Training Unit
English 1 - Part 1
Theory
No: AS 011
Training Unit
English 1 - Part 1
Theoretical Part
No.: AS 011
Edition:
2009
All Rights Reserved
Editor:
ENGLISH 1 - PART 1
CONTENTS
Page
1.2
1.3
1.4
Reading..............................................................................................................15
INTRODUCTIONS......................................................................................................18
2.1
2.2
2.3
2.4
Reading..............................................................................................................28
ABOUT PEOPLE........................................................................................................31
3.1
3.2
3.3
3.4
Reading..............................................................................................................47
4.2
4.3
4.4
Reading..............................................................................................................67
ENGLISH 1 - PART 1
LEARNING OBJECTIVES
Fill in the forms giving basic information about himself, his interests and his
performance in school subjects.
Describe the location of household objects and ask and answer questions about
objects to be brought from or taken to specific locations.
Describe routes to places in towns and cities and ask for and give directions to
specific buildings and locations. Give a written description of a country using
expressions associated with size, terrain, climate, population and industries.
1.1
This is Anwar.
It is his fourth year at school.
Anwar comes from Gulf City.
This is Kevin.
He is a new student at the
school.
He comes from England.
After a few days, Anwar and Kevin get to know each other well.
What can they say when they meet each other at school?
What do you say in English when you meet a friend?
What do you say in your language?
Discuss your ideas with your teacher.
1.2
Conversation 1
Conversation 2
Conversation 3
Conversation 4
Exercise 1:
Hello
I'm NAME
How do you do
Good morning
Good afternoon
Good evening
Look at the expressions in these boxes. They can be used by people who know each
other.
Hi
How's it going?
Not bad
Hello
OK
Good morning
Good afternoon
Exercise 2:
(b) Two English businessmen meet each other in the lift. They only know each other
slightly
(e) Two friends, both men, meet in the office where they both work
You can use expressions like 'Hello', 'How are you?' etc. when you greet somebody you
know.
But what can you say after you greet the person? How can you continue the
conversation?
Here are some things you might talk about with somebody you know (your 'partner' in the
conversation).
You:
Your partner:
You:
How is Mary?
Your partner:
You:
Your partner:
10
You:
Your partner:
11
What other things might you talk about, if you were talking to a friend?
12
GREET
CONTINUE
LEAVE
1.3
With the other students in your class, discuss what you say when you greet and leave:
Etc.
13
14
1.4
Reading
4. Do you think gestures are the same all over the world?
15
Imagine that you are in a foreign country, looking at people as they arrive in a bus station.
You cannot understand what the people are saying. But look! A man has come out of the
bus. He is shaking hands with another man. A woman is smiling to another passenger, (5)
happy that she has arrived. But the little boy behind her looks tired - he is crying, and
there are tears on his face. All this you can understand. For smiles, tears, gestures - these
are the same everywhere.
But are they the same everywhere? In fact, the differences are (10) greater than you may
think. Of course, people all over the world smile when they are happy. Babies smile when
they are only five weeks old. Yet if you go to a country like Japan, you may find that
people smile more than you expect. This is not because th6 people you meet are always
happy. Rather, it is because the people (15) do not think it is polite to show their feelings
to strangers. A smile makes our face stiff, so it helps us to hide what we really feel. But
when we come to gestures, the differences can be even greater. Think of the ways in
which people greet each other.
Shaking hands is very common, but in many parts of the world you (20) must bow to the
person you meet. Both bowing and shaking hands have the same reason behind them, a
reason which goes back thousands of years. They both show that we are friendly, and
that we are not going to attack the other person. When we shake hands, we show that we
are not carrying a knife. When we bow, we make (25) ourselves smaller than our normal
size, and we put our head in a position where the other person can attack us, if he wishes.
16
Gestures which mean 'No' are also interesting. In some countries, we show 'No' by
shaking our head from side to side. But in other countries, we show 'No' by lifting the head
up and back, so that the (30) chin moves forward. In both gestures we move our face and
eyes away from the person we are talking to. It is as if we were turning away from the
words of the other person.
All over the world, people 'talk', not just in words, but with their hands and their faces.
There can be differences, depending on where (35) the people live, and on their own
personalities. But usually, gestures and faces have something in them which we can
'read'. Next time you are in a bus, or in a restaurant, take a look at the people around you.
Can you understand their language - the language without words?
7.
8.
9.
17
2
2.1
INTRODUCTIONS
What do you Know?
18
Exercise 3:
Picture A:
Picture B:
Picture C:
Picture D:
19
Fill in the blanks. A blank can have any number of words in it.
She COMES FROM AMERICA, but she LIVES IN GULF STATE now.
2.2
Conversation
Answer
Anwar: Hello.
20
When we introduce one person to another, we often say something about each person.
21
GREET FRIEND
Hello, George
Hows it going?
OK
etc
INTRODUCE
GREET STRANGER
BACKGROUND
How do you do
He's from .
Hello
He works .
etc
Work with a partner. Make up a conversation which has the stages GREET FRIEND,
INTRODUCE, GREET STRANGER, BACKGROUND in it. Write the conversation below
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22
What kind of questions can you ask somebody who has just arrived in your country, town
or village?
Here are some things you might say to a person who was new to your country or city.
E.g.
You might ask about the person's earlier visits to your city.
E.g.
23
You might welcome the person, wish the person well, and encourage the person.
E.g.
24
Now fill in the conversation below, and act out the conversation with a
partner.
Brian: Well it's OK. But it's much hotter than I expected.
DO YOU COME FROM GULF CITY?
25
2.3
In the old days in England there were strict rules about introductions. There were rules
about which person should be introduced to which person, who should be spoken to first,
and whose name should be mentioned first.
Nowadays, people are not so strict. But some people still try to follow these rules.
What about you? Have you learned any rules about introductions in your language?
E.g.
or
or
26
Consider any two of these people (E.g. your teacher - your elder brother).
Sometimes people of different ages and people from different places have different ideas
of what is 'polite'.
Try to compare your ideas about introductions with the ideas of:-
27
2.4
Reading
The passage below comes from a book for Young people in England and America. It
gives some 'rules' for introductions. Don't try to learn these rules. Just compare them with
your own ideas.
1. Here are some sentences from the passage. Can you complete them?
'You ....always say an important person's name before the name of .. You .. always
say before a child's name, before a man's name, a girl's name before and
an older person's name before the name of ..
When you bring home a friend who has not met your parents or your brother or sister, you
must introduce them. When you are with a friend and you meet someone he or she does
not know, you also introduce them.
(5) The first time you read the rules for introductions, you may find them difficult. But read
them through again until you understand which person's name to say first.
Here are the rules: You always say an important person's name before the name of a less
important person.
(10) You always say an adults name before a childs name, a woman's name before a
man's name, a girl's name before a boy's name, and an older person's name before the
name of a younger person of the same sex.
For example:
(15) Your mother's name will always come first when you are introducing her to a boy or a
girl, or to a younger woman. But it will not come first when you introduce her to a woman
teacher or to a friend's mother.
When you introduce a friend to another friend of the same age, you
(20) say:
'Mary, this is John White. John, this is Mary Green'.
28
After the introduction, try to mention something that both people are interested in perhaps swimming, or stamp-collecting. This will give the two people something to talk
about.
(25) If you are introducing John White to your younger brother, say John's name first
because he is older. But if you introduce John to your sister, her name will come first:
'Ann, this is John White. John, my sister Ann'.
When two boys are introduced, they shake hands. But when
(30) a boy is introduced to a girl, he should wait until she offers her hand. If she does not,
they both just smile and say 'Hello'. Among older people, 'How do you do' is a common
phrase also.
If you shake hands with someone, make your handshake firm, not too hard or too soft.
People don't like to have their hands
(35) crushed, but they don't like to feel that they are holding a wet fish either.
When you introduce John to your aunt, you should always say her last name, so that John
will know what to call her.
For example:
(40) Aunt Elizabeth, this is my friend John White.
John, my aunt, Mrs. Smith'.
If these rules seem difficult, make a game out of them with your friends. Pin a label an
each one 'MOTHER, TEACHER, GIRL COUSIN' or 'CLASSMATE'.
(45) Then each one can introduce all the others in turn.
29
You will make mistakes at first, but if you practise, it will become easy for you. Knowing
how to introduce people will help you to enjoy meeting people, and give you confidence in
any social situation.
4.
5.
Compare the rules in the passage with your own ideas. Are they
different? Discuss this in class.
6.
7.
30
ABOUT PEOPLE
3.1
Listen as your partner spells out the letters of his name. Write down your partner's name
below
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Listen as your partner spells out his address. Write down your partner's address below.
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Imagine that you are writing your first letter to a new 'pen friend'.
What can you mention in the letter? These pictures may give you some ideas.
31
32
3.2
33
Read Anwar's letter, and the 'Pen-Friends wanted' section of the magazine.
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34
Tom Brown is writing a letter to Anwar. He doesn't know what to say in it, so he talks
about it first with his sister, Sue.
Write out Tom's letter to Anwar, below. (The first part is done for you).
35
My name is
I am years old
My home address is
I live at
My postal address is .
I work at .
I am a(n) .
I was born in ..
I come from
I am interested in ..
My hobbies are ..
I go to .. school
My favourite subjects are ....
I want to be a(n) .
I would like to
36
For example:
'My name is Kate Fox
'I am 16 years old'
etc
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People often have to write about themselves when they fill in forms.
wanting to
37
38
When people ask questions, they sometimes use different words from the words which
are written in forms.
For example:-
SPEAKING.
WRITING.
Nationality
SURNAME
HOME ADDRESS
DATE OF BIRTH
PLACE OF BIRTH
OCCUPATION
POSTAL ADDRESS
NATIONALITY
Occupation
Date of Birth
Postal Address
Home Address
Nationality
Place of Birth
Surname
39
Anwar goes to England to see his pen-friend, Tom. He forgets to fill in his landing card, so
the Immigration Officer asks him questions and fills it in for him.
Name
Nationality
ARABIC
Date of Birth
Place of Birth
GULF CITY
Home Address
Occupation
STUDENT/SCHOOL
Number of Passport
G3 10961Z
Address in the UK
2 WEEKS
NONE
40
Sometimes we want to give information about people's abilities - the things they can or
can't do.
Look at these sentences:
very intelligent/hard-working
intelligent/hard-working
Mona is
fairly intelligent/hard-working
not very intelligent/hard-working
(We usually say 'not very good at' rather than 'bad at'.)
41
satisfactory
Her behaviour is
unsatisfactory
Write down at least four sentences to describe your own performance at school.
For example:
I am fairly hard-working
I am not very good at History
etc
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Khalid is hard-working and intelligent. His best subject is Mathematics. He is also very
good at Physics. He is fairly good at English and History, but not very good at Chemistry.
He is improving in Music and Art. His behaviour is satisfactory.
42
in Thomass class)
in Sarahs class)
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The Petrolex Chemical Company wants someone to help in their laboratories during the
school holidays. The job is to do some easy chemical tests, to write short reports in
English, and to report to Dr. Wilson, who is the head of the laboratory.
Dr. Wilson comes to interview two students from the International School - Sarah and
Thomas.
43
For example:
Date of birth
Sarah
Thomas
JORDANIAN
ARABIC
Nationality
Best subject
ENGLISH
Favourite subject
CHEMISTRY
Very good at
SPOKEN ENGLISH
Good at
BIOLOGY
Fairly good at
PHYSICS,ENGLISH
CHEMISTRY
PHYSICS, BIOLOGY
NONE
6 MONTHS
GOOD STUDENT
America
Teacher's opinion of student
BIOLOGY
READING SCIENCE &
WORKING WITH
ENGLISCH BOOKS
MACHINES &
WRITING TO ENGLISCH
MAKING MODELS
Hobbies
PENFRIEND
3.3
If you find any interesting or unusual forms, show them to the rest of your class, and
describe them.
Try to find magazines or newspapers (in any language) which have a pen-friends section.
Describe the section to the rest of your class.
44
Try to find out about jobs a student might do during the summer
holidays, or after leaving school.
To do these jobs, what do you need to be good at? You may get information about this
from job advertisements in newspapers or on notice boards. Or you may get information
just by asking people who have jobs (or have had holiday jobs).
Report to the rest of your class about what you find out.
When we describe people's abilities, etc, we often want to say something about their
character as well.
Here are some important characteristics and ways of saying them. What do they mean?
brave
cautious
confident
friendly
generous
He/She is
honest
obedient
patient
polite
sociable
45
a lot of confidence
He/She has
a lot of patience
a sense of humour etc
Are there any characteristics which you think are especially important? Are there any
characteristics which you would like to have - perhaps characteristics not on the list
above?
What sort of abilities and characteristics do you think the following people should have?
You can use words which are not in the List.
a teacher
a soldier
an airline pilot
a mother
a farmer
a shop assistant
a politician
a student
A teacher should be
have .
46
3.4
Reading
This passage comes from a book which tells people how to remember things better.
Before you begin, discuss these questions:
1.
Are you good at remembering names? Have you any special way of remembering
names? Are you good at remembering faces?
2.
Is this anything you can do to help you to remember something (E.g. a name, a
number, a piece of information)?
Do you have any 'tricks' that help you to remember things?
Remembering names and faces is one of the most important things in our daily lives, and
one of the most difficult. At a party, or at a conference, you need to remember the names
and faces of the people you meet. And if you are a businessman, forgetting a person's
name (5) can have serious consequences when you meet that person again.
3.
Why can forgetting a person's name have serious consequences, if you are a
businessman?
4.
Is there any way of finding out a person's name without showing that you have
forgotten it completely
Many people have little tricks which they use if they cannot remember a name. One trick
is to say 'I'm sorry, what is your name?' When the person answers with his first name you
say 'Oh, I knew that! It was your surname I couldn't remember', and of course if he
answers (10) with his surname. 'It was your first name I couldn't remember'.
47
However, there are problems with this trick. Even if it succeeds it shows that you have
partly forgotten the person's name. Anyway, many people will answer your question with
both their first name and surname.
(15) Another trick is to say something like 'I'm sorry, but how do you spell your name?'
This trick can be successful if the person has a name like Pattlesserie Zhythlewski. But if
the answer is 'J-O-H-N-S-M-I-T-H' it can make you look rather silly!
Tricks like these are not enough. But there are some helpful rules (20) which you can
always follow when you meet new people. These rules use one of the most important
things in memory - repetition.
7.
When you are introduced to somebody, first make sure that you listen. Many people stop
listening when they are introduced. So they have no idea of the name of the person to
whom they have been (25) introduced.
Secondly, ask the person to repeat the name, even if you have heard it. Most people
speak unclear when they are performing introductions. And even if the introduction is
clear, nobody will mind if you ask for a repetition.
(30) Thirdly, repeat the name after you have heard it for the second time. And do not just
say 'How do you do'. Add the name to the end of your greeting. For example, you would
say 'How do you do, Mr. Sanderson'.
48
Fourthly, if the situation is suitable, ask the person something about (35) the background
and history of his name.
Fifthly, make sure that during conversations, you repeat the name of the person as often
as possible. This repetition helps to fix the name in your memory. It is also useful because
it brings the other person more closely into the conversation. It is much more satisfying
(40) to hear you say 'Yes, as Mr. Jones has said than to hear you say 'Yes, as this
man here has said
Finally, when you are leaving, do not just say 'Goodnight' or 'Goodbye'. Say 'Goodnight,
Mr. Jones'.
8.
Why should you ask a person to repeat his name after an introduction?
9.
Which of the following belongs to the background of a name: (a) how you spell it,
(b) how you say it, (c) the country that the name comes from, (d) the meaning of
the name?
10.
Try to act out the rules in the passage with one or two other students. For
example, act out introductions, repetitions of a person's name, etc.
11.
With a partner, make up a situation in which a person does not follow the rules.
One of the characters can be a forgetful person who makes mistakes about his
partner's name all the time. Make the situation as funny as you can. Act out the
conversation.
49
4.1
50
51
4.2
52
Write a description of the man and the woman from these sentences.
This man/woman is of average height/tall, with fair/dark hair and blue/brown eyes and a
moustache.
In this picture he/she is wearing a light/dark blue/green skirt/suit and a red tie/pink blouse
and a yellow head scarf.
THE MAN IS TALL, WITH DARK HAIR, BROWN EYES AND A MOUSTACHE? IN THIS
PICTURE HE IS WEARING A LIGHT BLUE SUIT. THIS WOMAN IS OF AVERAGE
HEIGHT, WITH FAIR HAIR AND BLUE EYES.
53
HEIGHT
EYES
HAIR
CLOTHES
OTHER
FEATURES
average
blue
fair
Fill in this table with words describing the man in the picture.
HEIGHT
EYES
HAIR
OTHER
CLOTHES
FEATURES
TALL
BROWN
DARK
MOUSTACHE LIGHT
BLUE
BLUE TIE
AGE
BUILD
LOOKS
young
thin
good-looking
middle-aged
slim
pretty
well-built
handsome
old
aged between ..
and .
stout
fat
a child
a teenager
Check with your teacher that you understand how these words
are used. Try to give examples of true sentences with these
words in them.
54
SUIT
1.
2.
3.
He is aged between 20 and 25. He is thin. He has dark hair and brown eyes.
HE IS AGED BETWEEN 20 AND 25, AND THIN WITH DARK HAIR AND BROWN
EYES
4.
5.
The man the police are looking for is aged between 50 and 60. He is stout. He has
a bald head. He has glasses.
THE MAN THE POLICE ARE LOOKING FOR IS AGED BETWEEN 50 AND 60,
AND STOUT, WITH A BALD HEAD AND GLASSES
55
6.
7.
John has a brown shirt. It has black buttons. He has a red tie. It has brown squares
on it.
JOHN HAS A BROWN SHIRT WITH BLACK BUTTONS, AND A RED TIE WITH
BROWN SQUARES ON IT
56
Check that you know the most important words for clothes. Then try to
put a label an all of these items.
57
Check if you know any other words for clothes with your teacher.
Look at the descriptions of the man and woman. Decide which of these
points come in each description:
AGE
LOOKS
OTHER FEATURES
HEIGHT
HAIR
CLOTHES
BUILD
EYES
58
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There has been a robbery in a house in Park Street. Mrs. Barker, Mr. Jones, and Mrs.
Roberts all saw a man in Park Street about the time of the crime. But they did not see him
very well, because it was dark.
Detective Truscott interviews Mrs. Barker, Mr. Jones and Mrs Roberts to try to get a good
description of the man.
60
For example:
1
Age
About 20
Height
Average
Build
Ordinary
3
20-25
Average
Looks
Average
Pale, Ugly
Hair
Fair
Short, Fair
Little
Black Moustache
Eyes
Other features
Clothes
Hat
Grey
Trousers
Suit
Green Scarf
Which parts of the description of the man do you think are most likely to be correct?
Write a police description of the man that the police want to find.
61
Check that you know these parts of the head, and the words the describe them
62
63
When the police want to get a description of a person, they ask someone who has seen
the person to look at cards. The cards show different parts of a face. By asking questions
about the cards, the police can made a picture of the face of the person they want to find.
64
4.3
Find out about clothes that people wear in your country - both
'National' and 'European' clothes. Perhaps people wear different types
of clothes in different parts of your country. Report back to your class.
Try to give information which answers these questions:
WHAT
do people wear? (Mention the names of the articles of clothing, their colours,
sizes and shapes, and the materials that the articles are made of).
WHY
do they wear these things? (Perhaps the reasons are connected with climate, or
with tradition, or the kind of work these people do. Or perhaps they wear different kinds of
clothes an special or formal occasions).
pieces of paper
65
Turn over Strip 2 and draw differently shaped eyes on the next page.
Join up the top of a new nose with the bottom of the nose on page one.
Join up the ears and the outline of the face.
Turn over Strip 3 of page one and draw a differently shaped nose on the next page. Try
drawing a moustache as well. Join up the ears and draw the outline of the face.
66
To finish the second face, turn over Strips 1 and 4 and draw a new hair-style, mouth and
chin.
Keep turning over the strips in this order until you have drawn a face an every page.
YOUR PARTNER:
YOU: Show the strips in the photofit book, and ask questions.
YOUR PARTNER:
YOU: try to build up a complete picture of the person and guess who the person is.
4.4
Reading
This passage comes from a book about crime detection. It tries to
give information in an amusing way. Before you read the passage,
try to answer these questions:
67
b)
c)
d)
e)
f)
g)
3. People often have habits, things they cannot stop themselves from
doing, or do without thinking. Can you think of any examples?
Criminals often try to change the way they look. But their faces, hands, feet and clothes
sometimes given them away. A good detective looks carefully for things that will tell him
about a person. What can you learn about the man below?
68
His hair is dyed - the roots of his hair are black. He has shaved off his beard - the skin
underneath is paler than the rest of his face. His crumpled clothes may mean that he is
sleeping out of doors. Perhaps he is on the run from prison. He wears his watch on his
right hand - so he may be left handed. His broken nose and battered ears may mean that
he is a boxer. His suit and shoes are too small - perhaps he has stolen them. The tattoo
on his left hand may show that he is a sailor.
This man usually wears glasses - look at the mark on his nose. His teeth are very white
and even - they are probably false.
This woman is married and writes with her left hand. She takes care of her appearance,
and she may be rich.
69
This man works a lot with his hands. He smokes a lot and bites his nails. He is probably a
nervous person.
This man must ride a bicycle. The pencils in his pocket may mean that he does a lot of
paperwork.
Give-aways
Even if he is in disguise, a criminal may give himself away by a habit, such as pulling his
ears and scratching his knees. Here are some of the different habits that people have.
This may help a detective to recognise a criminal.
Whistling
Drumming fingers
70
Chewing gum
4.
5.
6.
71
AS 011
English 1 - Part 1
Theoretical Test
72
ENGLISH 1 - PART 1
Instructions
Read the sentences and then choose the most suitable alternative.
b - each other;
c - other
b - themselves;
c - himself
b - heads;
c - hats
b - why;
c - how
c - Fine, thanks
6. You come to a party at 8 o'clock in the evening. You say (a, b or c).
a - Good night;
b - Good evening;
c - Good afternoon
b - after midday;
c - only at midday.
73
b - writing to somebody;
c - talking to somebody
74
Instructions
Word List
attack
difference
personality
bow
gestures
polite
chin
feelings
tears
imagine
5. Nodding and shaking your head are that have a special meaning.
7. When you bend your head or body forward as a sign of respect or in a greeting, you
.
10. You can . how cold it was at night because water was freezing.
75
2. INTRODUCTIONS
Test 1
Instructions
b - out of;
c - from
b - by;
c - for
b - inside;
c - into
b - female;
c - woman
b - parents;
c - partners
b - out;
c - at
b - female;
c - man
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b - introduction;
c - introduce
b - an adult;
c - elder
b - soft;
c - firm
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2. INTRODUCTIONS
Test 2
Instructions
Here is a conversation between John, Mike and Peter. John and Mike are friends and
students at the school which Peter is visiting. The conversation is in the wrong order.
Read the blocks of conversation carefully and then put them in the correct order. Write the
complete conversation out on your Answer Sheet on the next page. The order of the
speakers is given to you.
1. Nice to meet you, Peter. So, what do you think of our school
4. Fine, thanks. Ali, let me introduce you. Peter this is my friend John. John this is Peter.
He is visiting our school.
5. I hope so.
7. Well, I hope that you enjoy your stay. But now, if you'll excuse me I have to go to my
lesson. Maybe see you again before you leave, Peter.
8. Hello.
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2. INTRODUCTIONS
Test 2
Greeting a friend
Mike
):
..
..
John
):
..
..
):
..
..
Peter (
):
..
..
Continue
John
):
..
..
Peter (
):
..
..
John
):
..
..
Peter (
):
..
..
Leaving
John
):
..
..
Peter (
):
..
..
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3. ABOUT PEOPLE
Test 1
Instructions
This test has two parts. In part 1 your teacher will spell out the names of three capital
cities and you write them down in the spaces below. In part 2 you choose the alternative
that best fits the sentence.
Part 1
1. .....................................
2. .....................................
3. .....................................
Part 2
b - 'family name';
c - 'Christian name'
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7. John Smith is the director who is going to interview you for a job. You will call him (a, b
or c).
a - 'Mr. Director';
b - 'Mr. John';
c - 'Mr. Smith'
a - patience;
b - patients;
c - patents
a - sure;
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c - fairly sure
3. ABOUT PEOPLE
Test 2
Instructions
Write one sentence which explains the meaning of each of the following words.
Example
Spell
You spell when you say or write the letters of a word in their correct order.
1. Daily
...................................................................................................
2. Finally
...................................................................................................
3. Suitable
...................................................................................................
4. Add
...................................................................................................
5. Listen
...................................................................................................
6. Repeat
...................................................................................................
7. Fix
...................................................................................................
8. Memory
...................................................................................................
9. Forget
...................................................................................................
10. Lazy
...................................................................................................
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Instructions
Read the sentences carefully and then choose the alternative that fits the description best.
b - a blank;
c - an empty
b - curved;
c - curly
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a - beautiful;
b - handsome;
c - pretty
7. When a persons eyes are not very close together they can be said to be (a, b or c).
a - far together;
b - far apart;
c - far between
b - thin;
c - fat
a - slim;
9. She is wearing a big red hat (a, b or c) a white band around it.
a - and;
b - with;
c - also
10. A uniform is clothing that people who belong to the same (a, b or c) wear.
a - organisation;
b - nationality;
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c - sex
Instructions
You are invited to a fancy dress party tomorrow night. You must take on a new
personality. Describe your disguise in ten sentences. There is a word to help you at the
beginning of each sentence.
Example
Occupation? I am a pilot.
1. Age?
2. Height?
3. Build?
4. Looks?
5. Flair?
6. Eyes?
7. Clothes?
..
8. Shoes?
9. Habits?
..
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AS 011
English 1 - Part 1
86
1b, 2c, 3a, 4c, 5b, 6b, 7a, 8c, 9c, 10a.
Test 2
Sentence
1 - tears
6 - chin
2 - polite
7 - bow
3 - personality
8 - attack
4 - feelings
9 - difference
5 - gestures
10 - imagine
Give 1 point for each correct sentence. Half a point can be deducted for mis-spelling the
word.
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2. INTRODUCTIONS
Test 1
1c, 2c, 3a, 4c, 5b, 6a, 7a, 8c, 9b, 10c.
Test 2
Mike (3):
John (2):
Mike (4):
Peter (8):
Hello.
John (1):
Peter (10):
John (6):
Peter (9):
John (7):
Well, I hope that you enjoy your stay. But now, if you'll excuse me, I
have to go to my lesson.
Maybe Ill see you again before you leave, Peter.
Peter (5):
I hope so.
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3. ABOUT PEOPLE
Test 1
Test 2
1. Daily - something happening every day.
2. Finally
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la, 2c, 3c, 4c, 5a, 6b, 7b, 8c, 9b, 10a.
Test 2
There are no set answers to this test. Make sure that the students understand that they
are to describe themselves in an imaginary role and therefore they should let their
imaginations run wild.
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KEY TO EVALUATION
PER CENT
MARK
88 100
75 87
62 74
50 61
0 49
91