TEST 49 FOR GRADE 9, 2022

I. LISTENING
Part 1: You will hear a boy called Jim and his sister Liz talking about housework. Decide if
each sentence is True (T) or False (F). You will hear the recording twice.
1. Jim helps more now with the housework than he did in the past.
2. Liz and Jim agree that their father should do more housework.
3. Liz thinks her mother spends too much time ironing.
4. They both dislike cleaning the fridge.
5. Jim likes to keep his bedroom tidy.
Part 2: You will hear a woman called Lillian Scott talking about face-reading, the skill of
judging a person’s character from the shape of their face and fill in the blank with the missing
information. Write NO MORE THAN THREE WORDS and /or A NUMBER for each answer in the
spaces provided. You will hear the recording twice.
Face reading
1. The skill of face-reading is believed to have come from originally.
2. The title of Lillian’s book is .
3. Lillian explains that the face contains approximately muscles.
4. Lillian says that when people look in a(n) they usually manage to look their best.
5. Lillian says that people often feel when they see themselves on video.
6. Experts say that the left side of the face is regarded as by most people.
more
7. Lillian says that successful are often people with wide cheekbones.
8. Lillian says that the shape of a person’s and may
show how determined they are.
9. Lillian advises women against using too much at interviews.
10. Lillian suggests and when listening to people at interviews.
II. LEXICO-GRAMMAR
Part 1: Choose the word or phrase that best completes each sentence.
1. I will use this example to my point more effectively.
A. portray B. illustrate C. depict D. sketch
2. Jason is a very capable individual, not only is he exceptionally good at his own business
but he is also involved in a lot of charity work.
A. doing B. making C. running D. operating
3. It is probable that they are the original bindings of the manuscript.
A. widely B. highly C. utterly D. bitterly
4. If he accepted the promotion, it would involve him being to the head offices in France.
A. transformed B. transported C. transferred D. transmitted
5. The salary of a computer programmer can be a teacher.
A. as twice much as B. as much as twice of
C. twice as higher as that D. twice as high as that of
6. The paintings, depictions of still life, contained allegorical symbolism.
A. most of them were B. they were mostly
C. most of which were D. the most were.
7. I bought this grammar book I could go over all the things we have studied this year.
A. so that B. that C. so far as D. seeing that
8. Jenny had changed so much that anyone recognized her.
A. hardly B. not C. almost D. nearly
9. She drive to the station every day but then she suddenly decided to walk instead.
A. has used to B. was using to C. was used to D. used to

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10. It is said that at that time valuable artifacts on the black market for more than one

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hundred thousand Euros a piece.
A. were selling B. had been selling C. were being sold D. had sold
11. regards sport and leisure activities, our two countries appear to have little in common.
A. With B. What C. How D. As |
12. Beth all night working on her assignment as the tutor was absent the next day and an
extension was given.
A. needn’t have stayed up B. shouldn’t have stayed up
C. shouldn’t have been staying up D. didn’t have to stay up
13. Did you know that they’ve away with plastic shopping bags at the local supermarket?
A. done B. bid C. come D. broken
14. Emily’s teachers congratulated her on being accepted to one of the most universities in the
country.
A. rural B. enticing C. prestigious D. notorious
15. There was nothing they could do leave the car at the roadside where it had broken down.
A. unless B. but C. instead of D. than
16. The answer Mary gave was so confusing that her lecturer could hardly make of it at all.
A. sense B. meaning C. interpretation D. intelligibility
17. Although the players did their best, our team didn’t manage to for the finals of the World
Cup.
A. classify B. qualify C. intensify D. testify
18. There’s no point to get an extension because the tutor will not give you one.
A. to try B. trying C. to trying D. on trying
19. We are prepared to overlook the error on this occasion your previous good work.
A. with a view to B. thanks to C. with regard to D. in the light of
20. The candidate still expects to be re-elected the results of the latest opinion poll.
A. apart B. without C. nevertheless D. notwithstanding
Part 3: The passage below contains 10 mistakes. UNDERLINE the mistakes and WRITE THEIR
CORECT FORMS in the spaces provided in the column on the right.
Researchers studying the brain has found differences in the left side and right 0. have
side of the brain. Researchers believe that people who use more of the left 1.
side of their brain tends to be more intelligent. They also tend to use 2.
language
better and solve problems faster. Therefore, one study also showed that left- 3.
brain people tend to have worse memories. 4.
So, which side of the brain do lefties use? Actually, both. Right-handed 5.
people use the left side of the brain more, whereas left-handed people use 6.
both sides of the brain most equally. The part connected the two halves of 7.
the
brain is usually larger in left-handed people. Therefore, information can pass 8.
more efficiently from one side of the brain to other. The left hemisphere of the 9.
brain controls speech, language, writing, logic, mathematics, and science. 10.
The right hemisphere controls music, art, creativity, perception, and
emotional. Since lefties use both sides, they are often both creative and
scientific.
Approximately ten percent of the world is left-handed, and the ratio of left-
handed males to left-handed females is two to one. Thankful, parents and
teachers no longer treat left-handedness like a problem to be curing. It may
actually contribute to a child’s excellence! If allowed to learn and develop in
their own way, lefties will excel in school. Perhaps one of these lefties might
turn up to be the next Einstein or Da Vinci.
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Part 4: Write the correct FORM of each bracketed word in the numbered space provided in the
column on the right.
CURRENT CONCERNS Your answers:
In our modern world, there is a great concern about the (1. DESTROY)
1.
of the rainforests and its impact on our global climate, how to limit
2.
carbon (2. EMIT) effectively and seek viable alternatives to fossil
_
fuels and a multitude of other issues, such as the safe (3.
DISPOSE) 3.
of toxic waste materials and ways to limit the quantity of (4. _
POISON) chemicals entering our water systems and, ultimately, 4.
the food chain. Some argue that development and growth needs to be _
more considered in its approach and that current development is (5. 5.
SUSTAIN) _
in the long term. Growing problems such as soil (6. ERODE)
6.
and the over- exploitation of our natural resources need to be
_
tackled head-on. The good news, though, is that whilst the human race has
7.
become (7. EXCESS) dependent on fossil fuels, for example,
_
research and development into viable alternative energy sources is gaining
momentum and making breakthroughs that may yet save the day. We 8.
should remember, however, that there are not always alternatives to the _
resources we use and that, in the future, a (8. SCARCE) 9.
of drinking water may well expose our vulnerability. Currently, our _
(9. CONSUME) of some resources is depleting reserves 10.
and forcing us to seek alternatives fast. It is also leading to greater (10. _
EQUAL) between those who have and those who don’t. The question
remains: how do we make our development more balanced and long-
lasting?
III. READING
Part 1: Read the following passage and decide which answer (A, B, C, or D) best fits each gap.
“Living” walls reduce pollution in cities
Buildings covered in greenery are starting to appear in cities around the world. These living walls
are the outside surfaces of buildings, bursting all over with vegetation. They certainly look pretty, but
there's a far more interesting reason (1) their existence.
According to biochemists, the green walls - which are covered with pre-planted panels offer several (2)
besides disguising an ugly facade. They have been (3) to cool the building down,
reduce noise, and make the block more energy (4) .
But (5) is really exciting is that green walls could potentially reduce air pollution in the
'corridors' between tall buildings on a street. As the wind (6) through these man-made
canyons, carrying with it traffic fumes and other environmental pollutants, the green walls appear to
(7)
large amounts of the most harmful chemicals in the air. This could be the perfect (8)
to the difficulty of improving air quality in some of the planet's most polluted cities.
1. A. of B. for C. in D. with
2. A. profits B. values C. benefits D. positives
3. A. demonstrated B. convinced C. accepted D. proved
4. A. efficient B. practical C. economical D. appropriate
5. A. there B. it C. this D. what
6. A. runs B. travels C. rolls D. flies
7. A. soak B. breathe C. take D. absorb
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8. A. solution B. action C. result D. reaction

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Part 2: Fill each of the following numbered blanks with ONE suitable word.
In pursuit of excellence
In the early 1990s, the psychologist K Anders Ericsson and two colleagues conducted some
research into the relationship between talent and hard work at Berlin's elite Academy of Music. The
curious thing
(1) , they couldn't find any musicians who could excel without any effort, or who could get to
the top (2) practicing as much as all their peers. Also, they were unable to find any people
who worked harder than everyone else and yet just didn't have exactly what it takes to break into the
top ranks. So their research would certainly seem to indicate that once someone makes (3)
into a top music school, the thing that distinguishes one performer from (4) is how hard he or
she works. That's it. What's more, with the musicians right at the very top, it's just not a case of their
(5)
worked harder, they have worked much, much harder.
This idea of excellence requiring a minimum level of practice, arises time (6) time in studies
of expertise in various fields. In fact, researchers have come (7) an agreement on what they
believe to be the number of hours of practice required for true expertise: 10,000. In their research,
they have yet to come across (8) who has accomplished world-class expertise in
less time. It seems that people need (9) amount of time in order for them to take in
everything they need to know to achieve genuine mastery. This is true (10) with
individuals we think of as geniuses.
Part 3: Read the following passage and answer questions 1-14

The Benefits of Being Bilingual

A. According to the latest figures, the majority of the world’s population is now bilingual or multilingual,
having grown up speaking two or more languages. In the past, such children were considered to be at
a disadvantage compared with their monolingual peers. Over the past few decades, however,
technological advances have allowed researchers to look more deeply at how bilingualism interacts
with and changes the cognitive and neurological systems, thereby identifying several clear benefits of
being bilingual.

B. Research shows that when a bilingual person uses one language, the other is active at the same
time. When we hear a word, we don’t hear the entire word all at once: the sounds arrive in sequential
order. Long before the word is finished, the brain’s language system begins to guess what that word
might be. If you hear ‘can’, you will likely activate words like ‘candy’ and ‘candle’ as well, at least
during the earlier stages of word recognition. For bilingual people, this activation is not limited to a
single language; auditory input activates corresponding words regardless of the language to which
they belong. Some of the most compelling evidence for this phenomenon, called ‘language co-
activation’, comes from studying eye movements. A Russian-English bilingual asked to ‘pick up a
marker’ from a set of objects would look more at a stamp than someone who doesn’t know Russian,
because the Russian word for ‘stamp’, marka, sounds like the English word he or she heard, ‘marker’.
In cases like this, language co-activation occurs because what the listener hears could map onto
words in either language.

C. Having to deal with this persistent linguistic competition can result in difficulties, however. For
instance, knowing more than one language can cause speakers to name pictures more slowly, and
can increase ‘tip-of-the-tongue states’, when you can almost, but not quite, bring a word to mind. As a
result, the constant juggling of two languages creates a need to control how much a person accesses
a language at any given time. For this reason, bilingual people often perform better on tasks that
require conflict management. In the classic Stroop Task, people see a word and are asked to name
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the colour of the word’s font. When the colour and the word match (i.e., the word ‘red’ printed in red),
people correctly name the colour more quickly than when the colour and the word don’t match (i.e.,
the word ‘red’ printed in blue). This occurs because the word itself (‘red’) and its font colour
(blue) conflict.

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Bilingual people often excel at tasks such as this, which tap into the ability to ignore competing
perceptual information and focus on the relevant aspects of the input. Bilinguals are also better at
switching between two tasks; for example, when bilinguals have to switch from categorizing objects
by colour (red or green) to categorizing them by shape (circle or triangle), they do so more quickly
than monolingual people, reflecting better cognitive control when having to make rapid changes of
strategy.

D. It also seems that the neurological roots of the bilingual advantage extend to brain areas more
traditionally associated with sensory processing. When monolingual and bilingual adolescents listen to
simple speech sounds without any intervening background noise, they show highly similar brain stem
responses. When researchers play the same sound to both groups in the presence of background
noise, however, the bilingual listeners’ neural response is considerably larger, reflecting better
encoding of the sound’s fundamental frequency, a feature of sound closely related to pitch perception.

E. Such improvements in cognitive and sensory processing may help a bilingual person to process
information in the environment, and help explain why bilingual adults acquire a third language better
than monolingual adults master a second language. This advantage may be rooted in the skill of
focussing on information about the new language while reducing interference from the languages they
already know.

F. Research also indicates that bilingual experience may help to keep the cognitive mechanisms
sharp by recruiting alternate brain networks to compensate for those that become damaged during
aging. Older bilinguals enjoy improved memory relative to monolingual people, which can lead to real-
world health benefits. In a study of over 200 patients with Alzheimer’s disease, a degenerative brain
disease, bilingual patients reported showing initial symptoms of the disease an average of five years
later than monolingual patients. In a follow-up study, researchers compared the brains of bilingual and
monolingual patients matched on the severity of Alzheimer’s symptoms. Surprisingly, the bilinguals’
brains had more physical signs of disease than their monolingual counterparts, even though their
outward behaviour and abilities were the same. If the brain is an engine, bilingualism may help it to go
farther on the same amount of fuel.

G. Furthermore, the benefits associated with bilingual experience seem to start very early. In one
study, researchers taught seven-month-old babies growing up in monolingual or bilingual homes that
when they heard a tinkling sound, a puppet appeared on one side of a screen. Halfway through the
study, the puppet began appearing on the opposite side of the screen. In order to get a reward, the
infants had to adjust the rule they’d learned; only the bilingual babies were able to successfully learn
the new rule. This suggests that for very young children, as well as for older people, navigating a
multilingual environment imparts advantages that transfer far beyond language.
Questions 1-5 : Complete the table below. Choose NO MORE THAN TWO WORDS from the
passage for each answer.

Test Findings
Observing the (1) of Russian- English Bilingual people engage both languages
bilingual people when asked to select certain simultaneously: a mechanism known as (2)
objects

A test called the (3) , focusing on Bilingual people are more able to handle tasks
naming colours involving a skill called (4)

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A test involving switching between tasks When changing strategies, bilingual people have
superior (5)

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 Questions 6-10 : Do the following statements agree with the claims of the writer in the
reading passage? In boxes 6-10, write
YES if the statement agrees with the claims of the writer
NO if the statement contradicts the claims of the writer
NOT GIVEN if it is impossible to say what the writer thinks about this
6. Attitudes towards bilingualism have changed in recent years.
7. Bilingual people are better than monolingual people at guessing correctly what words are
before they are finished.
8. Bilingual people consistently name images faster than monolingual people.
9. Bilingual people’s brains process single sounds more efficiently than monolingual people in all
situations.
10. Fewer bilingual people than monolingual people suffer from brain disease in old age.
Questions 11-14 : The reading passage above has seven paragraphs, A-G.
Which paragraph contains the following information? Write the correct letter, A-G
11. an example of how bilingual and monolingual people’s brains respond differently to a certain
type of non-verbal auditory input
12. a demonstration of how a bilingual upbringing has benefits even before we learn to speak
13. a description of the process by which people identify words that they hear
14. reference to some negative consequences of being bilingual
1. eye movements 8. NO

2. language co-activation 9. NO

3. Stroop Task 10. NOT GIVEN

4. conflict management 11. D

5. cognitive control 12. G

6. YES 13. B

7. NOT GIVEN 14. C

IV. WRITING
1. Our picnic was cancelled because it rained heavily last Sunday.
→ If .
2. They believe that the robbers got into the bank through the roof.
→ The robbers .
3. I explained what had happened but they totally refused to accept what I said.
→ They found .
4. Passengers can only board the plane when all bags have been checked.
→ Only .
5. In his recent article, Bob pointed out all the faults in the government's new transport policy.
→ In his recent article, Bob was
6. Radford has contributed in a useful way this season but the team would probably be fine
without him. (though)
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→ Useful this season, the team would probably be fine without him
7. I wanted to get a mechanic to service my car before I went on holiday, but I didn’t have time.
(have)
→ I would like before I went on holiday , but I didn’t have time.
8. Only when Yoshi was promoted to his new job did he realise how much he was appreciated by his
colleagues. (until)
→ It his new job that he realised how much he was
appreciated by his colleagues.
9. Jenny was the person who really didn’t want to tidy up after the party. (objected)
→ It up after the party.
10. I was amazed that he stopped eating meat completely in an attempt to improve his health. (gave)
→ Much eating meat completely in an attempt to improve his health

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