Posted by: crisdiaz24 | November 6, 2010

FILE TEST 1

GRAMMAR

1   Underline the correct word(s).

Example:    I love my job. However / In spite of, the commute is very difficult.

1   My bicycle was stolen, so / because I had to walk to school.

2   I didn’t study very much, and owing to / consequently, I didn’t pass the test.

3   I sold my car as a result / because I couldn’t afford the petrol.

4   He gave up running due to / since a knee injury.

5   She had to break the news gently so that / so as not to upset her father.

6 We have a large umbrella in case / as it rains.

7   We think the house will sell quickly. As a result / Nevertheless, we want to be sure it looks as good as possible when people come to see it.

8   I read the entire book, yet / therefore I can’t remember anything about the story.

 

8

2   Complete the sentences with the correct form of the verb in brackets.

Example:    Has Dana lived in Singapore since she was a child? (live)

1   I ________ time to watch TV tonight. (not have)

2   Luis and Maria ________ married for 15 years and are very happy together. (be)

3   I can’t believe Paolo isn’t here yet. I ________ for two hours. (wait)

4 ________ you ________ work late again tonight? (have to)

5   We didn’t have time to do it ourselves, so we ________ our lounge ________ by a professional. (decorate)

6   How many guests ________ she ________ in her house right now? (have got)

 

6

3   Complete the sentences with the correct word(s).

Example: You need to take care of yourself when you’re ill.

one    yourself    you

1   ________ can use the Internet for research when you write your term paper.

One    You    Each other

2   ________ say it’s harder to learn languages after you’re 12.

They    They’re    Their

3   ________ need to remember that we’re very lucky to have good food on the table for each meal.

One    Ourselves    We

4   Alex talks to ________ when he’s writing. It’s pretty annoying!

myself    each other    himself

5   Bruce and I built the shed in the garden ________.

ourselves    by one another    by myself

6   Do you and your parents talk to ________ every weekend?

yourselves    each other    another

6

 

 

6

 

Grammar total 20

VOCABULARY

4   Complete the words in the sentences.

Example:    The nuclear family is made up of the mother, father, and children.

1   My grandparents, uncles, cousins, and so on are my e________ family.

2   I don’t have a close r________ with my sister. We talk about once a year.

3   My mother was b________ up in a small village in the mountains.

4   I guess there’s a s________ in the family cupboard, but I don’t know what it is.

5   Last time we had a big family g________ we had a really good time.

6   When my sister married my b________-in-law I was really happy, because he’s my best friend.

 

6

5   Underline the correct word(s).

Example:    I’d like to get a job / profession abroad.

1   I don’t enjoy my job because the work is monotonous / rewarding.

2   My salary isn’t high, but the wages / benefits are really good.

3   Leo is a great boss because he’s good at motivating / demanding people and making them want to work hard.

4   I recently had some qualifications / training, which will help me do my work more effectively.

5   As an employee / employer, I expect the company I work for to treat me with respect.

6   It felt good to leave my comfort zone / own mind, but it was also very challenging.

7   Working / Staff turnover is high because the pay is too low.

8   I would prefer a regular job to short-term contracts / salary.

 

8

6   Complete the sentences with one word.

Example:    I usually plan all the details of my holiday.

1   I don’t like writing reports, so I always ________ it off until the last possible moment.

2   I didn’t want to ________ her feelings, but I had to tell the truth.

3   When my Swiss company meets with our Japanese colleagues, we ________ business in English.

4   A jacket and tie are ________ in this restaurant. They won’t let you in without them.

5   ‘Turn off’ is a phrasal ________.

6   ‘My little sister is a monkey’ is an example of a ________ – a way of describing something by saying it is like something else.

6

 

Vocabulary total 20

PRONUNCIATION

7   Match the words with the same sound.

turnover challenge   speaking   spread out   stepsister   employee

Example:    work turnover

1   relatives ________, ________

2   tedious ________, ________

3   salary ________

 

5

8   Underline the stressed syllable.

Example: timetable

1   bonus

2   profession

3   advance

4   trousers

5   conduct (v)

5

 

Pronunciation total 10

 

 

Grammar, Vocabulary, and Pronunciation total 50

 

 

 

READING

Read the article and tick (ü) A, B, or C.

CREATING YOUR OWN JOB SATISFACTION

A lot of people think that job satisfaction is only for other people. They look with envy on people who love their jobs and who don’t think of them as work. The idea of earning a living from something you really like doing only applies to a few very lucky people, they think. But this isn’t so. It’s not only people in the so-called ‘glamour professions’, for example, who can get genuine job satisfaction. You don’t have to be in the arts or a sports person to get enjoyment from what you do for a living. Even if you’re in a boring job, it’s quite possible to get some satisfaction from it.

The key to this is your attitude. You may think it’s unlikely that you can derive much satisfaction from a dull job that doesn’t require much thought and that involves a lot of routine procedures. But if you approach it with the right attitude, and put some effort in, you may be surprised at how enjoyable you can make it. Of course, if you just sit there telling yourself how boring your job is, you’ll never get anything out of it. But if you set out to find ways of making it enjoyable, there’s a good chance you’ll manage to.

One thing you can do is to set yourself challenges. Think about what you can do for yourself to make your work a little bit more interesting. If you’ve got a repetitive job, set yourself some targets to meet and try to beat your previous records. Or use your initiative in other ways. Think about ways you could develop your career into more interesting areas – see how you could improve your skills by doing a course, for example, or look into new skills you could get that would stand you in good stead for the future.

For some people, it’s not boredom that’s the problem, it’s the fact that their jobs involve a significant amount of unpleasantness. But if you keep telling yourself your job is horrible and there’s nothing you can do about it, you’ll get stuck in a rut and you’ll never get out of it. Focus on developing a positive attitude and try to keep any negative thoughts about your job out of your mind. Keep a sense of perspective – if something’s gone wrong on a particular day, decide whether it really matters or not. If it isn’t actually all that important, don’t dwell on it, let it go. Learn from it, and take an upbeat view of what’s happened – you’ll know how to avoid the problem in future, or what to do about it if it happens again.

Of course, you may reach the point where you feel totally trapped in a job. If this mindset starts to overwhelm you, check out the options you may have in the place where you work. Map out a plan for improving your situation there. Are there other roles in the organization you could apply for? Could you ask to be given different tasks? Could you get a different kind of assignment or go to another department where your skills are required? Finding out there are other options will give you a sense of control over your own working life. Even if you have no job satisfaction right now, you’ll feel better if you know that there is a realistic prospect of work that gives you a degree of it.

Expectations are another key ingredient in job satisfaction. Take a long hard look at what you really are capable of. Sometimes it’s important to accept that you couldn’t really do the much more interesting or high-powered job you aspire to. Try to be aware of your own strengths and weaknesses. Focus on the things you really are good at, rather than on things that, if you’re really honest with yourself, you couldn’t actually do. Make the most of your situation and feel good about what you can do, rather than feeling bad about what you can’t do.

Work is a very important part of most people’s lives and it’s important to get at least some satisfaction from it. If you really dislike your time at work, the rest of your life is affected too, and you can easily get a negative outlook on life in general. It’s in your own hands to avoid this. Even if you can’t get the job of your dreams, you can take steps to create your own job satisfaction.

1   The writer’s aim in the first paragraph is to ________.

A  distinguish between different kinds of work          B  correct a false belief

C  define the term ‘job satisfaction’

2   In the second paragraph, the writer ________.

A  warns readers against a certain attitude          B  advises readers not to have unrealistic ideas about work          C  suggests to readers that most jobs are dull

3   In the third paragraph, the writer emphasizes ________.

A  how easy it can be to progress in a career

B  a particular route to job satisfaction

C  the need for people to motivate themselves

4   The writer uses the phrase ‘stuck in a rut’ to refer to ________.

A  a situation that won’t improve          B  the bad behaviour of others

C  the danger of being too sensitive

5   What is the writer’s advice if something goes wrong?

A  Pretend that it didn’t happen.          B  Use the experience to your advantage.

C  Don’t think about it until later.

6   The writer says that people who feel ‘trapped’ in a job should consider ________.

A  discussing their unhappiness with managers

B  moving to a different company or organization

C  changing the kind of work they do

7   The writer says that you will feel better about your working life if you ________.

A  think that some job satisfaction is possible in the future

B  choose a particular career option for the future

C  stop aiming for job satisfaction for a while

8   What does the writer say about expectations of work?

A  Too many people have unrealistic ones.

B  They should be based on real ability.          C  They may change as time passes.

9   In the final paragraph, the writer says that ________.

A  lack of job satisfaction has serious consequences for people

B  a negative attitude to life leads to a negative attitude to work

C  there is more to life than job satisfaction

10   Which of the following best sums up the writer’s view in the text as a whole?

A  Some people find it easier to get job satisfaction than others.

B  Everyone can get a certain amount of job satisfaction.

C  Job satisfaction is the most important issue in the workplace today.

 

 

Reading total 10

WRITING

You have decided to apply for the position advertised below. Write approximately 250 words in a covering letter or email.

Is this for you?

We are looking for responsible, experienced people (individuals or couples) of any age to ‘work’ as house-sitters in different European countries for varying lengths of time. All you need to do is take care of someone’s house, pets, and garden whilst they are away on business or on holiday.

You won’t earn any money but your accommodation is free. The minimum length of stay is one week so you can move from place to place.

Interested? Send an email or letter and CV to Bruce Matthews at “mailto:housesit@talknet.com” or post it to…

Writing total 10

 

Reading and Writing total 20

 

 

 

 

 

 

 

LISTENING

1   Listen to five people talking about the disadvantages of various jobs. Match the speakers (1–5) to the disadvantages of the job that they mention (A–H).

Speaker 1

Speaker 2

Speaker 3

Speaker 4

Speaker 5

A  lack of job security

B  the possibility of making a serious mistake

C  having to work at inconvenient times

D  bad treatment from employers

E   having to work in unpleasant physical conditions

F   other people’s low opinion of the job

G  having to be dishonest

H  the need to cooperate with colleagues

 

5

2   Listen to two friends discussing an article about personality types. Tick (ü) A, B, or C.

1   The two speakers agree that ________.

A  the man does not react well to pressure

B  other people like the man’s attitude and behaviour

C  the man should not consider himself a ‘go-getter’

2   The man doesn’t agree that he ________.

A  is good at organizing other people          B  makes too little effort

C  annoys other people

3   What do the two speakers agree on the subject of discussions?

A  The man often changes his view during them.

B  The man always wants to make other people agree with him.

C  The man likes it when people disagree with him.

4   The woman agrees that she ________.

A  is regarded as unreliable by many people          B  has a relaxed attitude to life          C  frequently changes her plans

5   The man says that one characteristic of ‘performers’ is that they ________.

A  think too much about criticism          B  expect too much of other people

C  are too loyal to other people

 

5

 

Listening total 10

SPEAKING

Student A

1   Ask your partner these questions.

1   Which person has inspired you the most?

2   What kind of work would give you job satisfaction?

3   Which three adjectives best describe your personality?

4   When you argue with friends or family, what do you argue about?

5   Why is it important for you to be good at English?

2   Now answer your partner’s questions.

3   Now talk about one of these statements, saying if you agree or disagree. Give reasons.

1   ‘It is not possible to be both successful and happy.’

2   ‘Most people’s personalities do not change as they get older.’

3   ‘The English language will not be as important in the future as it is now.’

4   Now listen to your partner. Do you agree with him/ her?

 

Speaking total 15

 

Listening and Speaking total 25

 

Student B

1   Answer your partner’s questions.

2   Now ask your partner these questions.

1   What is your main ambition?

2   Which three adjectives describe personalities that you particularly dislike?

3   Which personal characteristics have you inherited from your parents?

4   What is the most difficult aspect of the English language for you?

5   Why is English such an important language in the world today?

3   Listen to your partner. Do you agree with him/ her?

4   Now talk about one of these statements, saying if you agree or disagree. Give reasons.

1   ‘Most people are unhappy in their jobs.’

2   ‘It is not possible for people to be nice to each other all the time.’

3   ‘It is not necessary for everyone to learn a foreign language.’

 

Speaking total 15

 

Listening and Speaking total 25

 

 

KEY

 

Grammar, Vocabulary, and Pronunciation

GRAMMAR

1   1   so

2   consequently

3   because

4   due to

5   so as not to

6   in case

7   Nevertheless

8   yet

2   1   don’t have

2   have been

3   ’ve been waiting

4   Do … have to

5   had … decorated

6   has … got

3   1   You

2   They

3   We

4   himself

5   ourselves

6   each other

Vocabulary

4   1   extended

2   relationship

3   brought

4   skeleton

5   get-together

6   brother

5   1   monotonous

2   benefits

3   motivating

4   training

5   employee

6   comfort zone

7   Staff

8   contracts

6   1   put

2   hurt

3   conduct / do

4   required / obligatory

5   verb

6   metaphor

Pronunciation

7   1   spread out, stepsister

2   speaking, employee

3   challenge

8   1   bonus

2   profession

3   advance

4   trousers

5   conduct

Reading and Writing

Reading

     1   B

2   A

3   C

4   A

5   B

6   C

7   A

8   B

9   A

10   B

CREATING YOUR OWN JOB SATISFACTION

(1) A lot of people think that job satisfaction is only for other people. They look with envy on people who love their jobs and who don’t think of them as work. The idea of earning a living from something you really like doing only applies to a few very lucky people, they think. But this isn’t so. It’s not only people in the so-called ‘glamour professions’, for example, who can get genuine job satisfaction. You don’t have to be in the arts or a sports person to get enjoyment from what you do for a living. Even if you’re in a boring job, it’s quite possible to get some satisfaction from it.

The key to this is your attitude. You may think it’s unlikely that you can derive much satisfaction from a dull job that doesn’t require much thought and that involves a lot of routine procedures. But if you approach it with the right attitude, and put some effort in, you may be surprised at how enjoyable you can make it. (2) Of course, if you just sit there telling yourself how boring your job is, you’ll never get anything out of it. But if you set out to find ways of making it enjoyable, there’s a good chance you’ll manage to.

One thing you can do is to (3) set yourself challenges. Think about what you can do for yourself to make your work a little bit more interesting. If you’ve got a repetitive job, set yourself some targets to meet and try to beat your previous records. Or use your initiative in other ways. Think about ways you could develop your career into more interesting areas – see how you could improve your skills by doing a course, for example, or look into new skills you could get that would stand you in good stead for the future.

For some people, it’s not boredom that’s the problem, it’s the fact that their jobs involve a significant amount of unpleasantness. But if you keep telling yourself your job is horrible and there’s nothing you can do about it, you’ll get stuck in a rut and (4) you’ll never get out of it. Focus on developing a positive attitude and try to keep any negative thoughts about your job out of your mind. Keep a sense of perspective – (5) if something’s gone wrong on a particular day, decide whether it really matters or not. If it isn’t actually all that important, don’t dwell on it, let it go. Learn from it, and take an upbeat view of what’s happened – you’ll know how to avoid the problem in future, or what to do about it if it happens again.

Of course, you may reach the point where you feel totally trapped in a job. If this mindset starts to overwhelm you, (6) check out the options you may have in the place where you work. Map out a plan for improving your situation there. Are there other roles in the organization you could apply for? Could you ask to be given different tasks? Could you get a different kind of assignment or go to another department where your skills are required? Finding out there are other options will give you a sense of control over your own working life. (7) Even if you have no job satisfaction right now, you’ll feel better if you know that there is a realistic prospect of work that gives you a degree of it.

Expectations are another key ingredient in job satisfaction. Take a long hard look at what you really are capable of. (8) Sometimes it’s important to accept that you couldn’t really do the much more interesting or high-powered job you aspire to. Try to be aware of your own strengths and weaknesses. Focus on the things you really are good at, rather than on things that, if you’re really honest with yourself, you couldn’t actually do. Make the most of your situation and feel good about what you can do, rather than feeling bad about what you can’t do.

Work is a very important part of most people’s lives and it’s important to get at least some satisfaction from it. (9) If you really dislike your time at work, the rest of your life is affected too, and you can easily get a negative outlook on life in general. It’s in your own hands to avoid this. Even if you can’t get the job of your dreams, you can take steps to create your own job satisfaction.

Writing

Student’s own answers.

Task completion: The task is fully completed and the answer easy to understand.
(4 marks)

Grammar: The student uses appropriate structures to achieve the task. Minor errors do not obscure the meaning. (3 marks)

Vocabulary: The student uses a sufficient range of words and phrases to communicate the message clearly. (3 marks)

Listening and Speaking

Listening

1   1   G

2   F

3   A

4   C

5   D

2   1   C

2   B

3   C

4   B

5   A

Speaking

Interactive communication and oral production: The student communicates effectively with his / her partner, asking and answering simple questions, and where necessary initiating conversation, and responding. The student uses appropriate strategies to complete the task successfully. (10 marks)

Grammar and Vocabulary: The student uses a sufficient range of vocabulary and structure to communicate clearly. Minor occasional errors do not impede communication. (5 marks)

Pronunciation: The student’s intonation, stress, and articulation of sounds make the message clear and comprehensible. (5 marks)

 

 

 

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Responses

  1. Do you have also the keys of this test?

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  2. Hi! I need the anwsers of this test (Test 1). Please can you send me it at my e-mail? Thanks in advance! 🙂

    Like

  3. I need the anwsers of this test (test n. 1) please can you send it to my e-mail? Thanks in advance.

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    • Grammar, Vocabulary, and Pronunciation
      GRAMMAR
      1 1 so
      2 consequently
      3 because
      4 due to
      5 so as not to
      6 in case
      7 Nevertheless
      8 yet
      2 1 don’t have
      2 have been
      3 ’ve been waiting
      4 Do … have to
      5 had … decorated
      6 has … got
      3 1 You
      2 They
      3 We
      4 himself
      5 ourselves
      6 each other
      VOCABULARY
      4 1 extended
      2 relationship
      3 brought
      4 skeleton
      5 get-together
      6 brother
      5 1 monotonous
      2 benefits
      3 motivating
      4 training
      5 employee
      6 comfort zone
      7 Staff
      8 contracts
      6 1 put
      2 hurt
      3 conduct / do
      4 required / obligatory
      5 verb
      6 metaphor
      PRONUNCIATION
      7 1 spread out, stepsister
      2 speaking, employee
      3 challenge
      8 1 bonus
      2 profession
      3 advance
      4 trousers
      5 conduct
      Reading and Writing
      READING
      1 B
      2 A
      3 C
      4 A
      5 B
      6 C
      7 A
      8 B
      9 A
      10 B
      CREATING YOUR OWN JOB SATISFACTION
      (1) A lot of people think that job satisfaction is only for other people. They look with envy on people who love their jobs and who don’t think of them as work. The idea of earning a living from something you really like doing only applies to a few very lucky people, they think. But this isn’t so. It’s not only people in the so-called ‘glamour professions’, for example, who can get genuine job satisfaction. You don’t have to be in the arts or a sports person to get enjoyment from what you do for a living. Even if you’re in a boring job, it’s quite possible to get some satisfaction from it.
      The key to this is your attitude. You may think it’s unlikely that you can derive much satisfaction from a dull job that doesn’t require much thought and that involves a lot of routine procedures. But if you approach it with the right attitude, and put some effort in, you may be surprised at how enjoyable you can make it. (2) Of course, if you just sit there telling yourself how boring your job is, you’ll never get anything out of it. But if you set out to find ways of making it enjoyable, there’s a good chance you’ll manage to.
      One thing you can do is to (3) set yourself challenges. Think about what you can do for yourself to make your work a little bit more interesting. If you’ve got a repetitive job, set yourself some targets to meet and try to beat your previous records. Or use your initiative in other ways. Think about ways you could develop your career into more interesting areas – see how you could improve your skills by doing a course, for example, or look into new skills you could get that would stand you in good stead for the future.
      For some people, it’s not boredom that’s the problem, it’s the fact that their jobs involve a significant amount of unpleasantness. But if you keep telling yourself your job is horrible and there’s nothing you can do about it, you’ll get stuck in a rut and (4) you’ll never get out of it. Focus on developing a positive attitude and try to keep any negative thoughts about your job out of your mind. Keep a sense of perspective – (5) if something’s gone wrong on a particular day, decide whether it really matters or not. If it isn’t actually all that important, don’t dwell on it, let it go. Learn from it, and take an upbeat view of what’s happened – you’ll know how to avoid the problem in future, or what to do about it if it happens again.
      Of course, you may reach the point where you feel totally trapped in a job. If this mindset starts to overwhelm you, (6) check out the options you may have in the place where you work. Map out a plan for improving your situation there. Are there other roles in the organization you could apply for? Could you ask to be given different tasks? Could you get a different kind of assignment or go to another department where your skills are required? Finding out there are other options will give you a sense of control over your own working life. (7) Even if you have no job satisfaction right now, you’ll feel better if you know that there is a realistic prospect of work that gives you a degree of it.
      Expectations are another key ingredient in job satisfaction. Take a long hard look at what you really are capable of. (8) Sometimes it’s important to accept that you couldn’t really do the much more interesting or high-powered job you aspire to. Try to be aware of your own strengths and weaknesses. Focus on the things you really are good at, rather than on things that, if you’re really honest with yourself, you couldn’t actually do. Make the most of your situation and feel good about what you can do, rather than feeling bad about what you can’t do.
      Work is a very important part of most people’s lives and it’s important to get at least some satisfaction from it. (9) If you really dislike your time at work, the rest of your life is affected too, and you can easily get a negative outlook on life in general. It’s in your own hands to avoid this. Even if you can’t get the job of your dreams, you can take steps to create your own job satisfaction.
      WRITING
      Student’s own answers.
      Task completion: The task is fully completed and the answer easy to understand.
      (4 marks)
      Grammar: The student uses appropriate structures to achieve the task. Minor errors do not obscure the meaning. (3 marks)
      Vocabulary: The student uses a sufficient range of words and phrases to communicate the message clearly. (3 marks)
      Listening and Speaking
      LISTENING
      1 1 G
      2 F
      3 A
      4 C
      5 D
      2 1 C
      2 B
      3 C
      4 B
      5 A
      SPEAKING
      Interactive communication and oral production: The student communicates effectively with his / her partner, asking and answering simple questions, and where necessary initiating conversation, and responding. The student uses appropriate strategies to complete the task successfully. (10 marks)
      Grammar and Vocabulary: The student uses a sufficient range of vocabulary and structure to communicate clearly. Minor occasional errors do not impede communication. (5 marks)
      Pronunciation: The student’s intonation, stress, and articulation of sounds make the message clear and comprehensible. (5 marks)

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    • GRAMMAR
      1 Complete the sentences with the correct form of the verb in brackets.
      Example: I’d like to tell you about something that happened (happen) when I was 12.
      1 While my dad ________ (drive) home from work, a cat ran in front of his car.
      2 I ________ (work) in the café for four months when I finally received my wages.
      3 I was having dinner when I ________ (decide) to call Ellen.
      4 The weather ________ (expect) to be stormy next weekend.
      5 It ________ (say) that taking a nap after lunch is very healthy.
      6 There is thought ________ (be) undiscovered oil beneath the Antarctic.

      6
      2 Complete the sentences with the correct word(s).
      Example: Your brother seems to have got himself in trouble.
      did get have got got
      1 It’s ________ late. We should leave soon.
      get getting got
      2 My backache ________ every time I lie down.
      getting worse got worse gets worse
      3 I don’t think I’ll ever ________ to taking the underground.
      get use get used to get use
      4 Brian ________ trying to take a video camera into the concert.
      got caught someone was got caught got caught
      5 I’d like ________ a professional to fill in my tax forms.
      to get get got
      6 Could you get Adnan ________ me a call, please?
      give to give giving
      6

      6
      3 Underline the correct word(s).
      Example: It’s been announced / announced that our pay will increase next year.
      1 We used / would to make ice cream every summer.
      2 When I was at school, my friends and I were always gone / going for long bike rides in the afternoon.
      3 My dad would never complain / to complain even when we made a lot of noise.
      4 It’s appear / It appears that the office is closed.
      5 It would seems / seem that Bertrand has stolen Ferdinand’s bicycle.
      6 Apparently / According to the newspaper, the economy is going to improve next year.
      7 The robbers may have / might be escaped by motorcycle.
      8 Pete is understood to / understood have written a postcard from Paris.
      6

      8

      Grammar total 20
      VOCABULARY
      4 Complete the words in the sentences.
      Example: I believe in ghosts. My uncle once told the story of a spectre that he had seen in the window of an old house.
      1 I have a positive o________ on life and I don’t worry too much.
      2 He stays up until midnight every night? No w________ he falls asleep in class!
      3 We were so e________ in conversation, we didn’t notice that the restaurant had closed.
      4 She lives in a quiet n________ of a small city in northern Spain.
      5 I p________ messages on Facebook once or twice a week.
      6 The artist’s work was r________ by reviewers, who said it was ‘silly’, ‘awful to look at’, and ‘bad’.
      7 I hate dogs. I am really afraid of them and I know they can smell my f________.
      8 I thought Susan and Tom were a good m________, but they broke up last week.

      8
      5 Choose two words and put them together to make compound nouns. Do not add extra words.
      Example: a … confined / big / turn-off a big turn-off
      1 a … long-term / dumped / relationship a ________
      2 a … juggling / time-saving / gadget a ________
      3 a … hard / waste / time a ________
      4 the … time of / time being / your life the ________
      5 some … time / off / up some ________
      6 a … spare / question / of time a ________

      6
      6 Underline the correct word(s).
      Example: I got a shock / the impression when everyone yelled surprise!
      1 When we went to Spain, Eric spent the whole / much time in our hotel room.
      2 I hope my cousin can get her act out / together. Right now, she’s got a lot of problems.
      3 I hate getting told off / on in front of people. It’s so embarrassing.
      4 I’m afraid you got the wrong end of the stick / fire. We don’t want to buy the house, we want to sell it.
      5 The best way to get around / back town is by bicycle.
      6 I hope we can get out away / out of going to the meeting next Monday.
      6

      Vocabulary total 20
      PRONUNCIATION
      7 Match the words with the same sound.
      waste rite gadget believe peak friendship
      Example: take waste
      1 wisdom ________
      2 splendid ________
      3 compete ________, ________
      4 wise ________

      5
      8 Underline the stressed syllable.
      Example: message
      1 boredom
      2 overcome
      3 crowning
      4 partnership
      5 revenge
      5

      Pronunciation total 10

      Grammar, Vocabulary, and Pronunciation total 50

      READING
      Read the article and tick () A, B, or C.
      A STUDY OF MULTITASKING
      Technology increasingly makes it possible for people to do more than one task at a time, for example moving between browsing the Web and using other computer programs, talking on mobile phones while driving, or flying a jet and monitoring air traffic. Indeed, the word describing this – ‘multitasking’ – has gone from being invented to being commonly used in everyday life in a remarkably short time. A recent study has looked at whether multitasking is purely beneficial or has its downside, especially when the tasks being done together are complicated ones.
      The researchers concluded that when people are multitasking, they are using what they call ‘executive control’ processes. These processes concern different parts of the brain and involve the brain allocating different mental resources to different tasks and deciding which tasks are more important than others. The brain’s executive control gives the appropriate resources to the different aspects of tasks, such as understanding what the task requires, thinking about what to do, and taking action.
      The researchers conducted an experiment into how much time was lost when people repeatedly switched between two tasks. The tasks varied in terms of how complex they were and how familiar the subjects were with doing those tasks, and they included such things as solving mathematical problems and classifying geometric objects. The researchers measured how long it took the subjects to carry out the tasks and considered the speed in connection with whether the tasks were familiar or unfamiliar, and whether the rules for doing them were simple or complicated.
      The results of the experiments were the same for every kind of task. In each case, the subjects lost time when they moved from one task to another, and the amount of time they lost increased when the tasks were complex or unfamiliar. When they were familiar with a task, they were able to adapt to changing to it and get on with it much more quickly. The researchers say that these results indicate that the brain’s executive control consists of two separate stages. They called the first stage ‘goal shifting’, meaning a preference to do one of the tasks rather than the other at a particular moment. The second stage they named ‘rule activation’, meaning moving from engaging with the rules associated with how to go about one task to engaging with the rules involved in doing the other task. The second stage, rule activation, takes a significant amount of time, and this delay multiplies when people keep switching between tasks. The result is that quite a lot of time is lost when multitasking, in comparison with the time that would be taken if each task was completed separately.
      This has major implications for multitasking, suggesting that although people may think that it saves time without affecting efficiency, in reality it actually takes more time, and this may have an adverse effect on efficiency. In the case of someone using a mobile phone while driving, multitasking could mean that they are not in full control of their vehicle during the short period when they are switching to using the phone.
      The researchers feel that their research has important consequences for multitasking. Their conclusions regarding executive control and how it works may, they believe, help people to look for strategies that will enable them to operate in the most efficient way possible when they are multitasking. And an understanding of executive mental control could have an impact on the design of the technology involved in such areas as operating aircraft and air traffic control, as well as other activities where the interface between humans and computers is crucial to efficiency.
      In addition, there are other possible applications of this research. Understanding how people function while multitasking could assist with recruitment, training and assessment of personnel in the workplace. It could also have an influence on government and industrial regulations, assist in the diagnosis and treatment of brain-damaged patients, and increase our general understanding of how the brain works.
      1 What does the writer suggest about the word ‘multitasking’?
      A It has changed in meaning since it was invented.
      B It is not always used appropriately.
      C Its increased use reflects a change in everyday life.
      2 The aim of the research was to ________.
      A compare the advantages and disadvantages of multitasking
      B discover why multitasking is regarded a wholly good thing
      C find out if there are any negative effects of multitasking
      3 The researchers use the term ‘executive control’ to describe how the brain ________.
      A controls some actions more than others
      B organizes how different tasks are carried out
      C distinguishes between easier and harder tasks
      4 What do we learn about the experiment?
      A The researchers knew that some of the subjects had done similar tasks before. B Not all of the subjects did the same tasks.
      C The subjects started with simple tasks and move on to more complicated ones.
      5 Which of the following happened during the experiment?
      A Sometimes little time was lost moving from one task to another.
      B Some subjects always found it hard to move from one task to another.
      C Complex tasks presented more problems than unfamiliar tasks.
      6 One of the two stages of the brain’s executive control ________.
      A leads to a major disadvantage of multitasking
      B takes longer for some people than for others
      C has no connection with multitasking
      7 One of the implications of the research is that ________.
      A some people are not suited to multitasking
      B multitasking always results in less efficiency
      C a common attitude to multitasking is wrong
      8 The researchers believe that their research might ________.
      A encourage people not to do multitasking in some situations
      B affect the way that people approach multitasking
      C result in technology replacing people for certain tasks
      9 In the final paragraph, the writer says that multitasking is something that ________.
      A is likely to increase in the future
      B people in authority have paid too little attention to
      C is relevant in many areas of life
      10 What is the main topic of the text?
      A The growth of multitasking
      B How complicated the brain’s processes for multitasking are
      C The relationship between multitasking and efficiency

      Reading total 10
      WRITING
      Write an article of approximately 250 words for an English-language magazine about how one of the areas below has changed in the last 20 years in your country and say whether you think the changes are positive or negative.
      1 People’s work-life balance
      2 Family life
      3 How people spend their free time
      Writing total 10

      Reading and Writing total 20

      LISTENING
      1 Listen to five people talking about childhood memories. Match the speakers (1–5) to what they remember (A–H).
      Speaker 1
      Speaker 2
      Speaker 3
      Speaker 4
      Speaker 5
      A a critical comment made by someone else
      B being punished for something
      C wanting to keep a feeling under control
      D forcing someone else to do something
      E feeling in danger
      F finding something boring
      G having arguments
      H planning something for someone else

      5
      2 Listen to a talk about how people feel when a relationship breaks up Complete the sentences using no more than three words.
      AFTER A BREAK-UP
      When a relationship breaks up, you have to have different ideas about 1________.
      The first stage involves feelings of 2________.
      In the first stage, you ask yourself questions beginning with the words 3‘________’.
      In the second stage, feelings of 4________ may last for more than a few weeks.
      In the final stage, it is common to experience both 5________.

      5

      Listening total 10
      SPEAKING
      Student A
      1 Ask your partner these questions.
      1 What’s your favourite memory of your childhood?
      2 What can you remember about the teachers you had when you were a child?
      3 Which modern gadget is the most useful one for you?
      4 What kind of multitasking do you do?
      5 When have you taken revenge on someone?
      2 Now answer your partner’s questions.
      3 Now talk about one of these statements, saying if you agree or disagree. Give reasons.
      1 ‘Children today have too much freedom.’
      2 ‘Technology has had a bad effect on communication between people.’
      3 ‘There is never a good way of ending a relationship.’
      4 Now listen to your partner. Do you agree with him/ her?

      Speaking total 15

      Listening and Speaking total 25

      Student B
      1 Answer your partner’s questions.
      2 Now ask your partner these questions.
      1 What games did you like playing when you were a child?
      2 What did you dislike doing when you were a child?
      3 Which modern gadget do you think wastes people’s time?
      4 How do you communicate most with friends and family?
      5 What causes teenagers’ relationships to break up?
      3 Listen to your partner. Do you agree with him/ her?
      4 Now talk about one of these statements, saying if you agree or disagree. Give reasons.
      1 ‘Childhood is the most important part of everyone’s life.’
      2 ‘It is better to be very busy than not busy at all.’
      3 ‘Revenge is never a good thing.’

      Speaking total 15

      Listening and Speaking total 25

      Grammar, Vocabulary, and Pronunciation
      GRAMMAR
      1 1 was driving
      2 ’d / had been working
      3 decided
      4 is expected
      5 is said
      6 to be
      2 1 getting
      2 gets worse
      3 get used
      4 got caught
      5 to get
      6 to give
      3 1 used
      2 going
      3 complain
      4 It appears
      5 seem
      6 According
      7 may have
      8 understood to
      VOCABULARY
      4 1 outlook
      2 wonder
      3 engrossed
      4 neighbourhood
      5 post
      6 ridiculed
      7 fear
      8 match
      5 1 a long-term relationship
      2 a time-saving gadget
      3 a hard time
      4 the time of your life
      5 some time off
      6 a question of time
      6 1 whole
      2 together
      3 off
      4 stick
      5 around
      6 out
      PRONUNCIATION
      7 1 gadget
      2 friendship
      3 believe, peak
      4 rite
      8 1 boredom
      2 overcome
      3 crowning
      4 partnership
      5 revenge
      Reading and Writing
      READING
      1 C
      2 C
      3 B
      4 A
      5 A
      6 A
      7 C
      8 B
      9 C
      10 C
      A STUDY OF MULTITASKING
      (1) Technology increasingly makes it possible for people to do more than one task at a time, for example moving between browsing the Web and using other computer programs, talking on mobile phones while driving, or flying a jet and monitoring air traffic. Indeed, the word describing this – ‘multitasking’ – has gone from being invented to being commonly used in everyday life in a remarkably short time. (2) A recent study has looked at whether multitasking is purely beneficial or has its downside, especially when the tasks being done together are complicated ones.
      The researchers concluded that when people are multitasking, they are using what they call (3) ‘executive control’ processes. These processes concern different parts of the brain and involve the brain allocating different mental resources to different tasks and deciding which tasks are more important than others. The brain’s executive control gives the appropriate resources to the different aspects of tasks, such as understanding what the task requires, thinking about what to do, and taking action.
      The researchers conducted an experiment into how much time was lost when people repeatedly switched between two tasks. (4) The tasks varied in terms of how complex they were and how familiar the subjects were with doing those tasks, and they included such things as solving mathematical problems and classifying geometric objects. The researchers measured how long it took the subjects to carry out the tasks and considered the speed in connection with whether the tasks were familiar or unfamiliar, and whether the rules for doing them were simple or complicated.
      The results of the experiments were the same for every kind of task. In each case, the subjects lost time when they moved from one task to another, and the amount of time they lost increased when the tasks were complex or unfamiliar. (5) When they were familiar with a task, they were able to adapt to changing to it and get on with it much more quickly. The researchers say that these results indicate that the brain’s executive control consists of two separate stages. They called the first stage ‘goal shifting’, meaning a preference to do one of the tasks rather than the other at a particular moment. The second stage they named ‘rule activation’, meaning moving from engaging with the rules associated with how to go about one task to engaging with the rules involved in doing the other task. (6) The second stage, rule activation, takes a significant amount of time, and this delay multiplies when people keep switching between tasks. The result is that quite a lot of time is lost when multitasking, in comparison with the time that would be taken if each task was completed separately.
      (7) This has major implications for multitasking, suggesting that although people may think that it saves time without affecting efficiency, in reality it actually takes more time, and this may have an adverse effect on efficiency. In the case of someone using a mobile phone while driving, multitasking could mean that they are not in full control of their vehicle during the short period when they are switching to using the phone.
      (8) The researchers feel that their research has important consequences for multitasking. Their conclusions regarding executive control and how it works may, they believe, help people to look for strategies that will enable them to operate in the most efficient way possible when they are multitasking. And an understanding of executive mental control could have an impact on the design of the technology involved in such areas as operating aircraft and air traffic control, as well as other activities where the interface between humans and computers is crucial to efficiency.
      In addition, there are other possible applications of this research. Understanding how people function while (9) multitasking could assist with recruitment, training and assessment of personnel in the workplace. It could also have an influence on government and industrial regulations, assist in the diagnosis and treatment of brain-damaged patients, and increase our general understanding of how the brain works.
      WRITING
      Student’s own answers.
      Task completion: The task is fully completed and the answer easy to understand.
      (4 marks)
      Grammar: The student uses appropriate structures to achieve the task. Minor errors do not obscure the meaning. (3 marks)
      Vocabulary: The student uses a sufficient range of words and phrases to communicate the message clearly. (3 marks)
      Listening and Speaking
      LISTENING
      1 1 G
      2 A
      3 C
      4 E
      5 H
      2 1 the future
      2 shock and disbelief
      3 ‘what if’
      4 anger and panic
      5 ups and downs
      SPEAKING
      Interactive communication and oral production: The student communicates effectively with his / her partner, asking and answering simple questions, and where necessary initiating conversation, and responding. The student uses appropriate strategies to complete the task successfully. (10 marks)
      Grammar and Vocabulary: The student uses a sufficient range of vocabulary and structure to communicate clearly. Minor occasional errors do not impede communication. (5 marks)
      Pronunciation: The student’s intonation, stress, and articulation of sounds make the message clear and comprehensible. (5 marks)

      Like

  4. Do you have also the second test?

    Like


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