A consciously use exaggerated gestures.
B are no different.
C make few movements.
D concentrate hard on convincing others.
d. United Nations experts will today hold an emergency meeting aimed at protecting some of the world’s natural wonders from the escalating threat of climate change. Melting glaciers on Mount Everest and damage to the Great Barrier Reef off the coast of Australia have prompted calls for the UN to officially acknowledge that _______________ poses a danger to some of its world heritage sites. A move to add these and other sites to the endangered list are to be discussed at a special summit meeting in Paris.
1. The missing words are …
A the endangered list
B temperate climates
B soil erosion
D global warming
2 Which of the following is not an example of global warming?
A melting glaciers
B damage to the Great Barrier Reef
C reduced agricultural yields
D all of the above
e. According to the Qualifications and Curriculum Authority’s (QAC) Annual report (2005), the most common type of exam malpractice, involving 1,887 students, was smuggling cheating aides into the examination room. The first breakdown of malpractice in public exams reveals cheats are employing electronic gadgetry to help boost their marks.
Examining watchdogs found more that 4,500 candidates were penalized for malpractice last summer, an increase of more than a quarter (27%) on 2004. Of these, around 1,100 candidates were caught smuggling mobile phones into examination rooms.
Students can face disqualifications from all or part of their exams if caught, or have their total mark reduced. However, the proportion of penalized candidates was low, representing just one in every 1,500 results, or around 0.06% of results.
1 The report found that the most common type of exam malpractice …
A was smuggling cheating aides into the examination room.
B was always penalized.
C was a boost to marks.
D was committed by 4,500 candidates.
2 More than _____________ candidates were penalized for test malpractice last year.
A 1,500
B 2,500
C 3,500
D 4,500
f. Can stress make your hair go grey overnight? “I don’t know the answer, but I do believe that people’s observations are very difficult to discount – even if we can’t explain them,” said Ian Lumsden of the Bryant cancer Institute, London.
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What is clear is that genes have a role to play. Prof. Lumsden established in 1998 that graying is connected to the death of melanocyte stem cells that sit in hair follicles. These divide to produce pigmented cells called melanocytes which give the hair its colour. Once these have died there are no remaining stem cells to repopulate the hair follicles.
His team showed that two genes – Bcl2 and Mitf – are involved in this process in mice, and when
they are mutated the mice go grey prematurely. It’s not all about the genes though. “Stress, drugs, life-
changing experiences, may all activate alternate mechanisms,” said Dr Fisher.
1 When melanocyte stem cells have died, there are no remaining _________ to repopulate the hair follicles.
A genes
B processes
C mechanisms
D stem cells
2 Professor Lumsden joined the Bryant Institute in
A 1998
B 2000
C 2002
D 2005
5. Test formats for testing English in use.Fill in the following table.
| TEST FORMAT | PROS | CONS |
| Cloze test. Every nth word is blanked out. Restore the text. | • Rather easy to prepare • Cost-effective at the lesson • Measures overall abilities and general language proficiency • Scoring is reliable, economical and rapid. • Easy to administer. • Does not need a professional tester. • Can successfully be used to measure the reading difficulty of the text. • Very good for testing grammar, vocabulary and reading comprehension. • Can be used for graded learning. • Have many forms and modifications for different purposes and levels (e.g. modified cloze test, open cloze, multiple-choice cloze, C-cloze, etc.) • All the items can be pre-tested. | • There may be an element of subjectivity because of more than one acceptable answer. • It may be difficult to foresee and include in the key all possible answers. • Poor knowledge of the topic may affect Ss’ performance. • They test only receptive skills. • They are better for teaching prediction than for testing it. • Not a communicative type of test. • They do not test creative writing and speaking. |
| Gap filling. Selected words in a text are blanked out. Students have to fill in the blanks. | ||
| Word sequencing. e.g. Order the words below to make sentences. | ||
| Editing. Students correct mistakes. | ||
| Cued sentences (from pictures or words). | ||
| Personalisation. e.g. Write 5 sentences about your hobbies. | ||
| Identifying structures e.g. tenses/parts of speech | ||
| Translation | ||
| Table completion e.g. Complete the table with these adjectives | ||
| Sentence transformation e.g. Finish the sentences so that they mean the same. | ||
| Lexis classification e.g. Match the words with the topics. | ||
| Matching sentence halves (beginnings with ends). | ||
| Matching words with their definitions (synonyms, antonyms, Russian/Ukrainian equivalents). |
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