English exam. 6th Primary Education. Unit 11.

Name: _______________________________________________ Date: ______________________

1. Answer the following questions.

a) Which word CANNOT go in the space? e) Which sentence has the same meaning?
I got into the bath, and then the phone rang.
_______ were talking loudly when the teacher
came into the room.  I was having a bath when the phone
 They was ringing.
 He  I had a bath because the phone was
 We ringing.
 I was having a bath when the phone
b) Complete the sentence. rang.

Ellen _______ listening when the teacher f) Complete with the appropriate form of:
spoke to her (not / listen).
 Was
 Were Philip told Kim what to do, but Kim
 Weren’t _______________________________.

c) Complete the sentence. g) (Study).

Helen and I ____ looking when we crossed I _________________ economics at

the road. university when I met my wife.

h) (not / feel).
 Didn’t
 Wasn’t Raymond ____________________ very
 Weren’t well, but he went to work anyway.

d) Which question is correct? i) (Do).

What ___________________ when I called?

 What you were doing?
 Where was she living?
 Where they staying?
j) (Not / concentrate)
The experiment went wrong because the
scientists ____________________

2. Listen to the audio and fill the gaps.

1. I ________ ________ this morning.

2. What ________ you ________ when I called you?
3. Bill heard about the report as he ________ ________ to the radio.
4. Who ________ ________ all that noise last night?
5. The machines ________ ________ properly.
6. Joe and Lisa ________ ________ in New York in the 1980s.
7. The driver ________ ________ a good job, so he was fired.
8. A security guard ________ ________ us while we were in the store.
9. A woman tripped as she ________ ________ onto the bus.
10. The accident was caused by a man who ________ ________ while he ________
________.
3. Read the police interview to a woman about a crime. Then fill in the chart below with the
information given by the woman.

Policeman: I’d like to ask you some questions, Miss. What’s your name?
Mary: Mary Hopkins.
Policeman: What’s your profession?
Mary: I’m an optician. I work at the glasses shop. You know, the shop next to the bank.
Policeman: Ok, Miss Hopkins, what were you doing at 2:00 pm yesterday afternoon?
Mary: I was standing outside the shop waiting for a friend. Suddenly, I show two people running
into the bank. There was a man and a woman.
Policeman: Can you describe them?
Mary: The man was short and fat. He had long black hair.
Policeman: Short and fat, with long black hair. And what was he wearing?
Mary: I think he was wearing a black sweater and jeans.
Policeman: Where the jeans black?
Mary: No, ordinary blue jeans.
Policeman: And the woman, what was she wearing?
Mary: She was wearing a jacket and black trousers.
Policeman: Are you sure?
Mary: Yes, she had black trousers.
Policeman: What happened next?
Mary: After a few minutes, the man came out of the bank carrying a big bag and the woman came
out. They got into a red car and drove away.
Policeman: A red car… Did you see the numbers on the car?
Mary: Um… Let me think… I saw a three, a five and I think a saw an eight. But I definitely saw a
three and a five.
Policeman: Thank you very much.

POLICE REPORT WITNESS’ INFORMATION

What was her name?
What did she do?
When did it happen?
What was she doing?
How many people did he she?
What were they wearing?
What happened?
How did they scape?
Did she know anything else?

4. Produce a 75-80 words ghost tale using past continuous.

 Assessment Criteria and Indicators:
A.C. 3-1 – I. 3.1.1. Understanding simple structures and lexis about familiar topics in different
contexts.
A.C. 3.2. – I. 3.2.1. Using appropriate strategies to understand the general meaning of oral messages.
A.C. 3.3. – I. 3.3.1. Understanding sociocultural and sociolinguistic aspects as well as social
conventions in diverse contexts.
A.C. 3.4. – I. 3.4.1. Inferring the meaning of the new lexicon through the context.
A.C. 3.5. – I. 3.5.1. Understanding the main idea of oral messages, recognizing sound, stress,
rhythmic and intonation.
AC. 3.9. – I. 3.9.1. Identifying the general meaning and the main ideas of a short and simple text in
any format with the possibility of using a dictionary.
AC. 3.10. – I. 3.10.1. Using basic strategies and knowledge about cultural and linguistic aspects for
the global understanding of different types of texts, highlighting the essential information and the
main points, establishing similarities and differences with respect to the English-speaking countries.
AC. 3.11. – I. 3.11.1. Demonstrating general understanding of the fundamental idea communicated
in written text.
AC. 3.12. – I. 3.12.1. Understanding syntactic structures, related to familiar contexts and situations
to ask for information, show interest, or make a suggestion.
AC. 3.13. – I. 3.13.1. Recognizing a limited repertoire of written vocabulary relating to everyday
situations and habitual topics, differentiating the basic punctuation marks in texts.
AC. 3.14. – I. 3.14.1. Writing short and simple texts in a neutral or informal register using with
reasonable correction the basic orthographic conventions and the main signs of punctuation.
AC. 3.15. – I. 3.15.1. Knowing and applying basic strategies to produce brief and simple written texts
copying words and usual phrases.
AC. 3.16. – I. 3.16.1. Producing written texts taking into account basic sociocultural and
sociolinguistic aspects applying the knowledge the vocabulary.
AC. 3.17. – I. 3.17.1. Producing written texts with communicative functions and applying the basic
discursive patterns.