End of unit 3 test

Section A: Reading

Read the extract from The Lost Island of Tamarind by Nadia Aguiar, then answer
questions 1–6.
1 Explain, using your own words, why the children feel ‘lost and lonely’ in
paragraph 1 (lines 1–2). [1]

2 a. What is ‘softly’ an example of in line 3? Tick () one box. a verb an adverb a
noun an adjective [1]

b. What does it reveal about Simon’s feelings? [1]

3 Give an example of a simile from lines 4–9 and explain its effect.

Simile:

Effect: [2]

4 Pick out two words from lines 13–15 that show how tired Simon is. Explain why
they are effective. [2]

5 Give one example of personification from lines 16–18, and explain its effect.
Personification: Effect: [2]

6 Why does the writer use a dash in line 19? [1]

1. Why the children feel 'lost and lonely' in paragraph 1: The children feel ‘lost
and lonely’ because they are in an unfamiliar place surrounded by darkness. Both
the jungle behind them and the sea before them are pitch-black, and the cool
breeze makes the environment feel isolating. This lack of visibility and the
unsettling atmosphere contribute to their feelings of being lost and alone.

2. a) What is ‘softly’ an example of in line 3?

An adverb []

b) What does it reveal about Simon’s feelings? It reveals that Simon is speaking
quietly, possibly out of sadness, fear, or vulnerability. His soft tone suggests that
he is feeling emotionally overwhelmed or unsure.

3.Simile from lines 4–9:

Simile: "A high, singing sound, like thousands of delicate crystal

chimes."

Effect: This simile helps to create a vivid, magical image in the

reader's mind. The comparison to "delicate crystal chimes" conveys
the beauty and otherworldly nature of the sound, adding to the
sense of wonder and mystery.

4.Two words from lines 13–15 that show how tired Simon is:

Yawning

Heavy-eyed

Explanation: These words effectively describe Simon's physical exhaustion.

"Yawning" suggests he is sleepy, and "heavy-eyed" emphasizes the
difficulty he is having in keeping his eyes open, both showing how tired he
feels.
5. Example of personification from lines 16–18:

o Personification: "The muggy breath of the jungle descended on to

the beach."
o Effect: By describing the jungle's air as having "breath," the writer
gives the jungle human-like qualities. This creates a sense of the
environment being alive and active, contributing to the eerie and
oppressive atmosphere.

6. Why the writer uses a dash in line 19:

The dash is used to add an additional thought or clarification to the sentence. It

separates the dialogue and emphasizes the reassurance Helix offers to Maya,
making it feel more personal and comforting.
Section B: Writing

1 Write a description of a mysterious scene at night. You should write three

paragraphs. You should consider: • what setting you are describing • what
mysterious features it has • how it feels to be there.

Mysterious Scene Description at Night

The forest was alive with silence, the only sound the faint rustling of leaves in the
wind. The trees, twisted and gnarled, stood tall against the moonless sky, their
branches stretching out like dark, skeletal hands. A thick mist clung to the ground,
hiding the path ahead, and the air felt damp and heavy with the scent of earth
and decay. Every shadow seemed to move, and the deep silence felt oppressive,
as if something unseen was watching from the darkness.

In the distance, there was a faint glow that flickered like a dying fire. As I drew
closer, I saw no source of light, only the eerie luminescence hovering above the
ground, casting ghostly shapes that shifted with the wind. The trees around me
seemed to close in, their twisted forms warping and merging with the mist. The
air grew colder, and I could almost hear the soft whispering of voices in the
distance, too faint to understand, but unsettling all the same.

A chill ran down my spine as I stepped deeper into the fog, the ground beneath
my feet soft and uneven. The darkness seemed to press in, making it difficult to
breathe, yet I couldn’t turn back. The feeling of being surrounded, of not being
alone, grew stronger with every step I took. In the midst of the quiet, I could
almost hear the beating of my own heart, pounding in my chest as the mysterious
world around me seemed to wait for something to happen.
End of unit 4 test
Section A: Reading

Read the article below, then answer questions 1–6.

The future is here!
Ever wondered what might happen in the future? Flying cars? Computers in
brains? Although the world has changed dramatically in the past 50 years, we
haven’t quite reached the stage where teachers are made from metal. Yet. In the
past, though, people had some crazy ideas about what the year 2020 would be
like. But just how 5 accurate were they? Read on . . .
No work
Sounds good to me! In the 1960s, an article in the magazine Time claimed that by
2020 everybody would be very rich indeed. The idea was that instead of working
ourselves to exhaustion (which let’s face it, we all do), machines would do all the
work. Humans would do nothing except count the money. Imagine the fun you
could have . . . 10 Accuracy score: 0 out of 10. I’m still working.
No food
This isn’t quite as bad as it sounds – to be honest, it sounds awful – but it actually
wasn’t a scary belief that there’d be nothing to eat in the future. No, this is the
strange prediction made by Ray Kurzweil in a 2005 book. He claimed that by 2020,
humans wouldn’t need food. Instead, technology would feed our bodies and
remove waste 15 products. The result – no need to eat. How boring would that
be? Accuracy score: 0 out of 10. I’m still cooking.
Flying houses
This next prediction is about . . . well, flying houses, as you may have guessed
from the subheading! In the 1960s, Arthur C. Clarke, a leading writer and
inventor, reckoned 20 that by 2020 we’d have houses that could move to other
streets, towns and even countries. Could be fun – if it gets too hot in Mumbai,
you could always fly to Iceland! Accuracy score: 0 out of 10. I’m still on the
ground. So, a big fat zero for all of those predictions. Shame. But were there any
predictions that did come true? Well, Arthur C. Clarke wrote about an electronic
device that stored 25 lots of information for humans to read. He called it a
Newspad. Sounds familiar . . .
1 Give one word from the first paragraph (lines 1–5) that means ‘greatly’.
2 Suggest how the writer has made the opening of the article effective. Give
a clear example to support your answer.
3 Look at paragraph 2 (lines 6–10). Give two examples of informal language
and explain their effects.
4 Look at paragraph 3 (lines 11–17). Give two interesting examples of
sentence punctuation and explain their effects.
5 This article uses a headline and subheadings. Give two further features in
the article that are typical of this text type.
6.What is the main purpose of this text? Tick () one box.
to inform the reader
to persuade the reader
to advise the reader
to entertain the reader
1. Give one word from the first paragraph (lines 1–5) that means ‘greatly’.

Dramatically

2. Suggest how the writer has made the opening of the article effective. Give
a clear example to support your answer.
The writer grabs the reader’s attention by asking intriguing questions about
the future, such as "Flying cars? Computers in brains?" This creates
curiosity and draws the reader in. Additionally, the contrast between past
predictions and the present situation sets the tone for a fun and
informative article.
3. Look at paragraph 2 (lines 6–10). Give two examples of informal language
and explain their effects.

"Sounds good to me!" – This casual expression adds a friendly,

conversational tone to the article and makes the reader feel like they
are part of the discussion.

"Let’s face it" – This phrase makes the writing feel more personal
and relatable, as if the writer is speaking directly to the reader and
sharing a common experience or opinion.

4. Look at paragraph 3 (lines 11–17). Give two interesting examples of

sentence punctuation and explain their effects.

Dash (–) after “the result” – The dash introduces a surprising or

humorous thought (no need to eat), making the sentence more
dramatic and emphasizing the oddity of the prediction.

Question mark ("How boring would that be?") – This rhetorical

question engages the reader, encouraging them to think about the
absurdity of the prediction in a fun way.

5. This article uses a headline and subheadings. Give two further features in
the article that are typical of this text type.

Informal language – The use of informal phrases like "sounds good to

me" or "How boring would that be?" gives the article a light and
conversational feel, typical of magazine articles.
 Humor – The writer uses humor, particularly with sarcastic accuracy
scores like "0 out of 10," to make the article entertaining and
engaging.

6. What is the main purpose of this text?

to entertain the reader []

Section B: Writing

Write a talk for your class predicting what schools may be like in the year 2100.
You should write three paragraphs. You could include: • what may still be the
same • what may be different • how technology may influence schools.

Talk: What schools may be like in the year 2100

Good morning, everyone!

Today, I’m here to share some predictions about what schools could be like in the
year 2100. While many things will undoubtedly change, some things might stay
the same. For example, I believe we will still have teachers, but they may be
assisted by advanced technologies. We might still need classrooms, but these will
likely be much more interactive and adaptive to students’ needs, with virtual and
augmented reality playing a large role in education.

One major change we could see is the way we learn. In 2100, traditional
textbooks might be replaced with immersive, virtual learning experiences.
Imagine being able to take a field trip to ancient Rome or explore the human body
from the inside—all while sitting in your classroom! These experiences could be
delivered through virtual reality headsets, making lessons much more engaging
and interactive. Furthermore, AI could be used to create personalized learning
paths for every student, ensuring that everyone learns at their own pace and in a
way that suits them best.

Technology will also impact how schools are structured. With advancements in
artificial intelligence and robotics, many administrative tasks may be handled by
machines, allowing teachers to focus on more important things, like one-on-one
interactions with students. We may even see global classrooms, where students
from all over the world can attend school together, no matter where they live.
Overall, the future of education will likely be a combination of technology and
human connection, making learning more accessible and exciting for everyone.
Unit 6

Answer

1. Main pieces of information about the appearance and behaviour of

Chupacabra in the different sightings:

1995 Description: Glowing red eyes, huge claws, spikes along its back,
ability to leap large distances.

Rumors (1995-2000): Seen in various countries such as Argentina, Mexico,

and Chile. The appearance and description evolved over time.

By 1998: Described as a fierce, hairless dog.

2. Meanings of the phrases:

a) "Humans are fascinated and frightened by monster stories."

Meaning: People are both curious and scared of mythical creatures.

Effect: The writer may be suggesting that monster stories are intriguing to
people because they provoke fear and excitement.

b) "The reality was a little less exciting than the myth."

Meaning: The actual findings were less sensational than the imagined or
rumored accounts.

Effect: This creates a contrast between the fear and thrill associated with
the myth and the disappointing truth, emphasizing that the myth was
exaggerated.

c) "Of course, that was no real surprise to most people!"

Meaning: It wasn’t surprising to most people that the Chupacabra was a

myth and that the truth was not as dramatic.
 Effect: This phrase suggests that the writer believes most people were
skeptical of the Chupacabra legend and expected a more mundane
explanation.

3. The attitude the writer takes towards the subject:

The writer’s attitude towards the Chupacabra legend seems skeptical and
somewhat dismissive of the myth, presenting it as a mere superstition rather
than a real creature.

Words and phrases that reveal this attitude:

 "Fascinated and frightened" (Implying the allure of myth despite lack of

evidence)
 "No photographs or footprints" (Suggesting a lack of proof)
 "The reality was a little less exciting than the myth" (Dismissing the myth as
exaggerated)
 "No Chupacabra" (Final and clear dismissal of the creature's existence)
 "That was no real surprise to most people" (Implying the myth was not
taken seriously by most)

Approach to identifying the words and phrases:

 Focused on phrases that suggest a contrast between myth and reality.

 Looked for expressions that either discredit the creature or convey the
mundane truth behind the legend.
 Considered the tone of the writing, noting how it seems to downplay the
supernatural aspect.
4. The first paragraph uses the phrase stories on the internet are like ll'i!
dfires- they hum out of control. In pairs, discuss how this simile could be
interpreted and what effect it has.

Interpretation of the simile: "Stories on the internet are like wildfires – they
burn out of control."

This simile compares the spread of Chupacabra stories on the internet to a

wildfire, which grows uncontrollably, spreading rapidly and without much
direction. It suggests that once a myth or rumor gains momentum online, it is
difficult to stop and may continue to grow and evolve. The effect of the simile is
to highlight the uncontrollable nature of online gossip and exaggeration,
conveying how easily misinformation can spiral out of control.

5. The eyewitness account of the Chupacabra is written in emotive language.

Write a paragraph explaining the overall impact on the reader of the words
and phrases the speaker uses.

Impact of the eyewitness account:

The eyewitness account uses strong, emotive language to make the reader feel
the fear and unease experienced by the witness. Phrases like "horrific red eyes,"
"struck fear into my heart," and "horrendous claws" create a vivid and terrifying
image of the creature. The repetition of "forever" and "every time I go to sleep"
emphasizes the lasting emotional impact the creature had on the witness. These
words stir emotions of terror and suspense in the reader, engaging them more
deeply in the story. The account is designed to make the reader feel the intensity
of the experience, making them more likely to believe in the creature's
frightening existence.
6. Using both extracts from the article, write your own account of the
Chupacabra myth. You should write 150 words.
Focus on:
the background to the original
sighting how the internet played a part in the myth
how science helped to clear up the myth.

Account of the Chupacabra myth:

The Chupacabra myth began in 1995 in Puerto Rico when a woman named
Madelyne Tolentino reported seeing a strange creature with red eyes, spikes
along its back, and sharp claws. Her description closely resembled an alien
creature from the film Species, which she had recently watched. It's likely that
what she saw was a real animal suffering from a skin disease, which distorted its
appearance. This initial sighting fueled rumors, and as stories spread online, they
morphed into an even scarier version of the creature.
The spread of the Chupacabra myth was heavily influenced by the internet.
Without photographic evidence, each retelling of the story grew more
exaggerated. The stories quickly reached a global audience, and the myth
expanded beyond Puerto Rico. However, modern science eventually debunked
the creature’s existence. Investigations revealed that the so-called Chupacabras
were, in fact, just sick dogs, coyotes, and raccoons with skin infections. These
findings put an end to the Chupacabra legend, showing that the creature was a
product of imagination rather than reality.
Mid-point test
Part 1: Non-fiction
Section A: Reading Spend around 20 minutes on this section.
Read the text below (an extract from an online article), then answer questions 1–6.
Why you should cook with your kids! How often do your kids help you cook? If it were up to
me, every family would schedule time to cook together. When my kids were very young, I'd
involve them by asking them to pass ingredients. Our kitchen then had a play area and there was
always an open invitation for them to hang out with me in the kitchen. As they got a 5 little
older, they were cracking eggs and decorating cupcakes and before I knew it my kids were
competing with each other to see who could make the best salad and dressing. This has always
been an important family value for me. It wasn’t only about participating in preparing meals
together as a family, it was about them becoming 10 familiar with what was safe to eat and what
was not. I wanted them to be comfortable and knowledgeable in the kitchen. Families who cook
together and eat together spend quality time together. Cooking is a survival skill. Children who
know their way around a kitchen know how to fend for themselves. Skills such as working as a
team, following instructions and 15 organisation are all important aspects of cooking. There is a
natural curiosity and creativity in kids that lends itself perfectly in the kitchen. Experimenting in
the kitchen can be fun, especially if you let them make a mess. Plan, prepare and let them be
creative. They will be honingvery important life skills that can transfer over to other areas of
their lives. 20 Set them up for a healthier future in terms of how they will eat when they're on
their own. The sense of accomplishment in preparing a meal is rewarding. To start with nothing
and then have a meal to put on the table that looks, smells and tastes delicious is a big
accomplishment for anyone. Be proud of them and encourage them.
Their self-esteem will rise, and they will continue to want to cook.

Glossary honing: working to perfect something

Choose the best answer, A, B or C.

1 I’d like to . . . . . . . . . . sing well.
A can B have ability to C be able to ➤ Unit 46
2 We ran out of milk last night but I . . . . . . . . . . buy some at the corner shop.
A could B was able to C can’t ➤ Unit 46
3 The buses . . . . . . . . . . get very crowded before they built the new Underground.
A could B can C were able to ➤ Unit 46
4 It took us a long time, but eventually we managed . . . . . . . . . . a refund.
A to get B get C getting ➤ Unit 46
5 This . . . . . . . . . . be your book. It’s got your name on it.
A can B must C perhaps ➤ Unit 47
6 It’s quite a popular course. There . . . . . . . . . . be any places left on it.
A might not B must not C could not ➤ Unit 47
7 The heating’s been on all day so there . . . . . . . . . . plenty of hot water for your bath.
A could be B should be C can’t be ➤ Unit 47
8 Everything’s soaking wet. It . . . . . . . . . . have rained very heavily last night.
A should B could C must ➤ Unit 48
9 I . . . . . . . . . . to football practice yesterday but I had a bit of a stomachache.
A can’t go B should have gone C couldn’t have gone ➤ Unit 48
10 It’s eight o’clock. We . . . . . . . . . . leave now.
A ’ve got to B are have to C ’ve got ➤ Unit 49
11 When we arrived at the gate, we . . . . . . . . . . show our passports.
A must B had got to C had to ➤ Unit 49
12 You . . . . . . . . . . take any of the confidential files home. It’s against company rules.
A don’t have to B haven’t got to C mustn’t ➤ Unit 49
13 I’m really putting on weight. I . . . . . . . . . . some exercise.
A need doing B have need do C need to do ➤ Unit 50
14 I . . . . . . . . . . my car so I left it at home and came on the bus.
A needn’t have brought B didn’t need to bring C haven’t needed to bring ➤ Unit 50
15 That cut looks bad. We . . . . . . . . . . phone for an ambulance.
A ’d better B must better C should have ➤ Unit 51
16 I’m really sorry. I . . . . . . . . . . said all those terrible things about you.
A shouldn’t B shouldn’t have C mustn’t have ➤ Unit 51
17 ‘Excuse me. May I take a photograph?’ ‘No, I’m afraid you . . . . . . . . . . .’
A mightn’t B couldn’t C can’t ➤ Unit 52
18 Our teacher was sick, so we . . . . . . . . . . leave school early yesterday.
A were allowed to B could C might ➤ Unit 52
19 One more thing, madam. . . . . . . . . . . you confirm your date of birth?
A Would B May l C Shall ➤ Unit 53
20 ‘I’m starving!’ ‘OK. I . . . . . . . . . . you something from the fridge.’
A ’m getting B ’ll get C get ➤ Unit 53

 A can
 B was able to
 A could
 A to get
 B must
 A might not
 B should be
 C must
 C couldn’t have gone
 A ’ve got to
 C had to
 C mustn’t
 C need to do
 B didn’t need to bring
 A ’d better
 B shouldn’t have
 C can’t
 A were allowed to
 A Would
 B ’ll get