Evaluation Section

4
Contents
Evaluation overview 1 Key Competences introduction 81
Tests introduction 3
Key Competences evaluation
Standard tests & Learning standards and
Unit 1 6 Assessment criteria mapping
Unit 2 8 Project 1 83
Term 1 18 Project 6 93
Term 2 22 Review 1 Project 95
Term 3 26 Review 2 Project 97

Review 3 Project 99
Challenge tests
Unit 1 30
Unit 2 33
Unit 3 36
Unit 4 39
Unit 5 42
Unit 6 45
Term 1 48
Term 2 52
Term 3 56
Tests teaching notes, transcripts & answers 60
Tests evaluation grids 78
Speaking evaluation (optional) 80
All About Us 4 © Oxford University Press

Evaluation overview
Welcome to the Evaluation and Key Competences Evaluation for the teacher
section of this Teacher’s Resource Material for All Formative and summative tests
About Us 4. This material will help you to evaluate The tests offer the opportunity to assess children
what your children have learned. It is divided into formatively and summatively. They reflect the target
two parts: tests and evaluation in terms of the Key language of the course and the types of activities
Competences. that the children usually do, and have been
From the beginning of Primary education, evaluation developed in accordance with the Key Competences.
should be integrated into the teaching–learning In addition, Tests evaluation grids are provided so
process, combining formative (or continuous) that you may easily record test results throughout
assessment with (more formal) summative the year. See pages 3–5 for more information on the
evaluation. A proper evaluation requires observation All About Us 4 tests.
and measuring tools, which combine to give both
information about the children and an assessment Formative evaluation grids
of the evaluation process. As part of this process, In this Teacher’s Resource Material, you will find
we need to take into consideration the development a Speaking evaluation grid and Key Competences
of the Key Competences and the children’s own evaluation grids, all of which are photocopiable.
self-evaluation. The optional Speaking evaluation grid offers
In this Teacher’s Resource Material we offer two opportunities to assess speaking regularly
types of evaluation tool. throughout the year. See page 4 for more
information on how to use the Speaking evaluation
1 Formative and summative tests There is an
grid with your class.
extensive range of tests, along with answers,
transcripts and marking schemes. There are six The most appropriate way to assess the Key
formative Unit tests and three summative Term Competences is through observation, and so nine
tests at two levels (Standard and Challenge). Key Competences evaluation grids have been
provided to use with each of the six unit projects
2 Formative evaluation grids The evaluation grids
and the three (termly) Review projects in the Class
provided can be used to record and assess the
Book. See page 82 for more information on how to
progress of each child, in terms of speaking as
use the Key Competences evaluation grids with your
well as the development of the Key Competences.
class.
Key Competences
iGradebook
Key Competence-based evaluation is being
The iGradebook provided is an easy-to-use Excel®
recognized as increasingly important in the foreign-
spreadsheet, which allows you to transfer your
language classroom. On pages 81–82, you will find a
children’s marks from the Tests evaluation grids and
more detailed description of the Key Competences,
the Key Competences evaluation grids into a useful
which you can use together with the formative
digital format. (Please note that the Speaking
evaluation grids to help you assess your children’s
evaluation is not included in the iGradebook as this
Key Competences in English.
is an optional assessment tool.) The spreadsheet
allows you to not only quickly access each child’s
individual grades, but the helpful Class overview
sheet also allows you to view your whole class’s
marks at a glance.

1
To use the iGradebook, simply follow these steps: Activity Book
1 First, enter the names of all the children in your As with the Class Book, a number of tasks in the
class in the Student Name column on the Class Activity Book help to promote the importance of
overview sheet. Your children’s names will then self-evaluation as a learning strategy. In Lesson 5,
automatically appear in the other sheets in the the pupils extend the Class Book activity by
iGradebook. colouring in stars depending on whether they
thought the story was ‘OK’, ‘good’ or ‘great’. They
2 Depending on which evaluation method your
are also given the opportunity to monitor their
children have completed, click on the relevant
progress at the end of every unit by taking a short
sheet (Standard tests, Challenge tests or the Key
spelling test in the Picture Dictionary. Self-evaluation
Competences evaluation (1) or (2)). Input the
tasks such as these, offered at various important
mark for each pupil (maximum marks are always
stages during the course, help the pupils to monitor
provided for reference), and the total mark and
their level of success and thereby build
class averages will be automatically generated.
self-confidence and increase motivation.
3 Return to the Class overview sheet, and you will
be able to view at a glance the whole class’s All About Me Booklet
marks (as well as automatically generated In the All About Me Booklet, the children review the
percentages) as entered in each of the relevant unit and remember what they have learned through
sheets. a variety of fun and easy-to-follow reading and
writing activities that can be completed either in
Self-evaluation for the children class or at home.
Self-evaluation is a key part of the learning process
The booklet also has a strong focus on
and of the development of the Learning to learn Key
self-evaluation, with a separate ‘My progress’ page
Competence. It is important that the children realize
for each unit, allowing children to build a sense of
that when they are evaluating themselves you are
self-accomplishment as they work through each
not testing them; instead, self-evaluation should be
unit. They can assess their performance in the unit
viewed as a key motivating factor, encouraging the
project, as well as reflecting on their other
children to think about their learning and to take
achievements during the unit, by ticking various
ownership of their language learning. In All About
‘I can’ statements before summarizing their overall
Us 4, opportunities for self-evaluation for the pupils
effort. Finally, they are encouraged to choose a
can be found in the following components.
target for the next unit, helping them to identify any
areas they need to focus on in their future learning.
Class Book In this way, the pupils are able to receive ongoing,
A variety of activities are provided in the Class personalized feedback on the effectiveness of their
Book that promote learner awareness and learning strategies, helping to shape and improve
self-administered evaluation. In Lesson 5 of each their future language learning.
unit, the pupils are asked to assess the story after
they have read it, encouraging them to consciously Tests
reflect on the learning process. Likewise, in Lesson 8,
Each of the Unit tests includes an All about my test
the pupils think about and discuss Ash and Lily’s
feature that pupils complete. This feature
projects, which also helps to focus their attention on
encourages the children to reflect at the end of the
their own unit project. This type of self-conscious
test on their achievements and how well they have
evaluation and decision-making is an essential step
performed by writing about how they feel about
in encouraging pupils to individualize their learning
their test and drawing a sad, OK or happy face. It is
and develop a sense of learner autonomy.
through self-evaluation like this that both the pupils
and teacher can identify specific areas where more
support is needed.

2
Tests introduction
The All About Us 4 tests are designed to motivate How to administer the tests
the children in English and to give a sense of Do not expect your children to be able to do the
achievement as they progress through the course. tests without proper preparation. It is essential to
The tests offer the opportunity to assess children offer lots of support to ensure the test results reflect
both formatively and summatively, and are offered the children’s full potential.
at two levels: Standard and Challenge, with the
You could use the Unit 1 Standard test as an
Challenge test providing variety and difficulty.
example (or, if you wish, use the Unit 1 Challenge
Depending on the ability of your children, please
test if you have a particularly high-achieving class),
choose either the Standard or Challenge level tests.
and complete the test with the whole class as part
• The formative assessment consists of the Unit of a normal lesson. Lead the children through the
tests. In the Unit tests, there are two test sheets tasks step by step and clarify what is required at
at Standard level and three test sheets at each stage. Learning from mistakes is a vital part of
Challenge level. The Unit tests cover three skills: learning and using the mistakes of children as they
Reading, Writing and Listening in that order; complete the first test is valid preparation for the
Speaking can be tested on a more flexible and others. Also encourage the children to correct each
continuous basis in the classroom using the other’s mistakes – it’s important that they learn to
Speaking evaluation grid on page 80 and more do this sympathetically.
formally in each Term test.
Only have children do the tests under exam
• The summative assessment consists of the Term conditions when they are confident and familiar
tests, which measure progress after the children with the test format. For the Unit 2 test, you could
have completed a term’s work and will test core do the tasks one skill at a time, reminding children
language cumulatively so all core language is at each stage what is expected of them in each task.
tested (Term 1 test will test the language from Children could then do the Units 3–6 tests
Units 1 and 2; Term 2: Units 1–4 language; independently without support. If, however, you feel
Term 3: Units 1–6 language). The term tests cover that an element of support would still be beneficial
all four skills: Reading, Writing, Listening and for some children, continue to provide it.
Speaking in that order.
All of the tests contain numerous pictures which can
The All About Us 4 tests will also help to prepare be used to practise listening and speaking. Enlarge
your children for external exams, such as the Trinity these or use them on the IWB to practise or elicit
and Cambridge English: Young Learners exams, as language. This revises language or can be used to
well as state-sponsored exams by introducing them prepare children for the relevant speaking test. Also
to more formal test-taking conditions in a non- make sure that children are familiar with all the
intimidating way. Moreover, the activities in the rubrics used in the tests. They should have seen
tests have been carefully designed to echo the most most of the rubrics in the Class Book or Activity
current exam activity types, helping the children to Book, but it is still wise to check the children are
start to familiarize themselves with the tests and familiar with the rubrics before they start.
build their confidence with regard to sitting external
The Tests evaluation grids have been provided on
exams.
pages 78–79 to allow you to record the children’s
marks from the tests. Complete the grid for each
child, filling in their name and recording their marks
throughout the year for all the Unit and Term tests.

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How to administer the Speaking evaluation The aim is to get all round the class without
The Speaking evaluation grid supplements the tests repeating a word.
by offering an optional and flexible means of Memory game Children look at words in a category,
assessing speaking continuously during lessons e.g. food, for one minute then turn their books over.
throughout the year, rather than in a more formal
Teacher: What (food) can you remember?
test situation.
In a minute Choose a category, e.g. activities.
When using the grid, aim to evaluate all the children
Children say as many activities as they can in
on the same activity to ensure consistency,
a minute.
assessing a few children at a time over a few
sessions. Look at the grid and decide in advance Ping pong Divide the class into two teams and sit
which of the unit’s lessons / activities you will use to them in two lines facing each other. Say a category
evaluate the children and which children are to be e.g. adjectives. The ‘ball’ is hit between the teams as
evaluated. Complete the grid for each child, filling in they say a word from that category. The teacher
the unit and name. Record a score out of 10 for each walks along the lines pointing to the child whose
lesson / activity by referring to the marking scheme turn it is to speak.
provided and by following the guidelines outlined in
Categories Write category titles on the board, e.g.
the grid. Then add up the scores to give a total score
animals and food, then say words and children have
for speaking, as well as noting any observations on
to point to the correct categories.
the children, such as areas to improve, achievement
and effort. Games with mini picture cards, wordcards
and real objects
How to prepare children for the tests Bingo This practises recognition of the vocabulary.
As learners need constant recycling of language, Children select any six cards and lay them on their
here are some additional games and resources that desks. The teacher calls out twice a word at random
can be used to help consolidate language from the from the lists. Children who have that card on their
course and help the children to prepare for the tests. desks turn it over. The first child to turn over all six
of their cards shouts Bingo! and has won.
Games
Name the cards Stick pictures on the board so that
To help children practise vocabulary, you can use
children can only see the backs of the cards. Then
some of the following games and ideas.
number them one to ten. Give a clue and ask
Alphabet game Give a letter of the alphabet and children to guess the first card. If they guess
a category of vocabulary and ask children to say correctly, turn it over and let them see it briefly.
a word as quickly as they can. For example: Then turn the card over again. The object of the
Teacher: presents: B game is to name all ten items correctly in turn
without clues.
Child: bracelet
What’s this? Children take turns picking up a card
Once children are confident, ask them to continue and asking What’s this? Their partner has to respond
in pairs. with the correct answer or lose the round.
Articles game Say a word from any category and Nought and crosses Select nine of the cards to
children say if it is a or an. revise and play Noughts and crosses. Draw a
Last and first letters Go round the class with a word noughts and crosses grid on the board, as shown.
game. The first child says a word and the next child
has to say another word that begins with the last
letter of the previous word. For example:
belts ➜ salad ➜ dark ➜ knitting

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Other resources
Class Book The large image on the page in Lessons
1 and 2 and the smaller images in Lesson 6 include
all the core vocabulary of the unit, and so these
pages can be used as an accessible and quick visual
recap of the language they will need for each Unit
test. Likewise, the three review units in the Class
Book draw together all the core vocabulary and
target grammar from each term, providing a useful
source of preparation for the Term tests.
Activity Book The Activity Book provides an ideal
option for preparing children for the tests by
consolidating and reinforcing the language from the
course. The Picture Dictionary pages at the back of
the Activity Book also offer a quick and useful
reading, writing and listening reference for each
unit’s core vocabulary.
All About Me Booklet The All About Me Booklet
contains extra activities to recycle the language the
children have learned. Serving as a useful revision
tool before taking the tests, it allows children to
record vocabulary, as well as helping to develop the
strategies and skills necessary for taking exams.
Reinforcement and Extension worksheets The
Reinforcement and Extension worksheets provided
focus attention on written outcomes and so help
prepare children for the Reading and Writing part of
the tests in particular. They also serve as an
excellent means of reinforcing the core language
and building the children’s cognitive skills in a way
that will build their confidence ready for the tests.

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Name Unit 1 Standard test
Reading and Writing
1 Read and match. /8 marks
1. What’s the matter a b 5. What does he

with him? He’s got look like? He’s
toothache. good-looking.
He’s got straight,
fair hair.
c d
2. What does she look
like? She’s thin. 6. I’ve got a cut.
e f
7. What’s the matter
3. She’s got a cough. with her? She’s got
a stomach-ache.
g h
4. He’s tall. He’s got 8. She’s got long,

curly, dark hair. dark hair.
2 Look and write questions and answers. /8 marks
> Æhat’š the matter

™e’š got earache.

with him?
1.
2.
> Æhat doeš she

‡he’š got long hair.

look like?
3.
4.
6
All About Us 4 PHOTOCOPIABLE © Oxford University Press
Listening
3 Listen and tick ✔. /8 marks

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1 2
3 4
5 6
7 8
Total for test / 24 marks
How do you feel? Circle, write and draw.

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I feel about my test.
7
Reading and Writing
1 Read and write True or False. /8 marks
1 2 1. He brushes his teeth at

quarter past eight.
2. She doesn’t watch TV in

the morning.
3 4 3. Does he go to school at
quarter to eight? No, he doesn’t.
4. She comes home at half past six.

8:15 6:30
5. What time does he eat dinner?
5 6
He eats dinner at quarter to six.
6. She doesn’t go to bed

at quarter past nine.
7 8 7. Does he eat breakfast in

the afternoon? No, he doesn’t.
8. What time does she get up?

7:00 7:30 She gets up at nine o’clock.
> Æhat time doeš he

™e comeš home at

come home? five o’clock.
1.
2.
> Ðoeš she eat dinner

✘ ²o, she doesn’t.
in the morning?
3. ✔
4. ✔
8
Listening
3 Listen and number. /8 marks

CD4
40
a b
c d
e f
g h

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Reading and Writing
1 Read and circle. /8 marks
1 2 1. Whose is this / that knitting?

It’s hers / his.
2. Where are the bracelets / earrings?

They’re next to the watches / wallets.
3. I don’t like these / those belts.

3 4
I like this checked / stripy watch.
4. Whose are these flowery /

colourful umbrellas?
They’re yours / ours.
2 Look and complete the questions and answers. /8 marks
> Whose are these beltš ? They’re mine .
1. Whose are those ? They’re .
2. Whose are these ? They’re .
3. Whose are gloves?
4. Whose are watches?
> Whose is this hat ? It’s hiš .
5. Whose is this ? It’s .
6. Whose is that ? It’s .
7. Whose is cap?
8. Whose is knitting?
10
Listening
3 Listen and circle A or B. /8 marks

CD4
41
A B
1. A B 2. A B 3. A B 4. A B 5. A B 6. A B 7. A B 8. A B

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Reading and Writing
1 He’s hard-working. 2 He wants to paint.
He’s untidy. She’s weak.
3 Is he sweeping? 4 Is she cooking?

Yes, he is. Yes, she is.
She doesn’t want to He’s tidy.
wash up.
2 Look and write questions. /4 marks
> ýš she painting?

Yes, she is.
✔
1. No, he isn’t.
✘
2. Yes, she is.

✔
3. No, she isn’t.

✘
4. Yes, he is.
✔
3 Look and write sentences. /4 marks
>
‡he doesn’t want
to wash up.
1 2
3 4
12
Listening

CD4
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Reading and Writing
1 2 1. Is / Are there any salad? Yes, there is.
2. There’s a few / a little rice.
3 4 3. There’s some meat / fish.
4. There are a few / a lot of raisins.
5 6
5. There are a lot of / a little vegetables.
6. There aren’t some / any bread rolls.
7 8
7. There isn’t / aren’t any fruit.
8. Are there any fruit / seeds? Yes, there are.
> åre there any

✘²o, there aren’t.
vegetableš?
1. ✘
2. ✔
> ýš there any rice?

✘²o, there isn’t.
3. ✔
4. ✘
14
Listening

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43
A B
1. A B 2. A B 3. A B 4. A B 5. A B 6. A B 7. A B 8. A B

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Reading and Writing
1 Read and number. /8 marks
1. What are you doing? We’re mountain 5. They’re rowing loudly.

biking.
6. We’re sailing dangerously!
2. She’s windsurfing quickly.
7. What are they doing? They’re snorkelling.
3. He’s horse riding slowly.
8. What are you doing? We’re hiking.
4. What are they doing? They’re canoeing.
2 What are they doing? Look and write answers. /8 marks
>
Æe’re playing
catch quietly.
1 2
3 4
5 6
7 8
16
Listening

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Name Term 1 Standard test
Reading and Writing
1 Read and write Yes or No. /6 marks
1 2 1. What does he look like?

He’s tall. He’s got
dark hair.
2. What time does he get up?

He gets up at quarter
past seven.
3 4
3. What’s the matter with her?
She’s got a temperature.
4. What does she look like?

She’s got fair hair.
5 6 5. Does she eat dinner

at quarter to six?
Yes, she does.
6. What’s the matter with you?

I’ve got a cough.
1. What does he look like? 4. What does she look like?

He’s thin. She’s got curly, dark hair.
2. What’s the matter with him? 5. She doesn’t eat breakfast

He’s got a cold. at quarter to seven.
3. What time does he watch TV? 6. What’s the matter with her?
He watches TV at quarter She’s got a cut.
to four.
Total for Reading / 12 marks
18
3 Look and write. Use 1, 2 or 3 words. /6 marks
1 2 3
What does he What’s the What time TV?

? with her? She watches TV in the
He’s tall and . She’s got . afternoon.
4 5 6
8:15
What’s the matter with What does she look Does he go to school at
? ? ?
He’s got . She’s got . Yes, he does.
4 Look and complete the sentences. /6 marks
1
What does ?
He’s got short, dark hair.
home at quarter past four?

No, he doesn’t. He
four.
What time does she go to bed?

She goes to bed
at night.
What’s the ?
She’s .
Total for Writing / 12 marks
19
Listening

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1 a b c 2 a b c
3 a b c 4 a b c
5 a b c 6 a b c
6 Listen and draw a line from the name to the correct picture. /6 marks
CD4
46
Sally
Jim
Zoe
Paul
Clare
Jack
Total for Listening / 12 marks
20
Speaking
7 Listen and talk to your teacher. /6 marks

8 Look at the pictures and talk to your teacher. /6 marks
Total for Speaking / 12 marks

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Reading and Writing
1 Read and write Yes or No. /6 marks
1. Is he gardening? 4. What’s the matter with her?

Yes, he is. She’s got a cold.
2. Whose is that checked watch? 5. She doesn’t want to water

It’s hers. the flowers.
3. What does he look like? 6. She’s strong.

He’s got dark hair.
2 Read and choose the correct words. Write. /6 marks
1. Whose is this ?
2. What does he look like?

He’s .
3. Is she ? ours belt

Yes, she is.
4. Whose are these rings?

They’re .
5. What’s the matter with you? temperature eat dinner

I’ve got a .
6. Does she at quarter

past six?
Yes, she does. good-looking painting
22
1 2 3
she look like? She doesn’t want to sweep.

She’s got hair. is that ? She .
It’s mine.
4 5 6
Is she ? She at He
Yes, she . quarter five. lay the table.
4 Look and complete the questions and answers. /6 marks
1. Whose ? They .
2. What time He

? .
3. Is ? ✘
23
Listening

CD4
47
1 a b c 2 a b c
3 a b c 4 a b c
5 a b c 6 a b c
6 Listen and colour. /6 marks

CD4
48
24
Speaking


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Reading and Writing
1. They’re canoeing slowly.
2. They’re weak.

She’s got straight, dark hair.
4. Whose is that stripy watch?

It’s his.
5. There’s a lot of fruit.
6. There aren’t any seeds.
puddings hiking
It’s quarter past four in the afternoon. There’s

Dad. He’s watering the (1) .
He’s hard-working. Mum is in the kitchen.
She’s got (2) on her finger. flowers lazy
There’s some meat and a little
(3) . There are a lot of
(4) ! My sister isn’t at home.
She’s (5) in the mountains.
My brother is in bed. He’s (6) !
salad a cut
He doesn’t want to wash up!
26
1 2 3
8:15
Whose He’s . What time does he go

? She’s . ?
They’re theirs. He goes to school at quarter
eight.
4 5 6
There are He’s mountain biking She

bread rolls. There’s . lay the table.
fish. She’s sailing .
4 Look and write questions. /4 marks
1. 2.
They’re windsurfing quickly. Yes, there are.

There are a lot of nuts.
3.
4.
She comes home at
quarter to five. He’s got a cold.
5 Look and write answers. /2 marks
1. What are you doing?
2. Whose is that bracelet?
27
Listening
6 Listen and draw a line from the person to the correct picture. /6 marks
CD4
49
Daisy
Mark

CD4
50
A B
1. A B 2. A B 3. A B 4. A B 5. A B 6. A B
28
Speaking


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Name Unit 1 Challenge test
Reading and Writing
2 4 5 6 7
1 3
1. She’s short. She’s got long, 4. He’s thin. He’s got short,
fair hair. dark hair.
2. What’s the matter with him? 5. What’s the matter with her?
He’s got a stomach-ache. She’s got a temperature.
3. Have you got a cough? 6. I’ve got a cut on my leg.

Yes, I have.
7. He’s tall. He’s got long,
red hair.

1. Have you got earache? Yes, I have. a b
2. What’s the matter with her? She’s got a cold.

He’s tall and thin. He’s good-looking.
c d e
4. I’ve got a stomach-ache.

I’ve got toothache.

f g
She’s got long, fair hair.
7. What’s the matter with him?

He’s got a cut on his foot.
30
>
3 Look and write the vocabulary. > a bruise /4 marks
1. 5.
1 2 3 4
2. 6.
5 6 7 8
3. 7.
4. 8.
> Æhat’š the matter

ý’ve got a cut.

with you?
1. He’s
.
2. She’s
.
> Æhat doeš he

™e’š short.

look like?
3. ‡he’∫

4. ™e’∫ got

5.
5 Look and write about Daisy and Mark. /5 marks
‡he’š
™e’š
31
Listening

CD4
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a b c d
e f g
7 Listen and match. /7 marks

CD4
52
Sally Fred Jack Vicky
Paul Jane Jim

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Reading and Writing

1. She brushes her teeth in the morning. a 7:45 b
2. What time does he get up?

He gets up at quarter to seven.
3. What time does he eat breakfast?

He eats breakfast at quarter to eight. c d
4. He doesn’t eat dinner at eight o’clock.

He eats dinner at quarter past eight.
5. Does she brush her teeth at night?

e f
Yes, she does.
6. Does he get up at quarter past seven?

Yes, he does. 9:15
7. Does she watch TV in the afternoon? g 8:15 h

No, she doesn’t. She comes home in the afternoon.
8. She doesn’t go to bed at quarter to nine.

She goes to bed at quarter past nine.
1 2 3 4 5 6
1. Does he eat dinner / go to bed / 4. Does she watch TV in the morning /

get up at nine o’clock? in the afternoon / at night?
Yes, he / she / it does. Yes, she do / doesn’t / does.
2. What time does he go to school / 5. When he does / does he / goes he

come home / eat breakfast? eat breakfast?
He goes to school at quarter to / He eats breakfast on / at / in
half past / quarter past eight. the morning.
3. What time is / has / does she come home? 6. Does she brush my / her / his
She comes home at quarter to five / teeth at half past nine?
quarter to four / half past five. Yes, she / her / he does.
33
>
3 Look and write the vocabulary. > half past /4 marks
1. 5.
1 2 3 4
2. 6.
5 6 7 8
3. 7.
4. 8.
> Æhat time doeš she

‡he brusheš her teeth

brush her teeth? at half past seven.
1.
2.
> Ðoeš he get up

¥e∫, he doe∫.

at seven o’clock?
3. ✔
4. ✘
5. ✔
5 Look and write about Mark. /5 marks
™e.
34
Listening

CD4
53
1 2 3
4:00 5:45 7:45
4 5 6
7 Listen and tick ✔ or cross ✘. /8 marks

CD4
54
1 2 3 4
8:15 7:45
5 6 7 8
6:45

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Reading and Writing

1. Whose is this stripy knitting? a b
It’s hers.
2. I like these flowery watches.
3. Where are the bracelets? c d

They’re next to the spotty rings.
4. I don’t like that knitting.
5. Whose are these flowery umbrellas? e f

They’re ours.
6. Do you like those earrings?

No, I don’t. g h
7. I don’t like those belts.

I like this checked watch.
8. Where are the wallets? i

They’re near the spotty umbrellas.
9. I like those necklaces.
2 Read and match. /5 marks
> 1 2 3 4 5
> Whose are these gloves? a. It’s yours.
1. Whose is this ring? b. They’re theirs.
2. Whose is that necklace? c. It’s hers.
3. Whose are those umbrellas? d. They’re mine.
4. Whose are these belts? e. They’re ours.
5. Whose is this bracelet? f. It’s his.
36
>
3 Look and write the vocabulary. > sunglasseš /4 marks
1. 5.
1 2 3 4
2. 6.
5 6 7 8
3. 7.
4. 8.
> Æhose are these beltš?

? †hey’re mine.
1. Whose are ? They’re .
2. ?
> Æhose iš thiš hat?

? ýt’š hiš.
3. Whose is ? It’s .
4. ?
5 Look and write about what you like and don’t like in the shop. /6 marks
ý like
ý don’t like
37
Listening

CD4
55
1 2 3 4
A B A B A B A B
5 6 7 8
A B A B A B A B

CD4
56
1 4
2 5
3 6

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Reading and Writing
1 Read and write the names. /8 marks
1. She isn’t weak. She’s strong. Mary

Lily
Paul
2. Is he gardening?
Yes, he is.
Peter
Jane
3. She doesn’t want to dry up. Sally
4. Is he laying the table?
Yes, he is. He’s tidy.
5. She isn’t strong.

She’s weak.
Jim
6. Is she cooking?
Yes, she is.
7. Are you washing up?

Yes, I am.
8. He doesn’t want to water

Jack
the flowers. He’s lazy!
1 2 3 4 5 6
1. He’s tidy / strong / untidy. He doesn’t want to cook / sweep / paint.
2. He want to / doesn’t want to / wants to paint. She’s strong / weak / lazy.
3. Is she watering the flowers / gardening / sweeping? Yes, she is.

He’s tidy / hard-working / lazy.
4. She’s doesn’t want wash up / washing up / to wash up.

Is he drying up / sweeping / laying the table? Yes, he is.
5. Is / Are / Be she cooking? No, she isn’t. She’s drying / washing / watering up.
6. She want / doesn’t want / wants to water the flowers. She’s strong / weak / lazy.
39
3 Look and write the vocabulary. /4 marks
> planting treeš > 1 2
1. 5.
3 4 5
2. 6.
3. 6 7 8 7.
4. 8.
> ýš she painting?

✘ ²o, she isn’t.
1. ✘
2. ✔
3. ✔
4. ✘
‡he’š
™e’š
40
Listening

CD4
57
a b c
d e f
7 Listen and circle A, B or C. /8 marks

CD4
58
A B C
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

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Reading and Writing
1. There are a lot of 5. There aren’t any

puddings. bread rolls.
2. Is there any salad? 6. Are there are any seeds?

Yes, there is. No, there aren’t.
3. There’s a little meat. 7. There are a few nuts.
4. Is there any fish? 8. There’s some rice.

No, there isn’t.
1 2 3 4 5 6
1. There’s some / a few / a lot of fruit, but there aren’t any oranges / apples / bananas.
2. Is there any / a few / a little meat?

Yes, there is. There are a little / a few / a lot of vegetables, too.
3. Are there a little / any / some bread rolls? Yes, there are. / No, there aren’t. / Yes, there is.
4. There is / isn’t / aren’t any nuts. There are a few / a little / a lot of raisins.
5. There isn’t any / There’s some / There aren’t some fish.

There isn’t any / There’s a lot of / There’s a little meat.
6. There are a little / a few / a lot of seeds. There aren’t some / a little / any nuts.
42
>
3 Look and write the vocabulary. > water /4 marks
1. 5.
1 2 3 4
2. 6.
5 6 7 8
3. 7.
4. 8.
> ýš there any rice?

✘ ²o, there isn’t.
1. ✘
2. ✔
> åre there any vegetableš?

✘ ²o, there aren’t.
3. ✔
4. ✘
5 Look and write about the food. /6 marks
†here
43
Listening

CD4
59
1 2 3
A B A B A B
4 5 6
A B A B A B

CD4
60

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Reading and Writing

1. What are they doing?
They’re windsurfing.

We’re mountain biking carefully.
3. She’s rowing dangerously.
4. He’s hiking quietly.
5. She’s horse riding quickly.

We’re sailing.
7. They’re canoeing slowly.
8. He’s hiking loudly.

3
2
1
5 7
6
1. We / We is / We’re sailing carefully / slowly / dangerously.
2. What’s / What / Whose are you doing? We’re canoeing / mountain biking / rowing.
3. He / He’s / He are horse riding loudly / quickly / slowly.
4. They’re sailing / hiking / rowing loudly.
5. What are they / we / he doing? They’re hiking / mountain biking / snorkelling.
6. She’s windsurfing quickly / quick / slowly.
7. What are they doing / do / does? They’re canoeing / sailing / snorkelling.
45
>
3 Look and write the vocabulary. > playing catch /4 marks
1. 5.
1 2 3 4
2. 6.
5 6 7 8
3. 7.
4. 8.
> Æhat are you doing?

Æe’re swimming.
1.
2.
> Æhat are they doing? †hey’re climbing.

3.
4.
5 Look and write about the people. Use the words in the box. /6 marks
loudly / quietly dangerously / carefully quickly / slowly
™e’š
46
Listening

CD4
61

CD4
62
1 2 3 4
5 6 7 8

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Name Term 1 Challenge test
Reading and Writing

1. What time does she
?
2. He goes to bed
.
quarter past teeth come home
I’ve got .
4. She brushes her

in the morning.
5. What does she look like? toothache thin fair hair

She’s got long, .
6. He doesn’t go to bed at
nine.
7. What does he look like? at night

He’s tall and .
2 Read and circle the correct words. Write. /7 marks
1 2
1. She’s got a cut

. headache stomach-ache cut
does she look like? What’s Does What
She’s got . fair hair dark hair tall
She eats breakfast at seven. quarter to quarter past half past
2. What’s the matter with ? her him you

He’s got . earache a stomach-ache a cough
Does he at six o’clock? get up eat breakfast eat dinner
Yes, he . is does doesn’t
48
1. 1 2 3 4.
2. 5.
4 5 6
3. 6.
1.
like?
2.
her?
3.
teeth?
5 Look and write sentences. /2 marks
> 1 2
‡he eatš breakfast

in the morning.
‡he. ™e.
49
Listening

CD4
63
1 a b c 2 a b c
3 a b c 4 a b c
5 a b c 6 a b c
8 Listen and write. /8 marks

CD4
64
Julia’s brother
> What’s his name? Þaul

1. How old is he?
2. What does he look like? He’s .
3. What time does he get up? six
4. Does he eat breakfast at home?
5. What time does he eat lunch? twelve
6. What time does he come home? in the
7. Does he watch TV?
8. What’s the matter with him? He’s got .
50
Speaking

10 Look at the pictures and find the differences. Talk to your teacher. /7 marks
A B

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Reading and Writing
1. Whose are those ?

They’re ours.
2. She doesn’t go to bed in the

afternoon. She goes to bed
. a cough at night lay the table
3. He wants to .

I’ve got .
washing up mine earrings
5. Is she ?
No, she isn’t. She’s drying up.

He’s .
7. Whose is that necklace? good-looking

It’s .
2 Read and circle the correct words. Write. /7 marks
> He’s hard-working .

weak hard-working lazy

He’s got .
dark hair tall fair hair
2. He’s . 5. What’s the matter with her?

gardening garden gardens She’s got a .
cold cut stomach-ache
3. Whose is that checked watch?
It’s . 6. She doesn’t want to
his him he the flowers.
watering waters water
4. She’s .
strong weak untidy 7. I like those
umbrellas.
stripy flowery spotty
52
1. 1 2 3 4.
2. 5.
4 5 6
3. 6.
1. What’s
?
2. What does
?
3. What time
?
4. Whose are
?
5. Is she ? ✔
5 Look and write about Zoe and Jim. /6 marks
‡he.
™e .
53
Listening

CD4
65
1 a b c 2 a b c
What time does she go to school? Whose are these rings?

3 a b c 4 a b c
What’s the matter with her? What is Jack doing?

5 a b c 6 a b c
What does she look like? Where are the earrings?
7 Listen and colour. /8 marks

CD4
66
54
Speaking

A

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Reading and Writing
eat breakfast a cold

sweeping hiking fruit
hard-working morning get up
table bread rolls
It’s quarter to eight in the (1) . Dad is in the kitchen. He’s laying the
(2) . Mum is in the garden. She’s (3) and she’s gardening.
She’s (4) . My sister is in bed. She’s got (5) . She doesn’t want to
(6) . My brother isn’t at home. He’s (7) in the mountains with
friends. I’m hungry. Let’s (8) ! There aren’t any (9) and there
isn’t any meat. There are a few raisins and there’s a little (10) .
2 Read and circle the best answers. /4 marks

> What time does she eat dinner?
A She’s eating dinner.
B She eats dinner at quarter past eight.
C She doesn’t want to eat dinner.
1. Is there any rice?

A Yes, there is. B Yes, there are.
C There are a few.
2. Is she cooking?
A No, there aren’t. B No, she doesn’t.
C No, she isn’t.
3. What’s the matter with her?

A She’s strong. B I’ve got a cold.
C She’s got a headache.

A She’s got fair hair. B She’s untidy.
C She’s eating dinner.
56
3 Look and answer. Write the words. /4 marks
1 2 3
1. What’s he doing? He’s up.

What time does she come home? She comes home at .
Is there any food? Yes, there is. There’s some and meat.
2. What are they doing? They’re rowing .

What’s the matter with her? She’s got .
What does she look like? She’s .
3. What are you doing? We’re slowly.

Whose are those watches? They’re .
1.
teeth?
2. doing?
3. ring?
4. like?
†hey.
‡he.
™e .
†here.
57
Listening
6 Listen and draw a line from the person to the correct picture. /7 marks
CD4
67
Daisy
Mark

CD4
68
Sally’s friends
> What are their names?

¯im and ©lare
She’s got .
2. Does she go to school at quarter 5. What are they doing?

to nine? They’re .
3. What time does he go to school? 6. What’s the matter with him?

eight He’s got .
4. Is he gardening? 7. Whose are those umbrellas?

They’re .
58
Speaking

A B

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Unit tests transcripts / answers Standard tests teaching notes
Unit 1 test 2 Look and write questions and answers.

Reading and Writing Answers
1 Read and match. 1 W hat time does she brush her teeth? She brushes her
teeth at quarter past seven.
Answers 2 What time does he eat breakfast? He eats breakfast at
1 e
2 g
3 b
4 h
5 a
6 f
7 c
8 d quarter to seven.
3 Does she watch TV in the afternoon? Yes, she does.
2 Look and write questions and answers.
4 Does he go to bed at night? Yes, he does.
Answers
1 What’s the matter with her? She’s got a temperature. Score: 1 mark for each correct question and each
2 What’s the matter with him? He’s got a headache. correct answer.
3 What does he look like? He’s tall.
4 What does he / she look like? He’s / She’s got fair hair.
Listening
Score: 1 mark for each correct question and each 3 Listen and number. 4.40
correct answer.
1 What time does he go to bed?
He goes to bed at quarter to nine.
Listening 2 She doesn’t come home at night. She comes home in
the afternoon.
3 Listen and tick ✔. 4.39 3 What time does she get up?
1 What’s the matter with you? She gets up at quarter past eight.
I’ve got a cold. 4 He eats breakfast at seven o’clock.
2 What’s the matter with him? 5 Let’s watch TV tonight!
He’s got toothache. OK!
3 What does she look like? 6 What time does she go to school?
She’s tall. She’s got long, red hair. She goes to school at quarter to eight.
4 What’s the matter with her? 7 What time do you brush your teeth at night?
She’s got earache. I brush my teeth at quarter past nine.
5 Have you got a stomach-ache? 8 Does he eat dinner at half past seven?
No, I haven’t. No, he doesn’t. He eats dinner at half past six.
Have you got a cough?
Answers
Yes, I have.
6 What does she look like? 1 f
2 a
3 e
4 g
5 d
6 h
7 c
8 b
She’s got straight, fair hair.
7 What does he look like? Unit 3 test
He’s got red hair. He’s thin. Reading and Writing
8 What’s the matter with you? Have you got a cut? 1 Read and circle.
Yes, I have.
Answers
Answers
1 this, hers 2 bracelets, wallets 3 those, checked
1 first picture 2 second picture 3 second picture 4 flowery, ours
4 first picture 5 first picture 6 first picture
7 first picture 8 second picture Score: 1 mark for each correctly circled item.
Unit 2 test 2 Look and complete the questions and answers.

1 Read and write True or False. 1 necklaces, theirs 2 earrings, hers 3 these, They’re
Answers yours. 4 those, They’re ours. 5 ring, yours
6 wallet, his 7 this, It’s mine. 8 that, It’s hers.
1 True
2 False
3 True
4 False
5 False
6 True
7 True
8 False Score: ½ mark for each correct answer.

60
Standard tests teaching notes
Listening Listening
3 Listen and circle A or B. 4.41 4 Listen and number. 4.42
1 Do you like this flowery bracelet? 1 Where’s Peter?
Yes, I do. He’s in the garden.
2 Where are the belts? Does he want to water the flowers?
They’re next to the spotty gloves. No, he doesn’t. He’s lazy!
3 Where are the necklaces? 2 Where’s Mary?
They’re opposite the stripy umbrellas. She’s in the kitchen.
4 I like that spotty watch. Is she cooking?
5 Whose are these checked bracelets? Yes, she is.
Oh, they’re mine. Thank you. 3 Look at Mark!
6 Where’s his wallet? Is he laying the table?
Look, it’s near those rings. Yes, he is. He’s very tidy.
7 Whose are those checked umbrellas? 4 There’s Daisy.
They’re ours. Is she weak?
8 Whose is this stripy earring? No, she’s very strong!
It’s hers. 5 Look at Sally!
Answers Oh, no. She doesn’t want to dry up!
6 I can see Jim.
1 B
2 A
3 B
4 B
5 A
6 A
7 A
8 B
Is he painting?
No, he isn’t. He’s washing up.
Unit 4 test 7 There’s Jane.
Reading and Writing Oh, no! She isn’t strong. She’s very weak.
1 Read and write True or False. 8 Look at Fred!
Name What’s he doing? Is he gardening? Unit 4 Standard test
Answers
Yes, he is. He’s hard-working.
Listening
1 False, True 2 True, False 3 True, True 4 False, True
4 Answers
Listen and number.
CD4
42
/8 marks
Score: 1 mark for each correct answer.

6 5 2
2 Look and write questions.
3
Answers
1 Is he cooking? 2 Is she laying the table?
3 Is she gardening? 4 Is he watering the flowers?
4
7
3 Look and write sentences.
Answers
1 He doesn’t want to dry up. 8
2 She wants to lay the table.
3 He wants to cook. 1
4 She doesn’t want to water the flowers.

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Unit 5 test 2 What are they doing? Look and write answers.
1 Read and circle. 1 She’s horse riding quickly.

2 He’s canoeing dangerously.
Answers 3 They’re mountain biking loudly.
1 Is
2 a little 3 meat 4 a few 5 a lot of 4 They’re hiking carefully.
6 any
7 isn’t 8 seeds 5 She’s snorkelling quietly.
6 They’re sailing slowly.
2 Look and write questions and answers. 7 He’s rowing loudly.
Answers
8 He’s windsurfing quickly.
1 Are there any nuts? No, there aren’t. Score: 1 mark for each correct sentence (there may be
2 Are there any puddings? Yes, there are. some differences in answers for the adverbs).
3 Is there any salad? Yes, there is.
4 Is there any fish? No, there isn’t.
Listening
Score: 1 mark for each correct question and each
correct answer. 3 Listen and number. 4.44
1 I can see Vicky and Paul.
What are they doing?
Listening They’re windsurfing.
2 There’s Jim.
3 Listen and circle A or B. 4.43
Is he hiking?
1 Look! There’s some meat.
Yes, he is. He’s hiking quietly.
2 Mmm. I’m hungry. Have you got any fruit?
3 Look at Clare and Jack.
No, I haven’t. Sorry. There isn’t any fruit.
What are they doing?
3 Wow! There are a lot of puddings!
They’re canoeing slowly.
4 Are there any seeds?
4 Look at Daisy. She’s rowing.
Yes, there are. There are a few seeds on the table.
Oh, no! She’s rowing dangerously!
5 Is there any salad?
5 What are you doing?
Yes, there is. There’s a lot of salad.
We’re mountain biking carefully.
6 Is there any fish?
6 Peter! Peter! What are you doing?
Um, yes, there is. There’s a little fish.
I’m hiking!
7 Oh no! There aren’t any raisins.
7 Oh, wow! Look at Jane. She’s horse riding.
8 There are a few nuts here. They’re my favourite!
Oh, yes! She’s horse riding very quickly!
Answers 8 Look at Mark and Sally!
1 B
2 B
3 A
4 A
5 B
6 A
7 B
8 A Name What are they doing? Unit 6 Standard test
They’re
Listening sailing very loudly! I can hear them!
Unit 6 test 3 Answers

Listen and number.
CD4
44
/8 marks
Reading and Writing

1 Read and number. 8

Reading and Writing
Answers
7 1 1 4
3
7
6
5 3
2
8 4
1. What are you doing? We’re mountain 5. They’re rowing loudly. 5
biking. 2
6. We’re sailing dangerously!
2. She’s windsurfing quickly.
7. What are they doing? They’re snorkelling.
3. He’s horse riding slowly.
8. What are you doing? We’re hiking.
4. What are they doing? They’re canoeing.
2 What are they doing? Look and write answers. /8 marks

6
>
Æe’re playing
catch quietly.
1
2
Total for test
62
/ 24 marks

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Term tests transcripts / answers 5 Listen and tick ✔. Standard tests teaching notes/6 marks
CD4
45
1 a b c 2 a b c
Term 1 test 3 What does Zoe look like?

She’s got long, fair hair.
Reading and Writing
43 What’s
a
the
b
matter cwith Paul?4 a b c
1 Read and write Yes or No. He’s got a temperature.
Answers 5 Does Clare brush her teeth in the morning?
1 No
2 Yes
3 Yes
4 Yes
5 No
6 No Yes, she does. She brushes her teeth in the morning and
at night.
2 Read and write True or False. 65 Have
a c
you bgot toothache, Jack?
6 a b c
Answers
No, I haven’t.
What’s the matter with you?
1 True
2 True
3 False
4 False
5 False
6 True I’ve got earache.
3 Look and write. Use 1, 2 or 3 words. Answers
6 Listen and draw a line from the name to the correct picture. /6 marks
CD4
46
Answers
1 look like, thin / good-looking 2 matter, toothache
Sally
3 does she watch 4 him, a headache
5 like, long / fair hair 6 quarter past eight Jim
Score: 1 mark for each correct answer. Zoe
Paul
4 Look and complete the sentences.
Clare
Answers
Jack
1 he look like, Does he come, comes home at quarter to
2 at quarter past nine, matter with her, got a
stomach-ache Total for Listening / 12 marks
Score: 1 mark for each correct answer. Speaking 20

7 Listen and talk to your teacher.

Listening Ask the pupil What’s your name? Then ask How old are you?
1 Put the following All About Us 4 Units 1 and 2
5 Listen and tick ✔. 4.45 flashcards on the table:
1 He doesn’t brush his teeth at eight o’clock. He brushes * Ash
his teeth at quarter past eight. * Lily
2 What’s the matter with him? * a cut
He’s got earache. * toothache
3 What does she look like? * a headache
She’s got fair hair. She’s thin. * a cough
4 Have you got a cough? * fair hair
No, I haven’t. * red hair
What’s the matter with you? * come home
I’ve got a cold. * go to bed
5 She doesn’t go to school in the morning. She goes to * quarter to
school in the afternoon. * quarter past
6 Does he eat breakfast at quarter past seven? Point to two of the flashcards and ask the pupil What’s
No, he doesn’t. He eats breakfast at quarter to seven. this?
Answers
Score: ½ mark for a correct answer. (Maximum 1 mark)
1 c
2 b
3 a
4 b
5 b
6 c
2 N
ext, put the Ash and a cut flashcards together and ask
6 Listen and draw a line from the name to the correct What’s the matter with him? Invite the pupil to ask a
picture. 4.46 similar question about the Lily and toothache flashcards.
1 Ow!
What’s the matter with you, Sally? Score: 1 mark for each correct answer.
I’ve got a stomach-ache. 3 N
ext, point to the Lily flashcard and ask What does she
2 There’s Jim. look like? Once the pupil has answered, say Ask me
What time does he eat dinner? about Ash.
He eats dinner at quarter past six.
Score: 1 mark for a correct sentence about Lily. 1 mark
for a correct question about Ash.

63
4 Finally, put the Ash, come home and quarter to 4 Look and complete the questions and answers.
flashcards in a row. Ask What time does Ash come home?
Answers
Once the pupil has answered, put the Lily and go to bed
flashcards next to each other and say Ask me about Lily. 1 are those earrings, ’re yours
2 does he eat breakfast, eats breakfast at quarter past six
Score: 1 mark for a correct sentence about Ash. 3 she drying up, No, she isn’t.
1 mark for a correct question about Lily.
Score: 1 mark for each correct question and each
Total: 6 marks (You may wish to award ½ marks to correct answer.
pupils who can answer but do not produce a sentence.
You may also wish to award 1 bonus mark for good
fluency and pronunciation.) Listening
5 Listen and tick ✔. 4.47
8 Look at the pictures and talk to your teacher.
1 What time does she go to bed?
1 Point to the pictures and tell the pupil the name of the
She goes to bed at quarter to nine.
story (Zoe’s day). Describe the first picture, e.g. She goes
to school at quarter to nine. Ask the pupil to continue 2 Are you sweeping?
telling the story. Yes, I am. I’m very tidy.
3 I don’t like these stripy umbrellas!
Score: 1 mark for each appropriate sentence. Hey! They’re mine!
(Maximum 3 marks) 4 What does he look like?
2 Then ask the pupil the following questions: He’s tall and thin.
* How are you? 5 What’s the matter with him?
* What time do you get up in the morning? He’s got toothache.
* What time do you go to bed? 6 Whose is this bracelet?
It’s mine.
Score: 1 mark for each appropriate answer. Answers
(Maximum 3 marks)
1 c
2 c
3 c
4 b
5 b
6 a
Total: 6 marks (You may wish to award ½ marks to
pupils who can answer but do not produce a sentence. 6 Listen and colour. 4.48
You may also wish to award 1 bonus mark for good 1 Can you see the knitting?
fluency and pronunciation.) Where is it?
It’s next to the stripy sunglasses.
Oh, yes.
Term 2 test Colour it green. Colour the knitting green.
Reading and Writing 2 Look at that boy! What’s the matter with him?
1 Read and write Yes or No. He’s got a stomach-ache.
Oh, dear.
Answers Colour his belt red.
1 Yes
2 No
3 No
4 Yes
5 Yes
6 No A red belt, right.
3 Can you see the woman?
2 Read and choose the correct words. Write.
Mmm. What does she look like?
Answers She’s thin. She’s got long, red hair. Colour her hair red.
1 belt
2 good-looking 3 painting
4 ours OK.
5 temperature 6 eat dinner 4 Whose is that wallet?
It’s his.
3 Look and write. Use 1, 2 or 3 words.
Oh, yes. Shall I colour it?
Answers Yes, please. It’s a blue wallet. Colour it blue.
1 What does, short / fair 2 Whose, necklace 5 Colour the umbrella.
3 wants to cook 4 washing up, is 5 comes home, to OK. Which umbrella? The spotty umbrella or the checked
6 doesn’t want to umbrella?
The checked umbrella. It’s next to the woman.
Score: 1 mark for each correct answer. Ah, OK.
Colour it yellow.
Is she watering the flowers?
Yes, she is.
She’s hard-working.
Yes, she is. Colour the flowers pink, please.

64
Answers 8 Look at the pictures and talk to your teacher.

See audioscript. 1 Point to the pictures and tell the pupil the name of the
story (The spotty umbrella). Describe the first picture, e.g.
He’s untidy. Where’s his spotty umbrella? Ask the pupil to
Speaking continue telling the story.
7 Listen and talk to your teacher.
Ask the pupil What’s your name? Then ask How old are Score: 1 mark for each appropriate sentence.
you? (Maximum 3 marks)
1 Put the following All About Us 4 Units 1–4 flashcards on 2 Then ask the pupil the following questions:
the table: * How are you today?
* Mina * Are you tidy or untidy / lazy or hard-working?
* Ash * What time do you go to school?
* washing up
* painting Score: 1 mark for each appropriate answer.
* a headache (Maximum 3 marks)
* a cold
* knitting
pupils who can answer but do not produce a sentence.
* rings You may also wish to award 1 bonus mark for good
* colourful fluency and pronunciation.)
* watering the flowers
* strong
* tidy Term 3 test
Point to two of the flashcards and ask the pupil What’s Reading and Writing
this?
1 Read and write True or False.
Score: ½ mark for a correct answer. (Maximum 1 Answers
mark)
1 False
2 False
3 True
4 True
5 False
6 True
2 Next, point to the washing up flashcard and say She’s
washing up. Invite the pupil to make a similar sentence 2 Read and choose the correct words. Write.
about the painting flashcard. Answers
1 flowers
2 a cut 3 salad
4 puddings
Score: 1 mark for a correct sentence.
5 hiking
6 lazy
3 Next, put the Mina flashcard next to the a headache
flashcard and say What’s the matter with her? Once the 3 Look and write. Use 1, 2 or 3 words.
pupil has answered, put the a cold and Ash flashcards Answers
next to each other and say Ask me about Ash.
1 are those necklaces 2 tidy, untidy 3 to school, past
4 a lot of, a little 5 carefully, dangerously
Score: 1 mark for a correct answer about Mina. 1 mark
6 doesn’t want to
for a correct question about Ash.
4 Finally, put the knitting flashcard next to the Ash Score: 1 mark for each correct answer.
flashcard and ask Whose is this knitting? Once the pupil
has answered, put the Mina and rings flashcards next to 4 Look and write questions.
each other and say Ask me about the rings.
Answers
Score: 1 mark for a correct answer about the knitting. 1 What are they doing? 2 Are there any nuts?
1 mark for a correct question about the rings. 3 What time does she come home?
4 What’s the matter with him?
pupils who can answer but do not produce a sentence. 5 Look and write answers.
You may also wish to award 1 bonus mark for good
Answers
fluency and pronunciation.)
1 We’re snorkelling. 2 It’s yours.

65
Listening * spotty
* umbrellas
6 Listen and draw a line from the person to the correct * quietly
picture. 4.49 * carefully
1 What’s the matter with her? * windsurfing
She’s got a cough. * a little
2 She doesn’t want to dry up. She wants to go rowing! * a lot
3 Does he watch TV in the morning? * rice
No, he doesn’t. He watches TV in the afternoon. * vegetables
4 Whose are those spotty umbrellas? * laying the table
They’re his. * washing up
5 Is he rowing? Point to two of the flashcards and ask the pupil What’s this?
No, he isn’t. He’s horse riding quietly. Ssh!
6 Is there any fruit? Score: ½ mark for a correct answer. (Maximum 1 mark)
No, there isn’t. But look at Daisy! She’s got
Name a few
Term 3 Standard test
vegetables. 2 Next, put the spotty and Ash flashcards together and
Listening
ask Whose is this spotty jumper? Once the pupil has
6 Answers
Listen and draw a line from the person to the correct picture.
CD4
49
/6 marks answered, point to the umbrellas flashcard and say Ask
me about these umbrellas.
Score: 1 mark for a correct answer. 1 mark for a

correct question.
Daisy
3 Next, put the quietly and windsurfing flashcards
together and ask What are they doing?
Score: 1 mark for a correct answer.
Mark 4 Finally, put the a little and rice flashcards together and
ask Is there any rice? Once the pupil has answered, point
to the a lot and vegetables flashcards and say Ask me
about the vegetables.

7 Listen correct question.
7 Listen andand
circlecircle
A or B. A or B. 4.50 /6 marks
CD4
1A Where’s Fred? Is he painting?B

50

No, he isn’t. He’s sweeping. pupils who can answer but do not produce a sentence.
2 Does she eat dinner at quarter to seven? You may also wish to award 1 bonus mark for good
No, she doesn’t. She eats dinner at quarter past seven. fluency and pronunciation.)
3 What’s the matter with her?
She’s got a temperature. 9 Look at the pictures and talk to your teacher.
Oh, dear. 1 Point to the pictures and tell the pupil the name of the
4 What does he look like? story (Julia’s holiday). Describe the first picture, e.g. She
He’s thin and he’s got fair hair. gets up at quarter past seven in the morning. Ask the pupil
5 Can you see two girls? to continue telling the story.
1. Hmmm. 2.What
A B are 3.they
A Bdoing?
A B 4. A B 5. A B 6. A B
Score: 1 mark for each appropriate sentence.
They’re horse riding slowly. Total for Listening / 12 marks (Maximum 3 marks)
Oh, yes!
28
6 Are there any bread rolls?
All About Us 4 PHOTOCOPIABLE © Oxford University Press 2 Then ask the pupil the following questions:
Yes, there are. There are a few bread rolls. * How are you? Have you got toothache / a cold?
* Are you good at snorkelling / laying the table /
Answers drying up / washing up? / What are you good at?
1 A
2 B
3 B
4 A
5 B
6 B * Is there any fruit / water / food in your bag? Are there
any puddings / seeds / raisins in your bag?
Speaking
Score: 1 mark for each appropriate answer.
8 Listen and talk to your teacher. (Maximum 3 marks)
Ask the pupil What’s your name? Then ask How old are you?
1 Put the following All About Us 4 Units 1–6 flashcards on pupils who can answer but do not produce a sentence.
the table: You may also wish to award 1 bonus mark for good
* Ash fluency and pronunciation.)
* Lily

66
Unit tests transcripts / answers Challenge tests teaching notes
Unit 1 test 5 What does she look like?

She’s got long, straight, fair hair.
Reading and Writing
Is she tall?
1 Read and write True or False. No, she isn’t.
Answers 6 This is my friend, Hannah. She’s tall. She’s got long,
straight, dark hair.
1 True
2 False
3 True
4 False
5 False
6 True
7 False 7 Can you see my dad?
What does he look like?
2 Read and number. He’s thin. He’s got curly, red hair.
Answers Answers
1 f
2 g
3 b
4 d
5 a
6 c
7 e 1 c
2 g
3 a
4 e
5 b
6 f
7 d
3 Look and write the vocabulary. 7 Listen and match. 4.52
Answers 1 I can see Sally.
Oh, yes. What’s the matter with her?
1 toothache 2 (a) cough 3 (a) headache 4 (a) cold
5 (a) temperature 6 earache 7 (a) cut She’s got a cut on her hand.
8 (a) stomach-ache Oh, dear.
2 Hi, Jim. How are you?
Score: ½ mark for each correct answer. I’m not very well. I’ve got a temperature.
Oh, dear.
4 Look and write questions and answers. 3 Hi, Paul. Have you got a stomach-ache?
Yes, I have.
Answers
Oh, poor you.
1 What’s the matter with him? He’s got toothache. 4 Look at Vicky.
2 What’s the matter with her? She’s got a headache.
What’s the matter with her?
3 What does she look like? She’s thin / tall.
4 What does he look like? He’s got dark / short / curly hair. She’s got a cold.
Name Oh, dear. Unit 1 Challenge test
5 What does she look like? She’s got fair / long hair.
5 There’s
Listening Jack. What’s the matter with him?
Score: ½ mark for each correct question and each 6

He’s got earache.
Listen and number.
CD4
/7 marks
correct answer. Oh, poor Jack.b
51
a c d
6 I can see Jane.
5 Look and write about Daisy and Mark. Oh, yes. What’s the matter with her?
Example answer She’s got a cough.
7 Hi, Fred.
She’s got long, fair hair. She’s got a cold. He’s tall and e f g
Hi.
thin. He’s got short, dark hair. He’s got a cut on his arm.
He’s got earache. How are you?
I’m not very well. I’ve got a headache.
Score: 1 mark for each correct sentence. (Maximum 5 Oh, dear.
marks) Answers
CD4
52
Sally Fred Jack Vicky

Listening
6 Listen and number. 4.51
1 There’s Julia.
What does she look like?
She’s tall. She’s got long, fair hair.
2 Do you know Mary?
Yes, I do. She’s short. She’s got curly, white hair. Paul Jane Jim
That’s right.
3 Can you see Peter?
What does he look like? Total for test / 42 marks
He’s short. He’s got dark hair. How do you feel? Circle, write and draw.
out my
Is he good-looking? ab
All
tes
Yes, he is.
t
4 There’s Jim. He’s tall and thin. He’s got white hair. happy OK sad
32

67
Challenge tests teaching notes
Unit 2 test 4 Does she brush her teeth in the afternoon?

No, she doesn’t. She brushes her teeth at quarter to
Reading and Writing eight in the morning.
1 Read and number. 5 He doesn’t come home at quarter to six. He comes
Answers home at quarter to seven.
6 She doesn’t go to bed at quarter to nine. She goes to
1 f
2 h
3 a
4 g
5 c
6 d
7 b
8 e bed at quarter past eight.
2 Read and circle. Answers
Answers 1 half past six
1 go to bed, he 2 go to school, quarter past 2 four o'clock
3 does, quarter to five 4 at night, does 3 quarter to six
5 does he, in 6 her, she 4 quarter to eight
5 quarter to seven
Score: ½ mark for each correctly circled item. 6 quarter past eight
3 Look and write the vocabulary. 7 Listen and tick ✔ or cross ✘. 4.54
1 Does she play computer games at half past nine?
Answers No, she doesn’t! She goes to bed at half past nine!
1 quarter past 2 quarter to 3 in the morning 2 What time does he go to school?
4 in the afternoon 5 at night 6 eat breakfast He goes to school at quarter to eight.
7 eat dinner 8 go to bed 3 I’m hungry! Excuse me, what time is it?
It’s half past seven.
Score: ½ mark for each correct answer.
What time does she eat dinner?
She eats dinner at quarter to eight at night.
Oh, OK …
Answers 4 He brushes his teeth in the morning.
1 What time does he go to bed? He goes to bed at Does he brush his teeth at night?
quarter to ten. 2 What time does she watch TV? She Yes, he does.
watches TV at eight o’clock. 3 Does he go to school at 5 Let’s watch TV tonight!
quarter past eight? Yes, he does. 4 Does she come No, sorry. I can’t. My sister watches TV at night.
home at five o’clock? No, she doesn’t. 5 Does she eat Does she watch TV in the afternoon?
breakfast at quarter past seven? Yes, she does.
No, she doesn’t.
Score: ½ mark for each correct question and each 6 What time does she get up?
correct answer. She doesn’t get up at half past six. She gets up at half
past seven.
5 Look and write about Mark. 7 Does he eat breakfast at half past six?
No, he doesn’t. He eats breakfast at quarter to seven.
Example answer 8 Let’s play football with Mark tonight!
He brushes his teeth at quarter past seven. He doesn’t eat OK. What time does he come home?
breakfast at half past seven. He goes to school at quarter He comes home at quarter past seven.
past eight. He doesn’t watch TV at night. He goes to bed
at quarter to nine. Answers
1 ✔
2 ✘
3 ✘
4 ✔
5 ✘
6 ✔
7 ✔
8 ✘
Score: 1 mark for each correct sentence. (Maximum
5 marks) Unit 3 test
Reading and Writing
Listening 1 Read and number.
6 Listen and match. 4.53
Answers
1 What time does she eat breakfast?
She eats breakfast at half past six. 1 a
2 e
3 i
4 g
5 f
6 b
7 c
8 h
9 d
2 Does he watch TV in the morning? 2 Read and match.
No, he doesn’t. He watches TV at four o’clock in the
afternoon. Answers
3 What time does he eat dinner? 1 f
2 a
3 b
4 e
5 c
He doesn’t eat dinner at quarter to five. He eats dinner
at quarter to six.

68
3 Look and write the vocabulary. 7 Listen and match. 4.56

Answers 1 I like this checked ring.
Oh, yes! Whose is it?
1 earrings 2 wallet 3 knitting 4 stripy 5 checked Name Unit 3 Challenge test
6 flowery 7 spotty 8 colourful It’s mine!
2 Whose
Listening is this spotty watch?
Score: ½ mark for each correct answer. 6

It’s yours!
Listen and circle A or B.
CD4
/8 marks
Oh, yes!
55
1 2 3 4
4 Look and write questions and answers. 3 Whose is this stripy wallet?
It’s his.
Answers
4 Whose A
areB those bracelets?
A B A B A B
1 those watches, ours They’re ours.
2 Whose are these necklaces? They’re theirs. 55 Whose is that6 knitting? 7 8
3 that bracelet, yours

It’s hers.
4 Whose is that wallet? It’s his.
6 Whose are these flowery belts?
Score: ½ mark for each correct question and each They’re
A
theirs.
B A B A B A B
correct answer. Answers

CD4
56
1 4
5 Look and write about what you like and don’t like in
the shop.
Example answer 2 5
I like this necklace, those spotty wallets and that checked

umbrella. I don’t like these stripy watches, those rings
and those earrings. 3 6
Score: 1 mark for each correct sentence.

(Maximum 5 marks) Total for Listening / 14 marks
Unit 4 test Total for test / 42 marks
Listening
ReadingHowand
do youWriting
feel? Circle, write and draw.
out my
6 Listen and circle A or B. 4.55 ab
1 Read and write the names.
All
tes
1 I like that umbrella.
t
This spotty umbrella? Answers happy OK sad
Yes. 1 Jane 2 Jim

I feel
3 Mary 4 Peter
about my test.
5 Sally
6 Lily
I like that spotty umbrella, too. 7 Paul 8 Jack
38
2 How much are those earrings, please? All About Us 4 PHOTOCOPIABLE © Oxford University Press
They’re two pounds seventy-five. 2 Read and circle.

3 Do you like this checked bracelet? Answers
Yes, I do. 1 untidy, sweep 2 wants to, strong 3 gardening, tidy
4 Whose are these necklaces? 4 to wash up, sweeping 5 Is, drying 6 wants, weak
They’re mine.
5 Where are the rings? Score: ½ mark for each correctly circled item.
They’re near the wallets.
6 Whose is this flowery watch? 3 Look and write the vocabulary.
It’s hers. Answers
It’s lovely!
1 painting
2 cooking 3 laying the table
7 Whose is that checked cap?
4 washing up 5 watering the flowers 6 lazy
It’s yours! 7 hard-working 8 untidy
Oh, yes!
8 Where are the rings? Score: ½ mark for each correct answer.
They’re next to the necklaces.
Answers
1 B
2 B
3 A
4 A
5 B
6 B
7 B
8 B

69
4 Look and write questions and answers. 6 S

he isn’t hard-working. She’s lazy! She doesn’t want to
dry up.
Answers
7 Is he weak?
1 Is he cooking? No, he isn’t. 2 Is she drying up? Yes, No, he isn’t. Look at him! He’s very strong!
she is. 3 Is he sweeping? Yes, he is. 4 Is she
8 She wants to do the washing up.
gardening? No, she isn’t.
Really?
Score: ½ mark for each correct question and each Yes!
correct answer. Answers
1 C
2 B
3 A
4 B
5 B
6 A
7 B
8 C
5 Look and write about Daisy and Mark.
Example answer Unit 5 test
She’s lazy. She’s untidy. She doesn’t want to lay the table. Reading and Writing
He’s cooking. He’s hard-working. He wants to wash up.
1 Read and write True or False.
Score: 1 mark for each correct sentence. (Maximum Answers
6 marks)
1 True 2 False
3 True
4 False
5 False
6 True
7 False 8 True
Listening 2 Read and circle.
6 Listen and number. 4.57 Answers
1 Is he sweeping? 1 some, oranges 2 any, a few 3 any, Yes, there are.
No, he isn’t. He’s watering the flowers. 4 aren’t, a lot of 5 There isn’t any, There’s a little
2 Is he laying the table? 6 a lot of, any
No, he isn’t. His mum is laying the table. He wants to lay
the table! Score: ½ mark for each correctly circled item.
3 She isn’t lazy. She’s hard-working. She wants to cook
dinner. 3 Look and write the vocabulary.
Great! She eats dinner at quarter past seven.
Answers
4 Is she washing up?
Yes, she is. 1 bread rolls 2 raisins 3 seeds
4 salad
Is he drying up? 5 vegetables 6 fruit 7 puddings
8 rice
No, he isn’t. He’s lazy. He doesn’t want to dry up.
5 Is she untidy?
No, she isn’t.
Is she hard-working?
Yes, she is … but she doesn’t want to paint the living Answers
room! 1 Is there any salad? No, there isn’t. 2 Is there any fish?
6 Are you laying the table? Yes, there is. 3 Are there any nuts? Yes, there are.
Yes, I am. 4 Are there any raisins? No, there aren’t.
Are you hard-working?
Yes, I am … but I’m untidy! Score: ½ mark for each correct question and each
correct answer.
Answers
1 f
2 b
3 d
4 a
5 e
6 c 5 Look and write about the food.
7 Listen and circle A, B or C. 4.58 Example answer
1 Is he laying the table? There’s a little rice. There’s some meat. There are a lot of
No, he isn’t. He’s cooking. bread rolls. There isn’t any fruit. There are a lot of
2 Is she hard-working? vegetables. There are some puddings.
Yes, she is. Look! She’s painting.
3 Is he laying the table? Score: 1 mark for each correct sentence. (Maximum
6 marks)
Yes, he is. And he wants to sweep.
4 She’s very untidy!
That’s true! But she’s hard-working, too. She’s painting.
5 Is he watering the flowers?
Yes, he is.

70
Listening Unit 6 test

6 Listen and circle A or B. 4.59
Name
Reading and Writing
Unit 6 Challenge test
1 Is there any rice? 1 Read and number.
Reading and Writing
No, there isn’t. There’s some salad and some fruit.
Oh, right. 1 Read and number. Answers /8 marks
2 Are there any nuts? 1. What are they doing?

6
They’re windsurfing.
Nuts? Hmm … Yes, there are. There are a few nuts here.
OK. 2. What are you doing?
We’re mountain biking carefully. 1
3 There are a lot of vegetables. 3
Yes, and there’s a little meat, too. 3. She’s rowing dangerously.
5
4 Have you got any fish? 4. He’s hiking quietly. 7
Yes, I have. I’ve got a few puddings, too.
5. She’s horse riding quickly.
5 I’m hungry! Is there any fruit? 2 4
Yes, there’s a lot of fruit. Here! 6. What are you doing?
We’re sailing.
Thank you!
6 Are there any bread rolls? 7. They’re canoeing slowly.
Yes, there are. There are a few bread rolls.

8. He’sI’ve
hikinggot a lot
loudly.
8
of seeds, too.
Answers
2 Read and circle. 2 Read and circle. /6 marks
3
2
1 B
2 A
3 A
4 B
5 A
6 B
1
Answers
1 We're, 4 sailing 2 What, mountain biking
5 3 He's, slowly 4 rowing 5 they,7 snorkelling
1 Are there any vegetables? 6
6 quickly 7 doing, canoeing
No, there aren’t, but there’s some salad.
1. We / We is / We’re sailing carefully / slowly / dangerously.
Oh, OK. Score: ½ mark for each correctly circled item.
2. What’s / What / Whose are you doing? We’re canoeing / mountain biking / rowing.
2 Are there any puddings?
3. He / He’s / He are horse riding loudly / quickly / slowly.
Yes, there are. There are a few puddings. 3 Look and write the vocabulary.
4. They’re sailing / hiking / rowing loudly.
3 There’s a little rice here. Would you like some? Answers
5. What are they / we / he doing? They’re hiking / mountain biking / snorkelling.
Yes, please.
6. She’s windsurfing quickly / quick1 horse riding 2 sailing 3 canoeing 4 snorkelling
Here you are. / slowly.
5They’re
mountain biking 6 hiking 7 windsurfing 8 rowing
4 Have you got any fish? 7. What are they doing / do / does? canoeing / sailing / snorkelling.
Yes, I have. Total for Reading

/ 14 marks
Please can I have some? Unit 5 Challenge test 45

Name All About Us 4 PHOTOCOPIABLE © Oxford University Press
Yes, of course. 4 Look and write questions and answers.

5 IsListening
there any fruit?
6 No, sorry.
Listen
CD4
There
and circle A or B.isn’t any fruit. /6 marks
Answers
59
61 Are there any puddings? 2 3 1 What are you doing? We’re rowing. 2 What are you
Yes, there are. There are a lot of puddings! Here you are. doing? We’re hiking. 3 What are they doing? They’re
Thank you. snorkelling. 4 What are they doing? They’re horse
riding.
7 Is thereA any pasta? B A B A B
4
No, there isn’t, but there’s
5
a lot of rice. 6 Score: ½ mark for each correct question and each
Oh, right … I don’t like rice. correct answer.
8 There aren’t any nuts or seeds, but there are some
raisins.
A B A B A B 5 Look and write about the people. Use the words in
Oh, good. the box.
7 Answers
Listen and number.
CD4
60
/8 marks Example answer
He’s hiking quietly. She’s canoeing dangerously. They’re
6 3
mountain biking quickly. They’re rowing carefully. He’s
4 5 horse riding slowly. She’s sailing loudly.
2 Score: 1 mark for each correct sentence (there may be

7 some differences in answers for the adverbs).
(Maximum 6 marks)
1
8

out my
ab 71
All
tes
t
Listening
We’re mountain biking.
Be careful!
Don’t worry! We’re mountain biking carefully.
2 Shall we go snorkelling?
Yes, that’s a great idea.
3 What are they doing?
They’re hiking.
4 Look at Mary and Jane. They’re canoeing quickly!
5 I can see Paul.
Where is he?
Look! He’s sailing carefully!
Oh, yes!
6
Name What are you doing? Unit 6 Challenge test
We’re canoeing slowly.

Listening
6 Answers
Listen and number.
CD4
61
/6 marks
4 3
5
2
7 Listen and tick ✔ or cross ✘. 4.62

CD4

62
1 2 3 4
We’re windsurfing!
Have fun!
2 Listen to those children. They’re canoeing loudly!
3 Look! He’s mountain biking dangerously.
45 What are they6 doing? 7 8
They’re rowing.
Shall we go rowing?
No, thanks. I don’t feel like it.
5 I can see Anna. Total for Listening / 14 marks
Where is she? Total for test / 42 marks
She’s in the mountains. She’s hiking.
Oh, yes! How do you feel? Circle, write and draw.
out my
ab
6 He’s swimming slowly and carefully.
All
tes
7 Where’s Katie?
t
happy OK sad
She’s windsurfing.
8 What are they doing?
They’re horse riding. Shall we go horse riding? 47
Yes, that’s a great idea!
Answers
1 ✘
2 ✔
3 ✘
4 ✔
5 ✔
6 ✘
7 ✘
8 ✔

72
Term tests transcripts / answers Challenge tests teaching notes
Term 1 test Hmmm. What time does he eat dinner?

He eats dinner at quarter to six.
Reading and Writing
Me, too!
1 Read and choose the correct words. Write. 3 Do you know Harry?
Answers Mmm. What does he look like?
1 come home 2 at night 3 toothache
4 teeth He’s good-looking. He’s got dark hair.
5 fair hair 6 quarter past 7 thin Oh, yes. I know Harry!
4 Have you got earache?
2 Read and circle the correct words. Write. No, I haven’t.
Answers What’s the matter with you?
1 What, fair hair, quarter to 2 him, earache, eat dinner, I’ve got a cough. And I’ve got a temperature, too.
does 5 What time does he brush his teeth?
Erm, well, he gets up at quarter to nine, he eats
Score: 1 mark for each correct answer. breakfast at nine o’clock and then he brushes his teeth
at quarter past nine.
3 Look and write the vocabulary. 6 There’s my sister!
What does she look like?
Answers She’s tall. She’s got long, straight, fair hair.
1 (a) stomach-ache 2 (a) temperature 3 (a) cough
Answers
4 go to school 5 watch TV 6 get up
1 b
2 c
3 b
4 b
5 c
6 a
8 Listen and write. 4.64
Hi, Julia. What’s your brother’s name?
His name’s Paul.
Answers How do you spell that?
1 What does he look, He’s tall. 2 What’s the matter P-A-U-L.
with, She’s got a headache. 3 What time does he brush How old is Paul?
his, He brushes his teeth at quarter past eight. He’s ten.
What does he look like?
Score: ½ mark for each correct question and each He’s thin.
correct answer.
OK. What time does he get up in the morning?
He gets up at quarter to six.
5 Look and write sentences.
Quarter to six … Does he eat breakfast at home?
Answers No, he doesn’t.
1 He comes home in the afternoon. 2 She goes to bed Does he eat lunch at school?
at night. Yes, he does. He eats lunch at quarter past twelve.
Quarter past twelve, OK. And what time does he come
6 Look and write about Daisy and Mark. home?
Example answer He comes home in the afternoon.
She’s got long, fair hair. She’s got a cut. She goes to Does he watch TV after school?
school at quarter to nine. He’s got short, fair hair. Yes, he does. But today he’s in bed.
He watches TV at quarter past four. He’s got a cold. Oh, why?
He’s not very well.
Score: 1 mark for each correct sentence. (Maximum What’s the matter with him?
6 marks) He’s got a stomach-ache.
Oh, dear.
Listening Answers
1 ten / 10 2 thin
3 quarter to 4 No (, he doesn’t.)
5 quarter past 6 afternoon 7 Yes (, he does.)
1 How are you? 8 a stomach-ache
I’m not very well.
Oh, dear. What’s the matter with you?
Speaking
I’ve got a cold.
2 Let’s play football with Fred tonight. 9 Listen and talk to your teacher.
Good idea! What time? Ask the pupil What’s your name? Then ask How old are
you?
1 Put the following All About Us 4 Units 1 and 2
flashcards on the table:

73
* Mina
* a cold
(Maximum 3 marks)
* a stomach-ache
* tall Total: 7 marks (You may wish to award ½ marks to
* good-looking pupils who can answer but do not produce a sentence.
* get up You may also wish to award 1 bonus mark for good
* brush my teeth fluency and pronunciation.)
* go to bed
* at night Term 2 test
* in the morning
* quarter past
Reading and Writing
* quarter to 1 Read and choose the correct words. Write.
Point to four of the flashcards and ask the pupil What’s Answers
this?
1 earrings
2 at night 3 lay the table 4 a cough
Score: ½ mark for each correct answer. (Maximum 5 washing up 6 good-looking 7 mine
2 marks) 2 Read and circle the correct words. Write.
2 Next, point to the a cold flashcard and ask What’s the Answers
matter with him? Once the pupil has answered, point to
the a stomach-ache flashcard and say Ask me about this 1 fair hair 2 gardening
3 his
4 weak
5 cold
person. 6 water 7 spotty
3 Look and write the vocabulary.
correct question. Answers
3 Next, point to the tall flashcard and ask What does she 1 come home 2 in the morning 3 bracelets
look like? Once the pupil has answered, point to the 4 knitting
5 cooking
6 untidy
good-looking flashcard and say Ask me about this person.
correct question. 4 Look and write questions and answers.
4 Finally, put the Mina, brush my teeth and at night Answers

flashcards in a row. Say Ask me about Mina. 1 the matter with her, She’s got a headache. 2 he look
like, He’s thin. 3 does she watch TV, She watches TV at
Score: 1 mark for a correct question. quarter past seven. 4 these flowery belts, They’re theirs.
5 painting, Yes, she is.
pupils who can answer but do not produce a sentence. Score: ½ mark for each correct question and each
You may also wish to award 1 bonus mark for good correct answer.
fluency and pronunciation.)
5 Look and write about Zoe and Jim.
10 Look at the pictures and find the differences. Talk to
your teacher. Example answer
1 Point to the big pictures and ask the pupil to find four She’s got (long,) (straight,) (dark) hair. She’s sweeping.
differences between the two pictures. She’s tidy. She wants to paint. He’s got (short,) (curly,)
Answers (fair) hair. He’s lazy and untidy. He’s got toothache. He
doesn’t want to water the flowers.
In Picture A, the girl isn’t thin. In Picture B, the girl is thin.
In Picture A, the girl has got dark hair. In Picture B, the girl Score: 1 mark for each correct sentence. (Maximum
has got fair hair. 6 marks)
In Picture A, the girl eats breakfast at quarter past seven.
In Picture B, the girl eats dinner at quarter past seven.
In Picture A, the girl has got a cut. In Picture B, the girl Listening
has got a headache.
Score: 1 mark for each correct answer. (Maximum 1 She gets up at half past seven. She eats breakfast at
4 marks) quarter to eight. She goes to school at quarter past eight.
2 I like these colourful rings.
2 Then ask the pupil the following questions: They’re mine!
* How are you?
* What time do you eat breakfast / lunch / dinner?
* What does your mum / dad / brother / sister look like?

74
3 J ulia isn’t at school today. She’s not very well. Answers

What’s the matter with her? See audioscript.
She’s got a temperature.
4 Where’s Jack? Is he laying the table?
Speaking
No, he isn’t. He wants to watch TV, but he’s gardening.
5 What does she look like? 8 Listen and talk to your teacher.
She’s tall. She’s got curly, fair hair. Ask the pupil What’s your name? Then ask How old are
6 Where are my earrings? Are they opposite the flowery you?
umbrellas? 1 Put the following All About Us 4 Units 1–4 flashcards on
No, they aren’t. They’re next to the stripy wallets. the table:
Ah, next to the spotty wallets. * Ash
No, they’re next to the STRIPY wallets. * Lily
Answers
* colourful
* watches
1 b
2 a
3 c
4 c
5 a
6 b
* necklaces
7 Listen and colour. 4.66 * drying up
1 I want to colour this picture! * laying the table
Good idea. Can you see the man? * a temperature
Is he watering the flowers? * a headache
Yes, he is. Colour the flowers purple. * red hair
2 There’s a girl in the garden. * get up
Is she sweeping? * come home
No, she isn’t. Look! She’s strong. Point to two of the flashcards and ask the pupil What’s
What does she look like? this?
She’s got curly, red hair. Colour her hair red.
OK, she’s got red hair. (Maximum 1 mark)
3 Can you see the thin boy?
Oh, yes. He’s in the bedroom. He doesn’t want to go to 2 Next, point to the Ash flashcard and ask What does he
bed. look like? Once the pupil has answered, point to the Lily
That’s right. Colour the stripy bed green. flashcard and say Ask me about this person.
Yes, I can. She’s laying the table. She’s hard-working.
correct question.
That’s right. Colour the table blue, please.
Right. 3 Next, point to the colourful flashcard and say Tell me
5 There’s a boy in the bathroom. about this jumper.
Is he brushing his teeth?
Yes, he is. He’s got dark hair. Colour his hair black. Score: 1 mark for a correct sentence.
OK, he’s got short, black hair. 4 Next, put the watches flashcard near the Ash flashcard
6 Look at Jane. and ask Whose are these watches? Once the pupil has
Is she sweeping? answered, put the necklaces flashcard near the Lily
Yes, she is. flashcard and say Ask me about these necklaces.
What’s the matter with her?
She’s got a cut on her leg. Colour her leg pink.
correct question.
7 There’s Paul in the living room.
What’s the matter with him? 5 Finally, point to the drying up flashcard and say She’s
He’s got a headache. drying up. Invite the pupil to make a similar sentence
Oh, dear. Whose is that knitting? about the laying the table flashcard.
It’s his. Colour it yellow, please.
Score: 1 mark for a correct sentence.
Yellow, OK.
8 Look at the girl in the kitchen. Total: 7 marks (You may wish to award ½ marks to
She’s washing up. pupils who can answer but do not produce a sentence.
That’s right. Are you good at washing up? You may also wish to award 1 bonus mark for good
No, I’m not! Whose is that watch? fluency and pronunciation.)
It’s hers.
Colour the watch orange, please. 9 Look at the pictures and find the differences. Talk to
OK, it’s orange. your teacher.
1 Point to the big pictures and ask the pupil to find four
differences between the two pictures.

75
Answers 5 Look and write about Daisy and Mark.

In Picture A, the woman is short and thin. Example answer
In Picture B, the woman is tall. They’re canoeing. She’s got long, fair hair. She’s got a
In Picture A, there’s a wallet near the man. cough. He’s got short, dark hair. He wants to go
In Picture B, there’s a watch near the man. snorkelling. There are a few nuts. There are a lot of
In Picture A, the boy has got a stomach-ache. puddings.
In Picture B, the boy has got earache.
In Picture A, the woman has got a checked umbrella. Score: 1 mark for each correct sentence. (Maximum
In Picture B, she’s got a flowery umbrella. 6 marks)
Score: 1 mark for each correct answer. (Maximum

4 marks) Listening
2 Then ask the pupil the following questions: 6 Listen and draw a line from the person to the correct
* How are you? picture. 4.67
* Have you got a rucksack / watch / hat / cap / umbrella? 1 What’s the matter with her?
Is it spotty / stripy / checked / flowery / colourful? She’s not very well.
* Are you good at painting / watering the flowers / Has she got a cut?
gardening? No, she hasn’t. She’s got toothache.
2 She doesn’t want to go to bed in the afternoon! She
Score: 1 mark for each appropriate answer. wants to paint.
(Maximum 3 marks) Is she good at painting?
Total: 7 marks (You may wish to award ½ marks to Yes, she is.
pupils who can answer but do not produce a sentence. 3 How are you?
You may also wish to award 1 bonus mark for good I’m fine, thank you.
fluency and pronunciation.) What’s the matter with him?
He’s got a cut on his hand.
4 Does he watch TV at nine o’clock?
Term 3 test
No, he doesn’t. He goes to bed at nine o’clock.
Reading and Writing 5 Where’s my checked wallet?
1 Read and choose the correct words. Write. It’s next to those stripy belts.
Whose are those stripy belts?
Answers
They’re hers.
1 morning 2 table 3 sweeping 4 hard-working 6 Whose is that checked wallet?
5 a cold 6 get up 7 hiking 8 eat breakfast
It’s his.
9 bread rolls 10 fruit
7 Is she gardening?
2 Read and circle the best answers. No, she isn’t! She’s in the mountains. She’s mountain
biking.
Answers Term 3 Challenge test
Name
Shall we go mountain biking, too?
1 A
2 C
3 C
4 A Yes, that’s a great idea!
Listening
3 Look and answer. Write the words. 6 Answers

Listen and draw a line from the person to the correct picture.
CD4
67
/7 marks
Answers
1 washing, night, salad 2 loudly, earache, thin
3 windsurfing, ours

Daisy

Answers
1 What time does he brush his, He brushes his teeth at
quarter past eight. 2 What are they, They’re snorkelling. Mark
3 Whose is that, It’s yours. 4 What does she look, She’s
got fair hair.
Score: ½ mark for each correct question and each

CD4
correct answer. 68
Sally’s friends
> What are their names?

¯im and ©lare

She’s got . 76
2. Does she go to school at quarter 5. What are they doing?
7 Listen and write. 4.68 3 Next, point to the snorkelling flashcard and ask What
Hi, Sally. How are you? are they doing? Once the pupil has answered, point to the
I’m fine, thank you. rowing flashcard and say Ask me about these people.
Tell me about your friends. What are their names?
They’re called Jim and Clare. correct question.
What does Clare look like?
She’s got red hair. 4 Next, point to the a stomach-ache flashcard and ask
Do you go to school together? What’s the matter with him?
I go to school with Clare at quarter to nine.
What about Jim?
He goes to a different school. He goes to school at 5 Next, point to the horse riding flashcard and ask Shall
quarter past eight. we go horse riding? Once the pupil has answered, point to
What are your friends doing now? the canoeing flashcard and say Ask me about this activity.
Well, there’s Jim. He isn’t gardening. And there’s Clare,
too. They’ve got bikes. Ah, they’re mountain biking! Score: ½ mark for a correct answer. ½ mark for a
That’s nice. correct question.
Hmm, but Jim’s not very well. 6 Finally, point to one of the bread rolls on the bread rolls
What’s the matter with him? flashcard and ask Please can I have a bread roll? Once the
He’s got a cough. pupil has answered, point to one of the puddings on the
Oh, dear. Well, that’s all my questions. Thank you – oh, puddings flashcard and say Ask me about this food.
wait a minute, Sally!
Yes? Score: 1 mark for a correct question.
Whose are those umbrellas? Are they yours? Total: 7 marks (You may wish to award ½ marks to
No, they’re Jim’s! They’re his umbrellas. pupils who can answer but do not produce a sentence.
Ah, OK. Bye, Sally. You may also wish to award 1 bonus mark for good
Bye. fluency and pronunciation.)
Answers
9 Look at the pictures and find the differences. Talk to
1 red hair 2 Yes (, she does.) 3 quarter past your teacher.
4 No (, he isn’t.) 5 mountain biking 6 a cough
1 Point to the big pictures and ask the pupil to find four
7 his / Jim’s
differences between the two pictures.
Speaking Answers
In Picture A, they’re windsurfing. In Picture B, they’re
8 Listen and talk to your teacher. sailing.
Ask the pupil What’s your name? Then ask How old are you? In Picture A, she’s horse riding quickly. In Picture B, she’s
1 Put the following All About Us 4 Units 1–6 flashcards on horse riding slowly.
the table: In Picture A, he’s got curly, dark hair. In Picture B, he’s got
* Ash straight, fair hair.
* Mina In Picture A, there’s a lot of fruit. In Picture B, there isn’t
* watering the flowers any fruit.
* washing up
* snorkelling Score: 1 mark for each correct answer.
(Maximum 4 marks)
* rowing
* horse riding 2 Then ask the pupil the following questions:
* canoeing * How are you? Have you got a cough / headache / cold?
* a stomach-ache * Are you good at cooking / horse riding? / What are you
* toothache good at?
* bread rolls * Is there any fruit / water / food in your bag? Are there
* puddings any nuts / seeds / raisins in your bag?
Point to two of the flashcards and ask the pupil What’s this?
Score: ½ mark for each correct answer. (Maximum 3 marks)
(Maximum 1 mark)
2 Next, point to the watering the flowers flashcard and pupils who can answer but do not produce a sentence.
ask Is she drying up? Make sure the pupil doesn’t only say You may also wish to award 1 bonus mark for good
No, she isn’t., but also makes a correct statement about fluency and pronunciation.)
the flashcard.

77
Name Evaluation
Marking grids
Unit 1 test Mark Max marks
Standard Challenge
Reading and Writing 16 14
14
Listening 8 14
Total for test 24 42

Standard Challenge
14
Listening 8 14

Standard Challenge
14
Listening 8 14

Standard Challenge
14
Listening 8 14

Standard Challenge
14
Listening 8 14
78
Name Evaluation
Marking grids
Standard Challenge
14
Listening 8 14
Term 1 test Mark Max marks

Standard Challenge
Reading 12 14
Writing 12 14
Listening 12 14
Speaking 12 14

Standard Challenge
Reading 12 14
Writing 12 14
Listening 12 14
Speaking 12 14

Standard Challenge
Reading 12 14
Writing 12 14
Listening 12 14
Speaking 12 14
79
Speaking evaluation (optional) Assessment criteria
10: Excellent 8–9: Very good 6–7: Good
5: Adequate 1–4: Needs improvement
Unit
Name Pairwork activity Everyday language Acting out Rhyme Total for Observations
(Lesson 2) / (Lesson 6) (Lesson 3) (Lesson 7) (Lesson 7) Speaking
Participates in a short Participates in Takes part in Says the
dialogue using the everyday exchanges. a rehearsed pronunciation rhyme
target language. dialogue. with appropriate
sounds, stress and
intonation.
/ 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
/ 10 / 10 / 10 / 10
Notes
1 Standardising 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.
Add observations on areas to improve, achievement and effort throughout the year.
80
Key Competences introduction
What are the Key Competences in the foreign understanding. They also learn how to be good
language classroom? citizens alongside the course characters, and the
The Key Competences describe a range of skills, All about values themes explicitly explore positive
knowledge, attitudes and behaviour developed in all behaviour. Values and citizenship, interpersonal
subjects to serve children for life and learning outside and social skills, codes of conduct, norms of
the classroom. behaviour and customs in similar and different
environments are all positively modelled, helping
European legislation defines eight Key Competences,
children absorb socio-political concepts like
distinguishing between communication in the mother
equality and diversity and spark interest in other
Social and civic competences
tongue and a foreign language; these two have been

people’s culture and customs.
combined to create seven Key Competences in the
Cultural awareness and expression
Spanish educational system: Learning to learn

Learning to learn
1 Linguistic competence This competence encompasses the development

Linguistic communication
of study skills and attitudes that help children to

2 Social and civic competence Digital competence
continue learning inside and outside the

3 Learning to learn Mathematical competence and basic competences
classroom efficiently and autonomously.

in science and technology
4 Digital competence
Lots of the activities in All About Us are designed
Sense of initiative and entrepreneurship
5 Sense of initiative and entrepreneurship to get children thinking about how they learn,
6 Cultural awareness and expression
Social and civic competences what sort of learner they are and what learning
7 Mathematical competence and basic competences
strategies they can adopt to become more
in science and technology efficient learners. Self-evaluation plays an
important part in this, as does the development
Learning to learn
inguistic competence
L
of positive learning attitudes and self-reliance as
This encompasses effective communication and
Digital competence a learner.
expression in a range of contexts, such as at
Mathematical competence and basic competences
in science and technology All About Us 4 offers explicit opportunities for
home, during leisure time or at school, according

self-evaluation, learning to learn and reference
to the children’s age and stage of development.
materials to support the development of this

Throughout the six levels of All About Us, input of Competence (see page 2 for more information
Learning to learn
vocabulary and grammar essential for effective on self-evaluation).

communication is presented in motivating

Digital competence
Digital competence
contexts and through a variety of mediums to fire

This involves the confident and critical use of
children’s curiosity and encourage a genuine

information and basic skills in information and

desire for communication. Sense of initiative and entrepreneurship
communication technology (ICT).

Every activity in All About Us is designed with a
The blend of digital and print material in All About
linguistic outcome for children, and the course has
Us mean that Digital competence can be
been specially developed to provide challenging

developed on a day-to-day basis. All About Us
and motivating input alongside the development

recognizes that technology is a part of everyday
of the four skills of reading, writing, listening and
Learning to learn
life, both inside and outside the classroom, and

speaking. Linguistic communication
encourages children to be safe and responsible

Social and civic competence
users while also providing opportunities to develop
Digital competence
This competence describes the range of social,

Cultural awareness and expression the necessary IT skills to do this effectively.
interpersonal and intercultural skills and

Learning to learn
behaviour that equip individuals to participate

This competence is related to Learning to learn,
effectively and constructively in society.
and also describes values and attitudes such as

All About Us presents language to children in
Digital competence
perseverance, self-esteem and the capacity to

different everyday contexts in which they can calculate risks and identify solutions to problems,
broaden their social and civic knowledge and

and the ability to turn ideas into action.

81
Many of the communicative activities in All About Evaluating the Key Competences in the foreign
Us contribute to the development of this language classroom
competence, with children working In All About Us, the material has been carefully
independently, in pairs or in groups to achieve a developed to ensure that the learning that takes
specific goal. These might include the Review place in every lesson supports the development of
projects, a performance of a song or chant or a the Key Competences. (In the Teacher’s Guide you will
communication activity, to name but a few. find suggestions as to how the course material fulfils
These activities require planning, cooperation and specific Key Competences.) The Key Competences
organizational skills, such as time-management, evaluation materials provided can be used with each
flexibility and determination.
of the six unit projects and the three (termly) Review
projects in the Class Book. These projects have each
been developed to ensure that the learning that
All About Us offers plenty of opportunities to
Learning to learn
takes place supports the development of all the Key

develop an appreciation of the importance of the
Competences.
creative expression of ideas, experiences and
emotions in a range of media, for example
Digital competence
through music and song, acting out stories, and

How to administer the Key Competences
craft and art activities. evaluation
The Key Competences evaluation grids are provided

Children are encouraged to creatively express
as photocopiable sheets as well as editable
themselves through participation in such
documents on Oxford Premium. The grids allow you
activities as singing and performing songs and
to assess your children’s development of the Key
chants, the acting out of stories or rhymes and
Competences in a practical way, by clearly detailing
arts and crafts such as making the Lesson 6
how each of the projects covers each competence
cut-outs or craft activities in the classroom, and
and with the help of an easy-to-use marking scheme

through learning about the culture of English-
to grade each objective against.
speaking countries around the world. The many

At the end of each project, simply print off the
Learning to learn
personalization tasks to be found in the course

material also build children’s confidence in their
relevant Key Competences evaluation grid and
own creative expression.
Digital competence complete for each child by filling in the name and
awarding marks out of 10 for each indicator by
athematical competence and basic
M
following the guidelines provided in the grid. You can

competences in science and technology

then give a total mark for each competence and for
Mathematical competence is the ability to apply the whole project. There is also space for you to add
mathematical thinking to a range of situations, observations, in order to monitor individual students’
with the emphasis being placed on process, progress across the projects.
activity and knowledge, while science and
technology refers to the mastery and the use and To accompany each of the Key Competence
application of knowledge and methodologies evaluation grids, there are tables that map how the
which explain the natural world. activities and the Key Competences developed in
each project fulfil the required Learning standards
All About Us brings in a wide range of concepts and Assessment criteria for Primary education. These
from across the curriculum, including Science and tables are already completed for you and can be used
Maths in which these competences are directly as a reference tool to help you evaluate the Key
applied. In addition, many other language Competences and complete the evaluation grid for
activities in All About Us require some degree of each student.
mathematical thinking or the application of
scientific knowledge, such as conducting a simple
survey.

82
Key Competences evaluation Assessment criteria: Total Competence mark:
10: Excellent 140–150: Excellent
Unit 1 project: My friend in costume 8–9: Very good 120–139: Very good
Social and civic competences 6–7: Good 85–119: Good
Name: 5: Adequate 61–84: Adequate
1–4: Needs improvement 0–60: Needs improvement
Indicators for evaluating the Key Competences

Learning to learn
Mark Total Competence Observations
/ 10 mark
Linguistic competence
Describes a friend using familiar vocabulary and structures / 10
Understands and uses language to describe appearances / 10
Digital competence
Successfully prepares two descriptions of a friend / 10
Learning to learn
Successfully presents the project to the class / 10

science
inSocial andand technology
civic competences
Participates in a group discussion about their project / 10
Takes turns in the discussions around the project and listens to other people’s / 10
Digital competence
presentations
Learning to learn
Learning to learn
Learning to learn
Reflects on their work by completing a project review activity in the All About Me Booklet / 10
Demonstrates a positive attitude to learning by trying their best / 10
Understands and completes a project plan to prepare for making their project / 10
Digital competence
Volunteers answers to questions
Digital competence / 10
Learning to learn
Successfully plans for the objects they will need to complete the project in an exchange / 10
in
with a partner
science and technology

Expresses themselves creatively by drawing an imaginary costume / 10
Creates two visually attractive illustrations
Digital competence
/ 10
Learning to learn
Draws different textures using a variety of drawing techniques / 10
Mathematical competence and basic competences in science and technology
in science and
Linguistic technology
communication
Demonstrates an understanding of symmetry by creating a folded image / 10
Total mark / 150
Digital competence
83
Learning standards and Assessment criteria mapping
Unit 1 project: My friend in costume
This project fulfils the following Learning standards and related Assessment criteria across the Key Competences indicated below.
Learning to learn
Learning standards Assessment criteria
Comprehension of oral texts
Understands the main points of short, simple and well-structured Knows and applies basic strategies in order to understand gist,
presentations on topics that are familiar or of interest via watching or
key information or main points
listening
Digital competence to Ash’s project
Understands the gist and main points, and detects a change in topic, Discriminates basic sound, accent, rhythmic and intonation patterns
Learning to learn
in audio visual material and recognizes general communicative meanings and intentions related
Mathematical competence
Social and civic and basic competences
competences
in science and technology to said patterns

Production of oral texts
Cultural
Sense awareness
of initiative andand expression
entrepreneurship
Makes brief, simple, previously prepared and rehearsed presentations on Knows and applies basic strategies in order to produce short and simple
everyday topics or topics of interest monologues
Digital competence
Learning to learn
Learning to learn Pronunciation is generally understandable
competences
Fulfils the communicative function(s) of an oral text
Mathematical
Social and civiccompetence and basic competences
Linguistic and technology
in science communication
Participates in everyday exchanges when completing a speaking activity
Participates using basic and simple language in short conversations
related to their completed project about immediate needs or familiar topics
Comprehension of written texts
Digital competence
Digital competence
Understands key information and locates specific information in simple Knows and applies basic strategies in order to understand gist,
Learning to learn
informational materials by completing the preparation activities in the key information or main points of a text
Social and civic
Mathematical competences
competence and basic competences
Mathematical
in competence and basic competences
Activity Book
Understands instructions, directions and basic information for Identifies the topic at hand and understands the general gist, main ideas
completing the project through successfully following the stages of the and specific information from very short and simple written texts
project
Digital competence
Production of written texts
Learning to learn
Composes short, simple, information-type texts when preparing a Knows and applies basic strategies to produce simple written texts
description of their friend
Mathematical competence and basic competences Knows how to use basic syntactic structures in written texts
in science and
communication
Applies basic graphemes and written symbols to write words or short

sentences
Digital competence
84
Unit 2 project: My friend’s day 8–9: Very good 120–139: Very good

Learning to learn
/ 10 mark
Understands and uses vocabulary for daily activities / 10
Learning to learn
Understands and uses language for describing different times of the day / 10
Digital competence
Successfully prepares sentences about their friend’s day
/ 10
Successfully presents their project to the class / 10

Cultural
Social andawareness and expression
civic competences
Digital competence
Learning to learn
Learning
Cultural to
awareness
learn and expression

Linguistic
Learning communication
Culturaltoawareness
Digital competence
Learning to learn
Volunteers answers to questions / 10
in
with a partner
Digital competence
science
Linguisticand technology
communication

Mathematical
Sense competence
of initiative and basic competences
and entrepreneurship
Expresses themselves creatively by making a clock spinner / 10
Digital
in competence
Can identify activities that are typical of a certain time of day / 10
Learning to learn
Understands how to prepare a multi-part clock spinner / 10
Able to talk about times correctly and read an analogue clock / 10
Demonstrates an understanding of fractions / 10
Digital competence
Total mark / 150

85
Unit 2 project: My friend’s day
Learning to learn
listening
Digital competence to Lily’s project
Learning to learn
competences

Cultural
Sense awareness
entrepreneurship
Digital competence
Learning to learn
competences
Mathematical
Digital competence
Digital competence
Learning to learn
Social and civic
Mathematical
Activity Book
completing the project through successfully following the stages of and specific information from very short and simple written texts
the project
Digital competence
Learning to learn
Composes short, simple, information-type texts when preparing Knows and applies basic strategies to produce simple written texts
sentences about a friend’s day
in science and
communication

sentences
Digital competence
86
Unit 3 project: My shop advert 8–9: Very good 120–139: Very good

Learning to learn
/ 10 mark
Understands and uses vocabulary for gifts / 10
Learning to learn
Understands and uses language for asking about likes and dislikes / 10
Digital competence
Successfully prepares labels for items and can write prices accurately
/ 10

Cultural
civic competences
Digital competence
Learning to learn
Learning
Culturalto
awareness
Linguistic
Learning tocommunication
learn
Digital competence
Learning to learn
in
with a partner
Digital competence

Mathematical
Sense competence
Expresses themselves creatively by choosing items for a shop / 10
Creates a visually attractive advert for a shop
Digital competence
/ 10
Learning to learn
Draws different patterns / 10

in science and
communication
Demonstrates an understanding of prices and value / 10
Demonstrates an understanding of different patterns / 10
Digital competence
Total mark / 150

87
Unit 3 project: My shop advert
Learning to learn
listening
Learning to learn
competences

Cultural
Sense awareness
entrepreneurship
everyday topics or topics of interest via the project monologues
Digital competence
Learning to learn
competences
Mathematical
Digital competence
Digital competence
Learning to learn
Social and civic
Mathematical
Activity Book
project
Digital competence
Learning to learn
Composes short, simple, information-type texts when preparing labels Knows and applies basic strategies to produce simple written texts
and prices for an advert
in science and
communication

sentences
Digital competence
88
Unit 4 project: My rap 8–9: Very good 120–139: Very good

Learning to learn
/ 10 mark

Understands and uses vocabulary for describing character / 10
Successfully prepares a rap / 10
Digital competence
Learning to learn
Successfully presents the rap to the class / 10
Uses the correct intonation and stress to deliver a rap
/ 10
in science and
communication
Demonstrates an understanding of similar sounds and rhyming language / 10
Cultural
civic competences
Digital competence
Learning to learn
Learning
Cultural to
awareness

Linguistic
Learning communication
Culturaltoawareness

Digital competence
Learning to learn
with a partner
in
Digital competence
science
Linguisticand technology
communication
Expresses themselves creatively by writing a rap / 10
Mathematical
Sense competence
Draws a visually attractive picture of a story character / 10
Digital
in competence
Learning to learn
Selects and can provide an accurate description of their favourite story character / 10
in science and
communication
Understands how to plan a rap / 10
Demonstrates an understanding of the structure of a rap / 10
Digital competence
Total mark / 150

89
Unit 4 project: My rap
Learning to learn

listening
Learning to learn
competences
Cultural
Sense awareness
entrepreneurship
Digital competence
Learning to learn
competences
Mathematical
Digital competence
Digital competence
Learning to learn
Social and civic
Mathematical
Activity Book
project
Digital competence
Learning to learn
Composes short, simple, information-type texts when preparing a rap Knows and applies basic strategies to produce simple written texts
in science and
communication

sentences
Digital competence
90
Unit 5 project: My healthy lunch 8–9: Very good 120–139: Very good

Learning to learn
/ 10 mark

Understands and uses food vocabulary / 10
Learning to learn
Understands and uses language to describe quantities / 10
Digital competence
Successfully prepares a description of a healthy lunch
/ 10
Cultural
civic competences
Digital competence
Learning to learn
Learning
Culturalto
awareness
Linguistic
learn
Digital competence
Learning to learn
in
with a partner
Digital
Social
competence
science and
and technology
civic competences
Plans a healthy lunch by selecting appropriate amounts of food from different food groups
/ 10
Mathematical
Sense competence
inCultural awareness
science and and expression
technology
Expresses themselves creatively by writing and illustrating a description of a healthy lunch
Digital competence
/ 10
Expresses understanding of the subject by writing a description of a healthy lunch / 10
Learning to learn
Demonstrates an understanding of what constitutes a healthy, balanced diet / 10
Can talk accurately about different quantities / 10
Total mark / 150
Digital competence
91
Unit 5 project: My healthy lunch
Learning to learn

listening
Learning to learn
competences
Cultural
Sense awareness
entrepreneurship
Digital competence
Learning to learn
competences
Mathematical
Participates in everyday exchanges when doing a speaking activity
Digital competence
Digital competence
Learning to learn
Social and civic
Mathematical
Activity Book
project
Digital competence
Learning to learn
Composes short, simple, information-type texts when preparing food Knows and applies basic strategies to produce simple written texts
labels and a description of a healthy lunch
in science and
communication

sentences
Digital competence
92
Unit 6 project: My triathlon 8–9: Very good 120–139: Very good

Learning to learn
/ 10 mark

Understands and uses words for different sports and activities / 10
Learning to learn
Correctly uses adverbs to describe different sports and activities / 10
Digital competence
Successfully prepares a description of a triathlon
/ 10
Successfully presents the description of their triathlon to the class / 10
Cultural
civic competences
Digital competence
Learning to learn
Learning
Culturalto
awareness

Linguistic
learn
Sense initiative and entrepreneurship
Socialofand civic competences
Digital competence
in
with a partner
Digital
Social
competence
science and
and technology
civic competences
Learning to learn
Able to identify differences in safety and speed, and accurately describe these difference / 10
Mathematical
Sense competence
inCultural awareness
science and and expression
technology
Expresses themselves creatively by drawing and writing a description of a triathlon / 10
Selects and can provide an accurate description of a sport or activity / 10
Learning to learn
Digital competence
Expresses an understanding of the subject by selecting appropriate activities for / 10
a triathlon
Shows understanding of perspective / 10
Digital competence
Total mark / 150
93
Unit 6 project: My triathlon
Learning to learn

listening
Learning to learn
competences
Cultural
Sense awareness
entrepreneurship
Digital competence
Learning to learn
competences
Mathematical
Participates in everyday exchanges when doing a speaking activity
Digital competence
Digital competence
Learning to learn
Social and civic
Mathematical
Activity Book
project
Digital competence
Learning to learn
Composes short, simple, information-type texts when preparing labels Knows and applies basic strategies to produce simple written texts
and a description of their triathlon
in science and
communication

sentences
Digital competence
94
Review 1 project: Make and play 8–9: Very good 120–139: Very good
a card game 5: Adequate 61–84: Adequate
Name: Cultural awareness and expression

Learning to learn
/ 10 mark

Understands and uses vocabulary for making a card game / 10
Understands and uses vocabulary from Units 1 and 2 / 10
Digital competence
Successfully prepares part of a card game / 10
Learning to learn
Successfully uses the card game as part of a group / 10
Participates in a group activity to make a card game / 10
Collaborates with others in a group in project activities / 10
Digital competence
Asks and answers questions with others in a group to exchange information / 10
Participates in a class discussion about the project / 10
Learning to learn
Learning to learn
Learning and
in scienceto technology
learn
Learning to learn
Works with the group to divide up the tasks required to make a card game / 10
Digital competence
Digital competence
Understands and adopts a useful revision technique in the form of a card game
/ 10
Cultural awareness
Mathematical and expression
Expresses themselves creatively by making part of a card game / 10
Digital competence

Portrays meaning through mime / 10
Learning to learn
Demonstrates an understanding of shapes / 10
Total mark / 150
Digital competence
95
Review 1 project: Make and play a card game

Cultural
This project fulfils and expression
awarenessthe following Learning standards and related Assessment criteria across the Key Competences indicated below.

Learning to learn

discussions through making a card game key information or main points
Learning to learn
Digital competence
Participates in social conversations through making and using the Knows and applies basic strategies in order to produce short and simple
card game monologues and dialogues
Cultural awareness and expression Makes themselves understood in short and simple conversations
Digital competence
Knows how to use basic syntactic structures in oral communications
Social and
Learning to civic
learncompetences
Participates in everyday exchanges through making suggestions in group Participates using simple language in short conversations about
Learning
work to learn immediate needs or familiar topics
Cultural awareness
Linguistic and expression
communication
Pronunciation is generally understandable
Linguistic communication Fulfils the communicative function(s) of an oral text
Learning
Digital to learn
competence
Understands instructions, directions and basic information for
Digital and civic competences
Social competence Knows and applies basic strategies in order to understand gist,
completing the project through successfully following the stages of the key information or main points of instructions
Mathematical
Linguistic competence and basic competences
communication
project
in science and technology Identifies the topic at hand and understands the general gist, main ideas
Cultural awareness and basic competences
and expression
in science and technology and specific information from very short and simple written texts
Digital
Sense of competence
initiative and entrepreneurship
Learning
Sense of initiative
to learnand entrepreneurship
Composes short, simple, information-type labels when preparing part of Knows and applies basic strategies to produce simple written texts
a card game
Mathematical competence and basic competences Applies basic graphemes and written symbols to write words or short
sentences
Digital competence

96
Review 2 project: Act out a shopping 8–9: Very good 120–139: Very good
role-play 5: Adequate 61–84: Adequate
Name: Cultural awareness and expression

Learning to learn
/ 10 mark

Linguistic
Social andcommunication
civic competences
Understands and uses vocabulary for designing the items and layout of a shop / 10
Understands and uses vocabulary from Units 3 and 4 / 10
Digital competence
Successfully prepares price labels for different items / 10
Successfully asks and answers questions about the items in the shop / 10
Learning
in to learn
Participates in a group activity to hold a shopping role-play / 10
Sense of initiative
Linguistic and entrepreneurship
communication
Collaborates with others in a group in project activities, and develops ideas together / 10
Asks and answers questions with others in a group to exchange information / 10
Digital competence
Learning to learn
Participates in a shopping role-play / 10
Cultural awareness
Learning to learn and basic competences
and expression
Learning and
in scienceto technology
learn
Learning to learn
Digital competence
Works with the group to divide up the tasks required to make a shop / 10
Volunteers answers to questions

/ 10
Digital competence
Expresses themselves creatively by choosing and drawing different items to sell in a shop
Digital competence
/ 10
Can act out an imaginary role-play by drawing on real-life experiences / 10
Learning to learn
Demonstrates an understanding of prices and value / 10
Total mark / 150
Digital competence
97
Review 2 project: Act out a shopping role-play

Cultural
Learning to learn

discussions through planning a shopping role-play key information or main points
Digital competence Discriminates basic sound, accent, rhythmic and intonation patterns
and recognizes general communicative meanings and intentions related
to said patterns
in science
Social
Social and
andand technology
civic competences
competences
Learning tocivic
learn Identifies gist and the main points in very short and simple oral texts

Cultural and expression
Cultural awareness and
Linguisticawareness
communicationexpression
Participates in social conversations through making and using props in a Makes themselves understood in short and simple conversations
shopping role-play Knows how to use basic syntactic structures in oral communications
Learning
Learning to learn
to learn
Digital competence
Participates in everyday exchanges when completing speaking activities Participates using simple language in short conversations about
related to their shopping role-play immediate needs or familiar topics
Mathematical
Linguistic
Linguistic competence and basic competences
communication
communication
in science and technology Fulfils the communicative function(s) of an oral text
Digital competence
Digital competence
everyday topics or topics of interest monologues and dialogues
Mathematical
competence and
and basic competences
basic competences Fulfils the communicative function(s) of an oral text
in
in science
and technology
Social and
Learning tocivic
learncompetences
Understands instructions, directions and basic information for
Sense
Sense of
of initiative
Knows and applies basic strategies in order to understand gist,
Cultural awareness
Linguistic and expression
communication
project Identifies the topic at hand and understands the general gist, main ideas
Learning to learn
and specific information from very short and simple written texts
Digital competence
Composes short, simple, information-type texts when preparing price
Knows and applies basic strategies to produce simple written texts
labels Fulfils the communicative function(s) of a written text
Digital
Sense ofcompetence
sentences
98
Review 3 project: Plan a perfect day out 8–9: Very good 120–139: Very good

Learning to learn
/ 10 mark

Social and
Linguistic civic competences
communication
Understands and uses vocabulary for planning a perfect day out / 10
Understands and uses language from Units 5 and 6 / 10
Cultural
Digital awareness and expression
competence
Successfully prepares a poster about a perfect day out / 10
Learning to learn
Participates in a group activity to plan a perfect day out / 10
Linguistic
Sense communication
Social
ofand civic competences
Collaborates with others in a group in project activities, and develops ideas together / 10
Digital competence
Works collaboratively in a group to decide what they are going to do during their perfect / 10
Learning to learn
day out
Learning to learn
in
Learning and
scienceto technology
learn
Works with others to decide what they are going to do and at what time on their perfect
Digital competence / 10
Learning to learn
day out
Digital competence
competences
Plans with the group what kind of activities they will do and food they will eat
/ 10
Expresses themselves creatively by drawing the food they will eat on their perfect day out
Digital competence
/ 10
Creates a visually attractive poster / 10
Learning to learn
Understands how to design and decorate a poster / 10
Total mark / 150
99
Digital competence
Review 3 project: Plan a perfect day out

Cultural
Learning to learn
Social and
Linguistic civic competences
communication

presentations on topics that are familiar or of interest via watching or key information or main points
Cultural
Digital awareness and
listening
competence toexpression
other groups’ presentations Discriminates basic sound, accent, rhythmic and intonation patterns
and recognizes general communicative meanings and intentions related
to said patterns
Mathematical
Learning
Social and competence
learn
tocivic and basic competences
competences
inSocial and
science civic
and competences
technology
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 planning a perfect day out
Linguistic
Cultural
Sense communication
awareness
entrepreneurship
Cultural awareness and
Production of oral textsexpression
Participates in social conversations through planning a perfect day out Makes themselves understood in short and simple conversations
Digital competence
Learning
Learning to
to learn
learn Knows how to use basic syntactic structures in oral communications
Participates in everyday exchanges when completing speaking activities Participates using simple language in short conversations about
related to planning their perfect day out immediate needs or familiar topics
Linguistic
and technology
Makes brief, simple, previously prepared and rehearsed presentations on
Sense of initiative
Cultural awareness entrepreneurship
andand expression
Knows and applies basic strategies in order to produce short and simple
Digital
Digital competence
competence
everyday topics or topics of interest monologues and dialogues
Mathematical
Mathematical
Learning competence
competence
learn and
and basic
basic competences
competences
inSocial and
tocivic competences
in science
science and
and technology
technology Fulfils the communicative function(s) of an oral text
Linguistic
Sense of
Cultural communication
and
awareness entrepreneurship
expression
Sense of initiative
initiative andand
entrepreneurship
Understands instructions, directions and basic information for Knows and applies basic strategies in order to understand gist,
project
Digital
Learningcompetence
to learn
Identifies the topic at hand and understands the general gist, main ideas
and specific information from very short and simple written texts
Linguistic
in communication
Composes short, simple, information-type labels when preparing a poster Knows and applies basic strategies to produce simple written texts
for their perfect day out Fulfils the communicative function(s) of a written text
Sense
Digital initiative and entrepreneurship
ofcompetence
sentences
100

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4

Term 2 22 Review 1 Project 95

Term 3 26 Review 2 Project 97

All About Us 4 © Oxford University Press

All About Us 4 © Oxford University Press

All About Us 4 © Oxford University Press

All About Us 4 © Oxford University Press

All About Us 4 © Oxford University Press

All About Us 4 © Oxford University Press

Reading and Writing

1 Read and match. /8 marks

1. What’s the matter a b 5. What does he

4. He’s tall. He’s got 8. She’s got long,

2 Look and write questions and answers. /8 marks

> Æhat’š the matter

> Æhat doeš she

3 Listen and tick ✔. /8 marks

Total for test / 24 marks

How do you feel? Circle, write and draw.

I feel about my test.

Reading and Writing

1 Read and write True or False. /8 marks

1 2 1. He brushes his teeth at

2. She doesn’t watch TV in

4. She comes home at half past six.

6. She doesn’t go to bed

7 8 7. Does he eat breakfast in

8. What time does she get up?

2 Look and write questions and answers. /8 marks

> Æhat time doeš he

> Ðoeš she eat dinner

3 Listen and number. /8 marks

Total for test / 24 marks

How do you feel? Circle, write and draw.

I feel about my test.

Reading and Writing

1 Read and circle. /8 marks

1 2 1. Whose is this / that knitting?

2. Where are the bracelets / earrings?

3. I don’t like these / those belts.

4. Whose are these flowery /

2 Look and complete the questions and answers. /8 marks

> Whose are these beltš ? They’re mine .

1. Whose are those ? They’re .

2. Whose are these ? They’re .

3. Whose are gloves?

4. Whose are watches?

> Whose is this hat ? It’s hiš .

5. Whose is this ? It’s .

6. Whose is that ? It’s .

3 Listen and circle A or B. /8 marks

Total for test / 24 marks

How do you feel? Circle, write and draw.

I feel about my test.

Reading and Writing

1 Read and write True or False. /8 marks

1 He’s hard-working. 2 He wants to paint.

He’s untidy. She’s weak.

3 Is he sweeping? 4 Is she cooking?

2 Look and write questions. /4 marks

1 Read and match. /8 marks

2 Look and write questions and answers. /8 marks

3 Listen and tick ✔. /8 marks

1 Read and write True or False. /8 marks

4. She comes home at half past six.

2 Look and write questions and answers. /8 marks

3 Listen and number. /8 marks

1 Read and circle. /8 marks

2 Look and complete the questions and answers. /8 marks

> Whose are these beltš ? They’re mine .

1. Whose are those ? They’re .

2. Whose are these ? They’re .

3. Whose are gloves?

4. Whose are watches?

> Whose is this hat ? It’s hiš .

5. Whose is this ? It’s .

6. Whose is that ? It’s .

3 Listen and circle A or B. /8 marks

1 Read and write True or False. /8 marks

2 Look and write questions. /4 marks

2. Yes, she is.

3. No, she isn’t.

3 Look and write sentences. /4 marks

4 Listen and number. /8 marks

1 Read and circle. /8 marks

2 Look and write questions and answers. /8 marks

3 Listen and circle A or B. /8 marks

1 Read and number. /8 marks

2 What are they doing? Look and write answers. /8 marks

3 Listen and number. /8 marks

1 Read and write Yes or No. /6 marks

2 Read and write True or False. /6 marks

3 Look and write. Use 1, 2 or 3 words. /6 marks

4 Look and complete the sentences. /6 marks

5 Listen and tick ✔. /6 marks

7 Listen and talk to your teacher. /6 marks

1 Read and write Yes or No. /6 marks

3. What does he look like? 6. She’s strong.

2 Read and choose the correct words. Write. /6 marks

3 Look and write. Use 1, 2 or 3 words. /6 marks

4 Look and complete the questions and answers. /6 marks

2. What time He