İngilizce

1. A shortlist with a reason

A museum assistant must be available throughout 09.00–13.00 on Saturday and explain exhibits in English. Photography is useful but optional. The shortlist must include everyone meeting both essential conditions.

Görseldeki bilgiler: Üç kısa CV kartı. ADA: Available 09.00–13.00; has led English tours; no photography experience. BEN: Available 10.00–14.00; English tour experience; photography award. CEM: Available 09.00–13.00; can explain exhibits only in Turkish; strong photographer.

Which shortlist and reason apply the advertisement accurately?

1. Ada and Ben, because English experience removes the time condition.
2. Ben and Cem, because photography is the most visible skill.
3. Ada only, because optional photography cannot replace either essential condition.
4. All three, because each has at least one relevant strength.
5. Cem only, because availability proves that he can guide in English.

2. Ability is not a single moment

A careers-page summary must preserve the difference between Lale’s skill development and her success in one difficult situation.

Görseldeki bilgiler: Zaman çizgisi: AGE 10: I could build simple models, but I could not explain my designs clearly. AGE 15: After weekly practice, I could present my designs to a small group. LAST MONTH: The projector failed; I managed to finish one presentation using printed diagrams.

Which summary preserves both the development and the limited evidence from the last event?

1. She first learned to build models last month when the projector failed.
2. She could always explain designs clearly, so practice changed nothing.
3. One successful presentation proves that she never needs any visual support.
4. She gave up presenting because the projector failed during the event.
5. Her presentation skills developed with practice; she also completed one presentation despite a technical problem.

3. Evidence for a skill

A volunteer role requires explaining instructions clearly to first-time visitors. Deniz writes in his application, “I am an excellent communicator.” His records show that he rewrote a complicated club guide, tested it with new members and revised the parts they misunderstood.

Which addition most directly supports his claim?

1. I tested and revised a club guide after new members identified unclear instructions.
2. I have always wanted every visitor to admire the building.
3. I prefer a role with an impressive title and a large desk.
4. My guide was longer than the guide used by a different club.
5. I completed the guide without asking anyone whether it was understandable.

4. Interest and expertise are different

“I have enjoyed astronomy for years, but I have only recently begun learning how to operate the observatory equipment. I can help welcome visitors now; I would need training before leading a technical session.”

Which summary preserves both the applicant’s interest and present limits?

1. The applicant has no relevant interest because technical training is incomplete.
2. Long-standing interest proves that the applicant can operate every instrument.
3. The applicant refuses all roles until becoming an expert.
4. The applicant has sustained interest and can help with welcoming, while technical leadership requires further training.
5. The applicant has already led technical sessions for several years.

5. A credible application paragraph

You are applying to help with a school podcast. You have edited two short recordings and corrected unclear sound after classmates’ feedback. You have not yet used the studio’s professional equipment, but you are available for its introductory training.

Write three application sentences that give evidence of experience, acknowledge the limit and show a realistic next step.

6. A conditional offer

“We can offer you the weekend assistant role provided that you complete the orientation before your first shift. Your previous experience is helpful, but it does not replace this requirement.”

Which reply shows the applicant has understood the offer?

1. Thank you; my experience means I can skip orientation.
2. Thank you; I will arrange to complete orientation before starting my first shift.
3. Thank you; I will attend orientation after several shifts if I have time.
4. Thank you; I understand that no role is being offered under any conditions.
5. Thank you; I will send a longer list of hobbies instead of attending orientation.

7. Learning from a hobby

A pupil describes repairing old radios as a hobby. “At first I replaced parts whenever the sound failed. Later I began recording when the problem occurred and testing one change at a time. I did not repair every radio, but I became better at finding the likely cause.”

What development does the passage emphasise?

1. A move from careful testing to random replacement.
2. Proof that every hobby leads to complete professional expertise.
3. A decision to stop collecting evidence about faults.
4. A claim that unsuccessful repairs cannot teach anything.
5. A shift towards systematic investigation without claiming universal success.

8. Complete a transferable skill statement

In a theatre club, Selin organised rehearsal times, recorded which props were needed and informed members when plans changed. She is now applying for a community project that needs someone to coordinate tasks, although it is not a theatre project.

Complete: “My theatre experience is relevant because I learned to ______. Although the setting is different, this could help the project ______.”

9. Necessary and optional

An advertisement requires applicants to be available on both Saturday and Sunday and to write clear English notices. Experience in photography is welcome but not required. Ela is available on both days and writes notices for her club, but has never worked as a photographer.

Which conclusion applies the requirements accurately?

1. Ela must be excluded because every welcome skill is compulsory.
2. Ela meets the availability requirement but cannot be considered unless she owns a camera.
3. Ela meets the stated essential requirements; lack of photography experience alone does not disqualify her.
4. Ela is guaranteed to be selected because she meets the requirements.
5. Ela can replace Sunday availability with photography training.

10. One achievement, a broader ability

“Last summer, when the projector failed, I managed to give the talk using printed diagrams. That experience showed me the value of preparing alternatives; it did not mean that I could solve every technical problem.”

Which interpretation matches the speaker’s meaning?

1. The speaker has never given a successful talk.
2. The projector worked normally throughout the talk.
3. Preparing alternatives is unnecessary after one successful improvisation.
4. The speaker claims complete technical expertise because the talk continued.
5. A specific difficulty was overcome, leading to a lesson about preparation rather than a claim of unlimited ability.

11. Match a gap to a next step

Gaps: 1. The applicant lists a skill but gives no example. 2. The applicant has the skill but cannot attend at the advertised time. 3. The applicant is interested in a technical task but has not learned the equipment. Steps: A. Ask whether another schedule is possible before accepting. B. Describe a relevant task and its outcome. C. Seek supervised introductory training before taking responsibility.

Match the gaps with the steps. Explain why adding an example would not by itself solve gap 2.

12. What weakens the recommendation?

A careers article argues that pupils should try a short supervised activity before committing to a long course. It says such trials can reveal whether the daily tasks fit their interests.

Which sentence would weaken the article’s reasoning if added as its main conclusion?

1. A famous job title should be enough to decide, even when the person has never explored its daily tasks.
2. A trial can help a pupil discover questions to ask before enrolling.
3. Enjoying a hobby and enjoying related paid work may not be identical.
4. A pupil may need more than one experience before reaching a decision.
5. Information from practitioners can complement a short trial.

13. A useful sentence in the gap

“I enjoy designing posters, especially choosing how information should be arranged. ______. For that reason, I now ask someone unfamiliar with the event to read my draft before I finish it.”

Which sentence provides the clearest link?

1. My favourite colour has remained the same since childhood.
2. Posters can be printed on paper of several sizes.
3. However, an arrangement that seems clear to me may be confusing to a new reader.
4. All designers should use the same font in every context.
5. I have decided never to share unfinished work with anyone.

14. Ask the question that matters

A local workshop offers a placement described as “hands-on experience”. The announcement does not state whether students will observe, practise under supervision or work independently. You are interested but have only beginner-level skills.

Write two questions that clarify the tasks and supervision. Explain why asking only how impressive the certificate looks would not resolve your uncertainty.

15. A limited success report

A mentoring programme collected feedback only from pupils who attended every session. Most of those respondents reported that the meetings helped them plan their work. Pupils who stopped attending were not contacted.

Which conclusion is warranted?

1. The programme met the needs of every pupil who initially registered.
2. The feedback proves that attendance alone caused better exam results.
3. Pupils who left must have found the programme more useful than those who stayed.
4. Most fully attending respondents found it helpful; the experiences of those who left remain unknown.
5. Because some voices are missing, none of the collected responses has any value.

16. Order a reflective account

A. After that feedback, I practised explaining the steps without technical terms. B. In my first demonstration, the audience could not follow the instructions. C. In the next demonstration, I checked understanding after each step. D. When I asked why, they said the unfamiliar terms had confused them.

Put the account in order. Explain how the feedback changes both preparation and delivery.

17. Explain a change of interest

You used to think event work was mainly about being on stage. After helping backstage, you discovered that you enjoy organising materials and timing. You still like public speaking, but you now want to explore coordination roles too.

Write a short reflection that explains the experience and the expanded interest without presenting your earlier interest as completely abandoned.

18. What is the employer really seeking?

“Tell us about a time when a plan did not work and how you responded. We are interested in what you learned, not in a claim that you have never made a mistake.”

Which response strategy best fits this request?

1. Describe only awards and avoid mentioning any difficulty.
2. Give a real difficulty, explain the action taken and identify a lesson for later work.
3. Say that mistakes are caused by other people and give no example.
4. Invent a failure with a dramatic result to sound memorable.
5. Repeat the job title several times instead of discussing experience.

19. A summary without overclaiming

After a six-week design club, Bora can produce a basic poster independently. He still asks for help with complex layouts. He plans to take another course before offering professional services.

Complete: “Bora has become able to ______, but he still needs ______. His next course is a plan to ______, not proof that ______.”

20. A reference with evidence and limits

You are writing a reference for a classmate who coordinated two school exhibitions. She kept the task list updated and informed the team of delays. You have not observed her handling budgets or managing events outside school.

Write two or three sentences recommending her for a coordination role. Include observed strengths and one clear limit to what you can personally confirm.