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INTRODUCTION This booklet is designed to help students prepare for the first year written English language exam. It is based on past exam papers compiled by all the English language experts teaching in the first year English language programme. There are five sections in the first year written exam: Section A : Sentence Restructuring and Verbs (20 marks) Section B : Reading Comprehension (10 marks) Section C : Writing (10 marks) Section D : Translation into English (10 marks) Section E : Dictation (10 marks) The exercises in Sections A-E are intended as exam practice for classroom use, and answers to the exercises will be provided and discussed in class. In Section F there are three complete exams with the answer keys given for self-study. Section G of the dispensa has practice in decoding words in phonetic transcript (IPA), a skill tested in the first year oral English exam. Please note that no dictionaries are allowed in any part of the exam.
Section A Sentence Restructuring and Verbs (20 marks) 40min + 5 min check Section B Reading Comprehension (10 marks) 20min + 5 min check Section C Writing (10 marks) 20min + 5 min check Section D Translation into English (10 marks) 20min + 5 min check TOTAL 100min Section E Dictation (10 marks)
Suggested timing
Perfect tenses
Perfect tenses link two points in time:
I HAVE LIVED IN MILAN SINCE 2001
NEXT YEAR I WILL HAVE BEEN HERE
FOR 12 YEARS
BEFORE I CAME TO MILAN, I HAD NEVER
EATEN COTOLETTA OR CASOLA
Gerunds and infinitives revision
Past modals of deduction revision
PHRASAL VERB = VERB + PARTICLE
Preposition
e.g. carry on
Adverb
e.g. get over
Phrasal verbs revision
www.englishpage.com
Verb tenses and modal verbs revision
Section A: Sentence Restructuring and Verbs Section A is made up of two exercises, one on restructuring sentences, and one on conjugating verbs and adding particles/prepositions. In the exercise on restructuring, there are 10 sentences which test students’ ability to paraphrase. Each sentence must be re-written so that it has a similar meaning to the first sentence, using the words given. Re-writing sentences using a different grammatical structure but maintaining the same meaning tests the students’ ability to master a variety of structures and express concepts in different ways.
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Sentence restructuring and verbs
Rewrite the following sentences beginning with the words given to you and without changing their meaning.
- “Remember to return your library book!” John said to me. John reminded ______________.
- The woman suddenly realised that her neighbour was watching her. The woman suddenly realised ______________ by her neighbour.
- Barry wasn’t strong enough to lift the box. Barry didn’t ______________ to lift the box.
- Do you own that stereo? Does that stereo ______________?
- What a shame! They have eaten all the food! I wish ______________.
- I prefer speaking English to speaking French. I’d rather ______________.
- I have less time to study this year than last year. I don’t have ______________.
- “I’m so sorry I didn’t call you,” Tom said. Tom apologised ______________.
- They got to the airport at 7 p.m. but the plane took off at 6.30 p.m. When they got to the airport ______________.
- People think this film is a true story. This film ______________.
Homework:
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Section A: Sentence Restructuring and Verbs In the second part of Section A, there is a text with a number of verbs in brackets. The base form of the required verb is provided. The verb has to be put into the correct tense to suit the meaning of the text. You may sometimes be asked to add a modal verb (MOD or M), a negative form (NEG), and a preposition or particle (*) may also be required. Underlined words must be put in the correct position. The test consists of 15 verbs, 5 of which require a preposition or particle.
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Sentence restructuring and verbs
Complete the following passages with the appropriate verb form (N.B. “M” indicates that a modal verb is required, * indicates a preposition or particle is required, “NEG” indicates a negative verb and underlined words must be put in the correct position).
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**1. ________________
- ________________** When I set off for work this morning, my car *(1. break ), so I ended up taking the bus. As soon as I *(2. get ), I bumped into Mark, an old schoolmate, on the street. While we (3. talk), he brought up something I *(4. find , already) from some mutual friends - that after having won a lot of money he went on (5. set) up his own business. He told me that in a couple of days he (6. leave) for Madrid to see a very important client and close a massive deal. When I arrived at the office, my boss was very angry. She came out of her office, (7. look) very annoyed. Indeed, I was over an hour late. Although I apologised and even promised (8. stay) an hour longer that evening, she *(9. NEG calm ). She explained to me that because of my absence we had lost an important client who (10. wait) to see me for more than an hour. “If you had been on time, we (11. NEG lose) that client,” she said. She added that she had no intention of *(12. put * ) this behaviour in the future, and that it was time for me to start looking for another job. I felt terrible and realised that I (13. MOD call) the office to let them know that I had been delayed. Later that day I decided to call my old friend Mark. I asked him if he (14. MOD give) me a job in his new company and he agreed. In fact, I (15. start) my new job tomorrow morning, at 9 o’clock sharp!
Section E : Dictation This is the final part of the first year written exam and is completed when the two hour time limit for sections A to D has been reached. In this part of the exam, students are asked to listen to a passage in English and to write down what they hear. The passage is read out three times.
- The first reading is done at normal reading speed and should be listened to without writing.
- The second reading is at dictated speed and each phrase is read and repeated in sections, including punctuation marks.
- After this reading, students are given time to read over and check what they have written before the third and final reading , at normal reading speed, when students can check what they have written. In the dictation, marks are taken off for mistakes in spelling or punctuation.
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Does Australia need a Q/queen? It’s a question that Australians have been asking themselves for the past 20 years. Australia has had a British ruler since 1770, and although the Queen of England has no real power in the country today, the issue still stirs debate. Those in favour of the current system maintain that the British ruler is an important part of Australian history and tradition, suggesting that any change would cost a lot of money. Those wanting a republic argue that the Queen of England does not represent the average Australian of today, adding that the costs would be the same under either system, and that a republic is the next logical step in Australian history.
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