LWU 4 Evaluation

4
Contents
Evaluation overview 1 Competences for 21st century learning introduction 81
Tests introduction 3
Competences for 21st century
Standard tests
Unit 1 6 learning evaluation & Learning

Unit 2 8 standards and Assessment
Unit 3 10 criteria mapping
Unit 4 12 Project 1 83
Term 1 18 Project 4 89
Review 1 Project 95
Challenge tests
Review 2 Project 97
Unit 1 30
Review 3 Project 99
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
Learn with Us © Oxford University Press

4
Evaluation overview
Welcome to the Evaluation and Competences for Evaluation for the teacher
21st century learning section of this Teacher’s
Formative and summative tests
Resource Material for Learn with Us 4. This material
will help you to evaluate what your children have The tests offer the opportunity to assess children
learned. It is divided into two parts: tests and formatively and summatively. They reflect the target
evaluation in terms of the Competences for 21st language of the course and the types of activities
century learning. that the children usually do, and have been
developed in accordance with the Competences for
From the beginning of Primary education, evaluation 21st century learning. In addition, Tests evaluation
should be integrated into the teaching–learning grids are provided so that you may easily record test
process, combining formative (or continuous) results throughout the year. See pages 3–5 for more
assessment with (more formal) summative information on the Learn with Us 4 tests.
evaluation. A proper evaluation requires observation
and measuring tools, which combine to give both
Formative evaluation grids
information about the children and an assessment
In this Teacher’s Resource Material, you will find
of the evaluation process. As part of this process,
a Speaking evaluation grid and Competences for
we need to take into consideration the
21st century learning evaluation grids, all of which
development of the Competences for 21st century
are photocopiable. The optional Speaking
learning and the children’s own self-evaluation.
evaluation grid offers opportunities to assess
In this Teacher’s Resource Material we offer two speaking regularly throughout the year. See page 4
types of evaluation tool. 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, The most appropriate way to assess the
transcripts and marking schemes. There are six Competences for 21st century learning is through
formative Unit tests and three summative observation, and so nine Competences for 21st
Term tests at two levels (Standard and century learning evaluation grids have been
Challenge). 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 Competences for 21st century learning
well as the development of the Competences evaluation grids with your class.
for 21st century learning.
Competences for 21st century learning

Competence-based evaluation is being recognized
as increasingly important in the foreign-
language classroom. On pages 81–82, you will
find a more detailed description of the
Competences for 21st century learning, which you
can use together with the formative evaluation
grids to help you assess your children’s
Competences for 21st century learning in English.
Learn with © Oxford University

1
Self-evaluation for the children Tests
Self-evaluation is a key part of the learning process
Each of the Unit tests includes an All about my test
and of the development of the Learning to learn
feature that pupils complete. This feature
Competence for 21st century learning. It is
encourages the children to reflect at the end of
important that the children realize that when they
the test on their achievements and how well they
are evaluating themselves you are not testing them;
have performed by writing about how they feel
instead, self-evaluation should be viewed as a key
about their test and drawing a sad, OK or happy
motivating factor, encouraging the children to think
face. It is through self-evaluation like this that
about their learning and to take ownership of their
both the pupils and teacher can identify specific
language learning. In Learn with Us 4, opportunities
areas where more support is needed.
for self-evaluation for the pupils can be found in the
following components.
Class Book
A variety of activities are provided in the Class
Book that promote learner awareness and
self-administered evaluation. In Lesson 5 of each
unit, the pupils are asked to assess the story after
they have read it, encouraging them to consciously
reflect on the learning process. Likewise, in Lesson 8,
the pupils think about and discuss Ash and Lily’s
projects, which also helps to focus their attention on
their own unit project. This type of self-conscious
evaluation and decision-making is an essential
step in encouraging pupils to individualize their
learning and develop a sense of learner autonomy.
Activity Book
As with the Class Book, a number of tasks in the
Activity Book help to promote the importance of
self-evaluation as a learning strategy. In Lesson 5,
the pupils extend the Class Book activity by
colouring in stars depending on whether they
thought the story was ‘OK’, ‘good’ or ‘great’. They
are also given the opportunity to monitor their
progress at the end of every unit by taking a short
spelling test in the Picture Dictionary. Self-evaluation
tasks such as these, offered at various important
stages during the course, help the pupils to monitor
their level of success and thereby build
self-confidence and increase motivation.

2
Tests introduction
The Learn with 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
Challenge test providing variety and difficulty. You could use the Unit 1 Standard test as an
Depending on the ability of your children, please example (or, if you wish, use the Unit 1 Challenge
choose either the Standard or Challenge level tests. test if you have a particularly high-achieving class),
and complete the test with the whole class as
• The formative assessment consists of the Unit part of a normal lesson. Lead the children through
tests. In the Unit tests, there are two test sheets
the 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
Challenge level. The Unit tests cover three skills:
of learning and using the mistakes of children as
Reading, Writing and Listening in that order;
they complete the first test is valid preparation for
Speaking can be tested on a more flexible and
the others. Also encourage the children to correct
continuous basis in the classroom using the
each other’s mistakes – it’s important that they
Speaking evaluation grid on page 80 and more
learn to 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
tested (Term 1 test will test the language from
task. 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
that an element of support would still be beneficial
cover all four skills: Reading, Writing, Listening
for some children, continue to provide it.
and Speaking in that order.
All of the tests contain numerous pictures which can
The Learn with 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 to practise or elicit language. This revises
and Cambridge English: Young Learners exams, by
language or can be used to prepare children for the
introducing them to more formal test-taking
relevant speaking test. Also make sure that children
conditions in a non-intimidating way. Moreover, the
are familiar with all the rubrics used in the tests.
activities in the tests have been carefully designed
They should have seen most of the rubrics in the
to echo the most current exam activity types,
Class Book or Activity Book, but it is still wise to
helping the children to start to familiarize
check the children are familiar with the rubrics
themselves with the tests and build their
before they start.
confidence with regard to sitting external exams.
The Tests evaluation grids have been provided on
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.

3
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
assessing speaking continuously during lessons Memory game Children look at words in a category,
throughout the year, rather than in a more formal e.g. food, for one minute then turn their books over.
test situation. Teacher: What (food) can you remember?
When using the grid, aim to evaluate all the children In a minute Choose a category, e.g. activities.
on the same activity to ensure consistency, Children say as many activities as they can
assessing a few children at a time over a few in a minute.
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
the grid. Then add up the scores to give a total score Categories Write category titles on the board, e.g.
for speaking, as well as noting any observations on animals and food, then say words and children have
the children, such as areas to improve, achievement to point to the correct categories.
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 desks. The teacher calls out twice a word at random
that can be used to help consolidate language from the lists. Children who have that card on their
from the course and help the children to prepare for desks turn it over. The first child to turn over all six
the tests. 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
children to guess the first card. If they guess
Alphabet game Give a letter of the alphabet and
correctly, turn it over and let them see it briefly.
a category of vocabulary and ask children to say
Then turn the card over again. The object of the
a word as quickly as they can. For example:
game is to name all ten items correctly in turn
Teacher: presents: B 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
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:
belts ➜ salad ➜ dark ➜ knitting

4
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.
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.

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

matter with him? look like? He’s
He’s got good-looking.
toothache. 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
4. He’s tall. He’s got
curly, dark hair.
8. She’s got long,
dark hair.
2 Look and write questions and answers. /8 marks
> What’s the matter withHe’s

him?got earache.
1.
She’s got long hair.

2.
> What does she look like?

3.
4.
6
Learn with PHOTOCOPIABL © Oxford University
Listening
3 Listen and tick ✔.

CD4
/8 marks
39
1 2
3 4
5 6
7 8
Total for test / 24 marks
How do you feel? Circle, write and draw.
happy OK sad
about my test.
I feel
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.
> What time does he comeHe

home?
comes home at five o’c
1.
2.
> Does she eat dinner in the morning?

✘ No, she doesn’t.
3.
✔
4. ✔
8
Listening
3 Listen and number.

CD4
/8 marks
40
a b
c d
e f
g h
happy OK sad
about my test.
I feel
9
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 thesebelts? They’re mine.
1. Whose are those? They’re.
2. Whose are these? They’re.
3. Whose aregloves?
4. Whose arewatches?
> Whose is thishat? It’shis.
5. Whose is this? It’s.
6. Whose is that? It’s.
7. Whose iscap?
8. Whose isknitting?
1
Listening
3 Listen and circle A or B.

CD4
/8 marks
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
happy OK sad
about my test.
I feel
1
Reading and Writing

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

3 4
Yes, he is. Yes, she is.
She doesn’t want to He’s tidy.
wash up.
2 Look and write questions. /4 marks
> Is she painting? Yes, she is. No, he isn’t. Ye

✔ Yes, he is.
1.
✘
2.
✔
3.
✘
4.
✔
3 Look and write sentences. /4 marks

>
She doesn’t want
to wash up.
1 2
3 4
1
Listening

CD4
/8 marks
42
happy OK sad
about my test.
I feel
1
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.
> Are there any ✘ No, there aren’t.

vegetables?
1. ✘
✔
2.
> Is there any rice? ✘ No, there isn’t.
3. ✔
4. ✘
1
Listening

CD4
/8 marks
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
happy OK sad
about my test.
I feel
1
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

>
We’re playing
catch quietly.
1 2
3 4
5 6
7 8
1
Listening

CD4
/8 marks
44
happy OK sad
about my test.
I feel
1
Name Term 1 Standard
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
1
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
She’s got afternoon.
? He’s tall and .
6
4
.
5
8:15
Does he go to school at
What’s the matter with
What does she look
? ? ?
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.
1
What’s the
? She’s .
Total for Writing / 12 marks
2
Listening

CD4
/6 marks
45
1 2
a b c a b c
6 Listen and draw a line from the name to the correct picture.
CD4
/6 marks
46
3 Sally 4
a b c a b c
Jim
Zoe
5 6
a b c a b c
Paul
Clare
Jack
Total for Listening / 12 marks
2
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
happy OK sad
about my test.
I feel
2
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
.
temperature eat dinner
5. What’s the matter with you?
I’ve got a .
6. Does she at quarter

past six? good-looking painting
Yes, she does.
2
2

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
quarter five. lay the table.
? Yes, she .
4 Look and complete the questions and answers. /6 marks
Total for Writing

They. / 12 marks
1. Whose?
He
2. What time .
?
✘
3. Is?
2
Listening

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

CD4
/6 marks
48
3 4
a b c a b c
5 6
a b c a b c
2
Speaking

happy OK sad
about my test.
I feel
2
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!
2

1 2 3
8:15
Whose He’s What time does he go
.
She’s . ?
He goes to school at quarter
? They’re theirs. eight.
5
4
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
What are you doing?
Whose is that bracelet?

2
3
Listening
6 Listen and draw a line from the person to the correct picture.
CD4
/6 marks
49
Daisy
Mark

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

happy OK sad
about my test.
I feel
3
Name Unit 1 Challenge
Reading and Writing
2 4 5 6 7
1 3
1. She’s short. She’s got 4. He’s thin. He’s got short,

long, 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.
5. What’s the matter with

you? I’ve got toothache.

f g
She’s got long, fair hair.

him? He’s got a cut on his
foot.
3
3
3 Look and write the vocabulary. >

> a bruise /4 marks
1. 5.
1 3
2 4
2. 6.
5
6 7 8
3. 7.
4. 8.
> What’s the matter with you?

I’ve got a cut.
1.
He’s
.
She’s
2. .
He’s short.
> What does he look like?
3.
She’s
4. He’s got
5.
5 Look and write about Daisy and Mark. /5 marks
She’s
He’s
3
Listening

CD4
/7 marks
51
a b c d
e f g
7 Listen and match.

CD4
/7 marks
52
Sally Fred Jack Vicky
Paul Jane Jim
happy OK sad
about my test.
I feel
3
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?

c d
He eats breakfast at quarter to eight.
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 6. Does she brush my / her / his
home? She comes home at quarter to teeth at half past nine?
five / quarter to four / half past five. Yes, she / her / he does.
3
>
3 Look and write the vocabulary.
> half past /4 marks
1. 1 5.
2 3 4
2. 6.
5 6
7 8
3. 7.
4. 8.
> What time does she brushShe

herbrushes
teeth? her teeth at half p
1.
2.
> Does he get up at seven o’clock?

Yes, he does.
3.
✔
4. ✘
5. ✔
5 Look and write about Mark. /5 marks
He .
3
Listening
6 Listen and match.

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

CD4
/8 marks
54
1 2 3 4
8:15 7:45
5 6 7 8
6:45
happy OK sad
about my test.
I feel
3
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.
4

> sunglasses /4 marks
1. 1 5.
2 4
2. 6.
5 3
8
3. 6 7 7.
4. 8.
> Whose are these belts?? They’re mine.
1. Whose are? They’re.
2. ?
> Whose is this hat?? It’s his.
3. Whose is? It’s.
4. ?
5 Look and write about what you like and don’t like in the shop. /6 marks
I like
I don’t like
4
Listening

CD4
/8 marks
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
7 Listen and match.

CD4
/6 marks
56
1 4
2 5
3 6
happy OK sad
about my test.
I feel
4
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.
4
4
3 Look and write the vocabulary. /4 marks
> planting trees > 1 2
1. 5.
3 4 5
2. 6.
3. 6 7 8 7.
4. 8.
> Is she painting? ✘ No, she isn’t.
1. ✘
2. ✔
3. ✔
4. ✘
She’s
He’s
4
Listening

CD4
/6 marks
57
a b c
d e f
7 Listen and circle A, B or C.

CD4
/8 marks
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
happy OK sad
about my test.
I feel
4
Reading and Writing
1. There are a lot 5. There aren’t any

of 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 8. There’s some rice.

fish? 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.
4
4

> water /4 marks
1. 5.
1 2 3 4
2. 6.
5 6 8
3. 7
7.
4. 8.
> Is there any rice? ✘ No, there isn’t.
1. ✘
2. ✔
> Are there any vegetables? ✘ No, there aren’t.
3. ✔
4. ✘
5 Look and write about the food. /6 marks
There
4
Listening

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

CD4
/8 marks
60
happy OK sad
about my test.
I feel
5
Reading and Writing

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

We’re mountain biking carefully.
3. She’s rowing dangerously.
4. He’s hiking quietly.
5. She’s horse riding quickly.
6. What are you doing?

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.
5

> playing catch
1. 1
2.
5
3.
5
2 3
5
>

/4 marks 5.
4
8
6 7 7.
6.
4. 8.
> What are you doing? We’re swimming.
1.
2.
> What are they doing? They’re climbing.
3.
4.
5 Look and write about the people. Use the words in the box. /6 marks
loudly / quietlydangerously / carefullyquickly / slowly
He’s
5
Listening

CD4
/6 marks
61
7 Listen and tick ✔ or cross ✘.

CD4
/8 marks
62
1 2 3 4
5 6 7 8
happy OK sad
about my test.
I feel
5
Name Term 1 Challenge
Reading and Writing

1. What time does she
?
2. He goes to bed
.
quarter past teeth come home
you? 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.
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
5
dinner Yes, he . is does doesn’t
5
1.
1 2 3 4.
2.
4 5.
5 6
3.
6.
1.
like?
2.
her?
3.
teeth?
5 Look and write sentences. /2 marks

> 1 2
She eats breakfast in

the morning.
She . He .
5
Listening

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

CD4
/8 marks
64
3 4
a b c a b c
Julia’s brother
> What’s his name? Paul

1. How old is he?
5 6
a b c a b c
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 .
5
Speaking

10 Look at the pictures and find the differences. Talk to your teacher. /7 marks
A B
happy OK sad
about my test.
I feel
6
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 .

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

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

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 She’s got a
. gardening garden gardens . cold cut
3. Whose is that checked watch? stomach-ache
It’s 6. She doesn’t want to
. his him he the
4. She’s flowers. watering waters
. strong weak untidy water
6
7. I like those
stripy flowery spotty
Total for Reading / 14
marks
6
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
She .
He .
6
Listening

CD4
/6 marks
65
a a b b c c
1 2
What time does she go to school? Whose are these rings?

3
a b c 4
a b c
What is Jack doing?
6
a b c
Where are the earrings?
What’s the matter with her?

5
a b c
What does she look like?
6
7 Listen and colour.

CD4
/8 marks
66
6
Speaking

A
happy OK sad
about my test.
I feel
6
Reading and Writing
eat breakfasta cold

sweeping hard-working
hiking fruit
table morningget up
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.

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.
6
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?
They .
She .
He .
6
There
. Total for Writing / 14 marks
6
Listening
6 Listen and draw a line from the person to the correct picture.
CD4
/7 marks
67
Daisy
Mark
7 Listen and write.

CD4
/7 marks
68
Sally’s friends
> What are their names?

Jim and Clare
She’s got
. 5. What are they doing?

They’re .
2. Does she go to school at quarter
to nine? 6. What’s the matter with him?
He’s got
3. What time does he go to school?
.
eight
7. Whose are those umbrellas?
4. Is he gardening?
They’re
.
7
7
Speaking

A B
happy OK sad
about my test.
I feel
7
Standard tests teaching notes
Unit tests transcripts /
answers 2 Look and write questions and answers.
Answers
Unit 1 test 1 What time does she brush her teeth? She brushes her
teeth at quarter past seven.
Reading and Writing
2 What time does he eat breakfast? He eats breakfast at
1 Read and match. quarter to seven.
Answers 3 Does she watch TV in the afternoon? Yes, she does.
1 e 2 g 3 b 4 h 5 a 6 f 7 c 8 d 4 Does he go to bed at night? Yes, he does.
2 Look and write questions and answers. Score: 1 mark for each correct question and
Answers each correct answer.
1 What’s the matter with her? She’s got a temperature.
2 What’s the matter with him? He’s got a headache. Listening
3 What does he look like? He’s tall.
4 What does he / she look like? He’s / She’s got fair hair. 3 Listen and number. 4.40
1 What time does he go to bed?
Score: 1 mark for each correct question and He goes to bed at quarter to nine.
each correct answer. 2 She doesn’t come home at night. She comes home
in the afternoon.
Listening 3 What time does she get up?
She gets up at quarter past eight.
3 Listen and tick ✔. 4.39 4 He eats breakfast at seven o’clock.
1 What’s the matter with you? 5 Let’s watch TV
I’ve got a cold. tonight! OK!
2 What’s the matter with him? 6 What time does she go to school?
He’s got toothache. She goes to school at quarter to eight.
3 What does she look like? 7 What time do you brush your teeth at
She’s tall. She’s got long, red hair. night? I brush my teeth at quarter past nine.
4 What’s the matter with her? 8 Does he eat dinner at half past seven?
She’s got earache. No, he doesn’t. He eats dinner at half past six.
5 Have you got a stomach-ache? Answers
No, I haven’t.
1 f 2 a 3 e 4 g 5 d 6 h 7 c 8 b
Have you got a cough?
Yes, I have.
6 What does she look like?
Unit 3 test
She’s got straight, fair hair. Reading and Writing
7 What does he look like? 1 Read and circle.
He’s got red hair. He’s thin.
Answers
8 What’s the matter with you? Have you got a
cut? Yes, I have. 1 this, hers 2 bracelets, wallets 3 those, checked
4 flowery, ours
Answers
1 first picture 2 second picture 3 second picture Score: 1 mark for each correctly circled item.
4 first picture 5 first picture 6 first picture
7 first picture 8 second picture 2 Look and complete the questions and answers.
Answers
Unit 2 test
1 necklaces, theirs 2 earrings, hers 3 these, They’re
Reading and Writing yours. 4 those, They’re ours. 5 ring, yours
1 Read and write True or False. 6 wallet, his 7 this, It’s mine. 8 that, It’s hers.
Answers Score: ½ mark for each correct answer.
1 True 2 False 3 True 4 False 5 False 6 True
7 True 8 False

7
Standard tests teaching
Listening
Listening
3 Listen and circle A or B. 4.41
4 Listen and number. 4.42
1 Do you like this flowery
1 Where’s Peter?
bracelet? 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
4 I like that spotty watch.
kitchen. Is she
5 Whose are these checked
cooking?
bracelets? Oh, they’re mine. Thank
Yes, she is.
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
4 There’s Daisy.
umbrellas? 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!
1 B 2 A 3 B 4 B 5 A 6 A 7 A 8 B 6 I can see Jim.
Is he painting?
Unit 4 test No, he isn’t. He’s washing up.
Reading and Writing 7 There’s Jane.
Oh, no! She isn’t strong. She’s very weak.
1 Read and write True or False. 8 Look at Fred!
Answers What’s he doing? Is he gardening?
1 False, True 2 True, False 3 True, True 4 False, True Yes, he is. He’s hard-working.
Answers
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
Score: 1 mark for each correct answer.
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.
61
Unit 5 test
2 What are they doing? Look and write answers.
Reading and Writing Answers
1 Read and circle. 1 She’s horse riding quickly.
Answers 2 He’s canoeing dangerously.
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.
2 Look and write questions and answers. 6 They’re sailing slowly.
7 He’s rowing loudly.
Answers 8 He’s windsurfing quickly.
1 Are there any nuts? No, there aren’t.
2 Are there any puddings? Yes, there are. Score: 1 mark for each correct sentence (there may
3 Is there any salad? Yes, there is. be some differences in answers for the adverbs).
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
Listening Paul. What are they
doing? They’re
3 Listen and circle A or B. 4.43 windsurfing.
1 Look! There’s some meat. 2 There’s Jim.
2 Mmm. I’m hungry. Have you got any fruit? Is he hiking?
No, I haven’t. Sorry. There isn’t any fruit. Yes, he is. He’s hiking quietly.
3 Wow! There are a lot of puddings! 3 Look at Clare and Jack.
4 Are there any seeds? What are they doing?
Yes, there are. There are a few seeds on the They’re canoeing slowly.
table. 4 Look at Daisy. She’s rowing.
5 Is there any salad? Oh, no! She’s rowing dangerously!
Yes, there is. There’s a lot of salad. 5 What are you doing?
6 Is there any fish? We’re mountain biking carefully.
Um, yes, there is. There’s a little fish. 6 Peter! Peter! What are you doing?
7 Oh no! There aren’t any raisins. I’m hiking!
8 There are a few nuts here. They’re my favourite! 7 Oh, wow! Look at Jane. She’s horse
Answers riding. Oh, yes! She’s horse riding very
quickly!
8 Look at Mark and Sally!
1 B 2 B 3 A 4 A 5 B 6 A 7 B 8 A What are they doing?
They’re sailing very loudly! I can hear them!
Unit 6 test Answers
Reading and Writing
8
1 Read and number.
Answers
1 1
7 4
3
7
6
5
3
2
8 4
5
2

Standard tests teaching notes
Term tests transcripts /
answers 3 What does Zoe look like?
She’s got long, fair hair.
Term 1 test 4 What’s the matter with Paul?
He’s got a temperature.
Reading and Writing
1 Read and write Yes or No.
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. 6 Have you got toothache, Jack?
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
Answers
1 look like, thin / good-looking 2 matter, toothache
3 does she watch 4 him, a headache Sally Jim Zoe Paul Clare Jack
5 like, long / fair hair 6 quarter past eight
4 Look and complete the sentences.

Answers
1 he look like, Does he come, comes home at quarter to
2 at quarter past nine, matter with her, got a
stomach-ache
Score: 1 mark for each correct answer. Speaking

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 Learn with Us 4 Units 1 and
5 Listen and tick ✔. 4.45 2 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 * quarter to
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 Next, put the Ash and a cut flashcards together and ask
6 Listen and draw a line from the name to the What’s the matter with him? Invite the pupil to ask a
correct picture. 4.46 similar question about the Lily and toothache
1 Ow! flashcards.
What’s the matter with you, Sally?
I’ve got a stomach-ache. Score: 1 mark for each correct answer.
2 There’s Jim.
3 Next, point to the Lily flashcard and ask What does she
What time does he eat dinner? look like? Once the pupil has answered, say Ask me
He eats dinner at quarter past six. about Ash.
Score: 1 mark for a correct sentence about Lily. 1

mark for a correct question about Ash. 6
4 Finally, put the Ash, come home and quarter to

flashcards in a row. Ask What time does Ash come home? 4 Look and complete the questions and answers.
Once the pupil has answered, put the Lily and go to bed Answers
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. 1 mark for a correct question
3 she drying up,about Lily.isn’t.
No, she
Total: 6 marks (You may wish to award ½ marks to pupils who canScore:
answer1 but
markdofor each
not correct
produce question and
a sentence. You may also wish t
each correct answer.
Listening
5 Listen and tick ✔. 4.47
8 Look at the pictures and talk to your teacher.
1 Point to the pictures and tell the pupil the name of 1 What time does she go to bed?
the
story (Zoe’s day). Describe the first picture, e.g. She She goes to bed at quarter to nine.
goes to school at quarter to nine. Ask the pupil to 2 Are you sweeping?
continue telling the story. Yes, I am. I’m very tidy.
3 I don’t like these stripy
Score: 1 mark for each appropriate umbrellas! Hey! They’re mine!
sentence. (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. (Maximum 3 marks)
Answers
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. You may also wish t
6 Listen and colour. 4.48
1 Can you see the knitting?
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
Answers like?
1 belt 2 good-looking 3 painting 4 ours She’s thin. She’s got long, red hair. Colour her hair
5 temperature 6 eat dinner red. OK.
4 Whose is that
3 Look and write. Use 1, 2 or 3 words.
wallet? It’s his.
Answers Oh, yes. Shall I colour it?
1 What does, short / fair 2 Whose, necklace Yes, please. It’s a blue wallet. Colour it blue.
3 wants to cook 4 washing up, is 5 comes home, to 5 Colour the umbrella.
6 doesn’t want to OK. Which umbrella? The spotty umbrella or the checked
umbrella?
The checked umbrella. It’s next to the woman.
Ah, OK.
Colour it yellow.
Is she watering the flowers?
Yes, she is.
She’s hard-working.

6
Yes, she is. Colour the flowers pink, please.

6
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.
Ask the pupil What’s your name? Then ask How old Score: 1 mark for each appropriate
are you? sentence. (Maximum 3 marks)
1 Put the following Learn with Us 4 Units 1–4 2 Then ask the pupil the following questions:
flashcards on 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. (Maximum 3 marks
* a headache
* a cold Total: 6 marks (You may wish to award ½ marks to pupils who
* knitting
* rings
* colourful
* 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. Answers
(Maximum 1 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 3 Look and write. Use 1, 2 or 3 words.
flashcard and say What’s the matter with her? Once
the pupil has answered, put the a cold and Ash Answers
flashcards next to each other and say Ask me about 1 are those necklaces 2 tidy, untidy 3 to school, past
Ash. 4 a lot of, a little 5 carefully, dangerously
6 doesn’t want to
Score: 1 mark for a correct answer about Mina. 1
mark for a correct question about Ash. Score: 1 mark for each correct answer.
4 Finally, put the knitting flashcard next to the Ash
flashcard and ask Whose is this knitting? Once the pupil 4 Look and write questions.
has answered, put the Mina and rings flashcards next to Answers
each other and say Ask me about the rings.
1 What are they doing? 2 Are there any nuts?
3 What time does she come home?
Score: 1 mark for a correct answer about the 4 What’s the matter with him?
knitting.
Total: 1 mark
6 marks formay
(You a correct question
wish to award ½about theto
marks
pupils who can answer but do not produce a 5 Look and write answers.
sentence. You may also wish to award 1 bonus mark Answers
for good fluency and pronunciation.)
1 We’re snorkelling. 2 It’s yours.

6
Listening
* spotty
6 Listen and draw a line from the person to the * umbrellas
correct picture. 4.49 * quietly
1 What’s the matter with her? * carefully
She’s got a cough. * windsurfing
2 She doesn’t want to dry up. She wants to go rowing! * a little
3 Does he watch TV in the morning? * a lot
No, he doesn’t. He watches TV in the afternoon. * rice
4 Whose are those spotty * vegetables
umbrellas? They’re his. * laying the table
5 Is he rowing? * washing up
No, he isn’t. He’s horse riding quietly. Ssh! Point to two of the flashcards and ask the pupil What’s this?
6 Is there any fruit?
No, there isn’t. But look at Daisy! She’s got a Score: ½ mark for a correct answer. (Maximum 1 mark)
few vegetables. 2 Next, put the spotty and Ash flashcards together and
Answers ask Whose is this spotty jumper? Once the pupil has
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 and circle A or B. 4.50 * for
Lilya correct question.
1 Where’s Fred? Is he
painting? No, he isn’t. He’s
sweeping.
2 Does she eat dinner at quarter to seven?
No, she doesn’t. She eats dinner at quarter past seven.
3 What’s the matter with her?
She’s got a temperature.
Oh, dear.
4 What does he look like?
He’s thin and he’s got fair hair.
5 Can you see two girls?
Hmmm. What are they
doing? They’re horse riding
slowly. Oh, yes!
6 Are there any bread rolls?
Yes, there are. There are a few bread rolls.
Answers
1 A 2 B 3 B 4 A 5 B 6 B
Speaking
Ask the pupil What’s your name? Then ask How old are
you? 1 Put the following Learn with Us 4 Units 1–6
flashcards on the table:
* Ash

6
9 Look at the pictures and talk to your teacher. Total: 6 marks (You may wish to award ½ marks to
1 Point to the pictures and tell the pupil the name of pupils who can answer but do not produce a
the story (Julia’s holiday). Describe the first picture, e.g. sentence. You may also wish to award 1 bonus mark
She gets up at quarter past seven in the morning. Ask for good fluency and pronunciation.)
the pupil to continue telling the story.
Score: 1 mark for each appropriate

sentence. (Maximum 3 marks)
2 Then ask the pupil the following questions:
* How are you? Have you got toothache / a cold?
* Are you good at snorkelling / laying the
table / drying up / washing up? / What are
you good at?
* Is there any fruit / water / food in your bag? Are
there any puddings / seeds / raisins in your bag?
Score: 1 mark for each appropriate

answer. (Maximum 3 marks)
Total: 6 marks (You may wish to award ½ marks to
pupils who can answer but do not produce a
sentence. You may also wish to award 1 bonus mark

6
Challenge tests teaching notes
Unit tests transcripts /
answers 5 What does she look like?
She’s got long, straight, fair hair.
Unit 1 test Is she tall?
No, she isn’t.
Reading and Writing 6 This is my friend, Hannah. She’s tall. She’s got long,
Answers
1 True 2 False 3 True 4 False 5 False straight, dark hair.
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.
1 toothache 2 (a) cough 3 (a) headache 4 (a) cold Oh, yes. What’s the matter with her?
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-
Answers ache? Yes, I have.
Oh, poor you.
1 What’s the matter with him? He’s got toothache.
2 What’s the matter with her? She’s got a headache. 4 Look at
3 What does she look like? She’s thin / tall. Vicky.
4 What does he look like? He’s got dark / short / curly What’s the matter with her?
hair. She’s got a cold.
5 What does she look like? She’s got fair / long hair. Oh, dear.
5 There’s Jack. What’s the matter with him?
Score: ½ mark for each correct question and He’s got earache.
each correct answer. Oh, poor Jack.
6 I can see
5 Look and write about Daisy and Mark. Jane.
Example answer Oh, yes. What’s the matter with her?
She’s got a cough.
She’s got long, fair hair. She’s got a cold. He’s tall and
7 Hi, Fred.
thin. He’s got short, dark hair. He’s got a cut on his arm.
He’s got earache. Hi.
How are you?
I’m not very well. I’ve got a headache.
Score: 1 mark for each correct sentence. (Maximum
5 marks) Oh, dear.
Answers
SallyFredJackVicky
Listening
1 There’s Julia.
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 PaulJaneJim
hair. That’s right.
3 Can you see Peter?
What does he look
like?
He’s short. He’s got dark
hair.
Is he good-looking?

6
Yes, he is.
4 There’s Jim. He’s tall and thin. He’s got white hair.

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

7

7 Listen and match. 4.56
Answers
1 I like this checked ring.
1 earrings 2 wallet 3 knitting 4 stripy 5 checked Oh, yes! Whose is it?
6 flowery 7 spotty 8 colourful It’s mine!
2 Whose is this spotty
Score: ½ mark for each correct answer.
watch? It’s yours!
Oh, yes!
4 Look and write questions and answers. 3 Whose is this stripy wallet?
Answers
It’s his.
4 Whose are those bracelets?
1 those watches, ours
They’re ours.
2 Whose are these necklaces? They’re theirs. 5 Whose is that knitting?
3 that bracelet, yours
It’s hers.
4 Whose is that wallet? It’s his.
6 Whose are these flowery belts?
They’re theirs.
Score: ½ mark for each correct question and
each correct answer. Answers
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)
Listening Unit 4 test

6 Listen and circle A or B. 4.55 Reading and Writing
1 I like that umbrella.
This spotty umbrella? 1 Read and write the names.
Yes. Answers
I like that spotty umbrella, too. 1 Jane 2 Jim 3 Mary 4 Peter 5 Sally 6 Lily
2 How much are those earrings, 7 Paul 8 Jack
please? 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. 3 Look and write the vocabulary.
6 Whose is this flowery Answers
watch? It’s hers. 1 painting 2 cooking 3 laying the table
It’s lovely! 4 washing up 5 watering the flowers 6 lazy
7 Whose is that checked 7 hard-working 8 untidy
cap? It’s yours!
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

7
4 Look and write questions and answers. 6 She isn’t hard-working. She’s lazy! She doesn’t want to
Answers dry up.
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
gardening? No, she isn’t. 8 She wants to do the washing
up. Really?
Yes!
each correct answer. Answers
5 Look and write about Daisy and Mark. 1 C 2 B 3 A 4 B 5 B 6 A 7 B 8 C

Example answer
She’s lazy. She’s untidy. She doesn’t want to lay the table. Unit 5 test
He’s cooking. He’s hard-working. He wants to wash up. Reading and Writing
(Maximum 6 marks) Answers
1 True 2 False 3 True 4 False 5 False 6 True
Listening 7 False 8 True
2 Read and circle.
1 Is he sweeping? Answers
No, he isn’t. He’s watering the flowers. 1 some, oranges 2 any, a few 3 any, Yes, there are.
2 Is he laying the table? 4 aren’t, a lot of 5 There isn’t any, There’s a little
No, he isn’t. His mum is laying the table. He wants to 6 a lot of, any
lay the table!
3 She isn’t lazy. She’s hard-working. She wants to cook Score: ½ mark for each correctly circled item.
dinner.
Great! She eats dinner at quarter past seven. 3 Look and write the vocabulary.
4 Is she washing up? Answers
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? Score: ½ mark for each correct answer.
No, she isn’t.
Is she hard-working? 4 Look and write questions and answers.
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
Answers each correct answer.
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 bread rolls. There isn’t any fruit. There are a lot of
cooking. vegetables. There are some puddings.
2 Is she hard-working?
Yes, she is. Look! She’s painting.
3 Is he laying the table? Score: 1 mark for each correct sentence.
Yes, he is. And he wants to sweep. (Maximum 6 marks)
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.

7
Listening
Unit 6 test
6 Listen and circle A or B. 4.59
1 Is there any rice? Reading and Writing
No, there isn’t. There’s some salad and some fruit. 1 Read and number.
Oh, right. Answers
2 Are there any nuts? 6
Nuts? Hmm … Yes, there are. There are a few nuts here.
OK.
1
3 There are a lot of vegetables. 3
Yes, and there’s a little meat, too. 5
4 Have you got any fish? 7
Yes, I have. I’ve got a few puddings, too.
5 I’m hungry! Is there any fruit? 2 4
Yes, there’s a lot of fruit. Here!
Thank you!
6 Are there any bread rolls?
8
Yes, there are. There are a few bread rolls. I’ve got a
lot of seeds, too.
Answers 2 Read and circle.
1 B 2 A 3 A 4 B 5 A 6 B Answers
1 We're, sailing 2 What, mountain biking
3 He's, slowly 4 rowing 5 they, snorkelling
1 Are there any vegetables? 6 quickly 7 doing, canoeing
No, there aren’t, but there’s some salad.
Oh, OK. Score: ½ mark for each correctly circled item.
2 Are there any puddings?
Yes, there are. There are a few puddings. 3 Look and write the vocabulary.
3 There’s a little rice here. Would you like
Answers
some? Yes, please.
Here you are. 1 horse riding 2 sailing 3 canoeing 4 snorkelling
4 Have you got any 5 mountain biking 6 hiking 7 windsurfing 8 rowing
fish? Yes, I have. Score: ½ mark for each correct answer.
Please can I have some?
Yes, of course.
4 Look and write questions and answers.
5 Is there any fruit?
No, sorry. There isn’t any fruit. Answers
6 Are there any puddings? 1 What are you doing? We’re rowing. 2 What are you
Yes, there are. There are a lot of puddings! Here you doing? We’re hiking. 3 What are they doing? They’re
are. Thank you. snorkelling. 4 What are they doing? They’re horse
7 Is there any pasta? riding.
No, there isn’t, but there’s a lot of rice.
Oh, right … I don’t like rice. Score: ½ mark for each correct question and
8 There aren’t any nuts or seeds, but there are some each correct answer.
raisins.
5 Look and write about the people. Use the words
Oh, good.
in the box.
Answers
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.
7 2 Score: 1 mark for each correct sentence (there may

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

7
Listening
1 What are you doing?
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 What are you doing?
We’re canoeing slowly.
Answers
1
4 3
5
7 Listen and tick ✔ or cross ✘. 4.62

1 What are you
doing?
We’re windsurfing!
Have fun!
2 Listen to those children. They’re canoeing loudly!
3 Look! He’s mountain biking dangerously.
4 What are they
doing?
They’re rowing.
Shall we go rowing?
No, thanks. I don’t feel like it.
5 I can see Anna.
Where is she?
She’s in the mountains. She’s hiking.
Oh, yes!
6 He’s swimming slowly and carefully.
7 Where’s Katie?
She’s windsurfing.
8 What are they doing?
They’re horse riding. Shall we go horse riding?
Yes, that’s a great idea!
Answers
1 ✘ 2 ✔ 3 ✘ 4 ✔ 5 ✔ 6 ✘ 7 ✘ 8 ✔

7
Challenge tests teaching notes
Term tests transcripts /
answers Hmmm. What time does he eat dinner?
He eats dinner at quarter to six.
Term 1 test Me, too!
3 Do you know Harry?
Reading and Writing Mmm. What does he look like?
1 Read and choose the correct words. Write. He’s good-looking. He’s got dark hair.
Answers Oh, yes. I know Harry!
4 Have you got
1 come home 2 at night 3 toothache 4 teeth
earache? No, I
5 fair hair 6 quarter past 7 thin
haven’t.
2 Read and circle the correct words. Write. What’s the matter with you?
Answers I’ve got a cough. And I’ve got a temperature, too.
5 What time does he brush his teeth?
1 What, fair hair, quarter to 2 him, earache, eat dinner,
does Erm, well, he gets up at quarter to nine, he eats
breakfast at nine o’clock and then he brushes his teeth
Score: 1 mark for each correct answer. at quarter past nine.
3 Look and write the vocabulary. 6 There’s my sister!

Answers What does she look like?
1 (a) stomach-ache 2 (a) temperature 3 (a) cough She’s tall. She’s got long, straight, fair hair.
4 go to school 5 watch TV 6 get up Answers
1 b 2 c 3 b 4 b 5 c 6 a
8 Listen and write. 4.64
4 Look and write questions and answers. Hi, Julia. What’s your brother’s name?
Answers His name’s Paul.
How do you spell
1 What does he look, He’s tall. 2 What’s the matter
that? P-A-U-L.
with, She’s got a headache. 3 What time does he brush
his, He brushes his teeth at quarter past eight. How old is
Paul? He’s ten.
Score: ½ mark for each correct question and What does he look like?
each correct answer. He’s thin.
OK. What time does he get up in the morning?
5 Look and write sentences. He gets up at quarter to six.
Answers Quarter to six … Does he eat breakfast at home?
No, he doesn’t.
1 He comes home in the afternoon. 2 She goes to bed
at night. Does he eat lunch at school?
Yes, he does. He eats lunch at quarter past twelve.
6 Look and write about Daisy and Mark. Quarter past twelve, OK. And what time does he come
Example answer home?
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.
He watches TV at quarter past four. He’s got a cold. Yes, he does. But today he’s in bed.
Oh, why?
He’s not very well.
(Maximum 6 marks) What’s the matter with him?
He’s got a stomach-ache.
Oh, dear.
Listening
Answers
7 Listen and tick ✔. 4.63 1 ten / 10 2 thin 3 quarter to 4 No (, he doesn’t.)
1 How are you? 5 quarter past 6 afternoon 7 Yes (, he does.)
I’m not very 8 a stomach-ache
well.
Oh, dear. What’s the matter with you? Speaking
I’ve got a cold.
2 Let’s play football with Fred 9 Listen and talk to your teacher.
tonight. Good idea! What time? Ask the pupil What’s your name? Then ask How old
are you?

7
1 Put the following Learn with Us 4 Units 1
and 2 flashcards on the table:

7
* Mina
* a cold Score: 1 mark for each appropriate answer. (Maximum 3 marks)
* a stomach-ache
* tall Total: 7 marks (You may wish to award ½ marks to pupils who c
* good-looking
* get up
* brush my teeth
* go to bed
* at night
* in the morning
Term 2 test
* 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. 5 washing up 6 good-looking 7 mine
(Maximum 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
for a 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.
for a 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 Score: ½ mark for each correct question and
sentence. You may also wish to award 1 bonus mark each correct answer.
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
differences between the two pictures. sweeping. She’s tidy. She wants to paint. He’s got
Answers (short,) (curly,) (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 has got fair hair. Listening
(Maximum 6 marks)
In Picture A, the girl eats breakfast at quarter past seven.
In Picture B, the girl eats dinner at quarter past seven. 6 Listen and tick ✔. 4.65
In Picture A, the girl has got a cut. In Picture B, the 1 She gets up at half past seven. She eats breakfast at
girl has got a headache. quarter to eight. She goes to school at quarter past
eight.
2 I like these colourful
(Maximum 4 marks) rings. They’re mine!
2 Then ask the pupil the following questions:
* How are you?
* What time do you eat breakfast / lunch / dinner?
* What does your mum / dad / brother / sister look like?

7
3 Julia isn’t at school today. She’s not very

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

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

Daisy
4 Look and write questions and answers.

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.

each correct answer.

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

8
Score: 1 mark for a correct answer.

8
Name Evaluatio
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
8
Name Evaluatio
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
8
Speaking evaluation (optional) Assessment criteria
Learn with
10: Excellent 8–9: Very good 6–7:

Good
Unit
PHOTOCOPIABL
Name Pairwork activity Everyday language Acting out Rhyme Total for Observations
(Lesson 2) / (Lesson (Lesson 3) (Lesson 7) (Lesson 7) Speaking
6)
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
Oxford University
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.
8
Competences for 21st century learning introduction
What are the Competences for 21st century and
learning in the foreign language classroom?
The Competences for 21st century learning describe
a range of skills, knowledge, attitudes and
behaviour developed in all subjects to serve children
for life and learning outside the classroom.
There are eight Competences for 21st century
learning, distinguishing between communication in
the mother tongue and a foreign language; these two
have been combined to create seven Competences
for 21st century learning:
1 Linguistic competence
2 Social and civic competence
3 Learning to learn
4 Digital competence
5 Sense of initiative and entrepreneurship
6 Cultural awareness and expression
7 Mathematical competence and basic
competences in science and technology
Linguistic competence
This encompasses effective communication and
expression in a range of contexts, such as at
home, during leisure time or at school, according
to the children’s age and stage of development.
Throughout the six levels of Learn with Us, input
of vocabulary and grammar essential for
effective communication is presented in
motivating contexts and through a variety of
mediums to fire children’s curiosity and
encourage a genuine desire for communication.
Every activity in Learn with Us is designed with a
linguistic outcome for children, and the course has
been specially developed to provide challenging
and motivating input alongside the development
of the four skills of reading, writing, listening and
speaking.
Social and civic competence

This competence describes the range of social,
interpersonal and intercultural skills and
behaviour that equip individuals to participate
effectively and constructively in society.
Learn with Us presents language to children
in different everyday contexts in which they
can broaden their social and civic knowledge

8
understanding. They also learn how to be good
citizens alongside the course characters, and the
All about values themes explicitly explore
positive behaviour. Values and citizenship,
interpersonal and social skills, codes of conduct,
norms of behaviour and customs in similar and
different environments are all positively
modelled, helping children absorb socio-political
concepts like equality and diversity and spark
interest in other people’s culture and customs.
Learning to learn
This competence encompasses the development
of study skills and attitudes that help children
to continue learning inside and outside the
classroom efficiently and autonomously.
Lots of the activities in Learn with Us are
designed to get children thinking about how they
learn, what sort of learner they are and what
learning strategies they can adopt to become
more efficient learners. Self-evaluation plays an
important part in this, as does the development
of positive learning attitudes and self-reliance as
a learner.
Learn with Us 4 offers explicit opportunities
for self-evaluation, learning to learn and
reference materials to support the
development of this Competence (see page 2
for more information on self-evaluation).
Digital competence
This involves the confident and critical use of
information and basic skills in information and
communication technology (ICT).
The blend of digital and print material in Learn
with Us mean that Digital competence can be
developed on a day-to-day basis. Learn with Us
recognizes that technology is a part of everyday
life, both inside and outside the classroom, and
encourages children to be safe and responsible
users while also providing opportunities to
develop the necessary IT skills to do this
effectively.
Sense of initiative and entrepreneurship

This competence is related to Learning to learn,
and also describes values and attitudes such as
perseverance, self-esteem and the capacity to
calculate risks and identify solutions to
problems, and the ability to turn ideas into
action.

8
Many of the communicative activities in Learn
Evaluating the Competences for 21st
with Us contribute to the development of this
century learning in the foreign language
competence, with children working
classroom In Learn with Us, the material has
independently, in pairs or in groups to achieve
been carefully
a specific goal. These might include the Review
developed to ensure that the learning that takes
projects, a performance of a song or chant or a
place in every lesson supports the development of
communication activity, to name but a few.
the Competences for 21st century learning. (In the
These activities require planning, cooperation and
Teacher’s Guide you will find suggestions as to how
organizational skills, such as time-management,
the course material fulfils specific competences.)
flexibility and determination.
The Competences for 21st century learning
Cultural awareness and expression evaluation materials provided can be used with
Learn with Us offers plenty of opportunities to each of the six unit projects and the three (termly)
develop an appreciation of the importance of Review projects in the Class Book. These projects
the creative expression of ideas, experiences and have each been developed to ensure that the
emotions in a range of media, for example learning that takes place supports the
through music and song, acting out stories, and development of all
craft and art activities. the competences.
Children are encouraged to creatively express

themselves through participation in such
How to administer the Competences for 21st
century learning evaluation
activities as singing and performing songs and
chants, the acting out of stories or rhymes and The evaluation grids are provided as photocopiable
arts and crafts such as making the Lesson 6 sheets. The grids allow you to assess your children’s
cut-outs or craft activities in the classroom, and development of the Competences for 21st century
through learning about the culture of English- learning in a practical way, by clearly detailing how
speaking countries around the world. The many each of the projects covers each competence and
personalization tasks to be found in the course with the help of an easy-to-use marking scheme to
material also build children’s confidence in their grade each objective against.
own creative expression. At the end of each project, simply print off the
relevant Competences for 21st century learning
Mathematical competence and basic
evaluation grid and complete for each child by filling
competences in science and technology
in the name and awarding marks out of 10 for each
Mathematical competence is the ability to apply
indicator by following the guidelines provided in the
mathematical thinking to a range of situations,
grid. You can then give a total mark for each
with the emphasis being placed on process,
competence and for the whole project. There is also
activity and knowledge, while science and
space for you to add observations, in order to monitor
technology refers to the mastery and the use
individual students’ progress across the projects.
and application of knowledge and
methodologies which explain the natural world. To accompany each of the evaluation grids, there
are tables that map how the activities and the
Learn with Us brings in a wide range of concepts
Competences for 21st century learning developed
from across the curriculum, including Science
in each project fulfil the required Learning standards
and Maths in which these competences are
and Assessment criteria for Primary education. These
directly applied. In addition, many other
tables are already completed for you and can be
language activities in Learn with Us require some
used as a reference tool to help you evaluate the
degree of mathematical thinking or the
competences and complete the evaluation grid for
application of scientific knowledge, such as
each student.
conducting a simple survey.

8
Competences for 21st Assessment criteria: Total Competence mark:
Learn with
century learning evaluation 10: Excellent

8–9: Very good
140–150: Excellent
120–139: Very good
6–7: Good 85–119: Good
Unit 1 project: My friend in costume 5: Adequate 61–84: Adequate
PHOTOCOPIABL
Name: 1–4: Needs improvement 0–60: Needs improvement
Indicators for evaluating the Competences for 21st century learning Mark Total Competence Observations
/ 10 mark
©
Describes a friend using familiar vocabulary and structures / 10
Oxford University
Understands and uses language to describe appearances / 10

Successfully prepares two descriptions of a friend / 10
Successfully presents the project to the class / 10
Participates in a group discussion about their project / 10
Takes turns in the discussions around the project and listens to other people’s / 10
presentations
Learning to learn
Demonstrates a positive attitude to learning by trying their best / 10
Understands and completes a project plan to prepare for making their project / 10
Volunteers answers to questions / 10
Successfully plans for the objects they will need to complete the project in an exchange / 10
with a partner
Cultural awareness and expression
Expresses themselves creatively by drawing an imaginary costume / 10
Creates two visually attractive illustrations / 10
Draws different textures using a variety of drawing techniques / 10
Mathematical competence and basic competences in science and technology
Demonstrates an understanding of symmetry by creating a folded image / 10
Total mark / 140
8
Learning standards and Assessment criteria mapping
Learn with
Unit 1 project: My friend in costume

This project fulfils the following Learning standards and related Assessment criteria across the Competences for 21st century learning indicated below.
PHOTOCOPIABL
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
Oxford University
listening to Ash’s project

Understands the gist and main points, and detects a change in topic, Discriminates basic sound, accent, rhythmic and intonation patterns
in audio visual material and recognizes general communicative meanings and intentions
related to said patterns
Production of oral texts
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
Pronunciation is generally understandable
Fulfils the communicative function(s) of an oral text
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
Understands key information and locates specific information in simple Knows and applies basic strategies in order to understand gist,
informational materials by completing the preparation activities in the key information or main points of a text
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 and specific information from very short and simple written texts
the project
Production of written texts
Composes short, simple, information-type texts when preparing a Knows and applies basic strategies to produce simple written texts
description of their friend Knows how to use basic syntactic structures in written texts
Applies basic graphemes and written symbols to write words or short
sentences
8
Learn with

8–9: Very good
6–7: Good 85–119: Good
Unit 2 project: My friend’s day 5: Adequate 61–84: Adequate
PHOTOCOPIABL
/ 10 mark
©
Understands and uses vocabulary for daily activities / 10
Oxford University
Understands and uses language for describing different times of the day / 10
Successfully prepares sentences about their friend’s day / 10
Successfully presents their project to the class / 10
Learning to learn
with a partner
Expresses themselves creatively by making a clock spinner / 10
Can identify activities that are typical of a certain time of day / 10
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
Total mark / 140
8
Learn with
Unit 2 project: My friend’s day

PHOTOCOPIABL

©
Oxford University
listening to Lily’s project

Activity Book
completing the project through successfully following the stages and specific information from very short and simple written texts
of the project
Composes short, simple, information-type texts when preparing Knows and applies basic strategies to produce simple written texts
sentences about a friend’s day Knows how to use basic syntactic structures in written texts
sentences
8
Learn with

8–9: Very good
6–7: Good 85–119: Good
Unit 3 project: My shop advert 5: Adequate 61–84: Adequate
PHOTOCOPIABL
/ 10 mark
©
Understands and uses vocabulary for gifts / 10
Oxford University
Understands and uses language for asking about likes and dislikes / 10
Successfully prepares labels for items and can write prices accurately / 10
Learning to learn
with a partner
Expresses themselves creatively by choosing items for a shop / 10
Creates a visually attractive advert for a shop / 10
Draws different patterns / 10
Demonstrates an understanding of prices and value / 10
Demonstrates an understanding of different patterns / 10
Total mark / 140
8
Learn with
Unit 3 project: My shop advert

PHOTOCOPIABL

©
Oxford University

everyday topics or topics of interest via the project monologues
Activity Book
the project
Composes short, simple, information-type texts when preparing labels Knows and applies basic strategies to produce simple written texts
and prices for an advert Knows how to use basic syntactic structures in written texts
sentences
8
Learn with

8–9: Very good
6–7: Good 85–119: Good
Unit 4 project: My rap 5: Adequate 61–84: Adequate
©
Oxford University
/ 10 mark
Understands and uses vocabulary for describing character / 10
Successfully prepares a rap / 10
Successfully presents the rap to the class / 10
Uses the correct intonation and stress to deliver a rap / 10
Demonstrates an understanding of similar sounds and rhyming language / 10
Learning to learn
with a partner
Expresses themselves creatively by writing a rap / 10
Draws a visually attractive picture of a story character / 10
Selects and can provide an accurate description of their favourite story character / 10
Understands how to plan a rap / 10
Demonstrates an understanding of the structure of a rap / 10
Total mark / 140
8
Learn with
Unit 4 project: My rap

©
Oxford University

Activity Book
the project
Composes short, simple, information-type texts when preparing a rap Knows and applies basic strategies to produce simple written texts
Knows how to use basic syntactic structures in written texts
sentences
9
Learn with

8–9: Very good
6–7: Good 85–119: Good
Unit 5 project: My healthy lunch 5: Adequate 61–84: Adequate
©
Oxford University
/ 10 mark
Understands and uses food vocabulary / 10
Understands and uses language to describe quantities / 10
Successfully prepares a description of a healthy lunch / 10
Learning to learn
with a partner
Plans a healthy lunch by selecting appropriate amounts of food from different food / 10
groups
Expresses themselves creatively by writing and illustrating a description of a healthy lunch / 10
Expresses understanding of the subject by writing a description of a healthy lunch / 10
Demonstrates an understanding of what constitutes a healthy, balanced diet / 10
Can talk accurately about different quantities / 10
Total mark / 140
9
Learn with
Unit 5 project: My healthy lunch

©
Oxford University

Participates in everyday exchanges when doing a speaking activity Participates using basic and simple language in short conversations
Activity Book
the project
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 Knows how to use basic syntactic structures in written texts
sentences
9
Learn with

8–9: Very good
6–7: Good 85–119: Good
Unit 6 project: My triathlon 5: Adequate 61–84: Adequate
©
Oxford University
/ 10 mark
Understands and uses words for different sports and activities / 10
Correctly uses adverbs to describe different sports and activities / 10
Successfully prepares a description of a triathlon / 10
Successfully presents the description of their triathlon to the class / 10
Learning to learn
with a partner
Able to identify differences in safety and speed, and accurately describe these difference / 10
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
Expresses an understanding of the subject by selecting appropriate activities for / 10
a triathlon
Shows understanding of perspective / 10
Total mark / 140
9
Learn with
Unit 6 project: My triathlon

©
Oxford University

Participates in everyday exchanges when doing a speaking activity Participates using basic and simple language in short conversations
Activity Book
the project
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 Knows how to use basic syntactic structures in written texts
sentences
9
Learn with

8–9: Very good
6–7: Good 85–119: Good
Review 1 project: Make and play a card game 5: Adequate 61–84: Adequate
©
Oxford University
/ 10 mark
Understands and uses vocabulary for making a card game / 10
Understands and uses vocabulary from Units 1 and 2 / 10
Successfully prepares part of a card game / 10
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
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
Works with the group to divide up the tasks required to make a card game / 10
Understands and adopts a useful revision technique in the form of a card game / 10
Expresses themselves creatively by making part of a card game / 10
Portrays meaning through mime / 10
Demonstrates an understanding of shapes / 10
Total mark / 150
9
Learn with
Review 1 project: Make and play a card game

©
Oxford University

discussions through making a card game key information or main points
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
Makes themselves understood in short and simple conversations
Knows how to use basic syntactic structures in oral communications
Participates in everyday exchanges through making suggestions in group Participates using simple language in short conversations about
work immediate needs or familiar topics
Understands instructions, directions and basic information for Knows and applies basic strategies in order to understand gist,
completing the project through successfully following the stages of key information or main points of instructions
the project Identifies the topic at hand and understands the general gist, main ideas
and specific information from very short and simple written texts
Composes short, simple, information-type labels when preparing part of Knows and applies basic strategies to produce simple written texts
a card game Applies basic graphemes and written symbols to write words or short
sentences
9
Learn with

8–9: Very good
6–7: Good 85–119: Good
Review 2 project: Act out a shopping role-play 5: Adequate 61–84: Adequate
©
Oxford University
/ 10 mark
Understands and uses vocabulary for designing the items and layout of a shop / 10
Understands and uses vocabulary from Units 3 and 4 / 10
Successfully prepares price labels for different items / 10
Successfully asks and answers questions about the items in the shop / 10
Participates in a group activity to hold a shopping role-play / 10
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
Participates in a shopping role-play / 10
Learning to learn
Works with the group to divide up the tasks required to make a shop / 10
Expresses themselves creatively by choosing and drawing different items to sell in a shop / 10
Can act out an imaginary role-play by drawing on real-life experiences / 10
Demonstrates an understanding of prices and value / 10
Total mark / 150
9
Learn with
Review 2 project: Act out a shopping role-play

©
Oxford University

discussions through planning a shopping role-play key information or main points
Discriminates basic sound, accent, rhythmic and intonation patterns
and recognizes general communicative meanings and intentions
Identifies gist and the main points in very short and simple oral texts

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
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
everyday topics or topics of interest monologues and dialogues
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
sentences
9
Learn with

8–9: Very good
6–7: Good 85–119: Good
Review 3 project: Plan a perfect day out 5: Adequate 61–84: Adequate
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Oxford University
/ 10 mark
Understands and uses vocabulary for planning a perfect day out / 10
Understands and uses language from Units 5 and 6 / 10
Successfully prepares a poster about a perfect day out / 10
Participates in a group activity to plan a perfect day out / 10
Collaborates with others in a group in project activities, and develops ideas together / 10
Works collaboratively in a group to decide what they are going to do during their perfect / 10
day out
Learning to learn
Works with others to decide what they are going to do and at what time on their / 10
perfect day out
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 / 10
Creates a visually attractive poster / 10
Understands how to design and decorate a poster / 10
Total mark / 150
9
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Review 3 project: Plan a perfect day out

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Oxford University

listening to other groups’ presentations Discriminates basic sound, accent, rhythmic and intonation patterns
and recognizes general communicative meanings and intentions
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
Participates in social conversations through planning a perfect day out Makes themselves understood in short and simple conversations
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
everyday topics or topics of interest monologues and dialogues
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
sentences
1

LWU 4 Evaluation

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4

Unit 1 6 learning evaluation & Learning

Learn with Us © Oxford University Press

Competences for 21st century learning

Learn with © Oxford University

Learn with © Oxford University

Learn with © Oxford University

Games Name the cards Stick pictures on the board so that

Learn with © Oxford University

Learn with © Oxford University

Reading and Writing

1 Read and match. /8 marks

1. What’s the a b 5. What does he

2 Look and write questions and answers. /8 marks

> What’s the matter withHe’s

She’s got long hair.

> What does she look like?

3 Listen and tick ✔.

Total for test / 24 marks

How do you feel? Circle, write and draw.

Reading and Writing

1 Read and write True or False. /8 marks

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

> What time does he comeHe

> Does she eat dinner in the morning?

3 Listen and number.

Total for test / 24 marks

How do you feel? Circle, write and draw.

Reading and Writing

1 Read and circle. /8 marks

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 thesebelts? They’re mine.

1. Whose are those? They’re.

2. Whose are these? They’re.

> Whose is thishat? It’shis.

5. Whose is this? It’s.

6. Whose is that? It’s.

3 Listen and circle A or B.

Total for test / 24 marks

How do you feel? Circle, write and draw.

Reading and Writing

1 Read and write True or False. /8 marks

He’s untidy. She’s weak.

Is he sweeping? Is she cooking?

2 Look and write questions. /4 marks

> Is she painting? Yes, she is. No, he isn’t. Ye

3 Look and write sentences. /4 marks

4 Listen and number.

Total for test / 24 marks

How do you feel? Circle, write and draw.

Reading and Writing

1 Read and circle. /8 marks

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.