The document provides information about an English level placement test for students, including the student's personal information, test sections and point values, and level determination based on score ranges. It also provides examples of test questions in the areas of functions, vocabulary, grammar, and reading comprehension. The test is meant to determine if a student is at an A1 or A2 language proficiency level according to the Common European Framework of Reference for Languages.
The document summarizes the present simple and past simple passive forms in English. It provides examples of sentences using these forms and then has exercises for learners to complete using the passive voice. For the present simple passive exercises, learners are to fill in the blanks with the correct third person singular verb form. For the past simple passive exercises, learners are to use either the active or passive form of verbs to complete the sentences. The document covers basic grammatical concepts about forming the passive voice in English.
This document provides instruction on conjugating the verb "to be" in English. It covers the affirmative, negative, and interrogative forms of the verb in the present tense. Examples are provided for each form. Students are directed to complete exercises in their student book and workbook to practice using the different forms of the verb "to be".
This document contains multiple exercises on using possessive adjectives (my, your, his, her, its, our, their) correctly. It provides sentences with blanks to fill in with the appropriate possessive adjective, as well as sentences where the incorrect possessive adjective is underlined to be corrected. The exercises cover distinguishing between possessive adjectives and other pronouns, joining pronouns with the correct possessive form, and completing sentences with the right possessive adjective.
1. This document provides examples of sentences using different verb tenses and aspects, including simple past, past progressive, and past perfect.
2. The sentences describe a variety of everyday situations involving actions that were occurring, happened, or had already happened at specific times in the past.
3. Examples involve arriving at a lecture that had started, making a pudding when the lights went out, and realizing they were traveling in the wrong direction.
1. The document provides examples of using past modal verbs of deduction such as must have, might have, can't have, should have, and shouldn't have.
2. It gives sentences with gaps to fill in with the appropriate modal verb based on the level of certainty or criticism implied.
3. It also prompts the reader to provide their own examples using these modal verbs of deduction.
The passage discusses the relationship between audiences and performers in music and theatre. The writer used to think opera was primarily theatre, but working at an opera house showed that the music comes first. Theatre audiences have different expectations than music audiences - they are less impressed by acting skills and see the work as closer to everyday life. However, both audiences appreciate challenging material. The writer believes music could learn from theatre about having a more equal relationship with audiences. Strict conventions in music performances can create hierarchy, while interruptive applause shows insensitivity.
With this exercises, the elementary learner of English will have a chance to practice what he or she knows about possessive pronouns and their difference with possessive adjectives.
The document appears to be an English placement test that assesses grammar and vocabulary. It contains 50 multiple choice grammar questions and 50 multiple choice vocabulary questions. It also includes a reading comprehension section with 5 questions about a passage on predictions about the future. Finally, there is a writing section that prompts the test taker to write about themselves.
The document summarizes the present simple and past simple passive forms in English. It provides examples of sentences using these forms and then has exercises for learners to complete using the passive voice. For the present simple passive exercises, learners are to fill in the blanks with the correct third person singular verb form. For the past simple passive exercises, learners are to use either the active or passive form of verbs to complete the sentences. The document covers basic grammatical concepts about forming the passive voice in English.
This document provides instruction on conjugating the verb "to be" in English. It covers the affirmative, negative, and interrogative forms of the verb in the present tense. Examples are provided for each form. Students are directed to complete exercises in their student book and workbook to practice using the different forms of the verb "to be".
This document contains multiple exercises on using possessive adjectives (my, your, his, her, its, our, their) correctly. It provides sentences with blanks to fill in with the appropriate possessive adjective, as well as sentences where the incorrect possessive adjective is underlined to be corrected. The exercises cover distinguishing between possessive adjectives and other pronouns, joining pronouns with the correct possessive form, and completing sentences with the right possessive adjective.
1. This document provides examples of sentences using different verb tenses and aspects, including simple past, past progressive, and past perfect.
2. The sentences describe a variety of everyday situations involving actions that were occurring, happened, or had already happened at specific times in the past.
3. Examples involve arriving at a lecture that had started, making a pudding when the lights went out, and realizing they were traveling in the wrong direction.
1. The document provides examples of using past modal verbs of deduction such as must have, might have, can't have, should have, and shouldn't have.
2. It gives sentences with gaps to fill in with the appropriate modal verb based on the level of certainty or criticism implied.
3. It also prompts the reader to provide their own examples using these modal verbs of deduction.
The passage discusses the relationship between audiences and performers in music and theatre. The writer used to think opera was primarily theatre, but working at an opera house showed that the music comes first. Theatre audiences have different expectations than music audiences - they are less impressed by acting skills and see the work as closer to everyday life. However, both audiences appreciate challenging material. The writer believes music could learn from theatre about having a more equal relationship with audiences. Strict conventions in music performances can create hierarchy, while interruptive applause shows insensitivity.
With this exercises, the elementary learner of English will have a chance to practice what he or she knows about possessive pronouns and their difference with possessive adjectives.
The document appears to be an English placement test that assesses grammar and vocabulary. It contains 50 multiple choice grammar questions and 50 multiple choice vocabulary questions. It also includes a reading comprehension section with 5 questions about a passage on predictions about the future. Finally, there is a writing section that prompts the test taker to write about themselves.
This document provides information and examples about the verb "to be" in English. It covers the affirmative, negative, and question forms of "to be" as well as its uses for indicating time, weather, age, location, classification, description, and more. Examples are given for sentences with subjects and adjectives, subjects and nouns, and subjects with multiple attributes.
The document discusses various things that different subjects can and cannot do. It provides examples of abilities like swimming, playing instruments, speaking languages, cooking, playing sports for people. It also gives examples of inability to fly, ride a bike or play piano for some. It asks questions about abilities and gets answers. There are also exercises asking about abilities of animals and people in fill in the blank questions.
Mr. Bean is the boss of a large company. One morning, an employee greets Mr. Bean in the office saying "Good morning Mr. Bean, working early today!". Later that year, on Mr. Bean's birthday, another employee says "Happy Birthday Mr. Bean!". At the end of the year, an employee says to Mr. Bean "We'll see you soon Mr. Bean, we miss you.".
MUST-MUSTN'T-HAVE TO DON'T HAVE TO (EXERCISES)jfhidal
This document provides examples of using modals such as "must", "mustn't", "have to", and "don't have to" in sentences. It contains fill-in-the-blank exercises, multiple choice questions, and examples of forming sentences with these modals. The purpose seems to be practicing the correct usage of these modals to express obligations, necessities, prohibitions and permissions in English.
This document provides word formation exercises involving prefixes, suffixes, and synonyms. It includes tasks like completing sentences with derived words, crossing out odd ones out, and choosing words to complete sentences. The exercises focus on topics like prefixes denoting negatives, suffixes to form new words, synonyms involving true/belief and safe/save pairs.
The passage discusses the importance and scarcity of water. It notes that while many take water for granted by turning on a faucet, over 884 million people do not have access to safe drinking water and more than 2.5 billion lack adequate sanitation. Around 4,000 children die every day from drinking dirty water. The passage also compares water usage between developed and developing countries, noting Americans use 400 liters per day on average compared to 10 liters in developing nations. It predicts humans will use 40% more water in the next 20 years.
The document provides a series of fill-in-the-blank exercises for students to practice using the Present Perfect tense in English. There are 45 sentences total with blanks for students to fill in using verbs provided in the Present Perfect form. An answer key is provided with the correct verbs to use for each blank in the Present Perfect tense.
The document appears to be notes from a language lesson containing information about Mexico, affirmative and negative statements in English, exercises asking about nationality and origin, and sentences to put in order. It includes basic facts about Mexico, lists of affirmative and negative forms of verbs to be in English, examples of questions asking about nationality and origin, and scrambled words and sentences to unscramble.
Rani has a daily routine where she works in a shop near her home, so she always walks to work. She leaves home at 6:30 and starts work at 9:00, finishing at 5:45. Sometimes after work she has coffee with friends. In the evenings she usually watches TV. On Wednesdays she has an Italian class, so on Tuesdays she always does her homework.
The document discusses question tags, which are short questions added to the end of statements. It provides examples of question tags and explains that an affirmative statement takes a negative tag, while a negative statement takes an affirmative tag. The document also includes exercises for learners to practice forming question tags correctly based on whether the preceding statement is affirmative or negative.
This document provides information about time clauses and expressions of regret and hypothetical situations in English. It defines various time clauses like "by the time", "until", and "as soon as" and provides examples of their usage. It also contrasts the uses of "since" and "until". Additionally, it discusses expressing regret using "should/shouldn't have" and describing hypothetical situations with "if". The document includes practice activities matching time clauses and fill-in-the-blank exercises to reinforce the topics.
The document contains examples of using verbs in the affirmative and negative form to complete sentences. It provides sentences where the verb "to be" is used affirmatively and negatively, then asks the reader to practice completing additional sentences in the affirmative or negative form using "to be" or other verbs like "have".
This document appears to be an English test containing various grammar and vocabulary questions for a student. It includes sections on listening to conversations and choosing correct answers, filling in sentences with question words, verbs, pronouns, and prepositions, correcting grammar mistakes, and matching family terms. The test covers topics such as family members, time, possession, and place.
1. The document contains an English Olympic test for 5th grade students testing their grammar, vocabulary, reading comprehension, communication skills, and writing ability.
2. The grammar section contains 30 multiple choice questions testing parts of speech, verb tenses, pronouns, and more.
3. The vocabulary section contains 50 multiple choice questions testing common words related to hobbies, clothing, food, numbers, and other everyday topics.
The document provides information about the Cambridge Young Learners English tests, known as Starters, Movers, and Flyers. It describes the Starters test and includes sample papers to help children prepare by familiarizing them with the test format and what to expect. The sample papers include listening, reading, and writing sections to demonstrate the different parts of the Starters test.
The document provides examples of sentences in the simple present tense and exercises to practice using verbs in the simple present tense correctly. Some of the exercises include: 1) Choosing the correct verb form to complete sentences, 2) Changing positive sentences to negative sentences, and 3) Circling the sentence that identifies a mistake in subject-verb agreement. The document helps learners practice and reinforce their understanding of verb conjugation and agreement in the simple present tense.
This document discusses the use of will and won't for making predictions and decisions in the future. It provides examples of affirmative, negative, and interrogative sentences using will and won't. It then has students complete sentences using either the present continuous tense or will to talk about future plans and predictions. The answers key shows whether will, won't, or the present continuous is the correct choice for each sentence.
The document is a schedule that shows Amy's weekly activities and the frequency with which she engages in each one. It indicates that Amy always does housework, usually reads comics, often has cookery lessons, sometimes watches TV, seldom goes to the library, and never plays basketball. It also provides information about Harry Potter, stating that he always stays at Hogwarts School, usually studies and plays with Ron and Hermione, often plays Quidditch, and sometimes travels by broomstick, and that he never hurts people with magic.
This document provides examples to illustrate the difference between using the present simple and present continuous tenses in English. It includes exercises where learners must fill in verbs in the appropriate present tense. The exercises cover common situations involving habits, repeated actions, temporary states, and ongoing actions happening now. The document aims to help learners properly select and use the present simple versus present continuous tenses.
The document contrasts the present simple and present continuous tenses, providing examples of each. It then contrasts the simple past and past continuous tenses, providing additional examples. Key examples include "He watches the news every day" in the present simple and "While I was cooking dinner, my friends knocked at the door" in the past continuous. The document aims to illustrate the proper uses of these common verb tenses through short examples.
Este documento explica el uso de las expresiones "there is" y "there are" en inglés. Indica que se usa "there is" para oraciones en singular en presente y pasado, mientras que "there are" se usa para oraciones en plural. También cubre cómo formar las expresiones en futuro, condicional, negativo e interrogativo. Finalmente, proporciona algunos ejemplos adicionales de expresiones similares como "there can be" y "there has been".
El documento presenta un mapa conceptual sobre gramática inglesa de nivel A1 creado por Juanfer. El mapa incluye los conceptos básicos de la gramática inglesa para principiantes como sustantivos, verbos, adjetivos, pronombres, preposiciones y conjunciones.
This document provides information and examples about the verb "to be" in English. It covers the affirmative, negative, and question forms of "to be" as well as its uses for indicating time, weather, age, location, classification, description, and more. Examples are given for sentences with subjects and adjectives, subjects and nouns, and subjects with multiple attributes.
The document discusses various things that different subjects can and cannot do. It provides examples of abilities like swimming, playing instruments, speaking languages, cooking, playing sports for people. It also gives examples of inability to fly, ride a bike or play piano for some. It asks questions about abilities and gets answers. There are also exercises asking about abilities of animals and people in fill in the blank questions.
Mr. Bean is the boss of a large company. One morning, an employee greets Mr. Bean in the office saying "Good morning Mr. Bean, working early today!". Later that year, on Mr. Bean's birthday, another employee says "Happy Birthday Mr. Bean!". At the end of the year, an employee says to Mr. Bean "We'll see you soon Mr. Bean, we miss you.".
MUST-MUSTN'T-HAVE TO DON'T HAVE TO (EXERCISES)jfhidal
This document provides examples of using modals such as "must", "mustn't", "have to", and "don't have to" in sentences. It contains fill-in-the-blank exercises, multiple choice questions, and examples of forming sentences with these modals. The purpose seems to be practicing the correct usage of these modals to express obligations, necessities, prohibitions and permissions in English.
This document provides word formation exercises involving prefixes, suffixes, and synonyms. It includes tasks like completing sentences with derived words, crossing out odd ones out, and choosing words to complete sentences. The exercises focus on topics like prefixes denoting negatives, suffixes to form new words, synonyms involving true/belief and safe/save pairs.
The passage discusses the importance and scarcity of water. It notes that while many take water for granted by turning on a faucet, over 884 million people do not have access to safe drinking water and more than 2.5 billion lack adequate sanitation. Around 4,000 children die every day from drinking dirty water. The passage also compares water usage between developed and developing countries, noting Americans use 400 liters per day on average compared to 10 liters in developing nations. It predicts humans will use 40% more water in the next 20 years.
The document provides a series of fill-in-the-blank exercises for students to practice using the Present Perfect tense in English. There are 45 sentences total with blanks for students to fill in using verbs provided in the Present Perfect form. An answer key is provided with the correct verbs to use for each blank in the Present Perfect tense.
The document appears to be notes from a language lesson containing information about Mexico, affirmative and negative statements in English, exercises asking about nationality and origin, and sentences to put in order. It includes basic facts about Mexico, lists of affirmative and negative forms of verbs to be in English, examples of questions asking about nationality and origin, and scrambled words and sentences to unscramble.
Rani has a daily routine where she works in a shop near her home, so she always walks to work. She leaves home at 6:30 and starts work at 9:00, finishing at 5:45. Sometimes after work she has coffee with friends. In the evenings she usually watches TV. On Wednesdays she has an Italian class, so on Tuesdays she always does her homework.
The document discusses question tags, which are short questions added to the end of statements. It provides examples of question tags and explains that an affirmative statement takes a negative tag, while a negative statement takes an affirmative tag. The document also includes exercises for learners to practice forming question tags correctly based on whether the preceding statement is affirmative or negative.
This document provides information about time clauses and expressions of regret and hypothetical situations in English. It defines various time clauses like "by the time", "until", and "as soon as" and provides examples of their usage. It also contrasts the uses of "since" and "until". Additionally, it discusses expressing regret using "should/shouldn't have" and describing hypothetical situations with "if". The document includes practice activities matching time clauses and fill-in-the-blank exercises to reinforce the topics.
The document contains examples of using verbs in the affirmative and negative form to complete sentences. It provides sentences where the verb "to be" is used affirmatively and negatively, then asks the reader to practice completing additional sentences in the affirmative or negative form using "to be" or other verbs like "have".
This document appears to be an English test containing various grammar and vocabulary questions for a student. It includes sections on listening to conversations and choosing correct answers, filling in sentences with question words, verbs, pronouns, and prepositions, correcting grammar mistakes, and matching family terms. The test covers topics such as family members, time, possession, and place.
1. The document contains an English Olympic test for 5th grade students testing their grammar, vocabulary, reading comprehension, communication skills, and writing ability.
2. The grammar section contains 30 multiple choice questions testing parts of speech, verb tenses, pronouns, and more.
3. The vocabulary section contains 50 multiple choice questions testing common words related to hobbies, clothing, food, numbers, and other everyday topics.
The document provides information about the Cambridge Young Learners English tests, known as Starters, Movers, and Flyers. It describes the Starters test and includes sample papers to help children prepare by familiarizing them with the test format and what to expect. The sample papers include listening, reading, and writing sections to demonstrate the different parts of the Starters test.
The document provides examples of sentences in the simple present tense and exercises to practice using verbs in the simple present tense correctly. Some of the exercises include: 1) Choosing the correct verb form to complete sentences, 2) Changing positive sentences to negative sentences, and 3) Circling the sentence that identifies a mistake in subject-verb agreement. The document helps learners practice and reinforce their understanding of verb conjugation and agreement in the simple present tense.
This document discusses the use of will and won't for making predictions and decisions in the future. It provides examples of affirmative, negative, and interrogative sentences using will and won't. It then has students complete sentences using either the present continuous tense or will to talk about future plans and predictions. The answers key shows whether will, won't, or the present continuous is the correct choice for each sentence.
The document is a schedule that shows Amy's weekly activities and the frequency with which she engages in each one. It indicates that Amy always does housework, usually reads comics, often has cookery lessons, sometimes watches TV, seldom goes to the library, and never plays basketball. It also provides information about Harry Potter, stating that he always stays at Hogwarts School, usually studies and plays with Ron and Hermione, often plays Quidditch, and sometimes travels by broomstick, and that he never hurts people with magic.
This document provides examples to illustrate the difference between using the present simple and present continuous tenses in English. It includes exercises where learners must fill in verbs in the appropriate present tense. The exercises cover common situations involving habits, repeated actions, temporary states, and ongoing actions happening now. The document aims to help learners properly select and use the present simple versus present continuous tenses.
The document contrasts the present simple and present continuous tenses, providing examples of each. It then contrasts the simple past and past continuous tenses, providing additional examples. Key examples include "He watches the news every day" in the present simple and "While I was cooking dinner, my friends knocked at the door" in the past continuous. The document aims to illustrate the proper uses of these common verb tenses through short examples.
Este documento explica el uso de las expresiones "there is" y "there are" en inglés. Indica que se usa "there is" para oraciones en singular en presente y pasado, mientras que "there are" se usa para oraciones en plural. También cubre cómo formar las expresiones en futuro, condicional, negativo e interrogativo. Finalmente, proporciona algunos ejemplos adicionales de expresiones similares como "there can be" y "there has been".
El documento presenta un mapa conceptual sobre gramática inglesa de nivel A1 creado por Juanfer. El mapa incluye los conceptos básicos de la gramática inglesa para principiantes como sustantivos, verbos, adjetivos, pronombres, preposiciones y conjunciones.
El documento habla sobre las palabras "people" y "news" en inglés. Explica que "people" siempre es plural y se refiere a personas, mientras que "news" siempre es singular y se refiere a información o noticias. También proporciona ejemplos para ilustrar el uso correcto de estas palabras.
El documento describe las dos formas de expresar el tiempo presente en inglés: el presente simple y el presente progresivo o continuo. Explica que el presente simple se usa para acciones habituales mientras que el presente progresivo indica una acción que está ocurriendo en el momento. Además, detalla las reglas para formar el gerundio de los verbos en inglés agregando la terminación "-ing".
El documento describe las reglas para formar el plural de sustantivos en inglés. Generalmente se agrega "s", pero hay excepciones para palabras que terminan en ciertas letras como "s", "x", "y", "f", "fe", u "o". Algunas palabras tienen plurales irregulares como "man"/"men" y "child"/"children".
El documento habla sobre el verbo "to like" en inglés y cómo se puede usar de dos maneras. Se puede usar como preposición para comparar cosas o como verbo para indicar gustos. Cuando se usa como verbo, la persona que siente el gusto debe ser el sujeto de la oración. También explica cómo decir que dos personas se gustan o que un grupo se gusta entre sí.
Este documento proporciona una introducción a los pronombres personales en inglés. Explica que los pronombres reemplazan nombres y pueden ser subjetivos u objetivos. Luego lista los pronombres personales en inglés divididos en singular y plural, y ofrece algunas notas sobre su uso como agregar "s" a los verbos en tercera persona singular y el uso de "he"/"she"/"it".
Lesson 04 the verbs to hope, to wait and to expectJuanfer Mejía
El documento explica las diferencias entre los verbos "to hope", "to wait", y "to expect" en inglés. "To hope" se refiere a tener esperanza de algo. "To expect" significa esperar algo con certeza o fundamento. "To wait" se refiere a esperar por un tiempo indeterminado.
El documento explica el uso correcto del verbo "to arrive". Se debe usar "arrive in" cuando se llega a un país, estado o ciudad. Se debe usar "arrive at" cuando se llega a un lugar específico dentro o fuera de una ciudad, como un teatro o laboratorio. Proporciona ejemplos como "They arrive in Italy tonight" y "She arrives at the theatre at 4:30 p.m.".
El documento proporciona instrucciones para expresar la hora en inglés. Explica que para decir la hora actual se usa generalmente la expresión "it's" seguida de la hora y "o'clock" para horas completas o "sharp" para horas en punto. Luego detalla diferentes formas de expresar horas antes y después de la media hora usando palabras como "past", "to" y "minutes". Finalmente, da ejemplos como "it's a quarter to/after" para expresar 15 minutos antes o después de la hora.
El documento proporciona una lección sobre los posesivos en inglés. Explica los adjetivos y pronombres posesivos en inglés y cómo se usan antes o después de un sustantivo. También cubre el uso de dobles posesivos con relaciones, y la palabra "whose" para preguntas.
Placement and Practice Tests from (RELOD + Бабушкина Ирина Викторовна)RELOD
Placement and practice tests can be used to assess and place students in appropriate levels. The Oxford Online Placement Test (OOPT) is a computer-adaptive test that is short, comprehensive, reliable, clear, and flexible. It assesses students' use of English and listening skills. The test draws from several sources to design grammar, vocabulary, and meaning questions. Test results provide students' scores on different skills and an estimated CEFR level for placement or tracking progress. Teachers can assign tests through an online system for practice, homework, or under exam conditions.
El PMI (Project Management Institute) es la organización internacional sin fines de lucro más grande del mundo dedicada a la gestión de proyectos. El PMI tiene como objetivos generar conocimiento a través de la investigación, promover la gestión de proyectos como profesión a través de la certificación, y compartir experiencias internacionales para desarrollar profesionales en la dirección de proyectos. El PMBoK (Guía de los Fundamentos para la Dirección de Proyectos) es el estándar más importante desarrollado por el PMI para la gestión de proyectos
1) El documento explica los pronombres personales y posesivos en inglés, incluyendo sus formas y usos. 2) No existe la forma "usted" en inglés, sino que se usa "you" tanto para "tú" como "vosotros". 3) Existen pronombres para el sujeto, objeto, posesivo y reflexivo, y cada uno tiene reglas gramaticales específicas.
The document provides an overview of knowledge representation formalisms including semantic networks and frames. It discusses different types of knowledge representation including relational, inheritable, inferential, and procedural knowledge. It then focuses on semantic networks, describing their basic components like concepts and relations, and how inference can be performed through intersection search and inheritance. Finally, it discusses extensions to semantic networks like partitioned networks and quantified expressions.
Este documento explica los usos de "no" y "not" en inglés. "No" se usa para negar en forma cortante o antes de sustantivos sin artículo. "Not" se usa antes de sustantivos con artículo, palabras como "any-many-much-enough", cuando un verbo queda sobreentendido, y para negativizar verbos secundarios. La doble negación no es aceptable en inglés.
Este documento proporciona instrucciones sobre cómo formar el pasado de los verbos regulares en inglés. Explica que generalmente se agrega "ed" a la forma simple del verbo, pero que existen algunas excepciones dependiendo de cómo termina la forma simple, como cambiar "y" a "i" antes de agregar "ed", o duplicar la consonante final antes de "ed" si la forma simple termina en una consonante simple precedida de una sola vocal acentuada. También cubre la pronunciación de la terminación "ed", la cual se pronuncia como
Este documento proporciona instrucciones sobre el uso del artículo definido "the" en inglés. Explica cuando se usa y no se usa el artículo definido antes de sustantivos, nombres de lugares, idiomas, títulos, días de la semana, y más. También cubre excepciones a las reglas generales.
Lesson 17 the indefinitive article “a - an”Juanfer Mejía
Este documento proporciona instrucciones sobre el uso del artículo indefinido "a" y "an" en inglés. Explica que "a" se usa antes de sonidos consonantes y "an" antes de sonidos vocales. También detalla algunos usos comunes como antes de oficios, nacionalidades y profesiones. Además, se usa en expresiones exclamativas con "such" y "what" cuando el sustantivo es concreto, y con unidades de tiempo y medida. Por último, señala que el artículo indefinido se usa con
The document contains a list of 15 multiple choice questions testing the use of interrogative pronouns in Portuguese. The questions cover common interrogatives like who, what, when, where, how, how many/much, whose, which to ask about things like quantities, possessions, times, reasons, and preferences. The key provided at the bottom indicates the correct answer for each question.
1. The document contains a 40 question quiz about parts of the body, clothing, animals, and other topics. Questions are multiple choice format with 4 possible answers labeled A-D.
2. Questions ask students to identify pictures of objects, match descriptions to drawings, determine correct word order, and choose the incorrectly worded statement about physical features.
3. The quiz covers vocabulary like eyes, nose, feet, shirt, pants, spiders, and snakes in English. It tests recognition of basic body parts and clothing as well as simple grammar structures like possession.
This document contains a quiz with 25 multiple choice questions testing English grammar and vocabulary knowledge. The questions cover topics such as verb tenses, prepositions, parts of speech, synonyms, and reading comprehension. For each question, students are asked to choose the correct answer from 4 given options. The quiz also includes pictures to match descriptions and find implied meanings.
This document contains an English language proficiency test with 80 multiple choice questions. The test assesses grammar, vocabulary, idioms and other aspects of English. Candidates are to choose the best answer among the options (A, B, C or D) for each question and mark their answer sheet accordingly. The questions cover a wide range of topics and structures to evaluate English communication skills.
This document appears to be a practice test containing 51 multiple choice questions about grammar, vocabulary, and comprehension in Turkish. The questions cover a range of topics including parts of speech, tenses, prepositions, synonyms, antonyms, and sequencing events. The purpose of the test is to assess proficiency in the Turkish language.
This document contains a quiz with 30 multiple choice questions testing grammar and vocabulary knowledge. The questions cover topics such as parts of speech, sentence structure, prepositions, adjectives, and biographical information about Mustafa Kemal Ataturk. The correct answers are not provided.
1. The document provides 10 multiple choice questions about places, signs of the zodiac, idioms, and transportation.
2. It then provides 40 additional multiple choice grammar questions about topics like verbs, pronouns, adjectives, adverbs and word order.
3. The questions test knowledge of English grammar, vocabulary and comprehension.
1. The document appears to be a review containing 12 multiple choice questions. The questions cover a variety of topics including children singing songs, pizza consumption, autumn leaves locations, hotel room towels, waiting lines at Starbucks, disaster relief, farming careers, hairstyles, sports similarities, car comparisons, and cold weather.
1. This document contains a series of questions and statements in Turkish. It covers topics like locations, animals, quantities, and everyday objects.
2. The questions test vocabulary, grammar concepts like adjectives denoting nationality, and the ability to identify the odd one out in a list.
3. Several statements are given about the geographical regions of Turkey and cities or towns within those regions, with one statement being identified as incorrect.
The document contains a summary of the Aurora Borealis and concerns about declining oil supplies. It discusses how the Aurora Borealis is a source of wonder for those who observe it and how it is a visible manifestation of energy being released. It also notes that governments are searching for alternatives to oil as supplies are running out but have been unsuccessful so far. The document contains multiple choice questions to test comprehension.
This document appears to be a test containing 22 multiple choice questions about grammar and verb conjugation. The questions cover a variety of topics including subject-verb agreement, verb tenses, pronouns, and possession. The correct answers are not provided.
This document contains a summary of 5 passages. Each passage is followed by 5 multiple choice questions about the details in the passage. The passages cover topics such as the characteristics of dingoes, the history of beds, methane gas in coal mines, careers that suit different personality types, and the history of pencil technology. The questions test reading comprehension by asking about specific facts stated or implied in each passage.
This document provides information about an English proficiency test for international students at Prince George's Community College. It gives details on test locations and hours, what to bring, and an overview of the test sections on grammar, vocabulary and reading comprehension. A sample test is included to familiarize students with the question types and topics covered. The test is used to assess students' English skills and determine appropriate course placements.
Captain Arthur Phillips arrived in Sydney, Australia in 1778 with 11 ships and 1624 passengers from Britain, including 770 prisoners. Today, Sydney has a population of around 4 million people and is Australia's largest city and busiest port. Three things Sydney is famous for are its beautiful harbor, the Sydney Harbor Bridge built in 1932, and the Sydney Opera House opened in 1973.
The document contains a test on language usage and vocabulary. It consists of 80 multiple choice questions on parts of speech, grammar, and vocabulary. The questions cover topics such as verbs, pronouns, prepositions, word classes, synonyms, antonyms, and collocations. The purpose of the test is to assess proficiency in English language usage and vocabulary.
This document contains sample questions from an English exam for 11th grade entrance to general studies. There are questions on nouns, articles, pronouns, prepositions, verb tenses, modal verbs, gerunds and infinitives, and reading comprehension. The material tests essential grammar topics like subject-verb agreement, pronoun rules, prepositions, verb forms, modal auxiliaries, gerund and infinitive structures, and understanding implicit meanings in passages. It advises students to study these topics in preparation for the exam and wishes them success in the competition.
This document appears to be an English midterm exam from a school in Thailand. It contains 3 parts - if-clause questions, question tag questions, and multiple choice questions about the Association of Southeast Asian Nations (ASEAN). The exam tests students' knowledge of English grammar structures like conditional sentences and question tags, as well as factual information about ASEAN member countries, their leaders, capitals, and flags. It will be graded by the teacher, Mrs. Kitaya Sriri.
The document provides examples of questions to ask about people, objects, locations, and activities. It also provides examples of sentences using pronouns and choosing the correct word to complete sentences about clothing, accessories, and locations. The purpose seems to be practicing English grammar and vocabulary through question and answer examples and choosing the right word to complete sentences.
The document provides examples of questions to ask about people, objects, locations, and activities. It also provides examples of sentences using pronouns and choosing the correct word to complete sentences about clothing, accessories, and locations. The purpose is to practice forming questions and sentences using pronouns and selecting the right word based on examples provided.
This document contains a practice worksheet for 7th grade students with multiple choice and fill-in-the-blank questions testing comparative and superlative adjectives, word order, prepositions, and matching pictures to words. There are questions about completing sentences with comparative structures like "as...as" and choosing the correct option to fill in blanks. The worksheet also contains exercises on rearranging words to form sentences and identifying incorrect statements about images.
Similar to A1 a2 placement test with listening (20)
1. PLACEMENT TEST A1 - A2
A1 -A2
SEVİYE BELİRLEME
SINAVI
Adı : ......................
Soyadı : ......................
Numarası : ......................
Sınfı : ......................
Okulu : ......................
SINAV SORU ÇEŞİTLERİ VE PUANLARI
PART 1: FUNCTION AND VOCABULARY 40 Puan
PART 2: USE OF TENSES AT A1-A2 20 Puan
PART 3: READING 20 Puan
PART 4: LISTENING 20 Puan
1 - 60 Puan Arası : A1 Seviyesi
61 - 100 Puan Arası : A2 Seviyesi
Sınava giren tüm öğrencilerimize
başarılar dileriz.
www.eradil.com
2. FUNCTION AND VOCABULARY
Choose the correct answer: A, B, C or D.
P
1. A: What _______ your father’s name? 11. A: When is the Republic Day in Turkey?
B: _______ Sam. B: _______.
A) are / You are B) is / I am A) On the nineteenth of May
A
C) are / They are D) is / It is B) On the twenty-third of April
C) On the thirtieth of August
2. A: ____ your friends in the school team? D) On the twenty-ninth of October
R
B: No, _______.
A) Are / they aren’t B) Is / they aren’t 12. Bill is very busy these days. He hasn’t got
_____ time to see us.
C) Are / they are D) Is / they are
A) no B) a
T
C) any D) some
3. Ankara is the capital city _______ Turkey.
A) on B) in
13. A: Can I have _______ with cheese?
C) of D) at
B: Yes, of course. Here you are.
1
A) any sandwich B) some sandwich
4. I’m my aunt’s _______.
C) a sandwich D) two sandwich
A) daughter B) cousin
om
C) son D) niece
.c
14. How _______ hours of English have you got
dil
in a week?
5. Lunch is a _______ meal for me. Ten
A) much B) many
minutes are enough for my lunch.
ra
C) any D) some
A) quite B) quick
.e
C) quiet D) queen
w
15. A: Why is this lemonade so sour?
ww
B: Because there is _______ sugar in it.
6. Liz _______ hair.
A) a few B) a little
A) has got a wavy blonde
C) many D) much
B) has got curly blonde
C) has curly got blonde
16. My best friend is deaf so he _______ you.
D) has got blonde a straight
A) can help B) can’t see
C) can ask D) can’t hear
7. A: Who __________?
B: Thomas.
17. _______ with my homework, mum?
A) has a pen friend got
A) Can I help you B) Can I help me
B) have pen friend got
C) Can you help me D) Can you help you
C) has got a pen friend
D) have got a pen friend
18. The banks are closed _______ we can’t
get any money.
8. There is _______ spider on _______ wall. A) because B) so
A) a / a B) the / the C) and D) but
C) - / the D) a / the
19. It’s _______ late to take the bus. We can
9. Gökçeada is _______ very beautiful island go by taxi.
in _______ Aegean Sea. A) many B) enough
A) an / the B) the / a C) too D) much
C) a / the D) –/ the
20. A: The film is not good.
10. December, January, February are the B: _________ watch it. We can play cards.
______ months in Europe.
A) How about B) Let's
A) autumn winter B)
C) Let's not D) Why don't we
C) summer D) spring
1
3. FUNCTION AND VOCABULARY
Choose the correct answer: A, B, C or D.
21. A: _______ at the door? 31. A: Who are you playing chess with?
B: Jim. B: _______.
A) Who is B) Whose is A) At home B) In the morning
C) Who D) Whose C) With my son D) On Sundays
32.
Our English teacher _______ trousers but
22. A: _______ can you stay with us?
today she _______ a dress.
B: Only two days. A) is often wearing / is wearing
A) How much B) How near B) is often wearing / wears
C) How far D) How long C) often wears / is wearing
D) often wears / wears
23. Sam is a bookworm. He _______ a lot.
33. A: I can't play the guitar!
A) writes B) reads
B: Don't worry. I _______ you.
C) listens D) speaks A) teach B) am teaching
C) am going to teach D) will teach
24. _______ your friend live in the city centre?
A) Do B) Does 34. We are going to have our holiday _______.
C) Is D) Are A) twice a year B) at the moment
om
C) now D) in July
.c
25. I usually get up late _______.
il
35. Jason always scores goals. He is _______ at
A) on Sundays B) in Sundays
d
playing football than us.
ra
C) at Sundays D) of Sundays A) worse B) good
.e
C) bad D) better
26. Dad always works from Monday to Friday.
ww
He _______ at the weekends. 36. I always trust on you. You never tell a lie.
w
A) works always B) always works You are _______ person I know.
C) never works D) works never A) the most honest B) the honest
C) the honestest D) honest
27. I can wait for you _______ five because I
have a meeting at five. 37. Quarter past five is _______ five fifteen.
A) until B) for A) as same B) different from
C) after D) before C) the same as D) as late as
38. A: _______ your mother drive?
28. A: What _______ you like for dinner
B: She drives _______ but _______.
tonight? A) How is / fast / careful
B: Steak and chips. B) How is / fastly / carefully
A) do B) can C) How does / fast / carefully
C) would D) are D) How does / fastly / careful
29. A: Do you know Sara and Tina? 39. Karen _______ cook every night because
her husband is a very good cook.
B: Yes, I know _______ well.
A) has to B) must
A) they B) him
C) mustn’t D) doesn’t have to
C) you D) them
40. A: Where does Erma live?
30. It is cloudy. Why are you ______ sunglasses? B: I don’t know. She ___ in the town centre.
A) wearing B) putting A) can live B) must live
C) making D) doing C) might live D) could live
2
ahmetkenter@eradil.com
4. PART 2 - USE OF ENGLISH
Read Serap's letter and choose the correct alternative on page four.
Hello Amelia,
ter. I hope you are fine.
Thanks for your last let
from Istanbul because
I _____(1)______ to you
Istanbul three months
we _______(2)________ to
her _______(3)______ in
ago. As you know my fat
y _______(4)________ him
Kırşehir but his compan
Istanbul last summer
to open a new office in
to Istanbul.
so we had to move house
to get used to the life
Now we _______(5)_______
utely fascinated by the
in Istanbul but I'm absol
Istanbul is the
. Maybe you know that
city! It is rea lly amazing and very big
rkey.
most crowded city in Tu and noisy
get used to such a big
At first, all of us ___ _(6)______ it difficult to first.
____ us to his new office
__, my father _____(8)___
Solutions in English Grammar A1 - A2 Placement Test
city. When we _____(7)___ _(10)_______ our
prised because dad ______
Mum and I _______(9)_______ very sur e to work!
dad _______(11)_______ lat
new house in th e same apar tment. So use
high school near our ho
2)______ going to a new
My sister and I ____(1 ds. The students here
are
3)____ a lot of new frien
and since then I ______(1 very nice. She
friend is Çiğdem who is
friendly and willing to help. My best than three
competitions for more
_______(14)_______ part in various Maths good
em so far. She is really
years and she ______ _(15)______ at any of th she
ths at university. I think
_(16)_____ to study Ma
at Maths and she ______
the future.
good Maths teacher in
_______(17)______ a very sses her old
Istanbul because she mi
My sister ______ _(18)_______ the life in now she
them on Sundays. Right
friends in Kırşehir. She usually talks with me
end. Last week Sevda ca
Se vda who is her best fri
_______(19)_______ with d has already
_______(20)_______ her. Da
to see her an d next month my sister
bought her bus ticket!
st
the letter because I mu
Now it’s time to finish
do my homework.
bul,
Lots of love from Istan
XXX
Serap
3
5. PART 2 - USE OF ENGLISH
Read Serap's letter on page three and choose the correct alternative.
1. 11.
A) was writing A) is always
B) write B) always is
C) am writing C) is never
D) have written D) never is
2. 12.
A) are moving A) were starting
B) were moving B) have stated
C) moved C) are starting
D) have moved D) started
3. 13.
A) is working A) was having
B) used to work B) am having
C) works C) had
D) has worked D) have had
4. 14.
A) send A) was taking
B) sends B) took
C) sent C) is taking
D) sended D) has taken
5. 15.
A) are trying A) has never lost
Solutions in English Grammar A1 - A2 Placement Test
B) tried B) has never losing
om
C) have tried C) never lost
.c
D) try D) lost never
dil
6. 16.
ra
A) are finding A) is wanting
B) find B) wants
.e
C) found C) will want
w
D) were finding D) wanted
ww
7. 17.
A) have arrived A) won't
B) arrives B) will
C) arrived C) won't be
D) were arriving D) will be
8. 18.
A) is taking A) doesn't like
B) was taking B) isn't liking
C) takes C) didn't like
D) took D) wasn't liking
9. 19.
A) were A) talks
B) was B) is talking
C) am C) has talked
D) are D) was talking
10. 20.
A) rented A) has visited
B) has rented B) visits
C) rents C) is going to visit
D) is renting D) will visit
4
ahmetkenter@eradil.com
6. PART 3 - READING
Read the text and find out what the numbers stand for.
A. 147 - ............................. D. 5 - .............................
B. 19 - ............................. E. 28 - .............................
C. 188 - .............................
Read the text again and circle the correct answer. True (T) or False (F).
1. The Buckingham Palace is a museum and an art galery. T/F
2. The number of the rooms at both buildings are the same. T/F
3. The White House has more daily visitors than Buckingham Palace. T/F
4. The Queen of England doesn't live in Buckingham Palace. T/F
5. The President of the USA doesn't have to go out to watch a film at the cinema. T / F
B uckingham Palace is the official London residence
ingham
Buck lace
Pa
and the administrative headquarters of the British
Monarch. Buckingham Palace has got 775 rooms. There
are 19 State rooms, 52 Royal and guest bedrooms,
188 staff bedrooms, 92 offices and 78 bathrooms. In
measurements, the building is 108 metres long across
the front, 120 metres deep and 24 metres high. The
Palace is also the venue for great Royal ceremonies and
State Visits. Buckingham Palace has got priceless works
of art but it is not an art gallery or a museum. There
are more than 50,000 visitors to the Palace each year as
guests to banquets, lunches, dinners, receptions and the
Royal Garden Parties.
e House T
he White House is the official house and main
T he Whit workplace of the president of the United States. It is
located at 1600 Pennsylvania Avenue NW in Washington, D.C.
The White House is a very big building with six floors – 2 floors
for offices and visitors, 2 floors for the President and his
family and 2 basements. The White House includes of 5,100
m² of floor space. There are 132 rooms and 35 bathrooms,
412 doors, 147 windows, twenty-eight fireplaces, eight
staircases, three lifts, five full-time chefs, a tennis court, a
bowling lane, a cinema, a jogging track, a swimming pool,
and a small golf course. There are about 5,000 visitors a day.
5
7.
7. PART 4 - LISTENING
Listen to Lisa and Chris deciding where to go on their holiday this year. Read the
sentences and tick TRUE or FALSE.
TRUE FALSE
e.g They went to the seaside last year.
1. Lisa thinks visiting a European city is more interesting
than the seaside.
2. The children think playing on the beach is more boring
than sightseeing.
3. Chris thinks travelling by car is worse than travelling by
plane.
4. Lisa thinks travelling by plane is cheaper than travelling
Solutions in English Grammar A1 - A2 Placement Test
by boat.
5. They decide to travel by boat.
LISTENIN G 6
ahmetkenter@eradil.com
8. CEVAP ANAHTARI
Adı ve Soayadı : ......................
Numarası : ......................
Sınfı : ......................
PART 1 - FUNCTION & VOCABULARY
PART 2 - USE OF ENGLISH
PART 3 READING & PART 4 LISTENING
LÜTFEN SINAV KİTAPÇIĞININ ÜZERİNE YANITLAYINIZ!
DEĞERLENDİRME
DOĞRU SAYISI : ......................
YANLIŞ SAYISI : ......................
PUANI VE SEVİYESİ : ......................
www.eradil.com
9. PLACEMENT TEST A1 - A2
Değerli Meslektaşlarımız,
Hepimize yeni eğitim ve öğretim yılının güzellik, başarı ve huzur
getirmesini dileriz.
Sizlerin beğenisine sunduğumuz Solutions in English Grammar
A1-A2, büyük bir özenle hazırlanmış olup pek çok dil becerisinin
geliştirilmesine yöneliktir. Kitabımız CEF A1-A2 Seviyesindedir
ve bu seviyede öngörülen kelime, gramer, okuduğunu anlama
ve ifade edebilme, öğrendiklerini günlük hayatta kullanabilme
becerilerini kapsamaktadır.
Seviye Tespit Sınavımız Solutions in English Grammar A1-A2
kitabımızdan örnekler alınarak hazırlanmıştır.
Kitabımızı öncelikle lise ve dengi okullarda çalışan, incelemek
isteyen öğretmenlerimizin aşağıdaki bilgileri eksiksiz olarak
doldurması ve info@eradil.com adresimize göndermeleri halinde
örnek kitap temini sağlanacaktır.
Eradil Yayıncılık olarak bizler her zaman sizlerin ihtiyaçlarınıza
öncelik vererek yanınızda olmaya çalışacağız.
Saygılarımızla,
Ahmet KENTER
Eradil Yayıncılık Ekibi Adına
www.eradil.com
Note:
The listening part is taken from Team Up in English 1
by ELI Publishing.