Instituto Superior del Milagro - Profesorado de Inglés Monday 1st June 2020

Lengua Inglesa III - 3° año “A”

Student's Name: . . . . . . . . . . . . . . . . . . . . . . . . .

OVERVIEW 1 – CAE Gold Plus – What makes us tick (Unit 3)

→ MULTIPLE-CHOICE LEXICAL CLOZE: for questions 1 to 10, decide which answer (A, B, C or D) best
fits each gap. Make any necessary changes to the words given.

1. He was a very detailed, responsible and . . . . . . . . . . . . researcher.

A. conscientious B. fallible C. sensible

2. Our memory is selective and . . . . . . . . . . . . That’s why witnesses often make mistakes.
A. conscientious B. fallible C. sensible

3. Laura is a . . . . . . . . . . . . girl; she won’t talk to strangers, let alone get on a stranger’s car.
A. conscientious B. fallible C. sensible

4. I am fed up with politicians who make . . . . . . . . . . . . promises, but never find any real solutions.
A. glib B. posh C. prone D. snap

5. He is so . . . . . . . . . . . . - like he has never done anything wrong in his life!

A. high-spirited B. quick-tempered C. self-righteous

6. A . . . . . . . . . . . . man will react more aggressively to an unpleasant situation than a placid one.
A. high-spirited B. quick-tempered C. self-righteous

7. The . . . . . . . . . . . . between the Capulet family and the Montague family is the central conflict
in the plot of Romeo and Juliet.
A. arousal B. crinkle C. feud D. truce

8. I understand your frustration and can . . . . . . . . . . . . with your feelings.

A. empathise B. escalate C. sympathise

9. He was extremely effective at putting himself in someone else’s shoes and . . . . . . . . . . . . with
them.
A. empathising B. escalating C. sympathising

10. He doesn’t suffer fools . . . . . . . . . . . ., and he won’t put up with drama queens.
A. gladly B. happily C. joyfully D. lightly

→ SENTENCE TRANSFORMATIONS – MODALS in the PRESENT & FUTURE: rewrite each sentence so that
it contains the word in bold type and so that the meaning stays the same.

1. Perhaps there are other intelligent life-forms in the universe.

be
There could/may/might be other intelligent life-forms in the universe.
2. I’m sure he isn’t responsible for the error. He’s too experienced.
can’t
He can’t be responsible for the error. He’s too experienced.
3. There’s no point staying here. Let’s leave.
may + well
There’s no point staying here. We may as well leave.
1
4. I tried hard but I couldn’t undo the bottle.
might
Try as I might, I couldn’t undo the bottle.
5. There is no obligation to get an international driving license for this country.
have
You don’t have to get an international driving license for this country.
6. I’m sure that Cindy will win the match.
bound
Cindy is bound to win the match.
7. The service in British restaurants is sometimes really bad.
can
The service in British restaurants can sometimes be really bad.
8. I warn you not to chat up my girlfriend again!
had
You had better not chat up my girlfriend again!
9. The management will not permit latecomers to enter the theatre until there is a suitable break.
shall
Latecomers shall not enter the theatre until there is a suitable break.
to
Latecomers are not to enter the theatre until there is a suitable break.
Retrieved from Language Practice for Advanced by Michael Vince, Macmillan Education, 2014 and
Longman Advanced Learners’ Grammar by Mark Foley and Fiane Hall, Pearson Education Limited 2003

→ VERB PATTERNS: complete the text with the gerund or infinitive of the verbs in brackets.

Yukie Hanue is considered by many (1) to be the finest violinist of her generation – and she’s still
in her early twenties. When we visited her, in the music department of the University of New York,
she was too busy practising (2) to talk, but she invited us (3) to have a coffee with her in her mid-
morning break. Astonishingly, she manages (4) to combine her PhD at the university with
international concerts and recitals, numerous public appearances and interviews. She evidently
thrives on the workload, buzzing around the place with an industrious enthusiasm that leaves us
breathless. Her fame as a performer means (5) making regular appearances at high-profile events.
Last month, for example, she agreed (6) to appear in a series of recitals organised by UNESCO. This
involved (7) travelling to far-flung places like Seoul, Oslo and Montevideo on successive days, a
schedule which would have caused any normal person to wilt. “I can’t stand (8) doing nothing,”
she says. “I happen (9) to have a particular talent, and it would be wasteful not (10) to exploit it to
the full.” I encouraged her (11) to tell me about her upbringing, but she was rather reluctant to sing
her own praises. I did, however, succeed in persuading her (12) to confess to a secret desire. “If I
hadn’t been a musician, I would have loved to train (13) to become a martial arts expert,” she says.
Certainly, she would have had the discipline, but I couldn’t imagine someone so physically frail
actually (14) standing there hitting someone. But it was an interesting revelation, and one that I was
(15) to learn more about during my day with her.
Retrieved from Language Practice for Advanced by Michael Vince, Macmillan Education, 2014