GE|Adults|Advanced|Revise and Check 4

Choose the correct option

Complete the sentences with the correct form of the verbs given

Choose the correct synonym

Example: splendid

  • very thin
  • excellent
  • likely to

Complete the sentences

Listen to five people talking about the disadvantages of various jobs. Match the speakers (1–5) to their feelings about money. There are three extra options you don’t need


Speaker 1

I’m really bad at budgeting my money. I have a pretty good concept of how much money I make, and I mostly know what’s in my current account, but somehow I always forget that one purchase that makes me overdrawn for the month. I know I should write down what I spend and keep track of everything, but I’m really bad about remembering it all. And …eeh.. when I run out of money at the end of the month, I don’t get to save anything either. One of these days, I’ll figure out how to budget, and my financial situation will get better.

Speaker 2

I don’t understand why people don’t save for retirement. People who are in their twenties say, «Oh, retirement is decades away,» and never end up putting any money – even just a few pounds a week – into an account. They don’t understand that the money that they put away when they’re younger is the money that’s going to earn the most interest over time, so it’s more important to put money into pension funds when you’re young than it is when you’re older and nearing retirement age! You don’t pay taxes on that money either, and often your employer will match it, so there’s really no excuse not to be saving money for retirement, no matter how old you are.

Speaker 3

Financial planning is a really important skill that should be taught in all schools. I work as a financial advisor, and you’d be surprised by how many people come to me with the… with their finances in a mess because they didn’t understand a couple of basic financial concepts. Of course, I earn money because they need my help, but I really would like to be helping people earn money and plan for retirement rather than helping them to get out of debt or teaching them how interest works. I just wish money wasn’t so complicated, so more people would be able to do what they want with what they earn.

Speaker 4

I’m very, very picky about how I spend my money. I try and save as much as possible – I cut out coupons, I look for sales on just about everything I buy, and I never buy anything big unless I know I’m getting the best price for it. I don’t always look for the cheapest things – I want less expensive items, but I also want items that I’m not gonna have to replace after I’ve used them only a few times.

I want the best deal, and it’s really important to me to do my research and know that when I spend my hard-earned money, I’m getting it. I don’t understand people who just go out and buy things – and always the latest trends, of course – without doing their research to find out whether or not it’s worth spending the money on.

Speaker 5

I can’t believe how much I’m going to owe in student loans when I’m finished with university! I’m only about halfway through, but I already owe more in student loans than I’m pretty sure I’m going to make in my first year working full-time. It’s really hard to get a university education without taking out loans, though, and I know I’m going to need a degree to do what I want to do. I just hope it’s worth it and that I’ll be able to pay it all off once I graduate! And what about if I want to do a Master’s degree? I was hoping I’d be able to get my MBA someday, but if I have to pay for it, I don’t know how I’ll be able to do that. I guess I’ll have to wait and see what happens.

Listen to an interview about time management and choose the correct option

Interviewer Specialist

Interviewer: Today we’re going to be talking about time management strategies. With us, we have Margaret Cooper, a time management specialist at the local university. She works with students who are having difficulty managing all of the demands of their busy lives, and most of us can agree that students often have heavy workloads! Margaret is going to give us some advice for managing our time better. Welcome, Margaret.
Specialist: Thanks. It’s great to be here.
Interviewer: What is the first recommendation you make to your students?
Specialist: The first thing I do with students is have them record how they spend their time. Only when they have a good idea of where their time is going – and what they don’t spend their time on – do they really know what changes need to be made in the way they manage their time. Once they have a good idea of how they’re already spending their time, I have them make a list of priorities for how they should be spending their time. Often these look somewhat different from each other – by the time that students come to see me, they usually realise that something is very wrong, so having them compare the tasks they spend their time on now with the tasks they should be doing is an eye-opener for them.
Interviewer: I’m sure! What happens after they prioritise their tasks and time?
Specialist: After that, I work with the students to set up some sort of planner that is easy for them to use and that they actually will use. For some students, it’s a notebook or a day planner, but for others, it’s simply teaching them how to use a calendar that’s probably already on their mobile. Once they have their courses, their work schedules, and their homework time organised, they can see what kind of time they have for things that are a little lower on the priority list, such as parties, dating, and computer games.
Interviewer: Does this work?
Specialist: Often it does. Students come back to me and say that using the planner – either on paper or electronically – really helped them not only to organise their time and manage it better, but also to enjoy their free time more because they weren’t worrying so much about when they’d have time to get that long-term project done. They knew they had set aside enough time to finish it as long as they stuck to the schedule they’d made, so they were able to enjoy being out with their friends all that much more. Students also tell me that it feels like they have a lot more free time, too. It’s amazing how much a good schedule can help!

Read the article and choose the correct option


A study of multitasking

Technology increasingly makes it possible for people to do more than one task at a time, for example moving between browsing the web and using other computer programs, talking on mobile phones while driving, or flying a jet and monitoring air traffic. Indeed, the word describing this – «multitasking» – has gone from being invented to being commonly used in everyday life in a remarkably short time. A recent study has looked at whether multitasking is purely beneficial or has a downside, especially when the tasks being done together are complicated ones.

The researchers concluded that when people are multitasking, they are using what they call «executive control» processes. These processes concern different parts of the brain and involve the brain allocating different mental resources to different tasks and deciding which tasks are more important than others. The brain’s executive control gives the appropriate resources to the different aspects of tasks, such as understanding what the task requires, thinking about what to do, and taking action.

The researchers conducted an experiment into how much time was lost when people repeatedly switched between two tasks. The tasks varied in terms of how complex they were and how familiar the subjects were with doing those tasks, and they included such things as solving mathematical problems and classifying geometric objects. The researchers measured how long it took the subjects to carry out the tasks and considered the speed in connection with whether the tasks were familiar or unfamiliar, and whether the rules for doing them were simple or complicated.

The results of the experiments were the same for every kind of task. In each case, the subjects lost time when they moved from one task to another, and the amount of time they lost increased when the tasks were complex or unfamiliar. When they were familiar with a task, they were able to adapt to changing to it and get on with it much more quickly. The researchers say that these results indicate that the brain’s executive control consists of two separate stages. They called the first stage «goal shifting», meaning a preference to do one of the tasks rather than the other at a particular moment. The second stage they named «rule activation», meaning moving from engaging with the rules associated with how to go about one task to engaging with the rules involved in doing the other task. The second stage, rule activation, takes a significant amount of time, and this delay multiplies when people keep switching between tasks. The result is that quite a lot of time is lost when multitasking, in comparison with the time that would be taken if each task was completed separately.

This has major implications for multitasking, suggesting that although people may think that it saves time without affecting efficiency, in reality it actually takes more time, and this may have an adverse effect on efficiency. In the case of someone using a phone while driving, multitasking could mean that they are not in full control of their vehicle during the short period when they are switching to using the phone.

The researchers feel that their research has important consequences for multitasking. Their conclusions regarding executive control and how it works may, they believe, help people to look for strategies that will enable them to operate in the most efficient way possible when they are multitasking. And an understanding of executive mental control could have an impact on the design of the technology involved in such areas as operating aircraft and air traffic control, as well as other activities where the interface between humans and computers is crucial to efficiency.

In addition, there are other possible applications of this research. Understanding how people function while multitasking could assist with recruitment, training, and assessment of personnel in the workplace. It could also have an influence on government and industrial regulations, assist in the diagnosis and treatment of brain-damaged patients, and increase our general understanding of how the brain works.

Read the instructions

🔗Writing criteria


You need to write an article for an English-language magazine.

1. Choose one of the areas:

  • People’s work-life balance
  • Family life
  • How people spend their free time

2. Think about the ways this area has changed in your country in the last 20 years.

3. State whether you think the changes are positive or negative (pros and cons).

Plan your article in the box below.

Write an article for an English-language magazine. Use some of the phrases from the list below

Involving the reader

  • Are you thinking of … ?
  • I’m sure you’ll agree …

Developing your points

  • Let’s start with …
  • Another advantage of …
  • On top of that, …

Giving your own opinion

  • I think that …
  • In my opinion, …
  • It seems to me that …


  1. Read the topic and the questions carefully.
  2. Plan what you are going to write about.
  3. Write the text according to your plan.
  4. Check your writing before sending it for evaluation.
  5. Learn the rules and see the sample 🔗here.
  6. Please use 🔗Grammarly to avoid spelling and some grammar mistakes.

«Changes in my country»

Read the task and make a 3-minute speech

🔗Speaking criteria

listen and speak_Lesson

Choose one of the topics and express your opinion on the given statement:

Topic 1. Material world

«These days people are encouraged to be too materialistic.»

Topic 2. Time management

«It is better to be very busy than not busy at all.»

Allow your browser the access to the microphone, press the button «Record» and record the speech you have prepared

If you open the lesson plan you will be able to assign separate pages as homework or all the homework pages at once.

Урок Homework Курс
  • Grammar challenge
  • Vocabulary chase
  • Listen and choose
  • Reading comprehension
  • Can you write?
  • Speak your mind
  • Homework