1st MOCK TEST

Discover your current English level with this 30-minute placement test. This will give
you an approximate indication of your English proficiency level based on CEFR.
Knowing your level will help you identify strengths and areas of improvement, and
reach your learning goals.

GRAMMAR SECTION
The questions start at Elementary level (A1) and become gradually more difficult.
Elementary level (A1 & A2)
1. Richard has 1 cat …….

A. but 2 cats

B. and 3 cats

C. and 2 dogs

D. or many cats

E. I don't know 

2. This apple tastes ……. the red one.

A. more sweet

B. more sweet than

C. sweeter
D. sweeter than

E. I don't know 

3. My coat is ……. the chair.

A. in

B. between

C. from

D. on

E. I don't know 
4. ……. this girl next to your dad?

A. What's

B. Where's

C. Who's

D. That's

E. I don't know 

5. Karen enjoys ……. TV.

A. watching

B. to watch

C. watch

D. watches

E. I don't know 

6. There weren't ……. people at the concert.

A. lot of

B. many

C. much

D. very much

E. I don't know 

7. We usually meet ……. 8 AM.

A. in

B. on

C. for

D. at

E. I don't know 
8. Every day, I ……. clean this board.

A. have

B. ought

C. have to

D. am

E. I don't know 

9. She ……. do her homework.

A. wasn't

B. isn't

C. didn't

D. don't

E. I don't know 

10. Sarah ……. dinner tonight.

A. will go cooking

B. is going cooking

C. goes to cook

D. is going to cook

E. I don't know 

11. I laughed ……. the movie was funny.

A. because

B. and

C. so

D. or

E. I don't know 
Intermediate level (B1)

12. This summer is not ……. last summer.

A. hot as

B. as hot than

C. hot like

D. as hot as

E. I don't know 

13. She hasn't been home ……. 2011.

A. in

B. for

C. since

D. at

E. I don't know 

14. She asked me …….

A. I lived where

B. where I lived

C. I did live where

D. where did I live

E. I don't know 

15. I ……. in Rome at the time.

A. was living

B. have been living

C. have lived

D. live
E. I don't know 
16. She ……. promoted.

A. is just

B. has just

C. has just be

D. has just been

E. I don't know 

17. How long ……. English?

A. was he being studied

B. has he been studying

C. did he studying

D. has he study

E. I don't know 

18. ……. helps Jonathan fall asleep.

A. Read

B. Reader

C. Reading

D. To read

E. I don't know 

19. Wendy may ……. work early today.

A. have finished

B. had finished

C. be finished

D. finished

E. I don't know 
Upper-intermediate level (B2)

20. ……. the report by the time police arrived?

A. Have you been completing

B. Will you be completing

C. Had you completed

D. Was it completed

E. I don't know 

21. Can you believe that, at 5 o’clock, we will ……. in this van for 24 hours! And

no end in sight.

A. have been traveling

B. have been traveled

C. travel

D. be traveling

E. I don't know 

22. Is it true that the flood destroyed all the crops? - I'm …….

A. afraid that so

B. afraid

C. afraid no

D. afraid so

E. I don't know 

23. I ought to be OK, but just in case, ……. willing to help me?

A. will you

B. would you be

C. could you
 D. can you be

E. I don't know 

24. If we ……. have ended up in a less precarious position than we are now.

A. had negotiated, we would

B. had negotiated, we will

C. would negotiate we will

D. negotiated, we would

E. I don't know 

25. ……. Victor carelessly fell, he managed to pull himself up and continue the

race.

A. Since

B. Despite

C. Even though

D. Nevertheless

E. I don't know 

26. ……. the truth, I really don't like the way we arranged those flowers.

A. Tell you

B. Telling

C. I tell

D. To tell

E. I don't know 

27. ……. that a 30-hour workweek for everyone benefits the economy.

A. It could be argued
 B. It was arguing

C. It has argued

D. It is arguing

E. I don't know 

Advanced level (C1)

28. Based on the recent stats, ……. is change our approach to pricing.

A. how we'll do

B. which we'll do

C. when we'll do

D. what we'll do

E. I don't know 

29. Would you be so kind ……. lend me some money?

A. to

B. so you

C. as to

D. could you

E. I don't know 

30. Under no circumstances ……. neglect your parental responsibilities for the sake

of work.

A. I would let to you

B. had I let you

C. I will let you

D. will I let you

E. I don't know 
31. I have ……. a plumber to mend the leaky tap after the builders botched it up.

A. got to get

B. get to got

C. get to make

D. made to get

E. I don't know 

32. ……. the chance to make his acquaintance, I would have never been able to

enjoy such tremendous success.

A. If I didn't have

B. Haven't I had

C. Had I not had

D. I hadn't had

E. I don't know 

33. Which sentence is correct?

A. On second, thought with your car we might all be able to go.

B. On second thought with your car we might all be able to go.

C. On second thought, with your car, we might all be able to go.

D. On second thought with your car, we might all be able to go.

E. I don't know 

34. ……. better resources, we could have moved streets ahead of our nearest rival.

A. If only I've had

B. If only I'd have

C. If only I'd had

D. If only I had

E. I don't know 
 35. As you ……. in the news, our town is to receive some recognition this year.

A. would see

B. will have seen

C. are to seeing

D. have been seen

E. I don't know 

READING SECTION
Questions 36-45
Read the passage, then answer the questions below.
The Creators of Grammar
No student of a foreign language needs to be told that grammar is complex. By
changing word sequences and by adding a range of auxiliary verbs and suffixes, we are
able to communicate tiny variations in meaning. We can turn a statement into a
question, state whether an action has taken place or is soon to take place, and perform
many other word tricks to convey subtle differences in meaning. Nor is this complexity
inherent to the English language. All languages, even those of so-called 'primitive'
tribes have clever grammatical components. The Cherokee pronoun system, for
example, can distinguish between 'you and I', 'several other people and I' and 'you,
another person and I'. In English, all these meanings are summed up in the one, crude
pronoun 'we'. Grammar is universal and plays a part in every language, no matter how
widespread it is. So the question which has baffled many linguists is - who created
grammar?
At first, it would appear that this question is impossible to answer. To find out how
grammar is created, someone needs to be present at the time of a language's creation,
documenting its emergence. Many historical linguists are able to trace modern complex
languages back to earlier languages, but in order to answer the question of how complex
languages are actually formed, the researcher needs to observe how languages are
started from scratch. Amazingly, however, this is possible.
Some of the most recent languages evolved due to the Atlantic slave trade. At that time,
slaves from a number of different ethnicities were forced to work together under
colonizer's rule. Since they had no opportunity to learn each other's languages, they
developed a make-shift language called a pidgin. Pidgins are strings of words copied
from the language of the landowner. They have little in the way of grammar, and in
many cases it is difficult for a listener to deduce when an event happened, and who did
what to whom. [A] Speakers need to use circumlocution in order to make their meaning
understood. [B]Interestingly, however, all it takes for a pidgin to become a complex
language is for a group of children to be exposed to it at the time when they learn their
mother tongue. [C] Slave children did not simply copy the strings of words uttered by
their elders, they adapted their words to create a new, expressive
 language. [D] Complex grammar systems which emerge from pidgins are termed
creoles, and they are invented by children.
Further evidence of this can be seen in studying sign languages for the deaf. Sign
languages are not simply a series of gestures; they utilise the same grammatical
machinery that is found in spoken languages. Moreover, there are many different
languages used worldwide. The creation of one such language was documented quite
recently in Nicaragua. Previously, all deaf people were isolated from each other, but in
1979 a new government introduced schools for the deaf. Although children were taught
speech and lip reading in the classroom, in the playgrounds they began to invent their
own sign system, using the gestures that they used at home. It was basically a pidgin.
Each child used the signs differently, and there was no consistent grammar. However,
children who joined the school later, when this inventive sign system was already
around, developed a quite different sign language. Although it was based on the signs
of the older children, the younger children's language was more fluid and compact, and
it utilised a large range of grammatical devices to clarify meaning. What is more, all the
children used the signs in the same way. A new creole was born.
Some linguists believe that many of the world's most established languages were creoles
at first. The English past tense –ed ending may have evolved from the verb 'do'. 'It
ended' may once have been 'It end-did'. Therefore it would appear that even the most
widespread languages were partly created by children. Children appear to have innate
grammatical machinery in their brains, which springs to life when they are first trying to
make sense of the world around them. Their minds can serve to create logical, complex
structures, even when there is no grammar present for them to copy.

36. In paragraph 1, why does the writer include information about the Cherokee language?
A. To show how simple, traditional cultures can have complicated grammar structures
B. To show how English grammar differs from Cherokee grammar
C. To prove that complex grammar structures were invented by the Cherokees.
D. To demonstrate how difficult it is to learn the Cherokee language
E. I don’t know 

37. What can be inferred about the slaves' pidgin language?

A. It contained complex grammar.
B. It was based on many different languages.
C. It was difficult to understand, even among slaves.
D. It was created by the land-owners.
E. I don’t know 

38. All the following sentences about Nicaraguan sign language are true EXCEPT:
A. The language has been created since 1979.
B. The language is based on speech and lip reading.
C. The language incorporates signs which children used at home.
D. The language was perfected by younger children.
 E. I don’t know 

39. In paragraph 3, where can the following sentence be placed?

It included standardised word orders and grammatical markers that existed in
neither the pidgin language, nor the language of the colonizers.
A
B
C
D
E I don’t know 

40. 'From scratch' in paragraph 2 is closest in meaning to:

A. from the very beginning
B. in simple cultures
C. by copying something else
D. by using written information
E. I don’t know 

41. 'Make-shift' in paragraph 3 is closest in meaning to:

A. complicated and expressive
B. simple and temporary
C. extensive and diverse
D. private and personal
E. I don’t know 

42. Which sentence is closest in meaning to the highlighted sentence?

Grammar is universal and plays a part in every language, no matter how widespread
it is.
A. All languages, whether they are spoken by a few people or a lot of people, contain
grammar.
B. Some languages include a lot of grammar, whereas other languages contain a little.
C. Languages which contain a lot of grammar are more common that languages that
contain a little.
D. The grammar of all languages is the same, no matter where the languages evolved.
E. I don’t know 

43. All of the following are features of the new Nicaraguan sign language EXCEPT:
A. All children used the same gestures to show meaning.
B. The meaning was clearer than the previous sign language.
C. The hand movements were smoother and smaller.
D. New gestures were created for everyday objects and activities.
E. I don’t know 
44. Which idea is presented in the final paragraph?
A. English was probably once a creole.
B. The English past tense system is inaccurate.
C. Linguists have proven that English was created by children.
D. Children say English past tenses differently from adults.
E. I don’t know 

45. Look at the word 'consistent' in paragraph 4. This word could best be replaced by
which of the following?
A. natural
B. predictable
C. imaginable
D. uniform
E. I don’t know 

LISTENING SECTION

Listen to Audio Track 1

Directions: Listen to the audio and answer the questions.

1. Why does the student come to the library?

A. To learn about the library’s resources

B. To ask about interlibrary loans

C. To attend the new student orientation

D. To start work on a research project

E. I don’t know 

2. Why does the librarian point out the history section to the student?

A. She wants to point out the closest area containing copy machines.

B. She assumes that he will need to do research there.

C. The student is looking for a book he used at his last school.

D. Students sometimes mistakenly assume that the section contains literature

books.

E. I don’t know 
 3. What does the student imply about the interlibrary loan service at his last

school?

A. He never used it.

B. He came to appreciate it.

C. It was inconvenient.

D. It was expensive.

E. I don’t know 

4. What does the student need to do before he can use any rare books?
Choose 2 answers.

A. Purchase a card

B. Obtain permission

C. Put on gloves

D. Try interlibrary loan first

E. I don’t know 

Listen to Audio Track 2

Narrator: Listen again to part of the conversation, then answer the question.
Student: I’ll have all the resources, all the books and information I need right here in
one place!
Librarian: Yup, that’s the idea!

Which sentence best expresses what the librarian means when she says this:

Librarian: “Yup, that’s the idea!”

A. I wish this were true.

B. That is not a very good idea.

C. Thanks for your suggestion.

D. That is what we intended.

E. I don’t know 
SPEAKING SECTION

Please, tell your recent activities in 5 minutes

Directions: You have 2 minutes to prepare before speaking