BASCARAN HIGH SCHOOL

Bascaran,Daraga,Albay

SECOND PERIODIC TEST IN ENGLISH GRADE 7

Name: ________________________________ Yr. and Section: __________ Score:_____________

I.VOCABULARY. Read each item below and give the meaning of the underlined word by
writing the letter of the correct answer.
1. They ate venison which they brought home from hunting.
a. red meat b. meat of a deer c. seafood
2. Daskol had to pound a greater quantity of palay using a big mortar and pestle.
a. used for crushing or grinding
b. used to cut palay
c. used for mixing substance
3. Andrea did her work sloppily because of her laziness.
a. industrious b. neat c. careless
4. Because the bones are very big and they wanted to eat the marrow, they thought of
pounding the bones.
a. the substance of the spinal cord.
b. animal wastes
c. seafood
5. The ruthless expulsion of the French-speaking Acadian from Nova Scotia by the British.
a. deportation b. explode c. include

B. Match Column A to Column B to get the meaning of each word. Write only the letter on
the blank provided.
A B
______1. abode a. special honor or respect shown
publicly
______2.cursed b. broke up into small parts
______3. homage c. a place of residence
______4.radiance d. having reality
______5. entreaty e. said hurtful words
______6. disintegrated f. a form of measurement
______7. caliph g. caused others to recognize ones
authority or right confident and forceful
behavior
______8. pre-existent h. a humble request
______9. ganta i. a light or heat reflected by something
_____10. asserted j. a title that refers to the successor of
Muhammad

II. Classify the items below under Colloquial and Familiar Language.

friend best friend bro sis sidekick

mate classmate ally chum buddy
main man associate jam pre room mate
COLLOQUIAL FAMILIAR
______________ ______________
______________ ______________
 ______________ ______________
______________ ______________
______________ ______________
______________ ______________
______________ ______________
______________ ______________
III. Underline the correct pronoun inside the parentheses.
1. Many English Teachers attend seminars regularly for ( his, her, their) professional
growth.
2. The Drama Club gave ( their, its ) best performance.
3. Every student participant gave ( their, its ) best.
4. Dont judge a person by ( their, his ) appearance.
5. Whether ( his, her, their, its ) interest is in Math or Science, Donna has to review
hard.
6. All the girls, except Rose and Mary, did ( his, her, their ) work well.
7. In English, one should be careful with ( their, his ) diction.
8. My grandmother lost ( her, their ) bag.
9.The president asked the members of the board to submit ( his, their ) reports.
10. All students brought ( his, her, their ) books.

IV. MODIFIED TRUE OR FALSE. Write True if the statement is correct, if it is false change
the underline word to make the sentence correct. ( x2 )
_______________1. The story Samal Genesis explains the creation of the world and the root
of evil.
_______________2. Familiar language refers to the level language used in everyday speech.
_______________3. Colloquial is a level of language that reflects the close relationship of the
people speaking.
_______________4. A pronoun is a word used in place of a noun.
_______________5. A phrase is a group of words that conveys a complete thought or idea.

V. Identify each statement by giving its version. Write H for Hiligaynon, T for Tagalog and I
for Iloko version.

__________1. The woman removed her comb and necklace and hung them on the low sky.
___________2. Whenever they wanted to eat, they could simply call God.
___________3. In the early days, when the sky was still low, two brothers named Ingat and
Daskol lived with their parents on earth.
___________4. Daskol had to pound a greater quantity of palay than usual.
___________5. In the olden days, the only people on earth were a man and a woman.
___________6. The comb and the necklace became the moon and the stars.
___________7. God could send his blessings to earth as soon as men needed them.
___________8. When Daskol finished pounding the rice, he looked up and discovered that
the sky had risen and it is where it is today.
___________9. One day, they ate venison which the man had brought home from hunting.
___________10. After the expulsion of Adam and Eve, God made men work for their own
living.

GOODLUCK!
 BASCARAN HIGH SCHOOL
Bascaran,Daraga,Albay

SECOND PERIODIC TEST IN ENGLISH GRADE 9

Name: ________________________________ Yr. and Section: __________ Score:_____________

I. MODIFIED TRUE OR FALSE. Write letter T if the statement is true, if it is false change the
underlined word to make it correct .
________1. When you read a poem, you get to know the experience of other people.
________2. Poetic devices are used to help the readers classify the message of the poem.
________3. The personas attitude towards the subject can be gleaned from the quality of
the language the poet used and this is called imagery.
________4. William Shakespeare is known to be the greatest sonneteer who wrote 154
sonnets not including his plays. .
________5. A Spenserian sonnet has a rhyme scheme of abab cdcd efef - gg.
________6. The term sonnet is derived from the Italian word sonetto( sonet a little poem,
from son song, from Latin sonus a sound).
________7. Edwin Markham is the author of the poem The Man With the Hoe.
________8. Listening to music is the same as looking closely at an illustration just as it is like
reading a poem to unfold its meaning.
________9. SONNET 29 is written by Shakespeare.
________10. An adverb of time describes how an action or activity is performed.
________11. Italian sonnet is the simplest and most flexible pattern of all sonnets, consisting of
3 quatrains of alternating rhyme and a couplet.
________12. The Spenserian sonnet is a 14-line poem developed by Edmund Spenser that
varies the English form by interlocking the three quatrains (ABAB BCBC CDCD EE).

II. GRAMMAR. Write the correct modifier and the word it modifies.
Ex. The boy ran ( easy, easily ) down the track.
Answer: easily - ran
1. The train moved ( slow, slowly ) away from the station.
2. I ( vivid, vividly ) remember my dream last night.
3. The people were ( terrible, terribly ) frightened when they saw the fire.
4. The decision of judges seemed ( fair, fairly ).
5. To some people sugar tastes ( sweetly, sweeter ) than chocolates.
6. The contestants have wasted ( hard, hardly ) in spite of their handicaps.
7. Her dress is (beautiful, beautifully) designed.
8. How ( fast, fastly ) the boy reads.
9. The speakers voice sounds ( clear, clearly ) even without microphone.
10. He looks ( sad, sadly ) tonight.
11. The worker walked ( careful, carefully) on platform.
12. The man painted the room ( skillful, skillfully ).
13. Tomas does not really work ( hard, hardly ).
14. Sometimes, he arrives ( late, lately ) for work.
15. He is walking too ( fast, fastly).
16. Mara works ( hardly, the hardest ) in the cannery.
17. The farmers have to finish their work ( quick, quickly).
18. They have to speak ( quiet, quietly ) or else the other crew members would be
disturbed.
19. It was raining ( hard, hardly ) that work was cancelled.
20. It is important to work ( seriously, serious ) on tasks assigned to you.
IV. LITERATURE. Read the following poems and answer the questions that follow.

SEPARATION SEPARATION
( W.S. Merwin) ( P. Wolny )

Your absence has gone through me Each day

Like thread through a needle. ungently leads
Everything I do is stitched with its color. into the night:
a rose unopened,
blackened by the cold.

1. In the first poem, the poet uses a simile to describe the pain of absence. What is this
simile? _____________________________________
2. What metaphor does the poet then use to describe how widespread the pain caused by
the absence is? ______________________________________________
3. In the second poem, what adverb describes how leads into night? Why is this word
particularly effective? ______________________________________________________
4. What metaphor in this poem describes separation ?
____________________________________________________________________________________
5. What is the meaning of this metaphor? ___________________________________________

V. Give the rhyme scheme of the following poem:

SONNET 1
From fairest creatures we desire increase,
That thereby beauty's rose might never die,
But as the riper should by time decease,
His tender heir might bear his memory:
But thou, contracted to thine own bright eyes,
Feed'st thy light's flame with self-substantial fuel,
Making a famine where abundance lies,
Thyself thy foe, to thy sweet self too cruel.
Thou that art now the world's fresh ornament
And only herald to the gaudy spring,
Within thine own bud buriest thy content
And, tender churl, makest waste in niggarding.
Pity the world, or else this glutton be,
To eat the world's due, by the grave and thee.

GOODLUCK!