UNIVERSITATEA SPIRU HARET

FACULTATEA DE LITERE

Specializarea: Engleză - Franceză

FORMA DE ÎNVĂŢĂMÂNT: IF

Lucrare de licenţă

Student,

Rusu (Moldoveanu) Silvia Patricia

Coordonator ştiinţific,

Conf. univ. dr. Denisa Drăguşin

BUCUREŞTI
1
 2019

UNIVERSITATEA SPIRU HARET

FACULTATEA DE LITERE

Specializarea: Engleză - Franceză

FORMA DE ÎNVĂŢĂMÂNT: IF

Lucrare de licenţă

TESTING AND EVALUATION

Student,

Rusu (Moldoveanu) Silvia Patricia

Coordonator ştiinţific,

Conf. univ. dr. Denisa Drăguşin

2
 BUCUREŞTI

2019

Contents

Introduction

Chapter 1: Evaluation ……………………………………………………5

1.1 Evaluation as a Concept………………………………………………..5
1.2 Functions and Forms of Evaluation……………………………………6
1.2.1 Functions of Evaluation……………………………………………...6
1.2.2 Forms of Evaluation………………………………………………….7

Chapter 2: Testing ……………………………………………………….8

2.1. Defining Testing………………………………………………………8

2.2 The Reasons for Testing……………………………………………….9
2.3 Types of Tests…………………………………………………………10

Chapter 3: Language Testing……………………………………………12

3.1. Testing Speaking………………………………………………………12

3.2. Testing Listening………………………………………………………14
3.3. Testing Reading………………………………………………………..17
3.4. Testing Writing………………………………………………………...19
3.5 .Testing Vocabulary, Grammar and Pronunciation…………………….23

Conclusions………………………………………………………………...28

Appendix
Types of tests for primary and secondary school……………………………29

Bibliography………………………………………………………………..42

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INTRODUCTION

The approach to educational problems in general and of students’ evaluation in

particular is confronted from the beginning with the complexity of evaluation
dimensions, both theory and practice starting with the act of students’ evaluation and
finishing with the level of macro-system evaluation.

Evaluation has become an independent science in many countries in recent

years. The evolution of the concept of evaluation has developed quickly.
“If the core development of evaluation practice can be found in the post-war era for
most of the developed countries, the way it has grown and the methods and procedures
applied in different fields have had a heterogeneous growth and program evaluation
has not been seen in the same manner in different countries: if in The United States,
evaluation practice has its heredity in social sciences studies, in Canada and in
Scandinavia the basic purpose of evaluation is to provide information to clients and
users.”(Calidoni,”Evaluation:definitions, methods and models”,2006)

Evaluation is an activity through which the human behaviour, actions and

happenings of the world are identified, perceived and realized. It is the only activity
that controls and provides valid judgments and conclusions about each and every
activity of the day-to-day events.

Testing has been described by the scholars of Linguistics as a “device” or an

“instrument” which measures the linguistic knowledge or competence of the learners.

Testing is an important tool in all areas for measuring and qualifying the
availability of things. It is necessary in our days to measure, test and validate every
activity. In the same way it is important to have a testing on all the aspects. After all
testing is a small part of evaluation.

“English” is changing from the traditional structure based curriculum to an

activity based curriculum that promotes fluency and accuracy in the use of the
language and develops students’ skills in listening, speaking and writing.

The purpose of this paper is twofold: on the one hand to show the connection
and the differences between evaluation and testing, and on the other hand, to describe
the characteristics of language skills.
In the first chapter I will treat evaluation as a concept with its forms and
functions.
Because we cannot have evaluation without testing, in the second chapter I
want to describe each type of test with examples, and the most important thing, to
answer to the following question: “Why are we testing?”
The third chapter is more complex because in this chapter I want to discuss
about language shills: speaking, listening, reading and writing and of course about
vocabulary, grammar and pronunciation. If one wants to learn a foreign language it is
necessary to find a connection between these skills. The student cannot learn them
separately.
At the end of each subchapter I will exemplify the theory with examples of
tasks for each skill.
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CHAPTER I: EVALUATION

1.1 Evaluation as a Concept

Evaluation is a concept that has emerged as a process of assessing, testing and

measuring. Its principal goal is qualitative improvement.
It is difficult to reach a unique definition of evaluation because we can find
many actors involved and each other define the evaluation from their point of view
and from their perspectives and priorities: policy, makers, professionals and
specialists, managers and administrations, teachers, students and citizens.

Stufflebeam (2000) – “Evaluation is a study designed and conducted to assist

some audience to assess an object’s meritor worth.”

Scriven (1991) – “Evaluation is the process of determining the merit, worth

and value of things and evaluations are the products of that process. Evaluation is not
the mere accumulation and summarizing of data that are clearly relevant for decision
making, gathering and analyzing the data that are needed for decision making
comprise only one of the two key components in evaluation, a second element is
required to get to conclusions about merit or net benefits: evaluative premises or
standards. Evaluation has two arms: one is engaged in data gathering, the other
collects, clarifies and verifies relevant values and standards.”

COBUILD English Language Dictionary – Collins – “Evaluation is a decision

about significance, value or quality of something based on careful study of its good
and bad features.”

www.evaluateit.org – “Assessment at a point in time of the value, worth or

impact of a project or program”.

Eurydice – The information Network on Education in Europe – “The forming

of a judgment based on the collection of data with a view to determining the quality of
one or more (educational or administrative) tasks and improving the way they are
performed.”

If we talk about school evaluation we can say that “assessment is the process
of gathering, interpreting and sometimes recording and using information about
students’responses to an educational task in order to provide the next learning step.”
(B. Dendrinos)

Evaluation is generally discussed in connection with monitoring, planning and

indicators. However, all were chosen because of their strong coverage of evaluation. It
can be qualitative or quantitative. There are several major elements to consider in
planning an evaluation:
Timing – when will you evaluate? A formative evaluation occurs during a
project’s lifetime when changes can be integrated into the ongoing project and a
summative evaluation occurs at the end of a project.
Evaluator – who will conduct the evaluation? Evaluation can be conducted
internally or by an external evaluator.
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 Data – the evaluation can be based upon qualitative (interviews, observations,
etc.) or quantitative (statistics, percentages, etc.) data.
Method – Evaluation methods generally include focus groups and interviews,
document reviews, surveys and observations.
Approach – the main approaches to evaluation are participatory, utilization,
action and empowerment evaluation.
Focus – the evaluation will focus on assessing process, outcomes or impact.

As a process, evaluation is dynamic, cooperative, objective, oriented,

continuous, comprehensive and decision making. For a good direction of the
evaluation process, there are several principles which can serve as the criteria for a
particular and individual device or technique of evaluation:
 Determining and clarifying the aspect of the evaluation;
 Selection of appropriate evaluation techniques;
 Determining comprehensiveness of evaluation programmes;
 Treat evaluation as a means to an end.
 Evaluation is a key word.

According to Fahmeeda Begum Anisoddin (2013) “a number of processes are

incorporated in education.
1. Identification of course objectives;
2. Defining the objectives in terms of learners’ terminal behavior;
3. Constructing appropriate tools or instrument for measuring the
behavior;
4. Applying or administering the tools / instruments and analyzing the
results to determine the degree of learners’ achievement in the
instructional programme.”,

According to J.M. Kelete (1982) “To evaluate means to examine the degree of
correspondence between an aggregate of information and an aggregate of criteria
suitable for fixed targets in order to make a decision.”

1.2 Functions and Forms of Evaluation

1.2.1 Functions of Evaluation

The act of evaluation has an important role, concerning the intellectual

development of people and on the sustainability of accumulated knowledge through
the examination process on the volitional and affective side. Along with obedience to
work systematically, the information which the people get on their results, their targets
help them in shaping aspirations, clarifying interests in knowledge and skills
development.
G. de Landsheere describes the essential functions of the evaluation like this:

1. Diagnostic function – is essential for the evaluator and it is realizing when

the evaluation registers the performance level at a given time. It allows
timely deployment of causes and is the starting point for improvement.

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 2. The prognostic function – creates the possibility based on the diagnosis
and on the predetermined finalities to draw some conclusions relating to
the performances.

3. The function of feedback – analyzing the results, allows establishing the

necessary corrections and the optimization elements.

4. The formative function – the evaluation must stimulate the progress by

motivation. The evaluation motivates for studying.

5. The selective function – reveals the competition, the hierarchy and

classification of individuals in terms of performance. The selectivity has
essential psychological connotations.

6. The social – economical function – it is realizing at the macro-structural –

level and regards the efficiency of education in a macro-socio-economic
plan. It has influence at high levels.

1.2.2 Forms of Evaluation

The act of evaluation becomes real achieving its functions only when you
integrate it in the teaching process as a constituent element intended to provide the
necessary information to each upgrading actions of the process.
One of the most important acquirement of the evaluation is revealing various
ways of integration the evaluation in the teaching act.
If we refer to didactic assessment we have three ways: initial evaluation
(predictive), formative evaluation (continue) and summative evaluation (cumulative).

1. Initial evaluation – named predictive – is conducted at the beginning of

the training period. It has the fundamental purpose to diagnose the level of
training of those who are learning. Knowledge of learning abilities of
training level is one of the most important conditions for an activity
adaptation action to these realities in order to succeed. It is the grounds for
reconsideration of the rhythm of scroll, of the methods used.

2. The current evaluation – is conducted during the study period is called

continue or formative. The goal of this type of evaluation is to ensure a
permanent check (a permanent feedback) and to support a systematic and
continue training. It is realized on training sessions. The diagnosed
function is in this case enlarged and relative. It measures the performances
for all those who learn and we can apply it for the whole informative set. It
registers systematically the progress or the regress. It does not target
ranking and it is the main mark in the current improvements. If we do not
have the expected progress we cannot establish a diagnostic for remedying
the deficiencies and for applying the necessary corrective measures. So,
this evaluation is involved in the process and follows timely reporting of
deficiencies.

3. The periodic evaluation – is conducted during the study period, but at

long intervals. It is also called “intermediate”. It has a fundamental purpose
to check the degree of restructuring of the transmitted information or the
7
 ability to synthesize and to generalize. It can be appreciated that it is a form
of current evaluation, but with summative connotations.

4. The final evaluation – is conducted at the end of the study period and it is
also called summative, cumulative or conclusive. It targets checking the
structure of the information in large syntheses. First it checks the ability to
synthesize of those who learn, but it also checks the ability to apply the
information in context. It is ascertaining. It no longer allows corrections for
the evaluated group. Therefore the summative evaluation has a
retrospective character in relation with the estimated action. It can consider
the obtained data during the whole period. Thus, an objective assessment is
reached by correcting errors.

The modern didactics insists on the formative function of the evaluation.

Therefore in checking and evaluation it is intended to modify the process according to
the gaps found and the results obtained.
The evaluation must be continuous, analytic and to unfold in relation with the
proposed objectives.

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CHAPTER II: TESTING

2.1 Defining Testing

As a matter of fact, testing is an important phenomenon in order to weigh,

measure and qualify the validity and the quantum of things.
Carroll (1968) says: “Test is a procedure designed to elicit certain behavior
from which one can make inferences about certain characteristics of an individual.”
A test is a measuring instrument designed to elicit a specific sample of an
individual’s behaviour. The test is a part in the procedure of evaluation, but not the
whole of it.
According to Halliday, “tests are an attempt to construct an instrument for
measuring.” Testing is a set of techniques of questioning and observing to find out
how far learning is taking place, whether the students are following the teacher or
instructor and what are the problems of the students.
In general, testing finds out how well something works.

According to the Cambridge Dictionary, a test is “a way of discovering by

question or practical activities what someone can do.”

A test is an evaluation instrument which measures school performances of the

students with precision. It represents a set of samples or question that help the teacher
to evaluate and check the assimilation level of knowledge.
Testing can be done orally or in writing and it can track behaviour, features,
abilities, knowledge or students’ results.

The qualities of a test are:

 Validity;
 Fidelity;
 Standardization;
 Calibration;
 Objectivity;
 Applicability.

Due to their high degree of objectivity, tests are useful instruments for
students’ evaluation and classification.

2.2 Reasons for Testing

Testing is certainly not the only means to evaluate, but there are many motives
for integrate it in the assessment.

A test can give precious information about where the students are in their
teaching. A test can help a teacher decide if his teaching has been effective and help
highlight what needs to be noticed.

9
 Tests can also have a positive effect in that they encourage students to review
the material covered on the course. Tests can encourage students to consolidate and
extend their knowledge. Tests are also a learning opportunity after they have been
taken. The feedback after a test can be invaluable in helping a student understand
something he could not do during the test. Thus, the test is a review in itself.

According to Columbia Virtual Academy:

 test results show students “strengths”;
 tests results show students “weaknesses”;
 “testing each year helps a student become a strong test taker”

Because of that we can say that testing is a part of learning and permits students “show
what they know” and what they can do.
The results of a test help both the student and the teacher to understand what a student
knows and how a teacher teaches.

“What is testing in education? Almost everybody has experienced testing during his or

her life. Grammar tests, driving license test etc. A test is used to examine someone’s
knowledge of something to determine what that person knows or has learned. It
measures the level of skill or knowledge that has been reached. An evaluative device
or procedure in which a sample of an examinee’s behavior in a specified domain is
obtained and subsequently evaluated and scored using a standardized process.” (The
Standards for Educational and Psychological Testing, 1999)

2.3 Types of Tests

There are several types of tests which can be used to evaluate:

 Diagnostic tests;
 Achievement tests;
 Progress tests;
 Communicative tests;
 Performance tests;
 Competence tests;
 Proficiency tests;
 Integrative tests;
 Psychometric tests.

When we talk about language, we have:

 Speaking tests;
 Listening tests;
 Reading tests;
 Writing tests.

Diagnostic tests – these types of tests are used to diagnose how much the students
know and what they know. They identify those areas in which a student needs help. A
diagnostic test can be general and show some particular needs of a student or it can be
specific. These tests help both the student and the teacher.

10
 Achievement tests – these types of tests measure the students’ improvement. It is
a test given at the end of the course and it is useful for learners to see what they have
understood.

Progress tests – these types of tests are used at various stages to see the progress
up to that point and to determine what they have learnt. It can be short term or long
term. Short term progress checks how students understand and how it can help the
teacher to decide if they need remedial work. Long term progress checks students’
progress along the entire course.

Performance tests – this test covers direct and systematic observation of a

student’s performance. Students are evaluated on the results of their progress. A
performance test measures performance.

Competence tests – this kind of test can be used, for example, to measure
students’ capability to understand a language in all its aspects: speaking, listening,
reading and writing.

Proficiency tests – these tests evaluate students’ levels in relation with general
standards. It can be used without reference to any specific course. These tests are
named Specific Purposes Tests.

Psychometric tests – this test measures personality, intelligence, aptitude, ability,

knowledge and skills.

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CHAPTER III: LANGUAGE TESTING

3.1 Testing Speaking

According to Underhill (1997)”A speaking or oral test is defined as a test in

which a person is encouraged to speak, and then assessed on the basis of that speech.
It can be used alone or combined with tests or other skills.”

The purpose of a speaking test is to identify the level and the quality of the
production of students’ speech sounds when speaking a second language. Speaking is
an act of creativity. The students must think of the idea they want to transmit. .
Pronunciation is important both for the listener and the speaker. Pronunciation
means taking care of intonation and rhythm.
According to John Manby, the skills of speaking are:
- Articulating sounds in isolated forms;
- Articulating sounds in connected speech;
- Articulating stress pattern within words;
- Manipulating variation in stress in connected speech;
- Producing intonation patterns and expressing attitudinal meaning through
variation of tone;
- Expressing meaning through variation in pitch stress and pause.

Speaking is important being the main tool of communication. For a student, the
situational conversation has an important role in learning a foreign language. When a
student is required to speak, he develops his ability and his pronunciation.

There are various types of speaking tasks:

 Conversations;
 Interviews;
 Questions and answers;
 Reading blank dialogue;
 Giving instructions or descriptions;
 Using a picture to tell a story;
 Translating;
 Repetition.

To show how important speaking is, Ben Jonson, a famous English poet says:
“Speak! So that, I may see thee. Although we spend years for learning to
acquire reading and writing skills, in real life situation nearby 90% of daily business is
transacted orally. To a large extent the credibility and professional success depend on
the confidence one generates in the listeners through the “spoken image”. (cited by
Richard Wollman in “Aurality in Ben Jonson’s Print Poetry”,2016)

12
3.1.1. Speaking Test (model)

Activity – Talking About My Vacation

1 – Past Tenses

a) Where did you go for your last vacation?

b) Did you like the trip?
c) Who did you go with?
d) What places did you visit?
e) Where did you stay?
f) How did you go?
g) How long did you stay there?
h) Can you tell any curious/ funny thing that happened there?
i) When did you come back?
j) Would you like to go back there? Why or why not?

2 – Present Tense

a) Where do you usually go on your vacation?

b) Who do you go with?
c) Do you prefer the beach, the countryside or the mountains?
d) Where do you usually stay?
e)
f) What kind of places do you like to visit?
g) How do you travel?
h) What items you can’t forget in order to really enjoy the trip?
i) Talk about the pictures you bring to class.

3 – Future Tense

a) Where are you going for your next vacation?

b) Who is going with you?
c) Where are you going to stay?
d) How long are you planning to stay there?
e) What places are you going to visit?
f) How are you going there?

13
3.2 Testing Listening

According to International Reading Association, “listening is the process

receiving, constructing meaning form and responding to a spoken and/or a non verbal
message.”
If we try to give a definition, we can say that listening is the ability to identify
and understand what others are saying.

The purpose of a listening test is to identify the ability of a person to

understand a conversation in another language. We can say that speaking and listening
are in relation, but listening is a component of speaking. It is a process and there is a
lot of knowledge involved in it.

Listening is difficult because different speakers can produce the same

conversation in different ways.
Garry Buck presents in his book, Assessing listening three characteristics of
speech that are very important in the listening comprehension:
 “speech is encoded in the form of sound;
 speech is linear and takes place in real time, with no chance of review;
 speech is linguistically different from written language.”

There are four types of listening:

 Intensive – words and intonation
 Extensive – listening for the gist
 Responsive – greetings, questions
 Selective – TV, radio

Listening tasks:
- Multiple choice;
- Completing tables;
- True and false statements;
- Putting something (events) in the correct order;
- Note taking;
- Fill in the blanks;
- Spotting mistakes;
- Labeling pictures.

There are many ways to improve one’s listening skills and one’s listening results.
According to Jane Willis one can:
- predict what people are going to talk;
- guess the meanings of unknown words or phrases;
- identify relevant points;
- understand speaker’s attitude.

Students find a listening test very difficult because they want to understand every
word. It is very important to have them represent real life speech. They will
understand easily and quickly and they will be able to give a correct answer and to
find solutions.

H.D. Brown remarks in “Principles of language, learning and teaching”, (1980):

14
“Listening ability lies at the very heart of all growth from birth through years of
formal education.”

3.2.1. Listening Test (model)

 Listen to a conversation by accessing the following link

http://www.esl-lab.com/elem/elemrd1.htm#list and then answer the questions
below by ticking the correct variant.

1. How does Joshua go to school in Japan?

A. He takes a school bus every morning
B. He rides the subway at 8:00 AM.
C. He walks with a group of students.

2. Which item did Joshua NOT mention when talking about the things he takes to
school?
A. Backpack
B. gym clothes
C. school hat

3. What is one of the first things Joshua does when he arrives at school?
A. He practices his reading and writing.
B. He stands and bows to the teacher.
C. He puts on his gym clothes for class.

4. Where does Joshua eat lunch at school?

A. in his classroom
B. in the lunchroom
C. in the gymnasium

5. What time does Joshua probably get home from school most days?
A. between 1:00 PM and 2:00 PM
B. between 2:00 PM and 3:00 PM
C. between 3:00 PM and 4:00 PM

 Listen to the recording accessing the following link

http://www.esl-lab.com/fun/funfra.htm then write the words you hear in the
correct blank.
Girl: Dad, I’m …………..(1) today. I want to go to a ………………..(2).
Dad: A movie today? Well, I don’t ……………….(3). Here, let me look at
the……………..(4). Okay, here‘s a movie that…………..(5) in the afternoon at 2.45.
Well, should we take mummy with us?

15
Girl: Yeah.
Dad: Okay, we have to wait for mummy as she’s at a ………………..(6) right now.
Girl: Okay.
Dad: Alright. And, what shall we do …………………….(7) we see the movie?
Girl: Go on a walk.
Dad: Well, where would you like to go on a walk? Would you like to
go……………….(8) to the beach or through the park?
Girl: To the beach.
Dad: To the beach. Well, that ……………..(9) great. And then maybe we can go out
to eat tonight. Does that sound ……………(10) ?
Girl: Yeah!

16
3.3 Testing Reading

“Reading is the ability to process a text through decoding, interpreting and

understanding it” (Brown, 2004)

“Reading is a process of negotiating meaning. A dialogue between the reader

and the writer.” (Widdowson, 1990)

Reading is a complex skill. One must give sense to symbols and has to put
them in relation with their pronunciation.
Jane Willis names the following points of reading skills:
 Recognizing word/phrase;
 Using one’s knowledge to predict and to interpret the text;
 Understanding the meaning and implications of word/phrases
 Understanding the relation of the sentence with the text;
 Extracting specific information from the text;
 Scanning to get point information.

Reading can be classified in many ways:

 Loud or silent reading;
 Informational reading;
 Observational;
 Recreational;
 Assimilative;
 Reflective;
 Creative.

Each type of reading has advantages and limitations.

According to this classification we can establish the following types of reading

tasks:
 Multiple choice;
 Short answer questions;
 Long answer questions;
 Gap filling;
 Summary close;
 True or false sentences;
 Matching.

We can affirm that a reading task is a practice and an evaluation tool and it is
defined through practice. Students must read regularly and they must reflect on their
reading. A permanent feedback motivates the student to read regularly. They can
develop their skills for reading through practice.

3.3.1. Reading Test (model)

Football or soccer, which is considered to be the most popular sport in the world, is a
team sport played between two teams of eleven players using a spherical ball.The
object of the game, which is played on a wide rectangular field with a goal on each
end of the field, is to score by putting the ball into the adversary goal. The goal is kept
by a goalkeeper who is allowed, at the exception of other players, to use his / her

17
hands in the game. The winners are those who score the most goals. If the football (or
soccer) match ends in a draw the two teams may be redirected to play extra time and /
or penalty shootouts (each team taking turns to have a set number of kicks at the goal.)
The way football is played now was first codified in England. Nowadays, it is
governed by the FIFA, "Fédération Internationale de Football Association"
(International Federation of Association Football.) The game is played now all over
the world and competitions are organized nationally, continentally and internationally.
The most prestigious of football competitions is the World Cup, which is held every
four years.
1.Soccer is another word for football
a. True b. False

2 .Each team includes 22 players a. True b. False

3. The rules of the game were established a. by an international committee b. in

England

4. The world cup competition takes place a. annually b. every 5 years c. every 4
years

II. Word meaning. (Choices: Penalty Area/Box, Hat Trick, Goalkeeper, Referee,
Relegate, Tackle)
1. to try to take the ball from a player in the other team
2. if a football team is moved down to a lower division
3. a person who is in charge of a game and who makes certain that the rules are
followed.
4. in football, the area marked with white lines in front of the goal
5. the player who stands in the team's goal to try to stop the other team from scoring

III. Matching Type: Match Column A with Column B. Write the answer on the blank.
Column A Column B
____ 1. World Cup a. the country which codified the football
game
____ 2. Football b. Football Field
____ 3. England c. An association of teams or clubs that
compete chiefly among themselves
____ 4. Rectangular field d. World Championship
____ 5.League e. Soccer

18
3.4 Testing Writing

Writing is the act or process of one who writes.

“If a writer knows enough about he is writing about, he may omit things that
he knows. The dignity of movement of an iceberg is due to only one ninth of it being
above water.” (Ernest Hemingway)
Writing skill is given more space and scope in testing. But in real conversation
writing is very less.

According to T.C Baruah, the components of the writing skills are the
following:
 Writing the word correctly;
 Recollecting appropriate words and putting them sin sentences;
 Using appropriate punctuation marks;
 Linking sentences with appropriate connectors.

Types of writing tasks:

 True or false;
 Vocabulary exercises;
 Match the headings with the paragraphs;
 Complete the sentences about the text;
 Multiple choice;
 Missing sentences;
 Open – ended questions;
 Put the paragraphs into the correct order;
 The writer opinion’s or reader’s response.

For improving writing one can use many techniques: rewriting, pronunciation,
observation, meaning, listening, opposite words, using in the context word formation.
“In teaching of language, writing is one of the skills. The students of the language
learn the alphabets first, then they learn writing of words by combining the different
alphabets and after that they are writing sentences and paragraphs. This is, in fact the
process of composing. In composing work, there is composing of sentences on some
ideas.” (M. Maimoona)

3.4.1. Writing Test (model)

• TASK 1

Read about Paul and his family.

Write the correct form of the verb shown in brackets in the space provided.
Example: Paul ................................ (live) in a small village in the south of England.
He ...................................... (have) an older brother and two sisters. His brother is at
university in Scotland, but his two sisters still ....................................... (live) at home.
Paul’s mother is a journalist for the local newspaper but she ......................................
(not work) at the moment. Paul’s father....................................... (teach) French in a
college and so he................................... (go) to France quite often with his students.
Last year the whole family............................ (go) to Paris and .................................
(see) The Eiffel Tower. Where are they going this year? They ..................................
(fly) to America but Paul ..............................................(not want) to go because he
19
........................................... (not like) flying!

TASK 2

Use the information below to help you fill in the missing words

Time Channel 1 Channel 2 Channel 3

9.00 News News Homes and gardens
9.30 Weather Mib and Mob News
10.00 Cooking with Alfie The morning movie The clothes show
10.30 Sport News Any questions?
11.00 Working with Football Looking for your
computers pets

Example: What time is The Clothes Show on?

It’s on at ten o’clock.
1. ,,,,,,,,,,,,,,,,,,,,,,,,,,times is the news on?
Four times.
2. ,,,,,,,,,,,,,,,,,,,,,,,,,,does the morning movie start?
Ten o’clock.
3.,,,,,,,,,,,,,,,,,,,,,,,,,,, is on Channel Three at eleven o’clock.
Looking after your Pets.
4. ,,,,,,,,,,,,,,,,,,,,,,,,,,,channel has Football at eleven o’clock?
Channel Two.
5. ,,,,,,,,,,,,,,,,,,,,,,,,,,,of programme is Mib and Mob?
It’s a children’s programme.

TASK 3

Use the chart to fill in the missing words in the conversation below.

JANET
likes Can make
Fish No
Curry Yes
Soup No
Onions
Pizza Yes
Cakes
Chips Yes
Salad Yes

20
SARAH
Fish No
Curry No
Soup
Onions No
Pizza No
Cakes Yes
Chips Yes
Salad Yes

Sarah can come for tea tomorrow. Does she like fish?
No. She doesn’t like fish and I .................................. fish either!
Then you can have curry. You both like curry, don’t you?
Sarah ............................................. curry but I .............................. curry very much.
Okay. You can have some onion soup.
Oh no! I ................................ soup and Sarah ..................................onions!
Do you want to make something?
I ............................... a pizza. Sarah ................................. pizza, but she
.................................. cakes. She made some great cakes at school!
Good. You can have some chips and salad with your pizza.
Great, we both ............................................chips and we both
............................................ salad too.

TASK 4
Copy this letter into the space below and use the correct capitals letters.
There should be five capital letters.

wednesday 5th september

dear barry,
thanks for inviting me to stay with you and your family in july. i want to come but i
am doing my english exams and my teacher wants me to do well! can we see each
other next week?
Chris.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
________________________________

21
TASK 5

Look at the map and fill the gaps in the conversation below.

DAN”S
HOUSE
SCHOOL

QUEEN STREET
SUPERMARKET
PARK CINEMA

SWIMMING POOL

BUS-STOP SHOE SHOP

- Hi Dan, it’s Kevin. I’m at the bus stop.

- The bus stop by the swimming pool?
- No, the bus stop ............................................. the shoe shop.
- Do I turn left to get to your house?
- No you turn right, then you ................................. just before the post office.
- Do I go past the swimming pool?
- No you go past the cinema then you ...................................................
- Do you live near the school?
- No I live ................................................ the supermarket
- ……………………………………
- I live at number 6 Queen Street. See you soon!

TASK 6
Look at this picture and write as much as you can about it on the lines below.

22
3.5 Testing Vocabulary, Grammar and Pronunciation

Vocabulary, Grammar and Pronunciation are very important for teaching a

foreign language.
The set of words within a language that are familiar are known as a person’s
vocabulary. Acquiring an extensive vocabulary can be a big challenge in learning a
language and this can help us communicate what we mean. It is a connection between
the size of vocabulary and the reading comprehension.

When we test vocabulary we must determine a student’s knowledge of:

- Word collocations;
- Word derivations;
- Word meanings.

A teacher can test vocabulary by:

 Multiple choice tests;
 Translations;
 Oral testing;
 Associations;
 Placing;
 Synonyms and antonyms;
 Transformation;
 Writing/composition questions;
 Matching.

Grammar tests are designed to measure students’ proficiency in matters

ranging from inflections.
We have a lot of techniques for testing grammar:
 Gap filling;
 Paraphrase;
 Continue….;
 Completion;
 The option form;
 The inflection form;
 The free response form;
 Multiple choice.

Pronunciation is important because it is possible for people to produce the correct

sounds but still be unable to communicate their ideas.
You can test pronunciation by listen to the learner. It is a common and easy method.
Types of pronunciation test:
 Sound recognition;
 Regrouping;
 Matching;
 Silent letters;
 Word stress;
 Intonation patterns;
 Gap filling;
 Odd man out;
23
  Same sound;
 Dictation.

3.5.1. Grammar and Vocabulary Test (model)

Test 1
I. Read the text below and complete the following tasks.

Every year thousands of tourists visit Pompeii, Italy. They see the sights that
Pompeii is famous for – its stadiums and theatres, its shops and restaurants. The
tourists do not, however, see Pompeii’s people. They do not see them because Pompeii
has no people. (1) ______ .
Once Pompeii was a busy city of 22,000 people. It lay at the foot of Mount
Vesuvius, a grass-covered volcano. Mount Vesuvius had not erupted for centuries, so
the people of Pompeii felt safe. But they were not safe.
In August of the year 79, Mount Vesuvius erupted. (2) ______ . Soon stones
and hot ash began to fall on Pompeii. Then came a cloud of poisonous gas. When the
eruption ended two days later, Pompeii was buried under 20 feet of stones and ash.
Almost all of its people were dead.
In the year 1861, an Italian archaeologist named Giuseppe Fiorelli began to
uncover Pompeii. Slowly, carefully, Fiorelli and his men dug. One day Fiorelli was
helping his men dig. When he tapped on the hard ash, he heard a hollow sound. He
suspected that the space beneath was empty. As an experiment, he drilled a few holes
in the ash and poured liquid plaster down the holes. (3) ______ .
The city they found looked almost the same as it had looked in the year 79.
Perhaps most important of all, there were many everyday objects. These everyday
objects tell us a great deal about the people who lived in Pompeii. Many glasses and
jars had a dark blue stain in the bottom, so we know that the people of Pompeii liked
wine. They liked bread, too; metal bread pans were in every bakery. (4) ______ . Tiny
boxes filled with a dark, shiny powder tell us that the women liked to wear eye
makeup, and the jewellery tells us that pearls were popular in the year 79.
One-fourth of Pompeii has not been uncovered yet. Archaeologists are still
digging, still making discoveries that draw the tourists to Pompeii.

I. a. Four sentences have been removed from the text. Select the appropriate
sentence for each gap in the text. There is one extra sentence which you do not
need to use. (1 point)

A. When the plaster was hard, Fiorelli cleared away the ash and found the plaster form
of a man.
B. There was a stadium with 20,000 seats.
C. In one bakery oven there were 81 round, flat loaves of bread – a type of bread that
is still sold in Italy today.
D. No one has lived in Pompeii for almost 2,000 years.
E. The entire top of the mountain exploded, and a huge black cloud rose into the air.

24
 I. b. Match the words in bold in the text to their definition given below.
There is one extra definition which you do not need to use.(1,5 points)

1. a white powder that is mixed with water

and becomes very hard when it dries, used
especially for making copies of statues or
holding broken bones in place
2. causing illness or death if absorbed into
the body; toxic
3. in or to a lower position than something,
or directly under something
4. soft grey powder that remains after
something has been burnt
5. a dirty mark that is difficult to remove,
especially one made by a liquid, such as
coffee, ink, etc.

I. c. Find the best way to complete each sentence. (1,5 points)

1. Tourists do not see Pompeii’s people a. because Mount Vesuvius erupted.

______
2. The people of Pompeii felt safe b. because he heard a hollow sound when
________ he tapped on the ash.

3. Fiorelli suspected that spaces beneath c. because Pompeii has no people.

the ash were empty ______

4. We know that the people of Pompeii d. because Mount Vesuvius had not
liked bread _______ erupted for centuries.

5. The city of Pompeii was buried ______ e. because Fiorelli found metal bread pans
in every bakery.

II. Read the text below and use the words given in capitals below to form words
that fit in the gaps. The words in capitals are given in the order you need to use
them: (2 points)

1. INDUSTRY
2. DEVELOP
3. FOREIGN
4. FAME
5. ATTRACT
6. CENTRE
7. TOUR
8. POLITICS
9. CORRECT
10. POLLUTE

25
 London

London is the capital city and main (1) ______ centre of the United Kingdom. Its (2)
_______ began with the Roman invasion in 45 AD. It is now popular with (3) _______ ,
who visitthe city in order to see many of its (4) ________ buildings and tourist (5)
_______ . It is also popular for its shops in the (6) _______ part of the city. Apart from (7)
_______ and business, London is known for being the United Kingdom’s (8) ______ heart.
It is also home to one of the country’s most important residents , the Queen. Although
London is a big city, it would be (9) ________ to say that it is an unhealthy place to live,
because attempts to reduce (10) ________ levels have been quite successful.

III. Choose the correct alternative: (1 point)

1. They _____ Spain before. It is not the first time they go there.
a. visited b. are visiting c. have visited

2. Sarah _________ shopping last week.

a. has gone b. went c. was going

3. Ellie usually ______ the bus to school.

a. is taking b. takes c. take

4. We haven’t talked about that matter _____.

a. yesterday b. yet c. on Sunday

5. We ______ down the street when we met a friend of ours.

a. was walking b. were walking c. walked

6. I _____ what he is saying! It is definitely a lie!

a. am not believing b. don’t believe c. haven’t believed

7. They have lived in that house _____ more than a year.

a. for b. since

8. Mary has had that nice dress _____ last year.

a. for b. since

9. Mike _____ at the moment because he has a test tomorrow.

a. studies b. study c. is studying

10. He started his new job in Rome ________.

a. three months ago b. three months since c. for three months

IV. A teacher is warning a student about his behaviour. Read the passage and
put the verbs in brackets into a suitable form. (2 points)

Now listen. I (1) ___________ (want) to talk to you about your attitude and
behaviour. For the last two months you (2) ________ (miss) most of your classes and
you (3) ________ (not / do) any homework. Furthermore, I have become increasingly
26
annoyed with the way you talk to your teachers. Yesterday, for example, you (4)
________ (tell) Mr Roberts he looked funny, and while he (5) ________ (try) to talk
to you, you just walked away from him. He (6) _________ ( be) very upset since then.
Tomorrow I am going to write a report for your parents, and if you (7) _________ (not
/ start) showing some signs of improvement, I will send it to them. Your next class (8)
_________ (to begin) at 11 o’clock. Make sure you are there, or else!

Test 2

I) Choose the best answer below!

1. It’s …………… at the moment. We can’t go to the party right now.
A) rain B) raining C) is raining D) has been raining

2. Allan ………….. soccer when he broke his wrist.

A) was playing B) played C) has been playing D) plays

3. “Were there any letters today? “

-No. The postman ……………. yet.
A) did not come B) has come C) hasn’t come D) hasn’t came

4. I found out that everything …………. perfect.

A) looks B) looked C) has been looking D) is looking

II) Complete the table below with the correct form of the following verbs!

To give
broke
To swim
sold
To shake
gotten
lied
sought

III) Fill in the blanks with the correct form of the following verbs given in brackets
a) The water …………..( to boil) at 100 C !
b) If the weather …………. ( to be) nice, I ……….. ( to go ) to the seaside.
c) I …………….…..( to play ) soccer at this time yesterday.
d) The river ………………..( to flow) very quickly today, much faster than
usual!
e) If I had. …………… ( to know ) you were in the USA, I would ……………
( to call ) you.
f) Look! It ………. ( to rain )!
g) If I ………..( to be ) you, I would ………….. ( to go ) to the drugstore.
h) I ………… ( to eat ) pizza before I got back home.
i) It’s the first time I …………..( to go ) to Los Angeles.
j) He …………… …….( to study ) In the USA for 3 years when his father
phoned to say he was needed at home.

IV) Write a short story about your best friend! ( No more than 25 lines )

27
CONCLUSIONS

In our days evaluation and testing are very important. They are useful in each
area of our activity.
In this study, I have tried to define and to point out the important
characteristics of testing and evaluation. In the first chapter, I presented evaluation as
a concept with its definitions in general and school evaluation in particular. Then I
showed the forms and functions of evaluation. Every form and every function must be
known because they are important in the evaluation process.
In the second chapter, I treated testing and why testing is important. I also
discussed about every type of tests and I described them. Testing is an important
subject in order to know what and how much we know.
My purpose was to show in these two chapters that evaluation and testing are
not the same thing. They are different, but they are in close connection.
A test is an instrument of evaluation and refers to the measurement of the
learners’competence. The term evaluation refers to the whole process.
The third chapter is a presentation of Language Testing in general with
examples of English Tests. Every skill (speaking, listening, reading and writing) has
its place in teaching a foreign language. They cannot be acquired separately. The
process of learning language is natural and complex.
At the end of each subchapter I gave an example of a test for each category.
In our days, when a lot of students want to test their level of knowledge and
society, practically, compels them to know a foreign language in our society we must
find the ways to attract students and to make them understand that evaluation and
testing are very important for their professional development.

28
 APPENDIX

TYPES OF TESTS FOR PRIMARY AND SECONDARY SCHOOL

29
TEST PAPER 1

I. Read the text.

This is Tim. He is nine. He is from England. He has many school objects. He has a
blue pen, a long grey pencil, a green pencil box, a big black satchel. He usually wears
a new red shirt, an orange tie and a blue suit.

a) Write true ( T ) or false ( F )

Tim is nine.____________ Tim is from the U.S.A.__________
His pen is orange.________ His satchel is big.____________
The shirt is old._________ The pencil is short.__________

Answer the questions.

What colour is the pen ? – The pen is

__________________________________________

What colour is the pencil box ? – The

__________________________________________

What colour is the shirt ? -

__________________________________________________

What colour is the suit ? -

___________________________________________________

What colour is the tie ? -

____________________________________________________

What colour is the satchel ? -

_________________________________________________

II. Unscramble the words. Write them.

eert ________________ ; werflo _____________________ ; ascrf
__________________;

pac_________________ ; kpin ______________________ ; seblou

__________________

III. Answer the questions using on; in; under; near.

Where is the ball ? Where is the book ?

30
 The ball is _______________ the bench. The
__________________________________

Where is the pen ? Where is the cat ?

The _____________________________ The
___________________________________

Where is the dog ? Where is the duck

?
The ______________________________ The
___________________________________

IV. Do the crossword.

1 E
2 N
3 G
4 L
I 5 1. 2. 3.
6 S

H 7

4. 5. 6.

7.

31
TEST PAPER 2

I. Complete with DO or DOES:

1….they like pizzas? 6. …she sing well?
2…..you run every day? 7…..Irene and John ?
3. ….Ann read a book? 8…..I eat a cake?
4…..he speak English? 9…..the pupil understand French?
5…..you want to be an engineer? 10. …the women work a lot?

II. Complete with a/ an/ some:

…orange , …room, ….horses, …..umbrella, ….acrobat, ….toy, ….English book,
….clowns, ….egg, ….plane

III.Complete the sentences:

My name is… 6.I’m…years old.

My birthday is in… 7.I live in…

My hobby is… 8.My favourite season is…

I like……, but I don’t like…… 9.I can…

I have a…….., but I don’t have a…… 10.My best friend is….

IV.Write the sentences correctly:

1.Jane / London/ from/ come
2.he/ in/ live/ Bacau
3.I /playing/the/ like/ piano
4.We/ a/ have got/ car
5. She/ to / want/ be/ a/ singer

V.Complete with the forms of the verb TO BE:

1. The clown ……not wearing red trousers. 2………Tom reading a book?

3.The acrobats ……jumping around. 4…………they watching a film now?

5.The cat ……running outside. 6………..you speaking English well?

7.You …….not laughing now

raining now?

32
TEST PAPER 3

1.Translate into Romanian the following words:

Hairbrush - To skate -
To skip - To watch -
Helmet - rock -
To hope - bench -
To hop - to sail

2.Choose the correct answer:

I am _______ a sandwich now.
eats eating
not eat eat
I am busy right now. I _______ breakfast.
am have have
having am having
My daughter _________ studying English at Istanbul University.
is does
do not
_____ you waiting for a bus?
Do Are
Does Is
What _____________? It looks well.
do you drinking are you drink
are you drinking does you drink
We ________ enjoying our holiday here so much.
don't are
is doesn't
What _____ John ___________ at the moment?
does / do is / do
are / doing is / doing
I ___________ sitting down at the moment.
am not are not
is
Don't disturb him. He __________.
sleeps is sleeping
is sleep sleep

33
3.Put the verbs in the Present Simple or Continuous:
1) She (not/go) to the cinema very often. .
2) You usually (arrive) late. .
3) He normally (eat) dinner at home. .
4) (you/study) every night? .
5) (they/work) late usually? .
6) You (not/go) out later. .
7) I (not/work) tonight. .
8) (she/work) at the moment? .
9) I (not/drink) coffee very often. .

4.Put the words in the correct order:

1) at/ inviting/ Lucy/ party / are / the/ they /

2) visits/ often/grandparents/ every/ her / she/ week.
3) shopping/ Tom and Lucy/ the / evening/ goes / in/ with / she
4) doesn’t / very / cats/ she/ much/ likes/ but /like /dogs/ she .
5) is/ we /at / dancing/ she/ the/ are/ singing/and /moment.

34
 TEST PAPER 4

I .Write the correct verb form:

1. We always (do) our homework.We (not do) our homework

now………………….....…../…….……………..

2. She often (do) her homework. She (just, do) her homework. …….........................
…../……………….……….

3. The cook (fry) fish every afternoon.He (fry) fish at the moment. ……...
…………….….../……….….……….

4. My friend (play) computer games on Sundays.Look! He (play) a game. …………..

…../………………..……

5. It never (rain) in their country.Here it (rain) right now. ……………………....

…../……………………..…….

6. Mike and his sister (be) very happy.Christmas (come).

……………………...…../………………...………….

7. That man (have) a good job.He (work) in a big company. ……...........................

…../…….…………..……….

8. You (not speak) English now but you (speak) English all the time.
………………......…../…………..……….

9. The teacher (not know) my name.He (always, call) me John! ………………........

…../…………...….……….

10. There (be) seven geese in the field.There (not be) any ducks. ……...................
…../……………..…….…….

II. Make the sentences negative:

1. I am a
student.=>……………………………………………………………………….
2. You are living in a big
house.=>………………………………………………………..
3. She has a
brother.=>……………………………………………………………………..
4. He has got a
sister.=>……………………………………………………………………
5. They cry every day.
=>…………………………………………………………………..
6. The boy studies
hard.=>………………………………………………………………….

35
7. Your cat stays
outside.=>…………………………………………………………………
8. It can swim
well.=>……………………………………………………………………….
9. We go
shopping.=>……………………………………………………………………….
10. There are two chairs in the
room.=>……………………………………………………..

III. Turn into the interrogative:

1. The children are sitting at their desks.=>

……………………………………………………..

2. There is a mouse in the house.=>

……………………………………………………………..

3. The child has a toy.=>

…………………………………………………………………………

4. I am wearing jeans today.=>

…………………………………………………………………..

5. The lady buys milk every morning.=>

………………………………………………………..

6. The wind blows hard in winter.=>

…………………………………………………………….

7. She can play the piano.=>

……………………………………………………………………..

8. She ties her shoelaces in the morning.=>

……………………………………………………..

9. They often drink coffee.=>

……………………………………………………………………

10. You are running too fast.=>

………………………………………………………………….

IV. Underline the words which are the answers to the questions:
Model: I keep my money in my desk.Where do you keep your money?

1. She eats spaghetti at this restaurant.What does she eat at this restaurant?
2. Tom writes his homework in his room. Who writes his homework in his
room?
3. I dance because I like music.Why do you dance?
4. I write the letter with my pen.What do you write the letter with?
5. I always look for John.Who do you always look for?
6. The man teaches us Maths.What does the man teach?
36
7. Your parents arrive home at 7 o’clock.What time do your parents arrive
home?
8. The bird flies up in the sky.Where does the bird fly?
9. Mother loves us very much. Who loves us very much?
10. She is running in the park. Where is she running?
11. They are crying because they are hungry. Why are they crying?
12. I’m wearing a blue shirt right now. When are you wearing a blue shirt?
13. There are six boys in the yard. How many boys are there in the yard?
14. She can speak English and French? What can she do?
15. I go to school by bus. How do you go to school?
16. They clean their house every Saturday. When/How often do they clean
their house?
17. Jane and Susan meet their friends every day. Who do Jane and Susan meet
every day?
18. She often borrows Jane’s T-shirt. Whose T-shirt does she often borrow?
19. My classmates like Geography. What school subject do your classmates
like?
20. They have three dogs.How many dogs do they have?
21. Tony goes to bed at 10 o’clock.When/What time does Tony go to bed?
22. I like playing tennis because it keeps me fit.Why do you like playing
tennis?
23. The weather is rainy and cold today. What is the weather like today?
24. My best friend is eleven years old. How old is your best friend?
25. They have got seventeen magazines. How many magazines have they got?

37
 VOCABULARY REVISION:

DAYS OF THE
WEEK…………………………………………………………………………………
………….
MONTHS OF THE
YEAR……………………………………………………………………………………
……
…………………………………………………………………………………………
……………………………
SEASONS………………………………………………………………………………
………………………….
TYPES OF
WEATHER……………………………………………………………………………
………………
CLOTHES:
…………………………………………………………………………………………
…………………………….
…………………………………………………………………………………………
……………..
FRUIT:
…………………………………………………………………………………………
…………………..
…………………………………………………………………………………………
…………………………..
VEGETABLES…………………………………………………………………………
…………………………
…………………………………………………………………………………………
…………………………..
ANIMALS:
…………………………………………………………………………………………
………………
…………………………………………………………………………………………
…………………………...
FAMILY MEMBERS:
…………………………………………………………………………………………
…..
…………………………………………………………………………………………
……………………………
FURNITURE:
…………………………………………………………………………………………
……………
…………………………………………………………………………………………
……………………………
FOOD AND DRINKS:
…………………………………………………………………………………………
…..
…………………………………………………………………………………………
……………………………

38
TOYS:
…………………………………………………………………………………………
……………………
…………………………………………………………………………………………
……………………………
SPORTS:
…………………………………………………………………………………………
………………...
…………………………………………………………………………………………
……………………………
PLACES AND BUILDINGS:
……………………………………………………………………………………..
…………………………………………………………………………………………
……………………………
JOBS:
…………………………………………………………………………………………
……………………
…………………………………………………………………………………………
……………………………
MEANS OF TRANSPORT:
…………………………………………………………………….............................
…………………………………………………………………………………………
……………………………
TV
PROGRAMMES………………………………………………………………………
……………………….
……………………………………………………………………………………

39
TEST PAPER 5

1. Complete with the present simple, present continuous or future simple:

a. Peter and Lucy ______________ TV at the moment. (WATCH)

b. ________________________ the house on Mondays? (YOUR MOTHER,
CLEAN)
c. We __________________ to the cinema every week. (NOT GO)
d. _____________________________ next week? (YOUR FATHER,
WORK)
e. The baby ________ right now. (NOT SLEEP)
f. Next week, Sally ____________ photos with her camera. (TAKE)
g. We usually ___________ our grandparents on Saturday. (VISIT)
h. ___________________________chess at the moment? (ERIC AND
PETER, PLAY)
i. _____________________________ now? (THEY, SING)
j. I ______________ her with the homework tomorrow. (NOT HELP)
k. The swimming pool ____________ at six o`clock every day. ( NOT
CLOSE)
l. _____________________ her room every day? (EMMA, TIDY)
m. Ben ____________________ his new shoes today. (WEAR)
n. What` s that noise? ____________________ the violin again? (LUCY,
PLAY)
o. Sophie usually _____________ her bike on Thursdays. (RIDE)

2. Turn the sentences into the plural:

a. You are a nice child.

b. The knife is under the table.
c. Is the lady in the room?
d. Is the ox on the field?
e. Mother buys a loaf of bread.
f. This is a goose.
g. I can see a mouse.
h. There is a church in the village.
i. Will she go to a party?
j. Is the wolf in the forest?

3. Turn the sentences into the negative and interrogative:

a. Mr. Brown works in a school.

b. She is riding her favourite horse.
c. They have three nice flats.
d. Our school will be open on Monday.
e. We are doing our homework now.

40
●VOCABULARY

A. Circle the correct word.

1 2 3
chair / bed banana / mango helicopter / aeroplane

4 5 6
dog / kangaroo pen / pencil computer / TV

B. Write the numbers.

4 = four
6 = .............................. 20 = ................................
9 = .............................. 22 = ................................
11 = ............................ 24 = .....................................
15 = ............................ 27 = .....................................
18 = ............................ 29 = .....................................

●GRAMMAR
C. Change to the plural.
1 one desk - two desks
2 one shoe - three ........................... 6 one fly - three .............................
3 one man - five ............................. 7 one brush - four ............................
4 one boy - six ................................ 8 one cat - five ...............................
5 one dish - two .............................. 9 one watch - two ...........................

E. Fill in: am, is, are.

1 John ...................... my little brother. 7 Kim ....................... a doctor.
2 Hannah .................... a short girl. 8 Andy ....................... English.
3 What .................. it? 9 They ........................ not sleepy.
4 It ...................... not cold. 10 She ........................ at school.
5 We .................... friendly. 11 ........................ Jim hungry?
6 ....................... she your mum? 12 Sean ........................ not my dad.
F. Put the verbs in brackets into the present simple.
1 He ......................... (play) basketball on Mondays.
2 Fiona ............................ (speak) English.
3 You ............................... (ride) a new bike.
4 .......................................... (you/like) tennis?
5 Tom ...................................... (not/like) fish.
6 The cat .................................. (drink) milk.
7 .............................................. (he/watch) TV?
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