Seven Grade- Test 2

Feedback: A word list is a fundamental resource used to record new vocabulary systematically. To be effective for practice, it should include more than just the English word; it should provide context or a translation. According to the textbook page, you are learning about "Dishes from around the world." Which would be the most effective word list for practicing these new terms?. Writing only the country names without the names of the dishes. Listing the dish (e.g., Sushi), its country of origin (e.g., Japan), and a brief description. Writing all the words in a single, long sentence without commas. g only the page number where the pictures are found.

Feedback: A picture dictionary is a visual resource that connects a new word directly to an image. This helps students internalize meaning without relying solely on translation. You want to make a picture dictionary for the food items shown on page 38. What is the most important step?. Drawing the flag of the country and labeling the dish correctly next to it. Writing the recipe for each dish in Spanish. Listing the dishes in alphabetical order without any images. Counting how many colors are used in each photo.

Feedback: Flashcards are interactive tools designed for self-testing. One side should "prompt" the memory, and the other side should "provide" the answer. If you are making a set of flashcards for the vocabulary words tacos, curry, and paella, what should you put on the front and back of one card?. The word tacos on the front and the same word tacos on the back. A picture of tacos on the front and the English word tacos on the back. The student's name on the front and the teacher's name on the back. The price of the food on the front and the name of the restaurant on the back.

Feedback: Learning resources are only useful if they are organized. A well-categorized resource helps students find and review information quickly. To organize your learning resource for the vocabulary on page 38, which category would be the most logical?. "My favorite colors.". "International Dishes and Flavors.". "Famous people in history.". "Math equations.".

Feedback: Identifying specific content-based words (like food items) is easier when we use pictures. By looking at the image, you can connect the written word to its real-world object. Which of the following phrases best describes a situation where someone is buying typical fast food?. Cooking rice and beans. Buying fish and chips. Trying some dumplings. Making noodles for dinner.

Feedback: A Fact is a statement that can be proven (e.g., what someone said or did). An Opinion is a personal feeling or preference that might not be shared by everyone. According to Judy’s story, which statement is true?. Cooking international food is her favorite hobby. Her family is very hard to please. Her dad asked her to make pasta. Dumplings are better than noodles.

Feedback: When organizing ideas in a chart or mind map, you must select Relevant Information—details that directly support the main topic—and ignore irrelevant or "extra" details. If you are creating a chart about "Judy’s Saturday Club," which information is RELEVANT to include?. Judy is learning to cook international food. The weather was cloudy on Saturday. Judy's favorite color is green. The textbook has 39 pages.

Feedback: In English, we use specific phrases to describe actions. Visual support helps us determine which phrase correctly matches the action taking place. A boy’s parent tells him it’s time to stop his activities and get ready for sleep. What action is he being asked to do?. Play soccer. Go to bed. Read a story. Try some dumplings.

Feedback:Identifying the specific location based on the action performed. Understanding "where" an action takes place is vital for inferring the situation. "I went there to buy some rice because I didn't have any at home." Where did Carla go?. The sports center. The movie theater. The supermarket. The Park.

Feedback: Inferring the "Who" and the social occasion. Clues like "Happy birthday!" and "For you" help identify the relationship between speakers. Read to the conversation: Carla: "The paella's for you, Pedro. Happy birthday!" Pedro: "Thanks, Carla. I love paella." Who are the speakers and what is the situation?. Two friends celebrating a birthday. A waiter and a client in a restaurant. A teacher and a student doing homework. Two people at a karate class.

Feedback: Using "Infinitive of Purpose" to understand intent. The word "to" (e.g., "to make paella") explains the reason for the situation. Read to the speaker: "I bought some rice to make paella." What is the speaker's main intention?. To sell rice to a neighbor. To prepare a specific meal. To go to a sports center. To find a recipe in a book.

Feedback: Contextualizing visual aids. Linking activities like "do karate" to their logical locations using textbook vocabulary. Listen to the speaker: "Yesterday, I went to the sports center to do karate." Which visual aid on the page best represents this situation?. The girl holding a tray of food. The list of food items like rice. The man in a white uniform in a martial art pose. The image of the supermarket.

Identifying specific ages or milestones in a person's life is a fundamental part of recording key information from a narrative. This question tests the ability to pinpoint a numerical detail within a personal story. According to the context of the lesson, at what age did Jake learn to cook?. When he was 5. When he was 8. When he was 10. When he was 12.

Feedback: Understanding social roles and professions in different contexts is essential for cultural awareness. This question evaluates if the student can identify where a family member works based on the provided information. Where does Jake's father work?. In a school. In a hospital. In a restaurant. In a bank.

Feedback: Identifying "surprise" or "secret" ingredients in a recipe is a way of understanding unique cultural or personal culinary practices. This requires the learner to focus on specific vocabulary within a spoken or written sequence. What was the "surprise ingredient" Jake used in his cooking competition dish?. Salt. Pineapple. Chocolate. Pepper.

Feedback: Cultural exchange often involves understanding how different foods are paired or served. This question tests the student's ability to identify a complementary food item in a traditional meal. Based on the text, what do you usually eat the curry with?. Bread. Pasta. Rice. Salad.

Feedback: This item evaluates the student's ability to identify socially responsible behaviors at home, specifically focusing on the sustainable use of resources while performing a favorite activity, such as cooking or making art. Talia loves cooking and making gingerbread houses. Which of these is a socially responsible way to handle food waste after cooking?. Throwing all leftover ingredients in the regular trash. Using organic scraps (like eggshells or fruit peels) to make compost for a garden. Leaving the oven on all day to keep the kitchen warm. Pouring used cooking oil down the kitchen sink.

Feedback: This question focuses on the student’s ability to recommend a responsible way to participate in community traditions or activities (like the "gingerbread town") to various audiences. Imagine you are visiting Talia’s town, Bergen, to see the gingerbread city. What is the best way to recommend taking care of this public space to other tourists?. "You should leave your candy wrappers on the ground.". "It is a good idea to touch and break the gingerbread art.". "Please use the recycling bins provided for your plastic bottles.". "You should shout loudly so everyone can hear you.".

Feedback: This item assesses the identification of environmentally friendly materials when participating in a favorite craft or interest, demonstrating responsibility toward the environment. Talia likes making gingerbread houses because they are like a puzzle. If she wants to be environmentally responsible with her hobby, what should she choose?. Using single-use plastic plates to display every house. Buying ingredients that come in excessive plastic packaging. Using reusable trays and natural decorations that don't harm the earth. Buying new plastic tools every time she starts a project.

Feedback: This question tests the student’s ability to describe an interest or activity (like a school project) while highlighting its positive social or environmental impact. Talia’s class made a gingerbread boat this year. How can a class project be socially responsible towards the school environment?. By leaving the classroom messy and full of flour after the project. By working together to clean the workspace and recycle the cardboard used for the base. By wasting a lot of water to wash just one small spoon. By competing with other classes to see who can buy the most expensive decorations.

Feedback: Spelling is the ability to arrange letters in the correct order to form words. Mastering the alphabet is essential for clear communication, especially when learning new scientific terms related to the human body. According to the textbook vocabulary, how do you correctly spell the organ inside your head that needs water to think?. B - R - A - N - E. B - R - A - I - N. B - R - A - Y - N. B - R - A - I - M.

Feedback: In an English-speaking classroom, students must be able to ask for clarification or help when they are unsure of a word's written form. This is a vital functional skill for "common classroom needs." You want to write the word "PERSPIRATION" from the reading, but it is very long. How should you ask your teacher for help?. "Can you repeat that, please?". "What is this?". "How do you spell 'perspiration'?". "I am perspiring today.".

Feedback: Identifying the correct spelling of biological terms helps distinguish between different parts of the body. In English, specific vowel combinations (like 'oo') change the sound and the spelling of the word. Which of the following is the correct spelling for the red liquid in our bodies mentioned in the text?. B - L - U - D. B - L - O - O - T. B - L - O - D. B - L - O - O - D.

Feedback: Communication is a two-way street. If you do not hear a word clearly, you must use polite phrases to ask the speaker to say the word again so you can understand or spell it. Your teacher says a word from the "Guess What!" section, but they spoke too fast. What is the best way to ask them to say it again?. "I don't understand 'skin'.". "Can you repeat that, please?". "Spell 'frog', please.". "Speak louder, teacher.".

Feedback: To understand different cultures, it is essential to identify traditional celebrations and their specific characteristics, such as the objects or symbols used during these festivities. This helps learners recognize how different societies express their heritage. In many English-speaking countries, people celebrate Halloween by carving pumpkins. In some Latin American cultures, people celebrate Day of the Dead by creating "ofrendas" (altars). What is a major difference between these two traditions based on the objects used?. Both use pumpkins to decorate their houses. Halloween focuses on "ofrendas," while Day of the Dead focuses on costumes. Halloween often involves Jack-o'-lanterns, whereas Day of the Dead involves sugar skulls and marigold flowers. There are no differences because both celebrations happen in October or November.

Feedback: Comparing daily habits, such as typical food or meal times, is a fundamental way to find similarities and differences between cultures. This practice increases global understanding and empathy. Read the following description: "In the UK, many people have 'Afternoon Tea' with sandwiches and cakes. In Ecuador, many people have 'Cafecito' in the late afternoon with bread or humitas." What is a similarity between these two cultural customs?. Both cultures eat exactly the same type of food. Both cultures have a tradition of gathering in the late afternoon for a light snack and a drink. Only people in the UK drink tea during the day. These customs are completely different and have nothing in common.

Feedback: Asking questions is a vital tool for exploring the world. Knowing how to formulate a "Wh- question" about cultural facts allows students to deepen their understanding of how other people live. If you want to learn more about a classmate’s culture regarding their traditional music, which of the following is the most appropriate basic question to ask in class?. Do you like music?. Is music loud in your country?. What kind of traditional instruments do people play in your culture?. I don't like traditional music from other places.

Feedback: Cultural awareness also involves recognizing global landmarks and symbols. Being able to distinguish between a local landmark and a foreign one shows an expanded view of the world. Look at this list of landmarks: The Eiffel Tower (France), The Statue of Liberty (USA), and The Mitad del Mundo (Ecuador). Which statement correctly identifies their cultural locations?. They are all located in the same continent. The Eiffel Tower and the Statue of Liberty represent cultures outside of Ecuador. All these landmarks are only found in English-speaking countries. There is no way to know where these landmarks are.

Feedback: Communication serves different purposes depending on the context. In a shared environment like a home or school, volume control is a form of socially responsible behavior that shows respect for others' surroundings. Read the text about the noisy weekend. The text says, "My youngest daughter is only three, but she likes playing the keyboard – very loudly!" If the father asks her to play quietly, what is the purpose of his communication?. To encourage her to become a professional musician. To teach her how to play the trumpet instead. To promote a respectful environment by managing noise levels. To tell her that she is playing the keyboard badly.

Feedback: Being "socially responsible" at school includes following rules that protect common areas. Identifying the intent behind a digital or written sign helps students relate communication to a specific environmental purpose. You see a digital sign in the school music room that says: "Please put the instruments back in their cases after practice." What is the purpose of this message?. To show students how to play the guitar beautifully. To ensure the school environment stays organized and responsible. To tell students that the music class is finished for the day. To explain that instruments are very expensive to buy.

Feedback: Responsibility includes recognizing how our actions (like playing music) affect the people around us. Adverbs like "well," "badly," "loudly," or "slowly" describe how actions are performed and their impact on the environment. Look at the "Focus!" box on the page. If a student "plays the trumpet slowly and quietly" during a study hour, how are they behaving?. They are being irresponsible because they are not practicing hard. They are showing social responsibility by not disturbing others. They are playing the trumpet badly because it is too soft. They are trying to hide that they don't know how to play.

Feedback: Learners must be able to say ways to take care of their surroundings. Understanding a teacher's guidance regarding shared materials is a key part of environmental and social awareness in the classroom. The teacher gives you a worksheet about recycling musical instruments. What is the most likely purpose of this communication situation. To test if you can play the violin well. To provide guidance on how to take care of the environment by reusing materials. To complain about the noise in the classroom. To ask you to sing a song about the planet.

Feedback: Communication involves more than just words; the volume and manner in which we speak or play an instrument convey specific meanings. Understanding whether someone is playing "loudly" or "quietly" helps students respond appropriately in a social or classroom setting. In the dialogue, Emma says she plays the guitar "loudly". If you are working in a group and a classmate starts talking or playing an instrument too loudly, what is the most appropriate non-verbal way to ask them to lower their volume?. Covering your ears and frowning to show discomfort. Placing your index finger over your lips (the "shhh" gesture). Clapping your hands as fast as possible. Closing your eyes and ignoring the person.

Feedback: When interacting with a friend to answer questions—such as "Who plays an instrument better?"—body language plays a key role. Maintaining eye contact and an open posture shows you are engaged in the pair-work activity. where two friends are practicing the guitar. Which non-verbal behavior shows they are working effectively as a pair?. One student looks at the guitar while the other looks out the window. Both students face each other and lean in slightly to listen. One student hides their face behind a book. Both students sit as far apart as possible without speaking.

Feedback: A successful learner monitors their own behavior during group tasks. If you notice your non-verbal cues (like your facial expressions) are making a classmate feel discouraged, you should adjust them to be more supportive. You notice that you are yawning and looking at your watch while they speak. To self-correct your non-verbal communication, what should you do?. Tell your partner to speak faster so you can finish. Put your watch in your pocket and sit up straight to show interest. Start singing a song loudly to wake yourself up. Ask a different classmate to take your place.

Feedback: Context determines how we communicate. The way you interact during a "band practice" or a "chant" (as seen in activities 10 and 12) requires different non-verbal cues than a formal test. The book suggests practicing a "chant" in activity 12. What non-verbal feature would be most appropriate to help your group keep the rhythm together during this activity?. Walking away from the group to practice alone. Tapping your foot or nodding your head to the beat. Shouting "No!" every time a classmate makes a mistake. Keeping your hands in your pockets and standing perfectly still.

This question evaluates your ability to scan a short text (or image labels) to link specific objects with their country of origin. According to the images and labels in the book, which country is the vuvuzela associated with?. Scotland. South Africa. China. Greece.

Feedback: This question tests your ability to follow short, specific instructions provided in a functional language context. Look at the "Let's start!" section. What is the instruction you must follow before looking at the pictures. Draw a musical instrument. Listen to a song. Answer what traditional instruments you have in your country. Match the names to the photos.

Feedback: This focuses on identifying physical details or methods of use described in a short text. Based on this sentence: People usually play bongos ¿how do people usually play the bongos?. With their feet. With sticks. With their hands. With a bow.

Feedback: This question evaluates the comprehension of descriptive adjectives (details) used to characterize different items. What detail is mentioned about bagpipes?. They have eight strings. They are played in rock bands. They are usually played quietly. They are easy or difficult to play.