Gap Language Institute

Objective Advanced Test (unit 1-5)

Full Name: …………………………….

A. For questions 1–8, read the text below and decide which answer (A, B, C or D) best fits
each gap. There is an example at the beginning. (0)
Example:
0 A growing B evolving C moving D rising
Example answer: B
News sharing
The way we obtain our news coverage is always (0) ………………….. . The public can gain information on current
events from a wide variety of (1) ………………….. . Centuries ago, news was obtained either by word of mouth,
with town criers (2) ………………….. citizens of news and by-laws, or from print, with notices posted on doors of
the local inn. With the (3) ………………….. of radio, whole families could (4) ………………….. together in the living
room to listen to the daily news bulletin. Even today, when TV sets occupy a prime (5) ………………….. in the
most used rooms in our house, some listeners remain faithful to their radio stations. Except, of course, for the
fact that many will (6) ………………….. in to them on their computer or tablet instead of turning their radio dial.
With the (7) ………………….. use of social media, news travels faster than ever before. Minute-by-minute
coverage of the news no longer relies on TV networks. Increased internet access enables individuals to share
photos, opinions and even live videos with one (8) ………………….. on the screen.
1. A opportunities B causes C ways D sources
2. A explaining B informing C noting D communicating
3. A arrival B entrance C starting D approach
4. A team B gang C gather D unite
5. A area B site C position D point
6. A turn B switch C tune D start
7. A sweeping B absolute C large D widespread
8. A stroke B tap C squeeze D nudge

B. Correct the prefixes in the words in brackets.

1. Many of the applicants for the course were considered either (inmature) or lacking in relevant experience.
………………………..
2. The whole programme was (misorganised) from start to finish. No one seemed to know who was
responsible for what. ………………………..
3. The professor was renowned for her (imconventional) teaching methods. ………………………..
4. Eventually, the student was able to (outcome) his shyness in class and speak in public. ………………………..
5. ‘I will not tolerate (disbehaviour) in my class,’ the tutor warned. ………………………..
6. The most recent training was (untaken) more than four years ago. Further familiarisation is urgently
needed. ………………………..
7. The dates of the course were (unconvenient) so we did not attend. ………………………..

C. For questions 1–8, 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. There is an example.
Example: (0) PARTICULARLY

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 Addressing health concerns
Healthy eating and keeping physically active are (0) …………………….. [PARTICULAR] important for children and
adolescents. Their nutrition and lifestyle have a direct impact on their (1) …………………….. [GROW] and
development. Moreover, worldwide trends in obesity in children and teenagers are becoming (2)
…………………….. [INCREASE] worrying. Being overweight or obese has been linked to a greater (3)
…………………….. [OCCUR] of various health complaints later in life.
One way to improve the dietary habits of schoolchildren is to make (4) …………………….. [ADJUST] to the food
served for lunch. Several leading UK chefs have launched campaigns to improve the nutritional quality of the
food on school menus. Despite (5) …………………….. [CONSIDER] publicity, the improvements to school dinners
have not really (6) …………………….. [MATERIAL]. Attention has now turned to reducing excess sugar in foods
and beverages.
Some local authorities are introducing a tax on drinks with more than a permitted amount of sugar. (7)
…………………….. [MANUFACTURE] have already begun decreasing the quantity of sugar in their drinks. Health
campaigners are delighted with this reduction and also with the news that (8) …………………….. [COME] raised
from the tax will go towards school sports.

D. Complete the sentences with a phrase or idiom by using the words in parentheses.
1. The accounting error was just ………………………………………., which revealed much deeper financial problems
within the organisation. (iceberg)
2. Without proper training, it can be very hard ………………………………………. between genuine leather and high-
quality synthetic materials. (difference)
3. The school decided to bring in a counsellor to ………………………………… of bullying among students. (issue)
4. I was feeling a bit ……………………….. , but I still managed to finish all my tasks before the deadline. (weather)
5. …………………………………. , the feedback from our customers has been positive, apart from a few minor
complaints. (large)
6. After retiring, he moved to the coast and finally started living ………………………….. by spending his days
sailing and painting. (full)
7. We need to gather all the relevant information before we can …………………….. about the new project.
(decision)
8. Being constantly ………………………………. means that every mistake you make is likely to be criticised by the
media. (eye)
9. ……………………………….. recent complaints, the company has introduced a new 24-hour customer service
hotline. (response)
10. I would definitely ………………………… to work abroad and gain some international experience. (opportunity)

E. Complete the sentences in the correct tense to make conditional sentences using the verb
in brackets.
1. If I ……………………………………. more training courses, I’d have a better job by now. (do)
2. I always learn something when ……………………………………. I on a training course. (go)
3. If I ……………………………………. so little time, I’d look for another job. (not have)
4. The company has said that if the profits are good this year, it ………………………………. all staff a bonus. (give)
5. If this computer worked properly, I ………………………………. to do my job much more effectively. (be able to)
6. Unless you really change your attitude at work, you ……………………………………. your job! (lose)
7. Most people ……………………………………. highly unlikely to continue working if they won $10 million. (be)
8. If you should happen ……………………………………. a set of keys, please hand them in at reception. (find)
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F. Complete the text with the correct relative pronouns from the box. Decide which, if any,
relative pronouns can be omitted by underlining them
that when where which who whose why
Example: (0) which
Choosing the university (0) …………………….. is right for you is not as easy as it may seem. (1) ……………………..
this might be the case is (2) …………………….. the prospectuses make all of them seem attractive. Here are some
tips to help you (3) …………………….. it’s your turn to decide:
• How far is it between the halls of residence and the place (4) …………………….. your lectures will take place?
How will you travel around? On foot? By bike? Using public transport?
• How old are the lecturers (5) …………………….. will be teaching you? Check to see if you can find any articles
they’ve written and how recent the publication dates are.
• Read comments on student chatrooms by anyone (6) …………………….. insights might prove valuable, such as
undergraduates doing the same course.
• Of course, the fees (7) …………………….. the university charges are a big deciding factor. Check – there may be
grants available, in (8) …………………….. case find out the requirements and apply.

G. Complete the sentences with the right preposition.

1. As a therapist, she often draws ……… her own experiences to help clients.
2. The teacher will assign each student ……… a different debate team.
3. After hours of discussion, the committee decided ……… a new location for the conference.
4. The stock market is slowly recovering ……… last month’s sharp decline.
5. The company decided to opt ……… a remote work model rather than return to the office full-time.
6. Many freelance writers choose to specialize ……… a niche, such as technology or travel, to attract better
clients.
7. This new smartphone is designed to appeal ……… younger consumers who value camera quality over
battery life.

H. Fill in each blank with one word using modals. Negative modals are one word (for
example can’t is one word)
1. You …………. …………. …………. …………. to go into the art gallery. Entrance is free. (pay)
2. She …………. …………. …………. her phone at the office, but I’m not sure. (leave)
3. He …………. …………. …………. us because we were hiding behind the door. (see)
4. This …………. …………. the solution to our problem, but we need to test it first. (be)
5. You …………. …………. …………. so much food; only three guests showed up. (cook)
6. Despite the heavy rain, she …………. …………. …………. …………. on time. (arrive)
7. We …………. …………. …………. the match without your help — you were our best player. (win)

I. Read the text and then answer the multiple choice questions.
Knowing the score
William Skidelsky reviews David Papineau’s new book, in which sport meets philosophy.
David Papineau is an eminent philosopher and a passionate lover of sport. For much of his life, he has kept the two
spheres separate, fearing that to mix them would produce a double negative in his readers’ appreciation of his work:
philosophy robbed of its seriousness and sport of its excitement. Then, in 2012, a colleague invited him to contribute to
a lecture series titled ‘Philosophy and Sport’, organised to coincide with that year’s Olympics. ‘I couldn’t really refuse’,
Papineau recalls. ‘I had an extensive knowledge of both philosophy and sport. If I wasn’t going to say yes, who would?’
For his topic, he chose the role of conscious thought in fast-reaction sports, such as tennis, cricket and baseball. How, he
wondered, do top tennis players like Rafael Nadal and Serena Williams use anything other than ‘automatic reflexes’ in
the half-second (or less) they have to return their opponent’s serve? How do they choose to hit the ball this way or that,
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to apply topspin or slice? Thinking about this not only proved ‘great fun’, but allowed Papineau to come away with a
series of ‘substantial philosophical conclusions’ about the relationship between intentions and action.
After this, the floodgates were open. Having breached his self-imposed division, Papineau set about applying his
philosopher’s brain to a range of other sporting topics. Five years on, those inquiries have resulted in a book, Knowing
the Score. This is essentially a collection of essays on whatever sporting questions happen to interest its author. It isn’t
comprehensive, nor does it advance an overarching argument. The tone – informal, anecdotal, contrarian – is more
popular philosophy than academic. What unifies the book is the consistency of its approach rather than of its content:
he isn’t interested only in applying philosophical ideas and principles to sport. More importantly – and more originally –
he wants to use arguments about sport as a launching pad into philosophy.
A good example comes in a chapter dealing with rule-breaking, in which Papineau sets off with a sporting example in
order to draw parallels with broader contexts. He points out that what is acceptable in sport isn’t defined by the rules
alone. Sometimes it’s usual to ignore them – as footballers do when they pull on opponents’ shirts as the ball flies
towards them. Other actions stem from a sense of fair play – such as halting the game when an opponent is lying injured
– rather than arising directly from rules. Rules are just one constraint on behaviour; all sports also have codes of fair
play, which operate alongside the rules, and which, in some cases, override them. Complicating matters further is the
fact that official authority ultimately has a force that is greater than both. Whatever a sport’s rules or codes specify, the
referee or ruling body’s decision is final.
Papineau argues that there’s a ‘remarkably close’ analogy between sport’s multi-level structure and the factors that
constrain us in ordinary life. In sport, you can ignore the rules and still play fairly, or obey the law while being thought a
cheat; similarly, in a society, citizens can break the law and still do the right thing, or comply with the law yet still indulge
in objectionable behaviour. A sport’s codes aren’t the same as its rules; likewise, in life, we draw a distinction between
virtue and legal compliance. Papineau argues that we have no general obligation to obey the law; only to do what we
think is right. Yet, saying that we’re not obliged to obey the law isn’t the same as saying that we don’t have a duty to
respect the state’s authority. If people didn’t accept that police officers are generally entitled to tell them what to do,
society might descend into chaos. Likewise, if footballers stopped listening when referees blow their whistles, the game
would become a free-for-all.
Knowing the Score covers an impressive amount of ground. At a time when data analysis dominates ‘serious’ discussion
of sport, Papineau’s faith in the power of anecdote and reasoning is refreshing. The author at times gives the impression
of being the sort of person who knows he’s the cleverest in the room. For the most part, however, he barely puts a foot
wrong in what is a blinder of a performance.

1. In the first paragraph, the reviewer suggests that Papineau

A was in two minds whether to take on the lectures on sport and philosophy.
B thought no one was better qualified than him to combine sport and philosophy.
C was disappointed with previous attempts to unite sport and philosophy.
D thought that philosophy was of greater value to people’s lives than sport.

2. What does the reviewer say Papineau gained through delivering his lecture series?
A knowledge of how ‘automatic reflexes’ suppress conscious thought in many situations
B insight into the steps involved when sports stars have to make choices under pressure
C understanding of the connections between people’s aims and what they subsequently do
D awareness of why sports stars’ reactions are superior to those of ordinary people

3. What point is made about Papineau’s book in the third paragraph?

A It examines previously overlooked aspects of sport.
B Its style is inappropriate for the subject matter.
C It doesn’t convincingly link sport and philosophy.
D The areas of sport that it covers are very diverse.

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4. What does the reviewer suggest in the fourth paragraph?
A Breaking rules should be punished more consistently by those in power.
B Rules play only a partial role in defining what is appropriate or inappropriate.
C Many sportsmen and women abuse situations which lack a clear set of rules.
D Codes of fair play carry more weight with sports stars than official rules.

5. In the fifth paragraph, the reviewer draws a comparison between behaviour in sport and
A a broad system of morality in society.
B a deep respect for authority in society.
C people’s tolerance of unreasonable laws.
D society’s attitudes towards rule-breakers.

6. In the final paragraph, the reviewer says that Papineau

A uses too lightweight an approach to deal with philosophical issues.
B relies overly on insignificant detail to support his opinions.
C comes across as somewhat arrogant in various parts of the book.
D chooses some poor examples to illustrate points he’s making.

J. You will hear a student called Lewis Rowe giving a talk about volunteering at a local
museum, the Childhood Museum, and giving advice on how to become a volunteer. For
questions 1–8, complete the sentences with a word or short phrase.
VOLUNTEERING AT THE
CHILDHOOD MUSEUM
One of the activities Lewis does in the classroom is asking children to guess what (1) ………………………………………
applied to 19th century teachers.
Lewis found that many young visitors had never practised writing their own (2) ………………………………………
before.
In Lewis’s experience, it’s the museum’s (3) ……………………………………… that are most at risk of damage.
Lewis warns that in the room where visitors can play (4) ………………………………………, earplugs are essential.
Lewis says he learnt a lot about 1950s’ (5) ……………………………………… from some of the older volunteers.
Lewis says that volunteers demonstrating good (6) ……………………………………… will impress an interviewer.
Lewis believes that a real interest in (7) ……………………………………… is more important than previous
experience.
Lewis advises volunteers to look after the (8) ……………………………………… provided by the museum.

K. Read the prompt below and write two paragraphs, each answering one of the questions.
As most people spend a major part of their adult life at work, job satisfaction is an important element of
individual wellbeing.
What factors contribute to job satisfaction?
How realistic is the expectation of job satisfaction for all workers?