PART 1 (8-9)

1. D. impressive

The text is emphasizing how kids were doing stunts that amazed people. "Impressive"
captures the idea of something that stands out or amazes due to skill or daring.

2. B. following

This word fits because the film "On Any Sunday" came after BMX stunts were captured on
camera. It logically follows the recording of the events.

3. C. spread

"Spread" makes sense because it describes how word about the sport quickly reached many
people, indicating rapid growth in popularity.

4. C. formed

"Formed" works here because it suggests that BMX racing turned into an organized activity
or sport created by and for kids.

5. A. took

"Took" attention implies capturing or grabbing attention from thousands of kids, which fits
how the sport quickly became popular.

6. B. part

"Part" fits as it emphasizes that everyone can join in BMX racing, meaning they all have a
role or are included.

7. C. dropped

This word shows that no one is excluded or removed from participating in BMX racing,
indicating inclusivity.

8. C. firm

"Firm" describes strong and strict safety rules that make BMX one of the safest youth sports.
It highlights solid safety standards.
PART 2 (10)

9. HAD
(Explanation about dolphins: The dolphins had a conversation over the phone, showing past
action.)
Explanation: "Had" is the past tense of "have," showing something that happened in the past.
Example: She had a great time at the party yesterday.

10. ALTHOUGH
(Explanation about dolphins: Although the dolphins were in separate tanks, they still
communicated.)
Explanation: "Although" is used to show contrast between two ideas.
Example: Although it was raining, we went for a walk.

11. OTHER
(Explanation about dolphins: The dolphins whistled and chirped to each other.)
Explanation: "Other" refers to something different or additional.
Example: He talked to the other dolphin.

12. AND
(Explanation about dolphins: The dolphins communicated and exchanged information quickly.)
Explanation: "And" is used to connect two related ideas.
Example: I like pizza and pasta.

13. WHAT
(Explanation about dolphins: The researchers are trying to figure out what the dolphins were
saying.)
Explanation: "What" is used to ask about specific information.
Example: What did you eat for lunch?

14. THAT
(Explanation about dolphins: The researchers hope that they can understand the dolphins'
language.)
Explanation: "That" introduces a clause and refers to something specific.
Example: I know that you are coming.

15. ONE
(Explanation about dolphins: One day, scientists might understand dolphin communication.)
Explanation: "One" refers to a single, future event.
Example: One day, I will travel the world.

16. BE
(Explanation about dolphins: Your next phone call could be from a dolphin!)
Explanation: "Be" expresses possibility or existence.
Example: I want to be a teacher.

PART 3 (11)

17. GROWTH

 Base Word: Grow

 Suffix: -th
 Explanation: The suffix -th changes the verb grow into a noun, meaning the process or
result of growing.
 Why we add it: The suffix -th is used to form nouns from verbs or adjectives to indicate
a state, quality, or condition.
 Other Examples:
o Health (from heal)
o Strength (from strong)
o Width (from wide)
 Example: The plant's growth was faster when I added more sunlight.

18. SCIENTISTS

 Base Word: Science

 Suffix: -ist
 Explanation: The suffix -ist turns science into a noun referring to a person who studies
or works in that field.
 Why we add it: The suffix -ist is added to nouns to describe people who specialize in or
practice the activity of the base word.
  Other Examples:
o Artist (from art)
o Dentist (from dent or dental)
o Guitarist (from guitar)
 Example: The scientists conducted experiments to test their theories.

19. THEORY

 Base Word: Theorize

 Suffix: -ory
 Explanation: The suffix -ory changes the verb theorize into a noun, meaning an idea or
explanation of something.
 Why we add it: The suffix -ory turns verbs into nouns that refer to a place or thing
related to the action of the verb. It often refers to an explanation, system, or concept.
 Other Examples:
o Category (from categorize)
o Victory (from victor)
o Laboratory (from labor)
 Example: The scientist presented a new theory about the weather patterns.

20. EQUIPMENT

 Base Word: Equip

 Suffix: -ment
 Explanation: The suffix -ment turns the verb equip into a noun, referring to the tools or
items needed for a task.
 Why we add it: The suffix -ment is used to form nouns that indicate the result or product
of an action or process.
 Other Examples:
o Enjoyment (from enjoy)
o Improvement (from improve)
o Achievement (from achieve)
 Example: The laboratory needs more equipment for the new project.

21. RECORDINGS

 Base Word: Record

 Suffix: -ing
  Explanation: The suffix -ing changes the verb record into a noun, referring to the action
or result of recording.
 Why we add it: The suffix -ing is used to form nouns that represent the action or process
of a verb. It is also used for present participles or gerunds.
 Other Examples:
o Paintings (from paint)
o Writings (from write)
o Meetings (from meet)
 Example: The recordings of the lecture were helpful for studying.

22. RESPONSE

 Base Word: Respond

 Suffix: -se
 Explanation: The suffix -se changes the verb respond into a noun, meaning a reaction or
answer.
 Why we add it: The suffix -se is commonly added to verbs to form nouns that indicate
the result or product of an action.
 Other Examples:
o License (from licence)
o Expense (from expend)
o Promise (from promote)
 Example: His response to the question was quick and accurate.

23. AWARE

 Base Word: Awareness

 Suffix: -aware
 Explanation: The suffix -aware turns the noun awareness into an adjective, meaning
conscious or knowledgeable about something.
 Why we add it: The suffix -aware is added to nouns to form adjectives that describe
being conscious of something.
 Other Examples:
o Unaware (from aware)
o Self-aware (from self)
o Bareaware (less common but used in some contexts, from bare)
 Example: She was aware of the risks involved in the project.

24. VALUABLE
  Base Word: Value
 Suffix: -able
 Explanation: The suffix -able turns the verb value into an adjective, meaning something
that is worth a lot or important.
 Why we add it: The suffix -able is added to verbs to form adjectives that mean capable
of being or having the quality described by the base verb.
 Other Examples:
o Comfortable (from comfort)
o Readable (from read)
o Sustainable (from sustain)
 Example: This painting is valuable because it’s an original artwork.

PART 4 ( 12-13)

25. GET SOMEONE TO CHECK THE BRAKES

 Explanation: "Get someone to" means asking someone to do something for you. Here,
you are asking someone to check the brakes because the bike is old.

26. DIDN'T LET ME DRIVE UNTIL

 Explanation: This means my sister didn’t allow me to drive the car until I saved enough
money to buy my own.

27. I WOULD HAVE BEEN ON TIME

 Explanation: "Would have been" is used to talk about what could have happened if
something else had occurred (finding the bag).

28. NOBODY ELSE HAS PUT

 Explanation: "Put their name down" means to sign up. This sentence means no one else
has signed up for the trip except Nicky.

29. I WISH I HAD PAID

 Explanation: "Wish I had" is used to talk about regret about something you didn’t do in
the past (like paying attention to the teacher).

30. WE'VE RUN OUT OF

 Explanation: "Run out of" means there is none left. In this case, there is no more
chocolate ice cream.
PART 5 (14-15)

31. D) She was aware of Bonnie's attitude to her new school.

Explanation: Bonnie's comment shows that her mother knows how Bonnie feels about the
school.
32. C) She didn't think it would make any difference if she behaved badly.
Explanation: Bonnie thinks she’ll be thrown out soon, so she decides to leave the
headmaster’s office.
33. B) Impressed by the high standards at the riding centre.
Explanation: Bonnie notices that the horses are well cared for and appreciates the quality
of the riding centre.
34. A) Made her stop in surprise.
Explanation: Bonnie is surprised by Maverick’s appearance and stops to admire him.
35. A) Confident of her riding abilities.
Explanation: Bonnie feels like a queen on Maverick and expresses confidence in her
knowledge of horses.
36. C) She is beginning to feel more positive about the school.
Explanation: Bonnie enjoys her time with Maverick and feels a sense of confidence,
suggesting she’s becoming more positive about her new school.

PART 6: (15-17)

Model man in space:

Here is the suggested answer key for the gaps in the article:

37. A - It was just the sort of thing they thought they might be able to do themselves.
38. E - So, with a budget of $500 in mind, they started looking for some which were reasonably
priced.
39. F - As a finishing touch, they stuck their model astronaut onto the outside of the box and
found him a tiny national flag to hold.
40. § - They tested it by dropping it off the roof of the building where Mathew lives, which
annoyed some of the residents.
41. B - Therefore they needed to calculate where the model would land, based on the takeoff
point, the weather, and the size of the balloon.
42. D - They watched as it landed 97 minutes later, having recorded an astonishing video clip
from 24 kilometers above sea level.

Extra Sentence (not used): C - At seven kilometers, they lost both the mobile phone and GPS
signals so they went home and made dinner.
Part-time work:

Here are the suggested answers for each question:

43. D (Freya) - argues that having a job encourages people to be more efficient.
44. C (Caroline) - says there is only a limited range of jobs to choose from.
45. A (Keith) - has to put up with people teasing them.
46. C (Caroline) - hopes to find regular part-time work eventually.
47. B (James) - puts up with a general disadvantage of having a job.
48. A (Keith) - can choose to work less when short of time.
49. B (James) - got a job to please someone else.
50. D (Freya) - doesn't agree with the reason behind someone's decision.
51. C (Caroline) - was not told off for a mistake they made.
52. B (James) - did what they could to improve their situation.

2. An Interesting Festival
One of the Philippines’ most unique festivals is the Sinulog Festival, celebrated in Cebu every
January in honor of the Santo Niño (Child Jesus). The festival combines religious devotion with
vibrant street dancing. Participants wear colorful costumes and perform dances in the streets,
accompanied by rhythmic drumbeats. This symbolizes the dance ritual of early natives and their
conversion to Christianity. The grand parade features intricately decorated floats and
competitions, drawing tourists from all over the world.

Sinulog is not just about dancing and music; it also includes religious processions and masses,
making it a meaningful celebration of faith and culture. The mix of history, devotion, and
spectacular display of talent makes it captivating. The entire city comes alive with energy,
providing a sense of unity and pride. The Sinulog Festival is truly a feast for the senses and
showcases Filipino culture's rich, colorful heritage.

3. Letter to Tom
Hi Tom,

Thanks for sharing your dilemma about choosing between science and languages. It’s a tough
decision, but I’d recommend going for science. Science opens doors to many careers, from
medicine to technology, and is in high demand. It sharpens analytical skills and teaches problem-
solving, which can be useful in any job.

However, if you’re passionate about languages, you can still incorporate that interest. Bilingual
scientists have an edge when collaborating internationally or working abroad. If you love
traveling or connecting with people globally, language skills are valuable, but you can develop
them alongside your main focus.
In the end, consider what excites you more. If you enjoy understanding how things work and
want to contribute to future innovations, science could be your path. Whatever you choose,
follow what makes you happy and fulfilled.

Best,
[Your Name]

4. Story - Starting with "Lara saw something unusual on the grass and she went to take a
closer look."
Lara saw something unusual on the grass and she went to take a closer look. It was a small,
intricately carved locket, glinting under the sun. Inside, she found an old map with cryptic
symbols. Intrigued, she showed it to her grandfather, who recognized it as a map of an island he
visited as a young sailor.

The next day, Lara set off on a journey with her grandfather. They crossed rivers and hiked
forests, following the map's clues. Along the way, they faced challenges, from navigating rugged
paths to solving ancient riddles. After days of adventure, they reached a hidden cave filled with
historical artifacts and treasures linked to their ancestors.

This discovery brought Lara closer to her heritage and strengthened her bond with her
grandfather. The journey was more than finding treasure—it was a path to understanding her
roots and cherishing family stories.

5. Macbeth Essay
In Shakespeare's Macbeth, Macbeth's behavior changes dramatically throughout the play.
Initially, he is a loyal and brave soldier, hesitant about killing King Duncan despite the witches'
prophecy. His ambition, however, overcomes his moral reservations after persuasion by Lady
Macbeth. This marks the beginning of his descent into tyranny and paranoia.

As the play progresses, Macbeth becomes increasingly ruthless. He orders the murder of Banquo,
fearing Banquo's descendants will seize the throne. His insecurity drives him to commit more
atrocities, including the massacre of Macduff’s family. Macbeth becomes isolated, haunted by
guilt and visions, losing his humanity entirely.

The changes in Macbeth’s behavior are fueled by unchecked ambition, external influences like
Lady Macbeth and the witches, and his fear of losing power. His moral decline and eventual
downfall serve as a cautionary tale about the dangers of ambition and the consequences of
betraying one’s values.
Macbeth Summary for

Macbeth was a brave soldier who fought for the King of Scotland. One day, he and his friend
Banquo met three witches on their way home from a battle. The witches told Macbeth that he
would become the king one day. At first, Macbeth thought they were just playing tricks on him,
but the idea of becoming king wouldn’t leave his mind.

Macbeth told his wife, Lady Macbeth, about what the witches said. She wanted Macbeth to
become king quickly and convinced him to do a terrible thing—kill the king while he was
sleeping. Even though Macbeth didn’t want to hurt the king at first, he did it because he wanted
the crown. Macbeth became the new king, but he felt very guilty and scared. He couldn’t trust
anyone and worried that others might try to take his place.

To keep his power, Macbeth did more bad things and hurt more people. This made many people
dislike and fear him. His heart became cold, and he grew lonelier and meaner. In the end, a brave
man named Macduff, along with other soldiers, fought Macbeth to stop him. Macduff defeated
Macbeth, and Scotland was saved.

Macbeth’s story teaches us that making bad choices and being greedy can lead to sadness, fear,
and losing everything that truly matters.