RFTPS4 Evaluation
RFTPS4 Evaluation
RFTPS4 Evaluation
Challenge tests
Unit 1 33
Unit 2 37
Unit 3 41
Unit 4 45
Unit 5 49
Unit 6 53
Term 1 57
Term 2 61
Term 3 65
End of year 69
• Summative tests
In terms of summative evaluation, there is an
extensive range of tests, along with answers,
transcripts and marking schemes. There are six
unit tests, three term tests and one end of year
test at two levels. Depending on the ability of
your children, please choose either the Standard
or Challenge level test.
• Self-evaluation pages
These contribute to the creation of an ‘English
Portfolio’ by children, based on the guidelines of
the European Language Portfolio.
Summative tests
The tests on this CD-ROM reflect the target
language of the course and the types of activities
that the children usually do. They have also been
developed in accordance with the Key
Competences. You will find the transcripts,
marking scheme and answers to all activities in
the pages that follow.
In addition, marking grids are provided so that
you may easily record test results and keep a
record of each child’s strengths and / or areas for
improvement throughout the year.
3 ©PHOTOCOPIABLE
Identifies and says vocabulary from earlier units.
Oxford University
Listens to and watches attentively short and simple stories and animations.
Press
Responds verbally and non-verbally to the instructions and simple questions from the
teacher and the audio recording.
Adequately reproduces aspects of rhythm, stress, pronunciation and intonation.
Participates in songs, chants and games.
Shows interest in reading and learning to read.
Attitude to learning a language Needs work Satisfactory Good Very good Excellent
Shows a positive attitude to their own ability to learn a language.
Recognizes and uses basic social expressions.
Shows curiosity and interest in a culture other than their own.
Shows interest in learning a foreign language through a variety of mediums e.g. film,
digital media etc.
Shows an open attitude to speakers of a foreign language.
3
Evaluation grid 2
3 ©PHOTOCOPIABLE
Behaves well in class.
Oxford University
Works well independently or in pairs / groups.
Press
Leaves their table, classroom, etc. clean and tidy.
Shows willingness to cooperate with the teacher.
4
Name Unit 1 Standard Test
Listening
1 Listen and circle A or B. $ CD4
01 / 8 marks
1 2 3
A B A B A B
4 5 6
A B A B A B
7 8
A B A B
Speaking
2 Talk to your teacher. / 8 marks
1 2
Kate
Sarah
Luke
Sam
Reading
3 Read and match. / 8 marks
Writing
4 Write the questions and answers. / 4 marks
2 ?
✗
3 ?
✗
4 ?
✓
1 †hi∫ i∫ hi∫ 2
3 4
Listening
1 Listen and number. $ CD4
02 / 8 marks
a b c
d e f
g h
Speaking
2 Talk to your teacher. / 8 marks
1 2
Reading
3 Read and number. / 8 marks
Writing
4 Write the questions and answers. / 4 marks
2 ?
✗
3 ?
✓
4 ?
✗
2 ?
✗
3 ?
✓
4 ?
✗
Total for test / 32 marks
Listening
1 Listen and number. $ CD4
03 / 8 marks
a b c d
e f g h
Speaking
2 Talk to your teacher. / 8 marks
Jack
Tess
Luke
Anna
Reading
3 Read and circle. / 8 marks
Writing
4 Write the questions and answers. / 4 marks
2 she ?
3 he ?
4 she ?
1 2
1 ™e’∫ got
2
3 4 3
4
Listening
1 Listen and circle A or B. $ CD4
04 / 8 marks
1 10
11 12 1
2 10
11 12 1
2
5
9 3 9 3
8 4 8 4
7 6 5 7 6 5
A B A B
2 10
11 12 1
2 10
11 12 1
2
6
9 3 9 3
8 4 8 4
7 6 5 7 6 5
A B A B
3 10
11 12 1
2 10
11 12 1
2
7
9 3 9 3
8 4 8 4
7 6 5 7 6 5
A B A B
4 10
11 12 1
2 10
11 12 1
2
8
9 3 9 3
8 4 8 4
7 6 5 7 6 5
A B A B
Speaking
2 Talk to your teacher. / 8 marks
1 2
Reading
3 Read and write True or False. / 8 marks
1 5
She has breakfast at half It’s a deer. It drinks water.
past seven.
2 6
He gets up at quarter It’s a chicken. It doesn’t
to eight. eat seeds.
3 7
She has lunch at quarter It’s a sheep. It eats
past twelve. insects.
4 8
He goes to work at half It’s a fox. It lives on
past ten. a farm.
Writing
4 Write the questions and answers. / 4 marks
1 2
1 ∂oe∫ it eat ? ˙o,
2
3 4 3
1 2 3 4
11 12 1 11 12 1 11 12 1 11 12 1
10 2 10 2 10 2 10 2
9 3 9 3 9 3 9 3
8 4 8 4 8 4 8 4
7 6 5 7 6 5 7 6 5 7 6 5
1 ‡he get∫ up at 3
2 4
Listening
1 Listen and circle A or B. $ CD4
05 / 8 marks
1 2 3
A B A B A B
4 5 6
A B A B A B
7 8
A B A B
Speaking
2 Talk to your teacher. / 8 marks
1 2
Reading
3 Read and write the number. / 8 marks
Writing
4 Write sentences. / 4 marks
1 2
™e want∫ to ‡he
watch
✓ ✗
3 4
™e ‡he
✗ ✓
1 4
2
Total for test / 32 marks
Listening
1 Listen and circle A or B. $ CD4
06 / 8 marks
Speaking
2 Talk to your teacher. / 8 marks
A B Sarah
Ben
Mary Ethan
Ed
Anna
Daisy
Reading
3 Read and match. / 8 marks
1 2 3 4 5 6 7 8
1 What are they doing? a No, there aren’t. There are some bees.
2 What are Lucy and Katie doing? b They’re feeding the birds.
3 Are there any ants? c They’re digging up the potatoes.
4 Are there any grasshoppers? d They’re watering the roses.
5 What are the boys doing? e Yes, there are some butterflies.
6 What are the girls doing? f No, there aren’t. There are some spiders.
7 Are there any ladybirds? g No, there aren’t. There are some snails.
8 Are there any butterflies? h They’re washing the lettuces.
Writing
4 Write the questions. Look at the picture and answer. / 4 marks
1
åre there any
¥e∫,
2
3
4
5 Look at the picture in Activity 4. What are they doing? Write sentences. / 4 marks
1 †hey’re
2
3
4
Listening
1 Listen and number. $ CD4
07 / 8 marks
a b c d
e f g h
1 2
A B C A B C
3 4
A B C A B C
5 6
A B C A B C
Speaking
3 Answer. / 4 marks
Reading
6 Read and circle A or B. / 5 marks
1 2 3
A B A B A B
1 Jack is going to the 2 This isn’t her watch. 3 I don’t play tennis.
theatre. It’s her torch. I play basketball.
4 5
A B A B
5 Is she going to the petrol station? Yes, she is. No, she isn’t.
Writing
9 Write answers. / 4 marks
10
Write sentences. / 5 marks
1 1 ‡he’∫ going
4 2
2 3
5 4
3 5
11
Write questions and answers about you. / 5 marks
> 1 2 3 4 5
Listening
1 Listen and tick ✓ or cross ✗. $ CD4
09 / 8 marks
1 2 3 4
5 10
11 12 1
2
6 10
11 12 1
2
7 8
9 3 9 3
8 4 8 4
7 6 5 7 6 5
1 2 10
11 12 1
2 10
11 12 1
2 10
11 12 1
2
9 3 9 3 9 3
8 4 8 4 8 4
7 6 5 7 6 5 7 6 5
A B C A B C
3 4
A B C A B C
5 6
A B C A B C
Speaking
3 Answer. / 4 marks
Reading
6 Read and circle A or B. / 5 marks
A B A B A B
1 Lucy’s going home. 2 Ben likes Maths. It’s his 3 It doesn’t eat insects.
She’s got a headache. favourite subject. It eats nuts.
11 12 1 11 12 1
10 2 10 2
9 3 9 3
8 4 8 4
7 6 5 7 6 5
A B A B
a 10
11 12 1
2 b
9
8
7 6 5
4
3
1 She lives on a farm. She doesn’t like Music.
c 10
11 12 1
2 d
9
8 4
3
3 It lives on a farm. It drinks water.
7 6 5
Writing
9 Write answers. / 4 marks
10
Write sentences. / 4 marks
> 1 2 3 4
11
Write answers and questions. / 6 marks
11 12 1
10 2
9 3
11 12 1 11 12 1 8 4
10 2 10 2
7 6 5
9 3 9 3
8 4 8 4
7 6 5 7 6 5
11 12 1
10 2
9 3 11 12 1
8 4 10 2
7 6 5 9 3
8 4
7 6 5
11 12 1
10 2
9 3
8 4
7 6 5
Listening
1 Listen and number. $ CD4
11 / 8 marks
a b c d
e f g h
1 2
A B C A B C
3 4
A B C A B C
5 6
A B C A B C
Speaking
3 Answer. / 4 marks
Reading
6 Read and circle A or B. / 5 marks
A B A B A B
1 This is treasure and 2 She wants to watch 3 Look at the boys! They’re
those are rocks. a fantasy film. watering the roses.
A B A B
a b
1 That’s a boat and these are shells.
c d
3 There are lots of bees in the boat.
1 2 3 4 5
Writing
9 Write answers. / 4 marks
> What are the birds doing?
10
Write. Use This, These, That or Those. / 4 marks
4
1
> †hese are the rocks.
3 1
> 2
2
3
11
Write sentences. / 6 marks
1 2 3 4 5 6
✓ ✓ ✗ ✗ ✓ ✗
1 He wants to
2 She
3 He
4 She
5 He
6 She
Listening
1 Listen and number. $ CD4
13 / 7 marks
a b c d
e f g
a
e
Speaking
3 Answer. / 4 marks
Reading
6 Read and circle A or B. / 5 marks
A B A B A B
1 He’s going to the 2 These are shells and 3 Is this her watch?
train station. that’s a boat. Yes, it is.
A B A B
5 What’s the matter? He’s got earache. He’s got a stomach ache.
Writing
9 Write answers. / 4 marks
1 What time does he go home?
1
2 What are they doing?
3
10
Write sentences. / 4 marks
3
>
™e
†hat i∫ their ladder .
1 4
‡he †hi∫
2
†hey
11
Write questions and answers. / 6 marks
1 4 1 ∂o ? Yes, I do.
✓ 2 Yes, I am.
2 5
3 Does it eat meat?
Listening
1 Listen and match. $ CD4
15 / 8 marks
> Tom
1 Anna
2 Arun
3 Lucy 4 Hasan
5 Harry
6 Rocco
7 Jake 8 Claire
b
a c
i
g h
f
a ✗ b c d
e ✗ f g h
Speaking
3 Talk to your teacher. / 8 marks
Kate
Sarah
Luke
Sam
Reading
5 Read and number. / 8 marks
Writing
7 Write the vocabulary. / 4 marks
1 2 3 4 5 6 7 8
1 at the 5 a
2 6
3 7
4 8
1 2 3 4 5 6
1 †hi∫ i∫ 4
2 5
3 6
9 Where are children 1–3 going? What are children 4–6 doing? Write. / 6 marks
1 ‡he’∫
2
2
1 3
4
3
4
5
6
5
6
Listening
1 Listen and tick ✓ or cross ✗. $ CD4
17 / 8 marks
1 2 3 4
5 6 7 8
1 5
A B A B
2 6
A B A B
3 7
A B A B
4 8
A B A B
Speaking
3 Talk to your teacher. / 8 marks
Reading
5 Read and circle. / 8 marks
3 ✓ I’m good / not good at surfing. It’s easy. I like kayaking / rafting too.
✓
✗
4 I don’t do / do judo. I do gymnastics / archery .
✓
5 ✗ I’m good / not good at swimming. I’m not good at diving / skiing .
✓
✓ I
6 ✓ play / do tennis at school and in the park. I cycle / ski too.
✗
7 ✓ I’m good at skiing / swimming . I’m good / not good at kayaking.
Writing
7 Write the vocabulary. / 4 marks
1 2 3 4 5 6 7 8
1 5 play
2 6
3 7
4 8
1
✗ Ðo you play tenni∫?
2
✓
3
✓
åre you good at water∫kiing?
4
✗
fl play ba∫ketball.
✓ ✗
fl’m
✓ ✗
Listening
1 Listen and number. $ CD4
19 /10 marks
a b c d e
f g h i j
Sam Daisy Mike Helen Fred Sarah
a b
c
d
e f
Speaking
3 Talk to your teacher. / 8 marks
Ben
Jack
Kate
Sam Tess
Lucy
Anna Luke
Reading
5 Read and number. / 8 marks
> 2 4 6 8
1 3 5 7
Writing
7 Write the vocabulary. / 4 marks
1 2 3 4 5 6 7 8
1 5
2 6
3 7 a
4 8
Sara
Tim
Maria
Listening
1 Listen and tick ✓ or cross ✗. $ CD4
21 / 10 marks
1 2 3 4 5
11 12 1 11 12 1 11 12 1 11 12 1 11 12 1
10 2 10 2 10 2 10 2 10 2
9 3 9 3 9 3 9 3 9 3
8 4 8 4 8 4 8 4 8 4
7 6 5 7 6 5 7 6 5 7 6 5 7 6 5
6 7 8 9 10
11 12 1 11 12 1 11 12 1 11 12 1 11 12 1
10 2 10 2 10 2 10 2 10 2
9 3 9 3 9 3 9 3 9 3
8 4 8 4 8 4 8 4 8 4
7 6 5 7 6 5 7 6 5 7 6 5 7 6 5
Speaking
3 Talk to your teacher. / 8 marks
Reading
5 Read and circle. / 8 marks
1 2 3 4
11 12 1 11 12 1 11 12 1 11 12 1
10 2 10 2 10 2 10 2
9 3 9 3 9 3 9 3
8 4 8 4 8 4 8 4
7 6 5 7 6 5 7 6 5 7 6 5
5 6 7 8
1 2 3 4
11 12 1 11 12 1 11 12 1 11 12 1
10 2 10 2 10 2 10 2
9 3 9 3 9 3 9 3
8 4 8 4 8 4 8 4
7 6 5 7 6 5 7 6 5 7 6 5
5 6 7 8
Writing
7 Write the vocabulary. / 4 marks
1 2 3 4 5 6 7 8
1 get 5
2 6
3 7
4 8
11 12 1
1
10
9
8
7 6 5
2
4
3
∑hat time doe∫ ™alf past one.
11 12 1
2
10 2
9 3
8 4
7 6 5
4 meat?
9 Write about Charlie. / 6 marks
10
9
8
11 12 1
2
4
3
10
9
8
11 12 1
2
4
3
> ™e get∫ up at half pa∫t ∫ix.
7 6 5 7 6 5
11 12 1
10 2
11 12 1 9 3
10 2 8 4
9 3 7 6 5
8 4
7 6 5
11 12 1
10 2
9 3
8 4
7 6 5
11 12 1
10 2
9 3 11 12 1
10 2
8 4 9 3
7 6 5
8 4
7 6 5
Listening
1 Listen and match. $ CD4
23 / 8 marks
Joe Alfie Katie Luisa Stefan Helen Max Zara
a b c d e f g h
a b c d
e f g h
Speaking
3 Talk to your teacher. / 8 marks
Reading
5 Read and number. / 8 marks
e wants to watch a
H
This is a map.
1 musical. 5
he wants to watch
S
These are shells.
4 a scary film. 8
Writing
7 Write the vocabulary. / 4 marks
> 1 2 3 4 5 6 7 8
> a cartoon 5
1 a 6
2 7
3 8
4
1 2
6
4
3
5
1 †hat i∫ the 4
2 5
3 6
> 1
> He doe∫n’t want to play ba∫ketball. (play)
✗ ✓ 1 She (watch)
2 3
2 He (find)
✓ ✗
✓ 3 She (get up)
4 5
4 He (go into)
✗ 5 She (watch)
6 6 He
✓
(paint a picture)
Total for test / 64 marks
✗
Listening
1 Listen and circle A or B. $ CD4
25 / 8 marks
1 A B 2 A B 3 A B 4 A B 5 A B 6 A B 7 A B 8 A B
A B
e f g h
Speaking
3 Talk to your teacher. / 8 marks
Ben Sarah
Mary Ethan
Ed
Anna
Daisy
Tim
Harry Luke
Reading
5 Read and write T (True) or F (False). / 8 marks
Tom
Ben
Anna Sue
Rosie
Ed
1 Are there any snails? Yes, there are. No, there aren’t.
2 Are there any ants? Yes, there are. No, there aren’t.
3 Are there any spiders? Yes, there are. No, there aren’t.
4 Are there any worms? Yes, there are. No, there aren’t.
5 What are Ben and Tom doing? They’re digging up the potatoes / planting the seeds .
6 What is Rosie doing? She’s watering the roses / feeding the birds .
7 What is Ed doing? He’s digging up the potatoes / eating the raspberries .
8 What are Anna and Sue doing? They’re picking the raspberries / washing the lettuces .
Writing
7 Write the vocabulary. / 4 marks
1 2 3 4 5 6 7 8
1 a 5
2 6
3 7
4 8
4
Suzy
Daisy
™arry and µax
Max
Harry
Listening
1 Listen and tick ✓ or cross ✗. $ CD4
27 / 4 marks
1 2 3 4
Ashton Simon Luke Alvaro Ryan Nico
1 2
A B C A B C
3 4
A B C A B C
5 6
A B C A B C
Speaking
4 Answer. / 4 marks
5 Look and answer. Then ask your teacher four questions. / 9 marks
> 1 2 3
Reading
7 Read and write the letter. / 6 marks
> 1 2 3 4 5
✓
> Is he going to the petrol station? a No, he isn’t. He’s going to the town hall.
1 Is this her torch? b Yes, he is.
2 Is he going to the theatre? c Yes, it is.
3 Are you good at surfing? d No, it isn’t. It’s her watch.
4 Do you play tennis? e No, I’m not.
5 Is this their ladder? f No, I don’t. I play golf.
Writing
10
Write the children’s answers. / 4 marks
11
Write answers. / 4 marks
12
Write two sentences for each child. Use He isn’t / She isn’t and He’s / She’s. / 8 marks
1 2 3 4
1 (hospital / museum)
4 (theatre / bank)
Listening
1 Listen and match. $ CD4
30 / 4 marks
Henry Nathan Arthur Tobias
a b c d
11 12 1
10 2
9 3
8 4
7 6 5
5 6 7 11 12 1
8 11 12 1
10 2 10 2
9 3 9 3
8 4 8 4
7 6 5 7 6 5
11 12 1
10 2
9 3
8 4
7 6 5
1 2
A B C A B C
3 4
A B C A B C
Speaking
4 Answer. / 4 marks
5 Look and answer. Then ask your teacher four questions. / 9 marks
> 1 2 3
Reading
7 Read and write the letter. / 6 marks
> 1 10
11 12 1
2 2 3 4 5
9 3
8 4
7 6 5
Writing
10
Write questions and answers. / 6 marks
2
4
1 ∂oe∫ she like ‡cience?
3
1 2 ∂oe∫ it eat meat?
3
4
11
What’s the matter? Write sentences. / 4 marks
> 1 2 3 4
12
Write six sentences about Ben. 10
11 12 1
2 / 6 marks
9 3
8 4
11 12 1
10
9
8
2
4
3
7 6 5
∆en get∫
7 6 5
11 12 1
10 2
9 3
8 4
7 6 5
11 12 1
10 2
9 3
8 4 11 12 1
7 6 5 10 2
9 3
8 4
7 6 5
11 12 1
10 2
9 3
8 4
7 6 5
Listening
1 Listen and number. $ CD4
33 / 4 marks
a b c d
Jake and Mark Kath and Ella Ollie and David Amy and Sue
c d
a
f
e
1 2
A B C A B C
3 4
A B C A B C
5 6
A B C A B C
Speaking
4 Answer. / 4 marks
What are they doing? Are there any snails in the garden?
5 Look and answer. Then ask your teacher four questions. / 9 marks
> 1 2 3
Reading
7 Read and write the letter. / 6 marks
> 1 2 3 4 5
> Are they washing lettuces? a Yes. That’s a cave and these are rocks.
1 What are they doing? b No, he doesn’t. He wants to watch a science
2 Does he want to watch a comedy? fiction film.
3 Are there any caves on the island? c Yes, there are. There are some grasshoppers too.
4 Are there any spiders? d No, there aren’t. There are some ants.
5 Are there any snails? e No, they aren’t. They’re watering the roses.
f They’re feeding the birds.
Writing
10
Write answers. / 6 marks
11
Write sentences. Use This, These, That or Those. / 5 marks
4 5 4
5
12
Write questions and answers. / 5 marks
3 Yes, he does.
5 Yes, he does.
Listening
1 Listen and number. $ CD4
36 / 4 marks
a b c d
c
a
f
e
1 2
A B C A B C
3 4
A B C A B C
5 6
A B C A B C
Speaking
4 Answer. / 4 marks
5 Look and answer. Then ask your teacher four questions. / 9 marks
> 1 2 3
Can I borrow
a racket, please? Sorry, I haven’t got one.
Reading
7 Read and write the letter. / 6 marks
a b c d e f
11 12 1
10 2
9 3
8 4
7 6 5
1 This is my friend. He’s in his bedroom. He gets dressed at quarter past seven.
4 The girls are helping in the garden. They’re washing the lettuces.
6 Look at the island. These are caves and those are trees.
3 Are you good at kayaking? c Yes, I do. Now I’m watering the roses.
Writing
10
Write Lauren’s answers. / 4 marks
11
Write questions. / 6 marks
1 2 3 4 5 6
12
Write six sentences. / 6 marks
†he boy∫
†he girl∫
µum and ∂ad
†om
†he bee∫
†he ∫nail∫
Tom
Total for test / 64 marks
Name
Unit 1 Test Mark Max marks
Listening 1 Listen and circle A or B. 8
Speaking 2 Talk to your teacher. 8
Reading 3 Read and match. 8
Writing 4 Write the questions and answers . 4
5 Write sentences. 4
Total for test 32
Name
End of year Test Mark Max marks
Listening 1 Listen and number. 7
2 Listen and match. 7
Speaking 3 Answer. 4
4 Look and answer. 5
5 Point and ask your teacher questions. 5
Reading 6 Read and circle A or B. 5
7 Read and write the letter. 4
8 Read and circle. 5
Writing 9 Write answers. 4
10 Write sentences. 4
11 Write questions and answers. 6
Total for test 56
There are six unit tests, three term tests and one end of Writing (8 marks)
year test. Depending on the ability of your class,
please choose either the Standard level test or the 4 Write the questions and answers. (4 marks)
Challenge level test. 1 Is she going to the hotel? Yes, she is.
2 Is he going to the museum? No, he isn’t.
Unit tests 1–6 Standard 3 Is she listening to music? No, she isn’t.
4 Is he having a drink? Yes, he is.
Unit 1 test (32 marks) Score: 1 mark for each correct question and answer.
Total: 4 marks
Listening (8 marks)
Deduct marks if spelling is not adequate.
1 Listen and circle A or B. $ 4.01 (8 marks)
1 Man: Is he going to the hospital? 5 Write sentences. (4 marks)
Woman: No, he isn’t. He’s going to the town hall. 1 This is his watch.
2 Woman: Is this his dictionary? 2 This is her flower pot.
Man: No, it isn’t. But this is his watch. 3 This is his dictionary.
3 Man: She isn’t going to the museum. She’s going to 4 This is their ladder.
the theatre.
4 Woman: Is this their ladder? Score: 1 mark for each correct sentence.
Man: Yes, it is. Total: 4 marks
5 Woman: Is he having a drink? Deduct marks if spelling is not adequate.
Man: Yes, he is.
6 Man: This isn’t her torch, but this is her parcel.
7 Man: Is she talking to her friend? Unit 2 test (32 marks)
Woman: No, she isn’t. She’s going to the bank.
8 Woman: Is he going to the petrol station?
Listening (8 marks)
Man: No, he isn’t. He’s going to the train station. 1 Listen and number. $ 4.02 (8 marks)
Answers: 1 Boy: Do you do judo?
1 B 2 B 3 A 4 B 5 A 6 B 7 A 8 A Girl: Yes, I do. I love judo.
2 Girl: Are you good at diving?
Score: 1 mark for each correct answer. Total: 8 marks Boy: No, I’m not. I don’t like it.
3 Boy: Do you play tennis.
Speaking (8 marks) Girl: No, I don’t. But I play basketball.
4 Girl: I’m good at surfing. It’s fun.
2 Talk to your teacher. (8 marks)
5 Girl: Do you do gymnastics?
Look at picture 1 with the child.
Boy: Yes, I do.
Ask Is Luke going to the hotel? Is Sam listening to music?
6 Boy: Are you good at skiing?
Then say to the child Now ask me two questions.
Girl: No, I’m not. I’m really bad.
Score: 1 mark for each correct answer and question. 7 Boy: I’m not good at rafting, but I’m good at
You may wish to award 1 bonus mark for good fluency kayaking.
and pronunciation. Total: 4 marks (+1 bonus mark) 8 Girl: Do you do archery?
Boy: Yes, I do. It’s good.
Look at picture 2 with the child.
Answers:
Point to the mini picture of the dog and ask Is this their
a 5 b 6 c 4 d 8 e 1 f 3 g 7 h 2
dog? Point to the mini picture of the pot and say Is this
her pot? Score: 1 mark for each correct answer. Total: 8 marks
Then say to the child Now ask me two questions about
the picture.
Speaking (8 marks)
Score: 1 mark for each correct answer and question.
You may wish to award 1 bonus mark for good fluency 2 Talk to your teacher. (8 marks)
and pronunciation. Total: 4 marks (+1 bonus mark) Look at picture 1 with the child.
Ask the child to circle any of the sports that they do.
Ask Do you cycle? Do you play golf?
Reading (8 marks) Then say to the child Now ask me two questions about
3 Read and match. (8 marks) the sports I do.
1 h 2 a 3 g 4 b 5 c 6 e 7 f 8 d Score: 1 mark for each correct answer and question.
Score: 1 mark for each correct match. Total: 8 marks You may wish to award 1 bonus mark for good fluency
and pronunciation. Total: 4 marks (+1 bonus mark)
Then say to the child Now ask me two questions about Unit 6 test (40 marks)
the children.
Listening (8 marks)
Score: 1 mark for each correct answer and question.
You may wish to award ½ marks to children who can 1 Listen and circle A or B. $ 4.06 (8 marks)
understand the types of film, but do not produce a 1 Man: Are there any butterflies in the garden?
sentence. You may also wish to award 1 bonus mark Woman: Yes, there are. Look!
for good fluency and pronunciation. Total: 4 marks 2 Woman: What are Thomas and Carlos doing?
(+1 bonus mark)
Man: They’re feeding the birds.
Look at picture 2 with the child. 3 Man: Are there any snails in the garden?
Ask Are there shells on the island? Encourage the child Woman: No, there aren’t.
to point to the shells and to reply Yes. These are shells. 4 Woman: Are there any bees near the trees?
Then ask Is there a cave on the island? Encourage the Man: Yes, there are. There are lots of bees.
child to point to the cave and to reply Yes. That’s a cave. 5 Man: What are the boys doing?
Then say to the child Now ask me two questions about Woman: They’re picking the raspberries.
the island. 6 Woman: Are there any grasshoppers in the garden?
Score: 1 mark for each correct answer and question. Man: Yes, there are. Look!
You may wish to award ½ marks to children who 7 Man: What are Katie and Gianna doing?
correctly identify the objects, but do not produce a Woman: They’re digging up the potatoes.
sentence. You may also wish to award 1 bonus mark 8 Man: Are there any worms near the rocks?
for good fluency and pronunciation. Total: 4 marks Woman: Yes, there are.
(+1 bonus mark) Answers:
1 A 2 B 3 A 4 B 5 A 6 A 7 B 8 A
Reading (8 marks)
Score: 1 mark for each correct answer. Total: 8 marks
3 Read and write the number. (8 marks)
a 3 b 5 c 7 d 1 e 8 f 2 g 6 h 4
Speaking (8 marks)
Score: 1 mark for each correct answer. Total: 8 marks 2 Talk to your teacher. (8 marks)
Look at picture 1 with the child.
Writing (8 marks) Ask Are there any ants? Are there any ladybirds?
Then say to the child Now ask me two questions about
4 Write sentences. (4 marks)
the picture.
1 He wants to watch a science fiction film.
2 She doesn’t want to watch a scary film. Score: 1 mark for each correct answer and question.
3 He doesn’t want to watch a comedy. You may wish to award ½ marks to children who
4 She wants to watch a musical. correctly say the names of the creatures, but do not
produce a sentence. You may wish to award 1 bonus
Score: 1 mark for each correct sentence. mark for good fluency and pronunciation. Total: 4
Total: 4 marks marks (+1 bonus mark)
Deduct marks if spelling is not adequate. Look at picture 2 with the child.
Ask What are Harry and Luke doing? What are Ben and
5 Write. Use This, These, That or Those. (4 marks) Mary doing?
2 This is the cave. Then say to the child Now ask me two questions about
3 These are the shells. the children.
4 This is the treasure.
5 That is the boat. Score: 1 mark for each correct answer and question.
You may wish to award ½ marks to children who
Score: 1 mark for each correct sentence. correctly say the activities, but do not produce a
Total: 4 marks sentence. You may wish to award 1 bonus mark for
good fluency and pronunciation. Total: 4 marks
Deduct marks if spelling is not adequate.
(+1 bonus mark)
Reading (8 marks)
3 Read and match. (8 marks)
1 d They’re watering the roses.
2 h They’re washing the lettuces.
3 a No, there aren’t. There are some bees.
4 f No, there aren’t. There are some spiders.
5 c They’re digging up the potatoes.
Reading (14 marks) 5 Boy: What time does Jamie get up?
Girl: He gets up at 7 o’clock.
6 Read and circle A or B. (5 marks)
6 Boy: What time does he have lunch?
1 B 2 A 3 B 4 B 5 A
Girl: He has lunch at quarter past one.
Score: 1 mark for each correct answer. Total: 5 marks 7 Boy: Does Juan like Maths?
Girl: Yes, he does. He likes it a lot.
7 Read and write the letter. (4 marks) 8 Girl: It’s got four legs and it eats meat.
1 b 2 d 3 a 4 c Boy: Is it a dog?
Girl: Yes, it is.
Score: 1 mark for each correct answer. Total: 4 marks
Answers:
8 Read and circle. (5 marks) 1 ✗ 2 ✓ 3 ✓ 4 ✓ 5 ✗ 6 ✗ 7 ✓ 8 ✗
1 Yes, he is. 2 No, it isn’t. 3 Yes, I do. 4 Yes, I am. Score: 1 mark for each correct answer. Total: 8 marks
5 No, she isn’t.
Score: 1 mark for each correct answer. Total: 5 marks 2 Listen and circle A, B or C. $ 4.10 (6 marks)
1 Girl: I can’t do my homework. I’ve got toothache.
2 Boy: What time does your brother go to bed?
Writing (14 marks) Girl: He goes to bed at eight o’clock.
9 Write answers. (4 marks) 3 Boy: Does it live on a farm?
1 Yes, it is. 2 No, it isn't. 3 Yes, it is. 4 Yes, it is. Girl: Yes, it does. It eats grass.
4 Girl: What’s the matter?
Score: 1 mark for each correct sentence. Boy: I’ve got a cough.
Total: 4 marks
5 Boy: Does Harry like History?
10 Write sentences. (5 marks) Girl: Yes, he does. He loves it.
1 She’s going to the theatre. 6 Boy: Does it eat insects?
2 He’s going to the hospital. Girl: No, it doesn’t. It eats grass.
3 She’s going to the town hall. Answers:
4 He’s going to the museum. 1 A 2 C 3 B 4 C 5 B 6 B
5 She’s going to the bank. Score: 1 mark for each correct answer. Total: 6 marks
Score: 1 mark for each appropriate sentence.
Total: 5 marks Speaking (16 marks)
Deduct marks if spelling is not adequate. 3 Answer. (4 marks)
Look at the picture with the child.
11 Write questions and answers about you.
(5 marks) Then ask the questions on the page. Does she like Art?
There’s a deer. Does it eat grass? What’s the matter? Has
1 Do you do archery? (children’s own answer)
she got a headache? Look at the clock. What time does she
2 Do you ski? (children’s own answer) go home?
3 Are you good at cycling? (children’s own answer)
4 Are you good at kayaking? (children’s own answer) Score: 1 mark for each correct answer. You may wish
5 Are you good at swimming? (children’s own answer) to award ½ marks to children who can answer but do
not produce a sentence. You may also wish to award
Score: 1 mark for each correct question and answer. 1 bonus mark for good fluency and pronunciation.
Total: 5 marks Total: 4 marks (+1 bonus mark)
Deduct marks if spelling and structure is not
4 Look and answer. (5 marks)
adequate.
Look at the picture with the child.
Ask the child the questions on the page, pointing to
Term Test 2 (56 marks) the relevant person if necessary. 1 What times does she
go home? 2 What’s the matter? 3 Does he like History?
Listening (14 marks) 4 There’s a squirrel. Does it eat nuts? 5 There’s a fox. Does
it live on a farm?
1 Listen and tick ✓ or cross ✗. $ 4.09 (8 marks)
1 Girl: I’m going home. I’ve got a headache. Score: 1 mark for each correct answer. You may wish
2 Girl: Does Katerina like Art? to award ½ marks to children who can answer but do
not produce a sentence. You may also wish to award
Boy: Yes, she does. She loves Art.
1 bonus mark for good fluency and pronunciation.
3 Boy: It’s a bird. Does it eat seeds? Total: 5 marks (+1 bonus mark)
Girl: Yes, it does.
4 Girl: What’s the matter?
Boy: I’ve got toothache.
5 Point and ask your teacher questions. Term Test 3 (56 marks)
(5 marks)
Look at the picture with the child. Listening (14 marks)
Then say to the child Now ask me five questions.
1 Listen and number. $ 4.11 (8 marks)
Score: 1 mark for each correct question. You may wish 1 Man: What they doing?
to award ½ marks to children who can name as many Woman: They’re feeding the birds.
vocabulary items as they can see in the picture but do 2 Man: He doesn’t want to watch a comedy. He wants
not produce questions. You may also wish to award 1 to watch a wildlife film.
bonus mark for good fluency and pronunciation. Total: 3 Woman: Are there rocks on the island?
5 marks (+1 bonus mark) Man: Yes, there are. Look! These are the rocks.
4 Man: Are there any ladybirds in the garden?
Reading (14 marks) Woman: Yes, there are.
5 Woman: Does she want to watch a fantasy film?
6 Read and circle A or B. (5 marks)
Man: No, she doesn’t. She wants to watch a musical.
1 A 2 B 3 A 4 A 5 B
6 Man: Is there a cave on the island?
Score: 1 mark for each correct answer. Total: 5 marks Woman: Yes! Look! That’s a cave.
7 Man: Are there any bees in the garden?
7 Read and write the letter. (4 marks) Woman: No, there aren’t. But there are some
1 b 2 c 3 d 4 a spiders.
8 Woman: What are they doing?
Score: 1 mark for each correct answer. Total: 5 marks Man: They’re watering the roses.
8 Read and circle. (5 marks) Answers:
a 6 b 8 c 4 d 2 e 3 f 5 g 1 h 7
Answers:
1 She’s got toothache. 2 Yes, he does. Score: 1 mark for each correct answer. Total: 8 marks
3 No, he doesn’t. 4 Yes, it does. 5 No, it doesn’t.
2 Listen and circle, A, B or C. $ 4.12 (6 marks)
Score: 1 mark for each correct answer. Total: 5 marks
1 Man: Does she want to watch a cartoon?
Woman: No, she doesn’t. She wants to watch a
Writing (16 marks) science fiction film.
9 Write answers. (4 marks) 2 Man: Are there any butterflies in the garden?
1 No, she doesn’t. 2 Yes, it does. 3 No, it doesn’t. Woman: No, there aren’t. But look, there are some
4 Yes, he does. worms.
3 Woman: He doesn’t want to watch an adventure
Score: 1 mark for each correct sentence. film. He wants to watch a scary film.
Total: 4 marks 4 Woman: Are the boys digging up the potatoes?
Man: No, they aren’t. They’re picking the
10 Write sentences. (4 marks) raspberries.
1 She’s got a stomach ache. 5 Woman: Are there any grasshoppers in the garden?
2 He’s got a cough. Man: Yes, there are. Look!
3 She’s got earache. 6 Woman: Are there trees on the island?
4 He’s got a cold. Man: No, there aren’t. But look, there are shells.
Score: 1 mark for each correct sentence. Total: 4 marks Answers:
1 C 2 B 3 A 4 C 5 B 6 A
Deduct marks if spelling is not adequate.
Score: 1 mark for each correct answer. Total: 8 marks
11 Write answers and questions. (6 marks)
1 Yes, he does. Speaking (14 marks)
2 No, he doesn’t.
3 Answer. (4 marks)
3 Yes, he does.
Look at the picture with the child.
4 What time does he go home?
Then ask the questions on the page. Say What are they
5 What time does he have dinner?
doing? Are there any snails in the garden? Are those rocks?
6 What time does he go to bed? Does she want to watch a wildlife film?
Score: 1 mark for each correct question and answer. Score: 1 mark for each correct answer. You may wish
Total: 6 marks to award ½ marks to children who can answer but do
Deduct marks if spelling is not adequate. not produce a sentence. You may also wish to award
1 bonus mark for good fluency and pronunciation.
Total: 4 marks (+1 bonus mark)
Reading (16 marks) 3 Woman: Now what about Tom? Does he like Art?
Boy: Oh, no. Tom isn’t good at Art. He doesn’t like
5 Read and circle. (8 marks) painting or drawing.
1 tennis / basketball 2 play / don’t do 4 Woman: Tell me about Matt. Does he like Maths?
3 good / rafting 4 don’t do / gymnastics
5 good / diving 6 play / cycle Boy: Yes, he does. He likes numbers. He thinks
7 skiing / not good 8 don’t do / waterskiing Maths is easy.
5 Woman: How about Paul. Does he like Music?
Score: ½ mark for each correct answer. Total: 8 marks Boy: Yes, he does. He can play different instruments.
He’s very good.
6 Read and circle. (8 marks) 6 Woman: Who likes Geography?
1 Yes, I do. 2 No, I don’t. 3 No, I don’t. Boy: Rosa loves Geography. It’s her favourite
4 Yes, I do. 5 No, I’m not. 6 Yes, I am. subject.
7 Yes, I am. 8 No, I’m not. 7 Woman: Does Ben like History?
Boy: No, he doesn’t. He doesn’t like kings and
Score: 1 mark for each answer. Total: 8 marks
queens or castles.
8 Woman: What about Maria? Can she play an
Writing (16 marks) instrument?
Boy: No, she can’t. She doesn’t like Music.
7 Write the vocabulary. (4 marks)
9 Woman: And tell me about Alec. Is Science his
1 swimming 2 kayaking 3 rafting 4 surfing
favourite subject?
5 play basketball 6 do archery 7 do gymnastics
8 play golf Boy: Oh no. Alec doesn’t like Science. It’s difficult
for him.
Score: ½ mark for each correct answer. Total: 4 marks 10 Woman: And what about you? Do you like PE?
Boy: No, I don’t. I watch sport on TV, but I don’t
8 Write questions and answers. (6 marks) like PE.
1 No, I don’t. Answers:
2 Do you do judo? Yes, I do. a 2 b 3 c 1 d 6 e 4 f 10 g 5 h 7 i 9 j 8
3 Yes, I am.
4 Are you good at diving? No, I’m not. Score: 1 mark for each answer. Total: 10 marks
Score: 1 mark for each correct question or answer. 2 Listen and match. $ 4.20 (6 marks)
Total: 6 marks 1 Man: There are lots of children with the school
Deduct marks if spelling is not adequate. nurse today.
Woman: Yes, there are. Look! There’s Sam.
9 Imagine you do these sports. Write about Man: What’s the matter with Sam?
them. (6 marks) Woman: He’s got a headache.
Suggested answers: 2 Man: Look. There’s Daisy.
I don’t play golf. Woman: Has she got toothache?
I do archery. Man: No, she hasn’t. She’s got earache.
I don’t do judo. Woman: Poor Daisy.
I’m good at surfing. 3 Woman: What’s the matter with Mike?
I’m not good at kayaking. Man: He’s got a cold. Look. He’s got a red nose!
I’m good at diving. Woman: Oh yes.
4 Man: What’s the matter with Helen?
Score: 1 mark for each appropriate sentence. Woman: She’s got toothache.
Total: 6 marks 5 Woman: What’s the matter with Fred? Has he
Deduct marks if spelling is not adequate. got toothache too?
Man: No, he hasn’t got toothache. He’s got a
stomach ache.
Unit 3 test (64 marks) 6 Woman: And what about Sarah? Has she got
a cough?
Listening (16 marks) Man: Yes, she has. Look! She’s got a bad cough.
1 Listen and number. $ 4.19 (10 marks) Answers:
1 Woman: Hello, Lucas. Tell me about the children in 1 Sam – f 2 Daisy – d 3 Mike – e 4 Helen – b
your class. Let’s start with John. Does he like English? 5 Fred – c 6 Sarah – a
Boy: Yes, he does. He reads lots of books and he
Score: 1 mark for each correct answer. Total: 6 marks
writes lots of stories.
2 Woman: What about Kate. What’s her favourite
subject?
Boy: She likes Science. She’s very good at Science.
Speaking (16 marks) Score: 1 mark for each correct question or answer.
3 Talk to your teacher. (8 marks) Total: 6 marks
Look at the picture with the child. Deduct marks if spelling is not adequate.
Ask Does Jack like Geography? Does Lucy like Art? Does
Sam like Maths? Does Kate like Science? 9 Write about the children. (6 marks)
Then say to the child Now ask me four questions about Ben likes Geography.
the children. Anna doesn’t like Art.
Score: 1 mark for each correct answer and question. Max has got a cold.
You may wish to award 1 bonus mark for good fluency Sara has got toothache.
and pronunciation. Total: 8 marks (+1 bonus mark) Tim likes Maths.
Maria has got a headache.
4 Talk to your teacher. (8 marks)
Look at the picture with the child. Score: 1 mark for each appropriate sentence.
Total: 6 marks
Point to the boy with toothache and ask What’s the
matter? Point to the girl with a cold and ask What’s the Deduct marks if spelling is not adequate.
matter? Point to the boy with a cough and ask Has he
got a cough? Point to the girl with earache and ask Has
she got a stomach ache? Unit 4 test (64 marks)
Then say to the child Now ask me four questions about
the children. Listening (16 marks)
Score: 1 mark for each correct answer and question. 1 Listen and tick ✓ or cross ✗. $ 4.21 (10 marks)
You may wish to award 1 bonus mark for good fluency 1 Woman: Tell me about your brother. What time
and pronunciation. Total: 8 marks (+1 bonus mark) does he get up?
Boy: He gets up at seven o’clock.
2 Woman: What time does he have breakfast?
Reading (16 marks)
Boy: He has breakfast at quarter past seven. He has
5 Read and number. (8 marks) cereal and toast.
Answers: 3
Woman: What about your sister? Does she have
a 5 b 4 c 2 d 3 e 7 f 6 g 8 h 1 breakfast at quarter past seven?
Boy: No, she doesn’t. She gets dressed at quarter
Score: 1 mark for each correct answer. Total: 8 marks past seven.
4 Woman: What time does your dad go to work?
6 Read and match. (8 marks) Boy: He goes to work at eight o’clock. He works at
1 e No, she hasn’t. She’s got toothache. the fire station.
2 i He’s got a cold. 5 Woman: I have lunch at half past twelve. What
3 a No, she doesn’t. time does your dad have lunch?
4 b He loves Science. Boy: He has lunch at quarter to one. He has
5 c No, he doesn’t. It’s difficult. sandwiches for lunch.
6 g Yes, she has. She’s going home. 6 Woman: Does your mum work at the hospital?
7 f No, he hasn’t. He’s got a cough. Boy: Yes, she does. And she goes home at four
8 h Does she like PE? Yes, she does. She likes ball games. o’clock.
7 Woman: What time does your dad have dinner?
Score: 1 mark for each correct answer. Total: 8 marks Boy: He has dinner at seven o’clock.
8 Woman: What time does your sister go to bed?
Writing (16 marks) Boy: She goes to bed at half past eight.
9 Woman: What about you? Do you go to bed at half
7 Write the vocabulary. (4 marks) past eight?
1 Science 2 Maths 3 History 4 Art 5 earache Boy: No, I don’t. I go to bed at half past nine.
6 toothache 7 a headache 8 a cough 10
Woman: And what about in the morning? What
Score: ½ mark for each correct word. Total: 4 marks time do you get up?
Boy: I get up at half past seven. Then I have my
8 Write questions and answers. (6 marks) breakfast.
1 Yes, he does. Answers:
2 Does he like Science? No, he doesn’t. 1 ✓ 2 ✗ 3 ✓ 4 ✓ 5 ✗ 6 ✓ 7 ✓ 8 ✗ 9 ✗
3 She’s got a headache. 10 ✓
4 What’s the matter? He’s got earache. Score: 1 mark for each correct answer.
Total: 10 marks
Unit 5 test (64 marks) 6 Woman: Look. I’ve got a map of a different island.
Man: Is there treasure on the map?
Listening (16 marks) Woman: No, I can’t see treasure. But look, there’s
a volcano.
1 Listen and match. $ 4.23 (8 marks)
Man: Oh yes.
1 Woman: What do the children want to watch?
Let’s start with Joe. Does he want to watch a 7 Man: What about this island? Are there caves and
science fiction film? rocks?
Man: No, he doesn’t. He wants to watch an Woman: No, there aren’t.
adventure film. Man: Is there a boat?
2 Woman: What about Alfie? Does he want to watch Woman: Yes. This is a boat
a comedy? 8 Man: Look! There’s a volcano on this island. Is there
Man: Yes, he does. He likes comedies a lot. treasure?
3 Woman: Does Katie want to watch a cartoon? Woman: Yes, that’s treasure.
Man: No. She doesn’t like cartoons. She wants to Answers:
watch a science fiction film. a 5 b 2 c 6 d 1 e 8 f 4 g 3 h 7
4 Woman: I like wildlife films a lot. Does Luisa want
to watch a wildlife film? Score: 1 mark for each correct answer. Total: 8 marks
Man: Yes, she does. She loves films about animals.
5 Woman: What about Stefan? Does he like cartoons? Speaking (16 marks)
Man: Yes, he does. He wants to watch a cartoon
about a dog. 3 Talk to your teacher. (8 marks)
6 Woman: Does Helen want to watch a scary film? Look at the picture with the child.
Man: No, she doesn’t. She doesn’t like scary films. Point to the boy looking at the science fiction film and
She wants to watch a fantasy film. ask Does he want to watch a wildlife film? Point to the
girl looking at the adventure film and ask Does she
7 Woman: Does Max want to watch a musical?
want to watch a fantasy film?
Man: Yes, he does. He likes musicals a lot.
Encourage the child to give a full answer No, she
8 Woman: And what about Zara? What does she doesn’t want to watch a fantasy film. She wants to watch
want to watch? an adventure film.
Man: She wants to watch a scary film. Look! It’s Point to the boy looking at the scary film and ask Does
about a scary castle. he want to watch a science fiction film? Point to the girl
Answers: looking at the comedy poster and ask Does she want to
1 Joe – c 2 Alfie – a 3 Katie – f 4 Luisa – h watch a comedy?
5 Stefan – e 6 Helen – d 7 Max – g 8 Zara – b Then say to the child Now ask me four questions about
the children.
Score: 1 mark for each correct answer. Total: 8 marks
Score: 1 mark for each correct answer and question.
2 Listen and number. $ 4.24 (8 marks) You may wish to award ½ marks to children who
1 Man: Tell me about an island. Are there rocks on correctly say the types of film, but do not produce a
the island? sentence. You may also wish to award 1 bonus mark
Woman: Yes, there are. Look! These are rocks. for good fluency and pronunciation. Total: 8 marks
Man: Is there a cave? (+1 bonus mark)
Woman: Yes. That’s a cave.
4 Talk to your teacher. (8 marks)
2 Man: What about this island. Are there trees?
Look at the picture with the child.
Woman: Yes, there are. Those are trees.
Ask Are there shells on the island? Encourage the child to
Man: What about treasure? point to the shells and to reply Yes. These are shells.
Woman: That’s treasure. Look! Then ask Is there a boat on the island? Encourage the
3 Woman: Now, look at this map. child to point to the boat and to reply Yes. This is a boat.
Man: Is it a map of the island? Ask Are there rocks on the island? Encourage the child to
Woman: Yes, it is. There isn’t a volcano, but there point to the rocks and to reply Yes. Those are rocks.
are trees and caves on the island. Then ask Is there a cave on the island? Encourage the
Man: Yes, I can see them. child to point to the cave and to reply Yes. That’s a cave.
4 Man: Is there a boat on this island? Then say to the child Now ask me four questions about
Woman: No, there isn’t. the island.
Man: Are there shells? Score: 1 mark for each correct answer and question.
Woman: Yes. Look! These are shells. You may wish to award ½ marks to children who
5 Man: Are there caves on this island? correctly identify some objects, but do not produce a
Woman: Yes. Those are caves. And look! These are sentence. You may also wish to award 1 bonus mark
boats. Can you see them? for good fluency and pronunciation. Total: 8 marks (+1
Man: Yes, I can. bonus mark)
Reading (16 marks) 3 Boy: Are there any insects near the trees?
Girl: Yes, there are.
5 Read and number. (8 marks)
Boy: Are there any bees?
a 3 b 4 c 7 d 1 e 8 f 2 g 6 h 5
Girl: No, there aren’t.
Score: 1 mark for each correct answer. Total: 8 marks 4 Girl: Are there any ladybirds?
Boy: Yes, there are.
6 Read and write True or False. (8 marks) Girl: Are they near the pond?
1 True 2 False 3 False 4 False 5 True 6 False Boy: No, they aren’t. They’re near the herbs.
7 True 8 False 5 Boy: Are there any snails in the garden?
Girl: Yes, there are.
Score: 1 mark for each correct answer. Total: 8 marks
Boy: Where are they?
Girl: They’re near the rocks.
Writing (16 marks) 6 Girl: Are there any butterflies?
7 Write the vocabulary. (4 marks) Boy: Yes, there are. There are lots. They’re near the
1 a scary film 2 a wildlife film trees. Look!
3 an adventure film 4 a fantasy film 5 a map 7 Boy: Are there any insects near the shed?
6 an island 7 a boat 8 a cave Girl: Well, they aren’t insects. Insects have got six legs.
Boy: Are they spiders?
Score: ½ mark for each correct word. Total: 4 marks Girl: Yes, they are.
8 Girl: Are there any worms?
8 Write. Use This, These, That or Those.
Boy: Yes, there are.
(6 marks)
Girl: Where are they?
1 That is the volcano.
Boy: They’re near the shed.
2 Those are the trees.
3 These are the rocks. Answers:
4 This is the treasure. 1 A 2 B 3 B 4 A 5 B 6 B 7 A 8 B
5 These are the shells. Score: 1 mark for each correct answer. Total: 8 marks
6 Those are the boats.
2 Listen and number. $ 4.26 (8 marks)
Score: 1 mark for each correct sentence.
Total: 6 marks 1 Boy: There are lots of people in the Community
Garden today.
Deduct marks if spelling is not adequate. Girl: Yes, there are. Look! There’s Enzo and Aiden.
Boy: What are they doing?
9 Write sentences. (6 marks)
Girl: They’re planting the seeds.
1 She wants to watch an adventure film.
2 Girl: Can you see Laura and Lucy.
2 He wants to find the treasure.
Boy: Yes, I can. Look!
3 She doesn’t want to get up.
Girl: What are they doing?
4 He doesn’t want to go into the cave.
Boy: They’re feeding the birds.
5 She wants to watch an adventure film.
3 Boy: What’s Gabriel doing? Can you see him?
6 He doesn’t want to paint a picture.
Girl: Yes, I can. He’s near the shed. He’s washing
Score: 1 mark for each appropriate sentence. lettuces.
Total: 6 marks Boy: Oh yes. I can see him too.
4 Girl: Look! There’s Rosa and Sarah.
Deduct marks if spelling is not adequate.
Boy: Where? I can’t see them.
Girl: They’re digging up the potatoes. They’re putting
Unit 6 test (64 marks) them into the wheelbarrow. Can you see them now?
Boy: Oh yes, I can.
Listening (16 marks) 5 Boy: What’s Anika doing?
Girl: She’s picking raspberries with Ed.
1 Listen and circle A or B. $ 4.25 (8 marks)
Boy: Oh yes. They’re near the shed.
1 Boy: Choose a garden, A or B.
6 Girl: What are Sarah and Carla doing? Are they
Girl: Alright. planting the seeds?
Boy: Now, are there any worms in the garden? Boy: No, they aren’t. They’re watering the roses.
Girl: Yes, there are. They’re near the rocks. 7 Boy: There are lots of roses. Is Camilla watering the
2 Girl: Your turn. Are there any grasshoppers in the roses too?
garden? Girl: Yes, she is. She’s using a big watering can. Look!
Boy: No, there aren’t. 8 Girl: And where’s Nicholas? I can’t see Nicholas.
Girl: Are there any ants? Boy: Look! There he is. He’s picking fruit.
Boy: Yes, there are. There are lots. Girl: Is he picking the raspberries too?
Boy: No, he isn’t. He’s picking the apples.
Answers:
Score: 1 mark for each correct question or answer.
a 4 b 5 c 8 d 2 e 3 f 6 g 1 h 7 Total: 6 marks
Score: 1 mark for each correct answer. Total: 8 marks Deduct marks if spelling is not adequate.
‘I can …’ statements
This page forms part of the Linguistic Biography.
On the first page, the pupil writes the number of
the corresponding unit in the balloon if they
know how to do what the phrase says. On the
second page, the child puts a ✓ in each box if
they know how to do what the phrase says.
I can
say what is in the local community.
I can
I can
I can
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routine.
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Signed (teacher)
Signed (pupil)
What are the Key Competences in the The theme of community is at the heart of Oxford
foreign language classroom? Rooftops and the city of Rooftops represents an
Key Competences describe a range of skills, identifiable community for children, in which
knowledge, attitudes and behaviour developed in learning English and behaviour compatible with
all subjects to serve children for life and learning being a good citizen, go hand in hand. Children
outside the classroom. learn how to be good citizens alongside the
course characters, and the community values
European legislation defines eight Key
themes explicitly explore positive behaviour.
Competences, distinguishing between
Values and citizenship, interpersonal and social
communication in the mother tongue and a
skills, codes of conduct, norms of behaviour and
foreign language; these two have been combined
customs in similar and different environments
to create seven Key Competences in the Spanish
are all positively modelled, helping children
educational system.
absorb socio-political concepts like equality and
Therefore the Key Competences are defined as the diversity and spark interest in other people’s
following: culture and customs.
• Linguistic communication
• Social and civic competences 3 Digital competence
This involves the confident and critical use of
• Digital competence
information and basic skills in information and
• Learn to learn communication technology (ICT).
• Sense of initiative and entrepreneurship The blend of digital and print material in Oxford
• Cultural awareness and expression Rooftops means that Digital competence is
developed on a day to day basis. Oxford Rooftops
• Mathematical competence and basic
recognizes that technology is a part of everyday
competences in science and technology
life inside and outside the classroom and
encourages children to be safe and responsible
1 Competence in Linguistic users whilst also providing opportunities to
communication develop the necessary IT skills to do this
This encompasses effective communication and effectively.
expression in a range of contexts, such as at
home, leisure or school, according to the children 4 Learn to learn
age and stage of development.
This competence encompasses the development
Throughout the six levels of Oxford Rooftops input of study skills and attitudes that help children to
of vocabulary and grammar essential for continue learning inside and outside the
effective communication is presented in classroom efficiently and autonomously.
motivating contexts and through a variety of
Lots of the activities in Oxford Rooftops are
mediums to fire children’s curiosity and
designed to get children thinking about how they
encourage a genuine desire for communication.
learn, what sort of learner they are and what
Every activity in Oxford Rooftops is designed with learning strategies they can adopt to become
a linguistic outcome for children, and the course more efficient learners.
has been specially developed to provide
Self-evaluation plays an important part in this as
challenging and motivating input alongside the
does the development of positive learning
development of the four skills of reading, writing,
attitudes and self-reliance as a learner.
listening and speaking.
All levels of Oxford Rooftops have explicit self-
evaluation, learning to learn and reference
2 Social and civic competences
materials to support the development of this
This competence describes the range of social, competence. For example, self-evaluation
interpersonal and intercultural skills and activities encourage children to review and
behaviour that equip individuals to participate evaluate the classroom activities and begin to
effectively and constructively in society. reflect on their personal learning style, while
Oxford Rooftops presents language to children in Picture Dictionaries at all levels, completed by
different everyday contexts in which they can the children involve them in creating their own
broaden their social and civic knowledge and personalized reference tools.
understanding.
Oxford Rooftops 4 © Oxford University Press Introduction to the Key Competences 113
Introduction to the Key Competences
Oxford Rooftops 4 © Oxford University Press Introduction to the Key Competences 114
Integrating Key Competences in Class
Primary 4
2
Integrating Key Competences in Class
Primary 4
Contents Page Contents Page
1
Introduction
Key Competences in What do the Social Tasks for Primary 4 provide?
In order to facilitate the use of Social Tasks in the Primary
classroom, we have developed this material, designed
Primary Education specifically for Primary 4 children. This material consists of the
objectives behind each Social Task, the worksheets for children,
and teaching and evaluation notes for teachers.
What is a Key Competence?
A Key Competence is the ability to integrate knowledge, To begin, please consult the Objectives (p. 4), which describe
skills and behaviour in a practical way to solve problems and the Social Task you will undertake with your children, including
react appropriately in a variety of contexts and situations. It the Key Competences and curriculum areas covered, as well
is the integration and application of theoretical and practical as the resources you will need. An important part of any Social
knowledge in settings outside the academic context. Task is that its relevance extends beyond the classroom; here
we also indicate which contexts the children will be moving in
European legislation defines eight Key Competences, when preparing this Social Task, i.e. school, family, community.
distinguishing between communication in the mother tongue
and a foreign language; these two have been combined to The Social Task we have presented is broken down into four
create seven Key Competences of reference in the Spanish enabling tasks, each a separate part of the final, cumulative
educational system: Linguistic communication, Mathematical Social Task. These enabling tasks are defined in the Objectives so
competence and basic competences in science and technology, that you can prepare and plan for each step in the performance
Digital competence, Learn to learn, Social and civic competences, of the Social Task.
Sense of initiative and entrepreneurship, and Cultural awareness
and expression. The worksheets (pp. 5–9) for the children will help guide
their work in groups, and should be distributed to each child
individually. This is especially important as the five worksheets
How do the Key Competences work in the classroom?
that make up the Social Tasks will form an archive of their work.
Incorporating the Key Competences in the Primary classroom
For this reason, the first worksheet is called My Social Tasks
opens the door to communicative language work that
Diary; here the children must organise their group and their
completes and enriches the children’s knowledge and skills in
work, and when finished, this sheet will form the cover of their
the mother tongue.
complete archive of the Social Tasks. There is one worksheet
This implies changes in teaching methods, now focusing on:
for each enabling task, and at the bottom of each worksheet is
• Essential learning (from knowing to being competent). an area called ‘My Social Tasks Notes’, which is where children
• Constructive learning (understanding and applying) rather should record their thoughts and responses to the Social Task
than reproductive learning (repetition).
work. Recording and evaluating one’s own work is another
• Research and use of ICT. important part of the process of Social Tasks.
• Student autonomy.
• Group work. The Teaching Notes (pp. 10–14) provided will give you step-by-
• Transfer of learning. step instructions on how to carry out each of the enabling tasks.
• A transversal subject and content curriculum (horizontal They also remind you of the objectives of each task and include
and vertical).
the language that may be useful for developing the task, when
• Integration of formal and informal learning. appropriate, as well as the materials needed.
• Coordination between departments.
Finally, you will find the Evaluation Notes (p. 15), to help you
The Social Tasks presented here are activities that are based on
evaluate each pupil’s efforts and contribution to the Social Task.
these methods. Through group work on Social Tasks, children
This is followed by an Evaluation Grid (p. 16) so that you can
and teachers adhere to a programme that is focused on
easily assess the children’ work in terms of Key Competences
essential learning and one that is directed towards the practical
employed while carrying out this Social Task.
application of the knowledge acquired.
To organise a fair with information about the children’s autonomous community. In each stand there will be a
tourist brochure, a profile of a celebrity and a map with a description of the autonomous community.
Level: Primary 4
Curriculum areas
Contexts
Resources
Final product
A display of all materials prepared: a tourist brochure, a profile of a celebrity and a map.
Enabling tasks:
• A Tourist Brochure
• A Celebrity Profile
• Autonomous Community Map
• Autonomous Community Fair
A Tourist Group:
A Celebrity Group:
Name:
Autonomous community:
Job:
Age:
Physical description:
Autonomous Group:
Key
Mountain Landmark
Forest City
River Capital citiy
Lake
Airport
prepositions 1.
2.
Key phrases: My autonomous community is in the (south) 3.
Social Task Title:
of Spain. It’s very (sunny). There are lots of (beaches/ Date:
mountains).
Did you do it?
What are you going to do? When?
Yes No
Materials
My Social Tasks Diary
Introduction
• With this Social Task, children must work with several Key My Social Tasks Diary Task 1 Task 2 Task 3 Final Task
tourist brochure, a celebrity profile and a map with general Social Tasks for Primary 4 © Oxford University Press Photocopiable 5
information about the autonomous community.
Warmer
Step 3
• Tell your students that they are going to prepare different
things for a fair about their autonomous community for the • Finally explain that this page will become the cover of their
school hall and the public library (if possible). Ask them to talk Social Tasks Diary, so they should decorate it as they wish.
about their autonomous community and to say the things • Go round the class making sure that all the children in the
they most like about it. Have a discussion in L1. group are participating, and praise their work.
• Then ask them some questions in English: Do you like • When they have finished, collect their work and put it safely
(Catalonia)? Do you like (the weather)? What’s your favourite away, as they will use it for the next task.
(city/town)? I like (the weather). My favourite city is (Barcelona).
Do you go (to the countryside/museums)? Do you go (with your
mum/dad/brother/sister/friends)?
Step 1
• Ask the class to form groups of three and give a name to each
group. You are group 1. Write One. Do the same with the other
groups.
• Hand out My Social Tasks Diary. Explain to the class that this
is called ‘My Social Tasks Diary’ and that each student has one.
They are going to use this page to record everything they
do related to the class project they are going to do, which is
called a ‘Social Task’.
Step 2
• Ask them to write the names of the members of their group
on their Social Tasks Diary. Encourage them to ask each other
questions: What’s your name? My name’s (Ana).
• Then ask them to write the name of this Social Task:
‘Autonomous Community Fair’. Write it on the board so that
they can copy it.
• Write the date on the board and ask them to copy it too.
Welcome to: !
Language suggestions Things you can do
Materials
Stick a picture here
Introduction
• We suggest that you use three sessions to do the first part of
the Social Task (the tourist brochure): the first session for the Add this page to your diary
groups to discuss and choose what they are going to include, Social Tasks for Primary 4 © Oxford University Press Photocopiable 6
the second session to find information and pictures about the
things they suggest doing / the places they suggest visiting
and to draw the flag, and the third session to present their
brochure to the class. Step 2
• Now hand out photocopies of Task 1 to each pupil and ask
Warmer them to write the name of their group and the names of each
• Distribute the Social Tasks Diaries from the last session to group member at the top. Ask each group to write the name
groups and remind them about the Autonomous Community of their autonomous community on Task 1 after ‘Welcome to:’.
Fair they are going to prepare for.
• Explain that one of the main sections of the fair is a tourist SESSION 2
brochure about their autonomous community and that Step 3
this is the part that you are going to prepare in the next few • Explain that they now have to find information and pictures
sessions. on the internet about the things they suggest doing / the
• Talk with the class about some Spanish regions, asking Do places they suggest visiting in their tourist brochure.
you like (Andalucia)? Have a brief discussion in L1 about their • They have to stick pictures on the worksheet and write about
region and the things they know about it, the places they the things they have chosen.
have been to, etc. • Ask children to complete the flag now, drawing the flag for
• Tell them that they are going to create their tourist brochures their autonomous community and colouring it in.
and that they have to get into their groups. Explain that the • Ask them to tell you what they have found, and to tell
brochure is intended for people who have never visited the you something about each picture in preparation for the
region before. next session: This is (the Giralda in Seville). I’ve got a picture of
(gazpacho).
SESSION 1
Step 1 SESSION 3
• Ask groups to think about their autonomous community and Step 4
choose the things they are going to include in their brochure. • Ask each group to come to the front of the classroom and talk
• Write the following headings on the board: Things you can do; about their brochure: My autonomous community is (Madrid).
Places you can visit. Encourage them to discuss in their groups This is a picture of the (Santiago Bernabéu Football Stadium). You
what things they could include under these headings and can visit the museum from (half nine to half two).
decide together what to include in their tourist brochure. • Encourage the class to praise their work and congratulate
them and clap at the end.
• Ask the class to write the name of their autonomous
community and their suggestions in the first line of the table
in My Social Tasks Diary.
autonomous community.
about, the second session to find information about this Social Tasks for Primary 4 © Oxford University Press Photocopiable 7
person, and the third session to present it to the class.
Warmer
SESSION 2
• Distribute the Social Tasks Diaries from the last session to
groups and remind them about the Autonomous Community
Step 3
Fair they are going to prepare for. • Explain that they now have to find information and pictures
in their library books or on the internet about their chosen
• Explain that one of the main sections of the fair is a profile
celebrity.
of a celebrity from their autonomous community, and that
this is the part that you are going to prepare in the next few • They have to draw or stick a picture of the celebrity on the
sessions. worksheet and complete the information for each heading.
• Talk with the class about celebrities, asking Do you know any • Ask them questions about this person to help them fill in the
celebrities from (Asturias)? form: Is he/she (blond)? How old is (he/she)?
• Have a brief discussion in L1 about celebrities from their • Ask them to tell you what they have found, and to tell you
region, then ask them questions in English: What is (Fernando something about their celebrity in preparation for the next
Alonso)’s job? session: This is (Fernando Alonso). He’s a famous (Formula 1
driver).
SESSION 1
Step 1 SESSION 3
• Ask the groups to choose a celebrity they would like to write Step 4
a profile for. • Ask each group to come to the front of the class and talk
about their celebrity: (Fernando Alonso) is a famous (Formula 1
• Ask each group, one by one, which person they have chosen.
driver) from (Asturias). He hasn’t got any children.
• Tell them to discuss in their groups what they know about
their chosen celebrity (e.g. age, appearance, hobbies, family),
• Encourage the class to praise their work and congratulate
them and clap at the end.
and decide together what to include.
• Ask the class to write the name of their celebrity from their
autonomous community in the relevant section of the table
Step 2 in My Social Tasks Diary.
• Now hand out photocopies of Task 2 to each pupil and ask
them to write the name of their group and the names of each
group member at the top. Ask each group to write the name
of the celebrity they have chosen on Task 2 after ‘Name:’.
Map
Language suggestions
Vocabulary: review key topics (weather, places,
geographical features)
Key phrases: There are lots of mountains in (Aragon).
(Merida) has a very famous (Roman theatre). (Santiago de
Compostela) is a very famous city because of the (cathedral). Key
Forest City
Airport
Introduction
• We suggest that you use three sessions to do the
Autonomous Community Map section of the Social Tasks: Add this page to your diary
the first session for the groups to discuss and choose what Social Tasks for Primary 4 © Oxford University Press Photocopiable 8
they are going to include, the second session to complete
their maps and write a short text, and the third session to
present their maps to the class.
SESSION 2
Warmer Step 2
• Distribute the Social Tasks Diaries from the last session • Now hand out photocopies of Task 3 to each pupil and ask
to groups and remind them about the Autonomous them to write the name of their group and the names of
Community Fair they are going to prepare for. each group member at the top. Ask groups to write the
name of their autonomous community at the top and
• Explain that one of the main sections of the fair is a map of
colour in the region on the small map.
their autonomous community and that this is the part that
you are going to prepare in the next few sessions. • Now they draw a larger-scale map of their region, using the
symbols provided in the key. Encourage the groups to add
• Talk with the class about their autonomous community.
other symbols, if needed.
• Have a brief discussion in L1 about the cities they know
from their region and ask them questions in English: How
• Above this, ask the children to write a short text about the
weather, the population, the languages spoken, etc. in their
many cities do you know in (Galicia)?
region.
• Explain that they are going to prepare a map showing
details about their autonomous community, and that they
have to now get into their groups. SESSION 3
Step 3
SESSION 1 • Ask each group to come to the front of the classroom and
talk about their region. (Santiago de Compostela) is a very
Step 1
famous city because of the (cathedral). Lots of pilgrims walk
• Ask the groups to find information about their autonomous there every year.
community and look at maps in library books or on the
internet.
• Encourage the class to praise their work and congratulate
them and clap at the end.
• Encourage them to discuss in their groups what they know
about the geography, the cities and the scenery of their
• Ask the class to write the name of their autonomous
community and their most famous cities / towns /
autonomous community, as well as the local languages, the
geographical features in the relevant section of the table in
weather, etc. Ask them to think about what information they
My Social Tasks Diary.
think they should include on a map of their region.
Materials
My Social Tasks Diary, Final Task
Warmer
• Distribute the My Social Tasks Diaries to groups and tell the Group
Autonomous Community Fair
A Tourist Brochure
class that they are going to do the last part: organise the With
A Celebrity Profile
• Explain that each group will have the opportunity to show My Social Tasks Diary Task 1 Task 2 Task 3 Final Task
• Distribute the Final Task to children and explain that they now
have to prepare an invitation to the fair to give to children in
other classes and to take home to their parents.
• Ask them to look at their My Social Tasks Diaries and to collate
all the materials they have been working on with their groups.
Step 2
• The children now have to complete the gaps in the invitation
and give it to children in other classes or take it home to their
parents so that they can come and see the fair.
• Ask them to write the name of the group, the team members’
names, and the date on which the fair will take place.
• Now ask them to complete the invitation with the details
of the materials they have been working on: the Tourist
Brochure (naming a few of the things they suggest doing /
the places they suggest visiting), the celebrity profile (writing
the name of the celebrity) and the map (including a few of
the important features/landmarks on their map).
Step 3
• Ask children to cut out the invitation following the dotted
lines. They can give it to children in other classes or take it
home to their parents.
Linguistic communication
Understand vocabulary and structures associated with the
Social Task.
Use language appropriate for the Social Task.
Digital competence
Research and compile information about familiar topics in
digital format.
Use digital technology to learn the target language.
Learn to learn
Use basic learning strategies in preparing for the Social Task
such as using reference material e.g. Picture or Bilingual
dictionaries, or actively reviewing appropriate language, or
identifying language patterns.
Organise learning according to his or her needs in order to fulfil
the Social Task demonstrating a range of study skills.
Mathematical competence and basic competences in
science and technology
Identity and learn about different regions in Spain.
Photocopying
The publisher grants permission for the photocopying of those pages marked ‘photocopiable’ according to the
following conditions. Individual purchasers may make copies for use by staff and students, but this permission
does not extend to additional schools or branches.
Modifying
The publisher grants permission for those sections marked ‘editable’ to be adapted according to the following
conditions. Individual purchasers may adapt materials for their own use or for classes that they teach. School
purchasers may adapt materials for use by staff and students, but this permission does not extend to additional
schools or branches.
ISBN: 9788467393705
For terms and conditions of use of this computer program refer to the Software Licence.
ACKNOWLEDGEMENTS
Illustrations by: Adrian Barclay/Beehive Illustration (Evaluation & Key Competences p. 102); Judy Brown
(Pronunciation worksheets pp. 1 (t), 3 (b), 4 (m), 5 (b), 6 (m)); Jacqui Davis/Advocate Art (Reinforcement
and Extension worksheets pp. 8, 9 (t), 11 (br), 13 (t), 20, 21 (t), 23 (t), 24 (t)); Paul Gibbs (Reinforcement
and Extension worksheets pp. 1, 2 (t), 3 (t), 5 (b), 7 (b), 10 (t), 11 (t), 12 (t), 15 (t), 16 (b), 17 (b), 22 (t),
Culture worksheets p. 1, Story worksheets pp. 1, 2, 3, 4, 5, 6, Pronunciation worksheets p. 4 (b), Evaluation
& Key Competences pp. 1, 104, 105, 106, 107, 108, 109, 110, 111, 112); John Haslam (Reinforcement and
Extension worksheets p. 4, CLIL worksheets pp. 1, 2 (t, br), 3, 4, 5, 6); Andrés Martinez Ricci/The Organisation
(Reinforcement and Extension worksheets pp. 4, 5 (t), 6, 7 (t), 10 (b), 12 (b), 13 (b), 14, 17 (t, m), 18 (b), 19, 24
(b), 25 (m), 26 (t)), Pronunciation worksheets pp. 4 (t), 5 (t), 6 (t), Festival worksheets pp. 1, 2); Christos Skaltsas
(Reinforcement and Extension worksheets pp. 2 (b), 16 (t), 18 (t, m), 19 (music, paint brush and tube), 22 (b),
23 (b), 25 (t), 26 (b)); Ignatios Varsos (CLIL worksheets pp. 2 (bl), 11 (bl), Pronunciation worksheets pp. 1 (b), 2,
4 (t), 5 (t), 6 (t), Festival worksheets pp. 1, 2); Matt Ward/Beehive Illustration (Evaluation & Key Competences
pp. 5–72)
We would also like to thank the following for permission to reproduce the following photographs: Kobal (CLIL
worksheets p. 5 (Wallace and Gromit/ Dreamworks/Aardman Animations))
Social Tasks
Authors: Plácido Bazo, Marcos Peñate
Copyeditor: Stephen Longworth