Name: ________________________ Class: ___________________ Date: __________ ID: A
Unit 8
Choose the correct word or phrase to fill the gap.
____ 1. It’s lovely when someone pays you a ________.
a. honour
b. ticket
c. compliment
____ 2. I was ________ when he suggested that I’d copied part of my essay.
a. awkward
b. offended
c. happy
____ 3. If you have a ________ with a friend, it’s best to sort it out quickly.
a. misunderstanding
b. discrimination
c. comment
____ 4. There were a lot of ________ comments about his leadership.
a. poor
b. bad
c. negative
____ 5. Having to apologize for his bad behaviour in front of everyone made him feel ________.
a. awkward
b. conscious
c. unconscious
____ 6. Failing the exam really ________ him at first. But now he’s decided he’ll take it again.
a. backed
b. discouraged
c. encouraged
____ 7. It’s amazing just how much ________ against minorities still exists in some places.
a. disagreement
b. discrimination
c. upset
____ 8. It really puts me in a bad mood when people ________ about something instead of saying it openly.
a. hint
b. respond
c. compliment
____ 9. It isn’t always easy, but we have to try not to ________ people.
a. stereotypical
b. stereotype
c. stereotyping
1
Name: ________________________ ID: A
Complete each sentence with the correct compound adjective from the list. There are two words
that you do not need.
cost-effective deep-rooted like-minded open-minded well-mannered
10. She was aware that people had many _________________ prejudices that couldn’t easily be overcome.
11. He was brought up to be very _________________ and always held the door open for another person.
12. She was very _________________ and never judged people.
Complete each sentence with the correct word from the list. There are two words that you do not
need.
awkward big step humorous self-conscious upsetting
13. She was so ____________ about the fact that she had a stutter that she used to avoid speaking to
strangers.
14. Can you believe it? He asked me when I was going to take the ____________ and resign – in front of my
boss!
15. I actually laughed a lot at the last training session – the speaker was very ____________.
Complete each sentence with the correct option.
16. My father told me that he _________________ (liked / would like) strawberries more than cherries.
17. She claimed that she _________________ (had never been / never went) to Spain.
18. I asked him why _________________ (did he want / he wanted) to go to London.
19. He apologized and explained that he _________________ (waited / had been waiting) in the wrong
place!
20. Last year, she told me that she _________________ (would never / will never) marry him, but I’ve just
received their wedding invitation!
Complete each sentence in reported speech.
21. ‘Why did Sam invite me to lunch?’ she asked.
She wondered ________________________________________________.
22. ‘When are your cousins going to get here,’ he asked me.
He wanted to know ________________________________________________.
23. He said: ‘I’ve forgotten how to get to my cousin’s house.’
He told me ________________________________________________.
2
Name: ________________________ ID: A
24. ‘Why haven’t your friends been to visit you this week?’ she said.
She asked me ________________________________________________.
25. ‘We’ll come to your house next Saturday,’ they said.
They promised me ________________________________________________.
Match the two parts of the sentence.
a. that the new development was necessary.
b. it would be better next time.
c. for not telling us about the test.
d. to go to the Caribbean next summer.
e. being in the area when the shop was robbed.
____ 26. Mr Clark apologized
____ 27. They denied
____ 28. The local politician argued
____ 29. They promised us
____ 30. Jackie intends
Complete the text with the correct options.
In some parts of the bilingual Canadian city of Montreal, the local greeting has long been a friendly
‘Bonjour, Hi!’. But recently there has been a local government movement to persuade shopkeepers
(a) _________________ (to greet / for greeting) customers only in French. The proposal states
(b) _________________ (that French is / for French being) their primary language and should be used
throughout the province, where use of English can be controversial.
The motion – which is not a law – was passed unanimously, but the province’s premier suggested
(c) _________________ (that it was / it being) ‘ridiculous’. Introduced by the Francophile Parti
Quebecois, the motion urges all those who come into contact with local and international clients
(d) _________________ (welcome / to welcome) them warmly with the word ‘bonjour’. Well, it seems it
will take a long time to persuade everyone to follow this. After all, they can’t really blame people
(e) _________________ (for wanting / to want) to be friendly to everyone, can they?
31. (a) _________________________
32. (b) _________________________
33. (c) _________________________
34. (d) _________________________
35. (e) _________________________
3
Name: ________________________ ID: A
Choose the correct option.
____ 36. Jack reminded her ________ the flowers for the hosts.
a. to bring
b. bringing
c. that she bring
____ 37. Harry promised never ________ there again.
a. going
b. to go
c. he would go
____ 38. When I was a child, I was always accused ________ things that my older sister had done.
a. for doing
b. of doing
c. to do
____ 39. My tutor threatened ________ us re-sit the exam if we didn’t get good results.
a. in making
b. for making
c. to make
____ 40. They criticized me ________, but it wasn’t really my fault.
a. that I did it
b. for doing it
c. to do it
4
Name: ________________________ ID: A
Read. Choose T (True) or F (False).
The Aesthetic movement: A sub-culture in Victorian England
We often assume that sub-cultures are something that have happened only recently in history. Nowadays,
we probably think of punks or goths, however, sub-cultures have always existed. In Victorian England,
Aestheticism was such a sub-culture. During the mid-1900s, the Aesthetic movement threatened Britain’s
very conservative Victorian traditions. More than simply a fine art movement, Aestheticism went into all
areas of life – from music and literature to interior design and fashion. In Aestheticism, there was a desire
to create ‘art for art’s sake’. Aesthetes believed that taste, the pursuit of beauty, and self-expression were
more important than moral expectations and conformity. The freedom of creative expression and
sensuality in Aestheticism delighted the people who followed it, though conservative Victorians at the
time made fun of it.
The main ideas of the Aesthetic movement were these:
Aesthetic artists protested against Victorian materialism and modern industrialism. They enjoyed
quality craftsmanship in the creation of all art. Some even revived pre-industrial techniques in the
process.
With the artists’ belief in ‘art for art's sake’, their art didn’t have to convey a moral or
socio-political message. Instead, they focused on exploring colour, form and composition in the
pursuit of beauty.
While the Victorian age preferred elaborate decor, rounded forms, and a great amount of detail,
Aesthetic art is characterized by subdued colours and simpler designs.
The Aesthetic Movement wanted art to be a part of everyday life, not just something that
happened in art galleries. Aestheticism had an influence on ceramics, metalwork, fashion,
furniture-making and interior design. Many Aesthetes, most famously Oscar Wilde, even adopted
public personas, identities through which they lived according to Aesthetic principles.
By focusing on self-expression rather than conformity, the Aesthetic movement was very important as it
helped set the stage for twentieth-century modern art.
____ 41. Victorian England was mainly conservative.
____ 42. The Aesthetic movement was only about painting.
____ 43. Many Victorians laughed at the Aesthetes.
____ 44. For the Aesthetes, art was political.
____ 45. Victorian art was generally very detailed.
____ 46. Oscar Wilde was an Aesthete.
5
Name: ________________________ ID: A
Read. Complete each sentence with the correct word from the list.
define enthusiastic humorous insist normal protest
The Aesthetic movement: A sub-culture in Victorian England
We often assume that sub-cultures are something that have happened only recently in history. Nowadays,
we probably think of punks or goths, however, sub-cultures have always existed. In Victorian England,
Aestheticism was such a sub-culture. During the mid-1900s, the Aesthetic movement threatened Britain’s
very conservative Victorian traditions. More than simply a fine art movement, Aestheticism went into all
areas of life – from music and literature to interior design and fashion. In Aestheticism, there was a desire
to create ‘art for art’s sake’. Aesthetes believed that taste, the pursuit of beauty, and self-expression were
more important than moral expectations and conformity. The freedom of creative expression and
sensuality in Aestheticism delighted the people who followed it, though conservative Victorians at the
time made fun of it.
The main ideas of the Aesthetic movement were these:
Aesthetic artists protested against Victorian materialism and modern industrialism. They enjoyed
quality craftsmanship in the creation of all art. Some even revived pre-industrial techniques in the
process.
With the artists’ belief in ‘art for art's sake’, their art didn’t have to convey a moral or
socio-political message. Instead, they focused on exploring colour, form and composition in the
pursuit of beauty.
While the Victorian age preferred elaborate decor, rounded forms, and a great amount of detail,
Aesthetic art is characterized by subdued colours and simpler designs.
The Aesthetic Movement wanted art to be a part of everyday life, not just something that
happened in art galleries. Aestheticism had an influence on ceramics, metalwork, fashion,
furniture-making and interior design. Many Aesthetes, most famously Oscar Wilde, even adopted
public personas, identities through which they lived according to Aesthetic principles.
By focusing on self-expression rather than conformity, the Aesthetic movement was very important as it
helped set the stage for twentieth-century modern art.
47. We can ____________ Aestheticism as ‘art for art’s sake’.
48. Aestheticism was a kind of ____________ against Victorian art, which was too conservative.
49. In Victorian England, elaborate art was ____________.
50. Many Victorians thought the Aesthetes were ____________.
51. The followers of the Aesthetic Movement were very ____________ about it.
52. The Aesthetes would ____________ on the idea of quite simple colours and shapes.
6
Name: ________________________ ID: A
Read. Look at the three statements and choose A (Aesthete) or O (opponent of Aestheticism).
The Aesthetic movement: A sub-culture in Victorian England
We often assume that sub-cultures are something that have happened only recently in history. Nowadays,
we probably think of punks or goths, however, sub-cultures have always existed. In Victorian England,
Aestheticism was such a sub-culture. During the mid-1900s, the Aesthetic movement threatened Britain’s
very conservative Victorian traditions. More than simply a fine art movement, Aestheticism went into all
areas of life – from music and literature to interior design and fashion. In Aestheticism, there was a desire
to create ‘art for art’s sake’. Aesthetes believed that taste, the pursuit of beauty, and self-expression were
more important than moral expectations and conformity. The freedom of creative expression and
sensuality in Aestheticism delighted the people who followed it, though conservative Victorians at the
time made fun of it.
The main ideas of the Aesthetic movement were these:
Aesthetic artists protested against Victorian materialism and modern industrialism. They enjoyed
quality craftsmanship in the creation of all art. Some even revived pre-industrial techniques in the
process.
With the artists’ belief in ‘art for art's sake’, their art didn’t have to convey a moral or
socio-political message. Instead, they focused on exploring colour, form and composition in the
pursuit of beauty.
While the Victorian age preferred elaborate decor, rounded forms, and a great amount of detail,
Aesthetic art is characterized by subdued colours and simpler designs.
The Aesthetic Movement wanted art to be a part of everyday life, not just something that
happened in art galleries. Aestheticism had an influence on ceramics, metalwork, fashion,
furniture-making and interior design. Many Aesthetes, most famously Oscar Wilde, even adopted
public personas, identities through which they lived according to Aesthetic principles.
By focusing on self-expression rather than conformity, the Aesthetic movement was very important as it
helped set the stage for twentieth-century modern art.
53. The Aesthetic Movement led the way to twentieth-century modern art.
54. Aesthetic Movement followers, such as Oscar Wilde, had some amusing ideas, like always carrying
flowers.
55. The Aesthetic movement was simply a reaction against the Victorian age.
Listen. Choose T (True) or F (False). Audio 3.08
____ 56. Bonnie Thomas is a historian.
____ 57. The residential schools were run by the church.
____ 58. The last residential school closed in 1989.
____ 59. All First Nations children went to the schools.
____ 60. Bonnie states that indigenous people have been permanently damaged by the residential schools.
7
Name: ________________________ ID: A
Listen. Match the word to the correct meaning. Audio 3.08
____ 61. settler
a. colonizer
b. resident
c. homeowner
____ 62. residential school
a. school for 1–3 year olds
b. day school
c. boarding school
____ 63. indigenous
a. settler
b. native
c. incoming
____ 64. First Nation
a. the first settlers
b. Ojibway
c. native people of Canada
____ 65. abused
a. mistreated
b. abandoned
c. hit
Listen. Match the two parts of the sentence. Audio 3.08
a. ran the residential schools.
b. have suffered a lot because of residential schools.
c. treated badly.
d. the residential schools were funded by the Canadian government.
e. were sent away to schools.
____ 66. Bonnie says that
____ 67. The native children
____ 68. The church
____ 69. Children were
____ 70. Native people
8
Name: ________________________ ID: A
Writing
71. A number of letters have appeared in the newspaper about cultural differences and the behaviour of
foreign students in the community. Write a letter of complaint about the students or about the letters.
Write at least five sentences.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
72. Put the parts of a letter of complaint in the correct order.
a. Explain more about how the problem has affected you.
b. Ask for some kind of action.
c. Say what the general problem is.
d. Give details of the problem (including times and examples).
__________________
Watch and answer the questions. Write one or two sentences. Video 8.2
73. What does Safwat think that ‘normal’ has to do with?
__________________________________________________________________
__________________________________________________________________
74. According to Safwat, why are only a few colours mentioned in ancient Literature?
__________________________________________________________________
__________________________________________________________________
75. What two issues does Safwat say arise from the statistics of 8% and 11% representation of black children
in books?
___________________________________________________________________
___________________________________________________________________
9
Name: ________________________ ID: A
76. How does Safwat define ‘normal’?
___________________________________________________________________
___________________________________________________________________
77. What are his two difficult options?
___________________________________________________________________
___________________________________________________________________
78. According to Safwat, why must we continuously challenge our notion of normal?
___________________________________________________________________
___________________________________________________________________
10
ID: A
Unit 8
Answer Section
1. ANS: C PTS: 1 REF: Unit 8 p93 OBJ: Vocabulary
TOP: Identity and communication
2. ANS: B PTS: 1 REF: Unit 8 p93 OBJ: Vocabulary
TOP: Identity and communication
3. ANS: A PTS: 1 REF: Unit 8 p93 OBJ: Vocabulary
TOP: Identity and communication
4. ANS: C PTS: 1 REF: Unit 8 p93 OBJ: Vocabulary
TOP: Identity and communication
5. ANS: A PTS: 1 REF: Unit 8 p93 OBJ: Vocabulary
TOP: Identity and communication
6. ANS: B PTS: 1 REF: Unit 8 p93 OBJ: Vocabulary
TOP: Identity and communication
7. ANS: B PTS: 1 REF: Unit 8 p93 OBJ: Vocabulary
TOP: Identity and communication
8. ANS: A PTS: 1 REF: Unit 8 p93 OBJ: Vocabulary
TOP: Identity and communication
9. ANS: B PTS: 1 REF: Unit 8 p93 OBJ: Vocabulary
TOP: Identity and communication
10. ANS: deep-rooted
PTS: 1 REF: Unit 8 p96 OBJ: Vocabulary TOP: Compound adjectives
11. ANS: well-mannered
PTS: 1 REF: Unit 8 p96 OBJ: Vocabulary TOP: Compound adjectives
12. ANS: open-minded
PTS: 1 REF: Unit 8 p96 OBJ: Vocabulary TOP: Compound adjectives
13. ANS: self-conscious
PTS: 1 REF: Unit 8 p101 OBJ: Vocabulary TOP: Vocabulary in context
14. ANS: big step
PTS: 1 REF: Unit 8 p101 OBJ: Vocabulary TOP: Vocabulary in context
15. ANS: humorous
PTS: 1 REF: Unit 8 p101 OBJ: Vocabulary TOP: Vocabulary in context
16. ANS: liked
PTS: 1 REF: Unit 8 p94 OBJ: Grammar TOP: Reported speech
17. ANS: had never been
PTS: 1 REF: Unit 8 p94 OBJ: Grammar TOP: Reported speech
18. ANS: he wanted
PTS: 1 REF: Unit 8 p94 OBJ: Grammar TOP: Reported speech
19. ANS: had been waiting
PTS: 1 REF: Unit 8 p94 OBJ: Grammar TOP: Reported speech
1
ID: A
20. ANS: would never
PTS: 1 REF: Unit 8 p94 OBJ: Grammar TOP: Reported speech
21. ANS:
why Sam had invited her to lunch.
PTS: 2 REF: Unit 8 p94 OBJ: Grammar TOP: Reported speech
22. ANS:
when my cousins were going to get there.
PTS: 2 REF: Unit 8 p94 OBJ: Grammar TOP: Reported speech
23. ANS:
that he’d forgotten how to get to his cousin’s house.
PTS: 2 REF: Unit 8 p94 OBJ: Grammar TOP: Reported speech
24. ANS:
why my friends hadn’t been to visit me that week.
PTS: 2 REF: Unit 8 p94 OBJ: Grammar TOP: Reported speech
25. ANS:
(that) they would come the following Saturday.
PTS: 2 REF: Unit 8 p94 OBJ: Grammar TOP: Reported speech
26. ANS: C PTS: 1 REF: Unit 8 p98 OBJ: Grammar
TOP: Patterns after reporting verbs
27. ANS: E PTS: 1 REF: Unit 8 p98 OBJ: Grammar
TOP: Patterns after reporting verbs
28. ANS: A PTS: 1 REF: Unit 8 p98 OBJ: Grammar
TOP: Patterns after reporting verbs
29. ANS: B PTS: 1 REF: Unit 8 p98 OBJ: Grammar
TOP: Patterns after reporting verbs
30. ANS: D PTS: 1 REF: Unit 8 p98 OBJ: Grammar
TOP: Patterns after reporting verbs
31. ANS: to greet
PTS: 1 REF: Unit 8 p98 OBJ: Grammar TOP: Patterns after reporting verbs
32. ANS: that French is
PTS: 1 REF: Unit 8 p98 OBJ: Grammar TOP: Patterns after reporting verbs
33. ANS: that it was
PTS: 1 REF: Unit 8 p98 OBJ: Grammar TOP: Patterns after reporting verbs
34. ANS: to welcome
PTS: 1 REF: Unit 8 p98 OBJ: Grammar TOP: Patterns after reporting verbs
35. ANS: for wanting
PTS: 1 REF: Unit 8 p98 OBJ: Grammar TOP: Patterns after reporting verbs
36. ANS: A PTS: 1 REF: Unit 8 p98 OBJ: Grammar
TOP: Patterns after reporting verbs
2
ID: A
37. ANS: B PTS: 1 REF: Unit 8 p98 OBJ: Grammar
TOP: Patterns after reporting verbs
38. ANS: B PTS: 1 REF: Unit 8 p98 OBJ: Grammar
TOP: Patterns after reporting verbs
39. ANS: C PTS: 1 REF: Unit 8 p98 OBJ: Grammar
TOP: Patterns after reporting verbs
40. ANS: B PTS: 1 REF: Unit 8 p98 OBJ: Grammar
TOP: Patterns after reporting verbs
41. ANS: T PTS: 1 REF: Unit 8 p96 OBJ: Reading
TOP: Reading for general information
42. ANS: F PTS: 1 REF: Unit 8 p96 OBJ: Reading
TOP: Reading for general information
43. ANS: T PTS: 1 REF: Unit 8 p96 OBJ: Reading
TOP: Reading for general information
44. ANS: F PTS: 1 REF: Unit 8 p96 OBJ: Reading
TOP: Reading for general information
45. ANS: T PTS: 1 REF: Unit 8 p96 OBJ: Reading
TOP: Reading for general information
46. ANS: T PTS: 1 REF: Unit 8 p96 OBJ: Reading
TOP: Reading for general information
47. ANS: define
PTS: 1 REF: Unit 8 p96 OBJ: Reading TOP: Reading for specific
information
48. ANS: protest
PTS: 1 REF: Unit 8 p96 OBJ: Reading TOP: Reading for specific
information
49. ANS: normal
PTS: 1 REF: Unit 8 p96 OBJ: Reading TOP: Reading for specific
information
50. ANS: humorous
PTS: 1 REF: Unit 8 p96 OBJ: Reading TOP: Reading for specific
information
51. ANS: enthusiastic
PTS: 1 REF: Unit 8 p96 OBJ: Reading TOP: Reading for specific
information
52. ANS: insist
PTS: 1 REF: Unit 8 p96 OBJ: Reading TOP: Reading for specific
information
53. ANS: A
PTS: 2 REF: Unit 8 p96 OBJ: Reading TOP: Critical thinking
54. ANS: O
PTS: 2 REF: Unit 8 p96 OBJ: Reading TOP: Critical thinking
3
ID: A
55. ANS: O
PTS: 2 REF: Unit 8 p96 OBJ: Reading TOP: Critical thinking
56. ANS: T PTS: 1 REF: Unit 8 p94 OBJ: Listening
TOP: Listening for specific information
57. ANS: T PTS: 1 REF: Unit 8 p94 OBJ: Listening
TOP: Listening for specific information
58. ANS: F PTS: 1 REF: Unit 8 p94 OBJ: Listening
TOP: Listening for specific information
59. ANS: F PTS: 1 REF: Unit 8 p94 OBJ: Listening
TOP: Listening for specific information
60. ANS: T PTS: 1 REF: Unit 8 p94 OBJ: Listening
TOP: Listening for specific information
61. ANS: A PTS: 1 REF: Unit 8 p94 OBJ: Listening
TOP: Listening for specific information
62. ANS: C PTS: 1 REF: Unit 8 p94 OBJ: Listening
TOP: Listening for specific information
63. ANS: B PTS: 1 REF: Unit 8 p94 OBJ: Listening
TOP: Listening for specific information
64. ANS: C PTS: 1 REF: Unit 8 p94 OBJ: Listening
TOP: Listening for specific information
65. ANS: A PTS: 1 REF: Unit 8 p94 OBJ: Listening
TOP: Listening for specific information
66. ANS: D PTS: 1 REF: Unit 8 p94 OBJ: Listening
TOP: Listening for specific information
67. ANS: E PTS: 1 REF: Unit 8 p94 OBJ: Listening
TOP: Listening for specific information
68. ANS: A PTS: 1 REF: Unit 8 p94 OBJ: Listening
TOP: Listening for specific information
69. ANS: C PTS: 1 REF: Unit 8 p94 OBJ: Listening
TOP: Listening for specific information
70. ANS: B PTS: 1 REF: Unit 8 p94 OBJ: Listening
TOP: Listening for specific information
71. ANS:
Answers will vary.
PTS: 6 REF: Unit 8 p103 OBJ: Writing TOP: A complaint
72. ANS:
C, D, A, B
CDAB
CDAB
PTS: 1 REF: Unit 8 p103 OBJ: Writing TOP: A complaint
73. ANS:
Sample answer: He thinks that it has to do with expectations.
PTS: 2 REF: Unit 8 p 100 OBJ: TED Talk
TOP: Why I keep speaking up, even when people mock my accent
4
ID: A
74. ANS:
Sample answer: Because they only mentioned the colour when they knew how to make it.
PTS: 2 REF: Unit 8 p 100 OBJ: TED Talk
TOP: Why I keep speaking up, even when people mock my accent
75. ANS:
Sample answer: (1) Although children of colour are told they can do anything and be anything, most of
the stories they read are about people who are not like them. (2) Majority groups don’t realise the ways in
which they are similar to minorities.
PTS: 2 REF: Unit 8 p 100 OBJ: TED Talk
TOP: Why I keep speaking up, even when people mock my accent
76. ANS:
Sample answer: He says that it’s simply a construction of what we’ve been exposed to (and how visible it
is around us).
PTS: 2 REF: Unit 8 p 100 OBJ: TED Talk
TOP: Why I keep speaking up, even when people mock my accent
77. ANS:
Sample answer: He can either accept the pre-existing notion of normal, or challenge it (through his work
and voice).
PTS: 2 REF: Unit 8 p 100 OBJ: TED Talk
TOP: Why I keep speaking up, even when people mock my accent
78. ANS:
Sample answer: Because doing so will allow us to finally see the sky for what it is.
PTS: 2 REF: Unit 8 p 100 OBJ: TED Talk
TOP: Why I keep speaking up, even when people mock my accent
5
Unit 8 [Answer Strip] ID: A
A 36.
_____
C
_____ 1.
B 37.
_____
B
_____ 2.
B 38.
_____
A
_____ 3.
C 26.
_____
E 27.
_____ C 39.
_____
C
_____ 4. A 28.
_____
B 29.
_____
D 30.
_____ B 40.
_____
A
_____ 5.
B
_____ 6.
T 41.
_____
B
_____ 7.
F 42.
_____
T 43.
_____
A
_____ 8. F 44.
_____
T 45.
_____
T 56.
_____
T 46.
_____
B
_____ 9. T 57.
_____
F 58.
_____
F 59.
_____
T 60.
_____
Unit 8 [Answer Strip] ID: A
A 61.
_____
C 62.
_____
B 63.
_____
C 64.
_____
A 65.
_____
D 66.
_____
E 67.
_____
A 68.
_____
C 69.
_____
B 70.
_____
