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01 Ar2e 1 Eval Prelims (001-005)
01 Ar2e 1 Eval Prelims (001-005)
Challenge tests
Unit 1 34
Unit 2 38
Unit 3 42
Unit 4 46
Unit 5 50
Unit 6 54
Term 1 58
Term 2 62
Term 3 66
End of year 70
How to prepare children for the tests Match the pairs Stick pictures on the board so that children
As young learners need constant recycling of language, here can only see the backs of the cards. Then number them one
are some additional games and resources that can be used to ten. Give a clue and ask children to guess the first card. If
to help consolidate language from the course and help the they guess correctly turn it over and let them see it briefly.
children to prepare for the tests. Then turn the card over again. The object of the game is to
name all ten items correctly in turn without clues.
Games
To help children practise vocabulary you can use some of the What’s this? Children take turns picking up a card and asking
following games and ideas. What’s this? Their partner has to respond with the correct
answer or lose the round.
Alphabet game Give a letter of the alphabet and a category Nought and crosses Select nine of the cards to revise and
of vocabulary and ask children to say a word as quickly as they play Noughts and crosses. Draw a noughts and crosses grid
can. For example: on the board, as shown.
Teacher: clothes: S
Child: skirt
Once children are confident, ask them to continue in pairs.
Last and first letters Go round the class with a word 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:
cat ➞ tiger ➞ rabbit ➞ table
The aim is to get all round the class without repeating a word.
Other resources
Class Book Lesson 8 of each Class Book unit contains
Memory game Children look at words in a category, e.g. activities that review and consolidate the core vocabulary of
clothes, for one minute then turn their books over. the unit, and so this page can be used as an accessible and
Teacher: What (clothes) can you remember? quick visual recap of the language they will need for each Unit
test. Likewise, the three review units in the Class Book draw
In a minute Choose a category, e.g. animals. Children say as
together all the core vocabulary and target grammar from
many animals as they can in a minute.
each term, providing a useful source of preparation for the
Ping pong Divide the class into two teams and sit them in Term tests.
two lines facing each other. Say a category e.g. colours. The Activity Book The optional Activity Book provides an ideal
‘ball’ is hit between the teams as they say a word from that option for preparing children for the tests by consolidating
category. The teacher walks along the lines pointing to the and reinforcing the language from the course. It offers a page
child whose turn it is to speak. of activities for each lesson, with a focus on systematic and
Categories Write category titles on the board e.g. animals incremental reading and writing practice.
and food, then say words and children have to point to the Reinforcement and Extension worksheets The
correct categories. Reinforcement and Extension worksheets provided focus
attention on written outcomes and so help prepare students
Games with mini picture cards, wordcards for the Reading and Writing part of the tests in particular.
and real objects They also serve as an excellent means of reinforcing the core
Bingo This practises recognition of the vocabulary. Children language and building the children’s cognitive skills in a way
select any six cards and lay them on their desks. The teacher that will build their confidence ready for the tests.
calls out twice a word at random from the lists. Children who
have that card on their desks turn it over. The first child to turn
over all six of their cards shouts Bingo! and has won.
Amazing Rooftops 1
Name Comprehension of written texts Production of written texts Total Observations
Knows and applies Identifies the Applies basic Knows and applies
basic strategies topic at hand and graphemes and basic strategies to
in order to understands the written symbols produce simple
understand gist, general gist, main to write words or words, sentences
key information ideas and specific short sentences or written text
or main points of information from
a text written texts
Notes
1 Standardizing evaluation 2 Applying the marking scheme
Be sure to assess each child on the same item. Use the marking scheme key to award marks out of 10 for each assessment opportunity.
Add observations on areas to improve, achievement and effort throughout the year.
4
Speakingevaluation Assessment criteria
10: Excellent 8–9: Very good 6–7: Good 5: Adequate 1–4: Needs improvement
Unit
Amazing Rooftops 1
Name Song (Lesson 2) / Everyday Pairwork Communication Total for Observations
Rhyme (Lesson 8) language speaking game (Lesson 8) Speaking
(Lesson 4) (Lesson 2 and 6)
Sings a song Takes part in a Participates in Participates in a face-
using appropriate simple, functional communicative to-face game or short
language / Says the conversation activity using conversation using
pronunciation rhyme target language the target language
with appropriate Makes himself /
intonation herself understood
Notes
1 Standardizing evaluation 2 Applying the marking scheme
Be sure to assess each child on the same item. Use the marking scheme key to award marks out of 10 for each assessment opportunity.
Add observations on areas to improve, achievement and effort throughout the year.