Adv expert progress test5

6 3 For questions 1–5, complete the second sentence so that it has a similar meaning to the first sentence, using the word given.. For questions 1–10, read and complete the sentences bel

Name Class

Advanced Expert

Progress Test 5 (Modules 9–10)

ANSWER ALL THE QUESTIONS

VOCABULARY AND GRAMMAR

1 For questions 1–7, read the text below Use the word given in capitals at the end of some of the lines to form a word that fits in the gap in the same line.

EGG HUNTING

Part of our bird preservation project involves the collecting of eggs, or oology, as it is known

academically This month, the (1) _ eggs of the Killdeer, a bird mainly found SPECK

in North America, are being sought Many people do not realise the lengths those working to

preserve endangered birds are going to and how important timing is if (2) _ BOND between the chick and parents is to be avoided Expeditions to far-reaching places often go awry

as, after successfully collecting the eggs, artificial incubation is then required until the young

hatchlings within are ready to emerge (3) _ long distances can make this rather TRAVEL

problematic

One ornithologist recalled how, on his first trip to Papua New Guinea when searching for

the eggs of the Bird of Paradise, his (4) _ quite literally nearly led to RECKLESS his downfall Hanging from a rope among the forest canopy, he had felt himself slipping In his

eagerness to be up in the trees, he’d forgotten the golden rule of (5) _ : namely, SAFE

to check all the climbing equipment first Being quick-thinking, he swung the rope he was

precariously hanging from, towards the nearest branch, (6) _ for time by grabbing STALL

onto it with all his might After a period of silence, his partner below reported hearing a

(7) _ shout from above Rather fortuitously, not only had this young EUPHORIA ornithologist saved himself from an imminent fall but he’d also come across the nest of just

the bird they’d been searching for, right there in the fork of the branch he’d climbed onto

7

2 For questions 1–6, read the text below and think of the preposition that best fits each gap Use only one word in each gap.

A TESTING TIME

It was understandable that we were so anxious (1) getting our results Our whole lives were dependent on them, it seemed We didn’t care (2) who had the highest grades; we just wanted to know we’d passed Later, after opening those dreaded life-changing envelopes, we’d laugh (3) how nervous we’d been After we had come to terms (4) our news, we quickly forgot how completely

(5) a loss we’d all felt in those final agonising moments of waiting, when the only question running (6) our minds was, would we get to university?

6

3 For questions 1–5, complete the second sentence so that it has a similar meaning to the first sentence, using the word given Do not change the word given You must use between three and six words,

including the word given.

1 He was completely unaffected by the negative comments made about his performance

WATER

He wasn’t offended by the negative reviews he received: they were _ back

2 Travelling by train would be a lot safer in this weather

RECOMMENDED

They _ the journey by train

3 When I asked who had scratched my car, no one said a word

CONFESSED

No one _ scratched my car

4 I really wish he’d stop borrowing my car without asking me

COMPLAINED

4 Listen to a parenting advisor (Tom Willis) and a sociologist (Jane Thompson) discussing teenagers’ behaviour For questions 1–10, read and complete the sentences below using words you hear Use one to three words to complete each gap.

WHY TEENAGERS BEHAVE AS THEY DO

It’s now known that the part of the brain that influences (1) and judgement doesn’t

fully develop until people are about twenty-five

According to scientists, this explains a lot of teenager behaviour, which is often deemed

(2) by adults.

There is also a train of thought that believes that upbringing, rather than biology, determines how an adolescent behaves

In more traditional societies, children generally go through (3) , which teaches them

how to behave as an adult

Far too few teenagers spend time learning (4) , such as cooking or caring for others,

from their parents

The erratic behaviour of adolescents is also believed to be influenced by their (5) ,

although there is no doubt more to it than simply that

At this stage of their development, sleep is (6) to their education and, whilst they may

have a tendency to be night owls, they should still aim for nine hours’ sleep

This is not often attained, though, which explains why many teenagers experience an

(7) deficit.

These days most teenagers are bombarded by so many different things simultaneously that their brains are

simply learning how to deal with this (8)

Parents need to be more (9) towards their teenage children and to give them a gently

supportive hand

Whilst teenagers will learn from their teachers and friends, a (10) and time spent with

their parents is at the heart of their growth and development

10

5 Read the article ‘Team Vettel’ and, for questions 1–10, decide whether the statements are True (T) or

False (F)

1 Sebastian was instrumental in instigating major developments in his F3 team _

2 There are three key aspects to consider if you want to remain at the top of motor racing, aside from the driving _

3 Whilst Sebastian’s race engineer is responsible for maintaining his vehicle, he has also taught him tricks to improve his concentration _

4 As a result of thorough preparation and role-playing, Sebastian has learnt how to contend with difficult events that may occasionally occur _

5 Sebastian has a great awareness of what he can and cannot control _

6 According to Sebastian’s engineer, face-to-face communication is an essential part of preparing for a race _

7 Old tyres and a full tank always result in a slower lap time _

8 Sebastian can be completely open with his team because they trust each other implicitly _

9 Whilst Sebastian’s family were fairly well-off, he still needed the help of sponsors to make his lucky break into racing _

10 Sebastian’s mentor had the strength and wisdom to realise when it was time to let others take his place _

TEAM VETTEL

A The special adviser

‘It wasn’t until 2004 that I nailed down seventeen-year-old Sebastian with a contract and went on to guide his career In his first year at Formula BMW, he won 18 out of 20 races before going into Formula 3 He had a difficult first half season but the second half was good, after we’d made quite big changes in the team on

you have to be as unflappable and confident as possible If the highs are too high and the lows are too low, then

it can become difficult Generally an understanding of the phrase “There’s only so much you can control,” and

an ability to rationalise things, only come with age, but Seb has that already It helps that we talk a lot; what you see at a race track is the putting into place of everything we’ve discussed by phone and email since the last race.’

C The technical director

‘Nobody made Vettel He made himself But I remember when I was watching him once, I saw him do a lap that was extraordinarily fast even with worn tyres and a heavy fuel load When we spoke about it and he looked

at the data, he wasn’t quite sure how he’d done this, so I told him to go away and give it some thought The next day he told me “I know what I did.” But I didn’t ask him exactly what that was That’s for him to know It’s his secret of being fast, if you like I just wanted him to think about how he actually did it and register it mentally Something else that we gave him as a team was our complete trust, and that enabled him to trust us, too In his first race for us, he made a mistake in qualifying and immediately said, “I made a mistake.” Normally, the

racing driver’s book of excuses is longer than War and Peace, so this was refreshing.’

D The mentor

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do n The ettel fa ml a n t a a h n ca h was very good at what he was was very good at what he was – quite the contrary – and I felt I had to try and prevent his qute the contrar and felt had to tr and re ent h – quite the contrary – and I felt I had to try and prevent his I felt I had to try and prevent his I felt I had to try and prevent his prevent his career fro tall n n the e ent of hm m u r nn n o t of one o hel ed f nd hu m , so I helped find him sponsors I rented out my I felt I had to try and prevent his prevent his m prevent his on or rented o t I felt I had to try and prevent his u m

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I felt I had to try and prevent his because he was very good at what he was was very good at what he was because he was very good at what he was u m

10

6 Complete the proposal using the correct form of the verbs from the box There are more verbs than you need

add agree close comment complain emerge improve need obtain offer open prepare replace revitalise start suggest

SUGGESTED IMPROVEMENTS FOR THE LOCAL COMMUNITY CENTRE

Introduction

The aim of this proposal is to suggest ways in which to (1) the facilities at our

community centre, bearing in mind that funding is somewhat limited Having (2) feedback from people in the community, a clear picture has (3)

Giving the centre a makeover

First, one of the main problems with the current centre is that it looks old and unloved Many people have

(4) that priority should be given to its redecoration (5) to

this, the flooring in the hall should also be (6) , as the shiny surface is rather

dangerous

Greater usage of the centre

There have been many requests for new clubs to be (7) up People have asked for a

broader range of activities to become available and have commented that more activities are

(8) to encourage youngsters to join the club, such as basketball and 5-a-side football

A few people have (9) to run such clubs and, given the lack of local amenities for

youngsters, it would certainly be a very positive step forward Another way to increase usage of the centre could

be to (10) it for longer I would (11) we discuss whether it is

feasible to open it from 6 p.m as opposed to 8 p.m

Conclusion

Without spending a lot of money, the community centre could be (12) through

redecoration and through the expansion of its usage, not only in terms of activities available but also opening hours