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2 Introduction
Copyright © National Geographic Learning, a part of Cengage Learning.
topics from the level. Additionally, other grammar use this valuable information to determine whether
topics are integrated into the listening comprehension students have met learning goals.
and speaking sections in order to judge how students
make use of grammar in less structured items. Reading Mastery Tests Two Mastery Tests have been
passages on the tests are based on one unit of the lev- developed for each level of the series. The Mastery
el; typically reading texts from the Student Book are Tests are designed as summative tests and cover
modified to make them shorter and simpler. Reading material from four units. The format and length of
items are intended to test reading comprehension. the Mastery Tests is the same as Unit Quizzes: each
Listening comprehension tasks are focused on vo- test contains a section on listening, grammar, reading,
cabulary and several grammar points from the level. listening comprehension and speaking. However,
Speaking tasks are focused on one topic and several because Mastery Tests cover four units’ worth of
grammar points from the level. material, the breadth of information is greater.
The Pre-Tests are not comprehensive; that is, they Mastery Tests are intended to provide valuable
do not reflect everything that is taught in the level. information on whether students are retaining
Rather, the Pre-Tests sample a range of important information over the course of the level. Teachers
grammar and vocabulary topics from different units can use Mastery Tests as opportunities to review on
of the book. Pre-Tests are designed to inform teachers a regular schedule and develop activities that help
of students’ English language knowledge and abilities students integrate language learned across units.
in order to plan for instruction. Pre-Tests are optional The information gained from Mastery Tests can help
and they are not intended for, and should not be used teachers determine whether students are retaining
for, grading purposes. language on a long-term basis.
Unit Quizzes For each unit of each level, a Unit Final Tests A Final Exam has been developed for
Quiz has been designed. The quizzes are designed each level of the series. The Final Exams are summa-
as summative achievement tests, focused specifically tive tests and are intended to cover the comprehensive
on the English language taught in each unit of the range of vocabulary, grammar, reading, listening com-
Explore Our World series. prehension, and speaking skills targeted in each unit of
Each quiz contains listening, grammar, reading1, every level. The format of the Final Exam is the same
and speaking sections. Levels 3–6 also contain listen- as Unit Quizzes and Mastery Tests; each exam contains
ing comprehension sections. Listening sections test listening, grammar, reading, listening comprehension,
vocabulary presented in the unit, using grammatical and speaking sections. However, on the Final Exam,
structures that have also been covered. There are typi- each item relates to a different unit in the book.
cally six listening items that contain visual depictions
of the vocabulary. The grammar section tests gram-
mar presented in the Student Book’s two grammar Test and Score Use
lessons. Reading sections test reading comprehension. Tests and quizzes in the Explore Our World series
Texts are typically derived from the Student Book, have a designated number of points associated with
but are shortened and modified to make them easier items and tasks. Typically each test item has been des-
for students to understand when working indepen- ignated as one (1) point, scored as correct or incorrect.
dently. Listening sections emphasize grammar and Speaking tasks contain 4–7 prompts on Unit Quizzes,
vocabulary from the unit and test students’ listening 8–10 prompts on Mastery Tests, and 10–14 prompts
comprehension. Speaking sections use photographs on the Final Tests (at least one from each unit). Each
and illustrations to prompt student thinking and test prompt is worth two (2) points, and is assessed as
a combination of grammar and vocabulary from meets expectations (2 points), does not meet expecta-
the unit. The speaking tasks contain four to seven tions (1 point), or does not respond (0 points).
speaking prompts and have been developed so that Teachers should add the total number of score
teachers may expand upon them if they wish to points on the entire test or quiz to determine the raw
further test students’ speaking abilities. Tasks are in- score. As a classroom-based assessment system, the
tended to be administered one-on-one, perhaps on a final scoring of the tests and quizzes may be deter-
separate testing day. mined locally. The raw score need not be the final
Quizzes are intended to assess the most important evaluation. Teachers may weight different sections
vocabulary, grammar, and communicative abilities of the test at their discretion. Similarly, a teacher may
that have been addressed in each unit. Teachers can
1 Quizzes for Level 1, Units 1–3 do not contain reading passages because it is assumed that students have not acquired
enough English to warrant testing reading.
Introduction 3
Copyright © National Geographic Learning, a part of Cengage Learning.
decide after looking at the items of a test, that certain and state them verbally, so that testing procedures
items are more difficult because less time was spent in are clear to all students.
class on learning the material. All summative tests are
5. Manage time. Teach students to pace themselves
intended to measure progress and may be used for
based on how long the test should take to
grading purposes.
complete. If needed, write the time on the board
and remind them when they should be starting a
Testing Tips for Teachers and different activity in the test.
4 Introduction
Copyright © National Geographic Learning, a part of Cengage Learning.
Placement Test
A Circle the correct answer.
1. Are there any apples on the tree? No, there .
3. I to play soccer.
a. Are b. Is c. Do d. Does
7. A horse fly.
8. A duck swim.
Placement Test 5
Copyright © National Geographic Learning, a part of Cengage Learning.
a. any b. two c. an d. a
6 Placement Test
Copyright © National Geographic Learning, a part of Cengage Learning.
Placement Test
might carry put going to has
10. Is it snow?
Placement Test 7
Copyright © National Geographic Learning, a part of Cengage Learning.
1.
2.
3.
4.
5.
8 Placement Test
Copyright © National Geographic Learning, a part of Cengage Learning.
Placement Test
1. What is the mother wearing?
Placement Test 9
Copyright © National Geographic Learning, a part of Cengage Learning.
10 Placement Test
Copyright © National Geographic Learning, a part of Cengage Learning.
Look at the people. How many sisters does Mario have? He has one sister. OR, Mario has one sister.
Where are they? (Point to the kitchen.) They’re in the kitchen.
What is this? (Point to the sink.) It’s a sink.
What is this? (Point to the stove.) It’s a stove.
Where is Mario’s brother? (Point to the boy holding the
He’s next to the stove. OR, He’s in front of the door.
basketball.)
Where is the refrigerator? It’s next to the sink. OR, It’s behind Mario’s mother.
What is Mario’s brother wearing? He’s wearing a shirt, a jacket, pants, and sneakers.
Is there a window in the kitchen? Yes, there is.
It’s between the sink and the refrigerator. OR, It’s next
Where is the clock?
to the sink. OR, It’s next to the refrigerator.
Is there a lamp in the kitchen? No, there isn’t.
If student is able to answer at least five of the questions above, go to the following task.
Task 2: Say Look at the picture at the top of page 10. I’m going to ask you some more questions. Use complete
sentences.
Teacher Expected Student Response
No, there aren’t any tomatoes (on the table). OR, No,
Are there any tomatoes on the table?
there aren’t any.
What is this? (Point to the loaf of bread.) It’s a loaf of bread. OR, It’s bread.
What is this? (Point to the can of soda.) It’s a can of soda. OR, It’s soda.
Look at the clock. What time is it? It’s seven fifteen.
Responses will vary but should use looks. For example:
How does the bread look?
It looks delicious.
Is Mario going to eat breakfast? No. He’s going to eat dinner.
Who is the youngest child? Mario’s sister is the youngest child.
What should Mario’s brother (point to boy holding Responses will vary, but should use should. For example:
basketball) do before he eats dinner? He should wash his hands before he eats dinner.
Who has curly hair? Mario’s mother has curly hair.
Who wears glasses? Mario’s sister wears glasses.
If student is able to answer at least four of the questions above, go to the following task.
Placement Test 11
Copyright © National Geographic Learning, a part of Cengage Learning.
Task 3: Say I’m going to ask you some more questions. Use complete sentences.
Teacher Expected Student Response
(Point to the boy on the left in the picture on the left
in the second row on page 10.) This is Mario’s brother, He was playing basketball before dinner.
Tony. What was Tony doing before dinner?
(Point to picture on left in second row of page 10.) What Responses will vary. For example: He’s good at playing
is Tony good at doing? basketball.
Look at the weather in these pictures. (Point to the Responses will vary, but should tell how the weather
pictures in the second and third rows.) What happened to changed: First it was sunny. Then it was cloudy. Next
the weather? there was a thunderstorm. Then it was sunny.
What’s that? (Point to the lightning in the picture on the
It’s lightning.
left in the third row.)
Tony thinks his parents might be angry. (Point to the
Responses will vary. For example: His parents might be
thought bubble in the picture on the left in the bottom
angry because Tony is outside in a thunderstorm.
row on page 10.) Why might they be angry?
How did Tony feel the more he thought about his Responses will vary. For example: The more he thought
parents? about his parents, the more worried Tony became.
What happened when the sun came out after the
Responses will vary. For example: Tony ran home.
storm? (Point to the picture on the right in the last row.)
12 Placement Test
Copyright © National Geographic Learning, a part of Cengage Learning.
B (10 pts) 1. C 2. A 3. B 4. D 5. B 6. C 7. A
8. C 9. B 10. C
Speaking
Task 1 (20 pts)
C (10 pts) 1. put 2. carry 3. isn’t 4. weren’t
5. haven’t 6. has 7. must 8. use to 9. might See Speaking Prompts page 11 for the expected
10. going to student responses.
Task 2 (20 pts)
D (10 pts) 1. Everyone 2. No one 3. than
See Speaking Prompts page 11 for the expected
4. worse 5. to 6. who 7. as 8. more 9. You
student responses.
10. which
Task 3 (14 pts)
E (5 pts) 1. Answers will vary: a girl 2. Answers See Speaking Prompts page 12 for the expected
will vary: a boy 3. Answers will vary: trees student responses.
4. Answers will vary: clouds 5. Answers will vary:
a ball
F (5 pts)
1. She’s wearing a hat, a shirt, a skirt, socks,
and shoes.
2. They’re playing with a ball. OR, They’re
throwing a ball.
3. It’s sunny. OR, It’s cloudy.
4. Yes, there are. OR, Yes, there are some
(in the sky).
5. Answers will vary: They look beautiful.
Placement Test 13
Copyright © National Geographic Learning, a part of Cengage Learning.