’ll fill _____ later.
A) it
B) it in
C) on it
D) *

10. She _____ off her horse and hurt her wrist.
A) put
B) turned
C) ran
D) fell

11. “I ___ my work if you___ me then. Thank you.”

A) won’t finish / don’t help.
B) haven’t finished / don’t help.
C) wouldn’t have finished / hadn’t helped.
D) don’t finish / won’t help.
E) didn’t finish / helped.

12. If you ___ harder last year you ___ English well now.
A) worked / had known
B) work / will know
C) had worked / would know
D) will work / know
E) would work / would have known

13. “I ___ the test yet today,” said Ann.

A) wasn’t given
B) hadn’t been given
C) am not given
D) haven’t been given
E) have been given

14. ___ about this film tomorrow.

A) It is an article
B) I be asked
C) I will be asked
D) I will be said
E) I couldn’t say

15. Tom: “Don’t forget to bring my book, Ann”. Tom asked Ann: ___ .
A) that she didn’t forget to bring his book
B) that she doesn’t bring his book
C) not to forget to bring his book
D) not to forget to bring her book
E) if she didn’t forget to bring the book

16. Jane asked Bob: “What did you buy yesterday?” Jane asked Bob what ___ .
A) he would buy the next day
B) he bought yesterday
C) he had bought the day before
D) he has just bought
E) his friend had already bought
 MOCK TEST - TEACHER'S VERSION

17. I can never find my books.

A) Neither can I.
B) Her too.
C) Neither does she.
D) I can’t too.
E) We can either.

18. _______ I didn’t know anybody at the reception, I had a good time.
A) In spite of that
B) Even so
C) Even if
D) Even though

19. _______ quickly you work, you’ll never catch up.

A) Although
B) even though
C) Moreover
D) However

20. He didn’t pass his driving test. He wishes he _____ it.

A) have passed
B) had passed
C) will pass
D) pass

LISTENING
 MOCK TEST - TEACHER'S VERSION

AUDIO HERE

Transcript: How to improve your memory

Mary: I’d like to welcome Charles Long to the studio today. Charles has just published an article
in New Science journal about memorisation. It’s all about how to make our memory function
better.

Charles, exam time is looming and there’ll be lots of teenagers tuning in today. Can you give us
some advice about improving our ability to memorise?

Charles: Hello! Yes, of course. I’d like to start by talking about the process of memorisation. It’s
vital that we understand the process if we want to make adjustments to the way we function.
We all use memory in the same way. It doesn’t matter whether you’re a student revising for
your finals or an adult standing in the aisle of a supermarket, trying to recall a particular item
from a grocery list.

Mary: Ha ha! That’s me. I always forget to take my list.

Charles: You and thousands of other people too, Mary. We learn to use our memory when we
are still at nursery school. Young children are naturally very good at working out how to
remember things. The tips I’m going to share today are based on the things we used to do to
help us remember when we were children. The process of memorisation occurs in two distinct
forms. Do you know what they are?

Mary: Are they ‘long-term memory’ and ‘short-term memory’?

Charles: That’s right! But these aren’t completely separate concepts. We use a combination of
both types of memory when we want to formulate our thoughts and recall information,
whether we’re trying to remember something from a decade ago or just an hour earlier.

Mary: So what tips have you got for improving the quality of our memory?

Charles: Right. Let’s start with ‘association’.

Mary: Association?

Charles: Yes. We can use word association to remember an idea or a concept. This means
choosing a word or phrase you associate with what you are trying to remember. The word
needs to be something familiar, that you come into contact with on a daily basis. So, for
example, you can use the name of your pet dog to remember a scientific equation. Try it! Read
the equation a few times and then say your dog’s name again and again. Later, in your science
exam, just recall the name and the whole equation should come back to you.

Mary: It sounds too good to be true! What else, Charles?

Charles: Visualisation is another trick we can use. So you have to visualise an image that is
connected to the thing you need to remember. For example, if you want to remember the date
that the Berlin Wall came down, you might visualise a picture of a wall with the date written on
it in graffiti. The image of the wall becomes an important part of what you will remember. You
can use several images in a row to remember things like information in a text or a list of
ingredients for a recipe.

Mary: Yes, that makes sense.

Charles: Singing can help with memorisation too.

 MOCK TEST - TEACHER'S VERSION

Mary: Singing?

Charles: Yeah. So instead of reading a text aloud, you sing it. Singing is one of most effective
and earliest memory tricks that are used for learning new concepts. I used to ‘sing’ lists of
historical facts and dates. It works.

Mary: And did you have to sing aloud in your history exams?

Charles: Not aloud! But I did used to sing in my head. And I always got good marks for history.

Mary: Any more tips, Charles?

Charles: Yes! I’ve saved the best one till last. It’s particularly relevant for any students who have
tuned in. ‘Teach it’.

Mary: Teach it? Teach ‘what’?

Charles: Teach whatever it is that you want to remember. So, if you’re studying for an English
exam, teach the concepts to someone else. It can be a real person - a friend in a study group is
ideal - or it can be a ‘pretend’ person. You can just imagine someone is listening to you as you
teach. Better still, record yourself ‘teaching’ and then play back the video to revise the material
further.

Mary: That sounds like a great tip … or ‘trick’.

Charles: Yes, it really works because in order to teach something you need to understand it.
Teaching reinforces the understanding. And although these sound like ‘tricks’, they aren’t
really.

Mary: No?

Charles: No. They are just simple ways that we can train our brains to be more effective. By
getting into the habit of using word association, visualisation, singing and teaching, our brains
develop and work better for us. And of course that has a knock-on effect on our memory and
our abilities to recall all kinds of data.

Mary: Thank you, Charles. Now, I think we’ve got time for a couple of questions from our
listeners.

Which sentences are true about memorisation? Tick (✓) four correct answers.

…………. We all use memory in the same way.

…………. We learn to use our memory as soon as we are born.
…………. There are two different forms of memorisation.
…………. We are taught how to improve our memory in history lessons.
…………. Writing shopping lists can improve your memory.
…………. Teaching helps us to memorize.
…………. We can train our brains to be more effective.
…………. We can only use one image at a time as an aid to memorisation.

READING
 MOCK TEST - TEACHER'S VERSION

The Facebook party that became a riot

It began as a plan for a very normal 16th birthday party. Merthe Weusthuis wanted a quiet
celebration with a small group of friends in her family home in the small Dutch town of
Haren. Like many teenagers, she decided to send out invitations via a social network site.
But Merthe made one big mistake: she used open-access settings on Facebook, so it
wasn’t just her friends who could see details of the event, lots of strangers could too.

The number of invitation acceptances quickly snowballed into an avalanche. Not marking
the event as ‘private’ meant the electronic invitation was eventually seen by 240,000
people, of whom 30,000 confirmed online that they planned to attend. To make matters
worse, an unauthorized campaign was launched to promote the party by means of a
dedicated website and Twitter account, which received hundreds of thousands of hits. The
party became known as ‘Project X Haren’ after the 2012 American film Project X in which
three high school students throw a birthday party that spins out of control. Video trailers
for Merthe’s party were produced, with scenes from Project X edited in, and they were
posted on YouTube. T-shirts featuring Merthe’s face were also made, all without her
knowledge or consent.

Even after Merthe’s parents had canceled the party, the publicity didn’t stop. Local media
reported on the forthcoming event and teenagers turned up to have their pictures taken
outside the Weusthuis family home. On the evening the party was to have taken place,
about 5,000 teenagers began gathering in Haren, many outside the Weusthuis house.
When it became clear that there was nothing to gatecrash, violence broke out and 500
riot police equipped with helmets, shields and batons were brought in to control the
crowd. Shops in the center of Haren were vandalized and looted, journalists were attacked,
cars were set on fire or overturned and street signs and lamp posts were damaged.

However, Facebook was also involved in the clean-up effort in the days after the riot. A
group called ‘Project Clean-X Haren’ was set up to gather and organize volunteers.
Another group named ‘Suspect-X Haren’ was created to help police identify and arrest the
rioters by sharing photos and videos of the event.

A number of other 'Facebook parties’ have spiraled out of control, including the 16th
birthday party of British teenager Bradley McAnulty in April 2012. Bradley had not posted
details of the event on the internet, and had been careful to ask his friends not to, but
somehow the news leaked out and appeared on Blackberry Messenger as well as
Facebook. More than 400 gatecrashers invaded his family home in Poole, Dorset, causing
extensive damage.

1. Merthe Weusthuis made the mistake of ___.

a. using Facebook to organise her birthday celebration
 MOCK TEST - TEACHER'S VERSION

b. letting her friends invite their friends to her party

c. inviting people she did not really like to her party
d. not checking who could see her online invitation

2. The number of confirmed guests ___.

a. did not reflect the reality
b. got out of control almost immediately
c. was manageable until the Twitter campaign
d. suddenly shot up when people started watching the YouTube video trailers

3. 'Project X Haren' was named after ___.

a. another party in the same area
b. the group who promoted the party online
c. a party video on YouTube
d. a film

4. Local journalists ___.

a. gave the event publicity
b. tried to discourage people from attending
c. gathered outside the house
d. started the violence

5. Violence broke out when ___.

a. teenagers arrived in large numbers
b. people realized there was no party
c. rival gangs turned up
d. gatecrashers saw the riot police

6. After the riot, Facebook was used to ___.

a. plan another party in Haren
b. send messages of support to Merthe and her family
c. help rioters get in contact with each other
d. help the town recover from the violence

7. Bradley McAnulty ___.

a. made the same mistake as Merthe Weusthuis
b. sent invites via Blackberry Messenger
c. had taken steps to prevent problems
d. posted details of the event online

8. In Bradley McAnulty's case, ___.

a. only a small number of people arrived
b. the gatecrashers were well behaved
c. the gatecrashers caused a lot of damage to his home
d. the gatecrashers caused a lot of damage to his town