UNITS 1 2 Test

and

Question A

Aim: For students to show they can pick out target words – in this case, from a word snake.
Method: Give students three minutes to find and copy out the words.
Marking guide: 1 mark for each correct word – do not worry about spelling.
Total marks: 8

Answers
1 affect 4 research 7 inherit
2 theory 5 characteristics 8 appearance
3 nurture 6 memory 9 experience

Question B

Aim: For students to show they can use a target skill for this course – working out the main idea
from the introduction and conclusion.
Method: Point out that this is a prediction. They cannot be sure they are right but they can make a
good guess. Give out the Resources Booklet now. Set a time limit of two minutes.
Marking guide: 4 marks for the correct choice.
Total marks: 4

Answers
4

Question C

Aim: For students to show they can use target skills for this course – predicting content of a
paragraph from the topic sentence.
Method: Remind students that they should read a topic sentence and then predict the remainder of the
paragraph. Go over the example. Set a time limit of five minutes to predict content of the
other paragraphs.
Marking guide: 3 marks for each appropriate idea. Give full marks and part marks depending on
sophistication of idea expressed. Take away a mark for very poor grammar and/or spelling or
wrong use of words but not for minor spelling mistakes.
Total marks: 15

Answers

Para Contents
1 the ideas of Harris about the importance of parental influence
2 how genetics contributes to personality
3 how the environment affects child development, according to Harris
4 effects on the brain of nature and nurture; how the brain works
5 answers to the rhetorical question
6 answers to the rhetorical question

2 Developing Skills 1 – Reading Teacher’s Test Guide

Question D

Aim: For students to show they can use a target skill for this course – finding evidence in a text to
support an idea.
Method: Remind students that you should go to read something with a specific purpose. In this case,
they should read each paragraph to see how it supports each statement. Point out that the
statements are in order so they should be able to work through the text in order. Go over the
example. Set a time limit of 15 minutes.
Marking guide: 3 marks for each correct answer. Take marks off for vagueness of evidence.
Total marks: 27

Answers
Model answers

1 Harris thinks parents contribute more to their It says parents’ major role = supply genes
child’s development through the transfer of genes
than through parenting.

2 Farmers can change the behaviour of a type of It says, e.g., aggressiveness can be changed with
animal, through breeding. breeding.

3 All scientists including Harris agree that inherited It says nobody would dispute …
factors contribute to personality.

4 Children are more likely to become depressed It says depression is an inherited characteristic.
if one of their parents suffered from depression.

5 Harris looked at children who did not have parents. She looked at children in orphanages.

6 If we have a bad or a good experience, the brain Experience alters, creates, strengthens or weakens
changes and remembers it. synaptic links.

7 The brain never stops changing. Learning and memory go on shaping our
synapses throughout our whole lives.

8 We may be born with the ability to feel fear. The ability to react to danger may be innate.

9 Fear of spiders may be inherited or we may learn it. Most fear stimuli are programmed into the brain
by an individual’s own unique experiences.

10 Harris thinks children behave differently when they Children often adapt their behaviour when
are with their parents and when they are with their they are with their peers.
friends.

Developing Skills 1 – Reading Teacher’s Test Guide 3

 Question E

Aim: For students to show they can use a target skill for this course – recognizing words with
specific meaning for checking in a dictionary.
Method: Point out that they should only list words here which they feel have a specialist or subtle
meaning – not just any new word in the text. Set a time limit of five minutes.
Marking guide: 2 marks for each good selection.
Total marks: 10

Answers
Best list is probably five of the following:

breeding
traits
disruptive
orphanages
synapse
predisposition
innate

Question F

Aim: For students to show they can use a target skill for this course – recognizing words with
negative prefixes.
Method: Show that the first word influence doesn’t have a negative prefix. Set a time limit of five
minutes.
Marking guide: 2 marks for each correct answer.
Total marks: 12

Answers
1 influence
2 disruptive
3 immense
4 dispute
5 disorder
6 unproven
7 unique
8 innate
9 deduce
10 insufficient
11 invisible
12 uncovered

4 Developing Skills 1 – Reading Teacher’s Test Guide

Question G

Aim: For students to show they can use a target skill for this course – summarizing an article.
Method: Point out that the summary is only of Rich Harris’ findings, not the whole article. Point out
also that they must not copy words from the text. They must use their own words. Set a time
limit of ten minutes.
Marking guide: Give an impressionistic mark, but remember this is the reading part of the text, not the
writing part. Marks should be awarded for showing comprehension of the text, rather than
the accuracy of the written work. However, take into account serious grammatical and
spelling errors.
Total marks: 24

Answers
Model answer

Rich Harris studied children without parents and concluded that nature, in the form of genetic inheritance, is
more important than nurture, in the form of parenting. She also feels that peer groups are more important in
developing a child’s personality than parents, especially when the child is away from the parents, and as the
child gets older.

Marks out of 100.

Developing Skills 1 – Reading Teacher’s Test Guide 5

UNITS 3 4 Testand

Question A

Aim: For students to show they can pick out target words – in this case, from a word snake.
Method: Give students three minutes to find and copy out the words.
Marking guide: 1 mark for each correct word – do not worry about spelling.
Total marks: 8

Answers
1 calculate
2 temperature
3 energy
4 atmosphere
5 forecast
6 structure
7 employee
8 experience
9 earn

Question B

Aim: For students to show they can identify the meaningful connection between target vocabulary.
Method: Go over the example. Point out that the grammar does not have to be perfect, as long as the
sentence is understandable. Set a time limit of five minutes.
Marking guide: 2 marks for each correct relationship.
Total marks: 10

Answers
Model answers
1 Meteorologists predict the weather.
2 A barometer measures air pressure.
3 You can measure precipitation with a rain gauge.
4 Humidity is moisture in the air.
5 The globe is divided into two hemispheres.
6 An anemometer is a measuring instrument.

6 Developing Skills 1 – Reading Teacher’s Test Guide

Question C

Aim: For students to show they can read and identify words which are used wrongly and do not
make sense.
For students to then find key words that are more appropriate in context.
Method: Make sure students understand the instructions and give them ten minutes to complete the task.
Marking guide: 1 mark for each correct deletion and 1 mark for each correct correction.
Total marks: 10

Answers
1 safety 6 security
2 prediction 7 forecast
3 experience 8 motivation
4 estimate 9 insulate
5 distrusted 10 distracted

Question D

Aim: For students to show they can use a target skill for this course – working out the main idea
from headings, illustrations, the introduction and the conclusion.
Method: Point out that the first idea is a prediction. They cannot be sure they are right but they can
make a good guess. Set a time limit of three minutes.
Marking guide: 2 marks for each reasonable answer.
Total marks: 6

Answers
Model answers
1 Global warming
2 That temperature has risen about 1 degree from around 1800
3 Whether man is responsible for global warming

Developing Skills 1 – Reading Teacher’s Test Guide 7

 Question E

Aim: For students to show they can use target skills for this course – predicting content of a
paragraph from the topic sentence.
Method: Remind students that they should read a topic sentence and then predict the remainder of the
paragraph. Show how to do the example. Set a time limit of five minutes to predict content of
the other paragraphs.
Marking guide: 2 marks for each good prediction.
Total marks: 8

Answers
Model answers
Para Contents
1 some ways we can forecast weather
2 what some scientists said about the hypothesis
3 details of man’s activity which has led to global warming
4 other explanations; why they don’t accept the causal relationship

Question F

Aim: For students to show they can use a target skill for this course – general reading comprehension.
Method: Go over the example. Point out all the information is in the text in order, so they should be
able to find the answers as they read the text. Set a time limit of 15 minutes.
Marking guide: See detailed marking guide in Answers.
Total marks: 28

Answers
Model answers in second column.
1 How can we all predict future weather We can use present evidence like black clouds. 2
to some extent?
2 What are the two types of data used future from present 2
by forecasters? future from past 2
3 What new device do forecasters use to computer models 2
improve the accuracy of their forecasts?
4 What are two of the predicted effects of drought 2
global warming? a rise in sea level 2
5 Why did some scientists not accept the because there have been natural rises and falls over 2
idea of man-made global warming at first? the last 2,000 years

8 Developing Skills 1 – Reading Teacher’s Test Guide

 6 What two human activities could be burning fossil fuels – releases CO2 2
responsible for the rise in CO2 in the
atmosphere? Explain the relationship cutting down trees – fewer plants to absorb CO2 2
between the activity and the rise in CO2.
7 What is the greenhouse effect? heat can get into the atmosphere from the Sun but 2
not all of it can get out
8 What is the most important water vapour 2
greenhouse gas?
9 What other possible causes of global volcanic activity 2
warming have been suggested by some solar activity 2
scientists?
10 Why, according to scientists and because if we are causing the problem, we can 2
politicians, should we act now? stabilize and perhaps reverse the trend and if we
are not, it can’t do any harm.

Question G

Aim: For students to show they can use a target skill for this course – recognizing points for
and against.
Method: Point out that they may have mentioned some of these points in their answers to F. Set a time
limit of ten minutes.
Marking guide: 2 marks for each reasonable point.
Total marks: 12

Answers
Target words in For and Against columns.
Idea For Against
the planet is getting warmer evidence of temperature change the temperature in 1000 was
since 1850 almost the same as in 2000
man’s activity has affected CO2 in the atmosphere has risen 95% of greenhouse gases is water
greenhouse gases enormously dramatically since 1850 vapour – not affected by man’s
activity
the change in greenhouse gases this is the only factor which scientists have claimed there could
has caused global warming produces the observed rise be other factors – volcanoes,
in temperature the Sun

Developing Skills 1 – Reading Teacher’s Test Guide 9

 Question H

Aim: For students to show they can use a target skill for this course – finding the subject, verb and
object of a long complex sentence.
Method: Go over the example. Set a time limit of 15 minutes.
Marking guide: 1 mark for each correct item.
Total marks: 18

Answers
Target words in Subject, Verb and Object columns.
Sentence S V O
1 Forecasting the future in any field, from the forecasting is based on idea
weather in your area tomorrow to global
climate over the next hundred years, is based
on a very simple idea.
2 As a result, we now have an extremely we have picture
accurate picture of the variations in temperature
and the proportions of atmospheric gases over
thousands of years.
3 Using sophisticated computer programmes, scientists can build a model
scientists can build a model of the world’s
weather systems.
4 In the early years of the debate over global scientists did not accept hypothesis
temperature, some scientists did not accept the
hypothesis of an unusual upward trend in the
average temperature of the Earth.
5 In a real greenhouse, heat from the Sun heat enters space
enters the space through the glass …
6 In the same way, heat from the Sun enters heat enters atmosphere
the earth’s atmosphere
7 However, as can be seen in Figure 4, volcanic activity has reduced temperature
activity has actually reduced temperature.

Marks out of 100.

10 Developing Skills 1 – Reading Teacher’s Test Guide

UNITS 5 6 Test
and

Question A

Aim: For students to show they can pick out target words – in this case, from a word snake.
Method: Give students three minutes to find and copy out the words.
Marking guide: 1 mark for each correct word – do not worry about spelling.
Total marks: 10

Answers
1 achieve
2 earthquake
3 training
4 grammar
5 region
6 natural
7 linguist
8 assess
9 skill
10 learner
11 damage

Question B

Aim: For students to show they can read and identify words which are wrongly used and do not
make sense.
For students to then find key words that are more appropriate in context.
Method: Make sure students understand the instructions and give them ten minutes to complete the task.
Marking guide: 1 mark for each correct deletion and 1 mark for each correct correction.
Total marks: 16

Answers
1 voice 9 tongue
2 injury 10 damage
3 problem 11 fault
4 measurement 12 assessment
5 explodes 13 erupts
6 flowing 14 fluent
7 dishes 15 plates
8 schedule 16 process

Developing Skills 1 – Reading Teacher’s Test Guide 11

 Question C

Aim: For students to show they can use a target skill for this course – working out the main idea
from the introduction and topic sentences.
Method: Point out that this is a prediction. They cannot be sure they are right but they can make a
good guess. Set a time limit of two minutes.
Marking guide: 1 mark for the correct choice.
Total marks: 4

Answers
1 is probably right – it says that most education systems have a second language on the timetable.
2 is wrong – it says that second language teaching is not new.
3 is probably wrong – it says it is not necessarily a problem that schools teach foreign languages as
knowledge subjects.
4 is probably wrong – it does suggest from the topic sentences that schools should not teach foreign
languages.

Question D

Aim: For students to show they can use target skills for this course:
a thinking of/recognizing questions which each paragraph may answer, and
b thinking of possible answers to those questions.
Method: 1 Remind students that they should think of questions that a paragraph might answer
before starting to read it. Explain that these are possible questions. Show how to do the
example. Set a time limit of two minutes to match the other questions and paragraphs.
2 Refer students back to the first two questions and explain that they must think of possible
answers. They may be wrong but that doesn’t matter as long as the answer is relevant. Set
a time limit of two minutes.
Marking guide: 1 2 marks for each correct match
2 6 marks for each set of ideas
Total marks: 1 14
2 12

Answers
a Para 5 e Para 1
b Para 6 f Para 2
c Para 4 g Para 3
d Para 7 h Para 8

Model answers
I think the answer to a will be:
learning rules, learning vocabulary by rote

I think the answer to b will be:

he learnt language without studying rules and could speak it well by the age of three

12 Developing Skills 1 – Reading Teacher’s Test Guide

Question E

Aim: For students to show they can use a target skill for this course – finding information to meet
an established need.
Method: Remind students that you should go to read something with a specific purpose. In this case,
they should read each paragraph to see if it answers the question in Question D. Go over the
example, showing that it does answer the question so you put a tick in the third column.
Give out the Resources Booklet now. Set a time limit of ten minutes.
Marking guide: 2 marks for each correct answer.
Total marks: 14

Answers

a How did Gouin try to learn German? 5 ✓

b What is the relevance of Gouin’s nephew? 6 ✓
c How did schools in Europe teach modern languages at first? 4 ✓
d What are some of the other approaches to language teaching? 7 ✓
e What second languages are taught around the world? 1 ✗
f When did second languages become part of the school timetable? 2 ✓
g Why did Latin die out? 3 ✗
h Why is it not a problem if schools teach foreign languages as subjects rather than skills? 8 ✓

Question F

Aim: For students to show they can use a target skill for this course – applying ideas to real-world
situations.
Method: Point out that this time the students must think of their own situation and experience while
they are reading. Is there anything in the text that they can apply to their own situation?
Marking guide: 30 marks for a clear, cogent answer. Take marks off for failing to answer the question in any
regard and for incoherence or misunderstanding of the information in the text. Only penalize
the most obvious grammar or spelling mistakes. Set a time limit of 20 minutes.
Total marks: 30

Answers
Model answer

I studied English as a second language at my school. I studied it as a subject. There was a lot of work on
grammar rules and translation. We had to learn vocabulary by rote. I did not find this information very helpful
when I got to university. I had to study the skills of reading and writing before I could work with English
efficiently.

Marks out of 100.

Developing Skills 1 – Reading Teacher’s Test Guide 13

UNITS 7 8 Test
and

Question A

Aim: For students to show they can pick out target words – in this case, from a word snake.
Method: Give students three minutes to find and copy out the words.
Marking guide: 1 mark for each correct word – do not worry about spelling.
Total marks: 10

Answers
1 advertise
2 security
3 develop
4 process
5 salary
6 adulthood
7 discipline
8 evaluate
9 regret
10 trust
11 maximize

Question B

Aim: For students to show they can read and identify words which are used wrongly and do not
make sense.
For students to then find key words that are more appropriate in context.
Method: Make sure students understand the instructions and give them ten minutes to complete the
task.
Marking guide: 1 mark for each correct deletion and 1 mark for each correct correction.
Total marks: 16

Answers
1 safety 9 security
2 elevated 10 promoted
3 medium-aged 11 middle-aged
4 substitute 12 alternative
5 disallowed 13 rejected
6 knowledge 14 experience
7 brain 15 mind
8 forgiving 16 regretting

14 Developing Skills 1 – Reading Teacher’s Test Guide

Question C

Aim: For students to show they can use a target skill for this course – working out the main idea
from the introduction and conclusion.
Method: Point out that this is a prediction. They cannot be sure they are right but they can make a
good guess. Give out the Resources Booklet now. Set a time limit of two minutes.
Marking guide: 6 marks for a reasonable prediction.
Total marks: 6

Answers
Model answer

We need to balance time spent in work and time spent out of work. Even employers understand this need.

Question D

Aim: For students to show they can use target skills for this course – predicting content of a
paragraph from the topic sentence.
Method: Remind students that they should read a topic sentence and then predict the remainder of the
paragraph. Go over the example. Set a time limit of five minutes to predict content of the
other paragraphs.
Marking guide: 2 marks for each good prediction.
Total marks: 12

Answers

Para Contents
1 a list of possible problems ending with the conclusion that long hours is the worst.
2 more about the work–life balance
3 a definition of long hours, e.g., so many hours per day / week / month
4 list of health dangers
5 more about reasons for young people rejecting long hours
6 ways that technology has taken work out of the office and into the home; problems that can come
from this
7 ways of achieving a good work–life balance

Developing Skills 1 – Reading Teacher’s Test Guide 15

 Question E

Aim: For students to show they can use a target skill for this course – general reading
comprehension.
Method: Go over the example. Point out all the information is in the text although in #7 they have to
work out the answer from information in the text. Set a time limit of 15 minutes.
Marking guide: 3 marks for each correct answer. Take marks off for vagueness or wrong calculation.
Total marks: 24

Answers

1 The work–life balance is the balance between … the time you spend at work and the time you
spend at home or on leisure activities.

2 According to the PWC survey, the biggest problem too many hours at work
facing workers worldwide is …

3 The average numbers of hours worked per week 40.3

in Britain is …

4 Working hours in Britain are getting … longer

5 but in the rest of Europe they are getting … shorter

6 The proportion of Britons who work more than 20%

60 hours per week is …

7 A person who worked 12 hours per day on average 37%

would have a greater chance of falling ill –
approximately …

8 People who work long hours are more likely to old

be quite …

9 For many people, work does not stop when they of the Internet, e-mail, mobile phones
leave the workplace because ...

16 Developing Skills 1 – Reading Teacher’s Test Guide

Question F

Aim: For students to show they can use a target skill for this course – recognizing lexical cohesion.
Method: Go over the example. Set a time limit of five minutes.
Marking guide: 2 marks for each correct identification.
Total marks: 12

Answers

Para First time Second time

1 workers employees
2 number of hours amount of time
3 rise increase
4 falling ill sickness
5 jobseekers applicants
6 staff workers
7 working flexibly flexible working

Question G

Aim: For students to show they can use a target skill for this course – recognizing suppositions and
understanding how they link to findings/statements.
Method: Work through the example. Set a time limit of 15 minutes.
Marking guide: 2 marks for each correct item.
Total marks: 20

Answers

Statement Supposition Another reason

1 Job dissatisfaction comes ? negative effect on lives ? people find work boring so
from long hours. don’t want to spent too long
doing it

2 One fifth of workers in Britain ? higher cost of living in UK ? employer makes them do it
now does more than 60 hours ? increase in the number of
per week. economic migrants

3 People who work long hours ? not eating sensibly ? the stress of working long hours
have a greater chance of ? not taking enough exercise
falling ill. ? not sleeping enough

4 Young workers often reject ? more involved in household ? lazier!

long hours. duties
? care and education of children

Marks out of 100.

Developing Skills 1 – Reading Teacher’s Test Guide 17

UNITS 9 10 Test
and

Question A

Aim: For students to show they can pick out target words – in this case, from a word snake.
Method: Give students three minutes to find and copy out the words.
Marking guide: 1 mark for each correct word – do not worry about spelling.
Total marks: 10

Answers
1 tornado
2 origin
3 industry
4 fuel
5 lightning
6 geologist
7 thunder
8 reserves
9 source
10 extraction
11 drill

Question B

Aim: For students to show they can read and identify words which are used wrongly and do not
make sense.
For students to then find key words that are more appropriate in context.
Method: Make sure students understand the instructions and give them ten minutes to complete the
task.
Marking guide: 1 mark for each correct deletion and 1 mark for each correct correction.
Total marks: 10

Answers
1 hot-blooded 6 warm-blooded
2 apply 7 adapt
3 climb 8 reach
4 origins 9 sources
5 occasion 10 occur

18 Developing Skills 1 – Reading Teacher’s Test Guide

Question C

Aim: For students to show they can remember key information from the course.
Method: Point out that the answers are information from the course. Students should use their own
words, but they do not have to write sentences. Do not worry about spelling. Set a time limit
of ten minutes.
Marking guide: 1–11: 2 marks for each reasonable answer.
12: Give 2 marks for ‘It will run out.’ Give 3 marks for ‘It will be too expensive to recover.’ –
or similar. Give 4 marks for ‘Perhaps it will cost more to recover than the value of the oil.’
Total marks: 26

Answers
Model answers
1 oil
2 A chemical compound containing only hydrogen and carbon.
3 It is mixed with the other product.
4 Because it is trapped under an impermeable layer.
5 Any three from:
• plastics • kerosene
• textiles • diesel oil
• medicine • bitumen
6 Any two from:
• Egyptians = sealed pyramid with pitch
• Sumerians/Babylonians = held buildings together
• Sealed boats
• Chinese = heating
7 Because he obtained a patent for a lamp fuel (kerosene).
8 The first wells were dug.
9 Logging
10 Because, in the early days, oil men had to remove wild cats from the area before they could start drilling.
11 Water injection and steam injection.
12 Perhaps it will cost more to recover then the value of the oil.

Question D

Aim: For students to show they can use target skills for this course:
1 using real world knowledge to activate schemata
2 finding information quickly to answer research questions.
Method: 1 Point out that there are no marks for #1 but thinking about their existing knowledge
will help them to understand information in the article. Elicit some ideas and look at the
example. Point out that students can use note form. Set a time limit of two minutes.
2 Give out the text. Go over the example. Point out that students may not need to read
every part of the article to answer the questions. Set a time limit of fifteen minutes – this
puts time pressure on the students to use headings, etc., to find the information quickly.
Marking guide: 1: no marks
2: 2 marks for each reasonable answer.
Total marks: 22

Developing Skills 1 – Reading Teacher’s Test Guide 19

Answers
Model answers
1 3.5 b. yrs ago
2 C + high temp + press. for long time
3 300 k below surface
+
meteor impact = micro / nano d.
4 • dec rel. statues = Ind.
• holes in bead + engraving jade = Ch.
• drills = Yemen
• witchcraft = Eur
• wedding rings Eur
5 jewellery
+
industry
6 - from Figure 2 – North America, South America, Africa, India, China, Russia, Australia
7 South Africa
8 alluvial – sifting rivers
kimberlite mining
9 they look for places where volcanic action might have brought diamonds to the surface
10 The Golden Jubilee
11 by carat, clarity, colour, cut
12 fancy = pink or blue

Question E

Aim: For students to show they can use a target skill for this course – understanding internal
definitions.
Method: Go over the example. Set a time limit of ten minutes.
Marking guide: 2 marks for each good definition.
Total marks: 24

Answers
Model answers
1 an element
2 the layer of molten rock under the Earth’s crust
3 liquid
4 small ‘stones’ of a material
5 micro
6 a form of carbon
7 a black volcanic rock

20 Developing Skills 1 – Reading Teacher’s Test Guide

 8 molten rock
9 class
10 weight of a diamond
11 kind of nut
12 how clear
13 a soft mineral

Question F

Aim: For students to show they can use a target skill for this course – recognizing passive verbs.
Method: Show students that they have to find each verb in the paragraph first, then tick in the
appropriate column. Go over the example. Set a time limit of five minutes.
Marking guide: 1 mark for each correct tick.
Total marks: 8

Answers

verb active passive verb active passive

1 believe ✓ 6 heated ✓
2 formed ✓ 7 applied ✓
3 put ✓ 8 form ✓
4 created ✓ 9 reach ✓
5 thought ✓

Marks out of 100.

Developing Skills 1 – Reading Teacher’s Test Guide 21