LWU 1 Evaluation-1-76
LWU 1 Evaluation-1-76
LWU 1 Evaluation-1-76
Contents
Evaluation overview 1
Tests introduction 3
Standard tests
Unit 1 6
Unit 2 8
Unit 3 10
Unit 4 12
Unit 5 14
Unit 6 16
Term 1 18
Term 2 22
Term 3 26
Challenge tests
Unit 1 30
Unit 2 32
Unit 3 34
Unit 4 36
Unit 5 38
Unit 6 40
Term 1 42
Term 2 46
Term 3 50
Tests teaching notes, transcripts & answers 54
Tests evaluation grids 63
Speaking evaluation (optional) 67
Class Book
A variety of self-evaluation features are offered at
important milestones in the Class Book, including an
‘I completed’ and an ‘I can’ star the children can
colour in at the end of each main unit and each
review unit, for a sense of self-achievement.
Tests
Each of the Unit tests includes an All about my test
feature that pupils complete. This feature
encourages the children to reflect at the end of the
test on their achievements and how well they have
performed by drawing a sad, OK or happy face,
depending on how they feel about their test.
Name
1 2
3 4
5 6
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1 3 8
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c
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5 Standard test
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My cat / dog can walk / jump. My parrot / rabbit can hop / sing.
3 4
1 2
I I
fly. run.
✔ ✗
3 4
I I
climb. swim.
✔ ✗
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1 a b c 2 a b c
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Where’s my (6) ?
It’s (7) .
It’s (8) the bag!
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2 Ben
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/10 marks
1 a b c 2 a b c
3 a b c 4 a b c
5 a b c 6 a b c
7 a b c 8 a b c
9 a b c 10 a b c
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1 I don’t like .
2 I like .
3 Where’s the ? It’s behind my bag.
4 I’ve got a bag. It’s .
5 I’m wearing a . It’s old.
6 I can’t .
7 I can .
8 Can I borrow your , please?
9 Do you like ? Yes, I do.
10 Where’s my teddy? It’s the table.
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Unit tests transcripts & answers Standard tests
Score: 1 mark for each correct sentence. Score: 1 mark for each correct answer.
Using the Units 1–4 Learn with Us 1 flashcards and the Using the Units 1–6 Learn with Us 1 flashcards and the
prompts below, elicit full sentences from the pupil. Take a prompts below, elicit full sentences from the pupil. Take a
flashcard and model the correct sentence or question. flashcard and model the correct sentence or question.
Then give the pupil a different flashcard and elicit a Then give the pupil a different flashcard and elicit a
similar sentence or question. similar sentence or question.
* I’ve got a (cat / dog / hamster / rabbit / fish). And you? * I’ve got a (bag / pencil / ruler / rubber / book). And you?
* Can I borrow your (bag / pencil / ruler / rubber / book), * I can (sing / hop / jump / walk). And you?
please? * I’m wearing (socks / shoes / trousers / a jumper / a shirt).
* I’m (happy / sad / worried / tired). And you? And you?
* I’m wearing (socks / shoes / trousers / a jumper / a shirt). Finally, ask the pupil the following question, encouraging
And you? them to respond for his or herself:
* Do you like (cake / grapes / juice / sandwiches)?
Score: 1 mark for each correct answer.
Score: 1 mark for each correct answer.
Term 3 test
1 Read and write.
Answers
1 hat 2 worried
3 hop
4 carrots
5 sandwiches
6 turtle 7 small
8 in
2 Look and write.
Answers
1 Yes 2 No 3 behind
4 Yes
5 on
6 No
7 under 8 in
3 Listen and match. 3.21
1 I’m Ben. I’ve got a bird. My bird can sing.
2 I’m Anna. Where’s my scooter? It’s new. Look! It’s
behind the chair.
3 I’m Tom. I’m wearing trousers and a jumper. I’ve got a
guitar. It’s old.
4 I’m Jill. I’ve got a pencil. Can I borrow your glue, please?
5 I’m Pat. I like biscuits. Do you like biscuits?
6 I’m Grace. I’ve got a dog. I can’t climb.
7 I’m Sue. I’m wearing a coat and shoes. I’m tired.
8 I’m Dan. I’ve got 10 toes. I can shake my hands.
4 Talk to your teacher.
You will need the following Learn with Us 1 flashcards.
Alternatively, you can use the mini picture cards from the
Teacher’s Resource Material:
* ball
* strawberries
* cat
* socks
Ask the pupil What’s your name? Then point to the picture
and ask him or her to follow the following instructions:
* Put the ball in the bag.
* Put the strawberries on the table.
* Put the cat under the chair.
* Put the socks behind the bag.
3 Listen and tick ✔. 3.26 Score: 1 mark for each correct item of vocabulary.
1 I’m wearing trousers.
2 I’m wearing a hat. It’s new. 3 Listen and number. 3.28
3 I’m wearing gloves. 1 Where’s my teddy?
4 I’m wearing a jumper. It’s big. It’s behind the chair.
5 I’m wearing socks. 2 Where’s my tablet?
6 I’m wearing a coat. It’s old. It’s in the box.
3 Where’s my scooter?
Answers
It’s in the bag.
1 first picture, trousers 2 second picture, new 4 Where’s my tablet?
3 second picture, gloves 4 first picture, big
It’s under the box.
5 second picture, socks 6 second picture, old
5 Where’s my bike?
4 Listen and number. 3.27 It’s behind the chair.
1 I’m wearing gloves. 6 Where’s my scooter?
2 I’m wearing a coat. It’s new. It’s on the bag.
3 I’m wearing socks. Answers
4 I’m wearing a shirt. It’s old.
5 I’m wearing shoes. 1 d
2 b
3 f
4 e
5 a
6 c
6 I’m wearing a hat. It’s big. 4 Listen and tick ✔ or cross ✗. 3.29
Answers 1 Where’s my train set?
It’s on the table.
1 f
2 d
3 b
4 a
5 c
6 e
2 Where’s my bike?
It’s behind the bag.
3 Where’s my ball?
It’s in the box.
4 Where’s my puppet?
It’s under the table.
5 Where’s my teddy?
It’s on the sofa.
6 Where’s my guitar?
It’s in the bag.
Answers
1 ✗
2 ✔
3 ✔
4 ✔
5 ✗
6 ✗
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Challenge tests
Score: 2 marks for each correct sentence. 3 Listen, number and draw or . 3.32
1 I don’t like biscuits.
3 Listen and tick ✔. 3.30 2 Do you like sandwiches?
1 I can’t walk. No, I don’t.
2 My dog can run. 3 I like grapes.
3 I can’t jump. 4 Do you like milkshake?
4 I can’t climb. Yes, I do.
5 My bird can sing. 5 I like eggs.
6 My rabbit can hop. 6 Do you like juice?
No, I don’t.
Answers
Answers
1 first picture, can’t walk 2 first picture, run
3 first picture, can’t jump 4 second picture, can’t climb 1 c, 2 f,
3 d,
4 a,
5 e,
6 b,
5 second picture, bird 6 first picture, hop
Score: ½ mark for each correctly numbered picture
4 Listen and number. 3.31 and for each correct or .
1 My fish can swim.
2 My rabbit can hop. 4 Listen and draw or . 3.33
3 I can’t climb. 1 Hello, Sue. Do you like cake?
4 I can jump. No, I don’t.
5 My parrot can fly. Do you like cheese?
6 I can’t fly. Yes, I do. I like carrots, too!
Answers 2 Hello, Ben. Do you like cake?
Yes, I do.
1 f
2 c
3 b
4 a
5 d
6 e
Do you like cheese?
No, I don’t. I like carrots!
Answers
1
, , 2
, ,
Standard
Unit 2 test
Mark Max. mark
Activities 1 and 2 16
Activity 3 8
Total for test 24
Standard
Term 1 test
Mark Max. mark
Activity 1 8
Activity 2 8
Activity 3 8
Activity 4 8
Total for test 32
Standard
Unit 3 test
Mark Max. mark
Activities 1 and 2 16
Activity 3 8
Total for test 24
Standard
Unit 4 test
Mark Max. mark
Activities 1 and 2 16
Activity 3 8
Total for test 24
Standard
Term 2 test
Mark Max. mark
Activity 1 8
Activity 2 8
Activity 3 8
Activity 4 8
Total for test 32
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Name Evaluation
Standard
Unit 6 test
Mark Max. mark
Activities 1 and 2 16
Activity 3 8
Total for test 24
Standard
Term 3 test
Mark Max. mark
Activity 1 8
Activity 2 8
Activity 3 8
Activity 4 8
Total for test 32
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Name Evaluation
Challenge
Unit 2 test
Mark Max. mark
Activities 1 and 2 12
Activities 3 and 4 12
Total for test 24
Challenge
Term 1 test
Mark Max. mark
Activity 1 10
Activity 2 10
Activity 3 10
Activity 4 10
Total for test 40
Challenge
Unit 3 test
Mark Max. mark
Activities 1 and 2 12
Activities 3 and 4 12
Total for test 24
Challenge
Unit 4 test
Mark Max. mark
Activities 1 and 2 12
Activities 3 and 4 12
Total for test 24
Challenge
Term 2 test
Mark Max. mark
Activity 1 10
Activity 2 10
Activity 3 10
Activity 4 10
Total for test 40
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Name Evaluation
Challenge
Unit 6 test
Mark Max. mark
Activities 1 and 2 12
Activities 3 and 4 12
Total for test 24
Challenge
Term 3 test
Mark Max. mark
Activity 1 10
Activity 2 10
Activity 3 10
Activity 4 10
Total for test 40
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Speaking evaluation (optional) Assessment criteria
10: Excellent 8–9: Very good 6–7: Good
5: Adequate 1–4: Needs improvement
Unit
Name Song (Lesson 2) / Acting out Cut-out game Show and tell Total for Observations
Rhyme (Lesson 7) (Lesson 5) (Lesson 7) (Lesson 9) Speaking
Sings a song using Takes part in a Participates in a face-to-face Participates in
appropriate language. simple, rehearsed game or short conversation a rehearsed
/ Says the pronunciation dialogue using using the target language. presentation.
rhyme with appropriate appropriate Makes himself / herself
intonation. language. understood.
/ 10 / 10 / 10 / 10
/ 10 / 10 / 10 / 10
/ 10 / 10 / 10 / 10
/ 10 / 10 / 10 / 10
/ 10 / 10 / 10 / 10
/ 10 / 10 / 10 / 10
/ 10 / 10 / 10 / 10
/ 10 / 10 / 10 / 10
/ 10 / 10 / 10 / 10
Notes
1 Standardizing evaluation 2 Applying the marking scheme
Be sure to assess each child on the same item. Use the marking scheme key to award marks out of 10 for each assessment opportunity.
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Add observations on areas to improve, achievement and effort throughout the year.
Competences for 21st century learning introduction
What are the Competences for 21st century All about values themes explicitly explore positive
learning in the foreign language classroom? behaviour. Values and citizenship, interpersonal
The Competences for 21st century learning describe and social skills, codes of conduct, norms of
a range of skills, knowledge, attitudes and behaviour behaviour and customs in similar and different
developed in all subjects to serve children for life and environments are all positively modelled, helping
learning outside the classroom. children absorb socio-political concepts like
equality and diversity and spark interest in other
Social and civic competences
Learning to learn
Learning to learn
1 Linguistic competence
This competence encompasses the development
2 Social and civic competence
Linguistic communication
5 Sense of initiative and entrepreneurship Lots of the activities in Learn with Us are designed
Sense of initiative and entrepreneurship
inguistic competence
L
Linguistic communication
important part in this, as does the development
This encompasses effective communication and
Digital competence of positive learning attitudes and self-reliance as
expression in a range of contexts, such as at
Mathematical competence and basic competences
a learner.
in science and technology
Throughout the six levels of Learn with Us, input of materials to support the development of this
vocabulary and grammar essential for effective competence (see page 2 of the evaluation section
Learning to learn
the competences.
through music and song, acting out stories, and
Mathematical competence and basic competences
in science and technology
Mathematical competence is the ability to apply provided in the grid. You can then give a total mark
mathematical thinking to a range of situations, for each competence and for the whole project.
with the emphasis being placed on process, There is also space for you to add observations, in
activity and knowledge, while science and order to monitor individual students’ progress across
technology refers to the mastery and the use and the projects.
application of knowledge and methodologies
which explain the natural world. To accompany each of the evaluation grids, there are
tables that map how the activities and the
Learn with Us brings in a wide range of concepts Competences for 21st century learning developed in
from across the curriculum, including Science and each project fulfil the required Learning standards
Maths in which these competences are directly and Assessment criteria for primary education. These
applied. In addition, many other language tables are already completed for you and can be used
activities in Learn with Us require some degree as a reference tool to help you evaluate the
of mathematical thinking or the application competences and complete the evaluation grid for
of scientific knowledge, such as conducting each student.
a simple survey.
Digital competence
Works collaboratively in a group on the project to create a desk tidy / 10
Learning to learn
Cultural awareness and expression
Learning to learn
Learning to learn
Mathematical competence and basic competences
Reflects on his / her work by colouring in the ‘I can’ star in the Class Book / 10
in science and technology
Linguistic communication
Learning to learn
Demonstrates a positive attitude to learning by trying his / her best / 10
Linguistic communication
Sense of initiative and entrepreneurship
Sense of initiative and entrepreneurship
Digital competence
Works with the group to divide up the tasks required to make a desk tidy / 10
Linguistic
Social andcommunication
civic competences
Digital competence
Volunteers answers to questions / 10
Mathematical competence and basic competences
in
Cultural awareness and expression
science
Digital and technology
competence
Cultural
Mathematicalawareness and expression
competence and basic competences
in science and technology
Expresses himself / herself creatively by making a desk tidy / 10
Sense of initiative and entrepreneurship
Mathematical competence and basic competences in science and technology
Mathematical competence and basic competences
Learning
in science to
andlearn
technology
Sense of initiative and entrepreneurship
Demonstrates an understanding of shapes and containers / 10
Understands how to design and decorate a desk tidy / 10
Sense of initiative
Linguistic and entrepreneurship
communication
Total mark / 150
Digital competence
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Mathematical competence and basic competences
in science and technology
Learning standards and Assessment criteria mapping
Social and civic competences
Project 1: A desk tidy
This project and civic competences
Social fulfils the following Learning standards and related Assessment criteria across the Competences for 21st century learning indicated below.
Cultural awareness and expression
Learning to learn
Learning standards Assessment criteria
Learning to learn
Comprehension of oral texts
Linguistic communication
Understands the main points of short, simple and well-structured Knows and applies basic strategies in order to understand gist, key
Social and civic competences
discussions through making a desk tidy
Linguistic communication
information or main points
Digital competence
Production of oral texts
Social and civic competences
Social and civic competences
Cultural awareness and expression
Participates in social conversations through making and using the desk
Digital competence
Knows and applies basic strategies in order to produce short and simple
Mathematical competence and basic competences
tidy monologues and dialogues
science and
inCultural technology
awareness and expression
Cultural awareness and expression
Linguistic communication
Sense of initiative and entrepreneurship
Sense of initiative and entrepreneurship
Digital competence
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Competences for 21st century Assessment criteria: Total Competence mark:
10: Excellent 140–150: Excellent
learning evaluation 8–9: Very good 120–139: Very good
Social and civic competences 6–7: Good 85–119: Good
Project 2: A fashion show 5: Adequate 61–84: Adequate
1–4: Needs improvement 0–60: Needs improvement
Name: Cultural awareness and expression
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Digital competence
Learning standards and Assessment criteria mapping
Social and civic competences
Project 2: A fashion show
This project fulfils the following Learning standards and related Assessment criteria across the Competences for 21st century learning indicated below.
Cultural awareness and expression
Social and civic competences
Learning to learn
Social
Cultural civic competences
andawareness and expression
Learning standards Assessment criteria
Comprehension of oral texts
Linguistic communication
Social
Cultural civic competences
andawareness
Learning to learn and expression
Understands the main points of short, simple and well-structured Identifies gist and the main points in very short and simple oral texts
discussions through talking about clothes
Digital competence
Cultural civic competences
Social andawareness
Understands the main points of short and simple presentations on topics Knows and applies basic strategies in order to understand gist,
Learning learn and expression
Linguistictocommunication
Social and civic competences
that are familiar or of interest key information or main points
Mathematical competence and basic competences
Understands the gist and main points, and detects a change in topic,
in
Cultural
Learning and technology
awareness
scienceto learn and expression
Linguistic communication
Digital competence
in audio visual material
Cultural awareness and expression
Digital competence
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Competences for 21st century Assessment criteria: Total Competence mark:
10: Excellent 140–150: Excellent
learning evaluation 8–9: Very good 120–139: Very good
Social and civic competences 6–7: Good 85–119: Good
Project 3: A food mobile 5: Adequate 61–84: Adequate
1–4: Needs improvement 0–60: Needs improvement
Name: Cultural awareness and expression
Learning to learn
Uses the internet to find images of food and drink / 10
Digital competence
Mathematical competence and basic competences
Sense of initiative and entrepreneurship
Sense of initiative
Mathematical and entrepreneurship
competence and basic competences
in science and technology
in science and technology
Works with others to ask and answer questions about the food mobile
Linguistic
Social andcommunication
civic competences
/ 10
Mathematical competence and basic competences
in science and technology
Volunteers answers to questions / 10
Sense of initiative and entrepreneurship
Sense of initiative and entrepreneurship
Cultural awareness and expression
Digital competence
Cultural awareness and expression
Sense of initiative and entrepreneurship
Expresses himself / herself creatively by making the food mobile / 10
Mathematical competence and basic competences in science and technology
Mathematical competence and basic competences
Learning
in science to
andlearn
technology
Participates in a simple food and drink survey / 10
Total mark / 150
Sense of initiative
Linguistic and entrepreneurship
communication
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Digital competence
Learning standards and Assessment criteria mapping
Project 3: A food mobile
Social and civic competences
This project fulfils the following Learning standards and related Assessment criteria across the Competences for 21st century learning indicated below.
Cultural awareness and expression
Learning to learn
Learning standards Assessment criteria
Social and civic competences
Comprehension of oral texts
Linguistic communication
Social and civic competences
Understands the main points of short, simple and well-structured Identifies gist and the main points in very short and simple oral texts
Cultural awareness and expression
discussions through making a food mobile
Social and civic competences
Understands key information in short and simple conversations, which
Digital competence
Knows and applies basic strategies in order to understand gist, key
Cultural awareness and expression
deal with familiar topics information or main points
Learning
Social andtocivic
learncompetences
Digital competence
75
Sense of initiative and entrepreneurship