ENGLISH LANGUAGE ASSESSMENT TEST

TEACHER: GABRIELA GARCÍA

Use of English
1. Instructions: Chose the correct option to complete the sentences with past
simple or present perfect.
1. Jane _____ at home yesterday.
a) stayed
b) staying
c) stay
d) stays
2. Your letter _____ two days ago.
a) arriving
b) arrives
c) arrived
d) is arrive
3. I _____ here for ten years.
a) have lives
b) have living
c) have live
d) have lived
4. Last week we _____ to the cinema.
a) went
b) gone
c) goes
d) go
5. You _____ your project yet, I suppose.
a) haven´t do
b) hasn´t went
c) haven´t done
d) hasn´t was
6. When I _____ a child, I loved the chocolate ice cream.
a) were
b) was
 c) didn't be
d) did be
7. My sister Brenda is the best lawyer that I _____ ever _____ in my life.
a) had/met
b) have/watched
c) have/known
d) has/loved
8. Daniel was my best friend, I _____ never _____ anyone like him.
a) have/played
b) has/run
c) have/loved
d) Have/met
9. My grandma _____ my childhood while I was playing music.
a) remembered
b) listened
c) danced
d) sang
10. My dog Mike _____ of a heart attack.
a) have died
b) has died
c) have lived
d) has lived
2. Instructions: Chose the correct option to complete the sentences with simple
present or present continuous.
1. _____ to my parents. _____ to them every weekend.

a) I´m write/I write

b) I´m writing/I write
c) I´m write/I writes
d) I´m writing/I´m write

2. _____ outside. _____ down quite had, look.

a) It snow/It come
b) It snows/It comes
c) It snowing/It coming
d) It snowed/It came
3. Normally _____ working at eight o´clock, but _____ at seven this week. We
´re very busy at the moment.

a) I start/I´m working
b) I started/I start
c) I starting/I´m starting
d) I stars/I started

4. I don´t have time to help just now. _____ a report. But _____ I´ll give you
some help later.

a) I write/I promise
b) I writing/I promising
c) I´m writing/I promise
d) I´m wrote/I promised

5. _____ a new car. _____ up to buy one.

a) I wanted/I saving
b) I want/I saving
c) I wanting/I save
d) I want/I´m saving

6. Jonh _____ coffee, he _____ tea or juice in the mornings.

a) don't like/prefered
b) didn't like/prefering
c) doesn’t like/prefers
d) is like/prefer

7. My cousin _____ in India now, because her parents _____ there.

a) is living/are working
b) are live/is work
c) is live/are work
d) are living/is working
 8. Are you _____ the drums with my ex-band?

a) cooking
b) running
c) cleaning
d) Playing

9. I _____ to _____ to the doctor, my stomach hurts.

a) needs/goes
b) needing/going
c) need/go
d) Needed/gone

10. He _____ cruel, he broke my heart into a thousand pieces.

a) are
b) is
c) am
d) be

3. Instructions: Chose the correct option to complete the sentences with simple
future.
1. It _____ warm tomorrow.

a) will is
b) will be
c) will are
d) will was

2. Tom _____ the match with his girlfriend, because he will meet with his
friends.
 a) will not watched
b) won´t watching
c) will not watches
d) won´t watch

3. Hrriest´s party _____ fun.

a) will be
b) will are
c) will am
d) will is

4. Trevor _____ all weekend for the next exam.

a) will studies
b) will study
c) will studied
d) will to study

5. Rachel _____ any work for another boss.

a) won´t done
b) will not doing
c) won´t do
d) will not does

6. The letters _____ me what the future holds for me in love.

a) will told
b) will speak
c) will talk
d) will tell
7. I know that he _____ me the truth because he is always honest.
a) will look
b) will see
c) will tell
d) will want
 8. Martha _____ my letter for me, because she goes through the mail every
day.
a) will watch
b) will send
c) will play
d) will be

9. My parents _____ as much because they are older and it is difficult for
them.
a) will not eat
b) will not sleep
c) will not dream
d) will not travel

10. When I can move, I _____ a house with a pool to have parties often.
a) will buy
b) will buying
c) will bought
d) will buys

4. Read carefully the following texts and when finished, choose the correct opinion
for each question.

GETTING STARTED ON SAVING THE EVERGLADES

By Meg Chorliane
[1]Sometimes we only appreciate something when we realize we may lose it. That is the story of the
Everglades. A shallow slow-moving river, the Everglades once covered about 18,000 square miles
of southern Florida. Until the 1900s, few people lived in the grassy wetlands.1 not much was
understood about the unique balance of nature that existed there. Plants, creatures, and water had
formed a remarkable ecosystem.2
South Florida has two seasons — a dry season and a wet season. During the wet season from April
to November, rain historically saturated3 the land. It also filled Lake Okeechobee in central Florida.
When it rained a lot, the lake overflowed its southern banks. It created sheet flow. Sheet flow is
water flowing in a thin layer over the landscape. In this case, the water traveled slowly southward
over Florida’s flat limestone shelf to Florida Bay.
By the early 1900s, Florida’s pleasant winters attracted more people. Visitors became new
permanent residents. They built homes and roads. The conditions looked good for farming, so the
newcomers planted large agricultural4 crops. But South Florida’s cycle of flooding was a problem.
To address that, developers attempted to drain the land. They also built structures to control water
levels and flow.
Those changes made it easier for more people to live year-round in South Florida. They also
disrupted life in the Everglades. The Everglades depends on freshwater regularly replenishing5 the
land. But the area’s growing human population needed freshwater, too. And large farms
consumed6 large quantities of freshwater. By the mid-1900s, Lake Okeechobee did not collect
enough water to overflow and form sheet flow. Water levels in southern Florida began to shrink. A
few new residents saw the Everglades as more than a vast marshland.7 they saw that the Everglades
was being harmed. Lack of freshwater wasn’t the only problem. As more and more land was
developed for people and farms, the Everglades’ historic boundaries shrank. Loss of habitat and
hunting threatened the survival of native species8 in the Everglades.
[5]In the early 1900s, the federal government had set aside large natural spaces in the West as
public parks. Some people hoped that federal recognition might save the Everglades. They fought
for it. Everglades National Park was established in 1947. It is the largest wilderness area east of the
Mississippi River. It became the first park in the United States created for its biodiversity.9
Today, people understand that the changes made to the land nearly 100 years ago are
jeopardizing10 the Everglades’ future. Some things cannot be reversed. Six million people live in
South Florida today. Major agricultural crops such as sugar cane and citrus fruits grow there. Still, a
40-year plan was enacted in 2000 to restore some of the natural flow of freshwater to southern
Florida.
Everglades National Park protects 1.5 million acres along the southern tip of Florida. The site
appears to be mostly marshy and flat. Yet, that description is deceiving.11 an amazing variety of
creatures live there. About 360 different species of birds have been sighted in the park. Nearly 300
different species of fish have been identified. About 40 species of mammals and 50 species of
reptiles inhabit the park. Nature still rules in the Everglades. It remains a place that seems naturally
wild. A place worth understanding, appreciating, and protecting.

1: Which sentence describes the main idea of the text?

A. The damage to the Everglades has been reversed since it was made a national park.
B. Humans helped improve the land in southern Florida by preventing flooding.
C. Changes to the weather in southern Florida has damaged the Everglades.
D. Humans upset the balance in the Everglades and need to continue to protect it.

2: Which detail from the text best supports the answer to question 1?
A. “South Florida has two seasons — a dry season and a wet season. During the wet season from
April to November, rain historically saturated the land.” ( Paragraph 2)
B. “It is the largest wilderness area east of the Mississippi River. It became the first park in the
United States created for its biodiversity.” ( Paragraph 5)
C. “Today, people understand that the changes made to the land nearly 100 years ago are
jeopardizing the Everglades’ future. Some things cannot be reversed.” ( Paragraph 6)
D. “About 360 different species of birds have been sighted in the park. Nearly 300 different species
of fish have been identified.” ( Paragraph 7)

3: How is the text organized?

A. The author describes how the Everglades developed over time to be the ecosystem it is today.
B. The author discusses how humans abused the Everglades in the past, and how they continue to
abuse the land today.
C. The author discusses why the Everglades exist, and then how humans have harmed the land and
can help protect it.
D. The author expresses how healthy the Everglades are today, and then describes how damaged
they used to be.

4: Which of the following describes the problems the Everglades face today?
A. Past damage and continued human activity affects the Everglades.
B. Humans didn’t learn their lesson about controlling the water in southern Florida.
C. Humans hunt many of the species that live in the Everglades today.
D. Most of the Everglades has been destroyed to make room for homes.

5: What is the connection between the actions of humans and the Everglades?
 ROCK SECRETS
By Betsy James
[1]A rock is never just a rock. A rock is a mystery.
Pick up a rock. Any rock. Does it look as if it has a secret? Because it does. A big one. As big as a
volcano. Or an ocean. Or a ferocious1 dinosaur. Every rock has a secret story to tell about what the
earth was like long ago. Could where you’re sitting this very second once have been a pool of lava?
Or the bottom of an ocean? Or a tropical forest? Maybe. How can you tell? You pick up a rock.
Is your rock sandy or gritty? It’s probably sandstone. To make sandstone, millions of years of wind
and rain wore down mountains until nothing was left but grains of sand. That sand made deserts and
beaches; in time it stuck together and became rock. Sandstone sometimes shows ripples left by
long-ago winds or waves.
Did you pick up a piece of shiny black obsidian? It came out of a volcano! When a volcano erupts,
some lava may cool so fast that it hardens into this smooth, glassy rock.
[5]Does your rock have sparkly crystals? Then it once spent time far underground, where heat from
deeply buried lava, called magma, can help crystals grow. If you look at the very hard rock called
granite, you’ll see the different colors of many mineral crystals.
Rocks can tell stories of lives before our own. Long-ago oceans were full of animals, little and big;
when they died, their shells and skeletons sank to the seafloor and formed limestone. In limestone
you might see fossil sponges or corals, or even the shell of an animal that is now extinct.2 then
you’ll know that your neighborhood was once covered by a great sea!
Or you might find a piece of petrified3 wood, made from a tree that died in an ancient forest. When
mud covered the fallen tree, minerals that were dissolved4 in the water slowly seeped into the
rotting wood and made an exact copy of it in hard rock.
If you’re really lucky, you might pick up a piece of dinosaur bone. How can a scientist tell if the
rock she picks up is a dinosaur fossil? She might touch her tongue to it. If it’s bone, tiny holes
where blood vessels once ran will usually make her tongue stick a little.
Or you might find a gastrolith, a round, smooth, shiny stone that once spent time in a dinosaur’s
stomach, helping it grind up its dinner of plants.
[10]Does every rock have a secret story? Yes, every single rock — even a tiny pebble from your
playground. It won’t tell you it’s story in words. You have to figure it out by looking, feeling,
asking, and wondering. But first — pick up a rock!
1: Which sentence describes the main idea of the text?
A. Rocks can tell you about past environments and organisms.
B. You can learn the most about a rock by tasting it.
C. Fossils and petrified wood are the rarest types of rocks.
D. Studying rocks is the only way we can understand the past.

2: Which detail from the text best supports the answer to question 1?
A. “To make sandstone, millions of years of wind and rain wore down mountains until nothing was
left but grains of sand.” ( Paragraph 3)
B. “Rocks can tell stories of lives before our own. Long-ago oceans were full of animals, little and
big; when they died, their shells and skeletons sank to the seafloor and formed limestone.”
( Paragraph 6)
C. “When mud covered the fallen tree, minerals that were dissolved in the water slowly seeped into
the rotting wood and made an exact copy of it in hard rock.” ( Paragraph 7)
D. “She might touch her tongue to it. If it’s bone, tiny holes where blood vessels once ran will
usually make her tongue stick a little.” ( Paragraph 8)

3: How is the text organized?

A. The author describes different types of rocks and what they can tell you.
B. The author describes the least valuable rocks, and then goes to the most valuable.
C. The author discusses how rocks formed in the past are different from rocks today.
D. The author discusses the different time periods that different rocks were created in.

4: What is the first thing you should do when studying a rock?

A. crack the rock open
B. show the rock to someone
C. study the area you found the rock
D. look at the rock
5: How are the rocks you can find today related to past?