test sampler all

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2008-2009

© All Rights Reserved, 2008-2009

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Test Sampler

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CONTENTSFOREWORD ............................................................................................................................................. 3

CONTRIBUTORS....................................................................................................................................... 4

EVALUATION 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

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FOREWORD

Given the changes brought to evaluation at both the education and secondaryeducation levels, and because some of the changes adopted for a given level were notaccompanied by a systematic review of the documents relative to evaluation at the previouslevels, the English inspectors devoted four meetings in the course of the school year 2008 –2009 to try to clarify ambiguities and lift mismatches between the different documentspertaining to evaluation. They produced the document headed “Evaluation in BasicEducation” and a similar one for secondary education. Each of these documents iscomprehensive in that it covers all the levels of the targeted cycle. A copy of each of thesetwo documents precedes the samples targeting either of the two cycles, that is basiceducation and secondary education.

To help teachers further, the inspectors of English chose to write the present actionresearch and provide samples of the recommended techniques to be used in any testcomponent. For ease of reference, these samples are arranged by cycle (basic educationthen secondary education), by level (7th, 8th, 9th ...) and by component (speaking, listening,reading...)

It is hoped that this research will bring an end to discrepancies in tests from oneschool or teacher to another and that all test takers will be fairly and appropriately tested.

The coordinator Béji Mohamed Fethi

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CONTRIBUTORS

Messaoud Msaddeg Jebahi 7th year listening sample 7th year speaking sample 1

Ayadi Slaheddine 7th year speaking samples 2 to 19Boussalem LatifaLafi ToumiAloui Brahim

7th year language samples 8th year language samples 9th year language samples

Mohamed Salah ABIDI 7th year writing samples 8th year writing samples 9th year writing samples

Mansour Ilhèm 8th year speaking sample 8th year reading sample

Fadhlaoui Ennaceur 8th year listening sampleKnani Faïza 9th year speaking sampleMouelhi Latifa 9th year listening sampleMezzi Aïcha 9th year reading sampleBoussalem Latifa 1st year speaking samples 1 to 5Labidi Med Lamjed 3rd year speaking samples 6 and 7

Najar Rachid 4th year speaking samples 8 to 16 Speaking test evaluation sheet

Kharbèche Ghaleb 1st year listening sample

Amri Mohamed 1st year reading sample 1st year language samples

Souissi MohamedSiala Maher All the secondary education writing samples

Chelbi Houcine Editing the first draft

Béji Mohamed Fethi Foreword Editing the final draft

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EVALUATION IN BASIC EDUCATION

NUMBER OF TESTS, DURATION, COMPONENTS AND SCALE

Each term, learners are tested in compliance with the following specifications:

7TH FORM 8TH & 9TH 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 08a one-hourmid-term test spelling 06

a one-hourmid-term test listening 06

a one-hourmid-term test language 12

language 15 reading 05 reading 06

language 10 language 08 a one-hourend-of-term test

writing 05

a one-hourend-of-term test

writing 05


writing 06

COMPONENTS SPECIFICATIONS

1. The oral componenta) The speaking test: learners are tested orally on the acquisitions of a previous lesson at least

once a term and the test will be communicative in nature. Their performance is marked out often.

b) Project work: learners are allotted a mark out ten for the outcome of the project work theyundertake and /or the process followed.

c) The final end-of-term mark is the sum of the two marks specified above.

2. The spelling componentIt 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 componentIt consists of 3 to 4 exercises testing the assimilation of lexical and grammatical acquisitions in anessentially integrated manner and requiring the learner to:

a) Fill in a gapped paragraph with (n) words provided in a box including two distracters.b) Fill in a gapped paragraph with reference to 3 alternatives.c) Tick / Underline / 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 7th formers)g) Match sentence parts to get a coherent paragraph.(Only 8th and 9th formers)h) Reorder 3 or 4 sentence parts to get a correct sentence.

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i) Reorder 3 or 4 sentence parts to get correct sentences 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 / Circle / Underline the right option in multiple choice questions relative to the function

of each utterance underlined in a short dialogue.With 7th formers, the exercises can be set at sentence level. With all three levels, the testee getshalf a mark for each correct answer.

4. The reading comprehension componentIt consists of one linear text, a linear text and a non-linear one, or two complementary textstotalling 100, 150 and 200 words respectively for the 7th, 8th and 9th year levels. The linear textsare 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 appropriate to the targetedlevel. To demonstrate comprehension of the content of the text(s) and its organization, thelearner is required to:

a) Match paragraphs with the appropriate titles, main ideas or visuals.b) Provide justified answers to 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 paragraph 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 appropriate 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 paragraph 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) Identify 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 listening comprehension componentIt consists of a monologue, a dialogue, a conversation, a speech or a presentation totalling 100,150 and 200 words respectively for the 7th, 8th and 9th year levels. The linguistic as well assemantic content of these oral texts is appropriated to the targeted level. To demonstratecomprehension 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 by 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.

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g) Select the appropriate alternative in multiple choice questions related to the title or mainidea 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 agiven statement.

i) Infer attitudes and moods.j) Express 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 comprehensionquestions.

In addition to the comprehension questions, the test taker is required tok) 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 the 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 stressThe learner is allotted half a mark for each correct answer to the above specified pronunciationquestions.

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 the cassette is compulsory.

6. The writing componentAbility 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 letterd) 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 thecontext. The following evaluation criteria should be indicated on the test paper:

a) Adherence to task and content adequacy.b) Lexical appropriacy and grammar accuracyc) Mechanical accuracy (punctuation, capitalization and spelling).

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7TH YEAR SAMPLES

SPEAKING

SAMPLE 1

Enact a conversation between a doctor and a patient.Student AYou are the doctorGreet the patient and ask him/her for informationExamine him/herGive him/her some advice and a prescription.Student BYou are at the doctor's.Greet the doctor and answer his/her questions.Ask for advice.

SAMPLE 2 : MODULE 1, SECTION 1

Variation 1

1- Tell students to look at the following picture and introduce themselves and others.

This ………………

Variation two:

Salwa

Murad Saida

SaifImen

Hello, I,…………I’m 13 …………………I am ………………..in……………………

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You may ask some questions about pronunciation (e.g. minimal pairs)


A- This is Aly’s family tree. Look at it and compete the sentences below.

Omar Ayari Meryem Soltani (Grand parents)

Aziz Beya(Parents)

Fethi Hishem Yosra Hiba

Fethi has got two …………………….. .Omar is………………………..Meryem………………… . Azizis……………. . Beya ……………………………….. .Aziz and Beya are………………….. .They have got four……………..: two …………….……..and………………..…………. . Fethi has got two………………and two………………… .

Hishem is Aly’s…………………………… ………………………………….. . Hiba is yosra’s………………………… ………………………………….. .

B- Look at the dialogue then complete it. (Reverse roles)Student A: Have you got grand-parents?Student B: …………………………… .Student A: Is your grandfather’s 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 ……………………………………………..Student A: How old are you?Student B: I……………………………………………... .

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C- Look at this report. Then describe it.


A- Tell your classmate about your hobbies and your family’s favourite pastimes.My favourite ……………………….. …………………………. …………………….My father …………………………. …………………………My mother ……………………….. ………………………....My brother ……………………….. ………………………… ……………………..My brother ……………………….. ………………………… ……………………..My sister ………………………….. ………………………… ……………………..My sister ………………………….. ………………………… ……………………..My grand father ………………….. ……………………….. ……………………..My grand mother ………………….. ………………………… ……………………..

B- Answer Student A’s questions.Student A: What’s your favourite pastime?Student B: ………………………………………………………………………………. .Student A: Is football your only pastime?Student B: No, I ………………………………………………………………………… .Student A: What’s your brother’s pastime?Student B: ………………………………………………………………………………..Student A: What’s your sister’s pastime?Student B: ………………………………………………………………………………..

C - Variation 1: Talk about you classmates’ hobbies- Variation 2: Get two students to ask each other questions about their classmates’

hobbiesExample:

Student A Student B- What’s Ahmed’s favourite hobby?- is playing football Ismahan’s favourite

- playing football is Ahmed’s favouritehobby.

This is your friend’s 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

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pastime?- .- .- .- .- .

- No, it isn’t.- Ismahan enjoys dancing- .- .- .- .- .

Name 1 Name 2 Name 3 Name 4 HobbiesAhmed Feras Imed Rami Playing football

Ismehen dancingMouna Hamed Aly Swimming

Feras Sonia readingFarah Ibtisem Videogames

Intissar Mahdi Watching TVSofyen Mohammed writing

Dorsaf Yosra Maha Raïd Playing sport

SAMPLE 5: MODULE 1, SECTION 4

A- Question and answerTeacher / student A Student 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 your father usually do on Sunday

morning / afternoon?-

- What does your brother always do onSunday?

-

- Does he always do his homework? -

N.B: Teachers are free to ask the questions they think are most appropriate.

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B- a) Tell the student to reorder the activities they do everyday on a slip of paper.Go to bed – play sport – wash and dress – have breakfast – watch cartoons – dohomework – Have dinner – have lunch.

b) then tell the time for each activity:N.B: Teachers may use pictures for different activities.

C- Tell two students to say what they do on Sunday. And tell a third one to report whattheir classmates have just said.

N.B: the third student should take notes.


A- Ask two students (friends) to describe each other. Write the following prompts on theboard: nice / kind / friendly / helpful / intelligent / active / funny / good at

B- Invite pupils to talk about their pen friends. Use the hints in the table below.

Introduce your pen friend name: number: Where are they from? Do you write them letters? Do you send them messages? Do you e-mail them? Describe your pen friend Talk about his / her town /city

pen friend(s)

The weather

an online talk / a telephone conversation.

C- Your pen friend is online (internet). Student A: introduce yourself to him / her speak about your hobbies – describe you town.

Talk about: name – a boy / a girl – age (12/13 years old) - a pupil in school. Speak about your hobbies / pastime: like / enjoy / love / favorite pastime. Describe your town: beautiful / nice – wonderful – many streets – river - many

houses.Student B (pen friend): do the same thing.


Describe your class.Look at your classmates and tell what they are doing now.Ask the question: what are your classmates and the teacher doing now? Look at thebubbles.

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A- Show the testee a picture of a boy /a girl inside the airport and ask the followingquestions:- Where is the boy now?- Is the man on the right/left a policeman? (pointing to the man)- What’s he?- What is the boy doing?- What’s he showing to the customs officer?- How many people are waiting for them?- Where’s his luggage?

B- Tell pupil A: you are a customs officer and pupil B: you are the boy at the airport.Step 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.

Step two: give 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’m staying in Tabarka, with a friend.- Yes, sir.

Step three: ask both of them to enact the conversation.Step four: you may ask the two pupils to identify some functions.

Saeed : stand Farah : draw

My class

Olfa : do herhomework

My friend: sitThe teacher :

teach

Monia: speakwith her friend

Ahmed : Listen

Fahd : writeMurad: play at theback with his friend

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C- Complete the following conversation:- Customs officer: ……………………………………………………….- You : Good morning.- Customs officer: ……………………………………………………….- You: Here you are, sir.- Custom officer ………………………………………………………………………- You: I’m staying with a family.- Customs officer ……………………………………………………………………….- You: Thank you, good bye.


A- Tell your classmate about Tunisian food .use the following hints :a) Couscous : a traditional dish – smells delicious – couscous with lamb and vegetables –

popular dishb) briks : delicious, savoury- popular dish- enjoy-

B- Role-playing activity. a) Pupil A: Ask your partner questions about food. Follow the example.

Do you like couscous?

Pupil B: answer your partner’s questions: yes, I do. / No, I don’t b) Reverse roles c) Ask your partner questions about:

- couscous, lamb and vegetables (do you enjoy couscous with lamb andvegetables?)

- briks,- roast chicken,- salad,- fresh fruit.A popular dish / a traditional dish.

C- You are now at a restaurant. Answer the waiter’s questions.- 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’s delicious.- 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

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D- Look at the table below and tell the waiter (النادل) what you would like to eat.

Yes ()- couscous with lamb- couscous with fish- couscous with chicken- spaghetti- rice

Dish

- roast chicken- oranges- bananasfruit- dates- teadrinks- coffee

SAMPLE 8: MODULE 3, SECTION 1A- Describe your house.

Pupil A: Pupil B:- How many bedrooms are there in your house?- How many living rooms are there?- What do you usually do in a living room?- How many dining rooms are there?- What do you usually do in a dining room?- Do you have a kitchen?- What do we usually do in a kitchen?

- ………………………………- ………………………………- ………………………………- ………………………………- ……………………………….- ……………………….………- ……………………………..…

Step one: pupil A asks his partner the questions above. Pupil B answers the questions Step two: reverse roles

B- Step one: This is your house plan. Describe it to your class / partnerStep two: Tell your class / partner what furniture you have got in each room.

Kitchen Dining room

Your room

your brother’s roomThe living room

Bathroom

parent’s bedroom

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A- Step one: Tell your pen friend / friend which vegetables you grow in your town village / farm. Choose from the list below.

Step two: tell him / her which ones you like in a salad.Step three: tell him / her which fruits you grow in your farm / village. Choose the right

ones from the list below.

Step four: tell him /her which fruits they like to eat

B- Tell the farmer which animals he keeps on his farm and which ones can go to Belvedere.

cows – rabbits –tigers- goats- lions-donkeys- horses - dogs –birds-hens-turkeys-ducks-cats

SAMPLE 10: MODULE 3, SECTION 3A- Market dayTwo pupils to complete a conversation then enact it.

Pupil A: when is market day in you ………………Pupil B: it’s 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 picture and describe what the people are wearing. Describe your classmate (tell what’s he is wearing)


A- A birthday partyPupil A: describes the first part of their friends birthday partyPupil B: describes the second part of their friends birthday party

green pepper –carrot-lettuces- onion - potatoes - tomatoes - cucumber

Strawberries - water melon – figs –apples – apricots –almonds – bananas – oranges –dates -grapes

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Part one: decoration Part two: the party- people – busy - children - friends –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 little brother makes a birthday party .Tell your partner about it.

C- A conversation about a birthday party. Complete the following conversationPupil A: tell me about Fahd’s birthday partyPupil B: it is a good partyPupil 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 …………………………….


A- Role play. Tell two pupils to act out the roles of a father and his sonfather

- Don’t ………….- It’s………….- Don’t ……….- It’s……………- You………….………in the street- You ………………….

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- You…………..- You ………………….- You…………..

It is …………..

father

- Don’t ………….- It’s………….- Don’t ……….- It’s……………- You………….………in the street-

Picture Son

- Yes , father, I mustn’t touch that

- …………………

- ……………………..

- …………………….

- ……………………


A- Bring the following realia into class: gloves, earrings , socks , sunglasses , a tooth brush , a comb , a hat , a ring , bandage, handkerchief ,…….etc.- Show a pupil a comb and ask him what it is for.

The pupil should say “this is for the hair”- shows the next item and asks the same question “what is this for?” and proceeds that

way till the end .

B- Role play: a doctor and 4 patients (pupils)a) – Doctor: (examining the patient) what happened?

– Patient 1: ……………………………………– Doctor: When did that happen?– Patient 1 : ………………………………………..– Doctor : You need a ……………………………..– Patient 1 : Thank you……………………………….– Doctor : You mustn’t ………………… It’s………

You must use ………………………It’s……………..– Patient 1 : Of course , I mustn’t …………………..

b) – Doctor : Hello– Patient 2: Hello , doctor– Doctor : ………………to your hand?– Patient 2: I ………………………………………– Doctor: When did ………………………….?– Patient 2: …………………..morning.– Doctor: You need …………………………

You mustn’t ……………………………the cooker. It’s ……………………………….

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– Patient 2: I mustn’t……………………………..– Doctor: good bye– Patient 2: good – bye doctor

c) –Doctor: Hello, how are you?– Patient 3: ………………………………………– Doctor: What……………………………. ?– Patient 3: I……………………………………….– Doctor: You need……………………….– Patient 3: Yes , of course– Doctor: You must be …………………..The banana skin is ………………………………– Patient 3: Yes , doctor . I must be ………………….

Thank you good bye

d) – Doctor : Hello– Patient 4 : I m not ………………………………– Doctor : ……………………………………?– Patient 4 : My foot ……………………….– Doctor : Did you play …………………..?– Patient 4 : No , I ……………………yesterday– Doctor : It is ………………….,not……………….– Patient 4 : Yes it’s………………………………– Doctor : Take this ………………It is going to be ok– Patient 4 : Thank you , doctor , next time I must be …………………………………………….

C- Answer the following questions: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 conversation Record the statement then enact the conversation.

Doctor Patient- Hello, how are you ? - Yesterday morning- Did you use any medicine?-

- I burned my hand-- You must take some medicine

-- You must stay at home-- When did that happen?-

- Yes, I must stay at home, takesome medicine and I mustn’ttouch things with my hands

-- What’s the matter ?-

- No, I didn’t. just a plaster, whatmust I do, doctor?

-- You mustn’t touch things with

your hand-

- Thank you doctor. can I go now ?-- Good - bye and be careful - Hello, doctor. I m not fine.-

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A- Your brother is very fat. Tell him how to keep fit. Use the hints below:

- fruit and vegetables- sport- walk- sit-ups /press –ups- toes- meals- jogging- swim- smoking

B- Your friend is thin .Tell him what to do. Use the notes below:

- bread and spaghetti- eggs and cakes- dinner- meals- coke- fruit and vegetables- eat well- chocolate

C- Get two pupils to read the conversation silently then tell them to role- play it.Improvisation is required:

- Patient: I felt tired doctor. I didn’t go to work- Doctor : Let me examine you- Patient: is it serious?- Doctor : Don’t worry , there is nothing serious- Patient : thank you , 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 andvegetables do. Eat much spaghetti

- Patient : Ok , doctor : I must do exercise. I must practise sport. I must eat fruits and vegetables. I mustn’t eat bread and spaghetti. Thank you doctor,

good - bye.- Doctor: Good bye, take care.

Ask 2 pupils to read the conversation then act it out without looking at the notes


This is the weather chart / mapDescribe it to your friendPupil A: describes the weatherPupil B: makes a suggestion

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A- Look at the following notes on the board / a slip of paper, and ask your partnerquestions.

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: When………………………………………..?- Pupil B : ………………………………………………

B- Look at the teacher’s desk and ask your partner questions about it. Use the following hints:

register – a school bag –board –board eraser –a pencil case –books- copybooks – etc.

Start as follows:pupil A: When does your teacher call the register?Pupil B : At the beginning of the lessonPupil A: ……………………………………………………………………………………………Pupil B: ……………………………………………………………………………………………

C- Tell two pupils to describe together their first [1] English Class / day. Tell them to use the 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 , courtyard,call the register , pencil - case , a map , a globe

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A- Step one: Tell which subjects you like at school and which ones you don’t like.

Step two: What are your favourite teachers like? Look at the table below and describethem.

Teacher Description ReasonArabic (not) friendly doesn’t / Tell jokesFrench (not) cheerful Doesn’t / give(s) good marksEnglish (not) serious Doesn’t / speak(s) English fluentlyMaths (not) good-looking Doesn’t / smile(s) at all pupilsPhysics (not) strict Doesn’t / work(s)hardHistory Helpful Doesn’t / answer(s) all questionsTechnology Great Doesn’t / respect pupilsBiology Smiling

Never late / early alwaysNiceBad

Doesn’t / stay(s) in classroomsAfter class timeDoesn’t / listen (s) to the pupil carefully(Isn’t)/is boring

B- Describe your teacher and his /her pupils at the computer lab to your classmate (whodidn’t attend his /her first lesson). Use the following hints to help you.

Teacher Description Pupils

Computer teacher

Friendly / Serious / Kind /Active / Cheerful / Explain /slowly / Explain clearly /Favorite teacher / Helpful /Patient

AttentiveListen to her/ him carefullyAll pupils attend his/ her lessonMany are excellent at……Enjoy her/ his lesson

C- Get two pupils to complete the following conversation

- Pupil 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’t like him /her .S/he is …………I like- Pupil 2: But 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 ………………..


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A-Tell two pupils to describe two different classrooms. One is dirty and the other is clean.Use the hints 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 cans- waste paper/ in waste paper baskets- pupils: helpful- Pupils: do not throw paper on………………………..- Pupils: do not write on…………..and……………

B- Complete this interview between a headmaster and some voluntary pupils. The interview will be put on the 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…………………………………


A- You went with your friend to an antique shop to buy some souvenirs. Complete the following conversation.

- Shopkeeper: can I ……………….you?- You: I would like……………………………………………- Shopkeeper: we have nice pot .……….., furn . …….., carpt. …………and expensive

ant.……….…- You: how much…………………..?

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- Shopkeeper: ………………..dinars.………………would you like?- You:………………………………, please.- Shopkeeper: here…………………………..- You: thank you, sir. Good-bye.- Shopkeeper: goodbye

B/Tell your classmate about your friend’s last day in Tunisia before leaving for the airport.Use the following notes:

Prepare /suitcase/ souvenirs/ heavy/can’t carry it/ hurry up /leave for the airport /late/early/ say good - bye/ say thank you /invitation/ nice trip.

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

LISTENING

Conversation 1Doctor: So, what's up?Patient: I hurt my leg.Doctor: How did you do that?Patient: In a football game.Doctor: Football!!! Don't you think you're a little old to play football?Patient: Well, I'm only seventy-three.Doctor: Really! Well, let's see now.

Conversation 2Doctor: Good morning. How are you?Patient: Fine, thanks.Doctor: You're fine? Why are you here to see me?Patient: No, um ... oh, well, I have a headache all the time. And I cough too.Doctor: Do you smoke?Patient: Yes I do. And I feel tired all the time.Doctor: OK, let's take a look.

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Conversation 3Doctor: And what seems to be the matter?Patient: I feel sick and I have a stomach-ache.Doctor: Let me see. Do you have a headache?Patient: Yes, I do.Doctor: You're hot... Yes, you have a slight temperature. What did you eat yesterday?Patient: I only had a tuna sandwich yesterday.Doctor: Well, it's probably nothing serious, but here is some medicine.

Listening

Three people visited the doctor. Listen to the three conversations and answer the questions.

1. Complete the following table. (3 marks)Problem

Patient 1

Patient 2

Patient 3

2. Tick the appropriate option. (2 marks)a. Patient 2 visited the doctor in the morning afternoon eveningb. Patient 3 ate a ham tuna tomato and cheese sandwich

Yesterday.3. Circle the word you hear. (0.5 mark)

You're not/ hot4. Listen and complete (0.5 mark)

Well, I'm only ...................................................................................

LANGUAGE

A - Fill in a gapped paragraph with (n) words provided in a box including two distractors:

their / together / have / They / home / always / go / past / get /dressed

Every morning Tom and Liza get up at 7 o’clock. (1)…………………… have a shower and athalf …………… seven, they (3)………………… breakfast and (4)………………. to school. At fiveo’clock, they go back (5)……………….. and play (6)…………………. At seven o’clock, they havedinner and do (7)……………… homework. Finally, at nine, they go to bed.

B - Fill in a gapped paragraph with reference to 3 alternatives:

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(1) - student / Doctor / Headmaster(2) - near / between / at the corner (3) - Spain / Spanish / England (4) - listening / listen / listened (5) - or / but / for

Dear Tiago,Thank you for your address in Brazil! My name’s Becky and I’m nineteen years old.

I’m a language (1)……………… at Brighton school. I live in a house (2)……………… the centreof Brighton with my mother and my father.I speak French, (3)……………… and a little German, but I don’t 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? What do you do in Brazil?

Please write to me soon. Becky

C - Tick / Underline / Circle the right option in a gapped paragraph with three options per item.

Dear Peter,How are you? I’m fine. Here’s an e-mail in English. It’s good practice for you and (I /

me / my). I have classes in English at the Embassy Language School. I’m in class (with / at/ in) seven students. They are all from different (village / towns / countries): Japan,Brazil, Germany and Italy. Our (teacher / teacher’s / teachers) name is Simon. He is veryfunny and (a / the / an) good teacher, too. I live with an English family in a small oldhouse (between / near / on the left) the town centre. I’m very happy here.

Please, e-mail me soon! Love, Malik

D - Complete a gapped dialogue with the right utterances from a box including 2 extraitems.

A – Good morning, sirB – Good morning.A – (1)……………………….?B – It’s £ 19.98 sir.A – I’m sorry, (2)……………………..?B – Its $ 19.98 sir.A – Can I have one please?B – Yes, of course (3)………………………A – Thank you very much, good bye.B – (4)…………………. . Good bye.

a- Have a nice tripb- 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?

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1 = …… 2 = …… 3 = ….. 4 = ……

E - Provide the right tense or form of bracketed words.

My uncle is a shopkeeper. He (to have) ……………………. a shop in a (beauty)…………………….village near Oxford. He (come) to this village at the age of 25. Now, he (to sell)…………………… a lot of goods: bread, milk, fruit, vegetables and newspapers, almosteverything. My uncle (never / to leave) …………………. the village because he hasn’t got acar; so once a month, he (to go) ………………. by bus to town and has lunch there. He(usual)………………. takes me with him.

F - Match sentence parts to get coherent sentences. (Only with 7th formers)

A B1. I am a student at2. Jane’s house is near3. The children enjoy4. The Brown’s house is5. Rosa is so happy6. Be careful! Don’t

a- playing in the gardenb- the schoolc- Cambridge universityd- because it is her birthdaye- cross the street when the lights are redf- to schoolg- on a big farm

1+ … 2 + … 3 + … 4 + … 5 + … 6 + …

G - Reorder 3 or 4 sentence parts to get a correct sentence.

(in – there are – four – my house – rooms)1. In ………………………………………………………………………………………………………………?

(how many – speak – do you – languages)2. How many …………………………………………………………………………………………………?

(don’t go – English – pupils – to school – on Sunday)3. English…………………………………………………………………………………………………………

H - Reorder 3 or 4 sentence parts to get correct sentences which are part of a paragraph.

There are five people in my family: my mother, father, my two brothers and me. (father’s– is Tom – My – name)……………………………………………………. He is 40 years old. (an – is –accountant – He)……………………………………………………… . My mum is 37 and her name isJulie. ( Kevin is – 19 years – My brother – old ) ………………………..

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………………………………………………………. . He studies at university. Jim is only 4 and he isgreat. (my – love – family – I)……………………………………… . We are very happy together.

I - Match utterances in a short dialogue with the right functions provided in a list including one extra item.

Dialogue Functions

Interviewer: Hello, Emma. How are you?Emma: Fine, (1) thanks.Interviewer: First of all,(2)where are you from?Emma: Oxford,(3) it’s a beautiful town.Interviewer: What’s your favourite hobby?Emma: (4) I enjoy listening to music, especially Pop.Interviewer: Oh, that’s great.Emma: Thank you; I think I must go, now.Interviewer: Ok, (5) good bye!Emma: Good bye.

a- Making a requestb- Taking leavec- Expressing likesd- Thankinge- Describingf- Asking for information

1 = ….. 2 = ….. 3 = ….. 4 = …. 5 = ….

J - Tick / Circle / Underline the right option in multiple choice questions relative to thefunction of each utterance underlined in a short dialogue.

Peter: Good morning. Can I have a black coffee, please? (1) Waiter: Espresso? Peter: Yes please, and a carrot cake, please. Waiter: Oh! I’m sorry, there aren’t any left (2). Would you like to have a chocolate

cake? (3) Peter: Ok. Chocolate cake, then(4). Waiter: Is that all?

Peter: Yes, thanks.

Functions(1)- Describing / Inviting / Polite Request(2)- Thanking / Apologizing / Greeting(3)- Expressing like / making an offer / Asking about likes(4)- Agreeing / Accepting offer / Refusing offer

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WRITING

SAMPLE 1:

It is your birthday and all your family members are busy preparing for and celebrating theparty. Write a ten-line paragraph in your diary book to describe what happened.

The following hints may help you:

Before the party During the party

- Shopping (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 aninvitation card.

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INVITATION

Dear ...........

.............................................................................................................................................

..............................................................................................................................................

...............................................................................................................................................

...............................................................................................................................................

...............................................................................................................................................

...............................................................................................................................................

.............................................................................................................................................

Your Student,

..............

SAMPLE 3:

It is market day. You went with your parents to the town centre to do some shopping. Writethe missing paragraph of a letter to your English penfriend.

Dear Peter,I’m 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,

.....................

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SAMPLE 4:

Your website group wants to know about your English penfriend Mary. You decide to write aparagragh to introduce her and e-mail it to them. Use the following notes to write theparagraph.

Name: Mary BlackAge: 12Occupation: studentFather’s job: doctorMother’s job: secretaryHobbies: Internet chatting, joggingPets: 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 winterwhen the weather is cold and in summer when it is hot.

In winter, the weather is cold and wet In summer, it is sunny and hot

a)- ................................................... a)- ...................................................b) .................................................... b) ....................................................c) ..................................................

d) ...................................................

c) ..................................................

d) ...................................................

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SAMPLE 6:

On the back of this postcard you write to your penfriend about a touristic site in Tunisia, e.g.the oasis in Tozeur.

Dear Mary,…………………………………..

…………………………………..

……………………………………

…………………………………….

…………………………………..Yours, S.A.

Mary Black12 Av. Street 1200 LondonGreat Britain

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8TH YEAR SAMPLES

SPEAKING

LEVEL: ..............................8th Basic Education

LESSON: ...........................Module III, Section III

TOPIC:.............................. Having dinner with the Smiths / table

manners

TYPE OF TEST: ..................role play

NUMBER OF TESTEES: ......Three

AID:.................................. Flash card

STUDENT A STUDENT B

Looks nervous / anxious Has a date and doesn’t know

table manners Thank them

Wonders why / guess(maybe / perhaps)

Ask him / her about thereason

Give him / her advice(should / shouldn’t /don’t…)

Munch food / stretch out/ dip bread in sauce

STUDENTS’ PRODUCTIONStudent A: Hi!Student B: Hello!Student A: Why is Nesrine nervous?Student B: I don’t know, maybe she lost something.Student A: Perhaps she has an exam.Student B: don’t worry let’s ask her

Hello!Student C: Hello!Student A: Why are you nervous?Student B: What’s happening Nesrine?Student C: I have a date with a boy tonight and I don’t know the table manners.Students A+B: Is this your problem? Come on Nesrine, sit down.

34

Student B: in your date, don’t munch food like this (gesture).Student A: Don’t put your arms on the table like this (gesture).Student B: And don’t talk and eat at the same time.Student A: Don’t stretch out to get salt and pepper (gesture). Ask someone to

pass them to you.Student B: You shouldn’t dip your bread on the sauce, you must wipe your

mouth with a napkin. That’s it Nesrine.Student C: That’s not a difficult thing.Students A+B: Yes.Student C: Thank you my friend.Students A+B: Not at all.

LISTENING

Happiness

6 Minute English © bbclearningenglish.com 2009

Kate: Hello, I’m Kate Colin and today I'm joined by 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!

Kate: That's good to hear because, here in the UK and all around the world, theeconomic recession is really beginning to make life increasingly difficult formany people. So in today's programme, we're going to talk about happinessand where we are likely to find it, especially when times are hard... But beforewe find out more, I have the question for this week. Which country do youthink is the happiest? Is it?

a) Mexicob) Denmarkc) Nigeria

Rebecca: answers…Kate: 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 happyKate: Yes, I agree. I always feel happiest when I'm with friends and family too. But

enough about usRebecca: Material possessions are things we buy, clothes, houses, cars, TVs. There's a

common idea that acquiring material possessions makes us happy.Kate: 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 anotherspeaker to hear what he has to say on the subject:

35

Kate: So there we have it, there is indeed evidence to say that money cannot buy ushappiness.

Rebecca: I said…...Kate: And you were correct– according to various surveys carried out in 2006,

Denmark is the happiest county. Puerto Rico and Columbia also scored highlybut Britain came in at number 41 so I think we've still got some work to do!That’s all we've got time for. Until next week, have a happy week. Good bye.

LISTENING COMPREHENSION (8 marks)

Comprehension Questions (5 marks)

1- Listen to the tape and circle the right option. (1mark)The conversation is about

a- causes of happiness.b- causes of sadness ..c- problems of happiness.

2- Listen to the tape and fill in the table about Kate. (2marks)

Full Name Job Country

Kate Colin ………………… …………………

3- What makes Rebecca feel happy? Give just one reason.(1mark)

4- The following statement is false; correct it with one detail from the conversation. (1mark)

The season in the UK, now, is winter.……………………………………………………………………………… .

Function (1 mark)What does the following statement express?“Yes, I agree”, expresses

a- disagreementb- agreementc- refusal

Spelling (1mark)Listen to the tape and fill in the blanks with words you hear.

Kate: “But before we find out more, I have the question for this week Which ……………… doyou think is the ………………?”

36

Pronunciation (1 mark)Listen to the tape and say whether the sounds you hear are similar or different. Circle theletter S if they are similar and D if they are different.a- Hear Here ( S / D)b- You Around ( S / D)

READING COMPREHENSION

High Park is a landmark in Toronto, Ontario located at 1873 Bloor Street west. There Ialso free parking inside the park. High Park offers many year-around activities for free.During the summer, there are additional special events, including an outdoor theatreprogram called “Dream in the Park”. Families with children can enjoy the zoo, not far fromthe lanes, the Adventure Playground, and the Children’s Garden. The zoo is home todifferent types of animals.

If you like sports, you can go swimming at the outdoor swimming pool, play tennis or gocycling on the paved roadways. Visitors can also watch community baseball and soccergames in the park.

If you love gardens, High Park offers beautiful Hillside gardens and a Nature Centre. Youcan 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 southend of the park. Visitors can take a tour of Colborne Lodge and learn more about JohnHoward. He donated his land and house to the City of Toronto in 1873. This land laterbecame High Park.

http://www.settlement.org/

READING COMPREHENSION QUESTIONS (6 marks)

1. Say whether the following statements are True of False. Justify your answer withinformation from the text. (2 marks)

a- Visitors don’t have to pay for the leisure activities in High Park. (…………….) ………………………………………………………………………………………………………………………….b- The number of events in High Park decreases in summer. (…..………..)

………………………………………………………………………………………………………………………….2. What are the activities that visitors practice in High Park? Tick ( ) the appropriate

box. (2 marks)

1

2

3

4

http://www.settlement.org/

37

3. Circle the correct alternative. (2 marks)a- John Howard was the person who

- welcomed visitors to high Park.- gave his land to Toronto.- supervised theatre activities in high Park.

b- Eating in High Park is- forbidden.- compulsory.- allowed.

LANGUAGE


a ………

d ………

c ………

b ………

e ………

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late – dinner – went – shopping – interesting – walk – boat – concert – city

Hi Rudi, I’m 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 thingsto do. Yesterday we (2) ....................... to see St Stephen’s Cathedral, it was reallybeautiful and very (3) ......................., and then went (4) .................. in KartnerStrasse, the main street, then we had (5) ...................... in a nice restaurant. Two days ago, we went on a (6) ....................... along the River Danube and thenwent to a (7) .......................... in the evening, Beethoven’s fifth symphony. I think! (Idon’t know much about classical music!). The food is quite strange for us here, butthe coffee and cakes are great! See you soon

Love, Gabi

B - Fill in a gapped paragraph with reference to 3 alternatives.

Barbara lives in London. She works for a company (1)…………….. makes washing machines. She spends allher money (2) ……………. trendy clothes and trips. She(3) ………….. shopping almost everyday; (4) …………..she’s far from being satisfied with her life. Shealways (5) …………….. money from her friends. Shewishes 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 schoolbecause she (1) …………….. enjoy herself there. Butat home she’s really bored. When she comes home,she (2) ……………. her homework quickly, then, shejust sits down and (3) …………… TV, plays records or(4) ……........... a detective story. Sometimes shegoes out with her friends. But that gets (5)……………. , too.

Karen (6) ……………….. like to travel and visitplaces, but that’s impossible because it’s 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’t


39

Dear Max,I’m having a good time on the beach. It isn’t very hot! I am wearing shorts and a T-shirt, but I’m (wearing – wear – not wearing) my dark glasses. Sam’s wearing a bighat , he can’t stand the (water – sun – sand). Graham’s eating (a – an - o ) ice-cream(so – then – and ) Jenny is taking photos.. Mum and Dad (are – have – do) swimmingin the sea. It’s great! I enjoy this holiday. See you soon,

Love, Tessa

Dear JoeI am sorry I could not come to your birthday party on Saturday .My brother (plays /played /was playing) football and he fell. So we (have / had / has) to take him tothe (farmer / singer /doctor). I hope you had a good (journey /party/ film) andeveryone had a lot of fun. I’m going with Jane to see a French film next week.(Would / Do / Are) you like to come with us? I’m sure you’ll enjoy it. Love, Sue.

D - Complete a gapped dialogue with the right utterances from a box including 2 extra items.

Peter: hello! Is this 0659772?Jane: (1) ……………Peter: I’d like to speak to Mr. Kelly.Jane: I am sorry. You can’t now. (2) ……………Peter: What can I do then?Jane: You can have an appointment.Peter: That’s a good idea. (3) ………….Jane: What about 08:00 pm.?Peter: (4) …………..Jane: Ok, Let’s say 4:30 this afternoon.Peter: Ok, see you then.

a- Nice to meet you.b- Good ideac- Mr. Kelly is not in his office for the moment, he has just left.d- Sorry, that’s too late for me!e- Yes Sir, can I help you?f- When can I meet him?

1 + …. 2 + …. 3 + …. 4 + …..

E - Provide the right tense or form of bracketed words.

Miriam is Motti’s mother. She is at her friend’s house and she is telling Diana howher son (behave) ……………….. when they had lunch the other day.” Listen Diana!”said Miriam, “I was shocked (see) ……………….. my own son eating meatballs and ricewith his fingers. The whole family was there, and I was really (embarrassing)………………………. . When he finished eating his meal, he (leave) ………….. the plate onthe table and went out. He is so careless.

40

F- Match sentence parts to get a coherent paragraph. (Only 8th and 9th formers)

1- Michael Jordan, whosenickname is

2- In 1993, he won the Americanchampionship

3- And for the third time

a- He was elected the best player ofthe year.

b- “ Airness” is considered as the bestbasket player of all times

c- For the third time in a row with histeam, the Chicago Bulls.

d- He plays well.

1+ .......... 2+.......... 3+..........


( is famous / London / for its red/ buses / double decker )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…………………………………………………………………………… .


Mabel’s Motel Mabel’s Motel is really a friendly place. (At the check in / to your room / shows

you / Mabel) ………………………………………………………………………… .The rooms are largeand they have cable TV. (a swimming pool/ there is / a game room / and ) …………………………………………………………………………… .

It’s just a fifteen-minute walk to the beach. And if you’re hungry, you can eat atthe restaurant next door. The food is good and cheap. Besides, (the restaurant is /twenty four hours / a day / open) ………………………………………………………………………… You won’t have to dress up to eat there. Families that stay at Mabel’s alwayshave a good time.

I - Match utterances in a short dialogue with the right functions provided in a list includingone extra item.

Dialogue Functions

41

A Can I help you?B I’m looking for a jumper like this, but in blue. (1)

Have you got one?A What size are you?B (2) It’s medium.A Here you are.B That’s great. (3) Can I try it on, please?A Of course. The changing 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 = …..

WRITING

SAMPLE 1:

Your friend from England wants you to help him to choose a nice place where he can spendhis next summer holiday. Write him/her a letter to convince him/her to choose Tunisia as adestination.

These hints may help you:

Nice weather / cheap accommodation / enough entertainment / different means oftransport / delicious food / interesting places to visit …

Dear Friend,

................................................................................................................................................................................................................................................................................................................................................................................................. ......................................................................................................................................

.......................................................................................................................... ................................................................................................................................................................................................................................................................ .............................................................................................................................................

................................................................................................................................................................................................................................................................................................................................................................................... ....................................................................................................................................................

.................................................................................. Truly yours,

...................SAMPLE 2:

You spent spring holidays with your relatives in Djerba. You were a welcome guest. Now, youare home and you are going to write them a letter of thanks.

Dear Friends,

.................................................................................................................................................................................................................................................................................................................................................................................. ..........................................................................................................................................................

...................................................................................................................................................................................................................................................................................................................................................................... ......................................................................................................................................................................

.......................................................................................................................................................................................................................................................................................................................................................... ..................................................................................................................................................................................

42

........................................................................................................................................................................................................................

Truly yours, .......................

SAMPLE 3:

Ellie’s diary (first week of April 2009)1-Monday Collect tickets from the travel agency2-Tuesday Meet Ted and Lucy after work

Go shopping3- Wednesday 11:00 am See the doctor

Have lunch with mum4- Thursday Leave work early

pack bags5- Friday 6:30 am Go by train to the airport

Meet Ted and Lucy9:30 am Fly to Mexico

6- Saturday7- Sunday

Use the notes in the diary to write a paragraph about what Ellie did last week.Last week, I ..................................................................................................................................................................................................................................................................................................................... ................................................................................................................................................................................................................................................................ ................................................................................................................................................................................................................................................................ ................................................................................................................................................................................................................................................................ ................................................................................................................................................................................................................................................................ ...............................................................................................

SAMPLE 4:

While surfing the net, you came across a discussion forum entitled “Do you like your school?”You decided to take part in it.

Write an e-mail in which you express your feelings about your school.

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SAMPLE 5:

Parents have different views of their children’ education. Some are indifferent. Others arepushy. Write an article to your school magazine to express your opinion of how parentsshould be and what they should do to help their children to succeed at school.

School and Parents’ roles........................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................

SAMPLE 6:

Write an article to your school magazine in which you describe your “dream school”

These hints may help you:Small/ big – severe/ friendly headmaster - helpful teachers - interesting subjects – computerlabs – the Internet -no uniforms...

The school I dream to go to............................................................................................................................................................................................................................................... ................................................................................................................................................................................................................................................................ ................................................................................................................................................................................................................................................................ ................................................................................................................................................................................................................................................................ ................................................................................................................................................................................................................................................................ ................................................................................................................................................................................................................................................................ .............................................................................................................................................................................................................................

SAMPLE 6:

You want to attend one of the summer concerts in your local town. You would like yourfriend to go with you.Write him/her a small note to convince him/her to accompany you.

These hints may help you:

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Have fun / enjoy oneself / Meet friends / know more about the Tunisian folklore…

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SAMPLE 8:

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.

Sports for everybody............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................... ............................

SAMPLE 9:

Lena Ferguson, dissatisfied with her son Ted 14, ran out of patience and decided to write aletter to her friend Pamela to complain about her son’s bad behaviour and ask for advice.Help her to write the letter of complaint.

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The following hints may help you: Adjectives: messy / untidy / not disciplined / noisy / rude Verbs : - doesn’t make bed / tidy up room

- quarrels with sisters- disobeys mother- stays out late at night / neglects studies- listens to loud music

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SAMPLE 10:

Complete the postcard about the place where you live.

Use some of the information provided below:- picturesque / stopping place for tourists- delightful scenery- worth visiting- excellent holiday resort

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This is the village I live in. It is very

beautiful and peaceful.

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9TH YEAR SAMPLES

SPEAKING

Module 1-A two-minute talk about your family.

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-A conversation between a child and his/her father/mother about pocket money.

Module 2-A conversation between 2 pupils about their school.

Module 3-A conversation between a patient and a doctor. The patient wants to lose weight and keepfit and the doctor gives some advice.-A journalist interviews a scientist on how to keep our environment clean.

Module 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.

Module 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 themmakes suggestions to go a specific place.

Module 6-A pupil is asks to give a three-minute talk to convince his/her friends to do voluntary work.

LISTENING

Listen to Kevin telephone his sister in Australia:

Hello Hi Ann! Kevin, what a surprise! It’s great to hear from you! How are you? Fine, just fine. How about you? What’s new? Oh, nothing much. How’s Dennis? He’s very well. He’s won a golf competition… so he’s thrilled about that. A golf competition? That’s great! When was that? Errr last Saturday. Well, tell him congratulations. And how about the kids? How are Becky and Kate? Ah, Becky’s had an argument with her boyfriend, so she’s a bit upset at the moment. Is it serious? Well, I don’t know. It only happened this morning. This morning? Ah, poor Becky! But Kate has some good news. She’s passed her driving test.

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Great! That is good news. Yes, she’s thrilled. She passed the test on Friday. Wonderful! And what about you Kevin, how are you? I’m fine. I have some good news too, actually. You’re going to be surprised. Go on. I’ve gotten engaged. No? When? Last week. It all happened very quickly. Oh, Kevin, I don’t know what to say!

Listening questions

1- Listen to the conversation and tick the right alternative:This conversation is between:a/- a husband and his wifeb/- a brother and his sisterc/- two friends

2- Listen and match each person with the correct event and the corresponding time:

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 competition 3- On Friday C-……………

D- Becky d- Got engaged 4- Last Saturday D-……………

3- Listen and Write True or False:a- Ann has got two daughters.b-The mother says her daughter decided to leave her boyfriend.

4- Listen and circle the word you hear:So – though – oh – wow

5- Listen and choose the function expressed in the following utterance:“Oh dear!” expresses: reproach – regret – polite request

6- Listen and complete the following utterance:“Kevin! …………. a surprise! It’s ………………………. from you!”

READING

School trips may seem like fun, but they can be a source of trouble for parents when1

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they go wrong. They are supposed to enrich children’s educational experience and offerthem a chance to meet other people. But there are risks involved, too.

Amanda Shaw, 39, from Woodbridge in Suffolk, whose 11-year-old daughter, Olivia,went on a school trip last September. “When Olivia first asked if she could go on a trip toFrance for six days, i was not enthusiastic. You always remember horrible stories of schooltrips,” says Amanda.

“When the coach stopped at a service station, Olivia and some of her friends went to thetoilet. But when she came back out again the coach had gone,” says Amanda. Although aFrench woman looked after her, Olivia was terrified and shocked because the woman spokeno French. Meanwhile, her friends informed staff that she was missing. The coach was onthe 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 wastoo frightened to leave the coach in case she lost the group.

Three weeks later, Amanda received a letter from the head teacher in which sheadmitted that the coach had left without any teacher checking the number of children.“Olivia is attending another school now. But how could I send her to be taught by people Ididn’t trust,” adds Amanda.

Adapted from “Woman”, June 12, 200

READING COMREHENSION QUESTIONS (6marks)

1. Complete the table below with the appropriate information about the trip. (2 marks)

Destination Incident

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2. Say whether the following statements are True or False. Justify your answer withinformation from the text. (3 marks)

a- Amanda wasn’t happy to hear about her daughter’s school trip. (………………..)……………………………………………………………………………………………………………………………………

b- The teachers counted the number of children on the coach before leaving the servicestation. (…………….)……………………………………………………………………………………………………………………………………

c- Amanda still sends her daughter to the same school. (……………..)……………………………………………………………………………………………………………………………………

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3

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3. What does the underlined word in the text refer to? (1 mark)“They” (paragraph 1) refers to………………………………………………………………………………………………

LANGUAGE


litter / environment / clean / air / causes / factories / harmful / in

By environment we mean the air, the sea and the land which surround us. Thisenvironment 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 ofCO2 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……………………. , goes to see shows and plays sport, usually ……………………… . Mostweekends he puts on a pair of old blue ………………… , and works in the …………………….. . Heusually goes on ………………. to Spain more than once a year. He is a very active person.

harms / smoker / good / probably / 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 thatsmoking ………………… nearly every part of the body. It kills 5 million people worldwideevery ………………….. . If you live with a …………, you will also smoke. There’s a 24% rise inthe chance of getting lung………....... . Together we can help fight smoking.

B- Fill in a gapped paragraph with reference to 3 alternatives:

Using a mobile phone has become a necessity. Thistiny apparatus has made communication (1)…………… than ever before. Wherever you are, youcan 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

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age is, has a mobile (3) ……………….. requires a lot ofmoney to be used. This causes a problem(4)………….. parents among other problems such asthe annoyance of some users.

(4)- to / for / at


Of all my relatives, I like my aunt Emily best. She (has never married / nevermarried / never marries), and she lives alone in a small village near Bath. She likes(reading / reads / read) and gardening, and she goes for long walks over the hills(to / with / for) her dog, Buster. She’s a very active person. She’s extremely(generous / nasty / terrible), but not very tolerant with people who don’t agreewith her.

D - Complete a gapped dialogue with the right utterances from a box including 2 extraitems.

Mike: This restaurant is very exotic.Mona: Sure it is. (1) ……………..Mike: No, I haven’t. Have you?Mona: No, I haven’t. 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’ll never order frogs’ legs.Mike: Have you ever had them?Mona: No, and I’m 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’t think so.e- May be you should order snails.f- Do you like to have a snake?

1 + ….. 2 + ….. 3 + ….. 4 + ….. 5 + …..

E- Provide the right tense or form of bracketed words.

Before you start walking, talk to a Park Ranger. The Rangers (look) …………….. after the parksince 1916, and they know everything about it. They (tell) …………….. you where you shouldgo, and where you can camp. It isn’t difficult or expensive to camp in Yellowstone. But youhave to be (care) ……………….. . Don’t forget that bears can be (danger) …………………. ! One

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good way to avoid them is to wear bells when you walk, so the bears can hear you (come)………………… . And at night, don’t keep your food near you. Put it up on a tree if you can.

F - Match sentence parts to get a coherent paragraph. (Only 8th and 9th formers)

1- On Monday, we visited Lake Victoria2- We wanted to go on a boat ride.3- So we went to a restaurant

a- But we couldn’t 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 cause2- The nicotine inhaled from cigarettes3- This can lead to blockages in the

arteries,4- Although these harmful effects are

well known,

a- particularly in the lungs.b- People give up smokingc- 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 + ….


( sport / football / the world’s / most popular / is )a- The world’s ………………………………………………………………………………………………… .

( 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 ………………………………………………………………………………………………………. .


Dear MaryI hope you are well, because I’m not. I’m having problems with mum and dad, and I wantto leave home. I really need your advice. (think / Mum and Dad / I‘m /a child) (1)…………….. …………………………………………………………………………………………………………… . Last

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night, I went out and came back at midnight. (they / for me / waiting / were still)(2)……………………………… …………………………………………………………………………………………….. andwe had a fight. They think I stayed out too late. (stay out even / my friends / later than me/ but) (3)…………………………… …………………………………………………………………………………… I thinkthis unfair! And this is not the only problem. (wants to / for me / Mum still / buy all myclothes) (4)……………………………….. ……………………………………………………………………………. . Ofcourse, I don’t like what she buys because she never gets me anything that’s in fashion.What should I do, Mary?

Please write me back soon. Francis

I - Match utterances in a short dialogue with the right functions provided in a list including one extra item.

Dialogue Functions

Jenny: Would you like a game of tennis, next week?Chris: I’m afraid (1) I can’t. (2)I’m travelling to Bristol next Thursday.Jenny: Really? (3) What for?Chris: Well, It’s my sister’s wedding and (4) I have to be there.Jenny: How are you getting there?Chris: I think I’ll go by train.Jenny: (5) Shall I give you a lift to the station?Chris: That will be very kind of you.

a- Expressing obligation

b- Expressing likesc- Asking for the reasond- Planned action in the

futuree- Refusing invitationf- suggestion

1 = ….. 2 = ….. 3 = ….. 4 = ….. 5 = …..

J - Tick / Circle / Underline the right option in multiple choice questions relative to the function of each utterance underlined in a short dialogue.

DialogueWaiter: Good evening, sir. (1) Good evening Madam.George: Good evening, (2) we’d like a table for two.Waiter: Certainly. Is this table all right?George: That’s fine. (3) Could we have the menu, please?Waiter: Certainly. The soup of the day is onion soup. Are you ready to order?George: yes, first I’d like the paté, then chops for the main course.Waiter: (4) Sorry, we haven’t got that.George: So, I’ll take a steak with some vegetables.Waiter: (5) What would you like to drink?

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George: Only water, please!Waiter: 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 authoritarian or tolerant and permissive. What do you think of yours? Writea paragraph in your blog to narrate an event from your childhood memories to justify yourpoint 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 sometimes dangerousthings like fast food, violent games, and smoking.

Write an article for your English club magazine to raise this issue and advise students at yourschool how they can use their pocket money more effectively.

T EENAGERS and POCKET MONEY................................................................................................................................................................................................................................................................. ................................................................................................................................................................................................................................................................ ................................................................................................................................................................................................................................................................ ................................................................................................................................................................................................................................................................ ................................................................................................................................................................................................................................................................ ..........................................................

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SAMPLE 3

Your teacher of English allows you to invite a guest to attend the team session (3rd hour.)Your classmates ask you to write a letter to your sibling who is studying English at universityand 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 yourschool magazine to show them the importance of good being well-disciplined and the profitthey can get from education.

The Value of Education........................................................................................................................................................................................................................................................ ................................................................................................................................................................................................................................................................ ................................................................................................................................................................................................................................................................ ................................................................................................................................................................................................................................................................ ................................................................................................................................................................................................................................................................ .....................................................................

SAMPLE 5

Write to the local newspaper a report on the causes and effects of pollution in the areawhere you live and make suggestions how to save your environment from this danger.

Pollution: a threat to our environment

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SAMPLE 6

Young people spend most of their free time surfing the Internet. Write a list of instructionsto show them what rules to respect when using this modern means of information andcommunication appropriately.

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EVALUATION IN SECONDARY EDUCATION

NUMBER OF TESTS, THEIR COMPOSITION AND THE SCALE

Each term, learners are tested in compliance with the following specifications:

1st & 2nd 3rd YEAR 3rd YEAR 4TH YEAR 4TH YEARYEARS 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 10project work at least 1 10 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 08a one-hourmid- term test language 12 language 12 language 12 language 12 language 12

Reading 15 reading 12 reading 15 reading 12 reading 15language 10 language 06 language 10 language 06 language 10


writing 15 writing 12 writing 15 writing 12 writing 15

COMPONENTS SPECIFICATIONS

1. The oral componenta) 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

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dialogue, 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’sperformance is marked out of ten.

c) Project Work (10 marks) :d) The pupil having contributed 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 projectas well as the content. The mark allotted is out of ten.

e) The end-of-term mark is the sum of the two marks specified above.

2. The language componentIt consists of 3 to four exercises testing the assimilation of lexical and grammaticalacquisitions 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 inthe 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 partsh) 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 listening comprehension componentIt consist of a monologue, a dialogue, a conversation, a speech or a presentation totaling200, 250 and 300 words respectively for the 1st, 2nd and 3rd and 4th year levels. The linguisticas well as semantic content of these oral texts is appropriated to the targeted level. Todemonstrate comprehension of the content of the text and its organization, learners arerequired 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 text 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 comprehensionquestions.

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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 these 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 stressThe learner is allotted half a mark for each correct answer to the above specifiedpronunciation 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 the cassette is compulsory.

4. The reading comprehension componentIt consists of one linear text, a linear text and a non-linear one, or two complementary textstotaling 250, 300 and 350 respectively for the 7th, 8th and 9th year levels. The linear textsare 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 appropriate to thetargeted level. To demonstrate comprehension of the content of the text(s) and itsorganization, 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 textg) 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

idea 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 thiscomponent of the text.

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5. The writing componentIt includes a guided writing exercise and a productive one, graded respectively out of onethird and two thirds of the total mark allotted to this component. The topics suggested inboth 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 its topic should interest and motivate thelearner. The following evaluation criteria should be indicated on the test paper:

a) Adherence to task and content adequacy.b) Lexical appropriacy and grammar accuracyc) Mechanical accuracy (punctuation, capitalization and spelling).

SECONDARY EDUCATION SAMPPLES

SPEAKING

SAMPLE 1: FIRST YEAR

Interview: Lesson 25A journalist heard about Brian’s story and interviewed him. Enact the interview.


Presentation: Lesson 17The 8th April is a National Blood Donation Day. Your teacher asks you to prepare apresentation about the necessity to donate blood.Use the information you read in lesson 17 and look for some more information to do yourpresentation


Speech: Lesson 28One of your favourite teachers is retiring. The school is organizing a farewell party for himand asks you to deliver a speech in which you talk about your teacher.


Phone Call: Lesson 27Valentina Pezzano phones her mother in Italy and tells her about her new job and the peopleshe works for.


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Dialogue: Lesson 18Dialogue between father and son about the necessity to get connected to Internet. Thefather thinks the Internet is dangerous, the son tries to convince him that it is not always thecase.


Picture description :Lesson 33Pictures about the environmental problems. The learner is asked to describe, react andsuggest solutions.

SAMPLE 6: THIRD YEAR

Role-play:Two pupils act out a scene in a travel agency, where one pupil is a customer and the otheris a travel agent.Topic: ........ TourismFocus:........ Interacting with others, information processingPupil 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 possiblePupil B: You are a travel agent. Study the following information carefully so that you cananswer A.

Hotel Oasis Royal Paradise SunriseCost per night 50 TD 70 TD 90 TD 35 TD

View good Very good Excellent Very goodDistance from

centre7 km 10 km 15 km 5 km

Disco Every night Weekends only Friday off Every nightChildcarefacilities

good excellent Very good Not available

SAMPLE 7: THIRD YEAR

Picture story:One pupil is given the sequence of pictures below to look at. The teacher asks him/her to tellthe story.Topic : Family relationshipsFocus : Reinvest new words or expressions in one’s speech

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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 story:

A woman and man fall in love. They live peacefully together and start a family. One day, theman drinks too much. He gets angry and hits the woman. The woman has a black eye. Thechildren see what happens and become upset. Later the man apologizes to the woman, tellsher 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. Shedoesn't know if she should stay with the man, who says he loves her, but keeps getting drunkand beating her. She doesn't know what she should do to protect her children….

SAMPLE 8: 4th YEARUnit 1, Lesson 1: HolidayingNumber of testees: 2 pupilsTopic: your class is doing a survey on how people spend their summer holidays. Student A isgoing to interview student B about his/ her holiday plans and write down his/ her answerson the Holiday Survey Sheet.

For example:

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Where did you spend your holiday last year? When are you going? How long are you going to stay?

Student A can begin like this: “Excuse me , I am doing a survey on how people spend theirsummer holiday. Would you mind if I asked you a few questions?”

He can finish with: Thank you very much for answering my questions.

Holiday Survey Sheet1- 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…, goshopping…, go sightseeing…, Anything else? …8- Who you went with? ……………………………………………………………………………………………..9- Cost of holiday::…………………………………………………………………………………………………………..10- Reasons for choosing this particular holiday:……………………………………………….................

Objectives of the speaking test:

To assess the students’ ability to ask and answer questions about a specific topic. Ability to run a conversation using the appropriate functional language and skillsrequired in interactional contexts.

SAMPLE 9: 4th YEARUnit 1, Lesson 6: A Package TourNumber of testees: 2Topic: A customer saw thefollowing Ad in a newspaper anddecided to spend her/his holiday inJamaica. She/he went to the travelagency to know more about thisholiday and to make a reservation.Student A will play the role of thecustomer.Student B will play the role of thetravel agent.- Objectives: (1) ability to interact with a peer.

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(2) ability to ask for/give information.

SAMPLE 9: 4th YEARUnit 1, Lesson 7: At the travel agencyRole play : Boooking a holiday.Number of testees : 2

STUDENT A : A customer STUDENT B : Travel agent

1- Greeting

2- Exp. Intention to book a holiday/ Askwhich holidays are availabe.

3- After few minutes : making one’schoice of the most convenient holiday.

4- Asking about the price range.

5- Exp. Satisfaction.

6- Paying.

1- Greeting / Offering help.

2- Suggesting 3 holidays.

Handing over 3 different brochures.

3-telling the customer he made the bestchoice/ praising the customer’s futuredestination.

4- Telling about the price.

5- Asking the customer to pay a deposit.

Objectives :

- Respond to a given situation using appropriate functions.- Use appropriate communication skills

SAMPLE 10: 4th YEAR

A playThe teacher asks four pupils to play roles in a one – act play in which the performance isgoing to concern only the main events:

Plot summary of The Winter’s Tale:

The characters are:

The king Leontes+his wife, the queen Hermione+Camillo,lord of the court+Paulina, a friendof Hermione .

In this mini- play, the pupils are going to show the audience that the king makes a wrongdecision when he jails his wife after suspecting her of having an unfaithful relation with hisfriend, Polixenes, king of Bohemia who escapes with the help of Camillo who does not obeythe king’s order to poison Polixenes because he believes that the latter and the queen areinnocent.

After the death of prince Mamillius and also the queen, the king regrets what he did andtells Paulina that he believes his wife was really innocent, but it is too late to change the

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destiny and all that he hopes for is to find his daughter Perdita who was left on one of theempty islands to die because the king thought that she was an illegitimate child.

Lesson Unit 2: The Winter’s Tale ( part 1) p 77

Unit 2: The Winter’s Tale ( part 2) p 82( Arts)

Number oftestees 4

Objectivesof the test

- Ability to speak fluently.

- Ability to pronounce correctly

- Ability to tell one’s lines in an expressive way

- Ability to interact with other pupils paying attention to their cues

- Ability to speak in a tone that is appropriate to a given situation.

SAMPLE 11: 4th YEAR

Lesson Lesson 2

Number oftestees One

Objectivesof the test

- Testing the student’s ability to present a story through details in thetable. (the way he narrates)

- Testing his ability to use grammar correctly ( simple past, connectors :as, because, so, therefore…).

- Testing his communicative performance. (language used, appropriatesentences…)

Criteria forthe

evaluation

- Accuracy : Vocabulary quality, grammar, use of appropriate connectors.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. Theycan be asked to read them at home and to complete the table.

Name Age Country Why he/shecan’t attend

Solution Feelingstoward

Ambitions

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school school

Instructions: The testee is called to the board and asked to use his table to report the storyhe read to his class mates.

Real Life Stories (UNICEF : Voices of Youth)

Makka & Chekhadine's story School in a refugee camp

From the dusty track, coming by car, the white surfaces of the school stands out brilliantlyin the midst of the yellow-brown color of the refugee camp of Kounoungo, on the borderbetween Chad and Sudan. More than 8,200 Sudanese refugees live here in the middle of asemi-desert landscape - a barren land with sand, rocks, a few prickly bushes. Temporaryclassrooms are made of simple wooden frame structures with plastic sheeting serving aswall and roof surfaces. Classes started only 4 weeks ago, but are already crowded withchildren sitting on the bare floor, holding notebooks, pencils, and rulers, provided byUNICEF. The temperature must be above 43 degrees Celsius (109.4 degrees Fahrenheit) asit 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 smallwork to get a bit of money, Sudanese refugee children are happy to go back to school. Ineastern Chad, over 110,000 refugees from Sudan have fled the crisis in the Darfur region.Two-thirds are children and women.

Xiuhua's story Training for a new beginning

When she was only 10 years old, Xiuhua had to leave school to help her parents in thefields. "Parents often think if they take their girls out of school, they can save somemoney," says Mu Huiqin, deputy principal of Xiuhua's school in Guyuan, in west China'sNingxia Hui autonomous region.

Mu and others try to persuade parents to let their girls return to school, but with littlesuccess. Xiuhua's father, like many others, believe girls are better off getting married. "Iwas crying behind the door when I heard my father say these words to my teacher," Xiuhuasays.

But five years ago, Xiuhua's prospects changed. A non-formal education project for teenagegirls came to the area, teaching such skills as tailoring, embroidery, and special techniquesfor 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 ofpoverty," says Mu.

Over the past two years, the training programmes in the autonomous region have helped1,800 girls. Xiuhua has learned tailoring. Every day, after helping her mother withhousehold chores, she practises her skills. She already supplements the family income bymaking clothes for villagers.

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Xiuhua says that when she helps put food on the table, she feels a sense of hope. "Andwhen 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 shehas a young son. She had only two years of basic education. But in 1998, thanks to thelivelihoods development programme for girls, she set up the first tailoring shop in thevillage and has been able to contribute greatly to her family's income.

Note: UNICEF’s priority is to make sure every child – girl and boy – has access to a qualityeducation, but we also realize that young people like Xiuhua, need support to beindependent and earn an income. Not just because it gives a sense of hope, but alsobecause learning income generating skills like tailoring gives young people a chance tosupport themselves in a safe way, and protect themselves from exploitation and abuse.

SAMPLE 12: 4th YEARUnit 2, Lesson 5: ComparingEducational Systems – pages:103 → 106- Number of testees: 1- Topic: Describe thepicture. Say what means areused besides the radio network(School Of the Air) to reachstudents who live in far awayplaces.- Objectives: (1) ability todescribe a picture. (2) ability to talk abouta specific topic.

SAMPLE 12: 4th YEAR

Unit 3, Lesson 5 : Women choose to opt outOral interview (pair activity)Number of testees : 2An interview with a woman who chose to opt out.

Interviewer Ms. Heskith

- Greeting/ asking her why she left herprevious job.

- Asking her to state more reasons.

- Asking her to tell about her gains afterstarting her own business.

- Wanting to know aout her advice tocorporations in order to retain potential

- Inability to meet her professionalgoals.

- Giving more reasons ( Women’s effortsare neglected/ No equal pay/ nopromotions)

- ( Freedom/ recognition/money/opportunities / other rewards)

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women. - Her advice : more flexibility /opportunities for personal growth /Support initiatives…

Objectives: – Ask questions in an appropriate way.

– Respond correctly to the questions.

SAMPLE 13: 4th YEAR

Unit3, Lesson 2: Technology,A Blessing in Disguise (pages: 142 →146)

Number of testees: 1Topic: Comment on the picture. Whatare the bad effects of technology?Objectives: Ability to comment on a picture. Ability to talk about the

disadvantages of technology.

SAMPLE 14: 4th YEAR

Unit 4, Lesson (4): Consumerism – pages: 205 → 210Number of testees: 2Objectives: Ability to comment on pictures. Ability to talk about consumerism and the possible solutions.

Student A will comment on picture 1 and talk about the bad effects of consumerism.

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Student B will comment on pictures 2 + 3 and talk about the possible solutions forconsumerism.

SAMPLE 15: 4th YEAR

UNIT 4, lesson 5: Ecodriving (pages 211-217)Number of testees: 1Topic: Comment on the picture.How important is energy in our life?How can we save it?Objectives: ability to comment on a picture. ability to talk about

the importance of energy inour life and the possible waysto save it.

SAMPLE 16: 4th YEARUnit 4, Lesson 4, Consumerism –pages: 205 → 210Number of testees: 1Topic: Describe the character (theface – the chain –the name on the card). What message is conveyed?

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Objectives: Ability to describe a picture. Ability to talk about a specific issue.

-

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LISTENING

TAPESCRIPT: (an original audio recording is available on tape)

Customer: Good morning.Travel agent: Oh. Good morning, Madam.Customer: Um –I wonder if you can help me.Travel agent: Yes, certainly.Customer: I’m looking for a particular sort of holiday, uh.Travel agent: Right.Customer: 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...Customer: 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’s a... how many weeks by the way?Customer: Well, two weeks.Travel agent: Two weeks, um, so you’ll 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 doit?

Customer: Oh, it doesn’t really matter.Travel agent: No.Customer: No, it doesn’t really matter.Travel agent: I think the easiest way from our point of view would be Vienna first followed

by Belgrade.Customer: Certainly, that’s lovely.Travel agent: Yes, which is, there’s £166 each all in. (Yes) That includes the accommodation,

um, so we’ll put flight and coach.Customer: Right.Travel agent: Ok. Now, perhaps I could have your full names – of everyone travelling, it’s

just the two of you, is it?Customer: Yes, that’s right.Travel agent: Right.Customer: My name is Julia Carter.Travel agent: Julia Carter – right – and your husband?Customer: My husband is Mark.Travel agent: Mark Carter – good. And the address?Customer: 32Travel agent: 32Customer: Alderley Avenue, that’s A-L-D-E-R-L-E-Y, Alderley Avenue.Travel agent: A-L-D-E-R-L-E-Y Avenue.Customer: And that’s Hayes.Travel agent: Hayes, Middlesex. Now the accommodation required – I mean it’ll be, um,

sort of moderately priced hotels but that’ll be included in the package andyou’ll get breakfast and, um, an evening meal.

Customer: And, er, that’s all included?Travel agent: That’s included; the midday meal is optional extra.Customer: Yes, well we’d probably go out anyway.

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Travel agent: Yes, well you’ll be out and about and there are excursions and season tickets,um, you can decide that when you get there.

Customer: 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...Customer: Well, that’s the side we are more interested in, the sightseeing, now mm –we

won’t need visas or anything funny like that?Travel agent: No, you won’t need visas, no but an up to date passport obviously.Customer: Yes, of course.Travel agent: Oh well that’s fine.Customer: have you any idea how long it’s 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’re booked.

QUESTIONS

The following battery is meant to provide a sample question for each type that has beendescribed 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 question: Listen and complete the following booking form

SUNGLOW TOURS TRAVEL AGENCYCustomer’s full name Mr. And Mrs. CarterAddress .............................. Avenue, Hayes, MiddlesexDestination Vienna and BelgradePeriod ...................... weeks

Means of transporta- .......................................b- .......................................

Price £ ..............................

C- How long will the Carters be on holiday? What is the travel agent’s role in Mrs. Carter’s planning for her holiday? The total price of the holiday is £166; what does it include?A- .........................................................................B- .........................................................................C- .........................................................................

D- The total price of the holiday is £166; what does it include?A- .........................................................................B- .........................................................................C- .........................................................................

F and N – Listen and complete the following paragraph with words from what the travelagent says:

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The price that the Carters will pay includes transport, ............................................... breakfastand the ................................................... meal.G- Circle the best option1. The travel agent suggests that the Carters stay in

a) a cheap hotel b) an expensive hotel c) a hotel at a reasonable price2. Which of these two meals is optional extra at the hotel? a) The middle meal b) The evening mealH- Mrs Carter requested the travel agent’s help in a very formal way; listen and pick out

the sentence expressing her formal request. .........................................................................................................................................I- Listen and guess how Mrs. Carter felt when she left the travel agency.

.........................................................................................................................................J- How can you prove that the travel agent did his job properly when he talked to Mrs

Carter?..................................................................................................................................................................................................................................................................................

K- Tick the word or phrases you hear in this conversation.

Purpose Per personExcuses ExcursionsYou seem MuseumVisas Vases

READING

THE TEXT

Nike is just one of the several multinationals who have been criticised for making hugeprofits at the expense of poorly-paid, badly-treated workers. A recent report by CAFODrevealed just how bad conditions are for many workers in countries like China, Indonesia,Vietnam and Brazil. The agency found that in some shoe factories in China, new workersearn just 38 pence for working a nine-hour day. In many cases, a third of that is deducted forbread and lodging. Typically, such workers receive one or two days off a month and a three-day holiday every year.

This research is supported by other findings made by charities. Bethan Brookes, whoworks for the London-based charities, is very concerned about the business practices ofcertain multinationals. “Over the last ten or fifteen years, companies like Nike have hoppedtheir way around Asia looking for ever - cheaper production costs. In a research conducted in1995, it was found that workers in China were being paid as little as 23 pence an hour.

1

2

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Obviously, there is a marked difference between the tiny amount that workers in the ThirdWorld are getting… and the amount consumers in the West are paying”.

Charity organisations believe that pressure from consumers is vital if change is going to beachieved. In Britain, leading supermarket chains have agreed to draw up a code of conductwhich will regulate conditions for workers overseas. And in the U.S, students groups, tradeunions and human rights organisations have been demonstrating against sweatshops. Theiraim is to encourage shoppers not to buy products made by companies who exploit theirworkers.

The protests in the U.S have highlighted another significant point- the fact that it is notonly workers in the developing world who need protection from exploitation. In Americaitself, tens of thousands of immigrant workers, mainly women, produce clothing underconditions 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 the text carefully and answer the following comprehension questions (15 marks).

1. Underline the option (1, 2 or 3) that best completes the following statement (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 the extent to which some multinationals over-exploit the workers they employ.

2. Answer the following questions with reference to this article. a) How are new workers in some shoe factories in China doubly exploited? (2 marks)

……………………………………………………………………………………………........................................ …………………………………………………………………………………………….......................................

b) Have consumers in the West benefited from the low production costs of the goodsmanufactured by some multinationals based in the Third World? Why or why not?(2marks)Consumers in the West ..........................................because……………………………..................…………………………………………………………………………………………….............................................

3. The following statements are false. Justify with details from the text (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

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…………………………………………………………………………………………….............................................c) Americans have remained indifferent to the excessive exploitation of workers (paragraph 3).……………………………………………………………………………………………..............................................

4. Underline the closest equivalents of the words in bold type in the text (3 marks). a) multinationals (paragraph 2) means…

–companies that do business in many different countries–companies that employ workers having more than one nationality–American companies that do business in some Asian countries

b) sweatshops (paragraph 3) means…–factories where trendy and expensive sweaters are made–places where people work in very miserable conditions–shops where sweets are sold to special consumers

c) highlighted (paragraph 4) means…–reinforced people’s approval of–drawn people’s attention to–contributed to the change in

5- What do the underlined words in the text refer to? (3 marks) a) that (paragraph 1) refers to………………………………………………….. b) their (paragraph 3) refers to…………………………………………………. c) those (paragraph 4) refers to………………………………………………...

6- Give a personal justified answer to the following question (1 mark).In your opinion, what is the most effective measure to be taken so as to protectworkers from the exploitation of multinationals? Why? …………………………………………………………………………… because……………………………………………....……………………………………………………………………………………………………………………………………………

LANGUAGE

A- Fill in the gaps with words from the box. Be careful there are three extra items.

armies - kindness – 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 ironbars to………………..the other team’s fans. They are seen as the ………………..of football wargames. Psychologists say there are many things to be done about hooliganism. It isnecessary for ………………..young adults to identify …………something in order to releasetheir……………….. . The team’s fan managers have also an important ………………..to play.

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They have to make young fans aware……………. the dangers of being a hooligan which mayharm fair play. If stadiums become battle fields, football may turn into fighting.

B- Put the bracketed words in the right tense/form

Many skills, which children need to live in a modern society, are learnt at school. Ifchildren do not go to school, they (find) ……….. it difficult to learn reading, writing andsimple (calculate)……………… . If children (not stay)………………… at school for several years,they can’t learn enough of these skills. Researchers (already show)…………………. thatchildren who leave school after only a few years of study risk (lose) ……….. their skills veryquickly. If skills (not practise)………….…, they are quickly lost. And if they are lost, childrenmay return to (illiterate)……………… .

C- Circle the most appropriate options to complete the following passage

In the last hundred years, the world has never been at peace. Wars have damaged manyparts of the world, and (at – in – on) most cases, the victims of wars have not beensoldiers, but (civilised people - civil servants - civilians). In the First World War, 90% of allvictims (were – have been – have had) soldiers. Today, the position is reversed. Civil wars,(which – who – whose) damage so many countries, are helped by the rapid spread ofweapons (as – such – such as) Kalashnikovs, small and simple enough for a child to(resemble – assemble – manufacture) and use. Child soldiers are today to be found(to fight – fight – fighting) on all sides. Of all the international agreements, the UnitedNations (Convention – Invention – Prevention) on the Right of the Child has been most(enthusiastic – enthusiastically – enthusiasm) approved. Yet so many children areabandoned everywhere in the world.

D- Match the sentence parts in A with their corresponding completions in B to get acoherent paragraph. Write your answers in COLUMN C. Be careful! There are two extra

items in B.

COLUMN A COLUMN B C

1-Young people often express theirfeelings 2- But uniforms will take away3- School uniforms not only inhibit students’ individuality4-Teenagers may get bored with their uniforms,5- So why should schools try to make

a- but also suppress their identitiesb- which can badly affect theireducation and school resultsc- everyone look the same?d- through the clothes that they weare- they will be made to feel ridiculousf- this form of expressiong- challenging classroom tests?

1-……2-……3-……4-……5-……

E- Matching exponents with functionsMatch the numbered utterances in the dialogue with their corresponding functions .Becareful! There are two extra functions. Write your answers in the spaces provided. Thefirst example has been done for you.

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- Mr. Harrington: I haven’t heard what you said. Could you come to me and clarifythings? (1)

- Secretary: O.K. Sir, I’m coming.- Mr. Harrington: So Miss Houston, how could you forget to send that fax?- Secretary: I forgot it Sir. I’m terribly sorry for that. (2)- Mr. Harrington: This can never be forgiven. Can’t you imagine how huge your mistake

was?

- Secretary: I do imagine that Sir but yesterday my daughter was hospitalised, sheis very ill, that’s why I’ve had a wandering mind. (3)

-Mr. Harrington: If you don’t feel capable of perfectly performing your task, you’dbetter

take some days off. (4) This would be better than being fired.- Secretary: I’m not totally sure that this won’t be cut from my salary (5) because

you know in such circumstances I do really need each penny.- Mr. Harrington: I’ll try to solve that. (6)

Answers Functions

Utterance 1: ……………………………………………………..Utterance 2: ……………………………………………………..Utterance 3: ……………………………………………………..Utterance 4: ……………………………………………………..Utterance 5: ……………………………………………………..Utterance 6: ……………………………………………………..

Apologizing Giving advice Offering help Polite request PromisingExpressing uncertaintyGiving reasonsExpressing preference

WRITING

GUIDED WRITINGA- Complete open-ended utterances in a dialogue.

Sample for 1st and 2nd years.

Complete the following part of an interview with Bill Gates using your own words.

Betty: When you were making the very first Rush Hour film, did you think ofmaking Rush Hour 2?

Jackie: Never. When I saw it, I didn't really like itBetty: ...................................................................................................................

..................................................................................................................?Jackie: Because I didn't think it would succeed in the American market, I didn't

know that much about American humour.

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Betty: .....................................................................................................................................................................................................................................?

Jackie: No, when it was released…BOOM, big hit. Everybody in the US wentcrazy about it.

Betty: How do you explain the fact that the female suicide rates in yourcountry went up when you got married?

Jackie: ......................................................................................................................................................................................................................................

Betty: How do you react to your fans’ craziness?Jackie: ...................................................................................................................

...................................................................................................................Betty: 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 3rd and 4th years.

Complete the following part of an interview with Bill Gates using your own words.

Journalist: How do you explain the fact that your company has survived competitionwhereas other companies have not?

Gates: Well,………………………………………………………………………..............................................……………………………………………………………………………………………………….............

Journalist: What do you think of people who consider you as one of the mostsuccessful businessmen only?

Gates: 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 thisis still realistic?

Gates: ………………………………………………………………………..............................................……………………………………………………………………………………………………….............

Journalist: Finally, the Bill and Melinda Gates Foundation is doing a great job inhealth care and education. Why did you choose these two particulardomains?

Gates: ………………………………………………………………………..............................................……………………………………………………………………………………………………….............

Suggestions regarding the grading of this task.

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.

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5. Yes / No questions are to be avoided.6. For first year and the arts branch the dialogue should contain five difficulties, each is

graded out of one mark, for the other secondary levels, the dialogue should containfour difficulties, each is graded out of one mark.

B- Develop full sentences from notes to get a coherent paragraph: Sample 1 (for first year and second year secondary)

Use the following notes to write a 5-line paragraph about Tom Cruise, the famousAmerican actor.

Personal information: Born July 3, 1962 / vegetarian / both right handed and left-handed.

Hobbies: Fan of British singer, Joss Stone / fond of pets / keep dog and cat, Marital Status: Married 3 times/ Now married to actress Katie Holmes. Films: Starred in many films / Days of Thunder (1990) / Eyes Wide Shut (1999) Awards: Best Actor / Best Male Performance (1996) - Man of the Year / Oscar (

1997).

Sample 2 (for second cycle scientific and technical branches)

Instruction: Use the following notes to write a four-line paragraph in a brochure about Sidi Bou Saïd.

famous suburb of Tunis / 20 kilometers from the capital / overlook the gulf of Tunis / atourist attraction / houses known for their white walls and blue doors / Arab andAndalusian architecture / listen to “Malouf” in cafés.

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………...

………………………..………………………………………………….

Sidi Bou Saïd: the splendour of the past and the magnificence of the present.

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Sample 3 (for second cycle scientific and technical 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 touristattraction / known for the extensive use of blue and white colours (White walls and bluedoors) / reputation as a town of artists / Arabic and Andalousi architecture/ listen to“Malouf” in cafés / centre of Arabic and Mediterranean music (the house of BaronRodolphe d’Erlanger)

C) Use the information provided in a table or chart to write a paragraph, letter, article, report or biography.

Sample 1 ((For 1st and 2nd forms)

Use the information provided in the table below to describe and comment on thedevelopment of ICTs in Tunisia.

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………...

………………………………………………………………………………………………………………………………………………………………………………………………………………………………..….

Sidi Bou Saiid: the splendour of the past and the magnificence of the present.

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Growth in Information and Communication Technologies (ICTs) sector in Tunisia in 2008

Year2007 2008

Percentage of users(2008)

Total number of MP 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 3rd and 4th forms)

Comment on the data in the chart /graph below to write a five-line paragraph about thereasons why people travel abroad.

FREE WRITING

Sample 1: (For 1st and 2nd Forms)

In reply to a letter you received from your English pen friend, tell him how your family helpsyou with your studies, whether they provide you with pocket money and the values they aretrying 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 3rd and 4th forms)

Because you are competent at English, you had the chance to spend a school year in the USAwithin a free cultural program that offers an opportunity for students from many countriesto meet. At the end of your stay, you sent an e-mail to your teacher of English to tell himabout the various benefits you gained.

Classification of tourism trips according to the main purpose (WORLD TOURISM ORGANIZATION2008)

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%

test sampler all

Documents

year samples

basic education

secondary education

reading comprehension