Unit 1 test

LEARNING STANDARDS TESTS

SPECTRUM 4: UNIT 1

Marks:
Oral Comprehension (Block 1): _____ / 20
Name: __________________________ Oral Production (Block 2): _____ / 20
Reading Comprehension (Block 3): _____ / 30
Written Production (Block 4): _____ / 30
Class: __________________________
Total: ______ / 100

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Unit 1 test

Learning Standards Tests

The Spectrum Learning Standards Tests provide a convenient way to assess your students’ progress. Based on the
learning standards outlined by the LOMCE, these tests evaluate students’ linguistic competence over the course of the
school year. During the year, all standards are assessed thoroughly.

Learning Standards Tests are provided for every unit. A complete exam featuring all learning standards is provided for
use at the end of each term, and at the end of the year.

Evaluation Criteria
In the Spectrum Learning Standards Tests, you will find activities which assess Oral Comprehension (Listening: Block
1), Oral Production (Speaking: Block 2), Reading Comprehension (Block 3), and Written Production (Block 4).

Each unit test evaluates a range of standards, chosen based on their relevance to the unit content. Over the school
year, the full range of learning standards is evaluated in depth to ensure that students have a strong linguistic
knowledge base.

In addition to the written tests, you can use the evaluation rubrics in your Oxford programación to assess your students
in class. These are provided for each unit, and contain useful evaluation criteria mapped to regional learning standards.

In order to guarantee a robust evaluation of all learning standards, we recommend using a combination of written tests
and continuous evaluation, such as classroom presentations, debates and written portfolio tasks.

Scoring for Learning Standards Tests

The following marks are awarded for the unit Learning Standards Tests:
Oral Comprehension (Block 1): 20
Oral Production (Block 2): 20
Reading Comprehension (Block 3): 30
Written Production (Block 4): 30

About this material

Tests are available in PDF and editable format, allowing you to customize the tests to your specifications.

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Unit 1 test
Oral comprehension (Listening) / A Ask B to tell you what the charity does.
B Explain what the children’s charity does.
Block 1 (20 marks) A Ask how you can help to raise money.
Standard 1.4 B Say that if A takes part in a charity run they can
1  Listen to Bethany talking to her mum. What is get sponsorship money for the charity. Ask if A
Bethany’s ambition? Tick the correct option. wants you to explain in more detail how it
(4 marks) works.
 A to be a teacher ___ A Agree that would be helpful.
B Explain what A has to do and the benefits of
 B to do environmental work ___ doing this for the charity.
 C to set up her own business ___ A Thank B.
B Say you are happy to help and goodbye.
2  Listen again. Complete the sentences.
(16 marks)
1 Leanna Archer helps children in Haiti go Reading comprehension / Block 3
__________ with the money from her (30 marks)
_____________________________________. Standard 3.5
2 Bethany __________ with her mum that
Leanna’s achievements are _______________.
5 Read the magazine article about teen change
3 Dylan Mahalingam has set up a __________ to
makers. What did both teenagers use to change
educate people about the environment.
the world? (5 marks)
4 Bethany’s mum ______________ that Bethany
volunteers at a ______________________. A mobile phones
5 Bethany’s mum thinks that Bethany needs to be B computers
more _______________. C newspapers

Oral production (Speaking) / Block 2 The teenagers that changed the world
(20 marks)
It isn’t easy to grow up in the world of today.
Standard 2.3 Everywhere we look, there are problems: economic,
3 Look at the dialogue about a charity that environmental, health and poor living conditions to
protects endangered animals. Use your own name just a few. We do some small things, like
words to complete the dialogue. Then practise donating money and clothes, but they are not
in pairs. (10 marks) solutions to the problems. Many of us would like to
A Hi, I’d like some ______________ about your do something to change them, but either we don’t
charity. know where to start or we don’t know what to do.
B Let me ______________ what we do. We But there are young people out there who knew
protect endangered animals in their habitats. exactly what to do and they are making a difference.
A __________ I can find out more? Here are two teenagers that are already making
B Have a look at our ______________ for more
changes.
information. You could become a sponsor. That
would really ______________ our charity. Rene Silva was born in Brazil. He comes from a
A That’s great, thanks.
very poor neighbourhood in Rio de Janeiro called a
4 Role play: Asking for information. You are ‘favela’. Favelas are poor areas in cities that have a
asking a charity representative for information lot of crime and violence. From a young age, Rene
about raising money for a children’s charity. Use wanted to make a difference in his neighbourhood.
the words in the box to help you. (10 marks) When he was just eleven, he set up his first
Could / Can you explain…? Could you tell me … ? newspaper, Voice of the Community. His
How can I … ? If you … Sure, the charity … newspaper became very popular and soon became
That really is … / That sounds … a blog. While he was managing his newspaper, he
What you do is … Would you like me to … ? also wrote a book about his community, which
became very popular. Rene believes that he can
use technology to help the people of his community
and in other poor areas across Brazil.

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Unit 1 test
Zea Tongeman from London was never interested All Star Drama and Language School
in technology. But when she was fourteen she
attended a ‘Little Miss Geek’ workshop at her school At All Star Drama and Language School our
and she discovered that technology can be fun and students from 12 to 18 have fun learning English
can do good in the world. She finally felt through drama.
enthusiastic about technology. She designed an We have been teaching English and drama for over
app with a friend called ‘Jazzy Recycling’. Its 25 years. We believe everyone learns more if they
purpose is to make recycling fun. ‘Jazzy Recycling’ have fun, and the results prove it. Our modern
shows users where they can recycle, tells them school has a stage, art room, music room, three
what they can recycle and then helps them to share dance rooms and lots of classrooms to help
what they did with others and get rewards for their students learn English and all areas of drama.
efforts. The app has been very successful, with
thousands of users. Our fantastic teachers are all qualified to teach both
English and drama. They are enthusiastic and
6 Read the text again. Then answer the questions. always encourage students to produce the best
(10 marks) possible work.
1 What is a favela?
_______________________________________ Teachers only speak English in class and our
2 What did Rene do when he was eleven? classes are designed so that young people learn
_______________________________________ both English and drama at the same time. Groups
3 What does Rene believe technology can do? are organized according to age and level with a
_______________________________________ maximum of ten students per class. Our classes
4 What workshop did Zea go to? teach:
_______________________________________  reading and writing
5 What is ‘Jazzy Recycling’?
_______________________________________  listening and speaking
 vocabulary and grammar
 singing and dancing
Standard 3.2 (15 marks)  acting and directing
 preparing scenery
7 Read the advertisement. What do these numbers
represent? (5 marks) Young people read and write adverts, scripts,
1 25 __________________________ reviews, articles, descriptions, fiction, etc. They
2 3 ___________________________ learn the appropriate language for each one. They
also learn how to express themselves in everyday
8 Read the advertisement again. Are the situations. Teens get involved in all areas of acting.
sentences true or false? Correct the false ones.
Our classes use games to help students become
(12 marks)
better at speaking, singing, dancing or acting in
1 The school has a music room.
front of people. Students learn to create scenery for
_______________________________________
2 Teachers can only teach one subject. the shows and prepare costumes.
_______________________________________
At our school, we give students the opportunity to
3 Students are put into classes depending on how
old they are and their ability. work independently and as part of teams. Through
_______________________________________ these activities, students become more responsible
4 Students only study one area of drama. for their own work and supportive of their
_______________________________________ classmates’ work. They become more confident and
5 Working in groups doesn’t teach students expressive, and they learn to listen to and respect
anything. others.
_______________________________________
Three times a year, our school invites family and
friends to see the tasks the adolescents have been
doing. There is an exhibition in the art room and a
play in the theatre, and you can see how hard
everyone has worked.

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Unit 1 test
Standard 4.6
Writing / Block 4 (30 marks)
10 Write an informal email to a friend about an
Standard 4.3 activity that has had a positive effect on your life
or in your community. Use informal linking
9 Write notes to help you introduce a history or expressions and the prompts to help you. Write
nature presentation about a book you have read about 150 words. (20 marks)
or a documentary you have watched. Write 125 Paragraph 1: Greet your friend. Ask them two
words. (10 marks) things about themselves. Introduce the activity by
Title: Name of the book or documentary telling them what you have been doing recently.
By: Name of the author or director Hi …  , How are you? What have you … ?
Background information: List items in bullet points
and don’t write full sentences. Paragraph 2: Give more details about the activity.
- Setting: place, time of year Where and when did it take place? What did it
- Plot / Main ideas: the main things that happen involve? What happened in the end? Was it
in the book or documentary successful?
- Main characters / people / place / nature Basically, it involved … / We …
involved: name them and write some notes
about them Paragraph 3: How has your opinion about the
New knowledge: Any new facts you learned about activity changed? How did you feel about the
the historical time or the theme of the documentary experience? What conclusions have you come to
Opinion: Write adjectives to describe the book / about this activity?
documentary: good, interesting, exciting, sad I used to think that … but …
- The good points
- The bad points Paragraph 4: Say that you have to go, explain why
- the characters, the setting, the animals, the and end the email appropriately.
facts, the language, the plot, the direction Anyway, I’ve got to / I have to … because /
- Your opinion otherwise …
liked it, loved it, didn’t like it _________________________________________
Other notes: _________________________________________
- About slides you want to include _________________________________________
- Any other facts and figures _________________________________________
Conclusion: _________________________________________
Make notes of phrases to end the presentation. _________________________________________
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