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Unit Test 3: Vocabulary & Grammar

This document is a Unit Test for Group B, focusing on vocabulary, grammar, and use of English. It includes various exercises such as completing sentences, choosing correct options, and using relative pronouns. The test assesses students' understanding of language concepts and their ability to apply them in context.
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100% found this document useful (2 votes)
3K views2 pages

Unit Test 3: Vocabulary & Grammar

This document is a Unit Test for Group B, focusing on vocabulary, grammar, and use of English. It includes various exercises such as completing sentences, choosing correct options, and using relative pronouns. The test assesses students' understanding of language concepts and their ability to apply them in context.
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

Unit Test 3 | Group B

VOCABULARY, GRAMMAR, USE OF ENGLISH


Name: _____________________ Class: ____

VOCABULARY GRAMMAR
1 Complete the sentences with the words 3 Choose the correct option to complete the
from the box. There are three extra words. sentences.

clash gather have live make 0 When my dad was in his twenties,
newborn peacemaker split value he used to be / would be in the public eye and
was famous!
0 When I was at school, they taught us the value 1 When I was a child, my friends were laughing /
of hard work. would laugh at me because I couldn’t sing in
1 I’m not sleeping well at the moment because tune!
I can hear our neighbours’ ______________ 2 My uncle would be / used to be very good at
baby crying at night! tennis when he was at school, but he hasn’t
2 2 My little brother can be very rude and likes to played for years.
______________ a go at me whenever he 3 Fiona’s classmates were constantly teasing /
can. I think he wants attention. forever teased her about her school bag! It was
3 3 I hate conflict and avoid arguments at all very big and bright pink!
cost, so my role at home is the 4 He finds two of his classmates annoying as
______________. they used to go on / will go on about how well
4 4 I love it when my parents ______________ they can play the guitar, but they can’t!
a fuss of me when I do well in exams. 5 My dad would tell / is forever telling me that
Sometimes they buy me a nice present! I should study to become a lawyer like him, but
5 5 Some people have to ______________ day- I don’t know if it’s right for me.
to-day and never know what tomorrow brings.
___ / 5
Their lives are very uncertain.

___ / 5 4 Complete the sentences with a relative


pronoun or relative pronoun and
2 Complete the sentences with the correct preposition.
words. The first letters are given.
0 Jane, who I was talking to at the party, has an
0 It was freezing cold, so they huddled together unusual hobby.
to keep warm. 1 My old headmaster, ______________ I am still
1 He’s always telling everyone how clever he is. in touch, was very strict.
I hate people who s______________ off like 2 Broadly speaking, the characteristic
that! ______________ I admire most in people is
2 Jack b______________ everything out of honesty.
proportion, so we thought the situation was 3 My best friend, ______________ aunt often
more serious than in fact it was. appears on TV, invited me to a studio tour.
3 It was a difficult situation, but everything 4 Old Mr French was a little strange. He spent
t______________ out well in the end. hours staring at his neighbours’ garden,
4 We hardly had enough money to buy food ______________ he seemed to be obsessed.
when I was a child and lived hand-to- 5 I’m not sure ______________ I should talk
m______________. about my problem.
5 The head teacher h______________ the
___ / 5
situation very well. It can’t have been easy to
deal with.

___ / 5

Photocopiable © Pearson Education Limited 2020


Unit Test 3 | Group B
VOCABULARY, GRAMMAR, USE OF ENGLISH
Name: _____________________ Class: ____

USE OF ENGLISH
5 Complete the text with one word in each 6 Complete the second sentence using the
gap. word in bold so that it means the same as
the first one. Do not change the word in
When I was thirteen, my family relocated 0 to bold. Use no more than five words
a different place, 1 ______________ I knew including the word in bold.
no one. In the past, I 2 ______________
0 My parents gave me a red racing bike for my
meet my friends after school, but now I went
sixteenth birthday.
straight home. I had a really hard
3 ______________ for the first few weeks,
WHICH
The racing bike which my parents gave me
however, I soon began to feel more at ease.
for my sixteenth birthday was red.
I even made friends with a boy who had
1 My sister sometimes behaved badly in class
wound me 4 ______________ on my first
at school.
day! Actually, he’s now my best friend.
ABOUT
Students 5 ______________ school like I did
My sister sometimes ___________________
won’t find it easy at first, but everything will
_________ in class at school.
work out in the end. Now I’m very happy!
2 When I was a child, I never felt comfortable at
parties because I was shy.
___ / 5
TO
When I was a child, I ___________________
_________ comfortable at parties because
I was shy.
3 Mr Cummings didn’t earn much money and
found it hard to pay the bills.
ENDS
Mr Cummings didn’t earn much money and
found it hard to _______________________
_____.
4 No one was sure who the smartphone
belonged to, so they left it with the security
guard.
WHOSE
No one was sure ______________________
______, so they left it with the security guard.
5 I’m sure they will understand my point of
view eventually, although it might take some
time.
LONG
I’m sure they will understand my point of
view ____________________________.

___ / 5

TOTAL ___ / 30

Photocopiable © Pearson Education Limited 2020

Common questions

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Idiomatic phrases pack complex ideas into succinct, culturally resonant expressions, simplifying communication and conveying nuanced meanings efficiently. Prioritizing their understanding in language learning enhances fluency and cultural competence, as idioms often reflect unique linguistic insights and socio-cultural contexts .

Balancing verb tenses and aspects in narratives controls the temporal flow and emphasis of actions, enhancing narrative coherence and tension. Consistent tense usage provides clarity, while strategic shifts can highlight significant, ongoing, or habitual actions, thereby adding dynamic expressiveness .

Vocabulary tests structured with fill-in-the-gap and sentence completion questions assess a student's ability to contextualize word meanings, understand semantic nuances, and apply word form transformation. These tasks require deeper cognitive engagement than mere recall, demanding synthesis of vocabulary knowledge with grammatical usage .

Rhetorical questions in language discussions prompt readers to actively engage with the content, encouraging them to critically think about their own understanding before the explanation is provided. This technique can make abstract rules more relatable and memorable by simulating a dialogue .

Exercises on relative pronouns and prepositions enhance students' ability to construct complex, well-connected sentences. They foster an understanding of hierarchical information structuring, allowing students to convey detailed and nuanced relationships between ideas efficiently and precisely .

Sentence reformulation exercises involving pronoun usage help second language learners understand referential clarity and the subtleties of emphasis in sentences. By practicing these structures, learners can improve their grasp on replacing noun forms systematically, aiding fluency and coherence in communication .

Relative pronouns, such as 'who,' 'which,' and 'that,' are crucial in linking independent and dependent clauses, thus forming complex sentences. This linkage enables the integration of additional information about a noun, enhancing the continuity and coherence of the text by providing clearer references and avoiding fragmentation .

Relocating during teenage years can disrupt existing social networks, leading to feelings of isolation and social anxiety. However, adapting to a new environment and forging new friendships, as discussed in the source document, can enhance resilience, improve social skills, and foster a broader perspective, aiding overall social development .

Both 'would' and 'used to' can express past habitual actions, but there are nuances. 'Used to' focuses more on states or regular actions no longer happening, providing clear distinction from the present, while 'would' emphasizes repeated, past actions with a narrative context typically surrounding it .

Context-specific vocabulary exercises boost cognitive functions by demanding correct semantic interpretation, enhancing linguistic prediction skills, and reinforcing memory through contextual association. This helps learners develop the ability to infer meaning and make educated guesses about unfamiliar contexts .

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