Seven Grade- Test 3

Feedback: This question assesses the learner's ability to match vocabulary words related to information technology with their definitions or contextual uses, directly supporting the skill of "matching" basic details. According to the text and vocabulary images, what is an electronic version of a printed book that can be read on a computer or a handheld device?. A newspaper. An encyclopedia. An e-book. A letter.

Feedback: This question tests the learner's understanding of explicit details regarding past possibilities and limitations ("could" and "couldn't") mentioned in the short cross-curricular text about history and technology. Based on the text "Life in 1980", what could most people do at home during that year?. Use the Internet to search for information. Send emails to friends all over the world. Read printed newspapers, magazines, or books. Read e-books on their computers.

Feedback: This item evaluates the learner’s ability to locate errors by comparing a fictional document (Sally's to-do list from February 1980) with the historical facts presented in the main text, addressing the skill of organizing and verifying academic information. Sally wrote a to-do list in February 1980. Which of the following tasks is a mistake because the technology did not exist for most people back then?. Ask Dad for an encyclopedia or a book for my birthday. Send an email to Grandma. Ask Mom to buy my favorite magazine. Read a printed school dictionary.

Feedback: This question measures the student's ability to label and categorize different communication media based on whether they belong to the past (1980) or the modern era, as contrasted in the reading. Look at the items from the vocabulary list. Which pair consists entirely of communication methods that people could use to reach friends in 1980?. Email and Website. Text message and Online game. Letters and Phone calls. E-book and Email.

Feedback: This task evaluates the student's ability to respond to a simple question about past experiences quickly and accurately using the grammar structure modeled in the lesson (Could you... when you were young?). Imagine your teacher asks you out loud: "Could you read books when you were six years old?" Which of the following is the most immediate, grammatically natural spoken response?. Yes, I can read books. Yes, I could. I loved storybooks. No, there weren't any computers. I will read books tomorrow.

Feedback: This item assesses the learner’s capacity to spontaneously initiate a basic interaction or give a safety suggestion based on a familiar visual context (like the characters facing danger in the comic strip on page 63). Look at Panel 7 of the comic strip where the characters discover a snake in the cave. If you want to spontaneously give a suggestion to Jack, what should you say?. Look, there is a letter on the floor!. Let's go back! Don't sit down, Jack, it's dangerous!. Can you play online chess with me?. Yes, I did. It was black and white.

Feedback: This question measures the student's ability to verbally describe simple, familiar situations by contrasting things people could do in the past versus what they can do now, inspired by Alex and Grandpa’s conversation. Your partner asks you: "What is the difference between your childhood and your grandpa’s childhood?" Which response best describes past technology experiences using the vocabulary from the unit?. My grandpa could use the Internet at home, but I can't. We both play online chess with Pedro on weekends. My grandpa couldn't play online games when he was young, but I can play them now. The yeti lives in the cold mountains of Emoclew.

Feedback: This question checks the student’s ability to actively initiate interaction by asking a peer or older family member a contextual question using the prompts provided in Activity 11 of the textbook. You are practicing speaking with a classmate using the word bank from page 62. Which option shows a correctly structured question to initiate a conversation about their childhood skills?. Could you play a musical instrument when you were 7?. You can use a dictionary yesterday?. What are Alex doing right now?. Did you sent text messages tomorrow?.

Feedback: This item evaluates the student's ability to infer who is involved in a communication scenario and the nature of their interaction by processing contextual clues from a cross-curricular text. Read the text: "Virtual learning" on page 65. If you hear a voice saying: "Hi Pilar! I looked at the exercises you emailed me. Your paragraph about historical communication is excellent, but let us correct one spelling mistake during our video chat," who is most likely speaking?. A post office worker sending a telegram. Pilar's schoolfriend who lives in Spain. Kim, Pilar's virtual teacher from China. Alexander Graham Bell inventing the telephone.

Feedback: This question assesses the learner's capacity to extract specific chronological data and answer simple factual questions using a visual timeline of inventions, supporting the cross-curricular (history/technology) aspect of the indicator. Look at the timeline in Activity 14 on page 64. Which of the following statements correctly answers a simple question about when these forms of communication were invented or used?. The World Wide Web was invented in 1800 BCE. Smoke signals are the newest invention on the timeline, from 1990–1991. The telephone was invented by Alexander Graham Bell in 1876. Telegrams were widely used long before 600 BCE.

Feedback: This task assesses the ability to pair auditory or situational context clues (like background environments or sound effects) with the communication methods illustrated on page 64. Imagine you are listening to an audio track. You hear the rhythmic sound of crackling fire, wood being tossed, and blankets flapping, followed by someone looking up at the sky. What situation and historical communication method can you infer?. Someone is checking their inbox for a new email via the World Wide Web. An ancient messenger is sending an urgent message across a distance using smoke signals. A person is dialing a number on a heavy wall telephone in 1876. A student is typing a document for their virtual learning class.

Feedback: This item checks the learner's ability to label structural gaps and complete sentences using precise factual details extracted directly from the reading text on page 65. Based on Activity 18 ("Read again and complete the sentences"), which word correctly completes the description of Kim's flexible workplace?. a telegram. smoke signals. vacation. Chinese.

Feedback: This task evaluates the student's ability to plan a short creative narrative or description (a time capsule entry) observing the conventions of the genre (defining the purpose and setting) while using the vocabulary seen in class (tools, objects, history). Imagine you are creating an "Our Time Capsule" project like the one on page 67, but it represents your life in Ecuador. If you want to establish a clear purpose and setting for a future audience reading your project in 100 years, which introduction is the most appropriate?. History textbooks that we read in school are not primary sources because writers didn't live back then. This is my time capsule from Loja, Ecuador, made in 2026. I am saving these important objects so you can understand our traditional daily life. I need to buy a board game and some jewelry at the shopping mall tomorrow afternoon. ) Hieroglyphs are ancient Egyptian symbols that are very difficult to write.

Feedback: This item checks the learner's capacity to select and describe appropriate "primary sources" that accurately reflect traditional or popular Ecuadorian culture, merging historical concepts with creative regional identity. You are writing a short poem or description about historical artifacts for your English portfolio. To include an authentic piece of traditional Ecuadorian culture as a primary source object, which ite should you write about?. An ancient Egyptian statue of a cat found near a pyramid. A traditional hand-woven Sombrero de Paja Toquilla (Panama Hat) used by your great-grandfather. A digital smartphone manufactured in Asia last year. A fictional story about a space pirate living in the future.

Feedback: This question assesses the student’s ability to use basic grammatical structures seen in class to state an immediate practical need or direct action when collaborating on a project. You and your classmate are working together on the "Let's collaborate!" activity on page 67. You need to decorate the box and organize the list of objects right now. Which sentence communicates this practical demand effectively?. Hieroglyphs had about 700 signs. Why should we ask questions about primary sources?. Please give me the markers; I want to decorate our Ecuadorian time capsule box now. Long ago, people played board games in Egypt.

feedback: This question evaluates the choice of appropriate narrative voice (first-person personal account) when crafting a short creative story or testimony based on the concept of primary source materials. When writing a creative entry for a time capsule diary, the text should sound like a personal voice from the past. Which option uses the correct voice and vocabulary to explain an object's personal value. This wooden trompo (spinning top) is my favorite toy. I play with it every day after school with my friends in the park. A textbook is not a primary source because school books are written later. They found gold jewelry inside the pharaoh's stone tomb. A dictionary lists words in alphabetical order.

Feedback: This item measures the student's capacity to spontaneously formulate an environmental recommendation or suggestion when presented with a familiar problem, directly addressing the conversational mechanics of the target indicator. imagine a classmate says to you: "I have a lot of empty plastic bottles and cardboard boxes at home. I don't know what to do with them." Which of the following options shows a correct and immediate spoken suggestion using the unit's grammar?. We shouldn't use solar power in our house. You should recycle cardboard and plastic bottles, or reuse them for art projects!. I washed my hands with hot water and gas yesterday. Plastic and aluminum are examples of primary sources.

Feedback: This task assesses the student's ability to provide a basic opinion and description of common items or habits, classifying them as ecologically beneficial or harmful (good or bad for the environment). Read the following prompt: "What is your opinion about using plastic bags only once and then throwing them in the trash?" Which response provides a clear opinion and simple description according to the textbook guidelines?. I think it is good for the environment because plastic is very old. We shouldn't throw away old toys. They are made of aluminum. In my opinion, it is bad for the environment. We should reuse plastic bags or use cloth bags instead. Wind power uses big towers to create electricity.

Feedback: This question checks the learner's ability to describe simple, familiar routines or domestic experiences related to energy consumption and resource conservation. Our teacher asks you to describe a positive green habit your family practices at home. Which sentence describes a familiar domestic situation correctly using the structures learned?. We shouldn't turn off televisions and computers at night. At home, we always take short showers instead of baths because we shouldn't waste water. My father bought a circus to forget about electricity. We use a lot of gas to recycle old glass bottles in the kitchen.

Feedback: This question evaluates the speed and accuracy with which a student can interpret visual classification data (the Check/Cross board in Activity 5) and answer basic questions about negative environmental actions. Look at the "Let's help the environment!" board on page 71. Which action belongs strictly under the red 'X' category (What we shouldn't do)?. Recycle paper, glass, and aluminum. Use wind and solar power. Give old toys to younger children. Throw away all our trash without recycling.

Feedback: This question assesses the learner's ability to identify the overall topic or main purpose of a text (the gist), which is a fundamental reading sub-skill required by the curriculum standard. Read the teacher and students' dialogue in Activity 10 on page 72. What is the main topic of their conversation in class?. Planning a field trip to a mountain bridge. Doing less homework over the summer. Making their school more eco-friendly on Environment Day. Learning how to play online games.

Feedback: This item checks if the student can locate explicit, basic details within a short visual text (the comic strip on page 73) to determine an immediate situational problem. Look at Panel 3 of the comic strip on page 73. What problem do the children notice on the ground as they walk across the mountains?. They find a lost map behind a tree. They see a lot of trash left behind by people. An eagle is stuck in a trap. The rope bridge is completely broken.

Feedback: This question measures the student's ability to relate environmental questions to their corresponding action steps, based on the matching framework presented in Activity 11. According to the list in Activity 11 on page 72, if our goal is to "save paper", what action should we take?. We should collect rainwater to use on our yards. We should use solar power in the summer. We should write on both sides of paper. We should plant new trees in the forest.

Feedback: This item evaluates the student's accuracy in identifying which character said what within a reading passage, testing basic reading comprehension of direct dialogue lines. In the classroom text on page 72, which student provides the specific suggestion to "use less paper"?. Carla. Pedro. Jack. Ruby.

Feedback: This item assesses the learner's ability to choose the correct Wh- question word to identify a personal preference regarding sustainable housing, organizing information from a general concept to a specific choice. You are creating a survey for your classmates about "Eco-friendly homes" (page 74). Which question is correctly written to discover which type of ecological house your friends prefer?. Where do you live in an eco-friendly home?. Which eco-home would you like to visit and live in?. Why do the house have solar panels?. When do you clean old flip-flops on the beach?.

Feedback: This question checks the student's capacity to construct a survey question that targets a problem-and-solution pattern, utilizing the text "A flip-flop safari" on page 75. Imagine you are writing a questionnaire for your family about ocean pollution. Which Wh- question correctly investigates the solution implemented by the company Ocean Sole?. What does the company make out of recycled flip-flops to save sea animals?. How many flip-flops are there on vacation?. Who is Kenya located in East Africa?. Why are flip-flops bad for your feet?.

Feedback: This task evaluates the student's ability to use Wh- questions to find out things in common between generations regarding technology habits, comparing the past (1980) with the present. You are interviewing your grandparents using a survey based on page 60. You want to find out the reason behind their past communication limitations. Which question should you include?. What technology do you use every day in 2026?. Where did Sally buy a printed dictionary?. Why couldn't people send emails or use websites in 1980. How you read e-books on an e-reader?.

Feedback: This question measures the student's technical accuracy in organizing a factual questionnaire item using correct question word order and punctuation conventions. Your teacher asks you to draft the final question for your "Green Art Project" classmate survey. Which option shows the most accurate structure to find out the location where your classmates get their materials?. Where do you collect the plastic and cardboard for your sculptures?. What color do you prefer to paint the elephant sculpture. Why you want to design an eco-friendly home with a friend. Which do Ocean Sole workers clean the rubber?.

Feedback: This item evaluates the student's ability to modify a known literary/graphic text by changing its core components (characters and scenery) while maintaining the original genre's structure, as required by the creative design standards Imagine you and a classmate are working in pairs to adapt the comic strip from page 63 (The Yeti adventure). If you decide to change the setting to an Ecuadorian environment and the mythical creature to a famous local legend, which option shows a correct creative adaptation?. Keep the Yeti exactly where it is in the snowy mountains of Emoclew. Move the children to the Amazon rainforest of Yasuní to look for El Chullachaqui (a jungle spirit). Write a formal report explaining why recycling flip-flops helps local people in Kenya. Draw a map of a modern school building with four virtual reality classrooms.

This task measures the student's ability to expand upon a real-life factual situation (the ocean cleanup text on page 75) and transform it into a personal, imaginative narrative with a distinct creative voice. Read the "Your Turn!" box on page 75 about designing a piece of recycled art. If you are writing a short, illustrated story about a sculpture you created, which sentence adds an imaginative detail to a real-life situation?. Ocean Sole workers clean old rubber flip-flops on the beaches of East Africa. I collected three plastic bottles from the kitchen trash bin yesterday morning. My recycled plastic giraffe is named Gigi; at midnight, her spots glow in the dark and she helps protect my bedroom from monsters. Flip-flops are dangerous for fish and sea animals in the blue ocean.

Feedback: This question checks the student's understanding of structural narrative progression (sequencing and logic) when designing or re-arranging panels for a visual graphic story You are creating a 3-panel mini picture book about an environmental superhero based on the themes of Unit 6. Which layout demonstrates a logical, well-organized sequence of scenes?. Panel 1: The superhero cleans the river. -> Panel 2: The superhero gets a medal. -> Panel 3: The river is full of trash. Panel 1: A boy drops a plastic bottle. -> Panel 2: The superhero teaches him to recycle. - Panel 3: They build a beautiful toy sculpture together. Panel 1: They live in Spain. -> Panel 2: The telephone was invented in 1876. -> Panel 3: Goodbye!. Panel 1: Look at the snake! -> Panel 2: I love e-books. -> Panel 3: Let's turn off the television.

chant about recycling, identifying words that maintain the playful rhythm and sound pattern of the language Imagine your class is performing a rhythmic chant based on the glass recycling process from page 76. Choose the best word to complete the verse in a fun, rhyming way: "Take the bottle, drop it in the bin, Watch the big machine make it spin! Put it in the furnace, make it hot, Turn the liquid glass into a new ________!". table. pot. sandbox. truck.

Feedback: This item assesses the learner’s capacity to identify and report positive emotional responses when engaging with environmental Look at the cheerful children collaborating on the green survey on page 77. If you are writing a quick caption about how it feels to successfully protect nature with your friends, which emotional response matches the context?. We feel very sad and scared because the furnace is hot. We feel proud and happy when we work together to clean our planet!. I feel bored when a big truck takes the bottles away. They feel angry at the sand.

Feedback: This question checks the student's understanding of action verbs related to the recycling cycle by translating a written instruction into a physical movement or game simulation (TPR). Your teacher says: "Let's play a playground game! Act like you are the extreme heat inside the special recycling oven called a furnace." Which physical action should you perform to demonstrate you understand the word melt?. Stand perfectly straight and hard like a brick wall. Jump up and down very fast like an angry frog. Slowly lower your body to the floor, relaxing your arms like ice turning into liquid water. Run in a straight line toward the classroom door.

Feedback: This item evaluates the student's ability to generate a simple personal opinion about an educational video or audio text, showing appreciation for the content. After watching the science video clip in Activity 2 ("Watch the video" on page 76), your classmate asks if you liked it. Which response shows a well-formed, enthusiastic personal opinion?. No, because textbooks are not primary sources. I think the video is awesome! It is amazing to see how old glass breaks into small pieces and turns back into a beautiful shiny bottle. The machine sorts the glass by color. Goodbye, see you tomorrow at school.