Fifth Edition

NorthStar
Placement Test with Audio
NorthStar Placement Test, Fifth Edition
Copyright ©2020, 2015, 2010 by Pearson Education, Inc. All rights reserved.
The tests in this publication are photocopiable. Pearson Education grants permission to classroom
teachers to reproduce tests for classroom use.
221 River Street, Hoboken, NJ 07030
Staff credits: The people who made up the NorthStar Placement Test team, representing editorial,
production, design, and manufacturing, are Stephanie Callahan, Tracey Cataldo, Dave Dickey,
Lucy Hart, Amy McCormick, Dana Pinter, Mary Rich, Robert Ruvo, Debbie Sistino, Peter West, and
Autumn Westphal.
Project director: Joan Jamieson
Test development: Tony Becker
Test statistics: Don Miller
 CONTENTS
About the NorthStar Placement Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv
The NorthStar Reading and Writing Placement Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv
Administration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv
Scoring and Placement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
Answer Key. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi
Scoring Rubric. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viii
The NorthStar Listening and Speaking Placement Test. . . . . . . . . . . . . . . . . . . . . . . . . . . x
Administration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . x
Scoring and Placement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xii
Answer Key. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiii
Scoring Rubric. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiv
Audioscript . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xv
The NorthStar Reading and Writing Placement Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Part 1A: Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Part 1B: Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Part 1C: Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Part 2: Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Part 3: Skills for Writing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Part 4: Writing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
The NorthStar Listening and Speaking Placement Test. . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Part 1A: Listening. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Part 1B: Listening. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Part 1C: Listening. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Part 2: Skills for Speaking. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Part 3: Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Part 4: Speaking. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

© 2020 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
About the NorthStar
Placement Tests
The NorthStar Placement Tests help you to place students into one of the five levels of the
NorthStar course.
This PDF includes two tests (one for Reading and Writing and one for Listening and Speaking),
detailed instructions for administering the tests, audioscripts, answer keys, and guidelines
for scoring and placement.

The NorthStar Reading and Writing Placement Test

ADMINISTRATION
The NorthStar Reading and Writing Placement Test is a 90-minute test designed to assess
reading and writing. Specific directions regarding the test parts and scoring are found
below. In order to administer this test, you will need the following materials:
• test
• answer key
• extra pencils, erasers, and pencil sharpeners, if possible
When ready to administer the test, print the appropriate number of tests and pass out one
test per student. Students will not need an answer sheet, as they will write their answers
directly on the test. Have students write their names in the spaces provided.
Part 1. Reading (35 minutes)
The first part of the test assesses reading. Students will read several passages and excerpts
and answer the questions. There is a total of 20 items.
Part 2. Vocabulary (15 minutes)
The second part of the test assesses vocabulary. There is a total of 20 items.
Part 3. Skills for Writing (15 minutes)
The third part of the test assesses skills for writing. There is a total of 15 items.
Part 4. Writing (25 minutes)
The fourth part of the placement test assesses writing. Students will read a prompt on page
13 of the test, and then they will plan and write responses to the prompt in 25 minutes. All
responses should be written on the lines provided on the test pages.
General Directions (to be read to the students after they have been given the test):
“The test will last 90 minutes. There are four parts to the test: Parts 1–3 (65 minutes); Part
4 (25 minutes).There are 14 pages. Read the directions for each section before you answer
questions. Write all answers directly on the test. Make sure that you have written your
name on each page. It is now [give time]. Let’s begin.”

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SCORING AND PLACEMENT (75 points possible)
Parts 1–3. Reading, Vocabulary, and Skills for Writing (55 points)
To score these parts of the test, use the Answer Key on page vi. For these parts, there is
one point possible per correct response.
Part 4. Writing (20 points)
Note: There should be two raters for each essay, but if you use only one rater, be sure
to double the score.
To score this part of the test, you should use the NorthStar Reading and Writing Placement
Test Scoring Rubric in the Answer Key; the rubric is found on page viii of the Answer Key.
Please read the rubric carefully before scoring the essay. Before scoring writing in Part 4,
read the story about Tim Stark in Part 1.2 of the reading section. Key points are given on
page vii in the Answer Key to guide your scoring. Your score will range from 0–10.
If you are the first rater, write your score in the upper right corner of the cover page and
fold it over so the second rater cannot see the score.
To score this part of the test, add both raters’ scores if two raters were used or double the
score if only one rater was used.

Number Correct Placement in NorthStar Reading and Writing

0–9 Too Low
10–25 NorthStar Reading and Writing 1
26–35 NorthStar Reading and Writing 2
36–50 NorthStar Reading and Writing 3
51–60 NorthStar Reading and Writing 4
61–70 NorthStar Reading and Writing 5
71–75 Too High

© 2020 by Pearson Education, Inc. Permission granted to reproduce for classroom use. The NorthStar Reading & Writing Placement Test v
The NorthStar Reading and Writing Placement Test
ANSWER KEY AND RUBRIC

PART 1A. READING 2.3 (6 points—must be spelled correctly)

1. blood
1.1 (1 point)
2. burglar or burglary
1. B
3. heal or heals or healed
1.2 (2 points) 4. natural
1. C 2. C 5. depend or depends or depended
1.3 (4 points) 6. courage
1. Scott Halley 3. Both men 2.4 (3 points—must be spelled correctly)
2. Both men 4. Tim Stark 1. astonish or astonished or astonishes
2. astonishing or astonished
PART 1B. READING 3. suspiciously
1.4 (3 points) 2.5 (5 points—must be spelled correctly)
1. C 2. D 3. B 1. determined or inspired
1.5 (4 points) 2. admiration
1. These include countries that signed the 3. inspired
Kyoto Protocol. 4. propose or determine or challenge
2. They say there is no evidence carbon 5. inspiration or determination
dioxide causes climate change. or
they think the Earth may be going through PART 3. SKILLS FOR WRITING
a natural heating cycle. 3.1 (3 points)
3. They think the Earth may be going through 1. tried 3. was not or wasn’t
a natural heating cycle. or 2. ate
They say there is no evidence carbon
3.2 (3 points)
dioxide causes climate change.
1. more frequently than
4. It could hurt U.S. carmakers, for example.
2. less competitively than
PART 1C. READING 3. as patiently as

1.6 (1 point) 3.3 (3 points)—Full credit is given to responses that

1. A include at least 3 of 4.
that the fish could hear or
1.7 (5 points) where he couldn’t hear the music or
1. D 2. B 3. B 4. A 5. C that got the music before his feedings or
that saw food at the surface
PART 2. VOCABULARY
3.4 (3 points)
2.1 (3 points)
1. B 2. D 3. F
1. game pieces 3. take turns
2. opponent 3.5 (3 points)
1. B 2. A 3. C
2.2 (3 points)
1. predicted 3. attributed
2. concepts

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PART 4.WRITING
(20 points)—See scoring rubric on page viii. Multiply
the score by 2.
List of key points from reading for rater;
some ideas from before and after should be
included for a score of 8 or above.

Before Tim started After Tim started

farming farming
• management • still has stress
consultant • back still hurts
• a lot of stress • physical work
• back hurt • farming has
advantages

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 Score Description
10 A response at this level includes most of the following:
• relevant information from the reading passage that describes Tim’s life (see key points) in
writer’s own words
• well-developed opinions about the effects of stress and about Tim’s decision with examples
• clearly identifiable and very adequate introduction and conclusion
• clear main idea and multiple supporting sentences per paragraph
• good organization: rhetorical devices and numerous transitions to display unity/progression
of information
• consistent, correct use of complex grammatical structures
• generally correct use of sophisticated vocabulary
• very few language errors throughout
8 A response at this level includes most of the following:
• relevant information from the reading passage that describes Tim’s life (see key points) in
writer’s own words
• opinions about the effects of stress and about Tim’s decision with some examples/
development
• identifiable and adequate introduction and conclusion
• main idea and multiple supporting sentences per paragraph
• good organization: rhetorical devices and numerous transitions to display unity/progression
of information
• several attempts (with many correct) at complex grammatical structures
• some use of sophisticated vocabulary; simple vocabulary used correctly
• some language errors throughout
6 A response at this level includes most of the following:
• some information from the reading passage that describes Tim’s life (see key points) mostly
in writer’s own words
• opinions about the effects of stress and about Tim’s decision
• more than one paragraph and an introduction
• main idea and some supporting sentences per paragraph but with uneven development
• inconsistent transitions to display unity/progression of information resulting in lack of
coherence and organization
• good control of simple sentences but few attempts (often incorrect) at complex grammatical
structures
• correct use of simple vocabulary; little evidence of sophisticated vocabulary
• several language errors throughout
4 A response at this level includes most of the following:
• some information that describes Tim’s life (see list of key points), but some is copied from
reading passage
• undeveloped opinions about stress and about Tim’s decision but probably not both
• only one or two paragraphs but with main idea and some supporting sentences
• ineffective transitions to display progression of information resulting in an overall lack of
coherence and organization
• some control of simple sentences and attempts at using grammar forms such as past tense
and prepositional phrases
• correct use of some simple vocabulary
• several language errors throughout

© 2020 by Pearson Education, Inc. Permission granted to reproduce for classroom use. The NorthStar Reading & Writing Placement Test viii
 2 A response at this level includes most of the following:
• some information that describes Tim’s life (see key points), but most is copied from reading
passage
• undeveloped opinions about either stress or about Tim’s decision
• almost no organization of information
• several complete and incomplete sentences
• vague use of some simple vocabulary words
• several language errors per sentence/phrase
0 A response at this level includes some of the following:
• is copied from prompt and/or reading passage
• is written in a foreign language
• is completely off-topic
• is blank

Note to Teachers: Give scores of 1, 3, 5, 7, 9 for in-between responses.

© 2020 by Pearson Education, Inc. Permission granted to reproduce for classroom use. The NorthStar Reading & Writing Placement Test ix
The NorthStar Listening and Speaking Placement Test
ADMINISTRATION
The NorthStar Listening and Speaking Placement Test is a 50-minute test, plus five minutes
for speaking, designed to assess listening and speaking. Specific directions regarding the
test parts and scoring are found below. In order to administer this test, you will need the
following materials:
• test
• computer
• answer key
• extra pencils, erasers, and pencil sharpeners, if possible
When ready to administer the test, copy the appropriate number of tests and pass out one
test per student. Students will not need an answer sheet, as they will write their answers
directly on the test. Have students write their names in the spaces provided.
Part 1. Listening (20 minutes)
Students will listen to several passages and excerpts and answer the questions. Students
can use any notes they have written to complete the integrated listening questions. There
is a total of 20 items.
Part 2. Skills for Speaking (15 minutes)
The second part of the test assesses skills for speaking. Students will need to complete
15 items.
Part 3. Vocabulary (15 minutes)
The third part of the test assesses skills for vocabulary. There is a total of 20 test items.
Part 4. Speaking (5 minutes for each student)
The fourth part of the placement test assesses speaking. Students will need the test pages.
The teacher can work with individual students “live,” or each student could be recorded and
scored later by the teacher.
There are three questions. Two questions are short-answer responses checking on
comprehension of material. One question requires an extended response in which
students react to information from the listening passage and then give their opinions.
Students will read the prompt on page 10 of the test. They will listen to the listening from
part 1.5 of the test, and then they will plan and speak their responses in five minutes.
Students may use notes for their responses.
General Directions (to be read to the students after they have been given the test):
“The test will last 50 minutes. Then each person will speak for about five minutes. There are
four parts to the test: Parts 1–3 (50 minutes); Part 4 (5 minutes).There are 9 pages. Read
the directions for each section before you answer questions. Write all answers directly on
the test. Make sure that you have written your name on each page. It is now [give time].
Let’s begin.”

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Specific Directions
Part 1. Listening (20 minutes)
Click on the Placement Test Audio link. You can click the DOWNLOAD ALL link and save the
audio files to your computer or click on each link and play the audio files from the landing
page. Click on Part 1A, 1. Play the instructions and have students read along on their test
papers. Ask about volume level. Adjust as needed. Press pause. Make sure everyone is
ready to begin. Then press play.
Part 1 consists of 7 audio files — Part 1A, 1.1 – Part 1C, 1.7. The audio includes the listening
passages followed by time to respond (20 seconds is allotted for each question).
Part 2. Skills for Speaking
Part 2 has one audio file — Part 2, 2.1.
The first question is on the audio file. Once the audio has ended, instruct the students to
continue the test. Tell them that they have 25 more minutes.
Part 3. Vocabulary
The students work on their own during this part. After 25 minutes have elapsed since
students began working on their own, say “This is the end of Parts 1 to 3. We will need to
prepare for the speaking section.”
Part 4. Speaking
Play the Part 4 audio file. Remind each student that he/she may write notes. Play
instructions and have the student read along on the test papers. Once the student has
heard the listening passage (the discussion from 1.5), press stop and announce: “You will
now have about three minutes to plan and say your three responses.”
At the end of 5 minutes, announce to the student: “This is the end of the test. Please make
sure that your name is on the first and last pages of the test.” Then collect the test.

© 2020 by Pearson Education, Inc. Permission granted to reproduce for classroom use. The NorthStar Listening & Speaking Placement Test xi
SCORING AND PLACEMENT (75 points possible)
Parts 1–3. Listening, Skills for Speaking, and Vocabulary (55 points)
To score these parts of the test, use the Answer Key on page xiii. For these parts, there is
one point possible per correct response.
Correct spelling must be used if required in the Answer Key.
Part 4. Speaking (20 points)
Three responses were spoken for each test. Suggested answers can be found on page xiii
in the Answer Key to guide your scoring. The scoring rubric for the extended response and
key ideas can be found on page xiv in the Answer Key and Rubric. Your score will range
from 0–1 for both of the two short answer responses and 0–8 for the extended responses.
Two teachers should score Part 4, but if only one teacher scores, be sure to double the
score.

Number Correct Placement in NorthStar Listening and Speaking

0–9 Too Low
10–25 NorthStar Listening and Speaking 1
26–35 NorthStar Listening and Speaking 2
36–50 NorthStar Listening and Speaking 3
51–60 NorthStar Listening and Speaking 4
61–70 NorthStar Listening and Speaking 5
71–75 Too High

© 2020 by Pearson Education, Inc. Permission granted to reproduce for classroom use. The NorthStar Listening & Speaking Placement Test xii
The NorthStar Listening and Speaking Placement Test
ANSWER KEY and RUBRIC
PART 1A. LISTENING 2.7 (2 points)
1. C 2. E
1.1 (1 point)
1. A
PART 3. VOCABULARY
1.2 (4 points)
3.1 (6 points; spelling must be correct)
1. D 2. C 3. A 4. D
1. prevent 4. promote
1.3 (2 points) 2. healthy 5. ashamed
1. Not sure 3. fatigue 6. addicted to
2. Agree
3.2 (3 points)
1. B 2. A 3. A
PART 1B. LISTENING
3.3 (6 points; spelling must be correct)
1.4 (1 point)
1. powerful or powerless
1. D
2. inform(s) or informed
1.5 (4 points) 3. product(s) or producer(s) or production(s)
1. B 2. C 3. C 4. B 4. color(s)
5. harmful or harmless
PART 1C. LISTENING 6. organize(s) or organized
1.6 (4 points) 3.4 (5 points)
1. C 2. D 3. B 4. C 1. C 2. D 3. D 4. C 5. A
1.7 (4 points)
1. C 2. D 3. E 4. B PART 4. SPEAKING
1. Student’s response should reflect one of
PART 2. SKILLS FOR SPEAKING the professor’s ideas below:
• what we mean by accent
2.1 (1 point)
• accent refers to pronunciation, not dialect
1. 2
• children develop own identities
2.2 (2 points) On topic—1 point
1. was Off topic or not understandable—0 points
2. got 2. Student’s response should reflect one of
Maria’s ideas below:
2.3 (3 points)
• kids decide what slang to use
1. to tell
• use cool words so not to be thought of as
2. is shaking
uncool
3. is introducing
• can’t believe parents allow teens to use
2.4 (3 points) those words
sentence 2: had sleep slept On topic—1 point
sentence 3: can get could get Off topic or not understandable—0 points
sentence 5: stop stopped 3. See scoring rubric on page xiv for speaking
2.5 (2 points) task. Key ideas:
1. Maybe you should • Paul’s friend Bern doesn’t speak with an
2. That’s a good idea accent, but his parents (from Germany) do.
• The professor would probably disagree
2.6 (2 points) because he says that kids want to
1. W 2. S separate from their parents and fit in
with other kids.

© 2020 by Pearson Education, Inc. Permission granted to reproduce for classroom use. The NorthStar Listening & Speaking Placement Test xiii
 Score Description
8 A response at this level demonstrates most of the following:
• clear and fluid speech, although it might include pauses as student thinks of ideas or has
minor difficulties with pronunciation, pacing, or intonation
• information from the listening that is relevant to the task
• in some detail why student thinks professor would agree or disagree with statement
• ability to give personal opinion, supported with examples
• ability to use complex grammar and sophisticated vocabulary
• language errors that do not really interfere with meaning
6 A response at this level demonstrates most of the following:
• generally clear, fluid speech, although it might include pauses as student searches for right
words or has minor difficulties with pronunciation, pacing, or intonation
• information from the listening that is relevant to the task
• in less detail than a response at score 8 why student thinks the professor would agree or
disagree with statement
• ability to give personal opinion, supported with examples
• ability to try some complex grammar and sophisticated vocabulary
• occasional language errors that might interfere with meaning
4 A response at this level demonstrates most of the following:
• somewhat fluid speech, although it includes pauses and hesitations and difficulties with
pronunciation or pacing or little use of intonation
• little information from the listening that is relevant to the task
• agreement/disagreement of the statement by the professor but does not explain why
• ability to give personal opinion but rather weakly supported
• general ability to use simple grammar and vocabulary correctly
• several language errors that interfere with meaning
2 A response at this level demonstrates most of the following:
• very little speech that is clear and fluid as a result of long pauses
• very choppy pace and little intonation
• very little information from the listening that is relevant to the task
• ability to give personal opinion but weakly supported if at all
• very little ability to use grammar and vocabulary correctly beyond simple structures and words
• numerous language errors throughout
0 A response at this level demonstrates one or more of the following:
• attempts to address the prompt in English but includes speech that is not intelligible beyond
isolated words
• mere repetition of sentences from the prompt
• response with something completely unrelated to the topic
• no attempt

Note to Teachers: Give scores of 1, 3, 5, 7 for in-between spoken responses.

© 2020 by Pearson Education, Inc. Permission granted to reproduce for classroom use. The NorthStar Listening & Speaking Placement Test xiv
Audioscript
PART 1.1
Time: Approx. 20 seconds
Tina Sullivan: This is WKCP, and I’m Tina Sullivan.
Dr. James Nottingham is here today to talk about
children and video games.
Dr. Nottingham, I’m sure that many parents
are very interested in hearing about your studies.
Are video games safe for children?
PART 1.2
Word Count: 266 words
Time: Approx. 2 minutes
Tina Sullivan: This is WKCP, and I’m Tina Sullivan.
Dr. James Nottingham is here today to talk about
children and video games.
Dr. Nottingham, I’m sure that many parents
are very interested in hearing about your studies.
Are video games safe for children?
Dr. Nottingham: Well, one study showed that
children who play video games have more violent
thoughts.
Tina: So, parents should not let their children
play video games.
Dr. Nottingham: Actually, it’s not that easy. In this
study children played only violent video games.
Tina: OK, so parents can let their children play
video games, just not the violent ones. Fantasy,
simulation, music games, these are all very
popular with kids today.
Dr. Nottingham: You have a good point, but
again, another study showed that any kind of
game can be dangerous—adventure, role-play,
or even music games. What is important is how
often the child plays video games.
Tina: This is getting so confusing. How often can
children play video games? That is, nonviolent
games.
Dr. Nottingham: Finally I can give you an answer.
The studies say that if children play every day,
that’s a problem. You see, it’s easy for children
to get addicted to playing these games. They
don’t want to do anything but sit in front of the
computer all day.
© 2020 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
Tina: I have a 13-year-old. And I know exactly
what you mean. But here’s another question that
people are asking. Today, adults sometimes play
video games. What do the studies say about this?
Dr. Nottingham: We know that violent games can
be bad for adults and children. However, we don’t
know about fantasy games yet. Until now we
didn’t even know that adults played these games.
PART 1.3
Word Count: 174 words
Time: Approx. 1 minute, 10 seconds
Michelle: Interesting. So, how about your son
here? What kind of games do you like?
Boy: Well, I like action-adventure games. I think
the most fun one is this game I play called Legend
of Zelda.
Michelle: So, what makes it fun?
Boy: First of all, it’s exciting. You never know
what’s going to happen next. You play a
character—he’s a boy—and you explore different
places, like forests and caves.
Michelle: So, you just explore?
Boy: Oh no—there’s a lot more to it than that.
To win the game you have to save the princess,
but first you have to solve puzzles and stuff.
You also find weapons and use them to fight
battles against monsters along the way. So, it’s
challenging. That makes it fun, too.
Michelle: Sounds like that game is a little violent
for a kid your age, don’t you think?
Boy: Well . . . I don’t know about that . . .
Michelle: OK, so how about you? You must be the
grandfather, right? What kind of games do you
play?
Grandfather: I really like puzzle games. My
favorite game is called Tetris.
PART 1.4
Time: Approx. 11 seconds
Professor: Today I’d like to discuss what we mean
by “accent” in speech. What do we mean when we
say “She speaks with an accent?” Maria?
The NorthStar Listening and Speaking Placement Test xv
PART 1.5
Word Count: 363 words
Time: Approx. 2 minutes, 20 seconds
Professor: Today I’d like to discuss what we mean
by “accent” in speech. What do we mean when we
say “She speaks with an accent?” Maria?
Maria: Doesn’t that mean the way we sound
when we speak?
Professor: Yes, that’s right. An accent refers to a
person’s pronunciation. Remember, it’s not the
same as a dialect.
So your assignment was to interview three
people about their accents. Today let’s hear
about one of the people you interviewed.
Paul: I was talking to my friend Bern. His parents
came from Germany about 30 years ago, but
they both sound like they just came to the United
States. It seems so weird because when Bern
was a baby, he obviously learned to speak from
his parents. So why doesn’t Bern have a German
accent? He talks just like I do.
Professor: You’ve brought up an interesting
point. It has a lot to do with how important it is
for children to separate from their parents and
develop their own identities.
Children naturally want to fit in with kids of
their age group. To be accepted by them, they
have to dress like their friends, talk like they do,
maybe even like the same movies they do.
Paul: But not all kids want to be like everyone
else. Don’t they have a choice?
Professor: Sure. In some ways they do. For
example, they can dress the way they want to, but
when it comes to the way they talk, it appears
that they don’t intentionally make a decision
about their accent.
Paul: So does that mean parents shouldn’t get
too hung up about the way their kids speak?
Maybe they shouldn’t try to correct their
children’s pronunciation.
Professor: Well, that’s an interesting point, Paul.
Can we hear from someone else now?
Maria: I was wondering about how kids learn
slang. It seems like they make a lot of decisions
about what slang words to use. Especially
teenagers. If a word is cool one day, they
immediately decide to use that word so they
© 2020 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
won’t be stereotyped as “uncool.” Listen to how
teenagers talk today! I can’t believe their parents
let them use some of those words.
PART 1.6
Word Count: 290 words
Time: Approx. 2 minutes
Donald: Hey Sonia, I went to the lecture hall, but
there was no one there.
Sonia: Well, if you ever went to class, you’d know
that we were meeting in Jones Hall today.
Donald: No wonder. Anyway, what’d I miss?
Sonia: We finished the unit on melatonin and . . .
Donald: What?
Sonia: Melatonin, the “sleep hormone.” I’ll give
you my notes from last week so you can catch up.
Now we’re starting the unit on REM sleep.
Donald: Boy, I’m really behind. I’ve missed class
because I keep oversleeping.
Sonia: Sounds like you need a new alarm clock.
Donald: What I need is a good night’s sleep. I’ve
had insomnia lately, and I’m so sleep-deprived.
When I’m awake, I’m so cranky and irritable even I
can’t stand to be around myself.
Sonia: I can imagine. Your body just can’t do
without sleep.
Donald: Yeah, I know. Anyway, you said you were
learning about what?
Sonia: REM sleep. It means, Rapid Eye Movement.
R for rapid, E for eye . . .
Donald: I got it. M for movement. REM. So is it like
blinking?
Sonia: No, blinking occurs when you’re awake.
And during REM it’s your eyes not your eyelids that
move.
Donald: Oh, so what is REM then?
Sonia: It’s part of the sleep cycle. You see, you
go through five stages of sleep. The fifth stage
is REM sleep. During REM sleep your breathing
becomes quicker and irregular, your muscles are
paralyzed, and your eyes move rapidly. This is
when you have the most dreams.
Donald: Since I’m not getting any sleep these
days, I guess I’m missing out on REM sleep, then.
Sonia: Well, REM sleep is really important. If you
didn’t have REM sleep, you might have memory
The NorthStar Listening and Speaking Placement Test xvi
problems. Also, researchers have found that if
you were deprived of REM sleep, you might have
trouble learning new things.
PART 1.7
Word Count: 378 words
Time: Approx. 2 minutes, 10 seconds
Michelle Trudeau: Teenagers, when allowed to,
sleep nearly nine and a half hours every night—
as much as young children. But unlike young
children, even when teens do get their full sleep,
they’re still out of sync with everybody else. They
have waves of sleepiness in the daytime and then
surges of energy in the evening, making them
wide awake late at night. But not, Carskadon has
discovered, for the reasons most of us assume.
Mary Carskadon: We kind of always thought that
adolescents stayed up late because they liked
to—which they do—and because there are plenty
of things to do— which there are. . . .
MT: But there’s also a big push from biology that
makes teenagers such night owls. It comes from
that mighty sleep hormone, melatonin.
MC: Melatonin is a wonderfully simple signal that
turns on in the evening . . .
MT: You’re getting sleepy. . . .
MC: And it turns off in the morning.
MT: And you awaken. During adolescence,
melatonin isn’t secreted until around 11:00 P.M.,
several hours later than it is in childhood. So the
typical teenager doesn’t even get sleepy until
that melatonin surge signals the brain that it’s
night, no matter how early the teen goes to bed.
And the melatonin doesn’t shut off until nine
hours later, around 8:00 A.M. But, of course,
most high schools start around 7:30. The result
is all too evident. A teenager’s body may be in
the classroom, but his brain is still asleep on the
pillow.
Student: I’ll wake up and I’ll just feel miserable,
just kind of like, ugh, what’s wrong with me, you
know?
William Dement: An adolescent, and particularly
the adolescent in high school, is almost bound to
get severely sleep-deprived.
MT: That’s William Dement of Stanford
University. Bill Dement is Dr. Sleep, captivated
© 2020 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
by the mysteries of sleep for decades,
creating the specialty of sleep medicine. As a
scientist, Dement has contributed more to our
understanding of what happens to each of us
at night during those hours of unconsciousness
than perhaps any other researcher. These
days, Dement makes frequent forays out of his
lab—an ambassador at large from the field of
sleep research. Teenagers, parents, and school
authorities need to know more about the science
of sleep, he says, and how important it is to
young people’s health.
PART 2.1
something or other
1. each other
PART 4 (SAME AS PART 1.5)
Word Count: 363 words
Time: Approx. 2 minutes, 20 seconds
Professor: Today I’d like to discuss what we mean
by “accent” in speech. What do we mean when we
say “She speaks with an accent?” Maria?
Maria: Doesn’t that mean the way we sound
when we speak?
Professor: Yes, that’s right. An accent refers to a
person’s pronunciation. Remember, it’s not the
same as a dialect.
So your assignment was to interview three
people about their accents. Today let’s hear
about one of the people you interviewed.
Paul: I was talking to my friend, Bern. His parents
came from Germany about 30 years ago, but
they both sound like they just came to the United
States. It seems so weird because when Bern
was a baby, he obviously learned to speak from
his parents. So why doesn’t Bern have a German
accent? He talks just like I do.
Professor: You’ve brought up an interesting
point. It has a lot to do with how important it is
for children to separate from their parents and
develop their own identities.
Children naturally want to fit in with kids of
their age group. To be accepted by them, they
have to dress like their friends, talk like they do,
maybe even like the same movies they do.
Paul: But not all kids want to be like everyone
else. Don’t they have a choice?
The NorthStar Listening and Speaking Placement Test xvii
Professor: Sure. In some ways they do. For
example, they can dress the way they want to, but
when it comes to the way they talk, it appears
that they don’t intentionally make a decision
about their accent.
Paul: So does that mean parents shouldn’t get
too hung up about the way their kids speak?
Maybe they shouldn’t try to correct their
children’s pronunciation.
Professor: Well, that’s an interesting point, Paul.
Can we hear from someone else now?
Maria: I was wondering about how kids learn
slang. It seems like they make a lot of decisions
about what slang words to use. Especially
teenagers. If a word is cool one day, they
immediately decide to use that word so they
won’t be stereotyped as “uncool.” Listen to how
teenagers talk today! I can’t believe their parents
let them use some of those words.

© 2020 by Pearson Education, Inc. Permission granted to reproduce for classroom use. The NorthStar Listening and Speaking Placement Test xviii
The NorthStar Reading and
Writing Placement Test
The test will last 90 minutes. There are four parts to the test: Parts 1–3 (65 minutes); Part 4
(25 minutes). The test is 14 pages. Read the directions for each section before you answer
questions.
Answer every question. Write all answers directly on the test.
Make sure that you have written your name on each test page.

© 2020 by Pearson Education, Inc. Permission granted to reproduce for classroom use. 1
NorthStar Placement Test Name:
Reading and Writing

PART 1A: READING

1.1 Read the passage about Tim Stark. Choose the best prediction of what Tim will do. There is
only one right answer.
Tim Stark was a busy and successful management consultant1 in New York City. He was under a
lot of stress from his job. His back hurt. To relax on weekends, Tim started growing tomatoes in
his apartment. First he grew a few tomatoes. Then he grew more. A year later, his apartment was
full of 3,000 healthy red tomato plants!
1 management consultant: someone who gives business advice to companies

A. Tim will buy a smaller apartment.

B. Tim will become a farmer.
C. Tim will stop growing tomatoes.
D. Tim will try to fix his back.

1.2 Now, read the entire story. Use the information to choose the correct answers.
Tim Stark was a busy and successful management consultant1 in New York City. He was under a
lot of stress from his job. His back hurt. To relax on weekends, Tim started growing tomatoes in
his apartment. First he grew a few tomatoes. Then he grew more. A year later, his apartment was
full of 3,000 healthy red tomato plants!
Then, one day, Tim made a decision that needed a lot of courage. He quit his management
consultant job to become a farmer. Now Tim raises a variety of crops on a small farm in
Pennsylvania, two hours away from New York. He is still under a lot of stress: he often works
until sunset, and has a lot of responsibilities, such as watering his crops, harvesting2 them, and
bringing them to the market in his old white truck. Tim says his back still hurts, but he likes living
close to nature and working in his fields. Tim believes being a farmer has many advantages. “My
tomatoes need me, and I need them,” he says.
1 management consultant: someone who gives business advice to companies
2 harvesting: collecting a crop when it is ready to eat

1. Now, Tim lives  .

A. in an apartment in Pennsylvania
B. in an apartment in New York
C. on a farm in Pennsylvania
D. on a farm in New York
2. Tim’s favorite part of being a farmer is probably  .
A. working until sunset
B. driving his truck
C. walking in his fields
D. watering his crops

© 2020 by Pearson Education, Inc. Permission granted to reproduce for classroom use. 2
NorthStar Placement Test Name:
Reading and Writing

1.3 Read the passage by Christopher Blum. Write whether the main idea describes Tim Stark, Scott
Halley, or both men. One answer is already given.
Scott Halley was a farmer . . . until a year ago. But the farm kept losing money. With a heavy heart
but a clear head, Mr. Halley became one of the thousands of American farmers who sell their
land each year. What surprised Mr. Halley and others is that the move to the city was so easy.
The farmers are finding jobs, and their families are enjoying the city way of life.
Mr. Halley found a good job working as a scientist at North Dakota State University. His salary
is now twice what it was when he was a farmer. But even for those farmers who find good jobs,
there is a price to pay for leaving farming. “It’s not just about making money but about the other
rewards that farming can bring . . . working land your parents’ parents worked, spending your
days in nature, caring for animals,” said Dr. Michael Rosmann, a farmer and psychologist who
helps farmers. Mr. Halley feels the pull of the land every day. Once a week, he drives eight hours
to work a small piece of his old farm, just to keep his connection to the land.
It was hard to leave, but Mr. Halley knows he did the right thing. For most families that leave
the land, salary goes up and the stress from having little money goes down. Both parents and
children are happier.
It is sometimes necessary to change careers.
Answer: Both men
1. Farmers don’t make enough money to live.
Answer:
2. It is important to be connected to the land.
Answer:
3. Farmers are under a lot of stress.
Answer:
4. Working in the city doesn’t have many rewards.
Answer:

© 2020 by Pearson Education, Inc. Permission granted to reproduce for classroom use. 3
NorthStar Placement Test Name:
Reading and Writing

PART 1B: READING

1.4 Read the article. Use the information to choose the correct answers.
In the words of most scientists, climate change works something like this: humans burn fossil
fuels, which release greenhouse gases into the atmosphere. As a result, the atmosphere
becomes thicker and traps more of the sun’s energy. Consequently, the Earth gets warmer, and
various environmental problems result. If one accepts this explanation, then the problem of
climate change begins with the use of fossil fuels.
Supporters of not using fossil fuels say it would bring both environmental and economic
benefits. If cars used less fuel, people would save money by not having to go to the gas station as
often. Furthermore, cars would emit less carbon dioxide, a greenhouse gas. Currently, 6% of the
carbon dioxide released into the atmosphere comes from cars in the United States. Supporters
say this number could easily be reduced to 4%. Currently, the average car in the U.S. gets 27
miles per gallon of gas. Twenty years ago, it was only 17 miles per gallon. Now, the technology
exists for cars to get 36 or more miles per gallon.
Other people are not so sure. Some people say there is no evidence that carbon dioxide
causes climate change. They also argue such rules could seriously harm U.S. carmakers and
make cars too expensive for the average person. According to General Motors Vice Chairman
Bob Lutz, following these rules would cost $5,000 to $7,000 more per car.
Environmentalists are quick to disagree with Lutz’s opinion. “Everyone has to adapt to climate
change,” says Marie Lefferts of Earth First, an organization that studies climate change. “That
includes the car companies.”
1. Most scientists think the origin of climate change is  .
A. warmer temperatures in the ocean
B. the increasingly thin atmosphere
C. humans’ use of fossil fuels
D. heat from the sun’s energy
2. Scientists know that carbon dioxide  .
A. is a useful fossil fuel
B. leads to cooler temperatures
C. could help the environment
D. comes from the burning of fossil fuels
3. Today most cars in the U.S. get miles per gallon.
A. 36
B. 27
C. 20
D. 17

© 2020 by Pearson Education, Inc. Permission granted to reproduce for classroom use. 4
NorthStar Placement Test Name:
Reading and Writing

1.5 Read the passage about climate change. Use this reading and the reading from Part 1.4 to
complete the outline on the next page. Write the details in the box. Not all details will be
used. One answer is already given.
For decades, there have been angry debates over whether our planet is heating up and whose
fault it is. Clearly, the experts can’t agree. So, what are people supposed to think, or do, about
this issue?
Can carbon dioxide produced by humans cause climate change? In 1988, a group of scientists
called the International Panel on Climate Change (IPCC) met to discuss three critical issues: 1)
how our lifestyles affect the Earth’s climate, 2) how climate change would affect us in the future,
and 3) how exactly to deal with climate change. Later, the IPCC recommendations were used
to write the Kyoto Protocol, a 1997 agreement that addressed our role in the Earth’s changing
atmosphere and set international limits for gas emissions.
A few governments and some companies don’t support the Kyoto Protocol. They think
achieving the limits recommended by the Protocol would cost too much money and be bad for
business. Scientists retained1 by these governments and companies argue that recent climate
change is not actually caused by humans. These scientists don’t think we really need to change
our lifestyles; that is, we should continue to drive, fly, and live normally. They present evidence
they say proves that the Earth is going through a normal heating and cooling cycle, as it has done
throughout its history.
So, is there a link between humans and climate change or not? To reach an educated opinion,
it is important to think about the people who make scientific claims and what their purposes
may be.
1 retained: paid to work for a company now and in the future

(continued on next page)

© 2020 by Pearson Education, Inc. Permission granted to reproduce for classroom use. 5
NorthStar Placement Test Name:
Reading and Writing

Details from Readings in Parts 1.4 and 1.5:

We must use good judgment and ask where facts come from.
It could hurt U.S. carmakers, for example.
They think the Earth may be going through a natural heating cycle.
Even simple suggestions can cause controversy.
They say there is no evidence carbon dioxide causes climate change.
For example, if cars used less gas, people would save money.
These include countries that signed the Kyoto Protocol.

Summary Outline
A. There have been angry debates over climate change.
Even simple suggestions can cause controversy.
B. Some countries and organizations think humans must act to stop climate change.
(1)
C. Other countries and organizations think humans are not the cause of climate change.
(2)
(3)
D. These groups believe limiting our use of fuel is bad for business.
(4)

PART 1C: READING

1.6 Read the beginning of an interview in a magazine. Choose the best prediction of what the
reading will be about. There is only one right answer.
Interviewer: Welcome to Teen Counseling, Denny.
Denny: Thank you. For a long time, I yearned for a job where I would feel that I was part of
a family, and that’s how I feel here at the Counseling Center.
Interviewer: You’ve had an interesting career path. Can you tell us about how you got interested
in counseling?
A. Denny’s career in counseling
B. the Teen Counseling Center
C. the importance of family
D. Denny’s interest in teenagers

© 2020 by Pearson Education, Inc. Permission granted to reproduce for classroom use. 6
NorthStar Placement Test Name:
Reading and Writing

1.7 Now, read the entire interview with Denny. Use the information to choose the best answers.
Interviewer: Welcome to Teen Counseling, Denny.
Denny: Thank you. For a long time, I yearned for a job where I would feel that I was part of a
family, and that’s how I feel here at the Counseling Center.
Interviewer: You’ve had an interesting career path. Can you tell us about how you got interested
in counseling?
Denny: Well, I originally studied business in college. I was raised to think that I’d end up in a
business-related career, like my parents. In fact, I did work at a small import-export
firm for a few years, crunching numbers, working on contracts. In that job, though, I
always felt so isolated.
Interviewer: It sounds like you really struggled to find meaning in your desk job.
Denny: I did. It was confusing for me. Over time, I started feeling real hopelessness in my
job. Finally, I quit the import-export company and started working in my parents’
restaurant. That was a dead-end1 too.
Interviewer: How did you get from your restaurant job into counseling?
Denny: Well, one day, an extraordinary thing happened. I was in the restaurant, and I
overheard a couple of the waitresses chatting about various things—school, their
parents, their friends, their jobs. I immediately related to their issues, and I wanted
to help them. That night, I went home and got online and started researching
careers in counseling. Immediately, I felt this sense of freedom. I knew that I needed
to go back to school and become a counselor.
Interviewer: Then you enrolled in the Clover Hill Community College?
Denny: I did, and as soon as I started school, my world was transformed. I loved my
instructors and my classes. I was eager to do my homework and learn more. I could
hardly wait to start actually counseling kids.
Interviewer: That’s when you ended up here at Teen Counseling?
Denny: Right. Teen Counseling had an opening for an intern. For me, the position was a
dream-come-true. Now, every day, I get the chance to talk with young people about
their lives . . . and I get paid for it! I feel that I am making a real connection with
them, literally touching their lives, and it is like paradise2 for me.
1 dead-end: a path that ends, or an uninteresting path
2 paradise: something that is beautiful and perfect

1. Denny talks a lot about his  .

A. parents’ careers
B. need for a family
C. job in the import-export firm
D. path to a counseling career
(continued on next page)

© 2020 by Pearson Education, Inc. Permission granted to reproduce for classroom use. 7
NorthStar Placement Test Name:
Reading and Writing

2. At his job with the import-export firm, Denny  .

A. traveled a lot
B. sat in an office
C. worked on ships and planes
D. coordinated his work with a college
3. Denny started looking for another career for all of the following reasons except  .
A. he felt isolated
B. he wanted to earn more money
C. he wasn’t interested in working in his parents’ business
D. the waitress’s conversation drew him in
4. When he started to study counseling, Denny felt  .
A. enthusiastic
B. nervous
C. isolated
D. stuck
5. Denny’s world was transformed because he  .
A. was confused about his job
B. had to go back to school
C. found something he liked doing
D. began counseling young children

© 2020 by Pearson Education, Inc. Permission granted to reproduce for classroom use. 8
NorthStar Placement Test Name:
Reading and Writing

PART 2: VOCABULARY

2.1 Read the paragraph about chess. Use the words from the box to fill in the blanks. Not all of
the words will be used. One answer is already given.

board game combine opponent

characters game pieces take turns

Chess was originally a board game  , but now it is a computer game as well. In chess, there
are two different color (1)  : black and white. Each player tries to trick his (2)
and take his pieces. The two players (3) moving one piece
at a time.

2.2 Use the words from the box to complete the sentences. Not all of the words will be used. One
answer is already given.

attributed conditioned evolutions prevail

concepts evaluation predicted resembled

The rats were conditioned to push a button when they arrived at the end of the maze.
1. Scientists that the rats would continue to push the button even after they
had stopped giving them rewards.
2. The of learning, performing, imitating, and seeking reward are similar but
different in important ways.
3. Some researchers the rats’ performance to boredom.

2.3 Complete the chart with the missing word forms. Write the words in the boxes. Be sure to use
correct spelling. One answer is already given.

Noun Verb Adjective

combination combine combined

1. bleed bloody

2. burglarize

Healer 3. healed

Nature 4.

dependent 5. dependent

6. courageous

© 2020 by Pearson Education, Inc. Permission granted to reproduce for classroom use. 9
NorthStar Placement Test Name:
Reading and Writing

2.4 Complete the chart with the missing word forms. Write the words in the boxes. Be sure to use
correct spelling. One answer is already given.

Noun Verb Adjective Adverb

astonishment 1. 2. astonishingly

suspect suspect suspicious 3.

2.5 Complete the sentences using the correct form of a word from the chart. Be sure to use
correct spelling. One answer is already given.

Noun Verb Adjective Adverb

admiration admire admiring admiringly

challenge challenge challenging

determination determine determined

inspiration inspire inspired inspirationally

proposal propose proposed

Jacob always loved to take on a big challenge  .

1. Jacob was to build a bicycle for every boy in the home.
2. Those who know about Mother Teresa’s acts of devotion look at her with great
 .
3. The generosity of Oprah Winfrey has other donors to give, too.
4. Some schools that community service should be a requirement.
5. He has provided for many people who want to help others.

© 2020 by Pearson Education, Inc. Permission granted to reproduce for classroom use. 10
NorthStar Placement Test Name:
Reading and Writing

PART 3: SKILLS FOR WRITING

3.1 Write the correct past tense form of the verb in parentheses. One answer is already given.
For a long time, Tim (want) wanted to be a farmer.
1. The first time Tim (try) to grow tomatoes was in his apartment.
2. When Tim (eat) the tomatoes, he liked the flavor.
3. His old job (not be) interesting.

3.2 Read the sentences. Fill in the blanks with the correct comparative form of the adverb in
parentheses.

Young children are not always polite when they speak. They have to learn to be polite.

Generally, older children speak more politely than younger children.

(politely)
1. Rahul exercises once a week. Sam exercises every day.

Sam Rahul.
(frequently)
2. Julia likes to win. Isabella doesn’t care who wins.

Julia plays Isabella.

(competitively)
3. Jan always interrupts at meetings. Kim doesn’t do this.

Jan doesn’t listen Kim.

(patiently)

3.3 Read the article about Guillermo’s goldfish experiment. Underline adjective clauses. One is
already underlined. Underline three (3) more adjective clauses.
Every day before feeding the goldfish that he was trying to train, Guillermo placed a music box
next to the fish’s bowl. Then he played a loud song that the fish could hear for one minute. After
the minute, Guillermo fed the fish.
Guillermo put the control fish in a place where he couldn’t hear the music. “I fed the control
fish directly, without playing any music,” explained Guillermo.
To Guillermo’s surprise, the fish that got the music before his feedings almost immediately
learned that food would follow the music. Guillermo reported that within a few days, “as soon
as the music started, the fish swam quickly to the surface” to eat. In fact, he swam to the surface
just as fast as the fish that saw food at the surface.

© 2020 by Pearson Education, Inc. Permission granted to reproduce for classroom use. 11
NorthStar Placement Test Name:
Reading and Writing

3.4 Write the letter of each detail next to the opinion it supports. Not all details will be used. One
answer is already given.

Details
A. They heal from the crime and better understand the situation.
B. Statues, buildings, and mailboxes have to be repainted.
C. Last year robbers broke into fifty homes.
D. They sometimes beat victims up or even kill them.
E. They should clean parks and pick up garbage.
F. Prisoners need job training and education.

C Burglary is a serious problem in our town.

1. Drawing on buildings causes serious damage.
2. Robbers often hurt people.
3. The government should help prisoners more.

3.5 Read the story about Peter and Barbara’s hike. Write the letter of the correct subordinator
or transition to complete the story. Not all of the choices will be used. One answer is already
given.

Peter and Barbara had a frightening experience on their hiking trip last Friday. They forgot

to bring the food and water they had packed! E  , they did have some fruit juice, but not a

lot.  , they really wanted to do their hike anyway. By the time they reached the top of the
1.
mountain, they had already drunk all of their juice, and they were really thirsty.  , they were
2.
getting hungry. So, they hiked down as fast as they could. There, they found a new surprise!

 , they had left their car keys on the top of the mountain! They didn’t want to hike back up,
3.
but they had to.

A. Also
B. However
C. In the same way that they had left their food in the car
D. Just as they were hungry and thirsty on their first round-trip
E. While they didn’t have any water
F. As a result

© 2020 by Pearson Education, Inc. Permission granted to reproduce for classroom use. 12
NorthStar Placement Test Name:
Reading and Writing

PART 4: WRITING

Re-read the story about Tim Stark from Part 1.2.

Tim Stark was a busy and successful management consultant1 in New York City. He was under a
lot of stress from his job. His back hurt. To relax on weekends, Tim started growing tomatoes in
his apartment. First he grew a few tomatoes. Then he grew more. A year later, his apartment was
full of 3,000 healthy red tomato plants!
Then, one day, Tim made a decision that needed a lot of courage. He quit his management
consultant job to become a farmer. Now Tim raises a variety of crops on a small farm in
Pennsylvania, two hours away from New York. He is still under a lot of stress: he often works
until sunset, and has a lot of responsibilities, such as watering his crops, harvesting2 them, and
bringing them to the market in his old white truck. Tim says his back still hurts, but he likes living
close to nature and working in his fields. Tim believes being a farmer has many advantages. “My
tomatoes need me, and I need them,” he says.
1 management consultant: someone who gives business advice to companies
2 harvesting: collecting a crop when it is ready to eat

Assignment: Write an essay. Describe how Tim’s life changed when he became a farmer. Then,
give your opinions about Tim’s decision and the effects of stress.
• Take notes in the space below before you start writing.
• Describe Tim’s life before and after he started farming.
• Support your opinions with examples from people you know or have heard about.
• Include an introduction and a conclusion.
• Do not copy phrases or sentences from the reading passage.

Planning space

© 2020 by Pearson Education, Inc. Permission granted to reproduce for classroom use. 13
NorthStar Placement Test Name:
Reading and Writing

© 2020 by Pearson Education, Inc. Permission granted to reproduce for classroom use. 14
NorthStar Placement Test Name:
Reading and Writing

THIS IS THE END OF THE TEST.

PLEASE WRITE YOUR NAME AND RETURN

THE TEST TO YOUR TEACHER.

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The NorthStar Listening and
Speaking Placement Test
The test will last 55 minutes. There are four parts to the test: Parts 1–3 (50 minutes); Part
4 (5 minutes). The test is 9 pages. Read the directions for each section before you answer
questions.
Answer every question. Write all answers directly on the test.
Make sure that you have written your name on each test page.

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NorthStar Placement Test Name:
Listening and Speaking

Listen to a passage. Then, you will have 20 seconds to answer each question. You will hear a
beep when the next passage will begin.

PART 1A: LISTENING

1.1 Listen to the beginning of an interview. Choose the best prediction of what the rest of the
interview is about. There is only one right answer.
A. the safety of video games for children
B. the use of video games to teach children
C. parents who are interested in children’s video games
D. the number of studies about children’s video games

1.2 Now listen to the entire interview. Use the information to choose the correct answers.
1. This interview is mainly about  .
A. how often children should play video games
B. which video games are safe for children
C. what violent games do to children
D. how video games affect children
2. Dr. Nottingham said some studies show that  .
A. it is safe for children to play fantasy and adventure games
B. children who play video games every day are more violent
C. children who play violent video games have more violent thoughts
D. video games are not harmful for children if they play every week
3. How do Dr. Nottingham and Tina feel about violent video games?
A. They agree that violent video games are bad.
B. They disagree that violent video games are bad.
C. They are unsure that violent video games are bad.
D. They do not care about violent video games.
4. When Dr. Nottingham says, “You see, it’s easy for children to get addicted to playing these
games,” why does Tina say, “I have a 13-year-old. And I know exactly what you mean”?
A. She doesn’t want her children to be addicted to video games.
B. She wants to tell Dr. Nottingham about her family.
C. She wants advice from Dr. Nottingham about her family.
D. She understands and agrees with Dr. Nottingham.

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NorthStar Placement Test Name:
Listening and Speaking

1.3 Listen to a family being interviewed at a video exhibition. Use the information from this
listening and the listening in Part 1.2 for your answers. Check (✓) the box that shows how
each person feels about the opinion. One answer is already given.
Opinion: It is OK for children to play Action/Adventure video games.

Agree Disagree Not sure

Grandfather ✓
1. Dr. Nottingham
2. Boy

PART 1B: LISTENING

1.4 Listen to the beginning of the class discussion. What does it mean when we say someone
speaks with an accent? Choose the correct answer.
1. What does it mean when we say someone “speaks with an accent”?
A. the way he or she acts when talking with others
B. the way he or she fits in when talking with others
C. the way he or she looks when talking with others
D. the way he or she sounds when talking with others

1.5 Now listen to the entire discussion. Use the information to choose the correct answers.
1. The discussion is about how accents relate to people’s  .
A. dialects
B. identities
C. parents
D. slang
2. The professor says that many children want to their parents.
A. dress the same as
B. fit in with
C. separate from
D. speak like
(continued on next page)

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NorthStar Placement Test Name:
Listening and Speaking

3. Whose parents came from Germany?

A. the male student’s
B. the female student’s
C. Bern’s
D. the professor’s
4. Which person feels negatively about the way teenagers talk today?
A. the male student
B. the female student
C. Bern
D. the professor

PART 1C: LISTENING

1.6 Listen to a conversation. Use the information to choose the correct answers.
1. What happens during REM sleep?
A. You begin to breathe slowly.
B. A sleep hormone is released.
C. Your muscles don’t move.
D. You have problems with memory.
2. During non-REM sleep  .
A. you have bad dreams
B. you are not fully asleep
C. your eyes move rapidly
D. your breathing is regular
3. If you are deprived of REM sleep, you might have trouble  .
A. moving your eyes
B. learning new things
C. falling back to sleep
D. releasing sleep hormones
(continued on next page)

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NorthStar Placement Test Name:
Listening and Speaking

4. Why does Donald say “What”?

A. He wants Sonia to repeat what she said.
B. He wants Sonia to speak more loudly.
C. He wants Sonia to give an explanation.
D. He wants Sonia to continue with what she was saying.

1.7 Listen to the interview about teen sleep. Use information from this interview and the
conversation in Part 1.6 to complete the outline. Use the letters of the phrases to complete
the outline. Not all answers will be used. One answer is already given.
A. can occur after 10 minutes
B. can make you feel miserable
C. is a stage of sleep
D. can affect memory
E. is a hormone released to make you sleepy
F. can occur when you first fall asleep
G. is called rapid eye movement

I. Sleep
A. REM sleep
1. G

2.
(1)
a. lack of REM sleep
(2)
B. Melatonin
1.
(3)
a. lack of sleep
(4)

PART 2: SKILLS FOR SPEAKING

2.1 Listen to the words or phrases. Write the number of words you hear. One answer is
already given.
3 words
1. words

This is the end of the audio section of the test. Now, you have 25 minutes to complete the
written portion of the test.

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NorthStar Placement Test Name:
Listening and Speaking

2.2 Read the conversation between the police officer and a woman. Fill in the blanks with the
correct form of the verb in parentheses. One answer is already given.

Police Officer: Where were you on Monday afternoon?

(be)

Woman: Well, I riding on the bus. Why?

1. (be)

Police Officer: Did you see a woman getting on the bus?

Woman: Yes, she on the bus at 33rd Street.

2. (get)

Police Officer: OK. Thank you for your time.

2.3 Complete the commercial. Fill in the blanks using the correct verb form: either infinitive or
present progressive. One answer is already given.

Announcer: Are you having a lot of pain? If so, I want you about a
(have) 1. (tell)
new solution. This little pill is called No More Pain. It is so effective you’ll never have

another headache. Look at Jim now, after a week of No More Pain. He is at a party.

He feels great. The noise doesn’t make his head hurt. He hands
2. (shake)
with his boss, and he his wife, Elena.
3. (introduce)

2.4 Read the paragraph. There are four present unreal conditional verb errors in the paragraph.
Write the correct form of the verb on the lines below. One answer is already given.
If I don’t have a cup of coffee after dinner, I would sleep better. If I had sleep better, I could
get up earlier too. If I got up earlier, I can get to work on time. At work, I wouldn’t be yawning
and falling asleep at my desk. I would get much more accomplished if I stop drinking coffee
after dinner.
didn’t
1.
2.
3.

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NorthStar Placement Test Name:
Listening and Speaking

2.5 Use an expression from the box to complete each sentence. One answer is already given.

How about That’s a good idea What’s the matter

Maybe you should That’s too bad

Oliver: What’s the matter  ? You look miserable.

Silvia: I didn’t get any sleep. My husband was snoring all night.
1. Oliver:  give him some Snore No More. He can take a pill one
hour before he goes to bed, and you’ll both sleep like babies.
2. Silvia:  . I’ll try it tonight.

2.6 Read the sentences. Write S for a strong opinion, W for a weak opinion, and N if it is not an
opinion sentence.
1. It seems like people would be happier and healthier if they ran more.
2. I think my story can inspire others to keep a positive attitude.

2.7 Below are five facts about John, a high school senior, and three elements of personal
achievement. Choose the two facts that are elements of personal achievement. Write the
letter of each fact next to the element it represents. One answer is already given.

Elements of Personal Achievement Facts about John

D Background A. John grew up in a neighborhood of
poverty.
1. Accomplishment B. John thinks he will get along well with
students at Simpson College.
2. Life Lesson C. John stayed in high school despite being
poor and having to work.
D. John hopes to attend Simpson College
next year.
E. John learned that hard work and
dedication can help anyone succeed.

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NorthStar Placement Test Name:
Listening and Speaking

PART 3: VOCABULARY

3.1 Fill in the blanks with the words from the box. Not all words will be used. Be sure to use
correct spelling. One answer is already given.

addicted to endurance healthy overcome promote

ashamed fatigue intentionally prevent simply

Some say to find your dream job you simply have to work hard.
1. Being lazy can you from finding the job of your dreams.
2. Exercise is an important part of a lifestyle.
3. Lack of sleep leads to  , and this can affect your alertness.
4. Companies use e-mail, social media contests, and advertisements to
their products.
5. I’m not to admit that I prefer to take it easy in the morning.
6. Every night I used to turn on the TV; I suddenly realized that I was it.

3.2 Choose the word that best completes the sentence. There is only one right answer.
1. A week ago someone committed a in our town.
A. challenge
B. crime
C. habit
D. prison
2. After one year of running, I was able to my dream.
A. achieve
B. alert
C. give
D. limit
3. Before I ate my dinner, I turned on the television to the news.
A. catch
B. create
C. plead
D. prove

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NorthStar Placement Test Name:
Listening and Speaking

3.3 Complete the chart with the missing word forms. Write the words in the boxes. Be sure to use
correct spelling. One answer is already given.

Noun Verb Adjective

selection select
power 1.
information 2.
3. produce
4. colorful
harm harm 5.
organization 6.

3.4 Choose the word form that best completes the statement. There is only one right answer.
1. means without a name.
A. Forename
B. Misname
C. Nameless
D. Nameful
2. means to be born again.
A. Foreborn
B. Inborn
C. Misborn
D. Reborn
3. means not clear.
A. Disclear
B. Inclear
C. Nonclear
D. Unclear
4. means bad luck.
A. Disfortune
B. Imfortune
C. Misfortune
D. Refortune
(continued on next page)

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NorthStar Placement Test Name:
Listening and Speaking

5. means hiding the truth.

A. Dishonest
B. Forehonest
C. Nonhonest
D. Rehonest

PART 4: SPEAKING

Listen to the class discussion. You may take notes in the space on the next page. Then,
complete the three activities below.
1. Say one thing that the professor discussed with the class. (5–20 seconds)
2. Say one thing that the female student, Maria, thought about teenagers today. (5–20 seconds)
3. Now, you will have 1–2 minutes. Speak about whether the professor would agree or disagree
with this statement and then give your opinion:
“A person speaks the way his or her parents do.”
• Include information from the listening.
• Explain why you think the professor agrees or disagrees.
• Give your opinion and support it with examples.

THIS IS THE END OF THE TEST.

PLEASE WRITE YOUR NAME AND RETURN

THE TEST TO YOUR TEACHER.

© 2020 by Pearson Education, Inc. Permission granted to reproduce for classroom use. 10