HS2 2019 unit5 p97 act13

Listening 1

Listen to the text. For statements choose T if the statement is true according to the text, F if it is false.

1 - Juan paid 10 pounds for his seat.   [T, F]

2 - Juan has a season ticket for the matches.   [T, F]

3 - Before the match, Juan thought the result might be different.   [T, F]

4 - They knew they were going to lose as soon as the match started.   [T, F]

5 - Both speakers knew the date for the exam had been changed.   [T, F]

6 - Only one of the speakers went to the party.   [T, F]

Listening 2

Listen to the text. For questions choose the correct answer (A, B or C).

1. What helped Pamela to decide to become a fashion designer?   [A, B, C]

A working as an assistant in a fashion shop

B doing research into the fashion industry

C attending a course on fashion design

2. What does Pamela say about having a degree in fashion?   [A, B, C]

A It's essential for promotion.

B It's evidence of your ability.

C It guarantees you a better income.

3. Pamela says that when starting your own fashion label, it's most important to…   [A, B, C]

A enjoy the creative process.

B contact shops that might sell it.

C have a business plan.

4. Where does Pamela usually find inspiration for her fashion designs?   [A, B, C]

A in the work of other designers

B in the styles of other countries

C in the clothes her friends wear

5. What aspect of her work does Pamela find most difficult to deal with?   [A, B, C]

A the pressure to meet deadlines

B the failure of some of her designs

C the need to attend fashion shows

6. According to Pamela, successful designers need to be able to   [A, B, C]

A predict future fashions.

B recognise all past styles.

C get their designs published.

7. What advice does Pamela have for people who want a career in fashion?   [A, B, C]

A Be aware of the options available.

B Don't be afraid of sudden fame.

C Learn from your own errors.

Reading 1

Read the text below. For (1-5) choose T if the statement is true according to the text, F if it is false.

FUNDRAISING FOR THE DEVELOPING WORLD

School Events Raising $$

Thousands of students participate at school in events and projects that fundraise to help the less-fortunate in the developing world. From national UNICEF-sponsored programmes to projects put on by a single individual, young Canadians are working to make a difference in the lives of millions of poor, sick or abused men, women and children. Here is one young Canadian’s experience with a 30-Hour Famine school fundraiser...

One of the best memories I have from high school was participating in a WorldVision 30-Hour Famine fundraiser. I attended high school in a small village in New Brunswick named Plaster Rock. It’s one of those towns where everyone knows everyone. So something like the 30-Hour Famine is going to draw a lot of attention in a small village like that. And did it ever. Some parents were mad because they didn’t want their children to go that long without food so they weren’t even allowed to participate.

I vividly remember how much fun we had. After handing in our sponsor sheets with the donations that had been pledged by our family, neighbours and friends, we had a meeting in the school lobby to officially start “the fast”. Everyone who wasn’t participating was eating around us just to rub it in our faces. But we didn’t care. We knew it was all for a good cause.

That night there was a Much Music video dance at the high school and everyone doing the famine went because we weren’t allowed to leave the school property. Time flew by because everyone was so busy dancing and having a good time socializing with each other. It was a typical party. The boys got into fights and tried to show off for the girls by hitting each other. Girls were breaking up with their boyfriends and hooking up with other guys. It’s funny how cranky some people get when they have empty stomachs. But it was also a great way to get to know people better and to make new friendships with others sharing the experience.

After the dance, the student council had arranged for us to watch movies in the lecture theatre all night. My group of friends lay on the gymnastic mats on the floor and watched sappy chick flicks. And playing hide and seek in an old, dark school was fun too. No one seemed to care they were going without food until 3 a.m. came around.

When you’re on the famine, you are only allowed to drink juice and water. But nothing with a lot of nutritious value. Nobody seemed to mind they had gone all day without food.

The next morning everyone woke up to screaming and hollering. The boys had decided to throw cold water on us. How typical is that. The rest of the 30 hours was spent watching movies and running around the school. Everyone by this point was super hungry but we didn’t care. We had too much fun doing the Famine to care. Just as everyone was getting ready to leave, student council brought in party pizzas.

Everyone ran to the pizzas which of course lasted about five minutes. The famine was labeled a huge success and everyone had lots to talk about at school that Monday morning.

0) Fundraising initiatives can be put forward by anyone who wants to help the less- fortunate people.   [T, F]

1) Everyone in the town approved of the pupils’ staying without food as it was all for a good cause.   [T, F]

2) The participants of the event had donated some cash to the developing world before they officially started the famine.   [T, F]

3) Being committed to the idea, those who were on the famine were not tempted by those who were eating around them.   [T, F]

4) When at a dance party, the kids on the famine were eccentric yet open to enjoyment and new experience.   [T, F]

5) Despite staying without food for 30 hours, the high school pupils did not mind doing the famine longer.   [T, F]

Reading 2

Read the text below. For questions (1-5) choose the correct answer (А, В, C or D).

PRACTICE SAFE CHATTING ON THE NET!

In this world of the online communities and other adventures to discover, it is natural for all the kids to be interested in getting on the bandwagon. It is but natural for them to be interested in knowing about what goes on in the World Wide Web. But for those who are at the tender age of below their teens, it is important to be cautious before they get going! Kids of the under 12 age should be discovering this interesting internet world of online communities and international chatting under parental guidance and instructions.

It is a learning experience for sure to be chatting with old friends and making new ones. But some times you may fall in the wrong trap. You may fall in the hands of bad guys or perverts who are not there for some healthy chatting but for other mean purposes. So what is it that, you kids should do to make sure you are in a safe environment and having some healthy fun while chatting with friends.

Tell your parents whatever you are doing online. This is very important and will help in your parents guiding you to the good chatting sites.

Chat with kids your age and not adults. Make sure that you do not give away too much information to the other kids. Discuss the information to be given away before hand with your parents.

Try and chat about educational things like science projects, interactive learning etc. you could also chat about the culture of your friend if he/she is from another country.

Keep a look out and if suspicious about anything then inform your parents instantly.

Never make any other contact except for on the net. Do not give away phone numbers etc without your parents verifying the other child’s credentials.

Never receive any obscene videos or pictures from others and if they try to entice you in to these things, inform your parents and stop chatting with them.

Chat only from your computer and never from your phone etc.

Never make chatting a habit. It should be a healthy hobby that should transpire in to a learning experience for you.

Chat within limits set by your parents. Don’t lie to them and chat beyond the time constraints set by them.

So make safe and healthy chatting a part of your chatting routine and you will see that you enjoy it. Overdoing anything is bad!

0) What is the author’s main point?   [A, B, C, D]

A Kids should be wary of chatting online.

В Kids should ask parents for advice.

C Kids should follow certain rules online.

D Kids should have skills to chat online.

1) In stating that kids are “interested in getting on the bandwagon” (line 2), the author means that   [A, B, C, D].

A They want to join the online community.

В They want to discover travel opportunities.

C They want to experience an adventure trip.

D They want to know what goes on in the world.

2 According to the text, which of the following is true of chatting on the net?   [A, B, C, D]

A Chatting online is healthy and fun.

В Chatting can lead kids into danger.

C Chatting online is safe for kids.

D Chatting online is harmful for kids.

3 What does the author advise to kids who are going to chat?   [A, B, C, D]

A Provide clear information about yourself.

В Verify your chat partner’s credentials.

C Meet your online contacts personally.

D Discuss your online activities with parents.

4 What does the author mean saying that overdoing anything is bad (last line)?   [A, B, C, D]

A Too much chatting can be bad to kids.

В Too much enjoyment can be bad to kids.

C Too much supervision can be bad for kids.

D Too much information can be bad for kids.

5 The text supports which of the following conclusions?   [A, B, C, D]

A Chatting online should be restricted for kids under 12.

В Chatting online should become kids’ daily routine.

C Chatting online should bring enjoyment not harm.

D Chatting online should become an international hobby.

Reading 3

Read the texts below. For each of the empty spaces (1-12) choose the correct answer (A, B, C or D).

Afel was only a very small boy when he (1)          [last, previous, next, first]saw snow. But it wasn’t (2)          [factual, original, real, valid]snow that he saw. No, there was no real snow (3)       [where, when, how, what]he lived. He saw the snow in a picture book. The book had lots of pictures of children playing in big white fields. He (4)           [replied, requested, asked, answered]his mother, “What are those white fields?” and his mother laughed and said, “That’s snow!” She tried to explain to him what snow was, but Afel didn’t really understand. (5)           [However, Usually, Sometimes, So]there was rain where he lived, but not very much, so it was very difficult for him to understand what this cold, ice rain that his mother described was.

He dreamed about snow all the time, trying to imagine how it really was.

Then, when Afel was twelve years old, the following thing happened. One day he was watching TV at his uncle’s house, and a programme came on, and there were people flying across the snow. They looked (6)      [like, as, such, so]strange animals, or fantastic birds. They had hats which covered all their heads and big goggles over their eyes. And on their (7)       [hands, arms, heads, feet], they had things that look like strange shoes.

“What are those?” he asked his uncle excitedly. “Skis”, replied his uncle, “and those people are cold (8)          [skters, skiers, swimmers, racers]”. At that moment, Afel decided. He wanted to be a skier.

He asked his uncle what the programme was.

“The Winter Olympics”, said his uncle. “It’s like the normal Olympics, but for sports where you need snow - skiing, ice skating, bobsleigh, those sorts of things. They have it every four years”.

Afel (9)         [found, knew, learned, looked]out that the next Winter Olympics were in Vancouver in Canada, in 2010.

“Perfect”, he thought. “Enough time for me to become a brilliant skier. Then I’ll go to the Winter Olympics, and win the gold medal for skiing”. “But there’s no snow here!” people told him. “Where are you going to ski?”

Afel didn’t care. He (10)           [acted, performed, did, made]himself a pair of skis from two pieces of wood. He tied them to his feet and practised skiing holding two sticks in his hands. At first he couldn’t move, but he practised, and practised, and practiced until he could move quite quickly across the sand or the earth where he lived. He tried to fly down the hills like the people on TV, but he couldn’t. he could only to move slowly.

“Never (11)      [mind, be, see, say]”, he thought. “It’s just a start …”.

So every night, out in the middle of the desert, Afel now practises skiing down sand dunes. He dreams that the yellow sand and brown earth of the desert is the white, white snow of the mountains he saw (12)     [out, of, in, on]the television. He dreams that the yellow sand and brown earth are as gold as the medal he will bring home with him, when he is the world champion.

Write the correct variant of the words. Mind the usage of the articles and particle to, If needed.

tah relwob             

loot       

ot kcits            

tnagorra         

ni devlovni eb ot                  

ot no dloh              

dnuorgkcab           

elbaulav         

tcaretni            

toor       

suoivbo        

niosulcnov