English

Paper
Test Answer Key

CEFR: A2.1
Name:
School:
Grade:
Final score:
 (45 Minutes) READING ANSWER KEY

Section 1 Section 4
Strategy: Read short texts and identify the Strategy: Read incomplete texts and
main theme. demonstrate a level of comprehension by
completing with sentences or phrases from
1. True a list.
2. False
3. True 1. a few vegetables
4. True 2. just have a few
5. True 3. much sugar
4. many cucumbers
Section 2 5. many different
Strategy: Match images to their
descriptions to show detailed Section 5
understanding. Strategy: Read incomplete texts and
complete them with words from a
1. d vocabulary list.
2. c
3. b 1. almost always
4. e 2. sometimes
5. a 3. often
4. always
Section 3 5. usually
Strategy: Read more complex texts to
understand detailed information and Section 6
author’s opinion. Strategy: Read short texts and fill in the
blanks using a word from a preselected list
1. False of terms.
2. True
3. False 1. reusable
4. False 2. print
5. True 3. Recycle
4. unplug
5. turn off

Reading 2020-21
 (30 Minutes) WRITING ANSWER KEY

Section 1 Section 2
Strategy: Write a text in response to a Strategy: Free choice of questions from
given formula. About 50 words. (Use rubric preselected themes and writing
provided.) corresponding to text type. About 50
words. (Use rubric provided.)
Grammar precision 2.5 points
Check the use of modals can/could or Grammar precision 2.5 points
should, for justifying actions Check the correct use of present tense,
Vocabulary range 2.5 points modals, comparatives and superlatives
Make sure they include at least 5 health or depending on the task chosen. Check the
routine words in their writing. correct use of negative forms.
Correct punctuation 2.5 points Vocabulary range 2.5 points
Check that sentences are clearly separated Make sure students use 5 or more words
and full stops, question and exclamation related to the topic of their choice and that
marks, capital letters, and commas are they are correctly spelled
used properly. Correct punctuation 2.5 points
Text flow and fluidity 2.5 points Check that sentences are clearly separated
Look at how the ideas are presented making and full stops, question and exclamation
sure they flow smoothly, and that they are marks, capital letters, and commas are
easy to read and understand. used properly.
Coherence and cohesion 2.5 points Text flow and fluidity 2.5 points
Check that sentences are connected to one Make sure students choose the correct
another. Make sure they make sense and format for the corresponding text type and
relate to the topic. that ideas flow smoothly making it easy to
understand and follow.
Sample text: Coherence and cohesion 2.5 points
Rodrigo, Check that sentences are connected to
Of course, I can help you! First, we can go one another in a logical way and that they
to the beach and pick up the trash. have continuity. Check that at least two
Then, we can organize a campaign in our connectors are used.
school. We can give kids information about
pollution and tell them to share it with their Sample text:
families. There are many things we can do to fight
What do you think? water and air pollution, for example:
1. We should not use detergents.
2. We should not pour the oil in the sink.
3. We can ride a bike instead of using the
car.
4. We can share the car with our neighbours.
If we all help, we will have a cleaner world!

Tips for Writing

Learners need to calculate time to complete the Writing.
Learners should aim to write the required number of words and make sure that they don’t
leave out important information.

Writing 2020-21
 (30 Minutes) LISTENING ANSWER KEY

Section 1 Section 3
Strategy: Identify key information in a Strategy: Listen to a monolog and
conversation or monolog and choose the complete transcriptions.
correct picture.
a. lived
a. 5 b. were
b. 2 c. cut down
c. 6 d. leave
d. 4 e. left
e. 1 Section 4
f. 7
Strategy: Listen to a more complex
g. 3 recording in order to understand detailed
h. 8 information and characters’ opinions.
i. 10
j. 9 1. the boy
2. Anna
Section 2 3. the boy
Strategy: Listen to simple conversations 4. an opinion
and identify the main message of each 5. Anna
one.
6. cycling
7. Germán
1. True
8. I won’t do well
2. False
9. The other guys are really
3. True
10. the gym
4. True
5. False

Listening 2020-21
 LISTENING AUDIOSCRIPTS

Section 1 Section 3
According to the United Nations, the biggest Long ago, there lived a group of people on a remote
environmental problem in Colombia is deforestation. island in the Pacific Ocean. Today, we call it Easter
Colombia loses 3,000 square kilometres of forest Island. They lived in a very organized society. They
every year. devoted their time to agriculture, fishing and the
5 We are cutting down the forests because agriculture 14 construction of very big stone statues that were
demands a lot of land. This destroys ecosystems, placed near the coast of the island.
and pollutes the soil with excessive use of fertilizers The forests provided them with the necessary
and pesticides. Did you know that according to the resources: food, shade, water, and the materials to
World Bank, Colombia increased the use of pesticides construct houses, canoes that were used to fish in
by 360% in the last 20 years? Farmers in regions the ocean and tools to transport the big statues to the
like Boyacá or Cundinamarca use very dangerous coast. But slowly, things began to change.
pesticides. As time passed, the population increased and there
Another reason for deforestation is mining. Mining were more and more people living on the island. There
is a very important industry because the world still were conflicts and the people divided into two groups.
depends on fossil fuels like coal, oil, and gas to They started competing for the resources the island
produce energy. Did you know that just 20 years ago, provided. Without thinking of the consequences of
the biggest exports from Colombia were agricultural their actions, they cut down more and more trees to
products? build statues. When most of the trees were gone, the
Now, coal is the second largest export. Since the island
year 2000, the production of coal has increased by suffered. Without trees, there was soil erosion, making
85%. Illegal mining brings more serious environmental agriculture impossible. The rivers and lakes dried up
problems than agriculture. It destroys all the and many animals died.
vegetation, causing erosion and water pollution. For When the people realized the problem, they decided
example, the coal mine El Cerrejón is the second to escape the island, but it was too late.
biggest open mine in the world. Without wood it was impossible to build enough
This mine pollutes the soil, the rivers around the mine canoes for everyone to leave. And so, the population
and even the beaches and the ocean. Illegal mining is of the island was reduced to a few people, and
even worse because there is no government control. eventually they also died. The only things left now are
According to the Ministry of Mines and Energy, 50% the huge stone statues standing on the coast, looking
of the mining in Colombia is illegal. Did you know that out to sea.
80% of that illegal mining for gold is happening in
Chocó and Antioquia?
It is also happening very fast in Guainía and Guaviare.
Section 4
For example, illegal mining of a mineral called Coltan
destroyed five square kilometres of a nature reserve in Conversation 1
three months. There is great demand for this mineral Sara: What’s the matter?
for the production of electronics like mobile phone Julio: I am really depressed.
batteries. When people extract metals and minerals, Sara: Why?
they use many toxic substances 44 Julio: My best friend, Anna, has a serious problem.
like mercury and arsenic. These substances escape Sara: What kind of problem?
from the mines and get into the water. Julio: She doesn’t eat. I think she has anorexia. What
So, illegal mining and bad practices in agriculture have should I do?
catastrophic effects for the air, the soil, the water, Sara: Do her parents know? They need to help her.
and also for our health. The question we need to ask Julio: No, she doesn’t want to tell them. Maybe I
ourselves is: how are we going to find solutions? should tell them.
Sara: I think you should talk to her first.
Section 2 Julio: Maybe you’re right. But … if I don’t tell them,
she may have serious health problems in the future.
Interviewer: So, Miguel, what is an ecological Conversation 2
footprint? Diego: I’m so excited about the cycling competition.
Miguel: Well, basically, it’s a measure of how much of It’s going to be great. How are you feeling, Germán?
the environment we use to support our lifestyle. Germán: Actually, I feel quite anxious… You know, I
Interviewer: And what exactly does it measure? haven’t slept well lately. I’m worried that I won’t do
Miguel: It measures how much we consume in every well in the competition.
7 aspect of our lifestyles. So, how much water and Diego: Oh, come on. You’re the best cyclist in the
energy we use, how much food we eat, how we use school. You can win if you believe in yourself.
transportation to move around, where we live, the Germán: Yeah, but the other guys are really good, too.
possessions we have … how much of these things we Diego: Germán, you need to be confident. You have
consume and throw away. worked hard. Come on, let’s go to the gym or go for a
Interviewer: So how can we reduce our footprint? run. It will help you relax.
Miguel: We can reduce our footprint by reducing
consumption and making changes in our lifestyles.
If we all do some simple things, it will give the planet
the time it needs to recover the resources we use. If
we consume only what is necessary and behave more
responsibly, we will help the environment.

Listening 2020-21
 (15 Minutes) SPEAKING ANSWER KEY

Section 1 Section 3
Strategy: Answer questions about Strategy: Respond to questions by making
personal or factual information. (Use rubric suggestions and discussing alternatives.
provided.) (Use rubric provided.)

Answers will vary. Answers will vary.

Make sure the students take turns to justify Work on creating a dialog between each pair
opinions and describe eating habits. of students. Check that they use the correct
Have them answer what was asked in a grammatical structures and functions such as
clear and simple way using simple phrases should to give advice, present simple to talk
and sentences using the correct grammatical about preferences, comparatives, justifying
structures for full 5 marks. opinions, describing things, etc. for full 5
marks.
Section 2
Strategy: Briefly describe an image or Section 4
photograph provided by the evaluator. (Use Strategy: Answer questions about
rubric provided.) preferences and giving opinions. (Use
rubric provided.)
Answers will vary.
Give students turns to use food vocabulary Answers will vary.
and simple terms to answer. Check the Work on creating a dialog between each pair
correct use of simple present, countable and of students. Check that they use the correct
uncountable nouns and articles. Make sure grammatical structures for each question
students describe or say at least 5 different such as present continuous, modals, will and
sentences or phrases about food for full 5 going to for full 10 marks.
marks.

Tips for Speaking

There are three possible modalities for this section:
1. In pairs, face-to-face with a teacher.
2. In pairs, remotely with a teacher.
3. If any of the previous is not possible, an individual learner can record voice messages
or videos and send them to the teacher.

Speaking 2020-21
COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES

Level A2 Descriptors
• Can use and understand everyday expressions of frequent use related to
relevant experience (basic information about themselves and their families,
shopping, places of interest, jobs, etc.),
• Can communicate in simple and daily tasks that involve simple and direct
information about familiar situations.
• Can describe in simple terms aspects of their past and their surroundings, as
well as issues related to their immediate needs.

Reading
• Can read short texts and identify the main theme.
• Can match images to their descriptions to show detailed understanding.
• Can read more complex texts to understand detailed information and the author’s
opinion.
• Can read incomplete texts and demonstrate a level of comprehension by completing
with words, phrases, or sentences from a list.
• Can read incomplete texts and complete them with words from a list of vocabulary.
• Can read short texts and fill in blanks with a word from a preselected list of terms.

Writing
• Can write a text in response to a given formula (e.g. answer to a mail).
• Can write texts from a free choice of questions from preselected themes with their
corresponding text type.

Listening
• Can identify key information in a conversation or monologue and choose the correct
picture.
• Can listen to simple conversations and identify the main message of each one.
• Can listen to a monologue and complete transcriptions.
• Can listen to a more complex recording in order to understand specific information and
characters’ opinions.

Speaking
• Can answer questions about personal or factual information.
• Can briefly describe an image or photograph provided by the evaluator.
• Can respond to suggestions and discuss alternatives.
• Can talk about likes, preferences, opinions, and habits.
In the following list, you will find the Grammar Structures and Vocabulary, appropriate to
the A1 level according to the Common European Framework of Reference (CEFR), that are
included in this test. You are provided with a reference of the section in which each of them
appears (Reading / Listening) or is expected to be used (Writing / Speaking).

Exam
Skill Grammar Structures and Vocabulary
section (s)
Reading Grammar Structures
Future simple with will 1
Be going to 1
Modals can/could/should 2, 4, 6
Countable and uncountable: few, a few, much, many 3, 4
Frequency adverbs (always, usually, etc.) 3, 5
Vocabulary
healthy habits 1, 3, 4, 5
eating disorders and food 3, 4
environmental issues 1, 2, 6

Writing Grammar Structures

Going to 1
Would like 1
Modals: can, could 1,2
Future simple 1
Vocabulary
environmental issues 1, 2
health and food 2

Listening Grammar Structures

Present simple 1, 2
Countable and uncountable: much/many 1, 2, 3
Modals 2, 4
Past simple 1, 3
Be going to 1, 4
Vocabulary
Environment 1, 2, 3
Food and eating disorders 4
mind, and body well-being 4

Speaking Grammar Structures

Frequency adverbs (always, usually, etc.) 1, 4
Modals: should/shouldn’t/can/could/have to 1, 3, 4
Be going to 3, 4
Future simple 3, 4
Present simple 1, 2, 3, 4
Vocabulary
healthy habits and eating disorders 1, 2, 3
environment 4
Level A2
Suggested Curriculum Structure (Mallas de Aprendizaje)

• Participate in short • Write short and simple • Give and receive

conversations sharing texts about familiar actions, instructions,
information about experiences, and plans. recommendations, and
themselves, familiar • Understand the main idea suggestions.
people, places, and and some details related • Describe actions related
events. to activities, places, and to their family or school
• Orally describe people, people in short descriptive environment.
activities, events, and texts.
personal experiences. • Identify specific information
related to objects, people,
and actions.