3rd YEAR WEB SAMPLE 2022

Exam Duration: 1 hour 15 minutes

NEW MARKING SCHEME:

Passing mark: 6 (six) (39 to 45 points)
Grading Scale: 1 to 10 (1 to 70 points at stake)
Exercises A, B, C, D and E 10 points each
Exercise F (Writing) 20 points

PART I: READING
A. Read the passage and answer the questions (10)
NEW MARKING SCHEME
MUSIC THAT CHANGES LIVES
If you take a walk in the streets of Salvador, the capital of
the state of Bahia in Brazil, you´ll soon hear music –
probably the amazing rhythm of drum groups as people
dance capoeira.
Most tourists don´t go to the small neighbourhood of
Candeal. But if they´re interested in music, maybe they
should. Carlinhos Brown was born here in 1962. He arrived
on the Brazilian pop scene in 1982 and in the 1990´s he
became known internationally as the leader of the musical
group Timbalada. The group consisted of more than 100 percussionists and singers, the
majority of them young kids from Candeal. They recorded eight albums and toured various
countries around the world.
In the 1980´s and 1990´s, Candeal was a very poor area, and Carlinhos wanted to do
something for the kids. So he opened the Pracatum Music School. On a classroom wall he
painted, “this is the school of my dreams”, to inspire the students.
Hundreds of young people between five and twelve have learnt to play music there. They
start by playing complex samba rhythms on plastic containers and tin cans. Then they go on to
other instruments. Many of the students at the school have become very successful musicians.
The school has been training young musicians from the area since 1994 – and it´s been
doing it for free. “My musical work began here as a student with Carlinhos”, says Jair Rezende.
He lost both his parents as a boy and says Carlinhos was like a second father to him. Jair is
now a teacher himself and he´s been working at Pracatum Music School for many years.
“We´ve been helping kids to stay away from drugs and violence and to get good marks at
school.”
For some years now, the school has been working together with government programmes,
and now there is a big project for improving the neighbourhood of Candeal. “What´s the miracle
of Candeal?” Brown asks. And he answers, “It´s a labour of love.”

1. What is Salvador like according to the text?

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2. Why did Carlinhos Brown want to do something for the children of Candeal?

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3. How do the children start learning to play music at Pracatum Music School?

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4. How can the school help the children who study there?

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5. Why has the project been successful for the neighbourhood?

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PART II: LANGUAGE NEW MARKING SCHEME

B. Complete the following dialogue. (10)

Mary asks her mother for permission to go dancing.

Mary: ……………………………………………………………………………………
Mother: A disco? …………………………………………………………………………?
Mary: I´m going to go with all my school mates.
Mother: …………………………………………………………………………………….?
Mary: It´s three blocks away from school.
Mother: …………………………………………………………………………………...?
Mary: We have to be there at 11 pm and we´ll stay there until 5 am.
Mother: ……………………………………………………………………………………?
Mary: I think Brenda´s father is going to come for Brenda and will take me home
too. Please, mum let me go.
Mother: I don´t know. ……………………………………………………………… your
father.
Mary: I´m sure you´ll persuade Daddy.
Mother: We´ll see. Now do your homework for school, it´s getting late.
Mary: O.K. Mum.

C. Complete the text with the correct form and tense of the verbs in brackets. Use
modals when necessary. (10)

Spanish actor Antonio Banderas 1(play) ____________________ important roles in successful

international films for over twenty years.
He 2(be born) ____________________ in Málaga in 1960. At the age of thirteen he went to
Malaga´s School of Dramatic Art until he 3(be) ____________________18.
In 1980 he started work as a waiter 4(help) ____________________ his family. While he
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(work) ____________________ in Bull´s Café, he 6(meet) ____________________ Pedro
Almodovar, who became responsible for the beginning of Antonio´s successful career.
Antonio and Pedro 7(be) ___________________ close friends since they had that meeting at
Bull´s.
Antonio is now married and has several kids. Although he always has a lot of work, he likes
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(spend) __________________ time with his family.
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Now he 9(read) ____________________ the script for a new Almodovar film and next month
he 10(do) ___________________ some TV work with Jeremy Irons.

D- Choose the correct option to complete the exchanges below. (10)

1- A: What are you doing this weekend, Tom?

B: a- Not much. Why?
b- I’m not sure. Can I think about it?
c- Bowling? I’d love to!

2- A: Do you fancy some pizza?

B: a- Are you sure? It’s delicious.
b- Yes! Let’s go!
c- Thanks. That would be great.

3- A: I was on TV last week.

B: a- Are you? Why?
b- Were you? Why?
c- Did you? Why?

4- A: I think social networks are fantastic.

B: a- Yes, I’d love to.
b- Don’t worry.
c- I’m afraid I don’t agree.

5- A: Why don’t we go to the cinema tonight?

B: a- Sounds great.
b- It’s fantastic.
c- Yes, I hope so.

E. Fill in the blanks with words from the box. There are THREE extra words which you
do not need to use. (10)

ABOUT AGO IN LAST MET

NEXT ON RECEIVED THEN WAS
WERE WHERE WHO

A TV STAR FOR THE NIGHT

1
Six months ______________, fifteen-year-old Yasmin
2
Khan was a talented violinist _______________ dreamed of
appearing 3_______________ TV. That was before the day when
she met a life coach. He suggested entering the “Young
Musician of the Year” TV competition. Soon afterwards, she
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_______________ the invitation she was waiting for.
Yasmin didn’t get into the final of the competition. However, the next day, she
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_______________ invited to the studio of her local news programme. ‘It was amazing!’
explains Yasmin. ‘I 6_______________ the reporter who my family watch on TV every night!
She was really nice and made me feel very comfortable. First, we talked 7_______________ the
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music I play. 8_______________ we went to the studio 9_______________ they film all the
interviews.
It was an achievement which fulfilled Yasmin’s ambition to appear on TV. Will she be able to win
the “Young Musician of the Year” competition 10_______________ year? We really hope so!

NEW MARKING SCHEME

PART III: WRITING
F. Choose ONE of the following topics and write about 80 words. (20)

1. AN EMAIL: Imagine you are on holiday in the city of your dreams. Write an
email to an English-speaking friend. You may include the following
information:

- Where are you? When did you arrive? (include some details of the
journey)
- Why is it the city of your dreams? (compare it to other places)
- What have you done so far?
- What are your plans for the next days?

2. A BLOG ENTRY: A friend of yours has a blog called My friends and ME!
He has asked you to write a description of an important person in your life.
You may include the following information:

- What is this person like?

- What does he / she do?
- Why is this person important to you?
- What do you usually do together?
- Can you tell a/an (funny) anecdote with this person?

For examiners’ use only – Assessment

Task achievement & readability: ________/5 Comments

Format – Language – Content
Accuracy & range: ________/5
Grammatical & Lexical
Organization & cohesion: ________/5
Staging and sequencing: Referencing
Editing: ________/5
Punctuation, spelling & handwriting
Final Mark: _______/20
Corrected by: 2nd signature:
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3rd Year 2021: Portal to English 2

Grammar and Structures

Stative verbs (Revision) 1C

Nouns: Countable and uncountable nouns with some, any, a/an and no 4C

Nouns: Countable and uncountable nouns with too much / many / not 7C
enough
Nouns: Countable and uncountable nouns with how much…? / How 7C
many….? / a lot of / lots of / a few / a little
Adverbs of manner - regular and irregular: well, fast, early, late, hard 2B

Comparison: Comparison of adjectives: Much + comparative adjective; 3B

(not) as… as
Comparison: Superlative adjectives 3C

Relative clauses: Defining relative clauses with who, which, that 8A

Too + adjective/adverb 7B

Not+ adjective + enough 7B

Subject & Object Pronouns 2D

Pronouns with some-, any-, every-, no- + where, thing, one, body 4D

Possessive adjectives & possessive pronouns

Question tags 6D

Intensifiers to emphasize adjectives: very, really, so, too, quite, a bit, a 7E

little, a little bit
Passive Voice: Present Simple and Past Simple forms 8B, 8C

Conditional sentences: First conditional with if: 5D

If + PRESENT + WILL / CAN/MAY/MIGHT/MUST / IMPERATIVE
Verb patterns: Verbs followed by infinitive and gerund: hate, like, dislike, 1D
love, enjoy, can’t stand. (Also revision of other verb patterns from previous
levels.)
Tenses
Present Simple and Continuous 1A,1C

Past Simple and Past Continuous 2A, 4A, 4B

Time clauses (when/while)
Going to for plans, intentions and predictions based on present evidence 5A

WILL for predictions, promises, spontaneous decisions, offers and requests 5B

Future time phrases: this weekend, on Saturday, at 2 pm. 5A

Present Perfect Simple with ever, never, just, yet, already, for, since 6A, 6C

How long + PRESENT PERFECT? For & Since 6C

Been – Gone: Contrast 6B

Past Simple - Present Perfect: Contrast 6B

Time adverbials for Past Simple and Present Perfect 6B

Modal Verbs
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Used to 2C

Could: past ability 2B

Will, won’t, may, might: predictions 5B, 5C

Could: possibility 5C

Must & have to (present and past forms): rules and obligation 3A

Mustn’t / Can’t / Don’t have to: prohibition and lack of obligation 3A

Should/ shouldn’t: advice 7A

Prepositions
TIME: at, in, on, until, till, before, after
PLACE: in front of, behind, opposite, between, next to
MOVEMENT: up, down, into, out of, through, towards, past, from, to, around
Question forms:
What, Who, Which, Where, When, Why, How, What time, What sort/kind of, Whose,
How much, How many, How much (cost), How long, How old, How far, How often,
What + be + like? What does he/she look like? How long + Past Simple / Present Perfect
Simple
Linkers and text organizers
ADDITION CAUSE AND CONSEQUENCE ALTERNATIVE CONTRAST
And - Too So - Because Or But
TIME: Last week,IN the morning, etc
SEQUENCERS: First / At first, then, suddenly, next, after (that), afterwards, before (that),
finally
Communication
- Asking about and describing one’s appearance and personality (U1)
- Asking about and describing one’s likes (U1)
- Giving and responding to good news (U2)
- Asking for and giving directions: asking for help, asking for and giving
information (U3)
- Responding to bad news: expressing sympathy (U4)
- Inviting and responding to invitations: accepting and refusing (U5)
- Making suggestions and arrangements (U5)
- Answering the phone & making a phone call (U6)
- Asking for and giving advice: stating a problem, describing how you feel, asking
for, giving advice & encouraging (U7)
- Asking about and talking about a film (U8)
- Agreeing and disagreeing (U8)

Conversational strategies development: in preparation for the discussion

/ interaction task in 4th to 7th Year
 Starting and closing a conversation
 Asking for repetition and clarification
 Agreeing and disagreeing
 Expressing surprise
 Inviting the other speaker to participate

Vocabulary & Topics

Accidents Collocations with MAKE and DO (4A)
Animals -ed and -ing adjectives (8A)
Appearance Adjectives with prepositions (9C):
Chores good/bad/surprised at, fed
Clothes and accessories up/bored/angry/annoyed with,
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Directions tired/scared/frightened/proud of, similar
Emotions to, excited/upset/worried about, interested
Films in, impressed by, different from,
Food famous/responsible for, keen on.
Free-time activities
Geographical features Collocations with Play, go, go to, do,
Health: Ailments and illnesses watch (U1)
Holiday activities Collocations with means of transport
Jobs (U3): take/use; wear a helmet/seatbelt, etc
Means of transport Prepositions: by bus / on foot
Mishaps Lose vs miss (U4)
Money and prices Health / Fitness expressions: go on a
Outer space diet, keep fit, put on weight, take up sports,
Parts of the body be in good shape. (U8)
Personality
Places in a town/city
Points of the compass
Recyclable materials
School subjects
Sports
Sports equipment
Technology & gadgets: vocab and
collocations
TV programmes
Water sports
Weather

Writing Skills
a) Planning a text in accordance with the rubric given.
b) Organising a text:
 Dividing ideas into paragraphs
 using grammatically correct sentences
 using punctuation appropriately
 using a variety of structures, words and expressions appropriate for the level
 using appropriate tenses
 Avoiding repetition, using a variety of adjectives
 using linking words and, but, because, so
 Using intensifiers
 using SEQUENCERS: first, then, after that, finally; before lunch/she goes to
bed; after breakfast among others.
c) Reflecting upon & checking one’s writing
Writing text types: The options for the WRITING part of AEXALEVI Exams may fall
into any of the following basic categories or text types:
A blog entry e.g. about one’s school, a place you went to on holiday, a day out you really
enjoyed, a short review or an article, about a town, city, building or landscape, some
advice on a problem page, or other topics)
A description of a person (someone you know/have just met/admire) including
physical appearance, clothes and personality
A description of a place, of one’s town/city
A postcard
A story
An anecdote (e.g. an outdoor experience, a school outing)
An informal email/letter (E.g. to invite a friend to an event such as a concert or a
party (see p.31); a thank you letter)
A description/review of a film: giving your opinion about a film