CNA Gold 1 Oral and Written Tests provides comprehensive assessments designed for English language learners. This resource includes oral tests focusing on communicative ability, grammatical competence, vocabulary adequacy, pronunciation, and fluency. Written tests cover reading comprehension, writing skills, and language use. Ideal for educators and students preparing for English proficiency evaluations, this guide enhances language skills through structured practice and feedback. It serves as an essential tool for mastering English at the advanced level.

Key Points

  • Includes oral tests assessing communicative ability and fluency in English.
  • Features written tests that evaluate reading comprehension and writing skills.
  • Designed for advanced English learners to enhance language proficiency.
  • Provides structured practice for educators and students preparing for assessments.
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Language:English
Type:Worksheet
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Type:Worksheet
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ORAL TESTS CHART
KIDS TO MASTER IN ENGLISH 2
Name: ________________________________
Teacher’s name: ________________________________
Level: ________________________________
Days and time: ________________________________
0.5 1.0 1.5 2.0
COMMUNICATIVE ABILITY
• Is the student able to carry out the communicative objective of the task?
• Does the student use the appropriate register to accomplish the tasks efficiently?
GRAMMATICAL COMPETENCE
• Is the student competent in applying the grammar learned to accomplish the tasks
proposed?
VOCABULARY ADEQUACY
• Is the student competent in applying the vocabulary learned to accomplish the tasks
proposed?
PRONUNCIATION AND INTONATION
• Is the student’s pronunciation and intonation clear enough to convey meanings
required in the tasks without hindering communication?
FLUENCY
• Does the student’s speech flow naturally, without artificial pauses and without
straining the interlocutor?
Total:
......................./10
MIDTERM ORAL TEST
1.0 2.0 3.0 4.0
COMMUNICATIVE ABILITY
• Is the student able to carry out the communicative objective of the task?
• Does the student use the appropriate register to accomplish the tasks efficiently?
GRAMMATICAL COMPETENCE
• Is the student competent in applying the grammar learned to accomplish the tasks
proposed?
VOCABULARY ADEQUACY
• Is the student competent in applying the vocabulary learned to accomplish the tasks
proposed?
PRONUNCIATION AND INTONATION
• Is the student’s pronunciation and intonation clear enough to convey meanings
required in the tasks without hindering communication?
FLUENCY
• Does the student’s speech flow naturally, without artificial pauses and without
straining the interlocutor?
Total:
......................./20
FINAL ORAL TEST
ADVANCED 1
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CONTINUOUS PERFORMANCE CHART
KIDS TO MASTER IN ENGLISH 2
Name: ________________________________
Teacher’s name: ________________________________
Level: ________________________________
Days and time: ________________________________
CRITERIA
Student’s
self-assessment
0-5
Teacher’s
assessment
0-5
TOTAL
Oral
Production
1. Ability and competence to do the tasks, expressing and
understanding ideas efficiently.
2. Adequate and competent use of structures and
vocabulary to communicate in the situations proposed.
3. Comprehensible and adequate pronunciation to
communicate satisfactorily.
Written
Production
4. Ability and competence to write organized and coherent
texts about the situations proposed.
5. Ability to use language (structures, vocabulary, etc)
properly and competently.
/10
5.0
MIDTERMFINAL
CRITERIA
Student’s
self-assessment
0-5
Teacher’s
assessment
0-5
TOTAL
Oral
Production
1. Ability and competence to do the tasks, expressing and
understanding ideas efficiently.
2. Adequate and competent use of structures and
vocabulary to communicate in the situations proposed.
3. Comprehensible and adequate pronunciation to
communicate satisfactorily.
Written
Production
4. Ability and competence to write organized and coherent
texts about the situations proposed.
5. Ability to use language (structures, vocabulary, etc)
properly and competently.
/10
5.0
Student: ___________________________________________________ Teacher: __________________________________
Level: _____________________________________________ Days and Time: __________________________________
ADVANCED 1
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1
ADVANCED 1
MIDTERM TEST
ADVANCED 1
MIDTERM TEST
SCORE
Reading and
Use of English _______
Listening _______
Writing _______
TOTAL
_______
Name: ________________________________________________________________
Teacher’s name: _________________ Group: ____________ Date: ____________
1. Read this article about eating habits in America, for questions 1 to 6, decide which answer best fits
each gap.
(Total: 3 points, 0.5 each correct answer)
1. A very B over C far D quite
2. A easy B easier C ease D easily
3. A find B found C have found D finds
4. A nutrition B nutritious C nutritionist D nutritiously
5. A why B because C due to D that’s why
6. A try B are trying C will try D have tried
It will shock no one to hear that Americans are remarkably unhealthy eaters. A new American Diet Report
Card confirms it: we eat 1. __________ too much cheese, sugar, starch, and red meat. Fruit and vegetable
consumption is depressingly low, but we have made small affordable healthy adjustments, like eating more
chicken instead of beef and drinking less soda. The message is getting through, but slowly: the way we’re
eating is killing us. Something has to change.
Unfortunately, all of the change has fallen on the backs of consumers. Yes, many of us could make (and have
made) small choices to eat better, but choosing to eat well isn’t an 2. __________ available option. Large
numbers of Americans, particularly those who live in low-income areas, 3. __________ themselves in food
deserts where there is no decent grocery store or market to purchase fresh fruits and vegetables. To complicate
things, some of the worst foods are also the cheapest.
Even outside of low-income households, eating 4. __________ can be a challenge. The explosion of chain
restaurants has put many smaller places out of business, hurting local cultures, and erasing eating traditions.
Several centuries of large-scale immigration to the United States shaped our cultural identity as a land of
plenty, and that is another reason 5. __________ we prefer these large-plate, low-cost restaurants because
they hit a sweet spot in our cultural values: bigger, more, for less.
Americans 6. __________ to eat better, but we will not see large-scale changes in our health until we start
making wide-ranging public health efforts that go beyond demanding individual good choices.
Adapted from theguardian.uk
THE WAY AMERICA EATS IS KILLING US.
SOMETHING HAS TO CHANGE
READING AND USE OF ENGLISH
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End of Document
242

Figures

MIDTERM ORAL TEST
Student: ___________________________________________________ Teacher: __________________________________

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FAQs

What are the main components of the CNA Gold 1 Oral Tests?
The CNA Gold 1 Oral Tests consist of several key components, including communicative ability, grammatical competence, vocabulary adequacy, pronunciation and intonation, and fluency. Each component is assessed to determine the student's overall communicative effectiveness. The tests are divided into midterm and final evaluations, with specific criteria outlined for each section, allowing for a comprehensive assessment of the student's oral skills.
How is the Continuous Performance Chart structured in the CNA Gold 1?
The Continuous Performance Chart in the CNA Gold 1 is structured to evaluate both oral and written production. It includes criteria for self-assessment and teacher assessment, focusing on the ability to express and understand ideas efficiently, the use of appropriate structures and vocabulary, and the clarity of pronunciation. The total score for each category is out of 10, providing a clear framework for measuring student progress.
What types of tasks are included in the Midterm and Final Oral Tests?
The Midterm and Final Oral Tests include tasks that assess various aspects of language proficiency. These tasks require students to demonstrate their communicative ability, grammatical competence, vocabulary usage, pronunciation, and fluency. Each test is scored based on specific criteria, with the Midterm test scored out of 20 and the Final test out of 10, ensuring that students are evaluated on their comprehensive language skills.
What is the focus of the Reading and Use of English section in the Midterm Test?
The Reading and Use of English section in the Midterm Test focuses on comprehension and grammatical application. Students are required to read articles and complete sentences by selecting the correct words or phrases that fit the context. This section assesses their ability to understand written material and apply grammatical rules effectively, which is crucial for language proficiency.
How do students demonstrate their writing skills in the CNA Gold 1 tests?
Students demonstrate their writing skills in the CNA Gold 1 tests through structured essay prompts. They are required to write about specific topics, addressing key points such as advantages and disadvantages or personal opinions. The grading criteria for writing include content, accuracy, vocabulary, cohesion, and style, ensuring a comprehensive evaluation of their written communication abilities.
What is the significance of the Oral Production criteria in the tests?
The Oral Production criteria in the tests are significant as they evaluate a student's ability to effectively communicate ideas and understand spoken language. This includes assessing the adequacy of vocabulary, grammatical structures, and the clarity of pronunciation. By focusing on these areas, the tests aim to ensure that students can engage in meaningful conversations and express themselves clearly in English.

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