This document contains an evaluation test for English students. It has three sections that assess listening comprehension, grammar, and writing. The listening section contains 6 multiple choice questions about 3 speakers discussing important people in their lives. The grammar section contains 10 blanks to be filled in with the correct verb tenses. The writing section asks students to answer questions and write a letter based on a speech about environmental protection. The test is designed to evaluate students' English comprehension and expression abilities.

1. Sociedad de Instrucción Primaria
Esc. José Joaquín Prieto
Departamento de Lenguas Extranjeras (Inglés)
Profesor: Denise Ibáñez, Valentina Madariaga,
Belén Nahuel
Evaluación Sumativa
Nombre:
Curso: Fecha:
Puntaje total:
pts.
Puntaje obtenido:
Nota:
Unidad
Outstanding Persons
Contenidos
- Verb Tenses
- Adjectives
- Opinion Expressions
Objetivo(s)
Identificar propósito, ideas generales, información específica y detalles clave en los textos escuchados.
Demostrar comprensión de los textos leídos y capacidad de expresión escrita y uso de tiempos verbales
siguiendo un modelo de organización de escritura.
General Instructions
 Read the entire test carefully before answering
 You have 45 minutes to answer the test
 Do not use pencil or red pen to write
 Write clearly and legibly
 Do not use dictionary during the test
 Hand in your test once you have finished
I Item: Listening
You will listen to three people talking about important people in their lives. According to what you have
listened; circle the correct answer in the questions below. (6 pts.).
1- Speaker number one talked about a very important person who used to look after her when she was a
child. According to her description, who do you think that person is?
a) Her neighbor
b) Her mom
c) Her babysitter
d) Her best friend
e) Her grandmother
2- Why did speaker number one say that the stories she used to listen to when she was a child sounded
like fairy stories?
a) The stories were full of magic
b) The stories’ setting was so different
c) The stories were about historical events
d) The stories related childhood events from the storyteller past
e) The stories were surreal

2. 3- Speaker number two said that when he was in the same school than the person he was talking about
they did not talk with each other. What was the reason?
a) They were not in the same class
b) They did not get on well because of the age difference
c) Their parents did not let them talk
d) They were too shy to talk to each other
e) They did not speak the same language
4- According to what speaker number two said, what places did his special person take him to?
a) To the library to study after school
b) To the cinema
c) To rock concerts
d) To different museums
e) To classes with him
5- Speaker number three talked about a very special person for her. According to what you have listened,
who is that person?
a) Her best friend
b) Her sister
c) Her childhood friend
d) Her classmate
e) Her cousin
6- Regarding to speaker number three and the person she talked about, what is it that makes their
relationship so strong?
a) They like the same things
b) They complement each other
c) Not only they have known each other since they were children, but they also share lots of things in
common
d) They want to go to the same University.
e) They both like the same boy
II Item: Grammar
Fill in the gaps with the correct form (Present simple, Past simple, Present continuous), using the verbs given
in the box below: (10 pts.).
Speak Raise Fight Die Find
Happen Dream Want Exist Break
Severn Suzuki’s speech at Rio Summit 1992
1. Hello, I’m Severn Suzuki 1 for ECO – the Environmental Children’s Organisation.
We are a group of twelve and thirteen-year-olds from Canada trying to make a difference: Vanessa
Suttie, Morgan Geisler, Michelle Quigg and me. We 2 all the money ourselves to come
six thousand miles to tell you adults you must change your ways. Coming up here today, I have no
hidden agenda. I am 3 for my future.

3. 2. Losing my future is not like losing an election or a few points on the stock market. I am here to speak
for all generations to come. I am here to speak on behalf of the starving children around the world
whose cries go unheard. I am here to speak for the countless animals 4 across this
planet because they have nowhere left to go.
3. I am afraid to go out in the sun now because of the holes in the ozone. I am afraid to breathe the air
because I don’t know what chemicals are in it.
I used to go fishing in Vancouver with my dad until a few years ago we 5 the fish full
of cancers. And now we hear about animals and plants going extinct every day, vanishing forever.
4. In my life, I 6 of seeing the great herds of wild animals, jungles and rainforests full of
birds and butterflies, but now I wonder if they will even 7 for my children to see. Did you
have to worry of these little things when you were my age? All this is 8 before our eyes
and yet we act as if we have all the time we want and all the solutions. I’m only a child and I don’t
have all the solutions, but I 9 you to realise, neither do you! You don’t know how to fix
the holes in our ozone layer. You don’t know how to bring salmon back up a dead stream. You don’t
know how to bring back an animal now extinct. And you can’t bring back the forests that once
grew where there is now a desert. If you don’t know how to fix it, please stop 10 it!
III Item: Writing
1. Based on Severn Suzuki’s speech answer the following questions:
Do you think that Severn Suzuki’s dream will be accomplished some day? Explain your answer. (9 pts.)
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4. 2. Imagine you are part of the Environmental Children’s Organisation, and you are in charge of writing a letter
to the major of your town asking him to encourage people to recycle. To write this letter you need to use
the correct structure of a letter, and present 3 arguments to convince him. (12 pts.)
________________________________________________________________________________________
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5. Rubric: III Item
Criteria 1 2 3 Score
Use of
tenses
Students wrongly used
tenses (Past Simple,
Present Simple, Past
Continuous), which make
the text and the
representation difficult to
understand
Students wrongly used
tenses (Past Simple,
Present Simple, Past
Continuous) but it did
not make the text or the
representation difficult
to understand
Students use tenses
(Past Simple,
Present Simple, Past
Continuous)
correctly and
according to the time
they wanted to refer
to
Spelling More than 10 spelling
mistakes in the text
The text has less than
10 spelling mistakes
The text has less
than 5 or none
spelling mistakes
Punctuation Wrongly punctuated
sentences that affect
comprehension
Minor punctuation
mistakes
Perfect punctuation
Organization The text does not follow
the characteristics a letter
should have
The text follows the
organizations a letter
should have but there
are some mistakes
Perfect letter
organization
Total Score