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Level 1 Review Test Units 1-9

The document consists of review tests for English language learners covering Units 1-9, including listening, reading, and writing exercises. Each unit contains tasks such as listening comprehension, matching sentences, and identifying objects and actions. The tests are designed to assess students' understanding of vocabulary, grammar, and basic conversational skills.

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wafa.chakroun
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74 views9 pages

Level 1 Review Test Units 1-9

The document consists of review tests for English language learners covering Units 1-9, including listening, reading, and writing exercises. Each unit contains tasks such as listening comprehension, matching sentences, and identifying objects and actions. The tests are designed to assess students' understanding of vocabulary, grammar, and basic conversational skills.

Uploaded by

wafa.chakroun
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

Basic

Review Units 1–3


Name: ...................................................................... Class: ..................................................

1 5 Listen and number. Then write.


Mark /5

grandmother sister mother father brother grandfather

d 1 sister

PHOTOCOPIABLE © Cambridge University Press and UCLES 2018 Level 1 Review Units 1–3 Test1
2 Read, write and match.
Mark /5

a b c

1 They’ve got two legs and small heads. They’re young. They’re
d ucks . c
2 It’s got a long tail and small feet. It’s happy. It’s a c .
3 It’s got eight legs and eight eyes. It’s ugly. It’s a s .
4 I t’s got four legs and a long face. It’s got a hat. It’s funny. It’s a
g .
5 I t’s grey. It’s got four legs and big ears. It’s angry. It’s a
d .
6  hey’ve got short tails and four legs. They’ve got small ears.
T
They’re sad. They’re s .

d e f

PHOTOCOPIABLE © Cambridge University Press and UCLES 2018 Level 1 Review Units 1–3 Test2
3 Look, read and circle.
Mark /5

1 The rubber is next to / under the pencil case.


2 The crayons are on / in the pencil case.
3 The pencils are on / next to the desk.
4 The pen is under / on the book.
5 The pencils are next to / on the book.
6 The book is under / next to the pencils.

4  Ask and answer with a partner. Then answer your


teacher’s questions.
Mark /5

What’s this?

It’s a cow.

Total test mark / 20

PHOTOCOPIABLE © Cambridge University Press and UCLES 2018 Level 1 Review Units 1–3 Test3
Standard

Review Units 4–6


Name: ...................................................................... Class: ..................................................

1 12  Listen and circle. Then write like or likes, don’t like or


doesn’t like.
Mark /5
1 2

1 She likes flowers. 2 He grapes.

3 4

3 She monkeys. 4 I donkeys.


5 6

5 I horses. 6 He orange juice.

PHOTOCOPIABLE © Cambridge University Press and UCLES 2018 Level 1 Review Units 4–6 Test1
2 Read and tick (✓) the correct sentence.
Mark /5

1 A This is a street. ✓
B This is a classroom.
2 A There’s a car in the street.
B There’s a plane in the street.
3 A There’s a motorbike next to the bus stop.
B There’s a lorry next to the bus stop.
4 A There are two toy cars in the shop window.
B There are two toy trains in the shop window.
5 A There’s a park next to the shop.
B There’s a zoo next to the shop.
6 A In the park, there are flowers and a tree.
B In the park, there are balloons and balls.
PHOTOCOPIABLE © Cambridge University Press and UCLES 2018 Level 1 Review Units 4–6 Test2
3 Look, read and write.
Mark /5
1 2 3

Grandma Jenny and Jim Susan

4 5 6

Tom Jake Mandy


1 Whose plane is it? It’s Grandma’s plane.
2 Whose house is it? It’s house.
3 Whose doll is it? It’s doll.
4 Whose train is it? It’s train.
5 Whose teddy bear is it? It’s teddy bear.
6 Whose kite is it? It’s kite.

4  Ask and answer with a partner. Then answer your


teacher’s questions.
Mark /5

What’s this?

It’s a banana.

Total test mark / 20


PHOTOCOPIABLE © Cambridge University Press and UCLES 2018 Level 1 Review Units 4–6 Test3
Basic

Review Units 7–9


Name: ...................................................................... Class: ..................................................

1 16  Can Jane do these sports? Listen and write yes or no.


Then circle.
Mark /5

1 2 3

yes
Jane can / can’t Jane can / can’t play Jane can / can’t play
play hockey. baseball. basketball.

4 5 6

Jane can / can’t Jane can / can’t play Jane can / can’t run.
play tennis. football.

PHOTOCOPIABLE © Cambridge University Press and UCLES 2018 Level 1 Review Units 7–9 Test1
2 Read and draw lines.
Mark /5

This is my bedroom. In my bedroom, there’s a big bed. That’s my


favourite teddy bear on my bed. In front of my bed, there’s a large
rug. There’s a desk next to my bed. On my desk, there’s a computer
and a lamp. The computer is in front of the window. There are two
windows in my bedroom. Between the windows, there’s a bookcase.
I’ve got a lot of books on my bookcase. There’s a big mirror on the
wall next to the desk. My bedroom is between the bathroom and my
brother’s bedroom.

3 4
5

PHOTOCOPIABLE © Cambridge University Press and UCLES 2018 Level 1 Review Units 7–9 Test2
3 Look, read and write.
Mark /5

1 The brother’s c . a sleeping.


2 The mum’s b riding a bike.
3 The girl’s c playing football.
4 The dad’s d drinking milk.
5 The baby’s e listening to music.
6 The grandpa’s f playing the guitar.

4  Say and do with a partner. Then answer your


teacher’s questions.
Mark /5

Point to the girl.

Point to …

Total test mark / 20


PHOTOCOPIABLE © Cambridge University Press and UCLES 2018 Level 1 Review Units 7–9 Test3

Common questions

Powered by AI

The test activities assess spatial relations through tasks that require students to interpret location words like 'next to,' 'in front of,' and 'between,' as shown when students must determine object placements relative to each other, such as pencil cases or books .

Source 1 facilitates identification by vividly describing animal traits such as 'eight legs and eyes' for a spider or 'big ears' for a donkey. Such imagery engages visual thinking, helping learners map textual descriptions to mental images, enhancing comprehension .

Children's activities, such as playing sports or describing household objects, require dynamic language use, combining verbs with nouns in context-specific scenarios. This encourages spontaneous use of language structures, aiding in the internalization of grammatical forms through active participation .

Identifying the ownership of items, such as 'Whose plane is it?' engages students in possessive grammar structures. This exercise develops understanding of possessives by requiring them to associate objects with specific owners, thereby reinforcing both grammatical knowledge and vocabulary .

Integrating pronouns with family vocabulary helps solidify the use of basic grammar constructs within familiar contexts. By linking 'brother,' 'mother,' etc., to pronouns, it strengthens the understanding of both grammatical relationships and vocabulary, promoting linguistic competence in relatable scenarios .

The effectiveness lies in active engagement with language related to abilities and preferences. Asking whether 'Jane can play hockey or basketball' puts understanding into practice while reinforcing modal verbs like 'can' and 'can't,' fostering learning through practical application rather than abstract theory .

Exercises involving likes and dislikes, such as identifying who likes 'flowers' or 'orange juice,' develop nuanced understanding by prompting students to express and justify personal preferences, practicing language related to emotions and opinions .

The description of the bedroom highlights a balance between functional and personal spaces. Functional items like the bed, a rug, desk, computer, and lamp are complemented by personal elements such as the favorite teddy bear on the bed and the books on the bookcase, indicating the room is tailored to the individual's needs and preferences .

Using everyday objects like pens, books, and pencil cases in assessments adds relatability, allowing students to leverage familiar contexts to demonstrate understanding of prepositions and vocabulary, enhancing both comprehension and recall .

Students engage in cognitive skills like visual-spatial reasoning and reading comprehension when they interpret descriptions to identify spatial relations, such as choosing if an object is 'next to' or 'on' another, fostering attention to detail and contextual understanding .

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