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Concentrate Frustrated Embarrassed Adolescence Independent

This document contains a review test with multiple sections on phonics, vocabulary, grammar, and reading comprehension. The phonics section contains questions to identify words with different sounds or stress patterns. The vocabulary section asks learners to complete sentences using target words and put words into the correct form. The grammar section contains questions on indirect speech, reporting questions, and completing sentences with verbs and infinitives. The reading comprehension section includes filling in a passage with missing words and choosing the correct option to complete statements and a passage. The test assesses a variety of English language skills.

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Nguyễn Phương Dung
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98 views4 pages

Concentrate Frustrated Embarrassed Adolescence Independent

This document contains a review test with multiple sections on phonics, vocabulary, grammar, and reading comprehension. The phonics section contains questions to identify words with different sounds or stress patterns. The vocabulary section asks learners to complete sentences using target words and put words into the correct form. The grammar section contains questions on indirect speech, reporting questions, and completing sentences with verbs and infinitives. The reading comprehension section includes filling in a passage with missing words and choosing the correct option to complete statements and a passage. The test assesses a variety of English language skills.

Uploaded by

Nguyễn Phương Dung
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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REVIEW UNIT 3 (2)

A. PHONETICS
I. Find the word which has a different sound in the part underlined.
1. A. columnist B. frustrated C. study D. adulthood
2. A. helpline B. September C. embarrassed D. depressed
3. A. tense B. skill C. decision D. house-keeping
4. A. resemble B. adolescence C. independence D. destruction
5. A. delighted B. depressed C. embarrassed D. relative
II. Find the word whose stress pattern is different from the others.
1. A. ‘worried B. ‘cognitive C. ‘concentrate D. fru’strated
2. A. ‘wonderful B. e’mergency C. ‘adulthood D. ‘indicator
3. A. ado’lescence B. inde’pendence C. ‘discipline D. over’come
4. A. ‘worried B. re’laxed C. re’solved D. a’ware
5. A. re’late B. con’tain C. ‘boredom D. in’formed

B. VOCABULARY AND GRAMMAR


I. Complete the sentences with the words from the box. Use each word once only
concentrate frustrated embarrassed adolescence independent
1. _____ adolescence_____ is the period between childhood and young adulthood.
2. Physical changes are different for everyone at the adolescence, so we don’t need to
feel_____embarrassed_____
3. My brother is thirteen years old but he wants to be more ____ independent______
4. I always _____ concentrate _____ on my studies so I’ve made much progress this year.
5. She sounded rather _____ frustrated _____ with the incommensurate test result.
II. Put the words in brackets into the correct word form.
Stress in teens can also impact their cognitive abilities like memory. You may think that your teen is neglecting his
chores or being (1) (CARE) _____careless_____ but for all you know, he may have been (2) (STRESS)
_____stressed_____ and forgot about it. Other cognitive symptoms include the inability to focus, negative
perspective, and poor (3) (JUDGE) _____judgement_____. Sometimes, you may be (4) (ABILITY) _____able_____ to
identify if your (5) (TEENAGE) _____teenager_____ is stressed or is just being a “teen”. In such cases, a teen stress test
could be a good (6) (OPT) _____option_____. You could get them to take an online test or take one at school. Do not
force them to take such tests and do not single them out. Instead, make it a fun (7) (ACTIVE) _____activity_____ that
everyone in the family participates in.
Unlike what you may think, stress is good if it (8) (MOTIVATION) _motivates_________ you to perform better. It can
also help you identify an (9) (UNDERLIE) __underlying________ problem. Mental stress or tension that your teen is
going through can be (10) (MANAGER) __managed ________ easily, only if you know what is causing it.
III. Turn each direct speech statement into indirect speech with tense changes.
1. “I like your coat, I’m looking for one like that myself.”
She told me she liked my coat, she was looking for one like it herself
2. “Careful! You’ll fall through the ice.”
I warned him he would fall through the ice.
3. “You must be home by 9 o’clock.”
. She said I had to be home by 9 o’clock.
4. “John left here an hour ago.”
. She told me John had left there an hour before.
5. “I easily beat everyone else in the race.”
He boasted he had easily beaten everyone else in the race.
6. “I’ve been spending a lot more time with my children.”
He mentioned he had been spending a lot more time with his children.
7. “Jim’s arriving at our house tomorrow.”
She told me Jim was arriving at their house the following day
8. “You can stay in my house when I am on holiday”
. Jim told us we could stay in his house when he was on holiday
9. “I grew these carrots myself.”
He told me he had grown those carrots himself.
10. “I must say that at first I was confused by the question.”
She confessed at first she was confused by the question.
IV. Report these questions using a wh-, if or whether- clause, as appropriate.
1. “Has Debbie been working here long?”
He wanted to know if Debbie had been working there long
2. “Why is Maria crying?”
She wondered why Maria was crying
3. “What kind of holiday has Marco had?”
We wanted to know what kind of holiday Marco had had
4. “Did you study hard for the exam?”
She wondered if I had studied hard for the exam
5. “How long have you both been living here?”
They inquired how long we had both been living there
6. “Will Ted and Alice be at the party?”
She asked me if Ted and Alice would be at the party
7. “What did you think of the performance yesterday?”
She asked me what i had thought of the performance the previous day
8. “Who were you looking for?”
He asked me who i had been looking for
9. “Are meals included in the price, or not?”
He asked me if meals were included in the price
10. “How can I solve the problem?”
I wanted to know how i could solve the problem
V. Complete the sentence to report what was said, using the verb in brackets and a to-infinitive clause. If
necessary, and an appropriate object after the verb.
1. “Would you like to come on a picnic with us?” (invite)
He invited me to come on a picnic with them
2. “Please don’t tell anybody what happened.” (ask)
He asked me not to tell anybody what had happened
3. “If you don’t give me a pay rise, I’ll resign." (threaten)
He threatened if i didn’t give him a pay rise
4. “Can I borrow your pencil?” (ask)
He asked to borrow my pencil
5. “I’ll finish the work by the end of this week.” (promise)
He promised to finish the work by the end of that week
6. “You ought to take a break, Andrew.” (advise)
He advised Andrew to take a break
7. “Don’t forget to go to the supermarket after work.” (remind)
He reminded me to go to the supermarket after work
8. “Stay away from me.” (warn)
He warned me to stay away from him
9. “If you can’t find anyone else, I’ll drive you to the airport.” (volunteer)
He volunteered to drive me to the airport
10. “Why don’t we sing a few songs?” (suggest)
He suggested singing a few songs

C. READING COMPREHENSION
I. Fill each blank in the passage with the correct word from the box. There are some extra words.
education grades messages responsibilities
competition decisions transition confidence
Dealing with pressures and stress in middle school can be difficult. The pressure may be to make
friends, earn good (1) _____ grades _____ excel in sports or other activities, and deal with hectic schedules.
More and more people are going to high school now and it is becoming tougher to get in. Middle-school
students face pressure to keep their grades up every day. They are in a(n) (2) _____ competition _____ with
their peers to be the best and the brightest in everything. During the teenage years, children will feel the
pressure to grow up. No longer will they be able to act like a child and not worry about (3) _____
responsibilities _____Their parents should help them make this (4) _____ transition _____ from a child to an
adult easy and teach them to make wise (5) _____ decisions _____Prepare them for the world ahead of them
and don’t let go completely at once. Gradually let the growing up occur.

II. Choose the correct word A, B, C or D for each gap to complete the following passage.
Recently, a study in the USA showed that 75% of high school students (1) ______ in tests and exams.
If we include (2) ______ homework, the number is 90%. Many students don’t even realize that (3) ______
they’re doing is wrong. They think that cheating is OK now because it’s (4) ______. In the past, weaker
students cheated but now cheats are often clever kids who need higher grades. There is more competition
today. One high school student says, “There’s big (5) ______ to get into a good university. You have to get
good marks, and to get good marks some teens think they have to cheat.”
In the American study, 50% of teens agreed with the opinion “People sometimes have to lie and cheat
to be succeeded.” It seems that cheating has become normal for some people. There are a lot of cheats. We
see more and (6) _____ cheats in sport and in business. Unfortunately, adults don’t always set a good
example.
Cheating is easier with new technology. There are websites (7) ______ you can download exams and
essays. You can pay people online to write an essay for you. Students are instant messaging homework
answers, and they can send text messages to friends (8) ______ exams or put answers into their MP3
players.
Teachers can (9) ______ cell phones and camera and use special software to detect copying in
homework. School principals can suspend or expel students who cheat. But really, it’s more important for
people (10) ______ that they don’t have to cheat to be successful - cheats never win and winner never cheat.
1. A. has cheated B. have cheated C. are cheating D. cheat
2. A. copying B. to copy C. copy D. copied
3. A. which B. why C. what D. where
4. A. normal B. usually C. plenty D. common
5. A. stress B. pressure C. nervous D. tense
6. A. much B. more C. less D. fewer
7. A. which B. what C. how D. where
8. A. on B. at C. in D. of
9. A. ban B. stop C. end D. delay
10. A. knowing B. know C. to know D. known

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