Log inSign up for FREE
Library

ENTRY TEST A

Last updated over 2 years ago
31 questions
Note from the author:
Cambridge School of Languages Entry Test Teachers
This test aims at assessing the candidate's language proficiency (questions 1-8) and basic teaching skills (questions 9-28) and advanced teaching skills (questions 29-30). The test takes 100 minutes.
8
For questions 1–8, read the text below and think of the word which best fts each gap. Use only ONE word in each gap.

Food preservation Keeping food for long periods of time was historically a huge problem. This proved especially crucial _______ times when agricultural production _______ severely limited by weather or crop failure. People commonly used ice to keep food fresh but, of _______ , ice itself melts relatively quickly. In 1859 an American, John Mason, invented a glass jar with a metal screw-on lid, creating a perfect seal and making _______ possible to preserve food that would previously not have remained edible. Mason’s jar is still _______ use throughout the world. An even _______ successful method for keeping food by canning it in metal containers was perfected between 1870 _______ 1920 by Englishman Bryan Donkin. This preserved food beautifully, though the early iron cans were expensive, heavy and diffcult to open. A breakthrough came in the 1880s with the development of lighter materials _______ also enabled mass production of cans.
8
For questions 1–4, complete the second sentence so that it has a similar meaning to the first sentence, using the word given. Do not change the word given. You must use between two and five words, including the word given.

Everyone apart from John thought that Lisa would get the job. PERSON
John was _______ not expect Lisa to get the job.

I’m concerned about whether I’ll be able to finish the project on time. CONCERNS
What _______ whether I’ll be able to finish the project on time.

We had to leave the lecture early or we would have missed the last bus. UNTIL
If we _______ of the lecture, we would have missed the last bus.

That was one of the best meals I’ve had this year. AS
I've had very _______ that one this year.
Wildlife cameraman

Doug Allan films wild animals in cold places. If you’ve ever been amazed by footage of polar bears in a nature documentary, it’s probably been filmed by him. His perfect temperature, he says, is -18°C. Allan trained as a marine biologist and commercial diver. Diving was his first passion, where he learned about survival in cold places. His big break came when a TV crew turned up in Antarctica, where Allan was working, to film a wildlife documentary. ‘I ended up taking the crew to different places, and after 48 hours I realised that being a wildlife cameraman ticked all the boxes: travel, adventure, underwater.’

He is now a top cameraman and has worked on many major TV wildlife series. ‘I came along at a good time. When I started, hardly anyone had been to the Antarctic. You had coral people, elephant people, chimpanzee people. I just became the cold man. It was like all these amazing sequences were just waiting to be captured on film.’ The camera and communications technology was very basic when he started 35 years ago. ‘It is certainly easier to film today. If you shot something then, you had to remember it. Today, with digital technology, you can shoot a lot and look at it immediately. You used to have to think what shots you needed next, and what you had missed. You shot less. Film was very expensive. Today you can have too much material.’

‘My value is field experience in cold conditions. I have a feel for it. I have spent so much time on sea ice it now feels like crossing the street. I do get cold toes but the poles are healthy places. There are no leeches, no diseases or mosquitoes.’ Wildlife filming, Allan says, is full of great successes, but also failures and embarrassments. Once, he was in the Orkneys to film kittiwakes. Unfortunately he could not identify which birds they were.

When Allan recently got permission to film sequences for a major TV series in Kong Karls Land, a group of islands in the Arctic Ocean, he did not expect an easy assignment. It is a world of polar bears and is strictly off limits to all but the most fearless or foolish. Usually -32°C in April, the wind is vicious and hauling cameras in the deep snow is a nightmare. After walking five or more hours a day and watching polar bear dens in the snow slopes for 23 days, however, Allan had seen just one mother bear and her cub. By day 24, though, he says, he was living in bear world, at bear speed, with bear senses.

‘We find a new hole and wait. We shuffle, hop, bend, stretch and run to stay warm. Five hours of watching and then with no warning at all I catch a glimpse so brief that I almost miss it. But the camera’s locked on the hole on full zoom and my eye’s very quickly on the viewfinder. Nothing for a couple of seconds and then an unmistakable black nose. Nose becomes muzzle, grows bigger to become full head and in less than a minute she has her front legs out and is resting on the snow in front of the hole. She’s looking at me but she’s not bothered. I’ve just taken a close-up, thinking this can’t get much better … when she sets off on a long slide down the slope. I’d swear it’s partly in sheer pleasure,’ he recounts, adding that two cubs then appeared at the den entrance. ‘Clearly it’s their first view of the world … It’s show time on the slopes and we have front-row seats.’

Now Allan would like to make his own film about climate change in the Arctic, talking to the people who live there and experience the impact of it line80 first hand. He says he would be able to make an extraordinary documentary.
1

What do we learn about Allan in the first paragraph?

1

What does Allan say about the frst documentaries he worked on?

1

Why does Allan compare spending time on sea ice to crossing the street?

1

When Allan had been on Kong Karls Land for a while, he began to

1

What feeling does Allan describe in the fifth paragraph?

1

What does it refer to in line 80?

1

Unhappy, disagree and incorrect include examples of...

1

Hole and whole, male and mail, by and buy are examples of

1

put out; put off; put away are examples of

1

vehicle-car, bicycle, plane; pet-dog, cat, rabbit, food-bread, pizza, meat are examples of..

1

fit and feet; fear and fair, track and truck are examples of

1

Choose the correct phonemic symbol for the underlined part of the word late

1

Choose the correct phonemic symbol for the underlined part of the word player

1

Choose the correct phonemic symbol for the underlined part of the word party

1

Choose the correct phonemic symbol for the underlined part of the word alphabet

1

Choose the correct phonemic symbol for the underlined part of the word island

1

Choose the correct phonemic symbol for the underlined part of the word hard

1

Choose the correct phonemic symbol for the underlined part of the word pizza

6

Match the example sentence with the functions listed

Draggable itemCorresponding Item
I'm going to visit my mother this afternoon.
expressing doubt
If I finish the work earlier, can I get paid more?
expressing an intention
Paula's got a chance of winning the race
expressing a preference
I'd rather have the blue one.
negotiating
You must fill in the form before the end of the month.
expressing obligation
I can't decide whether this radio is worth buying or not.
predicting
Look at the language skills and three possible descriptions of them. Two of the descriptions are appropriate in each situation. One of the descriptions is NOT appropriate. Choose the description that is NOT appropriate.
1

Productive skills involve

1

Process writing involves

1

Re-drafting involves

1

Listening for gist involves

1

Proofreading involves

1

Speaking accurately involves

6

Match the classroom activities with the strategies for motivating learners

Draggable itemCorresponding Item
The teacher shows the learners how to use the self-access centre
Make the learning aims clear to learners
The teacher introduces a new topic by using situations from the learners' own lives
Personalise lessons
The teacher finds out how and when the learners like to be corrected
Build up learners' confidence in their abilities
At the start of the class, the teacher writes on the board what she hopes the learners will achieve in the lesson
Give learners a reason for communicating with each other
Students A and B exchange information in order to complete a text
Ask learners about their learning preferences
The teacher only gives positive feedback on language used in an activity
Encourage learner autonomy
6

Match the needs of each group of students with the most suitable type of course

Draggable itemCorresponding Item
These young adults need a range of study skills before going to a British university
a course focusing on listening and note-taking, and writing academic essays
These scientists need to keep up-to-date with the latest developments in their subjects
a course focusing on basic language skills for everyday situations
This group of young children have a short attention span; their parents want them to learn English while having some fun
an activity-based course with lots of games, songs and stories
These business people need to meet and work with people from other countries at international conferences.
an oral skills course based on cross-cultural material
These adult beginners are going on holiday, and need to learn how to communicate in an English-speaking country
a course based on role-plays and situations, such as greeting visitors and telephoning clients
These secretaries and receptionists want to focus on vocabulary and skills which are useful for them in their work
an online course in which students choose specific topics and answer detailed comprehension questions
10

Write your answer here

12

Write your answer here