People who made the break in the third of our series5

Crime and Punishment

Use the following words to complete the sentences

1. The number of young people who ………………….. crimes has risen sharply in recent years.

2. Another house was broken into last weekend. This is the third ………………….. in the area in the past month.

3. The judge ………………….. him to five years’ ………………….. for armed robbery.

4. After seven hours, the Jury finally reached its ………………….. ; the prisoner was guilty.

5. Although the police suspected that he had been involved in the robbery, since they had no definite ………………….. there was nothing they could do about it.

6. He parked his car in the wrong place and had to pay a parking …………………..

7. This is the third fire in the area recently. The police suspect …………………..

8. The shop decided to install closed-circuit television in an effort to combat the problem of …………………..

9. He was …………………..by the police outside a pub and ………………….. with murder.

10. There are two criminal courts in Britain – the ………………….. for minor offences and the …………………..for more serious ones.

11. A ………………….. is a young person who breaks the law.

12. A ………………….. is someone who sees a crime being committed.

13. The lawyer who prepares the case for his client prior to appearing in court is called a ………………….. The lawyer who actually presents the case is court is called a …………………..

14. The sum of money left with a court of law so that a prisoner may be set free until his trial comes up is called …………………..

15. The bank manager admitted taking the bank’s money during the previous three years. He was found guilty of …………………..

16. The witness held the Bible in her right hand and said: “I swear by Almighty God that the ………………….. I shall give shall be the truth, the whole truth, and nothing but the truth.”

17.The formal statement made by a witness in court is called a …………………..

18. If a person is ……………………, this means that he is put in prison before his trial comes up.

19. Since it was his first offence, he was not sent to prison but put on ………………….. for nine months.

20. At a trial, the barrister who speaks for the accused is called the Counsel for the …………………. while the barrister who speaks against him is called the Counsel for the …………………..

ЭКЗАМЕНАЦИОННЫЕ МАТЕРИАЛЫ ПО АНГЛИЙСКОМУ ЯЗЫКУ ДЛЯ ВСТУПИТЕЛЬНЫХ ЭКЗАМЕНОВ 2000 ГОДА

TF – 5

I. Обведите кружком номер правильного ответа.

1. From the hotel there is a good _____ of the mountains.

2. I’m sorry, I haven’t got ____ change. Why don’t you try the bank?

3. If it _____ fine, I shall go out.

4. We’ve ____ of time to catch the train so there’s no need to rush.

A. very much
B. enough
C. great deal
D. plenty

5. I can’t make _____ what’s happening.

6. He’s left his book at home: he’s always so _____.

A. forgetting
B. forgotten
C. forgettable
D. forgetful

7. Driving a car with faulty brakes is ____ quite a risk.

8. If we had known your new address, we _____ to see you.

A. came
B. will come
C. would come
D. would have come

9. A small _____ of students was waiting outside the class to see the teacher.

10. Jenny and her sister are so _____ they could almost be twins.

II. Раскройте скобки, заполнив пропуски нужными грамматическими формами.

2. Missing schoolgirl Sheila Patterson, aged eleven, (find) _____ alive and well in Leicester. Sheila, who (disappear)_____ two days ago, said she (leave)_____ home to join a circus.

3. A: Do you feel like (dine out)_____ or would you rather (have)_____ dinner at home?
B: I’d like (go out)_____. I always enjoy (have)_____ dinner in a restaurant.

4. Hello! I (try)_____ to telephone you all week. Where you (be)_____?

5. A: He’s only sixteen but he wants to leave school at the end of the term.
B: If he (leave)_____ now he (be)_____ sorry afterwards.

6. I (arrive)_____ in England in the middle of July, I (tell)_____ that England (be)_____ shrouded in fog all year round, so I (be)_____ quite surprised to find that it was merely raining.

7. A: Why we (wait)_____?
B: John isn’t here yet. I (expect)_____ he (have)_____ trouble with his car again.

8. When I last (see)_____ him, he (live)_____ in London. He (tell)_____ me then that he (think)_____ of (emigrate)_____ to Australia, and he may well (do)_____ so by now.

9. I (live)_____ in London for a long time but I still (not know)_____ many of the streets in my district. The other day I (go out)_____ late at a time when the fog (grow)_____ thicker and I soon (lose)_____ my way.

10. We’ll go out as soon as the shops (open)_____.

III. Переведите с русского языка на английский следующие предложения.

1. Он не был уверен, найдут ли они это место, если им не опишут его точно.

2. Когда они вернулись домой, Тед еще не лег спать и слушал музыку в своей комнате.

3. – Когда здесь последний раз шел дождь?
– Прошлым летом.

4. Я не знаю, сколько людей сейчас на стадионе. Мы ожидаем, что несколько тысяч болельщиков (fans) придут на этот матч.

5. – Почему ей пришлось отказаться от катания на велосипеде (to cycle)?
– Тогда в ее районе было слишком сильное уличное движение.

IV. Прочтите текст и ответьте на следующие за ним вопросы, обведя номер правильного варианта кружком.

At the age of sixty-five, Laura Ingalls Wilder began writing a series of novels for young people based on her early experiences on the American frontier. Born in the state of Wisconsin in 1867, she and her family were rugged pioneers. Seeking better farm land, they went by covered wagon to Missouri in 1869, then on to Kansas the next year, returning to Wisconsin in 1871, and traveling on to Minnesota and Iowa before settling permanently in South Dakota in 1879. Because of this constant moving, Wilder’s early education took place sporadically in a succession of one-room schools. From age thirteen to sixteen, she attended school more regularly, although she never graduated.
At the age of eighteen, she married Almanzo James Wilder. They bought a small farm in the Ozarks, where they remained for the rest of their lives. Their only daughter, Rose, who had become a nationally-known journalist, encouraged her mother to write. Serving as agent and editor, Rose negotiated with Harper’s to publish her mother’s first book, Little House in the Big Woods. Seven more books followed, each chronicling her early life on the plains. Written from the perspective of a child, they have remained popular with young readers from many nations. Twenty years after her death in 1957, more than 20 million copies had been sold, and they had been translated into fourteen languages. In 1974, a weekly television series, “Little House on the Prairie”, was produced, based on the stories from the Wilder books.

1. What is the main topic of the passage?

A. American pioneer life
B. Children’s literature
C. A weekly television series
D. Wilder’s career

2. Laura Ingalls Wilder began writing novels

A. when she was a child on the frontier
B. right after she moved to the Ozarks
C. when she was a young mother
D. after her sixty-fifth birthday

3. The author mentions all of the following as events in the life of Laura Ingalls Wilder EXCEPT

A. She went west by covered wagon.
B. She graduated from a one-room school.
C. She married Almanzo Wilder.
D. She had one daughter.

4. The word “sporadically” in line 8 is closest in meaning to

A. with great success
B. for a long time
C. at irregular intervals
D. in a very efficient way

5. The word “they” in line 18 refers to

A. the plains
B. many nations
C. more books
D. young readers

TF – 5

I. 1. B; 2. C; 3. B; 4. D; 5. B; 6. D; 7. C; 8. D; 9. D; 10. B

II. 1. will be collecting/are collecting; hope; will have raised; said
2. has been found; disappeared; had left
3. dining out; have; to go out; having
4. have been trying; have you been
5. leaves; will be
6. arrived; had been told/was told; would be, was
7. are we waiting; expect; is having
8. saw; was living; told; was thinking/had been thinking of
emigrating; have done
9. have lived/have been living; do not know; went out; was
growing; lost
10. open/have opened

IV. 1. D; 2. D; 3. B; 4. C; 5. C

TF – 6

I. Обведите кружком номер правильного ответа.

1. My mother was ____of making a cake when the front door bell rang.

A. at the centre
B. on her way
C. in the middle
D. halfway through

2. _____ you do better work than this, you won’t pass the exam.

3. If you want to join the History Society, you must first _____ this application form.

A. make up
B. write down
C. fill in
D. do up

4. He has just taken an examination _____ chemistry.

5. The police have asked that _____ who saw the accident get in touch with them.

6. It was impossible for her to tell the truth so she had to _____ a story.

7. The car had a _____ tyre, so we had to change the wheel.

8. She applied for training as a pilot, but they turned her _____ because of her poor eyesight.

9. The only feature _____ to these two flowers is their preference for sandy soil.

10. The play was very long, but there were two _____.

II. Раскройте скобки, заполнив пропуски нужными грамматическими формами.

1. A: What you (make)_____, Pamela? It (smell)_____ really nice.
B: Well, I (try)____ a recipe my mother gave me. It (sound)____ meat and vegetables and then you just (add)____ a few herbs. When she (make)_____ it, it (taste) _____ really delicious.

2. A: Let’s (go)_____ (fish)_____today. There’s a nice wind. What about (come)_____ with us, Ann?
B: No, thanks. I’m very willing (cut)_____ sandwiches for you but I’ve no intention of (waste)_____ the afternoon (sit)_____ in a boat (watch)_____ you two (fish) _____.

3. Tourist: I (be)___ glad when I (get)____ to the top!
Guide: When you (see)____ the view you (be)____ glad you made the effort.

4. Warning: No part of this book (modal verb) be reproduced without the publisher’s permission.

5. The popular novelist Barbara Bartlett (open)_____ the new extension to Barston Library next Wednesday afternoon. Miss Bartlett, who (write)___ more than twenty best-selling novels, (sign)___ copies of her latest book from three to four o’clock.

6. A: I don’t think we (meet)_____ before?
B: Well, I (see)_____ you once at a party, but we (not introduce)_____ then.

7. We are very proud of our firm’s record. We (make)_____ biscuits since before 1815 and (gain)_____ many awards for our product. My great-great-grandfather (found)_____ the firm.

8. He (play)_____ the guitar outside her house when someone opened the window and (throw out)_____ a bucket of water.

9. He used (have)_____ a day off once a week and on that day he was used to (get up)_____ early, (have)_____ a hasty breakfast and (set out)_____ for the river.

10. He said he (not want)____ (see)____ the film as he (hear)____ that it (be)_____ not as good as the critics (suggest)_____.

III. Переведите с русского языка на английский следующие предложения.

1. Он должен был купить новые джинсы, так как разорвал старые, когда убегал от собаки.

2. – Почему он выглядит так расстроено?
– Разве ты не знаешь? Его последнюю книгу критикуют во всех газетах и передачах.

3. Интересно, поднимет ли он этот вопрос на следующем собрании, если ни один из двух оппонентов (opponent) не будет там присутствовать?

4. Кто из вас позволил ей взять ключи от зала № 3 в прошлое воскресенье?

5. – Почему он читает эту книгу так долго?
– Он говорит, что в ней много полезных советов для молодых бизнесменов.

IV. Прочтите текст и ответьте на следующие за ним вопросы, обведя номер правильного варианта кружком.

In the spring of 1934, storms swept across the Great Plains, but they were not rainstorms. They were the result of sun and drought and a terrible wind that blew millions of tons of topsoil from 300,000 square miles in Kansas, Texas, Oklahoma, Colorado, and New Mexico. This was the Dust Bowl. It buried fences, fields, and homes. It choked cattle and sickened the people who stayed. Three hundred and fifty thousand settlers fled, many becoming part of a slow, sad caravan along Route 66 to California.
But wind and drought were not the only factors that combined to create the Dust Bowl. Only fifty years earlier, a carpet of buffalo grass had covered the Great Plains, protecting the soil and retaining the moisture in the ground. By the turn of the century, farmers had settled, homesteading in regions that had been used as range land. The increased demand for wheat during World War I encouraged farmers to plow and plant even wider areas. Forty percent of the land that they plowed up had never been exposed to rain, wind, or sun before. When the drought and wind came, the land had been prepared for disaster.

1. With which of the following topics is the passage primarily concerned?

A. The Dust Bowl
B. The Great Plains
C. Homesteading
D. World War I

2. Where did many of the homesteaders go when they abandoned their farms?

A. To Kansas
B. To New Mexico
C. To Texas
D. To California

3. The author mentions all of the following as having contributed to the disaster EXCEPT

4. The word “fled” in line 7 is closest in meaning to which of the following phrases?

A. passed away
B. became ill
C. ran away
D. gave up

5. The word “It” in line 5 refers to

TF – 6

I. 1. C; 2. C; 3. C; 4. D; 5. D; 6. A; 7. D; 8. D; 9. D; 10. A

II. 1. are you making; smells; am trying; sounds; add; makes; tastes
2. go fishing; coming; to cut; wasting; sitting; watching; fish
3. ’ll be; get; see; ’ll be
4. may
5. will open/is to open; has written; will be signing/will sign
6. have met; saw; were not introduced
7. have been making/have made; have gained; founded
8. was playing; threw out
9. to have; getting up; having; setting out
10. didn’t want to see/wouldn’t want to see; had heard; was; had suggested/suggested

IV. 1. A; 2. D; 3. D; 4. C; 5. B

Английский язык грамматика

Band Aid was a charity supergroup featuring mainly British and Irish musicians and recording artists. Their
——-(FAMOUS) song «Do They Know It’s Christmas?» was first released in 1984.

It was written by Bob Geldof and Midge Ure after they
———(SHOCK) by reports of the 1983-1985 famine in Ethiopia.
The song was number one for five weeks,——-(RAISE) millions for charity.

In 2014, the group changed its name to Band Aid 30 because it was the——(THIRTY)
time the song «Do They Know It’s Christmas?» was recorded.

Since the time of its birth, the song——(MAKE)
a lot of money.

Bono, who also appeared on the original, told BBC News, «We’ve been trying to make this event a thing

Band-Aid was a charity supergroup featuring mainly British and Irish musicians and recording artists. Their most FAMOUS song «Do They Know It’s Christmas?» was first released in 1984.

It was written by Bob Geldof and Midge Ure after they
had been SHOCKed by reports of the 1983-1985 famine in Ethiopia.
The song was number one for five weeks, RAISing millions for charity.

In 2014, the group changed its name to Band-Aid 30 because it was the THIRTieth
time the song «Do They Know It’s Christmas?» was recorded.

That year, it aimed to help those who SUFFERed
from the Ebola virus.

Since the time of its birth, the song has MAdE
a lot of money.

Bono, who also appeared on the original, told BBC News, «We’ve been trying to make this event a thing».

Structural and lexical exercises

Structural and Lexical Exercises in English

Niniejszy materiał przeznaczony jest dla szerokiego grona odbiorców. Korzystać z niego mogą maturzyści przygotowujący się do egzaminu maturalnego z języka angielskiego na poziomie rozszerzonym, studenci, kandydaci na studia a także osoby pragnące usystematyzować lub pogłębić swoją wiedzę z zakresu gramatyki i słownictwa języka angielskiego.
Poziom zadań w ćwiczeniach oscyluje między poziomem średnio-zaawansowanym i zaawansowanym. Dobór i charakter a także tematyka ćwiczeń wynika z szerokiego spektrum tematyki i charakterystyki różnych egzaminów z języka angielskiego. Ze względu jednak na fakt, iż napisałam ten materiał z myślą o swoich uczniach przygotowujących się do egzaminu maturalnego na poziomie rozszerzonym wszystkie ćwiczenia można łatwo pogrupować według leksykalnych katalogów maturalnych.
Z poniższego materiału można korzystać na zajęciach z języka angielskiego lub w czasie samodzielnej pracy w domu, W obydwu przypadkach przydatny może okazać się klucz do zadań znajdujący się na końcu. Mając na względzie możliwość samodzielnego wykorzystania materiału ćwiczeniowego, uwzględniłam wskazówki mające ułatwić wykonywanie zamieszczonych w poniższym materiale zadań.
Mam nadzieję, że zamieszczone poniżej zadania okażą się równie ciekawe jak i przydatne w procesie pogłębiania wiedzy z języka angielskiego.

MULTIPLE CHOICE CLOZE

• Skim-read the text to get an idea of what it is about
• Read the text again one sentence at a time. Read the whole sentence, not just the words before and after the gaps, as there may be clues that could help you.
• Try to guess what part of speech is missing and what the meaning of the missing word is
• Do not look at the four choices or guess the answer until you have tried to understand what the sentence means
• Do not always think of words as single isolated items, but as parts of a context
• Decide which of the four choices is best in this context. Consider syntax and style
• Find which of the choices may have the same meaning and decide which one should be left out
• If you aren’t sure about the right answer, try to eliminate three of the four alternatives starting with the words that don’t make sense
• Check if the word you have selected forms an acceptable expression with the word before and/or after it
• Read the text again including the words you used to fill in the gaps to see if it makes sense

• Skim-read the text to get an idea of what it is about
• Read the text again one sentence at a time. Read the whole sentence, not just the words before and after the gaps, as there may be clues that could help you. Note that sometimes you may find clues in other sentences too
• Try to guess what part of speech is missing and what the meaning of the missing word is
• Remember most of the missing words will be grammatical words, prepositions, pronouns, auxiliary verbs, articles. linking words, etc.
• Remember there is only one missing word
• Check for accuracy of grammar and spelling
• Read the text again including the words you used to fill in the gaps to see if it makes sense

• Skim-read the text to get an idea of what it is about
• Read the text again one sentence at a time and try to identify the extra word/words
• Read the whole sentence, not only the line because the extra word may refer to another word 1 –2 lines before
• When looking for extra words note the following:
The extra words can be prepositions, relative pronouns, articles, conjunctions, auxiliary verbs or pronouns
At times the extra word will be one which wrongly changes the tense of the passage
A word which is not absolutely necessary to the meaning of a sentence is not an error
Quite often a word is wrong because it is in the wrong position in the sentence and the sentence makes perfect sentence without it
If a word appears more than once in a line, it is never the wrong word
When there are two negatives in the line, be careful about deciding which is the extra one
• There will always be some lines without errors, usually no more than five. If you think there are more than five correct lines, look carefully again at those lines which are correct
• Read the text again without the extra words to see if it makes sense

1. Read the text below and complete each blank with one word.

2. Read the text below and complete each blank with one word.

3. Read the text below and decide which word best fits each blank.

A wild hunt
Living in a modern society, we cannot 1. (ignore/neglect/forget/omit) the acts of crime that take place every day. Criminal activity ranges from stealing to the more serious crimes of kidnapping and murder. Just recently, a hunt was on for two men who 2. (stole/robbed/shoplifted/hijacked) an off-licence in broad daylight. The shopowner tried to call the police, but he received a severe 3. (strike/knock/hit/blow)to the back of his head, which left him unconscious. It appears that the two 4. (criminals/convicts/pickpockets/burglars) had planned evrything very well, 5. (so that/while/since/though) they 6. (escaped/avoided/prevented/stopped) getting caught and made away with a considerable amount of money. They were seen getting on their motorbike holding guns by two policemen in a patrol car, who started 7. (arresting/chasing/hunting/following) them. 8. (Despite/ Therefore /Although / However), the robbers managed to get away through the back streets. All exits from the city were closed 9. (down/off/up/away) immediately, 10. (in spite of/ in order not to/ for fear of/ in case) losing the robbers. Even the airport was put on alert and flights were delayed, as strict security measures were 11. (taken/followed/put/made) and all passengers were asked to give proof of their identity and state the 12. (motive/purpose/reason/excuse)of their trip. Many people considered this a(n) 13. (annoyance/disappointment/ complaint/nuisance) and were shocked 14. (with/about/from/by) these tactics. So, they put the 15. (fault/accusation/blame/cause) for the situation on the police and 16. ( charged/accused/blamed/convicted) them of incompetence. In the end, the police 17. (got/recognised/took/received) responsibility for the setbacks. They apologised to the public for any inconvenience they may have caused, 18. (but/so/as/because) they claimed that they were doing their best to 19. (forbid/avoid/ban/prevent) the robbers from escaping.

4. Complete the text below with the correct form of the word in brackets.

Antibacterial soaps
A 1. (consider) number of people feel that washing with antibacterial soaps is the 2. (sense) thing to do. Unfortunately, their 3. (ignore) has led them to believe that these soaps are 4. (prefer) to normal ones. However, research has shown that there is no real 5. (differ) between washing with ordinary soap or soap 6. (contain) antibacterial agents. It has also been proved that being too clean actually has 7. (desire) effects, as our 8. (body) do not become 9. (resist) to germs. This 10. (discover) has come as a surprise, especially to those who believe that bacteria have to be fought with every means known to man.

5. Read the text below and decide which word best fits each gap.

6. Read the text below and complete it with appropriate words from the backets.

A big decision
When Lucy 1. (announced/told/agreed/claimed) that she was going to move abroad because she was bored 2. (with/of/about/at) her life, we weren’t surprised. 3. (Once and for all/All in all/After all/All the same), she had been talking about moving to a warmer country for ages. One which would 4. (supply/offer/reveal/cater) sun, sea and opportunities for outdoor activities. A country like Spain or Portugal would 5. (fit/suit/combine/match) her just fine. We took her even more seriously when she called 6. (out/up/for/off) an interview for a job she was sure of getting. Of course, her parents were annoyed with her decision, but I had to admit that I sympathised 7. (for/to/with/on) her. I had done something 8. (similar/common/same/likewise) when I was her age, so I supported her all the way. I even helped her decide on a 9. (detailed/suitable/fitted/matching) destination. It was near an ancient site which, given Lucy’s academic background in archaeology, was 10. (ideal/special/particular/fine) for her. I 11. (insisted/explained/said/warned) her that in the beginning she would feel 12. (as/alike/like/likewise) an 13. (outbreak/outsider/outcome/outlook), but people from small towns are friendly and she wouldn’t feel lonely for too long. The time came for Lucy to depart. She wasn’t sad, 14. (not alike/unlikely/not as/unlike) her parents who were crying and couldn’t 15. (bear/tolerate/stand/suffer) to see their daughter leaving. Seeing her parents cry made me feel responsible for what had happened. In the end, I 16. (admitted/denied/apologised/accused) for having encouraged Lucy to leave. To 17. (tell/speak/say/talk) the truth, however, I’m glad to have influenced her decision to move abroad.

7. Complete the text below with the correct form of the words in brackets.

A tennis star is born
1. (when) the tennis star Richard Krajicek steps onto the court, his opponent needs to prepare for one of the 2. (fast) serves in the game. Krajicek can be 3. (pride) of his 220 km/h serve, since his 4. (succeed) on the court can be partly attributed to it. Without doubt, Krajicek can be described as 5. (some) who is in 6. (pursue) of 7. (excel). At Wimbledon in 1997, bad weather conditions didn’t 8. (damp) his spirits. The only 9. (think) that went through his mind was that of holding his trophy. Krajicek had a lot of 10. (determine) and beat his 11. (America) opponent three sets to love. Many consider Krajicek to be the next great 12. (Europe) tennis champion following in the footsteps of Boris Becker.

8. Read the text below and complete each gap with one suitable word.

9. Complete the following text with appropriate words from the brackets.

The best students
According to most professors, mature students are 1. (first/ideal/special/best) students because they are hard-working and become actively 2. (included/related/involved/combined) in all aspect of the learning process. The majority of mature students have a poor educational background but they 3. (able/succeed/manage/capable) to do exceptionally well at tertiary level. 4. (Although/Despite/However/In spite of) many of them have a mortgage, a job and children to 5. (grow/develop/rise/raise), they are always present at seminars and lectures and always hand 6. (in/over/out/up) essays on time. They like studying, writing essays and they enjoy the class discussions that take 7. (after/over/part/place). Consequently they 8. (fulfil/achieve/reach/earn) excellent results. In fact, as they have 9. (known/experienced/found out/recognised) many of life’s pleasures, they are content with their lives and this has a positive 10. (effect/affect/conclusion/consequence) on their attitude, making them 11. (eager/anxious/interested/impatient) students. On the other hand, despite their enthusiasm and commitment, mature students 12. (tolerate/resist/suffer/complain) from anxiety. The fact that they have made many sacrifices to get into university puts extra pressure on them to succeed. Family 13. (shelter/cover/refuge/support) is of the utmost importance for most of these students. This includes the financial assistance required to pay for the 14. (charges/prices/costs/fares) of a university education. 15. (Likewise/Furthermore/Nevertheless/Otherwise), completing a degree gives mature students a sense of achievement, boosts their confidence and 16. (creates/improves/progresses/advances) their job prospects.

10. Complete each gap in the text with one suitable word.

TV Ratings
As you settle 1. in front of your television have you 2. wondered how TV ratings are calculated? Don’t worry, we’re not 3. watched while we’re in front of the TV. It’s the Audience Research Board (ARB) that works 4. the ratings for each programme. To 5. this, the board appoints researchers whose task is to choose from a sample of viewers, who receive a small payment for 6. cooperation. To gather the required information the researchers connect the viewer’s TV set and video recorder to electronic meters which record when these appliances are turned on and off and what is being watched. There is a difference 7. counting TV programmes and those recorded on video. To count the latter, the day, time and channel are imprinted by the electronic meter. 8. only when the video is watched does the programme recorder on the meter become activated. It sounds complicated but the ARB need to separate live recordings 9. taped ones. 10. problem is the amount of viewers in one household. If there is 11. than one viewer, then the household is given a special remote control. Every 12. someone makes use 13. it, they 14. to press their given number so that the meter recognises who is watching. Finally, 15. all the figures are collected, they are compared to the TV guides and 16. the end the national viewing figures are calculated.

11. Read the text. Some of the lines have a word which should not be there. Cross it out.

My ideal school
Even though great improvements have been made at my school as far as education 1
is concerned, I will believe that much more should be done, in terms of resources, 2
extra-curricular activities and safety. Firstly, there are not enough of books and 3
materials in the library to accommodate so many students either. The students need 4
to be able to thoroughly research for class projects. Secondly, I believe so my school 5
lacks an extensive range of activities. Although it offers different sports and clubs 6
in the winter, there is not much which to do during the summer. My school has got 7
many facilities such as a gym and playing fields. However, I think that a swimming 8
pool would rather be a great idea and something students would enjoy. They 9
would also benefit enough from it, as younger students could learn how to 10
swim and the older students could use it to exercise or play games in. Lastly, 11
my school needs to employ a guard to patrol the area when the school is 12
closed. Recently, a gang broke right into the school and vandalised it. If a guard 13
were at present, they would be reluctant to enter. On the whole, a school should 14
be a place where students are encouraged to learn in. They should also feel safe 15
while on the premises, and of course a bit of fun does not hurt once in a 16
little while. With a few changes, my school would be an ideal one. 17

12. Complete the following text with appropriate form of the words in brackets.

13. Complete the following text with an appropriate word from the brackets.

14. Complete the following text with appropriate words.

15. In some lines, there is an extra word, cross it out.

What gets me angry
I look forward to meeting up with my friends at the local skateboard ramp every evening. 1
Fifteen friends and myself spend our time performing stunts and trying on new moves we 2
may have picked them up from magazines or the Internet. All of us take our skateboarding 3
seriously and try our hardest as to become the best we possibly can. However, there 4
are some adults who consider our own pastime dangerous and antisocial. These people 5
are constantly creating prolems for us skateboarders or skurfers, as if we like to 6
call up ourselves. They have complained to the local authorities and have tried to ban 7
us from riding our skateboards in public. I honestly cannot understand why do these people 8
have a problem with skateboarders. Every skurfer I know follows the road rules and wears 9
the necessary safety equipment. We keep off footpaths and avoid roads with 10
a lot of traffic. I believe we are too responsible teenagers and always watch out for 11
pedestrians who crossing the street. Adults are always talking about the problems teenagers 12
face in our society, yet they fail to see our good example. We know how to face up to 13
our problems and because we spend a lot of time together, we discuss very many issues. 14
We spend out time creatively, doing things we enjoy ourselves and most importantly 15
keeping out of trouble. I believe all teenagers should take up a sport and occupy 16
themselves with it and that adults should try to be little more understanding. 17

16. Complete the text with appropriate forms of the words in brackets.

The Platypus
When the platypus was first discovered in 1. (sun) Australia, its skin was sent back to Europe. Experts who examined it were under the 2. (impress) it was a hoax, as the skin seemed to be from a 3. (mix) of animals. It is definitely one of the strangest animals in the world. It has a 4. (flat) body covered in dense, short, waterproof hairs and it has 5. (practice) no neck. It’s got a long, flat bill which bears a 6. (resemble) to a duck’s. The nostrils at the end of the bill are extremely 7. (sense) and allow the platypus to detect its prey with 8. (accurate). What’s more, the male platypus has a sharp spur which carries a poison. It is not 9. (fate) but it does create a nasty wound and a 10. (pain) sensation. In general, the platypus prefers to be left alone, though it is not an 11. (friend) creature.

17. Complete the text with appropriate word from the brackets.

Dolphins
Dolphins are aquatic animals, which are closely 1. (combined/accompanied /involved /related) to whales and porpoises. Thirty two species of dolphins exist and they vary in shape and 2. (measure/scale/figure/size). For instance, the bufeo dolphin is only 1.5 metres in length whereas the bottled-nosed dolphin 3. (comes/gets/reaches/appears) 4 metres in length. The killer whale, which is 4. (supposed/considered/believed/known) a dolphin, can grow up to 9 metres in length. Dolphins, 5. (likely/like/alike/as) whales, breathe through a blowhole, which is located at the top of their heads. As they swim through the water, they break the surface every two minutes to breathe out followed by breathing in before they dive into the water again. It is 6. (usual/regular/accustomed/common) to find these 7. (efficient/qualified / skilled/effective) swimmers in all the world’s major seas. They 8. (appear/show/emerge/display) in open waters and make arched bounds, usually before the bow of a ship 9. (In fact/At any rate/On average/To some extent), dolphins eat about one third of their weight in food per day. They usually eat fish and squid, which are caught with the help of their strong jaws, which have between 100 and 260 teeth. In the past, dolphins were hunted for food and their 10. (helpful/valuable/invaluable/worthy) oil. Nowadays, many dolphins are trapped by accident in tuna nets. As they are 11. (insufficient/ incapable/inadequate/unable) of escaping and reaching the surface, they die from lack of oxygen. Millions of dolphins have drowned over the years as a result of such accidents. Animal rights activists do not only 12. (protest/accuse/blame/oppose) about this but they have also made several successful 13. (try outs/trials/attempts/experiments) to stop fishing trawlers from using tight-knit nets, which don’t 14. (help/allow/leave/let) dolphins to escape. 15. (Under way/On the way/By this way/In this way), they have succeeded in reducing the number of dolphins killed unjustly and 16. (reassuring /ensuring/securing/confirming) that dolphins won’t become extinct.

18. Complete each gap with one suitable word.

Exam stress
Does the idea of sitting an exam 1. you anxious? There is 2. doubt that during the exam period stress level tends to rise. Exams are certainly important but they’re not 3. getting into a state over. In actual 4. stress has a negative effect on your performance. Below are some simple 5. of overcoming stress. Firstly, it is important to know the date and place of each exam beforehand. This will remove 6. initial worry 7. what time the exam begins and 8. you have to go. Secondly, your physical state is particularly important during the exam period. Therefore, a good night’s sleep before each exam is highly advisable. In addition, it’s vital that you 9. plenty of exercise while studying, 10. sitting down all day can make it harder to get to sleep at night. Another important factor is your diet. A balanced diet is necessary; a breakfast high in protein and fibre will see you 11. the day. However, 12. you don’t feel 13. eating first thing in the morning, take some fresh fruit with you and eat it before the exam. Finally, it goes without saying that in 14. to do well in exams and avoid stress, revise well 15. advance and don’t leave studying till the 16. minute.

19. In some lines there is one extra word. Cross it out.

The place I love
My favourite place to visit is the island my mother comes from. It’s not a very large 1
island but its beauty is being known far and wide. There are fir and pine trees everywhere 2
as well as other types of vegetation, as during the winter there is such a lot of 3
rainfall. The houses are traditional and made up of huge stones. The walls are very thick 4
in order as to keep the houses cool in summer and warm in winter. Cars cannot be 5
driven into certain areas because most villages have been narrow cobble-stoned streets. 6
There are many pretty fishing villages. The fishermen get up very early in the 7
morning to catch fish and sell them out to the local people or tourists. Sometimes the fish 8
or other seafood such as octopus, they may still be alive. Tourists like to eat such 9
delicacies at the small restaurants in these fishing villages. Another nice place to 10
visit is Sunset Hill, where you can sit on the cliffs and watch the sun to disappear over the 11
horizon. There are many beaches where you can go for swimming but the nicest beaches 12
are the ones you can only get to by boat. Hardly not any people go there, the water 13
is crystal-clear and there are also caves you can swim in as well. Of course, there 14
is not much to do on the island during the winter but enjoy yourself the isolation and 15
serenity those months have to offer. One day, I would like to live there permanently 16
and bring up my children away from the hustle and bustle of modern day life. 17

20. Complete the text with appropriate form of the words in brackets.

Radar
The word ’radar’ stands for Radio Detection and Ranging and was 1. (develop) by a 2. (physics) named R.A Watson Watt. But does radar work? It 3. (simple) sends out radio waves and an echo returns from solid objects. By 1935 Watt had 4. (success) built a long range system that could be used to detect approaching storms which might 5. (danger) aircraft. Radar was also used in World War II primarily because of its 6. (able) to identify aircraft long before they could be seen or heard. The radar proved 7. (value) to the British during the war. They set up radar station as a 8. (defend) along the south and east coasts of England. These days, radar is used in 9. (vary) ways but most importantly in airports by air traffic controllers who give 10. (instruct) to airline pilots. Without this, aeroplanes would risk having mid-air 11. (collide). Today radar is used in many more places than you would think.

21. Complete the text with appropriate word from the brackets.

A polar explorer
Ronald Amundsen is one of the most famous men in the history of polar exploration. He was the first man to 1. (reach/arrive/approach/come) the South Pole, the first to sail around the world through the Northwest and Northeast passages and the first to fly over the North Pole in a light aircraft. Amundsen was born in Norway in 1872. From a young age he believed he would become an explorer just like his hero Sir John Franklin. However, his 2. (goal/ambition/wish/intention) took a back seat when he decided to study medicine 3. (at/for/in/from) his mother’s sake, but he never 4. (omitted/forgot/neglected /ignored) his dream. When his mother 5. (passed away/passed out/died away/died out), Amundsen dropped his studies and went to sea. At the age of twenty he was given the 6. (occasion/situation/opportunity/condition) to set sail on an Arctic vessel and at twenty-five he joined the crew of the “Belgica” to take part in a Belgian 7. (experiment/investigation/research/expedition) to the Antarctic. Once there, they became trapped for thirteen months in the ice and were forced to eat seal meat to 8. (avoid/ keep away/escape/resisit) starvation. On his return he departed almost immediately for the North Magnetic Pole with just a crew of seven. This 9. (cruise/excursion/voyage/tour) lasted three years and made him a world-famous explorer. Four years later he decided to 10. (head/travel/lead/take) for the Antarctic and did so in August 1910. His first attempt failed 11. (since/due to/owing/as a result) bad weather, but this didn’t 12. (disapprove/reject/discourage/regret) him. In 1911 he 13. (set out/left/set up/progressed) on his journey again with four men, using sledges and fifty-two dogs. In two months they arrived at the South Pole; they were the first to do so. Amundsen and his men spent three days 14. (researching/looking for/exploring/inspecting) the area and left a marker flag and letters for the King of Norway and their rival, Robert Scott. Amundsen was successful because of his excellent knowledge 15. (of/in/at/about) polar contitions. He also paid a lot of attention to details and 16. (maintained /kept/owned/possessed) physical strength that allowed him to endure the hardship.

22. Complete each gap with one suitable word.

Environmental disaster
On 16 March 1978 the supertanker Amoco Cadiz, a vessel owned and operated 1. the Amoco Oil Corporation, encountered difficulties 2. the steering failed off the northwest coast of Brittany, France due to a storm. The following day, as the storm got worse, the massive tanker drifted onto rocks and eventually split 3. two and sank. Consequently, its cargo of 220,000 tons of crude oil poured into the sea. The effect 4. the environment was devastating. The oil slick covered more 5. 130 beaches along the Brittany coastline in 30 centimetres of oil.As a 6. damage 7. the wildlife in the area was catastrophic. Over 30,000 seabirds perished along with 230,000 tons of crab, lobster and fish. In addition,local people’s jobs 8. seriously threatened as the area’s oyster and seaweed beds, 9. were a source 10. income for many inhabitants, were almost completely wiped out. The environmental disaster caused by this unfortunate accident forced the French authorities to 11. action. They created the Rail d’Ouessant shipping channel 12. that they could better control the flow of seagoing traffic. Moreover, 13. of the most powerful lanterns in the world was installed at the Creach lighthouse on Ouessant. Now, decades 14. the oil spill, life has slowly 15. returning to the Brittany coastline. Environmentalists hope a disaster 16. that won’t happen again.

23. In some lines there is one extra word. Cross it out.

Flying high
My family and I made our way to New Delhi airport to catch out flight home to Melbourne. The 1
flight was on schedule so that we boarded the 747 almost immediately and tried to get 2
comfortable since there was a long tiring journey ahead. Not for long after take-off the cabin 3
crew served to us our first meal. After we had eaten, they distributed headphones 4
and most of people settled down to watch the film which was about to begin, That’s when 5
the incident occurred. I was in my seat and as I’m a rather fearful flyer, I had my own seatbelt 6
fastened. All of a sudden, I had felt myself being pressed down really hard into my seat. 7
The plane had been thrown hundreds of feet upwards as if it were weighed no more than a 8
toy aeroplane. No sooner had this happened than I felt something like a ten-ton truck 9
trying to pull me out of my seat. People were thrown up into the air, overhead luggage 10
compartments flew open and people’s belongings which were everywhere. It was total chaos. 11
The whole thing only lasted a matter of few seconds but the results were disastrous. 12
There were holes in the ceiling, baggage and food trays all over the whole place. People 13
were screaming and some more of them were moaning in pain. Shortly afterwards the captain told
us that it would be necessary to land in Calcutta as there were being many injured 15
people who needed to be taken to hospital. Luckily, my parents were not injured. I will never 16
forget my experience and I have a good laugh when I think about that it was my fear that 17
had probably saved me from being seriously injured. 18

24. Complete the text with appropriate forms of the words in the brackets.

Maurice Green
On the 16th June 1999, Maurice Green, a 1. (remark) athlete from Kansas broke the 100 metre world record with the 2. (believe) time of 9.78 seconds. However, after closer 3. (examine), a hundredth of a second was added because of a 4. (calculate). According to Green, his 5. (succeed) has a lot to do with his coach, John Smith. Smith realised that Green required additional 6. (strong) and put together a 7. (specify) programme involving weight training. With time, Green gained the 8. (confide) and speed that were necessary to pull off his impressive 9. (achieve). When asked what he thought of the title “the world’s 10. (fast) human”, he smiled and said he enjoyed it and has no 11. (intend) of giving up this title too quickly.

25. Complete the text with appropriate words from the brackets.

Landslides and avalanches
People often 1. (involve/confuse/interfere/combine) the words ‘landslide’ and ‘avalanche’. They may seem quite 2. (alike/like/same/similar) to each other but in actual fact they aren’t. A landslide is when massive 3. (numbers/totals/amounts/sizes) of rock and soil 4. (remove/move/depart/transfer), whereas an avalanche is a sudden flow of large mass of snow or ice down a slope, sometimes at speeds of up to 1600 kilometres per hour. Whatever the 5. (option/case/matter/reason), both types of slides occur in mountainous areas such as the Alps and the Himalayas and both cause great destruction over large areas of land. In addition, they often create floods by damming rivers and may even destroy whole towns by burying them. The fact that considerable 6. (ruin/damage/loss/injury) can be caused by both landslides and avalanches has 7. (made/ affected/ resulted/ forced) many countries to take precautionary 8. (warnings/measures/ laws/actions). In Switzerland, for instance, protective devices have been designed which 9. (warn/threaten/risk/advise) of the 10. (possibility/ opportunity/chance/occasion) of an avalanche. Snow patrols in mountain areas detonate explosives that cause smaller, less destructive slides. This 11. (task/manner/process /way) is supposed to prevent larger ones from occurring. What’s more, in places where people live, trees are sometimes planted close together to stop large masses of snow from 12. (producing/adding/increasing/building up) and therefore risking a slide. This is a(n) 13. (effective/succeeded/valuable/suitable) way of protecting 14. (both/other than/not only/even) property but also people. All in all, avalanches and landslides are definitely a huge problem. 15. (Over/Under/Beside/In) the circumstances, people can only take the necessary precautions in the hope of protecting themselves 16. (in the event/in a state/in danger/in any case) of a disaster.

26. Complete each gap with one suitable word.

Clowns to teach physical education
Believe it or 1. as part of the upgraded Physical Education Curriculum, clowns and trapeze artists are being brought in to train Physical Education teachers. This step is part of the government’s new policy to improve the image of Physical Education. The clowns are teaching the teachers 2. to perform basic circus skills. This will enable 3. to offer a wider range of physical activities to the students. The Ministry of Culture, Media and Sport is concerned 4. the fact that many teenagers 5. a life lacking 6. physical exercise and sports because they have lost interest in them. Statistics show that a large 7. of students are completely indifferent 8. traditional sports such as rugby, netball and hockey, which are criticised for “not being fun”. The change in the curriculum, however, is set to cause controversy among traditional teachers. A leading Physical Education Association is already opposed to 9. changes and questions 10. circus skills such as unicycling or the trapeze can conform to the schools’ strict health and safety regulations. Furthermore, the Association 11. doubts about these circus-type activities as they offer nothing to a student’s future. The Association made it clear that its members are not against any change to the Physical Education curriculum, but they would 12. provide students 13. the kind of activities that will be of some 14. to them. However, other teachers consider 15. unfortunate that circus skills and acrobatics are looked 16. on and believe that such routines can develop children’s balance, co-ordination and dexterity.

27. In some lines there is one extra word. Cross it out.

My favourite pastime
As a child, my mother she had bought me a book about dinosaurs. Thinking back, 1
I suppose that is what sparked my interest in paleontology. I was amazed by their size 2
and the fact that some of them were like as big as a house. I spent a lot of my free 3
time on drawing dinosaurs and copying illustrations from books. Later, in fourth class 4
we were taken on an excursion to a museum. That is when I saw a real dinosaur for the 5
first time. In actual fact, it was a life-size replica of one. It made such a big impression 6
on me! Of course my most favourite film is “Jurassic Park”, which I have seen twelve times! 7
During that time I also read every book on dinosaurs I could get my both hands on. 8
Today I work part-time at a museum. There, during my break up I get to 9
look at the displays and study them. I also do some volunteer work with a palaeontologist who 10
I met at the museum. I help clean dinosaur bones which are eventually fixed together 11
with a metal frame and put on the display in museums as complete skeletons. I find 12
what I do fascinating. Did you know that there are more than a thousand species of dinosaurs 13
which have been discovered? And who knows how many are to be discovered. As though 14
I learn more about our past and what the earth was like for millions of years ago, I 15
realise that I want to learn more. Once I will finish university, I hope to become a 16
palaeontologist by myself. I may even make my own discovery one day. 17

28. Complete the text with appropriate forms of the words in the brackets.

Information overload
Humans are getting 1. (inform) overload thanks to faxes, e-mail and data from the Web. Almost every area of modern 2. (social) is swamped with data. Occupational psychologists are warning that this can be 3. (danger) to our health. High blood 4. (press) and migraines are only two of the problems one may suffer. People are also becoming more 5. (aggression) and as stress levels go up so does the 6. (consume) of cigarettes and alcohol. This in turn affects the immune system so people get sick more often and become 7. (exhaust) easily. This is quite 8. (irony) considering that electronic age is supposed to make our lives 9. (easy). Therefore, we must make the effort to cut down on using computers, mobile phones and pagers. In the final 10. (analyse), leading a 11. (health) life is more important than anything we can get out of the computer.

29. Some of the lines have extra words in them. Cross the extra words out.

Teen trends
Since the middle of the twentieth century famous fashion designers have influenced 1
teenagers’ tastes in clothes. But they are not themselves the only ones who have. Pop 2
and film stars set their own other trends and influence teenagers in a number of ways. 3
Teenagers who idealise these stars copy their own looks. Take for example Madonna, who 4
always has her own style of dressing herself. It wasn’t long before many teenage Madonnas 5
appeared, wearing huge crucifixes and having their hair been cut and styled just like hers. 6
Sadly, however, teenagers do not only become fashion of victims, but they also adopt attitudes 7
and behaviour patterns wich could be detrimental. For instance, rock stars who may 8
be aggressive or connected with drugs can influence their young fans on one way or another. 9
The consequences of all this depend on how far and how long teenagers have a 10
hang-up on their idol. Parents understandably object them, become worried about 11
sudden changes in their children’s behaviour and often argue with them. In the end, 12
parents realise that there is little chance of changing their children’s way of the thinking. 13
Teenagers, however, soon lose an interest in their idols and move on to other things. 14
All in all, although teenagers are influenced by stars, this usually seems to be a passing phase. 15

30. Read the text below and think of the word which best fits each space. Use only one word.

A talent for lying
Although we are all natural born liars, most of us seem to take it 1. granted that lying is bad. However difficult this fact might be to face 2. to, psychologists argue that lying is just 3. important as any other social skill we possess. We learn 4. art of deception very early in life; by the age of five, we have not only become more efficient 5. lying, but we have also learned how to read people’s reactions and act accordingly. 6. instance, if someone is avoiding direct eye contact with us, this makes us think that we’re being lied to so we might lie too. A person’s smile is also 7. giveaway. A genuine smile makes the skin near the eyes crease, whereas a ‘put on’ smile doesn’t have the 8. effect on the facial features 9. a real one. Another classic sign of lying is fidgeting, that is touching one’s nose and ears, or playing with hair and clothes.
Even though both women and men know how to watch 10. for clues that somebody is lying, it is a fact that women are 11. more skilful liars 12. men. Despite this, women are also more affected by other people’s feelings, so they have more sympathy 13. them. As a result, women tend to be 14. willing to have 15. honest conversation.
31. Complete the text below with the correct form of the words in bold type.

32. Read the text below and decide which answer from the brackets best fits each space.

33. Some of the words in this text shouldn’t be there. Cross them out.

Haile
1. Last summer was a turning point in my life. I would never have to
2. understood what suffering meant if I hadn’t become a volunteer at
3. the Somalian Refugee Camp in Eastern Ethiopia. It was a mission I
4. couldn’t turn it down. When my parents heard the news, they were
5. taken by a surprise, but they could understand my wanting to come to
6. the aid of my fellow man. My outlook on life and war changed, all because
7. of Haile, a young Somalian boy who drew to my attention right from the
8. beginning. He must had lost both his parents and had cut himself off
9. completely from everyone. His world was in few pieces. He couldn’t eat
10. or drink for days and I knew I had to do something before it was too late.
11. I was unable to can speak to him in his own language, so I started
12. reading stories to him in English. He was used to wait for me at my tent
13. every evening. Of course, he couldn’t have understand the language, but I
14. knew he understood the way I felt about him. What I did must to have
15. helped, as he began showing some interest in life again. Today, I might
think of Haile and wonder what he’s doing.

3. Read the text below and decide which answer from the brackets best fits each space.

Advertising
In this day and age advertising is big business. It 1. (sets, puts, lays, does) a lot of effort into effectively 2. (introducing, explaining, informing, mentioning) the public about a product or service. Decades ago 3. (announcements, descriptions, publicity, information) for new products occurred through radio 4. (notices, reports, commercials, statements) or simple newspaper advertisements. Today, they are introduced through a 5. (variety, choice, collection, selection) of means. Companies can choose 6. (from, between, through, throughout) the print media, television, radio or even huge lit – up billboards that 7. (have been, have being, had been, had being) put up around our cities and which 8. (mean, approve, suggest, consult) that we buy this type of ice-cream or that type of trainer. Advertising companies use a number of techniques to attract our attention, including stunning photography, eye-catching graphics, jingles or clever 9. (descriptions, comments, reports, announcements). 10. To be more specific, Yet, Besides, What is more), companies may employ famous people like film stars to 11. (recommend, suggest, advise, propose) their products. However, many governments have introduced rules and regulations that advertisers must follow and which 12. (reveal, indicate, point, show) what may and may not be done. These codes of conduct 13. (reassure, insure, ensure, confirm) that advertisers don’t make exaggerated claims or offend certain groups of people. In some countries, advertisements can be 14. (published, displayed, illustrated, demonstrated) only in specific areas. 15. (Furthermore, Nevertheless, Otherwise, Likewise), some countries do not 16. (accept, admit, agree, approve) of the advertising of certain products, like tobacco, so they don’t allow such advertising at all.

ANSWERS TO THE EXERCISES

Ex. 1
1. with
2. so
3. order
4. as
5. so
6. Since/As
7. therefore/so
8. of
9. due
10. despite
11. spite
12. whereas/but
Ex. 2
1. because
2. many
3. from
4. owing/due/thanks
5. takes
6. have
7. for
8. their
9. to
10. although/while
11. about/of
12. though
13. like
14. with
15. having
16. so
17. however/though
18. have/enjoy
19. despite
20. from
21. by
22. at
Ex. 3
1. ignore
2. robbed
3. blow
4. criminals
5. since
6. avoided
7. chasing
8. however
9. off
10. for fear of
11. taken
12. purpose
13. nuisance
14. by
15. blame
16. accused
17. took
18. but
19. prevent
Ex. 4
1. considerable
2. sensible
3. ignorance
4. preferable
5. difference
6. containing
7. undesirable
8. bodies
9. resistant
10. discovery
Ex. 5
1. secure
2. produced
3. for
4. diseases
5. pay
6. protect
7. endangers
8. pain
9. fragile
10. suffer
11. recover
12. lead
13. harmed
14. unhealthy
15. up
16. as long as
Ex. 6
1. announced
2. with
3. after all
4. offer
5. suit
6. off
7. with
8. similar
9. suitable
10. ideal
11. warned
12. like
13. outsider
14. unlike
15. bear
16. apologised
17. tell
Ex. 7
1. whenever
2. fastest
3. proud
4. success
5. somebody/someone
6. pursuit
7. excellence
8. dampen
9. thought
10. determination
11. American
12. European
Ex. 8
1. when
2. if
3. so
4. having
5. taken
6. in
7. due
8. despite
9. order
10. long
11. of
12. whereas/while
13. unless
14. out
15. rather
16. time
Ex. 9
1. ideal
2. involved
3. manage
4. although
5. raise
6. in
7. place
8. achieve
9. experienced
10. effect
11. eager
12. suffer
13. support
14. costs
15. nevertheless
16. improves
Ex. 10
1. down
2. ever
3. being
4. out
5. do
6. their
7. between
8. however
9. from
10. another
11. more
12. time
13. of
14. have
15. when
16. in
Ex. 11
1. ٧
2. will
3. of
4. either
5. so
6. ٧
7. which
8. ٧
9. rather
10. enough
11. ٧
12. ٧
13. right
14. at
15. in
16. ٧
17. little
Ex. 12
1. philosopher
2. mathematician
3. respected
4. greatly
5. remarkable
6. extensive
7. discovery
8. angled
9. addition
10. scientists
11. contribution

Ex. 13
1. discovered
2. assistant
3. gained
4. staff
5. proved
6. curious
7. out
8. interest
9. noticed
10. attack
11. series
12. came up with
13. stopped
14. rate
15. available
16. reported
Ex. 14
1. than
2. even
3. of
4. on
5. themselves
6. to
7. between
8. if/when/whenever
9. from
10. well
11. ca/could
12. whereas/while
13. out
14. likely
15. much
16. or
Ex. 15
1. ٧
2. on
3. them
4. as
5. own
6. if
7. up
8. do
9. ٧
10. ٧
11. too
12. who
13. ٧
14. very
15. ourselves
16. ٧
17. little
Ex. 16
1. sunny
2. impression
3. mixture
4. flattened
5. practically
6. resemblance
7. sensitive
8. accuracy
9. fatal
10. painful
11. unfriendly
Ex. 17
1. related
2. size
3. reaches
4. considered
5. like
6. common
7. skilled
8. appear
9. on average
10. valuable
11. incapable
12. protest
13. attempts
14. allow
15. in this way
16. ensuring
Ex. 18
1. make
2. no
3. worth
4. fact
5. ways
6. the
7. about
8. where
9. get/take
10. as/since/because
11. through
12. if
13. like
14. order
15. in
16. last
Ex. 19
1. ٧
2. being
3. such
4. up
5. as
6. been
7. ٧
8. out
9. they
10. ٧
11. to
12. for
13. not
14. also
15. yourself
16. ٧
17. ٧
Ex. 20
1. developed
2. physicist
3. simply
4. successfully
5. endanger
6. ability
7. (in)valuable
8. defence
9. various
10. instructions
11. collisions
Ex. 21
1. reach
2. ambition
3. for
4. forgot
5. passed away
6. opportunity
7. expedition
8. avoid
9. voyage
10. head
11. due to
12. discourage
13. set out
14. exploring
15. of
16. possessed
Ex. 22
1. by
2. when
3. in
4. on
5. than
6. result
7. to
8. were
9. which
10. of
11. take
12. so
13. ona
14. after
15. been
16. like
Ex. 23
1. ٧
2. that
3. for
4. to
5. of
6. own
7. had
8. were
9. ٧
10. ٧
11. which
12. few
13. whole
14. more
15. being
16. ٧
17. about
18. ٧
Ex. 24
1. remarkable
2. unbelievable
3. examination
4. miscalculation
5. success
6. strength
7. specific
8. confidence
9. achievement
10. fastest
11. intention
Ex. 25
1. confuse
2. similar
3. amounts
4. move
5. case
6. damage
7. forced
8. measures
9. warn
10. possibility
11. process
12. building uo
13. effective
14. not only
15. under
16. in the event
Ex. 26
1. not
2. how
3. them
4. about
5. lead
6. in
7. number
8. to
9. these
10. whethe/if
11. has
12. rather
13. with
14. use/help
15. it
16. down
Ex. 27
1. she
2. ٧
3. like
4. on
5. ٧
6. ٧
7. most
8. both
9. up
10. ٧
11. ٧
12. the
13. ٧
14. though
15. for
16. will
17. by
Ex. 28
1. information
2. society
3. dangerous
4. pressure
5. aggressive
6. consumption
7. exhausted
8. ironic(al)
9. easier
10. analysis
11. healthy
Ex. 29
1. ٧
2. themselves
3. other
4. own
5. herself
6. been
7. of
8. ٧
9. on
10. ٧
11. them
12. ٧
13. the
14. an
15. ٧
Ex. 30
1. for
2. up
3. as
4. the
5. at
6. for
7. a
8. same
9. as
10. out
11. far/much
12. than
13. for
14. more
15. an
EX. 31
1. officially
2. scientist
3. biological
4. scientific
5. medical
6. economic
7. emphasise
8. unhygienic
9. summarise
10. nutritious
Ex. 32
1. cash
2. borrowed
3. saved
4. thanks to
5. instalments
6. amount
7. by and large
8. benefits
9. making
10. discounts
11. a choice
12. do
13. on
14. make ends meet
15. debt
16. in paying
17. financial
Ex. 33
1. to
2. ٧
3. ٧
4. it
5. a
6. ٧
7. to
8. must
9. few
10. ٧
11. can
12. was
13. have
14. to
15. might
Ex. 34
1. puts
2. informing
3. publicity
4. commercials
5. variety
6. from
7. have been
8. suggest
9. comments
10. what is more
11. recommend
12. indicate
13. ensure
14. displayed
15. furthermore
16. approve

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GLOBAL ALERT: An estimated 10 million people PER DAY are set on irreversible countdown to vaccine death that could exterminate BILLIONS if not stopped in the next year

This article may contain statements that reflect the opinion of the author

(Natural News) This is a red alert for humanity. We have less time remaining than you might think.

I’ve done some rough math, and it’s beyond alarming. It spells the end of human civilization if we don’t stop the vaccine holocaust in the next 365 days.

As estimates and projections show below, as long as “clot shot” covid vaccines are being administered around the world, about ten million people each day are being put on an irreversible countdown to vaccine death. For each day that these vaccine shots continue, in other words, roughly ten million people will likely die over the next decade, based on these projections. (See the math below.)

This explains why Biden and other world leaders don’t care about legal challenges and the rule of law. They know that if they can bully these vaccines into people for just one more year, they will murder over 3.5 billion more human beings from vaccine-induced deaths that kick in over the next decade.

That’s why we have less time remaining than you might think. And that’s why the vaccine zealots don’t care if they get stopped over the next 2-3 years by court challenges. By then it’s too late for humanity.

Even if we stop all covid vaccines right now, we’re likely to still see between one and two billion deaths over the next decade as vaccine deaths take their toll. (See the numbers below.)

Disclaimer: The numbers presented here are estimates and projections based on early data available now. These estimates may substantially improve or worsen as new data become available. These conclusions are subject to change based on new data as it is released for total mortality, cancer deaths and other factors. These conclusion are not peer-reviewed. Comments and suggestions are welcomed. See below for full details.

By the way, remember that Reuters “fact checkers” are all compromised because Reuters is the propaganda arm of Pfizer. They share some of the same board members. The job of Reuters is to pump out Pfizer disinformation and label it “facts.” These so-called “facts” are then used to suppress the truth on social media platforms like Facebook. It’s all a grand evil conspiracy involving Pfizer, Reuters, Facebook and a true depopulation agenda to mass murder billions of human beings.

The “mass casualty event” has begun

As Dr. Robert Malone has recently pointed out, we are living through a “mass casualty event” that looks a lot like genocide: (emphasis ours)

It is starting to look to me like the largest experiment on human beings in recorded history has failed. And, if this rather dry report from a senior Indiana life insurance executive holds true, then Reiner Fuellmich’s “Crimes against Humanity” push for convening new Nuremberg trials starts to look a lot less quixotic and a lot more prophetic.

AT WORST, this report implies that the federal workplace vaccine mandates have driven what appear to be a true crime against humanity.В Massive loss of life in (presumably) workers that have been forced to accept a toxic vaccine at higher frequency relative to the general population of Indiana.

This article reads like a dry description of an avoidable mass casualty event caused by a mandated experimental medical procedure. One for which all opportunities for the victims to have become self-informed about the potential risks have been methodically erased from both the internet and public awareness by an international corrupt cabal operating under the flag of the “Trusted News Initiative”. George Orwell must be spinning in his grave.

Looking at the evidence

The VAERS system is currently reporting roughly 21,000 post-vaccine deaths in America. A well-documented URF (Under Reporting Factor) in normal times is around 40. This reveals that at least 840,000 Americans have already died from covid vaccines.

Yet we also know from credible sources such as attorney Thomas Renz and the Medicare whistleblower that VAERS data is months behind on data entry. The process of entering records into VAERS is being intentionally slowed to prevent these numbers from rapidly growing. Additionally — and critically — nurses are being actively ordered by doctors, hospitals and administrators to avoid submitting VAERS reports related to covid vaccines. This is widely documented in articles like this one from CitizensJournal.us:

Angela, a nurse for more than 25 years, confirms that in her hospital’s emergency room, they say they are seeing more heart problems in young adults, which are never reported to the Vaccine Adverse Event Re­porting System (VAERS) as potential ad­verse reactions to COVID “vaccinations.”

Another nurse, Jennifer, says ER nurs­es privately say they are seeing “all the clot­ting, bleeding and things you would expect from the vaccine six months later — brain bleeds, heart attacks in younger 50-year-olds. No doctor will admit this is from the vaccine. They won’t make the VAERS re­port.”

When Daniel asked fellow nurses and practitioners if they report to VAERS, they looked at him like, “What’s that?”

All nurses interviewed say they are seeing “ground-glass opacity” results in the CT scans of people’s lungs who recently took the experimental vaccines — and that this is never reported to VAERS.

We also know from anecdotal evidence that a shocking number of US doctors have no idea what VAERS is. They make no reports whatsoever and aren’t even aware of the existence of this system. This fact, combined with the realization that nurses are being actively ordered to avoid VAERS reporting on covid vaccines, means the URF of 40 is far too low. Given the environment of extreme suppression now leveled against doctors and nurses to try to cover up vaccine injuries, a more legitimate estimate of the URF would be 200.

If accurate, this would mean that 21,000 VAERS reports actually translated into 4.2 million US deaths from these vaccines so far.

Bookmark that thought as we look at other numbers that paint a truly frightening picture.

Vaccines kill people in three phases, taking as long as a decade for all the vaccine-induced cancer deaths to play out

Although we’ve all seen people literally keel over dead from vaccine-induced heart attacks, most people who are on track to die from covid vaccines don’t die right away. There are three phases of covid vaccine mortality, described in this chart below:

Remember that according to Dr. Ryan Cole, a Mayo Clinic trained, board-certified anatomic pathologist, 62% of patients injected with mRNA vaccines show micro blood clots. Dr. Cole presents this evidence in the following video from the White Coat Summit:

Micro blood clotting is an early sign of vascular damage and heart damage. People receiving covid vaccines are often diagnosed with myocarditis, which has a 56% fatality rate over five years.

A study published by the American Heart Association — then widely censored by Big Tech — found that mRNA covid vaccines greatly increased the risk of vascular inflammation and therefore heart attacks and other vascular events. The risk of heart attack alone increased by 127% in a group of 500 patients, according to this one study.

A new study suggests the mRNA injections produced by both Pfizer and Moderna are raising inflammatory blood markers used to estimate the risk of a person suffering a heart attack.

Dr Aseem Malhotra, a consultant cardiologist, points out that in the UK there have been 10,000 excess non-Covid deaths — many of which were due to heart attack and stroke.

A few days after these ominous results came out, a whistleblower and researcher from a different group contacted Dr Aseem Malhotra to say that in imaging studies they have found inflammation in the coronary arteries after vaccination. But they decided not to publish this yet because they are afraid of losing future grant money from the drug industry. The whistleblower was quite upset about this.

Dr. Charles Hoffe (Canada) is also reporting substantial increases in blood clotting among mRNA vaccine takers. Via LifeSiteNews:

The core problem he has seen are microscopic clots in his patients’ tiniest capillaries. He said, “Blood clots occurring at a capillary level. This has never before been seen. This is not a rare disease. This is an absolutely new phenomenon.”

Most importantly, he has emphasized these micro-clots are too small to show up on CT scans, MRI, and other conventional tests, such as angiograms, and can only be detected using the D-dimer blood test, a standard test that indicates whether blood clots are being actively formed somewhere within a person’s vascular system.

Using the latter, he found that 62 percent of his patients injected with an mRNA shot were positive for clotting, not a small fraction that can be easily dismissed.

Myocarditis fatalities and inhibition of DNA damage repair

Through simple math, if we take 62 percent of covid vaccinated people who show micro blood clots — leading to myocarditis — and multiply by the known myocarditis 56% fatality rate over five years, this alone would mean that 36% of mRNA vaccine takers will be dead in five years. Granted, this assumes that all the micro blood clot people end up with myocarditis, and that relationship isn’t yet satisfactorily documented. So this 36%, based entirely on heart attack deaths, may be too high by itself.

Yet this only begins to tell the story of deaths from other causes such as vaccine-induced cancer. Another fact we now know is that once mRNA vaccines start producing spike protein nanoparticles in a person’s body, some percentage of those spike proteins enter cell nuclei and achieve about a 90% suppression of the NHEJ mechanism, which is the chromosomal repair mechanism that maintains genetic integrity for the body.

That article cites a critical research paper entitled, “SARS–CoV–2 Spike Impairs DNA Damage Repair and Inhibits V(D)J Recombination In Vitro,” authored by Hui Jiang and Ya-Fang Mei, at the Department of Molecular Biosciences, The Wenner–Gren Institute, Stockholm University, SE-10691 Stockholm, Sweden, and the Department of Clinical Microbiology, Virology, UmeГҐ University, SE-90185 UmeГҐ, Sweden, respectively. You can see an archived PDF of this study at:

In the conclusion of the paper, authors write, “We found that the spike protein markedly inhibited both BRCA1 and 53BP1 foci formation (Figure 3D–G). Together, these data show that the SARS–CoV–2 full–length spike protein inhibits DNA damage repair by hindering DNA repair protein recruitment.”

The study finds that the suppression of NHEJ activity exhibits a dose-dependent response to the presence of spike protein. This means that spike proteins in the cells will cause the suppression of chromosomal repair mechanisms, leading to loss of genetic integrity over time.

In effect, once people are injected with mRNA vaccines, when they are subsequently exposed to even mild sources of ionizing radiation — sunlight, mammography, high-altitude commercial air flights, food plastics chemicals, etc. — their bodies may initiate the growth of new cancer tumors that cannot be suppressed because the NHEJ system is no longer functioning.

In effect, people will become mutants because they can no longer maintain genetic integrity due to the spike protein suppression of the NHEJ repair mechanism.

We are already seeing reports of alarming increases in cancers among the vaccinated. For example, as reported from Cancer.news:

Women recently injected with experimental covid vaccines are showing symptoms of BREAST CANCER

A group of Utah doctors have discovered something terrifying in recent mammogram screenings taken at the Breast Care Centre in Salt Lake City, Utah. Women who were recently injected with experimental COVID vaccines suffer from abnormal inflammation of the lymph nodes in their breasts. According to the Intermountain Healthcare doctors, women who take the covid-19 vaccines are showing symptoms of breast cancer.

Dr. Brett Parkinson, MD., warns, “Whenever we see these on a normal screening mammogram, we call those patients back because it can either mean metastatic breast cancer which travels to the lymph nodes or lymphoma or leukemia.” Instead of dealing with the cause of this problem (vaccines), the doctors are now telling women not to get mammograms after vaccination.

In a video produced by the Idaho state government’s “Capitol Clarity” project, Cole revealed how he is now seeing a 2,000 percent chronic illness increase in folks who took [the vaccine].

“Since January 1, in the laboratory, I’m seeing a 20-times increase of endometrial cancers over what I see on an annual basis,” Cole stated in the video.

“I’m not exaggerating at all because I look at my numbers year over year, and I’m like ‘Gosh, I’ve never seen this many endometrial cancers before.’”

In a “normal” year, there are around 600,000 cancer deaths in the United States. With the spike protein suppressing NJEH by 90%, and with doctors already reporting a 2000% increase in one type of cancer (endometrial) from early 2020, it’s clear that cancer deaths are going to substantially increase in the coming years due to covid vaccines.

Add that data point to the big picture here.

A 40% increase in all cause mortality, says life insurance CEO

Providing an additional clue to all this, we have recently reported on the shocking interview with Scott Davison, CEO of OneAmerica, a life insurance company. Davison reveals that all-cause mortality is up 40% among their life insurance policy holders, which covers a wide range of people, aged 18 – 64. Davison refers to this as, “the highest death rates we have seen in the history of this business – not just at OneAmerica.”

This observation is based on third quarter data from 2021. The numbers for Q4 will look far worse due to the well documented fact that VE numbers (Vaccine Effectiveness) plummet with each passing week after vaccination, representing a continued destruction of the immune system. As more time goes by, those who took the vaccines have weaker and weaker immune systems, making them more vulnerable to common infections and flu strains that would normally be of little threat. This is confirmed by official government data from the UK as well as independent research such as this study from the Francis Crick Institute in the UK: Pfizer vaccine destroys T cells, weakens the immune system – study:

A study from the Francis Crick Institute in the United Kingdom has found that the Pfizer-BioNTech Wuhan coronavirus (COVID-19) vaccine destroys T cells and weakens the immune system… It found that only 50 percent of the people who received a single dose of the Pfizer vaccine had a quantifiable neutralizing antibody response against the alpha variant of COVID-19. This number decreased even further to just 32 percent and 25 percent for the delta and beta variants, respectively.

A 40% increase in all-cause mortality, if applied across all age groups, means that an additional 3,100 Americans are dying each day. That’s over 90,000 people per month being killed by the vaccine as of Q3, 2021. (The normal pre-covid death rate is around 7,700 per day in the USA.)

We estimate that by the time Q1, 2022 data are available, we will likely see up to a 60% increase in all cause mortality, leading to an additional 4,600 deaths per day. This alone is nearly 1.7 million deaths per year, or about half a percent of the entire US population.

My (conservative) prediction is that as post-vaccine cancer deaths take hold, we are going to see, at minimum, a 400% increase in cancer deaths starting in 2022. That’s roughly 2.4 million vaccine-related cancer deaths per year for the foreseeable future, very likely continuing through the next decade.

93% of post-vaccine deaths attributed to the vaccine itself

One more factor to consider in all this is the astonishing research conducted by Drs. Bhakdi and Burkhardt, commented on by Steve Kirsh at Substack.com.

Although the sample size was small (15 autopsies), it showed that 93% of people who died after being vaccinated were, in fact, killed by the vaccine. As Kirsh explains:

The coroner or the public prosecutor didn’t associate the vaccine as the cause of death in any of the cases. However, further examination revealed that the vaccine was implicated in the deaths of 14 of the 15 cases. The most attacked organ was the heart (in all of the people who died), but other organs were attacked as well. The implications are potentially enormous resulting in millions of deaths. The vaccines should be immediately halted.

Importantly, as Dr. Bhakdi explains on video, these autopsies showed that people were killed by killer lyphocytes attacking their own organs such as the heart and lungs.

In other words, mRNA covid vaccines caused the body’s own immune system to start growing lymphocyte tissues in places where it doesn’t belong, such as the heart and other organs.

This shocking finding caused former Pfizer VP Mike Yeadon to write Steve Kirsh and explain, “This is about the worst 15 min (video) I’ve ever seen. Mass covid19 vaccination is leading to mass murder.”

That video is shown here:

Essentially, what Dr. Bhakdi’s findings reveal is that far more people are now dying from the vaccine than from natural causes. This would imply that the pre-covid daily death rate of 7,700 Americans (that’s per day) is about to be dwarfed by vaccine-induced deaths which will, at some point, emerge as a multiple of 7,700.

It’s not unreasonable to imagine that over the next few years as cancer tumors and lymphocyte attacks accelerate, we could start to see daily deaths in America exceeding 16,000 or even 30,000 as the post-covid vaccine deaths accelerate.

At 30,000 deaths per day, by the way, the number of dead in a year reaches nearly 11 million people, or about 3.3% of the total U.S. population expiring in a given year. Over a decade, that’s about a third of the current population. These are projections, of course, but they are rooted in early evidence and observation.

Conservatively, one-third of all who received covid vaccines will likely die over the next decade… and another third will be debilitated

Based on the cancer deaths, myocarditis deaths, autoimmune deaths, heart attack deaths and the increased risks of strokes, neurological disorders and organ failure, we can conservatively conclude that roughly:

Interestingly, this appears to coincide with the statistical analysis of covid vaccine lot numbers, where roughly one-third of the lots are associated with heart attacks and deaths, another third are associated with injuries (but not death), and a final third appear to be harmless (suspected to be saline).

Again, these are rough numbers and there will be disagreement about many of the projections made here, but this is an early snapshot and projection based on what we know so far. Obviously, these conclusions are subject to change as new data appear, and the final number by the end of 2032 could be radically different from these projections (far worse or perhaps far better).

30 million people per day are being vaccinated around the world

Now let’s look at what this means globally if we conclude that roughly one-third of vaccinated people will die over the next decade.

Right now, about 30 million people are being vaccinated each day across the globe, according to OurWorldInData.org.

That same site says that 58.5% of the world’s population have been vaccinated with at least one dose, and that 9.25 billion doses have been administered (data accessed on 1/4/2022).

If one-third of vaccinated people are set on a path to die from the vaccine over the next decade, then each day that these vaccines continue, about 10 million people are being sentenced to death.

If this continues for just one more year — 365 days — this would mean an additional 3.65 billion people will be exterminated by vaccines and die from vaccine-induced fatalities over the next decade or so. That’s roughly half the world’s population, by the way.

If you’re wondering how more than one-third of the world’s population can be exterminated if only one-third of the vaccine lots are so-called “kill shots,” remember that people are being given multiple injections via “boosters.” Thus, one person can be injected five or six times with mRNA shots, and even if only one-third of those shots are “kill shots,” their chances of escaping the kill shot dwindle rapidly. It’s like playing vaccine roulette.

Statistically speaking, here are the odds of EVADING a kill shot if a person continues to take more injections, given the assumption that one-third of the lots are deadly:

1st injection: 66.6% chance of evading death.

2nd injection: 44.4% chance of evading death. (.666 ^ 2)

3rd injection: 29.5% chance of evading death. (.666 ^ 3)

4th injection: 19.7% chance of evading death. (.666 ^ 4)

5th injection: 13.1% chance of evading death.

6th injection: 8.7% chance of evading death.

As you can see, if the governments of the world can coerce people into taking six shots, they can kill over 90% of the world’s population, given that one-third of vaccine lots are kill shots and assuming a 100% kill rate over time.

Thus, the only way to stop this vaccine holocaust is to stop the vaccines.

For each additional day that the depopulation globalists run their vaccine holocaust campaign, they are likely exterminating an additional 10 million people over time.

That’s a World War II Nazi Holocaust every 14.4 hours, in terms of innocent lives destroyed.

It also means that nearly 7,000 lives are being destroyed per minute as this vaccine holocaust continues.

This also means that each day earlier that we stop the holocaust, we potentially save 10 million lives.

Hence the urgency of our mission. If we stop the vaccine holocaust right now, we still lose 1.5 billion human beings from vaccine-induced deaths over the next ten years. Importantly, human civilization can probably survive such a hit, as devastating as it might be.

But if this vaccine holocaust continues for just one more year, globalists could have set into motion the deaths of potentially an additional 3.6 billion people on top of the 1.5 who are already on the death clock countdown. That means we could lose over 5 billion human beings in the next decade, simply stemming from our inability to stop this holocaust in the next 365 days.

The important question becomes: Can human civilization remain intact if we lose over 50% of the population?

I don’t have the answer to that, but given the complexity of our modern society, it seems likely that a systemic collapse — “great reset” — would be inevitable. It also seems that this is what the globalists are trying to achieve.

Note carefully that no one in government power is suggesting we pause the vaccines, wait a year and see how many people die. No, they prefer to charge ahead at full speed — damn the consequences! — and then blame the unvaccinated for the mass deaths of the vaccinated.

Clearly, they are bad faith actors. They are not trying to save lives; they’re working to exterminate them.

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In addition to his lab work, Adams is also the (non-paid) executive director of the non-profit Consumer Wellness Center (CWC), an organization that redirects 100% of its donations receipts to grant programs that teach children and women how to grow their own food or vastly improve their nutrition. Through the non-profit CWC, Adams also launched Nutrition Rescue, a program that donates essential vitamins to people in need. Click here to see some of the CWC success stories.

With a background in science and software technology, Adams is the original founder of the email newsletter technology company known as Arial Software. Using his technical experience combined with his love for natural health, Adams developed and deployed the content management system currently driving NaturalNews.com. He also engineered the high-level statistical algorithms that power SCIENCE.naturalnews.com, a massive research resource featuring over 10 million scientific studies.

Adams is well known for his incredibly popular consumer activism video blowing the lid on fake blueberries used throughout the food supply. He has also exposed “strange fibers” found in Chicken McNuggets, fake academic credentials of so-called health “gurus,” dangerous “detox” products imported as battery acid and sold for oral consumption, fake acai berry scams, the California raw milk raids, the vaccine research fraud revealed by industry whistleblowers and many other topics.

Adams has also helped defend the rights of home gardeners and protect the medical freedom rights of parents. Adams is widely recognized to have made a remarkable global impact on issues like GMOs, vaccines, nutrition therapies, human consciousness.

In addition to his activism, Adams is an accomplished musician who has released over fifteen popular songs covering a variety of activism topics.

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