Frida Dominguez Acosta

Name ____________________________
Class ____________________________

FINAL EXAM ADVANCED XIII

GRAMMAR

1 Order the words to make emphatic sentences.

Example: much it so was cost taxi the that
It was the taxi that cost so much.
1 happy be to is want I all
_All I want is to be happy__.
2 happened that was late he what was
__what happened was that he was late _.
3 I a what need vacation is
__What I need is a vacation__.
4 was I bored because left is the why I reason
___The reason why I was bored is because I left___.
5 her it saw was I when month last
__It was last month when I saw her.___.
6 place we was a the where met café
__________________________________.

2 Underline the correct word.

Example: He’s the referee WHICH / THAT sent me off in the first half of the match.
1 Boris Becker, WHO / THAT was a tennis champion in the 1980s, is a Wimbledon commentator
now.
2 Oh, you’ve chosen Hawaii? Wow! That’s just WHEN / WHERE I was going to suggest!
3 That’s the guy I was telling you about – you know, WHOSE / WHOM sister won the gold medal.
4 Apparently we have a choice of Kitzbühel or Söll in Austria, or Uludağ in Turkey, none of
WHERE / WHICH I’ve been to before.
5 In spite of the horrendous weather, the place THAT / WHERE I enjoyed most was Ireland.
6 Unfortunately my uncles, all of WHOM / WHICH are on my mother’s side of the family, live in
Australia.
7 I can’t make the party tomorrow night after all, WHAT / WHICH is a real shame as I’d been
looking forward to it.
8 Do you remember the name of the hotel we stayed in when we visited Paris? You know the one
THAT / WHERE had that amazing view of the Eiffel Tower.

3 Complete the sentences with the correct word.

Example: It was my father who told me not to marry him.
1 _What _ I like about Fridays is that the weekend comes when the day is over!
2 After you apply for the job, what _happens__ next is that you wait for a call for an interview.
3 The __reason__ why she’s hiding in the corner is that she is very shy.
4 You can’t blame me for trying! _All_ I did was try to convince him to join us!
5 The _place_ where the concert will be is down the street. It’s not far.
6 _ It_ was me who told him about the party. I didn’t know it was supposed to be a surprise!
Name ____________________________
Class ____________________________

FINAL EXAM ADVANCED XIII

6

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VOCABULARY

4 Underline the correct word(s).

Example: Given the CHOICE / CHOOSE, I’d take the train rather than the bus.
1 When I was in Vietnam, I enjoyed meeting other BACKPACKERS / BACKPACKS and sharing
stories and information.
2 I don’t mind working hard, but I DENY / REFUSE to work on Saturdays for religious reasons.
3 The recent government legislation will AFFECT / EFFECT the lives of millions of people in the
country.
4 Clare wanted to tell her parents about her pregnancy before ADVERTISING / ANNOUNCING it to
the rest of the family.
5 When we visited New York, we stayed in a SUIT / SUITE in an expensive hotel in Manhattan.
6 Try to LIE / LAY down and go to sleep. We have a really busy day tomorrow.

5 Complete the chart.

Adjective Noun Verb
deep depth deepen
high height heighten
thick Thickness thicken
long Length lengthen
weak Weakness weaken

1
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Name ____________________________
Class ____________________________

FINAL EXAM ADVANCED XIII

6 Complete the sentences with a suitable word.

Example: A very active and energetic exercise is called VIGOROUS.
1 The main part of the body apart from the head, arms, and legs is called the TRunk__.
2 After my knee operation, I lost the Flexibility_ in my legs and found it hard to run or cycle.
3 The only way to get strong stomach muscles is to do Sit -ups every day.
4 Before and after jogging or running you need to do some STRetch exercises.

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PRONUNCIATION

7 Match the words to the same sound.

asHamed dEEp flAsh hIGH strIde Unity

Example: wEAk dEEp

1 refUse _Unity__
2 Advertise _flash__
3 wIde _high__, _stride_
4 polisH _ashamed_

8 Underline the stressed syllable.

Example: chal|lenge
1 com|pro|mise
2 eco|nom|ic
3 ac|tu|al|ly
4 cur|rent|ly
5 aer|o|bics
5

Pronunciation 1
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Grammar, Vocabulary, and Pronunciation 5

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Name ____________________________
Class ____________________________

10 Listening and Speaking A

READING

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

WHAT SPORTS TEACH CHILDREN

Many parents think that their children can learn a lot about good values and behaviour through
sports. And it is certainly true that sports can teach children about such things as teamwork,
complying with the rules of how something is done, fair play, and decency towards others.
However, they also find that these good values are often contradicted when children watch
sports on TV. Professional sports people and coaches sometimes don’t exhibit the standards of
behaviour and fair play that parents hope their children will learn and show when they are
playing sports, and indeed in all other areas of life. While watching sports on TV, the chances
are that children will see professional players cheating, having tantrums, fighting, or abusing
officials such as referees. In addition, it is highly likely that children will be aware of well-known
cases of sports people being caught using drugs to improve their performance.
The danger of all this is that it could give children the idea that winning is all that counts and that
the key point about sports is that you should win at all costs. Good behaviour and fair play aren’t
the message that comes across. Instead, it looks as if cheating and bad behaviour are perfectly
reasonable ways of getting what you want. This message is reinforced by the fact that some of
these sports people acquire enormous fame and wealth, making it seem that they are being
handsomely rewarded, either despite or because of their bad behaviour.
What can parents do about this? Well, they can regard sports on television as a good
opportunity to discuss attitudes and behaviour with their children, both in sports and in life in
general. They can sit down and watch the sport with the child. If the child likes a particular team
or player, find out what it is about that team or player that appeals to the child. If you see a
player swearing at the referee, get the child’s opinion on that behaviour. Discuss whether that
player’s skill is more important than their behaviour. Ask what the child thinks the player’s
contribution to the team is – how should the player be behaving in that situation, is the player
displaying a good attitude towards teamwork? Point out that no player can win a team game on
their own, and that it’s important for team members to work well together.
Another thing to focus on is what the commentators say. Do they frown on bad behaviour from
players, think it’s very amusing, or even seem to think it’s a good thing? What do the officials do
about bad behaviour? If they seem to let players get away with it, parents can discuss with
children whether this is right or not and what effect it has on the game. If they punish a player,
perhaps by ejecting him, parents can discuss with children the consequences of bad behaviour,
both for that player and his teammates. And look, too, at the reactions of coaches and
managers. Do they accept losing with good grace or scowl and show a bad attitude to it?
Parents can use this to discuss attitudes to winning and losing, and to remind children that both
are a part of sports – nobody can win all the time.
However, what children can learn from watching sports is by no means all about the negatives
and parents should make sure they accentuate the positives, too. They should emphasize to
children the high reputation that well-behaved players have, not just with their teammates, but
also with spectators and the media. They can focus on the contribution made by such players
during a game, discussing how valuable they are to the team. The message from this is that you
can be the best possible player without any kind of bad behaviour. In the interviews after a
game, they can point out to a child that the well-behaved players don’t gloat when they win, or
sulk when they lose. Parents can draw attention to well-behaved sports people who achieve
great fame and wealth, showing that a good attitude can lead to enormous success. And they
Name ____________________________
Class ____________________________

10 Listening and Speaking A

can draw attention to how well these people conduct themselves in their personal lives and the
good work they do for others when they are not playing. In other words, parents should get their
children to focus on the positive role models, rather than the antics of the badly behaved but
often more publicized players.

1 In the first paragraph, the writer contrasts ________.

A what sports people say about sports with how they behave     
B what parents think about sports with what children think about it     
C what children learn about sports with what they see on TV     
2 What does the writer say about the bad behaviour of professional sports people?
A They are unaware of its effect on children.     
B It can take many different forms.     
C Children don’t like seeing or hearing about it.     
3 The writer says that children can be given the message that ________.
A bad behaviour can be regarded as a good thing     
B you are only going to win if you behave badly     
C cheating at sport is often not noticed     
4 The writer says that parents watching sports on TV with their children should ________.
A point out behaviour they disapprove of     
B find out their children’s views on what they see     
C correct things that the children say about behaviour     
5 Which of the following should parents discuss with children?
A The idea that teamwork is more important than individual skill.     
B The reason why a team with a badly behaved player lost a game.     
C Why a team member is behaving badly.     
6 What does the writer say about commentators and officials?
A Their reaction to bad behaviour is often unclear.     
B Their words and actions have a particularly significant effect on children.     
C They don’t always show that they disapprove of bad behaviour.     
7 After watching the reactions of managers and coaches, parents should point out that ________.
A someone loses every game     
B bad behaviour can cause a team to lose     
C your reaction to losing is more important than your attitude when you win     
Name ____________________________
Class ____________________________

10 Listening and Speaking A

8 What does the writer mean by ‘accentuate the positives?’
A Emphasize that most sports people behave well.     
B Focus on the benefits of good behaviour.     
C Stress that children’s opinions are right.     
9 The writer says that parents should draw attention to the connection between ________.
A how players behave and the amount of publicity they get     
B how players behave and how often they win     
C how players behave and what they do when they aren’t playing     
10 Which of the following best summarizes the writer’s view in the article as a whole?
A The way that sports are covered on TV should change.     
B Both good and bad behaviour in sports can teach children valuable lessons.     
C Children should not be encouraged to connect sports with fame and wealth.     

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WRITING

You have seen this announcement in an international magazine. Write your answer in
220–260 words:

Articles Invited
As part of International Sports Week, we’re looking for articles from readers about promoting
sport amongst the young. Whose job is it to encourage young people to become more active
and get involved in sport? Is it the responsibility of their parents? Should teachers do more to
promote the benefits of sport? Or is it down to governments to run healthy living campaigns?
Tell us what you think and why. Send your articles to the address below .

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