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New Matrix Int tests Ans key FP 10/8/04 9:22 am Page 26
Test 1
Test 1
1
1
b
2
f
3
a
4
d
5
c( ou don’t need e)
2
1
excitable
2
talkative
3
direct
4
aggressive
5
traditional
6
outgoing
7
arrogant
8
tolerant
9
serious
10
reserved
3
1
up
2
up
3
in
4
in
5
up with
4
1
affectionate
2
sensitive
3
nervous
4
easy-going
5
friendly
5
1
are having
2
is always borrowing
3
think
4
is Mike talking
5
is playing
6
is working
7
am still thinking
8
does that new ice cream taste
6
1
owns
2
travels
3
is working
4
is training
5
is always eating
6
wants
7
is writing
7
Assessment guidelines
10 marks in total. 1 for each of the following:
• suitable informal beginning and ending of the letter
•effective letter opening
•dividing the letter into paragraphs
•ordering the paragraphs appropriately
•grammar mostly accurate
• spelling mostly accurate
• vocabulary mostly accurate
• punctuation mostly correct
• including different aspects of person described
• correct number of words
Speaking
Assessment guidelines
Suggested rating: 1–5. Each student is awarded the following
profile description according to his / her participation in the
conversation. Teachers can use their judgement in deciding
which of the good scores, 4–5, and which of the inadequate
scores, 1–2 marks, their students should be awarded.
Good: 4–5
participates effectively in the conversation, asking / answering
questions correctly and confidently, obtaining and giving
information clearly, and using conversation fillers where
appropriate. Use of grammatical structures and vocabulary is
mostly accurate and appropriate.
Adequate: 3
participates satisfactorily in most of the conversation, asking /
answering questions, obtaining and giving information, and
using conversation fillers. Some errors in the use of
grammatical structures and vocabulary occur.
Inadequate: 1–2
has difficulty participating in the conversation, asking /
answering questions, obtaining and giving information, and
using conversation fillers. The use of grammatical structures
and vocabulary is frequently inaccurate or inappropriate.
Test 2
1
1
c
2
b
3
d
4
d
5
c
2
1
remember
2
concentration
3
explanation
4
meaning
5
brain
6
senses
7
Observation
8
mind
9
memory
10
remind
3
1
suspect
2
reward
3
speeding
4
judge
5
offence
4
1
out
2
off
3
up
4
off
5
up
5
1
shouldn’t
2
had to
3
can
4
mustn’t
5
didn’t need to
6
should
7
need to
8
couldn’t
9
can’t
10
could
6
1
can’t
2
have to
3
can
4
had to
5
mustn’t
7
Assessment guidelines
10 marks in total. 1 for each of the following:
• suitable informal beginning and ending of the letter
•effective letter opening
•dividing the letter into paragraphs
•ordering the paragraphs appropriately
•grammar mostly accurate
• spelling mostly accurate
• vocabulary mostly accurate
• punctuation mostly correct
• including advice on different points
• correct number of words
Speaking
Assessment guidelines
Suggested rating: 1–5. Each student is awarded the following
profile description according to his / her participation in the
conversation. Teachers can use their judgement in deciding
which of the good scores, 4–5, and which of the inadequate
scores, 1–2 marks, their students should be awarded.
Good: 4–5
participates effectively in the conversation, asking / answering
questions correctly and confidently, obtaining and giving
information clearly, and using conversation fillers where
appropriate. Use of grammatical structures and vocabulary is
mostly accurate and appropriate.
Adequate: 3
participates satisfactorily in most of the conversation, asking /
answering questions, obtaining and giving information, and
using conversation fillers. Some errors in the use of
grammatical structures and vocabulary occur.
Inadequate: 1–2
has difficulty participating in the conversation, asking /
answering questions, obtaining and giving information, and
using conversation fillers. The use of grammatical structures
and vocabulary is frequently inaccurate or inappropriate.
2
26
Ne w Matura Matrix Intermediate Plus
Answer key
New Matrix Int tests Ans key FP 10/8/04 9:22 am Page 27
Answer key
Test 3
1
1
b
2
a
3
a
4
b
5
a
2
1
ancestors
2
staple diet
3
descendants
4
height
5
mankind
6
average person
7
couch potato
8
hunter-gatherers
3
1
put
2
take
3
put
4
let
5
fall
6
take
7
try
8
give
4
1
tour
2
trip
3
voyage
4
journey
5
1
met, was living
2
hadn’t spoken, was
3
was waiting,
came
4
had, offered
5
were you doing, saw
6
didn’t want, was sleeping
7
took, had finished
8
saw, was working
9
had seen, went
10
was driving,
heard
6
1
was raining
2
hadn’t brought
3
was waiting
4
drove
5
had never been
7
Assessment guidelines
10 marks in total. 1 for each of the following:
• when it was built and why
•a short description of building
• what life was like there for people
• why it is interesting today
•ordering entry appropriately
• combining sentences appropriately
• using nouns and adjectives appropriately
• starting sentences, and / or paragraphs effectively in
different ways
• spelling mostly accurate
• correct number of words
Speaking
Assessment guidelines
Suggested rating: 1–5. Each student is awarded the following
profile description according to his / her participation in the
conversation. Teachers can use their judgement in deciding
which of the good scores, 4–5, and which of the inadequate
scores, 1–2 marks, their students should be awarded.
Good: 4–5
participates effectively in the discussion, asking / answering
questions correctly and confidently and using conversation
fillers where appropriate. Use of grammatical structures and
vocabulary is mostly accurate and appropriate.
Adequate: 3
participates satisfactorily in most of the discussion, asking /
answering questions and using conversation fillers. Some errors
in the use of grammatical structures and vocabulary occur.
Inadequate: 1–2
has difficulty participating in the discussion, asking / answering
questions and using conversation fillers. The use of
grammatical structures and vocabulary is frequently inaccurate
or inappropriate.
Test 4
1
1
c
2
d
3
a
4
b
5
f ( ou do not need e)
2
1
fastest-growing
2
demand
3
expand
4
create
5
soar
6
open up
7
good
8
talent
9
suit
10
satisfaction
3
1
dramatic
2
previous
3
minimal
4
commercial
5
complex
4
1
up to
2
count on
3
come up against
4
work out
5
bring about
5
1
she’ll pass
2
you’ll have to go
3
starts
4
I’m going to cook
5
arrives
6
will you help me
7
they’ll win
8
is meeting
9
is going to have
10
She’s visiting
6
1
open
2
will be able to
3
will also be
4
will start
5
will include
7
Assessment guidelines
10 marks in total. 1 for each of the following:
• using an appropriate letter opening
• acknowledging the goods received
• explaining reason for writing
•referring to the time waited
•saying what you expect to be done
• using a suitable ending
• using a suitable formal style
•grammar mostly correct
• spelling mostly correct
• punctuation mostly correct
Speaking
Assessment guidelines
Suggested rating: 1–5. Each student is awarded the following
profile description according to his / her participation in the
conversation. Teachers can use their judgement in deciding
which of the good scores, 4–5, and which of the inadequate
scores, 1–2 marks, their students should be awarded.
Good: 4–5
participates effectively in the discussion, asking / answering
questions correctly and confidently and using conversation
fillers where appropriate. Use of grammatical structures and
vocabulary is mostly accurate and appropriate.
Adequate: 3
participates satisfactorily in most of the discussion, asking /
answering questions and using conversation fillers. Some errors
in the use of grammatical structures and vocabulary occur.
Inadequate: 1–2
has difficulty participating in the discussion, asking / answering
questions and using conversation fillers. The use of
grammatical structures and vocabulary is frequently inaccurate
or inappropriate.
Test 5
1
1
b
2
a
3
e
4
d
5
c
2
1
b
2
a
3
a
4
b
5
b
6
a
7
b
8
b
9
a
10
b
Ne w Matura Matrix Intermediate Plus
2
27
New Matrix Int tests Ans key FP 10/8/04 9:22 am Page 28
Answer key
3
1
set up
2
raise
3
hold
4
pick
5
sum up
4
1
is going without
2
were put off
3
carried on
4
work out
5
hang on to
5
1
must have been
2
must have known
3
might have been
4
can’t have eaten
5
must have liked
6
might not have realised
7
might have gone
8
can’t have known
9
must have been
10
can’t have seen
6
1
because
2
unless
3
although
4
because
5
unless
7
Assessment guidelines
10 marks in total. 1 for each of the following:
• explaining the meaning of the title
• writing a paragraph ‘for’ the title
• writing a paragraph ‘against’ the title
• summarising personal views
• linking ideas appropriately
• using appropriate impersonal style
•grammar mostly accurate
• spelling mostly accurate
• vocabulary mostly appropriate
• correct number of words
Speaking
Assessment guidelines
Suggested rating: 1–5. Each student is awarded the following
profile description according to his / her participation in the
conversation. Teachers can use their judgement in deciding
which of the good scores, 4–5, and which of the inadequate
scores, 1–2 marks, their students should be awarded.
Good: 4–5
participates effectively in the conversation, asking / answering
questions correctly and confidently, persuading and deciding,
and using conversation fillers where appropriate. Use of
grammatical structures and vocabulary is mostly accurate and
appropriate.
Adequate: 3
participates satisfactorily in most of the conversation, asking /
answering questions, persuading and deciding, and using
conversation fillers. Some errors in the use of grammatical
structures and vocabulary occur.
Inadequate: 1–2
has difficulty participating in the conversation, asking /
answering questions, persuading and deciding, and using
conversation fillers. The use of grammatical structures and
vocabulary is frequently inaccurate or inappropriate.
4
1
put up with
2
worked out
3
put them off
4
find out
5
counts on
5
1
b
2
b
3
a
4
a
5
a
6
b
7
b
8
b
9
b
10
a
6
1
are having
2
was snowing
3
was skiing
4
fell
5
had broken
7
Interviewer: Good morning and welcome to the programme. Today we
continue our series on the fascinating subject of animal
communication. With me in the studio I have Professor David
Kelso of the University of Arizona. Professor Kelso’s specialist
field is communication in apes. He has worked with chimpanzees
for over twenty years now. David, you believe that chimpanzees
can actually communicate with humans, is that right?
Kelso: Absolutely. At the university we have been conducting
experiments with apes since the early 1980s. Our research has
shown beyond doubt that apes are capable of interacting with
humans.
Interviewer: What form has your research taken? Do the chimps really speak
to you?
Kelso: They can’t speak, well, not in the sense that we understand
human speech, but they are able to communicate using sign
language.
Interviewer: Is there any reason why they aren’t able to speak?
Kelso: Well, actually, that’s an interesting point. It’s because their
larynxes – ah, that’s their voice boxes – are not as flexible as a
human’s. The human voice box and indeed the lips and mouth
are ideally suited to forming words. Chimpanzees can make
sounds but they can’t form words like we can.
Interviewer: I see. So you’ve taught them sign language?
Kelso: Yes. We can use a system called ASL, American Sign Language.
The really interesting thing is that chimps have shown an ability
to invent new words for things they don’t know, just as a child
might.
Interviewer: Can you give us an example?
Kelso: Oh, let me think … Um, yes, the other day we showed a
watermelon to one of the older female chimps. She turned it
over, tasted it and said – in sign language – ‘drink fruit’.
Interviewer: Wow! That’s clever. So she’d worked out that it was a watery type
of fruit?
Kelso: Yes, exactly. But the reason it’s so important is that it
demonstrates that the chimps have a real desire to express
themselves. She could have chosen any word, or not said
anything at all, but instead she wanted to describe the fruit she
was being shown. It’s very exciting.
Interviewer: It certainly is. Professor, many thanks for joining us this morning
and good luck with your future research.
Kelso: Not at all. Thank you.
1
c
2
b
3
a
4
d
5
e
Test 6
1
a, c, d, g, i
2
1
eye contact
2
dress rehearsal
3
facial expression
4
frown
5
clutched
6
posture
7
first impression
8
hand movements
9
body language
10
handshake
3
1
terrified
2
cautious
3
stressed
4
nervous
5
cool
4
1
apprehensive
2
rare
3
ridiculous
4
familiar
5
confident
5
1
Have you told
2
I phoned
3
didn’t answer
4
I’ve already spoken
5
weren’t surprised
Progress test 1
1
1
F
2
F
3
T
4
F
5
T
2
1
affectionate
2
tolerant
3
excitable
4
minimal
5
ambitious
6
sensitive
7
amateur
8
talented
9
easy-going
10
commercial
3
1
a
2
b
3
b
4
b
5
a
6
a
7
b
8
a
9
b
10
a
2
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Ne w Matura Matrix Intermediate Plus
Tapescript
New Matrix Int tests Ans key FP 10/8/04 9:22 am Page 29
Answer key
6
1
has been trying
6
hasn’t replied
3
was stolen from the car park.
4
has been identified as the murderer.
5
wasn’t painted by Manet.
6
will be found.
7
is going to be held in the park.
8
am being met at the airport.
9
is collected every Monday morning.
10
is being repaired now.
7
Assessment guidelines
10 marks in total. 1 for each of the following:
• an interesting introduction to the event, people and place
•a description of the experience
• the inclusion of some facts to make the story realistic
• how the writer felt about what happened
• an interesting conclusion
•good paragraphing
•effective use of adjectives and adverbs
• sequencing of events effectively
•grammar mostly correct
•good use of linking devices
Speaking
Assessment guidelines
Suggested rating: 1–5. Each student is awarded the following
profile description according to his / her participation in the
conversation. Teachers can use their judgement in deciding
which of the good scores, 4–5, and which of the inadequate
scores, 1–2 marks, their students should be awarded.
Good: 4–5
participates effectively in the conversation, asking / answering
questions correctly and confidently, obtaining and giving
information clearly, and using conversation fillers where
appropriate. Use of grammatical structures and vocabulary is
mostly accurate and appropriate.
Adequate: 3
participates satisfactorily in most of the conversation, asking /
answering questions, obtaining and giving information, and
using conversation fillers. Some errors in the use of
grammatical structures and vocabulary occur.
Inadequate: 1–2
has difficulty participating in the conversation, asking /
answering questions, obtaining and giving information, and
using conversation fillers. The use of grammatical structures
and vocabulary is frequently inaccurate or inappropriate.
2
Have you seen
7
hasn’t talked
3
has always wanted
8
has been learning
4
Have we asked
9
Have you ever eaten
5
has been using
10
has Mr Smith been
7
Assessment guidelines
10 marks in total. 1 for each of the following:
• using an appropriate letter opening
• explaining reason for writing
• including points in task
• using a suitable ending
• using a suitable formal style
•grammar mostly correct
• spelling mostly correct
• punctuation mostly correct
• vocabulary mostly appropriate
• correct number of words
Speaking
Assessment guidelines
Suggested rating: 1–5. Each student is awarded the following
profile description according to his / her participation in the
conversation. Teachers can use their judgement in deciding
which of the good scores, 4–5, and which of the inadequate
scores, 1–2 marks, their students should be awarded.
Good: 4–5
presents views effectively, discusses advantages and
disadvantages / expresses approval and disapproval correctly
and confidently, and justifies opinions convincingly. Use of
grammatical structures and vocabulary is mostly accurate and
appropriate.
Adequate: 3
presents views satisfactorily, discusses advantages and
disadvantages / expresses approval and disapproval, and
justifies opinions. Some errors in the use of grammatical
structures and vocabulary occur.
Inadequate: 1–2
has difficulty in presenting views, discussing advantages and
disadvantages / approval and disapproval, and justifying
opinions. The use of grammatical structures and vocabulary is
frequently inaccurate or inappropriate.
Test 7
1
1
c
2
e
3
a
4
d
5
b
2
1
homeland
2
asylum seekers
3
inhabitants
4
adopted country
5
Illegal immigrants
6
refugees
7
residents
8
settlers
9
visitors
10
emigrants
3
1
disturbing
2
keen
3
unmistakeable
4
tough
5
uneventful
4
1
came
2
keep
3
get
4
get
5
gets
5
1
was stolen
2
had been cut
3
is recorded
4
was discovered
5
had been put
6
1
was being asked an important question when the lights
went out.
2
had been broken.
Test 8
1
1
F
2
F
3
T
4
F
5
T
2
1
b
2
a
3
a
4
a
5
b
6
b
7
b
8
a
9
a
10
b
3
1
make a run for it
2
on top form
3
at top speed
4
work out
5
in good shape
4
1
hang up
2
put you through to
3
held up
4
call you back
5
get in
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New Matrix Int tests Ans key FP 10/8/04 9:22 am Page 30
Answer key
5
1
Janet’s father, who is very clever, works at the bank.
2
That’s the restaurant where we had a meal on my
birthday.
3
The car (which / that) Ruth bought last week has broken
down already.
4
My best friend, whose name is Alex, went to England last
year.
5
The ferry (which / that) we took to France had five
restaurants.
6
The hotel, which was by a lake, was very old and
beautiful.
7
The man (who / that) I spoke to on the phone told me to
call back later.
8
My grandmother, who is seventy-five, took a trip in a
helicopter.
9
The story (which / that) I wrote for the competition won
first prize.
10
I chose the pair of trainers which were the most
expensive.
6
1
which
2
who
3
who
4
0
5
which
7
Assessment guidelines
10 marks in total. 1 for each of the following:
• suitable informal beginning and ending of the letter
•effective letter opening
•dividing the letter into paragraphs
•ordering the paragraphs appropriately
• including points from information given in task
•grammar mostly accurate
• vocabulary mostly appropriate
• punctuation mostly correct
• spelling mostly accurate
•appropriate style
Speaking
Assessment guidelines
Suggested rating: 1–5. Each student is awarded the following
profile description according to his / her participation in the
conversation. Teachers can use their judgement in deciding
which of the good scores, 4–5, and which of the inadequate
scores, 1–2 marks, their students should be awarded.
Good: 4–5
participates effectively in the conversation, asking / answering
questions correctly and confidently, obtaining and giving
information clearly, and using conversation fillers where
appropriate. Use of grammatical structures and vocabulary is
mostly accurate and appropriate.
Adequate: 3
participates satisfactorily in most of the conversation, asking /
answering questions, obtaining and giving information, and
using conversation fillers. Some errors in the use of
grammatical structures and vocabulary occur.
Inadequate: 1–2
has difficulty participating in the conversation, asking /
answering questions, obtaining and giving information, and
using conversation fillers. The use of grammatical structures
and vocabulary is frequently inaccurate or inappropriate.
Test 9
1
1
T
2
F
3
T
4
T
5
F
2
1
endangered species
2
Hunters
3
in the wild
4
tranquillised
5
cages
6
national parks
7
natural disasters
8
trucks
9
conservation
10
jungle
3
1
disaster
2
struggle
3
accident
4
realise
5
precious
4
1
wear off
2
wake up
3
brought about
4
settle into
5
came round
5
1
If I had the qualifications, I’d / I would be a teacher.
2
If I didn’t like Maths, I wouldn’t be studying it.
3
If the rain stops, we can go for a walk.
4
If Rita doesn’t work harder, she’ll lose her job.
5
If I had enough money, I’d buy him a big present.
6
If Ben’s girlfriend is well enough, they’ll go to the cinema.
7
If you don’t slow down, we might / will get a fine for
speeding.
8
If someone buys my old car, I’ll buy a new one.
9
If I wasn’t at work, I’d sunbathe in the park.
10
If my car wasn’t in the garage, I’d give you a lift.
6
1
could go
2
had
3
would hurry up
4
didn’t have
5
wasn’t
7
Assessment guidelines
10 marks in total. 1 for each of the following:
• using appropriate style
•saying whether the choice would be easy or difficult
• describing where you would like to go
•saying why you would go to these places
• summarising in a conclusion
•grammar mostly accurate
• vocabulary mostly appropriate
•good paragraphing
•good use of linking devices
• spelling mostly correct
Speaking
Assessment guidelines
Suggested rating: 1–5. Each student is awarded the following
profile description according to his / her participation in the
conversation. Teachers can use their judgement in deciding
which of the good scores, 4–5, and which of the inadequate
scores, 1–2 marks, their students should be awarded.
Good: 4–5
participates effectively in the discussion, speculating and
expressing ideas and personal opinions confidently. Use of
grammatical structures and vocabulary is mostly accurate and
appropriate.
Adequate: 3
participates satisfactorily in most of the discussion, speculating
and expressing ideas and personal opinions. Some errors in the
use of grammatical structures and vocabulary occur.
Inadequate: 1–2
Has difficulty participating in the discussion, speculating and
expressing ideas and opinions. The use of grammatical
structures and vocabulary is frequently inaccurate or
inappropriate.
3
30
Ne w Matura Matrix Intermediate Plus
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