Test sampler all

37
3
.
Circle t he correct alt ernat ive. (2 marks)
a
-
John Howard was the person who
-
welcomed visitors t
o high Park.
-
gave his land to Toronto.
-
supervised theatre activities in high Park.
b
-
Eating in High Park is
-
forbidden.
-
compulsory.
-
allowed.
LANGUAGE
A
-
Fill in a gapped paragraph wit h (n) words provided in a box including t wo dist ract ors:
a
&&&
d
&&&
c
&&&
b
&&&
e
&&&
39
Dear Max,
I\x19m having a good time on the beach. It isn\x19t very hot! I am wearing shorts and a T
-
shirt, but I\x19m
(wearing
\x13
wear
\x13
not wearing)
my dark glasses. Sam\x19s wearing a big
hat , he can\x19t stand the
(wat er
\x13
sun
\x13
sand)
. Gra
ham\x19s eating
(a
\x13
an
-
o )
ice
-
cream
(so
\x13
t hen
\x13
and )
Jenny is taking photos.. Mum and Dad
(are
\x13
have
\x13
do)
swimming
in the sea. It\x19s great! I enjoy this holiday. See you soon,
Love,
Tessa
Dear Joe
I am sorry I could not come to your birthday party on Saturday .My brother
(plays /
playe
d / was playing)
football and he fell. So we
(have / had / has)
to take him to
the
(farmer / singer / doct or)
. I hope you had a good
(journey / part y/ film)
and
everyone had a lot of fun. I\x19m going with Jane to see a French film next week.
(Would / Do / Are)
you like to come with us? I\x19m sure you\x19ll enjoy it.
Love,
Sue.
D
-
Complet e a gapped dialogue wit h t he right ut t erances from a box including 2 ext ra
it ems.
P
et er:
hello! Is this 0659772?
Jane:
(1) &&&&&
Pet er:
I\x19d like to speak to Mr. Kelly.
Jane:
I am sorry. You can\x19t now.
(2) &&&&&
Pet er:
What can I do then?
Jane:
You can have an appointment.
Pet er:
That\x19s a good
idea. (3) &&&&.
Jane:
What about 08:00 pm.?
Pet er:
(4) &&&&..
Jane:
Ok, Let\x19s say 4:30 this afternoon.
Pet er:
Ok, see you then.
a
-
Nice to meet you.
b
-
Good idea
c
-
Mr. Kelly is not in his office for
the moment, he has just left.
d
-
Sorry
, that\x19s too late for me!
e
-
Yes Sir, can I help you?
f
-
When can I meet him?
1 + &.
2 + &.
3 + &.
4 + &..
E
-
Provide t he right t ense or form of bracket ed words.
Miriam is Motti\x19s mother. She is at her friend\x19s hou
se and she is telling Diana how
her son
(behave)
&&&&&&.. when they had lunch the other day.\x1d Listen Diana!\x1d
said Miriam, \x1c I was shocked
(see)
&&&&&&.. my own son eating meatballs and rice
with his fingers. The whole family was there, and I was really
(emb
arrassing)
&&&&&&&&&. . When he finished eating his meal, he
(leave)
&&&&.. the plate on
the table and went out. He is so careless.
51
age is, has a mob
ile (3) &&&&&&.. requires a lot of
money to be used. This causes a problem
(4)&&&&.. parents among other problems such as
the annoyance of some users.
(4)
-
to / for / at
C
-
Tick / Underline / Circle t he right opt ion in a gapped paragraph wit h t hree opt ions
per
it em.
Of all my relat ives, I like my aunt Emily best. She
(has never married / never
married / never marries)
, and she lives alone in a small village near Bat
h. She likes
(reading / reads / read)
and gardening, and she goes for long walks over the hills
(t o / wit h / for)
her dog, Buster. She\x19s a very active person. She\x19s extremely
(generous / nast y / t errible)
, but not very t olerant with
people who
don\x19t agree
with her.
D
-
Complet e a gapped dialogue wit h t he right ut t erances from a box including 2 ext ra
it ems.
Mike:
This restaurant is very exotic.
Mona:
Sure it is. (1) &&&&&..
Mike:
No, I haven\x19t. Have you?
Mona:
No, I haven\x19t. Are you going
to try it?
Mike:
(2) &&&& . Have you tried
octopus?
Mona:
Yes, I have. (3) &&&.
Mike:
No, but I like snails.
Mona:
I do, too. (4) &&&&..
Mike:
I think I will. (5) &&&..
Mona:
Yes, I really like it. But I\x19ll
never order frogs\x19 legs.
Mike:
Have you ever had them?
Mona:
No, and I\x19m never going to!
a
-
Are you going to order the octopus
?
b
-
Have you ever eaten a snake
?
c
-
It is delicious. Have you had it before?
d
-
I don\x19t think so.
e
-
May be you s
hould order snails.
f
-
Do you like to have a snake?
1 + &..
2 + &..
3 + &..
4 + &..
5 + &..
E
-
Provide t he right t ense or form of bracket ed words.
Before you start walking, talk to a Park Ranger. The Rangers
(look)
&&&&&.. af
ter the park
since 1916, and they know everything about it. They
(t ell)
&&&&&.. you where you should
go, and where you can camp. It isn\x19t difficult or expensive to camp in Yellowstone. But you
have to be
(care)
&&&&&&.. . Don\x19t forget that bears can be
(d
anger)
&&&&&&&. ! One
27
1 = &&
2 = &&
3 = &..
4 = &&
E
-
Provide t he
right t ense or form of bracket ed words.
My uncle is a shopkeeper. He
(t o have)
&&&&&&&&. a shop in a (
beaut y
)&&&&&&&&.
village near Oxford. He
(come)
to this village at the age of 25.
Now, he
(t o sell)
&&&&&&&& a lot of goods: bread, milk, fruit, vegetabl
es and newspapers, almost
everything. My uncle
(never / t o leave)
&&&&&&&. the village because he hasn\x19t got a
car; so once a month, he
(t o go)
&&&&&&. by bus to town and has lunch there. He
(usual
)&&&&&&. takes me with him.
F
-
Mat ch sent ence part s t o ge
t coherent sent ences. (Only wit h 7t h formers)
A
B
1. I am a student at
2. Jane\x19s house is near
3. The children enjoy
4. The Brown\x19s house is
5. Rosa is so happy
6. Be careful! Don\x19t
a
-
playing in the garden
b
-
the school
c
-
Cambridge university
d
-
becaus
e it is her birthday
e
-
cross the street when the lights are red
f
-
to school
g
-
on a big farm
1+ &
2 + &
3 + &
4 + &
5 + &
6 + &
G
-
Reorder 3 or 4 sent ence part s t o get a correct sent ence.
(in
\x13
there are
\x13
four
\x13
my house
\x13
rooms)
1. In &&&&&&&&&&
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&?
(how many
\x13
speak
\x13
do you
\x13
languages)
2. How many &&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&?
(don\x19t go
\x13
English
\x13
pupils
\x13
to school
\x13
on Sunday)
3. English&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
H
-
Reorder 3 or 4 s
ent ence part s t o get correct sent ences which are part of a paragraph.
There are five people in my family: my mother, father, my two brothers and me.
(fat her\x19s
\x13
is Tom
\x13
My
\x13
name)
&&&&&&&&&&&&&&&&&&&&. He is 40 years old.
(an
\x13
is
\x13
account ant
\x13
He)
&&&&&&
&&&&&&&&&&&&&&& . My mum is 37 and her name is
Julie.
( Kevin is
\x13
19 years
\x13
My brot her
\x13
old )
&&&&&&&&&..
24
-
Shopkeeper: &&&&&&..dinars
.
&&&&&&would you like?
-
You:&&&&&&&&&&&&, please.
-
Shopkeeper: here&&&&&&&&&&..
-
You: thank you, sir. Good
-
bye.
-
Shopkeeper: goodbye
B/
Tell your classmat e about your friend\x19s last day in Tunisia before leaving for t he airport .
Use t he following not es:
Prepare / suitcase/ souvenirs/ heavy/ can\x19t carry it/ hurry up / leave for the airport / late/
ear
ly/ say good
-
bye/ say thank you / invitation/ nice trip.
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
&&&&&&&&&&&&&&
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
&&&&&&&&&&&&&&&&&&&&&&&
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
LISTENING
C o n v e r s a t i o n 1
Doct or
: So, what's up?
Pat ient
: I hurt my leg.
Doct or
: How did you do that?
Pat ient
: In a football game.
Doct or
: Football!!! Don't you think you're a
little old to play football?
Pat ient
: Well, I'm only seventy
-
three.
Doct or
: Really! Well, let's see now.
C o n v e r s a t i o n 2
Doct or
:
Good morning. How are you?
Pat ient
:
Fine, thanks.
Doct or
:
You're fine? Why are you here to see me?
Pat ient
:
No, um ... oh, we
ll, I have a headache all the time. And I cough too.
Doct or
:
Do you smoke?
Pat ient
:
Yes I do. And I feel tired all the time.
Doct or
:
OK, let's take a look.
50
3
.
What does t he underli
n
ed word in t he t ext refer t o? (1 mark)
\x1c They\x1d (paragraph 1) refers to
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
LA
NGUAGE
A
-
Fill in a gapped paragraph wit h (n) words provided in a box including t wo dist ract ors:
litter / environment / clean / air / causes / factories / harmful / in
By environment we mean the air, the sea and the land which surround us. This
environment should be kept (1) &&&&&& so as to make our life better. Man pollutes the
(2) &&&&&.. and destroys it. Cars and factories release (3)&&&&&&&. gases into the (4)
&&&&&&..
.
Moreover, the burning of fuels in (5) &&&&&&& increases the amount of
C
O2 which (6) &&&&&& dangerous air pollution. Man caused pollution. Man can stop it.
Jeans / holiday / restaurants / lunch / golf / garden / fruit
John Smith, aged 45 is an accountant from Surrey. At the weekend, he regularly eats in
&&&&&&&&. , g
oes to see shows and plays sport, usually &&&&&&&&& . Most
weekends he puts on a pair of old blue &&&&&&& , and works in the &&&&&&&&.. . He
usually goes on &&&&&&. to Spain more than once a year. He is a very active person.
harms / smoker / good / pro
bably / cancer / terrible / addiction / year
Smoking harms you, your friends and your children. It also makes your clothes smell
&&&&&&& . If you smoke a lot, it will &&&&&&&. kill you. Research has shown that
smoking &&&&&&& nearly every part of the bo
dy. It kills 5 million people worldwide
every &&&&&&&.. . If you live with a &&&&, you will also smoke. There\x19s a 24% rise in
the chance of getting lung&&&.......
.
Together we can help fight smoking.
B
-
Fill in a gapped paragraph wit h reference t o 3 alt er
nat ives:
Using a mobile phone has become a necessity. This
tiny apparatus has made communication (1)
&&&&& than ever before. Wherever you are, you
can be in touch (2) &&&&&& any one you like.
Nowadays, almost every one whatever her or his
(1)
-
easily / easier / easiest
(2)
-
of / for / with
(3)
-
who / whose / which
11
pastime?
-
.
-
.
-
.
-
.
-
.
-
No, it isn\x19t.
-
Ismahan enjoys dancing
-
.
-
.
-
.
-
.
-
.
N
ame 1
Name 2
Name 3
Name 4
Hobbies
Ahmed
Feras
Imed
Rami
Playing football
Ismehen
dancing
Mouna
Hamed
Aly
Swimming
Feras
Sonia
reading
Farah
Ibtisem
Videogames
Intissar
Mahdi
Watching TV
Sofyen
Mohammed
writing
Dorsaf
Yosra
Maha
Raï
d
Playing sport
SAMPLE
5: MODULE 1, SECTION 4
A
-
Quest ion and answer
Teacher / st udent A
St udent B
-
What time do you get up?
-
-
When do you have breakfast?
-
-
What time do you go to school?
-
-
When do you have lunch?
-
-
When do you go to bed?
-
-
What do you
do on Sunday?
-
-
Do you always get up early?
-
-
When do you do your homework?
-
-
What do you do in the morning?
-
-
What do you do in the afternoon
-
-
What time does your father usually get up?
-
-
Does your brother always get up early or late?
-
-
What does yo
ur father usually do on Sunday
morning / afternoon?
-
-
What does your brother always do on
Sunday?
-
-
Does he always do his homework?
-
N.B:
Teachers are free to ask the questions they think are most appropriate.
81
Sample 3 (for
second cycle scient ific
and t echnical branches
)
Use the notes below to complete this webpage advertisement about Sidi Bou Saiid:
(
20 kilometers from the capital / built on a hill / overlook the gulf of Tunis / a tourist
attraction / known for the extensive use of blue and white
colours (
White walls and blue
doors) / reputation as a town of artists
/ Arabic and Andalousi architecture/ listen to
\x1c Malouf\x1d in cafés / centre of Arabic and Mediterranean music (the house of Baron
Rodolphe d\x19Erlanger
)
C) Use t he informat ion provided in a t able or chart t o writ e a paragraph, let t er, art icle,
report or biography.
Sample 1 (
(For 1
st
and 2
nd
forms)
Use the
information provided in the table below to describe and comment on the
development of ICTs in Tunisia.
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
&&&&&&&&&&
&&&&&&&&&&&&&&&&&
&..
.
&&&&&&&&&&&&&&&&&&&&&&&
&&&&&&&&&&&&&&&&&&&&
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
&&&&&&&..
&.
Si di B ou Sai i d: t he spl endour of
t he
past and t he magni f i cence of t he
pr esent .
77
They have to make young fans aware&&&&&. the dangers of being a hooligan which may
harm fair play. If stadiums become battle fields, football may turn into fighting.
B
-
Put t he bracket ed words
in t he right t ense/ form
Many skills, which children need to live in a modern society, are learnt at school. If
children do not go to school, they (find) &&&.. it difficult to learn reading, writing and
simple (calculate)&&&&&& . If children (not stay)&&&&
&&& at school for several years,
they can\x19t learn enough of these skills. Researchers (already show)&&&&&&&. that
children who leave school after only a few years of study risk (lose) &&&.. their skills very
quickly. If skills (not practise)&&&&.&, they a
re quickly lost. And if they are lost, children
may return to (illiterate)&&&&&& .
C
-
Circle t he most appropriat e opt ions t o complet e t he following passage
In the last hundred years, the world has never been at peace. Wars have damaged many
parts of the w
orld, and
(at
\x13
in
\x13
on)
most cases, the victims of wars have not been
soldiers, but
(civilised people
-
civil servant s
-
civilians)
. In the First World War, 90% of all
victims
(were
\x13
have been
\x13
have had)
soldiers. Today, the position is reversed. Civil
wars,
(which
\x13
who
\x13
whose)
damage so many countries, are helped by the rapid spread of
weapons
(as
\x13
such
\x13
such as)
Kalashnikovs, small and simple enough for a child to
(resemble
\x13
assemble
\x13
manufact ure)
and use. Child soldiers are today to be found
(t o fight
\x13
fight
\x13
fight ing)
on all sides. Of all the international agreements, the United
Nations (
Convent ion
\x13
Invent ion
\x13
Prevent ion)
on the Right of the Child has been most
(ent husiast ic
\x13
ent husiast ically
\x13
ent husiasm)
approved. Yet so many chi
ldren are
abandoned everywhere in the world.
D
-
Mat ch
t he sent ence part s in A wit h t heir corresponding complet ions in B t o get a
coherent paragraph. Writ e your answers in COLUMN C. Be careful! There are t wo ext ra
it ems in B.
COLUMN A
COLUMN B
C
1
-
Young people often express their
feelings 2
-
But uniforms will take away
3
-
School uniforms not only inhibit
students\x19 individuality
4
-
Teenagers may get bored with t
heir
uniforms,
5
-
So why should schools try to make
a
-
but also suppress their identities
b
-
which can badly affect their
education
and school results
c
-
everyone look the same?
d
-
through the clothes that they wear
e
-
they will be made
to feel ridiculous
f
-
this form of expression
g
-
challenging classroom tests?
1
-
&&
2
-
&&
3
-
&&
4
-
&&
5
-
&&
E
-
Mat ching exponent s wit h funct ions
Mat ch t he
numbered
utt erances in
t he dialogue
wit h t heir corresponding funct ions
.
Be
careful! There are t wo e
xt ra funct ions. Writ e your answers in t he spaces provided. The
first example has been done for you.
49
they go wrong. They are supposed to enrich children\x19s educational experience and offer
them a chance to meet other people. But there are risks involved, too.
Ama
nda Shaw, 39, from Woodbridge in Suffolk, whose 11
-
year
-
old daughter, Olivia,
went on a school trip last September. \x1c When Olivia first asked if she could go on a trip to
France for six days, i was not enthusiastic. You always remember horrible stories of s
chool
trips,\x1d says Amanda.
\x1c When the coach stopped at a service station, Olivia and some of her friends went to the
toilet. But when she came back out again the coach had gone,\x1d says Amanda. Although a
French woman looked after her, Olivia was terrified
and shocked because
the
woman spoke
no French. Meanwhile, her friends informed staff that she was missing. The coach was on
the motorway and had to stay on for 20 minutes to the next exit before it could turn around.
When the teachers finally found Olivia
she was shocked and for the rest of the trip she was
too frightened to leave the coach in case she lost the group.
Three weeks later, Amanda received a letter from the head teacher in which she
admitted that the coach had left without any teacher checkin
g the number of children.
\x1c Olivia is attending another school now. But how could I send her to be taught by people I
didn\x19t trust,\x1d adds Amanda.
Adapted from \x1c
Woman
\x1d , June 12, 200
READING COMREHENSION QUESTIONS (6marks)
1
.
Complet e t he t able below wit h t he a
ppropriat e informat ion about t he t rip. (2 marks)
Dest inat ion
Incident
&&&&&&&&&&&&&&&&&&&&&&&&.
&&&&&&&&&&&&&&&&&&&&&&&&..
2
.
Say whet her t he following st at ement s are True or False. Just ify your answer wit h
informat ion from t he t ext . (3 marks)
a
-
Amanda wasn\x19
t happy to hear about her daughter\x19s school trip. (&&&&&&..)
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
b
-
The teachers counted the number of children on the coach before leaving the service
station. (&&&&&.)
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
&&&&&&&&
c
-
Amanda still sends her daughter to the same school. (&&&&&..)
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
2
3
4
38
late
\x13
dinner
\x13
went
\x13
shopping
\x13
interesting
\x13
walk
\x13
boat
\x13
concert
\x13
city
Hi Rudi,
I\x19m in an Internet café near our hotel, and wanted to tell you about our holiday.
We love Vienna, it's a really interesting (1) .................... and there are
lots of things
to do. Yesterday we (2) ....................... to see St Stephen\x19s Cathedral, it was really
beautiful and very (3) ......................., and then went (4) .................. in Kartner
Strasse, the main street, then we had (5) .........
............. in a nice restaurant.
Two days ago, we went on a (6) ....................... along the River Danube and then
went to a (7) .......................... in the evening, Beethoven\x19s fifth symphony. I think! (I
don\x19t know much about classi
cal music!). The food is quite strange for us here, but
the coffee and cakes are great!
See you soon
Love, Gabi
B
-
Fill in a gapped paragraph wit h reference t o 3 alt ernat ives.
Barbara lives in London. She works for a company (1)
&&&&&.. makes washing machines. She spends all
her mon
ey (2) &&&&&. trendy clothes and trips. She
(3) &&&&.. shopping almost everyday; (4) &&&&..
she\x19s far from being satisfied with her life. She
always (5) &&&&&.. money from her friends. She
wishes she was rich.
(1)
-
where / which / when
(2)
-
on / at / in
(3)
-
went / goes/ will go
(4)
-
also / because / but
(5)
-
lends / borrows / draws
Karen is often bored but not at school
because she (1) &&&&&.. enjoy herself there. But
at home she\x19s really bored. When she comes home,
she (2) &&&&&. her homework quic
kly, then, she
just sits down and (3) &&&&& TV, plays records or
(4) &&........... a detective story. Sometimes she
goes out with her friends. But that gets (5)
&&&&&. , too.
Karen (6) &&&&&&.. like to travel and visit
places, but that\x19s impossible becau
se it\x19s expensive.
(1)
-
can / must / should
(2)
-
makes / does / has
(3)
-
watch/ watches/ watching
(4)
-
plays / reads / sings
(5)
-
boring / sad / noisy
(6)
-
will / would / won\x19t
C
-
Tick / Underline / Circle t he right opt ion in a gapped paragraph wit h t hr
ee opt ions per
it em.
78
-
Mr. Harringt on:
I haven\x19t heard what you said.
Could you come
t o
me and clarify
t hings? (1)
-
Secret ary:
O.K. Sir, I\x19m coming.
-
Mr. Harringt on:
So Miss Houston, how could you forget to send that fax?
-
Secret ary:
I forgot it Sir.
I\x19m t erribly sorry for t hat . (2)
-
Mr. Harringt on:
This can never be forgiven. Can
\x19t you imagine how huge your mistake
was?
-
Secret ary:
I do imagine that Sir
but yest erday my daught er
was hospit alised, she
is
very ill
, t hat \x19s why I\x19ve had a wandering mind. (3)
-
Mr. Harringt on:
If you don\x19t feel capable of perfectly performing your task,
you\x19d
bet t er
t ake some days off. (4)
This would be better than being fired.
-
Secret ary:
I\x19m not t ot ally sure t hat t his won\x19t be cut from my salary (5)
because
you know in such circumstances I do really need each penny.
-
Mr. Harringt on:
I\x19ll t ry t o so
lve t hat . (6)
Answers
Funct ions
Utterance 1: &&&&&&&&&&&&&&&&&&&&..
Utterance 2: &&&&&&&&&&&&&&&&&&&&..
Utterance 3: &&&&&&&&&&&&&&&&&&&&..
Utterance 4: &&&&&&&&&&&&&&&&&&&&..
Utterance 5: &&&&&&&&&&&&&&&&&&&&..
Utterance 6: &&&&&&&&&&&&&&&&&&&&..
Ap
ologizing
Giving advice
Offering help
Polite request
Promising
Expressing uncertainty
Giving reasons
Expressing preference
WRITING
GUIDED WRITING
A
-
Complet e open
-
ended ut t erances in a dialogue.
Sample for 1
st
and 2
n
d
years
.
Complete the following part of an interview with Bill Gates using your own words
.
Bet t y
:
When you were making the very first Rush Hour film, did you think of
making Rush Hour 2?
Jackie
:
Never. When I saw it, I didn't really like it
B
et t y
:
...................................................................................................................
..................................................................................................................?
Jackie
:
Bec
ause I didn't think it would succeed in the American market, I didn't
know that much about American humour.
71
66
school
school
Inst ruct ions:
The testee is called to the boar
d and asked to use his table to
report the story
he read to his class mat
es.
Real Life St ories (UNICEF
: Voices of Yout h)
Makka & Chekhadine's st ory
School in a refugee camp
From the dusty track, coming by car, the white surfaces of the school stands out brilliantly
in the midst of the yellow
-
brown color of the refugee cam
p of Kounoungo, on the border
between Chad and Sudan. More than 8,200 Sudanese refugees live here in the middle of a
semi
-
desert landscape
-
a barren land with sand, rocks, a few prickly bushes. Temporary
classrooms are made of simple wooden frame structur
es with plastic sheeting serving as
wall and roof surfaces. Classes started only 4 weeks ago, but are already crowded with
children sitting on the bare floor, holding notebooks, pencils, and rulers, provided by
UNICEF. The temperature must be above 43 degr
ees Celsius (109.4 degrees Fahrenheit) as
it is the hottest time of the dry season. Yet no one complains.
After many months spent away from their home, with no learning opportunities, only small
work to get a bit of money, Sudanese refugee children are ha
ppy to go back to school. In
eastern Chad, over 110,000 refugees from Sudan have fled the crisis in the Darfur region.
Two
-
thirds are children and women.
Xiuhua's st ory
Training for a new beginning
When she was only 10 years old, Xiuhua had to leave s
chool to help her parents in the
fields. "Parents often think if they take their girls out of school, they can save some
money," says Mu Huiqin, deputy principal of Xiuhua's school in Guyuan, in west China's
Ningxia Hui autonomous region.
Mu and others try
to persuade parents to let their girls return to school, but with little
success. Xiuhua's father, like many others, believe girls are better off getting married. "I
was crying behind the door when I heard my father say these words to my teacher," Xiuhua
says.
But five years ago, Xiuhua's prospects changed. A non
-
formal education project for teenage
girls came to the area, teaching such skills as tailoring, embroidery, and special techniques
for growing corn, wheat and watermelon in Guyan, where it is very
cold and little rain falls.
"We invited local experts to train the drop
-
out girls, giving them a ticket to get out of
poverty," says Mu.
Over the past two years, the training programmes in the autonomous region have helped
1,800 girls. Xiuhua has learned
tailoring. Every day, after helping her mother with
household chores, she practises her skills. She already supplements the family income by
making clothes for villagers.
58
dialo
gue, an interview, a report on something read, a summary of an oral or written text,
an interpretation of pictures or tables or a reconstruction of a story. The learner\x19s
performance is marked out of ten.
c
)
Project Work (10 marks) :
d
)
The pupil having contri
buted to the realization of a project (individually or in a group) will
be graded on the strategy and / or the process followed for the realization of the project
as well as the content. The mark allotted is out of ten.
e
)
The end
-
of
-
term mark is the sum of t
he two marks specified above
.
2
.
The language component
It consists of 3 to four exercises testing the assimilation of lexical and grammatical
acquisitions in an integrated manner and requiring the learner to:
a
)
Fill in a gapped paragraph with words provided
in a box; two extra words are provided in
the box.
b
)
Fill in a gapped paragraph with reference to 3 alternatives.
c
)
Fill in a gapped paragraph with words read by the teacher to check spelling.
d
)
Complete a gapped dialogue or paragraph with reference to a list of
alternatives; an
extra
alternative should be added.
e
)
Provide the right tense or form of bracketed words.
f
)
Match sentence parts to get a paragraph or dialogue.
g
)
Unscramble sentence parts
h
)
Match 4 words that collocate or rephrase 2 sentences as specified in the
instructions.
The number of items tested is twice the number of marks allotted to this component.
3
.
The list ening comprehension component
It consist of a monologue, a dialogue, a conversation, a speech or a presentation totaling
2
0
0,
250
and 3
0
0 words res
pectively for the 1
st
, 2
nd
and 3
rd
and 4
th
year levels. The linguistic
as well as semantic content of these oral texts is appropriated to the targeted level. To
demonstrate comprehension of the content of the text and its organization, learners are
require
d to:
a
)
Identify the speaker(s)
b
)
Identify the relationship between the speakers.
c
)
Give justified answers to Yes / No questions, the justification being retrieved from the
text or worded by the learner.
d
)
Write short answers to WH questions, including inference
questions.
e
)
Transfer information by completing a table, a diagram, a list or a chart.
f
)
Complete a sentence or a paragraph with own words or phrases.
g
)
Select the appropriate alternative in multiple choice questions related to the title or main
idea of the tex
t or specific words or ideas in the text.
h
)
Infer attitudes and moods.
i
)
Express reaction to the content of the text or the characters or people involved.
One mark is allotted for each correct answer to the above specified comprehension
questions.
4
CONTRIBUTORS
Messaoud Msaddeg Jebahi
7
th
year listening sample
7
th
year speaking sample 1
Ayadi Slaheddine
7
th
year speaking samples 2 to 19
Boussalem Latifa
Lafi Toumi
Aloui Brahim
7
th
year language samples
8
th
year language samples
9
th
year language samples
Mohamed Salah ABIDI
7
th
year writing samples
8
th
year writin
g samples
9
th
year writing samples
Mansour Ilhèm
8
th
year speaking sample
8
th
year reading sample
Fadhlaoui Ennaceur
8
th
year listening sample
Knani Faïza
9
th
year speaking sample
Mouelhi Latifa
9th year listening sample
Mezzi Aïcha
9
th
year reading
sample
Boussalem Latifa
1
st
year speaking samples 1 to 5
Labidi M
ed
Lamjed
3
rd
year speaking samples 6 and 7
Najar Rachid
4
th
year speaking samples 8 to 16
Speaking test evaluation sheet
Kharbèche Ghaleb
1
st
year listening sample
Amri Mohamed
1
st
yea
r reading sample
1
st
year language samples
Souissi Mohamed
Siala Maher
All the secondary education writing samples
Chelbi Houcine
Editing the first draft
Béji Mohamed Fethi
Foreword
Editing the final draft
1
2 0 0 8
-
2 0 0 9
© All Right s Reserved, 20
08
-
2009
Action
Research
T e s t Sa m p l e r
79
Bet t y
:
...................................................................................................................
.................
.................................................................................................?
Jackie
:
No, when it was released&BOOM, big hit. Everybody in the US went
crazy about it.
Bet t y
:
How do you explain the fact that the female suic
ide rates in your
country went up when you got married?
Jackie
:
...................................................................................................................
......................................................................
.............................................
Bet t y
:
How do you react to your fans\x19 craziness?
Jackie
:
...................................................................................................................
.............................
......................................................................................
Bet t y
:
Bruce Lee and you are the only Asian actors who made it to the top in
America. How do you explain that?
Jackie
:
.....................................
..............................................................................
...................................................................................................................
Sample for 3
rd
and 4
t h
year
s
.
Complete the following par
t of an interview with Bill Gates using your own
w
ords
.
Journalist
:
How do you explain the fact that your company has survived competition
whereas other companies have not?
Gat es
:
Well,
&&&&&&&&&&&&&&&&&&&&&&&&&&&...................................
...........
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&.............
Journalist
:
What do you think of people who consider you as one of the most
successful businessmen only?
Gat es
:
You know, people are welcome to think of me as a businessman, but
........
................................................................................................................
Journalist
:
Your dream has always been to have a PC in every home. Do you think this
is still realistic?
Gat es
:
&&&&&&&&&&&&&&&&&&&&&&&&&&&
..............................................
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&.............
Journalist
:
Finally, the
Bill and Melinda Gates Foundation
is doing a great job in
health care and education. Why did you choose these two particular
doma
ins?
Gat es
:
&&&&&&&&&&&&&&&&&&&&&&&&&&&..............................................
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&.............
Suggest ions regarding t he grading of t his t ask.
1
.
Subtract half a mark for all the language mistakes.
2
.
Accept any
meaningful and coherent answer.
3
.
Provide enough space (two lines) for each question or answer.
4
.
Each plausible answer is graded out of one mark.
80
5
.
Yes / No questions are to be avoided.
6
.
For first year and the arts branch the dialogue should contain five difficu
lties, each is
graded out of one mark, for the other secondary levels, the dialogue should contain
four difficulties, each is graded out of one mark.
B
-
Develop full sent ences from not es t o get a coherent paragraph:
Sample 1
(
f
or first year and secon
d year secondary)
Use the following notes to write a 5
-
line paragraph about Tom Cruise, the famous
American actor.
\x1
Personal informat ion:
Born July 3, 1962 / vegetarian / both right handed and left
-
handed.
\x1
Hobbies:
Fan of British singer, Joss Stone / fond
of pets / keep dog and cat,
\x1
Marit al St at us
: Married 3 times/ Now married to actress Katie Holmes.
\x1
Films:
Starred in many films / Days of Thunder (1990) / Eyes Wide Shut (1999)
\x1
Awards:
Best Actor / Best Male Performance (1996)
-
Man of the Year / Osca
r (
1997).
Sample 2 (for
second cycle scient ific and t echnical branches
)
Inst ruct ion
: Use the following notes to write a four
-
line paragraph in a brochure about
Sidi Bou Saïd.
famous suburb of Tunis /
20 kilometers fro
m the capital / overlook the gulf of Tunis / a
tourist attraction / houses known for their white walls and blue doors / Arab and
Andalusian
architecture / listen to \x1c Malouf\x1d in cafés.
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
&&&&&&&&&&
&&&&&&&&&&&&&&&&&
&..
.
&
&&&&&&
&&..
&&&&&&&&&&&&&&&&&&&.
Si di B ou Saï
d: t he spl endour of
t he
past and t he magni f i cence of t he
pr esent .
64
(2)
ability to ask for/ give information.
SAMPLE 9: 4t h YEAR
Unit 1, Lesson
7
:
At t he t ravel agency
Role play
: Boooking a holiday.
Number of t est ees
: 2
STUDENT A
: A cust omer
STUDENT B
: Travel agent
1
-
Greeting
2
-
Exp. Intention to book a holiday/ Ask
which holidays are availabe.
3
-
After few minutes
: making one\x19s
choice of the most convenient holiday.
4
-
Asking about the price range.
5
-
Exp. Sat
isfaction.
6
-
Paying.
1
-
Greeting
/ Offering help.
2
-
Suggesting 3 holidays.
Handing over 3 different brochures.
3
-
telling the customer he made the best
choice/ praising the customer\x19s future
destination.
4
-
Telling about the price.
5
-
Asking the custome
r to pay a deposit.
Object ives
:
-
Respond to a given situation using appropriate functions.
-
Use appropriate communication skills
SAMPLE 10: 4t h YEAR
A play
The teacher asks four pupils to play roles in a one
\x13
act play in which the performance is
going
to concern only the main events
:
Plot summary of The Wint er\x19s Tale
:
The charact ers
are
:
The king Leontes+his wife, the queen Hermione+Camillo,lord of the court+Paulina, a friend
of Hermione .
In this mini
-
play, the pupils are going to show the audience t
hat the king makes a wrong
decision when he jails his wife after suspecting her of having an unfaithful relation with his
friend, Polixenes, king of Bohemia who escapes with the help of Camillo who does not obey
the king\x19s order to poison Polixenes because
he believes that the latter and the queen are
innocent.
After the death of prince Mamillius and also the queen, the king regrets what he did and
tells Paulina that he believes his wife was really innocent, but it is too late to change the
23
A
-
T
ell t wo pupils t o describe t wo different classrooms. One is dirt y and t he o
t her is clean.
Use t he hint s below.
Pupil A
Pupil B
My classroom is:
-
dirty
-
garbage not collected
-
do not clean
-
a lot of waste paper is
-
no waste paper baskets
-
no volunteers
-
pupils: not helpful
-
Pupils: throw paper on&.
-
Litter is in all parts of
-
Pupils:
write on walls
-
Write on desks
-
Teachers desk: no flowers
My classroom is:
-
clean
-
tidy
-
pupils: volunteers
-
pupils: collect garbage
-
pupils: every one of them cleans one part of the
classroom
-
pupils: put litter/ in plastic bags
-
pupils: plastic bags/ in garbage c
ans
-
waste paper/ in waste paper baskets
-
pupils: helpful
-
Pupils: do not throw paper on&&&&&&&&&..
-
Pupils: do not write on&&&&..and&&&&&
B
-
C
omplet e t his int erview bet ween a headmast er and some volunt ary pupils. The
int erview will be put on t he school
wall magazine
-
Headmaster:
how many pupils volunteer to clean the school?
-
Voluntary pupils:
&&&&&&&&&&&&&&&&&&&&..
-
Headmaster:
when do you clean it?
-
Voluntary pupils:
&&&&&&&&&&&&&&&&&&&&.
-
Headmaster
:
what do you do every day?
-
Voluntary pupils:
&&
&&&&&&&&&&&&&&&&&&.
-
Headmaster
:
who collects all the garbage
-
Voluntary pupils:
a group of&&&&&&&&&&&&&&&&.
-
Voluntary pupils:
yes, they are. They put waste paper&&&&.........
They do not throw&&&&&&&&&&&&...
They do not write&&&&&&&&&&&&&
SAMPLE
19: MODULE 5, SECTION 4
A
-
You went wit h your friend t o an ant ique shop t o buy some souvenirs. Complet e t he
following conversat ion.
-
Shopkeeper: can I &&&&&&.you?
-
You: I would like&&&&&&
&&&&&&&&&&&
-
Shopkeeper: we have nice pot
.
&&&.., furn
.
&&.., carpt
.
&&&&and expensive
ant
.
&&&.&
-
You: how much&&&&&&&..?
9
You may ask some quest ions about pronunciat ion (e.g. minimal pairs)
SAMPLE
3 : MODULE 1, SECTION 2
A
-
This is
Aly\x19s family t ree. Look at it and compet e t he sent ences below.
Omar Ayari Meryem Soltani
(Grand parents)
Aziz
Beya
(Parents)
Fethi
Hishem
Yos
ra Hiba
Fethi has got two &&&&&&&&.. .Omar is&&&&&&&&&..Meryem&&&&&&& . Aziz
is&&&&&. . Beya &&&&&&&&&&&&.. .Aziz and Beya are&&&&&&&.. .
They have got four&&&&&..: two &&&&&.&&..and&&&&&&..&&&&. . Fethi has
got two
&&&&&&and two&&&&&&& .
Hishem is Aly\x19s&&&&&&&&&&& &&&&&&&&&&&&&.. .
Hiba is yosra\x19
s
&&&&&&&&&& &&&&&&&&&&&&&.. .
B
-
Look at t he dialogue t hen complet e it .
(
R
everse roles)
Student A:
Have you got grand
-
parents?
Student B:
&&&&&&&&&
&& .
Student A:
I
s your grandfather\x19s name Hedy?
Student B:
No, my &&&&&&.is&&&& .
Student A:
Have you got brothers / sisters?
Student B:
&&&& &&& &&&.& .
Student A:
How many brothers and sisters have you got?
Student B:
I &&&&&&&&&&&&&&&&&..
St
udent A:
How old are you?
Student B
:
I&&&&&&&&&&&&&&&&&... .
5
EVALUATION IN BASIC EDUCATION
NUMBE
R OF TESTS,
DURATION, COMPONENTS AND SCALE
Each te
r
m, learners are tested in compliance with the following specifications:
7
TH
FORM
8
TH
& 9
TH
FORMS
FIRST TERM
SECOND & THIRD TERMS
EACH TERM
speaking
at least 1
10
speaking
at least 1
10
speaking
at least
1
10
project work
at least 1
10
project work
at least 1
10
project work
at least 1
10
language
14
language
14
listening
08
a one
-
hour
mid
-
term test
spelling
06
a one
-
hour
mid
-
term test
listening
06
a one
-
hour
mid
-
term test
language
12
language
15
reading
05
reading
06
language
10
language
08
a one
-
hour
end
-
of
-
term test
writing
05
a one
-
hour
end
-
of
-
term test
writing
05
a one
-
hour
end
-
of
-
term test
writing
06
COMPONENTS SPECIFICATIONS
1
.
The oral component
a
)
The speaking te
st: learners are tested orally on the acquisitions of a previous lesson at least
once a term and the test will be communicative in nat ure. Their performance is marked out of
ten.
b
)
Project work: learners are allotted a mark out ten for the outcome of the p
roject work they
undertake and / or the process followed.
c
)
The final end
-
of
-
term mark is the sum of the two marks specified above.
2
.
The spelling component
It consists of one or two exercises requiring the learner to
:
a
)
Write the missing words in a text read by
the teacher.
b
)
Write figures or numbers in letters.
3
.
The language component
It consists of 3 to 4 exercises testing the assimilation of lexical and grammatical acquisitions in an
essentially integrated manner and requiring the learner to:
a
)
Fill in a gapped p
aragraph with (n) words provided in a box including two distracters.
b
)
Fill in a gapped paragraph with reference to 3 alternatives.
c
)
Tick / Underli
n
e / Circle the right options in a gapped paragraph with three options per item.
d
)
Complete a gapped dialogue with
the right utterances from a box including 2
extra items
.
e
)
Provide the right tense or form of bracketed words.
f
)
Match sentence parts to get
coherent
sentences. (Only with 7
th
formers)
g
)
Match sentence parts to get a
coherent
paragraph.(
O
nly 8
th
and 9
th
formers
)
h
)
Reorder 3 or 4 sentence parts to get a
correct
sentence.
12
B
-
a) Tell t he st udent t o reorder t he act iv
it ies t hey do everyday on a slip of paper.
Go to bed
\x13
play sport
\x13
wash and dress
\x13
have breakfast
\x13
watch cartoons
\x13
do
homework
\x13
Have dinner
\x13
have lunch.
b
)
t hen t ell t he t ime for each act ivit y:
N.B:
Teachers may use pictures for different activities.
C
-
Tell t wo st udent s t o say what t hey do on Sunday. And t ell a t hird one t o report what
t heir classmat es have just said.
N.B:
the third student should take notes.
SAMPLE
6: MODULE 2, SECTION 1
A
-
Ask t wo st udent s (friends) t o describe each ot her. Wr
it e t he following prompt s on t he
board:
nice / kind / friendly / helpful / intelligent / active / funny / good at
B
-
Invit e pupils t o t alk about t heir pen friends. Use t he hint s in t he t able below.
Int roduce your pen friend
\x1
name:
\x1
number:
\x1
Where are they from?
\x1
Do you write them letters?
\x1
Do you send them messages?
\x1
Do you e
-
mail them?
\x1
Describe your pen friend
\x1
Talk about his / her town / city
pen friend(s)
\x1
The weather
an on
line talk / a telephone conversation.
C
-
Your
pen fr
iend is on
line (int ernet ).
Student A: introduce your
self to him / her speak about your hobbies
\x13
describe you town.
\x1
Talk about: name
\x13
a boy / a girl
\x13
age (12/ 13 years old)
-
a pupil in school.
\x1
Speak about your hobbies / pastime: like / enjoy / love
/ favorite pastime.
\x1
Describe your town: beautiful / nice
\x13
wonderful
\x13
many streets
\x13
river
-
many
houses.
Student B (pen friend): do the same thing.
SAMPLE
6: MODULE 2, SECTION 2
D
escribe your class.
Look at your classmates and tell what t
hey are doing now.
Ask the question: what are your classmates and the teacher doing now? Look at the
bubbles.
55
SAMPLE
3
Your teacher of English allows you to invite a guest to attend the team session (3
rd
hour.)
Your classmates ask you to write a letter to your sibling who is studying English at universi
ty
and persuade him/ her to come and enjoy the session with you.
Write the letter in the space provided.
Dear ............. ,
...............................................................................................................................
...
...............................................................................................................................
...............................................................................................................................
..
..............................................................................................................................
.......
...........................................................................................................................
...............................................................................................................................
...............................................................................................................................
..
..............................................................................................................................
..............
....................................................................................................................
...............................................................................................................................
...............................................................................................................................
..
..............................................................................................................................
.....................
.............................................................................................................
...............................................................................................................................
...............................................................................................................................
..
..............
SAMPLE
4
Some students misbehave at school and are not interested in class. Write an article for your
school magazine to show them the importance of good being well
-
disciplined and the profit
they can get from education.
The Value of Ed
ucat ion
...............................................................................................................................
.........................................................................................................................
..............................................................................................................................
...............................................................................................................................
...
...............
...............................................................................................................................
..................................................................................................................
..............................................................................................................................
...............................................................................................................................
...
......................
...............................................................................................................................
...........................................................................................................
.....................................................................
SAMPLE
5
Write to the local newspaper a report on the causes and effects of pollution in the area
where you live and make suggestions how to save your environment from this danger.
Po
llut ion: a t hreat t o our environment
...............................................................................................................................
......................
......................................................................
...............................................................................
...............................................................................................................................
......................
21
SAMPLE
16: MODULE 5, SECTION 1
A
-
Look at t he following not es on t he board / a slip of paper, and ask your part ner
quest ions.
Follow the example:
-
Pupil A
:
Is Mr. Farsi the head master of your school?
-
Pupil B :
yes Mr. Farsi is the headmaster of our school
-
Pupil A :
What &&&&&&&&&&&&&&.?
-
Pupil B :
&&&&&&&&&&&&&&&&&&.
-
Pupil A:
What &&&&&&&&&&&&&&&?
-
Pupil B :
&&&&&&&&&&&&&&&&&.
-
Pupil A:
Where &&&&&&&&&&&&&&?
-
Pupil B :
&&&&&&&&&&&&&&&&&&
-
Pupil A:
Wh
en&&&&&&&&&&&&&&&..
?
-
Pupil B :
&&&&&&&&&&&&&&&&&&
B
-
Look at t he t eacher\x19s desk and ask your part ner quest ions about it . Use t he following
hint s:
regist er
\x13
a school bag
\x13
board
\x13
board eraser
\x13
a pencil case
\x13
books
-
copybooks
\x13
et c.
Start as follows
:
pupil A:
W
hen does your teacher call the register?
Pupil B :
A
t the beginning of the lesson
Pupil A:
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
Pupil B:
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
C
-
Tell t wo pupils t o describe t oget her t heir first [1] English Class
/ day. Tell t hem t o use
t he past .
Pupil
A
Pupil B
-
Name
: teacher of
English
-
Was kind
-
told: welcome
-
Were early
-
arrived : 8:30
-
English lesson started &..
-
bell rang
-
Went into &&&&
-
teacher : introduced
in English
-
Introduced ourselves
-
English
: good
-
Like / Love English
-
Teacher : friendly
-
Smiled at &&.
-
Teacher: call&&
-
Asked a girl to write &..
-
Teacher: called&&
-
It was about &&&
-
He started &&.
were happy
We left school&&..&&&&&.
-
headmaster, his office, school, flag , courtya
rd,
call the register , pencil
-
case , a map , a globe
74
The price that the Carters will pay includes transport, .........
...................................... breakfast
and the ................................................... meal.
G
-
Circle t he best opt ion
1.
The travel agent
suggests that the Carters stay in
a)
a cheap hotel
b)
an expensive hotel
c)
a hotel
at a reasonable price
2. Which of these two meals is optional extra at the hotel?
a)
The middle meal
b)
The evening meal
H
-
Mrs Cart er request ed t he t ravel agent \x19s help in a very formal way; list en and pick out
t he sent ence expressin
g her
formal request
.
..........................................................................................................................
...............
I
-
List en and guess how Mrs. Cart er felt when she left t he t ravel agency.
..............
...........................................................................................................................
J
-
How can you prove t hat t he t ravel agent did his job properly when he t alked t o Mrs
Cart er?
...............................
..........................................................................................................
...............................................................................................................................
..........
K
-
Tick
t he word or phrases you hear in t his conversat ion.
Purpose
Per person
Excuses
Excursions
You seem
Museum
Visas
Vases
READING
THE TEXT
Nike is just one of the several multi
nationals who have been criticised for making huge
profits at the expense of poorly
-
paid, badly
-
treated workers. A recent report by CAFOD
revealed just how bad conditions are for many workers in countries like China, Indonesia,
Vietnam and Brazil. The agen
cy found that in some shoe factories in China, new workers
earn just 38 pence for working a nine
-
hour day. In many cases, a third of
t hat
is deducted for
bread and lodging. Typically, such workers receive one or two days off a month and a three
-
day holiday
every year.
\x1
This research is supported by other findings made by charities. Bethan Brookes, who
works for the London
-
based charities, is very concerned about the business practices of
certain
multinationals
. \x1c Over the last ten or fifteen years, compa
nies like Nike have hopped
their way around Asia looking for ever
-
cheaper production costs. In a research conducted in
1995, it was found that workers in China were being paid as little as 23 pence an hour.
1
2
29
WRITING
SAMPLE
1:
It is your birthday and all your family members are busy preparing for and celebrating the
party. Write a ten
-
line paragraph in your diary book to describe what happened.
The following hint s may help you:
Before t he part y
During t he part y
-
Shopp
ing (sweets, candles, food,
drinks....)
-
Invitation cards
-
Preparing the cake
-
Decorating the living room
(balloons...)
-
Friends coming
-
Eating, drinking and singing
-
Giving presents
-
Blowing out candles
-
Taking photographs
DIARY
................................
.................................................................................
..................................
.................................................................................................................
...........................
.......
.................................................................................................................
..................................
....................................................................................................
.............
..................................
.................................................................................................................
..................................
............................................................
.....................................................
..................................
.................................................................................................................
..................................
....................
.............................................................................................
..................................
SAMPLE 2
:
It is your birthday and you decide to invite your teacher of English. Write him/ her an
invitation card.
57
EVALUATION IN SECONDARY EDUCATION
NUMBER OF TESTS, THEIR COMPOSITION AND THE SCALE
Each term, l
earners are tested in compliance with the following specifications:
1st & 2
nd
3rd YEAR
3
rd
YEAR
4
TH
YEAR
4
TH
YEAR
YEARS
C. CORE
ARTS
C. CORE
ARTS
speaking
at least 1
10
at least 1
10
at least 1
10
at least 1
10
at least 1
10
project work
at least 1
1
0
at least 1
10
at least 1
10
at least 1
10
at least 1
10
listening
08
listening
08
listening
8
listening
08
listening
08
a one
-
hour
mid
-
term test
language
12
language
12
language
12
language
12
language
12
Reading
15
r
eading
12
reading
15
reading
12
reading
15
language
10
language
06
language
10
language
06
language
10
a one
-
hour
end
-
of
-
term test
writing
15
writing
12
writing
15
writing
12
writing
15
COMPONENTS SPECIFICATIONS
1
.
The oral component
a
)
Speaking Test (10 marks) :
b
)
Each pupil will be
tested at least once a term on the oral skills mentioned in the official
syllabus and the test will evaluate his ability to express himself/ herself correctly, clearly,
audibly and in a way appropriate to the communicative situation. The test can be a
14
C
-
Complet e t he following conversat ion:
-
Customs officer:
&&&&&&&&&&&&&&&&&&&&&.
-
You
:
G
ood morning.
-
Customs officer:
&&&&&&&&&&&&&&&&&&&&&.
-
You
:
H
ere you are, sir.
-
Custom officer
&&&&&&&&&&&&&&&&&&&&&&&&&&&
-
You:
I\x19m staying with a family.
-
Customs officer
&&&&&&&&&&&&&&&&&&&&&&&&&&&.
-
You:
T
hank you, good bye.
SAMPLE
8: MODULE 2, SECTION 4
A
-
Tell your classmat e about Tunisia
n food .use t he following hint s
:
a)
C
ouscous : a traditional dish
\x13
smells delicious
\x13
couscous
with lamb and vegetables
\x13
popular dish
b) briks
:
delicious, savoury
-
popular dish
-
enjoy
-
B
-
Role
-
playing act ivit y.
a)
Pupil A:
Ask your partner questions about food.
Follow the example.
Do you like couscous?
Pupil B: answer your partner\x19s questions: yes, I do. / No, I don\x19t
b) R
everse roles
c)
Ask your partner questions about:
-
couscous, lamb and vegetables
(do you enjoy couscous with lamb and
vegetables?)
-
briks,
-
roast chicken,
-
salad,
-
fresh fruit.
A popular dish / a traditional dish.
C
-
You are now at a rest aurant
.
A
nswer t he wait er\x19s quest ions.
-
waiter
:
good afternoon, sir
-
You:
&&&&&&&&
-
Waiter:
what would you like to eat?
-
you
:
&&&&&&&&&&&&..( a traditional dish)
-
Waiter:
would you like couscous or roast chicken?
-
You:
&&&&&&&&&&&&&&&&&&&.
-
Waiter:
would you like couscous with chicken, lamb or fish?
-
You:
&&&&&&&&&&&&&&&&&&&&.. . It\x19s deli
cious.
-
Waiter:
would you like to eat briks, too?
-
You:
&&&&&&&&&&&&&&&&&&&&&&
-
Waiter:
would you like to eat fruit?
-
You:
&&&&&&&&&&&&&&&&&&&&&&..
-
Waiter:
what would you like to eat? Oranges, bananas; dates?
-
You:
&&&&&&&&&&&&&&&&&&&&&&&.
-
Waiter
:
ok
, sir
61
Dialogue:
Lesson 18
Dialogue between father and son about the necessity to get connected to Internet. The
father thinks the Internet is dangerous, the son tries to convince him that it is not
always the
case.
SAMPLE 5: FIRST YEAR
Pict ure descript ion
:
Lesson 33
Pictures about the environmental problems. The learner is asked to describe, react and
suggest solutions.
SAMPLE 6: THIRD YEAR
Role
-
play:
Two pupils act out a scene in a t ravel agency, w
here one pupil is a
cust omer and t he ot her
is a t ravel agent .
Topic
:
........
Tourism
Focus
:
........
Interacting with others, information processing
Pupil A:
You are a customer. You want
:
-
to go to a three
-
star hotel ( with discotheque, a swimming pool for children )
-
a double room (with a good view)
-
to spend 7 nights
-
to be as near the city centre as possible
Pupil B:
You are a travel agent
.
Study the following information carefully so that you can
answer A.
Hot el
Oasis
Royal
Paradise
Sunrise
Cost per night
50
TD
70 TD
90 TD
35 TD
View
good
Very good
Excellent
Very good
Distance from
centre
7 km
10 km
15 km
5 km
Disco
Every night
Weekends only
Friday off
Every night
Childcare
facilities
good
excellent
Very good
Not available
SAMPLE 7: THIRD YEAR
Pict ure
st ory:
One pupil is given the sequence of pictures below to look at. The teacher asks him/ her to tell
the story.
Topic
:
Family relationships
Focus
:
Reinvest new words or expressions in one\x19s speech
45
The following hint s may help you:
\x1
Adject ives
: messy / untidy / not disciplined / noisy / rude
\x1
Verbs
:
-
doesn\x19t make bed / tidy up room
-
quarrels with sisters
-
disobeys mother
-
stays o
ut late at night / neglects studies
-
listens to loud music
...............................................................................................................................
.....
...............
................
...........
........................................................................................................................
...............................................................................................................................
.........
...........
...............................................................................................................................
....................
..................................................................................................
.................................................
...............................................................................................................................
....................
............................................................
.......................................................................................
...............................................................................................................................
....................
......................
.............................................................................................................................
..................................
SAMPLE 10
:
Complet e t he post card about t he place where you live.
Use some of the information provided below:
-
picturesque / stopping place for tourists
-
delightful scenery
-
worth visiting
-
excellent holiday resort
15
D
-
Look at t he t able below and t ell t he wait er (
D/Žçß'
) what you would like t o eat .
Yes (
)
-
couscous with lamb
-
couscous with fish
-
couscous with chicken
-
spaghetti
-
rice
Dish
-
roast chicken
-
oranges
-
bananas
fruit
-
dates
-
tea
drink
s
-
coffee
SAMPLE
8: MODULE 3, SECTION 1
A
-
Describe your house.
Pupil A:
Pupil B:
-
How
many bedrooms are
t
here in your house?
-
H
ow many living rooms are there?
-
W
hat do you usually do in a living room?
-
How
many dining rooms are
there?
-
What do you usually do in a dining room?
-
D
o you have a kitchen?
-
What do we usually do in a kitchen?
-
&&&&&&&&&&&&
-
&&&&&&&&&&&&
-
&&&&&&&&&&&&
-
&&&&&&&&&&&&
-
&&&&&&&&&&&&.
-
&&&&&&&&&.&&&
-
&&&&&&&&&&&..&
\x1
St ep one
: pupil A asks his partner the
questions above. Pupil B answers the questions
\x1
St ep t wo
: reverse roles
B
-
St ep one:
This is your house plan. Describe it t o your class / part ner
St ep t wo
:
Tell your class / part ner what furnit ure you have got in each room.
Kitchen
Di
ning room
Your room
your brother\x19s room
The living room
Bathroom
parent\x19s bedroom
53
night, I went out and came back at midnight.
(t hey / for me / w
ait ing / were st ill)
(2)&&&&&&&&&&&& &&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&.. and
we had a fight. They think I stayed out too late.
(st ay out even / my friends / lat er t han me
/ but )
(3)&&&&&&&&&&& &&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&& I think
this unfair! And thi
s is not the only problem.
(want s t o / for me / Mum st ill / buy all my
clot hes)
(4)&&&&&&&&&&&&.. &&&&&&&&&&&&&&&&&&&&&&&&&&&&&. . Of
course, I don\x19t like what she buys because she never gets me anything that\x19s in fashion.
What should I do, Mary?
Please write me back soon.
Francis
I
-
Mat ch ut t erances in a short dialogue wit h t he right funct ions provided in a list including
one ext ra it em.
Dialogue
Funct ions
Jenny
: Would you like a game of
tennis, next week?
Chris:
I\x19m afraid (1
) I can\x19t
. (2)
I\x19m travelling
to
Bristol next Thursday.
Jenny:
Really? (3)
What for
?
Chris:
Well, It\x19s my sister\x19s wedding and
(4)
I have to be there
.
Jenny:
How are you getting there?
Chris:
I think I\x19ll go by train.
Jenny:
(5)
Shall I give you a lift to the station
?
Chris:
That will be very kind of you.
a
-
Exp
ressing obligation
b
-
Expressing likes
c
-
Asking for the reason
d
-
Planned action in the
future
e
-
Refusing invitation
f
-
suggestion
1 = &..
2 = &..
3 = &..
4 = &..
5 = &..
J
-
Tick / Circle / Underline t he right opt ion in mult iple choice quest ions
relat ive t o t he
funct ion of each ut t erance underlined in a short dialogue.
Dialogue
Wait er:
Good evening, sir. (1)
Good evening Madam
.
George:
Good evening, (2)
we\x19d like a
table for two
.
Wait er:
Certainly. Is t
his table all right?
George:
That\x19s fine. (3)
Could we have
the menu, please
?
Wait er:
Certainly. The soup of the day is
o
nion soup. Are you ready to order?
George:
yes, first I\x19d like the paté, then
c
hops for the main course.
Wait er:
(4)
Sorry
, we
haven\x19t got that.
George:
So, I\x19ll take a steak with some vegetables.
Wait er:
(5)
What would you like to
drink
?
46
This is the village I liv
e in. It is very
beautiful and peaceful.
&&&&&&&&&&&&&&&
&&&&&&&&&&&&&&&
&&&&&&&&&&&&&&&
&&&&&&&&&&&&&&&.
&&&&&&&&&&&&&&&.
&&&&&&&&&&&&&&&..
9TH
YEAR SAMPLES
SPEAKING
M o d u l e 1
-
A two
-
m
inute talk about your family.
70
Object ives:
Ability to describe a p
icture.
Ability to talk about a specific issue.
-
25
C o n v e r s a t i o n 3
Doct or
: And what seems to be the matter?
Pat ient
: I feel sick and I have a stomach
-
ache.
Doct or
: Let me see. Do you have a headache?
Pat ient
: Yes, I do.
Doct or
: You're hot... Yes, you have a slight temperature. What did you eat yesterday?
Pat ient
: I only had a tuna sandwich yesterday.
Doct or
: Well, it's probably nothing serious, but h
ere is some medicine.
L i s t e n i n g
Three people visited the doctor. Listen to the three conversations and answer the questions.
1
.
Complet e t he following t able. (3 marks)
Problem
Patient 1
Patient 2
Patient 3
2
.
Tick t he appropriat e opt ion. (2 marks)
a
.
Patie
nt 2 visited the doctor in the
\x0
morning
\x0
afternoon
\x0
evening
b
.
Patient 3 ate a
\x0
ham
\x0
tuna
\x0
tomato and cheese
sandwich
Y
esterday.
3
.
Circle t he word you hear.
(0.5 mark)
You're
not/ hot
4
.
List en and complet e (0.5 mark)
Well, I'm only ...................................................................................
LANGUAGE
A
-
Fill in a gapped paragraph wit h (n) words provided in a box including t wo dist ract ors:
their / together / have / They / home / always
/ go / past / get / dressed
Every morning Tom and Liza get up at 7 o\x19clock. (1)&&&&&&&& have a shower and at
half &&&&& seven, they (3)&&&&&&& breakfast and (4)&&&&&&. to school. At five
o\x19clock, they go back (5)&&&&&&.. and play (6)&&&&&&&. At seven o
\x19clock, they have
dinner and do (7)&&&&&& homework. Finally, at nine, they go to bed.
B
-
Fill in a gapped paragraph wit h reference t o 3 alt ernat ives:
8
7TH YEAR SAMPLES
SPEAKING
SAMPLE 1
Enact a conversat ion bet ween a doct or and a pat ient .
St udent A
You are the doctor
Greet the patient and
ask him/ her for information
Examine him/ her
Give him/ her some advice and a prescription.
St udent B
You are at the doctor's.
Greet the doctor and answer his/ her questions.
Ask for advice.
SAMPLE 2
: MODULE 1, SECTION 1
Variat ion 1
1
-
Tell students to look at
the following picture and introduce themselves and others.
This &&&&&&
Variat ion t wo:
Salwa
Murad
Saida
Saif
Imen
Hello, I,&
&&&
I\x19m 13 &&&&&&&
I am &&&&&&..in
&&&&&&&&
62
N.B
. The same exercise could be done with the story
(see below) given to the pupil to read.
Then he/ she suggests what the unfortunate woman should do.
The basic st ory:
A woman and man fall in love. They live peacefully together and start a family. One day, the
man drinks too much. He gets angry and hits the
woman. The woman has a black eye. The
children see what happens and become upset. Later the man apologizes to the woman, tells
her he loves her and gives her flowers. She is confused, but she hopes things will be better.
The man drinks again, and he beats
the woman again. Now the woman is very confused. She
doesn't know if she should stay with the man, who says he loves her, but keeps getting drunk
and beating her. She doesn't know what she should do to protect her children&.
SAMPLE 8: 4t h YEAR
Unit 1, Le
sson 1: Holidaying
Number of
t est ees
: 2
pupils
Topic
: your class is doing a survey on how people spend their summer holidays. Student A is
going to interview student B about his/ her holiday plans and write down his/ her answers
on the Holiday Survey Sheet
.
For example:
6
i
)
Reorder 3 or 4 sentence parts to get correct sentence
s which are part of a paragraph.
j
)
Match utterances in a short dialogue with the right functions provided in a list including one
extra item
.
k
)
Tick
/ C
ircle
/
U
nderline the right
option
in multiple choice
questions relative to the function
of
each utterance underlined in a short dialogue.
With 7
th
formers, the exercises can be set at sentence level. With all three levels, the
testee
gets
half a mark
for each correct answer.
4
.
The reading comprehension component
It consists of one linear t ext, a linear text and a non
-
linear one, or t wo complementary texts
totalling 100, 150 and 200
words
respectively for the 7
th
, 8
th
and 9
th
year levels. The linear texts
are authentic or semi
-
authentic and extracted from various sources: novels, magazines,
newspapers, brochures... Non
-
linear texts can be charts, notes, tickets, menus, notices,
timetables...The linguistic as well as semantic content of these texts is appro
priate to the targeted
level. To demonstrate comprehension of the cont ent of the text(s) and its organization, the
learner is required to:
a
)
Match paragraphs with the appropriate titles, main ideas or visuals.
b
)
Provide justified answers t o Yes / No questions,
the justification being retrieved from the text
or worded by the test taker.
c
)
Write short answers to WH questions.
d
)
Answer one or two reference questions.
e
)
Transfer information by completing a table, a diagram, a list or a chart.
f
)
Complete a sentence or a pa
ragraph with information retrieved from the text, the
information being a word, a phrase, a clause, a date, a figure...
g
)
Complete a sentence or a paragraph with own words or phrases when the information is not
explicitly stated in the text.
h
)
Select the appr
opriate alternative in multiple choice questions related to the title or main idea
of a text or the meaning of a given word.
i
)
Find
equivalents
or
opposites
of
new
words or expressions
underlined in the text
.
j
)
Identify the topic sentence of a text or paragrap
h when that is appropriate.
k
)
Tick / Underline / Circle the right option in multiple choice questions about the function of a
given statement.
l
)
Find out
the function corresponding to a given statement.
m
)
Pick out a statement expressing a given function
.
n
)
Identif
y true or false statement.
o
)
Tick / Underlie / Circle the right option in multiple choice questions about the type of text.
The test taker gets a full mark for each correct answer.
5
.
The list ening comprehension component
It consist
s
of a monologue, a dialogue,
a conversation, a speech or a presentation totalling 100,
150 and 200 words respectively for the 7
th
, 8
th
and 9
th
year levels. The linguistic as well as
semantic content of these oral texts is appropriated to the targeted level. To demonstrate
comprehens
ion of the content of the text and its organization, learners are required to:
a
)
Identify the speaker(s)
b
)
Identify the relationship between the speakers.
c
)
Give justified answers to Yes / No questions, the justification being retrieved from the text or
worded b
y the test taker.
d
)
Write short answers to WH questions, including inference questions.
e
)
Transfer information by completing a table, a diagram, a list or a chart.
f
)
Complete a sentence or a paragraph with own words or phrases.
3
FOREWORD
Given the changes brought to evaluation
at both the education and secondary
education levels, and because some of the changes adopted for a given level were not
accompanied by a systematic review of the documents relative to evaluation at the previous
levels, the English inspectors devoted four
meetings in the course of the school year 2008
\x13
2009 to try to clarify ambiguities and lift mismatches between the different documents
pertaining to evaluation. They produced the document headed \x1c Evaluation in Basic
Education\x1d and a similar one for second
ary education. Each of these documents is
comprehensive in that it covers all the levels of the targeted cycle. A copy of each of these
two documents precedes the samples targeting either of the two cycles, that is basic
education and secondary education.
To help teachers further, the inspectors of English chose to write the present action
research and provide samples of the recommended techniques to be used in any test
component. For ease of reference, these samples are arranged by cycle (basic education
t
hen secondary education), by level (7
th
, 8
th
, 9
th
...) and by component (speaking, listening,
reading...)
It is hoped that this research will bring an end to discrepancies in tests from one
school or teacher to another and that all test takers will be fair
ly and appropriately tested.
The coordinator
Béji Mohamed
Fethi
43
SAMPLE 5
:
Parents have different views of their children\x19 education. Some are indifferent. Others are
pushy. Write an article to your school magazine to express your opinion of how pare
nts
should be and what they should do to help their children to succeed at school.
School and Parents\x19 roles
...............................................................................................................................
..................
.
...............................................................................................................................
.................
................................................................................................................
.................................
...............................................................................................................................
..................
..............................................................................
...................................................................
...............................................................................................................................
..................
............................................
.....................................................................................................
...............................................................................................................................
...........
.......
SAMPLE 6
:
Write an article to your school magazine in which you describe your \x1c
dream school\x1d
These hint s may help you:
Small/ big
\x13
severe/ friendly headmaster
-
helpful teachers
-
interesting subjects
\x13
computer
labs
\x13
the Internet
-
no uniforms...
The school
I dream to go to
...............................................................................................................................
................................................................................................................
..............................................................................................................................
...............................................................................................................................
...
.....................
...............................................................................................................................
............................................................................................................
..............................................................................................................................
...............................................................................................................................
...
.........................
...............................................................................................................................
........................................................................................................
..............................................................................................................................
...............................................................................................................................
...
.............................
...............................................................................................................................
.................................................................
SAMPLE 6
:
You want to attend o
ne of the summer concerts in your local town. You would like your
friend to go with you.
Write him/ her a small note to convince him/ her to accompany you.
These hint s may help you:
41
A Can I help you?
B I\x19m looking for a jumper like this, but in blue. (1)
Have you got one?
A What size are you?
B (2)
It\x19s medium
.
A Here you are.
B That\x19s great. (3)
Can I try it on, please?
A Of course. The changin
g rooms are over there.
B (4)
I like it
. (5)
How much is it
?
A It is only 30 pounds.
a
-
Asking about price.
b
-
Describing.
c
-
Expressing likes.
d
-
Asking for information.
e
-
Suggestion.
f
-
Asking for permission.
1 = &..
2 = &..
3 = &..
4 = &..
5 = &..
WRITIN
G
SAMPLE 1
:
Your friend from England wants you to help him to choose a nice place where he can spend
his next summer holiday. Write him/ her a letter to convince him/ her to choose Tunisia as a
destination.
These hint s may help you:
Nice weather / cheap acco
mmodation / enough entertainment / different means of
transport / delicious food / interesting places to visit &
Dear Friend,
...............................................................................................................................
..
...............................................................................................................................
...............................................................................................................................
..
..............................................................................................................................
........
..........................................................................................................................
...............................................................................................................................
...............................................................................................................................
..
..............................................................................................................................
...............
...................................................................................................................
...............................................................................................................................
...............................................................................................................................
..
..............................................................................................................................
......................
..................................................................................
Truly
yours,
...................
SAMPLE 2
:
You spent spring holidays wi
th your relatives in Djerba. You were a welcome guest. Now, you
are home and you are going to write them a letter of thanks.
Dear Friends,
..................................................................................................................
...............................................................................................................................
...............................................................................................................................
..
..............................................................................................................................
............................
......................................................................................................
...............................................................................................................................
...............................................................................................................................
..
..............................................................................................................................
........................................
..........................................................................................
...............................................................................................................................
...............................................................................................................................
..
..............................................................................................................................
....................................................
65
destiny and all
that he hopes for is to find his daughter Perdita who was left on one of the
empty islands to die because the king thought that she was an illegitimate child.
Lesson
\x1
Unit 2:
The Winter\x19s Tale ( part 1) p 77
\x1
Unit 2:
The Winter\x19s Tale ( part 2) p 82( Arts)
Number of
t est ees
4
Object ives
of t he t est
-
Ability to speak fluently.
-
Ability to pronounce correctly
-
Ability to tell one\x19s lines in an expressive way
-
Ability to interact with other pupils paying attention to their cues
-
Ability to speak in a to
ne that is appropriate to a given situation.
SAMPLE 11: 4t h YEAR
Lesson
Lesson 2
Number of
t est ees
One
Object ives
of t he t est
-
Testing the student\x19s ability to present a story through details in the
table. (the way he narrates)
-
Testing his ability
to use grammar correctly ( simple past, connectors
:
as, because, so, therefore&).
-
Testing his communicative performance. (language used, appropriate
sentences&)
Crit eria for
t he
evaluat ion
-
Accuracy
: Vocabulary quality, grammar, use of appropriate c
onnectors.
2 marks
-
Adequacy of content
: 2 marks
-
Fluency
: communicative performance. 4 marks
-
Pronunciation and intonation.
2 marks
Students can be provided with the texts below (one for each) in the previous session. They
can
be
asked to read them
at home and to complete the table.
Name
Age
Count ry
Why he/ she
can\x19t at t end
Solut ion
Feelings
t oward
Ambit io
ns
2
CONTENTS
FOREWORD
................................
................................
................................
................................
.............
3
CONTRIBUTORS
................................
................................
................................
................................
.......
4
EVALUATIO
N IN BASIC EDUCATION
................................
................................
................................
.......
5
7TH YEAR SAMPLES
................................
................................
................................
................................
.
8
LISTENING
................................
................................
................................
................................
..........
24
LANGUAGE
................................
................................
................................
................................
........
25
WRITING
................................
................................
................................
................................
............
29
8TH YEAR SAMPLES
................................
................................
................................
...............................
33
SPEAKING
................................
................................
................................
................................
..........
33
LISTENING
................................
................................
................................
................................
..........
34
READING COMPREHENSION
................................
................................
................................
.............
36
LANGUAGE
................................
................................
................................
................................
........
37
WRITING
................................
................................
................................
................................
............
41
9TH YEAR SAMPLES
................................
................................
................................
...............................
46
SPEAKING
................................
................................
................................
................................
..........
46
LISTENING
................................
................................
................................
................................
..........
47
READING
................................
................................
................................
................................
............
48
LANGUAGE
................................
................................
................................
................................
........
50
WRITING
................................
................................
................................
................................
............
54
EVALUATION IN SECONDARY EDUCATION
................................
................................
..........................
57
SECONDARY EDUCATION SAMPPLES
................................
................................
................................
...
60
SPEAKING
................................
................................
................................
................................
..........
60
LISTENING
................................
................................
................................
................................
..........
72
READING
................................
................................
................................
................................
............
74
LANGUAGE
................................
................................
................................
................................
........
76
WRITING
................................
................................
................................
................................
............
78
GUIDED WRITING
................................
................................
................................
..........................
78
FREE WRITING
................................
................................
................................
................................
82
42
..............................................................................
...............................................................................................................................
...........
Truly yours,
.......................
SAMPLE 3
:
Ellie\x19s diary (first week of April 200
9)
1
-
Monday
Collect tickets from the travel agency
2
-
Tuesday
Meet Ted and Lucy after work
Go shopping
3
-
Wednesday
11:00 am See the doctor
Have lunch with mum
4
-
Thursday
Leave work early
pack bags
5
-
Fr
iday
6:30 am Go by train to the airport
Meet Ted and Lucy
9:30 am Fly to Mexico
6
-
Sat urday
7
-
Sunday
Use t he not es in t he diary t o writ e a paragraph about what Ellie did last week.
Last week, I ......................................................
.....................................................................
...............................................................................................................................
...........................................................
..............................................................................................................................
...............................................................................................................................
...
.............................................................................
...............................................................................................................................
....................................................
..............................................................................................................................
...............................................................................................................................
...
....................................................................................
...............................................................................................................................
.............................................
...............................................................................................
SAMPLE 4
:
While surfing the net, you came across a
discussion forum
entitled \x1c
Do you like your school?\x1d
You decided to take part in it
.
Writ e an e
-
mail
in whi
ch you express your feelings about your school.
...............................................................................................................................
..................
.............................................................
....................................................................................
...............................................................................................................................
..................
...........................
......................................................................................................................
...............................................................................................................................
...........
.......
...............................................................................................................................
..................
........................................................................................................
.........................................
...............................................................................................................................
..................
......................................................................
....................................................................
16
SAMPLE
9: MODULE 3, SECTION 2
A
-
St ep one
:
Tell your pen friend / friend which veget ables you grow in your t own village /
farm. Choose from t he list below.
Step two: tell him / her which ones you like in a salad.
St ep t hree: t ell him / her which fruit s you grow in your farm / village. Choose t he right
ones from t he list below.
St ep four: t ell him / her which fruit s t hey like t o eat
B
-
Tell t he farmer which animals he keeps on his farm and which ones can go t o Belvedere.
cows
\x13
rabbits
\x13
tigers
-
goats
-
lions
-
donkeys
-
horses
-
dogs
\x13
birds
-
hens
-
turkeys
-
ducks
-
cats
SAMPLE
10: MODULE 3, SECTION 3
A
-
Market day
Two pupils t o complet e a conversat ion t hen enact it
.
Pupil A: when is market day in you &&&&&&
Pupil B: it\x19s on&&&&&&&&
Pupil A : do many people&&&&&&&..?
Pupil B: yes , they&&&&&&&&&&&.
Pupil A : what do people
buy on &&&&&.?
Pupil B: they &&&&&&&&&&&&..
Pupil A : what kind of goods do they buy ?
Pupil B : &&&&&..,&&&&&.,&&&&..
Pupil A : are they new or &&&&&&..?
Pupil B : they are &&&.and &&&&&&.
Pupil A : what old things do they &&&&&&&&.?
Pupil B:
they sell&&&&&&&&&&&&&&.
They sell all these in &&&&&&&&&&&
B
-
Look at a pict ure and describe what t he people are wearing.
Describe your classmat e (t ell what \x19s he is wearing)
SAMPLE
11: MODULE 3, SECTION 4
A
-
A birt hday part y
Pupil A: describe
s t he first part of t heir friends birt hday part y
Pupil B: describes t he second part of t heir friends birt hday part y
green pepper
\x13
carrot
-
lettuces
-
onion
-
potatoes
-
tomatoes
-
cu
cumber
Strawberries
-
water melon
\x13
figs
\x13
apples
\x13
apricots
\x13
almonds
\x13
bananas
\x13
oranges
\x13
dates
-
grapes
75
Obviously, there is a marked difference between
the tiny amount that workers in the Third
World are getting& and the amount consumers in the West are paying\x1d .
\x1
Charity organisations believe that pressure from consumers is vital if change is going to be
achieved. In Britain, leading supermarket chain
s have agreed to draw up a code of conduct
which will regulate conditions for workers overseas. And in the U.S, students groups, trade
unions and human rights organisations have been demonstrating against
sweatshops
.
Their
aim is to encourage shoppers not
to buy products made by companies who exploit their
workers.
The protests in the U.S have
highlighted
another significant point
-
the fact that it is not
only workers in the developing world who need protection from exploitation. In America
itself, tens
of thousands of immigrant workers, mainly women, produce clothing under
conditions little better than
those
in China and Indonesia.
CAFOD
is a major British charity that has been fighting Third World poverty since 1962.
(Adapted from BBC English magazine
-
Dec.1997)
Read t he t ext carefully and answer t he following comprehension quest ions (15 marks).
1.
Underline t he opt ion (1, 2 or 3) t hat best complet es t he following st at emen
t (1 mark).
The purpose of this article is to&
a)
persuade consumers to buy products made by some famous multinationals, such as
Nike.
b)
compare the wages earned by workers in the U.S and in some Third World countries.
c)
show th
e extent to which some multinationals over
-
exploit the workers they employ.
2.
Answer t he following quest ions wit h reference t o t his art icle.
a)
How are new workers in some shoe factories in China doubly exploited? (
2 marks
)
\x1
&&&&&&&&&&&&&&&&&&&&&&&&
&&&&&&&&&&&.......................................
.
\x1
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
.......................................
b)
Have consumers in the West benefited from the low production costs of the goods
manufactured by some multinatio
nals based in the Third World? Why or why not?
(
2marks
)
Consumers in the West ..........................................because&&&&&&&&&&&
..................
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
................................
.............
3.
The following st at ement s are false. Just ify wit h det ails from t he t ext
(3 marks).
a)
Food and accommodation are provided free of charge to new workers in some shoe
factories in China (
paragraph 1)
.
&&&&&&&&&
&&&&&&&&&&&&&&&&&&&&&&&&&
.............................................
b)
Some multinationals like Nike prefer Asian countries because of the high demand for
their products (
paragraph 2
).
3
4
33
8TH YEAR
SAMPLES
SPEAKING
LEVEL:
..............................
8
th
Basic Educati
on
LESSON
:
...........................
Module III, Section III
TOPIC
:
..............................
Having dinner with the Smiths / table
manners
TYPE OF TEST:
..................
role play
NUMBER OF TESTEES:
......
T
hree
AID
:
................................
..
F
lash card
STUDENT A
STUDENT B
\x0
Looks nervous / anxious
\x0
Has a date and doesn\x19t know
table manners
\x0
Thank them
\x0
Won
ders why / guess
(maybe / perhaps)
\x0
Ask him / her about the
reason
\x0
Give him / her advice
(should / shouldn\x19t /
don\x19t&)
\x0
Munch food / stretch out
/ dip bread in sauce
ST UD E N T S\x19 P R O D UC T I O N
St udent
A:
Hi!
St udent
B:
Hello!
St udent
A:
Why is Nesrine nervou
s?
St udent
B:
I don\x19t know, maybe she lost something.
St udent
A:
Perhaps she has an exam.
St udent
B:
don\x19t worry let\x19s ask her
Hello!
St udent
C:
Hello!
St udent A:
Why are you nervous?
St udent B:
What\x19s happening Nesrine?
St udent
C:
I have a date
with a boy tonight and I don\x19t know the table manners.
St udent s A+B:
Is this your problem? Come on Nesrine, sit down.
47
-
A conversation between a child and his/ her father/ mother about pocket money.
M o d u l e 2
-
A conversation between 2 pupils about their school.
M o d u l e 3
-
A conversation between a patient and a doctor. The patient wants to lose wei
ght and keep
fit and the doctor gives some advice.
-
A journalist interviews a scientist on how to keep our environment clean.
M o d u l e 4
-
A conversation between a tourist and a policeman at the airport.
-
A guide giving a three
-
minute talk about the places to
visit in Tunisia.
M o d u l e 5
-
A conversation between a waiter and 2 customers at the restaurant.
-
A conversation between 2 friends who want to go out in the afternoon. Each one of them
makes suggestions to go a specific place.
M o d u l e 6
-
A pupil is asks to
give a three
-
minute talk to convince his/ her friends to do voluntary work.
LISTENING
List en t o Kevin t elephone his sist er in Aust ralia:
\x0
Hello
\x0
Hi Ann!
\x0
Kevin, what a surprise! It\x19s great to hear f
rom you!
How are you?
\x0
Fine, just fine. How about you?
What\x19
s new?
\x0
Oh, nothing much.
\x0
How\x19s Dennis?
\x0
He\x19s very well. He\x19s won a golf competition& so he\x19s thrilled about that.
\x0
A golf competition? That\x19s great!
When was that?
\x0
Errr last Saturday.
\x0
Well, tell him congratulations. And how about the kids? How are Becky and
Kate?
\x0
Ah, Becky\x19s had an argument with her boyfriend, so she\x19s a bit upset at the moment.
\x0
Is it serious?
\x0
Well, I don\x19t know. It only happened this morning.
\x0
This morning? Ah, poor Becky!
\x0
But Kate has some good news. She\x19s passed her driving test.
31
SAMPLE 4
:
Your web
site group want
s
to know about your English penfriend Mary. You decide to write a
paragragh to introduce her and e
-
mail it to them. Use the following notes to write the
paragraph
.
Name
:
Mary Black
Age
:
12
Occupat ion
:
student
Fat her\x19s job:
doctor
Mot her\x19s job
:
secretary
Hobbies
:
Internet chatting, jogging
Pet s
:
cat and a brown rabbit
My new English penfriend is Mary Black. She ...............................................
....................
.....
..........................................................................................................................
......................
.........................................................................................................
.................
......................
..........................................................................................................................
......................
.......................................................................
...................................................
......................
..........................................................................................................................
......................
.....................................
.....................................................................................
......................
..........................................................................................................................
......................
...
.......................................................................................................................
......................
SAMPLE 5
:
Write a leaflet to warn and advise people how they can avoid health problems in winter
when the weather
is cold and in summer when it is hot.
In winter , the weather is col d and wet
In summer , it is sunny and hot
a)
-
...................................................
a)
-
...................................................
b) ..............................
......................
b) ....................................................
c) ..................................................
d) ...................................................
c) ..................................................
d) ..........
.........................................
52
good way to avoid them is to wear bells when you walk, so the bears can hear you
(come)
&&&&&&& . And at night, don\x19t keep your food near you. Put it up on a tree if you can.
F
-
Mat ch sent ence part s t o get a coherent paragraph. (Onl
y 8t h and 9t h formers)
1
-
On Monday, we visited Lake
Victoria
2
-
We wanted to go on a boat ride.
3
-
So we went to a restaurant
a
-
But we couldn\x19t because it was raining.
b
-
which is the largest Lake in Africa.
c
-
which is a famous museum.
d
-
and tasted the
local food instead.
1 + &&
2 + &&.
3 + &&
Column A
Column B
1
-
Smoking can cause
2
-
The nicotine inhaled from cigarettes
3
-
This can lead to blockages in the
arteries,
4
-
Althoug
h these harmful effects are
well known,
a
-
particularly in the lungs.
b
-
People give up smoking
c
-
makes the heart beat faster, and
makes the arteries contracted.
d
-
Cancer, bronchitis and heart
diseases.
e
-
Some people carry on even after
having a heart attack.
1 +&.
2 + &.
3 + &.
4 + &.
G
-
Reorder 3 or 4 sent ence part s t o get a correct sent ence.
( sport / football / the world\x19s / most popular / is )
a
-
The world\x19s &&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
.
( has lately / depressed / friend / been / My best)
b
-
My best &&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
.
(cigarettes / harmful / smoking / to health / is)
c
-
Smoking &&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
.
( elephants / kill / tusks / hunters / for their )
d
-
Hunters &&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&.
.
H
-
Reorder 3 or 4 sent ence part s t o get correct sent ences which are part of a paragraph.
Dear Mary
I hope you are well, because I\x19m not
. I\x19m having problems with mum and dad, and I want
to leave home. I really need your advice.
(t hink / Mum and Dad / I\x18m / a child)
(1)
&&&&&.. &&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&& . Last
40
F
-
Mat ch sent ence part s t o get a coherent paragraph.
(Only 8
t h
and 9
t h
formers)
1
-
Michael Jordan, whose
nickname is
2
-
I
n 1993, he won the American
championship
3
-
And for the third time
a
-
He was elected the best player of
the year.
b
-
\x1c Airness\x1d is considered as the best
basket player of all times
c
-
For the third time in a row with his
team, the Chicago Bulls.
d
-
He plays well.
1+ .......... 2+.......... 3+..........
G
-
Reorder 3 or 4 sent ence part s t o get a correct sent ence.
( is famous / London / for its red/ buses / double dec
ker )
a
-
London&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&..
.
(does it/ how long / to school / take you/ to get )
b
-
How long&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
?
(on the Internet / a hotel / book / room / can I )
c
-
Can I&&&&&&&&&&&&&&&&&&&
&&&&&&&&&&&&&&&&&&
?
(never dip / sauce / The English people / in their / bread )
d
-
The English people&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
.
H
-
Reorder 3 or 4 sent ence part s t o get correct sent ences which are part of a paragraph.
Mabel\x19s Motel
Mabel\x19s Motel is really a friendly place. (
At t he check in / t o your room / shows
you / Mabel)
&&&&&&&&&&&&&&&&&&&&&&&&&&&& .The rooms are large
and they have cable TV.
(a swimming pool/ t here is / a game room / and )
&&&&&
&&&&&&&&&&&&&&&&&&&&&&&& .
It\x19s just a fifteen
-
minute walk to the beach. And if you\x19re hungry, you can eat at
the restaurant next door. The food is good and cheap. Besides,
(t he rest aurant is /
t went y four hours / a day / open)
&&&&&&&&&&&&&&&&&&&&&&&&&&&&
You won\x19t have to
dress up to eat there. Families that stay at Mabel\x19s always
have a good time.
I
-
Mat ch ut t erances in a short dialogue wit h t he right funct ions provided in a list including
one ext ra it em.
Dialogue
Funct ion
s
13
SAMPLE
7: MODULE 2, SECTION 3
A
-
S
how t he
t est ee
a pict ure of a boy / a girl inside t he airport and ask t he following
quest ion
s:
-
Where is the boy now?
-
Is the man on the right/ left a policeman? (pointing to the man)
-
What\x19s he?
-
What is the boy doing?
-
What\x19s he showing to the customs officer?
-
How many people are waiting for them?
-
Where\x19s his luggage?
B
-
Tell pupil A: you are a cust o
ms officer and pupil B: you are t he boy at t he airport .
St ep one:
give pupil A the following notes to be reordered.
-
Is this your luggage?
-
Where are you staying?
-
Good afternoon
-
Can I see your passport, please!
-
Have a nice stay.
-
Good bye.
St ep t wo:
giv
e pupil B the following notes and ask him / her to reorder them
-
Thank you, Good bye.
-
Yes of course, here you are, sir.
-
Good afternoon, sir
-
I\x19m staying in Tabarka, with a friend.
-
Yes, sir.
St ep t hree:
ask both of them to enact the conversation.
St ep four:
you may ask the two pupils to identify some functions.
Saeed
: stan
d
Farah
:
draw
My
class
Olfa
: do
her
homework
My friend: sit
The
teacher
:
teach
Monia
:
speak
w
ith
her
friend
Ahmed
:
Listen
Fahd
:
write
Murad: play at the
back with his friend
28
&&&&&&&&&&&&&&&&&&&&&. . He studies at university. Jim is only 4 and he is
great.
(my
\x13
love
\x13
family
\x13
I)
&&&&&&&&&&&&&&& . We are very h
appy together.
I
-
Mat ch ut t erances in a short dialogue wit h t he right funct ions provided in a list including
one ext ra it em.
Dialogue
Funct ions
Int erviewer:
Hello, Emma. How are you?
Emma:
Fine, (1)
thanks.
Int erviewer:
First of all,(2)
where are you from
?
Emma:
Oxford,(3)
it\x19s a beautiful town
.
Int erviewer:
What\x19s your favourite hobby?
Emma:
(4)
I enjoy listening to music
,
especia
lly Pop.
Int erviewer:
Oh, that\x19s great.
Emma:
Thank you; I think I must go, now.
Int erviewer:
Ok, (5)
good bye
!
Emma:
Good bye.
a
-
Making a request
b
-
Taking leave
c
-
Expressing like
s
d
-
Thanking
e
-
Describing
f
-
Asking for information
1 = &..
2 = &..
3 = &..
4 = &.
5 = &.
J
-
Tick / Circle / Underline t he right opt ion in mult iple choice quest ions relat ive t o t he
funct ion of each ut t erance underlined in a short dialogue.
Pet er:
Good morning.
Can I have a
black coffee, please?
(1)
Wait er:
Espresso?
Pet er:
Yes please, and a carrot cake,
please.
Wait er:
Oh!
I\x19m sorry
, there aren\x19t any left
(2).
Would you like to have a
chocolate
cake?
(3)
Pet er:
Ok. Chocolate cake, then
(4).
Wait e
r:
Is that all?
Pet er:
Yes, thanks.
Funct ions
(1)
-
Describing / Inviting / Polite Request
(2)
-
Thanking / Apologizing / Greeting
(3)
-
Expressing like / making an offer / Asking about likes
(4)
-
Agreeing / Accepting offer / Refusing offer
7
g
)
Select the appropriate alternati
ve in multiple choice questions related to the title or main
idea of the text or specific words or ideas in the text.
h
)
Select the appropriate alternative in multiple choice questions related to the function of a
given statement.
i
)
Infer attitudes and moods.
j
)
E
xpress reaction to the content of the text or the characters or people involved.
The test taker is allotted one mark for each correct answer to the above specified comprehension
questions.
In addition to the comprehension questions, the test taker is requi
red to
k
)
Tick the right option in multiple choice questions about the function of a given statement.
l
)
Find out the function of a given statement.
One mark is allotted for the appropriate answer to either of the above questions.
Pronunciation is tested through
questions requiring t he learner to:
m
)
Circle the word(s) he hears (minimal pairs)
n
)
Listen to a section of the text and identify words having (a) specified sound(s) or stress
The learner is allotted half a mark for each correct answer to the above specified p
ronunciation
questions.
Spelling is tested through a question requiring the learner to:
o
)
Complete a gapped section of the text as s/ he listens to the tape.
Half a mark is allotted for each correct answer.
The use of t he casset t e is compulsory
.
6
.
The writ ing c
omponent
Ability to write is tested through
one
single assignment requiring the learner to
a
)
Write a narrative text: a report, a story...
b
)
Write a description, instructions or directions.
c
)
Write a postcard, an e
-
mail, a message or a letter
d
)
Write from prompts:
a series of pictures, a chart, a table...
The suggested topics should interest the learners and specify the audience, the purpose and the
context.
The
following
evaluation criteria
should be indicated on the test paper
:
a
)
Adherence to task and content adequa
cy.
b
)
Lexical appropriacy and grammar accuracy
c
)
Mechanical accuracy (punctuation, capitalization and spelling).
36
Pronunciat ion
(1 mark
)
Listen to the tape and say whether the sounds you hear are similar or different. Circle the
letter
S
if they are
similar
and
D
if they are
different
.
a
-
H
ear
H
ere
(
S / D
)
b
-
Y
ou
Ar
ou
nd
(
S / D
)
READIN
G COMPREHENSION
High
Park is a landmark in T
oronto, Ontario located at 1873 Bloor Street west.
There I
also free parking inside the park. High Park offers many year
-
around activities for free.
During the summer, there are additional special events, incl
uding an outdoor theatre
program called \x1c Dream in the Park\x1d . Families with children can enjoy the zoo, not far from
the lanes, the Adventure Playground, and the Children\x19s Garden. The zoo is home to
different types of animals.
If you like sports, you ca
n go swimming at the outdoor swimming pool, play tennis or go
cycling on the paved roadways. Visitors can also watch community baseball and soccer
games in the park.
If you love gardens, High Park offers beautiful Hillside gardens and a Nature Centre. Y
ou
can bring a picnic lunch, or eat a meal at the Grenadier café.
High Park is 161 hectares large. Colborne Lodge Historical House is located at the south
end of the park. Visitors can take a tour of Colborne Lodge and learn more about John
Howard. He d
onated his land and house to the City of Toronto in 1873. This land later
became High Park.
ht t p:/ / www.set t lement .org/
READING COMPREHENSION QUESTIONS (6 marks)
1
.
Say whet her t he following st at ement s are
True
of
False
. Just ify your answer wit h
informat ion f
rom t he t ext . (2 marks)
a
-
Visitors don\x19t have to pay for the leisure activities in High Park. (&&&&&.)
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&.
b
-
The number of events in High Park decreases in summer. (&..&&&..)
&&&&&&&&&&&
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&.
2
.
What are t he act ivit ies t hat visit ors pract ice in High Park? Tick (
) t he appropriat e
box. (2 marks)
1
2
3
4
54
George
: Only water, please!
Wait er
: Certainly, sir.
George
: Thank you very much.
1)
-
Describing / Greeting / agreeing
(2)
-
Expressing like / expressing desire / expressing dislike
(3)
-
Past ability / Polite request / Suggestion
(4)
-
Disagreeing / Refusing / Apologizing
(5)
-
Asking for information / Asking about desire / Asking for help
WRITING
SAMPLE 1
Parents can be autho
ritarian or tolerant and permissive. What do you think of yours? Write
a paragraph in your blog to narrate an event from your childhood memories to justify your
point of view. Begin as shown.
One day when I was still a child, .............................
.................................................................
...............................................................................................................................
...................
...........................................
.......................................................................................................
...............................................................................................................................
...................
.....
...............................................................................................................................
..............
..................................................................................................................
................................
...............................................................................................................................
...................
............................................................................
......................................................................
From that day I realised that my parents are .......................................................... ./ .
SAMPLE
2
Many young people waste their pocket money on unnecessary and so
metimes dangerous
things like fast food, violent games, and smoking.
Write an article for your English club magazine to raise this issue and advise students at your
school how they can use their pocket money more effectively.
T EENAGERS and POCKET MONEY
.
...............................................................................................................................
...............................................................................................................................
..
..............................................................................................................................
...............................................................................................................................
...
......
...............................................................................................................................
...........................................................................................................................
..............................................................................................................................
...............................................................................................................................
...
.............
...............................................................................................................................
....................................................................................................................
..........................................................
17
Part one: decorat ion
Part t wo: t he part y
-
people
\x13
busy
-
children
-
friends
\x13
cousins &&etc
-
decoration
: balloons
-
flowers, music
-
dining table
-
a cake
-
candles
-
light candles
-
friends sing
-
blow out the candles
-
take some photos
-
presents
B
-
Your lit t le brot her makes a birt hday part y .Tell your part ner about it .
C
-
A conversat ion about
a birt hday part y.
Complet e t he following conversat ion
Pupil A: tell me about Fahd\x19s birthday party
Pupil B: it is a good party
Pupil A: how many people are there?
Pupil B:&&&&&&&&&&&&&there are many &&&&&&&..and many .
Pupil A: is the house&&&&&&&&
&&&&.?
Pupil B: yes, it is decorated &&&&&&&&&.
Pupil A: do they buy &&&&&&&.?
Pupil B: no, they make it at home?
Pupil A: what do they &&&&&&&&.?
Pupil B: they buy &&&&&&&..and&&&&&&&&.
Pupil A: how many candles are there on &&&&&..
Pupil B: there are
&&&&&&&&&&&&&
Pupil A: do you sing &&&&&&&&&&&..?
Pupil B: Yes&&&&&&&&
Pupil A: does Fahd light &&&&&&&&&&&?
Pupil B: No &&&&&&&&&&&&&&&&..
Pupil A: does Fahd blow&&&&&&&&&&&.?
Pupil B: Yes&&&&&&&&&&&&&&&&
Pupil A: Is Fahd happy?
Pupil B: Yes, she has
got &&&&&&&&&&&.
SAMPLE
12: MODULE 4, SECTION 1
A
-
Role
play
.
Tell t wo pupils t o act out t he roles of a fat her and his son
father
-
Don\x19t &&&&.
-
It\x19s&&&&.
-
Don\x19t &&&.
-
It\x19s&&&&&
-
You&&&&.&&&in the street
-
You &&&&&&&.
32
SAMPLE 6
:
On the back of this postcard you write to your penfriend about a touristic sit
e in Tunisia, e.g.
the oas
is in T
ozeur.
Dear Mary,
&&&&&&&&&&&&&..
&&&&&&&&&&&&&..
&&&&&&&&&&&&&&
&&&&&&&&&&&&&&.
&&&&&&&&&&&&&..
Yours, S.A.
Mary Black
12 Av. St reet
1200 London
Great Brit ain
34
St udent
B:
in your date, don\x19t munch food like this (gesture).
St udent
A:
Don\x19t put your arms on the table like this (gesture).
St uden
t B:
And don\x19t talk and eat at the same time.
St udent A:
Don\x19t stretch out to get salt and pepper (gesture). Ask someone to
pass them to you.
St udent B:
You shouldn\x19t dip your bread on the sauce, you must wipe your
mouth with a napkin. That\x19s it Ne
srine.
St udent C:
That\x19s not a difficult thing.
St udent s A+B:
Yes.
St udent C:
Thank you my friend.
St udent s A+B:
Not at all.
LISTENING
Happiness
6 Minute English © bbclearningenglish.com 2009
Kat e:
Hello, I\x19m Kate Colin and today I'm joined b
y Rebecca Byrne. Hi, Rebecca.
Rebecca,
how are you feeling today? You look very happy!
Rebecca
:
Yes, I am very happy actually. Spring is finally here and I have to say that the
lighter evenings and the
sunnier days do indeed make me feel much happier!
Kat e
:
That's good to hear because, here in the UK and all around the world, the
economic recession is really beginning to make life increasingly difficult for
many people. So in today's programme, we're going to talk about happiness
and where we are likely to find it, especially when times are hard..
.
But before
we find out more, I have the
question for this week. Which country do you
think is the happiest? Is it?
a) Mexico
b) Denmark
c) Nigeria
Rebecca:
answers&
Kat e
:
We'll check your answer later, but for now, I'd like to ask you what makes
you
happy?
Rebecca
:
Generally, I'm happiest when I'm just hanging out with friends and family and
I like also listening to music, that always makes me happy
Kat e:
Yes, I agree. I always feel happiest when I'm with friends and family too.
But
enough
about us
Rebecca
:
Material possessions are things we buy, clothes, houses, cars, TVs. There's a
common idea that acquiring material possessions makes us happy.
Kat e
:
Yes, many people go shopping and spend money when they feel depressed
and think that
this will make them feel happier. Have a listen to another
speaker to hear what he has to say on the subject:
22
SAMPLE
17: MODULE 5, SECTION 2
A
-
St ep one: Tell whic
h subject s you like at school and which ones you don\x19t like.
St ep t wo:
What are your
favourit e
t eachers like?
Look at the table below and describe
t hem.
Teacher
Descript ion
Reason
Arabic
(not) friendly
doesn\x19t / Tell joke
s
French
(not) cheerful
Doesn\x19t / give(s) good marks
English
(not) serious
Doesn\x19t / speak(s) English fluently
Mat hs
(not) good
-
looking
Doesn\x19t / smile(s) at all pupils
Physics
(not) strict
Doesn\x19t / work(s)hard
Hist ory
Helpful
Doesn\x19t / answer(s
) all questions
Technology
Great
Doesn\x19t / respect pupils
Biology
Smiling
Never late / early always
Nice
Bad
Doesn\x19t / stay(s) in classrooms
After class time
Doesn\x19t / listen (s) to the pupil carefully
(Isn\x19t)/ is boring
B
-
Describe your t eacher
and his / her pupils at t he comput er lab t o your classmat e (who
didn\x19t at t end his / her first lesson). Use t he following hint s t o help you
.
Teacher
Descript ion
Pupils
Computer teacher
Friendly / Serious / Kind /
Active / Cheerful / Explain /
slo
wly / Explain clearly /
Favorite teacher / Helpful /
Patient
Attentive
Listen to her/ him carefully
All pupils attend his/ her lesson
Many are excellent at&&
Enjoy her/ his lesson
C
-
Get t wo pupils t o complet e t he following conversat ion
-
Pupi
l 1:
Which subject do you enjoy studying?
-
Pupil 2:
I &&&&&&&&&&&&&.
-
Pupil 1:
Who is your &&&&&&&teacher?
-
Pupil 2:
S
/ he is &&&&&&&&&&&.
-
Pupil 1:
No , I don\x19t like him / her .S/ he is &&&&I like
-
Pupil 2:
B
ut s/ he is &&&&&&and &&&&..s/ he is all the time&&
&&&&&&&
-
Pupil 1:
&&&&&&.boring and &&&&&&..
-
Pupil 2:
No
,
s/ he is serious and &&&&&&&.s/ he explains &&&&&&&&&&..
&&&&&&&&&&&&&.. s/ he &&&&&&..
SAMPLE
18: MODULE 5, SECTION 3
26
(1)
-
student / Doctor / Headmaster
(2)
-
near / between / at the corner
(3)
-
Spain / Spanish / Engl
and
(4)
-
listening / listen / listened
(5)
-
or / but / for
Dear Tiago,
Thank you for your address in Brazil! My name\x19s Becky and I\x19m nineteen years old.
I\x19m a language (1)&&&&&& at Brighton school. I live in a house (2)&&&&&& the centre
of Brighton
with my mother and my father.
I speak French, (3)&&&&&& and a little German, but I don\x19t speak Portuguese. I like
(4)&&&&&& to music and swimming. At weekends I go out with my friends. Sometimes,
we go to the cinema (5)&&&&&& to a café.
What about you? Wh
at do you do in Brazil?
Please write to me soon.
Bec
k
y
C
-
Tick / Underline / Circle t he right opt ion in a gapped paragraph wit h t hree opt ions per
it em.
Dear Peter,
How are
you? I\x19m fine. Here\x19s an e
-
mail in English. It\x19s good practice for you and
(I /
me / my)
. I have classes in English at the Embassy Language School. I\x19m in class
(wit h / at
/ in)
seven students. They are all from different
(village / t owns / count ries)
: Jap
an,
Brazil, Germany and Italy. Our
(t eacher / t eacher\x19s / t eachers
) name is Simon. He is very
funny and
(a / t he / an)
good teacher, too. I live with an English family in a small old
house
(bet ween / near / on t he left )
the town centre. I\x19m very happy here
.
Please, e
-
mail me soon!
Love, Malik
D
-
Complet e a gapped dialogue wit h t he right ut t erances from a box including 2 ext ra
it ems.
A
\x13
Good morning,
sir
B
\x13
Good morning
.
A
\x13
(1)&&&&&&&&&.?
B
\x13
It
\x19
s £ 19.98 sir.
A
\x13
I\x19m sorry, (2)&&&&&&&&..?
B
\x13
Its $ 19.98 sir.
A
\x13
Can I have one please?
B
\x13
Yes, of course (3)&&&&&&&&&
A
\x13
T
hank you very much, good bye.
B
\x13
(4)&&&&&&&. . Good bye.
a
-
Have a nice trip
b
-
Can you say it again please?
c
-
Can I help you?
d
-
Here you are sir. 2 p change.
e
-
How much is a return ticket to Brighton, please?
f
-
Would you like to order, sir?
76
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
.................
......................
......
c)
Americans have remained indifferent to the excessive exploitation of workers
(
paragraph 3
).
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
..............................................
4.
Underline t he closest equivalent s
of t he words in bold t ype in t he t ext (3 marks).
a)
multinationals (
paragraph 2
) means&
\x13
companies that do business in many different countries
\x13
companies that employ workers having more than one nationality
\x13
American companies that do business in some
Asian countries
b)
sweatshops
(
paragraph 3
) means&
\x13
factories where trendy and expensive sweaters are made
\x13
places where people work in very miserable conditions
\x13
shops where sweets are sold to special consumers
c)
highlighted
(paragraph 4)
means&
\x13
reinforced people\x19s approval of
\x13
drawn people\x19s attention to
\x13
contributed to the change in
5
-
What do t he underlined words in t he t ext refer t o?
(3 marks)
a)
that (
paragraph 1)
refers to&&&&&&&&&&&&&&&&&&&.
.
b)
their (
paragraph 3
) refers to&&&&&&
&&&&&&&&&&&&&.
c)
those (
paragraph 4
) refers to&&&&&&&&&&&&&&&&&&...
6
-
Give a personal just ified answer t o t he following quest ion
(1 mark).
In your opinion, what is the most effective measure to be taken so as to protect
workers from the explo
itation of multinationals? Why?
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
b
ecause
&&&&&&&&&&&&&&&&&....
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
&&&&&&&&&
LANGUAGE
A
-
Fill in t he gaps wit h words from t he box. Be careful t here are t hree ext ra it ems.
armies
-
kindness
\x13
about
-
role
-
stress
-
who
-
attack
-
insult
-
with
-
frustrated
-
of
Hooliganism is invading stadiums these days. Hooligans are those violent fans
&&&&&love their team. They are
aggressive
during matches. They use matches and iron
bars to&&&
&&&..the other team\x19s fans. They are seen as the &&&&&&..of football war
games. Psychologists say there are many things to be done about hooliganism. It is
necessary for &&&&&&..young adults to identify &&&&something in order to release
their&&&&&&.. . The
team\x19s fan managers have also an important &&&&&&..to play.
18
-
You&&&&..
-
You &&&
&&&&.
-
You&&&&..
It is &&&&..
father
-
Don\x19t &&&&.
-
It\x19s&&&&.
-
Don\x19t &&&.
-
It\x19s&&&&&
-
You&&&&.&&&in the street
-
Picture
Son
-
Yes , father, I mustn\x19t touch that
-
&&&&&&&
-
&&&&&&&&..
-
&&&&&&&&.
-
&&&&&&&&
SAMPLE
13: MODULE 4, SECTION 2
A
-
Bri
ng t he following realia int o class: gloves, earrings , socks , sunglasses , a t oot h brush ,
a
comb , a hat , a ring , bandage, handkerchief ,&&.et c.
-
Show
a
pupil
a
comb and
ask him
what
it
is for
.
The pupil should say \x1c this is for the hai
r\x1d
-
shows the next item and asks the same question \x1c what is this for?\x1d and proceeds that
way till the end .
B
-
Role play: a doct or and 4 pat ient s (pupils)
a
)
\x13
Doctor: (examining the patient) what happened?
\x13
Patient 1
:
&&&&&&&&&&&&&&
\x13
Doctor:
W
hen did that happen?
\x13
Patient 1 :
&&&&&&&&&&&&&&&..
\x13
Doctor :
Y
ou need a &&&&&&&&&&&..
\x13
Patient 1 :
T
hank you&&&&&&&&&&&&.
\x13
Doctor :
Y
ou mustn\x19t &&&&&&&
It\x19s&&&
You must use &&&&&&&&&It\x19s&&&&&..
\x13
Patient 1 :
O
f course , I
mustn\x19t &&&&&&&..
b
)
\x13
Doctor :
Hello
\x13
Patient 2:
Hello , doctor
\x13
Doctor :
&&&&&&to your hand
?
\x13
Patient 2:
I &&&&&&&&&&&&&&&
\x13
Doctor:
W
hen did &&&&&&&&&&.?
\x13
Patient 2:
&&&
&&&&..morning.
\x13
Doctor:
Y
ou need &&&&&&&&&&
You mustn\x19t &&&&&&&&&&&the cooker. It\x19s &&&&&&&&&&&&.
83
20
SAMPLE
14: MODULE 4, SECTION 3
A
-
Your brot her is very fat . Tell him how t o keep fit . Use t he hint s below:
-
fruit and vegetables
-
sport
-
walk
-
sit
-
ups / press
\x13
ups
-
toes
-
meals
-
jogging
-
swim
-
smoking
B
-
Your friend is t hin .Tell him what t o do. Use t he not es below:
-
bread and spaghetti
-
eggs and cakes
-
dinner
-
meals
-
coke
-
fruit and vegetables
-
eat well
-
chocolate
C
-
Get t wo pupils t o read t he conversat ion
silent ly t hen t ell t hem t o role
-
play it .
Improvisat ion is required:
-
Patient:
I felt
tired doctor. I didn\x19t go to work
-
Doctor :
Let me examine you
-
Patient:
is it serious?
-
Doctor :
Don\x19t worry , there is nothing serious
-
Patient :
thank y
ou , doctor
-
Doctor:
you are not doing exercise. You need to start jogging .It is good for
health. I also advise you to change your diet. Eat many fruits and
vegetables do. Eat much spaghetti
-
Patient :
Ok , doctor : I must do exercise. I must
p
ractise
sport. I must eat fruits
and vegetables. I mustn\x19t eat bread and spaghetti
.
Thank you doctor,
good
-
bye.
-
Doctor:
Good bye, take care.
Ask 2 p
upils
to read the conversation
t
hen act it out wi
thout looking at the notes
SAMPLE
15: MODULE 4, SECTION 4
This is the weather chart / map
Describe it to your friend
Pupil A: describes the weather
Pupil B: makes a suggestion
35
Kat e
:
So there we have it, there is indeed evidence to say that money cannot buy us
happiness.
Rebecca:
I said&...
Kat e:
And you were correc
t
\x13
according to various surveys carried out in 2006,
Denmark is the happiest county. Puerto Rico and Columbia also scored highly
but Britain came in at number 41 so I think we've still got some work to do!
That\x19s all we've got time for. Until next week, ha
ve a happy week.
Good bye.
LISTENING COMPREHENSION (8 marks
)
Comprehension Quest ions
(5 mark
s)
1
-
List en t o t he t ape and circle t he right opt ion
. (1mark
)
The conversation is about
a
-
causes of happiness.
b
-
causes of sadness ..
c
-
problems of happiness.
2
-
List en t o t he t ape and fill in t he t able about Kat e
. (2mark
s)
Full Name
Job
Count ry
Kate Colin
&&&&&&&
&&&&&&&
3
-
What makes Rebecca feel happy
?
Give just
one reason.
(1mark
)
4
-
The following
st at ement is false; correct it wit h one det ail from t he
c
onversat ion
.
(1mark
)
The season in the UK
, now, is winter.
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&& .
Funct ion
(1 mark
)
What does t he following st at ement express?
\x1c Yes, I agree\x1d ,
expre
sses
a
-
disagreement
b
-
agreement
c
-
refusal
Spelling
(1mark
)
List en t o t he t ape and fill in t he blanks wit h words you hear.
Kate: \x1c But before we find out more, I have the question for this week Which &&&&&& do
you think is the &
&&&&&?\x1d
10
C
-
Look at t his report . Then describe it .
SAMPLE
4 : MODULE 1, SECTION 3
A
-
Tell your classmat e about your hobbies and your family
\x19s
favourit e
past imes.
My favourite &&&&&&&&&..
&&&&&&&&&&. &&&&&&&&.
My father &&&&&&&&&&. &&&&&&&&&&
My mother &&&&&&&&&.. &&&&&&&&&....
My brother &&&&&&&&&.. &&&&&&&&&& &&&&&&&&..
My brother &&&&&&&&&.. &&&&&&&&&& &&&&&&&&..
My sister &&&&&&&&&&.. &&&&&&&
&&& &&&&&&&&..
My sister &&&&&&&&&&.. &&&&&&&&&& &&&&&&&&..
My grand father &&&&&&&.. &&&&&&&&&.. &&&&&&&&..
My grand mother &&&&&&&.. &&&&&&&&&& &&&&&&&&..
B
-
Answer St udent A\x19s quest ions.
Student A:
What\x19s yo
ur favourite pastime?
Student B:
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&. .
Student A:
Is football your only pastime?
Student B:
No, I &&&&&&&&&&&&&&&&&&&&&&&&&&&& .
Student A:
W
hat\x19s your brother\x19s pastime?
Student B:
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&..
Student
A:
W
hat\x19s your sister\x19s pastime?
Student B:
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&..
C
-
Variat ion 1: Talk about you classmat es\x19 hobbies
-
Variat ion 2: Get t wo st udent s t o ask each ot her quest ions about t heir classmat es\x19
hobbi
es
Example:
St udent A
St udent B
-
What\x19s Ahmed\x19s favourite hobby?
-
is playing football Ismahan\x19s favourite
-
playing football is Ahmed\x19s favourite
hobby.
This is your friend\x19s report
.
Name:
.............
Sihem
Name: Nawfel. Age: 6
Brother(s):
.......
3 Name: Rashid. Age: 9
Name: Ahmed. Age: 15
Sister(s): 1. name: Hela. Age: 2
63
\x1
Where did you spend your holiday last year?
\x1
When are you going?
\x1
How long are you going to stay?
Student A can begin like this:
\x1c
Excu
se me
, I am doing a survey on how people spend t heir
summer holiday. Would you mind if I asked you a few quest ions?
\x1d
He
can finish with:
Thank you very much for answering my quest ions
.
Holiday Survey Sheet
1
-
Place/ country:
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&.
2
-
Date of holiday: &.
&&&&&&&&&&&&&&&&&&&&&&&&&&&&
3
-
Length of stay: &&&&&&&&&&&&&&&&&&&&&&&&&&&&..
4
-
Was it a charter flight? Yes? No?
5
-
Travel arrangements:
by air&., by car&&, by boat &, by train&&., Any other&&
6
-
Accommodation: Hotel&.., guest house&, motel&.., youth hostel&., Any other&.
7
-
What did you do there?: go swimming&, visit museums&, go for walks&, go
shopping&, go sightseeing&, Anything else? &
8
-
Who y
ou went with? &&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&..
9
-
Cost of holiday::
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&..
10
-
Reasons for choosing this particular holiday:
&&&&&&&&&&&&&&&&&&.................
Object ives of t he speaking t est :
\x1
To assess the students\x19 a
bility to ask and answer questions about a specific topic.
\x1
Ability to run a conversation
using the appropriate functional language and skills
required in interactional contexts.
SAMPLE 9: 4t h YEAR
Unit 1, Lesson 6:
A Package Tour
Number of t est ees:
2
To
pic:
A customer saw the
following Ad in a newspaper and
decided to spend her/ his holiday in
Jamaica. She/ he went to the travel
agency to know more about this
holiday and to make a reservation.
St udent A
will play the role of the
customer.
St udent B
will pl
ay the role of the
travel agent.
-
Object ives:
(1)
ability to interact with a peer.
69
St udent B
will comment on pictures 2 + 3 and talk about the possible solutions for
consumerism.
SAMPLE 1
5
: 4t h YEAR
UNIT 4, lesson
5:
Ecodriving (pages 211
-
217)
Number of t est ees:
1
Topic:
Comment on the picture.
How important is energy in our life?
How can we
save it?
Object ives:
ability to comment on a picture.
ability to talk about
the importance of energy in
our life and the
possible ways
to save it.
SAMPLE 1
6
: 4t h YEAR
Unit
4,
Lesson 4, Consumerism
\x13
pages: 205
’ 210
Number of t est ees:
1
Topic:
Describe the character (the
face
\x13
the chain
\x13
the name on the card). What message is conveyed?
59
In addition
to the comprehension questions, the test taker is required to
j
)
Identify the function corresponding to a given statement with reference to 3 alternatives.
k
)
Find out the function of a given statement.
One mark is allotted for a correct answer to either of the
se questions.
Pronunciation is tested through questions requiring the learner to:
l
)
Circle the word(s) he hears (minimal pairs)
m
)
Listen to a section of the text and identify words having (a) specified sound(s) or stress
The learner is allotted half a mark for
each correct answer to the above specified
pronunciation questions.
Spelling is tested through a question requiring the learner to:
n
)
Complete a gapped section of the text as s/ he listens to the tape.
Half a mark is allotted for each correct answer.
The use
of t he casset t e is compulsory
.
4
.
The reading comprehension component
It consists of one linear text, a linear text and a non
-
linear one, or two complementary texts
totaling 250, 300 and 350 respectively for the 7th, 8th and 9th year levels. The linear text
s
are authentic or semi
-
authentic and extracted from various sources: novels, magazines,
newspapers, brochures... Non
-
linear texts can be charts, notes, tickets, menus, notices,
timetables...The linguistic as well as semantic content of these texts is appr
opriate to the
targeted level. To demonstrate comprehension of the content of the text(s) and its
organization, the learner is required to:
a
)
Match texts or paragraphs with the appropriate titles, subtitles, captions or visuals.
b
)
Give justified answers to Yes
/ No questions, the justification being retrieved from the
text or worded by the learner.
c
)
Write short answers to WH questions, including inference questions.
d
)
Answer one or two reference questions.
e
)
Transfer information by completing a table, a diagram, a
list or a chart.
f
)
Complete a sentence or a paragraph with words or phrases retrieved from the text
g
)
Complete a sentence or a paragraph with own words or phrases.
h
)
Select the appropriate alternative in multiple choice questions related to the title or main
id
ea of a text, or specific ideas in the text or the meaning of a given word.
i
)
Find antonyms or synonyms of given words or expressions.
j
)
Identify the topic sentence of a text or paragraph.
k
)
Identify the function corresponding to a given statement.
l
)
Identify the
exponent of a given function.
m
)
Identifying evidence that a given statement is false.
The number of answers to be given is equal to the number of marks allotted to this
component of the text.
30
INVITATION
Dear ...........
.................................................................................................................
............................
......................................................................................
...........................
.............................
.................................................................................................................
..............................
.................................................
................................................................
..............................
.................................................................................................................
..............................
...........
......................................................................................................
..............................
.............................................................................................
.........................
.......................
Your Student,
..............
SAMPLE 3
:
It is market day. You went with your pa
rents to the town centre to do some shopping. Write
the missing paragraph of a letter to your English penfriend.
Dear Peter,
I\x19m writing this letter to tell you about market day in my town.
Well! .........................................................
............................
...............................................
................................................................................................
...............................................
....................................
............................................................
...............................................
...............................................................................................
................................................
....
...........................................................................................
................................................
...............................................................................................
.....................
...........................
...............................................................................................
................................................
....................................................................................
...........
................................................
Write back and tell me about your town.
Your Friend from Tunisia,
.....................
72
LISTENING
TAPESCRIPT
:
(an original audio recording is available on tape)
Cust omer
:
Good morning.
Travel
agent
:
Oh. Good morning, Madam.
Cust omer
:
Um
\x13
I wonder if you can help me.
Travel ag
ent :
Yes, certainly.
Cust omer:
I\x19m looking for a particular sort of holiday, uh.
Travel agent :
Right.
Cust omer:
Er, we want to visit particularly Vienna and Belgrade.
Travel agent :
Have you any idea which way you want to travel, do you want to fly or er
...
Cust omer:
Well, I... possibly to fly to start with then a... coach trip between...
Travel agent :
Ah a coach trip. Yes, well I think a Sunglow holiday would suit your purpose.
Um er that\x19s a... how many weeks by the way?
Cust omer:
Well, two weeks.
T
ravel agent :
Two weeks, um, so you\x19ll be a week in one and a week in the other. (And a
week in the other, yes.) Now, which way round do you think you want to do
it?
Cust omer:
Oh, it doesn\x19t really matter.
Travel agent :
No.
Cust omer:
No, it doesn\x19t
really matter.
Travel agent :
I think the easiest way from our point of view would be Vienna first followed
by Belgrade.
Cust omer:
Certainly, that\x19s lovely.
Travel agent :
Yes, which is, there\x19s £166 each all in. (Yes) That includes the accommodation,
um, so we\x19ll put flight and coach.
Cust omer:
Right.
Travel agent :
Ok. Now, perhaps I could have your full names
\x13
of everyone travelling, it\x19s
just the two of you, is it?
Cust omer:
Yes, that\x19s right.
Travel agent :
Right.
Cust omer:
My name is Julia C
arter.
Travel agent :
Julia Carter
\x13
right
\x13
and your husband?
Cust omer:
My husband is Mark.
Travel agent :
Mark Carter
\x13
good. And the address?
Cust omer:
32
Travel agent :
32
Cust omer:
Alderley Avenue, that\x19s A
-
L
-
D
-
E
-
R
-
L
-
E
-
Y, Alderley Avenue.
Travel agent
:
A
-
L
-
D
-
E
-
R
-
L
-
E
-
Y Avenue.
Cust omer:
And that\x19s Hayes.
Travel agent :
Hayes, Middlesex. Now the accommodation required
\x13
I mean it\x19ll be, um,
sort of moderately priced hotels but that\x19ll be included in the package and
you\x19ll get breakfast and, um, an
evening meal.
Cust omer:
And, er, that\x19s all included?
Travel agent :
That\x19s included; the midday meal is optional extra.
Cust omer:
Yes, well we\x19d probably go out anyway.
68
women.
-
Her advice
: more flexibility /
opportunities for personal growth /
Support initiatives&
Object ives:
\x13
Ask questions in an appropriate way.
\x13
Respond correctly to the questions.
SAMPLE 13: 4t h YEAR
Unit 3
,
Lesson 2
:
Technology
,
A
Blessing in Disguise
(
pages: 142
’
146
)
Number of t est ees:
1
Topic:
Comment on the picture. What
are the bad effects of technology?
Object ives:
Ability to comment
on a picture.
Ability to talk about the
disadvantages of technology.
SAMPLE 14: 4t h YEAR
Unit 4, Lesson (4): Consumerism
\x13
pages: 205
’ 210
Number of t est ees:
2
Object ives:
Ability to comment on pictures.
Ability to talk about consumerism and the possi
ble solutions.
St udent A
will comment
on picture 1 and talk about the bad effects of consumerism.
82
Growt h in Informat ion and Communicat ion Technologies (ICTs) sect or in Tunisia in 2008
Year
2007
2008
Percentage of users
(2008)
Total number of M
P subscribers
7.84 million
8.57 million
82.7 %
Internet users
1.7 million
2.8 million
27%
ADSL Subscribers
114.200
212.500
2,05
%
Websites visited
5,796
6,467
Sample 1 (
(For 3
rd
and 4
t h
forms)
Comment on the data in the chart / graph below to wri
te a five
-
line paragraph about the
reasons why people travel abroad.
FREE WRITING
Sample 1: (For 1
st
and 2
nd
Forms)
In reply to a letter you received from your English pen friend, tell him how your family helps
you with your studies, whether they provide y
ou with pocket money and the values they are
trying to teach you. You also tell him about the educational branch you will choose (arts,
sciences&) next school year and the reason(s) behind your choice.
Sample
2
: (For 3
rd
and 4
t h
forms)
Because you are co
mpetent at English, you had the chance to spend a school year in the USA
within a free cultural program that offers an opportunity for students from many countries
to meet. At the end of your stay, you sent an e
-
mail to your teacher of English to tell him
about the various benefits you gained.
Classification of tourism trips according to the main purpose (WORLD TOURISM ORGANIZATION
2008)
Business and Professional
Holidays, leisure and recreation
Visiting friends and relatives
Education and training
Health treatment and medical care
Shopping
Other
30%
9%
7%
3%
19
\x13
Patient 2:
I mustn\x19t&&&&&&&&&&&..
\x13
Doctor:
good bye
\x13
Patient 2:
good
\x13
bye doctor
c
)
\x13
Doctor: Hello, how are you?
\x13
Patient 3:
&&&&&&&&&&&&&&&
\x13
Doctor:
What&&&&&&&&&&&.
?
\x13
Patient 3:
I&&&&&&&&&&&&&&&.
\x13
Doctor:
You need&&&&&&&&&.
\x13
Patient 3:
Yes , of course
\x13
Doctor:
You must
be &&&&&&&..The banana skin is &&&&&&&&&&&&
\x13
Patient 3:
Yes , doctor . I must be &&&&&&&.
Thank you good bye
d
)
\x13
Doctor :
Hello
\x13
Patient 4 :
I m not &&&&&&&&&&&&
\x13
Doctor :
&&&&&&&&&&&&&&?
\x13
Patient 4
:
My foot &&&&&&&&&.
\x13
Doctor :
Did you play &&&&&&&..?
\x13
Patient 4 :
No , I &&&&&&&&yesterday
\x13
Doctor :
It is &&&&&&&.,not&&&&&&.
\x13
Patient 4 :
Yes it\x19s&&&&&&&&&&&&
\x13
Doctor :
Take this &&&&&&It is going to be ok
\x13
Patient 4 :
Thank you
, doctor
, next time I must be &&&&&&&
&&&&&&&&&&.
C
-
Answer t he following quest ions:
1
-
Where were you yesterday?
2
-
Were you at school yesterday?
3
-
What happened to you hand?
4
-
Did you go to the doctor?
5
-
When did you go to the doctor?
6
-
Why were you absent last week
?
7
-
What did you do in the morning before going to school?
D
-
Enact a conversat ion
Record
the statem
ent then enact the conversation.
Doct or
Pat ient
-
Hello, how are you ?
-
Yesterday morning
-
Did you use any medicine?
-
-
I burned my hand
-
-
You must take s
ome medicine
-
-
You must stay at home
-
-
When did that happen?
-
-
Yes, I must stay at home, take
some medicine and I mustn\x19t
touch things with my hands
-
-
What\x19s the matter
?
-
-
No, I didn\x19t. just a plaster, what
must I do, doctor?
-
-
You mustn\x19t touch thing
s with
your hand
-
-
Thank you doctor. can I go now
?
-
-
Good
-
bye and be careful
-
Hello, doctor. I m not fine.
-
60
5
.
The writ ing component
It includes a guided writing exercise and a
productive one, graded respectively out of one
third and two thirds of the total mark allotted to this component. The topics suggested in
both activities should be interesting and motivating.
The guided writing exercise requires the learner to:
a
)
Complete
open
-
ended utterances in a dialogue.
b
)
Develop full sentences from notes to get a coherent paragraph;
c
)
Use the information provided in a table or chart to write a paragraph, letter, article,
report or biography.
Only one productive task is administered and it
s topic should interest and motivate the
learner. The
following
evaluation criteria
should be indicated on the test paper
:
a
)
Adherence to task and content adequacy.
b
)
Lexical appropriacy and grammar accuracy
c
)
Mechanical accuracy (punctuation, capitalization an
d spelling).
SECONDARY EDUCATION SAMPPLES
SPEAKING
SAMPLE 1: FIRST YEAR
Int erview:
Lesson 25
A journalist heard about Brian\x19s story and interviewed him. Enact the interview.
SAMPLE 2: FIRST YEAR
Present at ion:
Lesson 17
The 8th April is a National Blood
Donation Day. Your teacher asks you to prepare a
presentation about the necessity to donate blood.
Use the information you read in lesson 17 and look for some more information to do your
presentation
SAMPLE 3: FIRST YEAR
Speech:
Lesson 28
One of your favo
urite teachers is retiring. The school is organizing a farewell party for him
and asks you to deliver a speech in which you talk about your teacher.
SAMPLE 3: FIRST YEAR
Phone Call:
Lesson 27
Valentina Pezzano phones her mother in Italy and tells her about
her new job and the people
she works for.
SAMPLE 4: FIRST YEAR
73
Travel agent :
Yes, well you\x19ll be out and about and there are excursions and season
tickets,
um, you can decide that when you get there.
Cust omer:
And we find out about those from the representative?
Travel agent :
From the representative, I mean you can do the museum trips and art
galleries and so on under your own steam but there
will be the guided...
Cust omer:
Well, that\x19s the side we are more interested in, the sightseeing, now mm
\x13
we
won\x19t need visas or anything funny like that?
Travel agent :
No, you won\x19t need visas, no but an up to date passport obviously.
Cust omer:
Yes, o
f course.
Travel agent :
Oh well that\x19s fine.
Cust omer:
have you any idea how long it\x19s going to take for you to find out the final
details?
Travel agent :
Well, the final details, I mean, I should know within the next week or so, you
know, once you\x19
re booked.
Q UE ST I O N S
The following battery is meant to provide a sample question for each type that has been
described in the document. (Questions run from a to n as they occurred in the document)
A, B and E:
Identify the speakers and the relationship
between them
Sample quest ion:
Listen and complete the following booking form
SUNGLOW TOURS TRAVEL AGENCY
Customer\x19s full name
Mr. And Mrs. Carter
Address
.............................. Avenue, Hayes, Middlesex
Destination
Vienna and Belgrade
Period
..
.................... weeks
Means of transport
a
-
.......................................
b
-
.......................................
Price
£ ..............................
C
-
How long will t he Cart ers be on holiday?
\x0
What is the travel agent\x19s role in Mrs. Ca
rter\x19s planning for her holiday?
\x0
The total price of the holiday is £166; what does it include?
A
-
.........................................................................
B
-
.........................................................................
C
-
.............
............................................................
D
-
The t ot al price of t he holiday is £166; what does it include?
A
-
.........................................................................
B
-
.......................................................
..................
C
-
.........................................................................
F and
N
\x13
List en and complet e t he following paragraph wit h words from what t he t ravel
agent says:
48
\x0
Great! Tha
t is good news.
\x0
Yes, she\x19s thrilled. She passed the test on Friday.
\x0
Wonderful!
\x0
And what about you Kevin, how are you?
\x0
I\x19m fine. I have some good news too, actually. You\x19re going to be surprised.
\x0
Go on.
\x0
I\x19ve gotten engaged.
\x0
No? When?
\x0
Last week. It all happe
ned very quickly.
\x0
Oh, Kevin, I don\x19t know what to say!
L i s t e n i n g q u e s t i o n s
1
-
List en t o t he conversat ion and t ick t he right alt ernat ive:
This conversation is between:
a/
-
a husband and his wife
b/
-
a brother and his sister
c/
-
two friends
2
-
List en and mat
ch each person wit h t he correct event and t he corresponding t ime:
Person
Event
Time
Answers
A
-
Dennis
a
-
Passed the driving test
1
-
This morning
A
-
&&&&&
B
-
Kate
b
-
Had an argument with her boyfriend
2
-
Last week
B
-
&&&&...
C
-
Kevin
c
-
Won a golf compet
ition
3
-
On Friday
C
-
&&&&&
D
-
Becky
d
-
Got engaged
4
-
Last Saturday
D
-
&&&&&
3
-
List en and Writ e True or False:
a
-
Ann has got two daughters.
b
-
The mother says her daughter decided to leave her boyfriend.
4
-
List en and circle t he word you hear:
So
\x13
though
\x13
oh
\x13
wow
5
-
List en and choose t he funct ion expressed in t he following ut t erance:
\x1c Oh dear!\x1d
expresses: reproach
\x13
regret
\x13
polite request
6
-
List en and complet e t he following ut t erance:
\x1c Kevin! &&&&. a surprise! It\x19s &&&&&&&&&. from you!\x1d
READI
NG
School trips
may seem like fun, but they can be a source of trouble for parents when
1
67
Xiuhua says that when she helps put food on the table, she feels a sense of hope. "An
d
when you see hope, your sense of humour returns. You can even tease your parents."
Xiuhua's dream is to set up a tailoring shop like her friend Yang Yan. Yang Yan is 22, and she
has a young son. She had only two years of basic education. But in 1998, tha
nks to the
livelihoods development programme for girls, she set up the first tailoring shop in the
village and has been able to contribute greatly to her family's income.
Not e
: UNICEF\x19s priority is to make sure every child
\x13
girl and boy
\x13
has access to a
quality
education, but we also realize that young people like Xiuhua, need support to be
independent and earn an income. Not just because it gives a sense of hope, but also
because learning income generating skills like tailoring gives young people a chanc
e to
support themselves in a safe way, and protect themselves from exploitation and abuse.
SAMPLE 12: 4
t h
YEAR
Unit 2
,
Lesson 5: Comparing
Educat ional Syst ems
\x13
pages:
103
’ 106
-
Number of t est ees:
1
-
Topic:
Describe the
picture. Say what means are
used
besides the radio network
(School Of the Air) to reach
students who live in far away
places.
-
Object ives: (1)
ability to
describe a picture.
(2)
ability to talk about
a specific topic.
SAMPLE 12: 4t h YEAR
Unit 3,
Lesson 5
: Women choose
t o opt out
Oral int erview (pair act ivit y)
Number of t est ees
: 2
An int erview wit h a woman who chose t o opt out .
Int erviewer
Ms. Heskit h
-
Greeting/ asking her why she left her
previous job.
-
Asking her to s
tate more reasons.
-
Asking her to tell about her gains after
starting her own business.
-
Wanting to know aout her advice to
corporations in order to retain potential
-
Inability to meet her professional
goals.
-
Giving more reasons ( Women\x19s efforts
are n
eglected/ No equal pay/ no
promotions)
-
( Freedom/ recognition/
money/ opportunities / other rewards)
44
Have fun / enjoy oneself / Meet friends / know more about the Tunisian folk
lore&
...............................................................................................................................
................
..........................................................................................................
.....................................
...............................................................................................................................
................
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SAMPLE 8
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Write an article for the local newspaper about sporting activities in the area where you live.
In the first part,
you write about the sporting activities available in your local town.
In the second part, you write about their benefits.
In the conclusion, you persuade people to practise these sporting activities.
Sport s for everybody
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SAMPLE 9
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Lena Ferguson, dissatisfied with her son Ted 14, ran out of patience and decided to write a
letter to her friend Pamela to complain about her son\x19s bad behaviour and ask for advice.
Help her to write the letter of c
omplaint.
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SAMPLE
6
Young people spend most of their free time surfing the Internet. Write
a list of instructions
to show them what rules to respect when using this modern means of information and
communication appropriately.