FULL BLAST LEVEL B1+ - TEST 3 – MODULES 5 & 6

Test 3: Modules 5 & 6

VOCABULARY

A. Choose the word that best completes each sentence.

1. Don’t say anything to upset Kate; she’s very this morning.

a. jovial b. irritable c. sluggish d. alert

2. It’s not a good idea to young children by themselves.

a. leave b. let c. allow d. admit

3. Unfortunately, I am to chocolate; I never eat it.

a. aggressive b. addicted c. allergic d. accustomed

4. You should a doctor if the pain continues.

a. advise b. consult c. recommend d. ask

5. You can always depend Sally to get the job done.

a. with b. of c. on d. for

6. You should better than to touch the iron when it is hot.

a. learn b. know c. understand d. realise

7. This blouse doesn’t the skirt you are wearing.

a. suit b. go c. fit d. match

8. Please that box carefully. There’s glassware inside.

a. touch b. feel c. handle d. contain

Score 8

B. Read the text and complete the blanks with the words in the box.
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FULL BLAST LEVEL B1+ - TEST 3 – MODULES 5 & 6

annoyed prevent concentrate addicted pursue

inspire insist benefit learn trigger

EATING SMART

Celebrity chef Jamie Oliver has been doing all he can to make the world a better place in the

best way he knows how – through cooking. He began his campaign through a series of TV

shows showing how young people can (1) from healthier lunches at

their schools. He showed how students’ unhealthy diets can (2)

them from concentrating and lead to behaviour problems.

Through his shows, Oliver made people realize that too many additives and preservatives in food

can be a(n) (3) to problems in students’ behaviour. By making a few

simple changes, he showed how good food helps children (4) on

their schoolwork and become more alert.

Getting schools to swap unhealthy foods in favour of healthier school lunches wasn’t easy. Many

companies were (5) with him because they would lose a lot of

money. Young kids who were (6) to sugar were upset that he

wanted them to give up their favourite snacks. He did, however, finally manage to help parents

(7) a thing or two about good health. It was only a matter of time

before people began to (8) on changes being made in school

cafeterias.

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 FULL BLAST LEVEL B1+ - TEST 3 – MODULES 5 & 6

Thankfully, the government took notice and changes were made. For his part, the famous chef

created the Jamie Oliver Foundation to (9) people to (10)

healthier eating habits and to offer guidance and support to those interested in helping their

children to eat healthily. Oliver believes that the food we eat can help us to have a better quality

of life.

Score 10

C. Match the idioms to their definitions, then complete the blanks in the sentences which
follow with a suitable expression.

1. put all one’s eggs in one basket a. when something is very simple to do

2. pay peanuts b. risk everything by relying on only one plan or idea

3. know by heart c. be something that makes a good situation even better

4. have one’s cake and eat it

d. have the best of two opposing situations
5. be as easy as apple pie
e. pay very little money
6. be like two peas in a pod
f. be very similar in appearance or behaviour
7. be the icing on the cake
g. gradually understand how to do a job or activity
8. be full of beans
h. be the very best
9. be the cream of the crop

10. learn the ropes i. be energetic / in high spirits

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FULL BLAST LEVEL B1+ - TEST 3 – MODULES 5 & 6

1. Rose knew nothing about the law when she started working with us, but now that she’s

, she is the best legal secretary

we have.

2. The job but I don’t do it for

the money. I really find what I do exciting and rewarding.

3. The best actors in the country were interested in the role. I had to compete with the

in order to finally get it.

4. I know you are good at football, but you should try a little harder in your school work

because it’s best not to . That

way, you’ll have something to fall back on if you don’t become a professional player.

5. You won’t get into college without studying; you can’t

too, you know.

6. My young niece is so that I

feel exhausted every time she visits me.

7. It was great to visit the palace, but

was when the president came to speak to us.

8. Cynthia and Cindy are so alike in so many ways that people mistake them for sisters.

They really are .

9. Making a paper aeroplane is .

Here, let me show you how!

10. Now that I these idioms

, can I please stop

studying?

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Score 10
FULL BLAST LEVEL B1+ - TEST 3 – MODULES 5 & 6

GRAMMAR

D. Circle the correct answer.

If you are having (1) few / some friends over for the afternoon and have hardly (2) any / much

time to prepare something nice, you can try making egg sandwiches. They really don’t need

(3) much / a lot of preparation.

First, crack (4) some / few eggs into a microwave-safe bowl and whisk in (5) a little / little milk.

If you like, you can add a little bit of parsley, but it doesn’t really matter if you don’t have

(6) many / any. Take your beaten eggs and put them in a microwave on 100 percent power for

(7) a few / few minutes.

While the egg is cooking, toast some slices of bread. Once your bread is toasted, put the cooked

egg onto the toast and top it with cheese. Cook until your cheese is melted. This should take just

(8) few / a few seconds.

If you have (9) a lot of / lots friends coming over, just increase the portion sizes. The recipe

doesn’t need (10) many / much time to make, so you’ll have time left over to socialise with your

guests.
Score 10

E. Join the two sentences using the words who, which, that, whose, where or when.

1. The artist invited me to the exhibition. I met him at my sister’s wedding.

2. Jonathan went to Oxford University. He studied law there.

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FULL BLAST LEVEL B1+ - TEST 3 – MODULES 5 & 6

3. Sarah published her first book last year. Her father is a famous author.

4. This is the CD. I bought it on Friday.

5. Mr Cash is our Maths teacher. His mother owns the bakery we shop at.

Score 10

F. Rewrite the following sentences using the words in bold.

1. “Please take me with you to the concert tonight,” Maria said to Colin. begged

2. “I won’t let you go to the cinema on your own,” said my father. refused

3. “Don’t tell anyone about this,” he said to her. warned

4. “Where is the nearest petrol station from here?” my uncle asked. wanted

5. “Believe me, I won’t be late tomorrow,” Marina said. promised

Score 10

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score
 FULL BLAST LEVEL B1+ - TEST 3 – MODULES 5 & 6

LISTEN

You will hear five short conversations. After you hear each conversation, you will be
asked a question about what you heard. Choose the picture which answers the question
correctly.

1 4

2 5

Score 10

READ

Read the text and answer the questions. Choose a, b, c or d.

WORKING ANIMALS
Horses can been trained for a number of purposes

including racing, farm work and even police work.

Police forces across the world use horses in their

work because of their speed, strength, and stamina.

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FULL BLAST LEVEL B1+ - TEST 3 – MODULES 5 & 6

One of the most famous police groups that uses

horses is in Canada, and is nicknamed The Mounties.
With their red jackets and motto “We always get our
man,” the Mounties have been associated with
horse riding since they were formed in 1920.
The Mounties are responsible for policing almost all of Canada and have to cope with some very
rough landscapes. They use horses to cover large distances on uneven terrain and also to control
large crowds in cities. When used in the wilderness, horses are bred for stamina, as they may be
used to chase a criminal over large distances.
These horses are trained to respond to their riders’ commands. They learn to work with their
rider to corner a suspect long enough for them to be arrested. For example, they learn the “pincer
movement,” where two horses will approach the suspect from both sides, leaving him with nowhere
to run.
The training for police horses differs depending on where they will be and what situations they
will be faced with. Horses in cities such as New York or London will face very different challenges
from those in rural Canada. Although they have a natural instinct to run from danger, they can be
taught to control it. They are gradually introduced to situations that they could find threatening, in
an isolated area, away from the public.
Flags, people shouting and acting aggressively, unexpected loud noises and smoke are all
introduced to the horse so that the animal is familiar with them before it encounters them in a real-
life situation. Trainers have to be 100% sure of the horse’s character. If the horse were to panic
and run wild in a public area, it could cause serious injuries to anyone who got in its way.
Police horses are also trained to work together and move in formation. They move in patterns
which are designed to break up crowds and control the flow of people. If the horse cannot be
trained to complete such tasks, it may never find its way on to the streets.
Some police departments receive horses as donations from members of the public. Horses that
people kept as pets but can no longer afford to keep, or retired race horses, are often found in the
police department. However, others are bred and raised by the police. Horses which have a
naturally calm character are encouraged to breed so their young will inherit their traits.
City police horses are also bred for size and stamina. They often do not need to be especially
fast as horses can run much faster than people anyway. However, they may be required to stand
for long periods of time and need to have the stamina to carry a fully grown man or woman on their
back for many hours at a time.

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FULL BLAST LEVEL B1+ - TEST 3 – MODULES 5 & 6

1. Why do the Mounties use horses?

a. They have a good sense of smell.

b. They are cheaper than other forms of transport.

c. They are good at covering rough ground quickly.

d. There is a lot of horse crime in Canada.

2. How are horses trained not to run from danger?

a. The horses are put in threatening situations in public places.

b. Horses are gradually introduced to scary situations.

c. They scare them a lot in training so then nothing else is as bad.

d. They have excellent riders who hold the horses steady.

3. Why is it important that the riders are sure of the horse’s character?

a. to avoid injuries to crowds

b. to make the rider feel safe

c. so crowds know what to expect

d. so the horse can communicate with the rider

4. What could prevent a horse from being used on the street?

a. not working well with other horses

b. not being fast enough

c. being too friendly with crowds

d. not being the right size

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FULL BLAST LEVEL B1+ - TEST 3 – MODULES 5 & 6

5. What is true about police horses?

a. They must come from special police horse farms.

b. Some are given as donations.

c. Retired race horses are considered the best.

d. The police keep them as pets.

6. What is important in the selection of city police horses?

a. size and speed

b. strength and speed

c. size and strength

d. size and friendliness

Score 12

WRITE

You read this article in a local newspaper. Write a letter to the editor expressing your
views on the issue.

Some parents at Springfield High have expressed concern about the amount of junk food their
children are eating. They are trying to convince the school board to start providing salads and
vegetarian options at lunch time. They believe this will lead to improvements in their children’s
health and learning.

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