Assessment Practice
Assessment Practice
DIRECTIONS Read the two selections and the viewing and representing piece.
Then answer the questions that follow.
RL 1 Cite textual evidence to support inferences
drawn from the text. RL 2 Determine a theme or
central idea of a text and analyze its relationship
to the characters and setting. RL 4 Determine the
meaning of words and phrases as they are used in
a text, including figurative meanings; analyze the
impact of specific word choices on meaning.
RI 1 Cite textual evidence to support inferences
drawn from the text. RI 6 Determine an author’s
purpose in a text. L 1 Demonstrate command of
grammar and usage. L 4b Use common, gradeappropriate Latin roots as clues to the meaning of
a word.
check readiness
Read aloud the paragraph under ASSESS and
stress to students that this is not the full Unit
Test, but a way for them to check their readiness for it. Then have students examine the
unit standards and the skills listed below and
look back in the unit or in the Student Resource Bank for any skills they need to review.
read the texts
Remind students to keep unit goals in mind as
they read the passage, paying particular attention to these literary and reading skills:
•
•
•
•
setting
mood
imagery
draw conclusions
To help students focus on setting while reading, encourage them to ask questions such as
• What images reveal the setting of the story?
• In what ways does the setting affect the
action of the story and add to the drama?
from
assess
Taking this practice test
will help you assess your
knowledge of these skills
and determine your
readiness for the Unit Test.
1
review
After you take the practice
test, your teacher can help
you identify any standards
you need to review.
RL 1 Cite textual evidence to
support inferences drawn from
the text. RL 2 Determine a
theme or central idea of a text
and analyze its relationship to
the characters and setting.
RL 4 Determine the meaning of
words and phrases as they are
used in a text, including figurative
meanings; analyze the impact of
specific word choices on meaning.
RI 1 Cite textual evidence to
support inferences drawn from
the text. RI 6 Determine an
author’s purpose in a text.
L 1 Demonstrate command of
grammar and usage. L 4b Use
common, grade-appropriate Latin
roots as clues to the meaning of
a word.
Practice
Test
Take it at thinkcentral.com.
2
3
4
Year of the Black Pony
by Walt Morey
It seemed like I traveled a long time hunched down inside my coat. A kind
of numbness came over me and I just sat there. Then I began to think I should
be getting near home. I tried to fight myself into alertness by shaking my head
and rubbing a mitten across my face. The house, the barn, should be coming
out of this white wall at me any minute. At least I should hit a fence I could
follow or something familiar.
The driving push of the storm kept clawing at me. I felt drowsy and dull.
I remembered that I’d heard this was the first indication of freezing. That
frightened me into becoming more alert. I considered getting off and walking
to restore circulation. But if I did I wouldn’t be able to get on again. Sometime
later I became aware that something had changed. I stopped Lucifer and tried
to reason it out. Then I knew. The wind was no longer hitting me on the right
side. It was almost at my back. Had the wind shifted or were we heading in
another direction? Had I unconsciously turned Lucifer to get away from the
wind, or had he done it? Had whatever happened just taken place or was it
some minutes ago? I decided to retrace my tracks to see if I’d turned.
Within a couple of hundred feet the tracks were filled with blowing snow.
I stopped and looked about completely awake now. In a few feet I could see
there was nothing familiar, nothing to give me a clue as to which direction I’d
been heading or was headed now. I put the storm on my right side again. Then
I sat there. I’d been traveling with the storm almost at my back for some time.
So even if I was now headed in the right direction I was so far off course I
could miss the house as much as half a mile or even a mile. That could be fatal.
I was confused. In this freezing, savage storm I was utterly lost.
For a minute I almost panicked and whipped Lucifer up to drive him
straight into the storm and ride and ride. All I could think was that I was
going to freeze to death. I remember stories of people getting lost between the
house and barn and freezing to death. Then I got hold of myself. The only way
I’d get out of this alive was to keep my head. I had probably the best horse in
the valley under me. Frank had said that if I got lost wandering around Lucifer
would bring me home. Cats and dogs and horses had that homing instinct.
But if I let Lucifer have his head could he find his way in this storm? And
would he go to our place or back to his old home at Fletcher’s? It didn’t matter,
I decided, just so he got someplace where there was shelter.
KEYWORD: HML8N-450
450
unit 3: setting and mood
differentiated instruction
answer the questions
Direct students to pages R95–R101 of the TestTaking Handbook to review strategies.
Remind students to read all the answer
choices before choosing the best answer—the
one that is most accurate and complete.
for english language learners
Assessment Practice: Work Backward
Prepare students for the assessment by having them read the questions before reading
the passages. Have pairs find unfamiliar
words in test directions and questions and
follow these steps:
1. Write each word on an index card.
2. Look up the meaning in a dictionary and
write it on the back of the card.
450
unit 3: setting and mood
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3. Use the cards to practice the words with
your partner and to teach them to others.
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item analysis
5
6
7
I tied the reins around his neck, then lay down flat along his back to get
all the warmth I could from his body, put my arms around his neck, and said,
“It’s up to you, Lucifer. Let’s go. Take us home, boy.”
Lucifer turned partially into the wind and started off as if he knew exactly
where he was going.
I lost track of time. I began to wonder if I was beginning to freeze because
I didn’t seem quite so cold, or was the heat from the pony’s body getting
through to me. I was conscious of the constant rhythm of his walking, the cut
of the wind and the endless driving snow. Sometimes I lifted my head to try to
spot something familiar. I recognized nothing. I passed brush clumps almost
buried by drifting snow, crossed several shallow gullies, and once skirted a low
hill. They were all strange. Finally I put my head down, shut my eyes, and gave
myself completely into my pony’s keeping. He plodded straight ahead never
faltering. How long we traveled that way I don’t know. I began to wonder,
vaguely, if he, too, was wandering in a circle, lost. Then I was aware he’d
stopped. I raised my head and we were right in front of the barn.
from
Never Get Lost on theby Joanne
Trail
Meszoly
Follow these simple steps to get back on track
if you lose your bearings on a trail outing.
1
2
3
Some people are blessed with an innate directional sense; blindfold them
and drop them off in the woods, and they’ll find their way out in no time.
Others become disoriented in shopping malls.
Horses (and dogs, if one’s along for the ride) usually have excellent senses
of direction, but turning all the directional decisions over to your horse
when you’re lost is risky. The path he chooses toward home may not be easily
negotiated, and rough terrain may force him to head the wrong way; even
horses can get lost and discouraged. “Horses do have a homing instinct, but
home may not be where you parked your trailer, says Montana wilderness rider
Dan Aadland. “In snowstorms and in flatter parts of the country, horses have
saved lives by getting people home. But in the backcountry, your horse may
not get you to the trailhead.”
The best strategy when lost on the trail is to turn around and head back the
way you came. “Your horse has done you one big favor,” says Aadland. “He’s
made some tracks getting you where you are. Unless it’s a loop where
comprehension and
short constructed
response
items
unit
pages
Setting
1, 2
322, 329,
345, 395
Mood
3, 6
324, 373
Idioms
4, 5
324
Imagery
7, 8
337, 431
Latin Roots
9, 10
386
Draw Conclusions
11, 12, 19,
20
343, 371
Author’s Purpose
13, 14
411
Make Connections
15, 16, 21
344, 395
Analyze Images and
Text
17, 18
370
revising and editing
items
unit
pages
Avoid Misplaced
Modifiers
1, 2
369
Subject-Verb Agreement 3, 4, 5
387
Practice Test
On thinkcentral.com students can complete
an interactive version of this practice test
and receive remediation for the skills they
have not yet mastered.
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assessment practice
451
for struggling readers
Assessment Support Consider these options
for completing the Assessment Practice:
• Have students “work backward,” reviewing
the questions before reading the passages.
• Select random questions in the Assessment, and have students demonstrate
how and where to look for the answers.
• Ask students to locate unfamiliar vocabulary words in the Assessment. Elicit the
words’ meanings from the class.
• Have students record useful testing words
and definitions for later reference.
• Read a selection or parts of it aloud to aid
in student comprehension.
assessment practice
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it’s essential that you complete it, you can probably backtrack. “Turning
around on a trail may trigger your horses’s mental compass, and he may help
you decide which path to choose at trail junctions.
4
5
6
7
Prevention: Not getting lost comes down to good planning and taking
some general safety measures. Before you set out, tell someone where you
are going—the trail name/color code (if so-marked) or the general direction
you plan to ride—as well as the estimated length of time you’ll be away. This
routine practice could be a life-saver if you’re injured while riding alone and
have to wait for help. Carrying a map, a compass, or a global positioning
system (GPS) receiver also greatly reduces your likelihood of becoming lost.
Practice map-reading skills and familiarize yourself with the navigational tools
before setting out.
“Many of the new GPS tools are not difficult to use,” says California
competitive trail-riding judge Jamie Dieterich. “It’s like a visual bread-crumb
trail, and you can follow your way back home. “However you keep track of
your position, look frequently behind you to take a “mental picture of the
terrain, especially at intersections and forks. Note any landmarks that will jog
your memory when you return to them. Also count how many right- or lefthand turns you make as you go along. Remember, it’s the rearview going out
that becomes the return vista.
Some hunters, hikers, and riders mark trails and trail intersections with
surveyor’s tape as they go along, but it’s a practice that spoils the wilderness
unless the tape is removed on the way back. “I can see having the tape in your
trail kit,” says Aadland. “If someone’s hurt, you may need it to mark the trail,
but when it’s used frequently and left all over the place, it’s unsightly.”
Trail tip: If riding after sunset disorients you, dismount and lead your horse.
Rely on natural light, when possible, rather than a flashlight. “It takes about
20 minutes to develop your night vision” says Aadland, “but you lose it in just
a second by striking a match or turning on a light. If you must use a light to
study a map, close one eye to speed the return of your night vision.”
452
differentiated instruction
for english language learners
Review Literary Terms Point out the idiom
“I got hold of myself” in paragraph 4 of Year
of the Black Pony. Explain that an idiom is an
expression that means something different
from what the words literally say. To get hold
of oneself means “to gain control of one’s
feelings.” Other examples of idioms include:
—cut to the chase (“get to the main point of
what you’re saying”)
—break a leg (“I wish you good luck”)
—wild goose chase (“a journey or effort that
is useless”)
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Assessment Practice
453
struggling readers
Assessment Support: Analyze Visuals Explain
that magazine covers are designed to provide
information about a magazine’s contents.
Images and text work together to give readers a sense of what the magazine is about.
Display a magazine cover and have students
answer the following questions.
• Why is some text larger than other text?
• Why is certain text the same size and style?
• How does the image on the magazine cover
relate to the text?
• Based on the magazine cover, what do you
think the magazine is about?
assessment practice
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answers
Reading Comprehension
Reading Comprehension
Model a thinking process for answering
multiple-choice questions.
Use “Year of the Black Pony” (pp. 450–451)
to answer questions 1–8.
1. D is correct. The narrator expects to reach
a house, barn, or fence (paragraph 1) and
describes brush clumps, gullies, and a hill
(paragraph 7). A and B are incorrect because the narrator mentions only one other
house (Fletcher’s), and he refers to tracks
rather than sidewalks or roads (paragraph
3) as you would find in or near A and B. C is
incorrect because the story takes place during a winter snowstorm, not in a tropical
climate.
1. The event described in this excerpt takes
place in a —
A. landscaped suburban community with
grassy yards
B. large city park with trees and meadows
C. tropical forest with dense undergrowth
D. farming area with pastures and barns
2. By setting the episode over an unknown
period of time, the author shows that the —
A. horse wants to live
B. storm has become more severe
C. narrator has become disoriented
D. region is very large
2. C is correct. The unknown amount of time
that passes, along with questions the narrator asks himself about changing directions
(paragraph 2), show that the narrator has
become disoriented. No details in the text
support A. B is incorrect because the storm
is described as severe throughout the excerpt. D is incorrect because the unknown
period of time adds uncertainty about the
size of the area.
3. In paragraph 3, the narrator says, “In a few
feet I could see there was nothing familiar,
nothing to give me a clue as to which
direction I’d been heading or was headed
now.” That statement creates a mood of —
A. calmness
B. fearfulness
C. happiness
D. weariness
3. B is correct. The narrator is lost in a storm
and cannot see any clues to indicate which
direction he should take, creating a mood of
fear and apprehension about his fate. The
mood is the opposite of calm and happy,
as in A and C. Although the narrator is
probably tired, as in D, his utmost concern is
survival.
4. C is correct. Context clues include “I almost
panicked” and “I got hold of myself.” A and
B are incorrect because the narrator says
that keeping his head is the only way to
survive. D is incorrect since turning around
would not guarantee his survival, especially
if he was panicking.
5. D is correct. Context clues include “if I got
lost . . . bring me home” and “could he find
his way.” A is incorrect because no details in
the text support this. B is incorrect because
the narrator is contemplating the horse’s
homing instinct, not letting him wander
aimlessly. C is incorrect because turning
around is not necessarily the right way.
6. B is correct. The narrator is hopeful that the
horse will bring him to safety. The
454
4. In paragraph 4, the phrase “keep my head”
means —
A. ask questions
B. become lost
C. stay calm
D. turn around
5. In paragraph 4, the phrase “have his head”
means —
A. get something to eat
B. wander aimlessly
C. turn around
D. go where he wants
6. In paragraph 5, the narrator says, “Take us
home, boy.” What mood is created by this
statement?
A. Carefree
B. Hopeful
C. Somber
D. Weary
7. Which image appeals to the reader’s sense
of touch?
A. blowing snow (paragraph 3)
B. fight myself into alertness (paragraph 1)
C. this white wall (paragraph 1)
D. heat from the pony’s body (paragraph 7)
8. By using the phrase “kept clawing at me” in
paragraph 2, the narrator creates an image of
the storm as —
A. alive
B. peaceful
C. serious
D. wet
454
mood is not carefree, somber, or weary, as in
A, C, and D, since the narrator’s life depends
on the horse’s instincts and the statement is
made earnestly.
7. D is correct. The narrator can feel the heat
from the pony’s body. A and C are incorrect
because they refer to images that the narrator sees. B is incorrect because it refers to
the narrator’s state of mind.
8. A is correct. The narrator personifies the
storm by saying it claws at him, implying
that the storm is clawing like a ferocious
animal would. Clawing does not suggest
peacefulness, seriousness, or wetness, as in
B, C, and D.
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Assessment Practice
Use “Never Get Lost on the Trail”
(pp. 451–452) to answer questions 9–14.
9. The Latin word negōtiārı̄ means “to transact
business.” In paragraph 2, what does the word
negotiated mean?
“The path he chooses toward home may not
be easily negotiated . . .”
A. Transferred to
B. Settled with
C. Traveled over
D. Suggested to
10. The Latin word viderē means “to see” or
“to look.” In paragraph 5, what does the
word vista mean?
“Remember, it’s the rearview going out that
becomes the return vista.”
A. Mirror
B. Trip
C. View
D. Vision
11. Based on this article, you can conclude that
when you rely on a horse’s homing instinct,
you will —
A. always get home safely
B. take the longest route home
C. take a chance
D. retrace your route
12. Based on this article, you can conclude that
when people are going to go on a trail ride,
they should —
A. not be concerned about getting lost
B. worry about getting lost
C. take plenty of water
D. plan ahead and take precautions
9. C is correct. To transact business usually
means having to reach an agreement or to
succeed in dealing with or managing something; when one chooses a path to travel
over, it is necessary to successfully manage,
or go over, it. Transferred to, settled with, or
suggested to, as in A, B, and D, do not make
sense within the context.
13. The author most likely wrote this article to —
A. show that getting lost is easy
B. explain ways to prevent getting lost
C. describe how to use a GPS
D. compare a horse to a GPS
14. The author uses information in paragraph
5 to —
A. show why bread crumbs make a good
reminder
B. illustrate why planning ahead is very
important
C. describe the advantages of a GPS
D. show easy ways to keep track of your route
10. C is correct. “To see” or “to look” suggests
the object one looks at: a view. Context
clues suggest that the return vista is the opposite of rearview, therefore, the return vista is the return view. A and B are incorrect
because these do not make sense within the
context. D is incorrect because vision refers
more to how, not what, a person sees.
Use both selections to answer questions
15–16.
11. C is correct. The article states that allowing the horse to decide where to go is risky
(paragraph 2). Although horses have a
homing instinct, as in A, they can still get
lost or discouraged by rough conditions
(paragraph 2). No details in the text support B or D.
15. Which conclusion about a horse’s homing
instinct is supported by information in both
selections?
A. A horse can always find its way home.
B. Horses’ homing instincts have saved lives.
C. A GPS is more reliable than a horse’s
homing instinct.
D. A horse’s homing instinct is not always
reliable.
12. D is correct. On the basis of the text, people
should plan ahead and take “general safety
measures” to prevent getting lost (paragraph 4). No details in the text support A, B,
or C.
16. Which line from “Never Get Lost on the
Trail” applies to the final decision the narrator
made in “Year of the Black Pony”?
A. Turning around on a trail may trigger your
horse’s mental compass, and he may help you
decide which path to choose . . .
B. Practice map-reading skills and familiarize
yourself with the navigational tools before
you set out.
C. If riding after sunset disorients you,
dismount and lead your horse.
D. In snowstorms and flatter parts of the
country, horses have saved lives
GOßON
by getting people home.
13. B is correct. The article focuses on methods
of preparedness and prevention. Although
the article discusses the usefulness of a GPS
and the directional senses of people and
horses, as in A and D, these are not the main
ideas. C is incorrect because the article suggests using a GPS but does not describe how
to use one.
455
15. B is correct. In the first selection, the horse
saves the narrator’s life by finding the way
home. The article states that horses have
saved many lives in snowstorms and in flat
parts of the country. A is incorrect because
the article states that horses can get lost. C
and D are incorrect because these conclusions are not supported by the excerpt from
Year of the Black Pony.
16. D is correct. The narrator’s final decision is
to rely on the horse’s instincts to get him
home safely. A, B, and C are incorrect because the narrator does not decide to turn
around, use navigational tools, or dismount
his horse.
14. D is correct. Paragraph 5 focuses on easyto-remember ways to keep track of your
route, which will be especially helpful if you
need to turn around. Although the author
mentions the helpfulness of a GPS system,
the word however is a clue that the real
point of the paragraph is the information
that is to follow; thus C is incorrect.
A would not be very helpful, and while B is
a point the author makes, it is not the main
idea of this paragraph.
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17. D is correct. The font size emphasizes that
the magazine is not just about horses in
general, but horse intelligence. By emphasizing the word intelligence, there is also a
suggestion that the magazine will provide
its readers with information, or “intelligence” about their horses. A is incorrect
because the title does not suggest that
the magazine compares horses to other
animals. B and C are incorrect because the
subtitle clearly states that the magazine
is for people who already own intelligent
horses and know how smart they are.
Use the visual representation on page 453 to
answer questions 17–18.
17. Why is the word “Intelligence” larger than the
word “Horse” on the cover of the magazine?
A. To show that horses are smarter than
other animals
B. To emphasize how smart horses are
C. To encourage readers to choose intelligent
horses as pets
D. To indicate that the magazine is about
the intelligence of horses
18. Showing a horse going somewhere by itself on
the cover suggests that the magazine articles
focus on —
A. horse shows
B. diseases of horses
C. horses’ inborn abilities
D. costs of horse ownership
18. C is correct. The image of the horse heading
off on its own suggests that it illustrates
the feature article “How Your Horse Finds
Its Way Home.” None of the text relates to
horse shows, diseases of horses, or costs of
horse ownership, as in A, B, and D, and no
details in the image suggest these topics.
SHORT CONSTRUCTED RESPONSE
Write a short constructed response to each
question using text evidence to support your
answer.
19. What do you think is the turning point in this
excerpt from Year of the Black Pony? Support
your answer with evidence from the selection.
20. What is the most important advice given
in the article “Never Get Lost on the Trail”?
Use evidence from the text to support
your response.
Write a short constructed response to the
following question using text evidence from
both selections to support your answer.
21. How is the importance of problem-solving
supported in both Year of the Black Pony and
“Never Get Lost on the Trail”? Support your
answer with evidence from both selections.
short constructed response
Possible responses:
19. The turning point is when he decides to
trust his horse to get him home. Up until
this point, statements such as “numbness
came over me” (paragraph 1), “the storm
kept clawing at me” (paragraph 2), “I was utterly lost” (paragraph 3), and “I was going to
freeze to death” (paragraph 4) add tension
to the conflict. The narrator’s statement
“It’s up to you, Lucifer. . . . Take us home”
(paragraph 5) creates the greatest suspense,
causing readers to wonder whether the
horse will find its way home. After this, the
horse takes off as if it knows the right way
(paragraph 6), and the conflict is resolved.
20. The most important advice is planning
ahead. The title and introduction make it
clear that the purpose of the article is to explain how to prevent getting lost. The boldfaced heading “Prevention” followed by the
sentence “Not getting lost comes down to
good planning and taking some general
safety measures” (paragraph 4) emphasize
preparation as the most important means
of prevention.
456
456
21. Both selections illustrate the importance
of problem-solving and weighing the
consequences of one’s actions. This is supported in Year of the Black Pony excerpt
by the variety of things the narrator
considers before letting the horse take
the lead. Given the fact that the narrator
cannot see in the storm and is utterly lost,
he decides that his best chance of survival
is to place his confidence in the horse’s
instincts. In “Never Get Lost on the Trail,”
the article lists precautionary measures
people should take on trail outings to
plan ahead and prevent outcomes such
as getting lost. Carrying a GPS, communicating with others about routes taken,
and understanding night vision can help
prevent or solve problems.
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Assessment Practice
answers
Revising and Editing
Revising and Editing
DIRECTIONS Read this passage and answer the questions that follow.
1. C is correct. The phrases In ancient Egypt
and as a sacred animal are appropriately
placed next to people and cats, the words
they modify. A, B, and D are incorrect because the modifiers are separated from the
words they modify.
(1) People regarded the cat in ancient Egypt as a sacred animal. (2) Of grain cats
were the protectors, killing any animals that might eat this staple of Egyptian diet.
(3) Anyone who purposely or accidentally killed a cat was put to death. (4) Egyptians
so revered the animal that many Egyptian goddesses took the form of a cat. (5) Mafdet,
Sekhmet, and Bastet is examples of ancient Egyptian cat goddesses. (6) Neither
Mafdet nor Sekhmet were quite as celebrated as Bastet, though. (7) Beauty, fertility,
and motherhood was three of the qualities for which Egyptians worshipped Bastet.
(8) In the city of Bubastis, Egyptians would hold a yearly festival to celebrate her.
(9) In Bubastis and Memphis, large cemeteries were devoted to the burial of
mummified cats.
1. What is the BEST way to improve the
placement of modifiers in sentence 1?
A. The cat people regarded in ancient Egypt
as a sacred animal.
B. People regarded in ancient Egypt the cat
as a sacred animal.
C. In ancient Egypt people regarded the cat
as a sacred animal.
D. The cat as a sacred animal the people
regarded in ancient Egypt.
2. What is the BEST way to improve the
placement of modifiers in sentence 2?
A. Cats were of grain the protectors, killing
any animal that might eat of Egyptian
diet this staple.
B. Of grain cats were the protectors, killing
any animal of Egyptian diet that might
eat this staple.
C. Cats were the protectors of grain, killing
any animal that might eat of Egyptian
diet this staple.
D. Cats were the protectors of grain, killing
any animal that might eat this staple of
Egyptian diet.
2. D is correct. The phrases of grain and of
Egyptian diet are appropriately placed next
to protectors and staple, the words they
modify. A, B, and C are incorrect because
the modifiers are separated from the words
they modify.
3. C is correct. The compound subject is joined
by the conjunction and, so it should take
the plural verb form. A and B are incorrect
because these are singular verb forms. D is
incorrect because the change in C is needed.
3. What change, if any, should be made in
sentence 5?
A. Change is to was
B. Change is to has been
C. Change is to are
D. Make no change
4. What change, if any, should be made in
sentence 6?
A. Change were to was
B. Change were to am
C. Change were to have been
D. Make no change
4. A is correct. The compound subject is joined
by the conjunction or, so the verb should
agree with Sekhmet, the part closest to it.
B is incorrect because am agrees with the
singular subject I. C is incorrect because
have been is a plural verb form. D is incorrect because the change in A is needed.
5. What change, if any, should be made in
sentence 7?
A. Change was to were
B. Change was to has been
C. Change was to am
D. Make no change
5. A is correct. The compound subject is
joined by the conjunction and, so the plural
verb form is needed. B and C are incorrect
because these are singular verb forms. D is
incorrect because the change in A is needed.
34/0
457
differentiated instruction
for english language learners
Assessment Support: Subject-Verb Agreement Items 3–5 involve forms of the verb
to be, some of which use the helping verb
to have. Review with students the forms of
these verbs.
Subject
Present Tense Past Tense
I
am
was
you
are
were
he, she, it
is
was
are
were
Subject
Present Tense Past Tense
we
I, we
have
had
you (plural)
are
were
they
are
were
you
have
had
he, she, it
has
had
they
have
had
450-457_NA_L08TE-u03-ap.indd 457
assessment practice
457
1/31/11 9:32:04 AM