Evaluation Section

1
Contents
Evaluation overview 1
Tests introduction 3
Standard tests
Unit 1 6
Unit 2 8
Unit 3 10
Unit 4 12
Unit 5 14
Unit 6 16
Term 1 18
Term 2 22
Term 3 26
Challenge tests
Unit 1 30
Unit 2 33
Unit 3 36
Unit 4 39
Unit 5 42
Unit 6 45
Term 1 49
Term 2 52
Term 3 56
Tests teaching notes, transcripts & answers 60
Tests evaluation grids 69
Speaking evaluation (optional) 71
Key Competences introduction 72

Key Competences evaluation & Learning
standards and Assessment criteria mapping
Project 1 74
Project 2 76
Project 3 78
All About Us 1 © 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 1. 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 3–4 of this section for
evaluation. A proper evaluation requires observation more information on the All About Us 1 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 also need to take into consideration the a Speaking evaluation grid and Key Competences
development of the Key Competences and the evaluation grids, which are all photocopiable.
children’s own 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 of this section
for more information on how to use the Speaking
1 Formative and summative tests There is an
evaluation 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 three
tests at two levels (Standard and Challenge). Key Competences evaluation grids have been
provided to use with each of the three (termly)
2 Formative evaluation grids The evaluation grids
Review projects in the Class Book. See page 73
provided can be used to record and assess the
for more information on how to use the Key
progress of each child, in terms of speaking as
Competences evaluation grids with your class.
well as the development of the Key Competences.
iGradebook
Key Competences
The iGradebook provided is an easy-to-use Excel®
Key Competence-based evaluation is being
spreadsheet, which allows you to transfer your
recognized as increasingly important in the foreign-
children’s marks from the Tests evaluation grids and
language classroom. On pages 72–73, you will find a
the Key Competences evaluation grids into a useful
more detailed description of the Key Competences,
digital format. (Please note that the Speaking
which you can use together with the formative
evaluation is not included in the iGradebook as this
evaluation grids to help you assess your children’s
is an optional assessment tool.) The spreadsheet
Key Competences in English.
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: All About Me Booklet
1 First, enter the names of all the children in your In the All About Me Booklet, the children review the
class in the Student Name column on the Class unit and remember what they have learned, and to
overview sheet. Your children’s names will then finish, they tick ‘I can’ statements, reflecting on their
automatically appear in the other sheets in the achievements during the unit.
iGradebook. The booklet also includes a separate ‘My progress
2 Depending on which evaluation method your record’ page, allowing children to build a sense of
children have completed, click on the relevant self-accomplishment as they work through each
sheet (Standard tests, Challenge tests or the Key unit, as well as providing an opportunity to express
Competences evaluation). Input the mark for each how they feel about their performance during
student (maximum marks are always provided particular activities.
for reference), and the total mark and class
averages will be automatically generated. Tests
3 Return to the Class overview sheet, and you will Each of the Unit tests includes an All about my test
be able to view at a glance the whole class’s feature that pupils complete. This feature
marks (as well as automatically generated encourages the children to reflect at the end of the
percentages) as entered in each of the relevant test on their achievements and how well they have
sheets. performed by drawing a sad, OK or happy face,
depending on how they feel about their test.
Self-evaluation for the children

Self-evaluation is a key part of the learning process
and of the development of the Learning to learn Key
Competence. It is important that the children realize
that when they are evaluating themselves you are
not testing them; instead, self-evaluation should be
viewed as a key motivating factor, encouraging the
children to think about their learning and to take
ownership of their language learning. In All About
Us 1, opportunities for self-evaluation for the pupils
can be found in the following components.
Class Book
A variety of self-evaluation features are offered at
important milestones in the Class Book, including an
‘I completed’ and an ‘I can’ star the children can
colour in at the end of each main unit and each
review unit, for a sense of self-achievement.

2
Tests introduction
The All About Us 1 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 and 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 71 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; Term independently without support. If however you feel
3: Units 1–6 language). The term tests cover all that an element of support would still be beneficial
four skills: Reading and 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 1 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 69–70 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.

3
How to administer the Speaking evaluation Memory game Children look at words in a category,
The Speaking evaluation grid supplements the tests e.g. clothes, for one minute then turn their books
by offering an optional and flexible means of over.
assessing speaking continuously during lessons Teacher: What (clothes) can you remember?
throughout the year, rather than in a more formal
In a minute Choose a category, e.g. animals.
test situation.
Children say as many animals as they can in a
When using the grid, aim to evaluate all the children minute.
on the same activity to ensure consistency,
Ping pong Divide the class into two teams and sit
assessing a few children at a time over a few
them in two lines facing each other. Say a category
sessions. Look at the grid and decide in advance
e.g. colours. The ‘ball’ is hit between the teams as
which of the unit’s lessons / activities you will use to
they say a word from that category. The teacher
evaluate the children and which children are to be
walks along the lines pointing to the child whose
evaluated. Complete the grid for each child, filling in
turn it is to speak.
the unit and name. Record a score out of 10 for each
lesson / activity by referring to the marking scheme Categories Write category titles on the board e.g.
provided and by following the guidelines outlined in animals and food, then say words and children have
the grid. Then add up the scores to give a total score to point to the correct categories.
for speaking, as well as noting any observations on
Games with mini picture cards, wordcards
the children, such as areas to improve, achievement
and real objects
and effort.
Bingo This practises recognition of the vocabulary.
Children select any six cards and lay them on their
How to prepare children for the tests desks. The teacher calls out twice a word at random
As young learners need constant recycling of from the lists. Children who have that card on their
language, here are some additional games and desks turn it over. The first child to turn over all six
resources that can be used to help consolidate of their cards shouts Bingo! and has won.
language from the course and help the children to
prepare for the tests. Match the pairs Stick pictures on the board so that
children can only see the backs of the cards. Then
Games number them one to ten. Give a clue and ask
To help children practise vocabulary you can use children to guess the first card. If they guess
some of the following games and ideas. correctly turn it over and let them see it briefly. Then
Alphabet game Give a letter of the alphabet and turn the card over again. The object of the game is
a category of vocabulary and ask children to say to name all ten items correctly in turn without clues.
a word as quickly as they can. For example: What’s this? Children take turns picking up a card
Teacher: clothes: S and asking What’s this? Their partner has to respond
with the correct answer or lose the round.
Child: skirt
Nought and crosses Select nine of the cards to
Once children are confident, ask them to continue revise and play Noughts and crosses. Draw a
in pairs. noughts and crosses grid on the board, as shown.
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.

4
Other resources
Class Book Lesson 8 of each Class Book unit
contains activities that review and consolidate the
core vocabulary of the unit, and so this page 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 optional Activity Book provides an
ideal option for preparing children for the tests by
consolidating and reinforcing the language from the
course. It offers six pages of practice activities for
each unit, with a focus on systematic and
incremental reading and writing practice.
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
early-learning 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 students 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.

5
t
ni
1 Standard test
U
Name
Reading and Writing
1 Read and circle. /8 marks
1 5
I’ve got a bag / I’ve got stickers /
rubber. crayons.
2 I’ve got a 6 Can I borrow your

sharpener / rubber / ruler,
pencil case. please?
3 Can I borrow your 7
glue / scissors, I’ve got a ruler / bag.

please?
4 Can I borrow your 8 Can I borrow your

pencil / book, coloured pencils /
please? sharpener, please?
2 Look and write. /8 marks
1 I’ve got a .
2 I’ve got .
3 I’ve got a .
4 I’ve got a .
2 4
1 3
5 Can I borrow your , please?

6 6 Can I borrow your , please?
5 7 7 Can I borrow your , please?
8
6
All About Us 1 PHOTOCOPIABLE © Oxford University Press
t
ni
1 Standard test
U
Name
Listening
3 Listen and number.

CD3
13
/8 marks
a b c d
e f g h
Total for test / 24 marks
out my
How do you feel about your test? ab
All
Point and draw.

tes
t
7
t
ni
2 Standard test
U
Name
Reading and Writing
1 2 3 4
1 I can touch my legs / head. I’m sad / happy.

2 I can shake my hands / body. I’m worried / tired.
3 I can move my fingers / toes. I’m sad / worried.
4 I can stamp my legs / feet. I’m happy / tired.
1 2
I can move my I can stamp my
. .
I’m . I’m .
3 4
I can touch my I can shake my
. .
I’m . I’m .
8
t
ni
2 Standard test
U
Name
Listening
3 Listen and tick ✔.

CD3
14
/8 marks
1 2
3 4
5 6
7 8
out my
All
Point and draw.

tes
t
9
t
ni
3 Standard test
U
Name
Reading and Writing
1 Look and read. Circle A or B. /8 marks
A B
1 I’m wearing trousers. A B 5 I’m wearing a jumper.

2 I’m wearing gloves. A B It’s old. A B
3 I’m wearing a hat. 6 I’m wearing a coat.
It’s big. A B It’s small. A B
4 I’m wearing a shirt. 7 I’m wearing shoes. A B
It’s new. A B 8 I’m wearing socks. A B
1 2
I’m wearing a I’m wearing a
. .
It’s . It’s .
3 4
I’m wearing a I’m wearing a
. .
It’s . It’s .
10
t
ni
3 Standard test
U
Name
Listening

CD3
15
/8 marks
c
d
b
e
h
g
out my
All
Point and draw.

tes
t
11
t
ni
4 Standard test
U
Name
Reading and Writing
A B
1 Where’s my puppet / ball? 3 Where’s my scooter / tablet?

It’s on / under the chair. It’s behind / under the table.
2 Where’s my bike / guitar? 4 Where’s my train set / teddy?
It’s behind / in the sofa. It’s in / on the bag.
1 2 3 4
1 Where’s my ? It’s the table.
2 Where’s my ? It’s the bag.
3 Where’s my ? It’s the chair.
4 Where’s my ? It’s the box.
12
t
ni
4 Standard test
U
Name
Listening

CD3
16
/8 marks
1 2
3 4
5 6
7 8
out my
All
Point and draw.

tes
t
13
t
ni
5 Standard test
U
Name
Reading and Writing
1 2
My cat / dog can walk / jump. My parrot / rabbit can hop / sing.
3 4
My bird / fish can sing / jump. My hamster / turtle can hop /

walk.
1 2
I I
fly. run.
✔ ✗
3 4
I I
climb. swim.
✔ ✗
14
t
ni
5 Standard test
U
Name
Listening

CD3
17
/8 marks
a b c d
e f g h
out my
All
Point and draw.

tes
t
15
t
ni
6 Standard test
U
Name
Reading and Writing
1 2 3 4
1 I like bread / cake. I don’t like carrots / biscuits.

2 I like strawberries / sandwiches. I don’t like milkshake / grapes.
3 I like cheese / biscuits. I don’t like eggs / bread.
4 Do you like grapes / milk? Yes, I do.
Do you like juice / milkshake? No, I don’t.
3 5
1
2 4 6
1 I like . 4 I don’t like .

2 I don’t like . 5 I like .
3 Do you like ? 6 Do you like ?
Yes, I . No, I .
16
t
ni
6 Standard test
U
Name
Listening

CD3
18
/8 marks
b
c
a
h e
out my
All
Point and draw.

tes
t
17
m
er
1 Standard test
T
Name
Reading and Writing
1 Read and tick ✔ or cross ✗. /8 marks
3 5
1 I’ve got a rubber. 5 I can shake my legs.

2 I’m tired. 6 I’ve got a pencil case.
3 I’ve got scissors. 7 I can touch my toes.
4 I can move my body. 8 I’m happy.
18
m
er
1 Standard test
T
Name
Reading and Writing
1 2
elgu gba
3 4
etfe dsa
5 6
erulr smra
7 8
diorewr cpniel
Total for Reading and Writing / 16 marks
19
m
er
1 Standard test
T
Name
Listening

CD3
19
/8 marks
1 a b c 2 a b c
3 a b c 4 a b c
5 a b c 6 a b c
7 a b c 8 a b c
Total for Listening / 8 marks
20
m
er
1 Standard test
T
Name
Speaking
4 Talk to your teacher. /8 marks
Total for Speaking / 8 marks
out my
All
Point and draw.

tes
t
21
m
er
2 Standard test
T
Name
Reading and Writing
1 Read and tick ✔ or cross ✗. /8 marks
1 I’m wearing a shirt. 5 I’ve got a teddy. It’s new.

2 I’m wearing shoes. 6 I can move my fingers.
3 I’m wearing a hat. 7 I can touch my toes.
It’s big.
8 I’m happy.
4 Where’s my scooter?
It’s behind the chair.
22
m
er
2 Standard test
T
Name
Reading and Writing
1 2
kobo kbie
3 4
esortusr dyob
5 6
lalb toac
7 8
urbebr itagru
23
m
er
2 Standard test
T
Name
Listening
3 Listen and colour.

CD3
20
/8 marks
24
m
er
2 Standard test
T
Name
Speaking
out my
All
Point and draw.

tes
t
25
m
er
3 Standard test
T
Name
Reading and Writing
1 Read and write. /8 marks
I’m wearing a (1) .

It’s new. I can’t swim. I’m (2) !
I’ve got a rabbit. My rabbit can

(3) . I don’t like (4) .
I like (5) .
Where’s my (6) ?
It’s (7) .
It’s (8) the bag!
in sandwiches hop turtle
hat carrots small worried
26
m
er
3 Standard test
T
Name
Reading and Writing
8 1
7 5
1 Can I borrow your scissors, 5 Where’s my jumper?

please? It’s the chair.
. 6 Can I borrow your tablet,
2 Do you like juice? , please?
I don’t. .
3 Where’s my teddy? 7 Where’s my book?
It’s the guitar. It’s the table.
4 Do you like sandwiches? 8 Where’s the hamster?
, I do. It’s the pencil case!
27
m
er
3 Standard test
T
Name
Listening
3 Listen and match.

CD3
21
/8 marks
Tom Sue Jill Ben
Anna Dan Grace Pat

28
m
er
3 Standard test
T
Name
Speaking
out my
All
Point and draw.

tes
t
29
t
ni
1 Challenge test
U
Name
Reading and Writing
1 2 3 4 5 6
1 Can I borrow your book / pencil case / bag, please?

2 I’ve got scissors / crayons / coloured pencils.
3 Can I borrow your ruler / stickers / glue, please?
4 I’ve got a ruler / pencil / book.
5 Can I borrow your stickers / crayons / scissors, please?
6 I’ve got a bag / pencil case / pencil.
2 Read and number. /6 marks
1 Can I borrow your

scissors, please?
2 I’ve got a pencil case.
3 I’ve got a rubber.
4 I’ve got a bag.
5 I’ve got a sharpener.
6 Can I borrow your
coloured pencils,
please?
30
t
ni
1 Challenge test
U
Name
Reading and Writing
1 2 3
I’ve got a I’ve got I’ve got a

. . .
Can I borrow your Can I borrow your Can I borrow your
, , ,
please? please? please?
I’ve got a . Can I

borrow your , please?
2
I’ve got a . Can I

3
I’ve got . Can I

31
t
ni
1 Challenge test
U
Name
Listening

CD3
22
/6 marks
1 2 3
4 5 6

CD3
23
/6 marks
out my
All
Point and draw.

tes
t
32
t
ni
2 Challenge test
U
Name
Reading and Writing
1
I can touch my feet / head / toes.
I’m tired / happy / sad.
2
I’m happy / sad / worried. I can
move my body / arms / fingers.
3
I’ve got 6 hands / arms / legs.
I’m happy / tired / worried.
d
c b
1 I can shake my body. 4 I can stamp my feet.

2 I can move my hands. 5 I can touch my toes.
3 I’m worried. 6 I’m tired.
33
t
ni
2 Challenge test
U
Name
Reading and Writing
1 2 3 4 5 6
1 I’m . 4 I’m .
2 I can shake my . 5 I can stamp my .
3 I’ve got 10 . 6 I can touch my .
1 2
I’m . I’m .
I’ve got 2 . I’ve got 4 .
I can move my . I can touch my .
34
t
ni
2 Challenge test
U
Name
Listening

CD3
24
/6 marks
1 2 3
4 5 6

CD3
25
/6 marks
e
b d
f
a
c
out my
All
Point and draw.

tes
t
35
t
ni
3 Challenge test
U
Name
Reading and Writing
1 2 3
I’m wearing a I’m wearing a I’m wearing a jumper

coat / hat / shirt. It’s shirt / jumper / coat. / hat / shirt. It’s new /
small / old / big. It’s big / new / small. old / small.
1 I’m wearing gloves. a b
2 I’m wearing shoes.
c d
3 I’m wearing a shirt. It’s big.
4 I’m wearing a jumper. It’s old.
e f
5 I’m wearing a jumper. It’s new.
6 I’m wearing a shirt. It’s small.

36
t
ni
3 Challenge test
U
Name
Reading and Writing
1 I’m wearing a . 1
It’s small.
2
2 I’m wearing a jumper.
It’s .
3 I’m wearing . 3
4 I’m wearing a hat.

It’s . 4
5 I’m wearing a .
It’s new. 5
6 I’m wearing .
6
1 2 3
I’m wearing a
.
It’s .
37
t
ni
3 Challenge test
U
Name
Listening

CD3
26
/6 marks
1 2 3
4 5 6

CD3
27
/6 marks
e
b c
a d f
out my
All
Point and draw.

tes
t
38
t
ni
4 Challenge test
U
Name
Reading and Writing
1
Where’s my teddy / It’s on / behind /
puppet / tablet? under the sofa.
2
Where’s my bike / It’s on / in /
train set / ball? behind the chair.
3
Where’s my ball / It’s on / in /
guitar / scooter? under the box.
e
f
a
c
1 Where’s my guitar? 4 It’s in the bag.

2 Where’s my bike? 5 It’s under the table.
3 Where’s my ball? 6 It’s on the chair.
39
t
ni
4 Challenge test
U
Name
Reading and Writing
1 Where’s my ?
It’s the table.
2 Where’s my ?
It’s the chair.
3 Where’s my ?
It’s the bag.
1 2 3
Where’s my
? ? ?
It’s
the table. the bag. the box.
40
t
ni
4 Challenge test
U
Name
Listening

CD3
28
/6 marks
a b c
d e f
6 Listen and tick ✔ or cross ✗.

CD3
29
/6 marks
3 4
out my
All
Point and draw.

tes
t
41
t
ni
5 Challenge test
U
Name
Reading and Writing
1 2 3
My dog / cat / bird My turtle / rabbit / My turtle / hamster /

can walk / sing / parrot can sing / hop fish can walk / jump /
jump. / walk. hop.
a c
1 I’ve got a turtle. 4 I’ve got a parrot.

2 I can’t sing. 5 I can jump.
3 My fish can swim. 6 My hamster can run.
42
t
ni
5 Challenge test
U
Name
Reading and Writing
1 2 3
My
fly. climb.
I can I
. . .
I can’t I
. . .
1 2 3
✔ ✔ ✔
✗ ✗ ✗
43
t
ni
5 Challenge test
U
Name
Listening

CD3
30
/6 marks
1 2 3
4 5 6

CD3
31
/6 marks
d
b
e
c
a
f
out my
All
Point and draw.

tes
t
44
t
ni
6 Challenge test
U
Name
Reading and Writing
3 5
1
2 4 6
1 I like strawberries / grapes / 5 Do you like juice / milk /

sandwiches. milkshake?
2 I don’t like cheese / cake / eggs. Yes, I do.
3 I like / don’t like carrots. 6 Do you like bread?
4 I like / don’t like biscuits. Yes, I do. / No, I don’t.
a b c d e f
1 I like carrots. I don’t like grapes.

2 Do you like milk and cheese? No, I don’t.
3 I like strawberries. I like juice.
4 Do you like strawberries and biscuits? Yes, I do.
5 I like cake. I don’t like grapes.
6 Do you like milk and eggs? No, I don’t.
45
t
ni
6 Challenge test
U
Name
Reading and Writing
1 2 3
I like . I biscuits. Do
I don’t like I and milkshake?
. sandwiches. No, I .
I .
Do ?
Yes, .
?
46
t
ni
6 Challenge test
U
Name
Listening
5 Listen, number and draw or .

CD3
32
/6 marks
a b c
d e f
6 Listen and draw or .

CD3
33
/6 marks
1 Sue
2 Ben
out my
All
Point and draw.

tes
t
47
m
er
1 Challenge test
T
Name
Reading and Writing
1 Read and write Yes or No. /10 marks
1 I can touch my legs. 6 I can move my hands.
2 I can shake my hands. 7 I’ve got a pencil case.
3 I’m sad. 8 I’m happy.
4 I can stamp my feet. 9 I’ve got a pencil.
5 I can move my toes. 10 I’ve got stickers.
48
m
er
1 Challenge test
T
Name
Reading and Writing
1 2
I’m . I’ve got .
derti elug
3 4
Can I borrow your I can shake my
, please? .
hepranser ydob
5 6
I’ve got a
I’m .
.
erbubr rowdier
7 8
Can I borrow your
I’ve got .
, please?
crossiss kisstcer
9 10
I can move my Can I borrow your
. , please?
grefsin racnyso
49
m
er
1 Challenge test
T
Name
Listening

CD3
34
/10 marks
1 a b c 2 a b c
3 a b c 4 a b c
5 a b c 6 a b c
7 a b c 8 a b c
9 a b c 10 a b c
50
m
er
1 Challenge test
T
Name
Speaking
out my
All
Point and draw.

tes
t
51
m
er
2 Challenge test
T
Name
Reading and Writing
I’m (1) . I’m wearing a

(2) . It’s (3) .
I can stamp my (4) .
Where’s my (5) ?
I’m (6) . I’m wearing

trousers and a (7) .
I’ve got 2 arms and 3
(8) . Can I borrow
your (9) , please?
It’s (10) the table.
new legs feet hat on
tired scooter happy jumper pencil
52
m
er
2 Challenge test
T
Name
Reading and Writing
1 2
Where’s my
I’m wearing
?
.
It’s on the box.
putpep oscsk
3 4
I can move my I’ve got a
. .
grisfen n c e l p i a c e s
5 6
Where’s my bike? I’m wearing
It’s the chair. .
dibnhe slogev
7 8
Can I borrow your I’m wearing a
, please? jumper.
Yes, here you are. It’s .
cosyarn lalms
9 10
Where’s my
I can touch my
?
.
It’s on the sofa.
r a t n i e s t hade
53
m
er
2 Challenge test
T
Name
Listening
3 Listen and colour.

CD3
35
/10 marks
54
m
er
2 Challenge test
T
Name
Speaking
out my
All
Point and draw.

tes
t
55
m
er
3 Challenge test
T
Name
Reading and Writing
I’m (1) . I’ve got 4 (2) .

I’m wearing a (3) . It’s old. I can
shake my (4) .
Where’s my (5) ? Look! It’s

(6) the chair. I’ve got scissors,
a pencil and a (7) . Can I borrow
your glue, please?
I’m Harry the hamster. I like (8)

and grapes. Do you like grapes? I can
(9) . I can’t (10) .
jumper cat pencil case feet sing
happy behind walk strawberries arms
56
m
er
3 Challenge test
T
Name
Reading and Writing
2 4

2 Where’s my ? It’s the chair.
3 Do you like ? No, I don’t. I like .
4 Do you like ? , I do.
5 Where’s my ? It’s the table.
57
m
er
3 Challenge test
T
Name
Listening
3 Listen and write.

CD3
36
1 I don’t like .
2 I like .
3 Where’s the ? It’s behind my bag.
4 I’ve got a bag. It’s .
5 I’m wearing a . It’s old.
6 I can’t .
7 I can .
9 Do you like ? Yes, I do.
10 Where’s my teddy? It’s the table.
58
m
er
3 Challenge test
T
Name
Speaking
out my
All
Point and draw.

tes
t
59
Unit tests transcripts & answers Standard tests
Unit 1 test Listening

Reading and Writing 3 Listen and tick ✔. 3.14
1 Read and circle. 1 I’m happy.
2 I can move my hands.
Answers 3 I can touch my head.
1 rubber 2 sharpener 3 glue 4 pencil
5 stickers 4 I’m tired.
6 ruler 7 bag 8 coloured pencils 5 I’ve got 10 fingers.
6 I can shake my arms.
2 Look and write.
7 I’m sad.
Answers 8 I’ve got 6 toes! I can move my toes.
1 book 2 crayons 3 pencil case 4 ruler
5 scissors Answers
6 rubber 7 pencil 8 glue
1 second picture, happy 2 first picture, hands
3 first picture, head 4 second picture, tired
Listening 5 second picture, fingers 6 first picture, arms
3 Listen and number. 3.13 7 first picture, sad 8 second picture, toes
1 I’ve got a bag.
2 Can I borrow your scissors, please? Unit 3 test
Yes, here you are.
Reading and Writing
3 I’ve got coloured pencils.
4 Can I borrow your book, please? 1 Look and read. Circle A or B.
No, sorry. Answers
5 Can I borrow your sharpener, please? 1 A 2 A 3 B 4 B 5 A
6 A 7 A 8 B
No, sorry.
6 I’ve got stickers. 2 Look and write.
7 I’ve got crayons. Answers
8 Can I borrow your pencil case, please?
1 shirt, small 2 coat, big 3 hat, old 4 jumper, new
Yes, here you are.
Answers Score: 1 mark for each correct item of vocabulary.
1 c
2 h
3 g
4 d
5 a
6 f
7 b
8 e
Listening
Unit 2 test 3 Listen and number. 3.15
Reading and Writing 1 I’m wearing socks.
1 Read and circle. 2 I’m wearing gloves.
3 I’m wearing a coat. It’s big.
Answers
4 I’m wearing a shirt. It’s small.
1 head, happy 2 body, worried 3 fingers, sad 5 I’m wearing a hat. It’s old.
4 feet, tired 6 I’m wearing a shirt. It’s big.
7 I’m wearing a jumper. It’s new.
Score: 1 mark for each correctly circled item of
vocabulary. 8 I’m wearing a coat. It’s old.
Answers
2 Look and write. 1 f
2 d
3 c
4 a
5 h
6 b
7 g
8 e
Answers
1 arms, sad 2 feet, worried 3 head, happy Unit 4 test
4 legs, tired Reading and Writing
Score: 1 mark for each correct item of vocabulary. 1 Read and circle.
Answers
1 puppet, on 2 guitar, behind 3 scooter, under
4 teddy, in

vocabulary.

60
Standard tests
2 Look and write. Listening

Answers 3 Listen and number. 3.17
1 train set, on 2 tablet, under 3 bike, behind 1 My fish can swim.
4 ball, in 2 I can jump.
3 My parrot can sing.
Score: 1 mark for each correct item of vocabulary. 4 I can’t climb.
5 My rabbit can hop.
6 I can’t walk.
Listening 7 My dog can run.
3 Listen and tick ✔. 3.16 8 I can’t swim.
1 Where’s my bike?
Answers
2 Where’s my scooter? 1 h
2 e
3 c
4 g
5 f
6 a
7 b
8 d
It’s in the bag.
3 Where’s my guitar? Unit 6 test
It’s on the chair. Reading and Writing
4 Where’s my teddy?
1 Read and circle.
It’s under the table.
5 Where’s my ball? Answers
It’s on the sofa. 1 cake, biscuits 2 strawberries, grapes 3 cheese, eggs
6 Where’s my tablet? 4 milk, juice
It’s under the box.
7 Where’s my train set? Score: 1 mark for each correctly circled item of
vocabulary.
It’s in the bag.
8 Where’s my puppet?
It’s under the box. 2 Look and write.
Answers Answers
1 first picture, bike 2 first picture, in 3 second picture, 1 sandwiches 2 cake 3 carrots, do 4 biscuits
on 4 first picture, teddy 5 first picture, ball 5 milkshake
6 bread, don’t
6 second picture, under 7 second picture, train set
8 first picture, under Score: 1 mark for each correct item of vocabulary.
Unit 5 test Listening

Reading and Writing 3 Listen and number. 3.18
1 Read and circle. 1 Do you like biscuits?
Yes, I do.
Answers
2 I don’t like milkshake.
1 dog, jump 2 rabbit, hop 3 bird, sing 4 turtle, walk 3 Do you like strawberries?
No, I don’t.
4 Do you like bread?
vocabulary.
Yes, I do.
5 I like sandwiches.
2 Look and write.
6 I don’t like grapes.
Pupils label the picture with the name of the animal, and
7 Do you like eggs?
then complete the sentence to the side with can or can’t.
No, I don’t.
Answers 8 I like juice.
1 parrot, can 2 fish, can’t 3 cat, can Answers
4 hamster, can’t
1 d
2 f
3 a
4 b
5 e
6 c
7 g
8 h
Score: 1 mark for each correct item of vocabulary.

61
Term tests transcripts & answers Standard tests
Term 1 test Term 2 test

Reading and Writing Reading and Writing
1 Read and tick ✔ or cross ✗. 1 Read and tick ✔ or cross ✗.
Answers Answers
1 ✗
2 ✔
3 ✔
4 ✔
5 ✔
6 ✗
7 ✗
8 ✗ 1 ✔
2 ✗
3 ✗
4 ✔
5 ✗
6 ✔
7 ✗
8 ✔
2 Look and write. 2 Look and write.
Answers Answers
1 glue 2 bag 3 feet
4 sad
5 ruler
6 arms 1 book 2 bike 3 trousers
4 body
5 ball
6 coat
7 worried 8 pencil 7 rubber 8 guitar
Listening Listening
3 Listen and tick ✔. 3.19 3 Listen and colour. 3.20
1 I’ve got a sharpener. 1 I can touch my head. It’s blue.
2 I can touch my head. 2 I can shake my body. It’s green.
3 Can I borrow your coloured pencils, please? 3 I’m wearing a hat. It’s small. It’s yellow.
Yes, here you are. 4 I’ve got a pencil case. It’s under the table. It’s red.
4 I’m happy. 5 Where’s my train set? It’s pink. Look! It’s on the table.
5 I can move my fingers. 6 Where’s my puppet? It’s purple. Look! It’s in the bag.
6 Can I borrow your book, please? 7 Can I borrow your tablet, please?
No, sorry. Yes, here you are. It’s orange.
7 I’m sad. 8 Can I borrow your ruler, please?
8 I can stamp my feet. Yes, here you are. It’s brown.
Answers
Speaking
1 c
2 a
3 c
4 a
5 a
6 b
7 c
8 b
4 Talk to your teacher.
Speaking Ask the pupil What’s your name? Then point to the picture
and ask him or her to follow these questions:
4 Talk to your teacher. * Where’s the train set?
Ask the pupil What’s your name? Then point to the picture * Where’s the guitar?
and ask him or her the following questions:
* Where’s the pencil case?
* What’s this? (Point to the head.)
Finally, say:
* What are these? (Point to the fingers.)
* Tell me about the puppet.
* What are these? (Point to the crayons.)
* What’s this? (Point to the rubber.) Answers
It’s on the table.
Score: 1 mark for each correct answer. It’s in the bag.
Using the Units 1 and 2 All About Us 1 flashcards and the It’s big. / It’s old.
prompts below, elicit full sentences from the pupil. Take a
flashcard and model the correct sentence or question. Score: 1 mark for each correct answer.
Then give the pupil a different flashcard and elicit a
similar sentence or question.
Using the Units 1–4 All About Us 1 flashcards and the
* I’ve got a (bag / pencil / ruler / rubber / book). And you? prompts below, elicit full sentences from the pupil. Take a
* Can I borrow your (bag / pencil / ruler / rubber / book), flashcard and model the correct sentence or question.
please? Then give the pupil a different flashcard and elicit a
* I’m (happy / sad / worried / tired). And you? similar sentence or question.
* I can move my (arms / legs / hands / fingers / head / * I’ve got a (cat / dog / hamster / rabbit / fish). And you?
feet). And you? * Can I borrow your (bag / pencil / ruler / rubber / book),
please?
Score: 1 mark for each correct sentence. * I’m (happy / sad / worried / tired). And you?
* I’m wearing (socks / shoes / trousers / a jumper / a shirt).
And you?
Score: 1 mark for each correct answer.

62
Standard tests
Term 3 test
Reading and Writing
1 Read and write.
Answers
1 hat 2 worried
3 hop
4 carrots
5 sandwiches
6 turtle 7 small
8 in
2 Look and write.
Answers
1 Yes 2 No 3 behind
4 Yes
5 on
6 No
7 under 8 in
Listening
3 Listen and match. 3.21
1 I’m Ben. I’ve got a bird. My bird can sing.
2 I’m Anna. Where’s my scooter? It’s new. Look! It’s
behind the chair.
3 I’m Tom. I’m wearing trousers and a jumper. I’ve got a
guitar. It’s old.
4 I’m Jill. I’ve got a pencil. Can I borrow your glue, please?
5 I’m Pat. I like biscuits. Do you like biscuits?
6 I’m Grace. I’ve got a dog. I can’t climb.
7 I’m Sue. I’m wearing a coat and shoes. I’m tired.
8 I’m Dan. I’ve got 10 toes. I can shake my hands.
Speaking
4 Talk to your teacher.
You will need the following All About Us 1 flashcards.
Alternatively, you can use the mini picture cards from this
CD-ROM:
* ball
* strawberries
* cat
* socks
Ask the pupil What’s your name? Then point to the picture
and ask him or her to follow the following instructions:
* Put the ball in the bag.
* Put the strawberries on the table.
* Put the cat under the chair.
* Put the socks behind the bag.
Using the Units 1–6 All About Us 1 flashcards and the

flashcard and model the correct sentence or question.
* I’ve got a (bag / pencil / ruler / rubber / book). And you?
* I can (sing / hop / jump / walk). And you?
And you?
Finally, ask the pupil the following question, encouraging
them to respond for his or herself:
* Do you like (cake / grapes / juice / sandwiches)?

63
Unit tests transcripts & answers Challenge tests
Unit 1 test Unit 2 test

1 Read and circle. 1 Read and circle.
Answers Answers
1 book 2 crayons
3 glue
4 ruler
5 stickers 1 head, sad 2 happy, arms 3 legs, tired
6 pencil
2 Read and number. vocabulary.
Answers
1 scissors
2 pencil case 3 rubber
4 bag 2 Read and number.
5 sharpener 6 coloured pencils Answers
3 Look and write. 1 a
2 e
3 c
4 d
5 f
6 b
Answers 3 Look and write.
1 pencil, rubber 2 coloured pencils, sharpener Answers
3 bag, scissors
1 sad
2 body
3 fingers
4 worried
5 feet
6 head
Score: 1 mark for each correct item of vocabulary. 4 Look and write.
Answers
4 Look and write.
1 tired, arms, legs 2 happy, hands, toes, feet
Answers
1 book, stickers 2 pencil case, ruler 3 crayons, glue Score: 1 mark for each correct item of vocabulary.

Listening
5 Listen and tick ✔. 3.24
Listening
5 Listen and tick ✔. 3.22 2 I’m worried.
1 I’ve got a rubber. 3 I can touch my head.
2 Can I borrow your crayons, please? 4 I’ve got 2 feet.
Yes, here you are. 5 I can move my legs.
3 I’ve got a pencil. 6 I’ve got 6 toes! I can move my toes.
4 Can I borrow your stickers, please?
Answers
No, sorry.
5 Can I borrow your sharpener, please? 1 first picture, arms 2 second picture, worried 3 first
Yes, here you are. picture, head 4 first picture, feet 5 second picture,
legs 6 second picture, toes
6 I’ve got a bag.
Answers 6 Listen and number. 3.25
1 I’ve got 4 fingers. I’m sad.
1 first picture, rubber 2 first picture, crayons
3 second picture, pencil 4 first picture, stickers 2 I’ve got 5 arms. I can shake my arms.
5 second picture, sharpener 6 second picture, bag 3 I’ve got 6 legs. I’m happy.
4 I can touch my head. I’ve got 3 hands.
6 Listen and number. 3.23 5 I can shake my body. I’m happy.
1 Can I borrow your ruler, please? 6 I can stamp my feet. I’m tired.
Yes, here you are.
Answers
2 I’ve got a pencil case.
3 Can I borrow your scissors, please? 1 c
2 e
3 a
4 d
5 f
6 b
No, sorry.
4 Can I borrow your coloured pencils, please? Unit 3 test
Yes, here you are. Reading and Writing
5 I’ve got glue.
1 Read and circle.
6 I’ve got a book.
Answers
Answers
1 shirt, small 2 coat, big 3 hat, old
1 boy with ruler 2 boy with pencil case 3 boy with
scissors 4 girl with coloured pencils 5 girl with glue
6 girl with book

64
Challenge tests
Score: 1 mark for each correctly circled item of 3 Look and write.
vocabulary. Answers
1 scooter, under 2 bike, behind 3 teddy, in
2 Read and number.
Answers
1 d
2 e
3 a
4 b
5 f
6 c
4 Look and write.
3 Look and write. Answers
Answers 1 Where’s my train set? It’s on the table. 2 Where’s my
1 hat
2 old
3 trousers
4 big
5 shirt
6 socks tablet? It’s under the bag. 3 Where’s my ball? It’s in the
box.
4 Look and write.
Score: 1 mark for each correct sentence.
Answers
1 I’m wearing a hat. It’s small. 2 I’m wearing a coat.
It’s big. 3 I’m wearing a jumper. It’s new. Listening
5 Listen and number. 3.28
Score: 1 mark for each correct sentence.
1 Where’s my teddy?
Listening 2 Where’s my tablet?
5 Listen and tick ✔. 3.26 It’s in the box.
1 I’m wearing trousers. 3 Where’s my scooter?
2 I’m wearing a hat. It’s new. It’s in the bag.
3 I’m wearing gloves. 4 Where’s my tablet?
4 I’m wearing a jumper. It’s big. It’s under the box.
5 I’m wearing socks. 5 Where’s my bike?
6 I’m wearing a coat. It’s old. It’s behind the chair.
6 Where’s my scooter?
Answers It’s on the bag.
1 first picture, trousers 2 second picture, new
Answers
3 second picture, gloves 4 first picture, big
5 second picture, socks 6 second picture, old 1 d
2 b
3 f
4 e
5 a
6 c
6 Listen and number. 3.27 6 Listen and tick ✔ or cross ✗. 3.29

1 I’m wearing gloves. 1 Where’s my train set?
2 I’m wearing a coat. It’s new. It’s on the table.
3 I’m wearing socks. 2 Where’s my bike?
4 I’m wearing a shirt. It’s old. It’s behind the bag.
5 I’m wearing shoes. 3 Where’s my ball?
6 I’m wearing a hat. It’s big. It’s in the box.
4 Where’s my puppet?
Answers
1 f
2 d
3 b
4 a
5 c
6 e 5 Where’s my teddy?
It’s on the sofa.
Unit 4 test 6 Where’s my guitar?
Reading and Writing It’s in the bag.
1 Read and circle. Answers
Answers 1 ✗
2 ✔
3 ✔
4 ✔
5 ✗
6 ✗
1 teddy, on 2 train set, behind 3 scooter, in
Unit 5 test
Score: 1 mark for each correctly circled item of Reading and Writing
vocabulary.
1 Read and circle.
2 Read and number. Answers
Answers 1 bird, sing 2 rabbit, hop 3 turtle, walk
1 c
2 e
3 a
4 d
5 b
6 f

65
Challenge tests
Score: 1 mark for each correctly circled item of 2 Read and number.
vocabulary. Answers
1 e
2 b
3 f
4 c
5 a
6 d
2 Read and number.
3 Look and write.
Answers
Answers
1 c
2 e
3 a
4 b
5 d
6 f
1 I like eggs. I don’t like grapes. 2 I like biscuits. I don’t
3 Look and write. like sandwiches. 3 Do you like juice and milkshake? No,
Answers
I don’t.
1 My parrot can fly. 2 My cat can climb. Score: 1 mark for each correct sentence.
3 My dog can jump.
Score: 2 marks for each correct sentence. 4 Look and write.

Answers
4 Look and write. 1 I like carrots. I don’t like cheese. 2 Do you like cake?
Answers
Yes, I do. Do you like strawberries? No, I don’t.
1 I can walk. I can’t hop. 2 I can jump. I can’t sing. Score: 1 mark for each correct sentence.
3 I can sing. I can’t hop.
Score: 1 mark for each correct sentence. Listening

5 Listen, number and draw or . 3.32
Listening 1 I don’t like biscuits.
2 Do you like sandwiches?
5 Listen and tick ✔. 3.30
No, I don’t.
1 I can’t walk.
3 I like grapes.
2 My dog can run.
4 Do you like milkshake?
3 I can’t jump.
Yes, I do.
4 I can’t climb.
5 I like eggs.
5 My bird can sing.
6 Do you like juice?
6 My rabbit can hop.
No, I don’t.
Answers
Answers
1 first picture, can’t walk 2 first picture, run 3 first
picture, can’t jump 4 second picture, can’t climb 1 c, 2 f,
3 d,
4 a,
5 e,
6 b,

5 second picture, bird 6 first picture, hop
Score: ½ mark for each correctly numbered picture
6 Listen and number. 3.31 and for each correct or .
1 My fish can swim.
2 My rabbit can hop. 6 Listen and draw or . 3.33
3 I can’t climb. 1 Hello, Sue. Do you like cake?
4 I can jump. No, I don’t.
5 My parrot can fly. Do you like cheese?
6 I can’t fly. Yes, I do. I like carrots too!
2 Hello, Ben. Do you like cake?
Answers
Yes, I do.
1 f
2 c
3 b
4 a
5 d
6 e Do you like cheese?
No, I don’t. I like carrots!
Unit 6 test
Answers
Reading and Writing
1
, , 2
, ,
1 Read and circle.
Score: 1 mark for each correct or .
Answers
1 sandwiches 2 cake 3 like
4 don’t like
5 milkshake
6 No, I don’t.

66
Term tests transcripts & answers Challenge tests
Term 1 test Term 2 test

1 Read and write Yes or No. 1 Read and write.
Answers Answers
1 No 2 Yes
3 No 4 No
5 Yes
6 Yes
7 No 1 happy 2 hat 3 new 4 feet 5 scooter
6 tired
8 Yes
9 Yes
10 No 7 jumper 8 legs 9 pencil 10 on
2 Look and write. 2 Look and write.
Answers Answers
1 tired
2 glue 3 sharpener 4 body 5 rubber 1 puppet
2 socks 3 fingers
4 pencil case
6 worried 7 scissors 8 stickers 9 fingers 5 behind
6 gloves 7 crayons
8 small 9 train set
10 crayons 10 head
Listening Listening
3 Listen and tick ✔. 3.34 3 Listen and colour. 3.35
1 I’ve got a bag and a rubber. Revise the words for colours by asking children to take out
2 Can I borrow your ruler, please? their coloured pencils. Ask children to show you a correct
Yes, here you are. colour and children hold up the correct colours. Ask the
3 I can touch my head and I can move my legs. children to listen to the instructions carefully as they will
need to listen and colour. Play the audio twice.
4 I’m sad.
1 I’m wearing a coat. It’s old. It’s blue.
5 I can stamp my feet.
2 Can I borrow your guitar, please?
6 Can I borrow your book and ruler, please?
Yes, here you are. It’s red.
No, sorry.
3 Where’s my teddy? It’s brown.
8 I’m worried.
4 I’ve got a book. It’s yellow.
9 I’ve got crayons and stickers.
5 I’m wearing a hat. It’s small. It’s pink.
10 Can I borrow your coloured pencils, please?
6 Where’s my tablet? It’s purple.
Yes, here you are.
Answers 7 I’m wearing a coat. It’s new. It’s orange.
1 b
2 c
3 b
4 a
5 c
6 a
7 a
8 c
9 b
10 a 8 I’m wearing a shirt. It’s small. It’s green.
9 Can I borrow your ruler, please? It’s red.
Speaking No, sorry.
4 Talk to your teacher. 10 Where’s my ball? It’s yellow.
Ask the pupil What’s your name? Then point to the picture It’s in the bag.
and ask him or her the following questions:
* What are these? (Point to the arms.) Speaking
* What are these? (Point to the hands.) 4 Talk to your teacher.
* What’s this? (Point to the head.) Ask the pupil What’s your name? Then point to the picture
* What are these? (Point to the coloured pencils.) and ask him or her to answer the following questions:
* What’s this? (Point to the sharpener.) * Where’s the train set?
* What’s this? (Point to the rubber.) * Where’s the jumper?
* Where’s the hat?
Score: 1 mark for each correct answer. * Where’s the guitar?
* Where’s the pencil case?
Using the Units 1 and 2 All About Us 1 flashcards and the Finally, say:
prompts below, elicit full sentences from the pupil. Take a * Tell me about the puppet.
flashcard and model the correct sentence or question.
Then give the pupil a different flashcard and elicit a Answers
similar sentence or question. It’s on the table. It’s in the bag.
* I’ve got a (bag / pencil / ruler / rubber / book). And you? It’s on the chair. It’s under the table.
* Can I borrow your (bag / pencil / ruler / rubber / book), It’s behind the chair. It’s big. / It’s old.
please?
* I’m (happy / sad / worried / tired). And you? Score: 1 mark for each correct answer.
* I can move my (arms / legs / hands / fingers / head /
feet). And you?

67
Challenge tests
Using the Units 1–4 All About Us 1 flashcards and the Speaking
flashcard and model the correct sentence or question. 4 Talk to your teacher.
Then give the pupil a different flashcard and elicit a You will need the following All About Us 1 flashcards:
similar sentence or question. * turtle
* I’ve got a (bag / pencil / ruler / rubber / book). And you? * ball
* Can I borrow your (bag / pencil / ruler / rubber / book), * dog
please? * shoes
* I’m (happy / sad / worried / tired). And you? * sandwiches
* I’m wearing (socks / shoes / trousers / a jumper / a shirt). * scooter
And you? Ask the pupil What’s your name? Then point to the picture
and ask him or her to follow the following instructions:
Score: 1 mark for each correct answer. * Put the turtle under the table.
* Put the ball in the bag.
* Put the dog on the chair.
Term 3 test * Put the shoes behind the bag.
Reading and Writing * Put the sandwiches on the table.
* Put the scooter under the chair.
1 Read and write.
Answers Score: 1 mark for each correct answer.
1 happy 2 arms 3 jumper
4 feet
5 cat 6 behind
7 pencil case 8 strawberries
9 walk 10 sing Using the Units 1–6 All About Us 1 flashcards and the
2 Look and write. flashcard and model the correct sentence or question.
Answers
1 stickers, No 2 bag, under 3 biscuits, carrots * I’ve got a (cat / dog / hamster / rabbit / fish). And you?
4 milk, Yes 5 dog, behind * I can (sing / hop / jump / walk). And you?
And you?
Finally, ask the pupil the following question, encouraging
Listening them to respond for his or herself:
* Do you like (cake / grapes / juice / sandwiches)?
3 Listen and write. 3.36
Hello, Tony. Do you like cheese? Score: 1 mark for each correct answer.
No, I don’t. I don’t like cheese. I like eggs!
I like eggs, too. Where’s the guitar, Robbie?
The guitar? Hmm. It’s behind my bag.
I like your bag.
It’s new! I’m wearing a hat. It’s old.
Hello! I’m Lucy. I can’t hop. I can jump.
I can jump too.
Can I borrow your book, please?
Yes, here you are. Do you like cake, Lucy?
Yes, I do. I like cake! Where’s my teddy?
Look! It’s on the table.
Answers
1 cheese 2 eggs 3 guitar 4 new
5 hat
6 hop
7 jump 8 book 9 cake 10 on

68
Name Evaluation
Tests evaluation grids

Standard Challenge
Unit 1 test
Mark Max. mark Mark Max. mark
Reading and Writing 16 24
Listening 8 12
Total for test 24 36
Standard Challenge
Unit 2 test
Listening 8 12
Standard Challenge
Term 1 test
Listening 8 10
Speaking 8 10
Standard Challenge
Unit 3 test
Listening 8 12
Standard Challenge
Unit 4 test
Listening 8 12
Standard Challenge
Term 2 test
Listening 8 10
Speaking 8 10
69
Name Evaluation
Tests evaluation grids

Standard Challenge
Unit 5 test
Listening 8 12
Standard Challenge
Unit 6 test
Listening 8 12
Standard Challenge
Term 3 test
Listening 8 10
Speaking 8 10
70
Speaking evaluation (optional) Assessment criteria
10: Excellent 8–9: Very good 6–7: Good
5: Adequate 1–4: Needs improvement
Unit
Name Song (Lesson 2) / Acting out Cut-out game Show and tell Total for Observations
Rhyme (Lesson 7) (Lesson 5) (Lesson 7) (Lesson 9) Speaking
Sings a song using Takes part in a Participates in a face-to-face Participates in
appropriate language. simple, rehearsed game or short conversation a rehearsed
/ Says the pronunciation dialogue using using the target language. presentation.
rhyme with appropriate appropriate Makes himself / herself
intonation. language. understood.
/ 10 / 10 / 10 / 10

/ 10 / 10 / 10 / 10
/ 10 / 10 / 10 / 10
/ 10 / 10 / 10 / 10
/ 10 / 10 / 10 / 10
/ 10 / 10 / 10 / 10
/ 10 / 10 / 10 / 10
/ 10 / 10 / 10 / 10
/ 10 / 10 / 10 / 10
/ 10 / 10 / 10 / 10
Notes
1 Standardizing evaluation 2 Applying the marking scheme
Be sure to assess each child on the same item. Use the marking scheme key to award marks out of 10 for each assessment opportunity.
71
Add observations on areas to improve, achievement and effort throughout the year.
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 1 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 of the evaluation section
Learning to learn
vocabulary and grammar essential for effective for more information 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.

72
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 teaching notes of the
communication activity to name but a few. These Teacher’s Guide you will find suggestions as to how
activities require planning, cooperation and the course material fulfils specific Key Competences.)
organizational skills, such as time-management, The Key Competences evaluation materials provided
flexibility and determination.
in this section of the CD-ROM can be used with each
of the three (termly) Review projects in the Class
Book. These projects have each been developed to
All About Us offers plenty of opportunities to
Learning to learn
ensure that the learning that takes place supports

develop an appreciation of the importance of the
the development of all the Key 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 on this CD-ROM as well as
themselves through participation in such
editable documents on Oxford Premium. The grids
activities as singing and performing songs and
allow you to assess your children’s development of
chants, the acting out of stories or rhymes and
the Key Competences in a practical way, by clearly
arts and crafts such as making mini storybooks or
detailing how each of the Review projects covers
craft activities in the classroom, and through
each competence and with the help of an easy-to-

learning about the culture of English-speaking
use marking scheme to grade each objective against.
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.

73
Key Competences evaluation Assessment criteria: Total Competence mark:
10: Excellent 140–150: Excellent
Project 1: A desk tidy 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
Linguistic
Social andcommunication
civic competences
Understands and uses vocabulary for making a desk tidy / 10
Understands and uses vocabulary for classroom objects / 10
Digital competence
Successfully prepares a desk tidy / 10
Successfully uses the desk tidy as part of a group / 10

Learning
in to learn
science and technology
Participates in a group activity to make a desk tidy
/ 10
Sense of initiative
Linguistic and entrepreneurship
communication
Collaborates with others in a group in project activities, and develops ideas together / 10
Participates in class discussion about the project / 10
Digital competence
Works collaboratively in a group on the project to create a desk tidy / 10
Learning to learn
Learning to learn
Learning to learn
Reflects on his / her work by colouring in the ‘I can’ star in the Class Book / 10
Learning to learn
Demonstrates a positive attitude to learning by trying his / her best / 10
Digital competence
Works with the group to divide up the tasks required to make a desk tidy / 10
Linguistic
civic competences
Digital competence
Volunteers answers to questions / 10
in
science
Digital and technology
competence
Cultural
Mathematicalawareness and expression
competence and basic competences
Expresses himself / herself creatively by making a desk tidy / 10
Mathematical competence and basic competences in science and technology
Learning
in science to
andlearn
technology
Demonstrates an understanding of shapes and containers / 10
Understands how to design and decorate a desk tidy / 10
Sense of initiative
communication
Total mark / 150
Digital competence
74
Learning standards and Assessment criteria mapping
Project 1: A desk tidy
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, key
Learning to learn
discussions through making a desk tidy information or main points
Social and
Digital civic competences
competence
Production of oral texts
Participates in social conversations through making and using the desk Knows and applies basic strategies in order to produce short and simple
Mathematical
tidy competence
Cultural awareness and basic competences
and expression monologues and dialogues

Social and
Digital civic competences
Participates in everyday exchanges through making suggestions in group
competence Participates using simple language in short conversations about
work immediate needs or familiar topics
Learning
Sense of initiative
to learn and entrepreneurship

Knows how to use basic syntactic structures in oral communications
Learning and
in scienceto technology
learn
Pronunciation is generally understandable
Comprehension of written texts
Learning
Sense of initiative
to learn and entrepreneurship
Understands instructions and basic information for a desk tidy through Knows and applies basic strategies in order to understand gist, key
Digital
Social competence
and civic competences
successfully following the stages of the project information or main points of instructions
Linguistic communication Identifies the topic at hand and understands the general gist, main ideas
Digital competence
Mathematical competence and basic competences and specific information from very short and simple written texts
Production of written texts
Digital competence
Composes short, simple, information-type labels when preparing a Knows and applies basic strategies to produce simple written texts
Sense of initiative
Learning to learnand entrepreneurship
desk tidy Fulfils the communicative function(s) of a written text
in science
Sense and technology
of initiative and entrepreneurship
Applies basic graphemes and written symbols to write words or short
sentences
Digital competence

75
Project 2: A fashion show 8–9: Very good 120–139: Very good

Learning to learn
/ 10 mark
Understands and uses vocabulary for clothes / 10
Understands and uses language for describing what he / she is wearing / 10
Digital
Social competence
and civic competences
Successfully prepares for a fashion show / 10
Successfully holds a fashion show as part of a group / 10

science
inSocial and
and technology
civic competences
Participates in a group activity to hold a fashion show
/ 10
Sense of initiative
Learning to learnand entrepreneurship
Works collaboratively in a group to decide what he / she is going to wear for a fashion show / 10
Learning to learn
Learning to learn
Learning to learn
Learning to learn
Digital competence
Digital competence
in science
competence
Digital competence
Learning to learn
Explores videography by participating in and watching a video of the fashion show / 10
Digital competence
in
Makes a decision about what he / she is going to wear for a fashion show
science
Linguistic
Social andand technology
communication
civic competences
/ 10
Digital competence
Expresses himself / herself creatively by holding a fashion show / 10
Learning
in science to
andlearn
technology
Demonstrates an understanding of different colours / 10
Total mark / 150
Sense of initiative
communication
76
Digital competence
Project 2: A fashion show
Learning to learn
Understands the main points of short, simple and well-structured Identifies gist and the main points in very short and simple oral texts
discussions through talking about clothes
Digital competence
Understands the main points of short and simple presentations on topics Knows and applies basic strategies in order to understand gist, key
Learning
Social andtocivic
learncompetences
that are familiar or of interest information or main points
Understands the gist and main points, and detects a change in topic, in
and
in scienceto
Learning technology
learn
audio visual material

Cultural awareness
Linguistic and expression
communication
Learning to learn
Participates in social conversations through talking about clothes
Knows and applies basic strategies in order to produce short and simple
Learning to learn
Digital competence monologues and dialogues
Makes brief, simple, previously prepared and rehearsed presentations on
Digital competence
the clothes worn through holding a fashion show for the class to watch
Pronunciation is generally understandable
Digital competence
Learning to learn
Sense
Digitalofcompetence
initiative and entrepreneurship
Understands instructions and basic information for a fashion show Knows and applies basic strategies in order to understand gist, key
through successfully following the stages of the project
science
inSocial and
and technology
civic competences
information or main points of instructions
Mathematical competence and basic competences Identifies the topic at hand and understands the general gist, main ideas
and specific information from very short and simple written texts
Digital competence
Composes short, simple, information-type texts when planning an outfit Knows and applies basic strategies to produce simple written texts
Learning to learn
for a fashion show Fulfils the communicative function(s) of a written text
Applies basic graphemes and written symbols to write words or short
Linguistic communication sentences
Digital competence

77
Project 3: A food mobile 8–9: Very good 120–139: Very good

Learning to learn
/ 10 mark
Understands and uses vocabulary for food and drink / 10
Understands and uses language for expressing likes and dislikes / 10
Digital competence
Successfully prepares a food mobile / 10
Successfully asks and answers questions about the food mobile as part of a group / 10

Social
Cultural civic competences
andawareness and expression
Participates in a group activity to have a discussion about food and drink likes and dislikes / 10
Sense
Social initiative
ofand and entrepreneurship
civic competences
Learning awareness
Cultural to learn and expression
Works collaboratively in a group to ask questions about others’ food and drink likes / 10
Learning learn
Linguistictocommunication
and dislikes
Learning to learn

Learning to learn
Learning to learn
Digital competence

Digital competence
Digital competence
in science
competence
Learning to learn
Uses the internet to find images of food and drink / 10
Digital competence
Sense of initiative
Mathematical and entrepreneurship
competence and basic competences
Works with others to ask and answer questions about the food mobile
Linguistic
civic competences
/ 10
Digital competence
Expresses himself / herself creatively by making the food mobile / 10
Learning
in science to
andlearn
technology
Participates in a simple food and drink survey / 10
Total mark / 150
Sense of initiative
communication
78
Digital competence
Project 3: A food mobile
Learning to learn
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 making a food mobile
Understands key information in short and simple conversations, which
Digital competence
Knows and applies basic strategies in order to understand gist, key
deal with familiar topics information or main points
Learning
Social andtocivic
learncompetences

and
in scienceto
Learning technology
learn

Participates in social conversations through making and using the food Knows and applies basic strategies in order to produce short and simple
Cultural awareness
Linguistic and expression
communication
mobile monologues and dialogues
Learning to learn
Participates in everyday exchanges through making suggestions in group Participates using simple language in short conversations about
Learning to learn
work and asking about food and drink likes and dislikes
Digital competence immediate needs or familiar topics
Digital competence
Mathematical
Linguistic competence and basic competences
communication Pronunciation is generally understandable
Digital competence Makes himself / herself understood in short and simple conversations
Learning to learn
Sense
Digitalofcompetence
initiative and entrepreneurship
Understands instructions and basic information for a food mobile
science
inSocial and
and technology
civic competences
Knows and applies basic strategies in order to understand gist, key
through successfully following the stages of the project information or main points of instructions
Identifies the topic at hand and understands the general gist, main ideas
Cultural awareness and expression and specific information from very short and simple written texts
Digital competence
Learning to learn
Composes short, simple, information-type labels when preparing a food Knows and applies basic strategies to produce simple written texts
mobile
in science and technology Fulfils the communicative function(s) of a written text
Linguistic communication Applies basic graphemes and written symbols to write words or short
Sense of initiative and entrepreneurship sentences
Digital competence

79

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1

Key Competences introduction 72

All About Us 1 © Oxford University Press

All About Us 1 © Oxford University Press

Self-evaluation for the children

All About Us 1 © Oxford University Press

All About Us 1 © Oxford University Press

All About Us 1 © Oxford University Press

All About Us 1 © Oxford University Press

Reading and Writing

1 Read and circle. /8 marks

2 I’ve got a 6 Can I borrow your

3 Can I borrow your 7

glue / scissors, I’ve got a ruler / bag.

4 Can I borrow your 8 Can I borrow your

2 Look and write. /8 marks

5 Can I borrow your , please?

3 Listen and number.

Total for test / 24 marks

Point and draw.

Reading and Writing

1 Read and circle. /8 marks

1 I can touch my legs / head. I’m sad / happy.

2 Look and write. /8 marks

3 Listen and tick ✔.

Total for test / 24 marks

Point and draw.

Reading and Writing

1 Look and read. Circle A or B. /8 marks

1 I’m wearing trousers. A B 5 I’m wearing a jumper.

2 Look and write. /8 marks

3 Listen and number.

Total for test / 24 marks

Point and draw.

Reading and Writing

1 Read and circle. /8 marks

1 Where’s my puppet / ball? 3 Where’s my scooter / tablet?

2 Look and write. /8 marks

1 Where’s my ? It’s the table.

2 Where’s my ? It’s the bag.

3 Where’s my ? It’s the chair.

4 Where’s my ? It’s the box.

3 Listen and tick ✔.

Total for test / 24 marks

Point and draw.

Reading and Writing

1 Read and circle. /8 marks

My bird / fish can sing / jump. My hamster / turtle can hop /

2 Look and write. /8 marks

3 Listen and number.

Total for test / 24 marks

Point and draw.

Reading and Writing

1 Read and circle. /8 marks

1 I like bread / cake. I don’t like carrots / biscuits.

2 Look and write. /8 marks

1 I like . 4 I don’t like .

3 Listen and number.

Total for test / 24 marks

1 Read and circle. /8 marks

2 Look and write. /8 marks

3 Listen and number.

1 Read and circle. /8 marks

2 Look and write. /8 marks

3 Listen and tick ✔.

1 Look and read. Circle A or B. /8 marks

1 I’m wearing trousers. A B 5 I’m wearing a jumper.

2 Look and write. /8 marks

3 Listen and number.

1 Read and circle. /8 marks

2 Look and write. /8 marks

3 Listen and tick ✔.

1 Read and circle. /8 marks

2 Look and write. /8 marks

3 Listen and number.

1 Read and circle. /8 marks

2 Look and write. /8 marks

3 Listen and number.

1 Read and tick ✔ or cross ✗. /8 marks

1 I’ve got a rubber. 5 I can shake my legs.

2 Look and write. /8 marks

3 Listen and tick ✔.

4 Talk to your teacher. /8 marks

1 Read and tick ✔ or cross ✗. /8 marks

1 I’m wearing a shirt. 5 I’ve got a teddy. It’s new.

2 Look and write. /8 marks

3 Listen and colour.

4 Talk to your teacher. /8 marks

1 Read and write. /8 marks

2 Look and write. /8 marks

3 Listen and match.

4 Talk to your teacher. /8 marks

1 Read and circle. /6 marks

2 Read and number. /6 marks

3 Look and write. /6 marks

4 Look and write. /6 marks

5 Listen and tick ✔.

6 Listen and number.

1 Read and circle. /6 marks

2 Read and number. /6 marks

1 I can shake my body. 4 I can stamp my feet.

3 Look and write. /6 marks

4 Look and write. /6 marks

5 Listen and tick ✔.

6 Listen and number.