B2 HOMEWORK - DECEMBER WEEK 1

B2 READING AND WRITING TEST 2

HOMEWORK B2 NOVEMBER WEEK 2

B2 READING AND WRITING TEST 2

B2 HOMEWORK - OCTOBER WEEK 4

B2 READING AND WRITING TEST 5

C1 HOMEWORK - OCTOBER WEEK 3

C1 READING AND WRITING TEST 4

Send me your answers through whatsapp and I´ll send you the real ones.

B2 HOMEWORK - OCTOBER WEEK 3

B2 READING AND WRITING TEST 6

WHEN YOU DO THE WHOLE EXAM, SEND ME YOUR ANSWERS AND I´LL SEND YOU THE REAL ONES.

VIA WHATSAPP PLEASE.

C1 HOMEWORK - OCTOBER WEEK 1

C1 CAMBRIDGE TEST

ANSWERS

Here you´ve got a cambridge C1 exam so that you can see the difference and have good vocabulary practice.
DO ONLY PARTS 5, 6, 7 AND 8.
The other parts do not appear in trinity exams.

GOOD LUCK!

B2 OCTOBER WEEK 1

B1 TEST

B2 TEST

TRINITY ISE 3 - ADVERTISING VOCABULARY

ADVERTISING VOCABULARY

C1 HOMEWORK - SEPTEMBER WEEK 4

 C1 READING AND WRITING TEST 5

C1 HOMEWORK - SEPTEMBER WEEK 3

C1 TEST

B2 HOMEWORK - SEPTEMBER WEEK 3

B1 TEST

B2 TEST

VOCABULARY LISTS

HERE YOU´VE GOT SOME VOCABULARY LISTS.
YOU CAN PRINT THEM ALL AND CREATE YOUR OWN  LISTS BY ADDING THE WORDS LEARNT IN CLASS AS WELL.

B2 LIST 1

B2 LIST 2

B2 LIST 3

C1 VOCABULARY

SUPER IMPORTANT!!!! EXAM FUNCTIONS AND CONVERSATION TOPICS

 B2 EXAM FUNCTIONS

C1 EXAM FUNCTIONS

THIS IS YOUR GUIDE FOR THE EXAM, YOU HAVE TO TRY AND USE ALL THESE STRUCTURES WHEN SPEAKING AND WRITING

BASIC GRAMMAR

BASIC GRAMMAR 1

BASIC GRAMMAR 2

CONNECTORS!!

CONNECTOR NOTES

C1 HOMEWORK - SEPTEMBER WEEK 2

C1 TEST

B2 HOMEWORK - SEPTEMBER WEEK 2

B1 TEST (FOR STARTERS IN TRINITY)

B2 TEST

C1 OCTOBER WEEK 3 - ANSWERS

TEST 4 ANSWERS

Task 1

Questions 1-5

1. B.

2. F.

3. C.

4. A.

5. D.7

Questions 6-10 (in any order)

A. (par.1) “The initial one hundred candidates selected

range from an archaeologist to a singer and a 19-year-old

student. Despite the fact that the candidates come from

many different walks of life…”

C. (par.2) “Amongst the myriad of hazards associated

with deep-space travel is prolonged exposure to unrelenting

cosmic radiation. Such exposure is detrimental to

DNA and can radically change its structure, thereby increasing

the risk of diseases, such as cancer, developing.”

This implies that it is not just prolonged exposure to cosmic

radiation that can be detrimental but even shortterm

exposure.

D. (par.3) According to par.3, in previous studies suggested

that such effects were evident later in life, but

now, it is believed that these detrimental effects can

occur earlier “in just a few months”. So that implies that

these effects may not be immediately apparent.

F. (par.5) “Nevertheless, scientists are pressing ahead

with advanced shielding technologies that could better

protect astronauts on long-term missions into deep space

… investigating pharmacological interventions that could

protect brain tissue from cosmic radiation.”

H. (par.4) “The damage seen in the mice affected was

akin to the defects seen in human brains suffering from

neurodegenerative conditions which occur over the

course of ageing.”

Questions 11-15

11. (considerable) reservations. (par.1) “The majority

of us, though, would probably have considerable reservations

in voluntarily committing ourselves to such a

project, as space is a dangerous place for fragile humans.”

12. myriad of hazards. (par.2) “Amongst the myriad of

hazards associated with deep-space travel is prolonged

exposure to unrelenting cosmic radiation.”

13. complex maintenance tasks. (par.2) “…how can

astronauts operate highly sophisticated equipment and

perform complex maintenance tasks if they suffer cognitive

impairment to any degree?”

14. within milliseconds. (par.4) “As a result of exposure

to the ‘mind numbing’ effects of radiation, free radical

reactions in cells, known to instigate cancer, occurred

within milliseconds.”

15. as disturbing as. (par.5) “Nathan Schwadron, Associate

Professor of Space Plasma Physics at the University

of New Hampshire, believes that while such findings

are cause for concern, they might not be quite as disturbing

as they might first appear.”

Task 2

Questions 16-20

16. B. This text includes an exchange of opinions about

the usefulness of school subjects in life: “But I can honestly

say I’ve never had to use any of it (algebra and

geometry) in my life.” … “Maybe if you’d understood it,

you’d find it’s useful after all.” … “there are plenty of

things we learn at school that we don’t realise are relevant

until later in life.”

17. D. The bar chart analyses people’s regrets because it

shows the eight most common skills that the adults who

were questioned in the poll wished they had learnt at

school, and it also shows the percentage of the adults

who wished they had been taught each skill.

18. A. “The mid- to late-1960s are known as a time

when people were questioning the status quo and setting

out alternative visions of how things should be done …

the origins of Summerhill go back as far as 1921…” (para. 1)

19. C. “…in the third year all pupils spend a day doing

work experience at a local company. Two years later, this

becomes a whole week spent with a different company…”

(para. 2)

20. C. “Before they even join the school, prospective

pupils attend an informal interview at their primary school

to discuss their hopes and preferences for the future. The

emphasis on employment continues during the first two

years at Stevendon, then in the third year all pupils spend

a day doing work experience at a local company. Two

years later, this becomes a whole week spent with a

different company, usually arranged by the students

themselves.” (para. 2)

Questions 21-25 (in any order)

B. (Text A, par.2) “The media labelled Summerhill as a

‘freedom school’ or, less complimentary, ‘the do-as-youplease

school.’ Neill himself was often portrayed as a

hopeless idealist who encouraged anarchy in the classroom

and the world outside…”

D. (Text B) “Tony: I remember when I was at school I

had to learn stuff like algebra and geometry. After a while

I just switched off and I never managed to grasp the

idea.”

E. (Text B) Tina says, “More generally, though, as a lot of

people say, there are plenty of things we learn at school

that we don’t realise are relevant until later in life.”

F. (Text C, par.3) “Head Teacher Muriel Greenwood believes

it’s money well spent.” She says: “Schools often

think they’re fulfilling their commitments by offering final

year pupils a lesson every week, taught by existing staff

8

… Teachers aren’t trained to be careers advisors, so we

bring in professional help.”

H. (Text D) From the bar chart, in Text D, which points

out the eight most common life skills that people wish

they had taught at school, we can see that four are about

finance: “Managing household budgets”, “How loans and

interest work”, “The process of buying a house”, “Opening

a bank account”.

Questions 26-30

26. alternative visions. (Text A, par.1) “The mid-to

late- 1960s are known as a time when people were questioning

the status quo and setting out alternative visions

of how things should be done…”

27. relevant. (Text B, Tina) “More generally, though,

as a lot of people say, there are plenty of things we learn

at school that we don’t realise are relevant until later in

life.”

28. work experience. (Text C, par.2) “The emphasis

on employment continues during the first two years at

Stevendon, then in the third year all pupils spend a day

doing work experience at a local company.”

29. employment options. (Text C, par.3) “It’s part of

a co-ordinated programme that aims to make students

aware of the employment options available, and how to

make the most of them.”

30. life skills. (Text D) “Here are eight of the most

common life skills people wish they’d been taught…”