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9th Grade English Control Test Guide

The document contains a control test for 9th grade students, focusing on various aspects of English grammar, vocabulary, and writing skills. It includes exercises such as correcting sentences, filling in derived words, using relative pronouns, and writing prompts. The test is structured into sections with points assigned for each task and a grading scale for evaluation.

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3K views4 pages

9th Grade English Control Test Guide

The document contains a control test for 9th grade students, focusing on various aspects of English grammar, vocabulary, and writing skills. It includes exercises such as correcting sentences, filling in derived words, using relative pronouns, and writing prompts. The test is structured into sections with points assigned for each task and a grading scale for evaluation.

Uploaded by

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

GROUP A CONTROL TEST 9th GRADE 2nd SEMESTER CLASS________

NAME__________________________________ Points______Grade______
1. Cross out the incorrect word. ( 5p ) ( __ )
a) Have you ever been travelled by plane?
b) I'll give you a ring if I will arrive before 9pm.
c) She's seeing at her dentist this evening.
d) What do you suggest to doing?
e) I'm hungry, I think I'll make a sandwich myself.

2. Fill in the word derived from the word in bold in it´s correct form. ( 5p ) ( __ )
POET ; WEALTH ; PREDICT ; INTEREST ; RETIRE
a) I love listening to Italian; it's such a……………………… language.
b) His business thrived and he became ……………………… at a very young age.
c) The election results were …………………….. it was obvious he was going to lose.
d) The dinosaur exhibition was really…………………… . We were all fascinated.
e) After forty years of hard work, he ……………………… to a large house in the country.

3. Fill in with who, whose, when, which, where. ( 5p ) ( __ )

a) Is that the shop …………………………you bought your trainers?


b) This is the DVD …………………….first came out in 2010.
c) Mr Graham, ………………………………… son is in my class, was promoted to advertising manager.
d) That was the day …………………………..I bought my first computer.
e) The man ………………………..is standing over there is my accounting professor.

4. Choose the correct item. ( 6p ) ( __ )


a) Are you going anywhere / nowhere this weekend?
b) Listen! I think there is anybody / somebody at the door.
c) Jenna likes strawberries, doesn’t / does she?
d) Terry didn’t leave on time, didn’t / did he?
e) What / How lovely weather!
f) How / What beautifully he sings!

5. Fill in: What did you see / That’s strange / What’s up / What was it doing ( 4p ) ( __ )

A: Hi Leo. 1) ………………………….. ? B: I saw something really weird in the park today.

A: 2) …………………………. ? B: I saw a dog wearing sunglasses and a hat!

A: 3) ……………………………. ! B: I know, right? Everyone was staring.

A: 4) ……………………………… ? B: It was just walking calmly like nothing happened.


6. Put the verbs in the brackets into the passive form. ( 5p ) ( __ )
 Example: The painting was sold at the auction. (was sold = passive form)
a) The new art exhibition ………………………………… (open) by the mayor last night.
b) Many famous portraits ………………………………… (display) in the national museum.
c) This abstract painting ………………………………… (sell) at the auction next week.
d) The talented painter ………………………………… (recently/offer) a scholarship.
e) The sculpture ………………………………… (have to/complete) before the exhibition begins.

7. Fill in the correct reflexive pronoun. ( 5p ) ( __ )


 Example: She hurt herself while playing football.
a) I taught ………………………………… how to play the guitar.
b) The children enjoyed ………………………………… at the party.
c) She looked at ………………………………… in the mirror.
d) We organized the school event by ………………………………….
e) Be careful! You might hurt ………………………………….

8. Writing A travel website has asked Internet users to submit articles about a place worth visiting in their
country. Write your article describing the city/town, giving information about what visitors can see and
do there and explaining why you would recommend it to other people (120-180 words). ( 10p ) ( __ )
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TASK COMPLETION ORGANIZATION GRAMMAR VOCABULARY MECHANICS


TOTAL
(25/A) (25/B) (25/C) (25/D) (25/E)
2 POINTS 2 POINTS 2 POINTS 2 POINTS 2 POINTS 10 POINTS

Mark 4 5 6 7 8 9 10
Points 0-18 19 – 23 24 - 27 28 – 32 33 - 36 37 – 41 42 - 45
% 0% – 40% 41% – 50% 51% – 60% 61% – 70% 71% – 80% 81% – 90% 91% – 100%

GROUP B CONTROL TEST 9th GRADE 2nd SEMESTER CLASS________


NAME__________________________________ Points______Grade______
1. Cross out the incorrect word. ( 5p ) ( __ )
a) She has never went / been abroad before.
b) If it will rain / rains, we’ll stay at home.
c) He’s meeting / meet his teacher after school.
d) What do you suggest to do / doing tonight?
e) I’m tired, so I think I’ll go / went to bed early.

2. Fill in the word derived from the word in bold in it´s correct form. ( 5p ) ( __ )
SUCCESS ; CREATE ; DANGER ; CARE ; EMPLOY
a) She is a very ……………………… student and studies every day.
b) The artist is known for his ……………………… ideas.
c) Driving too fast can be extremely ……………………… .
d) After many years of hard work, he became very ……………………… .
e) The factory plans to ……………………… more workers next year.

3. Fill in with who, whose, when, which, where. ( 5p ) ( __ )


a) This is the park ……………………… we used to play as kids.
b) That’s the girl ……………………… won the first prize.
c) I remember the time ……………………… we first met.
d) The book ……………………… you lent me was amazing.
e) Mr Clark, ……………………… daughter studies here, is a doctor.

4. Choose the correct item. ( 6p ) ( __ )


a) There isn’t anything / something to eat in the fridge.
b) I think anybody / somebody is calling your name.
c) She doesn’t like coffee, does / doesn’t she?
d) They arrived late, didn’t / did they?
e) What / How a beautiful view!
f) What / How fast he runs!

5. Fill in: Really? / What’s up / What did you do / That’s funny ( 4p ) ( __ )

A: Hi Tom. 1) ………………………? B: I lost my keys yesterday.

A: 2) ………………………? B: Yes, I couldn’t get into my house.

A: 3) ………………………? B: I called my brother for help.

A: 4) ………………………! B: I know, but it wasn’t funny then.

6. Put the verbs in the brackets into the passive form. ( 5p ) ( __ )


 Example: The painting was sold at the auction. (was sold = passive form)
a) The homework ……………………… (check) by the teacher yesterday.
b) The new bridge ……………………… (build) next year.
c) The invitations ……………………… (send) already.
d) A new song ……………………… (recently/release) by the singer.
e) The project ……………………… (must/finish) by Friday.

7. Fill in the correct reflexive pronoun. ( 5p ) ( __ )


 Example: She hurt herself while playing football.
a) He blamed ………………………for the mistake.
b) I enjoyed ………………………during the holidays.
c) She prepared the meal by ……………………… .
d) They taught ………………………how to swim.
e) Don’t worry, I can do it ……………………… .

8. Writing You've decided to throw a surprise party for your brother. Write a letter to a friend inviting
him/her to the party. Give details about the party as well as directions on how to get there
(120-180 words). ( 10p ) ( __ )
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TASK COMPLETION ORGANIZATION GRAMMAR VOCABULARY MECHANICS


TOTAL
(25/A) (25/B) (25/C) (25/D) (25/E)
2 POINTS 2 POINTS 2 POINTS 2 POINTS 2 POINTS 10 POINTS

Mark 4 5 6 7 8 9 10
Points 0-18 19 – 23 24 - 27 28 – 32 33 - 36 37 – 41 42 - 45
% 0% – 40% 41% – 50% 51% – 60% 61% – 70% 71% – 80% 81% – 90% 91% – 100%

Common questions

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Completing dialogues allows students to practice conversational skills, contextual awareness, and appropriate language use in simulated real-world interactions . This pedagogical approach enhances speaking and listening competencies by promoting active engagement with language structures, fostering fluency, and improving students’ ability to anticipate and react to different conversational scenarios.

Fill-in-the-blank exercises for passive voice can be effective because they require active engagement with sentence construction and encourage recognition of syntactic transformations from active to passive voice, such as turning 'open' into 'was opened' . However, they may not fully convey the nuance of why passive voice is used over active without contextual examples, potentially limiting deeper understanding.

Reflexive pronouns like 'myself', 'yourself', and 'themselves' serve to reflect the action of the verb back onto the subject, adding depth to the sentence by emphasizing the subject's engagement in the action. For example, 'I taught myself' emphasizes self-learning . These pronouns are significant syntactically as they clarify who is performing and receiving the action within the clause, preventing ambiguity.

The task encourages understanding of word derivation by asking students to transform base words like 'POET' into 'poetic', which involves recognizing appropriate suffixes and morphological rules . This exercise is important because it enhances vocabulary acquisition and comprehension of how words change meaning and function syntactically when modified.

Exercises involving conditional clauses, e.g., 'If it rains, we'll stay at home,' help students comprehend cause-and-effect relationships and future implications of actions . Understanding these clauses is crucial for articulating hypothetical scenarios and potential outcomes, enabling students to express conditions and their possible consequences effectively.

Exercises requiring the insertion of relative pronouns such as 'who', 'whose', 'when', 'which', 'where' improve sentence cohesion by connecting clauses meaningfully. For example, using 'whose' in 'Mr. Graham, whose son is in my class...' links the identity of Mr. Graham to his son . This contributes to a cohesive and coherent text where related ideas are seamlessly integrated.

The document provides examples of incorrect and corrected grammatical structures, such as verb forms and prepositions. For instance, 'Have you ever been travelled by plane?' should be corrected to 'Have you ever travelled by plane?' which removes the redundant 'been' and adheres to standard English usage . These corrections are crucial as they maintain clarity and precision in communication, ensuring the message is understood as intended.

Error identification sharpens language competence by requiring cognitive engagement in spotting and correcting mistakes, fostering critical thinking about language rules and application . This practice consolidates knowledge of correct forms and structures, reinforcing grammatical awareness, and aiding in the internalization of standard language usage, which is crucial for both written and spoken proficiency.

The task of writing about a city fosters communicative competence by requiring students to convey information in a structured and descriptive manner. By organizing ideas about attractions and experiences, students practice narrative and explanatory skills, which are essential for effective communication . This helps develop the ability to engage an audience with clear, precise, and appealing language.

Context is pivotal in determining the correct form of a word, as seen in the choice of derived words like 'successful', 'creative', and 'dangerous'. These forms must align with surrounding sentence elements to sustain grammatical and thematic coherence . This understanding aids students in using vocabulary flexibly and accurately, adapting word forms to fit specific discourse contexts appropriately.

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