New Matrix Upper-Intermediate Tests

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Tony explained to the teacher

‘What time does the ﬁlm start?’

Do you know

‘I don’t want to go swimming because I hate it!’ said Petra

Petra made it clear that

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3Complete the sentences with the correct form of these phrasal verbs.

•take in • take to • take back • take on • take after

•take it out on

1	Just because you’ve had a bad day, don’t think that you
	can		me.
2	You really shouldn’t have			so much
	work – it’s making you very unreasonable!
3	When her older brother left home Emilia found it difﬁcult
		the fact.
4	Robbie Williams’ concert went well and the crowd
		him immediately.
5	Although he looks like his father, he
	his mother in every other way.
6	Helena’s mother said she ought				what
	she’d said about her sister as it was very unkind.
				6

4Complete the sentences with the correct form of the word in brackets.

These books are full of

children’s

The tour round the castle

our

very

The reason Roberta is good

she

has a very vivid

Adam was a very serious

boy and

not at all like his brother.

I found the guidebook

when

The atmosphere and

the

day out a very

Grammar

5 Rewrite these sentences		.
1	We arrived late so we missed	.
	If		.
2	I didn’t help Mark because
	If		.
3	Henry didn’t pass the exam	.
	If		.
4	I didn’t buy a new camera	enough
	money.
	If		.
5	United played well so they	.
	If		.
6	I didn’t know how low the	job.
	If		.
		6

Test 9

6Complete the sentences using the correct form of the verb in brackets, positive or negative.

1	I wish I		(speak) to Nick so unkindly.
2	If only you			(listen) when I tried to
	advise you.
3	After visiting the dentist Amy wished she
		(eat) so many sweets.
4	If only you could				(come) to the party –
	it would have been great!
5	Joanna wishes she					(visit) the Tate
	Gallery while she was in London.
6	If you’d told me more details about the job, I
		(might / apply) for it.
7	If Gary had put more effort into his work he

(could do) a lot better.

8If I hadn’t gone on that skiing holiday I (would /not / break) my leg.

9	I	(might / be) able answer the
	questions if I’d read the instructions more carefully.
10	Even if he’d run faster, Tom			(could /
	not / win) the race.		10
			10

Writing

7Your teacher has asked you to write a report (200–250 words) about life at your school.

Include:

•what students most enjoy about school life.

•what students would like to change about the school.

•how students could be encouraged to learn more.

•additional activities that students would like to try.

Remember to:

• include some comments from other students.

• include some personal comments.

• give headings to the different sections.

• suggest an overall conclusion.

Total 50

Speaking

Giving a short presentation

Prepare to give a short presentation on one of these topics.

1The aim of education should be to prepare students for their working lives.

2Money is the most important thing for a happy life.

Remember to:

•introduce your presentation.

•give arguments for and against the statement.

•give your opinion in the conclusion.

New Matrix Upper-Intermediate 21

Test 10

Reading

1Read the text and choose the best answer, a, b, c or d, to questions 1–5.

Taking charge

My family and I are only now realising that life doesn’t have to be complicated. One day I stopped and looked around me, and I didn’t like what I saw.

We live in an age where people suffer the daily grind without ever really getting anywhere. We inhabit densely populated areas, near conveniences to ensure we never run out of anything. As a result, our roads are crowded, our air polluted and our minds are going into overdrive. We work at being successful, buying a bigger house, a second car, an annual holiday. Why? Because someone, somewhere, said we should, and we listened. But nobody is actually making us do it.

Fed up with sitting at a desk, we dream of open spaces. Why not earn a simple living working the land to some degree, however small, than be paid a higher wage for a less satisfying life? We thought so and we have moved to the country, but a new life doesn’t necessarily have to mean a geographical relocation, simply an adoption of new attitudes which can be applied anywhere.

Our own progression to self-reliant living has included embracing concepts such as homegrowing and homeschooling. We have succeeded in growing our own fresh fruit and vegetables, rather than relying on the local shops. We educate our children at home in preference to sending them to the local school, not because they don’t ﬁt in, but because we believe we are capable and that we are responsible for their education.

But by choosing to live this way, we have set ourselves free of systems. This has led to a life that is satisfying and rewarding. We have ceased to be part of the mainstream and begun to run our own race. The country has given something back to us that we didn’t even realise was gone when we lived in the city. It is the ability to see ourselves as productive, truly contributing to our survival, and that gives us a feeling of freedom.

There’s no doubt in my mind that it was worth the effort. My wish is to encourage you to get away from the relentless conveyor belt that is modern society. Take charge!

1The author feels that people put up with living in the city because they

a don’t notice how bad the life is.

b want to live life at the centre of things.

c don’t believe there is any other way to live.

d enjoy the ﬁnancial beneﬁts this lifestyle brings.

2When the author says ‘nobody is making us do it’, (end of paragraph 2), what is she talking about?

a	the work we do	b	the things we buy
c	the money we earn	d	the way we live

Name:

Class:

22 New Matrix Upper-Intermediate

2 I’ll lend you the money this time, but don’t asking.

3 I hate that dentist. Yesterday he for hours for my appointment and I was really nervous.

4If you enrol on that evening course it’ll mean

–no more free time!

5	My older brother likes		me for working
	hard at school but I don’t care.
6	After a long day’s walk in the mountains, we got in the
	car and	home.
		6

4Complete the sentences using one of these prepositions

• through • on • by • to • up


1	Rachel is very bright compared			the
	other children in her year.
2	I was really surprised		the amount of
	rubbish on the streets when I visited London last year.
3	I’m not very keen	horror ﬁlms, I much
	prefer romance!

4The teacher asked his students to look

their homework carefully before handing it in.

5Julie was very sad after having broken with her boyfriend.

5Complete the speech using these words.

• in turn • despite • nevertheless • so • as well as

1 some ﬁnancial difﬁculties at the

beginning of the year, the company is now going from strength to strength and is expanding rapidly. This

2 has led to increased possibilities for

promotion and personal development for our employees.

We are now in a position to consider making a further 500

jobs available for school leavers 3

being

able to offer sponsorship for bright students who are hoping

to start out on a career in industry. 4 , we

need to continue to look for opportunities for investment at

home and abroad 5	that will be our main
aim for the coming year.	5
	5

Grammar

6Complete the sentences using these verbs. Add the correct preposition where necessary.

•accuse • deny • insist • recommend • suggest

•plead • urge

1	‘I didn’t cheat in the exam,’ said Fred.
	Fred	in the exam.

2	‘I am determined to pay for the meal,’ said Clare.
	Clare	for the meal.

Test 10

3‘Please don’t tell anyone about the accident,’ Sebastian said to his mother.

	Sebastian			anyone about the accident.
4	‘Why don’t we go to the cinema after school?’ said John.
	John	to the cinema after school.
5	‘The National Gallery is really worth visiting,’ said Dorota.
	Dorota		the National Gallery.
6	‘You broke my new pen,’ Margaret said to Kate.
	Margaret			new pen.

7‘You really ought to try harder in class,’ the teacher told Tom.

The teacher

in class.

7Change these statements and questions from direct to reported speech.

1‘Why haven’t you ﬁnished your work?’ the teacher asked Gary.

The teacher asked Gary why

2‘I’m late because the bus didn’t arrive.’ Tony told the teacher.

5‘I haven’t ﬁnished my homework, but I’ll do it later,’ said Hanna.

Hanna said

Writing

8A travel magazine is holding a competition for an essay (200–250 words) entitled ‘A country of great differences’.

You decide to write an essay about your country.

Write about:

•the differences between people.

•the different ways people choose to live.

•different parts of the country.

Remember to:

•say whether these differences are positive or negative.

•give your opinion in the conclusion.

Total 50

Speaking

Giving a short presentation

Prepare to give a short presentation (2–3 minutes).

It’s better to live in the city than in the countryside.

Remember to:

•introduce your presentation.

•give arguments for and against the statement.

•give your opinion in the conclusion.

New Matrix Upper-Intermediate

Progress test 2

Reading

Name:

Class:

1Read the review and choose the best answer, a, b, c or d, to questions 1–5.

The Curious Incident of the Dog in the Night-time by Mark Haddon

Christopher Boone is keen on dogs: ‘They do not tell lies’. He is also very interested in red cars, the police, documentaries about underwater volcanoes and baked beans with broccoli for supper ‘laid out on a plate so that they are not touching’. Christopher is ‘15 years, three months and three days old’ and has a photographic memory. He is very knowledgeable about advanced Maths and Science but he suffers from Asperger’s syndrome, which means he has problems with social relationships and is preoccupied with his own special interests. It is also why he feels uneasy about touching brown objects and why if he sees ‘four yellow cars in a row’ this makes for what he calls a ‘Black Day’.

Christopher is the touchingly gullible narrator of Mark Haddon’s moving and often troubling account of one boy’s struggle with a world which he knows but cannot begin to understand. When he discovers his neighbour’s dead dog lying on the lawn, Christopher becomes a detective on a quest to reveal the identity of the killer. The twist comes when, to Christopher’s dismay, the killer turns out to be his own father, who has stabbed the dog in an act of revenge after ﬁnding out that his wife has run away, apparently without a care in the world, with the dog’s owner.

Christopher’s fragile mind has to cope not only with the revelation that his mother has betrayed his father, but also the devastating truth that his mother is still alive. His father told him she had died of a heart attack rather than admit that she had fallen in love with the next door neighbour and abandoned them both. Christopher, oblivious to the obvious dangers, decides to broaden his horizons and heads for London, a frightening journey into the unknown, to be reunited with his mother.

Haddon has written a story about lies and conﬂict and about being in tune with nature. But, above all, he sends out a powerful message about the complicated business of everyday life. Christopher tells it in an urgent, frantic outpouring of dialogue, which is broken only for a series of brilliantly vivid lessons which he gives the reader on subjects as diverse as prime numbers and astronauts.

Haddon’s book outperformed its rivals to win ‘Whitbread Book Of The Year’, open to all books, and the ‘Guardian Children’s Fiction Prize’ in 2003. It is a literary success story that appeals across the generations. Haddon’s book is startling in its originality, offering in the form of a story, an increased understanding of the emotive issue of child disability. It is certain to leave its mark on you. Read it and see!

24 New Matrix Upper-Intermediate

3Complete the sentences with the correct form of these phrasal verbs.

•give away • come up with • carry out • look through

•take (something) in

1The author was having difﬁculty in good ideas for his new book.

2Our teacher is always saying he’s going to keep us in after

class, but he never actually

his threats.

3 My daughter told me the house had been burgled, but I

haven’t really

yet.

4 Don’t tell me too much about the ﬁlm. I hate it when

people	the ending.
5 You should	the contract carefully
before you signed it.

4Fill the gaps with these prepositions.

• with • to • of • in • by • for

According

recent statistics, more children are

taking time off school without permission than ever

before.

Jim’s success as an actor

lot of

hard work and dedication

That’s my sister. She’s the

the

long dark hair.

It took me hours to work

the last

Maths question.

Mary succeeded

the exam paper.

Students are asked not to

late

for class.

7This region of France is wine.

8This letter’s for you. I’m accident.

		8
Grammar
5 All these sentences contain		the
mistakes and correct them
1 I wish I was brave enough		while
I was in Paris.

2He’s having his car to repair

3You really must have seen

4	I’m really upset because	her
	money.
	money.
5	Are you sure that the train’s

6	I’m really pleased because		to
	join the school basketball
	join the school basketball	6
		6

Progress test 2

6 Rewrite these sentences starting with the words given.

1I didn’t ﬁnish my homework because my friend came round.

2They’re not doing much about the problem of pollution in our cities.

Not much

3You can only reach the house by going down this narrow path.

The house

4My Spanish improved so much because I spent last summer in Valencia.

If	.
5 What time is Jack coming?
Do you know	?

6‘Why haven’t you ﬁnished you meal?’ Linda’s father asked her.

Linda’s father asked her

7‘I’m not going to do any more work because I’m too tired,’ Ursula said.

Ursula made it clear that

7Complete the sentences using the correct form of the verbs in brackets.

1Even if you’d told me about it I (could / not / come) to the party.

2	By the time George			(ﬁnish) his
	homework it was far too late to go out.
3	By this time next year I				(qualify) as a
	nurse.
4	Have you heard about what					(happen)
	at college all this week?
5	You really		(needn’t / go) to so much
	trouble, but it was a lovely meal.
6	The coach		(leave) for London at 7 a.m.
	each day.
		6

Listening

8 You are going to hear ﬁve extracts from weather forecasts. Decide which extracts (1–5) contain the following information. Write the extract numbers in the boxes provided. You may choose an extract more than once.

A The temperature could drop below freezing.

B Rain could cause problems.

C The weather will get better later.

D There’s not much chance of sunny weather.

E Sun will follow foggy conditions.

F Some planes may be delayed.

G It’s nice weather for the time of year.

Total 50

New Matrix Upper-Intermediate 25

Answer key

Test 1

1	1	e 2 b	3 a 4 d		5 c	(you don’t need f)
2	1	to live up to		2 fell behind with			3 going on about
	4	to carry on		5 went out with 6 dropped out of
3	1	countless	2 variety		3 attraction		4 creative
	5	satisfaction		6 assignments		7 reaction 8 commercial
	9	helpful
4	1	irresponsible		2 impossible		3 inexpensive 4 illegal
	5	immature

51 since I saw such a good ﬁlm

2 been learning English for three years

3 go to the party until you’ve ﬁnished all your work 4 has been living in Harrogate since 1993

5 did you get / buy that CD

6 speak to Clare again until she’s apologised

7 haven’t seen Dale for three weeks

6	1	never 2 still 3 yet 4 already 5 ever 6 just
	7	yet 8 already
7	Assessment guidelines

10 marks in total.

4for:

•addressing each point

1for each of the following:

•appropriate style for description

•appropriate descriptive vocabulary

•grammar mostly correct

•spelling mostly correct

•correct number of words

•legible handwriting

Speaking

Assessment guidelines

Suggested rating: 1–5. Each student is awarded the following proﬁle description according to his / her participation in the discussion.

Good: 4–5

participates effectively in the discussion, makes suggestions and / or comparisons where appropriate, and expresses ideas and opinions conﬁdently. Use of grammatical structures and vocabulary is mostly accurate and appropriate. Good communication sustained throughout.

Adequate: 3

participates satisfactorily in the discussion, makes suggestions and / or comparisons, and expresses ideas and opinions. Use of grammatical structures and vocabulary is mostly accurate and appropriate. Communication sustained for most of the task.

Inadequate: 1–2

has difﬁculty in participating in the discussion, making suggestions and / or comparisons and expressing ideas and opinions. Use of grammatical structures and vocabulary is frequently inaccurate or inappropriate. Frequent breakdowns in communication occur.

Test 2

1 1 f 2 b 3 a 4 e 5 c


2	1	run smoothly		2 went wrong		3 to have no control
	4	became defensive			5 felt pressurised 6 cleared the air
	7	made a conscious decision
3	1	hurriedly	2 responsibility 3 intention
	4	enthusiastically		5	knowledge	6	difﬁculty
4 1 a 2 d 3 c 4 b 5 d 6 a
5	1	looking	2 taking		3 to work	4	shouting 5 to go
	6	to miss	7 visiting		8 to write	9 helping

61 in going out tonight

2 of feeling unwell, Maria managed to win the race 3 who she could ask about the school trip

4 forward to visiting America for the ﬁrst time

5 how to get to the station / how he / she could get to the station

6 of watching TV

7 stand people shouting at me

7Assessment guidelines

10 marks in total.

1 for each of the following:

•describing the sort of place it was

•describing why Tom went there

•describing what happened / what went wrong

•describing Tom’s feelings at the end of the story

•appropriate style for a story

•appropriate range of vocabulary

•grammar mostly correct

•spelling mostly correct

•correct number of words

•legible handwriting

Speaking

Assessment guidelines

Suggested rating: 1–5. Each student is awarded the following proﬁle description according to his / her participation in the discussion.

Good: 4–5

Adequate: 3

26 New Matrix Upper-Intermediate

Inadequate:1–2

Test 3

1 1 F 2 T 3 F 4 F 5 T 6 T 7 F


2	1	faint-hearted			2 sociable 3 contribution 4 dramatic
	5	pollution		6 extinction		7 destruction			8 charming
	9	starvation		10 captivity
3 1 b 2 c 3 a 4 a 5 d
4	1	is forever asking 2 Do you ever think							3 don’t often go
	4	are / ’re always telling				5 will / ’ll never change
	6	is always complaining				7 arrives		8 doesn’t usually give
5	1	grew	2 had		3 used to be		4 would go
	5	used to stay			6 would help		7 let	8 used to rain
	9	broke	10 managed

6Assessment guidelines

10 marks in total.

4 for:

•addressing the key points 1 for each of the following:

•appropriate beginning and ending for informal letter

•appropriate style for informal letter

•appropriate range of vocabulary

•grammar mostly correct

•spelling mostly correct

•legible handwriting

Speaking

Assessment guidelines

Suggested rating: 1–5. Each student is awarded the following proﬁle description according to his / her presentation.

Good: 4–5

presents views effectively, expresses approval and disapproval conﬁdently, and justiﬁes opinions convincingly. Use of grammatical structures and vocabulary is mostly accurate and appropriate. Good communication sustained throughout.

Adequate: 3

presents views satisfactorily, expresses approval and disapproval, and justiﬁes opinions. Some errors in the use of grammatical structures and vocabulary occur. Communication sustained for most of the task.

Inadequate: 1–2

has difﬁculty presenting views, expressing approval and disapproval, and justifying opinions. Use of grammatical structures and vocabulary is frequently inaccurate or inappropriate. Frequent breakdowns in communication occur.

Test 4

1 1 b 2 a 3 d 4 c 5 b

2 1 a 2 c 3 b 4 d 5 b 6 c 7 b 8 c 9 d

					Answer key
3	1	gathered	2	encouraged	3 allocated	4 apply
	5	to devote	6 established		7 achieve	8 selected
	9	to maintain		10 represented
4	1	all in all	2 unfortunately		3 According to
	4	Nevertheless		5 without doubt 6 apart from

51 where the library is

2 if / whether Peter went to the cinema

3 if / whether you are / you’re going to apply for that job 4 where I have / I’ve put my keys

5 how Claire got back from the party last night

6 1 where 2 whose 3 which 4 who / that 5 which

7Assessment guidelines

10 marks in total.

4 for:

• addressing each point

1 for each of the following:

•appropriate style for description

•appropriate descriptive vocabulary

•grammar mostly correct

•spelling mostly correct

•correct number of words

•legible handwriting

Speaking

Assessment guidelines

Suggested rating: 1–5. Each student is awarded the following proﬁle description according to his / her participation in the discussion.

Good: 4–5

Adequate: 3

Inadequate: 1–2

Test 5

1 1 F 2 F 3 T 4 T 5 F 6 F 7 T

2 1 b 2 c 3 c 4 a 5 d 6 a

3	1	turned to	2 broke up	3 laid down	4 fall back
	5	back (me) up 6 pick up		7 piling up
4	1	ambition	2 successful	3 belief 4	Luckily
	5	enthusiasm	6 conﬁdence

New Matrix Upper-Intermediate 27

		Answer key
5	1	became	2 recorded	3 had ended		4 was living
	5	had decided 6 hadn’t played			7 didn’t even have
	8	found
6	1	Although	2 because	3 While	4 so	5 When 6 If

7Assessment guidelines

10 marks in total. 1 for each of the following:

•writing appropriate introduction

•paragraph agreeing with the statement

•paragraph disagreeing with the statement

•personal view in the conclusion

•appropriate style for argument

•appropriate range of vocabulary

•linking ideas appropriately

•grammar mostly correct

•spelling mostly correct

•legible handwriting

Speaking

Assessment guidelines

Suggested rating: 1–5. Each student is awarded the following proﬁle description according to his / her presentation.

Good: 4–5

presents information about self effectively, expresses approval and disapproval conﬁdently, expresses opinions and justiﬁes them convincingly. Use of grammatical structures and vocabulary is mostly accurate and appropriate. Good communication sustained throughout.

Adequate: 3

presents information about self satisfactorily, expresses approval and disapproval, and justiﬁes opinions. Some errors in the use of grammatical structures and vocabulary occur. Communication sustained for most of the task.

Inadequate: 1–2

has difﬁculty presenting information about self, expressing approval and disapproval, and justifying opinions. Use of grammatical structures and vocabulary is frequently inaccurate or inappropriate. Frequent breakdowns in communication occur.

Progress test 1
1 1 F 2 F	3 T	4 T 5 F 6 T
2 1 b 2 c	3 a	4 d 5 c 6 a 7 b 8 d


3	1		been going on about		2 carried on with 3 drop out of
	4		been going out with		5 fallen behind with
4	1		still	2 All in all 3 apart from 4 unless 5 already
	6		just	7 unfortunately
5	1		has been working at the bank 2 help you unless you
	3		since I saw 4 did James get/buy
	5		how Paul managed to run
6	1		can’t		must (have spent)

	2	I was hearing			I heard
	3	was gardening			had been gardening
	4	that she felt			of feeling
	5	have enjoyed			enjoy

7 1	to live 2 to go 3 of helping 4 to play 5 asking
6	in learning 7 to try

8 Tapescript

to our weekly series about the different foods that you

. Today John Green goes to Birmingham to meet a Chinese who have been serving up Chinese takeaway meals for

of a century.

Birmingham, and although I can see four Indian space of one hundred yards, I’ve actually come to East

. The Tans haven’t spent a huge amount on interior through the window, it’s simple, just four chairs, a

calendar, there’s always a Chinese calendar… and what is pretty impressive is that you can see straight

in the background. This is a hive of activity with Mr with their daughter, hard at work. East End, I

representative of all the other 10,000 Chinese down the country. And we British have an almost

for Chinese food and it’s reckoned now that, after ﬁsh is still the most popular takeaway, accounting for meals annually. Well, I can see a menu which looks set

counter, so I want to go in and ﬁnd out a bit more.

I’m Ricky Tan and I’m here with my family who run the my mum and dad and my little sister, who helps

on Fridays and Saturdays.

you’ve got your parents in the kitchen cooking away… tell what’s the history of this particular shop?

been here about a year and a half, er no, no, a year and quarters now, so it’s building up quite a big regular

parents started it?

but they’d been in the business for 25 years before that. worked in this shop from day one – unfortunately…

do you say that?

I don’t get time to socialise with my friends or do things that ‘cos I’m stuck here six days a week from three p.m.

till twelve…

since school you’ve always been working?

actually, after school, I went to university and studied but after that with no job to go to I thought I’d come

join the family business for the time being, until I‘ve enough to do a postgraduate degree.

when you were growing up, were you expected to help parents out?

all helped out now and again, yeah, mopping the ﬂoors, cutting some vegetables. We always lived above the shop really so I couldn’t get away from it. If I wanted a

of milk I had to come downstairs in my pyjamas, it was … I used to envy other children who didn’t

to share their house, but in fact the other kids at school me, with all that food around!

	a	4	d	5 b	6 c 7 b
1	c	4 b		5 a
2	b 4 d 5 d 6 a 7 d 8 b 9 c
	12	c
3	to 2 evidence of 3 relate to
	5	result of			6 put to 7 comes from
4	come			2 needn’t have done
	invited 4 must have decided
	been		6 can’t have been

28 New Matrix Upper-Intermediate

5 1	must	would / could (have helped)
2	leather, small, red	small, red, leather
3	dark, large, threatening	large, dark, threatening
4	needn’t	shouldn’t /oughtn’t to (have
		shouted)
5	needn’t	must (have been)

6	should	can’t (have forgotten)
7	ought to	may / might (have left)
8	ought not to	must (have been)
9	do	(needn’t) have done
10 could		can’t (have been)

6Assessment guidelines

10 marks in total. 1 for each of the following:

•describing weather and surroundings

•describing appearance and character of people

•describing the place and important objects

•using appropriate adjectives and adverbs

•using appropriate paragraphing

•appropriate style for detective story

•linking ideas appropriately

•grammar mostly correct

•spelling mostly correct

•legible handwriting

Speaking

Assessment guidelines

Suggested rating: 1–5. Each student is awarded the following proﬁle description according to his / her participation in the discussion.

Good: 4–5

Adequate: 3

Inadequate:1–2

Test 7

1	1	f 2 g	3 b	4 a	5 d	6 c	(you don’t need e)
2	1	original	2 amazed		3 inconvenient 4			powerful
	5	spectacular		6 frightening		7 effective
3 1 b 2 d 3 a 4 c 5 b 6 d 7 c
4	1	crucial	2 realistic		3 rely on		4 rather
	5	outrageous		6 oblivious to

	Answer key
5 1	had been considered 2 is being made
3	has recently been chosen 4 be seen 5 being taken
6	has been put 7 are watched 8 I’ll be shown

61 have / get the house painted

2 have / get it cut

3 having / getting the burglar alarm ﬁxed

4 have / get my daughter’s picture taken

5 have / get it put right

6 has to have / get shoes made

7Assessment guidelines

10 marks in total. 1 for each of the following:

•description of the type of ﬁlm

•details of people involved

•other interesting information

•appropriate paragraphing

•use of adverbs and phrases to make writing interesting

•linking ideas appropriately

•making personal recommendations for ﬁlms to see

•appropriate style for review

•grammar mostly correct

•spelling mostly correct

Speaking

Assessment guidelines

Suggested rating: 1–5. Each student is awarded the following proﬁle description according to his / her presentation.

Good: 4–5

Adequate: 3

Inadequate: 1–2

Test 8

1 1 F 2 T 3 F 4 T 5 T 6 F 7 T

2 1 c 2 d 3 b 4 a 5 b 6 a 7 b 8 c 9 d

3	1		recruit	2 salary	3 interested	4 working
	5		aptitude	6 role	7 ﬁnished	8 currently 9 supplied
4	1		ﬁnishes	2 I’ll just go 3 I’ll be sitting
	4		is getting married		5 I’ll have ﬁnished 6 comes
	7		you’re going to do
5	1		she’ll be working		she’ll have been working

	2	I’ll play			I’ll be playing / I’m playing
	3	Correct
	4	I’ll go			I’m going to go / I’m going
	5	I’ll just be having			I’ll just have

New Matrix Upper-Intermediate 29

	Answer key
6	he’s going to help	he’ll help
7	Correct
8	I’ll have been modelling	I’ll be modelling

6Assessment guidelines

10 marks in total. 1 for each of the following: In personal statement:

•description of character and abilities

•giving reasons for being good at the job

•giving details of main interests

•giving details of experience with children

In letter of application:

•giving reasons for writing

•asking about starting date

•linking ideas appropriately

•mentioning enclosed documents

•using appropriate ending

Overall:

• grammar and spelling mostly correct

Speaking

Assessment guidelines

Suggested rating: 1–5. Each student is awarded the following proﬁle description according to his / her participation in the discussion.

Good: 4–5

Adequate: 3

Inadequate: 1–2

Test 9

1	Statements 1, 2, 5, 6, 8
2 1 c 2 b 3 a 4 d 5 a 6 b 7 c
3	1	take it out on 2 taken on		3 to take in 4 took to
	5	takes after	6 to take back
4	1	intelligence	2 knowledgeable 3 imagination
	4	thoughtful	5 informative	6 memorable

51 If we hadn’t arrived late at the cinema, we wouldn’t have missed the start of the ﬁlm.

2If Mark hadn’t been (so) rude to me, I would have helped him.

3If Henry had revised, he would have passed the exam.

4If I’d had enough money, I would have bought a new camera.

5If United hadn’t played (so) well, they wouldn’t have won / would have lost the match.

6If I’d known how low the salary was, I wouldn’t have taken the job.

6 1	hadn’t spoken 2 had listened 3 hadn’t eaten
4	have come 5 had visited 6 might have applied
7	could have done	8 wouldn’t have broken
9	might have been	10 couldn’t have won

7Assessment guidelines

10 marks in total. 1 for each of the following:

•mentioning what students enjoy about school

•mentioning what students would like to change about school

•mentioning how students should be encouraged to learn

•mentioning possible additional activities

•including comments from other students

•including personal comments

•giving headings to the sections

•suggesting an overall conclusion

•grammar mostly correct

•spelling mostly correct

Speaking

Assessment guidelines

Suggested rating: 1–5. Each student is awarded the following proﬁle description according to his / her presentation.

Good: 4–5

Adequate: 3

Inadequate: 1–2

Test 10

1 1 a 2 d 3 c 4 a 5 c 6 b

2 1 b 2 d 3 a 4 c 5 d 6 a
3	1	making up	2 make a habit of		3 made me wait
	4	making sacriﬁces		5 making fun of		6 made for
4	1	to 2 by	3 on	4 through 5 up
5	1	Despite 2 in turn		3 as well as	4	Nevertheless
	5	so

30 New Matrix Upper-Intermediate

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