YOU WERE LOOKING FOR: Upper Intermediate English Test With Answers
She once nearly died in a landslide which killed her dog. I admire her because she kept on trying to make new discoveries at a time when usually only men, and men with money, were allowed to be scientists. B Boy 1 : My hero is Kailash Satyarthi, who...
When he was 11, he began to collect money to help buy textbooks for other children, and when he was 26 he gave up his job as an electrical engineer to fight child slavery in India, by doing things like raiding factories where children were forced to...
She wrote her classic book Silent Spring in to explain this to the general public, to explain how humans and nature are interdependent. The agricultural and chemical industries reacted very badly to the book and said she was unprofessional. But further research by other scientists proved that she was right about the dangers of chemicals used to kill insects. Nowadays there is a growing movement for organic food production, but unfortunately things in general are still getting worse, rather than better.
John Lennon was the most innovative writer in the Beatles and he continued to create exciting music when he left and went solo. But although I love his music, what I admire about him is his dedication to universal peace. It was awful that he was killed in when he was only I wonder what he would be doing if he was alive now.
He's lost her number, probably C. Probably, he's lost her number 5. I'll only tell you, if you can keep a secret B. If you can keep a secret, I would tell you C. What do you think we'll be doing in five years' time? What do you think you're doing in five years' time? What do you think we do in five years' time? I didn't do that if I were you B. I wouldn't do that if I were you C. I wouldn't do that if I was you 8. I usually to live in Paris, but now I live in Madrid B. I used to live in Paris, but now I live in Madrid C. I am used to live in Paris, but now I live in Madrid 9. This time tomorrow, I am in Tokyo B. This time tomorrow, I am being in Tokyo C. This time tomorrow, I will be in Tokyo You didn't use to smoke, did you? You usen't to smoke, did you? You aren't used to smoke, did you? He looked tired, because he had travelled all day B. He looked tired, because he had been travelling all day C.
He looked tired, because he had travelling all day Sarah is working on something done! Sarah is having some work done! Sarah is doing work done! You must have drink something! You must have drinking! You must have been drinking! She's so nice a woman! She' s such a nice woman! She's a so nice woman! I was told the party was next Friday B. I told the party was next Friday C.
Introduction Introduction Welcome to the New English File Upper-intermediate Test and Assessment CD-ROM — the complete teacher resource for testing and continuous assessment, with materials that you can customize for your students and your teaching situation. In your CD player it has new listening test material to use in class. You can print out the PDFs and use them as they are. If you don't have Adobe Reader, get it from the Adobe website. If you want to adapt the tests, you can edit the Word documents and save them on your computer. If your students don't copy each other then you can just use the A tests. If your students do copy each other then put them in pairs, one with an A test and one with a B test — it's almost impossible for them to copy each other's answers.
The A and B tests cover exactly the same material, but the questions have been changed and reorganized. All the tests can be photocopied freely for classroom use. They may not be sold without the permission of Oxford University Press. Guidelines for adapting the tests You might want to add something extra you taught in class, remove something you decided to omit or didn't have time to teach, or even personalize the exercises. You can easily do this by: adding, removing, or editing sections. You might also want to: put two tests together — for instance if you want a quick progress test for Files 1 and 2, you could combine Quicktests 1 and 2.
Remember to save your customized tests on your computer if you want to use them again. You can give your students this test to get an idea of their level. If your students have problems with it, spend plenty of time on File 1 of New English File Upper-intermediate, which covers present, past, and future forms, and look out for the Extra support ideas in the Teacher's Book. If your students are strong, look out for the Extra challenge ideas in the Teacher's Book.
There is a marking overlay for you to use when you are correcting this test. If you have not adapted the test, you can simply put this marking overlay on top of the Student Answer sheets to see if their answers are correct. They're completely multiple-choice, so they're quick to administer and quick to mark, with 20 Grammar questions, 20 Vocabulary questions, and 10 Pronunciation questions. There is a marking overlay for you to use when you are correcting the tests. If you have not adapted the test, you can put this marking overlay on top of the Student Answer sheets to see if their answers are correct. The scripts for this material can be found by clicking on 'Listening Scripts' in the main menu.
The audio is on this disk, and will play in a normal CD player. Student Answer sheets We've provided Student Answer sheets for every test. You can print out and photocopy these for each student. This has two advantages. One is that you save paper — you can re-use the photocopied tests because students don't write on them. The other advantage is that all your students will have written their answers in the required space and as a result marking the tests will be easier. Remember that if you customize a test in Word, the Student Answer sheet may no longer correspond to the test. Marking overlays The Entry Test and Quicktests have marking overlays for you to use when you are correcting the tests. If you have not adapted the test, copy the marking overlay onto an acetate and you can then simply put the marking overlay on top of the Student Answer sheets to see if their answers are correct.
Common European Framework Assessment Criteria This material is designed to help you assess your students' level according to the Common European Framework of Reference. It can be used for continuous assessment throughout the course. Assessment criteria are provided for the main Speaking activity in every A, B, and C lesson, and for the main tasks on the Writing pages. When your students are doing a Speaking activity you can use the Assessment Criteria sheet for that activity to assess them according to how well they meet CEF competences. Similar sheets are provided for Writing tasks. It gives an overview of descriptors which shows where they are covered in New English File, and a detailed breakdown of the Student's Book which shows the descriptors covered in each lesson.
Common European Framework of Reference Language Portfolio The aim of the Language Portfolio is to present language qualifications and learning experiences in a clear way. This document contains three sections: the Passport, the Biography, and the Dossier. It gives an overview of descriptors as well as a detailed breakdown of where they are covered in each lesson of the Student's Book. If you are using Language Portfolios with your students, you can print out the 'Can do' statements at the end of each File of New English File Upper-intermediate and go through them with your class — this will help them to get a sense of their increasing competence, and will provide a learning record. It will also give you a good sense of how confident and comfortable they are with particular learning areas. Here they can keep a record of work done in the Workbook, the MultiROM, and the student's website, as well as English reading, writing, listening, and speaking that they've done outside class — all of which can be recorded in their Language Dossier.
At the intermediate and upper-intermediate levels, you have made great progress with your English, and you may be considering working in an English-speaking setting. But as with any learning process, practice is very important for upper intermediate students who want to be more advanced. Your goal as an intermediate learner is to surround yourself with English, especially focusing on topics you are interested in or areas that you are planning to work in. Here are some strategies for continuing your English practice even as you reach the upper intermediate level: Change the settings to English on your email and social media accounts as well as other devices such as your phone.
This will force you to use English constantly, without having to make a choice. Read as much as possible in English especially about subjects you're interested in. A good place to start is by reading a series for young adults, or the day-to-day news in a newspaper. These should be accessible to upper-intermediate students, although you'll have to look some words up. If you are studying or working in international finance, start reading the Financial Times or Wall Street Journal in English.
Listen to audiobooks and podcasts that are of interest to you or within your field of expertise. Pause to note any words or phrases that you do not understand, and especially tune in to the tone of voice and emphasis on certain words. Some books and podcasts are more accessible to intermediate level students than others.
News podcasts and young-adult fiction will be easier to understand than comedy, for example. Have fun with it - go to karaoke! Learn the lyrics to your favorite English-speaking songs and sing out loud to a crowd. It's easy to find lyrics to any song online. Find a colleague and prepare together for mock-job interviews or presentations in English. This will give you the opportunity to sell yourself in English—present your experience, education, strengths, weaknesses, goals, and career path.
With an upper intermediate level, you could potentially work in an English-speaking environment, so this practice is very concrete. The test is adaptive, so whether you're just barely at an intermediate level or you think you're at the upper edge of an upper-intermediate level, the test is for you. It includes tasks that measure your listening and reading skills, as well as your range of English grammar and vocabulary skills. Test your level now! Intermediate English tests The best way to assess your level in English is to take a reliable standardized test.
Home » Grammar » Intermediate to upper intermediate 'wish' and 'if only' Do you know how to use wish and if only to talk about things you would like to change? Look at these examples to see how wish and if only are used. That guy is so annoying! I wish he'd stop talking. I wish I lived closer to my family. If only I hadn't lost her phone number. She must think I'm so rude for not calling her. I wish they wouldn't park their car in front of my house. Try this exercise to test your grammar. Grammar test 1 Read the explanation to learn more. Grammar explanation We use wish and if only to talk about things that we would like to be different in either the present or the past. If only is usually a bit stronger than wish. I wish you didn't live so far away. If only we knew what to do. He wishes he could afford a holiday. They wish they hadn't eaten so much chocolate. They're feeling very sick now. If only I'd studied harder when I was at school.
We often feel that they are unlikely or unwilling to change. I wish you wouldn't borrow my clothes without asking. I wish it would rain. The garden really needs some water. She wishes he'd work less. They never spend any time together. Do this exercise to test your grammar again. Grammar test 2.
Advanced, Level 3 A1 — Elementary You can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. You can introduce yourself and others and you can ask and answer questions about personal details, such as where you live, people you know and things you have. You can interact in a simple way provided the other person talks slowly and clearly and is prepared to help. A2 — Pre-intermediate You can understand sentences and frequently used expressions related to areas of most immediate relevance e. You can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters.
You can describe in simple terms aspects of your background, immediate environment and matters in areas of immediate basic need. B1 — Intermediate You can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. You can deal with most situations likely to arise whilst travelling in an area where the language is spoken. You can produce simple connected text on topics that are familiar or of personal interest. You can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans. B2 — Upper Intermediate You can understand the main ideas of complex texts on both concrete and abstract topics, including technical discussions in your field of specialisation.
You can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. You can produce clear, detailed texts on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. C1 — Advanced You can understand a wide range of demanding, longer texts, and recognise implicit meaning. You can express yourself fluently and spontaneously without much obvious searching for expressions. You can use language flexibly and effectively for social, academic and professional purposes. You can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices.
C2 — Proficiency You can understand with ease virtually everything heard or read. You can summarise information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. You can express yourself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations. Contact us.
Home » Grammar » Intermediate to upper intermediate Phrasal verbs Do you know how to use verbs in phrases like pick the kids up, turn the music down and look after my cat? Look at these examples to see how phrasal verbs are used. This is the form. Please can you fill it in? Why are you bringing that argument up now? Police are looking into connections between the two crimes. We need to come up with a solution. Try this exercise to test your grammar. Grammar test 1 Read the explanation to learn more. Grammar explanation Phrasal verbs are very common in English, especially in more informal contexts. They are made up of a verb and a particle or, sometimes, two particles. The particle often changes the meaning of the verb. I called Jen to see how she was. Separable With separable phrasal verbs, the verb and particle can be apart or together. They've called the meeting off. OR They've called off the meeting. However, separable phrasal verbs must be separated when you use a pronoun.
The meeting? They've called it off. Here are some common separable phrasal verbs: I didn't want to bring the situation up at the meeting. Who looks after the baby when you're at work? Even when there is a pronoun, the verb and particle remain together. Who looks after her when you're at work? Here are some common non-separable phrasal verbs: I came across your email when I was clearing my inbox.
It took months to get over it and feel normal again. With two particles Phrasal verbs with two particles are also inseparable. Even if you use a pronoun, you put it after the particles. Who came up with that idea? I don't know how you put up with it. I'm really looking forward to it. Grammar test 2.
Congratulations on completing the English level test! At this level, you should understand the main ideas in complex texts, interact spontaneously and without difficulty with English speakers, and be able to produce detailed texts on various topics. Lord Kelvin, an important physicist and mathematician from the 19th century, said that anything that can be measured can be improved.
What is a B2 level English test? Part of this process involves evaluating your knowledge frequently. A free B2 test is a simulation of an official certification exam. ABA English has developed a free B2 English test online for you, which consists of a few questions that you can answer from your computer, tablet, or smartphone in just a few minutes. We want you to see the B2 online English test as part of your learning process, not as a goal that can be represented by an official test.
But to make you feel more confident, please make sure you master the following topics. Grammar You must know all the verb tenses and how to conjugate them correctly. Use modal verbs to recommend, prohibit, etc. Use the conditionals correctly. You also need to be familiar with reported speech and the passive voice. You should also know collocations, which are words that have a specific meaning when used together. The 4 Skills Reading: Make sure you can understand the meaning and main ideas of newspaper articles, opinion columns, and literary texts.
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