EnglishReSUlt Pre-interm ediate Teacher's Book Annie McDonald & Mark Hancock with Rachel Godfrey & Catherine McBeth O X P O R D U N IV ERSITY PRESS Contents Introduction » p.iii Student’s Book contents » p.2 Teacher’s notes Unit 1 » p.6 Unit 2 » p.16 Unit 3 » p.26 Unit 4 » p.36 Unit 5 » p.46 Unit 6 » p.56 Unit 7 » p.66 Unit 8 » p.76 Unit 9 » p.86 Unit 10 » p.96 Unit 11 » p.106 Unit 12 » p.116 SB Pairwork » p.126 SB Grammar Bank » p.136 SB Irregular verbs » p.148 SB Pronunciation » p.149 SB Audio scripts » p.150 Grammar Bank key » p.160 Unit tests » p.162 Tests key » p.186 Introduction Welcome to English Result! We've focussed on making each lesson motivating, attractive, and memorable. We've planned the course to be complete and success-oriented. We treat language as a practical, action-oriented tool for communication. We've made the course transparent and easy to follow, with a clear lesson and unit structure. We hope you enjoy it! Motivating Attractive and memorable English Result is designed to motivate. We believe that quality of English Result is designed for maximum visual impact. The learning depends on quality of attention, and students will only entire left-hand page of the main lessons consists of a striking pay attention if they are motivated. Student motivation may be combination of picture and text. These 'impact pages' are designed extrinsic (they study the subject for external rewards) or intrinsic to attract the students' attention. They are the kinds of pages (they like the subject for its own sake), or a mix of these. that would probably spark the curiosity of any person thumbing through the book, even someone not studying English. These pages Adult and young adult students often have very good extrinsic are addressed to the reader-as-person, rather than the reader-as- reasons for learning English - for work, exams, study, or travel, for student-of-English, and their impact is not diluted by instructions, example. However, this alone does not guarantee that they will explanations, or exercises. The impact page forms the 'centre of be successful, especially considering that many will have tried gravity' of the lesson, helping to give each lesson a distinct and to learn English before with disappointing results. We've often memorable character. heard frustrated students say things like, 'I've studied English for six years and I still can't speak it!'. These students need a fresh We believe that variety from lesson to lesson is crucial to new approach, including course material which is intrinsically maintaining the students' interest, so the impact pages include a appealing. wide mix of genres such as the following: We've written English Result with this in mind, by creating - magazine articles material which will act like a magnet to attract students' - comedy sketches attention. In our experience, texts and tasks are likely to work - mystery stories as 'attention magnets' if they have one or more of the following - games properties: - puzzles - personality tests - curiosity - general knowledge quizzes - entertainment - poems - challenge - art - enjoyment - space for personalization There is always a strong visual component on the impact pages. - space for choice and control We feel that images are very valuable in language learning for a number of reasons: For this reason, we have consciously tried to make sure that at least one of these properties is central to each lesson. - In language teaching, a picture is like a text where the students provide the words. As a result, a picture can provide content for Once the students' attention has been attracted, their motivation a lesson but at the same time leave the students with an active needs to be sustained during the lesson and through the course. role in constructing the language. They need to feel that they are making progress and achieving something worthwhile. This achievement is motivating in itself. - A picture can provide a very clear context for new language. We aim to cultivate achievement motivation in a number of ways: Often, this context would be impossible to describe in words at the student's level of English. - By providing engaging lessons which begin by stating a practical communicative objective (How to ...) and provide all - Pictures are level-flexible. The more language you know, the the necessary input for the students to achieve that objective. more you can say about the picture. - By providing tasks which are clear, focussed, challenging, do­ - Pictures are attention magnets. able, personalizable, and which offer choices. - By providing assessment tools for both learner and teacher which are transparent and allow the students to check their own progress against the independent, internationally recognised student attainment levels in the CEFR (the Common European Framework of Reference). For more information, go to www.oup.com/elt/teacher/result. Introduction iii Success-oriented Action-oriented and practical English Result is designed for success. English Result encourages students to see language in terms of - Optimum level of challenge: The course is based on realistic what they can do with it, rather than as a body of knowledge. expectations of what the students should be able to achieve Often, students view language as just a list of words and grammar in a lesson. For example, we do not expect students to be able structures and they end up in the frustrating position where they to discuss issues in fluent English when they have only been know a lot about the language but they still can't speak it. In prepared to produce a few basic exchanges. The course is our experience, most students would like to imagine themselves challenging enough to keep a student of this level alert, but coming out of a course being able to say, 'I can use English', rather not so difficult that they get lost and lose their sense of control. than, 'I know the past tense of irregular verbs in English.' To help In this way, students are positioned right at the edge of their move towards this, we have tried to show how the new language competence and pushing it forward. is used to create meaning and to communicate: - Positive approach: The course takes a positive approach to - The How to titles of all the lessons indicate a practical purpose learning and progress by helping both the student and teacher for the language in the lesson, showing the students that they to focus on what students CAN do rather than what they can't. are not simply learning new vocabulary and structures 'because Language learning is a complex process and we do not expect they are there'. that, at the end of a lesson, a student will be able to produce - New grammar and vocabulary are presented within the flow of a flawless performance in a communicative task. Instead, a lesson, as part of an overall practical objective, and not just for we take a positive approach to learning by helping teachers their own sake. and students focus on elements of communication which are - The Can do bar at the end of each lesson reminds students that successful, rather than viewing an utterance as something to they are learning practical abilities, not passive knowledge. be corrected. In this way, students can see how far they've come and not only how far they've got to go. Complete - Support: In English Result Pre-intermediate, students are given plenty of support in all skills. For example, for spoken English: The English Result Pre-intermediate syllabus is closely informed by Council of Europe publications and includes a comprehensive - New words and phrases are modelled on the audio coverage of the various competences outlined in them. A strong component to help with pronunciation. Ai-level student who has worked successfully through English - Often, functional dialogues are printed on the page so Result Pre-intermediate should be able to place themselves at that students can see a printed model for their own oral or above A2 for listening, reading, spoken interaction, spoken communication. production, and writing. For more information, go to - Students are given the opportunity to prepare and plan www.oup.com/elt/teacher/result. before freer communicative tasks. - Communicative tasks: The English Result Pre-intermediate - All of this kind of scaffolding means that students are not lesson themes are functional in nature, and are based on simply 'thrown in at the deep end', and success is more than activities described as being appropriate for an A2-level learner. just a matter of luck. In this way, the student can easily see the use of the language they are learning, and it is pitched to their level to provide an - Realistic learning load: The language presented in English optimum degree of challenge. Result Pre-intermediate is tightly graded and controlled so as not to overwhelm the learner. The grammar and vocabulary - Skills: In addition to the traditional four skills of listening, input is informed by publications related to the Common reading, speaking, and writing, English Result follows the CEFR European Framework of Reference, based on what is most useful by regarding the speaking skill as comprising both spoken and frequent. In this way, students are not adrift in an endless interaction (conversation) as a skill in its own right, and spoken sea of new language - they are in a pool, and they have a good production (for example, giving a short self-introduction) as a chance of reaching the other side. separate skill. This helps to ensure that the students experience a balanced range of speaker roles so that they really can come - Recycling: New language is continually recycled from lesson away from the course being able to 'speak English'. to lesson and across the course. In addition to this implicit recycling, there is explicit recycling in the E lessons and Review - Strategies: English Result pays explicit attention to the lessons at the end of every unit. The E lessons are designed to various strategies students can use to overcome difficulties put some of the new language from the unit into action in the in communicative situations, such as asking for clarification context of a carefully staged and supported writing task. The or listening and identifying clues to meaning. In this way, Review lessons give students a chance to revisit all the new students will be empowered and not left helpless whenever grammar and vocabulary in the unit. they hit a communication problem. - Feedback on progress: English Result comes with a - Language competence: English Result has clearly identifiable comprehensive set of assessment material so that students can grammar, vocabulary, and pronunciation strands, which are test their new skills on a regular basis and get reliable feedback highlighted at the top of each lesson page as well as in the on what they're doing well and what they need to do more contents pages. In addition, attention is paid to sociolinguistic work on. competence (namely aspects of culture such as appropriate ways of addressing people) and pragmatic competence (for example being able to make and respond to suggestions appropriately or using linkers to join ideas together). This gives students a full picture of what the language is and how it works. iv Introduction Clear unit structure All 12 units of English Result Pre-intermediate have the same six-lesson structure: - Lessons A-D each consist of two pages: the impact page on the left and the lesson page on the right. - Lesson E is one page, reviewing the language in the unit and building up to a written output task. - Each unit ends with a one-page Review lesson, providing extra practice of the grammar and vocabulary covered in the unit. This clear structure means that you know where you are at a glance, making the course clear and easy-to-use. Introduction v How English Result works How to ... The How to provides a clear focus and makes the practical learning outcome absolutely transparent to the student. Accidents at home verb past past participle verb past past participle Left-hand impact page drop dropped dropped/drDpt/ fall fell fallen happen happened happened/h*psnd/ cut cut cut do did done put put put Every A to D lesson includes a whole page of visual break broke broken bum burnt burnt stimulation to keep motivation high. Many different genres, from news articles to adverts, cartoon strips to mystery stories, quizzes to games, help to provide variety and keep the material fresh. Visual help Images are used extensively to make texts and new language more accessible and memorable for the students. 1 Choose a block of six 2 Listen to the 3 When all of your six 4 The first player to photos. Draw a line conversations and squares have a tick, shout is around them. tick the pictures. say 'Bingo!'. the winner. 58 4B vi Introduction GVP bar Vocabulary The grammar, vocabulary, and The vocabulary input is manageable and them. This helps them to talk about their own pronunciation content of each relevant - high-frequency, useful language that life and circumstances. lesson is clearly signposted so is of immediate practical value. Vocabulary is constantly recycled across lessons, teachers and students know Students are given the opportunity to expand helping students to fix it in their minds. what to expect. their vocabulary in areas which are relevant for Grammar bank The Grammar Bank at the back of the book provides • How to say what’s h: clear reference notes plus extra exercises for students G presentperfectforrecentevents who need more controlled practice. Vocabulary accidenl 1 Look at the ugc photos opposite with a partner. What A regular (+ed) can you see? drop-dropped-dropped Reading and listening skills Example There's a knife in picture d. 2 Match 1-6 with a-f. There may be more than one correct B irregular C irregular D irregular / answer. all three forms past simple = past participle is diffejent Receptive skills, sub-skills, and strategies appropriate 1 drop a, c, d a your toast are the same past participle from past simple / 2 break b your finger cut-cut-cut burn- burnt- burnt break- broke - tyiCken for a student aspiring to reach level A2 or A2+ are made 43 fcaultl Look at ing1 opposite. Work with a explicit in the section headings. Teachers and students 5 put e salt in your coffee A Say sentences about the photos. know what they are practising and why. 6 burn f off the shelf B Say the photo. Look at the photos again. Make sentences and say which Example A He's dropped the sugar. Both audio and textual materials are true to their genre. picture or pictures they are describing. More practice? Grammar Bank » p.: Example He's broken his glasses - picture f For example, casual conversation contains features of 12 HHee's's broken dropped haenr efgign.ger with a knife. ^ Listen and play a game natural speech such as hesitation. Scripted dialogues 43 SHhee's's cut put hhiiss gshlaisrst.es. 8 46.1^ Listen and read this conversation. Tick ✓ the picture. contain authentic sound effects so students are exposed B5 He's burnt salt in his coffee. MW OWhh naot'!s happened? What have you done? to the contrasting varieties of spoken English they might Gxammax present perfect for recent MW IY'veea hb, uI rcnatn t hsem teolal sitt!. expect to hear both in the media and on the street. eve: Lts 9 How did you know which picture to tick? Underline the he grammar box and complete the examples. key words in the conversation. past actin present result 10 Read and follow Bingo rule:: opposite. He'sdro| oed (lean see an egg 11 48.2^ Play the Bingo! game. You will hear conversations. an egg. on the floor) Listen for key words and tick / the pictures. Pronunciation Use the iresent perfect to talk about a past action Pronunciation short form of have . when y< are interested in the present result. Pronunciation sections flow naturally from the How to, E12 xaHpSmahesep'st'lse. cctuito nherfinaer p((ITr cehaes encn ostfe feree ebs luiosl othdor orinb lhe.e)r finger.) 12 My12 oau/at’vciveh/ thhIe'ev ’ces o nHcturvate c mtisoyhn hesa’ sannd.d the phonemic spelling, gserea mhomwa rp, roorn vuonccaiabtuiolanr yfi tosf ienatcoh t hlees swonid, ehre plpicintugr es.tudents 3 She's (I can see a cup on the floor) /pv/ burnt the toast. 4 She's (There is milk all over the floor) 3 /Jiz/ dropped an egg. Equal weight is given to segmental features such as 5 The! (They're on the floor) 4 /hiz/ broken a glass. sounds and to supra-segmental features such as sentence 13 48.3^Listen andrepeat the sentences in exercise 12. 6 He's. (The toast is black) 14 Look at audio script 4B.2 on » p.152. Choose five of the stress. In this way, students get balanced practice of Look at he grammar box. Underline the correct words in conversations. Act them with a partner. the ruleoelow. English pronunciation both receptively and productively. BCD Put it all together subject have past participle object Pronunciation exercises take a meaning-based approach l/You/Ve/They 've(have) broken a cup 15 Work with a partner and describe yo He/SheIt 's (has) dropped an egg differences. wherever possible, so that students can see how Student A Look at the picture of the kitchen on The past participle is always /not always the same as the Student B Look at the picture of the kitchen on pronunciation can change meaning. past sinole form. I can say what's happened. Productive Skills The Put it all together section at the end of every A-D lesson gives students the chance to put new language into Grammar sections Reflection action in a speaking or interaction activity. This provides an opportunity for freer oral practice of the new language. Students always see new grammar in The Can do bar at the The students are given plenty of support and preparation context before it is actively presented end of each lesson for these activities to help give them the best possible to them. This shows the grammar reminds students what chance of success. in action and demonstrates how it the lesson has been about contributes to meaning, before they and invites them to The Put it all together section at the end of every E focus on the form. reflect on how much they lesson is a piece of written work that has been carefully have learnt. This helps prepared, step-by-step, throughout the whole lesson. In Students are encouraged to work out them to self-assess their this way, students have plenty of ideas, strategies, and rules and patterns of language for achievement realistically appropriate language before they start writing. Students themselves so that the presentation and positively. are also shown stages involved in the writing process. is more memorable. Introduction vii What else does English Result offer? Student's Book Workbook Workbook Teacher's Book Class Audio CDs with MultiROM with Answer Key Booklet with DVD and MultiROM For students: extra practice material www.oup.com /elt/result For teachers: extra resources www.oup.com/elt/teacher/result Teacher's Book Orientation These notes appear in the first column of a set of notes for each The English Result Teacher's Book has been designed as a resource: lesson, and provide you with a variety of lesson-appropriate - for planning before the lesson information: the context of situation, the language focus of the - for quick reference during the lesson lesson, and what will happen in the Put it all together. The section - for step-by-step guidance during a lesson ends with practical preparation ideas and warmer suggestions. The Teacher's Book is interleaved with the Student's Book so that - Context notes This is a an overview of what the students the teaching notes are on the page facing the corresponding will mainly focus on during the lesson, along with a brief classroom material. This, together with strong section headings, summary of the input material to help you quickly'tune in' to clear answer keys, and colour-coded extra activities, makes for easy tire; material. navigation and fast cross-referencing. - Culture notes These are brief notes on aspects of everyday culture such as different politeness conventions or different expectations of how to be a good guest. You can use this ^ Read and understand the writer’s aim information to help your students become more inter- In this section, students analyse a note to determine why it has culturally aware. For moire information, go to been written. www.oup.com/elt/teacher/result. 1 Check students understand the title of the section. Go through - Language focus This is an ‘at-a-glance' boxed summary of the instructions and the questions. Direct students to the note. main language areas of the lesson (grammar, "vocabulary and Set a short time limit for students to skim and scan to answer phrases, pronunciation and discourse), along with an indicator the questions. Go over answers as a class. of language points being previewed, recycled or which should 1 Phillipa’s house (maybe in the kitchen) be treated as for recognition purposes only. This helps you 2 Phillipa 3 She’s not home to welcome Ana. distinguish between areas of language which needs greater 2 Ask students to read items i-6 and check vocabulary. Do the attention and language which is incidental to a particular example to make sure students understand the activity. They lesson. compare in pairs before you go over answers as a class. - Language notes These notes give extra information about 2 perhaps 3 yes 4 no 5 perhaps 6 yes aspects of the new language that often confuse students, such as structures which may tie different in their own language, or Extra activity false friends. In this way, you'll be prepared for those ‘difficult' Ask students for examples from Phillipa’s letter which indicate that it’s an informal note to a friend, e.g. HU, use of short questions. sentences - one on each line, imperatives, contracted forms. - End-product notes These notes provide a summary of the final "task: what students will tie doing, what materials they can look back to for support, and how they will work together to What's in it? do it. This means you know in advance what the whole lesson is building towards. The teacher's notes for each lesson are in three main sections: - Preparation notes These notes tell you what you can do before - Orientation This gives you all the background information the lesson to make it ran more smoothly, such as asking about the language and content of the lesson so that you can students to bring dictionaries or preparing a few questions. see ‘the bigger picture'. This helps to ensure you're not caught unprepared. - Step-by-step lesson notes These guide you through the lesson. - Warmer notes The Warmer section provides topic-opener - Assessment guide At the end of the lesson, this helps you assess activities for you to get your students thinking and student performance so that you and your students can see talking about the topic and to introduce the How to ..., the how far they've come. communicative task focus and aim of the lesson. viii Introduction Step-by-step lesson notes - Balanced The list gives you a menu of criteria by which to judge performance, for example accuracy, fluency, vocabulary, Numbered exercise notes or coherence. The criteria are systematically varied from lesson These notes accompany the exercises in the Student's Book, to lesson so that your assessment and feedback is balanced following the same numbering system for ease of navigation. The and not dominated by only one aspect, such as grammatical notes include: accuracy for example. - Advice on classroom management, for example how students - Practical When you assess student performance, it is impossible should be grouped. to focus on all aspects at once. For this reason, there are only a - Teaching techniques, for example concept-checking. There are a few criteria specified in each assessment checklist, in order to make the task more manageable. In addition, for each criterion, wide variety of techniques to help you vary your teaching style a very concrete and specific feature is specified for you to listen and discover which procedures best suit you and your class. out for, helping to make your assessment more focussed and - Tips on when and how to give feedback on students' objective rather than impressionistic. performance, and what aspects of their performance to focus - Appropriate The task checklists in English Result on. The notes also advise you where not to expect accuracy or Pre-intermediate are based on the scales at A2 in the correct error. For more information go to www.oup.com/elt/teacher/result. Common European Framework of Reference. This means you can be confident that the assessment criteria are relevant and - Text orientation For tine listening and reading sections in each appropriate to the students' level. lesson, we provide a mini-orientation to tine; topic of a text, a - Transparent The assessment checklists are transparent for both summary of the sub-skills being developed, and supplementary teacher and student alike. They make it easy for you to explain information on the genre of a written text or the qualities of a and for students to understand exactly what they're doing listening text. well and what could be improved. A final note in the Student Extras Performance section gives more advice on helping students self- These notes are in colour so that you can distinguish them from assess on the Can do bar at the bottom of the page. For more the procedural notes. They include: information, go to www.oup.com/elt/teacher/result. - Language notes on typical problem areas in the focus language. Notes for Review Lessons - Teaching tips to give you extra ideas for dealing with different teaching points. The Review lessons in the Student's Book provide a set of familiar, - Extra help for dealing with students who are having difficulty. free-standing exercises which students can use to review the main grammar and vocabulary in a unit. The accompanying TB notes - Extra activities in case you have extra time and would like to provide a wealth of extra activities and exercise types to help give more practice. tailor the material to your students' needs. For further information, - Extra plus: ideas "to provide more challenge for those students go to www.oup.com/elt/teacher/result. who need it. The Review lessons can be used in a variety of different ways. For - Early finishers: extra activities for mixed ability classes or example: where some students finish earlier than others. - You can have a quiet class, to allow students to work at their - Answer keys: For more open-ended exercises which don't have a own pace, and make yourself available to attend individual single correct answer, suggested answers are given so you know questions. the kind of answer the students are expected to produce. - Students could work through all the exercises in pairs or small groups. Student performance - Students could chose which exercises they want to do. At the end of each lesson, you will find an assessment checklist - You could also use the Review activities at an appropriate point to help you to assess and give feedback on student performance, in your lesson to give students further controlled practice. and to focus student attention on specific criteria when they are - You could set the Review exercises as homework, possibly deciding; where to place themselves on "the Can do bar. asking students to choose two or three exercises, and give students parts of the answer key for them to self-correct. Student performance Students should be able to use simple sentences to give In each set of Teacher's Book Review lesson notes, you will find: information. - A Review Lesson Warmer, with an exercise or activity based on Use this checklist for monitoring and feedback or to assess ten key phrases from the unit. students’ performance. - Warm-up activities for each exercise: suggestions for optional Fluency Do students say what’s happened without a lot of short (often whole-class) activities which get students thinking hesitation? exercise 13 about a language point before they do the exercise. Vocabulary Do students use verbs and nouns appropriately? exercise 3 - Set-up notes for each exercise: practical advice and answer keys. Pronunciation Do students mostly pronounce he’s and she’s as one word? - Follow-up notes for each exercise: suggestions for optional exercise 14 activities which usually have a more student-centred focus. I can say what’s happened. - Early finishers: suggestions for further activities which students Students tick on my own if they can describe the picture without can do individually, often giving them the opportunity for looking at >> p.38. They tick with some help if they need to look personal reflection on their work on the unit as a whole. back to >> p.38 once or twice to check the verb list. Introduction ix Also in the Teacher's Book Assessment in English Result Unit Tests English Result contains a coherent, comprehensive, flexible, and reliable set of assessment materials for both teachers and students. These materials can be found in various components in English Result: the Student's Book, Workbook, Workbook MultiROM, Teacher's Book, and Website. We take a broad view of assessment and provide a set of resources we think will be useful for both teachers and students. We believe that one of the main purposes of assessment is to show what has been achieved, and so, in keeping with the key values of the course, we have provided material to help you to provide reliable feedback and to credit students for what they are able to do. In - One photocopiable Test per SB unit (see p.162) other words, as well as providing traditional tests, we also offer - Each Test includes Grammar, Vocabulary, Pronunciation assessment materials which are success-oriented and informative. Awareness, and Reading and Writing sections. We hope the result will be a positive impact on motivation and learning. - Easy to administer with clear instructions and examples for students and marking guidelines for teachers. For teachers: We provide a set of traditional tests which comprehensively assess language and skills on a unit-by-unit basis, DVD and which are easy to administer and mark. To help teachers feel Key features: that they are being fair and consistent in their assessment, we also - 30 minutes of classroom footage and author commentary to provide clear answer keys with suggestions on how to allocate show you how the material works in the classroom. marks and what to focus on when assessing the writing and - Accompanying teacher training worksheets speaking skills. For more information, go to www.oup.com/elt/teacher/result. www.oup.com/elt/teacher/result. For students: We provide a range of materials which will encourage students to reflect on their progress in relation to Other components their personal learning needs and current learning goals. Our aim is to help teachers to help students to take greater responsibility Workbook for their own learning. At the end of the course, students who - One page of grammar, vocabulary, and pronunciation practice want to will be able to see how their progress in English Result exercises for each Student's Book lesson (with Can do self­ Pre-intermediate relates to the Council of Europe ‘Can do' assessment). descriptions in relation to level A2 for Listening, Reading, Spoken - Two pages of Skills practice every unit to develop students' Interaction, Spoken Production, and Writing. reading, writing, and listening skills. Assessment for teachers - Self Check tests for every unit to help students reflect on their learning and measure their progress. Put it all together tasks MultiROM In the Teacher's Book lesson notes, we provide a general description - Student’s MultiROM with interactive listening, vocabulary, and of the type of activities students do in the Put it all together pronunciation practice plus downloadable study documents. section in each lesson. We also offer some task-specific criteria to help you focus on particular aspects of students' language. The Website checklists offer different criteria on a lesson-by-lesson basis, and The Result Website provides extra interactive and downloadable using these will help you become more confident in using a range materials, including: of criteria for speaking and writing tasks. If you want to use the - Listening tests criteria to give your students a mark for their performance, you - Speaking tests should also add an overall evaluation of how well you felt students - CEFR support performed the task. - English Result Portfolio Unit tests - Worksheets to accompany the DVD The Unit tests give students the chance to show how much they - Extra practice for students can do. On pp.162-185 of the Teacher's Book, there are photocopiable Teacher's site: www.oup.com/elt/teacher/result Unit tests. There are three sections, testing Grammar, Vocabulary Student's site: www.oup.com/elt/result and Pronunciation Awareness, and a further two sections with Reading Comprehension and Writing tasks. There are 60 marks in total for this part of the test, divided equally between language and skills. Overall, each test takes about 40 minutes, and is easy to administer, with clear instructions and examples which demonstrate to students what they have to do. The listening and speaking tests, with 20 marks allocated to each skill, can be found on www.oup.com/elt/teacher/result. All the questions and activities are based on the material students have covered in the corresponding Student's Book unit. The grammar and vocabulary content of a unit test is closely linked x Introduction