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Project Fourth Edition Unit 2 Test

The document is a worksheet for students with questions about pets, zoo animals, grammar, and vocabulary. It includes sentences to complete, questions to answer, word matches with pictures, identifying odd words out, correcting mistakes in sentences, and dialogues to complete.

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100% found this document useful (1 vote)
919 views2 pages

Project Fourth Edition Unit 2 Test

The document is a worksheet for students with questions about pets, zoo animals, grammar, and vocabulary. It includes sentences to complete, questions to answer, word matches with pictures, identifying odd words out, correcting mistakes in sentences, and dialogues to complete.

Uploaded by

duna
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Unit 2 Name:____________________________ Mark: ___/50

1 Pete and Melissa are talking about their pets. Which animals does Fred look after every day?
Complete the sentences. He looks after the lions, tigers and dolphins.
Pete’s tarantula lives in a tank in Pete’s 1 What is Fred’s favourite job?
bedroom. ___________________________________
1 She eats _______________________. 2 Why does everyone have a lot of work today?
2 He gives her clean water ___________________________________
_______________________________. 3 Who is feeding Fred’s animals today?
3 Melissa’s budgerigar, Compo, lives in a ___________________________________
______________________________. 4 What is Mrs Smith doing today?
4 ______________________________ doesn’t ___________________________________
like Compo. 5 What is Fred doing in the restaurant?
5 Melissa cleans Compo’s cage ___________________________________
______________________________.
_____ 10
_____ 10
3 Put the words in the correct order to make
2 Read about Fred’s day. Answer the questions. sentences and questions.
Hello, my name’s Fred. I’m a zoo keeper, and I look waiting / for / we / the bus / are
after the animals in the zoo. It’s usually a good job, We are waiting for the bus.____________
but I’m not having a very good day today.
1 are / on / the students / the coach / getting
I normally clean the lions’ cage when I start work. __________________________________
Then I feed them. After that, I feed the tigers and
2 spaghetti / dinner / Harry / making / for / is?
clean their cage. Then I feed the dolphins. I
__________________________________
sometimes look after the kangaroos, too. When the
other zoo keepers have a holiday, I feed their 3 on / listening / the radio / to / I / am / music
animals. I really like feeding the crocodiles and the __________________________________
snakes. But my favourite job is talking to the visitors 4 eating / the cows / grass / are?
and telling them about the animals. __________________________________
Today everyone has a lot of work. Twenty schools 5 is / the cinema / Olivia / going / to
are visiting the zoo today. There are a lot of people __________________________________
here, so everyone must help. Today my friend Tom
is looking after my animals and his animals, too, and _____ 5
I’m selling tickets and helping Mrs Smith in the
4 Match the beginnings of the sentences 1–5 with
restaurant. Mrs Smith is cooking the lunches, and
the endings A–F.
I’m washing up and cleaning the tables.
Mum is A the elephant house
1 We’re waiting every afternoon.
2 The man cleans B other fish?
3 Who are you C talking to on the
4 Do sharks eat phone?
5 My sister always D cooking dinner now.
E takes the bus to
school.
F for the bus at the
moment.

_____ 5

5 Correct the mistakes in the sentences.

Project Fourth edition PHOTOCOPIABLE © Oxford University Press 2016


You must to tidy your room.
7 Choose the odd word out.
You must tidy your room._______________
giraffe crocodile tiger shark
1 Dad must cleans his car.
1 bat eagle insect camel
___________________________________
2 hippopotamus bat crocodile dolphin
2 They do must take the bus to school.
3 crocodile frog kangaroo hippopotamus
___________________________________ 4 zebra camel giraffe penguin
3 She must doing the shopping. 5 insect monkey zebra camel
___________________________________
_____ 5
4 I must to remember Mum’s birthday.
___________________________________ 8 Complete the dialogues. Use object pronouns.
5 You must getting up early. A Do you like tennis?
__________________________________ B Yes, I do. I play it every week.
_____ 5 1 A Who’s that girl?
B That’s Annie. I have dance lessons with
6 Match words 1–5 with pictures A–F. ___________ on Fridays.
calf D 3 foal 2 A Do you know Julia?
1 goat 4 sheep B Yes, I do. She lives near ___________.
3 A Do you like crocodiles?
2 pig 5 kitten
B No, I don’t like ___________ . They’re
very dangerous.
4 A Do you know Jim, the new boy in my class?
B No, I don’t. But my brother knows
___________.
5 A Does Mr Evans teach you and Jessica?
B Yes, he does. He teaches ___________
History.

_____ 5
s

_____ 5

Project Fourth edition PHOTOCOPIABLE © Oxford University Press 2016

Common questions

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Task diversity at the zoo potentially broadens Fred's professional skills by exposing him to varied responsibilities. Handling different animals enhances his zoological expertise, while interacting with visitors and handling customer service tasks like ticket sales and restaurant assistance fosters communication and problem-solving skills . Over time, this diversity can enhance Fred's adaptability and make him more versatile, though it might also spread his focus thin if not managed well.

Fred's contentment at work likely hinges on the balance between routine animal care duties and engaging with visitors. He enjoys feeding the crocodiles and snakes and speaking to guests about the animals . These preferred activities likely enhance job satisfaction. However, on days when his routine shifts to cover shortages, such as cleaning tables and selling tickets, his contentment may fluctuate if these tasks do not align with his interests or strengths.

Fred can employ prioritization matrices to balance tasks based on urgency and importance, enabling him to address critical operational needs first. Implementing a flexible schedule that allocates buffer times for unexpected tasks or increased visitors can also help. Effective delegation and coordination with colleagues like Tom ensure that all animal and guest services are covered. Utilization of a collaborative approach where staff can suggest task reallocations to better distribute workload according to skills also aids in maintaining operational balance .

Fred should cultivate skills such as time management, effective communication, multitasking, and adaptability to maintain efficiency during non-routine duties. Time management ensures he addresses tasks promptly, effective communication helps coordinate with colleagues like Mrs. Smith, multitasking enables him to juggle different tasks seamlessly, and adaptability helps him switch between roles smoothly .

Switching from zookeeper tasks to management roles in visitor services and the restaurant might lead to mixed job satisfaction outcomes for Fred. While it may provide a refreshing change of pace and an opportunity for skill development in customer service, it could detract from his enjoyment of favorite tasks, such as feeding animals and interacting directly with them. Over time, repeated shifts away from core responsibilities could reduce job satisfaction if Fred values interaction with animals over administrative duties .

Fred can prioritize tasks based on urgency and importance, delegate responsibilities to colleagues like Tom when possible, streamline processes such as using checklists for efficiency, and ensure effective communication with team members to coordinate efforts. On busy days like when twenty schools visit, assigning specific roles to staff members, such as having Fred manage tickets while Tom feeds the animals, helps distribute workloads evenly .

Collaboration among zoo staff enhances operational efficiency by allowing for resource sharing and task delegation. For instance, on a day when twenty schools visit, Fred works with Tom, who looks after both Fred's and his own animals, while Fred manages ticket sales and assists in the restaurant . This division of labor ensures that all critical tasks are covered despite the increased workload.

Fred can optimize both animal welfare and visitor satisfaction by organizing his day to ensure high-quality care and educational experiences. By scheduling routine tasks like cleaning cages and feeding animals at times that avoid peak visitor hours, he can allocate more time for engaging with guests. Integrating educational talks into feeding times offers interactive learning opportunities for visitors without compromising animal care . Effective coordination with the zoo team to ensure all areas are covered, even when visitor numbers soar, is also crucial.

The involvement of twenty schools visiting the zoo shifts Fred's routine significantly, necessitating a redistribution of tasks among staff. With increased visitor volume, more attention needs to be given to visitor services, such as ticketing and catering, rather than Fred's usual animal care tasks. This change in focus alters the routine workload distribution, requiring Fred and his colleagues to adapt quickly, such as Tom handling a larger share of animal care while Fred supports visitor-facing roles .

On exceptionally busy days, Fred faces challenges such as coordinating between animal care and visitor services, handling increased workload, and ensuring staff coverage across all areas. Effective solutions include enhancing communication systems, such as meetings or radios, for efficient coordination, assigning clear roles and responsibilities to prevent overlap or missed tasks, and employing strategic delegation to ensure all tasks, from feeding animals to assisting in the restaurant, are managed effectively without compromising quality .

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