Ready for A2 Key for Schools by ELI Publishing

for REVISED EXAM from 2020

Ready for for REVISED EXAM from 2020

Ready for

A2 Key for Schools

The audio tracks of the Listening Papers are downloadable through the ELI LINK app. Students can also download the audio tracks from the Publisher’s website.

Valentina M. Chen

Ready for A2 KEY for Schools contains 8 full practice tests for the 2020 revised A2 KEY for Schools qualification. The first two tests also include step-by-step guidance on how to tackle each paper, including useful tips for candidates ensuring exam success.

Ready for A2 KEY for Schools

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www.elionline.com

A2 Key for Schools 8 Practice Tests

With step-by-step guidance and tips With Downloadable Audio

Valentina M. Chen

Ready for

A2 Key for Schools

Contents

Introduction............................................................................................................................................4 Test 1.....................................................................................................................................................8 Paper 1 Reading and Writing.................................................................................................................8 Paper 2 Listening.................................................................................................................................18 Paper 3 Speaking.................................................................................................................................24 Test 2...................................................................................................................................................28 Paper 1 Reading and Writing...............................................................................................................28 Paper 2 Listening.................................................................................................................................38 Paper 3 Speaking.................................................................................................................................44 Test 3...................................................................................................................................................48 Paper 1 Reading and Writing...............................................................................................................48 Paper 2 Listening.................................................................................................................................58 Paper 3 Speaking.................................................................................................................................64 Test 4...................................................................................................................................................68 Paper 1 Reading and Writing...............................................................................................................68 Paper 2 Listening.................................................................................................................................78 Paper 3 Speaking.................................................................................................................................84 Test 5...................................................................................................................................................88 Paper 1 Reading and Writing...............................................................................................................88 Paper 2 Listening.................................................................................................................................98 Paper 3 Speaking...............................................................................................................................104 Test 6.................................................................................................................................................108 Paper 1 Reading and Writing.............................................................................................................108 Paper 2 Listening...............................................................................................................................118 Paper 3 Speaking...............................................................................................................................124 Test 7.................................................................................................................................................128 Paper 1 Reading and Writing.............................................................................................................128 Paper 2 Listening...............................................................................................................................138 Paper 3 Speaking...............................................................................................................................144 Test 8.................................................................................................................................................148 Paper 1 Reading and Writing.............................................................................................................148 Paper 2 Listening...............................................................................................................................158 Paper 3 Speaking...............................................................................................................................164 Appendix...........................................................................................................................................168

Introduction

Ready for A2 Key for Schools A2 Key for Schools is a basic level qualification of the Cambridge English exams. It is an ideal first exam for those new to learning English and gives learners confidence to study for higher Cambridge English Qualifications such as B1 Preliminary and B2 First. The qualification can be taken as either a paper-based or computer-based exam. Ready for A2 Key for Schools is aimed at school students who want to show they can: • understand and use basic phrases and expressions • understand simple written English • interact with English speakers at a basic level. Ready for A2 Key for Schools is targeted at Level A2 on the CEFR. Achieving a certificate at this level proves that a candidate can use English to communicate in simple situations. Exam format in detail The updated exam is made up of three papers developed to test your language skills in English. You can see exactly what’s in each paper below.

Paper

Content

Marks (% Of Total)

Purpose

Reading and Writing (1 hour)

7 parts 32 questions

50%

Shows you can understand simple written information such as signs, brochures, newspapers and magazines.

Listening (30 minutes, including 6 minutes’ transfer time)

5 parts 25 questions

25%

Requires you to be able to understand announcements and other spoken material when people speak reasonably slowly.

Speaking (8–10 minutes per pair of candidates)

2 parts

25%

Shows you can take part in a conversation by answering and asking simple questions. Your Speaking test will be conducted face to face with one or two other candidates and two examiners. This makes your test more realistic and more reliable.

Introduction

Paper 1 Part & Task

Reading and Writing 1 hour Format

No. of Questions

Part 1 Reading 3-option multiple choice

Read six short real-world texts for the main message.

Part 2 Reading 3-option multiple matching

Read seven questions and three short texts on the same topic, then match the questions to the texts.

Part 3 Reading 3-option multiple choice

Read one long text for detailed understanding and main ideas.

Part 4 Reading 3-option multiple-choice cloze

Read a factual text and choose the correct vocabulary items to complete the gaps.

Part 5 Reading Open cloze

Complete gaps in an email (and sometimes the reply too) using one word.

Part 6 Writing Guided writing

Write a short email or note of 25 words or more.

Part 7 Writing Picture story

Write a short story of 35 words or more based on three picture prompts.

Introduction

Paper 2 Part & Task

Listening 30 minutes Format

Part 1 3-option multiple choice

Identify key information in five short dialogues and choose the correct visual.

Part 2

Listen to a monologue and complete gaps in a page of notes.

Part 3 3-option multiple choice

Listen to a dialogue for key information and answer five 3-option questions.

Part 4 3-option multiple choice

Identify the main idea, message, gist or topic in five short monologues or dialogues and answer five 3-option questions.

Listen to a dialogue for key information and match five items.

Gap fill

Part 5 Matching

Paper 3

Speaking 8-10 minutes

Part & Task

Format

Part 1

Interlocutor asks questions to each candidate in turn.

Interlocutor

➡ Part 2 Candidate

Minutes per part

3 – 4 minutes

Candidate

Candidate respond to questions, giving factual or personal information. Discussion task with visual stimulus.

Interlocutor

➡

No. of Questions

Candidate

Candidates discuss likes, dislikes and give reasons.

5 – 6 minutes

Introduction

Common European Framework of Reference (CEFR) – Can Do statements for A2 level What can students do when they reach level A2 of the Common European Framework of Reference (CEFR)? These statements will give you an idea. Ability

Reading and Writing

Listening and Speaking

Overall general ability

Students can understand straightforward information within a known area. Students can complete forms and write short, simple letters or postcards related to personal information.

Students can understand simple questions and instructions. Students can express simple opinions or requirements in a familiar context.

Social and tourist

Students can understand straightforward information on food, standard menus, road signs and messages on automatic cash machines. Students can complete most forms related to personal information.

Students can understand straightforward directions, provided that these are not lengthy or complex. Students can express likes and dislikes in familiar contexts using simple language.

Study

Students can understand the general meaning of a simplified textbook or article, reading very slowly. Students can write a very short, simple narrative or description.

Students can understand basic instructions on class time, dates and room numbers. Students can express simple opinions using expressions such as ‘I don’t agree’.

Test 1

Paper 1 Reading and Writing

Reading - Part 1 Questions 1 - 6 For each question, choose the correct answer.

A 12-year-old children mustn’t use this lift.

1 CHILDREN UNDER 12 CAN ONLY USE THIS LIFT WITH AN ADULT.

Kay, I can’t find my tennis racket anywhere. Did I leave it in your room after the match?

SCHOOL DIVING CLUB Tuesday competition at 4.15 p.m. Arrive half an hour before for practice

B You can take this lift alone if you are older than 12. C This lift is for adults only.

A Kay lost her racket after playing tennis. B Kay has just found the tennis racket in her room. C The tennis racket may be in Kay’s room.

A You will be able to practise before the competition starts. B You should get 30 minutes’ practice before Tuesday. C The diving competition will last half an hour.

Paper 1 Reading and Writing

Test 1

A The park closes on Saturday and Sunday.

PARK CLOSED UNTIL WEEKEND

B The park will be open again at the weekend. C The park is closed after next weekend.

What should Patrick do?

From:

Dave

To.

Patrick

Hi Patrick, Jack and I are playing basketball at 5 opposite the library. Let me know if you want to join us. Dave

Trevor's Hamburgers

Buy one, get free chips (special offer Monday to Friday)

A meet Jack to play basketball B tell Dave if he’s going to play basketball C explain where the basketball court is

A You can only buy chips at weekends. B You needn’t pay for chips on weekdays. C Hamburgers aren’t sold on Saturdays or Sundays.

Exam tips Read the whole text and underline the keywords. Guidance for candidates Find the keywords in each text to help you choose the correct answer. Which keywords are more useful? 1 under 12 / an adult 2 anywhere / did I leave 3 arrive half an hour before / Tuesday competition at 4.15 4 until / closed 5 get free chips / Monday to Friday

Test 1

Paper 1 Reading and Writing

Reading - Part 2 Questions 7 - 13 For each question, choose the correct answer.

Tanya

7 Who took a photo in the evening?

8 Who took photos of pets?

9 Who took a photo in the rain?

10 Who didn’t use a camera to take a photo?

11 Who won the first prize?

12 Who didn’t understand how their camera worked?

13 Who took a photo in a different country?

Guidance for candidates • Who mentions the time when he / she took the photo? • Which of the three teenagers mentions a pet? • Where can you find an adjective that is linked to water and rain? • What can you use to take a photo if you don’t have a camera? • Which of these three teenagers didn’t get the first prize? • Who had to learn something before taking photos? • Who was on holiday abroad when he / she took the photo?

Gabriel Alexander

Paper 1 Reading and Writing

Test 1

PHOTO CONTEST TANYA Last November my parents gave me a camera for my birthday. I started taking photos of flowers, butterflies and cats and used some of them for a school project with the Art teacher. When she saw them she told me I should take part in the school photo contest because this year’s theme was ‘Creatures’. I couldn’t believe it when I found out my photo was chosen as the best of all!

GABRIEL I often use my mobile to take photos when I see a beautiful landscape. My favourite subjects are sunsets, especially at sea. Last summer I took a photo of the sun going down when I was on holiday in Spain. It looked as if it was actually diving into the water! I decided to enter the school photo contest because all my friends loved it and said its colours were amazing. I didn’t win any prize but the judges told me it was a lovely picture.

ALEXANDER My uncle is a magazine photographer and I’m his greatest fan. A few years ago he gave my an old camera he didn’t need any more. I had to learn how to turn film into photographs. It’s not like printing them out as it takes a long time and you need a dark room and special equipment. Anyway, my father said I should enter the school photo contest with a picture I took of a spider web on a wet day. I’m glad I did because I got the second prize!

Test 1

Paper 1 Reading and Writing

Reading - Part 3 Questions 14 - 18 For each question, choose the correct answer.

SUMMER CAMP IN EDINBURGH by Emma Lee, age 12

I’ve just come back from a summer camp I did in Scotland and I’d like to tell you about it. It was my very first holiday without my family so I was a little worried at first. My mother drove me to the airport early in the morning and by quarter to seven I was on the plane by myself. The flight lasted one hour and a half. During the journey, I made friends with another girl, Ida, who was going to the same summer camp. She was from Denmark but her English was quite good. When we arrived, we found a young lady waiting for us just outside the airport. The summer camp only lasted twelve days, but I did so many things that it seemed much longer. In the morning we could do different activities: I really enjoy art so I chose a drawing course and improved my cartoon drawing skills. We also did sports I often do, like horse riding, table tennis and football. Ida also asked me to join the guitar course so now I can play a few songs. When I came back a few days ago I was glad to see my family again, but I was also a little sad because I was going to miss my new friends from the summer camp. Anyway, Ida and I text each other every day and she promised she will visit me next month.

Paper 1 Reading and Writing

Test 1

14 How did Emma feel about leaving?

A a bit scared about travelling alone

B glad that she was going to a new country

C bored because she didn’t like travelling by plane

15 What did Emma do during the journey?

A She chatted with her best friend, who was going to the same summer camp.

B She started talking to somebody on the plane.

C She met a young lady who worked at the airport.

16 How long did Emma’s stay at the summer camp?

A a few days

B less than two weeks

C 20 days

17 Which new things did Emma learn at the summer camp?

A to play a musical instrument

B to draw cartoons

C to play several sports

18 What’s Emma planning to do in the future?

A She’s going to a summer camp again next summer.

B She’s going to text her new friend every day.

C She’s going to meet Ida soon. Exam tips Remember that the questions follow the same order as the text. Guidance for candidates Where can you find the information for • question 1: line(s) _______________________________________________ • question 2: line(s) _______________________________________________ • question 3: line(s) _______________________________________________ • question 4: line(s) _______________________________________________ • question 5: line(s) _______________________________________________

Test 1

Paper 1 Reading and Writing

Reading - Part 4 Questions 19 - 24 For each question, choose the correct answer.

THE TALENT FACTORY The Talent Factory is a new music school (19) ________ has courses for children with no musical experience, as well as young musicians in their first years of playing. You can choose from a (20) ________ of musical instruments including piano, violin and guitar. If you prefer to (21) ________ a singing course, you can choose different styles from classical to jazz, and learn to sing songs from TV shows and pop music. (22) ________ the courses practise skills like reading music and learning to play an instrument. However, we believe the most important thing we teach our students is that music is (23) ________ because students learn better when they are enjoying themselves. At the end of every course, there (24) ________ a show for family and friends.

A who

B that

C they

20 A group

B band

C variety

A join

B play

C enter

A Every

B All

C Whole

A funny

B enjoyed

C fun

A is

B are

C was

Exam tips Always read the whole sentence, before deciding what to choose between the options.

Paper 1 Reading and Writing

Test 1

Reading - Part 5 Questions 25 - 30 For each question, choose the correct answer. Write ONE word for each gap.

Example: (0) that

EMAIL From:

Andrew

To:

Sylvia

Hi Sylvia, I’m glad to hear (0) ________________ you like your new school in Paris. What’s it like? Is it bigger (25) ________________ your old school here in Bristol? It must be hard to listen to everyone speak French all the time, but I’m sure it will get easier (26) ________________ a few months. (27) ________________ your new classmates friendly? What about the teachers? Do they give you a (28) ________________ of homework? Send (29) ________________ some pictures, please! Well, I (30) ________________ to go now. Write soon!

Exam tips Remember that the questions follow the same order as the text. Guidance for candidates What kind of word is necessary to fill in each of the gaps? a preposition / a verb / an adverb / a quantifier / a modal verb 25 ________________________________________ 26 ________________________________________ 27 ________________________________________

28 ________________________________________ 29 ________________________________________ 30 ________________________________________

Test 1

Paper 1 Reading and Writing

Writing - Part 6 Question 31 You want to invite your new classmate Shane to a birthday party next week. Write an email to Shane. Say: • when the party is • where the party is • what food or drink he can bring Write 25 words or more.

EMAIL From: To:

Paper 1 Reading and Writing

Test 1

Writing - Part 7 Question 32 Look at the three pictures. Write the story shown in the pictures. Write 35 words or more.

Test 1

Paper 2 Listening

Part 1 1

Questions 1 - 5

For each question, choose the correct picture.

1 What time does Greta have her tennis match?

2 What will Tom do next Tuesday?

3 What did the girl do yesterday?

Paper 2 Listening

Test 1

4 How’s the boy going home from the station tomorrow?

5 What is the girl going to eat?

Exam tips Before listening, think of the words that you need to say what you can see in the pictures. Guidance for candidates 1 What time is it in each picture? 2 What hobbies do the three pictures suggest? 3 Which activities do you link to each of the pictures? 4 What are the names of the three means of transport? 5 Is the question about the past, the present or the future?

Test 1

Paper 2 Listening

Part 2 Questions 6 - 10

For each question, write the correct answer in the gap. Write one word or a number or a date or a time. You will hear a teacher telling her students about a museum they are going to visit.

EGYPTIAN MUSEUM When:

Friday

Cost of the ticket (students):

(6) £

Give money to:

(7)

Time to leave school:

(8)

Travel by:

(9)

Bring:

(10)

teacher

Paper 2 Listening

Test 1

Part 3 3

Questions 11 - 15

For each question, choose the correct answer. You will hear Frank talking about a holiday he had. 11 Where did Frank go?

A to the mountains

B to the seaside

C to the country

12 How long did it take to get there?

A 1h30

B 30 minutes

C almost an hour

13 Where did Frank stay?

A at a hotel

B at a friend’s house

C in a campsite

14 Frank thinks the holiday was

A boring.

B great fun.

C too short.

15 Where’s Frank going next year?

A to the same place

B He’ll visit a foreign city.

C He hasn’t decided yet. 21

Test 1

Paper 2 Listening

Part 4 4

Questions 16 - 20

For each question, choose the correct answer.

16 You will hear a boy and a girl talking about a teacher, Ms Thompson. What does she teach?

A History

B Maths

C Geography

17 You will hear a girl talking about her favourite sport. What sport is it?

A going to the gym

B snowboarding

C skiing

18 You will hear a boy talking with his mother. What does she want him to do?

A make sandwiches for the trip

B buy some drinks for the day after

C take some books to the library

19 You will hear a football coach talking to one of the players. When is the next match?

A Monday

B Thursday

C Friday

20 You will hear two friends talking about what they will do tomorrow. What will the weather be like?

A cloudy

B rainy

C sunny

Exam tips Always listen twice before choosing the correct answer. If you aren’t sure, write your answer in pencil.

Paper 2 Listening

Test 1

Part 5 5

Questions 21 - 25

For each question, choose the correct answer.

You will hear Harriet talking to her aunt about a school concert. What will each classmate do? Example:

0 Harriet

A ■

PEOPLE

CLASSMATES DO

21 Akos

■

A opera singing

22 Olga

■

B drums

23 Shane

■

C tickets

24 Jenny

■

D lights

25 Tracy

■

E hip hop

F violin

G filming

H guitar

Test 1

Paper 3 Speaking

Part 1 (3 - 4 minutes) Phase 1 Interlocutor To both candidates Good morning / afternoon / evening. Can I have your mark sheets, please? I’m (interlocutor’s name) and this is (assessor’s name). To Candidate A

What’s your name?

To Candidate B

And what’s your name?

Interlocutor

How old are you?

Where do you live? or Where do you come from?

Thank you.

Back-up prompts If the candidate doesn’t understand or answer the question, the interlocutor will ask a similar question using different words: • Are you from (country)? • Do you live in (name of the area, town, etc.)?

Guidance for candidates In this phase the 2 or 3 candidates must give their answer sheets to the interlocutor. • The interlocutor then introduces himself / herself and the assessor. • The assessor will only listen to the speaking exam. • The interlocutor then asks each of the candidates their name. After that, the interlocutor asks each candidate about their age and country of origin.

Paper 3 Speaking

Test 1

Phase 2 Interlocutor

Now let’s talk about sport.

(Candidate A), what sport do you do? How often do you do or play your sport?

(Candidate B), do you prefer playing or watching sports? What sports do you do in summer?

(Candidate A), tell me something about the sports you like best.

Back-up prompts

• • • • •

Interlocutor

Now let’s talk about food.

(Candidate A), what do you usually have for breakfast? Where do you usually have lunch?

(Candidate B), what time do you usually have dinner? How often do you cook?

(Candidate B), tell me something about the foods you like best.

Back-up prompts

• • • • •

Do you do any sports? Do you play sports every day? Do you like watching sports? Do you go swimming in summer? What are your favourite sports?

Do you have biscuits and milk for breakfast? Do you have lunch at school? Do you have dinner at 7 p.m.? Do you often cook? What are your favourite foods?

Test 1

Paper 3 Speaking

Part 2 (5 - 6 minutes) Phase 1 (3-4 minutes)

Interlocutor

Now in this part you’re going to talk together. Here are some pictures that show you different school subjects.

Do you like these different subjects? Say why or why not. I’ll say that again. Do you like these different subjects? Say why or why not. All right? Now talk together.

Guidance for candidates The interlocutor asks the 2 / 3 candidates to talk together about a topic. • A group of two candidates will talk for 1-2 minutes. • A group of three candidates will talk for 2-3 minutes.

Paper 3 Speaking

Test 1

The interlocutor will then ask 1 or 2 questions on the topic based on the pictures:

Interlocutor

Do you think English is useful?

Do you think Science is boring?

Do you think Art is interesting?

Do you think Physical Education is fun?

Do you think Geography is easy?

(Why / Why not?)

So, Candidate A, which of these subjects do you like best?

And you, Candidate B, which of these subjects do you like best?

Thank you.

Phase 2 (1-2 minutes)

Interlocutor

Now, do you prefer studying with your friends or studying alone, Candidate B?

And what about you, Candidate A? (do you prefer studying with your friends or studying alone?)

What is more useful: learning a language at school or in a foreign country, Candidate A?

What about you, Candidate B? (What is more useful: learning a language at school or in a foreign country?)

Thank you.

That is the end of the test.

Exam tips Think of the adjectives you can use to describe the activities in the pictures.

Test 2 3

Paper 1 Reading and Writing

Reading - Part 1 Questions 1-6 For each question, choose the correct answer.

What does Ewan want Andy to do?

From:

Ewan

To:

Andy

Andy, I need to borrow your laptop. Mine broke yesterday. Can I come and pick it up after dinner?

A go and buy a laptop with him B bring him his laptop after dinner C lend him his laptop

Write soon!

SCHOOL CANTEEN

A The table may be clean before you eat. B You must clean the table at the end of your

Make sure your table

meal.

is clean before you leave

C You should leave the table before you

clean it.

A Do not press any key if you want to play.

Press any key to start the game

B You can’t play if you don’t press a key. C When the game starts press any key.

Paper 1 Reading and Writing

Please return each book to the correct shelf

A Put the books you use back on their shelves. B Check that the right books are on each shelf. C You mustn’t take any books from the shelf.

A You’ll get a discount if you buy 30 tickets.

Wildlife Park 30% off the ticket for groups of 10 or more Ask at ticket office

Test 2 3

Hi Annie, can you ring the sports centre to book the tennis court for our match? I’ll bring the money when we meet there tomorrow.

B You will enjoy the park more if you are in a group. C The ticket is more expensive if you are alone.

Terry wants Annie to A pay for the tennis court. B give him some money. C make a phone call.

Guidance for candidates 1 What does Ewan need to do? 2 What does ‘make sure’ mean? 3 What does ‘any’ mean here: ‘one of all’ or ‘none’? 4 What does ‘return’ mean here: ‘go back’ or ‘give back’? 5 What is the ad about: an offer for groups or what you can do in a group?

Test 2 3

Paper 1 Reading and Writing

Reading - Part 2 Questions 7 - 13 For each question, choose the correct answer.

Fred Olga Brian

7 Who felt afraid before performing in front of other people?

8 Who may decide to stop playing a musical instrument?

9 Who isn’t always happy with the way he / she plays?

10 Who doesn’t play an instrument anymore?

11 Who started playing after listening to someone playing?

12 Who enjoys making music with another family member?

13 Who was introduced to music by a parent?

Guidance for candidates 7 Can you find a synonym for ‘afraid’ in the texts? 8 Who may not continue playing a musical instrument? 9 Which of these adjectives are similar to ‘not happy’? scared / angry / friendly Where can you find these adjectives? 10 Which of the three people didn’t enjoy playing an instrument? 11 Where can you find a verb that has s similar meaning to ‘listen’? 12 Which of the three people has a relative that plays music now? 13 Who mentions their mother or father in the texts?

Paper 1 Reading and Writing

Test 2 3

YOUNG MUSICIANS

FRED My parents play in a band so there is always music in our house. I started playing the piano when I was six after I heard a very young girl play at a concert. She was just five years old but she was as good as an adult professional pianist. My first concert was at the age of nine. I’ll never forget how scared I was but once I was at the piano I relaxed and just thought about the music.

OLGA My parents are both doctors but they really enjoy listening to music. My mother played the piano when she was young so she asked me if I wanted to learn to play something. I chose the violin but it isn’t easy. Sometimes I get angry when I can’t play the right way. I don’t know if I’ll keep playing it: I also play tennis three times a week and it’s a bit tiring doing everything, so I guess I’ll have to choose.

BRIAN I’ve always loved music since I was a little child: my father told me I started dancing as soon as I heard classical music on the radio. That’s why when I was four I started piano lessons. However, my teacher wasn’t very friendly. I sometimes got bored with the exercises he gave me, so a year later I asked my parents if I could have singing lessons instead. I really enjoy singing: I often sing with my brother, who plays the guitar. It’s so exciting!

Test 2 3

Paper 1 Reading and Writing

Reading - Part 3 Questions 14 - 18 For each question, choose the correct answer.

MY ORGANIC GARDEN by Larry Davidson, age 13

Last year my family and I started to make our own fruit and vegetable garden. We wanted to do something for our planet so we decided to grow our own plants organically. This means that we only use natural ways to look after them. For example, we put our old fruit and vegetables on the ground where the plants grow, but other people just throw all their old food in the bin. Also, now we grow our own fruit and vegetables, so we don’t need to buy them. Having an organic garden is clearly a healthier option because the fruit and vegetables you grow will be safe for people and animals, too. We had to work very hard. At first, we were afraid because we might not have enough time to do everything, but then we realised that each of us could look after the garden on different days. To make our garden we used a large wooden box which was about the size of our kitchen table. We cleaned it and made 20 holes at the bottom for the water to drain out. We covered the holes with some little stones and the soil where the plants could grow. Then we planted very tiny plants and watered them every day. On the left we planted tomatoes, onions, carrots and potatoes, while on the right there were a few melons and strawberries. In about a month we picked our first fruits and vegetables. We were so excited when he had them for dinner!

Paper 1 Reading and Writing

Test 2 3

14 Why did Larry and his family build an organic garden?

A to save money on vegetables and fruit

B to help the natural world

C to stop making so much rubbish

15 How did Larry feel in the beginning?

A tired because he spent the whole day on the garden

B lucky because he could eat a lot of healthy food

C worried because it could be too much work

16 Who looked after the garden?

A only Larry

B only Larry’s family

C both Larry and his family

17 How big was the box Larry used for the garden?

A smaller than a table

B as large as a table

C larger than a table

18 What does Larry say about the fruits and vegetables he planted?

A The vegetables and fruit were in different parts.

B The plants were very small, but delicious.

C They first ate the fruit, then the vegetables.

Test 2 3

Paper 1 Reading and Writing

Reading - Part 4 Questions 19 - 24 For each question, choose the correct answer.

FUN FACTS ABOUT ELEPHANTS The elephant belongs to the mammal family. It is (19) ________________ world’s largest land animal. African elephants can be three meters tall and they can be as (20) ________________ as 7,500kg, while Asian Elephants are a bit smaller. They are known for their large ears and trunks. They also have long teeth called ‘tusks’ that never stop growing, so (21) ________________ the tusks are very large, the elephant is really old. These magnificent mammals spend between twelve to eighteen hours eating grass, plants and fruit (22) ________________ day! Sadly, elephants are in danger. (23) ________________ are killed by humans for their tusks, and in Asia tourists pay to (24) ________________ on their backs or watch them paint pictures with their trunks.

19 A the

B one

20 A heavy

B big

C large

21 A however

B if

C then

22 A some

B all

C every

23 A None

B Much

C Many

24 A ride

B drive

C seat

Paper 1 Reading and Writing

Test 2 3

Reading - Part 5 Questions 25 - 30 For each question, choose the correct answer. Write ONE word for each gap.

Example: (0) into EMAIL From:

Elizabeth

To:

Daniel

Hi Daniel, I’ve just moved (0) ____________ our new home. It’s very (25) ________________ to the sea so there’s a wonderful view of the beach. It’s also really big: (26) ________________ it’s three floors and a large garden. I have my own room now, so I don’t (27) ________________ to share it with my brother any more. We still need to buy our beds so we’re (28) ________________ to the furniture shop this afternoon. I might get a double bed, because this new room is (29) ________________ arger my old bedroom in Manchester. I’m sending you (30) ________________ photos so you can see all the rooms yourself! Write soon!

Guidance for candidates Where do you have to use: 1 a future tense? 2 a comparative? 3 a quantifier? 4 a modal verb? 5 a verb meaning the same as ‘have’?

Test 2 3

Paper 1 Reading and Writing

Writing - Part 6 Question 31 You want to go to the cinema on Sunday with your English friend, Sam. Write an email to Sam. In your email: • ask Sam to go to the cinema with you on Sunday • say what type of film you want to see • say what time you will meet Write 25 words or more.

EMAIL From: to:

Paper 1 Reading and Writing

Test 2 3

Writing - Part 7 Question 32 Look at the three pictures. Write the story shown in pictures. Write 35 words or more.

Test 2

Paper 2 Listening

Part 1 6

Questions 1 - 5

For each question, choose the correct picture.

1 How is James going to school tomorrow?

2 Why is Trevor tired?

3 Which type of film does Angela enjoy?

Paper 2 Listening

Test 2

4 Where will the boy and the girl meet tomorrow?

5 Which T-shirt is Paul going to buy?

Exam tips When you read the question always think of the tense: does the question refer to the past, the present or the future?

Test 2

Paper 2 Listening

Part 2 Questions 6 - 10

For each question, write the correct answer in the gap. Write one word or a number or a date or a time. You will hear a teacher telling her students about a week at the Arts Centre they take part in.

THE ARTS CENTRE

Centre open:

July to September

One week starting on:

(6)

July

Afternoon activities:

(7)

, photography

Students age:

(8) 11-

Weekend activities:

(9) trips and

Cost:

(10) £

Paper 2 Listening

Test 2

Part 3 8

Questions 11 - 15

For each question, choose the correct answer. You will hear Adam talking about a cooking class he did.

11 Why did Adam enjoy doing the cooking course?

A He enjoys eating.

B He wants to be a chef.

C His mother is a professional cook.

12 How long did the class last?

A 3 hours

B 1 day

C 30 minutes

13 What did Adam learn at the course?

A how to mix ingredients

B how to make dishes with simple foods

C how to choose fresh vegetables

14 How many students were there?

A 13

B 30

C 14

15 Next month Adam will probably

A do a course on desserts.

B learn to make vegetarian dishes.

C try to invent a new dish.

Test 2

Paper 2 Listening

Part 4 9

Questions 16 - 20

For each question, choose the correct answer.

16 You will hear a boy and a girl talking about a concert. What do they agree about?

A They both like the band very much.

B It costs too much.

C It’s not as interesting as going to the cinema.

17 You will hear a boy talking about his teacher. Where is the teacher from?

A France

B Canada

C Africa

18 You will hear a girl, Lisa, talking with her father. What does she want him to do?

A help her with Maths

B take her to the park for a bike ride

C explain something to her

19 You will hear two friends planning the weekend. What are they going to do?

A go to the mountains

B go to the beach

C go to countryside

20 You will hear two friends talking about a school play. What does Jack think about it?

A His classmates were good at acting.

B Some actors were not ready for their parts.

C The play was a bit boring.

Paper 2 Listening

Test 2

Part 5 10

Questions 21 - 25

For each question, choose the correct answer.

You will hear Kevin talking to his father about a science project. What will each classmate do? Example:

0 Kevin

H ■

PEOPLE

SCIENCE PROJECT

21 Jason

■

A bees

22 Amanda

■

B penguins

23 Lenny

■

C butterflies

24 Phil

■

D spiders

25 Sally

■

E fish

F horses

G lions

H monkeys

Test 2

Paper 3 Speaking

What’s your name?

To Candidate B

And what’s your name?

Interlocutor

How old are you?

Where do you live? or Where do you come from?

Thank you.

Paper 3 Speaking

Test 2

Phase 2 Interlocutor

Now let’s talk about school.

(Candidate A), Who is your favourite teacher? How many students are there in your class?

(Candidate B), What subjects do you like? What do you do after school?

(Candidate A), tell me something about your classroom.

Now let’s talk about music.

(Candidate A), when do you usually listen to music? Do you play a musical instrument?

(Candidate B), What kind of music do you like listening to? Where do you listen to music?

(Candidate B), tell me something about your favourite singer or band.

Back-up prompts

• Do you have a favourite teacher?

• Are there many students in your class?

• Is Maths your favourite subject?

• Do you meet your friends after schol?

• Is your classroom big or small?

• Do you listen to music in the evening?

• Can you play the guitar?

• What’s your favourite kind of music?

• Do you listen to music in your bedroom?

• Have you got a favourite singer or a band?

Test 2

Paper 3 Speaking

Part 2 (5 - 6 minutes) Phase 1 (3-4 minutes)

Interlocutor

Now in this part you’re going to talk together. Here are some pictures that show you different sports.

Do you like these different sports? Say why or why not. I’ll say that again. Do you like these different sports? Say why or why not. All right? Now talk together.

Paper 3 Speaking

Test 2

The interlocutor will then ask 1 or 2 questions on the topic based on the pictures:

Interlocutor

Do you think basketball is fun?

Do you think football is exciting?

Do you think swimming is healthy?

Do you think tennis is boring?

Do you think cycling is hard?

(Why / Why not?)

So, Candidate A, which of these sports do you like best?

And you, Candidate B, which of these sports do you like best?

Thank you.

Phase 2 (1-2 minutes)

Interlocutor

Now, do you prefer doing sport with your family or with your friends, Candidate B?

And what about you, Candidate A? (do you prefer doing sport with your family or with your friends?)

What is more fun: doing sport or watching sport on TV, Candidate A?

What about you, Candidate B? (What is more fun, doing sport or watching sport on TV?)

Thank you.

That is the end of the test.

Test 3

Paper 1 Reading and Writing

Reading - Part 1 Questions 1 - 6 For each question, choose the correct answer.

1 A Training is from three to twenty past three.

RIDING CENTRE

Beginners lesson starts at 3.00 p.m. Please visit the front desk 20 minutes before class to pick up riding equipment.

desk first. C Beginners can buy equipment from the

front desk.

What should Steve do? Hi Steve, Dad rang. He said he’s already been shopping, but don’t forget to take the book back to the library. Mum

B You must collect something at the front

Laura, I’m sick so I’m not coming to the theatre with the class tonight. Tell the teacher I’ll bring the money for the ticket to school tomorrow. Thanks, Andy

A remember to return something B go to the shops C call his dad

What does Andy want Laura to tell the teacher? A Andy won’t be at school tomorrow. B Andy will pay for the ticket at school. C Andy will go to the theatre later.

Paper 1 Reading and Writing

FOR SALE-Road Bike

Five years old, in good condition but needs new tyres. text Annie 542-661950 for more info

Test 3

The advert says that A you might need to make a few changes to the

bike. B 5-year-old children can ride the bike. C the bike’s tyres are in good condition.

What does Phil want to do?

From:

Phil

To:

Lucy

A change the time and day of the party B have the party in another place and on

another day Hi Lucy, Can we have the class party on Saturday, not on Sunday? Half past seven is fine, but it won’t be at Pat’s house, it will be at mine instead.

C have the party on a different weekend

Where is this sign?

ALL PASSENGERS MUST SHOW THEIR TICKET TO THE POLICE BEFORE ENTERING THE PLATFORM.

A at a railway station B at an airport C on a bus

Test 3

Paper 1 Reading and Writing

Reading - Part 2 Questions 7 - 13 For each question, choose the correct answer.

Oskar Mary Freeda

7 Who thinks that we might learn important things from the past?

8 Who believes Greek and Latin can help you to find work?

9 Who thinks having many subjects to learn is a good thing?

10 Who says you need to study English to be ready for life?

11 Who thinks Greek and Latin shouldn’t be school subjects?

12 Who says that Information Technology isn’t as useful as a language?

13 Who thinks Science and IT are as important as other subjects?

Paper 1 Reading and Writing

Test 3

THE MOST IMPORTANT SCHOOL SUBJECTS

OSKAR I think that we study more subjects now than in the past. I quite like having a lot of subjects at school, though, and I enjoy learning most of them. In my opinion the most useful ones are those which help you to find a job. Of course, subjects like Information Technology and Science are important to prepare you for today’s world, but you also need to know English well to talk and listen to people around you.

MARY I love subjects that teach me about the world around me, like Science and Geography. I also think that we should learn about the past. History can help us to understand the world today and perhaps to find answers to modern problems. However, there are some subjects I don’t think we should learn at school. Greek and Latin can be interesting, but I think that you should study them at university because they are difficult and many students my age find them boring.

FREEDA Most people don’t like classical languages and think Greek and Latin are not as important as Information Technology or Maths. I think they can do a lot to help you in today’s world, though. You need to use your brain to learn them and in today’s world that’s important if you want to find a good job. Of course, subjects like IT or Science are useful, too, but I don’t think they are as important as languages.

Test 3

Paper 1 Reading and Writing

Reading - Part 3 Questions 14 - 18 For each question, choose the correct answer.

TRENTON BIOLOGY FAIR by Anita Jones, age 12

Last month, all the science teachers at my junior high school decided to set up a biology fair. They asked all the students to plan and make a project for the two-day fair last week. I was in a group with my best friends Wei-ling, Julia and Pedro. All the groups worked hard on their projects for two weeks before the fair. My group did an experiment to find out what happens to your teeth when you drink sugary drinks: we used three eggs because their shells are similar to the outside of our teeth. We put them into different glasses with cola, apple juice and plain water. Then we checked how the colour changed and took pictures that we pasted on a large whiteboard in the hall. The other groups from my class worked on a lot of interesting projects, too. It was great to walk around the hall and look at the other students while they worked: one group showed how important light is to grow plants. Another group stopped an apple from turning brown by using lemon juice. We all worked really hard and at the end of the two weeks our teachers chose the top four projects. They gave a prize to each of them. The top prize went to a group of older students. It’s a pity that my group didn’t get a prize but that’s not so important. I was just pleased we took part and we had a great time together.

Paper 1 Reading and Writing

Test 3

14 How long did the students prepare for the fair?

A 2 days

B 1 month

C 2 weeks

15 What was the main topic of Anita’s experiment?

A eggs

B teeth

C sugar

16 Where did the students work on their projects?

A in the hall

B in a garden

C in their classrooms

17 What did the group who worked on the apple find out?

A Apples turn brown when you put them into lemon juice.

B Apples don’t change their colour if you use lemon juice.

C Brown apples turn white with lemon juice.

18 How did Anita feel when the teachers chose the best projects?

A angry because her group didn’t win

B happy because she enjoyed working with her classmates

C tired because her group had done a lot of work.

Appendix

A Irregular Verbs List Base form

Past simple

Past participle

be /biː/ was /wɒz/ were /wə/ been /biːn/ become /bɪˈkʌm/ became /bɪˈkeɪm/ become /bɪˈkʌm/ begin /bɪˈɡɪn/ began /bɪˈɡan/ begun /bɪˈɡʌn/ break /breɪk/ broke /brəʊk/ broken /ˈbrəʊk(ə)n/ bring /brɪŋ/ brought /brɔːt/ brought /brɔːt/ build /bɪld/ built /bɪlt/ built /bɪlt/ buy /bʌɪ/ bought /bɔːt/ bought /bɔːt/ catch /katʃ/ caught /kɔːt/ caught /kɔːt/ choose /tʃuːz/ chose /ˈtʃəʊz/ chosen /ˈtʃəʊzn/ come /kʌm/ came /keɪm/ come /kʌm/ cost /kɒst/ cost /kɒst/ cost /kɒst/ cut /kʌt/ cut /kʌt/ cut /kʌt/ do /duː/ did /dɪd/ done /dʌn/ draw /drɔː/ drew /druː/ drawn /drɔːn/ dream /driːm/ dreamed /driːmd/ dreamed /driːmd/ or dreamt /dremt/ or dreamt /dremt/ drink /drɪŋk/ drank /draŋk/ drunk /drʌŋk/ drive /drʌɪv/ drove /drəʊv/ driven /ˈdrɪvn/ eat /iːt/ ate /eɪt/ eaten /ˈiːt(ə)n/ fall /fɔːl/ fell /fɛl/ fallen /ˈfɔːlən/ feel /fiːl/ felt /fɛlt/ felt /fɛlt/ fight /fʌɪt/ fought /fɔːt/ fought /fɔːt/ find /fʌɪnd/ found /faʊnd/ found /faʊnd/ fly /flʌɪ/ flew /fluː/ flown /fləʊn/ forget /fəˈɡɛt/ forgot /fəˈɡɒt/ forgotten /fəˈɡɒtn/ forgive /fəˈɡɪv/ forgave /fəˈɡeɪv/ forgiven /fə(r)ˈɡɪv(ə)n/ get /ɡɛt/ got /ɡɒt/ got /ɡɒt/ or gotten /ˈɡɒt(ə)n/ give /ɡɪv/ gave /ɡeɪv/ given /ˈɡɪv(ə)n/ go /ɡəʊ/ went /wɛnt/ gone /ɡɒn/ grow /ɡrəʊ/ grew /ɡruː/ grown /ɡrəʊn/ have /hav/ had /həd/ had /həd/ hear /hɪə/ heard /hɜː(r)d/ heard /hɜː(r)d/ hit /hɪt/ hit /hɪt/ hit /hɪt/ keep /kiːp/ kept /kɛpt/ kept /kɛpt/ know /nəʊ/ knew /njuː/ known /nəʊn/ learn /ləːn/ learned /ˈləːnɪd/ or learnt learned /ˈləːnɪd/ or learnt /lɜː(r)nt /lɜː(r)nt

168

Translation

Appendix

Base form

Past simple

Past participle

Translation

leave /liːv/ left /lɛft/ left /lɛft/ lend /lɛnd/ lent /lɛnt/ lent /lɛnt/ let /lɛt/ let /lɛt/ let /lɛt/ lose /luːz/ lost /lɒst/ lost /lɒst/ make /meɪk/ made /meɪd/ made /meɪd/ mean /miːn/ meant /mɛnt/ meant /mɛnt/ meet /miːt/ met /mɛt/ met /mɛt/ pay /peɪ/ paid /peɪd/ paid /peɪd/ put /pʊt/ put /pʊt/ put /pʊt/ read /riːd/ read /red/ read /red/ ride /raɪd/ rode /rəʊd/ ridden /ˈrɪdn/ ring /rɪŋ/ rang /raŋ/ rung /rʌŋ/ run /rʌn/ ran /ræn/ run /rʌn/ say /seɪ/ said /sɛd/ said /sɛd/ see /siː/ saw /sɔː/ seen /siːn/ sell /sɛl/ sold /səʊld/ sold /səʊld/ send /sɛnd/ sent /sɛnt/ sent /sɛnt/ show /ʃəʊ/ showed /ʃəʊd/ showed /ʃəʊd/ or shown /ʃəʊn/ shut /ʃʌt/ shut /ʃʌt/ shut /ʃʌt/ sing /sɪŋ/ sang /sæŋ/ sung /sʌŋ/ sit /sɪt/ sat /sat/ sat /sat/ sleep /sliːp/ slept /slɛpt/ slept /slɛpt/ speak /spiːk/ spoke /spəʊk/ spoken /ˈspəʊk(ə)n/ spend /spɛnd/ spent /spɛnt/ spent /spɛnt/ stand /stand/ stood /stʊd/ stood /stʊd/ swim /swɪm/ swam /swam/ swum /swʌm/ take /teɪk/ took /tʊk/ taken /ˈteɪkən/ teach /tiːtʃ/ taught /tɔːt/ taught /tɔːt/ tell /tɛl/ told /təʊld/ told /təʊld/ think /θɪŋk/ thought /θɔːt/ thought /θɔːt/ throw /θrəʊ/ threw /θrəʊn/ thrown /θrəʊn/ understand /ʌndəˈstand/ understood /ʌndəˈstʊd/ understood /ʌndəˈstʊd/ wake /weɪk/ woke /wəʊk/ woken /ˈwəʊkən/ wear /wɛː/ wore /wɔː/ worn /wɔːn/ win /wɪn/ won /wʌn/ won /wʌn/ write /rʌɪt/ wrote /rəʊt/ written /ˈrɪtn/

169

Appendix

170

B List of Language Functions

C Grammatical Areas

• Asking and answering about personal possessions • Asking and giving / refusing permission • Asking and telling the time, day, dates… • Asking for and giving personal details • Asking for and giving simple information about travel, places etc. • Asking for and giving the spelling of words • Asking for repetition and clarification • Asking the way and giving directions • Buying things • Counting and using numbers • Describing accommodations and furniture • Describing education • Describing people • Describing simple objects (shape, size, weight, colour, purpose or use) • Expressing obligation and lack of obligation • Expressing ability and inability in the present and in the past • Expressing agreement and disagreement • Expressing degrees of certainty and doubt • Expressing needs and wants • Expressing opinions and making choices • Expressing preferences likes and dislikes • Following and giving instructions • Giving advice • Giving and responding to invitations • Giving warnings and stating prohibitions • Greeting people and responding to greetings • Interrupting conversations • Introducing oneself and other people • Making and responding to apologies and excuses • Making comparisons • Making predictions • Reporting what people say or said • Re-stating what has been said • Talking about feelings • Talking about food and ordering meals • Talking about future situations, plans or intentions • Talking about one’s health • Talking about past events • Talking about routines, habits and everyday activities • Talking about the weather • Talking about what people are doing at the moment • Understanding simple signs and notices

Modals • can (ability, requests and permission) • could (ability, polite requests) • would (polite requests) • will (future) • shall (suggestion; offer) • should (advice) • may (possibility) • have (got) to (obligation) • must (obligation) • mustn’t (prohibition) • need (necessity) • needn’t (lack of necessity) Tenses • Present simple (habits and with future meaning) • Present continuous (present actions and future meaning) • Present perfect simple (recent past and duration form) • Past simple • Past continuous • Future with going to • Future with will and shall (offers, promises, predictions) Verb forms • Affirmative, interrogative, negative • Gerunds (-ing form) after verbs and prepositions • Gerunds as subjects and objects • Imperatives • Infinitives (with and without ‘to’) after verbs and adjectives • Passive forms (Present and Past simple) • Short questions and answers Clause types • Main clause • Coordinate clause • Subordinate clause following sure, know, think, believe, hope • Subordinate clause following say / tell • Subordinate clause following if, when, where, because

Appendix

Interrogatives • What • Where • Who • Whose • Which • How / How much / How many / How often / • How + adjectives • Why

Prepositions • direction (to, into, out of…) • instrument (by, with…) • location (in, on, next to…) • miscellaneous (like, about…) • prepositional phrases (at the end of, in front of…) • prepositions preceding nouns and adjectives (by car, for sale…) • time (at, in, on…)

Pronouns • Personal (subject, object, possessive) • Impersonal (it, there) • Demonstrative (this, that, these, those) • Indefinite (some, any, something…) • Relative (who, which, that)

Connectives • and, but, or • when, where, because, if

Determiners • a / an • the Adjectives • Cardinal and ordinal numbers • Colour, size, shape, quality, quantity • Comparative and superlative forms • Demonstrative • Order of adjectives • Participles as adjectives • Possessive • Predicative and attributive • Quantitative Adverbs • comparative and superlative forms • definite time (now, last week…) • degree (very, too…) • direction (left, right…) • frequency (often, never, always…) • indefinite time (already, just…) • manner (quickly, fast…) • place (here, there…) • pre-verbal, post-verbal and end-position adverbs • regular and irregular forms • sequence (first, next…)

Topics • clothes • daily life • entertainment and media • food and drink • health, medicine and exercise • hobbies and leisure • house and home • language • people • personal feelings, opinions, experiences • personal identification • places and buildings • school and study • services • shopping • social interaction • sport • the natural world • transport • travel and holidays • weather

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My notes

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My notes

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My notes

174

My notes

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Ready for A2 Key for Schools Editorial coordination: Simona Franzoni Editorial department: Sara Bennett Art Director: Marco Mercatali Page layout: Simona Dell'Orto Picture Editor: Giorgia D’Angelo Illustrations: Massimo Carriero Production Manager: Francesco Capitano Cover design: Curvilinee © 2020 ELI S.r.l P.O. Box 6 62019 Recanati Italy info@elionline.com www.elionline.com Acknowledgements Photos: Shutterstock No unauthorised photocopying. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of ELI. This book is sold subject to the condition that it shall not, by way of trade or otherwise, be lent, resold, hired out, or otherwise circulated without the publisher’s prior consent in any form of binding or cover than that in which it is published and without a similar condition being imposed on the subsequent purchaser. While every effort has been made to trace all the copyright holders, if any have been inadvertently overlooked the publisher will be pleased to make the necessary arrangements at the first opportunity. Printed in Italy by Tecnostampa – Pigini Group Printing Division Loreto – Trevi 20.83.228.0 ISBN: 978-88-536-2786-5