2021 NSCAS Grade 7 Classroom Assessment English Language Arts Spanish - Student's Name
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
2021 NSCAS Grade 7
Classroom Assessment
English Language Arts
Spanish
Student’s Name:
Nebraska Department of Education 2021Copyright © 2021 by the Nebraska Department of Education. No part of this publication may be reproduced, copied or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written permission of the Nebraska Department of Education.
2021
Grade 7 - Classroom Assessment
English Language Arts
SpanishARTES DEL LENGUAJE INGLÉS – EVALUACIÓN EN EL AULA
Instrucciones:
En las siguientes páginas de tu cuadernillo están las lecturas y las preguntas de evaluación
en el aula de Artes del Lenguaje Inglés de 7.er Grado del Sistema de Evaluación Centrado
en el Alumno del Estado de Nebraska (NSCAS-ELA).
Lee estas instrucciones cuidadosamente antes de comenzar con le evaluación en el aula.
Esta evaluación en el aula incluirá distintos tipos de preguntas. Algunas de las preguntas
están basadas en una o dos lecturas. En las preguntas de opción múltiple se te pedirá que
selecciones una respuesta entre cuatro opciones. En las preguntas de selección múltiple se
te pedirá que selecciones varias respuestas correctas entre cinco o más opciones. Algunas
preguntas tienen dos partes: Parte A y Parte B. Cada parte tiene una pregunta de opción
múltiple o selección múltiple. En algunas preguntas se te pedirá que construyas una
respuesta siguiendo las instrucciones que se te dan. Encontrarás estas preguntas en tu
cuadernillo de evaluación en el aula.
Para todas las preguntas:
• Lee cada pregunta cuidadosamente y escoge la mejor respuesta.
• Puedes usar papel borrador para escribir notas en él.
• Asegúrate de contestar TODAS las preguntas.
Cuando llegues a la palabra ALTO, habrás finalizado le evaluación en el aula de Artes del
Lenguaje Inglés de 7.er Grado del NSCAS.
5 ALTO.ARTES DEL LENGUAJE INGLÉS – EVALUACIÓN EN EL AULA
Code Talkers
1 Codes or ciphers have been used for many purposes for at least several thousands of
years. Archaeologists have found evidence of coded messages written as far back as Ancient
Egypt and Ancient Mesopotamia. Sometimes, codes are used between friends, but at other
times they have a much more important purpose.
Battling Codes
2 Codes have always been especially popular during wartime in order to prevent critical
information from falling into the hands of the enemy. Codes were used extensively, for
example, during the American Revolution. The Culper Spy Ring was a group of spies who
sent coded letters and messages using intricate secret codes. A special pocket guide was
needed to translate the code. If that pocket guide fell into the wrong hands, however, it could
be disastrous. Memorized codes were always the best.
3 Near the end of World War I, the Americans tried using Cherokee and Choctaw and a
few other Native American tribal languages as the basis for the codes. The Germans had
been able to crack nearly all of the Allied codes up until that point, but were never able to
crack the codes based on the Native American languages.
Code Talking
4 During World War II, the idea of using Native American codes to transmit messages
became even more popular. As early as 1940, soldiers from the Comanche, Choctaw, Hopi,
and Cherokee tribes were recruited specifically to be “code talkers.” By the end of the
war, members from 16 different Native American tribes served in the U.S. military in this
capacity.
5 The Navajo who served as code talkers in the military are perhaps the best known.
In 1942, just after the Japanese attack on Pearl Harbor, it was proposed that the Navajo
language would be ideal to use for the codes. Navajo was a complex, unwritten language and
only a limited number of people could speak it. Several Navajo traveled to a military base
in San Diego, California, to demonstrate their ability to quickly translate messages from
English to Navajo and back to English. The military leaders were so impressed with the
men’s abilities that they decided to start the Navajo Code Talking program immediately.
Navajo Code
6 Twenty-nine Navajo were recruited for the first group of code talkers, and it was the
responsibility of these soldiers to develop the actual code. There were two types of codes
that were used. One was a literal translation, and the other was more complex.
7 The more complex code used English letters to stand for certain objects that were then
translated into Navajo. For example, the letter A could be a red ant. A red ant in Navajo is a
6 Pasa a la próxima página.ARTES DEL LENGUAJE INGLÉS – EVALUACIÓN EN EL AULA
wol-la-chee. So, every time the letter A was used in a word, “wol-la-chee” was used instead.
Most of the words used were animals or other items in nature.
8 Another feature of this code was the description of military terms that were not in the
Navajo language. For example, there is no word for submarine, aircraft carrier, fighter
plane, or destroyer in the Navajo language. It would take too long to spell out all of those
terms with their alphabet code. The original 29 code talkers came up with Navajo words
to describe them. They looked at pictures of these military vehicles and then decided that
a submarine was an iron fish, an aircraft carrier was a bird carrier, a fighter plane was a
hummingbird, and a destroyer was a shark.
Extensive Training
9 After the code was written, many other Navajo were called into service as code talkers.
They had to complete an extensive training at code school before they were ready to go into
battle. They had to memorize everything—the code could not be written down for fear that it
would fall into the wrong hands. Memorization came easy to the Navajo. Since they did not
have a written language, all the stories from their ancestors had been passed down through
the generations by talking, singing, or storytelling.
10 Not only did code talkers need the ability to memorize, they also needed strength and
bravery. The code talkers were out on the front lines. They had to carry their communication
equipment with them and know how to set it up quickly. They also had to send many
messages over a very brief period of time and do it without making any mistakes. Lives
depended on their ability to do all of this in an efficient manner. The Allied success in battles
was often due to the skillful coding of the Navajo.
Kept a Secret
11 After the war, the code talkers were sworn to secrecy. The military was unsure if they
would use the code talking program again, and they did not want this “secret weapon” to be
revealed. However, in 1968, the military decided to declassify the program, so the world was
finally made aware of the remarkable service provided by these men during World War II.
12 Since that time, the code talkers have received long-overdue recognition. In the year
2000, for example, the president awarded gold and silver medals to the code talkers in
a special White House ceremony. In addition, numerous books, articles, and websites
have been written to commemorate their service. These tributes all help the world gain an
appreciation of how Native American languages were used to create the unbreakable Allied
codes of World War I and World War II.
7 Pasa a la próxima página.ARTES DEL LENGUAJE INGLÉS – EVALUACIÓN EN EL AULA
1. Which group of words BEST explains the meaning of extensive in paragraph 9?
A. a strong effort
B. a great amount
C. an important event
D. an extreme reaction
2. Which text feature would BEST help the reader learn about the Navajo language?
A. an image of a decoding machine
B. a picture of the code talkers working
C. a chart that includes a pronunciation guide
D. a glossary that defines common military terms
3. Which three sentences from the passage would be MOST relevant to include in a summary?
Select three.
A. Archaeologists have found evidence of coded messages written as far back as Ancient
Egypt and Ancient Mesopotamia.
B. Codes were used extensively, for example, during the American Revolution.
C. Near the end of World War I, the Americans tried using Cherokee and Choctaw and a
few other Native American tribal languages as the basis for the codes.
D. Twenty-nine Navajo were recruited for the first group of code talkers, and it was the
responsibility of these soldiers to develop the actual code.
E. They had to carry their communication equipment with them and know how to set it
up quickly.
F. The Allied success in battles was often due to the skillful coding of the Navajo.
G. Since that time, the code talkers have received long-overdue recognition.
8 Pasa a la próxima página.ARTES DEL LENGUAJE INGLÉS – EVALUACIÓN EN EL AULA
4. Which organizational pattern does the author use?
A. spatial
B. sequence
C. fact/opinion
D. compare/contrast
5. Why did the U.S. military keep the code talkers a secret?
A. It wanted to protect the code talkers.
B. It expected the code talkers to go into hiding.
C. It tried to stop the code from being used again.
D. It needed to prevent the code from being discovered.
9 Pasa a la próxima página.ARTES DEL LENGUAJE INGLÉS – EVALUACIÓN EN EL AULA
Adding Flavors
1 Mateo clenched his script in his hand as he lumbered onto the stage in the school
auditorium. He was auditioning for the junior high play, Mystery at the Mansion, with his
friend Yoshiko. She breezed through her speech, but when Mateo opened his mouth to speak,
a strangled gasp emerged.
2 “Feeling jittery during a performance is natural, Mateo,” Ms. Lin reassured him from her
front-row seat. She was his seventh grade English teacher and also the play director. “Take
some deep breaths and try your lines again.”
3 Mateo followed her directions, but he still felt insecure, as if he were standing under an
immense magnifying glass.
4 Later, Mateo spoke with Yoshiko after their audition ended. “You’ll make a perfect
detective, but I’m not acting material,” he told her as they collected their belongings from
backstage.
5 “I’ll help you rehearse,” Yoshiko said. “First, you should memorize your lines so that
you feel relaxed. Then, I’ll teach you some tricks for overcoming stage fright and—”
6 “I have to go.” Mateo felt overwhelmed by the flood of new directions. Grabbing his
backpack, he escaped from the auditorium.
7 That evening, Mateo plopped down at the kitchen table to do his homework. His aunt
Natalia was staying with him while his parents traveled on business. She was bustling
around the room, making enchiladas. The rolled tortillas with their chicken filling were one
of Mateo’s favorites.
8 Opening his backpack, Mateo glimpsed the crumpled script crammed inside. He tossed
it on the table with a heavy sigh.
9 Curious, Aunt Natalia walked over and pointed to the pages. “Are you in this play?”
she asked.
10 Mateo answered slowly. “I tried out for a role, but when I stood on stage, I felt like an
alien caught on a strange planet. I want to be a part of the play, but I don’t care for acting.”
11 Aunt Natalia nodded her head thoughtfully as she walked over to stir the mixture
bubbling in the pan on the stove. Moments later, she gestured for Mateo to join her. “Taste
my sauce for the enchiladas.”
12 Willingly, Mateo sampled the sauce, expecting a rich, spicy flavor. However,
disappointment swiftly etched on his face. “It... tastes... plain. But it’s nice and thick,” he
tried to be diplomatic. Aunt Natalia’s eyes sparkled as she stirred in some Mexican chocolate
and added salt, pepper, and other spices. A moment later, she instructed Mateo to try
the sauce again.
10 Pasa a la próxima página.ARTES DEL LENGUAJE INGLÉS – EVALUACIÓN EN EL AULA
13 “Now that’s fantastic!” Mateo had no hesitation this time.
14 Aunt Natalia laughed aloud at Mateo’s enthusiasm. “Every ingredient adds a depth of
flavor. Even a tiny pinch of pepper makes a difference. The production of a play requires
its own set of ingredients too. You just have to discover what particular spice you can
contribute.” She patted Mateo on his back. “It doesn’t have to be acting.”
15 After dinner, Mateo thought about Aunt Natalia’s advice as he wandered into his
bedroom. He considered the possibility of joining the scenery crew until he spied the model
airplanes displayed on his desk. Since painting them had frustrated him, he doubted he
would enjoy painting backdrops.
16 Next, Mateo trudged back into the kitchen. He grabbed his script from the table and
scanned through the information in the front pages. There was going to be a costume and
prop crew, but that duty did not spark any interest either. Also, the director needed people to
manage the curtain and lights, but Mateo wanted to do something creative. Grumbling, he
slapped the script down, grabbed a towel, and began helping Aunt Natalia with the dishes.
17 As Mateo dried the silverware, their jingling, musical noises reminded him of bells.
Aunt Natalia was scrubbing the sink, and her cloth squeaked around the basin’s corners like
a creaking door. Suddenly, a passionate look lit Mateo’s face. He knew exactly what unique
ingredient he could supply to the junior high play.
18 The next morning, Mateo eagerly asked Ms. Lin for permission to attend the first
rehearsal. He did not want a role, but he hoped to demonstrate something special he could do
for the production. Noticing the glint in Mateo’s eyes, Ms. Lin nodded.
19 Yoshiko overheard his request and started quizzing him, her questions sweeping over
him in waves as she pressed for answers.
20 This time, Mateo did not try to escape her insistent orders. Instead, he nervously said,
“I’m not ready to explain my project. Please stop asking.”
21 Yoshiko immediately apologized. “Sometimes, I’m a bulldozer, especially when the
subject is acting. You can tell me when you’re ready. I’m glad you’re working on the play.”
22 “Me too,” Mateo declared, smiling with sprouting confidence.
23 A week later, Mateo brought a lumpy backpack to the first scheduled rehearsal. Ms. Lin
raised an eyebrow at the sight, but Mateo only grinned and perched in the chair next to her.
He had spent hours experimenting with every item in his bag to make sure he had selected
the right ones.
24 A moment later, Yoshiko paraded onto the stage. She was the lead actress, playing the
role of Detective Violet Sharp. In the opening scene, she visited the mansion. As Yoshiko
knocked on the mansion’s imaginary door, a rapping sound abruptly filled the auditorium—
it was Mateo striking two wooden spoons together.
11 Pasa a la próxima página.ARTES DEL LENGUAJE INGLÉS – EVALUACIÓN EN EL AULA
25 For the rest of the rehearsal, Mateo added his invented sounds to fit various scenes. He
crinkled paper to create a crackling fire in the fireplace and sprinkled rice into a cake pan to
simulate the sound of gently falling rain.
26 Ms. Lin praised Mateo when their rehearsal finally ended. “How wonderful! We’ve
never had genuine sound effects before. They’ll draw our audience deeper into the story.”
27 “I plan to work on inventing more.” A fresh excitement bubbled through Mateo. Thanks
to Aunt Natalia’s cooking lesson, he was finally blending his own spicy flavor into the play.
12 Pasa a la próxima página.ARTES DEL LENGUAJE INGLÉS – EVALUACIÓN EN EL AULA
6. Lee esta oración del relato.
“As Yoshiko knocked on the mansion’s imaginary door, a rapping sound abruptly filled the
auditorium—it was Mateo striking two wooden spoons together.”
Based on the context of the story, what is the meaning of the Latin root aud- as it is used in
the word auditorium?
A. to see
B. to hear
C. to taste
D. to touch
13 Pasa a la próxima página.ARTES DEL LENGUAJE INGLÉS – EVALUACIÓN EN EL AULA
7. Esta pregunta tiene dos partes. Contesta primero la parte A y luego contesta la parte B.
Parte A
Lee esta oración del relato.
“Mateo clenched his script in his hand as he lumbered onto the stage in the school auditorium.”
What is the meaning of lumbered?
A. to move slowly and proudly
B. to move quickly and confidently
C. to move clumsily and nervously
D. to move loudly and enthusiastically
Parte B
Which statements from the story support the answer in part A? Select all that apply.
A. He was auditioning for the junior high play . . .
B. She breezed through her speech . . .
C. . . . a strangled gasp emerged.
D. Mateo followed her directions . . .
E. . . . but he still felt insecure . . .
8. How does Mateo’s conversation with Aunt Natalia affect the plot of the story?
A. Mateo understands that he has doubted his own acting skills too much.
B. Aunt Natalia shows Mateo that acting in a play requires more confidence.
C. Mateo realizes that he will need more practice before becoming comfortable on stage.
D. Aunt Natalia helps Mateo to see that a play needs different components to be successful.
14 Pasa a la próxima página.ARTES DEL LENGUAJE INGLÉS – EVALUACIÓN EN EL AULA
9. Which statement BEST represents the theme of the story?
A. Mateo has a disastrous audition for the play.
B. Mateo knows exactly what he will do for the play.
C. Mateo can always rely on Yoshiko to be a supportive friend.
D. Mateo learns how each spice adds to the flavor of the enchiladas.
10. What is the author’s purpose for writing the story?
A. to explain how to make enchiladas
B. to describe the process of adding sound effects to a play
C. to entertain the reader by describing Mateo’s experience
D. to inform the reader of what is needed to audition for a play
15 Pasa a la próxima página.ARTES DEL LENGUAJE INGLÉS – EVALUACIÓN EN EL AULA
Joyce C. Hall
1891–1982
1 Joyce C. Hall was born in David City, Nebraska, in 1891. His interest in business started
with his first job—selling perfume door-to-door when he was nine years old. Hall believed
that hard work was the key to success, and he became one of the most successful business
owners in the United States.
Starting a Business
2 When J. C. Hall was 16 years old, he and his brothers decided to start a company to sell
postcards. Postcards were a popular means of communication in the early 1900s because
they were cheaper to send than letters. For one cent, a postcard could be mailed across the
country. The Hall brothers started their company in 1908 with a small investment. In 1910,
J. C. Hall packed two shoeboxes full of postcards and moved to Kansas City, Missouri. He
created an office in a room that he rented and began to sell postcards.
3 Hall took a significant business risk in Kansas City. He wrapped 100 postcards in
bundles and sent them to stores in small towns. He included a letter asking the store owner
to pay one dollar for the cards plus eight cents for shipping. Some owners threw the cards
away, and some sold the cards in their stores but never paid Hall. Some store owners,
however, sent Hall a check and became regular customers. Hall’s risk resulted in a successful
business enterprise.
4 Hall marketed his postcards in gift shops, drugstores, and bookstores. He opened a store
when one of his brothers moved to Kansas City to join the business. Hall and his brother
did not make their own cards at that time. They bought cards from other companies and
sold them at a profit. Most of the cards were imported from Europe, but that source declined
during World War I.
5 Hall decided that greeting cards might be a better business investment than postcards.
In 1914, the Hall brothers bought a printing press and started making their own greeting
cards. In 1915, a fire destroyed their office and inventory, but the brothers did not lose
their determination to succeed. They applied for a loan and started the business again.
By 1922, the Hall brothers employed 120 people and had sales representatives in all
48 states.
The Growth of a Business
6 In 1923, Hall and his two brothers founded Hall Brothers, Inc.—the predecessor of
Hallmark Cards. Hall sometimes made decisions his brothers disliked, but they turned
out to be good decisions for the company. Hall wanted the words “A Hallmark Card” to
appear on the back of each card they printed, but his brothers disagreed. Hall remained
steadfast in his decision, and the phrase is now on every greeting card sold by the Hallmark
Company. Hall was advised that advertising was a waste of money. In 1928, he ignored
16 Pasa a la próxima página.ARTES DEL LENGUAJE INGLÉS – EVALUACIÓN EN EL AULA
his advisers and put an ad in the Ladies Home Journal; Hallmark became the first greeting
card company to advertise nationally. Hall was asked to sponsor a television show, but his
brothers and advisers opposed the idea. Hall proceeded in spite of the opposition, and that
first sponsorship began the award-winning Hallmark Hall of Fame series, which has been on
television since 1951.
7 Hall not only made greeting cards, he also revolutionized the way cards were sold.
Early greeting cards were sold by a cashier at a drugstore or gift shop. The cashier would
remove the cards from behind the counter, display them for the customer, and sometimes
even choose for the customer. Hall invented the standing card racks seen in greeting card
stores today. By making the cards more accessible to customers, he increased his sales.
Humanitarian Efforts
8 Hall believed in helping the community as well as his business. When he noticed that
the area around the headquarters in Kansas City was looking run-down, he planned Crown
Center. This three-level complex eventually included stores, restaurants, offices, hotels, and
entertainment attractions.
9 Joyce C. Hall retired from his company in 1966, but he continued to be involved with
many charitable causes. He helped organize a group called People to People, which was
designed to promote world peace by encouraging understanding and respect among the
world’s citizens. Hall’s work and his charitable efforts brought him into contact with some
famous people. He became friends with Presidents Dwight Eisenhower and Harry Truman
and British Prime Minister Winston Churchill. Hall died in 1982.
Hallmark Today
10 Today, members of Hall’s family manage Hallmark Cards. The development of
technology has added new product lines to the business. People can now purchase and send
e-cards on the Internet. They can buy cards that will record their voices or play music.
11 The year 2010 marked a century since Hall started his company by taking a business
risk. Hallmark has become the nation’s leading greeting card company. Hallmark cards
are sold in about 40,000 stores, and Hallmark products—in 30 languages—are sold in 100
countries throughout the world. The company also sells jigsaw puzzles, stationery, wrapping
paper, photo albums, and gifts. The business that started out with two shoeboxes in a rented
room has become an international success.
17 Pasa a la próxima página.ARTES DEL LENGUAJE INGLÉS – EVALUACIÓN EN EL AULA
18 Pasa a la próxima página.ARTES DEL LENGUAJE INGLÉS – EVALUACIÓN EN EL AULA
11. Which phrase BEST expresses the meaning of the word revolutionized as used in
paragraph 7?
A. opposed a new plan of action
B. gathered a large crowd of protestors
C. made a minor improvement to a method
D. caused a radical change in the way something was done
12. According to the passage, which product did Hall sell first?
A. perfume
B. jigsaw puzzles
C. postcards
D. greeting cards
A
R
13. According to the passage, why did Hall plan to build Crown Center?
C
A. Hall wanted to expand retail space for opening more card stores.
B. Hall needed a building in which to operate a printing press.
C. Hall wanted to help people by improving the neighborhood.
D. Hall needed a headquarters for a charitable organization.
19 Pasa a la próxima página.ARTES DEL LENGUAJE INGLÉS – EVALUACIÓN EN EL AULA
14. What is the author’s purpose for writing the passage?
A. to promote the sale of greeting cards
B. to explain how Hall built a successful company
C. to provide ideas about how to start a new company
D. to describe the relationship between Hall and his brothers
20 Pasa a la próxima página.ARTES DEL LENGUAJE INGLÉS – EVALUACIÓN EN EL AULA
Las preguntas en esta página no están basadas en lecturas.
H 15. A student is writing a letter to a local newspaper about recycling plastic. Read a
paragraph from the student’s letter.
1Don’t throw that plastic bottle in the trash. 2Instead, give it new life by tossing it into
a recycling bin. 3Discarded plastic can be melted down and made into new products.
4Discarded plastic can be “reborn” as plastic lumber, playground equipment, lawn furniture,
storage containers, brooms, and even shirts, sweaters, and shoes. 5 , this process
gives those empty detergent bottles, old plastic bags, and milk jugs new purposes.
Choose the MOST appropriate transition to complete sentence 5.
A. In other words
B. Despite being useful
C. On the contrary
D. For this reason
H 16. Read the paragraph from a student’s research report about rainfall records in the
United States.
Rainfall records in the United States always have the potential to change. However, July 25,
1979, still stands as having the highest amount of rainfall in one day in the United States.
It was on this day that Alvin, Texas, experienced 42 inches of rain in a 24-hour period. The
second highest daily rainfall happened in 1997 in Louisiana with over 32 inches of rain.
Both of these record rainfalls were related to tropical storms. Nebraska has its own rainfall
records. On June 4, 2014, a new daily record of 5.3 inches was set for Omaha, Nebraska.
The wettest month on record for Lincoln, Nebraska, happened in August 1910 when almost
14 inches of rain fell.
Which source would MOST LIKELY give the student more information about the ideas he
has written?
A. a weather report from the local news meteorologist
B. a textbook about the principles of meteorology and climate
C. a current almanac that lists annual precipitation amounts and recent trends
D. a blog of an amateur weatherperson who predicts average daily rainfall amounts
21 Pasa a la próxima página.ARTES DEL LENGUAJE INGLÉS – EVALUACIÓN EN EL AULA
La pregunta en esta página no está basada en ninguna lectura.
H 17. A student is writing a research report about President Theodore Roosevelt. She found
two sources with information to include in the report. Read the sources.
Source 1
Theodore Roosevelt took the office of U.S. president after the assassination of President
William McKinley. At 42 years old, Roosevelt became the country’s youngest president.
He brought a youthful energy to the office by enthusiastically working to break up business
monopolies and strengthening the military. Prior to his life in politics, Roosevelt was a
cattle rancher and naturalist in South Dakota. His love of nature translated to his presidency
in his work to protect the environment. He signed the National Monuments Act, which
preserved unique places of natural beauty like the Grand Canyon.
Source 2
Theodore Roosevelt was born to a wealthy New York City family in 1858. He rose from
New York’s governor to U.S. vice president and then president. Although Roosevelt’s
anti-monopoly and pro-military policies were successful, he might be best known for
environmental policies. Always a lover of the outdoors, Roosevelt is credited with
protecting a variety of natural areas. His 1906 National Monuments Act protected sites such
as the Grand Canyon and Devil’s Tower. After his presidency ended in 1909, Roosevelt
treated himself to an African safari and other travel adventures. Eventually he decided to
enter the race for president again in 1912 but lost.
The student took notes from the sources to include in her report. Select two statements that
should be revised because they plagiarize one or both of the sources. Select two.
A. Roosevelt was always a lover of the outdoors and is credited with protecting a variety of
natural areas.
B. A goal of President Roosevelt was to make the world aware of the U.S. military’s strength.
C. Even though Theodore Roosevelt was the youngest person ever to become U.S.
president, he handled his position of power with maturity.
D. Roosevelt brought a youthful energy to the presidency, working to break up business
monopolies and strengthening the military with enthusiasm.
E. Vice President Theodore Roosevelt quickly found himself the leader of the United
States when President McKinley was assassinated.
F. Of the many accomplishments on President Roosevelt’s record, his work with
environmental causes may be his greatest contribution to the nation.
22 Pasa a la próxima página.ARTES DEL LENGUAJE INGLÉS – EVALUACIÓN EN EL AULA
Las preguntas en esta página no están basadas en lecturas.
H 18. Lee el pasaje.
When I first moved to rural Nebraska from Pittsburgh, I was taken aback at the
wide-open spaces. Where I come from, finding a big, empty space means you have driven
quite a distance from the city. I was unsure what to expect of this place or its people. I
guess you could say I was skeptical. After five years living here, I can truly say there is no
place on earth I would rather be.
Which change allows the writer to use more precise language?
A. Change taken aback to taken backward
B. Change a big to an immense
C. Change unsure to unclear
D. Change skeptical to suspicious
H 19. Lee el párrafo.
[1] Mack was excited. [2] His tail wagged uncontrollably in anticipation of the chase.
[3] In the five years Robert had owned the German shepherd, he had never seen his dog
so eager. [4] Robert looked around the park. [5] Surprisingly, there were only a few other
people in the park with their dogs this evening. [6] That was fine with him. [7] Mack tended
to get even more excited when there were a lot of other dogs in the park. [8] Robert swung
his arm back and threw the stick as far as he could. [9] Mack took off after it, his collar
jingling in the cool evening air. [10] Within just a few moments, Mack was back at Robert’s
feet, stick in mouth, anxious to chase the broken thing down again. [11] Robert loved these
moments with his pet, seeing the joy in his eyes, watching him in his element. [12] Since
Mack had brightened Robert’s day so many times over the last six years, it only seemed
right for Robert to return the favor. [13] And neither of them could imagine life without the
other. [14] The relationship shared between a boy and his dog was special.
Which word should replace right in sentence 12 to make the writing more precise?
A. appropriate
B. complete
C. honest
D. legal
23 Pasa a la próxima página.ARTES DEL LENGUAJE INGLÉS – EVALUACIÓN EN EL AULA
La pregunta en esta página no está basada en ninguna lectura.
H 20. Read the paragraph from a student’s draft of an essay.
[1] According to information collected during 2015–2016 by the American Pet
Products Association (APPA), about 80 million American homes have pets. [2] A little over
40% of those homes have more than one pet. [3] The APPA study focused only on dogs and
cats. [4] It shows that Americans prefer dogs as pets more than cats. [5] About 54.4 million
homes have dogs. [6] Only 42.9 million homes have cats. [7] Interestingly, the APPA
information shows that more pets are being adopted from shelters, and it also shows that
people find pets as strays and that people receive them from friends and family members
who need to find new homes for them.
What is the BEST way to revise sentence 2?
A. Approximately 40% of the homes have multiple pets.
B. While the fact that 40% of those homes have multiple pets.
C. Approximately a little over 40% of those homes have more than one cat or dog.
D. A little over 40% of those homes have more than one pet that are cats and dogs.
24 ALTO.You can also read
