Listening and Speaking 3.

Unit 4 Test A
Teacher’s Assessment Guide
Name: ______________________________________ Date: _____________

Unit 4 Test Purposes

 Comprehend the main ideas and details in a listening passage (Listening)
 Select notes to complete a mind map from a listening passage (Note-taking Skill)
 Choose and use target vocabulary from the unit (Vocabulary)
 Identify facts and opinions in listening texts (Listening Skill)
 Use context clues to identify meaning (Vocabulary Skill)
 Choose and use phrases to give and support opinions (Speaking Skill)
 Use modal verbs to express attitude (Grammar Skill)
 Discuss a speaking prompt using unit ideas and skills

I. Listening
Learning objective: Comprehend the main ideas and details in a listening passage

In this section you will hear a class discussion about online advertising. You will hear the discussion
twice. Choose the correct answer.

Teacher: OK, today we’re exploring the world of online advertising. So let’s start with a simple
question: Do you like online ads? How about you, Georgia?

Georgia: I don’t think anyone really likes online ads, do they? They’re necessary because they pay for
the Internet. But they’re rarely funny, or informative. Some of them are just annoying. For
example, if I’m quietly reading my favorite news site at work, and then a really loud ad plays
without any warning … that’s annoying.

Rishi: Exactly. I want to watch someone playing video games. But first I have to watch an ad for
face cream. I don’t buy face cream! It’s completely pointless!

Georgia: That’s not always true, though. A lot of ads are targeted right at you. For example, I often
look at holiday websites and then, when I’m browsing, I’ll see banner ads showing discounts
for the same holidays. The Internet is watching me! It’s creepy!

Teacher: And Georgia, would you pay to read your news site if the ads were removed?

Georgia: Yes, I think I would. It’s not cheap to create high-quality news content.

Teacher: Does anyone here actually pay for online content?

Matt: I do.

Teacher: Yes, Matt.

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 Listening and Speaking 3. Unit 4 Test A
Teacher’s Assessment Guide
Matt: I give money to Wikipedia every year so that they can stay free of ads.

Teacher: Yes, Wikipedia is an interesting example. Jimmy Wales, the man who founded Wikipedia, was
very idealistic about the online world. He wanted to spread knowledge. Mark Zuckerberg of
Facebook wanted to connect friends. Many of the people involved in the early life of the
Internet were tech-innovators, nerds. They didn’t expect “big business”, like advertisers, to
be interested and they didn’t want those guys around.

Matt: Well that certainly changed for Facebook.

Teacher: Indeed it did. Facebook launched in 2004. By 2007 it started to sell access to its users.
Advertisers created targeted ads, and then they paid Facebook to send their ads to, for
example, all men aged twenty-one to twenty-five. Your age, your gender, what your hobbies
are; all of these things affect what ads you see on Facebook.

Matt: I’ve had enough of companies watching my online life. I’ve installed an ad blocker on my
laptop.

Teacher: That’s interesting Matt. How do ad blockers work?

Matt: Well, it’s very simple. You buy and download something called an ad blocker. You can choose
which types of ads you want to block: just videos, or videos and pictures. And that’s it. It also
helps to protect your computer, because some ads also contain nasty viruses that can attack
your software.

Rishi: But Matt, if there are no ads, so many good things about the Internet will disappear. When
was the last time you checked the weather online? Or watched a DIY video? Or used an
online translation tool? That can’t happen if there are no ads.

Matt: OK, that’s a good point.

Georgia: I think, even if some people, like you Matt, pay for online content, lots of great sites would
shut down.

Matt: I do agree with you both. But there has to be a different way. Can’t the ad companies think of
anything better?

Teacher: Many people think that micro-targeting is the future of advertising. This means using very
specific information from wearable technology, for example the GPS location data from your
smart watch. Imagine this. You are walking past your favorite pizza restaurant. The restaurant
sends you a text offering you a discount if you buy in the next five minutes. Does that sound
like a good idea?

Georgia: It’s a terrible idea! My pizza restaurant is checking where I am? What next? My gym knows
that I’m eating junk food? That’s a total invasion of my privacy.

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 Listening and Speaking 3. Unit 4 Test A
Teacher’s Assessment Guide
Teacher: And, of course, your watch checks more than your location. It can also monitor your heart
rate.

Rishi: So, you’re saying, if my heart rate goes up I might be feeling happy and excited, and so I
might spend more money on clothes? I find that quite worrying.

Matt: You’re sending me ads depending on my heart rate? Give me a break. My heart rate is none
of your business.

Teacher: Having said that, the technology does have other uses. For example, imagine an app for
asthma sufferers that can tell if you’re entering an area with high pollution, or if the weather
will affect your health.

Georgia: That’s completely different. Companies shouldn’t be using our personal data to make
themselves rich. But we can certainly use technology to make ourselves healthier.

1. Which online ads does Georgia find annoying?

A. ads that fill your whole computer screen
B. ads that block what you are reading
C. ads with loud and unexpected sounds
Answer: C
“a really loud ad plays without any warning … that’s annoying”

2. What does Georgia think after she sees the holiday ads?
A. She doesn’t visit holiday websites, so they are completely pointless.
B. The holiday companies must be watching her online habits.
C. They are useful and relevant to her.
Answer: B
Georgia says she “often” visits holiday sites, so students can discount option A. Although part of option C
is true for Georgia (they are targeted/relevant), her opinion is firmly against these ads: “The Internet is
watching me! It’s creepy!”, so only option B is true.

3. What online content does one of the students already pay for?
A. Matt pays money to Wikipedia.
B. Georgia pays for a news website.
C. Rishi pays to watch a video gamer.
Answer: A
Although each of the students does visit these sites, only Matt pays.

4. How did Wikipedia’s founder, Jimmy Wales, feel about advertising in the early days of the Internet?
A. It was a helpful way to pay for websites.
B. Websites would be better without it.
C. It couldn’t help a big site like Wikipedia.
Answer: B

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 Listening and Speaking 3. Unit 4 Test A
Teacher’s Assessment Guide
This is an inference question. Although money isn’t specifically mentioned in the audio, we can infer a
strong dislike of using the Internet for financial gain: “They didn’t expect ‘big business’, like advertisers,
to be interested and they didn’t want those guys around.”

5. What did Facebook start to sell in 2007?

A. information about its users’ online habits
B. space on its site for banner ads
C. access to its users for targeted ads
Answer: C
Students will need to listen for the time marker “By 2007 …” to locate answer C.

6. Which of the following is a feature of ad blocker software?

A. It is free to download.
B. It can help to prevent computer viruses.
C. It stops companies seeing your online history.
Answer: B
“It also helps to protect your computer, because some ads also contain nasty viruses that can attack
your software.” Matt is clear that he bought the software (option A is not true).

7. If online ads were banned, what do the students agree would happen?
A. A lot of good sites would disappear.
B. More people would pay for good quality sites.
C. Lots of sites would contain hidden advertising messages.
Answer: A

Rishi and Georgia argue strongly for option A and Matt concedes: “I do agree with you both.”

8. What is Georgia’s opinion of the micro-targeted pizza ad?

A. She thinks junk food ads should be banned.
B. She thinks it’s an invasion of her privacy.
C. She thinks the restaurant should pay her for her personal details.
Answer: B

“That’s a total invasion of my privacy.”

9. What is the group’s overall response to the ideas about micro-targeted ads?
A. They are strongly against the possibility of micro-targeting children.
B. They are strongly in favour of the benefits to local businesses.
C. They are strongly against the use of their location and heart rate information.
Answer: C
All three students have strongly negative opinions about the use of location and heart rate to create
micro-targeted ads: ”It’s a terrible idea!“ (Georgia), “I find that quite worrying.” (Rishi), “Give me a
break. My heart rate is none of your business.” (Matt) This is a gist question that could be answered on a
first listening.

10. The teacher describes a benefit of micro-targeted technology. What is it?

A. Targeted health information

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 Listening and Speaking 3. Unit 4 Test A
Teacher’s Assessment Guide
B. Targeted traffic information
C. Targeted environmental information
Answer: A
The teacher gives an example of an app for asthma sufferers.

1 point for each correct answer 10

II. Note-taking skill: Using a mind map

Learning objective: Select notes to complete a mind map from a listening passage (p. 95)

Listen to an excerpt from a talk about advertising. Write the letters to complete the mind map. There
are four letters that you don’t need.

Do you know what car Tony Stark drives in the Avengers films? Do you know what suit James Bond
wears? If you watch these films, you can find out, because these are examples of embedded marketing,
also known as product placement. Companies pay to have their products shown in films or TV programs.
The technique can be highly effective, particularly if the person using the product is the hero of a story.
Everyone wants to be like James Bond, right? But, inevitably, there are risks involved too. Sometimes
including a product can make the story seem odd. They’re stopping for another snack? On the other
hand, seeing products can make a story seem more realistic. Personally, I dislike product placement in
prime time reality shows. For example, picture the judges on a talent show. They always have a table in
front of them, don’t they? I don’t think they really need the table. It’s just somewhere for them to place
their large branded drinks. But I also think the use of embedded marketing will increase. Partly this is
because, with digital TV, people no longer have to watch the commercial breaks. And using digital
technology, the products shown can actually be changed, for example for different countries. Perhaps
James Bond will have one watch for European viewers and another for American audiences.

Can be effective Can be intrusive

 (12) ____  changes the
 e.g., James story or how a
Bond cars, TV show is shot
watches, suits  (13) ___
(11) ___

Reasons for using

 can be changed
using digital
technology
 (14) ___
 make a story
more realistic

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 Listening and Speaking 3. Unit 4 Test A
Teacher’s Assessment Guide
A. won’t work if people are annoyed
B. film and TV merchandise
C. people today can skip the commercials on TV
D. people want to be like their film heroes
E. why are TV judges always so thirsty!
F. product placement
G. some film characters own a lot of products!
H. to reach a younger audience

Answers: 11. F, 12. D, 13. E, 14. C

1 point for each correct answer 4

III. Vocabulary

Learning objective: Choose and use target vocabulary from the unit (pp. 84 and 87)

A. Complete the sentences with a preposition.

15. We have to take his views __________ account, even if we disagree.
16. I can’t help giving __________ and buying my kids the latest video game.
17. Last year, my family’s spending on Lego and Star Wars toys added __________ to several hundred
dollars.

Answers: 15. into, 16. in, 17. up

1 point for each correct answer 3

B. Complete the sentences. Choose A, B, or C.

18. Who was your favorite kids’ TV __________ when you were little?
A. person
B. scenario
C. character

19. There are laws which __________ all forms of advertising.

A. criticize
B. regulate
C. introduce

20. Ads do influence us. That’s the __________ truth.

A. unconscious
B. uncomfortable
C. personal

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 Listening and Speaking 3. Unit 4 Test A
Teacher’s Assessment Guide
21. Can you back up that __________ with reasons?
A. encounter
B. evidence
C. claim

22. The advertising industry has little __________ to change, given the money involved.
A. willingness
B. taste
C. merchandise

23. When you didn’t reply, I __________ that you weren’t interested.
A. disappeared
B. inferred
C. took

24. The bottom __________ is that we can’t ignore ads, so we must understand their power.
A. line
B. screen
C. practice

Answers: 18. C, 19. B, 20. B, 21. C, 22. A, 23. B, 24. A

1 point for each correct answer 7

IV. Listening Skill: Facts and opinions

Learning objective: Identify facts and opinions in listening texts (p. 82)

Listen to the ads. Decide whether each one is a fact or an opinion. Choose A or B.

25. At Target Advertising, we’ve been creating high-quality ads since 2010. You won’t be disappointed.

26. Target Advertising. You can contact our customer service department today at 0777 7799111.

27. Hellooo? Is there anyone there? In the dark about online advertising? Target Advertising will bring
you into the Internet sunshine.

28. Hi. I’m Alfonso Morera, founder and director of Target Advertising. We’ve helped hundreds of
companies create their first Internet ads. And their next ad. And their next ad! Call us today.

25.
A. fact
B. opinion
Answer: B
Although the statement includes a factual date and company name, the inclusion of the adjectives

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 Listening and Speaking 3. Unit 4 Test A
Teacher’s Assessment Guide
“high-quality” and “disappointed” (without qualification) tips the statement into an opinion.

26.
A. fact
B. opinion
Answer: A
Only factual information is provided.

27.
A. fact
B. opinion
Answer: B
Apart from conveying the company name, the rest of this content is opinion.

28.
A. fact
B. opinion
Answer: A
Although this is a first-person narrator, the information is factual.

1 point for each correct answer 4

V. Vocabulary Skill: Using context to identify meaning

Learning objective: Use context clues to identify meaning (p. 88)

Read the sentences. What is the correct definition of the underlined word? Choose, A, B, or C.

33. Have you ever visited Caitlin’s flat? It’s immaculate. There’s not a single thing out of place.
A. very clean
B. completely new
C. stylish

34. The response to our most recent advertising campaign was overwhelming. We had so many new
orders for our product. It was a surprising outcome, but very welcome.
A. very strong and powerful
B. very sad
C. very long

35. My daughter’s friends all have Rainbowbot toys, but I won’t buy one for her. It’s just a craze. They
won’t be popular in two months’ time.
A. something that is surprisingly successful
B. an interest that is very popular for a short amount of time
C. a puzzle

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 Listening and Speaking 3. Unit 4 Test A
Teacher’s Assessment Guide
36. We need to pinpoint where the problem occurred so we can avoid it in future.
A. to create a sudden change of direction
B. to make something sharp
C. to find the exact location

Answers: 33. A, 34. A, 35. B, 36. C

1 point for each correct answer 4

VI. Speaking Skill: Giving and supporting opinions

Learning objective: Choose and use phrases to give and support opinions (p. 93)

Complete the conversation with the words/phrases in the word bank. There are three phrases that
you don’t need.

because For example, I don’t think that If you ask me, It’s my view My opinion therefore

Seva: What do you think, Ellen? Will advertising soon be dead?

Ellen: No way. Actually, I think advertising will become even more targeted. (37) _____ brands can
survive without advertising, so they’ll find new ways to reach us. Shops will have apps on our
phones, and when we enter a store they’ll send us special offers. (38) _____ “Ellen, $5 off this
T-shirt if you buy it before 3:30.”
Seva: I disagree, (39) _____ if ads become more targeted, then we gain more control. Surely
consumers will be able to choose whether to have the app?
Ellen: Don’t be so sure. (40) _____ in the future that sort of technology is going to be in our phones
when we buy them. Or in our clothes. Or in our brains!
Seva: Ellen, you have watched too many movies…

Answers:
37. I don’t think that
38. For example,
39. because
40. If you ask me,

1 point for each correct answer 4

VII. Grammar: Modals expressing attitude

Learning objective: Use modal verbs to express attitude (p. 90)

A. Correct the verb errors in these sentences. Do not change the underlined word.
41. We must to go now.
___________________________________________________________

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 Listening and Speaking 3. Unit 4 Test A
Teacher’s Assessment Guide
Answer: We must go now.
Modals are followed by the base form of the verb.

42. We couldn’t used the word “breakthrough” in the ad because it was misleading.
___________________________________________________________
Answer: We couldn’t use the word “breakthrough” in the ad because it was misleading.
Modals are followed by the base form of the verb, even when the sentence is in a different tense.

43. You haven’t to finish it now—the deadline is weeks away.

___________________________________________________________
Answer: You don’t have to finish it now.
The negative form is “don’t have to” not “haven’t to”.

44. He ought say how he feels.

___________________________________________________________
Answer: He ought to say how he feels.
“ought to” is the modal and “say” is still in the base form (it isn’t “to say”).

1 point for each correct answer 4

B. Complete the sentences with the correct modal verb. Choose A, B, or C.

45. Watch out! You ___________ look where you’re going.
A. can
B. don't have to
C. should

46. This ad ___________ upset some people. I don’t like it. Our brand is friendlier than this.
A. might
B. must
C. ought to

47. The library is closing. We ___________ leave now.

A. can
B. mustn’t
C. have to

48. Ads ___________ be banned. They’re too important.

A. don’t have to
B. can’t
C. must

49. You ___________ have evidence before you make a claim like that.
A. can
B. shouldn’t
C. must

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 Listening and Speaking 3. Unit 4 Test A
Teacher’s Assessment Guide
50. You ___________ explain it to me. I already know all about it.
A. don’t have to
B. ought to
C. can

Answer: 45. C, 46. A, 47. C, 48. B, 49. C, 50. A

1 point for each correct answer 6

VIII. Speaking
Learning objective: Discuss a speaking prompt using unit ideas and skills

Work in pairs to prepare a role-play discussion.

 Student A. You have recently put “ad blocker” software on your computer. You are against
online advertising.
 Student B. You work in online advertising. You think online advertising is a good thing.

Discuss the following statement in pairs: “Without advertising, Internet content would not be free.”
Make notes to prepare for the discussion. The discussion will last for 3–4 minutes.

Preparation:
The characters in the role play are intended to be firmly pro (Student B) and anti (Student A) online
advertising. Advise the students to prepare accordingly, allowing time for note-taking. Provide the
following headings:
 opinion of online ads
 how to pay for online content
 privacy

Allow the discussion to last for 3–4 minutes, providing further prompts if needed to maintain the flow of
speech.

Refer to the Unit 4 Test Speaking Rubric for scoring.

20 points Section IX 20

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 Listening and Speaking 3. Unit 4 Test A
Teacher’s Assessment Guide
Unit 4 Test
Speaking Rubric

Student name: _____________________________________________________

Date: _________________________

Speaking Prompt: Discuss online advertising.

Role-play about online advertising Points

(0 – 5)
Discourse competence: task Gives role-play opinion with supporting evidence. /5
coverage
Linguistic competence: Uses appropriate structures relating to arguing for /5
structure or against an issue.
Linguistic competence: Uses appropriate vocabulary relating to advertising. /5
terminology
Discourse competence: Presentation skills, e.g., level of hesitation, use of /5
context-specific focus notes, maintaining role-play character.

Total points: ______________

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