1 For questions 1–8, read the text below and think of the word which best fits each
gap. Use only one word in each gap. There is an example at the beginning (0).
Pain at the dentist’s
My daughter Kezia had to go (0) to the dentist last week. The morning entirely lived
up (1) …to my expectations. As usual, Kezia tried everything to put (2) …on her
visit. ‘Mummy, I feel sick.’ I pointed (3) …that she had tried this excuse last time.
‘Mummy, I’ve lost Jemima’ (her doll). In fact, I’d seen her put Jemima under the bed
and quietly handed her (4) …to Kezia. Finally, she tried hiding in the garden. She
didn’t get away (5) …from it, not in a bright pink dress. Naturally, when the dentist
got started, it all turned (6) …out to be a huge anti-climax. He was quick with the
anaesthetic and she didn’t feel anything. She even gave a disapproving look when
we heard another child screaming in protest, as if she thought ‘What’s all the fuss
about?’ I bought her an ice cream to help her get (7) …over the stress, although if I
look (1) …it now, I’m sure it was me who suffered most.
2 Correct any mistakes with the verbs in bold in these sentences. Some sentences
are correct.
0 For people in big cities, evening classes are a great way to know new people. get
to know
1 Anton knew English quickly because some of the lessons in his school were
studied in English. …learned………………
2 I’d really like to study economics at university. ……correct……………
3 Many students know a lot of English grammar rules, but there’s more to a
language than rules. …correct………………
4 I only got to know the change of room number by accident. ……found
out……………
5 Everyone needs to assist the meeting at lunchtime. It’s very important. ……
attend……………
6 More than 25,000 people are expected to join in the city marathon this year. ……
take part……………
3 For questions 1–6, 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 two and five words, including the word given.
1 She can’t get a job in Paris because she doesn’t speak French.
LEARNED
If she …learned French she would get a job……………… in Paris.
2 I might become rich, and then I’d travel the world.
IF
I’d travel the world …if…I was…………… rich.
3 You’ll need to do plenty of reading to pass the exam.
READ
You won’t pass the exam …if you don’t read……………… a lot.
4 I don’t think you should travel on your own.
YOU
If I …was you, I would not ……………… travel on my own.
5 You can borrow my pen, but you must give it back later.
LEND
I’ll …lend you my pen if……………… you promise to give it back later.
6 It’s a good thing we have a map with us, otherwise we’d be lost.
HAVE
We’d be lost …if we didn’t have ……………… a map with us.
4 Complete the sentences using the correct form of the word in bold at the end of the
sentence.
0 What are the minimum qualifications you need to get a job in IT? QUALIFY
1 Have you got any ……intentions…………… of completing your assignment on
time? INTEND
2 Iqbal is the person ……responsive…………… for timetabling classes.
RESPOND
qualifications you need to get a of completing your
3 I’m afraid we need to make a tiny …adjustment……………… to your salary this
month. ADJUST
4 In …comparison……………… with other countries, Finnish children have quite
short school days. COMPARE
5 There seems to be some……confusing…………… about tomorrow, so can I
remind everyone we begin at 9.00? CONFUSE
6 Our new headteacher has managed to improve the children’s …
behaviour……………… a great deal. BEHAVE
7 We can get together any time next week. Do you have any ……
preferences…………… for which day? PREFER
8 I need your ……approval…………… before I can spend any money on
equipment. Could you sign here? APPROVE
5 You are going to read a newspaper article about schools running their own farms.
For questions 1–5, choose the answer (A, B, C or D) which you think fits best
according to the text.
1 Before he started work on the farm, Jake
A was always late for school.
B caused problems in his lessons.
C knew very little about farming.
D disliked having any responsibility.
2 What does Sam Connolly think is the farm’s main achievement?
A It has made teachers’ lives easier in class.
B It has improved the students’ school attendance.
C It has boosted the school’s academic performance.
D It has helped increase the range of subjects studied.
3 Mr Connolly’s ambition is for the farm to help students
A understand the whole process of food production.
B get employment in the food industry.
C appreciate the importance of the environment.
D know more about the business side of agriculture.
4 Why are students encouraged to pick and eat vegetables?
A to provide a healthier diet than they get at home
B to teach them important new practical skills
C to reinforce a key piece of knowledge
D to demonstrate the poor quality of supermarket food
5 Professor Andrews thinks school farms
A have changed children’s eating habits.
B can help schools save money.
C should be part of the curriculum.
D may have long-term health benefits.
School farms
More and more British schools are now running their own farms. There are now over
100, with another 100 more in the pipeline. One example is Hutton College in the
north of England, which opened its farm in 2005. Here, students deal with all aspects
of raising animals and growing vegetables. The working day starts at 7.30 am, two
hours before lessons begin. Jake, 15, who used to hate waking up early for school,
is now happy to do so. ‘I love looking after the animals even if I have to get up early.’
Jake also thinks the responsibility has made him a better student: ‘I don’t misbehave
any more, and I find it easier to concentrate in class now.’
There are 1,200 pupils attending Hutton College. Sam Connolly, a science teacher,
explains that although the school farm has helped improve the attitudes and
behaviour of many of the students, overall it has also significantly improved results in
subjects such as art, technology, maths and science. A number of school
qualifications, including Agriculture Science and the Certificate in Animal Care, are
now based on work done at the farm.
Mr Connolly emphasises that this is a real farm. It gives the school the opportunity to
examine areas which are vital to today’s food industry, including better awareness of
where food comes from, animal welfare, the importance of a balanced diet and the
need to reduce waste. Students are involved in growing fruit and vegetables which
are on sale in the college’s farm shop. ‘If I can get children to realise how farming
works in reality and what it all means, from the farm to the dinner plate, I’ll be
delighted,’ he says.
All those concerned agree that the main thing with food is knowing where it comes
from, so students are urged to pick and eat produce grown in the college gardens.
Eating vegetables picked fresh from the gardens is something new for students often
more familiar with supermarket ready-meals. Everyone comments on the way the
lettuces stay fresh a lot longer than pre-packaged supermarket versions.
Mr Connolly says he is often amazed at some students’ ignorance of farming. ‘Even
something as basic as growing a few peas and discovering how much effort you
have to put in to get results can have a powerful impact on people,’ he says.
Professor Alex Andrews of Hutton University agrees. His research shows farms can
improve students’ self-confidence, educate them in the importance of eating well
throughout their lives, and teach them about where their dinner originally comes
from. As he says, ‘All schools should be able to use farms to support their
educational processes, even if this involves just looking after some chickens or
growing vegetables for the school kitchens.’
