| Can I…? | Red (No) | Yellow (Partly) | Green (Yes) | | :--- | :--- | :--- | :--- | | Use present simple for routines | ○ | ○ | ○ | | Use present continuous for now | ○ | ○ | ○ | | Describe my daily routine (5 activities) | ○ | ○ | ○ |
But how do you move from simply administering a test to making the assessment process truly effective? The phrase encapsulates a common teacher’s search: for ready-to-use, legally reproducible testing materials, and for strategies to improve how these tests are used in the classroom. | Can I…
| Section | Content Example | Points | | :--- | :--- | :--- | | Grammar A | Present simple (fill: He ___ (go) to school) | 10 | | Grammar B | Present continuous (Look! They ___ (play) football) | 10 | | Grammar C | Choose: present simple vs. continuous | 5 | | Vocabulary | Match daily routines (get up, have breakfast) | 10 | | Communication | Complete dialogue (What ___ you doing?) | 5 | | Reading | Short text about a teenager’s week + T/F questions | 10 | | Writing | 40-word paragraph “My typical weekend” | 10 | | Listening | Listen and tick the correct picture (audio from OUP) | 10 | | Section | Content Example | Points |
For ESL teachers worldwide, the name Oxford University Press (OUP) is synonymous with quality, structure, and pedagogical rigor. Among its most beloved course series is Project , a five-level course for young learners and teenagers. Within the Project ecosystem, specifically for Project 2 (generally aimed at A2 or pre-intermediate students), the first unit lays the foundation for the entire semester. Among its most beloved course series is Project